Handbook for students and parents

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

INTERNATIONAL BACCALAUREATE MISSION The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help create a better and more peaceful world through intercultural understanding and respect.

To this end, the organisation works with schools, governments and international organisations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students worldwide to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be suitable.

Table of Contents AUDENTES INTERNATIONAL SCHOOL (AIS)

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AUDENTES INTERNATIONAL SCHOOL VISION

7

AUDENTES INTERNATIONAL SCHOOL MISSION

7

IB LEARNER PROFILE

9

IB DIPLOMA PROGRAMME OVERVIEW STUDIES AND ELECTIVES

10 13

SCHOLARSHIP 13 TEACHERS 13 TRADITIONS 13 THE MANAGEMENT BOARD

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THE UNIVERSAL DECLARATION OF HUMAN RIGHTS

14

ADMINISTRATION DIRECTORY

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COMMUNICATION BETWEEN HOME AND SCHOOL

15

STUDIES AT THE SCHOOL

15

ATTENDANCE AND ABSENCES

16

EXPECTATIONS 17 MISSING STUDENT WORK

17

STUDENTS’ RIGHTS AND PRIVILEGES

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STUDENTS’ DUE PROCESS RIGHTS

17

STUDENT COMPLAINTS AND GRIEVANCES

17

STUDENT COUNCIL

19

ACADEMIC CALENDAR

19

TIMETABLE 19 ARRIVALS AND DEPARTURES

19

LUNCH 19 AFTER-SCHOOL ACTIVITIES

20

SPORTS FACILITIES

20

STUDENT SAFETY AND CONDUCT

21

EMERGENCY SITUATIONS AND SCHOOL CLOSURE

21

AIS CHILD SAFEGUARDING POLICY AND PROCEDURES

22

INTRODUCTION 22 ABUSE DEFINITIONS

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THE ROLE OF THE SCHOOL

23

THE ROLE OF SCHOOL STAFF

23

IDENTIFICATION 23 IN-SCHOOL FOLLOW-UP AFTER IDENTIFICATION FOLLOW-UP WITH PARENTS AND SPONSORING ORGANISATION AIS IB DP ASSESSMENT POLICY

23 25 27

PHILOSOPHY 27 TEACHER COLLABORATION AND MODERATION

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APPROACHES TO TEACHING AND LEARNING

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LATE WORK

31

TYPES OF ASSESSMENTS

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STUDENT RESPONSIBILITIES

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TEACHER RESPONSIBILITIES

33

SCHOOL ADMINISTRATION RESPONSIBILITIES

33

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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GRADING IN THE IB DIPLOMA PROGRAM SCHOOL REPORTING

35 35

THE GRADING SCALE

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FINAL GRADES FOR Pre-IB

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FINAL GRADES FOR DP1

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FINAL GRADES FOR DP2

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AWARDING OF THE INTERNATIONAL BACCALAUREATE DIPLOMA (IB DIPLOMA) 42 EXTERNAL (EA) and INTERNAL (IA) ASSESSMENT

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INTERNAL ASSESSMENT TIMELINES

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ROLES AND RESPONSIBILITIES FOR IMPLEMENTING, EVALUATING AND REVIEWING THE ASSESSMENT POLICY AND FOR TRAINING NEW TEACHERS

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IMPLEMENTING 45 TRAINING NEW TEACHERS

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EVALUATING AND REVIEWING

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ACADEMIC INTEGRITY POLICY

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ACADEMIC MISCONDUCT

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STUDENT RESPONSIBILITIES

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TEACHER RESPONSIBILITIES

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IB DP COORDINATOR AND/OR SCHOOL ADMINISTRATION RESPONSIBILITIES

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PARENT/GUARDIAN ROLE

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CONSEQUENCES FOR ACADEMIC MISCONDUCT

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AIS LANGUAGE POLICY

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SUPPORT FOR MOTHER TONGUE

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SCHOOL LANGUAGE PROFILE

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HOLISTIC EDUCATION IN LANGUAGES

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INTERNATIONAL AND INTERCULTURAL COMMUNICATION

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A DIVERSE SELECTION OF LANGUAGES TO SUPPORT INTERNATIONAL MINDEDNESS

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SUPPORTING LINGUISTIC DIVERSITY

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SUPPORTING ALL LEARNERS

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IB DP LANGUAGE COURSE OFFERINGS

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LANGUAGE A: LITERATURE SL SCHOOL-SUPPORTED SELF-TAUGHT (SSST)

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POLICY COMMUNICATION

55

POLICY REVISION AIS INCLUSION POLICY

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SCHOOL LANGUAGE PHILOSOPHY

55 56

PHILOSOPHY OF INCLUSION

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INCLUSION IN PRACTICE

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INDIVIDUAL EDUCATION PLANS (IEP)

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INCLUSION IN THE DIPLOMA PROGRAM

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SPECIAL ARRANGEMENTS FOR IB ASSESSMENTS

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ADDITIONAL SUPPORT PROVIDED BY THE SCHOOL

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POLICY COMMUNICATION

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POLICY REVISION

59

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

IB DIPLOMA PROGRAMME AT AUDENTES INTERNATIONAL SCHOOL

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COURSE OFFERINGS

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COURSE SELECTION PROCESS

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ACADEMIC EXCELLENCY RECOGNITION IB DP COURSE DESCRIPTIONS

62 63

PREFACE 63 GROUP 1: STUDIES IN LANGUAGE AND LITERATURE

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ENGLISH A; RUSSIAN A: LANGUAGE AND LITERATURE SL/HL

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ESTONIAN A – Literature SL/HL

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LANGUAGE A: LITERATURE SCHOOL-SUPPORTED SELF-TAUGHT GROUP 2: LANGUAGE ACQUISITION

65 66

PREFACE 66 SPANISH; RUSSIAN AND GERMAN AB INITIO SL ENGLISH B SL/HL

67 67

GROUP 3: INDIVIDUAL AND SOCIETIES

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BUSINESS MANAGEMENT SL/HL

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HISTORY SL/HL

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GROUP 4: SCIENCES

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BIOLOGY SL/HL

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CHEMISTRY SL/HL

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PHYSICS SL/HL

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GROUP 5: MATHEMATICS

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MATHEMATICS: ANALYSIS & APPROACHES SL

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MATHEMATICS: APPLICATIONS & INTERPRETATION SL

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GROUP 6: THE ARTS

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VISUAL ARTS SL/HL

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THE CORE

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THEORY OF KNOWLEDGE

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EXTENDED ESSAY

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CHOICE OF TOPIC

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SKILLS—RESEARCH, WRITING, REFLECTION

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ASSESSMENT

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APPROACHES TO TEACHING AND LEARNING

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FIVE APPROACHES TO LEARNING CAS (CREATIVITY, ACTION, AND SERVICE) ADMISSION POLICY OF AUDENTES INTERNATIONAL SCHOOL IB STUDY GENERAL PROVISIONS

82 86 88 88

ADMISSION TO IB DIPLOMA PROGRAMME (DP)

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ADMISSION TO IB DP PREPARATORY YEAR (FORM 10)

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ADMISSION TO IB DP (GRADE 11 AND/OR 12) AMENDING AUDENTES INTERNATIONAL SCHOOL ADMISSION POLICY

90 91

IB DIPLOMA PROGRAMME ACRONYMS

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REFERENCES 92

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

AUDENTES INTERNATIONAL SCHOOL (AIS) In 2011, Audentes Private School launched secondary level studies based on an international diploma programme called International Baccalaureate (IB). Since the IB Diploma Programme is for grades 11 and 12, we decided to launch a course (Pre-IB) for 10th graders to prepare them.

We had several curricula to choose from but ultimately decided on the IB Diploma Programme, taught in 159 countries and more than 5400 schools. This programme allows locals and the children of the families moving (back) to Estonia to study in an internationally acknowledged curriculum.

Since September 2019, the IB division has operated as a separate school under the name of Audentes International School (AIS). Our School is recognised by the Ministry of Education of the Republic of Estonia and accredited by the IBO as an IB World School delivering the IB Diploma Programme. AIS is owned and operated by the Audentes Schools Foundation.

Audentes International School is committed to providing an internationally recognised and competitive education that is both diverse and balanced. The philosophy of the school prioritises the growth and development of a holistic, harmonious individual who is ready to lead an independent life and make a positive contribution to society after graduation.

We believe that every one of us should look beyond ourselves and seek to make genuine, positive, sustainable changes in the world around us.

AUDENTES INTERNATIONAL SCHOOL VISION To encourage students to become active, compassionate, diverse and lifelong learners with creative and open minds.

AUDENTES INTERNATIONAL SCHOOL MISSION Providing an environment that promotes students’ balanced and well-rounded development.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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Personal growth and the development of a harmonious individual depend on a healthy lifestyle, basic physical fitness and resilience as well as the acquisition of a wide range of knowledge and skills in many fields. Achieving the right balance between mental and physical activity requires a diverse learning environment and respect for each student’s individuality, creativity, diversity and inclusivity.

With this mission in mind, the entire staff of the school is committed to working towards providing the best development opportunities, personal fulfilment, competitive education on an international level and a sense of security for the students. The school also shares responsibility with parents in terms of cultivating a student’s value system and supporting them in their overall development.

AUDENTES INTERNATIONAL SCHOOL IS AN EDUCATIONAL INSTITUTION WITH:

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•

professional, friendly, creative, open-minded and motivated teachers who are trusted by children and parents alike;

•

the best opportunities for the comprehensive and balanced development of students;

•

enthusiastic students who are ready for independent life upon graduation;

•

regular communication between school and home as a way of enhancing student development as an essential part of school life;

•

a modern and safe learning environment where teachers apply diverse and innovative active learning methods;

•

a strong network of alumni that serve as role models for students and motivate them to pursue success and personal fulfilment.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

IB LEARNER PROFILE 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. We 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 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.

Caring

We show empathy, compassion and respect. We commit to service, and we act to make a positive difference in the lives of others and 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.

We 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 recognise our interdependence with other people and with the world in which we live.

Reflective

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

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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IB DIPLOMA PROGRAMME OVERVIEW The IB Diploma Programme is a challenging two-year pre-university curriculum, primarily aimed at students aged 16 to 19. It leads to the IB Diploma, a qualification recognised by the world’s leading universities.

The curriculum contains six subject groups together with the DP core: creativity, activity, service (CAS); the extended essay (EE); and theory of knowledge (TOK).

This is illustrated by the below Diploma Programme model.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

The IB Diploma Programme lasts for two years and is preceded by a preparation year, which is meant for students to familiarise themselves with the programme and determine their strengths.

To base their studies on an international curriculum, students must be good at self-management and time management — the studies alternate between classroom learning and practical classes in laboratories and study centres.

Students of the IB Diploma Programme create their timetables themselves by selecting six of the 16 available subjects, or six subject groups. Usually, three subjects are studied at a higher level (HL) (courses representing 240 teaching hours), and the remaining three subjects are studied at a standard level (SL) (courses representing 150 teaching hours). An individual schedule enables students to focus early on their interests and supports their future career choices.

Besides, all three parts of the core — the extended essay, theory of knowledge and creativity, activity, service — are compulsory and central to the Diploma Programme philosophy.

•

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest and acquaints students with the independent research and writing skills expected at university.

•

The interdisciplinary theory of knowledge course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other perspectives.

•

Participation in the CAS programme encourages candidates to be involved in artistic pursuits, sports, and community service work. The programme fosters students’ awareness and appreciation of life beyond the academic arena.

At the end of the two-year program, candidates are assessed both internally and externally in ways that measure individual performance against the stated curriculum and assessment objectives for each subject.

In nearly all subjects, at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations and artistic performances.

Some assessment tasks are conducted and overseen by teachers but are then marked externally by examiners. Examples include written assignments or homework for language subjects in groups 1 and 2, the essay for a theory of knowledge and the extended essay.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects.

The grading system is criterion-related (results are determined by performance against set standards and not in relation to the performance of other students); validity, reliability and fairness are principles of the Diploma Programme’s assessment strategy.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

STUDIES AND ELECTIVES SCHOLARSHIP We support talented and active students with excellent study results to motivate them to achieve even better results in their studies, extracurricular activities and school representation. Among the recipients of the scholarship there have been students who, in addition to very good study results, stand out among others for their contribution to the school’s activities, their creative activities or representing the school in various events and competitions.

In recent years, the scholarship holders have graduated from school with outstanding results also in exams, and today they study at prestigious universities in Estonia, Europe and Asia or countries as USA or Canada.

More information about scholarships can be found on the AIS website: https://internationalschool.ee/studies/scholarships/.

TEACHERS In addition to specialised studies, our teachers have completed further education and acquired the relevant licence required to teach the International Diploma Programme. Teachers work as a unified team who meet for discussions, plan joint activities, hold meetings and even spend free time together.

IB teachers participate in a wide variety of professional development opportunities to constantly update their knowledge and share their expertise with colleagues around the world.

Teachers in IB are more like colleagues or guides who help students reach their highest achievements through full understanding of the material. This ensures that students remember the material for a long time.

TRADITIONS The International School offers many fun traditional activities. The students participate in major joint events, Theatre Days, prom, World Education Week, Freshman Day, Teachers Day, Picnic, T-Talks and more. Together with parents, we collect money for charity to give presents to the children staying in the Children’s Hospital during the Christmas holidays and bring them joy.

More information about the School’s traditions can be found on the AIS website: https://internationalschool.ee/about/school-traditions/.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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THE MANAGEMENT BOARD The Management Board governs the School. The Board is responsible for establishing general policies of the School, approving the budget and hiring/evaluating the School Principal. The board members are elected by the teachers, parents and students of AIS. The current members of the Board are listed on the AIS website and ManageBac (an online platform used for planning, assessing and reporting on the students’ learning).

THE UNIVERSAL DECLARATION OF HUMAN RIGHTS On December 10, 1948, the United Nations General Assembly adopted and proclaimed the Universal Declaration of Human Rights. The Audentes International School agrees with and upholds the principles of this declaration.

ADMINISTRATION DIRECTORY

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Principal/DP Coordinator

Anneliis Kõiv

anneliis.koiv@audentes.ee

Head of the Study Council ATL Coordinator

Triin Meritam

triin.meritam@audentes.ee

Office Manager

Darja Senjuta

ib@audentes.ee

Academic Advisor

Jente de Langen

jente.delangen@audentes.ee

Extended Essay Coordinator Language Group Coordinator

Tatyana Kasima

tetyana.kasima@audentes.ee

TOK Coordinator

Rodrigo Preciado

rodrigoaz@audentes.ee

Finance officer

Marko Saar

marko.saar@audentes.ee

Human Recourse manager

Maris Ojala

maris.ojala@audentes.ee

Nurse

Zinaida Kendra

zinaida.kendra@audentes.ee

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

COMMUNICATION BETWEEN HOME AND SCHOOL At Audentes International School, we believe in the power of solid communication. Parents who wish to review their child’s progress are encouraged to contact the school staff to arrange an appointment at any time during the year. When a question, issue, or concern arises, please contact your child’s homeroom teacher. The email addresses of the School’s homeroom teachers and subject teachers are available on the School’s website. For the sake of a balanced work and personal life, teachers are not expected to reply to school-related e-mails after 5 pm. Teachers and other staff members will often respond to questions with a phone call rather than an email, for the purpose of clear and direct communication.

STUDIES AT THE SCHOOL Studies at the School are conducted according to the School’s curriculum, based on the International Baccalaureate Diploma Programme.

The IB Diploma Programme is a curriculum that provides high school students with an opportunity to test themselves. The two-year programme ends with examinations in all subjects.

The Pre-IB year is for students who have graduated the 9th grade and wish to continue in the IB Diploma programme. Pre-IB prepares students for the Diploma Programme, giving them an overview and base for all the IB subjects. This way they will have acquired all the necessary skills and will be able to get the best results once they have entered the demanding IB Diploma.

The students and parents can find the School’s timetable, the organisation of assessment and other information regarding studies on ManageBac, the School’s website or at the School’s office.

Students have the right and obligation to undertake study tasks and participate as required in all of the activities laid down for them in the curriculum or core. All of the given lessons and classes or other activities in a student’s personal timetable are compulsory.

Students cannot use external assistance or another author’s ideas without the teacher’s prior knowledge and without citing the sources when taking a test or writing a report, research paper or similar and presenting it as their idea or result. If such a violation is uncovered, the School may take support measures and impose sanctions according to the School’s Assessment Policy.

In a situation where a student is not prepared for a class, the representative’s note in the ManageBac journal is a valid excuse.

If students are late or absent without good reason, the School may take support measures and impose sanctions according to the procedures described below.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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ATTENDANCE AND ABSENCES Students shall arrive at the School in sufficient time before classes, be in the right classroom when the first bell rings and be ready to start their studies when the second bell rings.

Students cannot be late for class without good reason. The teacher has the right not to allow students to come into the classroom if they are late for more than 15 minutes without good reason.

If the students are not allowed into the classroom because they are late, the said class will be counted as absent without good reason.

Students cannot be absent from class without good reason.

Good reasons for being late or absent are the following: •

the Student falls ill or is being provided with a health service;

•

the road leading to the School is impassable or the occurrence of another circumstance of force majeure, including the weather conditions specified in regulation of the minister responsible for the field based on clause 8 (2) 3) of the Public Health Act, whereby absence from studies is justified;

•

substantial family-related reasons;

•

other reasons deemed reasonable by the School.

Reasons for being late or absent are deemed reasonable only if the Student’s representative notifies the School thereof. The representative informs the School of the Student’s absence no later than on the day of the Student’s absence.

A notification is a remark in the ManageBac or a call, text message, e-mail or other written note sent to the homeroom teacher or via the official contact channels of the School.

If the representative does not notify the School of the Student’s absence within three school days of the Student returning to School, the missing days shall be counted as absence without good reason.

If the School suspects that false information has been submitted when justifying the Student’s absence, the School has the right to seek additional explanations from the representative.

Exceptional cases (travelling etc.) of lengthier absence shall be resolved by the homeroom teacher at least one week before the period of absence starts, taking into account the note of the Student’s representative and the school rules.

Being absent does not absolve the Student of their obligation to acquire the learning materials and to complete, on time, the study tasks allocated during the class from which the Student was absent.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

EXPECTATIONS Students are expected to attend at least 90% of all school days in each term. Any student who misses 10% or more possible attendance days in one semester is subject to academic probation, repetition or dismissal from the School. Any student who misses 50% of the lessons on the subjects has to repeat the course. If the Student is on a grant or scholarship, they might lose it.

MISSING STUDENT WORK Students who miss school, for any reason, are expected to make up all the missed work and tests within ten days after they have returned. The teacher will determine if any additional time shall be allowed for making up missed works or tests, and the following conditions will apply: •

Assignments and tests will require the Students to demonstrate the knowledge and skills taught during their absence. The Students are responsible for acquiring those in their own time. The teacher will provide them with any necessary course materials needed for their self-study.

•

Certain activities and experiences happen during the lessons that cannot be duplicated for the absent students. Therefore, it may not be possible for a student who is absent for an extended period to achieve maximum marks in some cases.

STUDENTS’ RIGHTS AND PRIVILEGES The School recognises the rights of individuals and promotes self-expression and freedom of thought and will. At the same time, school rules place some limitations on the rights of an individual to protect the rights of others.

Each Student of the School has rights to: •

Appeal decisions of teachers in the known specific and orderly way.

•

Participate increasingly during the studies in developing and improving the School’s rules and standards of pupil behaviour.

STUDENTS’ DUE PROCESS RIGHTS Students must be told what conduct is appropriate and what is unacceptable. Therefore, the rules and regulations set by the Administration to govern student conduct shall be distributed to the students in the form of this Handbook, discussed during the first week of the School in gatherings or homeroom class and revisited during the year as applicable.

STUDENT COMPLAINTS AND GRIEVANCES If a student has any complaint or grievance about any aspect of the School, they must first raise that concern with the homeroom teacher or academic advisor. In case the homeroom teacher or academic advisor does not deal with the matter within three working days, the matter will be referred to the Principal/IB Coordinator. If no redress is received from the Principal within a ten days period, the aggrieved Student may appeal to the Board in writing.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

STUDENT COUNCIL Students become members of the Student Council by volunteering or/and being elected for the purpose of acting as the Student’s official voice in dealings with the school community and particularly with the school administration and the Board; there is an adult advisor facilitating the Student Council activities.

ACADEMIC CALENDAR The calendar of the Academic School Year is available on ManageBac. TIMETABLE The Timetable of the semester is available on ManageBac and the School’s website.

The school day starts for the students according to their plan regarding their subject choices.

ARRIVALS AND DEPARTURES All the students are allowed to come and leave the school campus according to their Schedule, but not to be late for the classes.

LUNCH Students can purchase breakfast and lunch from the Daily canteen or in the sports centre cafe.

Everyone can decide on their daily meal plan.

Porridge, fried eggs and bacon, cereals, omelettes and pancakes are offered for breakfast. The lunch menu includes warm meals and fresh salads. It is also possible to purchase sandwiches, croissants, pastries, smoothies and more.

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AFTER-SCHOOL ACTIVITIES SPORTS FACILITIES The fitness centre provides good exercise opportunities all year round: it boasts a gym, a swimming pool, two studios for group training, a track and field hall and stadium, a wrestling arena and an acrobatics studio.

The spacious and well-lit gym features a wide range of equipment for strength and aerobic training. The gym is divided into three areas: cardio equipment, power training, and a free-weight area.

All fitness centre users have an unbeatable opportunity to exercise or relax in the swimming pool complex, which features a six-lane 25-metre pool, a children’s pool, two jacuzzis and a sauna and steam room.

There are variety of after-school activities to participate in Audentes International School. You can join the Math Club, Drama course, Physics Club, School band, Basketball Club, Phyton Club and more.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

STUDENT SAFETY AND CONDUCT EMERGENCY SITUATIONS AND SCHOOL CLOSURE The Manual of Procedures for Emergency Situations and Evacuation of the building in the event of fire or threat is introduced to all staff members of the School. Staff members are informed and trained on how to act in the case of an emergency. The School has evacuation pieces of training and a fire drill at least once during each school year. The First Aid course for the staff is provided at least after every three years.

In case the School needs to close temporarily, to guarantee student safety or for any other reason, parents will be contacted via e-mail, SMS or any other channel available at the time. The School has a comprehensive Emergency Procedures Manual, which is available for review in the school office.

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AIS CHILD SAFEGUARDING POLICY AND PROCEDURES INTRODUCTION An essential part of regular school life is for everyone to feel safe and to have a caring and respectful environment. AIS Child Safeguarding Policy is aimed at ensuring that our students are safe and cared for in every area of their lives.

The AIS endorses the UN Convention on the Rights of the Child, of which Estonia is a signatory, and seeks to be a haven for students who may be experiencing abuse or neglect in any aspect of their lives.

The United Nations Convention on the Rights of the Child includes 54 articles to which governments are expected to be signatories. The main articles relevant to AIS include: •

Article 3: the best interest of the child must be a top priority in all decisions and actions that affect children.

•

Article 12: Every child has the right to express their views, feelings and wishes in all matters affecting them and to have their views considered and taken seriously.

•

Article 19: (Governments) must do all they can to ensure that children are protected from all forms of violence, abuse, neglect and bad treatment by their parents or anyone else who looks after them.

•

Article 39: Children who have experienced neglect, abuse, exploitation, torture or who are victims of war must receive special support to help them recover their health, dignity, self-respect and social life.

ABUSE DEFINITIONS

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•

Abusive behaviour is defined as neglect of a child and/or mistreatment in a manner that endangers their mental, physical or emotional health.

•

Physical abuse is defined as a bodily injury inflicted on a child by other than accidental means.

The statutes define physical injury as anything from severe or frequent bruising to more severe injuries.

•

Sexual abuse is when the child is used for sexual gratification, such as obscene conversation, exposure to pornographic material, exhibitionism, molestation, incest, rape, or sexual exploitation.

•

Emotional abuse is when unreasonable demands are excessive or aggressive, such as habitual and inappropriate teasing, verbal abuse that demeans and belittles the child, bullying and lack of love, support, or guidance.

•

Neglect is inadequate supervision, persistent lack of provision of basic human necessities such as food, clothing, shelter, medical care, or the failure to protect the child from exposure to any kind of danger (including cold and starvation), affecting the child’s health or development.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

THE ROLE OF THE SCHOOL AIS has an institutional responsibility to protect children. In this role, we need to ensure that students in our care are safe and secure to grow and develop. As educators, we have an opportunity to observe the students daily, and over time. In this way, we have a unique position to identify the children who need help and protection. We have a professional and ethical obligation to share our concerns with an Academic Advisor/or Principal and take steps to ensure that the child and family access the services needed to remedy any situation that constitutes child abuse or neglect.

AIS reserves the right to pursue abuse cases to the full extent of national and international law.

Cases of suspected child abuse or neglect may be reported to the appropriate child protection agency in Estonia or the child’s home country.

On a yearly basis, AIS will distribute its Child Safeguarding Policy to all parents, communicate it with students and provide training for the staff. The school will make every effort to implement hiring practices to ensure the safety of the children. In the case of a staff member reported as an alleged offender, AIS will conduct a full investigation following the carefully designed course due process.

THE ROLE OF SCHOOL STAFF All the teachers and other staff members at AIS have a professional obligation to be vigilant towards abuse and neglect. Reporting their concerns about the well-being of any student is mandatory. Reporting and follow-up of all suspected child abuse or neglect incidents will take place based on the procedures within this policy.

IDENTIFICATION Members of the School staff are well placed to observe and report outward signs of abuse. Care must be taken as such signs can only be a cause for suspicion and are not, in themselves, proof that abuse has occurred. Unexplained changes in behaviour and changes in school performance may indicate abuse. Inadequate clothing, poor growth, or deficient nutrition may indicate physical neglect, while attention-seeking or excessive dependence may point to emotional neglect.

In addition, School personnel should encourage students to self-report abuse. If a student selfreports abuse or neglect to a staff member, that staff member must immediately file a report and the process outlined below should be followed.

IN-SCHOOL FOLLOW-UP AFTER IDENTIFICATION Steps that should be followed after identification of potential abuse or neglect: •

Identifying teacher/s must report suspected abuse/neglect immediately to the Principal/ Coordinator, who must inform the School’s Academic Advisor. The teacher must not investigate on their own.

•

Within 24 hours of a report, the Academic Advisor files the Care Team. The Care Team must meet to assess if the suspected abuse/neglect situation exists. The Care Team includes the Homeroom Teacher and the Principal/Coordinator and is led by the Academic Advisor.

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The Care Team may consult the nurse and ATL coordinator for the relevant information. A Care Team member may interview the Student without parental permission. A physical examination provided by the school nurse can occur after parent/guardian consent is received. Parents/caregivers should have an opportunity to be present when the examination takes place. The Student can also request the presence of their parent or another trusted adult at any medical examination.

In case the Parents/caregivers refuse to cooperate and do not allow the medical examination (or there is a genuine concern or expectation that consent will be prohibited), then, instead of continuing school investigation, the School will refer the case to the Estonian Child Protection Authority and inform them of the circumstances.

Following the examination, interview or both, the Care Team should prepare the written report and send it to the Principal/Coordinator.

FOLLOW-UP WITH PARENTS AND SPONSORING ORGANISATION The School will arrange a meeting with the Parents to inform them of suspected neglect or abuse.

School Personnel will respect the family´s right of confidentiality within the limits of the AIS Child Safeguarding Policy. If the case has been considered and neglect/abuse has indicated to be life-threatening, extreme, and/or it is deemed, the child should be immediately removed from the home, the civil authorities will be notified immediately (if necessary, without parental notification/ consent.

In cases of not fulfilling the criteria above, a meeting between representatives of the School´s Administration will be arranged. Parents will be informed of the suspected abuse and the School´s child protection policy. At the conclusion of the meeting, the parents will be requested to complete and sign a document acknowledging the meeting and agreements reached.

While each situation will be handled on the case-by-case basis, it is the intention of the School for one or more of the following to take place, depending on individual circumstances: •

Family counselling – the family will be directed to a family counsellor of the Audentes Counselling Centre. The family counsellor will periodically communicate with the AIS Academic Advisor to ensure that outside counselling is continuing and the family is making every effort to resolve the problem.

•

Referral to the Estonian Child Protection authority by the Principal. If step 1 is not successful or agreed upon, the Principal will notify the Estonian Child Protection Authority and ask them to interfere on the student´s behalf. Again, if it is considered that the abuse/neglect is unlawful, life threatening, extreme, and/or it is deemed the child should be immediately removed from the home, the civil authorities will be notified immediately and if necessary, without parental notification/consent.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

AIS IB DP ASSESSMENT POLICY PHILOSOPHY At Audentes International School, we believe that assessment is a tool for ongoing learning, reflection, and action. All students are unique learners, and all students are on individual trajectories. As a community, we celebrate student achievement and student grit.

Audentes International School assessment is an ongoing process designed to strengthen the students’ development and become proactive members of society. It intends to encourage the students’ positive performance in all areas of academic and social life.

In recognising the unique learning style of each Student, a variety of formative assessments are used to guide the teaching and learning in each course. Regular formative assessments provide students and teachers with data points that can improve student learning and help prepare students for each summative assessment and the IB DP Final Examinations. Teachers provide frequent, specific formative assessment feedback to students to improve student performance on summative assessments.

The school administration conducts assessments by the suggestions of the DP coordinator, ATL coordinator, TOK coordinator, EE coordinator, CAS coordinator, subject teachers, parents and students. Student and parental participation play a significant role in the assessment to support students’ learning skills and goals and to get a comprehensive view of how learning takes place and could be improved.

In Audentes International School, teachers will use formative (training students to develop better skills for summative tasks) and summative (assessment of the learning and summarising of the development of learners) assessment techniques. Through the use of the former, teachers will be able to gather, analyse and interpret information to support student progress effectively.

Audentes International School considers it very important that the parents know and support the Student’s progress. The collaboration and informing the parents about the performance of the student will be in the following formats: •

Parents follow up on their child´s grades and attendance through ManageBac.

•

A prior acknowledgment, at least once a year, parent-teacher meetings will take place, where the student is also present. During the meeting, the Student’s progress will be discussed. The necessary steps to be taken to enhance the student’s skills will be proposed.

•

Parents also have the right to get information about their child’s grades and performance outside the parent-teacher meetings through the homeroom teacher.

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In AIS, the courses are measured on a seven-point scale of 1-7.

Twice per year (December and June), IB students at Audentes International School will receive numeric grades on a 1-7 scale together with each teacher’s comments and future suggestions.

There are no retakes for the tests, except in the case of excused absence.

Whenever the student attains a mark below 4, the teacher suggests learning activities for the student to improve his/her performance.

An excused absence reported to the homeroom teacher at least 1 hour before the lesson will give the opportunity to redo a test 1 week after coming back to the School. All the students that are not at the School during test time will be marked as N (None) and in case of unexcused absence this will be changed to 1.

All the tasks must be submitted on time. If a task is not presented within 2 weeks, then it is marked as N. At the end of each semester, the Principal/DP coordinator, and all subject teachers will discuss students’ progress, and agree on the activities that are to be implemented in order to improve the pupil’s academic and/or social performance.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

TEACHER COLLABORATION AND MODERATION Teacher collaboration is essential in the Diploma Programme.

Units of work must be developed, enhanced and reviewed collaboratively, with guidance, where necessary, from the ATL and DP Coordinator. A unit planner guidance for staff is available on Managebac.

Final internal assessments will be moderated within each subject, with guidance, where appropriate, from the ATL and DP Coordinator. Teachers are expected to moderate a sample of high medium and low scores across each subject group.

Teachers will use exemplar student work in their subjects from the ‘Teacher Support Material’ section of the MY IB website to help standardise grades.

The moderation process is as follows: •

The subject teacher collects and grades their students’ work.

•

The assessment outline, rubrics, grades and comments of a high, medium and low graded piece of work are given to the other teachers in the department.

•

Teachers who have received the work have got two weeks (unless a quicker time is mutually agreed in special cases such as work needs to be graded quicker due to reports) to grade and comment on the work they have been given, ready for moderation.

•

All teachers meet in a subject meeting (or at a mutually agreed different time if there are report deadlines to be met/national holidays) and go through the grades they have given, justifying their reasons. It is every teacher’s responsibility to print any work that will be discussed at the meeting before it starts.

•

Teachers agree on a final grade for each piece of work.

•

If disagreement over a grade occurs: Teachers can check the subject guide which gives clear advice for what to expect for each rubric. Teachers can look at the teacher support material on the subject’s MY IB page to find exemplar grades from the IB.

•

A one grade difference within the same level is acceptable.

•

If the subject teacher has been found to be over/under marking on a rubric(s) he/she will look at how other students have been marked against the rubric and make any relevant changes.

•

Completed IA work will be put in the relevant folder on the One Drive.

•

During the moderation process the subject teacher will not give his/her initial grades to the students.

•

Subject teacher will insert all the comments and predicted grades to IBIS/e-coursework by the agreed deadline.

Staff meetings and subject group meetings will be dedicated to giving professional development on moderation.

Teachers will collaborate by sharing ideas in subject meetings and observing each other’s classes within the subject.

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APPROACHES TO TEACHING AND LEARNING Approaches to Teaching and Learning, including differentiation for different learning needs and styles will be developed through weekly staff meetings and will be a focus of lesson observations between the Diploma Programme Coordinator and teachers.

A teacher learning partner scheme will be set up where staff can observe each other and reflect on different approaches to teaching and learning, including ideas for different learning needs and styles and different range of learners.

The school will commit to PD on differentiation to increase knowledge across the school community, developing teachers as educators of all. The school will hold an in-house DP workshop with the IB on Approaches to Teaching and Learning annually in August each schoolyear.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

LATE WORK To ensure success in the IB Diploma Program, it is important that students meet all School and IB Diploma Programme deadlines. A single missed deadline can quickly impact a course grade as well as a student’s ability to manage the workload. Therefore, in order to encourage students to meet deadlines, we will adhere to the AIS Late Work Policy, as stated below.

All assignments are due on the assigned due date unless previously discussed with the instructor, and an agreed-upon new deadline is established. Previously discussed late assignments will be graded as they had been on-time.

Additionally, in the IB Diploma Program, if a student misses a deadline for a formal IB Diploma Internal or External Assessment deadline, the following actions will ensue. ** Missed Deadline

Actions

1st

Student meeting with the IB Diploma Coordinator to discuss time management/E-mail sent home to parents.

2nd

Meeting with the Student, parent(s)/guardian(s), and IB Diploma Coordinator to create an academic contract for individual study plan.

3rd

Meeting with the Student, parent(s)/guardian(s), IB Diploma Coordinator, Counsellor, and Principal to determine suitability for formal IB Diploma examinations and assessments.

** I f a student misses an external IB Diploma deadline (one established by the IBO and not the School), the Student will not be awarded a grade in that particular IB Diploma course and will, therefore, not be eligible for an IB Diploma.

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The grades given by the subject teachers of Audentes International School are subjective and summative, but as much reflective of the IB grading as possible. In general, the IB 1-7 grading scale correlates to the following: TYPES OF ASSESSMENTS Assessment Type

Assessment Descriptor

Formative Assessment

Ongoing formal and informal assessments provide teachers and students with the necessary information to improve student performance.

Summative Assessment

IB DP Internal Assessment

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The final assessment of a given unit or course where students demonstrate the mastery level they have achieved.

IB DP Final Examinations are also summative assessments.

In each IB DP course at AIS, students complete at least three summative assessments during the semester/term.

This can include a semester/term or unit exam, a test, essay, presentation, exploration, report etc.

Internal Assessment (IA). These assessments are graded by the AIS subject teacher and moderated by IB DP examiners. IAs usually count for 20-30% of a final IB DP grade (however, in courses/studies such as Visual Arts, they are more heavily weighted).

Examples of IAs are as follows: oral work in languages. essay in HL languages (group 1), laboratory work in the sciences, investigations in History and Business Management, exploration in mathematics, Comparative Study, Process Portfolio and Exhibition in Visual Arts.

IB DP External Assessment

Examinations form the basis of the assessment for most courses in the IB Diploma Programme due to their high levels of objectivity and reliability. External examinations are graded by external IB DP examiners external assessments in the IB DP are as follows: • essays • short-response questions • data-response questions • text-response questions • case-study questions • multiple-choice questions – though these are rarely used.

AIS Mock Examinations

To better prepare students for the IB DP Final Examinations at the end of grade 12, all the Pre-IB students, IB Diploma students and IB Diploma Course students will take AIS Mock Examinations at the end of grade 10 and 11 and the early days in March in DP2 year (grade 12).

IB DP Final Examinations

The IB DP Final Examinations take place over a three-week period in May of grade 12. Students can have up to six hours of examinations in one day (though this does not happen often). These are the summative examinations of their respective IB DP courses.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

STUDENT RESPONSIBILITIES Inquiry-based, student-centred learning requires students to actively engage in their own learning.

A student of Audentes International School is expected to: •

Actively participate in each classroom activity.

•

Seek feedback and assistance from the teacher if they do not understand a given topic.

•

Examine the assessment criteria and rubrics for each assignment carefully.

•

Review teachers’ feedback on formative and summative assessments.

•

Self-assess own work against assessment criteria.

•

Reflect on areas for growth and areas of achievement.

•

Submit all assignments on time.

•

Check the IB DP Formal Assessment Calendar regularly.

•

Adhere to the Academic Integrity Policy.

TEACHER RESPONSIBILITIES As pedagogical leaders, teachers are expected to: •

Provide regular, specific feedback to students on formative and summative assignments.

•

Articulate the assessment criteria, rubric and outcomes for assignments.

•

Provide a variety of authentic assessments.

•

Administer at least three summative assessment tasks per semester.

•

Follow the IB DP Formal Assessment Calendar.

•

Analyse assessment trends to inform teaching practice.

•

Model self-assessment and reflection.

•

Moderate student work within departments.

•

Communicate with students’ parents/guardians on student performance.

SCHOOL ADMINISTRATION RESPONSIBILITIES The IB DP and ATL Coordinator and/or school administration are expected to: •

Provide meaningful teacher professional development that enhances the teaching and learning at AIS.

•

To schedule collaborative planning and assessment moderation time for teachers.

•

Give teachers time to plan their units, grade assessments and reflect.

•

Evaluate student performance trends and identify school growth goals based on those trends.

•

Create and publish the IB DP Formal Assessment Calendar.

•

Ensure that the teaching and learning practices align with the strategic plan and school mission.

•

Inform students, parents and teachers about the Assessment Policy at school events and via media sources, including but not limited to staff meetings, parent evenings, student tutorials, and school websites.

•

Review the Assessment Policy with the AIS Board annually, taking into account feedback from teachers, students, and parents.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

GRADING IN THE IB DIPLOMA PROGRAM SCHOOL REPORTING At Audentes International School, students will receive at least three assessment marks per IB Diploma subject during the semester. The final grade of the semester is a calculated average based on classwork, homework, and assessment. This grade will be the ONLY grade that appears on the Term Grades and School Transcripts.

THE GRADING SCALE Subjects are marked according to the following scale Grade

The TOK course and the EE are graded according to the following scale

Description

Grade

Description

7

Excellent (91-100%)

A

Excellent (91-100%)

6

Very Good (81 - 90%)

B

Good (81-90%)

5

Good (66 - 80%)

C

Satisfactory (45-79%)

4

Satisfactory (51-65 %)

D

Mediocre (25-44%)

3

Poor (33 - 50%)

E

Elementary (0-24%)

2

Very Poor (16-32%)

N

No grade - no work presented/plagiarised work

1

Extremely poor (0-15%)

N

No grade – no work presented/plagiarised work

The second means of recording student achievement/progress is the IB Diploma score. This score is reported internally at appropriate times of the school year via ManageBac reporting. The IB Diploma score is based on IB-style assessments only. This score will tell students and parents how a student is currently performing on formal IB assessments.

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The IB Diploma Programme scoring is a numerical system (7-1), as seen on the following page.

Grade Description

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7

The Student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Highly effective research, investigation, and technical skills are evident, as is the ability to analyse, evaluate and synthesise qualitative and quantitative evidence, knowledge and concepts to reach valid conclusions or solve problems. In collaborative exercises, the Student works very well with others, ethically and responsibly, and with perseverance. Responses are highly insightful, accurate, clear, concise, convincing, logically structured, with sufficient detail, precise use of appropriate terminology and with appropriate attention to purpose and audience. Responses are creative, make very effective use of well-selected examples, demonstrate awareness of alternative points of view and provide clear evidence of intercultural understanding.

6

The Student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Competent research, investigation, and technical skills are evident, as is the ability to analyse, evaluate and synthesise evidence, knowledge and concepts. In collaborative exercises, the Student works well with others, ethically and responsibly, and with perseverance. Responses are mainly accurate, clear, concise, convincing, logically structured, with sufficient detail, consistent terminology, and appropriate attention to purpose and audience. Responses show creativity, use examples effectively, demonstrate awareness of alternative points of view, and provide evidence of intercultural understanding.

5

The Student demonstrates sound content knowledge and understanding, good conceptual and contextual awareness, and critical, reflective thinking evidence. Research, investigation, and technical skills are evident and sometimes well developed. Analytical ability is evident, although responses may at times be more descriptive than evaluative.

In collaborative investigations, the Student generally works well with others, ethically and responsibly, and with perseverance. Responses are generally accurate, clear, logically structured and coherent, with mainly relevant material, using suitable terminology, and are sometimes well developed. Responses show reasonable creativity, use of examples, awareness of audience and evidence of intercultural understanding.

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The Student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking.

Research, investigation, and technical skills are evident but not thoroughly developed.

The analysis is generally valid but more descriptive than evaluative. The Student solves basic or routine problems but with limited ability to deal with new or difficult situations.

In collaborative exercises, the Student works within a team and generally approaches investigations ethically and responsibly but requires supervision. Responses are primarily accurate and precise with little irrelevant material. There is some ability to logically structure answers with adequate coherence and the use of appropriate terminology.

Responses sometimes show creativity and include some awareness of the audience and evidence of intercultural understanding

3

The Student demonstrates basic knowledge and understanding of the content, with limited conceptual and contextual awareness evidence. Research and/or investigation is evident but remains undeveloped. There is some ability to comprehend and solve problems. Collaborative investigations are approached ethically and responsibly but require close supervision. Responses are only sometimes valid and appropriately detailed. There is some expression of ideas, organisation of work, and basic use of appropriate terminology, but arguments are rarely convincing. Responses lack clarity, and some material is repeated or irrelevant. There is limited creativity, awareness of context or audience and limited evidence of intercultural understanding.

2

The Student demonstrates little knowledge or understanding of the content, with weak comprehension of concepts and context and little evidence of application. Evidence of research and/or investigation is only superficial. There is little ability to comprehend and solve problems. Responses are rarely accurate or valid. There is some attempt to express ideas, use terminology appropriate to the subject and organise work, but the answer is rarely convincing. There is very little creativity, awareness of context or audience and little evidence of intercultural understanding.

1

The Student demonstrates very rudimentary knowledge or understanding of the content, with very weak comprehension of concepts and context. Ability to comprehend and solve problems or to express ideas is not evident. Responses are rarely accurate or valid. Organisation is lacking to the point that responses are confusing. Responses demonstrate very little to no appreciation of context or audience, inappropriate or inadequate use of terminology, and little to no intercultural understanding.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

FINAL GRADES FOR Pre-IB If the student has not reached the following requirements by the end of preparatory year, the School has the right to not let the student continue in the Diploma Program.

The conditions to meet: •

There is no grade N or 1 in any subject;

•

There is no grade less than 4 at any subject;

•

The student has not been found guilty of malpractice;

•

The student has consistently kept task and homework deadlines;

•

The student has consistently attended classes.

The student retakes a subject with grade 3 or less during scheduled summer work successfully.

FINAL GRADES FOR DP1 If the student has not reached the following requirements by the end of the first IB year, the School has the right to not let the student continue in the second IB year.

The conditions to meet: •

There is no grade N or 1 in any subject;

•

There is no grade less than 3 at higher level subjects;

•

Overall, there are no more than three grades 3 or below;

•

The student has not been found guilty of malpractice;

•

All IB assignments for DP1 have been completed;

•

The student has consistently kept task and homework deadlines;

•

The student has consistently attended classes;

•

CAS requirements have been met.

The student retakes a subject with grade 1; 2; 3 (HL, SSL) or 1; 2; 3 (HL) during scheduled summer work successfully.

FINAL GRADES FOR DP2 The IA and EA marks are combined by IB and converted into an overall, final grade on the 1-7 scale discussed above. These results are available by the beginning of July. Informally assessed work as discussed above does not contribute toward the final IB grade.

The Predicted grade is the teacher’s prediction of the grade the student is expected to achieve in the subject, based on all the evidence of a student’s work and the teacher’s knowledge of IB standards. Predicted grades are also required for Theory of Knowledge and the Extended Essay and may be used as additional information about students who are subject to special consideration.

After the results have been issued, schools can request re-marks for particular students if they feel the result is undeserved. Schools can also receive a range of different types of feedback on their students’ performance.

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IB Diploma Grade 12 passing requirements: •

All work must be complete and submitted.

•

The candidate’s overall score must be at least 24. This score is calculated from the student’s final marks in the six core subjects plus any extra points gained from TOK and EE (see the matrix below).

DIPLOMA POINT MATRIX Theory of knowledge

Extended Essay

Excellent A

Good B

Satisfactory C

Mediocre D

Elementary E

Not submitted

Excellent A

3

3

2

2

1 + Failing Condition

N

Good B

3

2

1

1

Failing Condition

N

Satisfactory C

2

1

1

0

Failing Condition (2)

N

Mediocre D

2

1

0

0

Failing Condition

N

Elementary E

1 + Failing Condition

Failing Condition

Failing Condition

Failing Condition

Failing Condition

N

Not submitted

N

N

N

N

N

N (3)

•

All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the IB Diploma, except under the conditions stipulated in articles 18 and 19 of IB DP General regulations.

•

The IB Diploma will be awarded to a candidate provided all the following requirements have been met.

•

CAS requirements have been met.

•

The candidate’s total points are 24 or more.

•

There is no “N” (No Grade Awarded) awarded for theory of knowledge, the extended essay or a contributing subject.

•

There is no grade E (failing grade) awarded for the theory of knowledge and/or the extended essay.

•

There is no grade 1 awarded in a subject/level.

•

There are no more than two grade 2s awarded (HL or SL).

•

There are no more than three grade 3s or below awarded (HL or SL).

•

The candidate has gained 12 points or more on HL subjects (the three highest grades count for candidates who register for four HL subjects).

The candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must earn at least 5 points at SL).

The candidate has not received a penalty for academic misconduct from the Final Award Committee.

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A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The examination sessions need not be consecutive.

A Bilingual IB Diploma will be awarded to a successful candidate who fulfils one or both of the following criteria: •

Completion of two languages selected from group 1 with the award of a grade 3 or higher in both.

•

Completion of one of the subjects from group 3 or group 4 in a language that is not the same as the candidate’s group 1 language. The candidate must attain a grade 3 or higher in both the group 1 language and the subject from group 3 or 4.

A maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The examination sessions need not be consecutive.

AWARDING OF THE INTERNATIONAL BACCALAUREATE DIPLOMA (IB DIPLOMA) As each diploma student is required to take six IB courses, the maximum combined course grade which can be achieved is 42. (The Extended Essay and Theory of Knowledge components contribute a maximum of three points, making the maximum overall IB grade 45.) Provided a student registers satisfactory progress in all his/her courses, an IB diploma is granted to a student with an overall score of 24 or better.

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IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

EXTERNAL (EA) and INTERNAL (IA) ASSESSMENT External assessment refers to work marked by external markers, in other words, markers who are experts in their subject area and who have received extensive training to assure fair, rigorous, and consistent marking. Student EA work is mailed out to these markers, who may live anywhere in the world and will be marking the work of students who may be studying in an IB school anywhere in the world. The external assessment process is extremely closely monitored, and the IBO is justly proud of its high standards of consistency.

In most, but not all, courses the EA consists of the final exam at the end of the two-year course.

(The IB refers to these final exams as papers.) The formats of the final exams vary from course to course (and between SL and HL versions of the same course).

There are also a small number of other externally assessed pieces of work, for example, theory of knowledge essays, extended essays and world literature assignments. These are completed by students over an extended period under teacher supervision instead of examination conditions and are then marked by external examiners.

Internal assessment refers to work marked by the teachers of the IB courses, in this case the IB teachers of Audentes International School. IA refers only to the specific assignments IB sets for this portion (approximately 25%) of the student’s overall course mark.

IA does not refer to informal assessment – the day-to-day work students do in order to master concepts, nor does it refer to unit tests, etc.

Teachers will be encouraged to implement assessment practices that deal with the production of and reflection on knowledge itself.

The students have the right to see all internal examinations, assignments and graded works after they have been marked. All tests, papers and other graded assignments (except the final examination) will be returned to the student as soon as possible, but not later than the end of study weeks.

Results are determined by performance against set standards, not by each student’s position in the overall rank order. The assessment of student progress is done by the teacher on a continuous basis and is accompanied by descriptive and timely feedback.

Teachers will be encouraged to provide samples of tasks that have already been marked in order to ensure that the student understands clearly what is expected from him/her.

IA work is externally moderated, which means that a representative sample of the work assessed by an IB teacher at Audentes International School will be collected and mailed to moderators to ensure that the marking is being done correctly. The external moderators may alter the teacher’s marks if they feel the marks assigned by the teacher are not appropriate.

Teachers are to keep extra copies of IA work, including the oral tasks.

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INTERNAL ASSESSMENT TIMELINES The timeline will help staff plan their delivery of the intended curriculum, meeting the aims of the DP assessment schedule in manageable loads.

Teachers will input their subject’s internal DP summative internal assessment timelines on the ‘IA dates’ and ‘Work plan’ documents which will be shared with staff through One Drive, via internal email and on ManageBac, and with students and parents through ManageBac and email. Every candidate signs the Document with all the deadlines not later than September 5th (DP2 year).

Timelines are designed to:

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•

Reduce stress on students.

•

Allow teachers to provide feedback on drafts.

•

Allow teachers to check that the work is authentic, meeting the requirements set out by the IB in the Academic Integrity policy.

•

Prepare moderation samples required by the IB.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

ROLES AND RESPONSIBILITIES FOR IMPLEMENTING, EVALUATING AND REVIEWING THE ASSESSMENT POLICY AND FOR TRAINING NEW TEACHERS IMPLEMENTING All teachers are involved in the implementation of the policy. The policy will be referred to during staff meetings, assessment period and as necessary throughout the academic year. The policy will be shared with staff and parents. The policy will be made available to parents through the programmes guidebook and in a future update of the website.

TRAINING NEW TEACHERS New DP teacher orientation will specifically include an assessment allotment. New teachers will be given induction on the assessment process. New teachers will be shown this assessment policy during their induction.

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EVALUATING AND REVIEWING This document and policy were created through teacher collaboration and further amendments will also be made through collaboration with teachers. The policy will be reviewed annually by both the leadership team and teaching staff.

ACADEMIC INTEGRITY POLICY Academic integrity is fundamental to our school values and our individual and collective pursuit of knowledge. In a concept-based, inquiry-driven educational environment, access to a wide range of information is essential in order to construct knowledge and acquire understanding. To this end, Audentes International School purposefully promotes academic integrity by teaching students about the merits and laws surrounding intellectual property, by standardising a referencing system across all grades and subjects, and by scaffolding students in age-appropriate lessons and assessments on academic honesty, research skills, and references. This policy applies to online virtual environments as well as regular classes in the building.

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ACADEMIC MISCONDUCT The most common forms of academic misconduct include the following: Lack of referencing in school assessments and IB DP assessments: Students submit work for school assessments and IB DP assessments in a variety of media that may include audio-visual material, text, graphs, images and/or data published in print or electronic sources. If a student uses the work or ideas of another person, the Student must acknowledge the source using a standard style of referencing in a consistent manner.

Too much assistance and collusion: Although group work is a key element in components of certain subjects, students are expected to present assessments in their own words and acknowledge the words or ideas of others where collaboration has occurred.

However, there are other ways in which a student may be in breach of regulations. For example, if he or she: •

Duplicates work to meet the requirements of more than one assessment component.

•

Fabricates data for an assignment.

•

Takes unauthorised material into an examination room.

•

Disrupts an examination by an act of misconduct, such as distracting another student or creating a disturbance.

•

Exchanges support or attempt to keep the passing on of information that is or could be related to the examination.

•

Fails to comply with the instructions of the invigilator or other members of the School’s staff responsible for the conduct of the examination.

•

Impersonates another student.

•

Uses Google Translate or other similar means for a second language assessment unless explicitly permitted by the teacher.

•

Uses summary books or websites like Spark Notes for assessments instead of the original text.

•

Steals examination papers.

•

Discloses or discusses the content of an examination paper with a person outside the immediate school community within 24 hours after the examination.

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STUDENT RESPONSIBILITIES The Student is responsible for submitting authentic and academically honest work, identifying the work and ideas of others using the Modern Language Association (MLA), APA, Chicago or another referencing system. In order to adhere to the principle of academic integrity, an Audentes International School student is expected to: •

Review the Academic Integrity Policy regularly.

•

Adhere to the principle of academic honesty in all forms of assessments (formative and summative, IB DP and school-based assessments).

•

Plan projects and research accordingly in order to avoid procrastination on major school assessments and IB DP assessments. Completing work at the last minute can increase the likelihood of plagiarism, intentional or not.

•

Reference the work of others using the MLA, APA or another referencing system in all School and IB DP assessments, including but not limited to graphs, diagrams, charts, pictures, videos, interviews, magazines, periodicals, books, websites, newspapers, and textbooks.

•

Cite all electronic sources with the URL and the Date ACCESSED.

•

Ask questions and seek feedback on his/her understanding of the MLA, APA or another referencing system.

•

Submit major School and IB DP assessments to Turnitin.com.

•

Sign a declaration of originality upon the submission of major school assessments and IB DP assessments.

TEACHER RESPONSIBILITIES All Audentes International School teachers work together to promote and ensure academic honesty in all learning activities and assessments by teaching and modelling research skills and MLA referencing. Audentes International School teachers are expected to: •

Uphold the Academic Integrity Policy when administering all forms of assessment (formative and summative, IB DP and school-based assessments).

•

Promote a culture of academic honesty.

•

Develop lessons and provide instruction and support on research skills

•

Scaffold the research process by providing stages and/or a timeline for specific tasks.

•

Give students exemplar work with examples of correct citations.

•

Provide students with regular feedback on formative assessments.

•

Review Turnitin.com originality reports.

•

Follow MLA conventions on classroom materials.

•

Investigate promptly any instances of suspected malpractice by reviewing Turnitin.com originality reports, previous drafts, cross-referencing sources, speaking with the Student, etc.

•

Report suspected instances of academic malpractice to the IB Curriculum Coordinator and the Principal.

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IB DP COORDINATOR AND/OR SCHOOL ADMINISTRATION RESPONSIBILITIES The Audentes International School pedagogical leadership team is responsible for creating, implementing, and reviewing the Academic Honesty Policy. The leadership team is expected to: •

Inform students, parents, and teachers about the Academic Integrity Policy at school events and via media sources, including but not limited to staff meetings, parent evenings, student tutorials and school websites.

•

Know the rules and procedures that govern the IB Diploma Program.

•

Promote a school culture of academic honesty.

•

Investigate promptly all instances of suspected malpractice by speaking with the teacher and/ or Student, reviewing Turnitin.com originality reports, previous drafts, cross-referencing sources, etc.

•

Report instances of academic malpractice to the IBO if found on IB DP assessments.

•

Review the Academic Integrity Policy annually with the AIS Board.

PARENT/GUARDIAN ROLE Audentes International School parents/guardians play an important role in supporting the Academic Honesty Policy. Parents/guardians can support this policy by:

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•

providing a quiet place for their Student to work on school assessments and IB DP assessments;

•

encouraging their Student to plan ahead their assignments with a weekly and monthly calendar;

•

reviewing the Academic Integrity Policy with their Student.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

CONSEQUENCES FOR ACADEMIC MISCONDUCT In general, Audentes International School students will face the consequences for academic misconduct on major school assessments and IB DP assessments. Utilising a progressive discipline approach, the severity of the result increases with each instance of academic misconduct, as shown in the following chart.

Violation

Consequence

1st Violation

Failing grade on the assessment Opportunity to redo assessment for a grade Written warning Parent notification (letter/email) by teacher/IB DP Coordinator copied Student meeting with IB DP Coordinator

2nd Violation

Failing grade on the assessment Opportunity to redo assessment for feedback only In-school suspension The reprimand will be given Parent notification (letter/email) by DP Coordinator/Principal copied Student/Parent meeting with Principal

3rd Violation

Failing grade for the current grading period No opportunity to redo the assessment In-school suspension Parent notification (letter/email) by Principal Student/Parent meeting with IB DP Coordinator and Principal

4th Violation

Failing grade for the current semester No opportunity to redo the assessment Parent notification (letter/email) by Principal Out-of-school suspension Parent/Student meeting with Principal/IB DP Coordinator and Superintendent

5th Violation

The issue is brought to the attention of the School Board in a closed session.

The AIS Board determines the extent of the student suspension.

*NOTE: Some IB DP assessments can only be done once. If malpractice is found after an investigation on such assessments, the work will not be submitted to the IBO. As a result, a course grade will not be awarded by the IBO.

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AIS LANGUAGE POLICY SCHOOL LANGUAGE PHILOSOPHY We believe that ALL teachers are language teachers, and therefore, language development is a key aspect of our pedagogical approach. To support this belief, we dedicate professional development time towards enhancing our best practices in language instruction. This professional development approach is informed by the most relevant, up-to-date, and academically sound research on language development.

AIS International Baccalaureate (IB) language philosophy, in accordance with the International Baccalaureate Organisation`s policies, recognises that language is central to learning. All teachers are responsible for the language development of their students and are responsible for facilitating communication through the planning and delivery of their courses.

AIS aligns with the acquisition Guide, which states that the acquisition of the language of a community and the possibilities to reflect upon and explore cultural perspectives of our own and other communities:

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•

is valued as central to developing critical thinking and is considered essential for the cultivation of intercultural awareness and the development of internationally minded and responsible members of local, national and global communities;

•

is integral to exploring and sustaining personal development and cultural identity, and provides an intellectual framework to support conceptual development;

•

greatly contributes to the holistic development of students and to the strengthening of lifelong learning skills;

•

equips students with the necessary multiliteracy skills and attitudes, enabling them to communicate successfully in various global contexts and build intercultural understanding.

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

SUPPORT FOR MOTHER TONGUE AIS supports and values our students’ mother tongue while guiding them through the process of language acquisition. As stated in Language and Learning in IB Programmes, “the ability to communicate in a variety of modes in more than one language is essential to the IB concept of an international education that promotes intercultural perspectives,” which is one of the key elements of our language philosophy.

AIS recognises that students learn the language through using the language and provide students with as much opportunity as possible to experiment with and build upon their language skills to accomplish meaningful purposes in real life contexts.

AIS strives to maintain an atmosphere in which students are comfortable making mistakes, as successfully acquiring second language proficiency involves risk-taking in a safe environment of learning. AIS believes that the second language development is enhanced by competency in a student’s first language. Although the structure of the programme supports the simultaneous development of English and other languages proficiency, parents of students with other first languages are encouraged to continue their support in the development of the student’s first languages.

We know that when a student is well-spoken and literate in their mother tongue, the Student is more likely to master another language. It also helps to be successful in the School across all subjects and have a deeper understanding and appreciation for their own culture.

SCHOOL LANGUAGE PROFILE As a private international school in the Republic of Estonia, we use English as the medium of instruction.

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HOLISTIC EDUCATION IN LANGUAGES The holistic approach to language sees it as a whole, rather than a combination of such elements as functional exponents, vocabulary items or grammatical structures. Language is primarily seen and used as a means of exploring the world and growing intellectually, as well as communicating effectively in the international and intercultural setting.

INTERNATIONAL AND INTERCULTURAL COMMUNICATION A fruitful intercultural dialogue is key for our school as a vibrant and diverse community of learners and educators. Therefore, international mindedness and an ability to communicate efficiently in a multicultural setting are emphasised in all subjects.

A DIVERSE SELECTION OF LANGUAGES TO SUPPORT INTERNATIONAL MINDEDNESS One way to support international mindedness is offering a wide selection of languages to study at different levels (Language ab Initio, Language B, Language A Language and Literature, Language A Literature). The range of language options includes both large languages that are widely used as a means of intercultural communication (English, Spanish, German, Russian) and small local languages (Estonian) to cater to the needs and interests of all learners.

SUPPORTING LINGUISTIC DIVERSITY Although English is used as a primary medium of instruction, we support linguistic diversity and multilingualism by offering learners an opportunity to study other languages, including their first languages. In case our school does not offer one’s first language as a subject, the language studies can be supported through a self-taught literature course with mentor support.

SUPPORTING ALL LEARNERS As our school aims at supporting all learners on their way to becoming successful internationally minded communicators and life-long language learners, we offer a tutoring programme in languages to those learners who need extra support.

IB DP LANGUAGE COURSE OFFERINGS In order to support mother tongue development and multilingualism, we currently offer the following courses in the IB Diploma Programme at Audentes International School:

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•

Language A: Literature SL - School-supported Self-taught

•

Estonian Language A: Literature SL/HL

•

English Language A: Language and Literature SL/HL

•

Russian Language A: Language and Literature SL/HL

•

English B SL/HL

•

Russian Ab Initio SL

•

German Ab Initio SL

•

Spanish Ab Initio SL

IB DIPLOMA PROGRAMME HANDBOOK FOR STUDENTS AND PARENTS 2021–2022

LANGUAGE A: LITERATURE SL SCHOOL-SUPPORTED SELF-TAUGHT (SSST) For students best suited for the Language A: Literature SSST course, Audentes International School will offer support by providing resources, facilities, technology and time to support the Student.

The cost of tutoring will be passed on to the family.

We support all mother tongues through self-taught studies in the literature. Our School gives an opportunity for students to study in their mother tongue while embracing the diversity of other languages. We support the needs and interests in language study and do our best to meet these needs.

POLICY COMMUNICATION The Administration is responsible for communicating this policy to students, parents and teachers at school events and via media sources, including but not limited to staff meetings, parent evenings, student tutorials and school websites.

POLICY REVISION The Language Policy is revised annually by the Administration, language teachers, Language Group Coordinator and the AIS Board.

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AIS INCLUSION POLICY PHILOSOPHY OF INCLUSION Our inclusive policy is shaped by the belief that all children deserve a rights-based education system, which means that children should be seen as holders of the right to education. This implies not only that the right to have access to education must be respected, but also that human rights must be applied in education and promoted through it. To make this a reality, we commit to professional development to support teachers with inclusion practices. We also differentiate our instruction and provide accommodations and/or modifications for our students with learning support requirements to aid in their success in the School’s curriculum.

INCLUSION IN PRACTICE As a private school in the state Republic of Estonia, we follow all state regulations regarding the inclusion policy.

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INDIVIDUAL EDUCATION PLANS (IEP) Students who are identified with cognitive, social/emotional or physical challenges that impair their daily living or learning activities are entitled to educational accommodation plans and/or health plans. These plans will provide students’ access to the School’s curriculum, instruction and assessment through an accommodation plan and/or a health plan. Teachers will be informed of their specific responsibilities for implementing accommodations at the beginning of each school year and as needed.

Students’ accommodations and/or modifications will take place in the classroom but may also include the following, depending on the individual Student need: an online course or specialised instruction with intensive individualised support towards IEP goals.

INCLUSION IN THE DIPLOMA PROGRAM The School offers an array of support and inclusion services. A distinction is made between special arrangements for the IB assessments and other additional support provided by the school.

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SPECIAL ARRANGEMENTS FOR IB ASSESSMENTS In order to receive special accommodations in the IB Diploma Programme assessments, the following steps need to be taken at the beginning of grade 11: •

Legal guardians must give consent to seek inclusive arrangements on IB Diploma Programme assessments.

•

Submission of a psychological/psycho-educational/medical report [1] and educational evidence from the School to the IBO via the IB DP Coordinator. For additional language learners, the report of the language test will serve as psychological evidence. A medical or psychological evaluation must have been undertaken no earlier than the previous academic year before the start of the candidate’s study of the Diploma Program. Some flexibility will be allowed for candidates with permanent sensory and/or physical challenges.

Students can receive a variety of accommodations on IB DP assessments. It is essential to identify the accommodations early in the IB Diploma Programme so that students familiarise themselves with the accommodations in preparation for the formal IB Diploma Programme assessments.

The School will ensure that all IB authorised accommodations are provided for students on formal IB Diploma Programme assessments, including Internal Assessments, External Assessments, and IB DP Final Examinations.

ADDITIONAL SUPPORT PROVIDED BY THE SCHOOL The team of teachers and administrators, including the Academic Advisor, constantly communicates with the students. Students are encouraged to share any issues they might have.

The Academic Advisor supports with school-related problems and questions (subject choices, learning difficulties, time management, university applications, and so on) as well as social, emotional and other issues. The Academic Advisor can offer school-based support as a first contact point and can offer coaching sessions. The Academic Advisor can also advise the student to seek external help or support.

All students have access to consultation hours with their subject teachers weekly. This means they can ask for extra instruction outside the regular lesson time. All the consultation hours are scheduled by subject teachers. Information about the schedule is available on the website and on ManageBac. In addition, extra arrangements can be made on an individual basis, when students have individual circumstances that negatively influence their learning. All the individual study plans are provided with the subject teachers and implemented according to the Study Council decision.

Students’ and parents’ opinions on meeting the needs of all learners, including the support of SEN students (students with special educational needs) will be sought through questionnaires, workshops and parent interviews.

The Academic Advisor will hold staff meetings where he/she will give an overview of his/her role at the school, the support they can offer and the system of diagnosing a special educational need in Estonia.

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POLICY COMMUNICATION The Administration is responsible for communicating this policy to students, parents and teachers at school events and via media sources, including but not limited staff meetings, parent evenings, handbooks and school websites.

POLICY REVISION The Inclusion Policy is revised annually by the Administration, teachers and the AIS Board.

All psychological/psycho-educational/medical reports must: •

be legible, on paper with a letterhead, signed and dated

•

state the title, name and professional credentials of the person (or persons) who has undertaken the evaluation and diagnosis of the candidate

•

state precisely the nature of the learning support requirement and the tests or techniques used to arrive at the identification

•

be consistent with the coordinator’s request for assessment arrangements

•

be accompanied by a translation into English, French or Spanish, if it is not written in one of the IB working languages.

All psychological/psycho-educational reports must: •

be based on the candidate’s performance on nationally standardised psychological tests (where available and published, recent editions of standardised tests should be employed)

•

report results as standard scores, which have a mean of 100 and a standard deviation of 15, and not percentiles or age/grade equivalents

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IB DIPLOMA PROGRAMME AT AUDENTES INTERNATIONAL SCHOOL Students take subjects either at Higher Level (HL) or at Standard Level (SL). Generally, subjects studied at higher level will reflect the Student’s area of interest and specialisation and will be covered in greater depth and breadth than subjects studied at standard level.

Students of the IB Diploma Programme take six subjects, generally with three at higher level and three at a standard level. Students must make one choice from each of Groups 1, 3, 4, 5 together with a second language from either Group 1 or Group 2 and a second choice from Groups 1 to 4.

COURSE OFFERINGS Groups

Subjects

Group 1

Studies in language and literature

SL English A Language and literature HL English A language and literature SL Estonian A Literature HL Estonian A Literature SL Russian A Language and literature HL Russian A Language and literature SL Literature self-taught

Language acquisition

SL English B HL English B Spanish ab initio Russian ab initio German ab initio

Individuals and societies

SL Business Management HL Business Management HL History of Europe SL History of Europe

Group 4

Science

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

Group 5

Mathematics

Mathematics: Analysis and approaches SL Mathematics: Applications and interpretation SL

Group 2

Group 3

Group 6

Visual Arts

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COURSE SELECTION PROCESS The course selection process at Audentes International School aims to make sure that every Student selects an appropriate, well-balanced, and challenging course of study. To this end, parents, teachers, and Administration work hand-in-hand to support students through this process.

The following steps are taken to ensure the best fit for each Student.

•

IB DP Introduction on the Course Selection Process and Assessment in the IB Diploma Programme for students (fall grade 10),

•

Faculty Introductions to Courses during School (spring grade 10),

•

Student/Parent Individual Meetings with the IB Diploma Coordinator, Homeroom teacher and/ or Academic Advisor (spring grade 10),

•

Student Final Course Selection Submission (spring grade 10).

ACADEMIC EXCELLENCY RECOGNITION The Study Council gives out the Academic Excellency Recognitions at the end of the schoolyear. The student can be recognised in one or many subjects. The highest recognition goes to the students who have excellent results in every subject. In the middle of the academic year, we acknowledge the best new students with a golden IB pin, which signifies their excellent study results and motivates them in their further pursuits.

The greatest acknowledgement is the medal of honour, which is awarded to school-leavers with excellent results.

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IB DP COURSE DESCRIPTIONS PREFACE The course descriptions in this section of the handbook focus on the nature of each course and, where appropriate, the distinction between the SL and HL courses. DP teachers provide a more detailed description of the subjects in their individual course syllabus.

GROUP 1: STUDIES IN LANGUAGE AND LITERATURE ENGLISH A; RUSSIAN A: LANGUAGE AND LITERATURE SL/HL Language A: language and literature comprise four parts—two relate to the study of language and two to the study of literature.

In this course, students study a wide range of literary and non-literary texts in a variety of media.

By examining communicative acts across literary form and textual type alongside appropriate secondary readings, students will investigate the nature of language itself and the ways in which it shapes and is influenced by identity and culture. The course’s approaches to studying are meant to be wide-ranging and can include literary theory, sociolinguistics, media studies, and critical discourse analysis, among others.

The distinction between SL and HL The model for language A: language and literature are the same at SL and HL, but there are significant quantitative and qualitative differences between the levels.

SL students are required to study four literary works and a number of non-literary texts that is equivalent in teaching and learning time, whereas HL students are required to study six literary works and a number of non-literary texts that is equivalent in teaching and learning time.

In paper 1, both SL and HL students are presented with two previously unseen non-literary extracts or texts from different text types, each accompanied by a guiding question. SL students are required to write a guided analysis of one of these, while HL students must write guided analyses of both non-literary extracts or texts.

In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied non-literary text or texts or a literary text or work. The outcome of this exploration is a 1200-1500word essay in which HL students are expected to demonstrate a deeper understanding of the nature of the linguistic or literary study.

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ESTONIAN A – LITERATURE SL/HL Language A: literature comprises three areas of exploration: •

Readers, writers and text;

•

Time and space;

•

Intertextuality: connecting texts.

In this course, students will focus exclusively on literary texts, adopting a variety of approaches to textual criticism.

Students explore the nature of literature, the aesthetic function of literary language and textuality, and the relationship between literature and the world.

The distinction between SL and HL The model for language A: literature is the same at SL and HL, but there are significant quantitative and qualitative differences between the levels.

SL students are required to study 9 works, while HL students are required to study 13.

In paper 1, both SL and HL students are presented with two previously unseen literary extracts or texts from different literary forms, each accompanied by a guiding question. SL students are required to write a guided analysis of one of these, while HL students must write guided analyses of both literary extracts or texts.

In addition, HL students will have a fourth assessment component, the higher level (HL) essay, a written coursework task that requires students to explore a line of inquiry in relation to a studied literary work. The outcome is an essay of 1,200–1,500 words in which HL students are expected to demonstrate a deeper understanding of the nature of the literary study.

LANGUAGE A: LITERATURE SCHOOL-SUPPORTED SELF-TAUGHT Language A: literature is a literature course that may be studied in a wide range of languages.

Language A: literature is the subject through which the IB’s policy of mother-tongue entitlement is delivered. That policy promotes respect for the literary heritage of the Student’s home language and provides an opportunity for students to continue to develop oral and written skills in their mother tongue while studying in a different language of instruction. Where no teacher is available, a student may be allowed to study his or her particular language A as a school-supported selftaught language A: literature student (SL only).

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GROUP 2: LANGUAGE ACQUISITION PREFACE At Audentes International School, Group 2 consists of two modern language courses: Language ab initio in Russian, Spanish and German and Language B, English. Language ab initio and Language B are language acquisition courses designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. This process encourages the learner to go beyond the confines of the classroom, expanding an awareness of the world and fostering respect for cultural diversity. The group 2 courses use a balance between approaches to learning that are teacher-centred (teacherled activities and assessment in the classroom) and those that are learner-centred (activities designed to allow the students to take the initiative, which can also involve student participation in the evaluation of their learning). The teacher is best placed to evaluate the needs of the students and is expected to encourage both independent and collaborative learning.

Many factors determine the group 2 course that a student should take: the Student’s best language, the language(s) spoken at home and at School, and any previous knowledge of the language of study. The most important consideration is that the Language B course should be a challenging educational experience for the Student, offering the opportunity to learn an additional language and the means of learning, appreciating and effectively interacting in a culture different from the Student’s own. All final decisions on the course’s appropriateness for students are entered are taken by coordinators in liaison with teachers using their experience and professional judgment to guide them.

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SPANISH; RUSSIAN AND GERMAN AB INITIO SL Language ab initio is a language acquisition course designed for students with no prior experience of the target language or for those students with very limited previous exposure. In the language ab initio course, students develop the ability to communicate in the target language through the study of language, themes and texts. In doing so, they also develop conceptual understandings of how language works.

Communication is evidenced through receptive, productive and interactive skills across a range of contexts and purposes that are appropriate to the level of the course. The study of language requires careful attention to forms, structures, functions and conceptual understandings of language. Knowledge of vocabulary and grammar—the what of language—is reinforced and extended by understanding the why and how of language: audience, context, purpose, meaning.

Students expand the range of their communication skills by understanding and producing a wide variety of oral and written texts for audiences, contexts and purposes associated with academic and personal interests. For the development of receptive skills, language ab initio students must study authentic texts that explore the culture(s) of the target language. A key aim of the language ab initio course is to develop international mindedness through the study of language, culture, and ideas and issues of global significance.

ENGLISH B SL/HL English B is a language acquisition course designed for students with some prior experience of learning English. In this course, students develop their receptive and productive skills (listening, reading, speaking and writing), expand their range of vocabulary and advance their knowledge of grammar and style — all while exploring topics of global significance and developing intercultural competence. This allows Audentes IS students to succeed in their international and intercultural environment — at school and beyond.

The English B syllabus is organised around five prescribed themes: Identities, Experiences, Human Ingenuity, Social Organisation and Sharing the Planet. Within these themes, students learn to comprehend and produce a wide variety of personal, professional and mass-media texts. In doing so, they develop conceptual understandings of how language works; in particular, they become familiar with the “why” and “how” of language: audience, purpose, meaning, context and variation.

The distinction between SL and HL Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the Student is expected to develop in receptive, productive and interactive skills. Besides, HL students are required to study two literary works originally written in the target language, as the HL internal assessment is based on the extracts from these works.

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GROUP 3: INDIVIDUAL AND SOCIETIES BUSINESS MANAGEMENT SL/HL Business management is a rigorous, challenging and dynamic discipline in the individuals and societies subject group. The role of businesses, as distinct from other organisations and actors in a society, is to produce and sell goods and services that meet human needs and wants by organising resources. Profit-making, risk-taking and operating in a competitive environment characterise most business organisations.

Business management studies concentrate on the business functions, management processes and decision-making in contemporary contexts of strategic uncertainty. The course examines how internal and external factors influence business decisions to an organisation and how these decisions impact its internal and external stakeholders. Business management also explores how individuals and groups interact within an organisation, how they may be successfully managed and how they can ethically optimise the use of resources in a world with increasing scarcity and concern for sustainability.

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Emphasis is placed on strategic decision-making and the operational business functions of human resource management, finance and accounts, marketing and operations management. Through the exploration of six concepts underpinning the subject (change, culture, ethics, globalisation, innovation, and strategy), the business management course allows students to develop their understanding of interdisciplinary concepts from a business management perspective.

The distinction between SL and HL The HL course in business management differs from the SL course in business management in terms of the following: •

recommended hours devoted to teaching (240 hours for HL compared to 150 hours for SL)

•

extra depth and breadth required (extension units for HL)

•

nature of the internal assessment task

•

nature of the examination questions.

HISTORY SL/HL History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. It is a rigorous intellectual discipline focused around key historical concepts such as change, causation, and significance. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing an opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

The IB Diploma Programme (DP) history course is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social and cultural, and provides a balance of structure and flexibility. The course emphasises the importance of encouraging students to think historically and to develop historical skills as well as gain factual knowledge. It puts a premium on developing the skills of critical thinking and on developing an understanding of multiple interpretations of history.

In this way, the course involves a challenging and demanding critical exploration of the past.

The distinction between SL and HL Students at standard level (SL) and higher level (HL) are presented with a syllabus that has a common core consisting of prescribed subjects and topics in world history. In addition, students at HL are also required to undertake an in-depth study of three sections from one of the HL regional options. At Audentes International School, the regional option focuses on the History of Europe.

While many of the skills of studying history are common to both SL and HL, the difference in recommended teaching hours at SL and HL signals a clear distinction between the demands made on students, with the greater depth of study required for HL.

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GROUP 4: SCIENCES BIOLOGY SL/HL Biology is the study of life. The first organisms appeared on the planet over 3 billion years ago and, through reproduction and natural selection, have given rise to the 8 million or so different species alive today. Estimates vary, but over the course of evolution, 4 billion species could have been produced. Most of these flourished for a period of time and then became extinct as new, betteradapted species took their place. There have been at least five periods when very large numbers of species became extinct, and biologists are concerned that another mass extinction is underway, caused this time by human activity. Nonetheless, there are more species alive on Earth today than ever before. This diversity makes biology both an endless source of fascination and a considerable challenge.

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An interest in life is natural for humans; not only are we living organisms ourselves, but we depend on many species for our survival, are threatened by some and co-exist with many more. From the earliest cave paintings to the modern wildlife documentary, this interest is as obvious as it is ubiquitous, as biology continues to fascinate young and old all over the world.

The word “biology” was coined by German naturalist Gottfried Reinhold in 1802, but our understanding of living organisms only started to grow rapidly with the advent of techniques and technologies developed in the 18th and 19th centuries, not least the invention of the microscope and the realisation that natural selection is the process that has driven the evolution of life.

Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale are the cell, its molecular construction, and complex metabolic reactions. At the other end of the scale, biologists investigate the interactions that make whole ecosystems function.

Many areas of research in biology are incredibly challenging, and many discoveries remain to be made. Biology is still a young science, and significant progress is expected in the 21st century. This progress is sorely needed at a time when the growing human population is placing ever more tremendous pressure on food supplies and on the habitats of other species and is threatening the very planet we occupy.

The distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a joint internal assessment (IA) scheme and have some overlapping elements in the option studied.

They are presented with a syllabus that encourages the development of certain skills, attributes, and attitudes, as described in the “Assessment objectives” section of the guide.

While the skills and activities of group 4 science subjects are familiar to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and the standard options. The distinction between SL and HL is one of breadth and depth.

CHEMISTRY SL/HL Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science, as chemical principles underpin both the physical environment in which we live and all biological systems. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment.

Earth, water, air and fire are often said to be the four classical elements. They have connections with Hinduism and Buddhism. The Greek philosopher Plato was the first to call these entities elements. The study of chemistry has changed dramatically from its origins in the early days of alchemists, who had as their quest the transmutation of common metals into gold. Although today alchemists are not regarded as being true scientists, modern chemistry has the study of alchemy as its roots.

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Alchemists were among the first to develop strict experimentation processes and laboratory techniques. Robert Boyle, often credited with being the father of modern chemistry, began experimenting as an alchemist.

Despite the exciting and extraordinary development of ideas throughout the history of chemistry, certain things have remained unchanged. Observations remain essential at the core of chemistry, which sometimes requires decisions about what to look for. The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working chemists today and, crucially, are also accessible to students in schools. The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental chemistry have become so specialised that it is difficult (if not impossible) to be highly proficient in both areas.

While students should be aware of this, they should also know that the free and rapid interplay of theoretical ideas and experimental results in the public scientific literature maintains the crucial link between these fields.

The Diploma Programme chemistry course includes the essential principles of the subject but also, through a selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both standard level (SL) and higher level (HL). It, therefore, accommodates students who wish to study chemistry as their major subject in higher education and those who do not.

At the school level, both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme chemistry course allows students to develop traditional practical skills and techniques and increase facility in the use of mathematics, the language of science. It also allows students to develop interpersonal skills, and digital technology skills, which are essential in 21st century scientific endeavour and are important life-enhancing, transferable skills in their own right.

The distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a standard core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes, and attitudes, as described in the “Assessment objectives” section of the guide.

While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

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PHYSICS SL/HL Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself from the very smallest particles—currently accepted as quarks, which may be truly fundamental—to the vast distances between galaxies.

The scientific processes carried out by the most eminent scientists in the past are the same ones followed by working physicists today and, crucially, are also accessible to students in schools. Early in the development of science, physicists were both theoreticians and experimenters (natural philosophers). The body of scientific knowledge has grown in size and complexity, and the tools and skills of theoretical and experimental physicists have become so specialised that it is difficult (if not impossible) to be highly proficient in both areas. While students should be aware of this, they should also know that the free and rapid interplay of theoretical ideas and experimental results in the public scientific literature maintains the crucial links between these fields.

At the school level, both theory and experiments should be undertaken by all students. They should complement one another naturally, as they do in the wider scientific community. The Diploma Programme physics course allows students to develop traditional practical skills and techniques and increase their abilities in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal and digital communication skills essential in modern scientific endeavours and are important life-enhancing, transferable skills in their own right.

The Diploma Programme physics course includes the essential principles of the subject but also, through a selection of an option, allows teachers some flexibility to tailor the course to meet the needs of their students. The course is available at both SL and HL and therefore accommodates students who wish to study physics as their major subject in higher education and those who do not.

The distinction between SL and HL Group 4 students at standard level (SL) and higher level (HL) undertake a common core syllabus, a common internal assessment (IA) scheme and have some overlapping elements in the option studied. They are presented with a syllabus that encourages the development of certain skills, attributes and attitudes, as described in the “Assessment objectives” section of the guide.

While the skills and activities of group 4 science subjects are common to students at both SL and HL, students at HL are required to study some topics in greater depth, in the additional higher level (AHL) material and in the common options. The distinction between SL and HL is one of breadth and depth.

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GROUP 5: MATHEMATICS MATHEMATICS: ANALYSIS & APPROACHES SL (HL AVAILABLE ONLINE WITH PAMOJA) This course recognises the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. This course includes topics that are both traditionally part of a pre-university mathematics course (for example, functions, trigonometry, calculus) as well as topics that are amenable to investigation, conjecture and proof, for instance, the study of sequences and series at both SL and HL, and proof by induction at HL. The course allows the use of technology, as fluency in relevant mathematical software and handheld technology is important regardless of choice of course. However, Mathematics: analysis and approaches strongly emphasise the ability to construct, communicate, and justify correct mathematical arguments.

The distinction between SL and HL Students who choose Mathematics: analysis and approaches at SL or HL should be comfortable manipulating algebraic expressions and enjoy recognising patterns and understanding the mathematical generalisation of these patterns. Students who wish to take Mathematics: analysis and approaches at a higher level will have strong algebraic skills and understand the simple proof. They will be students who enjoy spending time with problems and get pleasure and satisfaction from solving challenging problems.

MATHEMATICS: APPLICATIONS & INTERPRETATION SL (HL AVAILABLE ONLINE WITH PAMOJA) This course recognises the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasises the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. The subject of this course also includes topics that are traditionally part of a pre-university mathematics course, such as calculus and statistics.

The course makes extensive use of technology to allow students to explore and construct mathematical models. Mathematics: applications and interpretation will develop mathematical thinking, often in the context of a practical problem and using technology to justify conjectures.

Mathematics: applications and interpretation: Distinction between SL and HL Students who choose Mathematics: applications and interpretation at SL or HL should enjoy seeing mathematics used in real-world contexts and to solve real-world problems. Students who wish to take Mathematics: applications and interpretation at a higher level will have good algebraic skills and experience solving real-world problems. They will be students who get pleasure and satisfaction when exploring challenging problems and who are comfortable undertaking this exploration using technology.

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GROUP 6: THE ARTS VISUAL ARTS SL/HL The visual arts are an integral part of everyday life, permeating all levels of human creativity, expression, communication, and understanding. They range from traditional forms embedded in local and wider communities, societies and cultures, to the varied and divergent practices associated with new, emerging and contemporary forms of visual language. They may have a socio-political impact as well as ritual, spiritual, decorative and functional value; they can be persuasive and subversive in some instances, enlightening and uplifting in others. We celebrate the visual arts not only in the way we create images and objects but also in the way we appreciate, enjoy, respect and respond to art-making practices by others from around the world. Theories and practices in visual arts are dynamic and ever-changing and connect many areas of knowledge and human experience through individual and collaborative exploration, creative production and critical interpretation.

The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical problem-solving and divergent thinking skills while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to study visual arts in higher education and those who are seeking lifelong enrichment through visual arts.

Supporting the International Baccalaureate mission statement and learner profile, the course encourages students to actively explore the visual arts within and across a variety of local, regional, national, international and intercultural contexts. Through inquiry, investigation, reflection and creative application, visual arts students develop an appreciation for the expressive and aesthetic diversity in the world around them, becoming critically informed makers and consumers of visual culture.

The distinction between SL and HL The visual arts syllabus demonstrates a clear distinction between the course at SL and at HL, with additional assessment requirements at HL that allow for breadth and greater depth in teaching and learning. The assessment tasks require HL students to reflect on how their own work has been influenced by exposure to other artists and for them to experiment in greater depth with additional art-making media, techniques and forms. HL students are encouraged to produce a larger body of resolved works and demonstrate a deeper consideration of how they communicate with a potential viewer.

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THE CORE THEORY OF KNOWLEDGE The TOK course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP to which schools are required to devote at least 100 hours of class time.

In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking—as well as empowering—for students.

The course explores knowledge questions, which are a key tool for both teachers and students.

These are contestable questions about knowledge itself, such as: “What counts as good evidence for a claim?”, “Are some types of knowledge less open to interpretation than others?” or “What constraints should there be on the pursuit of knowledge?”. While these questions may initially seem slightly intimidating, they become much more accessible when considered with reference to specific examples within the TOK course.

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EXTENDED ESSAY The extended essay is an in-depth study of a focused topic chosen from the list of available Diploma Programme subjects for the session in question. This is normally one of the Student’s six chosen subjects for those taking the IB diploma or a subject that a course student has a background in. It is intended to promote academic research and writing skills, providing students with an opportunity to engage in personal research on a topic of their own choice under the guidance of a supervisor (an appropriately qualified member of staff within the School). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen. All students must undertake three reflection sessions with their supervisor, including a short, concluding interview, or viva voce, with their supervisor following the completion of the extended essay.

Key features of the extended essay: •

The extended essay is compulsory for all students taking the Diploma Programme and is an option for course students.

•

A student must achieve a D grade or higher to be awarded the Diploma.

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The extended essay is externally assessed and, in combination with the grade for theory of knowledge, contributes up to three points to the total score for the IB Diploma.

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The extended essay process helps prepare students for university success and other pathways beyond the Diploma Program.

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When choosing a subject for the extended essay, students must consult the list of available Diploma Programme subjects published in the Handbook of Procedures for the Diploma Programme for the session in question.

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The extended essay is a piece of independent research on a topic chosen by the Student in consultation with a supervisor in the School.

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It is presented as a formal piece of sustained academic writing containing no more than 4,000 words accompanied by a reflection form of no more than 500 words.

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It is the result of approximately 40 hours of work by the Student.

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A supervision process supports students recommended to be 3–5 hours, which includes three mandatory reflection sessions.

•

The third and final mandatory reflection session is the viva voce, which is a concluding interview with the supervising teacher.

The EE is the centrepiece of the IB Diploma Programme. It is an integral and valuable learning experience for all Diploma Programme students or an option for course students.

The aims of the EE are for students to: •

engage in independent research with intellectual initiative and rigour;

•

develop research, thinking, self-management and communication skills;

•

reflect on what has been learned throughout the research and writing process.

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CHOICE OF TOPIC The EE is an in-depth study of a focused topic. Students choose their topic from the list of available Diploma Programme subjects for the session in question. For those taking the IB diploma, this is normally one of the student’s six chosen subjects. It may also be a subject that a course candidate has a background in.

SKILLS—RESEARCH, WRITING, REFLECTION The EE gives students the opportunity to research a topic of their own choice, under the guidance of a supervisor.

Students then undertake a major piece of formally presented structured writing. They communicate their ideas and findings in a reasoned and coherent manner, appropriate to the subject chosen.

All students are required to undertake three reflection sessions with their supervisor. The third is a short, concluding interview, or viva voce, following the completion of the essay.

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ASSESSMENT Students’ reflection process is assessed under criterion E: Engagement using the Reflections on planning and progress Form (RPPF).

The essay itself is assessed against common criteria, interpreted in ways appropriate to each subject. The assessment objectives for the EE are: Assessment objectives

Knowledge and understanding

To demonstrate knowledge and understanding of the topic chosen and the research question posed.

To demonstrate knowledge and understanding of subject-specific terminology and/or concepts.

To demonstrate knowledge and understanding of relevant and/or appropriate research sources and/or methods used to gather information.

Application and analysis

To select and apply research that is relevant and appropriate to the research question.

To analyse the research effectively and focus on the research question.

Synthesis and evaluation

To be able to discuss the research in terms of a clear and coherent reasoned argument in relation to the research question.

To be able to critically evaluate the arguments presented in the essay.

To be able to reflect on and evaluate the research process.

A variety of (research) skills

To be able to present information in an appropriate academic format.

To understand and demonstrate academic integrity.

For more on assessment see “Assessing the extended essay”.

While working on the EE, students intensively develop their skills in various areas. Both teachers and students discuss, address and practice the below-mentioned approaches throughout the EE process, which helps students to wholistically look at their work, evaluate it and engage with it critically.

APPROACHES TO TEACHING AND LEARNING •

Teaching based on inquiry

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Teaching focused on conceptual understanding,

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Teaching developed in local and global contexts,

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Teaching focused on teamwork and collaboration,

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Teaching differentiated to meet the needs of all learners,

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Teaching informed by assessment (formative and summative).

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FIVE APPROACHES TO LEARNING: Developing •

thinking skills,

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social skills,

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communication skills,

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self-management skills,

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research skills.

In addition, in order to engage with their EE process critically and constructively, students are encouraged to use the following tool to unpack and understand the assessment criteria.

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Criterion

Unpacking the criteria

B: Knowledge and understanding

A: Focus and method

This criterion focuses on the topic, the research question and the methodology. It assesses the explanation of the focus of the research (this includes the topic and the research question), how the research will be undertaken, and how the focus is maintained throughout the essay.

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Does this essay meet the requirements for the subject for which you are registering it?

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Is your research question stated as a question?

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Have you explained how your research question relates to the subject that you selected for the extended essay?

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Have you given an insight into why your area of study is important?

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Is your research question feasible within the scope of the task? Could your research question be “answered” or it is too vague?

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Did you refer to your research question throughout the essay (not only in the introduction and conclusion)?

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Did you explain why you selected your methodology?

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Are there other possible methods that could be used or applied to answer your research question? How might this change the direction of your research?

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If you stated a particular methodology in the introduction of your essay, or specific sources, have you used them?

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Are there any references listed in the bibliography that were not directly cited in the text?

This criterion assesses the extent to which the research relates to the subject area/ discipline used to explore the research question; or in the case of the world studies extended essay, the issue addressed and the two disciplinary perspectives applied; and additionally, the way in which this knowledge and understanding is demonstrated through the use of appropriate terminology and concepts.

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Have you explained how your research question relates to a specific subject you selected for the extended essay?

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Have you used relevant terminology and concepts throughout your essay as they relate to your particular area of research?

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Is it clear that the sources you are using are relevant and appropriate to your research question?

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Do you have a range of sources, or have you only relied on one particular type, for example internet sources?

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Is there a reason why you might not have a range? Is this justified?

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C: Critical thinking

This criterion assesses the extent to which critical thinking skills have been used to analyse and evaluate the research undertaken.

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•

Have you made links between your results and data collected and your research question?

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If you included data or information that is not directly related to your research question, have you explained its importance?

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Are your conclusions supported by your data?

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If you found unexpected information or data, have you discussed its importance?

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Have you provided a critical evaluation of the methods you selected?

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Have you considered the reliability of your sources (peer-reviewed journals, internet, and so on)?

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Have you mentioned and evaluated the significance of possible errors that may have occurred in your research?

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Are all your suggestions of errors or improvements relevant?

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Have you evaluated your research question?

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Have you compared your results or findings with any other sources?

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Is there an argument that is clear and easy to follow and directly linked to answering your research question, and which is supported by evidence?

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E: Engagement

D: Presentation

This criterion assesses the extent to which the presentation follows the standard format expected for academic writing and the extent to which this aids effective communication.

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Have you read and understood the presentation requirements of the extended essay?

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Have you chosen a font that will be easy for examiners to read on screen?

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Is your essay double-spaced and size 12 font?

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Are the title and research question mentioned on the cover page?

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Are all pages numbered?

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Have you prepared a correct table of contents?

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Do the page numbers in the table of contents match the page numbers in the text?

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Is your essay subdivided into correct sub-sections, if this is applicable to the subject?

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Are all figures and tables properly numbered and labelled?

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Does your bibliography contain only the sources cited in the text?

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Did you use the same reference system throughout the essay?

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Does the essay have less than 4,000 words?

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Is all the material presented in the appendices relevant and necessary?

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Have you proofread the text for spelling or grammar errors?

This criterion assesses the student’s engagement with their research focus and the research process. It will be applied by the examiner at the end of the assessment of the essay, after considering the student’s RPPF. •

Have you demonstrated your engagement with your research topic and the research process?

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Have you highlighted challenges you faced and how you overcame them?

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Will the examiner get a sense of your intellectual and skills development?

•

Will the examiner get a sense of your creativity and intellectual initiative?

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Will the examiner get a sense of how you responded to actions and ideas in the research process?

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CAS (CREATIVITY, ACTION, AND SERVICE) CAS is at the heart of the Diploma Program. With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning. CAS is organised around the three strands of creativity, activity, and service defined as follows: Creativity — exploring and extending ideas leading to an original or interpretive product or performance (= making something).

Activity — physical exertion contributing to a healthy lifestyle (= breaking a sweat).

Service — collaborative and reciprocal engagement with the community in response to an authentic need (= helping others).

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Engaging in CAS enables students to demonstrate attributes of the IB learner profile in real and practical ways, to grow as unique individuals and to recognise their role in relation to others.

Students develop skills, attitudes, and dispositions through a variety of individual and group experiences that provide students with opportunities to explore their interests and express their passions, personalities and perspectives. CAS complements a challenging academic programme in a holistic way, providing opportunities for self-determination, collaboration, accomplishment and enjoyment.

The CAS programme formally begins at the start of the Diploma Programme and continues regularly, ideally on a weekly basis, for at least 18 months with a reasonable balance between creativity, activity, and service.

Students engage in CAS experiences involving one or more of the three CAS strands. A CAS experience can be a single event or an extended series of events.

Furthermore, students undertake at least one CAS project. The project should take at least one month, and the student should be working collaboratively towards a goal. The CAS project can address any single strand of CAS or combine two or all three strands. CAS projects challenge students to show initiative, demonstrate perseverance, and develop collaboration, problem-solving, and decision-making skills.

All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of descriptions, reflections and evidence that showcases their CAS experiences and projects.

The completion of the CAS programme is based on 1) continuous engagement with CAS for 18 months, 2) having three CAS interviews with the CAS coordinator (evaluation their progress and reflecting on their experiences), 3) the student’s achievement of the seven CAS learning outcomes, as described in the school’s CAS Handbook. Through their CAS portfolio, students provide the School with evidence demonstrating the achievement of each learning outcome.

Successful completion of the CAS programme is a requirement for the award of the IB Diploma.

The CAS coordinator supports students throughout the entire CAS programme and evaluates their final portfolios.

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ADMISSION POLICY OF AUDENTES INTERNATIONAL SCHOOL IB STUDY GENERAL PROVISIONS The student admission policy regulates the admission of the students to Audentes International School study. The admission to Audentes International School IB Diploma Programme (DP) will take place on the basis of school readiness and assessment tests (Grade 11 and 12), and the results of admissions tests and academic achievements IB preparatory year (Grade 10).

The deadline for the registration for school assessment tests and the time for the tests are confirmed by a directive of Audentes International School Principal.

Students without prior registration or without photo identification document are prohibited from taking part in the admission tests. Registration for the school assessment and admission tests occurs through the school website.

Students’ practical assignments completed during tests are preserved until the start of the new school year.

The discovery of intentional false information provided by the applicant of parent (guardian) results in the student’s exclusion or removal from the list of student candidates.

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ADMISSION TO IB DIPLOMA PROGRAMME (DP) ADMISSION TO IB DP PREPARATORY YEAR (FORM 10) The first academic year of the IB Diploma Programme starts in Grade 11 and is preceded by a preparatory year. The admission to Audentes International School DP preparatory year will generally take place on the basis of the results of admission tests, interviews in English and academic achievements.

Admission tests take place at the Audentes International School premises in case not agreed otherwise.

The students who have successfully passed the admission tests (based on ranking lists) are invited to interviews conducted in English.

The final results of the examination will be sent out by e-mail within ten days of the final interviews.

The compilation of the student candidate list is based on the results of the admission tests, interview in English, academic achievements and the number of IB student places available.

Students with negative marks on their report cards cannot become Audentes International School student candidates.

A student who has a negative final mark on their report card or a negative exam result shall be deleted from the Audentes International School student candidate list.

On admitting new students to Audentes International School, the following criteria are considered (proportion in the brackets): •

results of the admission examination (75%);

•

academic achievement in basic school (15%);

•

other skills and values for Audentes International School (15%).

In order to enrol in Audentes International School upper secondary school the successful student candidate (in case of restricted legal capacity, their legal representative) shall submit the following documents: •

a written application;

•

a certified copy of the entrant’s identification document (in its absence, a copy of the birth certificate);

•

if the application is submitted by the entrant’s legal representative, a certified copy of the representative’s identity document);

•

a certificate of the completion of basic education or its equivalent;

•

a medical report.

The decision regarding the admission of the student candidate is announced by 1 July.

Acceptance will be based on exam results; the highest scores will be given priority.

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ADMISSION TO IB DP (GRADE 11 AND/OR 12) Admission to upper secondary school (DP1 and DP2, IB DP) takes place in exceptional cases of the availability of vacant student places for students studying according to the IB or other equivalent curriculum in international schools and is based on the admission tests followed by an interview in English.

Admission tests include tests in English, Mathematics and Academic Ability.

Upon registration to the entrance tests, the Student candidate shall submit an application, a certified copy of their report card and a letter of motivation.

The results of the entrance tests will be sent out via e-mail within ten days of taking the tests.

The student candidates who have successfully passed the entrance tests, shall be interviewed in English. In the interview, the Student candidate’s verbal language skills, motivation, communication skills, scope, activity and accomplishments are assessed.

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The decision regarding the Student candidate’s admission is announced within ten days of the interview via e-mail.

Students with negative marks on their report cards cannot become Audentes International School student candidates.

On admitting new students to Audentes International School, the following criteria are considered (proportion in the brackets): •

the results of the admission tests (75%);

•

academic achievement in basic school and/or upper secondary school (15%);

•

other skills and values for Audentes International School (15%);

•

the Student’s interests and activeness;

•

the compatibility of the Student’s subject choices with Audentes International School IB curriculum.

In order to enrol in upper secondary school (DP1 and DP2, IB DP) the successful Student candidate (in case of restricted legal capacity their legal representative) shall submit the following documents: •

a written application;

•

a certified copy of the entrant’s identification document (in its absence, a copy of the birth certificate);

•

if the application is submitted by the entrant’s legal representative, a certified copy of the representative’s identity document).

•

a certificate of the completion of basic education or its equivalent.

•

a medical report

Acceptance will be based on result of the admission tests.

AMENDING AUDENTES INTERNATIONAL SCHOOL ADMISSION POLICY Audentes International School Admission Policy is reviewed every academic year. Amendments to the Admission Policy must be approved by School’s Study Council and Board.

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IB DIPLOMA PROGRAMME ACRONYMS ATL Approaches to Teaching and Learning CAS Creativity, Action, and Service program EA

External Assessment (work that is completed by the Student and marked by an external IB DP examiner)

EE

Extended Essay

HL

Higher Level

IA

Internal Assessment (work that is completed by the Student, marked by the teacher and moderated by an external IB DP examiner)

IB DP International Baccalaureate Diploma Program SL

Standard Level

TOK

Theory of Knowledge

REFERENCES © International Baccalaureate Organization 2019, Language A: Literature Guide © International Baccalaureate Organization 2016, Chemistry Guide © International Baccalaureate Organization 2018, Language B Guide (upd. 2019, 2021); International Baccalaureate Diploma Programme Subject Brief (English B)

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Audentes International School Tondi 84/1 11311 Tallinn, Estonia ib@audentes.ee IB DIPLOMA PROGRAM HANDBOOK FOR STUDENTS AND PARENTS 2021 93