2021

Contents

MISSION

IB mission statement

School mission statement

INTRODUCTION

BACKGROUND

Languages Taught in the National Programme

Languages Taught in the IB Middle Years Programme

Languages taught in the IB Diploma Programme

Extra-curricular and optional

Our beliefs and goals

Policies and protocols

Policy on Bibliographic Style

Spelling protocol

Roles and Responsibilities for Policy Implementation, Monitoring and Revision

Compliance with relevant IB Standards

Language Policy Access

Resources

 _________________________________________________________________________________________________________________________________________________________________

Language Policy

MISSION

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

School mission statement

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

INTRODUCTION 

As language forms the basis of all learning, we at Druga gimnazija Sarajevo sincerely believe that language lessons are not just a process of mere acquisition of language – directed at promoting a complete development of a student, they represent the best possible field for both students and teachers to tackle the issues that are relevant to young people and significant to their development. At the same time, not only language lessons are the place where the language is learned.  

The purpose of this Policy is to serve as a guideline connected to key resources that we use in our language programs.  Our language policy is shaped by our core values, language ideologies and our commitment as an IB school.  It is a statement of purpose and action, describing practices for achieving and evaluating our goals.  

This policy leans on the language practice, management and philosophy, and it represents a statement of action, describing practices for achieving and evaluating goals, taking into consideration particular language factors of the local context.  

BACKGROUND 

Druga gimnazija Sarajevo welcomes scholars of all language backgrounds – we aim to make it possible for all students, whether they attend national or IB programmes, to study their mother tongue as well as to acquire a number of foreign languages. 

Languages Taught in the National Programme

The language of instruction in the national programme is Bosnian/Croatian/Serbian, which are the country’s official languages. In addition to the mother tongue, all students study at least two foreign languages, English as the obligatory and main foreign language and French, German ot Turkish as their second choice. Besides modern languages, all the students take the Latin language for two years.  In addition, in the last two years of their secondary education, the students who take languages as their major field of study also take Italian as their third foreign language.

Languages Taught in the IB Middle Years Programme

The language of instruction in the IB Middle Years Programme is English, with the exception of Bosnian language and literature which is taught in Bosnian, and Bosnian, German and French language acquisition, which are taught in those respective languages. All Bosnian-Herzegovinian students study Bosnian and English in the Language and literature subject group, and either German or French in the Language acquisition subject group. Unfortunately, the school is not able to offer all foreign students the opportunity to study their mother tongues, since teachers for some languages are unavailable, and the IB Middle Years Programme does not provide for a possibility of a self-taught language, therefore the international students study English in the Language and literature subject group, while they study either German or French in the Language acquisition subject group, as well as Bosnian as the language of the host country. 

The aims of MYP language and literature are to encourage and enable students to:

• use language as a vehicle for thought, creativity, reflection, learning, self-expression, analysis and social interaction
• develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts
• develop critical, creative and personal approaches to studying and analysing literary and non-literary texts
• engage with text from different historical periods and a variety of cultures
• explore and analyse aspects of personal, host and other cultures through literary and non-literary texts
• explore language through a variety of media and modes• develop a lifelong interest in reading
• apply linguistic and literary concepts and skills in a variety of authentic contexts.

Language and literature subject group  - Mother tongue

The IB Middle Years Programme students are taught to appreciate and learn about both their own and other cultures. Mother tongue is a very important part of every student’s national and cultural heritage and that is why students are encouraged to study their mother tongue in any way accessible. For the students whose study of their mother tongues the school cannot support through formal teaching and learning process, it aims to raise the awareness of students and their parents about the importance of mother tongue learning, encouraging them to pursue any opportunities they may have to study their mother tongue: at their embassy’s cultural centres, through distance learning, online etc.

Language and literature subject group - Additional language course (English support)

Languages taught in Language and literature subject group refer to the first language of the student, but when it comes to English in most cases it is an acquired second language in which the student is proficient and cognitive. This not being the student’s first language sometimes can cause the problems and make it difficult for the student to follow the classes. DGS aims to support those students and allows them to take English additional, support classes during the scheduled class time.  

Language and Acquisition subject group

Languages taught in Language and acquisition subject group refer to the second or learned language of the student. Since the IB MYP years 4 and 5 are implement in DGS, students that enroll are mostly familiar with the basis of the languages offered (German and French). In year 4, students usually start from phase 2 and in year 5 they move to phase 3, while the students who possess better knowledge of the language in year 4 start from phrase 3 and move to phase 4 in the year 5. Bosnian language is taught in all phases.

Phase descriptions:

Phase 1: Students understand and respond to simple phrases, statements and questions. They identify basic messages; facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in simple oral and written phrases. They convey basic information in a limited range of everyday situations, using oral and written language appropriate to a very limited range of interpersonal and cultural contexts. They begin to be aware that language use is connected to a purpose and an audience.

Phase 2: Students understand and respond to simple spoken and written texts. They identify messages, facts, opinions, feelings and ideas presented in oral, visual and written language, and demonstrate their comprehension in short oral and written form. They interact to share information in a limited range of familiar situations, using basic language appropriate to a limited range of interpersonal and cultural contexts. They are aware that language varies according to purpose and audience.

Phase 3: Students understand and respond to a limited variety of spoken and written texts. They understand specific information, main ideas and some detail presented in oral, visual and written language, and demonstrate their comprehension in a limited range of oral and written forms. They engage in conversation and write structured text to express their ideas, opinions and experiences in a range of familiar and some unfamiliar situations, in a limited range of interpersonal and cultural contexts. They understand that they can speak and write in different ways for different purposes and audiences.

Phase 4: Students understand and respond to a variety of spoken and written texts. They interpret specific information, main ideas and some detail presented in complex oral, visual and written language, draw conclusions and recognize implied opinions and attitudes in texts read and viewed. They engage in conversation and write structured text to share informative and organized ideas on topics of personal interest and global significance, in a range of interpersonal and cultural contexts. They can communicate substantial information containing relevant and developed ideas and justified opinions on events, experiences and some concepts explored in class. They identify aspects of format and style, and speak and write with a clear sense of audience and purpose.

Phase 5: Students analyze specific information, ideas, opinions and attitudes presented in oral, visual and written language. They draw conclusions, infer information and recognize implied opinions and attitudes. They respond and react to questions and ideas in a range of spoken, visual and written texts. They engage actively in conversations in social and some academic situations to contribute substantial information containing relevant and focused ideas supported by examples and illustrations. They organize information and ideas into a clear and effective structure to express their understanding and opinions on topics of personal interest and global significance. They interpret aspects of format and style, and are able to adapt register and style of language to suit the context.

Phase 6: Students evaluate the important information, details and ideas presented in spoken, written and visual language in social and academic contexts. They analyze the information, draw conclusions and make inferences about ideas, opinions and attitudes implied in a wide range of spoken, visual and written texts. They engage actively in conversations in social and academic situations to contribute substantial information and give detailed analysis and explanation. They organize information and ideas logically and effectively to communicate their understanding, opinions and perspectives to a wide range of audiences, and for a variety of social and academic purposes.

The aims of the teaching and learning of MYP Language Acquisition are to:

• gain proficiency in an additional language while supporting maintenance of their mother tongue and cultural heritage
• develop a respect for, and understanding of, diverse linguistic and cultural heritage
• develop the student’s communication skills necessary for further language learning, and for study, work and leisure in a range of authentic contexts and for a variety of audiences and purposes
• enable the student to develop multiliteracy skills through the use of a range of learning tools, such as multimedia, in the various modes of communication
• enable the student to develop an appreciation of a variety of literary and non-­‐literary texts and to develop critical and creative techniques for comprehension and construction of meaning
• enable the student to recognize and use language as a vehicle of thought, reflection, self-­‐expression and learning in other subjects, and as a tool for enhancing literacy
• enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components
• offer insight into the cultural characteristics of the communities where the language is spoken
• encourage an awareness and understanding of the perspectives of people from their own and other cultures, leading to involvement and action in their own and other communities
• foster curiosity, inquiry and a lifelong interest in language learning, within an enjoyable setting.

Languages taught in the IB Diploma Programme

The language of instruction in the IB Diploma Programme is English, while the main mother tongue for Bosnian-Herzegovinian students is Bosnian A Literature HL. All Bosnian-Herzegovinian students are required to take Bosnian A Literature HL. It represents an important part of our identity and we find it highly important that Bosnian is recognized as a full language by the IBO. It is our aim to nurture the tradition of our language and we want our students to be highly proficient in their mother tongue. The school also offers English A Literature to international students who are proficient in English, while the other international students are given the opportunity to take their mother tongue as a self-taught language. Also, all students, except the ones taking English A, are required to take English B HL since English is the language of instruction in the programme and the students need to be proficient in it in order to score as high results as possible in the final exams. In addition to English B, the school also offers German and French B, which students can take as their sixth subject instead of a Group 6 subject.

At any moment our school has scholars that speak well over a dozen different mother tongue languages.  Although it is impossible to organize taught Language A courses, the scholars are encouraged to use their mother tongue accessing the curriculum, in extra-curricular activities, in communication within the community and with their parents, as well as to take school-supported self-taught courses at the IB DP.  

When the School receives a request for a mother tongue course, the scholars will be appointed an ST Supervisor who will inform them on the need to identify a tutor, who will be provided suitable course materials.  Consultation meetings with the ST Supervisor take place within regular school hours.  The scholars/parents commit to identifying the tutor and paying them for the services – this is a private arrangement between the tutor and the families, for which the school receives no responsibility.  

This all should enable students to keep the tradition of their mother tongues as well as to acquire at least two world languages on their way to a successful life and career.

Language acquisition aims:

The following aims are common to both language B and language ab initio.

1. Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.
2. Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
3. Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
4. Develop students’ understanding of the relationship between the languages and cultures with which they are familiar.
5. Develop students’ awareness of the importance of language in relation to other areas of knowledge.
6. Provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills.
7. Provide students with a basis for further study, work and leisure through the use of an additional language.
8. Foster curiosity, creativity and a lifelong enjoyment of language learning.

Studies in language and literature aims

The aims of all subjects in studies in language and literature are to enable students to:

1. engage with a range of texts, in a variety of media and forms, from different periods, styles, and cultures
2. develop skills in listening, speaking, reading, writing, viewing, presenting and performing
3. develop skills in interpretation, analysis and evaluation
4. develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
5. develop an understanding of relationships between texts and a variety of perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
6. develop an understanding of the relationships between studies in language and literature and other disciplines
7. communicate and collaborate in a confident and creative way
8. foster a lifelong interest in and enjoyment of language and literature.

Extra-curricular and optional 

• Within the CAS activities, there is an opportunity for students to attend and teach different language courses which are not a part of the official curriculum. This gives the students an opportunity to learn different languages, some of which are usually not available in our school, such as Chinese, Albanian, Turkish, Italian, Ancient Greek and other languages
• In addition, there is an option offered to IB students to attend extracurricular German course which leads towards an internationally recognized DSD language certificate.

Our beliefs and goals

We at DGS strongly believe that: 

• All children are language learners, but learning is shaped by each learner’s background and experiences.  
• Language is fundamental to learning and it represents a cornerstone of the entire curriculum.  
• All teachers are language teachers.  
• Language learning is best in a meaningful context.  
• A proficient level of literacy in the mother tongue language facilitates the transfer of skills to other languages.  
• Language is a key to cognitive development.  
• Parents, as the teachers of mother tongue, are an inseparable part of the language learning community 
• Language is a part of each person’s individual, national and cultural identity.  
• Acquisition of languages fosters international mindedness.  

Therefore we strive to: 

• Provide an appropriate ambiance for each learner to express their own individuality in a supportive environment. 
• Value each scholar’s language and literacy background as a foundation for further development and acquisition.  
• Ensure all teachers teaching in a language other than their mother tongue, especially English, the language of instruction, possess adequate proficiency to help scholars achieve their goals.  
• Ensure all staff members understand the needs of students learning in a language other than their mother tongue.  
• Provide both scholars and teachers the opportunity to learn language, learn through language and learn about and appreciate language.  
• Support development of the mother tongue directly and indirectly.  
• Foster in scholars the ability to think and express themselves with precision, clarity, confidence and imagination in more than one language.  
• Prioritize and explore relationship between language and culture not only in the language curricula, but in other subjects.  
• Make sure parents are involved as organizers and teachers of the mother tongue in supporting the school’s language community.  
• Ensure that all scholars understand that language is not only a means of communication, but also vehicle of learning about other cultures and identities.
• Ensure that all scholars understand that language is a means of learning, thought, creativity, reflection and self-expression.  

Policies and protocols

Policy on Bibliographic Style 

The school has adopted the MLA citation style as its official. It has been established by the Modern Language Association for acknowledging sources used in any kind of research. MLA citation style identifies and credits the sources used in any work based on research and allows others to access and retrieve the material. Students are introduced to this style and its rules by the Approaches to Learning Leader.

Spelling protocol

The school requires from students to use standard spelling formats for every language.

In cases where there are more than one standard formats in place (e.g. British and American English), the students are allowed to use whichever spelling format they choose as long as they use it consistently.

Also, where there is more than one alphabet in place for a language (e.g. Latin or Cyrillic), the students can use whichever they choose as long as they use just one alphabet in a single text.

Roles and Responsibilities for Policy Implementation, Monitoring and Revision

The primary role of school administrators (head of school and programme coordinators) is to provide overall leadership for the school and therefore, among others, it is their responsibility to ensure the successful implementation of the school’s language policy. In promoting, monitoring and revising the Language Policy they have the support of language heads of departments in the national programme, language teachers representing all languages taught in the IB programmes and the school librarian. As a language policy steering committee they have the responsibility of discussing issues such as curriculum, instructional techniques and methods, staff development needs and opportunities, materials used, assessment policy application and student progress. Depending on the conditions, especially new needs that may arise, they have the responsibility of introducing appropriate amendments to the school’s Language Policy.

Compliance with relevant IB Standards 

IB Standard A, Practice 7 – The school places importance on language learning, including mother tongue, host country language and other languages.

The difference between language and literature and language acquisition courses in the the National Program and the IB MYP and IB DP taught at the DGS is that the former leans on content-based curricula while the later are outcome-based, with the IB criteria at the core.  What all three components have in common is that all promote inquiry-based authentic learning through an investigative approach to different sources.

The scholars are encouraged to learn as many languages as they wish, with at least three language acquisition courses in the national program, at least two in the IB MYP and at least one in the IB DP.  

While the language of instruction in the IB MYP and IB DP is English, the students are encouraged to further develop their mother tongue through the Language A courses. 

IB Standard C3, Practice 7 – Teaching and learning addresses the diversity of student language needs, including those for students learning a language(s) other than their mother tongue.

At any moment our school has scholars that speak well over a dozen different mother tongue languages.  Although it is impossible to organize taught Language A courses, the scholar are encouraged to use their mother tongue accessing the curriculum, in extra-curricular activities, in communication within the community and with their parents, as well as to take school-supported self-taught courses at the IB DP.  

Differentiation in language lessons is based on best practice according to the standards and practices of the IB. Teaching strategies may include working in small groups, using different resources with different levels of language complexity, as well as changing the level of questioning and tasks for individual students. The School also follows the IB recommendations on student placement.  

IB Standard C3, Practice 8 – Teaching and learning demonstrates that all teachers are responsible for language development of students.

DGS focuses on the transdisciplinary nature of language learning by recognizing and modelling the role of language in each subject as well as in the language of instruction, host country language and in other languages, and by developing an understanding of the IB objectives and pedagogical language of the programs.

Throughout the School there is an expectation that in order to foster an enjoyment and love of reading, students will be encouraged to read at home – from packaging and emails to quality literature – and will read a wide range of genres in school to understand their features. 

The writing process of drafting, revising and finalising will be modelled and explored in all languages. The use of literature, games, role-play and multimedia will support students’ understanding of different genres as well as developing their vocabulary, sentence construction, use of tense and punctuation. 

IB Standard C4, Practice 1 – Assessment at the school aligns with the requirements of the programme(s).

Assessment is integral to teaching and learning at DGS. Using a range of tools and strategies, teachers are able to determine students’ knowledge, skills, understanding and attitudes towards language.

Language assessment in the national programme is completely conducted in line with the requirements set by the Ministry of Education, Science and Youth of Sarajevo Canton. 

In the IB Middle Years Programme, assessment in both Language and literature and Language Acquisition subject groups is criterion-referenced and is carried out in accordance with the school’s assessment policy. Guidelines defined in the assessment policy follow the requirements and guidelines provided by the IBO. 

The language assessment in the IB Diploma Program is also criterion-referenced and follows the school assessment policy and the guidelines provided by the IBO.

At the School, teachers use pre-assessment to determine what students already know, can do and understand.  Formative assessment is used to check in and to give constructive feedback or praise on learning.  Summative assessments are used to gather evidence about student’s learning at the end of a unit.  Various forms of both formative and summative assessment may be used.  Along with teacher assessment, students are often asked to peer or self-assess as well.  

Assessments are reported to parents in different ways. Students and parents receive written report cards about their learning.  Parents are also invited to attend parent-teacher conferences.

IB Standard C1, Practice 8 – Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.

Since students learn about language and through language, we understand that all teachers are responsible for the language development of students in the School. As a result, collaborative planning and reflection is built into the regular schedule of staff as well as it being the focus of staff meetings through the year. In this way, we are able to develop links between different subject areas and departments across the School.

IB Standard B2, Practice 11 – The school utilizes the resources and expertise of the community to enhance learning within the programmes.

All language teachers are responsible for sourcing and purchasing a range of quality texts so that students can explore different genres such as recounts, stories, explanations or persuasive writing in different languages and at different levels.  Students also have access to a variety of dictionaries to assist them including mother tongue dictionaries. 

Language Policy Access

Students, parents and school community is encouraged to review and offer suggestions in order to support development of Language policy

School year 2020/2021

DGS policy revision team

Resources

• IB MYP Language and literature guide for use from September 2014/January 2015
• IB MYP Language acquisition guide for use from September 2014/January 2015
• Language A: literature guide First assessment 2021
• Language B guide First assessment 2020
• Guidelines for developing a school language policy
• Learning in a language other than mother tongue in IB programmes
• Guidelines for school self-reflection on its language policy
• Programme standards and practices

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international
organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can
also be right.

School mission statement

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and
socially responsible

IB learner profile

IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect  for the dignity of the individual, groups and communities. They take responsibility for their own  actions and the consequences that accompany them. 

Open-minded They understand and appreciate their own cultures and personal histories, and are  open to the perspectives, values and traditions of other individuals and communities. They are  accustomed to seeking and evaluating a range of points of view, and are willing to grow from the  experience. 

Caring They show empathy, compassion and respect towards the needs and feelings of others.  They have a personal commitment to service, and act to make a positive difference to the lives of  others and to the environment. 

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought,  and have the independence of spirit to explore new roles, ideas and strategies. They are brave and  articulate in defending their beliefs. 

Balanced They understand the importance of intellectual, physical and emotional balance to  achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able  to assess and understand their strengths and limitations in order to support their learning and  personal development. 

Aim and purpose of the document 

In all IB programmes, teaching is designed to remove barriers to learning. Teaching is inclusive  and values diversity. It affirms students' identities, and aims to create learning opportunities that  enable every student to develop and pursue appropriate personal goals. (What is an IB education?  2013:6) 

The aim of this document is to define inclusion and diversity in both available IB programmes at  Druga gimnazija Sarajevo, to ensure welcoming environment for each student, to ensure that the  learning support requirements are identified early and provided for, to identify staff roles and  responsibilities and to specify procedures and arrangements in order to help students reach their  full potential.  

The purpose is to support school in structuring and developing practices of inclusive education  within IB standards and practices. 

It is intended for the head of school, program coordinators, caounselors, teachers and students. This  document is public and available for all.  

What is inclusion 

"Inclusion is an ongoing process that aims to increase access and engagement in learning for all  students by identifying and removing barriers. Inclusion is an organizational paradigm that  involves change. It is a continual process of increasing learning and participation for all students.  It addresses learning support requirements and questions the broader objectives of education, the  nature of pedagogy, curriculum and assessment. It is an educational approach to which all schools  should aspire. Inclusion is facilitated in a culture of collaboration, mutual respect, support and  problem-solving involving the whole school community." Inclusion is all about removing barriers  to learning and considering these barriers from multiple perspectives. "Barriers to learning may be  found in the way schools are organized and resourced, their cultures and policies, the approaches  to teaching and learning, the physical aspects of buildings and the ways in which individuals within  the school community interact on a daily basis." Learning diversity and inclusion in IB  programmes, IB, 2016:1) 

Inclusion and IB standards and practices 

The following IB standards and practices have a particular focus on inclusion:  Purpose: The school community fosters internationally minded people who embody all attributes  of the IB learner profile. (0101-03) 

Leadership and governance: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201- 03) 

Student support: The school provides safe and effective learning spaces and learning  environments. (0202-01-0300) 

Student support: The school implements and reviews systems and processes to identify the needs  of students. (0202-02-0100) 

Student support: The school supports the identified needs of students, and evidences this support  through planning, policy and practice. (0202-02-0200)

Student support: The school provides staff, facilities and resources as outlined in their inclusion  policy. (0202-02-0300) 

Student support: The school demonstrates a commitment to make the most effective use of learning spaces and learning environments in ways that meet the needs of all students. (0202-02-0400) Student support: The school identifies and allocates spaces and resources to support the social,  emotional, and physical well-being of its students and teachers. (0202-03-0100) Student support: The school demonstrates in its systems, processes and policies attention to the  social, emotional, and physical well-being of its students and teachers. (0202-03-0200) Student support: The pedagogical leadership team and teachers support students’ social, emotional  and physical well-being. (0202-03-0300) 

Student support: The school implements and reviews systems and processes to provide advice and  guidance to students on programme choices, careers and/or additional education opportunities as  they move further in their learning. (0202-04-0100) 

Student support: The school identifies and uses a variety of human, virtual and physical resources  in the wider community that aid and extend student learning. (0202-05-0100) Culture: The school implements and reviews an access and/or admissions policy that clearly  describes the conditions for participation in the school’s programme(s). (0301-01-0100) Culture: The school provides relevant support materials, resources and structures to promote  access to the school’s programme(s) for as many students as reasonable. (0301-01-0200) Culture: The school provides opportunities to access the programme(s) for the broadest possible  range of students. (0301-01-0300)

Local community, legislatives and arrangements 

Druga gimnazija Sarajevo is located in the Center Municipality of Sarajevo, which is the capital  city of Bosnia and Herzegovina. The Ministry for education of Sarajevo Canton has the authority  for all education legislatures, policies and arrangements. There are two legislatives that impact our  school the most:  

- National inclusion policy addresses to only students with physical or cognitive disabilities.  Access arrangements for these students is provided by individualized syllabus and/or help  of assistant in the classroom. 

- The high school admission policy (includes admission to IB MYP), regulated by the  Ministry of education, ranks applicants based mostly on academic achievements during elementary school and defines the number of students enrolled in each school.  

Even though our school is willing and open to secure access to an IB education for the broadest  possible range of students, we are limited by the above mentioned policies. This results in enrolling  only students with high academic achievement and. Therefore, it is hard for students with different  learning or physical challenges to even consider applying to Druga gimnazija Sarajevo. 

School organization and resources 

DGS actively works on providing human and every other support and resources to effectively  address all needs of students. Our school community values internationally minded people who  are open to develop students’ IB profile attributes and desired skills.  

School ensures that structures and resources are in place to recognize, identify and plan access  arrangements for students of MYP and Diploma program that come across different types of  challenges and barriers. The school appoints the following structures:  

- Coordinator  

- Counselors 

- Teachers and homeroom teachers 

- ATL leaders 

- Teaching and learning support  

- Parents.  

If existing structures cannot provide sufficient support for a student, the team uses outsourcing, it  means that the school collaborates with specialists outside the school. The specialists provide valid  documentation with steps that will help the team and the student to reach the highest level of  academic achievement and personal development. This documentation is part of the student file  and it is held in a counselors’ office under confidentiality (only accessible by request to the team  or head of school). 

The schools’ architecture does not include the elevator and/or wheelchair ramp but due to heavy  restrictions for making reconstructions (as part of city centers’ protected area) it is difficult to  overcome the issue and provide such support. 

The best way to create a motivating and trusting environment for students to overcome the barrier  is the collaboration between all important stakeholders in this process. This includes parents,  teachers, coordinators, experts and counselor. Having a constant and an open communication is  the key part of success as well as dedication, consistency, persistence and involvement of all  subjects that are included. Continuously keeping track and record of students’ progress or setbacks  and passing the information to whom it might be of an interest is essential part of collaboration.  

The School is responsible to: 

- Provide instruction and training to teachers and staff to support differentiation and  individual learning requirements 

- Raise teacher and staff awareness of individual learning needs of students and provide  resources to implement individual learning plans.  

Programme coordinator is responsible for: 

- Work collaboratively with teaching staff to support students with learning difficulties - Be involved in creating individualized learning plans  

- At enrollment, advise parents of rigorous programme requirements to ensure appropriate  placement 

- Communicate school document Inclusion policy  

Teachers responsibilities are: 

- To implement schools policies 

- To teach in a manner that respects the dignity and rights of all students without prejudice  of the race, colour, nationality, place of origin, religious beliefs, sex, sexual orientation or  physical characteristics 

- To identify educational needs, to implement instructions of individualized plan, to evaluate  and to keep a record of a students’ progress 

- To report any concerns to homeroom teacher, coordinator or a school counselor 

Parents responsibilities: 

- Be aware of the schools policies 

- Play an active role in child’s education  

- Provide school with supporting documentation of the child (medical documentation,  experts opinion) 

- Collaborate with coordinator, teaching staff or school counselor for advice and support 

School counselor is responsible for: 

- Conduct class observations 

- Monitoring implementation of a plan for individualized learning  

- Support and advise teachers and parents during implementation of individualized learning  plans 

- Counselling - individual or group counseling for students  

- Workshops and education for students to raise awareness (choosing suitable topics)  - Maintaining confidentiality of student files and records  

- Collaborate with Programme Coordinators and teaching staff in order to keep track of  students progress. 

Students are responsible for: 

- Provide feedback, as age appropriate, for learning and goals 

- Provide input into learning engagements 

- Provide reflections (written or verbal) on social and emotional growth

Learning needs 

Students that are currently enrolled at Druga gimnazija Sarajevo have difficulties that could be  challenge/barrier for our students such as: 

• Language barriers - most students come from Bosnia and Herzegovina or other countries’  educational systems where the curriculum is not taught in English. These students show  lack of English language knowledge and therefore have difficulties in learning and  understanding subjects 
• Emotional and psychological difficulties - encountering stress, emotional disorders,  psychosomatic illnesses, eating disorders,  
• Chronic illness - diabetes, allergies, epilepsy, spinal deformities,  
• Writing/reading difficulty (dyslexia, dysgraphia)  
• Speech impairment (stuttering, pronunciation) 
• Vision or hearing impairment,  
• Talented/gifted students,  
• Athletes,  
• Lack of prior knowledge in certain subject, 
• Different social/economic background, 
• Difficulty in adaptation to a new surroundings,  
• Attention disorders (focus, ADHD, ADD etc) 
• Neurological difficulties.  

Practices (procedures, arrangements) 

The school has standard procedures before creating individualized approaches and plans for  students with specific difficulty. There are two different types of situations that school encounters: TYPE 1 

1. Parents/legal guardians are obliged to inform the school if the child has medical history  from before or if changes in their child's health occur during the school year. 
2.  Medical documents need to be submitted in the student file.  
3. The application form has a health condition statement included that parents/legal guardians  are obliged to fulfil and sign. This document holds information such as chronic illness,  impairments, allergies, surgeries that had an impact on the health of the student etc. TYPE 2   1. Teaching staff recognizes and identifies the issue that the student has, then notifies  homeroom teachers, coordinators and schools’ counselors about it. 

    2. The coordinator/counselor/homeroom teacher are obliged to inform the students’  parents/legal guardians about the problem and following procedures in order to give  support to a student. This procedure includes a written record that states that parents/legal  guardians are . informed about their child’s status and which steps to take in order to  overcome the challenge/barrier/difficulty. For example, the student that encounters  challenges with learning language or math and shows lower academic performance is  offered additional language/math support classes in school.  

   In both types of situations the schools’ responsibility is to inform the parents/legal guardians about  the progress of the student. When it comes to difficulties with certain subjects, the teachers’  responsibility is to inform students’ homeroom teacher, programme coordinator and counselor  about the progress. The school counselor manages emotional and psychological support for  students, as well as collaboration between all stakeholders. The school counselor keeps track of  students' overall health (physical and mental) and progress. If the school counselor is not sufficient  to meet the needs for expertise, the school is using outsourcing and collaborates with medical staff  (specialists, psychotherapists etc.). The parents/legal guardians are given contact information of  the experts outside of school.  

   Any medical documentation or written records about students’ progress are held in the counselor's  office and the access to the file has the head of school, coordinator, school counselor, homeroom  teacher and student’s parents/legal guardians only by request and discretion.  School counselor is the official that manages the passing of the information at transition points  such as switching programs or schools.  

   Taking into account all circumstances previously stated, Druga gimnazija Sarajevo makes sure  that all students have access to quality education according to their abilities and needs.

   Barrier	Possible issues/matters to be   addressed	Arrangements
   Language barriers	- understanding teachers and subjects - communication with peers and staff - misunderstanding instructions  - assessment (not reaching full  potential)	-additional language classes or offering  ab initio language levels  -teaching staff making sure that student  understands the content and is following  instructions properly
   Chronic illness	-lack of focus and interest	-adapting deadlines for submitting work

   	-missing classes  -medication side effects  -mental health concerns	-additional consultations   -introduce students’ illness to teachers  in order to get a better perspective and  first aid protocols   -introduce first aid protocols to students’  classmates
   Barrier	Possible issues/matters to be   addressed	Arrangements
   Psychological/emotio nal needs	-emotional issues  -stress, anxiety, panic attacks  -lack of focus and motivation  -emotion control  -self-esteem issues  -poor self-management skills	-introduce relaxation techniques  -provide safe and trusting environment  -self awareness   -help with time management  -techniques and coping skills for dealing  with stress   -providing techniques to regulate  emotion
   Dyslexia/dysgraphia	-difficulties with understanding  subject materials  -needing more time to write/read -teachers unable to read handwritten  work   -lower grades due to poor handwriting -self-esteem issues	-additional time to complete tasks -prolonged deadlines for submitting  work (reading/writing)  -additional classes and written exercises  to improve handwriting   -peer to peer support
   Speech impairment	-verbalization difficulties  -self-esteem issues  -needing more time to answer   questions	-additional time to verbalize during oral  assessment or presentations  -make sure not to interrupt the student  during oral presentation  or trying to help pronounce words
   Vision/hearing   impairment	-missing out the information  -self esteem	-adapting seating arrangements (closer  to whiteboard, teacher being near, loud  enough and clear while speaking)
   Talented/gifted	-monotony   -losing interest during classes  -losing motivation	-provide additional tasks,   -provide additional reading materials or  homework,   -organize individual consultations -include and prepare students for  various competitions  -organize creative workshops  -allow students to express their creative  thinking
   Athletes	-missing classes due to competitions -having hard time understanding  content of a subject due to not being  present during classes -needing more time to complete tasks	-adapting deadlines for submitting work -additional explanation and   consultations  -peer to peer support

   
   

   Poor prior knowledge	-comprehension of subject  -missing important parts of subject  -needing more time and effort in order  to understand content	-additional classes  -supporting materials  -consultations with teachers  -peer to peer support
   Barrier	Possible issues/matters to be   addressed	Arrangements
   Attention disorders	- Lack of focus  - Easily distracted   - Behavioral issues	- Differentiated teaching  - Individualized lesson plans  - Repeating task requirements - Additional clarificatio

School year 2023/2024 

DGS policy revision team

INCLUSION POLICY

Contents 

IB mission statement

School mission statement

Philosophy

Purpose

Principles

Practice

Responsibilities

Head of school’s rights and obligations

(2) The head of school, coordinators and IB counsellor shall monitor the implementation of this policy during school year

IB coordinator’s rights and obligations

Homeroom teacher’s rights and obligations

Subject teacher’s rights and obligations

Student’s rights and obligations

Parent’s rights and obligations

Assessment

Assessment in Middle Years Programme

Assessment criteria

Types of assessment

Student achievement

Formative and summative assessment

Homework

Oral assessment

Written assessment

Calendar of written assessment tasks

Standardization of Assessment in the IB Middle Years Programme

Final grades

Conversion of grades

Determining student’s final overall grade

Corrective exams

Recording and Reporting

Promotion Requirements

Assessment in Diploma programme

Assessment types.

School-based assessment

Submission of assignments

Calendar of school deadlines

Standardization

Reporting and recording student progress

Predicted grades

Corrective exam

Requirements for full IB Diploma and Diploma qualifications

Connection to other policies

Academic Integrity policy

Inclusion policy

Language policy

ASSESSMENT POLICY

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

School mission statement

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

Philosophy

 At Druga gimnazija Sarajevo we thrive to create simulative environment with variety of teaching strategies for our students to grow. That very growth is not recognized only by student achievement, we strongly believe that fostering development of skills necessary for  becoming open minded and responsible World citizens is our responsibility. Well-planned and organized assessment is very important aspect in education, since it stimulates students to strive for continuous improvement. Fair and accurate summary of the student work and knowledge at Druga Gimnazija Sarajevo is designed in the way to provide adequate feedback for the further development.  It is carried out through various forms of formative and summative assessment based on different tasks depending on the nature of the subject and programe.

Purpose

• Student progress in learning and achievement is monitored
• Meaningful feedback for students and parents is provided on regular basis

Principles

• Students are offered with variety of teaching styles
• Differentiation is recognized as important aspect due to the fact that students have different learning styles and different background
• Students different performance is recognized in the context of learning
• Students prior knowledge is identified in order to recognize their needs and expectations
• Prescribed IB objectives are clarified to students prior the task
• Variety of assessment opportunities which are applicable and inspiring are provided
• Various forms of formative and summative assessment based on different tasks depending on the nature of the subject and program are offered
• Assessment is designed in a way to provide student with opportunity to evaluate their progress and recognize areas for improvement
• Achievement supported with reasonable arguing is provided to students in order to recognize areas of improvement
• Constructive and motivating feedback on students work offers justification which clearly indicates what was required for higher achievement level
• Internal standardization is a process for subject teachers by which they ensure consistency in assessment
• Assessment consolidation between IBMYP and IBDP is acknowledged

Practice

The assessment practices in the National Programme are standardized with the requirements provided for by the Ministry of Education, Science and Youth of the Sarajevo Canton. However, the school endeavours to use positive practices from the IB programmes whenever possible in order to improve the assessment process at the school level.

Assessment practices in the IB Middle Years Programme at Druga Gimnazija Sarajevo are designed so that they fulfil the assessment requirements of the International Baccalaureate Organization that refer to schools implementing the IB Middle Years Programme. At the same time, the school undertakes necessary measures that enable local students to fulfil the local requirements determined by the Ministry of Education, Science and Youth of the Sarajevo Canton so that they can also be awarded with final reports as given to the students that attend the National Programme.

On the other hand, the assessment practices in the IB Diploma Programme conform only with the assessment requirements of the IBO in terms of the internal and external assessment.

Responsibilities

Head of school’s rights and obligations

(1) Head of school shall ensure that the provisions of this Policy are implemented by all school staff involved in the implementation of the IB Programme.

(2) The head of school, coordinators and IB counsellor shall monitor the implementation of this policy during school year.

(3) The head of school is obliged to consider and respond in writing to any written complaint of a student parent concerning the methods and procedures of student assessment evaluation of the students

IB coordinator’s rights and obligations

IB Programme coordinator informs all teachers and other staff members about the provisions of this policy.

1. The head of school, coordinator and IB counsellor shall monitor the implementation of this policy during school year.
2. coordinator is obliged to ensure that the calendar of written assessment tasks of this Policy is timely produced.
3. coordinator is obliged to ensure that the calendar of written assessment tasks is accessible to students on a school’s notice board, school’s website or e-mail upon its production.
4. coordinator is obliged to oversee the implementation of the calendar of written assessment tasks in cooperation with homeroom teachers and IB counsellor.

Homeroom teacher’s rights and obligations

1. Homeroom teacher is obliged to inform parents about the provisions of this Policy at the first parental meeting, and students at the first homeroom class.
2. During the school year, the homeroom teachers are obliged to hold at least four parent meetings where they provide an overview of the class achievements in the previous period, informs the parents about the activities in the class, and ensures the exchange of information between the parents and subject teachers, IB counsellor, the IB coordinator and the head of school.
3. The homeroom teacher is obliged to organize informative meetings with parents on a weekly basis for parents to inform them about their child's grades, absences and behavior, and the classmate introduces pupils, parents, directors and councellor for IB programs at the beginning of the school year. The homeroom teacher informs students, parents, head of school and IB counsellor about the time of those meetings.
4. Upon parent’s request, the homeroom teacher is obliged to arrange an individual meeting between the parents and subject teachers.
5. The homeroom teacher is obliged to oversee the implementation of the calendar of written assessment tasks in cooperation with IB coordinator and IB counsellor.

Subject teacher’s rights and obligations

1. At the beginning and during the school year subject teacher of every teaching subject is obliged to introduce students, and, if necessary, teachers and IB counsellor, with assessment elements, as well as methods and procedures of student assessment.
2. The subject teacher is obliged to regularly maintain pedagogical records and documentation in accordance with the existing acts.
3. The subject teacher timely, in accordance with the requirements of the programme, provides students, in ManageBac or printed form, with the instruction sheet  containing the appropriate instructions for completion of the task, assessment criteria that apply in the specific task, clearly stated deadlines and the way of submitting the task, as well as the task-specific rubrics for some specific tasks where it is demanded by their nature.
4. The subject teacher provides students with written feedback to written assessment tasks and oral examinations for languages in IB Diploma Program.
5. The subject teacher checks and returns to students written assessment tasks within 10 (ten) working days.
6. The subject teacher announces students’ marks publicly in the classroom, except in a case of special circumstances (when student cannot come to school due to medical condition).
7. The subject teacher provides students with an opportunity to have an insight in an assessed assessment task. At the request, parents may have an insight in the task as well. The subject teacher holds onto the assessment papers until the end of a school year.
8. Where it is required by specific assessment criteria, the subject teacher may record students completing assessment tasks in audio and/or video format. The audio/video records can be accessed only by teachers themselves with the aim of analysing student work and providing students with advice on how to improve their performance. Those records may be forwarded only to the International Baccalaureate Organization in the case of obligatory moderation and monitoring of assessment.
9. Records from the previous paragraph may be used for the purpose of in-class formative assessment only with the written consent of the student’s parent/guardian.

Student’s rights and obligations

1. At the beginning of school year student is introduced to the elements and criteria of assessment, as well as the methods and procedures of evaluating student performance in each subject.
2. The student is obliged to respect all deadlines pertaining to the assessment process.
3. In the event that the student does not submit the work, the student will be awarded with the level of achievement 0 (zero) from each criterion that was applied in the process of assessing the task. In case of a student’s long absence from classes, the teacher can approve the extension of the deadline for the submission of the paper.
4. Student who was absent from the lesson at which a written assessment was conducted shall complete the missed written assessment task on the first lesson upon their return, unless the teacher determines otherwise because of the concept of the class.
5. Student who has violated the provisions of the Academic Integrity Policy shall be awarded level of achievement 0 (zero) in all criteria applied in the process of assessment of the task. Other relevant provisions of the Academic Integrity Policy shall be applied as well.
6. The student is entitled to have an insight in all assessed written assignments but is not entitled to photocopy, photograph or exempt them from the school.
7. The student is entitled to be provided with the assessment criteria in all subjects.
8. The student is entitled to be provided an explanation of the achievement level they are awarded with.

Parent’s rights and obligations

1. Parent has both the right and obligation to be introduced to the elements of assessment, as well as the methods of evaluation for each subject.
2. The parent is informed about assessment methods and procedures by the homeroom teacher at parent meetings, and if necessary may be further informed about them by subject teacher.
3. The parent is obliged to attend regular parent meetings and individual informative meetings with the homeroom teacher.
4. The parent is obliged to justify all student absences within three working days, and in the case of absences in the last week of the semester or the academic year by the last day of the semester or the academic year. In the event that the parent does not justify the absence of student within the specified deadline, they are classified as unexcused, which may result in disciplinary measures being imposed on the student, i.e. cause a deduction in the student’s behaviour grade.
5. The parent is entitled to have an insight in to the student’s written assessment tasks at individual meetings with the homeroom teacher or subject teacher.
6. The parent is entitled to contact the homeroom teacher to ask for the individual meeting with the subject teacher. The meeting can be arranged with the assistance of the homeroom teacher.
7. The parent is entitled to complain in writing to the IB coordinator and the head of school if the homeroom teacher or subject teacher refuse to give them a timely and necessary information on the success of their child.
8. The parent is entitled to written submissions (complaints, comments and suggestions) in relation to the assessment process. These are submitted to the head of school.
9. In the last week of the first semester and in the last two weeks of the teaching year, parent meetings and individual meetings with teachers are not be organized except for the purpose of justifying student.
10. The parent is entitled to submit a written complaint to the student’s final grade in the MYP program according to the Law on secondary education of the Sarajevo Canton.

Assessment

Assessment in Middle Years Programme

Assessment criteria

1. Assessment criteria for every subject as well as the procedures of evaluating student achievement are prescribed by the IBO. As the school authorized to implement the IB Programmes, Druga gimnazija Sarajevo is obliged to apply the assessment criteria for every subject throughout the assessment process.
2. Assessment in every subject is conducted by using only the assessment criteria for that particular subject.
3. Within every assessment criterion there are levels of achievement defined by their descriptors and numerical values (0-8).
4. Every student has to be assessed against every criterion in all subjects at least once per semester, i.e. twice during the school year. The same applies for each strand in every assessment criterion. It is desirable for every student to be assessed against each strand of every criterion more than twice during a school year.

Types of assessment

1. Evaluation is descriptive and numerical.
2. Descriptive assessment is carried out according to descriptors formulated by the IBO, which makes them accessible to IB schools through relevant guides for each of the eight subject groups.
3. Numerical grades are: excellent (7), very good (6), good (5), satisfactory (4), mediocre (3), poor (2) and very poor (1).

Student achievement

Activities in the process of evaluating student achievement are carried out by teachers objectively, transparently, continuously and publicly, respecting the learner's personality and giving each student an equal opportunity

Formative and summative assessment

1. In the spirit of reflecting on one's own work as one of the skills within the approaches to learning, formative assessment helps students, their parents and subject teachers to identify the student's strengths and weaknesses and enables them to set specific goals for improving results.
2. Within formative assessment and with the aim of determining a level of student achievement at a particular moment and subject, teacher shall conduct initial or mock assessment, especially when students are introduced to certain types of assessment tasks or certain forms of knowledge and skills for the first time in their education. Written mock assessment tasks shall not count towards the number of written examinations referred to subtitle bellow “Written assessment” of this policy.
3. Results achieved in the process of mock assessment are not recorded, and only serve as feedback to the teacher, students and parents on the knowledge gained in the subject in which the process was conducted -formative assessment.
4. Summative assessment is a common form of assessing students. It provides clear information on the achievement level that the student has reached at a particular moment. In the process of summative assessment, students may be assessed in different types of tasks so that they are provided with an opportunity to meet the objectives set within individual subjects, which also allow for the application of different assessment criteria.
5. Results of the summative assessment are regularly recorded in the class register book and the ManageBac platform.

Homework      

Homework is considered as important educational tool to support students learning. The intention for prescribed homework is to foster self-management, organizational and reflective skills. Besides developing skills, students reinforce conceptual learning and intents for student to make revision about previous and prepare for next lesson.

Homework assignments are recommended to help student to dedicate additional time to fully understand the purpose of the content being thought in the classroom.   

Students who repeatedly fail to complete homework should be notified to homeroom teacher and then further on to parents, since homework is recognized as an important part of formative assessment.

Oral assessment

1. Oral assessment represents all forms of oral evaluation of students' levels of competence in relation to gained knowledge, skills and abilities resulting in a mark.
2. The oral assessment procedures are conducted continuously throughout the school year.
3. The oral assessment may be combined with written and/or visual materials in tasks such as oral presentations and in other tasks where this is determined by the assessment criteria as well as aims and objectives of the subject group.
4. The oral assessment can be conducted during every lesson.
5. The oral assessment may not be shorter than five and longer than fifteen minutes, unless the student does not offer any answers to a minimum of three questions asked. In the case of group assignments, the oral examination must not be shorter than five and longer than fifteen minutes per student. If the duration of oral examination is precisely determined by the IBO guidelines for a particular subject group, then the provisions defined in the guidelines apply.
6. On a day in which students have a written examination, their knowledge may be orally assessed in only one more school subject. On a day in which students do not have a written examination, their knowledge may be orally assessed in two school subjects. The date of each oral assessment must be entered in the class register book and ManageBac.

Written assessment

1. Written assessment represents all forms of written examination resulting in a mark of student's written work. It can differ in its length, form and scope of the content.
2. (2) The written assessment is based on the content taught and conducted continuously throughout the course of the teaching year. In some subjects certain assessment criteria may require students to be assessed in the so-called unknown situations.
3. (3) The written assessment tasks are adjusted to the length of the written examination
4. (4) Marks achieved in the process of written assessment are entered in the class register book and ManageBac.
5. (5) Subject teacher is obliged to introduce students to the scope, content, time frame and the manner of conducting a written assessment.
6. (6) Ahead of the written assessment, the subject teacher is obliged to give written instructions to the students on the criteria, method, scale and procedure in relation to the assessment task which (instruction sheet).
7. (7) The subject teacher is obliged to announce the written task in a timely  manner, and at least 5(five) working days in advance.
8. (8) In one day, a student can only write one written assessment task, and in one week three at most.

Calendar of written assessment tasks

(1) Calendar of written assessment tasks (hereafter: calendar) is a school document drawn by the school for all classes of the IB Middle Years Programme.

(2) Teachers involved in the implementation of the IB Middle Years Programme establish the calendar for all classes of the IB Middle Years Programme by the end of by the end of the third week of teaching in each semester.

(3) The calendar is accessible to students and their parents on a school’s notice board, school website, or electronically. Calendar is sent to students electronically by their homeroom teacher, IB counsellor or IBMYP coordinator.

(4) The calendar consists of a list of subjects taught, teaching weeks and planned written assessment tasks. It is made according to the curriculum and timetable applied in the school year.

(5) The calendar contains information on short written assessment tasks as well.

(6) In addition to the published calendar, the teacher is obliged to announce every written assessment task no later than 5 (five) working days before its scheduled date.

(7) In exceptional situations, it is possible to postpone or cancel the scheduled written assessment task. After the reasoning for postponement or cancellation is provided, the decision on new date of the written assessment is made by the subject teacher, IB counsellor, IBMYP coordinator and the head of school.

(8) A student who was absent from the lesson on which a written assessment task was completed is obliged to do the written assessment task on the first lesson in that particular subject upon returning to school.

Standardization of Assessment in the IB Middle Years Programme

Although teachers involved in the implementation of the IB Middle Years Programme use the criteria prescribed by the IBO, there is always a possibility that teachers understand assessment criteria in different ways. This is why teachers are required to communicate among each other and share their views and understanding of assessment criteria in order to make the assessment process as objective as possible.

Sharing thoughts about and understanding of the assessment criteria is particularly expected to be done among teachers who teach subjects from the same subject group since they share the same assessment criteria.

In 2007 the school first introduced the standardization of assessment of students personal projects. It is being done in two stages:

• firstly, student’s supervisor and two or three other teachers assess the project completely independently,
• secondly, the three or four teachers compare the individual scores they have given for each of the criteria and in constructive discussion try to reach a consensus about the most appropriate score.

The same procedure is used in standardization of assessment in all subject groups where there is more than one teacher within the subject group. Teachers from the same subject group assess some of the tasks done by students individually and then jointly in a form of constructive discussions. This procedure is regarded as very valuable not only because of feedback that teachers may receive one from another in terms of sharing their views of assessment criteria, but also in terms of designing appropriate assessment tasks. Wherever possible (where there are two or more teachers teaching within the same subject group), it is expected of all the teachers to perform the internal standardization of assessment in their respective subject groups on tasks that students are given throughout the year.

Final grades

• The final grade in a subject represents the achieved level of student competences in the teaching subject and the result of the overall evaluation process during the academic year.
• The final grade in a teaching subject at the end of the academic year is determined by the subject teacher, who first determines students’ achievement for each of the criteria in the value from 0 to 8, and then sums up final levels of achievement for all four criteria. This sum determines a student’s final mark based on the following table prescribed by IBO for the purpose of determining grades at the end of the semester and the academic year:

                Table 1.

(3) Final level of achievement for individual assessment criteria is not necessarily an arithmetic average mean of entered marks. According to the IBO rules, it is taken into account whether a student has made a positive or negative progress during semester/school year.

(4) Students’ final grades can be determined only if the students were assessed at least once per semester against each strand of each criterion for every subject. It is desirable that a student is assessed against each criterion more than twice during the school year.

Conversion of grades

(1) At the end of semester and school year, IBO grades may be converted into grades used in Bosnian-Herzegovinian educational system.

(2)Conversion of the IBO grades into grades used in Bosnia and Herzegovina is done using the following table:

                     Table 2.

Determining student’s final overall grade

• Student’s final overall grade is determined using the following table:

                 Table 3.

• After conversion of IBO grades into Bosnian-Herzegovinian grades is conducted based on the conversion table from Conversion of grades (Table 2, Paragraph 2) final overall grade is determined by using the following table:

                 Table 4.

• Student who has final grade poor (2) or very poor (1) in one or two subjects at the end of the teaching year is required to take a corrective exam in those subjects and his/her final overall grade is poor (2) or very poor (1) irrelevant of their average grade. Corrective exam is conducted in accordance with the provisions of subtitle below Article 17 (Corrective exams) of the Assessment Policy.
• Student who has final grade poor (2) or very poor (1) after the corrective exam in one or two subjects must repeat the year.
• Student who has a final grade poor (2) or very poor (1) in three or more subjects at the end of the teaching year is required to repeat the year irrelevant of their average grade.
• Final grade in Personal Project is determined by the IBO based on the obligatory external moderation of Personal Projects. Students are issued a certificate on their Personal Project achievement by the IBO.

Corrective exams

(1) Student who has final grade poor (2) or very poor (1) in one or two subjects at the end of the teaching year is required to take a corrective exam in those subjects.

(2) Corrective exams may include written and/or oral examination of students in order to assess the student against all four assessment criteria of the subject in which the corrective exam is taken.

(3) Student’s final grade in the subject after the corrective exam is the student’s final grade in that subject for the whole school year.

Recording and Reporting

Assessment procedures are organized so that they are manageable for the teachers and students. When it comes to teachers, this manageability refers to both necessary classroom activities and marking and record keeping. Teachers keep record of student grades in the electronic form via ManageBac and class register book . Those records contain: the date of an activity a student was assessed for, the type of an activity a student was assessed for and level achieved by a student against the prescribed criteria that were assessed in the activity. Another important assessment document is represented in the form of task-specific rubrics. These are derived from the IBO prescribed criteria, but they are more precisely directed at different tasks. Thus, students get an opportunity to know exactly what they are supposed to do to reach a certain level of achievement for that task, instead of using general criteria descriptions.

Student portfolios also represent an important part of assessment documentation. They are managed and stored by subject teachers, and in last three years since ManageBac platform was introduced also tasks are archived. However, if they want to, students can be provided access to their portfolios so that they can follow their progress. Portfolios contain students’ work from both Year 4 and Year 5. Also, they contain at least those assessment tasks that are required for the IBO moderation of assessment in each of the subject groups. According to their judgement, teachers can add some other tasks to the student portfolios. A student portfolio may also contain some other documentation about a student, such as information about community service, personal project, academic results, self-evaluation forms etc. A student portfolio is kept at least for one year after the student finishes the IB Middle Years programme.

The reporting system reinforces the values of the IB Middle Years Programme. The students receive report cards via ManageBac for each of the subjects at the end of the semester and at the end of the school year. The report cards contain the following information: achievement against all the criteria, final (1-7) and (1-5) local grade, teachers’ comments, student’s effort, and approaches to learning and. These details provide enough information to both students and their parents so that they can identify the student’s strengths and weaknesses and respond accordingly.

The reporting to students and parents takes place on regular basis. The students are aware of their results and their parents as well, immediately upon completion of assessment via 2 (two) electronic platforms; ManageBac for grades prescribed by the IBO (0-7) and E-Dnevnik for grades converted into grades used in Bosnian-Herzegovinian educational system (1-5) (table 2). In addition, parents can have insight during their meetings with homeroom teachers that take place every two weeks.

Promotion Requirements

Promotion from each grade is not an automatic procedure. To be promoted from IBMYP Year 1 to IBMYP Year 2 and IBMYP Year 2 to Year 3 (i.e. the IB Diploma Programme or the National Programme), a student’s final report at the end of the school year should demonstrate no subject grade 1 or 2. In IBMYP Year 2, besides achieving at least final grade 3 in all subjects, a student should also obtain at least grade 3 in personal project and meet all the internal deadlines related to the project to earn the right to be promoted to a higher grade.

Assessment in Diploma programme

Assessment types

Formal IB assessment requirements: summative assessment directly contributing to the final diploma qualification, mostly externally assessed, and include examinations or work completed during the course, then sent to an external examiner (DP: From principles into practice)

• Formal IB external assessment: predetermined examinations or work completed during the course that is sent to an external examiner. These include examinations in each subject, written assignments or tasks for language classes, the Extended Essay and the Theory of Knowledge essay.
• Formal IB internal assessment: predetermined work completed during the course that is marked by the teacher based on prescribed task-specific criteria and confirmed or moderated by an external moderator. These may include oral exercises in language subjects, projects, student portfolios, reports, practical laboratory work or mathematical investigations.

School-based formative and summative assessment : all those activities undertaken by teachers and/or by their students, which provide information to be used for feedback to modify teaching and learning activities in which they are engaged; a tool or process that teachers can use to improve student learning (DP: From principles into practice). This comprises school-based summative and formative assessment tasks, all aligned with course assessment objectives that are designed to:

• Develop or practice approaches to learning (ATL) skills, or prepare students for IB formal assessment requirements
• Report progress of learning within each course
• Reflect student readiness in terms of diploma qualifications

Criterion-related assessment: a method of assessment that judges students’ work in relation to identified levels of attainment, rather than in relation to the work of other students.  This method applies to both school-based assessment and formal IB assessment requirements.

Approaches to learning (ATL): a programmatic and collaborative framework for teaching students to “learn how to learn.” These ATL skills are classified into communication, social, self-management, thinking and research skills appropriate to age and programme requirements

School-based assessment

In the IB Diploma Programme formative assessment is designed so as to help prepare students for the final summative assessment in the final exams in the best way possible.

Formative assessment should be regular and ongoing, to guide development through teacher, self and peer assessment, and will utilize many of the assessment tools listed. It enables the teacher and each student to know where they are in their learning and what they need to do next to further improve.

Formative assessment at our school IBDP includes:

• Self-assessment and peer assessment
• Quizzes, small weekly test and projects
• Effective questioning during lessons
• Homework
• Worksheets
• Discussions
• Practical or experimental work
• Teachers’ observations

Summative assessment is usually performed at the end of a complete unit or term. It measures the standards reached by students at certain milestones.  It is used by teachers to inform them about the quality of their work and whether their classes are at the target expected. It is used to compare student results from year to year within the school or to compare the school’s results with those of other institutions worldwide.

Summative assessment at our school IBDP includes:

• unit tests or papers
• term and end-year examinations
• mock exams
• internal assessment and coursework for external examinations

All assessments are designed in alignment with IBDP course objectives and subject specific assessment criteria.

Submission of assignments

The IB Diploma Program at Druga gimnazija Sarajevo subsumes these school-based interventions to nurture student responsibility regarding submission of major assignments and unit tests and to provide information to parents in order to help maximise student achievement.

• IB teachers clearly outline all assigned work to students in class and due dates noted.
• All tests and major assignments are posted on Managebac.
• Subject, test date/assignment and due date are noted on Managebac.
• Absenteeism shall not exempt students from missed assessments or tests/exams.
• Late submission of a major assessment the teacher shall implement the following interventions:
  • Conference with the student to determine the reason for not meeting the deadline and determine a new due date when the assignment or alternate assessment can be submitted in consultation with IB Diploma Coordinator;
  • If the second due date is not met by the student, the teacher shall make contact with the parents;
  • If after contact with the parents, the major assessment is not submitted, then the teacher will use professional judgment to determine the appropriate response in consultation with IB Diploma Coordinator.

Non-submission of the final coursework prevents the student from obtaining a grade in that subject even though he meets all other requirements.

Students who know they will be absent on the day an assessment item is due for submission must arrange for the item to be submitted before the listed due date or delivered to the school on that date.

Extension to the submission deadline can be allowed in cases of illness (with medical record provided), adverse circumstances or situation that are the subject to the Inclusion policy.

Calendar of school deadlines

Calendar of deadlines for different tasks is a school document drawn by the school for all subjects of the IB Diploma programme.

Teachers involved in the implementation of the IBDP establish the calendar for all subjects of the IBDP by the end of the third week of teaching in each semester. Calendar is available to all members of the school community via ManageBac.

Standardization

In the Diploma Programme, the teachers teaching the same subject are encouraged to carry out internal standardization of assessment, especially of internal assessment tasks, Extended Essays and methods of providing feedback. Where possible this also applies to teachers teaching different subjects within one subject group.

Reporting and recording student progress

Grading: Druga gimnazija Sarajevo, IBDP, expects all students to meet or exceed minimum academic standards for their own benefit and that of the entire school community.

In all IB courses, the IB grading scale 1 – 7 is applied using IB assessment criteria and rubrics as specified in each IB subject guide.

There are no requirements for IB Diploma Programme assessment to comply with any local requirements. However, there is a conversion scale according to which the IB grades (1-7) are converted into the national syllabus grades (1-5) for the purpose of university enrolment in Bosnia and Herzegovina, as allowed by the Ministry of education.

Recording: All DP teachers are expected to provide timely and informative feedback on all student work and record the grades to the ManageBac platform. All members of the school community have the access to the ManageBac, including students and parents.

Reporting: Progress reports comprise a report for each course and DP core component and provide feedback on student progress in the assessment objectives and a projection of student performance in formal IB assessment. Progress reports also assess the student effort according to the school-based effort scale:

Progress reports are provided to students and their parents at the end of each semester via ManageBac. IB course grades, based on school-based assessments, are formally reported to students and their parents at the end of each school term during the parents meetings organized by the homeroom teachers.

Predicted grades

The predicted grade is the teacher’s prediction of the grade that the candidate will receive in the subject. This grade is based on all of the evidence of the candidate’s work and the teacher’s knowledge of the IB guidelines and standards.

The exact percentage weighting of the components that teachers consider for the predicted grade is agreed annually during teacher meeting conferences and is specific for subject groups.

Predicted grades are submitted to the DP coordinator by the end of March.

Corrective exam

Student who achieves subject grade one (1) in any subjects at the end of the teaching year (DP 1) is required to take a corrective exam in those subjects.

Corrective exams may include written and/or oral examination of students in order to assess the student against all assessment criteria of the subject in which the corrective exam is taken.

Corrective exams take place in August.

Requirements for promotion from IB DP Year 1 into IB DP Year 2 are the same as for obtaining of the IB Diploma (minimum 24 points, plus other minimum requirements). For university enrolment, the students have to be issued (Bilingual) Diploma of International Baccalaureate. However, in accordance with the Decision issued by the Sarajevo Canton Ministry of Education, in certain special cases the students who achieve 21 points and meet some other minimum requirements can be allowed to enrol university, providing that they earn full IB Diploma in the next examination session.

Requirements for full IB Diploma and Diploma qualifications

Each student must take six DP subjects given the following requirements but considering the fact that student must take three standard level (SL) and three higher level (HL) subjects, or two standard level (SL) and four higher level (HL) subjects:

1. One Language A subject
2. Another language course (Language A, Language B; not in the same language)
3. One subject from Individuals and societies subject group
4. One subject from Sciences subject group
5. One Mathematics subject
6. One - sixth subject- from Sciences, Individuals and societies or another language
7. Obligatory TOK, CAS and EE courses.

Students who register for the full IB diploma are subject to the programme’s formal assessment requirements. Satisfactory completion of these requirements means the student earns the IB diploma:

• The minimum threshold for the award of the diploma is 24 points.
• CAS requirements have been met
• There is no “E” awarded for TOK and/or the EE
• There is no grade 1 awarded in a subject or level
• There are no more than two grade 2s awarded (HL or SL)
• There are no more than three grade 3s or below awarded (HL or SL)
• The candidate has gained 12 points or more on HL subjects (For candidates who register for four HL subjects, the three highest grades count)
• The candidate has gained 9 points or more on SL subjects (or at least 5 points for candidates who register for only two SL subjects)
• The candidate has not received a penalty for academic misconduct from the final award

Upon successful completion of the IB Diploma students can earn up to a maximum of 45 points. Each course completed in the six groups provides a maximum of seven (7) points plus an additional three (3) bonus points may be awarded for their combined performance on TOK and the extended essay accordin to the matrix below:

Students who do not meet the diploma qualifications will be awarded course certificates in subjects where students satisfactorily complete requirements.

Results of formal IB assessment are released online to students in July after the completion of the May examination session, through password protected access provided prior to graduation.

Connection to other policies

Academic Integrity policy

In an attempt to maintain the academic integrity and honesty of students, teachers and the school as a whole, Druga Gimnazija has adopted an Academic Integrity Policy according to which any form of cheating and plagiarism are punishable. Within this policy academic honesty is defined as action that results in the production of academic work that is original and not founded on cheating, inappropriate help of others or use of any source of information without giving credit where it is due. The school has also adopted the citation and referencing techniques which help students develop their information and media literacy skills

If the teacher suspects malpractice, Academic Integrity Policy will be followed for guidance. IB staff has an access to “Turnitin.com” to detect if there is a plagiarism in student work.

Inclusion policy

Without compromising the assessment standards, students with special educational needs and their abilities in meeting the requirements should be taken into account, according to the Inclusion Policy.

Language policy

Formative and summative assessment of language learning is continuous process, with diverse range of strategies in order to support students learning.  At Druga gimnazija Sarajevo IB programme English is official language of instruction, which means that all teachers are considered as language teachers. For every subject at least one strand in adequate objectives is dedicated for assessing students language competence.   

Assessment Policy Access

Students, parents and school community is encouraged to review and offer suggestions in order to support development of Assessment Policy.

School year 2020/2021

DGS policy revision team

2021

Table of Contents

IB mission statement

School mission statement

Purpose

Key terms

Responsibilities

The school

Programme coordinator

Teaching staff

The student

Parents and legal guardians

Measures taken to provide education and support

Procedures—reporting, recording and monitoring

Cases identified by the school

Incidents related to Coursework

Incidents related to examinations

The rights of the student, if suspected of a breach of academic integrity

Consequences

School penalty matrix

Bibliography

Academic integrity policy

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

School mission statement

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

Purpose

Druga gimnazija Sarajevo strives to align its school philosophy and principles to be consistent with those instated by the IBO, as described in all official IB documents. It is our responsibility as a school to prepare our students to be principled and to act with integrity and honesty, with a strong sense of fairness, justice, and with respect for the dignity and rights of people everywhere (Diploma programme: From principles into practice (2015)).

The purpose of this academic integrity policy is to support learners by creating a culture of self-respect and respect for others. IB students must understand academic integrity and avoid any form of academic misconduct (Diploma programme: From principles into practice (2015) and IB learner profile (2013)).

Maintaining academic integrity is a shared responsibility between the IB, IB World Schools and all stakeholders involved in IB education.

Key terms

It is very important to understand terms that are going to be used in this document.

Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals.

School maladministration is an action by an IB World School or an individual associated with

an IB World School that infringes IB rules and regulations, and potentially threatens the integrity of IB examinations and assessments.

Student academic misconduct is deliberate or inadvertent behaviour that has the potential to result in the student, or anyone else, gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another student is also regarded as academic misconduct. It also includes any act that potentially threatens the integrity of IB examinations and assessments that happens before, during or after the completion of the assessment or examination, paper-based or on-screen.

Responsibilities

The school

In order to avoid any form of misconduct or malpractice and to develop the culture of fairness and respect the school must ensure that all members of the school community must understand the principles of the academic integrity and must be aware of their responsibilities and roles within it.

Creating and maintaining the academic integrity culture requires a school-wide strategy with the following key elements:

• Embedding the policy into the school community by contextualizing the objectives of the policy and developing the skills needed, for all members of the community, to be able to meet the required expectations.
• Providing the guidance for teaching and non-teaching staff in order to provide consistencies in teaching strategies and pedagogical practices but also avoiding any kind of malpractice.
• Communicating the principles of academic integrity to parents and legal guardians
• Ensuring that all members of the school community understand their responsibilities and possible consequences for those that engage in student misconduct and school maladministration.
• Ensuring that students are held accountable when involved in an academic misconduct incident
• Ensuring that teachers and school administrators are held accountable when involved in a maladministration incident
• Notifying the IB of any breach of regulations
• Supporting the IB in any investigation into possible breach of regulations.

Programme coordinator

As a pedagogical leader school coordinator is responsible for maintaining an overall supervision of all activities related to the teaching and learning process at the school, but also to ensure excellent communications with the members of the school community.

Focusing on process of maintaining the culture of academic integrity the coordinator is responsible for:

• Planning and organizing meetings with subject teachers, homeroom teachers, librarians, counsellors and other staff members to explain the academic integrity policy whenever the policy is under review or when some new staff members join the team
• Appointing a staff member responsible for academic integrity in the school
• Organizing meetings, in collaboration with academic integrity designated person, for students and parents to explain academic integrity policy and respond to any questions that may arise
• Ensuring compliance with secure storage of confidential IB materials policy and the conduct of IB examinations
• reporting student academic misconduct and school maladministration to school administration and/or the IB

Teaching staff

Teachers are the most important agents of academic integrity in the classroom so they must understand expectations of the school’s academic integrity policy, so they are responsible for:

• Ensuring their conduct sets an important example to students so their acts must reflect the academic integrity culture
• Emphasizing that the purpose of education is not only the attainment of high grades, but to acquire knowledge and develop skills for the future
• Including the topic of academic integrity at the beginning of the studies and continuing with it, providing examples, as students’ studies develop
• Giving valid and contextualized feedback to students according to relevant subject guides
• Ensuring students are not provided with multiple rounds of editing as it can be regarded as school maladministration
• Collaboratively planning realistic workload so students can effectively produce work according to the IB’s expectations
• Confirming, to the best of their knowledge, the authenticity of students’ coursework, where teachers are strongly advised to make use of Turnitin
• Ensuring that all student work is submitted to the IB on time without any labelling errors
• Responding to student academic misconduct or maladministration accordingly

The student

Our students are expected to be principled with high responsibility for their actions that all should be authentic and reflect their personal levels of achievement.

All IB students at Druga gimnazija Sarajevo should embrace the academic integrity culture and therefore are expected to:

• Understand the principles of Academic integrity policy
• Be aware of consequences of student academic misconduct
• Attend all information meetings concerning academic integrity and conduct of exams
• Respond and report any form of academic misconduct or school maladministration
• Be responsible for acknowledging all sources and ensure all work submitted is their own
• Be ultimately responsible for the authenticity of their coursework
• Respect school deadlines in an honest manner and to the best of their abilities
• Abstain from receiving non-permitted assistance from friends, relatives, peers, tutors etc.
• Abstain of giving non-permitted assistance to peers in completion of their work
• Plan and allocate the time effectively to avoid any form of misconduct

Parents and legal guardians

Although they are not directly involved in daily tasks at school, parents and legal guardians are able to collaborate with the administrative and teaching team in the activities carried out by the school to promote academic integrity while encouraging their children to observe the rules and complete all work according to the expectations (Academic integrity, IBO, 2019).

In order to respect and support the culture of academic integrity at Druga gimnazija Sarajevo, parent and legal guardians are expected to:

• Read and understand the academic integrity policy and different forms of misconduct and maladministration
• Support their children in understanding of IB policies and school policies
• Support their children in planning manageable workload so they can allocate time effectively and avoid any forms of misconduct
• Understand the school procedures that safeguard the authenticity of their children’s work
• Understand the consequences of academic misconduct or maladministration
• Report any potential cases of student misconduct or school maladministration to the school coordinator
• Understand that their children cannot be provided with multiple rounds of editing as it can be regarded as school maladministration
• Abstain from giving or obtaining assistance in the completion of work to their children
• Submit only genuine and authentic evidence to support a request for inclusive access arrangements or adverse circumstances considerations for their children.

Measures taken to provide education and support

As it is the responsibility of the school to introduce students, parents and new staff members to IB and school policies, Druga gimnazija Sarajevo offers the following:

• IB coordinators present the program requirements to interested parties
• The school programme guide is available for further information on IB policies and programme requirements
• Homeroom teachers present the requirements of IB policies to parents and students in order to ensure better understanding
• Subject teachers continually present concepts of IB policies to students in contextualized manner to ensure better understanding
• School librarian provides guidance for the use of different citation styles
• Personal project/ Extended essay/Theory of knowledge supervisors

Procedures—reporting, recording and monitoring

All types of possible student academic misconduct should be reported to the IB by examiners or moderators during the review of examination papers or samples of work and by the school coordinator if identified prior by the school.

Cases identified by the school 

Teachers who suspect that a student has committed any form of the misconduct should collect valid evidence for any wrongdoing.

Incidents related to Coursework

When the subject teacher identifies issues with a piece of work during the two-years course of study or before the IB submission deadline, the situation will be resolved as follows:

• teacher reports the incident to the student’s homeroom teacher and program coordinator with evidences provided;
• homeroom teacher files the incident in the students’ school file and informs parents;
• incident of any malpractice should be clearly indicated in the students term report by the teacher;
• if a student commits an act of malpractice during the two-years course of study a meeting attended by the student with/without parents, subject teacher and homeroom teacher must be convened;
• both, the student suspected of academic misconduct and the teacher, should provide the statement so the school can judge based on the evidences provided;
• if a student commits an act of malpractice, penalties will be based on the evidences provided and the school penalty matrix available (see consequences);
• if a student commits an act of malpractice several times the students’ status in the DP will be discussed.

When the subject teacher identifies possible academic misconduct after the official IB submission the school  coordinator must inform the IB as soon as possible.

Incidents related to examinations

When the teacher or invigilator identifies issues during the subject tests or mock examination, the situation will be resolved as follows:

• teachers/invigilators are allowed to remove the student from the examination room;
• teachers report the incident to the student homeroom teacher and program coordinator with evidences provided if available;
• incident should be clearly indicated in the students term report by the teacher;
• the student will be invited to a meeting with the coordinator where he/she can provide the statement;
• parents will be informed by the homeroom teacher;
• penalties will be based on the evidence provided and the school penalty matrix available (see consequences).

When the invigilator identifies an act of misconduct during the final IB examination, the situation will be resolved as follows:

• The coordinator must report the incident to the IB immediately;
• Student should be allowed to finish the examination in question, unless his/her presence is disruptive to other students
• Students’ script will be submitted as usual
• The school will follow further instructions from the IB and dedicate full support for the investigation required by the IB.

The rights of the student, if suspected of a breach of academic integrity

In order to ensure consistency and fairness, the student that was suspected for any form of academic misconduct has the right to:

• Immediately inform parent/legal guardians about the issue;
• Request the presence of peers or parents/guardians during the official meetings in the school;
• Provide his/her own evidence and the statement about the incident;
• Be informed about the ongoing investigation in the school.

Consequences

When an act of misconduct by the student is confirmed by the IB then the IB decides on the penalties based on the evidence and the type of the misconduct. The possible consequences could include:

• Retake in 6/12 months allowed
• Change of the category could be requested (to the course candidate) where the student will be given the opportunity to retake the subject but not to be eligible for the full Diploma
• Permanent disqualification from the current or different programmes.

School penalty matrix

Each case of academic misconduct during the two-years course of study will be judged on the evidence available and sanction applied will be based on the school penalty matrix available below.

Written/oral coursework, subject tests and examinations during the two-years course of study

Note 1 - Level 2 penalty applicable only if the student plagiarises for the first time. If the student repeats the malpractice then the penalty level moves to 3a/3b. This applies to all of the listed infringements.

Note 2 - Plagiarism cases in EEs will only be considered when a considerable amount (more than 100) of consecutive words lacks proper reference.

Note 3 - Minor offences may include but are not restricted to:

• Conducting research without permission of the participants
• including offensive or obscene comments or graphic materials in any assessment component
• inclusion of materials with excessive or gratuitous violence or explicit sexual content or activity that could be considered or perceived offensive by others.

Note 4 - Moderate offences may include but are not restricted to:

• conducting field experiments or investigations that inflict pain or risks the well-being or survival of live organisms
• conducting research or fieldwork that damages the environment
• including offensive or obscene comments or graphic materials in any assessment component.

Note 5 - Major offences may include but are not restricted to:

• producing any work that shows disrespect of personal, political and/or spiritual values, and/or contain offensive remarks about race, gender, or religious beliefs
• falsification or fabrication of data in producing any work
• inclusion of materials with excessive or gratuitous violence or explicit sexual content or activity.

Note 6 - Unauthorized materials or items may include but are not restricted to:

• mobile or cellular phones
• Notes
• study guides
• own rough or scratch paper
• other prohibited electronic devices such as smartwatches or smartglasses.

Note 7 - Misconduct during examinations may include but are not restricted to:

• failing to abide by invigilator instructions
• disruptive behaviour
• attempting to remove examination materials from the examination room
• leaving the examination room without permission.

School year 2020/2021

DGS policy revision team

Bibliography:

Diploma programme: From principles into practice (2015)

IB learner profile (2013)

Academic integrity (2019)

IB Diploma Prgramme 

ADMISSION POLICY

IB mission statement

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

School mission statement

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

Our belief

At Druga gimnazija Sarajevo the International Baccalaureate Diploma Programme (IB Diploma Programme) is open to all students regardless of their ethnic, religious or racial background. The school admits the students who enter the final two years of their secondary education and who are considered capable of completing the IB Diploma Program successfully according to predetermined admission criteria. We admit students from our school, other local schools as well as international students.

Admission requirements

To be considered for enrollment at Druga gimnazija Sarajevo - IB Diploma Programme, candidates must meet the following academic and personal requirements:

• Submit a personal essay highlighting their involvement in PP/SA/DKU activities or extracurricular interests.
• Successfully complete an admission interview that evaluates the candidate's maturity, responsibility, and motivation to meet the programme's rigorous requirements, as well as probes further into the points given in the personal essay.
• Demonstrate excellent overall academic performance in previous studies.
• Meet specific subject requirements:
  o For Bosnian nationals: Maintain excellent or very good academic standing in Bosnian/Serbian/Croatian language, Mathematics, and English language during the previous two years of secondary education
  o For international students: Maintain excellent or very good academic standing in Mathematics and English language

The school evaluates academic records to assess each student's foundation skills in language proficiency, mathematical ability, reasoning, logical thinking, and analytical capabilities, all of which are essential for success in the programme.

Orientation classes and resit examinations

Students who do not initially meet the required academic standards may qualify for admission through our supplementary assessment process. The school offers:

• Orientation classes in Mathematics, English, and Bosnian language (or other relevant subjects)
• Opportunity to demonstrate academic readiness through resit examinations

These additional assessments allow candidates to prove their capability to successfully engage with the IB Diploma Programme curriculum. The purpose of this process is to ensure that all admitted students possess the necessary foundation to thrive in the programme, regardless of their initial academic results.

Admission timeline and information sessions

The admission process commences during the spring semester with a mandatory information session for all prospective students and their parents/guardians. While the IB Diploma Programme Coordinator is available throughout the academic year to address inquiries about the admissions process, attendance at this initial presentation is required for all applicants.

a. Program presentations for students and parents. The process begins with presentations held to interested students and parents in which the IB Diploma Programme Coordinator explains all the important details about the IB Diploma Program at Druga gimnazija Sarajevo, including the information about the IBO, IB Diploma Programme curriculum, subjects offered, size of groups, IB Diploma Programme core, assessment, IB diploma recognition and other IB Diploma Programme admissions requirements.

b. Subject- specific presentations. The school organizes several small workshops where all IB Diploma Programme subject teachers can present their subjects to interested students explaining the HL/SL syllabus and subject specific requirements, but also answer subject-related questions.

c. Subject selection guide. To help families make big decisions regarding program and subject selections, the school prepares subject selection guide to ensure that they make informed choices that comply with the arrangements of Druga gimnazija Sarajevo and the rules of the IB Diploma Program.

d. Preliminary subject-choice survey. It is, in a sense, a wish list. Results of the survey help the school counselor to profile students and help them with the final choice of subjects. Also, the school uses the responses to preliminary check the subject availability based on the numbers of interested students.

e. Counselor advisory meetings. School counselor meets with students and help them make the final decision regarding the subject choice that fits the best their future interests.

f. Revision classes. In order to support students that do not meet admission criteria but would like to apply for the IB education, the school organizes preoperational classes in Bosnian language, English language and Mathematics. After they finish the preparation, students can take the entrance exams.

g. Application process and final subject choice. The application week starts in mid-June but the entrance examinations and interviews are held in late June. All applicants must download the application form from the school website and return it completed to the IB DP Coordinator before the deadline. The school notifies all applicants on their final status.

Student profile and interview process

Successful candidates at Druga gimnazija Sarajevo must exemplify the IB Learner Profile characteristics. The ideal candidate demonstrates:

• An inquiring and open mindset
• Academic diligence and reliability
• Strong communication skills
• Enthusiasm for learning
• Excellent time-management and organizational abilities

All applicants must participate in a comprehensive interview conducted by the IB Diploma Programme Coordinator and school counselor. Language teachers may join the interview panel when relevant. During this evaluation, candidates will:

a. Present their academic and personal background

b. Engage in discussions on unfamiliar topics

c. Demonstrate their analytical and critical thinking abilities

The interview assessment criteria include:

• Language proficiency and accuracy
• Critical thinking, clarity and coherence of ideas
• Understanding of and respect for academic standards and alignment with IB learner profile attributes

Regulation of subject selection

a. Subject acceptance. Minimum number of students per group/subject is five. Maximum number of students per group/ subject is eighteen. If the group exceeds allowed numbers, students will be grouped based on their overall success and target subject results. The others choose the other subject of interest.

b. Changing the subject choice. Students have an opportunity to make changes to their subject choices, and levels, in early September but only if the timetable, and class size allow. Students should be aware that it will never be possible to suit the individual needs of every student, but the school will try to create groups and the timetable that matches the needs of the majority.

c. Taking four HL subjects. Based on the individual student’s needs and abilities in the subject area, the school may allow students in the IB Diploma Programme to select up to 4 subjects at the higher level (HL).

d. Core components. The three core requirements of the IB Diploma Programme - TOK (Theory of knowledge), CAS (Creativity, action and service) and EE (Extended essay) are compulsory for students following the full Diploma Program.

e. School Supported Self-Taught Language A. Druga gimnazija Sarajevo values the linguistic diversity of its student body and supports students whose mother tongue is not among the Languages A currently offered by the school. These students may choose to study their mother tongue as a self-taught Language A: Literature course within their IB subject selection. The school provides organizational support and guidance by assigning a supervisor who monitors the student’s progress and ensures that the course meets IB requirements. All roles, responsibilities, and possible arrangements related to the self-taught course—including the involvement of tutors—are defined in the school’s Language Policy.

Students transferring from other IB schools

Druga gimnazija Sarajevo accepts students have started the IB Diploma Programme at other IB school on condition that:

• the school currently offers the subjects they studied in previous school
• chosen subject groups do not exceed allowed numbers Transferring student needs to submit reports and transcripts from previous school that confirm they was enrolled in the IB Diploma Programme.

The school does not accept students have started other national/international schools (offering different educational programs) after the school year starts or in the Year two of the IB Diploma Programme.

Admission criteria

In the admission process for the IB Diploma Programme at Druga gimnazija Sarajevo, candidates are assessed based on both academic performance and personal qualities aligned with the IB learner profile.

A total of 100 points is awarded during the selection process, distributed as follows:

•  55% (55 points) – Based on the candidate’s grades from the previous two school years.
  
  These grades reflect the student’s academic consistency, effort, and readiness to take on the demands of the IB Diploma Programme. Particular attention is given to performance in key subjects such as Bosnian/Serbian/Croatian language, English, and Mathematics.
•  45% (45 points) – Based on the admission interview and personal essay.
  The interview and essay are assessed using clearly defined rubrics that evaluate:
  o Language use
  o Critical thinking demonstrated in the interview
  o Alignment with the IB learner profile based on the personal essay

This balanced approach ensures that students are not only academically prepared but also personally motivated and aligned with the values of the IB.

Applicants can download the application form from the school website: www.2gimnazija.edu.ba

Annexes

Annex 1: Admission flow

Annex 2: Admission criteria with descriptors.

Annex 3: Prescribed application form.

IB Diploma Programme admission criteria

APPLICATION FORM

School supported self-taught Language A SL students

Druga gimnazija Sarajevo appreciates the diversity of languages spoken by the school community. Advice and support are given to students whose mother tongue is other than the currently offered Languages A and who want to include their mother tongue in their subject program.

If taking the self-taught language the student must be a proficient speaker and writer of the language, with self-discipline necessary for working independently through this two-year program.

The student must understand and accept the parameters of self-taught course. His/her schedule will include one period designated for self-study course, and a supervisor who will advice the student on the techniques required for such tasks as essay writing and the commentary, set the timeline with the student, ensure that the student works regularly on the approved booklist and is preparing seriously for the examination, supervise the work required for the world literature component and administer the oral examination provided by the IBO. The supervisor monitors student's progress.

The student must have an external tutor that will help him/hert with Lang A:lit SL. The tutor must understand IB criteria so he/she can help with literature analysis and preparation for exam style questions. The tutor also should regularly report student's progress to the school supervisor or coordinator. The school can assist parents in searching the suitable external tutor for the language, but it is solely the responsibility of the parents/guardians/students.

Introduction

Dear Parents and Guardians,

Year II students at Druga gimnazija Sarajevo (or Year 10 students) will be commencing their International Baccalaureate Diploma Programme from Semester II this year. This will mean that students (and their families) will need to consider the most appropriate subjects on offer at our school.

Each student is required to select a total of six subjects and identify the level of study as either Standard Level (SL) or Higher Level (HL). Students will need to have selected three SL subjects and three HL subjects in order to comply with Diploma requirements.

To help families make these selections, students have this booklet* to ensure that they make informed choices that comply with the arrangements of  Druga gimnazija Sarajevo and the rules of the IB Diploma Programme. While our school aims to offer all subjects listed in this booklet, it is important to note that this will be dependent on class numbers and the school’s staffing capacity. Some subjects may not be able to be offered if minimum numbers are not met. If it comes to that, we will contact the student for regrouping if possible.

Students will have an opportunity to access to many different sources of information to assist them with their selections and these include:

• Conversations with relevant subject teachers
• Conversation with IB Councelor, Careeer Support
• Presentation held by IBDP Coordinator
• Presentation held by our DP Year II student
• Subject presentations in group sessions
• Individual academic performance data.

Students will be asked to complete Preliminary Subject Choice Form (online form) used for better organization.

*The subject requirements may vary due to COVID-19 assessment modifications. The booklet shows standard subject requirements.

Mission

IB MISSION STATEMENT

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

SCHOOL MISSION STATEMENT

Druga gimnazija Sarajevo teaches and encourages students to learn, nurture their talents and apply them to various challenges of today. It introduces young people to a rich world of friendship, tolerance and intercultural understanding, while guiding them to think critically, be just and socially responsible.

IB LEARNER PROFILE

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.

Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

International Baccalaureat Diploma Programme (IBDP)

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe.

As of February 2018, there are 3,182 schools offering the DP, in 153 different countries worldwide.

The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically. Through the Diploma Programme, our school is able to develop students who:

• have excellent breadth and depth of knowledge
• flourish physically, intellectually, emotionally and ethically
• study at least two languages
• excel in traditional academic subjects
• explore the nature of knowledge through the programme’s unique theory of knowledge course.

IB DP students do not have to worry about university admission. Due to its rigorous assessment, the programme has gained recognition and respect from the world's leading universities. For more info check: http://www.ibo.org/recognition/.

When it comes to the IB DP at our school, Druga Gimnazija Sarajevo was the first school in Bosnia and Herzegovina to introduce the IB DP in 2000. The programme is taught in English and the final exams take place in May examination session.

For further information about the IBDP at Druga gimnazija Sarajevo, please contact +387 (0)33 586 369 or This email address is being protected from spambots. You need JavaScript enabled to view it. .

Curriculum

The  DP curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), Creativity, activity, service (CAS) and the extended essay.

Through the DP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

An IB education is holistic in nature—it is concerned with the whole person (Figure 1.).  Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile. IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Figure 1. The IBDP model (www.ibo.org)

Students choose courses from the following subject groups: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts.

The list of IBDP subjects/levels our school is offering:

Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts, since Druga gimnazija Sarajevo does not offer subjects in Group 6.

Students will take some subjects at higher level (HL) and some at standard level (SL).  HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.

Standard level subjects take up 150 teaching hours. Higher level comprises 240 teaching hours.

In order to be registered for the final exams school recommends to students to regularly attend classes otherwise if they have more than 15% absences students lose the right to take final exams.

Assessment

The International Baccalaureate® (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance. 

For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability.

Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the theory of knowledge (TOK) essay and the extended essay (EE).

In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.

In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted.

A student’s final Diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. 

Core: Extended Essay

The extended essay of some 4,000 words offers the opportunity for IB students to investigate a topic of special interest, usually one of the student’s six DP subjects, and acquaints them with the independent research and writing skills expected at university.

It is intended to promote high-level research and writing skills, intellectual discovery and creativity – resulting in approximately 40 hours of work. It provides students with an opportunity to engage in personal research on a topic of their choice, under the guidance of a supervisor. This leads to a major piece of formally presented, structured writing of no more than 4,000 words, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject.

It is recommended that students follow the completion of the written essay with a short, concluding interview – vice voce – with the supervisor. In countries where normally interviews are required prior to acceptance for employment or for a place at university, the extended essay had proved to be a valuable stimulus for discussion.

Reasearching and writing the EE further developes research skills, critical thinking but also time-management skills, as recognized by our students at DGS. EE is externally assessed and mandatory Diploma requirement together with TOK.

Core: Creativity, Action, Servise (CAS)

Creativity, action, service is at the heart of the Diploma programme, involving students in a range of activities that take place alongside their academic studies throughout the IB Diploma Programme. The component’s three strands, often interwoven with particular activities, are characterised as follows:

• Creativity – arts and other experiences that involve creative thinking
• Action – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the IB Diploma Programme
• Service – an unpaid and voluntary exchange that has a learning benefit for the student.

Creativity, action, service (CAS) encourages students to be involved in activities as individuals and as part of a team that take place in local, national and international contexts. Creativity, action, service enables students to enhance their personal and interpersonal development as well as their social and civic development, through experiential learning, lending an important counterbalance to the academic pressures of the rest of the IB Diploma Programme. It should be both challenging and enjoyable – a personal journey of self-discovery that recognises each student’s individual starting point.

Activities should provide:

• real, purposeful activities, with significant outcomes
• personal challenge – tasks must extend the student and be achievable in scope
• thoughtful consideration, such as planning, reviewing progress and reporting
• reflection on outcomes and personal learning.

Core: Theory of Knowledge (TOK)

Theory of knowledge (TOK) course provides students with an opportunity to explore and reflect on the nature of knowledge and the process of knowing. It is a core element of the DP to which schools are required to devote at least 100 hours or 134 hours of class time.

In TOK, students reflect on the knowledge, beliefs and opinions that they have built up from their years of academic studies and their lives outside the classroom. The course is intended to be challenging and thought-provoking as well as empowering for students.

Theory of knowledge (TOK) explores questions about knowledge and the process of knowing. TOK emphasizes comparisons and connections between areas of knowledge and encourages students to become more aware of their own perspectives and the perspectives of others.

The aims of the TOK course are:

• to encourage students to reflect on the central question, “How do we know that?”, and to recognize the value of asking that question;
• to expose students to ambiguity, uncertainty and questions with multiple plausible answers;
• to equip students to effectively navigate and make sense of the world, and help prepare them;
• to encounter with new and complex situations;
• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions;
• to engage students with multiple perspectives, foster open-mindedness and develop intercultural understanding;
• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge;
• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

The TOK curriculum components

• The core theme—Knowledge and the knower: This theme encourages students to reflect on themselves as knowers and thinkers, and to consider the different communities of knowers to which we belong.
• Optional themes: This element provides an opportunity to take a more in-depth look at two themes of particular interest to teachers and students. The given themes all have a significant impact on the world today and play a key role in shaping people’s perspectives and identities. Teachers select two optional themes from a choice of five: knowledge and technology; knowledge and language; knowledge and politics; knowledge and religion; and knowledge and indigenous societies.
• Areas of knowledge: The areas of knowledge (AOK) are specific branches of knowledge, each of which can be seen to have a distinct nature and sometimes use different methods of gaining knowledge. In TOK, students explore five compulsory areas of knowledge: history; the human sciences; the natural sciences; mathematics; and the arts.

Each theme and area of knowledge are organized into a “knowledge framework” consisting of four common elements: scope, perspectives, methods and tools, and ethics.

TOK assessment outline

Group 1: Language A: literature

The course is built on the assumption that literature is concerned with our conceptions, interpretations and experiences of the world. The study of literature can therefore be seen as an exploration of the way it represents the complex pursuits, anxieties, joys and fears to which human beings are exposed in the daily business of living.

It enables an exploration of one of the more enduring fields of human creativity, and provides opportunities for encouraging independent, original, critical and clear thinking. It also promotes respect for the imagination and a perceptive approach to the understanding and interpretation of literary works.

Through the study of a wide range of literature, the Language A: Literature course encourages students to appreciate the artistry of literature and to develop an ability to reflect critically on their reading. Works are studied in their literary and cultural contexts, through close study of individual texts and passages, and by considering a range of critical approaches. In view of the international nature of the IB and its commitment to intercultural understanding, the Language A: Literature course does not limit the study of works to the products of one culture or the cultures covered by any one language. The study of works in translation is especially important in introducing students, through literature, to other cultural perspectives. The response to the study of literature is through oral and written communication, thus enabling students to develop and refine their command of language.

Group 2: Language B

Language B in the Diploma Program enables students to master another language as well as to learn something about other cultures through language acquisition. Language B at both HL and SL is a language acquisition course designed for students with some previous experience of the target language, and they are expected to be able to follow classes in various disciplines in the target language.

Course aims

The following aims are common to Language B: 

• Develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance.

• Enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes.
• Encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures.
• Develop students’ awareness of the importance of language in relation to other areas of knowledge
• Develop students' awarenes of importance of language in intercultural cooperation

Curriculum model overview

Language B syllabus includes several components described in the table below:

Assessment model

Assessment is divided into external and internal as shown in the table below: 

Group 3: Business Management

The business management course covers the key characteristics of business organization and environment through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment.

Course aims

The aims of the DP Business management course are to enable students to:

• encourage a holistic view of the world of business
• empower students to think critically and strategically about individual and organizational behaviour
• promote the importance of exploring business issues from different cultural perspectives
• enable the student to appreciate the nature and significance of change in a local, regional and global context
• promote awareness of the importance of environmental, social and ethical factors in the actions of individuals and organizations
• develop an understanding of the importance of innovation in a business environment.

Curriculum model overview

Assessment model

Assessment is divided into internal and external.

Group 3: Economics

Economics is a dynamic social science. The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. The economics course encourages students to develop international perspectives, fosters a concern for global issues and raises students’ awareness of their own responsibilities at a local, national and international level.

Course aims

The aims of the DP Economics course are to enable students to:

• develop an understanding of microeconomic and macroeconomic theories and concepts and their real-world application
• develop an appreciation of the impact on individuals and societies of economic interactions between nations
• develop an awareness of development issues facing nations as they undergo the process of change

Curriculum model overview

DP Economics HL and SL are different by the scope of details covered within sections taught.

Assessment model

Assessment is divided into internal and external.

Group 3: Geography

Geography is a dynamic subject that is grounded in the real world and focuses on the interactions between individuals, societies and physical processes. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places.

Course aims

The aims of the geography course at SL and HL are to enable students to:

• develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues
• understand and evaluate the need for planning and sustainable development through the management of resources at varying scales.

Syllabus Outline                                               

Assessment model

Group 3: ITGS

The IB DP information technology in a global society (ITGS) course is the study and evaluation of the impacts of information technology (IT) on individuals and society. It explores the advantages and disadvantages of the access and use of digitized information at the local and global level.

Course aims:

• enable students to evaluate social and ethical considerations arising from the widespread use of IT by individuals, families, communities, organizations and societies at the local and global level
• develop students’ understanding of the capabilities of current and emerging IT systems and to evaluate their impact on a range of stakeholders
• enable students to apply their knowledge of existing IT systems to various scenarios and to make informed judgments about the effects
• encourage students to use their knowledge of IT systems and practical IT skills to justify IT solutions for a specified client or end-user.

Syllabus outline

ITGS follows the curriculum as follows:

Assessment model

Students are assessed internally and externally as it is presented:

Group 3: History

History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and a plurality of opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today.

History aims

The aims of the history course at SL and HL are to:

• develop an understanding of, and continuing interest in, the past
• encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
• promote international-mindedness through the study of history from more than one region of the
• develop key historical skills, including engaging effectively with sources

Syllabus outline

Assessment Model

Group 3: Psychology

The IB Diploma Programme psychology course is the systematic study of behaviour and mental processes. Students undertaking the course can expect to develop an understanding of how psychological knowledge is generated, developed and applied but also they will develop their critical thinking skills. The holistic approach reflected in the curriculum, which sees biological, cognitive and sociocultural analysis being taught in an integrated way ensures that students are able to develop an understanding of what all humans share, as well as the immense diversity of influences on human behaviour and mental processes.

Syllabus outline

Assessment outline (1 hour=60`)

Group 4: Biology

Biology is the study of life. Biologists attempt to understand the living world at all levels using many different approaches and techniques. At one end of the scale is the cell, its molecular construction and complex metabolic reactions. At the other end of the scale biologists investigate the interactions that make whole ecosystems function.

Assessment objectives

The assessment objectives for biology reflect those parts of the aims that will be formally assessed either internally or externally. These assessments will center upon the nature of science. It is the intention of these courses that students are able to fulfill the following assessment objectives:

• Demonstrate knowledge and understanding of: facts, concepts and terminology , methodologies and communicating scientific information
• Apply: facts, concepts and terminology, methodologies and communicating scientific information.
• Formulate, analyze and evaluate: hypothesis, research question, methodologies, primary and secondary data, scientific explanations
• Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Curiculum overview

Assesment outline

There are two types of assessment, internal and external, as presented in the table below:

Group 4: Chemistry

 Chemistry is the study of matter, its properties, how and why substances combine or separate to form other substances (chemical reactions), and how substances interact with energy. Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. It is often called the central science as chemical principles underpin both the physical environment in which we live and all biological systems.

Aims of subject

DP chemistry aims are:

• Demonstrate knowledge and understanding of: facts, concepts and terminology , methodologies and communicating scientific information
• Apply: facts, concepts and terminology, methodologies and communicating scientific information.
• Formulate, analyze and evaluate: hypothesis, research question, methodologies, primary and secondary data, scientific explanations
• Demonstrate the appropriate research, experimental, and personal skills necessary to carry out insightful and ethical investigations.

Syllabus overview

Assessment outline

Group 4: Physics

Physics is a fundamental science that seeks to explain the universe, from the smallest particles to great distances among galaxies. By studying physics, students become aware of how scientists work and communicate, and master basic methods of observation and work in the laboratory.

The objectives of the curriculum

The basic objectives of the DP Physics Program are reflected in the following: (17)

• Acquiring and applying knowledge of methods and techniques that are characteristic of science and technology
• Developing the ability to analyze, evaluate and synthesize scientific information
• Understanding the importance of mutual cooperation and communication in scientific research
• Developing awareness of ethical implications in science and technology
• Understanding opportunities and borders in science and technology

Curriculum overview

DP physics is studied through several components that include theoretical and practical work.

Assessment outline

Assessment is carried out internally and externally, and the components to be assessed are presented in the table below.

Group 4: Computer science

Computer science is the study of theory, experimentation, and engineering that form the basis for the design and use of computers. It is the scientific and practical approach to computation and its applications along with the systematic study of the feasibility, structure, expression, and mechanization of the methodical procedures (or algorithms) that underlie the acquisition, representation, processing, storage, communication of, and access to, information.

Subject aims

DP Computer science course emphasizes the need for both a theoretical and practical approach and the aims of the subject are:

• Provide opportunities for study and creativity within a global context that will stimulate and challenge students developing the skills necessary for independent and lifelong learning
• Provide enable students to apply and use a body of knowledge, methods and techniques that characterize computer science
• demonstrate initiative in applying thinking skills critically to identify and resolve complex problems
• engender an awareness of the need for, and the value of, effective collaboration and communication in resolving complex problems
• develop logical and critical thinking as well as experimental, investigative and problem-solving skills
• raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology

Syllabus and Assessment outline

Group 5: Mathematics

There are two different subjects in mathematics, each available at SL and HL. We want to make sure that we offer courses which will give the most advantages to our students and meet student's different needs, aspirations, interests and abilities.  For this reason we will be offering Mathematics: Applications and Interpretation (MAI SL) at Standard Level, Mathematics: Analysis and approaches at Standard Level (MAA SL), and Mathematics: Analysis and approaches at Higher Level (MAA HL). These courses are designed for different types of students: those who wish to study mathematics as a subject in its own right or to pursue their interests in areas related to mathematics (MAA), and those who wish to gain understanding and competence in how mathematics relates to the real world and to other subjects (MAI).

In making their selection, individual students should be advised to take into account the following factors:

• their own abilities in mathematics and the type of mathematics in which they can be successful
• their own interest in mathematics and those particular areas of the subject that may hold the most interest for them
• their other choices of subjects within the framework of the DP
• their academic plans, in particular the subjects they wish to study in the future

The Mathematics: Applications and Interpretation

The Mathematics: Applications and Interpretation course has the following profile:

• emphasis on modelling and statistics;
• develop strong skills in applying mathematics to the real-world;
• real mathematical problem solving using technology;
• for students interested in social sciences, natural sciences, medicine, business, some economics, psychology, and design.

Mathematics: Analysis and Approaches

Mathematics: Analysis and Approaches will be offered at both Standard Level and Higher Level. The courses have the following profile:

• emphasis on calculus, and on algebraic methods;
• both problem solving with and without technology is required;
• develop strong skills in mathematical thinking;
• real and abstract mathematical problem solving;

• for students interested in mathematics, medicine, engineering, physical sciences, and some economics.
•  

Assessment

Analysis and Approaches HL

Internal assessment - 20%

Mathematical exploration : Internal assessment in Mathematics is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics.

External assessment – 80%

There are three written examination papers:

• Paper 1 (2 hrs): weighting 30% (no calculator allowed)
• Paper 2 (2 hrs): weighting 30% (graphic display calculator (GDC) required)
• Paper 3 (1 hr) : weighting 20% (graphic display calculator (GDC) required)

Analysis and Approaches SL

Internal assessment - 20% : Mathematical exploration Internal assessment in Mathematics is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics.

External assessment – 80%

There are two written examination papers:

• Paper 1 (1.5 hrs): weighting 40% (no calculator allowed)
• Paper 2 (1.5 hrs):weighting 40% (graphic display calculator (GDC) required)

Applications and Approaches (SL only)

Internal assessment - 20%: Mathematical exploration Internal assessment in Mathematics is an individual exploration. This is a piece of written work that involves investigating an area of Mathematics.

External assessment – 80%

There are two written examination papers:

• Paper 1 (1.5 hrs): weighting 40% (graphic display calculator (GDC) required)
• Paper 2 (1.5 hrs): weighting 40% (graphic display calculator (GDC) required)

International Baccalaureat Diploma Programme (IBDP) Overview

The International Baccalaureate® (IB) Diploma Programme (DP) is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe.

The programme aims to develop students who have excellent breadth and depth of knowledge – students who flourish physically, intellectually, emotionally and ethically. Through the Diploma Programme, our school is able to develop students who:

• have excellent breadth and depth of knowledge
• flourish physically, intellectually, emotionally and ethically
• study at least two languages
• excel in traditional academic subjects
• explore the nature of knowledge through the programme’s unique theory of knowledge course.

IB DP students do not have to worry about university admission. Due to its rigorous assessment, the programme has gained recognition and respect from the world's leading universities. For more info check: http://www.ibo.org/recognition/

When it comes to the IB DP at our school, Druga Gimnazija Sarajevo was the first school in Bosnia and Herzegovina to introduce the IB DP in 2000. The programme is taught in English and the final exams take place in May examination session.

For further information about the IBDP at Druga gimnazija Sarajevo, please contact +387 (0)33 586 369.

Curriculum

The  DP curriculum is made up of six subject groups and the DP core, comprising theory of knowledge (TOK), Creativity, activity, service (CAS) and The extended essay.

Through the DP core, students reflect on the nature of knowledge, complete independent research and undertake a project that often involves community service.

An IB education is holistic in nature—it is concerned with the whole person (Figure 1.).  Along with cognitive development, IB programmes address students’ social, emotional and physical well-being. They value and offer opportunities for students to become active and caring members of local, national and global communities; they focus attention on the values and outcomes of internationally minded learning described in the IB learner profile. IB learners strive to become inquirers, knowledgeable, thinkers, communicators, principled, openminded, caring, risk-takers, balanced and reflective. These attributes represent a broad range of human capacities and responsibilities that go beyond intellectual development and academic success. They imply a commitment to help all members of the school community learn to respect themselves, others and the world around them.

Figure 1. The IBDP model (www.ibo.org)

Students choose courses from the following subject groups: studies in language and literature; language acquisition; individuals and societies; sciences; mathematics; and the arts.

The list of IBDP subjects/levels our school is offering:

Students may opt to study an additional sciences, individuals and societies, or languages course, instead of a course in the arts, since Druga gimnazija Sarajevo does not offer subjects in Group 6.

Students will take some subjects at higher level (HL) and some at standard level (SL).  HL and SL courses differ in scope but are measured according to the same grade descriptors, with students expected to demonstrate a greater body of knowledge, understanding and skills at higher level.

Each student takes at least three (but not more than four) subjects at higher level, and the remaining at standard level.

Standard level subjects take up 150 teaching hours. Higher level comprises 240 teaching hours.

For further information about the offered subjects please open the 'DP subject briefs' panel in the resource and document library on http://ibo.org/university-admission/ib-recognition-resources-and-document-library/#briefs .

Assessment

The International Baccalaureate® (IB) Diploma Programme (DP) uses both internally and externally assessed components to assess student performance. 

For most courses, written examinations at the end of the DP form the basis of the assessment. This is because these examinations have high levels of objectivity and reliability.

Externally assessed coursework, completed by students over an extended period under authenticated teacher supervision, forms part of the assessment for several programme areas, including the theory of knowledge (TOK) essay and the extended essay (EE).

In most subjects, students also complete in-school assessment tasks. These are either externally assessed or marked by teachers and then moderated by the IB.

In the DP, students receive grades ranging from 7 to 1, with 7 being highest. Students receive a grade for each DP course attempted.

A student’s final Diploma result score is made up of the combined scores for each subject. The diploma is awarded to students who gain at least 24 points, subject to certain minimum levels of performance including successful completion of the three essential elements of the DP core. 

IB Policies

Sinoć je u organizaciji Druge gimnazije Sarajevo održana prezentacija projekta kreiranja poslovne mreže u sklopu naše škole. Cilj projekta je da se školski sistem poveže s poslovnim okruženjem, kako bi se na taj način mladi integrirali u biznis i zaustavio negativan trend odlaska radnosposobne populacije. Ideju su s oduševljenjem prihvatili predstavnici uspješnih domaćih kompanija: AS grupa, Mistral, Unicredit banka i Teleoptic. Saradnja će se razvijati na način  da ove kompanije pruže učenicima podršku kroz stipendiranje, radni angažman, radionice i praksu.

Direktor Druge gimnazije, profesor Seid Alibegović istakao je  da je Druga gimnazija rasadnik kvalitetnih kadrova, koji uspjehe polučuju na svim poljima. Žalosno je da uspješni učenici po završetku školovanja napuštaju Bosni  I Hercegovinu, svoje znanje pružajući razvijenijim zemljama umjesto da traže sreću u svojoj domovini.

Uspješni menadžer, gospodin Edin Mehić, izjavio je da je izazov za skoro sve kompanije naći kvalitetan kadar, a ovaj projekat omogućava da u budućnosti firme grade svoje politike ljudskih resursa.

Profesor Biznisa na IB programu, Frais Njemčević istakao je  da je u toj oblasti važno da edukacija pored teorisjkog dijela obuhvati i praktična iskustva kroz rad u uspješnim kompanijama.

Profesorica Dženeta Ajanić, predsjednica Alumni asocijacije Druge gimnazije istakla je u skoroj budućnosti cilj da se što više kompanija uključi u ovaj projekat, a jednu od ključnih uloga u tome mogu imati i alumnisti Druge gimnazije, od kojih su mnogi vlasnci i menadžeri u kompanijama koje mogu podržati ovu ideju.

Bila je ovo lijepa prilika da se na jednom mjestu razmijene iskustva i predstave sve prednosti ovoga projekta, jer je povezivanje sistema obrazovanja s tržištem rada nasušna potreba bosanskohercegovačkog društva danas. Druga gimnazija je ovim još jednom pokazala svoju društvenu odgovornost, želeći da bude faktor u poboljšanju sveukupne društvene klime u našoj zemlji.