If you have special needs, please read IBDP Policy Regarding Inclusion and Special Needs at Torsbergsgymnasiet
Good standing status means:
* min. 80% attendance
* no pending deadline notices (subjects, EE, TOK)
* Status Report with 20 points or more after IB1
* satisfactory CAS progress
Good standing status is a prerequisite for participating in trips and excursions (even short ones involving missing lessons), and registration for exams, and is a primary factor in being promoted to IB2. Insufficient attendance, regardless of cause, leads to difficulty in evaluating a student’s progress. Determination of the students’ status is made at the bi-weekly IB staff meeting.
Drafts for assignments collected for formal assessment receive general teacher comments on a separate paper, and the teacher comments are only given in one round. If an entirely new topic is started, then new feedback may be given, provided the relevant deadline has been held.
When a deadline has passed (first draft EE, or any final deadline for work that is formally assessed externally or internally), the subject teacher is to issue a Deadline Notice to any student who has not submitted work, as well as give a copy of the notice to the student’s mentor and to the IBDP coordinator.
Any student who does not submit an Extended Essay draft in May (1500 words min.) will not be advanced automatically to IB2, and will be called to a meeting with parents and the head of school.
Submission of the final Extended Essay by the deadline is a prerequisite for being registered for IB examinations.
Our strategy to encourage the meeting of deadlines is twofold—including on the one hand a greater communication regarding both progress and problems, and on the other hand to provide opportunities for catching up and regaining “good standing” status.
Mock examinations are held to help assess a student’s progress, as well as to help teachers determine predicted grades (PGs). In the final year (IB2), they are held prior to the period of revision.
Status reports are distributed to students in early June (IB1), with an accessible copy available in Dexter (Sw. Studieomdöme). The scale used is 1 – 7 with +/- option. Progress in CAS, TOK, and EE are also covered.
PGs are determined and submitted via IBIS in April of the final year, but are not communicated to students, except when necessary for international application procedures.
Many IB subjects can be used to establish credit in courses in the Swedish national system which are similar to or largely correspond to the IB syllabi. There is no automatic exchange formula, however, and the Swedish grade must be determined by the teacher, using available results from exams, mock exams, internally and externally assessed work.
The school-wide schedule and structure for class conferences will be followed for the pre DP IB class, but not for the classes in their diploma years (IB1 and IB2). Rather, a portion of the Monday staff meeting will once monthly be dedicated to assessment updates. IB subject teachers who do not attend the staff meeting will both provide input as well as receive feedback relevant to these updates. Feedback is also given to students by their mentor and/or the IBDP coordinator.
An annual review of exam results as well as students’ evaluations in each subject are conducted as part of the school’s routines for ensuring quality (Sw. kvalitetsredovisning).
IB students learn in at least two languages. This is not simply for communication, but enhances intercultural understanding and creates a holistic education.
Pre-diploma candidates must study a foreign language, including Swedish for non-Swedish speakers (Sva), at their appropriate level. This is in line with our goals regarding internationalism.
Non-Swedish speakers receive information regarding the requirement of Sva2 for studies at Swedish universities. A document is signed during the pre Diploma year to the effect that they have received the aforementioned information.
English is the presumed language of instruction for all subjects other than groups 1 and 2, also in the pre-diploma year. All teachers are considered language teachers in this context. Therefore support in the language of instruction should be provided on a regular basis for teachers who are non-native speakers of English.
Exposure to the languages taught is encouraged through field trips, summer programmes and international exchanges.
Ab initio and Language B options should be offered, in cooperation with the national programmes’ courses, where appropriate. The school has a structure which supports mother tongue instruction including self-study candidates where necessary.
Current teaching and reference materials in relevant languages should be continuously replenished and updated, with a purpose. All school documents of relevance should be available in English.
Sidan uppdaterades 2015-12-09 av email@example.com