DiocesanBoys’SchoolInternationalBaccalaureate

DiplomaProgramme

DBSIBPolicies&Guidelines

EditedinApril2019

  2

Content SchoolAbsence,ClassAttendanceandLatenessPolicy P.3 AcademicHonesty P.6ICTAcceptableUsePolicy(AUP) P.15 DeadlineandCourseCompletionPolicy P.17PromotionPolicy P.18SubjectChoicesPolicy P.24ManageBacPolicy P.26 DisciplinePolicy P.28Roll‐callPolicy P.29IBScienceLabsPolicy P.31IBLabsSafetyPolicy P.34IBLibraryPolicy P.38StudyPeriodandActivityTimePolicy P.41CurriculumAssessmentPolicy P.42 InternalScholarshipPolicy P.51RightsReserved P.52

  3

SchoolAbsence,ClassAttendanceandLatenessPolicy

Goodattendanceisvitaltoacademicachievementandenablesstudentstoattainthenumberofclassroomhoursrequiredby the IBO.The IBDivisionthereforeadoptsthefollowingpolicyinadditiontowhatisrequiredbyDBS.

A.Absencefromschool

ForthegeneralDBSpolicyonabsences,pleaserefertotheSchoolCalendar.

Inaddition—

1. Anticipated or planned absences from schoolmust be approved by the IBCoordinatorandsubjectteachersat leasttwoschooldaysaheadofthefirstdayofabsenceusingtheRequestforAbsenceForm.Parentsshouldalsosignthe form and provide appropriate evidence of the need for the plannedabsence. For example, if a studentmustmiss school to attend an externalevent,acopyofthecertificateofregistrationoradmissiontickettotheeventshouldaccompanytherequest.Iftheanticipatedorplannedabsenceisoveroneweeklong,noticemustbegivenatleasttwoweeksinadvancetoallowforthestudenttoplanwithhisteachershowtomakeupforhislostdays.

2. Absencesfromschoolduetoschool‐relatedactivitiesmustalsobeapprovedby the IB Coordinator at least two school days ahead of the first day ofabsence using the Request for Absence Form. Students should personallyprovideappropriateevidenceincludingasignaturebytheTeacher‐in‐chargeof the activity on the form. Mass‐emails from the teacher‐in‐chargerequesting for students’ absence is NOT permission to be absent. EachsubjectteacherandtheIBCoordinatormustalsobeconsulted.

3. Studentswillnotbeexcusedfromschoolonassessmentsdays. Inordertoconform to IB practice, students will not receive any credit for missedassessments(quizzes,tests,exams,presentations,labreports,orals,etc.).Nomake‐upassessmentwillbeallowed.

4. The IBOallows a formalwrittenappeal in the caseofmissed assessments,andwewilldothesame.Studentswhowishtoappealagainsttheinclusionof a zero inhisaverage,hemustmake theappeal inwriting tohis teacherandtheIBCoordinatorwithintwoschooldaysofthemissedassessment,andhe must provide supporting evidence (doctor’s letters etc…). The subjectteacherandtheIBCoordinatorwillthendecidewhetherornottoincludethezero.Amake‐upassessmentmaybepossibleinsomespecialcases.

Please note that typically,make‐up assessments are only granted by the IBO inveryspecialsituationsandinthecaseofamissedexams,evenwhenpermittedinresponsetoa“D2appeal”,areusuallygiventhefollowingNovember. Admissiontouniversitycanbedelayedorwithdrawnasaresultofmissinganexam.

  4

B.Absencefromclasses

1. BecausetheIBdiplomarequiresattendanceforaminimumnumberofhours,classattendancewillberecordedandabsencesfromclasses foreachsubjectwillbeapartofastudent’sreport.

2. Because the hours of attendance required by IB do not include excusedabsences,astudentmissingclassisreportedasabsentregardlessofreason.

3. A class is reported asmissed regardless of howmuch or how little of theperiodismissed.

4. Studentswhomissmorethan10%ofclassespertermwillbeconsideredasshowinga“patternofmissingclasses.”

5. A student with a “pattern of missing classes” will receive an academicwarning letter. If the pattern persists, the student may not meet themandatory requirements to qualify for an IB Diploma (please also seePromotionPolicy).

6. In order to help students heavily involved in extra‐curricular activities,studentsmayarrangebeforehand tomakeupmissedclasses ifthenatureoftheworkmissedallowsamake‐up.Thedecisiontoallowforthislieswiththesubject teacher along with a final approval from the IB Coordinator. Thestudentmust fill in a Request for Absence form and have it signed by thesubject teacherand IBCoordinator. Thestudent is responsible forholdingon to the form, carrying out anymake upwork that is assigned, and thenhaving it checked for completion and signed by the subject teacher on thefirst day after returning to school (unless specified by teachers) before anabsentrecordamendmentwillbeconsidered.Theschoolwillnotmakeanyamendmentsifthestudentloseshisform.

7. Inmanycases thepriorarrangementofmake‐upwork isnotpossible, e.g.,labassessmentsorinteractiveoralactivitiesrequiringspecialset‐uporclassparticipation.Studentsconsideringabsence fromclassshouldalsoconsidertheirrecordedabsencesandanyconsequencesthatwillensue.

C.LatenessForthegeneralDBSpolicyonlateness,pleaserefertotheSchoolCalendar.Inaddition—

1. A late studentmustgo straight to theGeneralOffice to record the latenesswithyourstudentcard.Ifassemblyisstillrunning,thestudentmustthengostraighttotheHall(withschoolbag).ThelateslipmustthenbehandedintotheIBofficethesameday.

Failuretodosowillresultinthelatenessbeingcountedasanabsenceforallperiods until the first subsequent registration where he is recorded aspresent.

PleasenotethatstudentswhodonotreportabsencesandlatenessasoutlinedintheSchoolCalendarwillbeconsideredplayingtruant.

Request for Absence

Student I.D. Number : _________________________________________________________ Class: ___________________________________

I, _____________________________________________________________________ (English name as printed on HKID), am writing to

request absence. I have consulted all parties, including my subject teachers, the IB Coordinator and also my

parents. I am fully aware that this may affect my attendance record and that I am responsible for making up

any work caused by this absence.

Date: From ________________________________________________to ________________________________________________

Time: From _______________________________________________ to ________________________________________________

Reasons for absence ( Personal - please provide evidence School Activity)

_______________________________________________________________________________________________________________________________

Subject Teacher

Approval Make up work and deadline

Teacher

Checked

______________________________ ________________________________________

Signature of Student, date Signature of Teacher/Parent, date

--------------------------------------------------------------------------------------------------------------------------------------------

(Office Use Only)

Accepted Rejected

Signature of IB Coordinator, date

--------------------------------------------------------------------------------------------------------------------------------------------

Please return this slip to IB Admin Office (Request for Absence)

Student Name: __________________________________________________ Class: _________________________

Date: From ______________________________to __________________________________

Time: From ______________________________to __________________________________

Reasons for absence ( Personal - please provide evidence School Activity )

_________________________________________

_________________________________________ Signature of IB Coordinator

  6

AcademicHonestyA.IntroductionTheDiocesansBoys’School(DBS)seekstodevelop,promoteandensureacademichonestyandpersonalintegrityamongstudents,teachersandothermembersofthecommunity. The School’s mission declaration sates DBS students are expected tohaveasenseoftrustworthiness,responsibility,fairnessandconsiderateness.The Academic Honesty System developed for the DBS IB Section is intended toenablestudentstobehonestinallpractices.Itisnotestablishedasatooltodetectmalpracticebutratherseekstopreventanddiscourageit.DBSplaceshighemphasisinpromotingandsupportinggoodlearningpractices,andas an IB school, seeks to promote all the qualities in the IB learner profile. Inagreement with this and following guidance from the IB publication AcademicHonesty:guidanceforschools,September2003,anAcademicHonestyPolicyhasbeendeveloped.For the purpose of developing DBS IB’s own Academic Honesty Policy, the IB’sdefinition for Academic Honesty asasetofvaluesandskillsthatpromotepersonalintegrityandgoodpracticeinteaching,learningandassessmenthasbeenadopted.IndevelopingtheDBSIBAcademicHonestyPolicy,membersofthecommunityareencouragedtobe:

1. Thinkers,whomakereasoned,ethicaldecisions.2. Principled, who act with integrity and honesty and take responsibility for

theirownactionsandtheconsequencesthataccompanythem.3. Open‐minded, who are accustomed to seeking and evaluating a range of

pointsofview.4. Reflective, who give thoughtful consideration to their own learning and

experience.Following the IB’s guidelines for Maintaining academic honesty, all future IBDiploma candidates and their legal guardians should be aware of the GeneralRegulations:DiplomaProgrammeestablished by the IB. These general regulationsmaybefreelyaccessedathttp://www.ibo.org/globalassets/publications/become‐an‐ib‐school/dp‐general‐regulations‐sept‐16‐en.pdfDBSIBconsidersitappropriateforpossibleIBcandidatesandtheirlegalguardianstohaveaccessandknowledgetohisdocument.

  7

B.TerminologyIn developing an Academic Honest System, DBS IB seeks to promote a culture ofhonestywithin thestudentcommunity.Allmembersof theschool communityareresponsibleforpromotingandmaintainingacademichonestyintheSchoolaswellasknowingandunderstandingthepolicyforacademichonesty.AlistofdefinitionsisincludedforthepurposeofthisPolicy.Whereverpossible,definitionshavebeenadoptedfromtheIB’sAcademicHonesty:guidanceforschools,September2003.Somemaypresentsmallmodificationsforthepurposeofclarityandapplicabilityofthisdocument.Academichonesty:Asetofvaluesandskillsthatpromotepersonalintegrityandgoodpracticeinteaching,learningandassessment.Academicdishonesty:Performing,attemptingtoperformorassistinganyotherpersoninperforminganyactivitythatdiscouragesthevaluesandskillspromotingpersonalintegrityandgoodpracticeinteaching,learningandassessment.Intellectualproperty:Formsof intellectualandcreativeexpression,usuallytheresultofhumaningenuitythatmustberespectedandareprotectedbylaw.Authenticity:The quality of producing a piece ofwork that is based on a student’sindividualandoriginalideasandworkofothersfullyacknowledged.Malpractice:Abehaviorthatresultsin,ormayresultin,astudentoranyotherstudentgaininganunfairadvantageinanyacademicactivity,orthataffectstheresultsofanyother student.Malpractice includes, but is not limited to, plagiarism, collusion andduplicationofwork.Plagiarism:Therepresentationoftheideasorworkofanotherpersonasthestudent’sown.Collusion:Supportingmalpracticebyanotherstudent,asinallowingone’sworktobecopiedorsubmittedforassessmentforanother.Duplication of work: The presentation of the same work for different assessmentcomponents/subjects.Paraphrasing:Therenditionofanotherperson’swordsrepresentedinanewstyleandintegratedgrammaticallyintothewriting.Collaboration:Workingtogetheronacommonaimwithsharedinformation,whichisanopenandcooperativebehaviorthatdoesnotresult in“allowingone’sworktobecopiedorsubmittedforassessmentbyanother”.

  8

C.Development,MaintenanceandPromotionofAcademicHonestyatDBSIB.1.GeneralOverviewIt is the student’s responsibility to understand the Academic Honesty Policyestablished by the DBS IB and lack of knowledge of the conditions of this policycannot constitute an allegation for academic dishonesty. However, it is in theSchool’sbestinteresttoprovidethetoolsandpromotetheskillsthatwillencourageacademic honesty at all times. DBS IB actively promotes an academic honestysystem within each subject area as well as offering a time frame for specificallydeveloping the qualities, values and skills that will allow good practice amongststudents.At Bridging Programme level, this is highlighted through the IB Skills Coursealthoughacademichonestyispromotedinallsubjects.i.IBSkills“AcademicHonesty”isnotjustavalue,itisalsoaskill—onethatcanbedeveloped,practiced, and mastered. The IB Skills course is taken by all Grade 10 BridgingProgramme students and is especially designed to help student learn how toproduce, identify and promote authentic pieces ofwork. Students learn academicwriting and research skills, conventions for citing and referencing a range of texttypes, and methods for evaluating the validity and suitability of primary andsecondary sources. A specific module of the course has been developed to allowstudentstounderstandandobserveexamplesofmalpractice—includingcollusion,plagiarismandmisrepresentationofothers’works,aswellastheconsequencesofthese infringements. Underpinning the course is the inquiry‐based approach andframework of the IB Diploma’s “Theory of Knowledge” (TOK) course, whichencouragesstudentstoreflectontheirowndevelopmentasknowersandtheirwaysof knowing. By the end of the course, students will be able to demonstrateacademicallyhonestypracticesthatwillbeapplicablenotonlyintheirIBDiplomaprogramme,butalsointheirfuturestudiesatuniversityandaslifelonglearners.2.OthersInadditiontothisskills‐basedpreparationcourse,allsubjectareashavedevelopedsubject‐related projects that allow students to develop subject‐specific skills thatpromote good academic practice. For more information on all of these courses,pleaserefertoIndividualSubjects’Courseoutlines.3.AdvisorsEachstudentwillbeassignedanadvisor–ateacherthatwillpromotethestudent’sdevelopmentofdesirablequalitiesasa life‐long learner.Theadvisor isnotatutor,butmayoffer advice to students in anattempt topromote academichonesty andgoodpractice.Theadvisorhasfrequentcommunicationwiththestudent’sparents,andthusservesasalinktopromoteandreportongoodpracticefromthestudent,bothintheschoolenvironmentaswellasathome.

  9

TheDBSIBteambelievesthat ifempoweredwiththeappropriatetoolsandgiventhesuitablespacesforthedevelopmentofadequateskills,studentswillinherentlydevelopthequalitiesembeddedintheIBlearnerprofile.D.RulesandRegulationstoEnsureAcademicHonestyandGoodPracticeatallTimes1.GeneralOverviewIt is the responsibility of students to maintain academic honesty at all times.Students may, where the circumstances allow it, request assistance from theirteachers,parentsandadvisorstoensuregoodpractice isbeingcarriedout.Underno circumstances does ignorance of the conditions established constitute anallegationformalpractice.The following are general guidelines for the promotion of academic honesty andgoodpracticeatbothBridgingProgrammeandIBlevels.Further guidance for the promotion of academic honesty can be found insubjectspecificguidelinesfromtheIBOwebsite.2.Submissionofindividualpieceofwork.An individualpieceofworksubmitted forassessmentwillalwaysbeanauthenticpieceofwork;i.eitisbasedonthestudent’sindividualandoriginalideaswiththeideas and work of others fully acknowledged. Under such premises a studentsubmittinganindividualpieceofworkwill:

a. Usethestudent’sownlanguage,expressionsandideas.b. DocumentALLsourcematerialinaformalandappropriatemanner.c. Usedirectquotationsadequately.d. Makeappropriateuseofandacknowledgeparaphrasing.e. Acknowledge explicitly and appropriately any help provided by

another person. The student should understand that any form oflegitimate collaboration for an individual piece of work must belimitedandjustified.

f. Provide a complete and comprehensive list of all references used,includingbooks,CDs,webpages,images,statistics,etc.

g. Makesurecollaborativeworkdoesnotresultincollusion.Workthatmayhavebeenproducedbythesharingofinformationinanopenandcooperative behavior to result in a common aim, does not result inworkthatcanbepartiallyorentirelycopiedbyanother.

h. Never provide soft or hard copies of his individualwork to anotherstudent.

i. Neverpurchaseorsubmitworkproducedbysomeoneelse.j. Nevercopyanotherstudent’swork,eitherpartiallyortotally.k. Neverfabricatedata.l. Neverduplicatework, i.e submit the same/similarpieceofwork for

twosubjects.

  10

1. ExamsessionsTheregulationsforexamsessionsattheDBSwillfollowsimilarguidelinesasthoseproposedbytheIBO.Foranyexamsessionstudentsmust:

a. Arriveontime.Goodpracticeimpliesallstudentsmustpresentexamsunderthesameconditions.

b. Be present for the examination session. Allowing someone else toimpersonate theexamineeor impersonatingsomeoneelse isaseriouscaseofmalpractice.

c. Remain in silence. Any form of communication during examinations isdeemedasmalpractice.Exchanginginformationorinanywaysupportingthepassing of information to another student about the content of anexamination,isconsideredmalpractice.

d. Takeonlyauthorizedmaterial intoexaminationrooms.Thisincludes,butisnotlimitedto,authorizedcalculators,dictionariesandnotes.

e. Complywiththeinstructionsoftheinvigilatororpersonresponsiblefortheconductoftheexamination.

f. Leaveallexaminationmaterialbehind.Stealingexaminationmaterial–before,duringoraftertheexamisconsideredmalpractice.

g. Leavetheexaminationroomonlywheninstructedtodosoandfollowingtheexamsupervisor’sinstructions.

h. The previous list is not exhaustive and students must use their commonsenseandreasonedethicaldecisionstoassessanysituationwhichmayleadintomalpractice.Whenindoubt,astudentisencouragedtoseekadvicesoastosupportgoodpractice.Studentsareremindedthatatthesubjectteacher’sdiscretion,workmaybesubmittedinforon‐linecheckingofplagiarismandcollusion.

For examination sessions, students are provided with an examination calendarseveralweeks in advance. Students should clarify anydoubts regarding rules andregulationsfortheexaminationsessionpriortothescheduledtimeofexamination.E.Provisionsforsuspectedmalpracticeoracademicdishonesty

Breachesof theRulesandregulationstoensureacademichonestyandgoodpracticeatalltimesconstituteaseriousmisdemeanorandarenottreatedlightlyattheDBSIBO Candidate School. The following guidelines have been established to ensureequalityinthetreatmentofanyandallcasesofsuspectedmalpracticeoracademicdishonesty.Breachesofacademichonestyhavebeendividedintothreelevels.Theselevelshavebeenestablishedaccordingtotheimportanceoftheassignmentandpremeditationofthestudent.

  11

1.LEVEL1In the first instance, work that is considered to be academically dishonest willreceive a zero (0) as a grade for the assignment. If the teacher considers itappropriatehowever,feedbackmaybeofferedtothestudent.Thestudent’sadvisorwillbenotifiedontheevent.Parentswillreceiveaninformativeletter.Additionally,aconfidentialrecordwillbemadetologintheincident.ActionscomprisedinLevel1include(butarenotlimitedto):

a. Collusion, e.g. copying homework, a report, an essay or any piece of non‐collaborativework.Boththestudentcopyingandthestudentwhoallowsforcopyingtooccurarebreachingacademichonesty.

b. Lookingatanother’stestorquiz/allowinganotherstudenttolookonatestorquiz

c. Exchanginginformationorreceivinginformationinanywayduringatestorquiz

d. Copyingmaterial froma textbook, internet, video, etc. andpresenting it asthestudent’sowni.e.notparaphrasingproperlyand/orplagiarizingwork.

e. Taking unauthorized material into an examination room or being inprocession of unauthorized material during assessment. This includes butnotlimitedtocalculators,notes,dictionariesandanyelectronicdevices.

f. Disruptionormisconductduringanexaminationsession.2.LEVEL2The second occurrence of a Level 1 action, will be considered a Level 2 action.Certainactionsare immediatelyconsideredaLevel2(see listbelow).Workthat isconsideredtobeacademicallydishonestwillreceivezeroforthesubject.Arecordwill be made to log in the incident and will be available to the IBO and toUniversities. The student’s parents or legal guardians will attend a meeting toreceiveanexplanationandtobecomeinvolved.TheSubjectteacher,AdvisorandIBCoordinator will be present at the meeting. The Discipline CommitteeRepresentative may be asked to attend (this is subject to the nature of theinfringement). Both parents and student will be made aware that if thirdinfringement of academic honesty occurs, the student will not be allowed tocontinueintheexaminablecourse.Actions immediatelycomprised inLevel2(withouthavingtooccurtwice) include(butarenotlimitedto):

a. Knowinglypresentinganother student’sworkas the student’sown.This isconsideredplagiarism.

b. Duplicating work. Knowingly presenting the same piece of work for twoassignmentsortwodifferentsubjects.

c. Buying, orby anymeansobtainingworkandpresenting it as the student’sown.Ifastudentsells,orbyanymeansproducesworkforanotherstudenttopresent,thisstudenttooisseriouslybreachingacademichonesty.

d. Takingorstealinganypartofatesttouseorgivetoothers.e. Impersonating another student for any piece of assessed or non‐assessed

work.

  12

3.LEVEL3A third breach or a breach after Level 2 occurance in academic honesty isconsidered a serious misdemeanor. A student found responsible of threeinfringements on academic honesty will not be allowed to continue on theexaminable course and is liable to expulsion. The case will be taken to theHeadmaster.4.ACADEMICHONESTYANDTHEIBParents and students should at all times be aware that for any cases of reportedmalpractice, the IBO undertakes serious investigation. A teacher supervisingexaminableworkfortheIB,(forexample,theextendedessay,alabreport,aworldliterature assignment, etc.) may refuse to sign on its authenticity if the teachersuspectsmalpracticefromthestudent.Anexaminerorcoordinatormayreportonmalpracticeduringanexaminationsession.Thesearemerelyexamplesofthebreachesinacademichonestythatwillbedirectlyreported to the IBO. In any circumstance, the IBO will take undertake seriousinvestigation. Cases of suspected malpractice are presented to the final awardcommittee and dealt with on a case by casemanner. If an IB candidate is foundguiltyofmalpractice,penaltieswillbeimposedinorderto‐Ensurethatthecandidatedoesnotgainanunfairadvantage‐Maintain the integrity of the examination session by excluding those candidateswhohaveabusedthesystem‐Deterothercandidatesfromtakingthesameaction(asstatedintheIBO’spublicationAcademicHonesty.InvestigatingMalpractice).Penalties imposedby the IBOare inaccordance to theoffence.The IBOrandomlyselectsworksubmittedtoassessthepossibilityofmalpractice.The IBO defines “an authentic piece of work *as+ one that is based on thecandidate’s individual and original ideas with the ideas and work of others fullyacknowledged.Therefore,allassignmentsforassessment,regardlessoftheirformat,mustwholly and authentically use that candidate’s own language, expression andideas. Where the ideas or work of another person are represented within acandidate’s work, whether in the form of direct quotation or paraphrase, thesource(s)ofthoseideasortheworkmustbefullyandappropriatelyacknowledged”(IBOPublication:AcademicHonesty,July2009).Inagreementwiththisstatement,foranycasesofsuspectedmalpractice,theIBOinliaisonwiththeschool,willconducttherelevantinvestigation.Studentsareentitledtobeinformedofthisprocessandtheresultofit.Foranypieceofexternalassessedcomponents,(otherthanexams),thestudentsignsacoversheetindicatingtheworkproduced is his original version and the supervising teacher signs acknowledgingthistobetruetothebestofhis/herunderstanding.Ateachermayrefusetosignacoversheet if malpractice is suspected, and this is brought to the IBO for furtherreferral.

  13

For instances of academic malpractice referred to the IBO, the following arerequired:‐ A statement from the teacher of the candidate for the subject concerned (orsupervisorinthecaseofanextendedessay).This statement will inform on the guidelines given to students on how toacknowledge sources, avoid collusion within the particular subject, as well asbackgroundonthenatureandextentof15supervisiongiventothestudentandtheprocedurefollowedforverificationoftheoriginalityofacandidate’swork.‐AstatementfromtheDPcoordinatorThisstatementinformsonthegeneralguidancegiventoallDPstudentsonhowtoacknowledge sourcesandavoid collusion.Any special circumstancesmustalsobenote by the DP coordinator. The DP coordinator is asked to produce an opinionregarding the allegation, and in circumstances where malpractice is suspectedduring an exam session, DP coordinators are required to submit a seating plan.Roughnotesorotherpiecesofwork from the candidate suspectedofmalpracticemaybeaskedfor.‐AstatementfromthecandidateThecontentofthestatementisleftatthediscretionofthecandidate.Thecandidateshouldhaveenoughtimetopreparehisstatement.A summary of an interview with the candidate regarding the allegation is not amandatorystepbutmaybeincludedforreferenceattheIBcoordinator’sdiscretion.ArelativeorfriendmaybepresentattheCoordinator’sdiscretion,butanywrittenstatement should solely be produced by the candidate in question. The candidatehastherighttoseeallevidence,reportsandstatementscorrespondingtohiscase.At all times and to preserve confidentiality, a student will be referred to by hiscandidatenumber,ratherthanbyname. TheIBOmayreservetherighttopublishorsubmitresultsforanyandallDPcandidatesifasuspectedcaseofmalpracticeisbeinginvestigated.Investigationsmayalsooccurafterresultshavebeenawarded.A case of suspected malpractice is presented to the final award committee. Thecommitteedecideswithfulldiscretionandwithregardstotheevidencepresented,whethertodismisstheallegation,uphold it,oraskforfurtherinvestigationstobemade.Ifthefinalawardcommitteedeemsevidenceofmalpracticeinsufficient,theallegationwillbedismissedandagradewillbeawardedinthenormalway.If no consensus is reached about a case, the decisionwill be that of themajority.Each case of suspected malpractice will be judged on its own merit, taking intoaccountalltheevidenceandinformationthatisavailableaboutthecase.Eachcaseof malpractice is treated individually and regardless of other allegations ofmalpracticeinthesameexaminationsession.

  14

Inanexaminationsession,acandidateholdingunauthorizedmaterialisdeemedofmalpractice,regardlessofallegationsofintentionsofusingornottheunauthorizedmaterial.Ifacandidateisfoundguiltyofmalpracticeduringanexaminationsession,nogradeisawardedforthesubjectforwhichtheoffencetookplace.Ifacandidateisfoundguiltyofmalpracticeforanassessedcomponentforasubject,markswillnotbebasedontheremainingcomponentsforthesubjectandnogradeisawardedforthesubjectforwhichtheoffencetookplace.ForthecaseofDiplomaCandidatestudents,theseresultintheDiplomanotbeingawarded.Thestudentmayre‐registerasaDiplomacandidatenolessthanoneyearafterthesessioninwhichmalpracticewasestablished.Ifacandidateisfoundguiltyofmalpracticeforthethirdtime,thecandidatewillnotbe allowed to re‐register again. The IBO reserves the right to assess16theauthenticity of the work submitted for assessment even after a certificate ordiploma has been issued. If malpractice is established after the diploma orcertificatehasbeen issued, itmaybewithdrawn fromthecandidatecausing theoffence.

  15

ICTAcceptableUsePolicy(AUP)

A.DBSIBICTVision

Information and Communication Technology (ICT) skills prepare students toparticipate in a rapidly changing world where access to information and socialintegrationmaydependonnewordevelopingtechnologies.Teachersandstudentsmust develop skill anddiscretion in the use of ICT. TheDiocesanBoys’ School IBacknowledgestheeffectiveandefficientuseofICTasanessentialtoolforlearninginthe21stcenturyandthroughawellprogrammedcurriculum,weaimtodevelopICTskillssothatourIBstudentsareenthusiastic,activeandindependentlearners.

***************************************************************************************************************

StudentsintheIBsectioninDBSwillattimesberequiredtobringlaptopcomputersto school forprojectsandother school‐related responsibilities. Alsoduring studyperiods,studentswillbepermittedtousetheirlaptopsforassignmentsandotherIBrelatedwork.However,ICTusecanalsoeasilybeharmfulifusedinappropriately.Therefore, inorder tohelpcreateapositive ICT‐enable learningenvironment, theICTAUPwillbegovernedundertheTermsandConditionsstatedbelow.

B.TermsandConditions:

1.StudentsmayuselaptopcomputersortabletsonlyintheMichikoMiyakawa(IB)Buildingduringschoolhours.

2. During lesson time, students are required to close their computers or tabletsunlessotherwiseinstructedbytheteacher.

3.Forsafetyandcostreasons,studentsarenotallowedtore‐chargetheirdevicesinschool.

4.StudentsmayuselaptopcomputersortabletsonlyinthepermittedareaoftheIBLibraryduringopenhours.Afterschoolhours,studentsmayalsousetheminRoom201.5.Theonlytimestudentscanusetheirlaptopsintheclassroomisifrequiredbytheteacherduringlessontime.Oncethelessonisover,studentsarerequiredtoturnofftheircomputersandputthemawayoutofsight.6. Students canonlyuse laptop computers forprojects, assignments and researchpurposes for their IB course. Computer games and social networking sites arestrictlyforbidden.

  16

7. Students must immediately stop any use of their laptop that is deemedinappropriatebyanyteacherorprefect.Prefectsorteachershavefinalsayonwhatisconsidered"inappropriate".8. In order to create a positive ICT enabled learning environment for everyone,students(especiallyICTCommitteemembers)thatseeinappropriateuseofICTarestrongly encouraged to report thematter to the DisciplineMaster, whowill dealwiththematterconfidentially.9.ClassroomPCsarestrictlyoff limit to students,asare the ITportsandsockets.Students may not connect their own computers to the classroom’s sound andprojectionsystemsunlesspermittedbytheteacher.10.Mobilephonesmustbeturnedoffandputawayoutofsightduringschoolhoursas outlined in the School Rules. Other electronic devices (e.g.MP3 players, ipods,etc…)exceptcalculatorsmustalsobestoredinlockersduringthattime.11. Any violation of these terms and conditions will result in strict disciplinaryaction which may include the confiscation of the devices (regardless of who theowner is) and the immediate loss of privilege to bring or use any ICT devices inschoolforaperiodoftime(usuallyonemonth).Offenderswillalsobesubjecttothethree‐strikesystemoutlinedintheIBDisciplinePolicy.*12.IfviolationsreachalimitthatisdeemedunacceptablebyeithertheHeadmaster,theIBCoordinator,ortheDisciplineMasterwithinacohort,theentirecohortwillbeforbiddentobring laptops toschool indefinitely. AnydisputeswillbehandledbytheIBCoordinatorandtheDisciplineMasterwhosedecisionswillbefinal.

  17

DeadlineandCourseCompletionPolicy

Studies have shown time and time again that TimeManagement and AcademicResults have a very strong correlation. The better the time management of thestudent,thehigherthetendencyheorshehasofachievinghigheracademicresults.We have therefore written the following Deadline and Course Completion Policywiththeabovethoughtinmind.

1. Studentsmustmeetalldeadlinesthataresetbytheirteachers.Toencouragestudents not to take a “last minute” approach to deadlines and to helpdeveloptheirtime‐managementskills,studentswillreceiveascoreof“0”foranassignmentinwhichthedeadlineisnotmetregardlessofreason.

2. Studentsmustcompleteallcourses’internalandexternalrequirements.

3. Studentsmustfulfillallsubject‐specificrequirementsontimeinordertobeeligibleforpromotion(pleaseseePromotionPolicy).

4. Arbitration or disputes should in the first instance be discussed with the

subjectteacher.SubsequentarbitrationordisputeswillbehandledbytheIBCoordinator.

  18

PromotionPolicyThefollowingareminimumrequirementsthatareexpectedfromourstudents:

1. Classattendance

a. G10,11&12‐90%classattendancerateperterm(seeAbsent,Late&

MissedHoursPolicy)

b. G11/12SL‐150hours(overall)

c. G11/12HL‐240hours(overall)

2. Finalgrade

a. G10final

i. Entry into the IB Diploma Programme (IBDP): Subject to

approval,Gradeofat least5 is required in the3 intendedHL

subjects; a Grade of at least 3 or a “pass” is required in ALL

remainingsubjects;forMathematics,pleaserefertotheGrade

descriptors.

ii. Entry into Diploma Courses (previously known as

“Certificates”)–pass(Gradeof3)insubjectsthatthestudent

isintendingontaking

b. G11finalandG12Mocks

i. 24points(outof42)

ii. Noredflags(failingcondition)forCAS,TOKorEE

iii. Nograde2inanyHLsubject

iv. Atleast12pointsinthreeHLsubjects

v. Nomorethanonegrade2inanySLsubject

vi. Atleast9pointsinthreeSLsubjects

StudentswithEffortGradeslowerthan“B”inanynumberofsubjectsorwithany

seriousdisciplineissueswillneedapprovalfromtheIBCoordinatorinordertobe

promotedtoG11orG12regardlessofacademicresults.

  19

3. Coursework(forallsubjectstaken)

a. CompletionofExams

b. CompletionofInternalAssessments

c. Completion of Internal Components (homework, tests, lab work,

presentations,projects,etc.)

Studentsindangeroffailingtomeetrequirementsanytimeduringtheyearmaybe

issuedawarningletter.

BridgingProgramme (G10) studentswho fail tomeet theminimumrequirementsfor either the IBDP or Diploma Courses will be required to partake in astudent/staff/parentmeeting todecide thebestavenue toproceed. Promotion toG11maynotbeinthestudents’bestinterest.

IB (G11/12) students who fail to meet the minimum requirements may not beregisteredfortheIBDP. TheymaybeconsideredforDiplomaProgramCoursesornot be promoted at all. A meeting will be held with the parents and the IBCoordinatortodiscussthisoption.

  20

Grade10SummaryEvaluationDescriptorsGradeDescriptor7 Conscientiously and regularly produceswork at an exemplary level. Managesthedemandsofthecourseeffectively.Highlyencouragedto takeHLinthissubject.6 Regularlyproducesverygoodworkandmanagesthedemandsofthe courseverywell.EncouragedtotakeHLinthissubject.5 Produces goodwork and satisfactorilymanages the demands of the coursewell. Encouraged to takeSL and could,with the approval of thesubjectteacherconsiderHLinthissubject.4 Produces adequatework andmay have some troublemanaging the demandsofthecourse.ShouldtakeSL.DoesnotmeetthedemandsofHLinthissubject.3 Sometimesproducesacceptableworkandhassometroublemanaging the demands of the course. Could take SL. Does not meet the demandsofHLinthissubject.2 Rarely produces acceptable work and has significant trouble managing the demands of the course. Would struggle to meet the demandsofSLinthissubject.1 Does not produce acceptable work and has significant trouble managingthedemandsofthecourse.Doesnotmeetthedemandsof SLinthissubject.

  21

Grade11&12DescriptorsGrade Descriptor

7 The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Highly effective research, investigation andtechnical skills are evident, as is the ability to analyse, evaluate andsynthesize qualitative and quantitative evidence, knowledge andconceptstoreachvalidconclusionsorsolveproblems.Incollaborativeexercises, the student works very well with others, ethically andresponsibly, andwith perseverance. Responses are highly insightful,accurate, clear, concise, convincing, logically structured, withsufficient detail, precise use of appropriate terminology and withappropriate attention to purpose and audience. Responses arecreative, make very effective use of well selected examples,demonstrateawarenessofalternativepointsofviewandprovideclearevidenceofinterculturalunderstanding.6 The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Competent research, investigation and technicalskillsareevident,asistheabilitytoanalyse,evaluateandsynthesizeevidence, knowledge and concepts. In collaborative exercises, thestudentworkswell with others, ethically and responsibly, andwithperseverance. Responses are mainly accurate, clear, concise,convincing,logicallystructured,withsufficientdetail,usingconsistentterminologyandwithappropriateattentiontopurposeandaudience.Responses show creativity, make effective use of examples,demonstrate awareness of alternative points of view and provideevidenceofinterculturalunderstanding.5 The student demonstrates sound content knowledge andunderstanding, good conceptual and contextual awareness andevidence of critical, reflective thinking. Research, investigation andtechnicalskillsareevidentandsometimeswelldeveloped.Analyticalability is evident, although responses may at times be moredescriptive than evaluative. In collaborative investigations, thestudent generallyworkswellwith others, ethically and responsibly,and with perseverance. Responses are generally accurate, clear,logicallystructuredandcoherent,withmainlyrelevantmaterial,usingsuitable terminology, and are sometimeswell developed. Responsesshow reasonable creativity, use of examples, awareness of audienceandevidenceofinterculturalunderstanding.

  22

4 Thestudentdemonstrates,withsomegaps,securecontentknowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking. Research, investigation andtechnicalskillsareevident,butnotthoroughlydeveloped.Analysisisgenerally valid, but more descriptive than evaluative. The studentsolvesbasicorroutineproblems,butwithlimitedabilitytodealwithnew or difficult situations. In collaborative exercises, the studentworkswithinateamandgenerallyapproachesinvestigationsethicallyand responsibly, but requires supervision. Responses are mostlyaccurateandclearwithlittleirrelevantmaterial.Thereissomeabilityto logically structure responseswith adequate coherence and use ofappropriate terminology. Responses sometimes show creativity, andinclude some awareness of audience and evidence of interculturalunderstanding.3 Thestudentdemonstratesbasicknowledgeandunderstandingofthe content, with limited evidence of conceptual and contextualawareness. Research and/or investigation is evident, but remainsundeveloped. There is some ability to comprehend and solveproblems. Collaborative investigations are approached ethically andresponsibly, but require close supervision. Responses are onlysometimesvalidandappropriatelydetailed.Thereissomeexpressionof ideas and organization of work and basic use of appropriateterminology, but arguments are rarely convincing. Responses lackclarity and somematerial is repeated or irrelevant. There is limitedcreativity, awareness of contextor audience and limited evidenceofinterculturalunderstanding.2 The student demonstrates little knowledge or understanding of the content,withweakcomprehensionofconceptsandcontextandlittle evidenceofapplication.Evidenceof researchand/or investigation isonly superficial. There is little ability to comprehend and solveproblems. Responses are rarely accurate or valid. There is someattempt toexpress ideas,use terminologyappropriate to thesubjectand organize work, but the response is rarely convincing. There isvery little creativity, awareness of context or audience and littleevidenceofinterculturalunderstanding.1 The student demonstrates very rudimentary knowledge orunderstanding of the content, with very weak comprehension ofconceptsandcontext.Abilitytocomprehendandsolveproblemsortoexpress ideas is not evident. Responses are rarely accurate or valid.Organization is lacking to the point that responses are confusing.Responses demonstrate very little to no appreciation of context oraudience,inappropriateorinadequateuseofterminology,andlittletonointerculturalunderstanding.

  23

EffortGradeDescriptorsGrade DescriptorA The student consistently demonstrates a positive attitude towards learningbothwithhisteacherandpeers.Helistenstotheopinionsof others and respects them. He contributes to a positive learning environment. Hemeets all deadlines, and comes equipped for class. Hestrivestocorrecterrorsandmakeimprovements.Heparticipates frequentlywithpertinentquestionsandcomments.

B Thestudentmostlydemonstratesapositiveattitudetowardslearning both with his teacher and his peers. He generally listens to the opinionsofothers,showsrespectandactsuponthem.Hecontributes to the learning environment.He rarelymisses deadlines andmostly comes equipped for class. He usually corrects errors and makes improvements. He participates with pertinent questions and comments.

C Generally the student demonstrates a positive attitude towards learning both with his teacher and peers. He may fail, at times, to listenandrespecttheopinionsofothersandactuponthem.Hemay fail tomeet deadlineswithout a valid reason on occasions andmay also occasionally forget the appropriate materials for class. He is inconsistent at taking action to improve his work. He sometimes participateswithpertinentquestionsandcomments.

D The student can demonstrate a positive attitude towards learning both with his teacher and peers, but this is not always evident. He needs to bear in mind observations about his work in order to improve or correct them. He has some time management and/or organizationalissues.Herarelyparticipateswithpertinentquestions andcomments.

E Thestudentregularlydemonstratesapoorattitudetowardslearning bothwithhis teacherandpeers.He fails to listen toandrespect the opinions of others and often disrupts the learning environment. He has major time management and/or organizational issues. He does not correct mistakes or act on observations made to elicit improvements. His participation with pertinent questions or commentsisextremelyrare.

  24

SubjectChoicesPolicy

SubjectsforGrade10Bridgingyear

ChoicesforG10BridgingYearsubjectsaremadeduringtheapplicationprocess.Thedeadline for choices is the same date as the application deadline. Requests forchangeswillnotbeacceptedafterthedeadlinesostudentsarehighlyencouragedtoresearch,askquestions,reflectandconsultbeforehand.

SubjectsforGrade11–IBYearOne

DBS IB is committed tohelpingour students succeed. Partof this ismakingsurethat our boys make suitable G11 subject choices based on their performance inGrade10.

Final choices for G11 subjects are made in April during the G10 year. However,subject performance up to that point represented by predicted grades,must alsomeetthestandardsoutlinedinthePromotionPolicywhichstatesthataminimumoverallgradeof5isrequiredforconsiderationintoanHLcourse,andaminimumoverallgradeof3isrequiredforconsiderationintoSL.

Thepredictedgrades*arebasedontheanalysisofthemid‐yearreportandTerm2formative assessments. If there is a significant drop in performance in the FinalExam,subjectchoicesmaybeamendedbythesubjectteacherandIBCoordinator.

GradeDescriptor7 Conscientiously and regularly produceswork at an exemplary level. Managesthedemandsofthecourseeffectively.Highlyencouragedto takeHLinthissubject.6 Regularlyproducesverygoodworkandmanagesthedemandsofthe courseverywell.EncouragedtotakeHLinthissubject.5 Produces goodwork and satisfactorilymanages the demands of the coursewell. Encouraged to takeSL and could,with the approval of thesubjectteacherconsiderHLinthissubject.4 Producesadequateworkandmayhavesometroublemanagingthe demandsofthecourse.ShouldtakeSL**.Doesnotmeetthedemands ofHLinthissubject.3 Sometimesproducesacceptableworkandhassometroublemanaging the demands of the course. Could take SL**. Does not meet the demandsofHLinthissubject.

  25

2 Rarely produces acceptable work and has significant trouble managing the demands of the course. Would struggle to meet the demandsofSLinthissubject.1 Does not produce acceptable work and has significant trouble managingthedemandsofthecourse.Doesnotmeetthedemandsof SLinthissubject.

Notes:1.Nosubjectchoicesareguaranteed.Ifaclassisoversubscribed,preferencewillbegiventostudentswhodemonstrateastrongerneedforthecourse.Studentswillbeasked to explain the reasons of their choice through an interview and/orwrittenexplanation. The final decision will be made by the subject teacher and IBCoordinator.2.LanguageBchoicesandselectionswillbebasedonteacherrecommendations.3. *G10 Predicted Grades (PG) are NOT related to IBDP PG. G10 PG are only anindicatorofpotentialgradesattheendofG10basedontheG10descriptors4.**MAAforMathematics.Studentsscoring3needapprovalforMAASL.Studentsscoring2orbelowdonotmeetthedemandsofMAASLandmusttakeMAISL

  26

ManageBacPolicy

DBSIBsectionusesManageBac(MB)asourofficialcommunicationsplatformthatcentralizes all student information online. MB allows for a much smoother andeffectivemeansof communicationsbetweenstudents, teachersandparents. UsesforMBinDBSinclude:

A.Forstudents

1. UploadingassignmentsincludingofficialIBInternalAssessments2. Checkingassessmentresults3. Downloadingfilesuploadedbysubjectteachers4. OrganizingentireCASportfolio5. OrganizingandtrackingEEandTOKprogress6. Personal subject and master calendar (check for tests, exams and other

deadlines)7. Checkingmid‐yearandfinalreports8. Receivingmessagesfromteachers9. AccessingDBS/CAS/EEHandbooks10. Receiving notices from Disciplinary Committee including Prefects. This

meansthattheemailaddressyouchoosetouseinManagebacwillbemadeaccessible to the Disciplinary Committee. If you do not agree to use yourpersonaladdress,thenpleaseswitchtoyouE‐classaddressforManagebac.

B.Forparents

1. Dashboard:keepinformedofkeyIBdeadlinesandschoolnews2. Academics: view academic progress by subject, report cards and Diploma

coreprogress(CAS,EE,TOK)3. Parents Association: view email announcements and messages; view

importantfilesandacademichandbooks

C.Forteachers:

1. Managingalltheaboveforstudentsandparents2. EffectivemeanstocommunicatewiththeIBO

a. ElectronicallyhandinginIAstoIBO(forsomesubjects)b. ElectronicallyhandinginCASportfoliotoIBOc. IBexamregistration

ResponsibilitiesStudents will typically receive an email whenever an assignment, assessment ormessageispostedbyhisteacherormemberoftheDisciplineCommittee.However,toavoidanymiscommunication,studentsarerequiredtochecktheiraccountonadailybasisandareresponsibleforanydeadlinessetbyhisteachersasoutlinedintheDeadlinePolicyoranynoticespostedbyteacherormembersoftheDisciplineCommittee.

In order to help save paper and hence our environment, school notices andmessageswillbeuploadedontoMBandasaresult,parentswilltypicallyreceivean

  27

email. Parents are strongly encouraged to regularly check their MB accounts tokeepupdated. Somenoticesthatrequireparentsignatureswillstillbesentoutinhard‐copyform.

The school will assume that Parents will read, acknowledge and agree to anyannouncements,notices,andpoliciespostedonManageBacifParentsdonotcontacttheschoolwithin1weekofthepostingdate.

  28

DisciplinePolicy

OurwishintheIBProgramatDBSistohaveourstudentsattainexcellenceinthecurriculum and at the same time to excel in all areas of school life. Our studentsmustwork at embodying the qualities of the IB Learner Profile, so theymust becaring;wethereforeexpectthemtoconductthemselvesconsiderately,respectfully,andwithconsiderationof theprogram’saims.Giventhesegoalsandexpectations,wehavepoliciesandrulesoutlinedintheDBSIBPolicy&GuidelinesspecifictotheIBsectionoftheschool,inadditiontotheDBSschoolrules.

Students who are unable to internalize their knowledge of rules and policies byunderstandingandcomplyingwiththemmayendupdoingthingsthatareharmfulto themselves, to others, or to the goodorderof theprogramand the school.WehavethereforeestablishedwithintheIBsectionaprocessthattakesitsnamefromthe game of baseball, where a batter who gets three “strikes” is out. During anacademicyear,thethree‐strikesystemworksasfollows:

1. The first infraction or omissionwill result in a verbal warning alongwithguidanceonhowtodotherightthing.

2. The second will result in an official written warning and if necessary, ameetingwith the parents to discuss further and perhaps sterner guidancefrom school and at home. The academic advisor and school guidancecounselormayalsobeaskedtoinvolvethemselves.

3. Upon committing a “third strike” the offending student will receive asuspension and a permanentmark on record. Ameetingwill be arrangedwiththeparentsandfurtherguidancefromtheacademicadvisorandschoolcounselorwillbeprovided.

4. AnydisputeswillbehandledbytheIBCoordinatorandtheDisciplineMaster,whosedecisionswillbefinal.

  29

Roll‐callPolicy

InordertoimprovetheproperandeffectiveusedoftimebystudentswithintheIBsection during school hours, aswell as facilitate the goals of theLate,AbsentandMissedHoursPolicy,anelectronicroll‐callsystemisinforce. Theguidelinesofthissystemareasfollows:

1. RollcallwillbetakenintheIBLectureTheatereverymorningandafternoonbetween7:45:00–8:04:59amand1:45:00–1:59:59pmrespectively.

2. StudentswillneedtoswipetheirstudentIDcardsintooneofseveralstations

withinthetimeboundariesstatedabove.3. Thesystemwillautomaticallyshutoffat8:04:59amand1:59:59pmandany

student who arrives after that time will need to swipe their cards at theGeneral Office and complete a late slip that states the reason for theirlateness.ThelateslipmustthenbehandedintotheIBAdminOfficeduringthesameday.

4. Students who swipe their cards after the time boundaries in the General

Officewillbeconsidered“late”.5. Students who do not swipe their cards in at all during any given session

(morningorafternoon)willbeconsidered“absent”.6. “Late” and “absent” studentswill be subject to the rules and consequences

outlinedinthe“Late,AbsentandMissedHoursPolicy”.7. StudentswhodonothavetheirstudentIDcardsmustfill inaformwithan

explanationofthereasonandhaveitsignedbyeithertheDisciplineMasterortheIBCoordinator. Thosestudentswillbeexpectedtoproducetheir IDcardsatthenextroll‐call.StudentswhodonotproduceIDcardsatroll‐callfor3consecutivedayswillbesubjecttodisciplinaryaction.

8. Studentsmayonlyswipetheircards.Asthisisaseriousoffence,anystudent

whoisfoundswipinganotherstudent’scard,aswellastheotherstudent(s),willfaceseveredisciplinaryaction.

9. After roll‐call, students are expected to arrive inside the School Hall by

8:10am forMorning Assembly. Youmay leave your school bags in the IBLectureHallduringAssembly.

10. Onspecialdays(exams,schoolactivitydays,etc.,)whenroll‐call timesmay

change, students will be notified of any special arrangement throughManagebac.

  30

In addition to morning and afternoon roll‐call, attendance in each lesson will berecordedbythesubjectteachers. TheclassattendancerecordwillbepartoftheReportCardasoutlinedintheLate,AbsentandMissedHoursPolicy.

Absolutely no exceptions to this policywill be entertained. Any disputeswill behandledbytheDisciplineMasterandIBCoordinator,whosedecisionswillbefinal.

  31

IBScienceLabsPolicy

It is a requirement of the Group 4 subjects that all students must completecompulsory practical work (including set pre‐scribed labs). HL students arerequiredtocomplete60hoursandSLstudents,40hours.ThesehoursincludetheInternalAssessment(IA)‐10hours‐andtheGroup4project‐10hours.

DBSIBaspirestosupplythestudentswithallappropriatelabequipment/chemicals,in good working order, required for the compulsory in‐class practical work thatsupportsthecurriculum.

A.EquipmentpolicyforInternalAssessments(IA)andExtendedEssays(EE)

1.Useofequipmentatschool

As each student does an individual IA/EE and chooses the topic and researchquestion themselves (with some guidance from teachers), the type of equipmentandchemicalsneededexpandsconsiderably.Toensure thateachstudentgets theequipmentneededfortheirIA/EEinafairandjustmanner,studentsshouldfollowtheproceduresassetoutbelow:

CompletetheIA/EEequipmentrequestform. Havethesubjectteachercheck,approveandsignit. HanditintotherelevantlabtechnicianONEWEEKbeforetheequipmentis

needed.

EquipmentwillbeavailabletostudentsONEWEEKAFTERtheapprovedequipmentfromhasbeenreceivedbytherelevantlabtechnician.Approvaldependsonsafety,availability and sharing of limited equipment among the students. The technicianwillthensetouttheequipmentallocatedtothestudentsinanappropriatecontainerand hand it to each student in the relevant lab, one week after receiving theequipmentrequestform.Thestudentisthendeemedresponsiblefortheequipment.

Should the student request equipment/chemicals not available in the DBS IB labstore,thelabmanagerandrelevanttechnicianwillmakeadecisionasfollows:

If the school is likely to use the equipment in a class practical in the nearfuture, the school will purchase the equipment, provided it falls withinbudgetaryconstraints.

Ifthecaseofchemicals,iftheamountconsumedduringthestudent’sIA/EEwill be less than 50%of the smallest/most economic amount purchasable,andisusedinlaterin‐classpracticals,theschoolwillpurchasethechemical.

If the school will/cannot use the equipment/chemicals in any future classpractical work, the studentwill need to purchase the equipment/chemicalthemselves,orchangetheirresearchquestion.

  32

2.Takingequipmentoffcampus

In the casewhere thepracticalwork requires students to collectdataoutside theschool, certain arrangements can be made to allow students to take certainequipmentoffcampus.

Thelabmanagerandrelevantlabtechnicianwilldeterminewhatequipmentcanbetakenoffcampus.Thesedecisionswillbebasedonthesensitivityoftheequipment(probes, sensors, tablets), the cost of the equipment, the ease of replacement (ifdamaged)andthequantityofthatitemavailableintheDBSIBlabstore.Forlargerand/orsensitivepiecesofequipment,themodeoftransporttoandfromthecampuswillalsobetakenintoconsideration.

A record of student name, equipment and dates of usewill be kept and punctualreturnofequipmentingoodconditionisexpected,asotherstudentsmayneedtheequipment.

3.Damagetoequipment

As it is thenatureof scienceadvancementanda rigorous science curriculum thatsomeoftheequipmentrequiredforthepracticalworkhasbecomemoreandmoretechnical(probes,sensors,tablets),andthusmoredelicateandexpensive.

Whereasweacknowledgethatpracticalworkinvolvestheriskofequipmentbeingdamaged,wealsoneedtoensurethatallstudentshaveoptimalaccesstoworkinglab equipment during lab work, IAs and EEs. It is thus essential that the schoolmaintainafullsetofallequipmentrequiredforprescribedlabsandpracticalworkthat supports understanding of the curriculum. To ensure that this is indeed thecase,theschoolmustseethatanyequipmentthathasbeendamagedissenttothesuppliersfortimelyrepairorreplacement,asneeded.

Any equipment damaged due to accident or constant use,will be repairedandreplacedbytheschool,attheschool’scost.

Any equipment damaged due tomisuse, neglect, failure to read/follow theinstructions or lost (when taken off campus), needs to be replaced by thestudent(s)concerned(inaccordancewithcommunicationwiththeEDB).

If the cost of the repair/replacement is less than HK$ 100, the student isgiventhechoicetoeitherreplace*theequipmentordo“labservice”**‐ toshowhisregretandwillingnesstocorrecthismistake.

If the cost of the repair/replacement isHK$ 100 or greater, the student isrequested to pay for the repair or to replace* the equipment. In manyinstances,replacementrequiresthestudenttopurchasetheitem(s)directlyfrom our supplier and bring it to the lab prep room. However, in someinstances, the lab technicians would be willing to assist in the process byorderingtheitemonbehalfofthestudent,forthestudent’saccount.

  33

B.Labcoatpolicy

Forchemistry,itiscompulsorytowearalabcoatduringallpracticalwork.

For biology it is compulsory to wear a lab coat during practical work involvingchemicalsordissections.Forotherpracticalwork,alabcoatisrecommended.

Forphysics,alabcoatisoptionalasnochemicalsareused.

Thelabcoatmustatalltimesbeclean(andmould‐free***),havenoinappropriatewritingorimagesonit,havenobigholesinitandmustbuttondownthefront.

Studentswhoreporttoalabwithoutanappropriatelabcoat,willhavethefollowingconsequences:

Firstoffence–alabcoatislenttothestudentandarecordiskept Secondoffence–alabcoatislenttothestudent,thestudentisassignedhalf

anhouroflabservice(nottobeusedasCAS)andtherecordisupdated Thirdoffence–alabcoatisprovided,halfanhourtotwohoursoflabservice

isassigned(nottobeusedasCAS)andtherecordupdated Any further offence, or not doing the lab service, results in further

disciplinaryactionbytheschool,uptoandincludingastrike.

*replacementofequipmentmeansthatthesamequalityandstyleofequipmentwillbepurchasedtoreplacethedamagedpiece.

** Lab service entails any lab tasks done by the student after school hours, thatassist the lab technicians in carryingout theirduties.Thiswould includecleaningglassware/apparatus,puttingawayequipment,preparinglabelsforreagentbottlesor making simple preparations for practical work. The idea is to let studentsexperiencemoreofwhat is involvedinprovidingpracticalopportunitiesforthem,aswellaspracticinglabskillssuchasorderlinessandcleanliness.Failure/delayindoingthelabserviceresultsinfurtherconsequences,uptoandincludingastrike.

***To removemouldaccumulatedon lab coats (e.g. during the summerholidays),labcoatscanbewashed, and then rinsed in a dilute chlorine bleach solution andhunguptodry.

  34

IBLabsSafetyPolicy 

A. PURPOSE:

Our science classes are hands‐on laboratory classes, so you will be doing workwhichmayrequiretheuseofhazardouslabequipmentandchemicals.Safetyinthescience classroom is the #1 priority for students, teachers, lab technicians andparents.

Toensureasafelabclass,thefollowinglistofruleswillbeimplemented.Youwillbe asked to sign a lab safety contract form, stating that you have read the rules,understandthemandwillabidebythem.Thesafetycontractformmustbesignedby youbefore doing anypracticalwork in the labs. A copy of theDBS lab safetypolicyisavailableonManageBacsothatyoucanalwaysremindyourselfoftherules.

B. GENERALRULES1. Conductyourselfinaresponsiblemanneratalltimesinthelaboratories.2. Neverfoolaroundinthelaboratory.Horseplay,practicaljokes,andpranksare

dangerousandprohibited.3. Beinthelabontimesothatyouhearallinstructionsgiventostudentsforalab

class.4. Followallwrittenandverbalinstructionscarefully.Ifyoudonotunderstanda

directionorpartofaprocedure,asktheteacherbeforeproceeding.5. Donotenteralabunlessthereisateacherinthelab.Youmaynotworkinthe

labwithoutateacherbeingpresent.6. Donottouchanylabequipmentormaterialsuntiltoldtodosobytheteacher.7. Donoteatorstorefood,drinkbeverages,orchewguminthelab.Neveruselab

glasswareascontainersforfoodorbeverages.8. Performonly thoseexperimentsauthorizedby the teacher.Anyunauthorized

experimentsorproceduresareprohibited.9. Bepreparedfor thepracticalwork inthe lab.Readallproceduresthoroughly

beforeenteringthelab.10. Place all bags, jackets and sweaters in the front of the lab, under the white

board. Do not place them in passageways between desks or desks and wallwheretheymayobstructquickexitroutes.

11. Keepallaislesclear.Pushyouchairunderthedeskwhennotinuse.12. Observe goodhousekeepingpractices.Work areas need to be kept clean and

tidy at all times. Have only the necessary notes and workbook at yourworkplace.

13. Keepyourvoiceleveldownanddonotshoutacrossthelabtoyourlabpartners.Teachersneedtobeabletohearifanaccidentoccurs.

14. Knowwhat todo if there isa firedrillduringa laboratoryperiod;containersmustbeclosed,gasvalvesturnedoff,fumehoodsturnedoff,andanyelectricalequipmentturnedoff.

  35

15. Alwaysworkinawell‐ventilatedarea.Usethefumehoodwhenworkingwithvolatilesubstancesorpoisonousvapours.Neverplaceyourheadintothefumehood.

16. Be alert and proceed with caution at all times in the laboratory. Notify theteacherimmediatelyofanyunsafeconditionsyouobserve.

17. Disposeofallchemicalandbiologicalwasteproperly.Nevermixchemicals insinkdrains.Sinksaretobeusedonlyforwaterandthosesolutionsdesignatedbytheteacher.Solidchemicals,biologicalmaterial,metals,matches,filterpaper,and all other insoluble materials are to be disposed of in the proper wastecontainers,notinthesink.Checkthelabelofallwastecontainerstwicebeforeaddingyourchemicalorbiologicalwastetothecontainer.

18. Labels and equipment instructionsmust be read carefully before use. Set upandusetheprescribedapparatusasdirectedinthelaboratoryinstructionsorbyyourteacher.

19. Keep hands away from face, eyes,mouth and bodywhile using chemicals orpreservedspecimens.Washyourhandswithsoapandwaterafterperformingall experiments. Clean all work surfaces and apparatus at the end of theexperiment. Return all equipment clean and in working order to the properstoragearea.

20. Experimentsmustbepersonallymonitoredatalltimes.Youwillbeassignedalaboratorystationatwhichtowork.Donotwanderaroundtheroom,distractotherstudents,orinterferewiththelaboratoryexperimentsofothers.

21. Studentsareneverpermittedinthesciencestorageroomsorpreparationareasunlessgivenspecificpermissionbytheirteacher.

22. Handleall livingorganismsusedina laboratoryactivityinahumanemanner.Preservedbiologicalmaterialsaretobetreatedwithrespectanddisposedofinanethicallycorrectmanner.

23. Whenusingknives,dissectionkitsandothersharp instruments,alwayscarrywithtipsandpointspointingdownandaway.Alwayscutawayfromyourbody.Nevertrytocatchfallingsharpinstruments.Graspsharpinstrumentsonlybythehandles.

24. Whendoingdissectionsdonot liftyourhandsholdingdissection instrumentsaboveelbowlevel.Beawareofwhereyourandyourpartners’handsareatalltimes.Donotpointatanypartoftheorganbeingdissectedwithyourfingers.Usetheprobe.

25. If you have amedical condition (e.g. allergies, epilepsy, diabetes, etc.), checkwithyourphysicianpriortoworkinginthelabandinformyourteacher.

C. CLOTHING26. Labcoatmustbeworninalllabsworkingwithchemicalorbiologicalmaterials.

Studentsforgettingtheirlabcoatwillfallunder“labcoatpolicy”above.

  36

27. Anytimechemicals,heat,orglasswareareused,studentswillwearlaboratorygoggles.Therewillbenoexceptiontothisrule!

28. Informyour teacher ifyouarewearingcontact lensesanduseglasses for labworkifpossible.

D. ACCIDENTSANDINJURIES29. Report any accidents (spill, breakage, etc.) or injury (cut, burn, etc.) to the

teacherimmediately,nomatterhowtrivialitmayappear.30. Ifyouoryour labpartner ishurt, immediatelygettheteacher’sattentionand

askforhelpandinstructions.31. If a chemical splashes in your eye(s)oronyour skin, immediately flushwith

running water from the eyewash station or safety shower for at least 20minutes.Notifytheteacherimmediately.

E. HANDLINGCHEMICALS32. Allchemicals in the laboratoryare tobeconsidereddangerous.Donot touch,

taste,orsmellanychemicalsunlessspecificallyinstructedtodoso.Thepropertechniquesforsmellingchemicalfumeswillbedemonstratedtoyou.

33. Checkthelabelonchemicalbottlestwicebeforeremovinganyofthecontents.Takeonlyasmuchchemicalasyouneed.

34. Neverreturnunusedchemicalstotheiroriginalcontainers.35. Neverusemouthsuctiontofillapipette.Usearubberbulborpipetpump.36. Whentransferringreagentsfromonecontainertoanother,holdthecontainers

awayfromyourbody.37. Acids must be handled with extreme care. You will be shown the proper

method for diluting strong acids. Always add acid towater, swirl or stir thesolutionandbecarefuloftheheatproduced,particularlywithsulfuricacid.

38. Handle flammable hazardous liquids over a pan to contain spills. Neverdispenseflammableliquidsanywherenearanopenflameorsourceofheat.

39. Neverremovechemicalsorothermaterialsfromthelaboratoryarea.40. Takegreatcarewhentransportingacidsandotherchemicalsfromonepartof

thelaboratorytoanother.Holdthemsecurelyandwalkcarefully.

F. HANDLINGGLASSWAREANDEQUIPMENT41. Carryglasstubing,especiallylongpieces,inaverticalpositiontominimizethe

likelihoodofbreakageandinjury.42. Neverhandlebrokenglasswithyourbarehands.Useabrushanddustpanto

cleanupbrokenglass.Placebrokenorwasteglasswareinthedesignatedglassdisposalcontainer.

43. Inserting and removing glass tubing from rubber stoppers canbedangerous.Always lubricate glassware (tubing, thistle tubes, thermometers, etc.) beforeattemptingtoinsertitinastopper.

44. Alwaysprotectyourhandswith towelsor cottongloveswhen insertingglass

  37

tubing into, or removing it from, a rubber stopper. If a piece of glasswarebecomes“frozen”inastopper,takeittoyourteacherforremoval.

45. Fill wash bottles only with de‐ionized water and use only as intended, e.g.,rinsingglasswareandequipment,oraddingwatertoacontainer.

46. When removing an electrical plug from its socket, grasp the plug, not theelectrical cord. Hands must be completely dry before touching an electricalswitch,plug,oroutlet.

47. Examineglasswarebeforeeachuse.Neverusechippedorcrackedglassware.Neverusedirtyglassware.

48. Report damaged electrical equipment immediately. Look for things such asfrayed cords, exposed wires, and loose connections. Do not use damagedelectricalequipment.

49. Ifyoudonotunderstandhowtouseapieceofequipment,asktheteacherforhelp.

50. Donotimmersehotglasswareincoldwater;itmayshatter.

G. HEATINGSUBSTANCES51. Exerciseextremecautionwhenusingagasburnerorhotplate.Takecarethat

hair,clothingandhandsareasafedistancefromtheflameatalltimes.Donotputanysubstanceintotheflameunlessspecificallyinstructedtodoso.Neverreachoveranexposedflame.Lightgas(oralcohol)burnersonlyasinstructedbytheteacher.

52. Never leave a lit burner unattended. Turn the air vent to ensure a yellow(visible)flamewhenyouarenotusingtheflame.Neverleaveanythingthatisbeingheatedor isvisiblyreactingunattended.Always turn theburnerorhotplateoffwhennotinuse.

53. Youwill be instructed in thepropermethodof heatingandboiling liquids intesttubes.Donotpointtheopenendofatesttubebeingheatedatyourselforanyoneelse.

54. Heatedmetals and glass remain very hot for a long time. They should be setasidetocoolandpickedupwithcaution.Usetongsorheat‐protectiveglovesifnecessary.

55. Neverlookintoacontainerthatisbeingheated.56. Donotplacehotapparatusdirectlyonthelaboratorydesk.Alwaysuseabench

mat.Allowplentyoftimeforhotapparatustocoolbeforetouchingit.57. Whenbending glass, allow time for the glass to cool before further handling.

Hotandcoldglasshasthesamevisualappearance.Determineifanobjectishotbybringingthebackofyourhandclosetoitpriortograspingit.

  38

IBLibraryPolicy

The IBLibrary isdesigned toprovideaplace for students to collect andpreserveknowledge, and to enrich and further develop the subject areas in which DBSstudentsaretakingtheirformaleducation.However,inorderforalltofullybenefitfrom these resources, students must use these two places under the Terms andConditionsstatedbelow:

TermsandConditionsfortheIBLibrary

1. Leave ALL bags on the floor at themain entrancewhen you are using thelibrary.

2. Takeyourbagswithyouwhenyouexittolibrary.Thelibrarianwillreservetherighttoremoveanyunattendedbags.

3. Donotbringfood,drinks(exceptwaterinaclearbottle)orumbrellas.4. Useonlythemainentrancetogoinandout.5. Do not raise your voice to a level that causes a disturbance to others.

Librarians,teachersorstaffmembershavefinalsayastowhatisconsidered“adisturbance”.

6. Laptops and tablet devices can only be used in the permitted area: thesectionwheretheLibrarians’desksare.(seeICTPolicy)

7. Mobilephonesandotherelectronicdevices (e.g.,MP3players, ipods,etc…)exceptcalculatorsarestrictlyprohibitedandmustbeturnedoffandkeptoutofsight.(seeICTPolicy)

8. Cleanupafteryourself:pushchairsin,returnbooksused,leavenomess.9. BorrowbookswithintheBorrowingRegulations

AnydisputeswillbehandledbytheIBCoordinator,DisciplineMasterorLibrarians,whosedecisionswillbefinal.

  39

BorrowingRegulations

A.LoanQuotasandLoanPeriods LoanQuotasLoanPeriods

TeachingStaff 3Volumes4WeeksStudents 4Volumes2Weeks

B.Non‐circulationmaterial

Periodicals, reference books and newspaper are available for use in the library.TheymaybeborrowedattheTeacherLibrarian’sdiscretion.

C.BorrowingProcedures

1. Student ID card must be produced when borrowing books. It is nottransferable.

2. Amaximumoftwobooksmaybeborrowedatonetime.

3. NolibrarymaterialsshallberemovedfromtheLibraryuntiltheyhavebeenproperlyrecordedattheCirculationCounter.

4. Aborrowershall,beforeleavingtheLibrary,ensurethatallbooksissuedtohim/heronloanarecompleteandundamaged.

D.Renewals

Books on loan, except those reserved by others, may be renewed for another 2weeksbyreturningthemtothelibraryforstamping.

E.Reservation

Booksonloanmaybereservedbyfillingoutaformandsubmittingthecompletedformtothecounter.

F.Overdue

Anoverduenoticewill be sent to theborroweras soonaspossibleonce the loanperiod expires. Borrowers should return the books to the Library. If the overdueperiodexceedsonemonth,itwillbetreatedasalostbook(refertoIBLibraryPolicyH.2).

G.ReturnProcedures

BorrowersshouldreturnthebookstotheLibrary.

H.Fines

1. Afineof50centswillbeimposedperschooldayforeachbookoverdue.

  40

2. If a book is lost, the borrowerwill be asked to buy the same book and itshouldbe returned to theLibraryas soonaspossible. If thebook isoutofprint,theborrowerwillbechargedtheoriginalcostofthebookplus20%forhandingcharges.

3. Borrowersareresponsibleforanydamageinflictedonthebooksloanedandwillbechargedthecostofreplacement.

4. Non‐paymentofa finewillautomaticallyresult insuspensionofborrowingrights,andthewithholdingofschoolreportsuntilthefineispaidinfull.

I.LossofStudentIDcard

IfyouhavelostyourstudentIDcard,youmustreporttothelibraryimmediately.

J.Theft

Takingbooksoutofthelibrarywithoutusingtheproperproceduresoutlinedabovewillbeconsideredas theft. This isaseriousoffenseandmayresult in immediatesuspension from school, a permanent record on your report card, and in moreseriouscases,legalaction.

  41

StudyPeriodPolicy 

A. Study periods are for what the term suggests: Studying. They are meant toprovidetimeforstudentstocollectandpreserveknowledgethrough:

1. revisingtaughtmaterialorreadingnewones2. workingonclass‐relatedprojects3. doinghomework4. discussingclass‐relatedworkwithclassmates

B.StudyperiodsareNOT“free‐periods”andareNOTmeantfor:

1. sleeping2. wastingtime3. eatingand/ordrinking4. goingtothetuckshop5. goingtoanotherareaoftheschooloutsidetheIBbuilding

C.Students

1. Duringstudyperiods,studentsmustheadtotheIBLibrary.2. Attendancewillbetaken3. LeavingtheIBBuildingwithoutpermissionfromtheIBCoordinatoror

DisciplineMasterisprohibited.

  42

CurriculumAssessmentPolicyA.Whydoweassess?DBSisinvolvedintheprocessofassessmentofitsstudentbodyinorderto:

1. enhancethelearningofthestudents2. monitortheprogressofindividualstudentlearningandachievement3. determinetheeffectivenessofteaching4. informcurriculumreview5. helpevaluatesuitabilityofcourses6. informothersasappropriate,

B.Howdoweassess?Weassessbygatheringevidence&informationfromthefollowingsources:

1. ongoingformativeteacherassessment2. summertimeassessmenttasks3. previoussummativerecords4. parents'consultations5. conversationswithotheradultswhohaveknowledge6. thestudentasalearner7. byanalysingtheaboveusingteachers'professionalknowledgeandexpertise8. we use Understanding by Design (UbD). The emphasis of UbD is on

“backward design”, the practice of outcome based curriculum designs,performanceassessments,andclassroominstruction.

C.HowdowegradeatBridgingProgrammeLevel?

1. The Bridging program is dominated by continual assessment and is veryskills‐based in order to prepare our students for the IB program.We willreport in the samemanneras themainbodyof theschool,buteliminatingtherankingamongstudents.

2. The Bridging Programme level is equivalent to the local New Senior

Secondary(NSS)systemYear1level(namelyGrade10).WithintheBridgingProgramme, grading should be undertaken constructively and consistently,givingstudents'creditforwhattheyhaveachievedwithoutbeinginfluencedbytoomanyomissions.

3. Teachersdonot subtractmarks formaterial that is irrelevantor incorrect.

Instead, teachers look forevidenceofwhatstudentsknowandunderstand.Teachersrewardalternativeyetequallyvalidanswersthatcontaincoherentideas relevant to the question. Any mark scheme used should not beconsideredexhaustive.

  43

4. Homework is an integral part of the formative process and as such isembedded in all the programmes.With regard to late submission of workpleaserefertotheAbsent,LateandMissedHoursPolicy

D.HowdowegradeatIBLevelDuring a particular reporting period several formative tasks will be carried out.Formativeassessmentsrepresenttheprocessofgathering,analysing, interpretingand then using evidence to improve student learning and help students' achievetheir potential. Thesemay bemarked in a variety ofways to inform the student;theyareunlikelytohaveincludedthehigherorderthinkingskillsneededtomatchthecriterianecessarytoachievethetopmostIBgrades.Theyare,however,essentialformative steps in the learning process to inform the student. The Internalassessments, forexample,maybebroken incomponentsandastudentmay learnmastery of individual steps towards the end of a reporting period, or at suitableintervals,summativetaskswillbesetwhichincludethehigherorderthinkingskillssuchthatstudentshavetheopportunitytoachievethecriteriaforthehighestlevels.Itisonlythesesummativeexercises(whichcouldbetests,quizzes,commentaries,presentationsetc)thatcontributetothefinalgrade.Thestudentshouldbegiventheoptimumchanceofsucceedinginthesubjectandintheprogramme.Pleasealsonotethatthereportedsummativegradeisforareportingperiod,thatitiscriterionreferencedandthatitisnotanaverageofthesummativetasks;rather,it is the fullest and latest descriptor the student has achieved in a particularsubject.Somekeyfeaturesofthediplomaassessmentinclude:

1. An emphasis on criterion‐referenced as opposed to norm referencedassessment.Thismethodof assessmet judges students'work in relation toidentifiedlevelsofattainment(seegradedescriptors),andnotinrelationtotheworkofotherstudents.

2. A distinction between formal IB assessment and the supporting formativeprocess.

3. Valuing themost accurate demonstration of student performance, not justaveragingattainmentgradesoverareportingperiod.

4. Examining student understanding at the end of the course on the wholecourseandnot just aspectsof it. Studentshave toable to recall, adaptandapplyknowledgeandskillstonovelquestionsandcontexts

  44

Assessmentcriteriashouldbeusedasthebasisforawardinggrades,inadditiontoanyassessment‐specificmarkscheme.Thestudent'sanswershouldbeplacedinthehighest level where the most important descriptors correspond to the student'swork.Forexample,ifastudenthasachievedonelevel7,twotimeslevel6,andtwotimeslevel5‐thentheoveralllevelachievedwillbeaLevel6.Teachersusethefullrange of levels available. Teachers do not use decimals, percentages or fractions.WhenusingaDiplomamarkscheme,initialgradingwillfollowthemarkscheme.Toensure this is in linewith the School's internal grading in accordance to theEDB,policymodificationsmaybemade.Ifapieceofworkseemstofallbetweentwoleveldescriptors,onlypartiallyfulfillingtherequirementsofthehigherdescriptor,teachersre‐readbothofthedescriptorsin question and choose the descriptor which most appropriately describes thestudents'work

DiplomaProgrammeassessmentlinkhttp://www.ibo.org/diploma/assessment

E.Whoundertakesassessment?1.Allstudentsareassessedincurriculumareasby:

a. therelevantstaffinthefacultyb. externalagencies

2.Otherassessmentsarevaluedandencouraged:

a. studentself‐assessment

F.Whendoweassess?1. when students are engaged in both teacher‐initiated and student‐initiated

activities2. whenstudentsareworkingwithanadult3. whenstudentsareworkingindependentlyinagroup4. whenstudentsareworkingco‐operatively5. whenstudentsareworkingalone6. whenstudentsareworkingontheschoolpremisesandonschoolactivities

elsewhereG.IBassessment

2. Studentstakewrittenexaminationsattheendoftheprogramme(inMayoftheirfinalyear),whicharemarkedandmoderatedbyexternalIBexaminers.Students also complete assessment tasks in the school, which are eitherinitiallymarkedbyteachersandthenmoderatedbyexternalmoderatorsorsentdirectlytoexternalexaminers.

  45

3. Themarks awarded for each course range from 1 (lowest) to 7 (highest).Students can also be awarded up to three additional points for theircombined results on Theory of Knowledge and the Extended Essay. From2010theDiplomaisawardedtostudentswhogainatleast24points,(or28points if a studentattainsan “E”grade ineither theExtendedEssayor theTOK) subject to certain minimum levels of performance across the wholeprogrammeandtosatisfactoryparticipationintheCreativity,Action,Servicerequirement. The highest total that a Diploma Programme student can beawarded is 45points. Assessment is criterion based, which means studentperformanceismeasuredagainstpre‐specifiedassessmentcriteriabasedonthe aims and objectives of each subject curriculum, rather than theperformanceofotherstudentsundertakingthesameexaminations.

H.DiplomaRequirementCodesAcandidatewillnotqualifyfortheawardofthediplomaifcertainrequirementshavenotbeenmet.(RefertotheGeneralregulations:DiplomaProgramme.)Thefollowingcodesindicatewhichrequirementshavenotbeenmet.

1. CASrequirementshavenotbeenmet.2. Candidate’stotalpointsarefewerthan24.3. An“N”hasbeengivenfortheoryofknowledge,extendedessayorfora

contributingsubject.4. AgradeEhasbeenawardedforoneorbothoftheoryofknowledgeandthe

extendedessay.5. Thereisagrade1awardedinasubject/level.6. Grade2hasbeenawardedthreeormoretimes(HLorSL).7. Grade3orbelowhasbeenawardedfourormoretimes(HLorSL).8. Candidatehasgainedfewerthan12pointsonHLsubjects(forcandidates

whoregisterforfourHLsubjects,thethreehighestgradescount).9. Candidatehasgainedfewerthan9pointsonSLsubjects(candidateswho

registerfortwoSLsubjectsmustgainatleast5pointsatSL).

A maximum of three examination sessions is allowed in which to satisfy therequirementsfortheawardoftheIBdiploma.AbilingualdiplomawillbeawardedtoasuccessfulcandidatewhotakesalanguageA1andalanguageA2

  46

TheDiplomapointMatrix

  47

Grade10SummaryEvaluationDescriptorsGradeDescriptor7 Conscientiously and regularly produceswork at an exemplary level. Managesthedemandsofthecourseeffectively.Highlyencouragedto takeHLinthissubject.6 Regularlyproducesverygoodworkandmanagesthedemandsofthe courseverywell.EncouragedtotakeHLinthissubject.5 Produces goodwork and satisfactorilymanages the demands of the coursewell. Encouraged to takeSL and could,with the approval of thesubjectteacherconsiderHLinthissubject.4 Produces adequatework andmay have some troublemanaging the demandsofthecourse.ShouldtakeSL.DoesnotmeetthedemandsofHLinthissubject.3 Sometimesproducesacceptableworkandhassometroublemanaging the demands of the course. Could take SL. Does not meet the demandsofHLinthissubject.2 Rarely produces acceptable work and has significant trouble managing the demands of the course. Would struggle to meet the demandsofSLinthissubject.1 Does not produce acceptable work and has significant trouble managingthedemandsofthecourse.Doesnotmeetthedemandsof SLinthissubject.

  48

Grade11&12DescriptorsGrade Descriptor

7 The student demonstrates excellent content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Highly effective research, investigation andtechnical skills are evident, as is the ability to analyse, evaluate andsynthesize qualitative and quantitative evidence, knowledge andconceptstoreachvalidconclusionsorsolveproblems.Incollaborativeexercises, the student works very well with others, ethically andresponsibly, andwith perseverance. Responses are highly insightful,accurate, clear, concise, convincing, logically structured, withsufficient detail, precise use of appropriate terminology and withappropriate attention to purpose and audience. Responses arecreative, make very effective use of well selected examples,demonstrateawarenessofalternativepointsofviewandprovideclearevidenceofinterculturalunderstanding.6 The student demonstrates very good content knowledge and understanding, conceptual and contextual awareness and critical, reflective thinking. Competent research, investigation and technicalskillsareevident,asistheabilitytoanalyse,evaluateandsynthesizeevidence, knowledge and concepts. In collaborative exercises, thestudentworkswell with others, ethically and responsibly, andwithperseverance. Responses are mainly accurate, clear, concise,convincing,logicallystructured,withsufficientdetail,usingconsistentterminologyandwithappropriateattentiontopurposeandaudience.Responses show creativity, make effective use of examples,demonstrate awareness of alternative points of view and provideevidenceofinterculturalunderstanding.5 The student demonstrates sound content knowledge andunderstanding, good conceptual and contextual awareness andevidence of critical, reflective thinking. Research, investigation andtechnicalskillsareevidentandsometimeswelldeveloped.Analyticalability is evident, although responses may at times be moredescriptive than evaluative. In collaborative investigations, thestudent generallyworkswellwith others, ethically and responsibly,and with perseverance. Responses are generally accurate, clear,logicallystructuredandcoherent,withmainlyrelevantmaterial,usingsuitable terminology, and are sometimeswell developed. Responsesshow reasonable creativity, use of examples, awareness of audienceandevidenceofinterculturalunderstanding.

  49

4 Thestudentdemonstrates,withsomegaps,securecontentknowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking. Research, investigation andtechnicalskillsareevident,butnotthoroughlydeveloped.Analysisisgenerally valid, but more descriptive than evaluative. The studentsolvesbasicorroutineproblems,butwithlimitedabilitytodealwithnew or difficult situations. In collaborative exercises, the studentworkswithinateamandgenerallyapproachesinvestigationsethicallyand responsibly, but requires supervision. Responses are mostlyaccurateandclearwithlittleirrelevantmaterial.Thereissomeabilityto logically structure responseswith adequate coherence and use ofappropriate terminology. Responses sometimes show creativity, andinclude some awareness of audience and evidence of interculturalunderstanding.3 Thestudentdemonstratesbasicknowledgeandunderstandingofthe content, with limited evidence of conceptual and contextualawareness. Research and/or investigation is evident, but remainsundeveloped. There is some ability to comprehend and solveproblems. Collaborative investigations are approached ethically andresponsibly, but require close supervision. Responses are onlysometimesvalidandappropriatelydetailed.Thereissomeexpressionof ideas and organization of work and basic use of appropriateterminology, but arguments are rarely convincing. Responses lackclarity and somematerial is repeated or irrelevant. There is limitedcreativity, awareness of contextor audience and limited evidenceofinterculturalunderstanding.2 The student demonstrates little knowledge or understanding of the content,withweakcomprehensionofconceptsandcontextandlittle evidenceofapplication.Evidenceof researchand/or investigation isonly superficial. There is little ability to comprehend and solveproblems. Responses are rarely accurate or valid. There is someattempt toexpress ideas,use terminologyappropriate to thesubjectand organize work, but the response is rarely convincing. There isvery little creativity, awareness of context or audience and littleevidenceofinterculturalunderstanding.1 The student demonstrates very rudimentary knowledge orunderstanding of the content, with very weak comprehension ofconceptsandcontext.Abilitytocomprehendandsolveproblemsortoexpress ideas is not evident. Responses are rarely accurate or valid.Organization is lacking to the point that responses are confusing.Responses demonstrate very little to no appreciation of context oraudience,inappropriateorinadequateuseofterminology,andlittletonointerculturalunderstanding.

  50

EffortGradeDescriptorsGrade DescriptorA The student consistently demonstrates a positive attitude towards learningbothwithhisteacherandpeers.Helistenstotheopinionsof others and respects them. He contributes to a positive learning environment. Hemeets all deadlines, and comes equipped for class. Hestrivestocorrecterrorsandmakeimprovements.Heparticipates frequentlywithpertinentquestionsandcomments.

B Thestudentmostlydemonstratesapositiveattitudetowardslearning both with his teacher and his peers. He generally listens to the opinionsofothers,showsrespectandactsuponthem.Hecontributes to the learning environment.He rarelymisses deadlines andmostly comes equipped for class. He usually corrects errors and makes improvements. He participates with pertinent questions and comments.

C Generally the student demonstrates a positive attitude towards learning both with his teacher and peers. He may fail, at times, to listenandrespecttheopinionsofothersandactuponthem.Hemay fail tomeet deadlineswithout a valid reason on occasions andmay also occasionally forget the appropriate materials for class. He is inconsistent at taking action to improve his work. He sometimes participateswithpertinentquestionsandcomments.

D The student can demonstrate a positive attitude towards learning both with his teacher and peers, but this is not always evident. He needs to bear in mind observations about his work in order to improve or correct them. He has some time management and/or organizationalissues.Herarelyparticipateswithpertinentquestions andcomments.

E Thestudentregularlydemonstratesapoorattitudetowardslearning bothwithhis teacherandpeers.He fails to listen toandrespect the opinions of others and often disrupts the learning environment. He has major time management and/or organizational issues. He does not correct mistakes or act on observations made to elicit improvements. His participation with pertinent questions or commentsisextremelyrare.

  51

InternalScholarshipPolicy

The Internal ScholarshipPolicy in the IB section is based on the existing InternalScholarshipPolicyforthewholeschool.Inaddition:

1. The criteria used to determine the rankings for internal scholarships are notsolelybasedonacademicperformance.Conduct,classattendanceandembodimentoftheIBLearnerProfilearealsotakenintoaccount.

2.TherankingswillbedeterminedbyateamofIBteachersandtheIBCoordinator.OnceapprovedbytheHeadmaster,therankingswillbefinal.

3. The amount of the scholarships for G10 bridging year students are based oncalculationsstemmingfromschoolfeesintheNSS.G10bridgingyearstudentsareresponsibleforanydifferencesbetweentheIBsectionfeesandthescholarshiptheyreceive.

  52

RightsReservedA.ChangestotermsandconditionsTheDiocesansBoys’SchoolreservestherighttochangethetermsandconditionsinDBSIBPoliciesandGuidelinesatanytime.

B.DisputesAny disputes regarding the terms and conditions of the DBS IB Policies andGuidelineswillbehandledbytheHeadmasterandIBCoordinatorwhosedecisionswillbefinal.