Study Code of Practice and Student Code of Conduct
Study Code of Practice and Student Code of Conduct
IB Annex to the Study Code of Practice and Student Code of Conduct
Academic Integrity
What is academic integrity?
Academic integrity means to behave in a fair and ethical way when producing scholarly work. At Ikast-Brande Gymnasium, academic integrity is synonymous with a school culture that fosters an academic culture of fairness and honesty.
Staff and students adhere to IB rules and regulations for assessment practices. Good academic practices in students are fostered through a continuous focus on producing work that is one’s own, crediting sources, citing work correctly and using social media and IT ethically and responsibly.
Why is academic integrity important? add
Academic integrity is important to maintain fairness in assessment of students worldwide and within our school, to maintain credibility in our academic institutions, including the IBO, and out of respect for those whose works of knowledge we consult to build our own knowledge and perspectives.
How do we foster academic integrity in the IB at Ikast-Brande Gymnasium? add
At Ikast-Brande Gymnasium, we ensure that our students and staff uphold a fair and honest approach to teaching and learning by:
- Teaching students how to cite and reference effectively, how to credit other people’s work correctly, how to research effectively and how to produce work that is independent yet may incorporate accurate referencing of sources consulted to build one’s argument. These skills are taught and enforced throughout the pre-IB and IB DP in separate workshops, within the classroom, in at-home student paper writing, and in practice research tasks such as the History research paper at the end of pre-IB.
- Supporting students in building good study habits, including an organized note-taking technique, both on paper and electronically.
- Assessing students fairly and consistently, with students having a clear understanding of the IB curriculum and the IB assessment methods. Practically, students have access to their course overview and the IB course assessment overview, and are continuously formatively assessed throughout the course, with IB mark schemes and rubrics as assessment tools.
- Having a collaborative approach to teaching and learning that ensures that staff collaborate to ensure a balanced and manageable workload for students across subjects, cross-mark for consistent assessment, and support each other in offering rigorous yet supportive academic feedback to students.
- Responding to academic misconduct effectively and consistently in IB exams as well as in formative assessment and in-class work. The school’s rules and regulations outline the consequences of student academic misconduct.
What is academic misconduct? add
Academic misconduct is the act of breaking the rules and regulations of fair and honest assessment, either intentionally or unintentionally.
Examples of student academic misconduct include:
- Plagiarism: The representation of the ideas or work of another person/artificial intelligence tool as one’s own.
- Collusion: Allowing one’s work to be copied or submitted by another student or working together on a piece of work that is meant to be submitted individually.
- Duplication of work: submitting the same work for different assessment components.
- Accessing non-authorized materials or programmes during exams or tests when no aids have been allowed.
- Receiving ‘help’ from parents or classmates or online sources to complete a piece of work which is then submitted as the student’s own work.
Coursework (IAs) add
What is not ok?
Examples of academic misconduct includes, but is not limited to:
- To submit work that is not entirely produced by the student in question.
- When a student seeks and receives assistance from others such as teachers, peer students and parents, beyond what is recommended in the subject guidelines. This also includes assistance by an AI tool when it goes beyond what is allowed by the school.
- When a student obtains support through the many resources available on the internet without referencing his or her sources correctly. In addition, there are many websites that offer "help" and make available finished pieces of work in exchange for another or for payment. Do not use these websites!
- When a student 'duplicates' their own, or others' (e.g. friends/previous students/older siblings) work for more than one component across subjects or course components. For example, using the same work for an IA in Maths and Physics, or the same work for an IA and an EE.
Written examinations add
What is not ok?
Examples of academic misconduct includes, but is not limited to:
- Possession of banned items such as notes, mobile phones, and other IT equipment, to the exhibition of disruptive behaviour.
- Invest time writing offensive or obscene and/or irrelevant comments.
- Assisting other students in the same or a different school to commit academic misconduct also represents a serious offence.
- Share information about exam questions with people outside your class for 24 hours after you have taken the exam, digitally or otherwise. Remember that everything that is posted or shared online leaves a digital footprint behind and can become public.
- All IB students are expected to inform their school administrators and programme coordinators immediately if an act that compromises the integrity of the examination is identified.
How is academic misconduct sanctioned? add
Any academic misconduct leads to severe consequences.
If a student’s work is identified as academic misconduct, the school’s rules and regulations come into effect to sanction the student.
In the case of formative assessment pieces, the student is given an oral warning by the teacher, and the incident is recorded by the school. Should the student break the rules of academic integrity again, a written warning is issued. In case of a third incident, the student may be expelled, either temporarily or permanently, depending on the nature of the breach of regulations.
If a student submits a summative piece of assessment (e.g. IA, EE etc) and is found guilty of misconduct by the school, before the work is submitted to the IBO, the work is declared void by the school, and an “F” is given to the coursework component when sending grades to the IBO, or simply registered as a “non-submission”. The student may be withdrawn from the IB exams as a consequence or receive any of the sanctions listed above, depending on the nature and severity of the academic misconduct.
Students suspected of academic misconduct by the IBO, either in final exams or in submitted internal assessment work, will be penalized if found guilty of academic misconduct. Such a penalty may ultimately consist of the loss of the IB Diploma.
Balance of probabilities approach add
In cases of academic misconduct in which there is no tangible evidence of academic infringement, a “Balance of probability” will be used by the school to determine whether the student is guilty of academic misconduct. Balance of probability is defined by the IBO as meaning that “the decision maker(s) with appropriate subject matter expertise is satisfied that an event or account is more likely than not to have occurred. It is used when deciding on a penalty for an alleged case of student academic misconduct where evidence beyond reasonable doubt is not available.”
Exam cookie add
Use of exam cookie during IB exam activities at school
As part of a prevention against academic misconduct, Ikast-Brande Gymnasium uses an IT system which monitors students during written exams or other IB exam activities that take place at the school. The programme is only in use in exam situations where the school deems the use of the system necessary to prevent academic misconduct.
The school provides students with the IT programme. Each student downloads the programme to his/her laptop before the start of an exam. The programme stays active during the exam and at the discretion of the IB coordinator, it is obligatory that the student uses the programme during the exam. The programme deletes itself at the end of the exam. Data collected during the exam may be used as proof of academic misconduct.
The data collected during the exam is stored by the IT provider, with which the school has entered a data agreement. The data is stored in accordance with the rules of GDPR and storage of personal information.
Admission Policy
Pre-IB add
We welcome students from a multitude of backgrounds and educational experiences into the pre-IB programme. Please see below for a list of admission requirements into pre-IB at IBG.
Candidates having completed folkeskole exams must apply through optagelse.dk and meet the requirements for attending STX at gymnasium.
Students who have not completed Danish folkeskole exams:
- Must have completed at least 10 years of school to a satisfactory standard. You should have passing grades in English, Maths, and Science.
- Must have English level of at least B1 (CEFR language) or equivalent.
- Should provide at least one teacher reference commenting on your work ethic, effort, attendance, attitude to learning etc.
If you do not meet the grade requirements for admission, or cannot supply all of the above documentation, you may still be considered for admission, as we will do a holistic assessment, and an online interview and/or admissions test to see if you are suitable for the Pre-IB course.
Our final decision is based on an overall holistic assessment of the student’s interview, grade records and, possibly, an admission test.
IB add
We welcome students from a multitude of backgrounds and educational experiences into the IB programme. However, the IB programme is an academically rigorous course and therefore it is necessary for candidates to reach the following levels before being admitted into the IB Diploma programme:
Candidates coming from Denmark
Completed pre-IB/STX 1g/HHX 1g/HTX 1g at IBG or another school to a satisfactory standard. Preferably NV and AP at 4s or above. At least 4 in English, Maths, and Danish (if Danish is a subject choice for IB) including at least one written grade 7 in these subjects e.g. English 7, Math 4, Danish oral 4, or English 4, Maths 7, Danish 4. The end-of-year Danish-History exam must be passed with a minimum of a grade 4.
For IBG students you must also have teacher recommendations to approve your subject choices and you must have shown consistent good student conduct and attitude to learning in your pre-IB year.
The student will have the opportunity to comment before the final decision is made by the headmaster and IB coordinator.
Candidates coming from outside the Danish system (this includes international schools in Denmark)
Completed IGCSEs or equivalent to a satisfactory standard. Preferably 5 A*-C grades including Math extended (NB: grade B or above a requirement), English and Combined Science or individual sciences.
OR
Completed 10/11 years of school to a satisfactory standard. (2 years left of school)
OR
Completed IB MYP to a satisfactory standard. (28 points or above)
Candidates who do not meet the requirements above, may still be considered as we will do a holistic assessment, and an (online) interview to see if you are suitable for the IB Diploma course.
All applicants should provide at least one reference from your previous place of education which details your work ethic, effort, attendance, attitude to learning etc.
For students who do not meet the requirements, pre-IB may be offered as an alternative route into the Diploma programme.
Students who do not have recognised exam transcripts, including those who have had a break from education will be offered an admission interview and test.
Admission process:
After applying, all applicants will be invited in for an admissions (online) interview and, possibly, a test. Entry into the IB programme is determined holistically, based on both the interview and the candidates school records and teacher reference. A candidate may be required to take an admission test if our school deems such a test necessary to fully be able to assess the student’s abilities before making the final decision regarding acceptance.
A final decision is based not only on a student’s grades from his/her current school but also on the interview and, possibly, admission test.
Progressing from 1i to 2i add
The student’s progression to the next year of the IB Diploma is conditional on satisfactory learning outcomes. The student must have shown good conduct in their studies and passed the Internal Assessments, as well as having achieved passing marks for the year’s work in accordance with the IB system’s rules for a passed IB Diploma or obtained 18 points in total and a minimum of 3 points in each subject. The student will have the opportunity to comment before the final decision is made by the headmaster and IB coordinator.
The student will have the opportunity to comment before the final decision is made by the headmaster and IB coordinator.
Language Policy
Language is important in facilitating inclusiveness.
As an IB school, we recognize that our students have different linguistic backgrounds and that an understanding of, and respect for, these differences is important in creating intercultural respect and a sense of school community.
This language policy is a guideline for how to help pre-IB and IB students overcome language barriers in the IB system, and celebrate and develop their mother-tongues, and the aim is to create open-minded and active learners who respect and embrace one another’s linguistic and cultural differences.
About the language policy
Diversity add
IB and pre-IB students at IBG have many different backgrounds. Most students speak Danish as their first language, but others have first languages such as English, German, Spanish, Thai, Lithuanian, Polish, Chinese etc. Students are encouraged to speak English even outside of class. They may speak their first language only if everybody in their group can participate in the conversation. We never use language to exclude others and we therefore encourage students to also speak English outside of the classroom.
At IBG, we encourage mother-tongue language learning and encourage students to take Language A in their mother-tongue if this is the student’s best language. All Danish students, with elementary school backgrounds from within Denmark, must choose Danish A as their language A, with the option of combining it with either English A or English B. We also encourage the learning of Danish among our student body of non-native Danish speakers, in particular students who plan to go into further education in Denmark and/or reside in Denmark for an extended period of time. Danish B is on offer as a group 2 language, and a beginner Danish class is a compulsory part of our pre-IB programme.
Language of instruction add
The language of instruction in all classes, except Danish, is English. We therefore recognize that all teachers are not only subject teachers but also language teachers, and should set an example for students, by speaking English at all times to all students in the IB and between each other when non-Danish speakers are present.
English in the classroom add
Teachers and students always speak English in the classroom. The language of instruction is English and all discussions, small-talk, group work etc. take place in English. The exceptions for this are, of course, Danish, Spanish and German classes, where students are encouraged to speak in the target language as much as possible.
Correcting language add
Language is important when delivering academic content, orally and written. We therefore correct language in assignments and in class to facilitate a continuous improvement of the students’ level of English which, in turn, improves the students’ ability to express themselves in a nuanced and academic register.
Morning assemblies add
Morning assemblies primarily take place in Danish as we are a Danish school with an IB section. However, contributions by IB staff and students take place in English. Important messages from the administration and teachers that concern IB students are also delivered in English. We make sure that Danish students translate for students who do not speak Danish.
In addition to the whole school assemblies, we also hold assemblies specifically for the IB students in English, creating community among IB learners.
CAS add
Students, who speak a language to a native level e.g. Danish, English, Spanish, Japanese etc., are encouraged to help others improve their skills in these languages and embrace other cultures through learning. Students can register CAS experiences for helping other students, for instance by translating from Danish to English at morning assemblies or by tutoring other students in English, German, Spanish or beginner’s Danish after school.
Exchanges add
Ikast-Brande Gymnasium tries to arrange exchanges with other IB schools as part of the study trip in DP1. This includes Tanzania, USA, Spain, and Germany. Our school is also part of Erasmus+, partnering with other European IB schools.
Library add
Books at our school library are available in English, Danish, German, French, and Spanish. We continue to buy books in different languages, as the need arises. Books in foreign languages are also available through the State Library in Aarhus. Our school partners with the local libraries of Herning and Ikast, and students may ‘book a librarian’ for a personal meeting. The librarian can help students access books from all libraries in Denmark and order these books to the student’s home library within a few days. This allows our students to access an enormous variety of research material, in all the literary languages available within Denmark.
Communication outside the classroom add
The working language in the IB programme is English, both for teachers and students. That means that written and oral information from the school staff to both parents and students is in English. However, we also recognize that we are a Danish school with many Danish students, and, in certain situations, we may therefore choose to communicate with Danish parents and students (for example at parent-teacher nights) in Danish.
Students with additional needs add
Danish speaking students are screened for dyslexia when they start school along with students from the Danish programme. If teachers, parents, or students suspect that a non-Danish speaking student might have dyslexia an appropriate international screening is carried out. Students identified as having dyslexia are given additional support in terms of extra time for assessments, and technical aids.
Dates for policy review add
This policy will be reviewed every two years. The community will be consulted, and the data collected analysed to ensure that the policy both adheres to the IB guidelines and fits the needs of our community.
Last reviewed: November 2022.
Access and Inclusion Policy
At Ikast-Brande Gymnasium, we believe that the IB DP is an education for all types of learners who possess the motivation and desire to learn.
We believe in an inclusive educational programme with a diverse learning community that enables all types of students to be successful.
About inclusive education add
An inclusive education is a place where:
- All students feel valued
- Learning is student-centred
- All students are held to high, yet manageable expectations
- Students are assessed through a variety of assessment types to meet all learning styles.
- Teachers use differentiated instruction and a variety of teaching methods to meet the needs of all learners.
- Resources match student needs.
- All students are always met with positive encouragement to enhance learning.
- All students are an important part of the school community and are treated as such by their peers.
Inclusive education in practice at IBG:
- Student-centred learning that fosters independence and critical thinking
- Teachers that all believe in each and every student’s desire and ability to learn and thrive.
- A strong support network of a guidance department, reading counsellors and management who follow each student’s progress closely and support any student who is struggling, academically or socially.
- Learning support to maximize learning for students with special needs: 1:1 mentoring, homework cafés, dyslexia computer programmes, psychological counselling, weekly talks with guidance counsellor, class sessions on good study skills.
- A collaborative approach among school staff to supporting the student’s learning across subjects.
- Close collaboration with municipal services to support at risk students.
- Individualized approaches to inclusive education: Fairness is not sameness.
Access to education at IBG:
- Our goal is to include all types of learners into the IB programme.
- Access to the IB may require support of different kinds. At IBG, we strive to do our utmost to offer the type of support needed to make sure each student is successful in our school.
- As a school, we can offer: language support for second language learners of English, after-school academic support in Math cafés, mentors for students with a medical diagnosis, identification of, and support for, dyslexia, an extended IB for students with a medical diagnosis.
- Access to the IB also includes athletes. Our school is approved by the World Academy of Sports as sport school, providing an IB programme to athletes which balances sport and education. Please scroll down for our student athlete policy.
School Assessment Policy
Assessment in the IB at Ikast-Brande Gymnasium
Assessment in the IB DP at Ikast-Brande Gymnasium is guided by the overall principle of maximizing all students’ learning. We believe in assessment as learning that fosters student growth and reflection and encourages students to continue to develop as learners. We also believe in assessment for learning; i.e. assessment as a teaching tool that allows for differentiated instruction and the ability of teachers to meet the needs of all learners in the classroom.
Assessment principles add
We are guided by the following principles:
Students:
- Have different learning styles
- Perform differently in different learning settings
- Learn from self-assessment and peer assessment.
- Reflect on their own learning by recognizing own strengths and areas for improvement.
- Thrive in an environment of positive and constructive criticism.
Teachers:
- Design various types of assessments that take into consideration the different learning styles of students and put the student at the centre.
- Share the belief in ‘assessment for learning’. Assessment is the teacher’s tool to provide evidence-informed instruction on a daily basis to accurately meet the level and needs of each individual student.
- Assessment and instruction are integrated: teachers need to know their students to maximize learning for all.
- Assessment and instruction are planned in relation to the curriculum for all students, applying principles of Universal Design and Differentiated Instruction.
- Assessment is designed to help students and may lead to further learning support, if needed.
Why do we assess? add
We assess according to three types of assessment:
Assessment for learning
- To give teachers information on student learning to be able to modify and differentiate teaching and learning activities.
- To set targets for where the student needs to go and how best to get there.
- Assess the effectiveness of the learning environment for each individual student.
- Check-for-understanding
Assessment as learning
- To support reflection among students on own learning. By monitoring own learning, students are able to use the feedback to make adjustments to their own understanding.
- Assessment feedback to students form ways for the student to link curriculum and assessment.
Assessment of learning
- Summative assessment confirms what students know, and demonstrates whether they have achieved the curriculum outcomes.
- Summative assessment informs curriculum review.
- Help evaluate suitability of courses
How do we assess? add
Assessment is based on the principle of student success for all, and is rooted in the IB learner profile and the IB criterion-based assessment practices.
To ensure a full range of assessment strategies, as described above, assessment includes:
- Diagnostic assessment to provide teachers with students’ readiness to learn and to identify prior knowledge.
- Formative assessment: classroom assessments of various types within the classroom, timely and descriptive feedback on assessment tasks, whether in class or at home.
- Formative assessment which supports cross-curricular student competencies and focuses on strengthening students’ higher-order thinking skills.
- Formative written work that draws on the IB criterion-based assessment and prepares students for exam expectations.
- Summative assessment: designed to monitor student progress in relation to the final examinations in each subject.
- Summative IB internal assessment grades, moderated by an external IB examiner, given in each subject once throughout the course, upon completion of the internal assessment paper.
- Holistic assessment that focuses on student reflection and self-efficacy.
In short, all assessment is underpinned by the principles of the IB which are that:
”IB assessments must:
- be valid for the purposes for which they are intended. This means they must be balanced between the conflicting demands of construct relevance, reliability, fairness (that is, no bias), comparability with alternatives and manageability for candidates, schools and the IB
- have a positive backwash effect, that is, their design must encourage good quality teaching and learning
- be appropriate to the widest possible range of candidates, allowing them to demonstrate their personal level of achievement
- be part of the context of a wider IB programme, not considered in isolation. Does it support concurrency of learning and the overall learner experience?
- support the IB’s wider mission and student competencies, especially inquirers, knowledgeable, thinkers, communicators and internationally minded.”
(source: https://resources.ibo.org/ib/topic/Assessment/works/edu_11162-47165?root=1.6.2.4.19&lang=en)
How do we grade? add
Summative assessment:
In the IB, all grades are IB grades (1-7), and based on subject-specific IB criteria to indicate levels of achievement. At the end of each semester, students receive a summative grade, based on the IB 1 (low) – 7 (high) grading scale.
Summative grades are given in November, March, and May for pre-IB and year 1 Diploma students. In addition, summative subject tests are carried out in June and final test grades are given in late June.
For year 2 Diploma students, summative grades are given in November, predicted grades are given in March, and exams are held in May. Final grades are published in early July.
Only the summative IB exam grades, which are made up of DP2 May exam scores, and internal assessment scores, go on the student’s Diploma.
Formative assessment:
We believe in continuous and transparent assessment. As such, students receive formative grades for all papers, tests, presentations and other types of assessment tasks completed in class or at home, unless an assessment task is designed with the intention of being grade-free.
To support students’ own reflections and self-efficacy, students participate in self-efficacy interviews with their teacher/ CAS advisor 3-4 times throughout the DP. These interviews are designed around a holistic approach to learning and student success, encouraging student reflection on the impact of the out-of-class environment, organization, time management and social well-being on the student’s learning.
To further support reflection on students’ own learning, the summative grades given to students in November, March and May/June are accompanied by effort grades, awarded by the teacher based on students’ organization, participation, notetaking skills, and attendance patterns.
The effort grade descriptors can be found here:
Effort grade descriptors
Assessment and exams add
In the IB Diploma programme, summative assessment happens in the final exams in May of DP2, and throughout the two years of the Diploma Programme, students complete ‘internal assessments’ that are moderated by the IB. The IAs make up a percentage of the student’s final grade. In addition, students complete the Extended Essay and a two Theory of Knowledge examinations.
It is the policy of the school that students complete their internal assessments/ EE/TOK exams at school during writing days. The school may also plan for students to finish their IAs at home.
When completing examination work at school, students’ laptops will be monitored in an exam setting, using the IT programme Exam Cookie (www.examcookie.dk)
Students with IT access arrangements in their final DP2 May exams must also use Exam Cookie in all written examinations in which they write on, or make use of, a laptop.
Ikast-Brande Gymnasium follows the rules and regulations as outlined by the Danish Ministry of Education regarding monitoring students’ laptops during exams:
https://www.uvm.dk/gymnasiale-uddannelser/proever-og-eksamen/tilrettelaeggelse-og-afholdelse-af-proever/netproever/monitorering/monitorering-spoergsmaal-og-svar
Student athlete policy
Student athlete policy add
Vision
In line with our school vision, Ikast-Brande Gymnasium aims to be a leader in empowering student athletes to pursue both sports and education without compromising either. We aim to be the number one choice for Danish and international student-athletes who wish to pursue a secondary school diploma in Denmark.
Mission
Our mission is to ensure a student-athlete friendly environment which seamlessly combines school and sports without compromising on the high standards of either. In line with our school’s mission, we believe in a holistic approach to combining education and sports to ensure excellence in both. Community is at the core of our mission to create a safe learning environment in which every student-athlete thrives academically, socially and athletically and reaches his or her potential in both sports and education.
Values
Community:
Club, school, family and sports team are treated as one entity which must work seamlessly and closely together to ensure excellence in sports and education.
Inclusiveness:
All student-athletes must have equal opportunities to non-athletes to reach their academic potential, without having to compromise on their sports. As such, we continously work to create an inclusive study environment which encompasses the demands of practicing sports at an elite level.
Student-athletes at a semi-elite level should have the chance to further develop their skills in sports without having to compromise on their educational pathways. Semi-elite student athletes are part of a healthy learning environment in both club and school which fosters both academic and athletic development and which encompasses the demands of the athlete’s sport.
Innovation:
To ensure an optimal environment for practicing sports and pursuing education without compromising on either, our school and the local clubs continuously challenge existing ideas and possibilities within the environments of education and sports.
Outline of our athlete-friendly policies:
- Ikast-Brande Gymnasium has two sports coordinators who liaise between the local clubs and teams, the student athlete and school staff. Our coordinators are also teachers at Ikast-Brande Gymnasium as well as being well-connected to the world of sports. One is a former Olympian gold medal winner in handball, and the other is a coach for the local semi-elite football club.
- Student athletes who practice their sports in clubs that offer morning practices are enrolled in Sports Classes with an adjusted timetable that ensures that students are able to practice their sports three mornings a week without missing school time.
- If/when student athletes are away due to competitions and games, extra make-up lessons are offered to the students. The sports coordinators help organize these lessons in close collaboration with the management team and the student athlete, taking into account his or her specific academic needs.
- School work is moved if a student athlete is particularly busy with his or her sport during certain times in the year. This is done in close collaboration between school, club, and the student athlete.
- Extended and individually planned programmes are offered to student athletes. The IB Diploma may be extended to last 3 of 4 years, rather than 2 years. In the national programme, examination times as well as the length of the programme are adjusted to fit the needs of the student athlete.
- Pastoral support is at the core of our approach to ensuring a student-athlete friendly school environment. The sports coordinators, teachers, school management and clubs are continuously in close contact with the student-athlete and his or her parents about the student’s well-being, both academically and socially as well as athletically.
Questions about the IB?
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