The principle of this document is the cornerstone of values of academic honesty among HASAL students and teachers. Our school is committed to ensure that all school members IB coordinators, teachers, students, management body and parents accept responsibilities of academic practice and prevent misconduct. Additionally, students must demonstrate academic honesty and accept that their breaches of the regulations must be penalised.
As stated in the IB Learner Profile, we are guided by two attributes of the IB Learner Profile describing the students as "principled", acting with integrity and honesty, justice and respect for the dignity of the individual, groups and communities and "reflective", being able to assess their own strengths and limitations to thrive and support their personal development.
At HASAL, students and parents are supposed to acknowledge the regulations of academic integrity and sign the document after reading the "declaration of academic policy."
HASAL acknowledges that HASAL Academic Honesty Policy aligns with IBO's Academic Honesty Policy ('Academic Honesty in the IB educational context' 2014). Therefore any circumstance, not specifically defined in this document, will be referred to IBO guide and regulations.
Definition
Academic Honesty can be defined as production of "authentic "work without cheating, stealing or helping others or replicating someone else's work.
Academic Misconduct
Academic Misconduct is any type of attempt gaining unfair advantage in relation to academic work, which is the result of unintentional or intentional actions. Here there are some actions of academic misconduct explained below, but are not limited to:
Plagiarism: Replication or presenting of someone else's work intentionally or unwittingly. Plagiarism could be a deliberate action to get better grades or unintentional behaviour because of forgetfulness such as failing to use quotation or citation when necessary.
Collusion: Supporting academic dishonesty by helping another student, working with someone else and permitting one's work to be copied.
Duplication of work: Submitting of the same work for different assessments and IBDP requirements.
Academic Dishonesty during the IB Exam: An attempt disrupting the examination such as talking, copying another student's work, sending notes, taking unauthorized material or equipment during the exam.
Acknowledging Sources:
HASAL prefers MLA system while acknowledging sources.
Students Responsibilities:
Each IB DP student is responsible for:
Teachers Responsibilities:
IBDP Coordinator and School Administration Responsibilities:
Principles for dealing with and consequences of malpractice:
At HASAL, we emphasize the significance of preventing academic misconduct in order that the students should realize the requirements of academic honesty and rules for citation. At any case of academic dishonesty, IBDP students may be penalized and regulations will be enforced.
Practical steps that can be taken for each academic misconduct include as follows:
Internal Sanctions:
There might be some cases that will be dealt by the school for malpractice incidences in which all assignments and internal exams will include:
First Infraction ( Offense) :
The student will be warned by the teacher and expected to re-do the work. Parents will be informed and malpractice is supposed to be recorded by the school. In case of cheating attempt during internal exam in order to get unfair advantage and mislead the teacher, the student will receive a "zero" and the incident will be reported to the head of school and IBDP Coordinator. Disciplinary Hearing Committee will enforce appropriate regulations for the disciplinary consequences.
Second Infraction ( Offense ) :
The student will receive "zero" and a disciplinary letter will be prepared. Parents will be informed by the Head of School that the student will receive disciplinary consequences. The malpractice incident will be documented in school reports.
Third Infraction ( Offense ) :
When a student is caught on 3rd breach of academic misconduct, the IBDP Coordinator and the Head of School will be informed for further action. Suspension may be recommended for such repeated offenses or even withdrawal from IBDP Programme.
Investigation of Malpractice:
An investigation may process as follows:
MALPRACTICE SANCTIONS
ACADEMIC HONESTY CONTRACT
HASAL is committed to encourage students to respect academic honesty and the work for others. Malpractice, plagiarism or giving or receiving unfair help is not acceptable in our school. With this rule, students are expected to read and sign the following contract for all academic work.
Academic Honesty Contract
With this signed document, I, as ( student name) ..................................................... declare that any unfair advantage is neither given or received for this work that I now submit. I have read the HASAL Academic Policy and understood the guidelines on academic integrity.
Student Name and ID: Student's Signature
.............................................. ..........................................
Parent Name: Parent Signature
....................................... .............................................
REFERENCES:
HASAL aims to establish effective, creative, healthy and welcoming environments for all learners to increase the participation of Diploma Programme and to produce various and more productive methods in teaching and assessment system in the school. Students who would like to participate in HASAL IBDP Programme should meet the following criteria to be eligible:
• Academic Honesty Policy
• Assessment Policy
• Language Policy
• SEN Policy
This Policy represents HASAL Special Education which is a key for our movement:
Introduction
Huseyin Avni Sozen Anatolian High school has adopted the IB DP program regarding the needs of the philosophy. IB DP philosophy emphasizes that learning should be as accessible as possible for all students. Under this circumstance, HASAL has adopted the IB philosophy of making the IB programmer accessible to the widest possible range of students. Our aim is to diminish challenges for participating IB Diploma Programme while trying to make sure that all students at HASAL will thrive in the programmer. Although all students are not able to learn by applying the same way, we identify that all students are able to learn and have the talent to become lifelong learners. In our school, different teaching and learning strategies are used by our teachers to achieve the IBDP educational acquirements of students with variety of educational backgrounds. To do this, as HASAL we concern about our students' needs disabilities and learning difficulties.
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The International Baccalaureate Organization has defined a special need as "any permanent or temporary diagnosed need that could put a candidate at a disadvantage and prevent him or her from being able to demonstrate skills and knowledge adequately''( General Regulations Section 4 Article 17 Page:10). In addition to this, some of other great foundations have defined special education need as '' any of human being who have difficulties while learning is accepted as special education need. There are a number of handicapped people regarding special needs. Some of these are:
The list may be prolonged by adding other impairments. As the matter of fact, as it is stated above that special need is defined who needs support while learning and making the one being prepared lifelong learning and include the one whole learning areas any of educational aspects such as, sport, music mathematics etc.
Identification Procedures
Monitoring and identifying a student with learning support may occur at any stage of period. When a class teacher realizes any circumstance where a student may need a special support, the procedure should be as follows:
Recognition:
Our students are encouraged with special educational needs to apply for the IB program. Also, we ensure that they will be able to be accepted based on our admission policy. It is fundamental that careful consideration should be given to the students with learning support requirements. HASAL is committed to ensure to work within the guidance of Candidates with special assessment need document and the Handbook of Procedures (A9.1/2017).
Instead of marginalization, when a student with special education needs applies and registers to the program, firstly, IB DP Coordinator provides guidance him/her to school consultant for identifying what he or she needs. After defining his or her impairment, the consultant defines the need providing that possible. In the contrary case, he/she guides the student to CSN (Consultancy of Special Needs) which is an organization under the administration of Turkish Ministry of Education. Therefore, it is essential by IB DPC to inform all IB teachers and work with them to ensure that the student has full access to the curriculum. IB faculty makes sure that the student with his/her fellow students is able to demonstrate mastery of the course content. In order to be sure who needs special education IBDP programme, professional and well-educated teachers deal with those who need specific students in our school.
A number of teaching techniques methods, approaches and plans for different learning and teaching environments can be applied at HASAL to meet all students' requirements, which will allow them to obtain the high quality of standards of the IBDP. These sorts of works contain special educational needs. Additionally, Adopting the Constructive and Differentiated Teaching Strategies will enhance students' learning capacity within learning objectives in our school.
Students who are enrolling the IBDP need to manage described assessment objectives of all courses they had chosen. As it is not possible to make changes in these objectives; HASAL ensures that the objectives defined in subject's guidebook will be achieved by all students, including SEN students. Special arrangements can be made if the criteria defined in the IBO document "Candidates with Special Needs" is met by the student.
HASAL obeys Section 9: Special circumstances and arrangements of the HoP( 2014), Candidates with special assessment needs(2011). A formal request for special arrangements must be submitted to the IBO at least 12 months prior to the student writing the exam. Supporting documentation, such as a medical certificate, must accompany the request.
The outlined the characteristics of students who may require special assessment arrangements are shown below as follows:
Contains: ADHD Attention Defect Hyperactivity Disorder: The key issue in reading, writing, spelling or conceptualizing language items. Such as, misspelled words while writing, poor reading (lack of fluency, missing some items etc.) the origins of the problems might be because of hereditary factors. As a matter of fact, there is a combination of biological and environmental factors in written language acquisition, including motor integrity, sensory perceptual integrity and social and emotional integrity. For that reason, to cope with these impairments, assesments are arranged by the staff according to special need.
Physical disabilities include diversified amount of conditions, which cannot always be immediately realized, but affect mobility negatively.
Sensory issues: They cause a wide range of commutation issues while learning. These are; hearing loss – an extensive range of hearing loss which can lead to communication challenges, affecting vision as well. Students with sensory processing disorder might have behavioral difficulties and tend to make progress if they are supported. To cope with these disorders, a wide range of techniques have been applied by our special need program. Those who have these impairments are cared by careful chosen staff.
Congenital heart disease, epilepsy, asthma, cystic fibrosis, hemophilia, sickle cell anemia, diabetes, renal failure, eczema, rheumatoid disorders, allergies, leukemia and other cancers can be seen as the most common ones. Achieving goals over those, special cures are accepted as must.
Mental health problems are seen as part of our everyday life as serious long-term conditions. The majority of students who experience mental health problems can get rid of them or learn to live with them, especially if they get help early on. A variety of health problems affecting a person's state of mind might be psychotic conditions, such as schizophrenia and manic depression, eating disorders that can lead to anxieties and emotional difficulties caused by circumstances in a candidate's life.
The gifted children are defined as whose ability is significantly above the norm for their ages. The Giftedness may manifest in one or more domains such as; intellectual, creative, artistic, leadership, or in a specific academic field such as language arts, mathematics or science.
After the documentation is examined by IBO, our school will make following arrangements.
We acknowledge that HASAL is responsible for all the candidates who have special educational needs and has committed to provide all necessary accommodations for individual candidates. We also ensure that all such accommodations comply with IB policy. At HASAL School, we believe that all students have equal rights for balanced and relevant education that will give them opportunity to learn and make progress. We have surely understood that applications for special arrangements have specific requirements and appropriate supporting documentation is required. We will ensure that all special arrangements comply with Section 9 Special circumstances and arrangements of the HoP( 2017) and Candidates with Special Assessment Needs (2011).
Reference
CONTENTS
LANGUAGE AND PRINCIPLES
This language policy aims to provide the implementation of our school's language learning program and the IB DP programme. This document outlines the philosophy and practices of language instruction.
This language policy is to inform teaching and learning in the classroom, to guide curriculum and to involve all parties - students, teachers, parents and the staff – to provide an education based on language acquisition, which is vital for an international-mindedness and global citizenship and a must have in the IB educational philosophy.
LANGUAGE PHILOSOPHY
It is an undeniable fact that the foundation for all learning is language. It is not only the primary means of communication but it is also the foundation of lifelong learning. Language enables students to develop critical thinking, social skills and personal growth. In order to be successful learners, students must be able to use language efficiently, accurately and confidently in a variety of contexts for a variety of purposes. HASAL has standards for it language philosophy as follows:
At HASAL, our mission is to provide our students an education that meet the demand od 21st century, which is to be a global citizen with a deep understanding and respect for all cultures and languages. With the IB programme, our purpose is to create inquiring, intellectual and proficient students who will be lifelong learners and work for a better world.
The IB DP programme teachers and mother language teachers (Turkish)will colloborate constantly to make sure the curriculum content and the fundemental concepts of the IB programme are effectively carried out.
LANGUAGE OF INSTRUCTION – ENGLISH B1
The prep English programme is an intense language acquisition pragramme which is designed to meet the students' needs to be proficient in the English language. After the students finish the prep class, they will habe the proficiency that is needed to study and complete the IB Diploma Programme.
At HASAL, students receive twenty hours of English class per week. All four skills are covered. They have 8 hours for the main course, 4 hours for reading, 4 hours for wrting and 4 hours for speaking. Students also attend a weekend programme on Saturdays and they study with native speakers.
MOTHER TONGUE TURKISH A1
Turkish lesson is one of the lessons in the curriculum that is compulsory in every level of education. Since it is the students' mother tongue , they must be proficient in Turkish language. The purpose of Turkish and Turkish Literature lessons are to help the student comprehend and interpret with analyses and syntheses what they have read and to present it in the correct form within the rules of the language. In Turkish literature lesson students also study literary works such as poetry, novels, plays and stories. The study is based on analyzing the literary work and relate his/her point of view with that of literary work. This kind of study is beneficial to English classes as well.
In prep classes students have 4 hours of Turkish lessons. In the remaining four years, students have 5 hours of Turkish Language and Literature.
LANGUAGE AB INITIO- GERMAN
German, which is the second foreign language taught in our school, is compulsory for all grades. The main target of this five-year course is to enable our students to communicate in both written and spoken language. Practice of the four basic skills (listening, speaking, reading and writing) is equally important throughout this course. Rather than learning German, we aim at the acquisition of the language through integrated skills in the classroom which is our main strategy in English as well.
In order to achieve communicative competence in German, we make use of various teaching materials and exercises and thus try to improve students' both receptive skills (listening and reading) and productive skills (writing and speaking). For this very purpose we use different teaching materials such as videos, songs, readers and put a special emphasis on expanding vocabulary knowledge.
In accordance with the curriculum, prep students receive a four-hour course per week at the end of which they are given an opportunity to sit for Goethe A2/Fit Examinations and get a certificate. In addition to this four-hour course, if prep students need further practice of the language, they can attend the weekend courses at HASAL. For the remaining four years, students have a two-hour German course per week.
As for evaluation, we assess our students using different types of questions such as open- ended questions, short answer questions, multiple choice questions, dialogue completions and we also evaluate their spoken performance and project works.
LANGUAGE SUPPORT
For those students who need extra support with their language studies, additional support and remedial work is provided. This work involves in and out of class activities and programmes. For instance, during the summer holidays, trips to the UK or Austria are organized and there, students can attend two or three-week language courses and practise their English and/or German in real life situations. On the other hand, inside the classroom, teachers closely monitor student progress and via co-operation with the families, school administration and the school counselling service, additional support is provided to our students who are graded lower compared to the rest of the students.
English is the main language of instruction in IB Diploma Programme. However, Turkish is the mother tongue and the working language at HASAL. Therefore, the development and maintenance of Turkish is also considered very important. Students actively participate in discussions and debates both in and outside school and also take part in Model United Nations.
HASAL is an active participant of national and international competitions, projects and programmes which are organized to promote language development both in the mother tongue and in English. Sister school projects with various schools abroad are an example in this sense.
MOTHER TONGUE SUPPORT AND LANGUAGE A SUPPORT
Students whose mother tongue is not Turkish at HASAL will be supported by available resources including tutoring either during school or after school by Turkish teachers. Hasal also provides an environment where their cultural identity and mother tongue are respected and supported.
Turkish native students have already many sources and opportunities to be supported for their development of mother tongue; on the other hand, HASAL is responsible for providing teachers, resources and school supported self-taught subject to the foreign students.
LIBRARY
Our school library with a great variety of books in Turkish and English has a remarkable contribution to students' academic studies. The school library has a rich source of classical and modern works of art, besides, the number of books and sources in the library keeps increasing day by day in order to equip our students with up-to-date knowledge.
The library offers an extensive selection of books for students from all grades and also a convenient atmosphere to study and do research. In addition, digital resources are accessible and various types of periodicals are available in the school library.
Apart from the main library, for the use of prep class students we also have a mini library consisting of English readers of different levels and several periodicals in English.
LANGUAGE POLICY COMMITTEE
IB coordinator, heads of language departments, language teachers, members of parent-teacher association, members of student council, librarian and school administration constitute the language policy committee at HASAL.
LANGUAGE POLICY REVIEW PROCESS
At the end of each academic year, the steering committee reviews the language policy of the school and accordingly, necessary adjustments are made if there are any. This opportunity to question and improve the efficiency of the school language policy also enables us to review the roles and responsibilities of the committee.
PROFESSIONAL DEVELOPMENT
Language development is a major issue at HASAL. In this sense, each member of the teaching staff is responsible for language development in general. We do know that we are to integrate language in every area of the curriculum.
Inevitably, teacher training and development are directly related to student development. Therefore, all through the academic year, the teaching and administrative staffs at HASAL have a variety of opportunities for internal and external seminars, workshops, online or face-to-face training on a regular basis. Thus, they keep themselves up to date with innovative learning and teaching strategies to stimulate the importance of languages.
In order to foster teachers' language development, the English teachers in our school give a four-hour English course to the other members of the teaching staff who would like to improve and practise their English. At the end of this eight-month course, teachers have a chance to attend an English summer course in the UK.
References:
"Guidelines for Developing a School Language Policy"https://www.ibo.org/globalassets/ib-language-policy-en.pdf (2014)
Adres:
Barbaros Mah. Mütevelli Çeşme Cad. Sedef Sok. No5/2 Koşuyolu / Üsküdar / İSTANBUL
Telefon
2166516581