All IB teachers are aware that they are also language teachers.

Transcription

1 Language policy All IB teachers are aware that they are also language teachers. This is a policy we assess and discuss each year. It is continually in focus and development. Sandefjord Videregående Skole promotes the importance of good language skills in both the student s mother tongue and a number of additional languages. The official school language is of course Norwegian and the majority of the school community has this as their mother tongue. This language has two forms: bokmål and nynorsk, and it is normal practice to use and understand both language forms. However, in our district, bokmål is the predominant language. Students are able to obtain textbooks in both languages and most students are required to take language proficiency exams in both languages. English is the language of instruction and the working language of the IB Diploma programme Language A for most students is Norwegian, their mother tongue. In addition to this, the school offers English A too, both at SL and HL. Nearly 50% of the students choose to have two language A subjects, and we offer: English A : Language and Literature and Norwegian A : Literature. Language B covers English, Norwegian (to those who do not have Norwegian as their mother tongue) along with French, Spanish and German, which are offered at SL and HL The school and education authorities have a policy that encourage all students to learn Norwegian, the language of their country. This is a requirement for Norwegian universities and for general communication and future vocation in Norway. All students must have a certain proficiency in English before starting the Diploma programme, but they do not have to be fluent speakers. The school library accommodates a variety of reference books and novels in both English and Norwegian along with films, DVDs, newspapers, magazines and digital media access to a variety of newspapers, encyclopaedias etc Academic writing is part of every subject, in order for students to achieve success writing internal assessments, EE, exam essays etc. Precision in language and context is essential. Many students need guidance in this. The limitations word count creates and the time limit for exams make it necessary for all students to acquire a high language competence. The job of the teacher is to help students get there. We observe that most IB students use English when communicating outside class, which we strongly encourage. This increases during years when we have students that are not fluent in Norwegian. We are aware of the importance of language not excluding people. Therefore, English is always spoken in groups when students lacking language abilities in Norwegian are present. The principle of not excluding anyone based on language, is relevant throughout our department, and is also important in communication with parents. Parents can choose the language they want to communicate with the school and we can always offer translators if our common language is neither Norwegian nor English. The role of Pre-IB in introducing English language as a communication and working language, is quite useful.

2 School Web Site and Programme Information The information about the IB programme on the school web site is mostly in Norwegian. However, the IB programme does have an English version. Baccaleaureate-Diploma-Programme-IB/ Books and learning material To cover the curriculum, the IB programme at SVGS uses books in English in all non-language subjects. The school library has books in English, and order books from other libraries, without cost, for the student. 1.august 2015 Siân Major Stickler IB Diploma Coordinator/Avdelingsleder Sandefjord videregående skole

3 Assessment policy Evaluation is a mixture of both formative and summative methods. Our use of formative assessment combines observation, feedback and the use of notation. This allows for the adjustment in teaching methods required in subject instruction in order to improve student attainment and teacher guidance. The use of curriculum-based measurements like the criteria and grade descriptors developed for evaluation in each IB subject area is of utmost importance here. Self-assessment engages students and helps to crystalize personal goals and objectives for each individual. Students are encouraged to keep a record and file for each subject where they can store work and results, for future reference and assessment development. This allows for an awareness for own progress, as this is a continual process. The teacher also keeps a record of this on our grade and work platform Skole arena, this is done in order to advise and support the student in their learning process. Preparation for summative assessment in the form of mock exams, end of unit tests, or projects, are in frequent use. This allows the student to see an alignment between curriculum, instruction and assessment. At the end of each term, a predicted grade is issued for each student. This helps students and teachers to identify skills and future learning required in order to achieve the desired or optimal outcome. All IB students are continually assessed in accordance to the assessment criteria. Students throughout their IB-schooling receive formative evaluation and feedback concerning their progress and development in each subject. A calendar illustrating internal school deadlines is made each year. This is a collaborative result of work and views from teachers, the coordinator and the students. Each teacher and subject produces a plan for each teaching period. This shows both daily and weekly challenges and tasks within the subject in question. Tests, topics dates and framework for evaluation are easily accessible. This is communicated via a network called its learning and allows easy contact and communication concerning both personal and subject related questions. Students are graded using the IB scale i.e. grades 1-7 The student can also find subject guides, assessment criteria, subject content etc. on another site called its learning. Subject teachers offer all students a minimum of one tutorial a term, and this allows for the necessary assistance, security and guidance needed in order to improve and develop the student in each subject. In addition, regular student meetings with form teachers and councillor when necessary in order to support and help secure development both socially and academically in the various subjects. The DP coordinator overlooks the progress made by each student and coordinates an advisory meeting to comment on progress made. This allows for needed adjustments and reflection on the students own development and achievement in each subject. Parents are made aware of assessment procedures when students start the diploma programme, and are given the opportunity of meeting teachers, both in organized meetings and also on an independent basis. The student is made aware of the importance of self-evaluation and is seen as an important part of the students IB-development. Teachers encourage this. Subject teachers regularly discuss and evaluate for each other, so that there is conformity of understanding within the subject fields, based on workshops and courses attended by the different

4 teachers. This allows for a close-knit framework shared with the IB and the National curriculum at SVGS. At the end of each term, results are looked at and the DP co-ordinator looks at the results achieved by each student and along with the councillor, will then give advice to those who need to improve grades. This school year parents were given access to It s learning and skole arena and are able to follow their children s academic progress on line. It will be interesting to see if this aids and inspires learning even further. In addition, an increased focus and awareness on self-evaluation from students, along with the inclusion of parents, might improve evaluation even further.

5 Academic honesty policy There is a clear attitude and position held by the school in relation to academic honesty. All Norwegian state schools work on this, a common denominator for both programmes. This is partly done by the library staff, or learning centre staff, as it is referred to at our school; they make all students aware of the need for reference. The librarians give courses and make available the methods by which this can be achieved on the school web site. Teachers obviously include this in their various subjects. Breach of the academic honesty comes under the following four headings: 1.Plagiarism Part of this is done by the library or learning centre, as it is referred to at our school, which makes all students aware of the need for reference. The librarians give courses and make available the methods of achieving this. There is even a link on our school web site so that students can check and learn the accepted methods and needs for reference use. When pupils have tests/work on their computers teachers can connect a programme called LAN school that monitors what is being used for the work in question. Computers are isolated and prevented from entering or accessing any internet during tests/exams, if computers are used. All school computers are equipped with an easy to use plagiarism programme. This can be used before handing in any work. Posters and flyers, concerning plagiarism, hang on billboards in classrooms every year. They are a theme for discussion at regular intervals. A special focus before and during internal assessments, work on the EE, TOK and presentations plagiarism and its importance is underlined. The repetition of rules and regulations is done prior to all internal assessments and examinations. Process of self-assessment and awareness is strengthened when work is handed in, since tutors have a close relationship with students and help to secure honesty. This process is of utmost importance and of great learning value. There is possibly a need for a contract concerning plagiarism when students and parents become a part of the IB-department. This could be a part of a signed agreement sign at study start. 2.Collusion Students are expected to work independently unless asked to do otherwise. Their work must be in their own words. We encourage collaboration concerning tasks and work, but when one piece of work resembles another to a greater extent, then collusion is suspected and action is taken. Students are able to choose the same or closely related topics for extended essays or commentaries, but their written work must reflect their own language and interpretation. Since the distinction between collusion and co-operation is a fine one, guidance is necessary. Teachers must have a close advisory role here. 3.Cheating in exams The school has clear rules of conduct for examination and tests. These are readily available on the schools web site and part of instruction before all tests and examinations. The IB students do differ a little from the Norwegian standards. This is part of student

6 training during the two years of the Diploma Programme, so that all students are aware of the added vigilance needed for the IB exams. 4.Collaboration during assessment. Independent work is expected. Excessive help from other students, family members, friends or teachers. This is difficult to define. Our guideline must be our close understanding and knowledge of the pupil in question. Since the IB teachers closely follow this individual, each tutor must make it his/her responsibility to eliminate such a problem. It is important that teachers encourage students and acknowledge the students progress according to their ability and level. Awareness of own achievements will enable academic development far quicker, then not being a part of this process oneself. Responsibility concerning Academic Honesty. 1. The IB Diploma Coordinator is ultimately responsible that the student is informed and understands the meaning of academic honesty. 2. The teachers are responsible; to the best of their ability that all work submitted for assessment to the IB is the authentic work of the student. Teachers must be vigilant towards plagiarism, collusion and excessive help from outside sources. 3. The students are responsible for acknowledging all sources used and handing in work that is authentically their own. 4. It is the responsibility of the IB examiners to be vigilant and report any suspected plagiarism, collusion or cheating to the IB. 5. Students should also be made aware of the web-based plagiarism detection system used by the IB to randomly check candidates. What is the procedure on suspecting Academic Dishonesty? If a teacher suspects plagiarism, collusion, cheating or excessive help from others, the student is allowed one opportunity to revise and resubmit work. In the case of a teacher still suspecting academic dishonesty when revision has been allowed, then the IB must be informed. This will lead to an investigation to collect evidence for a report to the IB s Final Award Committee. This will include statements from the student, the subject teacher and the B Diploma coordinator. If the committee concludes that malpractice has occurred, no mark will be given for the subject and the Diploma will not be awarded. This policy is an adaption from that written by Heather Arnessen earlier DP-coordinator at St Olavs, Norway.

7 Special educational needs policy SVGS has an education policy that creates room for all varying categories of pupils. The school has pupils with complex special needs. However, these are not a part of the IB Diploma programme. These students have their own area within the school with qualified staff to encourage further development and training required to develop meaningful, self-fulfilling lives. The school also aims at giving them as much independence as possible for a future role in the community, possibly at a place of work adapted for this purpose. This department creates an awareness, for the IB students, of the need for special education opportunities and the welfare of all individuals. These students have an individualized education plan (IEP), reviewed every term. The fact that these students attend the same school as the IB programme students allows for awareness and understanding within the need for special educational needs in our school, district, nationally and internationally. SVGS is also a hub school for both deaf and blind pupils in the county. Consequently, it is well adjusted for a number of special needs, lifts, wheel chair adjustments, toilets, canteen access sensory doors etc. The school employs environmental assistants who hold a friendly eye on the public areas in and around the school in addition to aiding traffic and transport at peak times. Three social workers work with the social needs of our students, and personal assistants are available where needed in the classrooms. For examinations and tests students can apply for inclusive aid for assessment like:- Students with special learning disabilities or allergies that influence their achievements during tests/exams, are allowed extra time. Students are allowed to fulfil an exam/test in a smaller group when documented by their local doctor. Some special needs students require the aid of an assistant, who helps the student write. Foreign students have special support with language learning and cultural awareness. They have the opportunity of attending an introductory class on starting at SVGS, if their language needs make this beneficial. Students who are in need of transport to and from school are able to apply for this. Dyslectic students use computers for all work, including exams. They have also access to programmes, such as Text pilot to aid spelling. A teacher reads the questions in order for the test to be fair. Students with dyscalculia are The Norwegian authorities have developed a computer centre that supports subjects and syllabus, within the Norwegian school system (NDLA). This is in addition to their textbooks. This can also be utilized by the IB students too, but the language is mainly Norwegian. Most students who have specific learning difficulties are able to access audiobooks and net books. This is not available for the IB students unfortunately. The student council is active and conveys the needs of the pupils. This aids learning satisfaction, and helps the school to adjust along with new technological advancement, and needs and improvements registered by the pupils themselves. The school has an anti bullying plan that is in continual focus. SVGS is equipped with a supportive team who focus on both learning skills and social/psychological needs from all students. This team includes special education professionals contributing and adjusting the IEP for the pupils who need this extra support. If no documentation has reached the school on entry into the pre-ib class, teacher observations will give awareness to the current requirements of the student and allow the school to respond appropriately. The school system has support from nurses, a psychologist and a team who can aid in testing the pupils who need learning support. The special needs team along with the social workers provide a number of different courses in order to assist learning, problems of social nature and school attendance.

8

9 course two weeks before the official school starting date. Mathematics is a subject that is often difficult for a number of pupils.