academic integrity policy - global jaya schoolacademic integrity policy – updated feb 2019 -...

(PYP – MYP – DP)

INDEX: : Rationale and Aims Page 2: Academic Integrity Page 3-4: Misconduct Page 4-5: Responsibilities Page 5-10: Consequences of Violation Page 10: Rights of Students Page 11: References Page 12-13: Appendix A: Secondary School Appeals Page 14-15: Appendix B: Secondary Timely Submission

ACADEMIC INTEGRITY POLICY

Academic Integrity Policy – updated Feb 2019 - review 2021 1

Academic Integrity Policy

1. Rationale

Global Jaya School is an IB World School and as such is committed to the principles and standards of the IB across all programmes: the PYP, MYP and DP. WASC accreditation guidelines stress, among other things, that students will accept rigorous assessment of skills and knowledge, will understand the importance of validating their ideas with referencing of sources, will act with integrity and honesty, and take responsibility for their actions and the consequences that accompany them. This is supported by the IB learner profile: IB learners strive to be principled (IB learner profile - revised version August 2013):

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Academic integrity is embedded in the IB Programme standards and practices (2014). Standard C3 in all four programmes states: (C3.4) Teaching and learning promotes the understanding and practice of academic honesty. We consider academic integrity to be a fundamental part of the educational experience at Global Jaya School and representative of a more comprehensive model of integrity that encompasses moral and ethical behavior in a multitude of conventions. In all programmes and activities at GJS, we encourage students toward a life governed by the values of honesty and personal integrity. In teaching, learning and assessment, academic integrity serves to promote personal integrity and engender respect for others and the integrity of their work. Upholding academic integrity also helps to ensure that all students have an equal opportunity to demonstrate the knowledge and skills they acquire during their studies (UNIS). The policy and procedures in this document are informed both by the GJS mission and vision GJS Mission and Vision statements and the attributes of the International Baccalaureate (IB) learner profile.

2. Aims

Clearly define what academic integrity is within the context of GJS.

Clearly define misconduct in relation to academic integrity.

Outline practices and procedures to support academic integrity across the school.

http://www.globaljaya.com/index.php/home/vision-and-mission

http://www.globaljaya.com/index.php/home/vision-and-mission

http://www.globaljaya.com/index.php/home/ib-learner-profile

http://www.globaljaya.com/index.php/home/ib-learner-profile


Outline procedures in relation to misconduct.

3. Academic Integrity

Based on the work of Erhard, Jensen and Zaffron in Integrity: A Positive Model that Incorporates

the Normative Phenomena of Morality, Ethics, and Legality, we have adopted the definition of

integrity as a state of being whole and complete. (In this sense, integrity has the same root word

as integer, a whole number, and integral, as in "essential to") (Erhard).

Erhard, Jensen and Zaffron assert that if one is willing to be responsible for and acknowledge

one's impact, fully, and clean up what they call "the mess" from revoking or breaking one's word,

then we can actually restore integrity, fully and completely. By incorporating the

aforementioned model of integrity, we provide unambiguous and actionable access to academic

integrity and empower the virtues of morality, ethics and legality. We believe this is clearly in line

with the IB’s guidance:

The principle of academic integrity should be viewed positively by students and

become a natural part of their academic study. This is not a study skill that is

confined to the completion of the IB Diploma Programme; it should remain with

IB students throughout higher education and beyond (Garza 25).

Based on the IB statement referring to academic integrity in the previous paragraph, 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 modelling and taught skills. Although it is probably

easier to explain to students what constitutes academic misconduct, 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 (Academic 2).


4. Misconduct 4.1 The IBO defines academic misconduct as behaviour that results in, or may result in, the student or any other student gaining an unfair advantage in one or more assessment component.

4.1.1 Plagiarism is defined as the representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment. 4.1.2 Collusion is supporting academic misconduct by another student, as in allowing one’s work to be copied or submitted for assessment by another.

4.1.3 Duplication of Work is the presentation of the same work for different assessment components, except in cases where it has been approved in advance by the teachers in the affected subjects.

4.1.4 Any other behaviour that gives an unfair advantage to a student or that affects the results of another student (falsifying data, misconduct during an examination, creating spurious reflections).

4.2 Any action taken with the intention of obtaining credit for work which is not one's own is considered academic misconduct. The action may include, but is not limited to, the following:

4.2.1 Submitting another student's work as one's own work. 4.2.2. Obtaining or accepting a copy of tests or scoring devices prior to their

administration. 4.2.3 Giving or obtaining test questions or answers from a member of another class

prior to their administration. 4.2.4 Copying from another student's test or computer screen, or allowing another

student to copy from a test or computer screen. 4.2.5 Using materials which are not permitted during a test (calculator, reference

material, etc.). 4.2.6 Plagiarism - presenting as one's own, intentionally or unwittingly, material copied

without adequate attribution from a published source. 4.2.7 Copying or having someone other than the student prepare the student's

homework, paper, project, laboratory report, computer-based work or take-home test regardless of whether or not the work is being submitted for a grade. Submission of work purchased through an online entity and not by the submitting student.

4.2.8 Permitting another student to copy, or writing another student's take-home test, homework, project, report or paper for which they take credit as the author.

4.2.9 Accessing restricted computer files without teacher authorization. 4.2.10 Copying materials, including computer software, in violation of copyright law. 4.2.11 Deception by providing false information to an assessor concerning a formal

academic exercise. e.g. giving a false


excuse for missing a test, exam or deadline or falsely claiming to have submitted work, submission of deliberately sabotaged or corrupted files.

4.2.12 Cheating - any attempt to give or obtain unauthorized assistance in a formal academic exercise (like an examination).

4.2.13 Bribery - or paid services. Giving or receiving certain test answers for money. 4.2.14 Sabotage - acting to prevent others from completing their work. This includes

removing pages from textbooks, taking or destroying another student’s work, blocking online/computer access, or willfully disrupting the experiments of others.

5. Responsibilities As well as being taught to appreciate the merits of academic integrity, students must have the knowledge and practical skills to apply such concepts to their work. To this end, the school has a referencing guide to support students in appropriately referencing sources. Proactive and responsive strategies from teachers must be immediate and thorough in scope when confronting issues of academic malpractice or the potential for malpractice. For instance, Book Week encourages students to respect and appreciate the originality and hard work of authors and illustrators. 5.1 Responsibilities of teachers:

5.1.1 To specifically refer to the Academic Integrity Policy in relation to the class or subject matter they teach.

5.1.2 To include the use of the referencing guide as part of their teaching programme. 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 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 that the work submitted by students for the MYP Personal Project and IB Diploma assessments are authentic.

5.1.7 To reinforce the school’s examination policy and procedures. 5.1.8 To follow the procedures set out in this policy. 5.1.9 To present or distribute only those materials that demonstrate a sincere

adherence to Academic Integrity. The habituation of Academic Integrity is a day-to-day demonstration of ethical learning and teaching at GJS.

The library staff will support students in maintaining academic integrity. Librarians will aid students in identifying materials and help them in providing the necessary information for MLA citation in Secondary School. Appropriate assistance will also be provided to Primary School students who may be required to use a simplified version commensurate with year level expectations. Librarians will support teachers in educating students, parents and other library


users in learning about and respecting the intellectual property rights of authors, artists, composers and editors. 5.2 Responsibilities of students:

5.2.1 To uphold the principles of academic integrity through the submission of work and completion of tests and examinations.

5.2.2 To use the school’s referencing guide (MLA) or other recognised referencing system (when indicated by the teacher) for subjects or assessments where MLA is less relevant or impractical in attributing all sources in assignments.

5.2.3 To submit drafts or notes as requested by teachers. 5.2.4 To comply with the examination policy and procedures. 5.2.5 To submit work to “Turntin” as required. 5.2.6 To comply with all requirements of the IB in submission of work for the IB Diploma,

including signing to verify the work is authentic.

6. Consequences For the purposes of this policy, any record of offences committed in Primary school will be expunged on entry to the Secondary school, giving students a ‘clean slate’ to put them on an equal footing with new enrollments in Year 7. However, the Primary school is obligated to inform the Middle School Principal and Counselors, albeit informally, of any significant concerns regarding the integrity of a transitioning student. Breaches of the Academic Integrity Policy in Secondary school will remain in a student’s file and will be taken into consideration if such breaches are repeated, but not necessarily ‘in toto’.

6.1 Primary school students: 6.1.1 Cheating in school tests and examinations.

6.1.1.1 If a student is caught cheating, they should be taken immediately to a Principal together with any evidence of misconduct.

6.1.1.2 It is school policy that the student will take no further part in the exam, but will be given the opportunity to re-sit the exam at a later time. If necessary a different exam paper will apply.

6.1.1.3 The student’s parents will also be notified.

6.1.2 Plagiarism within assignments (projects, homework etc.)

6.1.2.1 For the first offence, students will have the opportunity to re-submit work with the appropriate referencing and will be advised that future offences will have more serious consequences.

6.1.2.2 Class teachers should also conduct a meeting with the student to ensure they have a clear understanding of what plagiarism is and the strategies which can be applied to avoid plagiarism in the future


(summarizing in their own words, citing quotes, etc.). Further support may be offered by school counselors.

6.1.2.3 A second offence will result in students re-submitting the work and

a parent conference will take place between the student’s parents

and the Year Level Curriculum Leader.

6.1.2.4 A third offence will result in the student receiving a mark of N/A

(not assessed). If the work is informing a summative report mark,

the N/A will appear on the report and will be explained in the

general teacher's comment, consistent with the procedure for all

students who receive an N/A for whatever reason.

6.1.2.5 Any subsequent offence will lead to an internal school suspension.

6.2 Middle School students

6.2.1 Cheating in school examinations.

6.2.1.1 If a student is deemed to be cheating in an examination, they will be taken immediately to a Principal together with any evidence of misconduct.

6.2.1.2 It is school policy that the student will receive a score of zero for that particular exam.

6.2.1.3 The student will re-sit the exam at another time and the work will be marked for the purpose of providing feedback to the student but the result will not count for credit in any assessment.

6.2.1.4 The student and parents will be advised that future offences will have more serious consequences, which might include suspension from lessons, either internally or externally and, ultimately, expulsion.

6.2.1.5 The student will undergo counselling to ensure that they understand the implications of their actions and to give them strategies to enable them to follow the school’s policy on academic integrity.

6.2.2 For all other forms of academic misconduct.

6.2.2.1 For the first offence, the student will have the opportunity to re-submit work, rectifying the problems which constituted the breeches of GJS Academic Integrity Policy in the first instance.

6.2.2.2 The result of the re-submitted work will count for credit in the student’s assessment.

6.2.2.3 The student and parents will be advised that future offences will have more serious consequences which may include suspension


from lessons, either internally or externally and, ultimately, expulsion.

6.2.2.4 The student’s parents will be notified by letter, which must be signed by the parents and returned to GJS.

6.2.2.5 This letter and a record of the incident will be kept in the student’s file.

6.2.2.6 The student will undergo counselling to ensure that they understand the implications of their actions and to give them strategies to enable them to follow the school’s policy on Academic Integrity.

6.2.3 A second offence in any case of academic misconduct.

6.2.3.1 For a second breach of this Academic Integrity Policy, the student will receive a score of zero.

6.2.3.2 The student must re-submit the work to a satisfactory standard or re-sit the exam, but the result will not count for credit in any assessment.

6.2.3.3 The teacher will assess the work for the purpose of providing feedback to the student.

6.2.3.4 A letter will be sent home to parents outlining the situation. This letter must be returned to GJS, signed by the parents.


6.2.3.6 The student will be suspended internally for two days. 6.2.3.7 The student and parents will be advised that further breaches will

result in more severe consequences: external suspension for up to one week or, ultimately, expulsion.

6.2.3.8 The student will undergo counselling 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 Integrity.

6.2.4 A third or subsequent offence in any case of Academic Misconduct:

6.2.4.1 For a third or subsequent act of academic misconduct, the student will receive a score of zero.

6.2.4.2 The student must re-submit the work to a satisfactory standard or re-sit the exam but the result will not count for credit in any assessment.


6.2.4.4 Parents will be contacted by the Principal by phone if possible and/or by letter and the student will be immediately externally


suspended until the parents and the student meet with one of the Principals or the Head of School.

6.2.4.5 The letter must be signed by the parents and returned to school. 6.2.4.6 The student will be externally suspended for up to a total of five

school days or may be expelled. 6.2.4.7 The student will undergo counselling 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 Integrity.

6.2.4.8 The signed letter and a record of the incident will be kept in the student’s file.

6.2.4.9 If there is a clear indication of recidivism and a lack of repentance or effort to correct the behavior, the student may be denied automatic progression to the next year level or denied re-enrollment.

6.3 Diploma students 6.3.1 Cheating in any school set examination

6.3.1.1 The student will be sent immediately to a Principal. 6.3.1.2 It is school policy that the student will receive a score of zero for

that particular exam. 6.3.1.3 The student’s parents will also be notified by the Principal. 6.3.1.4 The student must re-sit the exam at another time. 6.3.1.5 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.

6.3.1.6 A letter from the Principal, which must be signed and returned to school, will be sent to the parents.

6.3.1.7 The student will be internally suspended for two days at the completion of the examination period.


6.3.1.9 The signed letter and a report of the incident will be kept in the student’s file.

6.3.2 For all other forms of Academic Misconduct.

6.3.2.1 For the first offence, students will have the opportunity to re-submit work with the appropriate corrections and will be advised that future offences will have more serious consequences.


6.3.2.2 A letter from the Principal will be sent home to parents outlining the situation. This letter must be returned to GJS, signed by the parents.



6.3.3 A second offence in any case of Academic Misconduct.

6.3.3.1 For a second or subsequent act of academic misconduct, the student will receive a score of zero.

6.3.3.2 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.


6.3.3.4 A letter from the Principal will be sent home to parents outlining the situation. This letter must be returned to GJS, signed by the parents.


6.3.3.6 The student will be suspended internally for two days. 6.3.3.7 The student and parents will be advised that further breaches will

result in external suspension for up to one week and, ultimately, expulsion.


6.3.4 A third offence in any case of Academic Misconduct.

6.3.4.1 For a third or subsequent act of academic misconduct, the student will receive a score of zero.

6.3.4.2 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.


6.3.4.4 The student will be suspended immediately and remain suspended until such time as a meeting is held between the IB Coordinator, a Principal or the Head of School, the student and the student’s parents.


6.3.4.5 A letter will be sent home to parents outlining the situation. This letter must be returned to GJS, signed by the parents.


6.3.4.8 The student’s IB registration will be put on hold. 6.3.4.9 The student and parents will be advised that further breeches will

result in expulsion. 6.3.4.8 The student will undergo counselling 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 Integrity.

6.3.4.9 If there is a clear indication of recidivism and a lack of repentance or effort to correct the behavior, the student may be denied automatic progression to the next year level or denied re-enrollment.

6.3.5 Academic Misconduct in the formal components of the Diploma

Programme,

6.3.5.1 Students suspected, or deemed, to have been cheating or plagiarizing in the final IB Diploma examinations, Extended Essay, Theory of Knowledge Essay or Internal Assessment assignments will be subject to the IB misconduct procedures defined in Articles 20 and 21 of the Diploma Programme General Regulations (2014).

7. Rights of the student

7.1 The student has the right to appeal a decision from a teacher regarding accusations of academic misconduct. The process is outlined in Appendix 1.

7.2 The student has the right to have a parent or guardian present during an interview if he or she makes such a request. This right must be communicated to the student at the start of the interview.

7.2 The student has the right to appeal the decision of the Principal regarding the nature of the charge and/or the consequences. The appeal must be delivered in writing to the Head of School within five (5) working days and must include the reason(s) for the appeal. The Head of School is the sole arbiter in deciding whether or not to grant the appeal, schedule a hearing and convene an Academic Integrity Panel.

7.3 The student may appear at the hearing with a parent or legal guardian who may serve in an advisory capacity, but not as an advocate. The student, and not any other person, is required to present his/her case and may question the witnesses.

7.4 The decision of the Academic Integrity Panel is final and may not be appealed unless new evidence is brought forth that the Principal and Head of the Academic Integrity Panel believe has the potential to reverse the decision.

http://www.ibo.org/globalassets/publications/become-an-ib-school/dp-general-regulations-en.pdf


References Academic Honesty. Geneva, Switzerland: International Baccalaureate Organization, 2011. Print. Erhard, Werner H., Michael C. Jensen, and Steve Zaffron. "Integrity: A Positive Model That

the Normative Phenomena of Morality, Ethics, and Legality Abridged." Harvard Business School Working Paper, No. 10-061, February 2010.

Garza, Celina, Dr. Academic Honesty – Principles to Practice. Cardiff, Wales: International

Baccalaureate Organization, 2014. Digital.

UNIS Academic Honesty Policy." United Nations International School, n.d. Web. 26 May 2016. <(https://www.unis.org/uploaded/02_ACADEMICS/2014-15/IB/IB_Academic_Honesty_ Policy.pdf)>.

General Regulations Diploma Programme. Cardiff, Wales: International Baccalaureate Organization, 2014. Digital

http://ssrn.com/abstract=1542759

http://ssrn.com/abstract=1542759

https://www.unis.org/uploaded/02_ACADEMICS/2014-15/IB/IB_Academic_Honesty_Policy

https://www.unis.org/uploaded/02_ACADEMICS/2014-15/IB/IB_Academic_Honesty_Policy


Appendix A: Appeal of Violation and Consequences This document outlines the procedure for cases in which a Secondary School student has been accused of academic misconduct and wishes to lodge an appeal. Initial Appeal Within five days of being notified of the accusation of academic misconduct, the student may present a written letter of appeal to a Principal that includes:

1. An introduction that includes the date, the student’s name, year level and why the student is writing the letter.

The Principal will investigate the accusation and render an opinion. If the opinion favors the student, then the issue is considered resolved. If the opinion upholds the original accusation or leads to the discovery of additional misconduct, the Principal will refer to school policy and, at his or her discretion, apply appropriate consequences if the circumstances of the violation warrant it.

Final Appeal Within five days of being notified of the decision regarding the First Appeal, the student must present a written letter of appeal to the Head of School that includes:

1. An introduction that includes the date, the student’s name, year level and why the student is writing the letter.

2. A narration explaining what happened and why the appeal should be granted. All the necessary facts that legitimize and support the claim should be included. Dot points are helpful. Refer to additional documents, if necessary, (doctor’s notes, pictures or screen shots) and attach them to the letter.

3. A summary of everything stated in the letter.

Within five days of receiving a letter of appeal, the Head of School will determine whether or not the appeal should be heard and a determination made by the Academic Integrity Panel. This decision is final and may not be appealed. If the Head of School determines that the appeal should be heard, he or she will notify all parties of the date, time and location of the hearing. At the hearing, the student will meet with the Academic Integrity Panel and the teacher who reported the misconduct, and will be allowed to present his/her side of the case. The Head of School is not required to be present, but may attend at his or her discretion.


Academic Integrity Panel The Academic Integrity Panel shall consist of the following:

1 Principal 1 full-time Faculty Member 1 Counselor 1 member of the student council (whenever possible/appropriate)

The Principal will lead the proceedings of the meeting of the Academic Integrity Panel. Rulings on conduct and permissibility during the proceedings are the sole purview of the presiding Principal. The Panel may question the faculty member and the student. The student may question the faculty member. The Academic Integrity Panel, the teacher or student may present other witnesses, and each may ask questions of the witnesses. The student may appear in person at the hearing with a parent or legal guardian who may serve in an advisory capacity, but not as an advocate. The student, and not any other person, is required to present his/her case and may question the witnesses. If the student misses the hearing, the teacher and Academic Integrity Panel may proceed with the hearing with the determination being made in absentia. The Academic Integrity Panel will consider any evidence submitted at the hearing and question the teacher and any other witnesses presented by either side. The Academic Integrity Panel has five school days in which to make its decision. The decision of the Academic Integrity Panel is final. The student’s history of academic misconduct will be reviewed and if the accusation of the misconduct is upheld, further consequences may be applied if the circumstances of the violation warrant it (i.e. repeat behavior, multiple incidents, severely egregious offense, perjury or deception during the hearing, etc.). Such consequences may include, but are not limited to counseling, suspension, contract probation, expulsion, and/or denial of diploma/certificate. In the case of denial of diploma/certificate, the school reserves the right to contact transfer partners to provide corrected transcripts without the approval of the student.


APPENDIX B: SECONDARY TIMELY SUBMISSION POLICY

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.

MIDDLE YEARS PROGRAMME

In accordance with Section 5.1.3, major assessment deadlines are agreed upon by teachers,

Heads of Department, and the Middle Years Programme Coordinator and published prior to the

start of the semester. These final deadlines are set on the ManageBac calendar and generally

should remain unchanged.

Requests for extension must be made prior to the deadline as follows:

Year 7 – a maximum of 3 days (excluding weekends and holidays) extension may be granted.



Year 10 – a maximum of 1 day (excluding weekends and holidays) extension may be granted.

Unless documented and approved extenuating circumstances exist, no work will be accepted

after predetermined deadlines.

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.


o 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.

o 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.

o 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.

o Teachers must provide feedback in a timely manner to allow students to improve their work.

o 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 Senior Secondary Principal.

o 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.

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