International Baccalaureate Diploma Programme - Spjelkavik ...

International Baccalaureate Diploma Programme

2013-2015

20132015 Student Parent Handbook

Written by Helene Hanken August 2013

Contents Spjelkavik vgs mission statement .........................................................................................................................5 Welcome to the IB Diploma Programme .............................................................................................................5 The IB Diploma Programme: expectations and requirements ................................................................5 Attendance ..............................................................................................................................................6 Minimum grades levels............................................................................................................................6 Assessment deadlines..............................................................................................................................6 Prerequisites & special conditions for Physics and Math SL or HL ..........................................................7 Academic Honesty ................................................................................................................................................8 Course Information...............................................................................................................................................8 The IB DP Model ......................................................................................................................................8 Norwegian A: Literature HL/SL ................................................................................................................9 English A: Language and Literature HL/SL ............................................................................................ 10 Norwegian B SL ..................................................................................................................................... 11 History HL/SL ........................................................................................................................................ 11 Business and Management HL/SL ........................................................................................................ 11 Biology HL/SL ........................................................................................................................................ 12 Chemistry HL/SL .................................................................................................................................... 12 Physics HL/SL ........................................................................................................................................ 12 Math Studies SL .................................................................................................................................... 13 Mathematics SL .................................................................................................................................... 13 The Core Elements of the IB DP......................................................................................................................... 14 Creativity, Action, and Service (CAS) .................................................................................................... 14 Theory of Knowledge (TOK) .................................................................................................................. 15 Extended Essay (EE) .............................................................................................................................. 15 Assessment in the IB.......................................................................................................................................... 16 Grading ................................................................................................................................................. 16 What is required for the award of the Diploma? ................................................................................. 17 University recognition ....................................................................................................................................... 18 How to apply for post-secondary education in Norway ....................................................................... 18 Reporting – how do we communicate information about assessment? .......................................................... 19 Formative assessment and self-assessment:........................................................................................ 19 Spjelkavik vgs, IBDP 2013-2015

Material taken from IB documents, ibo.org and occ.ibo.org Side 2

Subject teachers - student conversation: ............................................................................................. 19 Class teacher - student conversation: .................................................................................................. 19 The parent conversation:...................................................................................................................... 20 Year one status meeting: ...................................................................................................................... 20 ACADEMIC HONESTY POLICY ............................................................................................................................. 20 PREVENTION AND PRACTICE ..................................................................................................................... 20 SOURCE ACKNOWLEDGEMENT ................................................................................................................. 21 ROLES AND RESPONSIBILITIES ................................................................................................................... 21 CONSEQUENCES OF MALPRACTICE ........................................................................................................... 21 Contact information .......................................................................................................................................... 23 Thanks to ........................................................................................................................................................... 23

Spjelkavik vgs, IBDP 2013-2015


IB learner profile (2013) Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. W e engage with issues and ideas that have local and global significance.

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open-minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. W e have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk-takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. W e are resourceful and resilient in the face of challenges and change.

Balanced

We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet help to create a better and more peaceful world. As IB learners, we strive to be: The IB learner profile represents 10 attributes valued by IB World Schools. We believe these attributes, and others like them, can help people become responsible members of local, national and global communities.



Spjelkavik vgs mission statement A good place for learning Spjelkavik upper secondary school would like to be a school that focuses on acquiring and passing on knowledge and tradition. Education in our school is to open doors to the world and to give the pupils historical and cultural insight and democratic anchorage. We aim at distinguishing ourselves locally, nationally and internationally. The educational atmosphere must encourage the development of respect, responsibility, cooperation and independence. In our students we look for the caring, the creative, the hardworking, the social and the environmentally aware human being, in total the integrated human being. The students are to learn to think critically and act ethically. At all times we should be aware that we are global citizens.

Welcome to the IB Diploma Programme You have decided to do something out of the ordinary, and that makes you extraordinary. You have taken on the challenge of being an IB Diploma student. You are joining thousands of students across the globe that are looking beyond their nations’ borders and asking more of themselves as learners and as citizens of a global community. This is the beginning of a great adventure and at the end of this adventure, you will have a depth and breadth of understanding that will guide you as you move on in your studies and in life. You will be asked to ponder fascinating and sometimes tough questions and draw on your knowledge and creativity to answer them. You will be inspired and, at moments, overwhelmed, but as part of a team of teachers and students, you will be guided throughout the program, and also guide others. As an IB diploma student, universities in Norway and around the world will seek you out. The IB diploma’s rigor, the strength of its subject matter, and the special components of Theory of Knowledge, Extended Essay, and Creativity, Action, and Service, all contribute to the development of skills universities prize in their students. As students who strive to fulfill the Learner Profile, you will become the well-rounded students and thinkers of tomorrow, and the kind of global citizens we need to lead us into the future.

The IB Diploma Programme: expectations and requirements As an IB student, you have agreed to study in a programme that is outside of the Norwegian system, and therefore, has expectations and requirements that differ from what you may have experienced in the past. This section of the guide will help you to ensure that you successfully complete the Diploma Programme. There are four requirements that must be met in order to stay in the Programme, and failing to meet any one of them can lead to dismissal. They are: attendance, minimum grade levels, completion of assessments by official school deadlines, and maintaining expected standards of academic honesty.



Attendance In the IB Diploma Program all absences count. Whether you are absent because you are ill, at a wedding, sleeping in, coming back from a vacation late, or at a political rally, there are no excused absences. As a school, we have agreed that the IB programme will be delivered according to the expectations of the IBO, you must receive a minimum number of hours of instruction. If you are not here, you are not receiving the instruction, whatever the reason for your absence. The minimum requirement for Standard Level (SL) courses is 150 hours, and for Higher Level (HL) courses, 240 hours. What this means is that you can have some absence in a given year to allow you to be ill sometimes, go to a wedding, go to the dentist, etc., and still fulfill the required hours. You are responsible for your own attendance and making good choices about scheduling appointments, and you will be expected to act as someone who wishes to be an exemplary IB student in this respect. It is best to notify your teachers if you know you are going to be absent so that you can complete any work ahead of time. If you are unexpectedly absent, for instance due to an illness, it is your responsibility to find out exactly what you have missed, and therefore you should contact your teacher(s) as soon as possible. Your absences will be kept track of, and if you are too much away at any point in the year, you and your parents will be required to meet with the IB coordinator to determine what can be done to improve your attendance and ensure your ability to stay in the programme. If you go beyond a certain level of absence in the first year of the programme, you will not be allowed to continue to the second year. If you reach this absence level at any time during the second year of the programme, you will be withdrawn from the exams in May. If you suffer from a documented chronic or long-term illness, it will be difficult to fulfill the requirements of the programme, but we will do our best to accommodate you and will deal with this on a case by case basis.

Minimum grades levels The IBDP coordinator together with the class teacher will look into the students’ level of marks at the end of year one to see whether or not the student seems to have the potential of achieving the 24 points and managing to get the IB Diploma after year 2. The aim is to give the student some advice whether the student should continue following the IBDP program or quit the program. The IBDP coordinator is responsible for arranging meetings with the class teacher and those students who may fail to reach the IB Diploma and their parents.

Assessment deadlines Spjelkavik vgs set the internal deadlines, found in the school’s Scheduling of the two years’ cycle, to ensure that the students will be able to complete all required tasks over the course of the two years, and as such, they need to be followed. The IBO’s consider the school’s internal deadlines as binding. This means, if a student misses an internal deadline for any part of an official IBDP assessment, the school is under no obligation to allow the student to turn in the assessment late, even if the IBO’s deadline is several months away. If a student is afraid a deadline will be missing, he or she has to immediately contact the subject teacher and the DP coordinator before the deadline.



The IB policy on incomplete work from the IB DP Handbook of Procedures (2012, p.113) is as follows: Acceptable reasons for incomplete work Acceptable reasons for work being incomplete include circumstances not reasonably within the control of the candidate, such as:  illness or injury  unavoidable attendance at a hospital or law court  administrative errors by the school or by the IB  major adverse or unforeseen circumstances during the examination session  work not being provided by a previous school for a transfer candidate  work not being provided by a previous teacher  work being genuinely lost or accidentally destroyed. No acceptable reason for incomplete work Unacceptable reasons for work being incomplete include circumstances reasonably within the control of the candidate, such as:  misreading or misunderstanding the examination timetable  oversleeping and therefore being late for an examination  holidays or vacations  family moving house  social and sporting commitments  participation in events such as competitions, concerts and graduation ceremonies  the candidate not providing work by the internal school deadline(s)  the candidate not completing work owing to a lack of diligence or personal organization  School identifies malpractice (for example, work is plagiarized) and does not submit the candidate’s work

Prerequisites & special conditions for Physics and Math SL or HL In order to enroll in Physics SL, a student must be enrolled in Math SL. To enroll in Math SL, a student should have at least the equivalent of a 3 in the Norwegian vg1 “theoretical” math course. Students in Math Studies are strongly discouraged from taking Physics SL because they will not have adequate math skills for the course. If a student is enrolled in Physics and Math SL and are then moved to Math Studies, he/she will have a very difficult time. To avoid this, all Math SL students can be given a diagnostic test in the first week of classes to assess whether they have the skills to complete the Math SL or Physics course of study. Students may enroll in Math SL for the first semester, but if it is clear by the exams in December that a student is not at the appropriate level, that student will be moved to Math Studies starting in January. This will be applied to any student who is achieving less than a 3. A student may also decide that he or she wants to move to Math Studies, but this must happen by January of the first year of the programme. If a student wish to enroll in the online Math HL course, the student needs to have a 5 or 6 in the Norwegian vg1 “theoretical” math course and in addition they can be given a test in the beginning of the school year. Application for online Math HL has to be done before the schoolyear starts in August.



Academic Honesty The IBO has a clear policy on what constitutes academic dishonesty or malpractice, and as an IB student you will be expected to strictly observe its standards. Academic dishonesty or malpractice is defined as “behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. The IB Diploma programme and its teachers will make every effort to ensure that you understand exactly what this means in their subject. They will also help you to learn the skills that you will need to avoid any of the circumstances that IBO defines as malpractice. Read carefully the extract of Spjelkavik vgs’ Academic Honesty Policy given in the end of this document.

Course Information Students take six courses chosen from the six subject groups that IB offers: Language A, Second Language, Individuals and Societies, Experimental Sciences, Mathematics, and Electives/Arts. The student also decides which three will be pursued at the Higher Level (240 hours), and which three at the Standard Level (150 hours). This allows students to spend more time studying those subjects that interest them most, while still gaining a solid base in other subjects. You are allowed to take an extra subject, provided it fits within the school’s timetable. You are also allowed to have four subjects at the HL provided you get an average of 16 points in your HL subjects.

The IB DP Model



Students also complete the requirements of the core elements: Theory of Knowledge, CAS, and the Extended Essay. IB Diploma Subjects offered at Spjelkavik vgs: Subject groups

Subjects

1

Norwegian A, Literature HL/SL

Language A

English A, Language and Literature HL/SL 2

Language B

Spanish B, SL

(second language)

English B, SL Norwegian B, SL

3

Individuals and Societies

History HL/SL

4

Experimental Sciencies

Physics HL/SL Chemistry HL/SL Biology HL/SL

5

Mathematics

Mathematics HL/SL Math Studies SL

6

Electives

Another course from groups 2, 3, 4

The students select 3 subjects at Higher Level and 3 subjects at Standard Level. The students may select two languages from Group 1 and no one in Group 2.

Norwegian A: Literature HL/SL Undervisning på norsk. Elever på High Level leser 13 verk av ulike forfattere over to år og SL leser 10 verk. Både verk av norske forfattere og verk som er oversatt fra verdenslitteraturen er pensum. Karakter i faget settes på grunnlag av ulike vurderingskomponenter: Individual Oral Presentation (15%) on Part 4 Studentene viser sin forståelse av Part 4 i form av et foredrag, en debatt eller et rollespill fremfor hele klassen. Presentasjonen kan fokusere på en eller flere tekster eller adaptasjonene av tekstene til andre genre (eks som film). Presentasjonen varer i 15 minutter og er Internally Assessed. Written Assignment (25%) on Part 1 Elevene leverer et analytisk essay (1200-1500 ord) ut fra en av tekstene fra Part 1. Før selve essayet skrives, deltar elevene i en rekke av klasse presentasjoner og samler egne tanker og argumenter i et kort skriftlig arbeid (veiledet skriving). Dette forarbeidet skal leveres sammen med det endelige essayet og til sammen danner de to komponentene grunnlaget for karakteren. Written Assignment vurderes eksternt. Spjelkavik vgs, IBDP 2013-2015


Individual Oral Commentary (15%) on Part 2 Elevene får forberede seg 20 minutter på et av verkene fra Part 2 som trekkes før de høres muntlig i 15 minutter. Den muntlige høringen foregår ved at elevene kommenterer, uten å bli forstyrret, en spesifikk del av ett verk fra Part 2 for deretter å få spørsmål fra ett av de andre verkene fra Part 2. Lydopptaket fra denne muntlige høringen danner basis for karakter og den vurderes eksternt. Endelig eksamen i Norwegian A Literature består av to deler: Paper 1 (20%) Paper 1 inneholder to tidligere ukjente deler fra et litterært verk der elevene velger ett av dem. Det kan være fra en novelle, en kort historie, et essay, en biografi, et journalistisk arbeid eller et dikt. Eksamen er 120 minutter for HL og 90 minutter for SL elever. Paper 1 vurderes eksternt. Paper 2 (25%) on Part 3 I Paper 2 skal elevene skrive et essay uten tilgang på andre tekster. Problemstilling vil kreve av elevene at de sammenligner to av de tre tekstene som er studert i Part 3. Essayet vil ha krav til en spesifikk genre. Eksamen varer 120 min for HL og 90 min for SL. Paper 2 vurderes eksternt. Norwegian A Literature Paper 1 (literary analysis) Paper 2 (essay on part 3 works) Written Assignment IA Individual oral Commentary IA Further oral Activity

SL 20% 25% 25% 15% 15%

HL 20% 25% 25% 15% 15%

English A: Language and Literature HL/SL The English A course, Language and Literature, designed for students who are already competent in English, provides a challenging opportunity to go deeper into the English language. We study the language in cultural and mass communication contexts, and read and analyze a wide variety of English language texts. These works span through different genres, styles, time periods and locations. The aim is for students to gain insight in English-speaking cultures and international issues, and in addition develop an appreciation of the formal, stylistic and aesthetic qualities of texts. The intention is that the students will develop an understanding of how language, culture and context determine the ways in which meaning is constructed in texts, and also the ability to think critically about the different interactions between text, audience and purpose. Based on their studies, students take part in meaningful discussions and write assignments on thought-provoking topics. Assessment components: English A: Lang. & Lit. Paper 1 comp. text analysis Paper 2 essay Written tasks IA Individual Oral IA Further Oral Activity


SL 25% 25% 20% 15% 15%

HL 25% 25% 20% 15% 15%


Norwegian B SL Kurs i norsk for studenter som ikke har norsk som morsmål og som ønsker å fortsette sine studier på norske universiteter og høyskoler. Faget er delt inn i ulike temaer og skolen velger tekster og litteratur i tilknytning til temaene. Karakter i faget settes ut fra en samlet vurdering av 5 ulike vurderingskomponenter. Det er to skriftlige eksamener og to muntlige eksamener i faget, i tillegg til en større skriftlig oppgave – Written Assignment – i løpet av de to årene.

History HL/SL History is all about understanding the present through knowledge of the past. The IB Diploma Programme standard level history course aims to promote an understanding of history as a discipline, including the nature and diversity of sources, methods and interpretations. Students are encouraged to comprehend the present by reflecting critically on the past. They are further expected to understand historical developments at national, regional and international levels and learn about their own historical identity through the study of the historical experiences of different cultures. History SL and HL assessment consists of different components: History SL

HL

Business and Management HL/SL



Biology HL/SL The IB Diploma Programme biology course covers the relationship of structure and function at all levels of complexity. Students learn about cell theory, the chemistry of living things, plant science and genetics, among many other topics to further their understanding of and learning about biology. Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students enjoy multiple opportunities for scientific study and creative inquiry within a global context.

Chemistry HL/SL The IB Diploma Programme chemistry course combines academic study with the acquisition of practical and investigational skills through the experimental approach. Students learn the chemical principles that underpin both the physical environment and biological systems through the study of quantitative chemistry, periodicity, kinetics and other subjects. The chemistry course covers the essential principles of the subject and, through selection of options, allows teachers some flexibility to tailor the course to meet the needs of their students. Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students enjoy multiple opportunities for scientific study and creative inquiry within a global context.

Physics HL/SL The IB Diploma Programme physics course exposes students to this most fundamental experimental science, which seeks to explain the universe itself— from the very smallest particles to the vast distances between galaxies. Students develop traditional practical skills and techniques and increase facility in the use of mathematics, the language of physics. Students, moreover, study the impact of physics on society, the moral and ethical dilemmas, and the social, economic and environmental implications of the work of physicists. Throughout this challenging course, students become aware of how scientists work and communicate with each other. Further, students enjoy multiple opportunities for scientific study and creative inquiry within a global perspective. Assessment in Biology, Chemistry, and Physics SL


HL


Math Studies SL Math Studies emphasize on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. The syllabus is organized and structured with the following tenets in mind: placing more emphasis on student understanding of fundamental concepts than on symbolic manipulation and complex manipulative skills; giving greater emphasis to developing students’ mathematical reasoning rather than performing routine operations; solving mathematical problems embedded in a wide range of contexts; using the calculator effectively. The course includes project work, a feature unique to mathematical studies SL within group 5. Each student completes a project, based on their own research; this is guided and supervised by the teacher. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. The project provides an opportunity for students to carry out a mathematical study of their choice using their own experience, knowledge and skills acquired during the course. Paper 1 Paper 2 IA Project

40% 40% 20%

Mathematics SL This course caters for students with a good background in mathematics and who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply mathematical techniques correctly. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigour required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. The internally assessed component, the exploration, offers students the opportunity for developing independence in their mathematical learning. Students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas. The exploration also allows students to work without the time constraints of a written examination and to develop the skills they need for communicating mathematical ideas. Paper 1 Paper 2 IA Mathematical exploration


40% 40% 20%


The Core Elements of the IB DP Creativity, Action, and Service (CAS) Creativity, action, service is at the heart of the Diploma Programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. Most DP students remember their CAS activities long after the other activities have faded into oblivion. Students will experience the enjoyment of discovery and self-reliance, challenge themselves and develop confidence in ability to initiate changes. They will also acquire new knowledge and skills, and an international understanding and awareness of humanitarian issues across the world. The component’s three strands, often interwoven with particular activities, are characterized as follows. Creativity—arts and other experiences that involve creative thinking Action—physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme Service—an unpaid and voluntary exchange that has a learning benefit for the student Creativity, action, service encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance personal and interpersonal development as well as their social and civic development, through experimental learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable—a personal journey of self-discovery that recognizes each student’s individual starting point. The CAS programme belongs to the student, so students must develop, execute, and evaluate it. They will spend one hour per school week on CAS projects, planning, and reflection/evaluation and the rest of the recommended hours they are supposed to do out of school. By the end of the programme, we hope that you will be:     

a reflective thinker with an understanding of your own strengths and limitations able to identify goals and devise strategies for personal growth willing to accept new challenges and new roles aware of yourself as a member of communities with responsibilities towards others and the environment balanced –enjoying and finding significance in a range of activities involving intellectual, physical, creative and emotional experiences



Theory of Knowledge (TOK) TOK is another aspect that is unique to the IB Diploma Programme. During the two years of the course, students will always be engaged in TOK within their classes, but starting in the second semester, they also have TOK as a class where we will focus exclusively on the subject and its requirements. In this course, students will practice their critical thinking, reading, writing, and discussion skills. They will examine what it means to make the claim that we “know” something in a subject and the issues and responsibilities that knowledge, and the search for knowledge, can create. Students will explore these ideas through different Ways of Knowing (language, reason, emotion, and perception) and within different Areas of Knowledge (natural sciences, human sciences, history, the arts, mathematics, ethics, religion).

Extended Essay (EE) The Extended Essay project serves two purposes: first, it allows for in-depth research on a topic of students interest and choice; second, it provides excellent training for exactly the kind of work that will be expected of students in the university setting. The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six Diploma Programme subjects, and acquaints them with the independent research and writing skills expected at university. It is intended to promote high-level research and writing skills, intellectual discovery and creativity—resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject. Through the Extended Essay they may find a passion that continues beyond high school, and directs the path they decide to take in university or elsewhere. Students will also learn valuable thinking, researching and writing skills as they focus their questions and search for the information that will help them to answer them. The specific timeline is given in Spjelkavik vgs “IB Scheduling of the two years cycle” as follows: IB Year one August November January January 14 February 14 March 28 April June

Introduce expectations for CAS and EE Detailed explanation of the extended essay process with timeline Subject teachers give information about EE in their specific subject Discuss EE with students, repeat the timeline EE subject decided, application given to the coordinator Contract with an supervisor, Essay outline and milestone plan for the EE work to be handed in to supervisor Title of the Essay is decided, sources must be known One week EE working, hand in EE drafts

IB Year two August 5 September 1 October

Continue the work on EE drafts Completed the first draft of the essay Deadline for EE



Assessment in the IB Grading The grading system for IBDP subjects is on a scale from 1 up to 7, with 7 being the highest grade. 7 Excellent performance 6 Very good performance 5 Good performance 4 Satisfactory performance 3 Mediocre performance 2 Poor performance 1 Very poor performance

A student’s overall IBDP grade in a subject is based on several different elements from Internal Assessment and External Assessment. Internal Assessments IA like projects, lab reports, portfolios, presentations, conversations and performances are graded by subject teachers and moderated by IB. External Assessment EA consists of assignments which are written with teacher supervision but assessed externally. The formal exams in all subjects which take place in May of the second year of the programme are all completely assessed externally. Theory of Knowledge and Extended Essay For TOK, theory of knowledge, and EE, the extended essay, the grades are on a scale of A to E, with A being the highest grade. The IB scale for theory of knowledge and the extended essay is as follows. A B C D E

Excellent performance Good performance Satisfactory performance Mediocre performance Elementary performance

A combination of the grades for these two subjects can give the student as many as 3 bonus points. Your grade in TOK is based on a formal presentation and an essay written on a title chosen from a list given by IB and externally assessed. The EE is also externally assessed. The points are assessed as indicated in the graphic below.



THEORY OF KNOWLEDGE E X T E N D E D

E S S A Y

A

B

C

D

E

Excel lent

Good

Satisfact ory

Medi ocre

Elementary

A

3

3

2

2

1 + Fail

B

3

2

1

1

Fail

C

2

1

1

0

Fail

D

2

1

0

0

Fail

E

1+ Fail

Fail

Fail

Fail

Fail

At Spjelkavik vgs every teacher will give each student a predicted grade in the subject concerned in March 3IB. The following text is taken from Handbook of Procedures, IBO 2012, p 12; the predicted grade is the teacher’s prediction of the grade the candidate is expected to achieve in the subject, based on all the evidence of the candidate’s work and the teacher’s knowledge of IB standards. Predicted grades are also required for theory of knowledge and the extended essay. Predicted grades are for the exclusive use of grade award meetings when considering a subject’s grade distributions and the performance of individual candidates.

What is required for the award of the Diploma? To be eligible for the award of the Diploma, all candidates must:   

   

Complete a course of study from each of the six groups Complete at least three and not more than four of the six subjects at higher level and others at standard level Achieve a minimum total of 24 points out of a maximum total of 45 and having met a number of other criteria o At least 12 points at HL o No 2 in a HL subject o No more than three grade 3 or below Submit an Extended Essay in one of the subjects of the IB curriculum Follow a course in Theory of Knowledge Achieve at least a D grade in both the EE and TOK Complete all CAS requirements



University recognition Universities around the world welcome the unique characteristics of the IB Diploma Programme and recognize the way in which the programme helps to prepare students for university-level education. IB students routinely gain admission to some of the best-known universities in the world. Most of these institutions have established recognition policies for the IB diploma. The IB maintains information about university recognition on its public website at http://www.ibo.org/ Note that From IBO Regulations 2011, Aritcle 5: Consequently, candidates and legal guardians bear the sole responsibility for verifying the entry requirements of the universities and other institutions of higher/further education to which they are interested in applying.

How to apply for post-secondary education in Norway Students who want to further their education in Norway have to apply to Samordna Opptak before 1 March. The requirements for post-secondary education in Norway are given on http://www.samordnaopptak.no/info/utenlandsk_utdanning/ib/opptakskrav/index.html For å studere i Norge må du ha generell studiekompetanse og du har generell studiekompetanse når du har: Fullført videregående skole  

IB Diploma med faget norsk (Norwegian A eller B) på enten standard eller higher level (ikke ab initio), eller IB certificate hvis du har: - Norsk (Norwegian) som fag på standard eller higher level (ikke ab initio) - minst 20 poeng inkludert eventuelle poeng for Theory of Knowledge og Extended Essay - bestått 3 fag på standard level og 3 fag på higher level eller 2 fag på standard level og 4 fag på higher level - karakteren 3 eller bedre i alle fag - bestått Theory of Knowledge og Extended Essay - godkjent (fully satisfied) Creativity, Action and Service (CAS)

( Samordna oppdak: Publisert 24. jan. 2013 10:39 - Sist endret 6. mar. 2013 16:15)



Please see the following omregningstabell:

Reporting – how do we communicate information about assessment? Reporting on assessment is about communicating the student’s achievements and possibilities. It describes the progress of the student’s learning, identifies areas for growth and contributes to the efficacy of the programme. Spjelkavik vgs give both oral and written reports to inform the students, parents, other teachers and the school’s leadership team about assessment. Spjelkavik vgs has got routines, both for IBDP students and ordinary Norwegian students, for communicating assessment as outlined below. Formative assessment and self-assessment: This form of assessment is both written and oral. After the tests, feedback in the form of marks and assessment is given both orally and in writing. The written assessment is given in “SkoleArena”. The teacher marks and comments on the test and then the student can give his or her self-assessment in writing. The parents are also given access to “SkoleArena” where they can read what has been written. Subject teachers - student conversation: At least once a term the student and each subject teacher talk about the student’s status and progress in the specific subject. The student gets some feedback from the teacher and they try to arrive at a common understanding of the level the student is on compared to the level of competence of that specific subject. The teacher will guide the student in how further progress may be achieved. The teacher will also map the student’s ambitions and expectations concerning marks in order to prepare for the best teaching in the classroom. Class teacher - student conversation: This is the main conversation where all issues concerning the student are discussed; how he or she manages the workload, status and progress in subjects, challenges, outlines of specific language difficulties and the student’s development compared to the IB learner profile. This is the forum where the student can inform the class teacher about special things the class teacher or school should know about. A topic will be the student’s personal development and circumstances the class teacher or school should know about. Advice will be given.



The parent conversation: Once during year one, the school invites parents together with the students to participate in a meeting. The student and their parents can choose to talk to the subject teachers of their own choice. In addition there is an opportunity to talk to the class teacher. The aim is to inform about and reach a mutual understanding of the level of the student and his/her possibilities in IBDP. Year one status meeting: The IBDP coordinator together with the class teacher will look into the students’ level of marks at the end of year one to see whether or not the student seems to have the potential of achieving the 24 points and managing to get the IB Diploma after year 2. The aim is to give the student some advice whether the student should continue following the IBDP program or quit the program. The IBDP coordinator is responsible for arranging meetings with the class teacher and those students who may fail to reach the IB Diploma and their parents.

ACADEMIC HONESTY POLICY Academic dishonesty or malpractice is defined as “behavior that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes:  Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own  Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another  Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements  Any other behavior that gains an unfair advantage for a candidate or that affects the result of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record)”. (Academic Honesty, IB0 2011) PREVENTION AND PRACTICE It will be the policy of our school to encourage our students to be honest in all their academic work, focusing on the positive aspects to promote good practice and results. At the same time, however, we want to make our students aware of the various forms of malpractice cited above and teach them how to correctly identify and acknowledge the work of others and in this way prevent all forms of academic dishonesty. They will also be made aware of the consequences of malpractice. Some more clarifying examples: Sources are not confined to books and magazines only. Internet sources must of course also be duly acknowledged, as must CD-ROM, e-mail messages or oral information or ideas from a given person. Also artistic work such as photos, paintings, graphs or other visual material must be acknowledged. If a piece of work is handed in for one assessment task, either IA or EA, this assignment or a very similar one cannot be handed in for another assessment task. This will be considered malpractice. Paraphrasing and quoting are two other areas that need direct acknowledgement. Just substituting words with your own in a text does not mean it is your authentic work.



It is important to understand that intellectual activity also has property rights. If we “use” this intellectual property without acknowledgement, we “steal”, which means that there will be some consequences, penalties. These will be mentioned in the last part. The difference between collaboration and collusion It may sometimes be difficult to be aware of the difference between collaboration and collusion. To collaborate or co-operate is, of course, good, but unless you are supposed to hand in assignments as a group or team, each student must work out his/her own independent papers, which may be based on ideas discussed together but not produced together. If identical papers are submitted, it will be called collusion, which constitutes malpractice. SOURCE ACKNOWLEDGEMENT The students will be given advice about how to make appropriate references to sources used in texts. We acknowledge that there are many possible conventions, and that students will be guided and given examples by individual subject disciplines. Consistency within an assignment is important. ROLES AND RESPONSIBILITIES STUDENTS must understand that it is their responsibility to ensure 

to sign the declaration on coversheets, submitted with work for assessment or moderation, that all work is their own  that all sources used are duly acknowledged according to given standards  observe and follow all assessment deadlines

CONSEQUENCES OF MALPRACTICE Malpractice discovered when marking regular class and home work assignment components, and malpractice discovered before the student has signed official IB IA coversheets

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If a student is suspected of malpractice he/she will first be confronted with the problem, to make sure the nature of malpractice is understood If it is decided that the violation was unintentional, the student will receive a warning and might be allowed to redo the assignment. A piece of Internal Assessment can only be re-done if time allows. If it is determined that the malpractice was committed knowingly, the student will receive a warning and a zero mark on the assignment. If a student commits malpractice for the second time, he will receive a zero mark on the assignment, and he and his parents/guardian will have to meet with the teacher of the subject for a warning that if malpractice is committed a third time, the student will receive no grade in the subject concerned and may in serious cases be dismissed from the DP programme without possibility to re-enter. If malpractice is discovered after an assignment/an exam is submitted for external evaluation, suspicion must be reported to IB Cardiff for investigation. This investigation will follow the regulations in the IB Organization’s publication on Academic Honesty, July 2011 pp 14-18

Malpractice discovered after the student has signed official IB IA coversheets

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If the school’s IBDP coordinator identifies malpractice in relation to a candidate’s work after the candidate has signed coversheets of his/her own work, the DP coordinator must inform the IBO. The



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school will then be required to conduct an investigation and provide the IB Organization with relevant documentation concerning the case. (General Regulations: Diploma Programme, IBO 2011) Candidates suspected of malpractice will be invited, through the school’s Diploma Programme coordinator, to present a written explanation or defense. Cases of suspected malpractice will be presented to the IB final award committee, or a sub-committee of the IB final award committee. After reviewing all evidence collected during the investigation, the IB final award committee will decide whether to dismiss the allegation, uphold it or ask for further investigations to (General Regulations: Diploma Programme, IBO 2011)

Consequences/penalties after malpractice encountered during an examination session: The following is an extract from p.18 - p.23 in the Academic Honesty, IBO 2011. 1. Not gulity of malpractice: If the IB final award committee finds evidence of malpractice insufficient, the allegation will be dismissed and a grade will be awarded in the normal way. 2. Guilty of malpractice: If the IB final award committee decides that a case of malpractice has been established, no grade will be awarded in the subject(s) concerned. No IB diploma will be awarded to the candidate. 3. Guilty of academic infringement: If a candidate is found guilty of an academic infringement, zero marks will be awarded for the assessment component concerned. The candidate will still be eligible for a grade in the subject concerned. Academic infringement is to be understood as if the amount of text copied is minimal in the judgment of the IB final award committee and there has been an attempt to acknowledge the source, the candidate may be found guilty of an academic infringement.

As a school and as a team of IB teachers, we will do our utmost to ensure our students know what constitutes academic malpractice and how they can avoid it. Some websites that offer a quick explanation of citation are: Harvard system of referencing/citation: http://education.exeter.ac.uk/dll/studyskills/harvard_referencing.htm MLA (Modern Language Association) system: http://owl.english.purdue.edu/owl/printable/557/



Contact information Spjelkavik vgs, +47 70 17 82 30 Helene Hanken, IB DP coordinator, [email protected] Kristin Siem Knudsen, Norwegian A, [email protected] Lyngve Nesje, English A, [email protected] Odd Erik Berild, English B, [email protected] Anita Alnes Solevåg, Norwegian B, [email protected] Dalia Pirela-Østrem, Spanish B, [email protected] Eirik Holmen, History, [email protected] Hårek Sande, TOK, [email protected] Egil Andre Drønnesund, Biology, [email protected] Linn Lervik Haugsmoen, Chemistry, [email protected] Christian Birkeland, Physics, [email protected] Kari Myklevoll, Math Studies, [email protected] Bjørnar Levi Flem, Math SL, [email protected] Reidun Kviebakk, CAS, [email protected]

Thanks to Thanks to Marit Stø (IBDPC Vardafjell vgs), Mary Donnellan (IBDPC Copenhagen International School) and to Anne Fretheim (IBDPC Kongsberg vgs) for your contribution to this piece of work.

