Academic Honesty Policy Draft 2 _September_ revised 2025

Neev Academy Academic Honesty Policy October 2025

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Table of Contents

Neev Philosophy and Purpose.................................................................................................. 3 IB Standards and Practices...................................................................................................... 3 Roles and Responsibilities....................................................................................................... 3 What is considered Academic Dishonesty?...............................................................................4 Link between Academic Honesty Policy................................................................................... 5 Assessment Policy:........................................................................................................................5 AI Policy:......................................................................................................................................... 5 Encouraging Academic Honesty across the programmes (PYP, MYP, DP, CP):........................... 5 Primary Years Program (PYP):...................................................................................................... 5 Middle Years Program (MYP):....................................................................................................... 5 Diploma Program (DP):..................................................................................................................6 Career-related Program (CP):................................................................................................. 7 Procedures for investigating suspected academic dishonesty:.................................................8 Consequences of academic dishonesty (based on three categories):....................................... 9 Internal consequences of malpractice:........................................................................................ 9 External Consequence of malpractice........................................................................................10 Basic guidelines to avoid academic dishonesty:..................................................................... 11 Communication of the Policy..................................................................................................12 Academic Honesty Policy Review Process............................................................................. 12 References:............................................................................................................................12

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Academic Honesty Policy Neev Philosophy and Purpose The Academic Honesty Policy outlines transparent, fair, and consistent procedures, defines acceptable academic behaviour, and prescribes consequences for academic misconduct. Throughout their educational journey, students develop an understanding of how knowledge is constructed and recognise their role in contributing to and expanding that knowledge. It is also essential that students develop ethical knowledge in order to demonstrate academic integrity. This policy aligns with the IB Academic Integrity Policy (2025) and upholds the expectations of the IB Programme Standards and Practices.

IB Standards and Practices Purpose 1: The governing body and school leaders articulate a purpose for learning that aligns with the IB’s philosophy and mission. (0101-01) Leadership 4: The school implements and reviews systems and processes to improve the operation and sustainability of its IB programme(s). (0201-04) Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01) Culture 3: The school implements, communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice. (0301-03) Culture 6: The school implements, communicates and regularly reviews its IBmandated policies to ensure they are cohesive and reflect IB philosophy. (0301-06) Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical judgments.

(0402-04) Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently. (0404-03)

Roles and Responsibilities Students should: ●​ Have a full understanding of the school’s and the IB’s policies. ●​ Complete all assignments, tasks, examinations and projects in an honest manner and to the best of their abilities. ●​ Be honest in presenting their school work to maintain trust and credibility. Present their ideas in their own words. ●​ Give credit to used sources in all work submitted to the IB for assessment in written and oral materials and/or artistic products.

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●​ Abstain from receiving non-permitted assistance in the completion or editing of work, such as from friends, relatives, other students, private tutors, essay writing or copy-editing services, pre-written essay banks or file sharing websites. ●​ Abstain from giving undue assistance to peers in the completion of their work. ●​ Acknowledge and understanding from the ideas of other people. ●​ Report any academic misconduct or lack of integrity.

●​ Present to the teacher their own individual work, expressed in their own words.

Teachers should: ●​ Ensure that students have a full understanding of the expectations and guidelines of all subjects along with what constitutes academic misconduct and its possible consequences. ●​ Model good practice in academic integrity in their planning and execution of the lesson. ●​ Provide clear guidelines for tasks to ensure that students understand the requirements of a task. ●​ Scaffold larger tasks, with opportunities to submit interim work or with checks, to help students maintain integrity consistently. ●​ Promote the benefits of properly conducted research and respect the creative efforts. ●​ Design learning tasks that require thinking skills and that encourage authenticity and creativity. ●​ Use anti-plagiarism tools as teaching instruments in raising awareness of academic honesty, balanced with interviews as needed Parents should: ●​ Understand the school policy and the IB policy on academic integrity and support their children’s understanding of such policies. ●​ Support their children in planning a manageable workload so that they can allocate time effectively. ●​ Discourage procrastination and encourage effective time management ●​ Understand what constitutes student academic misconduct and its consequences

What is considered Academic Dishonesty?

1. Plagiarism: Taking work, words, ideas, pictures, information or anything that has been produced by someone else and submitting it for assessment as one’s own​ 2. Copying: Taking the work of another student, with or without his or her knowledge and submitting it as one’s own​ 3. Cheating in an Exam: Communicating with another candidate in an examination, bringing unauthorized material into an examination room, or consulting such material during an examination in order to gain an unfair advantage​ 4. Duplication: Submitting work that is substantially the same for assessment in different courses without the consent of all teachers involved​ 5. Falsifying data: Creating or altering data to one’s advantage which has not been collected in an appropriate way​ 4

6. Collusion: External/internal help that can lead a student to be academically dishonest. This could be a ghost-written work, an external aid, a friend, a parent or a teacher.

Link between Academic Honesty Policy Assessment Policy: Academic honesty is a reference document for internal and external assessment as they work together to create an environment of fairness, honesty and learning. It ensures students understand the expectations for assessments and maintain integrity in their work.

AI Policy: To ensure that we leverage the revolutionary potential of AI in the future, the document presents the guidelines, expectations, and boundaries for the responsible and ethical use of AI in the Neev community.

Encouraging Academic Honesty across the programmes (PYP, MYP, DP, CP): Primary Years Program (PYP): In the PYP academic honesty is encouraged by: ● Discussing the meaning of appropriate help regularly with parents. ● Creating inquiry-based assessment tasks, which rely on a child’s creativity and application of skills rather than mere fact collection. ● Emphasise on continuous ongoing assessments to monitor and track student progress and understand how students learn. ● Designing assessment criteria that value and reward the child’s effort, rather than only the result. ● Teaching students ways to acknowledge others in their writing like with the use of quotation marks.

Middle Years Program (MYP): Besides all the activities and approaches suggested in the PYP, the MYP will also: ● Make the academic honesty policy accessible to the school community, especially the new joinees in MYP. ● Create awareness on the need for formal citation.

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Teachers encourage honest, creative work in the MYP by: ● Providing resources for all research/referencing. ● Making is clear where own resources vs provided resources. ● Developing research skills. ● Nominating a referencing system for formal citation, which is the MLA 9 style for all projects requiring research by students. ● Designing creative yet challenging tasks to ensure student engagement ● Incorporating approaches to learning skills of information literacy, problem-solving and self-management in the teaching-learning process ● Offering task-specific clarification of assessment requirements and breaking down instructions into smaller steps ● Encourage individual interest areas and strengths to ensure originality and in-depth inquiry in a Personal Project

Diploma Program (DP): At the DP level, many aspects are more formal and codified versions of the actions carried out in the PYP and MYP, such as: ● Nominating a referencing system for formal citation, which is the MLA 9 style ● Providing each student with detailed guidance on academic writing and referencing systems ● Providing staff development and guidance on plagiarism and citation as well as the use of software to prevent academic dishonesty ● Creating procedures for managing cases of deliberate cheating, especially where it involves plagiarism and collusion, including what penalties will apply and how a penalty will be selected Teachers encourage honest, creative work in the DP by:​ ● Agreeing upon topics and titles for students’ Extended Essays that are harder to find, copy, or fake, and are original by all means. For example, recent, local, specific and individual topics encourage synthesis and evaluative authorship and specifying use of a particular theory, of a set of primary data, or of a particular resource can limit the use of readymade texts ● Monitoring the writing process by authenticating the same through the use of drafts, peer review and interactive supervision ● Teaching academic writing skills: As IB writers create their own understanding of a topic, they use others’ work as supporting evidence. The focus is on scholarship, not plagiarism.

Citations can show the authority of the information; they can show its credibility or its accuracy through being able to trace it back to the source. Citations show correct use of terminology,

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how widely the learner has researched the topic, and/or indicate what the writer chose to include or exclude (given that the reader has expertise in the topic). ● Stressing on developing efficient research skills and strategies to deter plagiarism ● Using school discretion to determine the originality of a submission.

For DP students, academic honesty is strengthened when they: ●​ Make the effort to learn academic writing, research and citation skills ●​ Seek clarification when unsure, including in situations where they may be using the work of other IB students inappropriately, leading to collusion ●​ Use guidance on referencing techniques - consistency and traceability are important in assessing how students use the agreed citation system ●​ Use time-management and self-management strategies to avoid procrastination which is often referred to by learners as explanation for their plagiarism.

Career-related Program (CP): The CP brings together the rigour of IB learning with the practical demands of career-related studies, making academic honesty both an ethical and a professional commitment. Students are expected to uphold integrity not only in their academic submissions but also in how they engage with industry, community, and professional contexts reflecting the values of responsible, ethical practitioners.

Building on the foundations established in PYP & MYP, CP students are expected to: ●​ Submit only their own original work across all components including the Reflective Project, Language and Cultural Studies portfolio, Community Engagement documentation, and Personal and Professional Skills (PPS) tasks. ●​ Credit all sources of information, ideas, images, data, or digital content using a clear and consistent referencing style (MLA 9). ●​ Demonstrate understanding that academic integrity in a professional context extends beyond citation; it includes honest representation of skills, experiences, and reflections in portfolios and career-related assessments.

Teachers encourage honest, creative work in the CP by: ●​ Guiding the selection of Reflective Project topics that are original, specific, and rooted in the student's own career-related context encouraging engagement with local issues, recent developments, primary data, or professionals in the field to promote genuine inquiry.

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●​ Monitoring the development of student work through drafts, supervision meetings, and peer feedback to ensure final submissions authentically reflect the student's own thinking and effort. ●​ Explicitly teach academic writing and research skills so that students learn to use sources appropriately to support their arguments while acknowledging the intellectual contributions of others. ●​ Reinforcing professional integrity as an extension of academic honesty particularly relevant in Community Engagement and PPS components where students represent themselves and Neev in external settings. ●​ Use professional judgement and established school procedures to verify the authenticity of student work across CP components.

For CP students, academic honesty is strengthened when they: ●​ Understand that integrity in the CP extends into professional and community contexts not just academic submissions. ●​ Demonstrate effective time-management and self-management strategies to avoid situations that may lead to academic misconduct. ●​ Apply appropriate referencing techniques consistently and to seek clarification whenever they are unsure about appropriate academic practice. ●​ Approach the Reflective Project with the same standards of independent thinking, research, and original authorship expected of the DP Extended Essay. ●​ Represent their Community Engagement and PPS experiences honestly and reflectively, without embellishment or misrepresentation.

Procedures for investigating suspected academic dishonesty: If a teacher suspects that a student’s work shows academic dishonesty, he or she will inform the Prog Head, Coordinator and the Department Head. The student will be provided a chance to explain himself/herself. The teacher/s will investigate the matter and look for evidence of academic dishonesty. If it is clear beyond doubt that the work is clearly the students own and honestly generated, it will be cleared with an internal record only.

On the other hand if there is adequate proof of academic misconduct, the Programme Coordinator will make a recommendation to the Department Head and the Principal and an appropriate consequence will be applied based on the case.

- Parents of the student will be kept informed in such circumstances and may be called in for a conference with the concerned teacher/s.

- The school on its part has also subscribed to the screening software ‘Turnitin’ to check for plagiarism and to put in practice corrective measures.

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Consequences of academic dishonesty (based on three categories): Internal consequences of malpractice: The action taken on a student who has been accused of academic dishonesty will depend on which category the action falls under. The examples of incidents are given below. The teacher, along with the concerned Head, will then decide the level of action to be taken.

Category 1 incidents include (but are not limited to): 1. Copying homework or allowing homework to be copied 2. Taking information from another source that is not properly attributed 3. Working with others on an assignment that was designed as independent work 4. Looking at another’s task/assessment 5. Letting another student look at your work during a task or assessment 6. Using other external methods of receiving or giving information during a task/assessment

Category 1 Consequences: 1. The teacher in the classroom will deal with incidents 2. Students who are caught cheating or plagiarizing will not receive a grade or score for the work 3. The student will be expected to re-do the work for an accurate score within the time frame specified by the teacher if the submission timeline permits 4. This work may be part of the internal assessment elements which will be submitted to the IBO. Teachers who confirm that a student has committed any of the above will report the incident to the IB Programme Coordinator and, according to his/ her judgment on the details of the incident, he/ she will recommend the behavioral consequence(s).

5. Any second infraction will result in a Category 2 consequence and an on-going pattern may lead to a recommendation for exclusion 6. Malpractice regarding academic work will be recorded in the end of term report

Category 2 Incidents include, (but are not limited to): 1. Taking papers from the internet, other publications or other students without proper citation 2. Taking any part of a test to use or give to others 9

3. Submitting any kind of work that has been written/produced by another

Category 2 Consequences: 1. Incidents are severe and will be dealt with by the teacher, the IB Coordinator, and/or the Head of School, if necessary 2. Students who are caught in a Category 2 violation will not receive a grade or score for the work 3. They will be expected to re-do the work for an accurate score within the time frame specified by the teacher if the submission timeline permits 4. This work may be part of the internal assessment elements which will be submitted to the IBO 5. Malpractice regarding academic work will be recorded in the end of term report

Category 3 Incidents would include (but are not limited to): 1. A repeated pattern of Category 1 or 2 incidents 2. Lying or deceit regarding academic work (i.e. after cheating in the first place) 3. Altering records 4. Stealing examinations/unauthorized materials

Category 3 - Consequences: 1. These incidents are extreme and will be dealt with by the administration of the school 2. This will result in a hearing and possible exclusion from school and the IB programme 3. Consequences could include (but are not limited to) the student’s removal from Neev

External Consequence of malpractice IB assessment work must include a signed cover sheet from the candidate authenticating and assuming complete ownership of the work. If the authenticity is questioned, this may result in no grade being awarded by the IBO. The IB programme coordinator must inform the IBO if he/ she suspects any malpractice in relation to a candidate’s work or an internal assessment mark that has been submitted to the IBO. In such cases, or when an examiner suspects malpractice, the school will be required to

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conduct an investigation and provide the IBO with relevant documentation concerning the case.

Candidates suspected of malpractice will be invited, through the Coordinator, to present a written explanation or defense. Cases of suspected malpractice will be presented to the final award committee. After reviewing all the evidence collected during the investigation, the committee will decide whether to dismiss the allegation, uphold it, or ask for further investigation to be made. ● If the final award committee deems evidence of malpractice insufficient, the allegation will be dismissed and a grade will be awarded in the usual way. ● If the final award committee decides that a case of malpractice has been established, no grade will be awarded in the subject(s) concerned. No IB Diploma qualification will be awarded to the candidate, but certificates will be awarded for other subject(s) in which no malpractice has occurred. The candidate will be permitted to register for future examinations at least one year after the session in which malpractice was established. ● If a case of malpractice is very serious, either because of its nature or because the candidate has already been found guilty of malpractice in a previous session, the final award committee is entitled to decide that the candidate will not be permitted to register for examinations in any future sessions. ● An IB qualification may be withdrawn from a candidate at any time if malpractice is subsequently established. Any student who has been found to be academically dishonest in any of the above ways, or otherwise, will have a record of this put into his or her student file.

The student will take a grade “zero” for that work and a grade “zero” in conduct for the quarter.

If the work has been submitted as an official piece of IB coursework, it will not be accepted.

However, if there is time for him or her to do so before the school’s internal deadline for this work, the student will be allowed one chance to resubmit another piece of work in its place. If there is no time for the student to produce new work, no work will be submitted to IBO. If a student submits work to the IB which is later recognized as having been produced dishonestly, then the IBO will take action as mentioned in the IBO academic honesty booklet given at the time of admission.

An IB diploma, or a certificate, may be withdrawn from a candidate at any time if malpractice is subsequently established.

Basic guidelines to avoid academic dishonesty: ● Make clear which words, ideas, images and works are not your own (including maps, charts, musical compositions, movies, computer source codes and any other material) ● Give credit for copied, adapted and paraphrased material ● When using text, make clear where the borrowed material starts and finishes 11

● All sources cited in the text must also be listed in the bibliography (or reference list/ list of works cited) and all sources listed in the bibliography (or reference list/list of works cited) must be cited in the text ● Acknowledging the work of others, proper citation is a key element to academic scholarship and intellectual exchange.

Communication of the Policy The Neev Academic Honesty Policy is available to the Neev community through multiple pathways including Neev’s public website and Neev’s internal shared drive. New staff will be familiarized with the document during the orientation programme. The printed copies of the policy are available for the Admissions Department and for reference in each school section.

Academic Honesty Policy Review Process The Neev Academic Honesty Policy is reviewed by a team of leaders, once annually and submitted as a draft, for approval.

Policy review done in the month of October 2025.

References: ●​ https://www.aischool.org/academics/international-baccalaureate/academicintegrity ●​ https://www.ibo.org/globalassets/new-structure/programmes/shared-resources/pdfs/academi c-integrity-policy-en.pdf ●​ https://resources.finalsite.net/images/v1694620655/islschoolsorg/aibiob68cf2adx3geudg/Aca demicIntegrityPolicy2023-24.pdf ●​ https://aisbrazza.org/wp-content/uploads/2024/05/AISB-Academic-Honesty-Policy.pdf

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Annexure A

IB Learner Profile Source: International Baccalaureate Organization (IBO). The IB Learner Profile, 2013.

The IB learner profile represents 10 attributes valued by IB World Schools. The International Baccalaureate® (IB) learner profile describes a broad range of human capacities and responsibilities that go beyond academic success. It implies a commitment to help all members of the school community learn to respect themselves, others and the world around them. The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. These attributes are embedded across the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and Career-related Programme (CP).

Attribute

Description

1. Inquirers

IB learners nurture their curiosity, developing skills for inquiry and research.

They know how to learn independently and with others. They learn with enthusiasm and sustain their love of learning throughout life.

2. Knowledgeable

IB learners develop and use conceptual understanding, exploring knowledge across a range of disciplines. They engage with issues and ideas that have local and global significance.

3. Thinkers

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

4. Communicators

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

5. Principled

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

6. Open-minded

IB learners critically appreciate their own cultures and personal histories, as well as the values and traditions of others. They seek and evaluate a range of points of view, and they are willing to grow from the experience.

7. Caring

IB learners show empathy, compassion and respect. They have a commitment to service, and they act to make a positive difference in the lives of others and in the world around them.

8. Risk-takers

IB learners approach uncertainty with forethought and determination; they work independently and cooperatively to explore new ideas and innovative

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Attribute

Description strategies. They are resourceful and resilient in the face of challenges and change.

9. Balanced

IB learners understand the importance of balancing different aspects of their lives — intellectual, physical and emotional — to achieve well-being for themselves and others. They recognize their interdependence with other people and with the world in which they live.

10. Reflective

IB learners thoughtfully consider the world and their own ideas and experience. They work to understand their strengths and weaknesses in order to support their learning and personal development.

The IB learner profile applies to all students across the PYP, MYP, DP, and CP programmes. It represents the beliefs and aims that underpin this school’s policies and practices.

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