Ikast-Brande Gymnasium defines academic dishonesty as work produced by others but presented as one’s own.
The IBO stresses the importance of academic honesty. In the IB publication on academic honesty, it is stated that:
“all assignments for assessment, regardless of their format, must wholly and authentically use that candidate’s own language, expression and ideas. Where the ideas or work of another person are represented within a candidate’s work, whether in the form of direct quotation or paraphrase, the source(s) of those ideas or the work must be fully and appropriately acknowledged. This requirement includes a candidate’s responses to examination papers in May and/or November. All quotations in a candidate’s examination script must be properly acknowledged”
Your responsibility as an IB teacher add
Teachers are responsible as follows:
- To be alert for obvious changes in a candidate’s style of writing, too error-free or more characteristic of an experienced academic than a typical secondary school student.
- Subject teachers are in the best position to identify work which may not be the authentic work of the student.
- Teachers are expected to read and check all candidates’ internal assessment works for authenticity before final submission.
- Any issues of authenticity arising from plagiarism and/or collusion before the submission of work for assessment must be decided within the school in discussion with the IB DP Co-ordinator.
- If the co-ordinator or teacher has reason to suspect that part or the whole of a candidate’s work, which counts towards the final IB Diploma grade in that subject may not be authentic, that work must not be submitted for assessment. In such cases, the IB suggest that one of two possible courses of action may be adopted:
- The candidate can be allowed one opportunity to revise and resubmit the work, which must be completed in time for the co-ordinator to send the work to the examiner by the appropriate IB deadline.
- If there is insufficient time, an F must be entered against the candidate’s name on the appropriate mark sheet. This will result in no grade being awarded for the subject concerned. This will mean that no Diploma is awarded.
- In line with the point above an F must be entered for candidate’s work, if the candidate is unable to prove, to the teacher’s satisfaction, that the work is his/her own, or when the teacher refuses to sign off the relevant cover sheet. Candidates must be prepared to prove their authorship, possibly through questioning on knowledge of the material presented.
- The school may make further decisions, in line with its own disciplinary policy, which may include expulsion, in addition to, or even prior to, the suggested course of action noted above.
- If plagiarism is detected after a candidate’s work has been accepted or submitted for assessment, the International Baccalaureate’s Curriculum and Assessment office (IBCA) must be informed
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 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 add
Diversity. IB and pre-IB students at IBG have many different backgrounds. Most students speak Danish as their first language but others have first languages such as English, German, Dutch or Swahili. Students are encouraged to speaking English even outside of class. They may speak their first language only if everybody in their group can participate in the conversation. We never use language to exclude others and we therefore encourage students to also speak English outside of the classroom.
At IBG, we encourage mother tongue language learning and encourage students to take Language A in their mother tongue if this is the student’s best language.
Language of instruction. The language of instruction in all classes, except Danish, is English. We therefore recognize that all teachers are not only subject teachers but also language teachers, and should set the example for students.
English in the classroom. Teachers and students always speak English in the classroom –without exception. The language of instruction is English and all discussions, small-talk, group work etc. take place in English.
Correcting language. Language is important when delivering academic content, orally and written. We therefore correct language in assignments and in class to facilitate a continuous improvement of the student’s level of English which, in turn, improves the student’s ability to express herself/himself nuanced and academically.
Morning assemblies. Morning assemblies primarily take place in Danish as we are a Danish school with an IB section. However, contributions by IB staff and students take place in English. Important messages from the administration and teachers that concern IB students are also delivered in English. We make sure that Danish students translate for students who do not speak Danish.
CAS. Students, whose first language is Danish, English, Spanish etc., are encouraged to help others improve their skills in these languages. Students get CAS points for helping other students, for instance by translating from Danish to English at morning assemblies or by tutoring other students in English, German, Spanish or beginner’s Danish after school.
Exchanges. Ikast-Brande Gymnasium tries to arrange exchanges with other IB schools as part of the study trip in 1i. More information on these exchanges will follow as we establish contacts with different schools around the world.
Library. Books at our school library are available in English, Danish, German and Spanish. We continue to buy books in different languages, as the need arises. Books in foreign languages are also available through the State Library in Aarhus. The school librarian at Ikast-Brande Gymnasium will help you order the books.
Communication outside the classroom. The working language in the IB programme is English, both for teachers and students. That means that written and oral information from the school staff to both parents and students is in English. However, we also recognize that we are a Danish school with many Danish students and, in certain situations, we may therefore choose to communicate with Danish parents and students (for example at parent-teacher nights) in Danish.
Inclusive education at IBG
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.
- Close collaboration with municipal services to support at risk students.
- Individualized approaches to inclusive education: Fairness is not sameness.
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.
Assessment principles add
- Have different learning styles
- Perform differently in different learning settings
- Learn from self-assessment and peer assessment.
- Reflect on their own learning by recognizing own strengths and areas for improvement.
- Thrive in an environment of positive and constructive criticism.
- Design various types of assessments that take into consideration the different learning styles of students and put the student at the centre.
- Share the belief in ‘assessment for learning’. Assessment is the teacher’s tool to provide evidence-informed instruction on a daily basis to accurately meet the level and needs of each individual student.
- Assessment and instruction are integrated: teachers need to know their students to maximize learning for all.
- Assessment and instruction are planned in relation to the curriculum for all students, applying principles of Universal Design and Differentiated Instruction.
- Assessment is designed to help students and may lead to further learning support, if needed.
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.