What is academic integrity?
Academic integrity means to behave in a fair and ethical way when producing scholarly work. At Ikast-Brande Gymnasium, academic integrity is synonymous with a school culture that fosters an academic culture of fairness and honesty.
Staff and students adhere to IB rules and regulations for assessment practices. Good academic practices in students are fostered through a continuous focus on producing work that is one’s own, crediting sources, citing work correctly and using social media and IT ethically and responsibly.
Balance of probabilities approach add
In cases of academic misconduct in which there is no tangible evidence of academic infringement, a “Balance of probability” will be used by the school to determine whether the student is guilty of academic misconduct. Balance of probability is defined by the IBO as meaning that “the decision maker(s) with appropriate subject matter expertise is satisfied that an event or account is more likely than not to have occurred. It is used when deciding on a penalty for an alleged case of student academic misconduct where evidence beyond reasonable doubt is not available.”
Progressing from 1i to 2i add
The student’s progression to the next year of the IB Diploma is conditional on satisfactory learning outcomes. The student must have shown good conduct in their studies and passed the Internal Assessments, as well as having achieved passing marks for the year’s work in accordance with the IB system’s rules for a passed IB Diploma or obtained 18 points in total and a minimum of 3 points in each subject. The student will have the opportunity to comment before the final decision is made by the headmaster and IB coordinator.
The student will have the opportunity to comment before the final decision is made by the headmaster and IB coordinator.
Language is important in facilitating inclusiveness.
As an IB school, we recognize that our students have different linguistic backgrounds and that an understanding of, and respect for, these differences is important in creating intercultural respect and a sense of school community.
This language policy is a guideline for how to help pre-IB and IB students overcome language barriers in the IB system, and celebrate and develop their mother-tongues, and the aim is to create open-minded and active learners who respect and embrace one another’s linguistic and cultural differences.
About the language policy
Dates for policy review add
This policy will be reviewed every two years. The community will be consulted, and the data collected analysed to ensure that the policy both adheres to the IB guidelines and fits the needs of our community.
Last reviewed: November 2022.
Access and Inclusion Policy
At Ikast-Brande Gymnasium, we believe that the IB DP is an education for all types of learners who possess the motivation and desire to learn.
We believe in an inclusive educational programme with a diverse learning community that enables all types of students to be successful.
About inclusive education add
An inclusive education is a place where:
- All students feel valued
- Learning is student-centred
- All students are held to high, yet manageable expectations
- Students are assessed through a variety of assessment types to meet all learning styles.
- Teachers use differentiated instruction and a variety of teaching methods to meet the needs of all learners.
- Resources match student needs.
- All students are always met with positive encouragement to enhance learning.
- All students are an important part of the school community and are treated as such by their peers.
Inclusive education in practice at IBG:
- Student-centred learning that fosters independence and critical thinking
- Teachers that all believe in each and every student’s desire and ability to learn and thrive.
- A strong support network of a guidance department, reading counsellors and management who follow each student’s progress closely and support any student who is struggling, academically or socially.
- Learning support to maximize learning for students with special needs: 1:1 mentoring, homework cafés, dyslexia computer programmes, psychological counselling, weekly talks with guidance counsellor, class sessions on good study skills.
- A collaborative approach among school staff to supporting the student’s learning across subjects.
- Close collaboration with municipal services to support at risk students.
- Individualized approaches to inclusive education: Fairness is not sameness.
Access to education at IBG:
- Our goal is to include all types of learners into the IB programme.
- Access to the IB may require support of different kinds. At IBG, we strive to do our utmost to offer the type of support needed to make sure each student is successful in our school.
- As a school, we can offer: language support for second language learners of English, after-school academic support in Math cafés, mentors for students with a medical diagnosis, identification of, and support for, dyslexia, an extended IB for students with a medical diagnosis.
- Access to the IB also includes athletes. Our school is approved by the World Academy of Sports as sport school, providing an IB programme to athletes which balances sport and education. Please scroll down for our student athlete policy.
School Assessment Policy
Assessment in the IB at Ikast-Brande Gymnasium
Assessment in the IB DP at Ikast-Brande Gymnasium is guided by the overall principle of maximizing all students’ learning. We believe in assessment as learning that fosters student growth and reflection and encourages students to continue to develop as learners. We also believe in assessment for learning; i.e. assessment as a teaching tool that allows for differentiated instruction and the ability of teachers to meet the needs of all learners in the classroom.
How do we grade? add
In the IB, all grades are IB grades (1-7), and based on subject-specific IB criteria to indicate levels of achievement. At the end of each semester, students receive a summative grade, based on the IB 1 (low) – 7 (high) grading scale.
Summative grades are given in November, March, and May for pre-IB and year 1 Diploma students. In addition, summative subject tests are carried out in June and final test grades are given in late June.
For year 2 Diploma students, summative grades are given in November, predicted grades are given in March, and exams are held in May. Final grades are published in early July.
Only the summative IB exam grades, which are made up of DP2 May exam scores, and internal assessment scores, go on the student’s Diploma.
We believe in continuous and transparent assessment. As such, students receive formative grades for all papers, tests, presentations and other types of assessment tasks completed in class or at home, unless an assessment task is designed with the intention of being grade-free.
To support students’ own reflections and self-efficacy, students participate in self-efficacy interviews with their teacher/ CAS advisor 3-4 times throughout the DP. These interviews are designed around a holistic approach to learning and student success, encouraging student reflection on the impact of the out-of-class environment, organization, time management and social well-being on the student’s learning.
To further support reflection on students’ own learning, the summative grades given to students in November, March and May/June are accompanied by effort grades, awarded by the teacher based on students’ organization, participation, notetaking skills, and attendance patterns.
The effort grade descriptors can be found here:
Effort grade descriptors
Student athlete policy
Student athlete policy add
In line with our school vision, Ikast-Brande Gymnasium aims to be a leader in empowering student athletes to pursue both sports and education without compromising either. We aim to be the number one choice for Danish and international student-athletes who wish to pursue a secondary school diploma in Denmark.
Our mission is to ensure a student-athlete friendly environment which seamlessly combines school and sports without compromising on the high standards of either. In line with our school’s mission, we believe in a holistic approach to combining education and sports to ensure excellence in both. Community is at the core of our mission to create a safe learning environment in which every student-athlete thrives academically, socially and athletically and reaches his or her potential in both sports and education.
Club, school, family and sports team are treated as one entity which must work seamlessly and closely together to ensure excellence in sports and education.
All student-athletes must have equal opportunities to non-athletes to reach their academic potential, without having to compromise on their sports. As such, we continously work to create an inclusive study environment which encompasses the demands of practicing sports at an elite level.
Student-athletes at a semi-elite level should have the chance to further develop their skills in sports without having to compromise on their educational pathways. Semi-elite student athletes are part of a healthy learning environment in both club and school which fosters both academic and athletic development and which encompasses the demands of the athlete’s sport.
To ensure an optimal environment for practicing sports and pursuing education without compromising on either, our school and the local clubs continuously challenge existing ideas and possibilities within the environments of education and sports.
Outline of our athlete-friendly policies:
- Ikast-Brande Gymnasium has two sports coordinators who liaise between the local clubs and teams, the student athlete and school staff. Our coordinators are also teachers at Ikast-Brande Gymnasium as well as being well-connected to the world of sports. One is a former Olympian gold medal winner in handball, and the other is a coach for the local semi-elite football club.
- Student athletes who practice their sports in clubs that offer morning practices are enrolled in Sports Classes with an adjusted timetable that ensures that students are able to practice their sports three mornings a week without missing school time.
- If/when student athletes are away due to competitions and games, extra make-up lessons are offered to the students. The sports coordinators help organize these lessons in close collaboration with the management team and the student athlete, taking into account his or her specific academic needs.
- School work is moved if a student athlete is particularly busy with his or her sport during certain times in the year. This is done in close collaboration between school, club, and the student athlete.
- Extended and individually planned programmes are offered to student athletes. The IB Diploma may be extended to last 3 of 4 years, rather than 2 years. In the national programme, examination times as well as the length of the programme are adjusted to fit the needs of the student athlete.
- Pastoral support is at the core of our approach to ensuring a student-athlete friendly school environment. The sports coordinators, teachers, school management and clubs are continuously in close contact with the student-athlete and his or her parents about the student’s well-being, both academically and socially as well as athletically.