Embed Size (px)
Citation preview
INTERNATIONAL BACCALAUREATE (IB) Diploma Programme contacts:
Position Name Email address
Diploma Programme Coordinator
Pak Ram P Pandey [email protected]
Creativity, Action, Service (CAS) Coordinator
Ibu Widyanita Yusuf [email protected]
Extended Essay (EE) Coordinator
Ibu Sri Handayani Lestari [email protected]
Secondary Academic Principal Pak Steve Spannring [email protected]
Dean of students Ibu Vicki Gardner [email protected]
Secondary Indonesian Principal Pak Yohannes Edi Sunarya [email protected]
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 IB 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 life-long learners who understand that other people, with their differences, can also be right.
Global Jaya School Vision
Global Jaya School facilitates the development of lifelong learners who: ● are creative problem solvers with a broad perspective of the world around them. ● are respectful, moral individuals who take pride in their national heritage. ● are equipped to participate in the international community as team members and leaders.
Global Jaya School Mission
Based on the vision, Global Jaya School will: ● provide experiences through which the knowledge and skills necessary to encourage problem
solving are developed. ● cater for individual learning needs and a range of learning styles. ● develop students’ communication skills to actualise their academic potential in both English and
Bahasa Indonesia or their mother tongue. ● deliver and enrich an internationally accredited curriculum within an Indonesian context.
Selected Glossary of Terms
Term Explanation
The full IB diploma
The IB diploma is a globally-recognized qualification awarded to students who fulfill all required components of the two-year IB Diploma Programme (DP). To receive the full IB diploma, students must 1) take three higher level (HL) and three standard level (SL) courses and exams, 2) complete the DP core requirements, and 3) be awarded a minimum total score of 24 out of 45 possible points.
The DP core
In addition to completing courses in six subject areas, full IB diploma candidates are required to complete three core components: creativity, activity, service (CAS), the extended essay (EE), and theory of knowledge (TOK).
DP courses
All IB Diploma Programme (DP) students participate in DP courses. The strength of the DP is the way in which learning is interconnected across individual subjects. Combined with the core requirements, DP courses are one part of the DP’s holistic approach to teaching. However, schools may allow students to selectively complete IB courses and/or sit for individual exams rather than opt to complete the full IB diploma. In any given course, students will complete a subject’s coursework regardless of their status as a student or a full diploma candidate.
External assessment
These assessments are graded by trained IB examiners. External assessments include the written IB exams taken by the student at the end of a DP course, normally in their second year of the Diploma Programme. In some courses, including film, the external assessment is a textual analysis. In visual arts, studio work is assessed. For an inside view on IB assessments, read this article.
Higher level (HL)
HL courses are taught over two years and include a rigorous study of the course material. These courses allow students to explore areas of interest within the subject in greater depth when compared to SL.
Standard level (SL)
SL courses ensure students are exposed to a range of disciplines that they might otherwise opt-out of. These courses are designed to be taught over two years, with some exceptions. SL exams are slightly shorter compared with HL exams. *HL and some SL exams, given to second-year students, may provide students with university credit or advanced standing with an individual grade of 5, 6 or 7
IB exam results
IB exams, regardless of whether they are HL or SL, are graded between 1-7, with 1 being the lowest and 7 being the highest level. Many schools and universities describe IB exam levels as IB exam scores, however, each of the seven grade levels offers a detailed description of student
performance and understanding.
Internal assessment (IA)
An IA is an individual assessment evaluated by the subject teacher with a list of criteria and is usually focused on some subject-related work. Alongside the criteria, samples of the student’s work (oral performances, portfolios, lab reports, and essays) are also submitted to the IB.
● Descriptors: These are course-specific expectations or criteria for
performance evaluation used by the teacher. They exist in every
subject to aid in the grading of IAs.
● Moderation: This is the process of evaluation for internal
assessments (IA’s) used by an appointed IB assessor. Moderation
ensures that the IB’s reliable global standards are maintained at
all IB World Schools.
Predicted grades These are submitted scores that teachers believe each student will achieve based on overall evidence in two years in different coursework on their DP exam in a given subject.
Approaches to learning (ATL)
ATL are deliberate strategies, skills, and attitudes that permeate the IB teaching and learning environment.
Learner Profile The IB learner profile is a list of traits that the IB wishes to nurture in its students. These traits are centred around international-mindedness, inquiry, and reflection.
Coursework Internal assessments and a few external assessments in different subjects. These are assessed by the teachers, with samples sent to IB for quality control and moderation, if necessary.
IB Learner Profile
What is the Diploma Programme?
Figure 2. DP Model
The Diploma Programme (DP) provides a challenging, internationally focused, broad and balanced education experience for students aged 16-19. Students are required to study six subjects and a curriculum concurrently over two years. The programme is designed to equip students with the basic academic skills needed for university study, further education and their chosen profession. Additionally, the programme supports the development of the values and life skills needed to live a fulfilled and purposeful life.
Education for international-mindedness
International-mindedness is an attitude of openness to, and curiosity about the world and different cultures. Intercultural understanding involves recognizing and reflecting on one’s own perspective, as well as the perspectives of others.
To increase intercultural understanding, IB programmes foster learning how to appreciate critically many beliefs, values, experiences and ways of knowing. The goal of understanding the world’s rich cultural heritage invites the IB community to explore human commonality, diversity and interconnection.
DP Subject Groups
Students study six subjects concurrently, which include two languages, a subject from Individual and Societies, one science, one mathematics subject and one subject from the arts or another subject from the other groups. There are also interdisciplinary subjects that are available to students. These options allow students to satisfy the requirements from two groups of subjects by studying one subject, thus allowing them to select another subject from any group to make up a total of six.
It is essential that a pre-university education equips students with the depth of discipline-specific knowledge and skills that they will need to follow their chosen university course and for use later in their professional lives. Specialization is encouraged in the DP by expecting students to study three subjects at higher level (HL). This is balanced with the requirement from breadth by expecting students to study three more subjects at standard level (SL).
Subject Group Subjects offered at Global Jaya School
1. Studies in Language & Literature (Language A)
Literature: Indonesian Language and Literature: English, Indonesian, Korean
2. Language Acquisition (Language B)
Language B and Ab initio: English, Indonesian, Spanish, French, Mandarin
3. Individuals and Societies
Economics, Business Management, Psychology, History Interdisciplinary with Group 4: Environmental Systems and Societies (ESS)
4. The Sciences
Physics, Chemistry, Biology Interdisciplinary with Group 3: Environmental Systems and Societies (ESS)
5. Mathematics
Mathematics HL, Mathematics SL, Mathematics Studies SL (last assessment Nov 2020) Mathematics: analysis and approaches (AA - first assessment 2021), Mathematics: application and interpretation (AI - first assessment 2021)
6. The Arts Visual Arts, Music, Theatre, Film
DP Core Elements
Beside the six subjects that DP students take, they are also required to complete the three core elements of the Diploma Programme, which are Extended Essay, Theory of Knowledge, and Creativity, Activity and Service (CAS). The three elements of the core should be grounded in three coherent aims:
● To support and be supported by the academic disciplines. ● To foster international-mindedness. ● To develop self-awareness and a sense of identity.
1. Extended Essay
The Extended Essay (EE) is an in-depth study of a focused topic chosen from the list of approved DP subjects – normally one of the student’s six chosen subjects from IB DP. It is intended to promote high-level research and writing skills, intellectual discovery and creativity. It provides students with an opportunity to engage in personal research in a topic of their own choice, under the guidance of a supervisor (a teacher in the school). This leads to a major piece of formally presented, structured writing, in which ideas and findings are communicated in a reasoned and coherent manner, appropriate to the subject chosen.
The EE is a prime example of a piece of work where the student has the opportunity to show knowledge, understanding and enthusiasm about a topic of his or her choice. It is presented as a formal piece of scholarship containing no more than 4000 words, as a result of approximately 40 hours of work by the student.
The link to EE guide is here.
2. Theory of Knowledge
Theory of Knowledge (TOK) is a course about critical thinking and inquiring into the process of knowing, rather than about learning a specific body of knowledge. It is a core element, which all Diploma Programme students undertake and to which all schools are required to devote at least 100 hours of class time. TOK and the Diploma Programme subjects should support each other in the sense that they reference each other and share some common goals. The TOK course examines how we know what we claim to know. It does this by encouraging students to analyze knowledge claims and explore knowledge questions. A knowledge claim is the assertion that “I/we know X” or “I/we know how to Y”, or a statement about knowledge; a knowledge question is an open question about knowledge. A distinction between shared knowledge and personal knowledge is made in the TOK guide. This distinction is intended as a device to help teachers construct their TOK course and to help students explore the nature of knowledge. The link to TOK assessment details is here.
3. Creativity, Activity and Service (CAS)
CAS is a central component of the Diploma Programme that consists of rich experiential learning opportunities beyond the classroom setting. Through CAS, our students learn to plan, implement, do collaborative work and reflect upon projects in three broad areas:
● Creativity: activities that involve artistic and creative thinking. ● Activity: activities that contribute to a healthy lifestyle and that challenge them physically. ● Service: activities that contribute to their community and society.
Its aims are to develop students who are:
● Reflective thinkers. ● Willing to accept new challenges and new roles. ● Aware of themselves as members of communities with responsibilities towards each other and
the environment. ● Active participants in sustained and collaborative projects; and ● Balanced between their intellectual, physical, creative and emotional experiences.
We are very proud of the GJS - CAS programmes. Our students’ many successful projects have included:
● GJS-UNHCR is a collaboration between Global Jaya School and the United Nations High Commissioner for Refugees through which our students invite the ‘unaccompanied minors’ to our school for a day of activities, sports, cultural exchanges, and friendship.
● GJS 3X3 Charity Basketball Tournament is a sporting event involving many schools in Jakarta aiming to create a greater sense of community, where the funds gained go toward charity for orphanages.
● Salatiga Initiative S4 (Sincere, Selfless, Serving, and Sustainable) is a project to help kids in Salatiga have better education, and lead a more balanced life.
● Hawkspot is an annual art festival organized by GJS students, in order to create a time and place for GJS community to gather and celebrate the creativity of their youth.
All of these projects have helped our students to grow and develop their sense of responsibility and to become caring global citizens.
Assessment in the Diploma Programme The two-main assessments in DP are an external assessment and an internal assessment. If a student’s work is externally assessed, it means that it is assessed by an examiner appointed by the IB and not by the student’s teacher for the subject concerned. The work that is assessed by a teacher that teaches the student is referred to as internal assessment. The IB at the end of the course will externally moderate this assessment. These documents only provide a general explanation for the assessment. His or her subject teachers will provide the detailed description for each subject specific assessment and criterion to the student.
Group 1: Studies in Language and Literature LANGUAGE & LITERATURE – English, Indonesian and Korean
LITERATURE – Indonesian
Assessed component
Internal/ External Assessment
Weight Assessed component
Internal/ External Assessment
Weight
Exam Paper 1 (Textual analysis)
External
25% Exam Paper 1 (Guided literary analysis)
External
20%
Exam Paper 2 (Essay)
25% Exam Paper 2 (Essay)
25%
Written task 20% Written task 25% Individual oral commentary
Internal
15% Individual oral commentary
Internal
15%
Further oral activity
15% Individual oral presentation
15%
Group 2: Language Acquisition
LANGUAGE B – English, Indonesian, Spanish, Chinese
LANGUAGE AB INITIO – Spanish, Mandarin and French
Assessed component
Internal/ External Assessment
Weight Assessed component
Internal/ External Assessment
Weight
Exam Paper 1 (Productive skills - writing)
External
25% Exam Paper 1 (Productive skills - writing)
External
25%
Exam Paper 2 (Receptive skills - Listening and reading comprehension)
50% Exam Paper 2 (Receptive skills - Listening and reading comprehension)
50%
Individual oral assessment Internal
25% Individual oral assessment
Internal 25%
Group 3: Individuals and Societies BUSINESS MANAGEMENT
Assessed component Internal/ External Assessment
Weight for HL
Weight for SL
Exam Paper 1 (Based on case study) External
35% 30% Exam Paper 2 (Structured and extended response questions)
40% 45%
Written commentary Internal 25% 25%
ECONOMICS Exam Paper 1 (Extended response paper)
External 30% 40%
Exam Paper 2 (Data response paper) 30% 40% Exam Paper 3 (HL only - extension paper) 20% - Portfolio of three commentaries Internal 20% 20%
PSYCHOLOGY Exam Paper 1
External 35% 50%
Exam Paper 2 25% 25% Exam Paper 3 (HL only) 20% - Experimental study report Internal 20% 25%
HISTORY Exam Paper 1 (Source-based paper)
External 20% 30%
Exam Paper 2 (Essay-based questions) 25% 45% Exam Paper 3 (HL only – essay questions) 35% - Historical investigation Internal 20% 25%
Group 4: The Sciences PHYSICS, CHEMISTRY and BIOLOGY
Assessed component Internal/ External Assessment
Weight for HL
Weight for SL
Exam Paper 1 (Multiple choice)
External
20% 20% Exam Paper 2 (Short-answer, data-based and extended response questions)
36% 40%
Exam Paper 3 (experimental-based questions and option) 24% 20% Scientific investigation report Internal 20% 20% VB
Interdisciplinary subject (Group 3 and 4)
ENVIRONMENTAL SYSTEMS AND SOCIETIES (ESS) - SL
Assessed component Internal/ External Assessment
Weight
Exam Paper 1 (Case study) External
25% Exam Paper 2 (Short-answer and structured essays) 50% Individual investigation Internal 25%
Group 5: Mathematics MATHEMATICS AA and AI (first assessment 2021)
Assessed component Internal/ External Assessment
Weight for HL
Weight for SL
Exam Paper 1 (Short and extended response questions)
External
30% 40%
Exam Paper 2 (Short and extended response questions)
30% 40%
Exam Paper 3 (HL only – extended response questions)
20% - -
Project/ Mathematical exploration Internal 20% 20%
Group 6: The Arts
VISUAL ARTS
Assessed component Internal/ External Assessment
Weight for HL
Weight for SL
Comparative study External
20% 20% Process portfolio 40% 40% Exhibition Internal 40% 40%
MUSIC
Exam Paper 1: Listening paper External
30% 30% Musical links investigation 20% 20% SL - Recorded of selected option: creating, solo performing or group performing HL – Recorded of creating and solo performing
Internal 50% 50%
THEATRE Solo Theatre piece (HL only)
External 35% -
Director’s notebook 20% 35% Research presentation 20% 30% Collaborative project Internal 25% 35%
FILM Independent study
External 25% 25%
Presentation 25% 25% Production portfolio Internal 50% 50%
Theory of Knowledge (TOK) Assessed component Internal/ External
Assessment Weight
Essay on a prescribed title External 67% Presentation ( last assessment 2021) Internal 33% Exhibition ( first assessment 2022) Internal 33%
DP Assessment timeline
Year 11, Term 1 ● CAS programme starts ● First Practice TOK Presentation/Exhibition ● CAS trip ● Interim reporting: Term 1
Year 11, Term 2 ● First Practice TOK Essay ● Semester end reporting: Sem 1
Year 11, Term 3 ● Second Practice TOK Presentation/Exhibition ● A detailed explanation of the EE process and supervisors ● Interim reporting: Term 3 ● Maths AA and AI - Introduction of the toolkit. ● Maths AA and AI - Introduction to IA and mini IA.
Year 11, Term 4 ● Second Practice TOK Essay and final TOK exhibition ● EE - RQ, resource gathering and development of research proposal ● Group 4 projects ● Formal CAS interview with the students ● Year 1 examinations and reporting ● Lang and Lit (English - SL) - Individual Oral ● Practice IA for AA and AI.
Year 12, Term 1 ● CAS programme and interview - continue ● Final TOK Presentation ● Draft IAs ( a few subjects) and EE draft submission ● Individual Oral BI Literature ● Lang and Lit (English - HL) - Individual Oral ● Interim reporting: Term 1
Year 12, Term 2 ● Final EE handed in ● First PGs ( Predicted Grades) released ● Draft TOK essay ● Individual Oral BI Language and Literature ● Draft IAs ( remaining subjects) ● Semester end reporting: Sem 1 ● Feedback on the final draft of Maths IAs for AA and AI.
Year 12, Term 3 ● Final TOK essay submitted ● MOCK exam and reporting ● Final IAs and externally assessed ( non-examination) due ● Language acquisition (English) - Individual Oral assessments ● Language acquisition (MFL) - Individual Oral assessments ● Language acquisition (BI) - Individual Oral assessments ● Final PGs ( Predicted Grades) released ● IA marks submitted on IBIS
● CAS completed ● Final IA submission for AA and AI. ● Language and Literature (English HL) - HL Essay
Year 12, Term 4 ● Theatre, VA course completed ● Music and Film course completed ● Final DP written examinations
IB Diploma Grades & Award of the IB Diploma – 2020 Performance in each subject is graded on a scale of 7 points (maximum) down to 1 point (minimum). Performance in the Theory of Knowledge and the Extended Essay are each graded on a scale from A (maximum) to E (minimum). The CAS requirement is not assessed, but it is checked for completion. For the IB Diploma, a maximum of 3 points are awarded for combined performance in TOK and EE. See the matrix below. The maximum total DP point’s score is 45.
In 2020, with the move to home-based learning for many schools, including Global Jaya School, the IB chose to cancel all May 2020 exams and instead based final grades on a combination of Internal Assessments submitted to the IB for marking, predicted grades, and trends in world scores. While we are not aware of how May 2021 exams will be conducted, we are moving forward as though exams will proceed as normal. If not, we are encouraging great diligence from our students when it comes to their Internal Assessments and ensuring our teachers are doing all within their power to assist students in that process.
Due to Home-Based Learning, subject coursework will be complete remotely. Teachers will work within their departments and with the Diploma Programme Coordinator to provide explicit instructions to students for remote completion of coursework.
Awarding of the IB Diploma
All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order for a student to qualify to be awarded their IB Diploma. The IB Diploma will be awarded to a candidate provided all of the following requirements have been met-
1. CAS requirements. 2. The candidate’s total points are 24 or more. 3. There is no “N” awarded for TOK, the EE or for a contributing subject. 4. There is no grade E awarded for TOK and/or the EE. 5. There is no grade 1 awarded in subject/ level. 6. There are no more than two grades 2s awarded (HL or SL). 7. There are no more than three grade 3s or below awarded (HL or SL). 8. The candidate has gained 12 points or more in HL subjects (for candidates who register for four
HL subjects, the three highest grades count). 9. The candidate has gained 9 points or more in SL subjects (candidates who register for two SL
subjects must gain at least 5 points at SL). 10. The candidate has not received a penalty for academic misconduct from the Final Award
Committee.
Academic Honesty in the Diploma Programme
Adopted from Whole School Academic Honesty Policy Global Jaya School is an IB World School and as such is committed to the principles and standards of the IB across all programmes, PYP, MYP and DP. Being WASC accredited, the school also has a set of Expected Schoolwide Learning Results which, amongst other things, stresses that students will accept rigorous assessment of skills and knowledge, use and understand the importance of validating their ideas with referencing of sources, act with integrity and honesty and take responsibility for their actions and the consequences that accompany them. Academic honesty Based on the IB statement referring to academic honesty, it must be seen as a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment. It is influenced and shaped by a variety of factors including peer pressure, culture, parental expectations, role modeling and taught skills. Although it is probably easier to explain to students what constitutes academic dishonesty, with direct references to plagiarism, collusion and cheating in tests, examinations and other assessment vehicles, whenever possible the topic must be treated in a positive way, stressing the benefits of properly conducted academic research and a respect for the integrity of all forms of assessment and recognizing copyright and intellectual property rights. Malpractice (Academic Dishonesty) Based on the IB statement on Academic Honesty;
● Plagiarism is defined as the act of taking the words, ideas, data, illustrative material or statements of someone else, without full and proper acknowledgment and presenting them as one’s own.
● Collusion is assisting or attempting to assist another student in an act of academic dishonesty.
● Cheating is the use of improper means or subterfuge to gain credit or advantage. Forms of cheating include copying the work of other students and the use, attempted use or improper possession of unauthorized aids in any examination or other form of assessment. It is also cheating to submit the same work for credit in more than one subject, except as authorized in advance by the relevant teachers.
Any action taken with the intention of obtaining credit for work, which is not one’s own, is considered academic dishonesty. The action may include, but is not limited to, the following:
● Submitting another student's work as one's own work. ● Obtaining or accepting a copy of tests or scoring devices prior to their administration. ● Giving or obtaining test questions or answers from a member of another class prior to their
administration. ● Copying from another student's test or computer file, or allowing another student to copy
during a test or computer programme. ● Using materials, which are not permitted during a test. ● Plagiarism - presenting as one's own, material copied without adequate attribution from a
published source. ● Copying or having someone other than the student prepare another student's homework,
paper, project, laboratory report, computer programme or take-home test for which credit is given.
● Permitting another student to copy or writing another student's homework, project, report, paper and computer programme or take-home test.
● Accessing restricted computer files without teacher authorization. ● Copying materials, including computer software, in violation of the copyright law. ● Deception by providing false information to an assessor concerning a formal academic exercise.
E.g. giving a false excuse for missing a deadline or falsely claiming to have submitted work. ● Cheating - any attempt to give or obtain assistance in a formal academic exercise (like an
examination). ● Bribery - or paid services. Giving or receiving certain test answers for money. ● Sabotage - acting to prevent others from completing their work. This includes cutting pages out
of library books or willfully disrupting the experiments of others. Practices and procedures to support academic honesty across the school Responsibilities of students: 1. To uphold the principles of academic honesty through the submission of work and completion of
tests and examinations. 2. To use the schools referencing guide or other recognized referencing system in attributing all
sources in assignments. 3. To submit drafts or notes as requested by teachers. 4. To comply with the examination policy and procedures. 5. Senior students submit work to “Turnitin” as required. 6. To comply with all requirements of the IB in submission of work for the IB Diploma, including
signing to verify the work is authentic. Consequences for Diploma students: 1. For cheating in any school set examination
The student will be sent immediately to a Principal.
● It is school policy that the student will receive a score of zero for that particular exam.
● The student’s parents will also be notified. ● The student must re-sit the exam at another time. ● The work will be assessed for the purpose of providing feedback to the student but the result
will not count for credit in any assessment. ● A letter, which must be signed and returned to school, will be sent to the parents. ● The student will be internally suspended for two days at the completion of the examination
period. ● The student will undergo counseling to ensure they understand the implications of their actions
and to give them strategies to enable them to follow the school’s policy on Academic Honesty. ● The signed letter and a report of the incident will be kept in the student’s file.
2. For all other forms of Academic Dishonesty.
● For the first offence, students will have the opportunity to re-submit work with the appropriate
rectification and will be advised that future offences will have more serious consequences. ● A letter will be sent home to parents outlining the situation. This letter must be returned to GJS,
signed by the parents. ● This letter and a record of the incident will be kept in the student’s file. ● The student will undergo counseling to ensure they understand the implications of their actions
and to give them strategies to enable them to follow the school’s policy on Academic Honesty. 3. A second offence in any case of Academic Dishonesty.
● For a second or subsequent act of academic dishonesty, the student will receive a score of zero. ● The student must resubmit the work to a satisfactory standard or re-sit the exam but the result
will not count for credit in any assessment. ● The teacher will assess the work for the purpose of providing feedback to the student. ● A letter will be sent home to parents outlining the situation. This letter must be returned to GJS,
signed by the parents. ● This letter and a record of the incident will be kept in the student’s file. ● The student will be suspended internally for two days. ● The student and parents will be advised that further breaches will result in external suspension
for up to one week and, ultimately, expulsion. ● The student will undergo counseling to ensure they understand the implications of their actions
and to give them strategies to enable them to follow the school’s policy on Academic Honesty. 4. A third offence in any case of Academic Dishonesty.
● For a third or subsequent act of academic dishonesty, the student will receive a score of zero. ● The student must resubmit the work to a satisfactory standard or re-sit the exam but the result
will not count for credit in any assessment. ● The teacher will assess the work for the purpose of providing feedback to the student. ● The student will be suspended immediately and remain suspended until such time as a meeting
is held between the IB Diploma Coordinator, a Principal or the Head of School, the student and the student’s parents.
● A letter will be sent home to parents outlining the situation. This letter must be returned to GJS, signed by the parents.
● This letter and a record of the incident will be kept in the student’s file. ● The student’s IB registration will be put on hold. ● The student and parents will be advised that further breeches will result in expulsion.
● The student will undergo counseling to ensure they understand the implications of their actions and to give them strategies to enable them to follow the school’s policy on Academic Honesty.
Academic Dishonesty in elements of the Diploma Programme
Students deemed to have been cheating on the final IB Diploma examinations or who submit Extended Essays, Theory of Knowledge Essays or Internal Assessment assignments, which are found to have been plagiarized, will be subject to the IB malpractice procedures. In order to ensure fair treatment for all students, deadlines for assessed work must be followed
precisely. The following guidelines are in place to help students and teachers create a system for timely
submission of major assessments and avoid any issues of academic misconduct or academic malpractice.
Section 5.1 of The Global Jaya School Academic Integrity Policy outlines teacher responsibilities in
support of academic integrity across the school. In terms of the submission of student work, the
following subsections apply:
5.1.3: To set appropriate deadlines for work.
5.1.4: To supervise the development of all assignments.
5.1.5: To utilize “Turnitin” and/or other methods to verify originality of work and to promote the
use of applications such as easybib.com and grammarly.com to support students in the
presentation of work with accurate and complete citation and referencing.
5.1.6: To comply with all requirements of the IB in confirming the authenticity of the work
submitted by the students for IB DP assessments.
In accordance with Section 5.1.4, it is the responsibility of the teacher to set scaffolded deadlines for all
major assessments.
● Students who do not meet proposal or draft submission deadlines should be held during break,
lunch, or after school until those works are submitted. It is up to the individual teachers to
supervise these extended learning sessions.
○ Teachers must provide feedback in a timely manner to allow students to improve their
work. It is the school’s policy that feedback must be provided through MB no later than
10 school days after submission of an assessment.
○ Because we view education as a partnership between the school, the students, and the
students’ parents, teachers should inform the parents of students who fail to submit
drafts of major assessed work. Other school personnel who need to be informed are
Student Support Services, Head of Year, Middle Years Programme Coordinator and the
Middle School Principal.
○ Teachers (or supervisors in the case of PP) should closely monitor students to ensure
they are prepared to meet final deadlines for summative assessments. Major
assessments should be sufficiently scaffolded to provide, together with formative
assessments, evidence of progress in cases where the final assessment is not submitted.
In accordance with sections 5.1.5 and 5.1.6, and based on the GJS and IBDP Academic Integrity Policies,
all student work should be checked for authenticity. In cases where there is sufficient doubt about the
authenticity and originality of a student’s work, the teacher must report the misconduct to the Middle
School Principal for further action.
Diploma Programme
In accordance with Section 5.1.3, major assessment* deadlines are agreed upon by teachers, Heads of
Department, and the Diploma Programme Coordinator and published prior to the start of the school
year. These final deadlines are set on the DP1 and DP2 calendars and are unchangeable.
In accordance with Section 5.1.4, it is the responsibility of the teacher to set scaffolded deadlines for all
major assessments.
● Students who do not meet proposal or draft** submission deadlines should be held during
break, lunch, or after school until those works are submitted. It is up to the individual teachers
to supervise these extended learning sessions.
○ Teachers must provide feedback in a timely manner to allow students to improve their
work.
○ Because we view education as a partnership between the school, the students, and the
students’ parents, teachers should inform the parents of students who fail to submit
drafts of major assessed work. Other school personnel who need to be informed are
Student Support Services, Head of Year, Diploma Programme Coordinator and the
Secondary Academic Principal.
○ Teachers (or supervisors in the case of EE) should closely monitor students to ensure
they are prepared to meet final deadlines for major assessments. If students are in
danger of not submitting on time, or of submitting work which will likely earn a failing
grade:
■ In the case of IAs, students will be required to attend Learning Extension
Opportunities (LEO) for up to one school-week prior to the submission
date until the teacher is satisfied that the work will be completed to a
passing level by the due date.
■ In the case of works related to the IB Core, the Programme Coordinator
will arrange for students to attend LEO for up to one school week prior
to final submission dates.
Unless documented and approved extenuating circumstances exist, no work will be accepted after
predetermined deadlines. Without extenuating circumstances, the latest submitted draft will be
marked and submitted to IBO.
In accordance with sections 5.1.5 and 5.1.6, and based on the GJS and IBDP Academic Integrity Policies,
all student work should be checked for authenticity. In cases where there is sufficient doubt about the
authenticity and originality of a student’s work, the teacher must not sign the form indicating their
approval.
*In this case, major assessment refers to those assessments which require significant independent work
outside of class such as External Assessments, IAs, EEs, Art Exhibition works, TOK Essays, and TOK
Presentation Materials.
**It must be understood by both students and teachers that a draft is to be a complete version of the
assessment which is submitted in order to receive feedback from the teacher/supervisor.
IB requires all DP schools to create, utilize, and reflect on four essential policies: Academic Integrity/Honesty policy, Language policy, Special Needs/Learning Diversity Policy, and Assessment Policy. These policies of GJS can be accessed here.
SUGGESTED SUBJECTS BASED ON INTENDED MAJOR
Sciences
Medicine & Health Sciences Biology, Chemistry
Physics, Astronomy Physics
Environmental & Earth Sciences Biology/ESS, Chemistry
Food, Botanical & Agricultural Sciences Biology, Chemistry
Computer Science, Information & Telecommunication Technology
Physics, Math SL, MAI HL & SL
Business & Commerce
Business Management, Sport Management, Accounting, Business Administration, Entrepreneurial Studies, Economics, Marketing, Finance, International Business, Human Resource Management, Fashion Merchandising
BM, Economics, Math SL, MAI HL & SL
Arts & Special Skills
Animation, Cinematography, Performing Art (Theater, Drama, Technical & Production Management), Fine Art (Music, Painting, Sculpting), Interior Design, Sound Engineering (Audio Production), Photography, Dance, Fashion Design, Product Design, Culinary & Gastronomy
One subject from group 6
Engineering
Civil, Electrical, Metallurgy & Materials, Aeronautical/Aerospace, Nuclear, Mechanical, Naval, Robotics
Physics, Math HL, MAA HL and MAI HL
Petroleum, Mining & Mineral, Chemical Chemistry, Math HL, MAA HL, MAI HL
Industrial Physics, BM, Math HL, MAA HL, MAI HL
Architecture Physics, Math HL / SL, Visual Art, MAA HL, MAI HL
Social Studies
Communication (Public Relation, Advertising, Media Studies, Journalism, Broadcasting)
HL subject is preferred in one of the following subjects: BM or History or Psychology
Psychology, Education, History, Philosophy, Linguistics, Religion & Theology
Hospitality (Tourism, Hotel & Restaurant Management, Parks & Leisure Studies)
Law, Political Science, International Relations, Peace Studies, Urban Studies, Development Studies, Anthropology, Sociology
FREQUENTLY ASKED QUESTIONS –IB DIPLOMA WHAT IS THE IB DIPLOMA PROGRAMME?
● The IB DP is the most complete and rigorous pre-university programme available. ● We invite you to speak with any of our Diploma teachers about the topics, units, skills and
strategies that are developed and required in their courses. ● Furthermore, we also encourage you to ask professionals, educational experts, university
professors or students to review the textbooks and assessment criteria for the subjects (in particular the Higher Level subjects). Almost universally, they will agree that the topics and requirements are at university level.
● All Global Jaya students who successfully pass the Year 10 final examinations have the opportunity to enroll in the IB Diploma courses for Years 11 and 12. Depending on your personal and academic profile, you may take a minimum of 4 courses or go for the Full Diploma.
● The Full Diploma means they you study six subjects (three at Higher Level’ and three at Standard Level’) over two years and will complete three additional requirements: the Theory of Knowledge class which promotes critical thinking; a substantial research paper called the Extended Essay, and at least three ‘CAS*’ projects (collaborative) and six individual activities (personal challenges). *CAS stands for creativity, activity and service.
● If you take a select number of courses and pass your examinations in May of Year 12, you will receive a certificate for each course. If you go for the Full Diploma and are successful in the written examinations you will receive the IB Diploma.
● If you are unsuccessful at some exams, you will still receive an IB certificate for every subject you pass.
DOES EVERY GJS STUDENT HAVE TO TAKE THE FULL IB DIPLOMA?
● Not every student should pursue the full IB Diploma. In fact, depending on the long-term career aspirations (Technical institution or university? Family business? Local or abroad? etc.) a well-focused selection of 4 to 5 subjects may be the best choice. Our specialists at Student Support Services can provide quality advice on this matter.
WHAT ARE THE ENTRY REQUIREMENTS FOR THE IB DIPLOMA PROGRAMME?
● A minimum of 24 points (total) in the 5 core MYP subjects: Mathematics, Science, English, Indonesian & Humanities.
● A minimum of 4 in the Year 10 Personal Project. ● Completion and submission of the relevant application documents. ● Choice of subjects must fit each student’s academic profile.
WHAT DO YOU MEAN BY POSITIVE COMMITMENT?
● Students need to show motivation, determination to do their best, willingness to organize themselves so that they can complete the work and live balanced lives at the same time.
● They need to be willing to work with others, and to participate in class. ● In our IB programme students learn a lot from our teachers, but they learn most by interacting
and cooperating with each other.
HOW DIFFICULT IS THE IB DIPLOMA?
● Achieving the minimum pass rate does not require extraordinary “brain power”. It requires effort and commitment well beyond what that of previous school years.
● At the end of the 2-year programme, you must be able to pass each subject with a minimum of 4 points. If you are taking the full Diploma (6 subjects + TOK, CAS & EE), you will need a combined score of 24 points or higher. The minimum passing score is a total of 24 points, the maximum is 45 points.
● Getting 40 or more points is really difficult, but any student who expects to get into college should be able to score at least 24 points.
● GJS students who take the Full Diploma achieve an average of 31 - 33 points. ● Our overall success rate varies between 90% and 95%.
HOW IS THE IB DIPLOMA ASSESSED? ● About 25-30% of each subject is internally assessed by the teacher, using very specific IB grading
criteria. ● Students submit work for internal assessment, and have opportunities to develop this over a
period of time with advice and support from the teacher. ● The teacher’s grading is scrutinized by the IB office. ● In May of the second year students sit the external written exams over a period of three
weeks. The completed scripts are sent to examiners all around the world who mark them according to mark schemes.
● The IB mostly uses a 7-point grading scheme, with 7 meaning outstanding, a 4 being satisfactory and a 1 being very poor.
● Students always have access to the grading criteria so that they understand what they are being assessed on and what they need to do to improve their grades.
WHAT IS THE PROCESS FOR THE IB EXAMS?
● The IB Final Exams are conducted for three weeks, usually beginning around the first week of May.
● The exam schedule is set by the IBO and cannot be altered by individual schools, nor are exceptions generally made for individual student circumstances (sickness, traffic, family matters, etc.).
● Exam procedures are prescribed by the IBO and communicated by schools and must be strictly followed by students and staff.
● Exams are externally assessed by “IB Examiners” who undergo a selection process by IBO. ● Exam results are announced on July 6.
This brochure was produced by the GJS Senior School team was last updated in July 2020 using sources from multiple institutions such as: The International Baccalaureate Organisation (www.ibo.org) The International School Neustadt, Germany (http://www.is-neustadt.de/ver2/) The International School Indiana, USA (www.isiind.org) IB Community Blog, IB ( https://blogs.ibo.org/blog/2017/11/08/ib-terms-explained/) TOK, EE and CAS guide, My IB ( https://resources.ibo.org/home) The next update will take place in August 2021.
