IB Information Booklet 2019

 

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IB Information Booklet 2019

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BRENT INTERNATIONAL SCHOOL SUBIC International Baccalaureate Program Information Booklet Class 2019 Developing global citizens and leaders of the community

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About the IBO The International Baccalaureate Diploma Program was developed about 40 years ago in Geneva, Switzerland and in Cardiff, Wales, where the IBO maintains its central offices today. It offers a rigorous two-year college preparation which can be accessed by many families that move around internationally, ensuring for them an education which is strong from both an academic and an ethical point of view. Brent School has already had a long association with the IBO, Brent Baguio having been authorized some twenty-six years ago , Brent Manila soon after in 1986 and Brent Subic in 2009. The IBO provides a continuing training for teachers to ensure that the aims and objectives of the program are properly supported and executed and that all subjects maintain an international alignment of curricula. Spot checks and program review are routine to schools who were granted full authorisation to uphold the program to the highest standard in terms of day to day delivery and to safeguard the validity of the examination results based on strict adherence to the guidelines provided for.

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Mission Statements Brent School Brent School, in a Christian ecumenical environment in the Philippines, is committed to develop individual students as responsible global citizens and leaders in their respective communities, with a multicultural and international perspective, equipped for entry to colleges and universities throughout the world. IBO The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international educations and rigorous assessment. These programs encourage students across the world to be active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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Our Conclusion The Trustees, the administration, and the faculty of Brent International School Subic see the opportunities embodied in the IB Diploma Program as completely compatible with the longstanding goals and principles of our school. The mission statements of our school and of IB are very similar, underscoring the idea that we are not witnesses to a revolution, just an improvement. As a Christian school, we know that Christianity, when practiced on a daily basis, will lead students to become “caring young people” who will want to help “create a better and more peaceful world.” Bishop Brent’s concern, quite against the beliefs of many of his colleagues in 1909, that the school be “ecumenical,” found its way into the mission statement so that Brent students would be respectful of other views, both local and global. All three Brent schools of the Philippines have been known for rigor and for internationalmindedness even as their student populations have shifted dramatically from an American majority to a Filipino majority, to a Taiwanese majority, to a Korean majority. We know that people do not become “responsible global citizens” just by being in a school where many nations are represented. The IB student who has become “inquiring and knowledgeable” has the best chance to go on to become a “caring” and “compassionate” adult with the academic and personal skills to lead in his community, and at a global level when the opportunity arises.

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The ESLRs Brent School’s philosophy is summarized in the Expected School-wide Learning Results which state that the school, in a Christian environment, prepares our students to be: Responsible Citizens who: a. exercise leadership b. work effectively with others in diverse settings c. resolve conflicts productively and peacefully d. demonstrate a sense of civic awareness e. contribute responsibly to the community Critical Thinkers who: a. distinguish between facts and opinions b. construct and recognize the structure of arguments c. define, analyze, and solve problems d. organize and analyze materials and data e. integrate information and see relationships f. evaluate information by drawing inferences and arriving at reasonable conclusions g. apply understanding and knowledge to new and different problems h. remain open to a new information, methods, values and beliefs

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Technologically Literate Individuals who: a. demonstrate basic technology skill b. apply technology ethically and productively c. communicate using technology d. conduct research using technology e. use technology to enhance critical thinking Healthy Individuals who: a. understand and demonstrate physical, mental, and spiritual health b. develop life-long health and fitness goals c. understand substance abuse, its effects and consequences Tolerant Individuals who: a. respect themselves and others b. understand and appreciate the diversity and interdependence of all people c. deal effectively with conflict caused by diversity of opinions and beliefs d. respect the role of gender, religion, culture and ethnicity in the world Effective Communicators who: a. articulate thoughts clearly b. demonstrate an understanding of their audience c. take responsibility for their message d. demonstrate the ability to listen actively e. use a variety of communication skills Life-long Learners who: a. demonstrate intellectual curiosity b. are self-directed c. integrate and apply what they learn to improve their own lives d. understand the value of continuous learning e. reflect on and evaluate their learning for the purpose of self improvement f. use a range of learning strategies and time management skills to enhance learning

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The IB Learner Profile What Parents and Students Can Expect It is useful to look at the IB Learner Profile and see the traits that all of us would like to see in our students and in our children. The aim of all IB programmes is to develop intellectually minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB Learners strive to be: Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

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Communicators Principled Open-Minded Caring Risk-takers They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of views, and are willing to grow from the experience. They show sympathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference in the lives of others and in the environment. They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. The “definitions” above have been adapted from the IB Learner Profile Booklet.

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The Policies What are the guidelines we follow at BISS? The Academic Honesty Policy “Brent   International   School   Subic   is   founded   on   the   core   values   of   our   Christian   heritage:   love,   honesty,   excellence,   integrity   and   respect   for   every   member   of   the   community.     Membership   in   the   student  body  carries  with  it  a  responsibility  for  the  strict  observance  of  moral  and  ethical  behavior   befitting   an   honorable   person.   Every   member   of   the   Brent   community   is   therefore   expected   to   show  respect  for  themselves  and  others  by  guarding  and  abiding  by  these  fundamental  principles   in  all  aspects  of  school  life.  Above  all,  the  spirit  of  humility  must  underlie  these  ethical  and  moral   standards  and  provide  the  foundation  for  proper  conduct  and  accountability.”   In   accordance   with   the   principles   we   share,   we   will   not   condone   cheating,   lying   or   plagiarism.   -­‐    Cheating  is  defined  as  giving  or  receiving  any  unauthorized  assistance  on  any  assignment,   quiz   or   test,   regardless   of   intent.   Allowing   a   fellow     student   to   copy   work   is   a   form   of   cheating.   -­‐   Lying  is  any  misrepresentation  of  the  truth  or  failure  to  state  the  truth,  with  the  intent  to   deceive.   -­‐   Plagiarism  is  any  presentation  of  the  ideas,  thoughts,  or  words  of  another  as  one’s  own,   regardless  of  intent.   To   indicate   agreement   to   and   acceptance   of   the   principles   of   Academic   Honesty   in   our   school,  every  Upper  School  student,  as  well  as  their  parent  or  guardian,  is  requested  to  sign   the  Academic  Honesty  Form.    Students  and  parents  also  need  to  be  aware  that  teachers  will   be  submitting  electronic  copies  of  their  papers  to  turnitin.com,  an  online  program  and  data   base,   which   will   search   and   compare   their   essays   to   billions   of   other   published   papers.   Academic  honesty  violations  will  result  in  the  following  two  very  important  consequences:                            -­‐  Teachers  who  discover  student  behavior  in  violation  of  the  above  stated  principles   will  share  that  information  with  their  colleagues,  the  counselor  and  school  administrator   in  an  effort  to  monitor  more  closely  student  compliance.  Parents  or  guardians  will  also  be   informed.                          -­‐   Students   who   have   committed   violations   of   this   Statement   may   incur   any   of   the   following   consequences:   detention,   suspension,   removal   or   restriction   from   activities   or   dismissal   from   Brent   International   School   Subic,   pending   authorization   by   the   Headmaster.  

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Academic Honesty Violations Monitoring and Procedure Teachers have the primary role of providing guidance for academic honesty. With clear instructions, students are to learn the importance of honesty in all forms of academic work. The guidance counselor, school level principal, and teachers concerned are to reflect, assess, and monitor student work regularly. All student work submitted to a teacher is to be original, follow Brent guidelines for citing sources, etc., and is therefore subject to scrutiny, relative to cheating and plagiarism. It is important for the Guidance Counselor to know about violations of our Academic Honesty Policy and to keep a confidential file of those events. It is also important that the Counselor contact parents and make them aware of the situation and consequences, thereby circumventing an “I didn’t know” response, should there be a second occurrence, with more sever consequences. While the initial teacher-student discussion remains the most important resolution and teaching opportunity, the following procedure has been developed to keep records as well as investigate more difficult and/or repeated offenses. The following procedures will be followed as quickly as possible. 1. Confidentiality and protecting the name and reputation of the student must be maintained throughout. 2. The teacher is required to fill out an Academic Honesty Incident Report (copy attached) and submit it to the Guidance Office (you may submit Incident Report electronically if you wish). 3. The original copy of the submitted work in question (test, quiz or other work) must also be submitted. 4. The Guidance Counselor will call the parent and explain the offense and let the parent know of the consequence of first and later occurrences. 5. The Guidance Counselor will keep a record of all reports, in the event that a second occurrence happens, not only in that class, or that year, but also in the student’s entire high school career at Brent. 6. The consequence for the first offense is a zero on the assignment in question. 7. If the incident occurs on an assessment for submission to IBO, the student will be allowed on chance to re-submit the re-done work; however the zero will stand as the Brent assignment grade. 8. If a second offense occurs, the Guidance Counselor will send the first and second offenses to the Principal. 9. The Principal will then instill consequences, which include removal from honor society, leadership roles, and possible forfeiture of IB Diploma. • In the absence of a guidance counselor, the school level principal can execute the above guidelines.

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• Any exceptions to this policy will be decided upon by the Principal, Teachers and Guidance Counselor More Penalties for malpractice Non-compliance with school regulations (as aforementioned) includes but are not limited to the following: • Detention • Suspension • Removal or restriction from activities • Dismissal from Brent International School Subic • Forfeiture or withdrawal of the IB diploma or certificate. • Feedback in College applications Academic Honesty in the IB DP 1. The Regulations define malpractice as behaviour that results in, or may result in, the candidate or any other candidate gaining an unfair advantage in one or more assessment component. Malpractice includes: Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements Behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record). 2. Candidates must record the addresses of all web sites from which they obtain information during their research, including the date when each web site was accessed. 3. Candidates must understand that “passing off” the work of another person as their own is not acceptable and constitutes malpractice, regardless of whether the act was unintentional. 4. For most assessment components candidates are expected to work independently with support from their subject teacher (or supervisor in the case of extended essays). However, there are occasions when collaboration with other candidates is permitted or

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even actively encouraged, for example, in the requirements for internal assessment. Nevertheless, the final work must be produced independently, despite the fact that it may be based on similar data. This means that the abstract, introduction, content and conclusion or summary of a piece of work must be written in each candidate’s own words and cannot therefore be the same as another candidate’s. If, for example, two or more candidates have exactly the same introduction to an assignment, the final award committee will construe this as collusion, and not collaboration. 5. Many candidates for the Diploma Programme are fluent in two or more languages and are therefore able to conduct their research in more than one language, perhaps with the aid of the Internet. Such candidates must be aware that copying a passage of text, translating this passage into another language, and then using the translated text in their work without acknowledging its source still constitutes plagiarism. Other forms of Malpractice in the IB DP. The following are other forms of malpractice: • Duplication of work to meet the requirement of more than one assessment component • Fabrication of data for an assignment • Taking unauthorized material into the examination room • Disrupting an examination by an act of misconduct, such as distracting another candidate • Exchanging, supporting, or attempting to support the passing on of information that is or could be related to the examination • Stealing examination papers • Disclosing and discussing the content of an examination paper with a person outside the immediate school community within 24 hours after examination • Using unauthorized version of a calculator during an examination Student Responsibility The International Baccalaureate Organization (2009) states that: The candidate is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged. Candidates are expected to comply with all internal school deadlines: this is for their own benefit and may allow time for revising work that is of doubtful authorship before the submission of the final version.

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Candidates and teachers must be aware that the requirement to acknowledge sources extends beyond text taken from the Internet, CD-Roms, books, magazines and journals. The concepts of intellectual property and academic honesty include, for example, the use of footnotes or endnotes to acknowledge the source of an idea if that idea emerged as a result of discussion with, or listening to, a fellow student, a teacher or any other person. FAILURE TO COMPLY WITH THE REQUIREMENT ON BIBLIOGRAPHIES, REFERENCES, AND CITATIONS WILL BE VIEWED AS PLAGIARISM AND WILL, THEREFORE, BE TREATED AS A CASE OF MALPRACTICE. Implementation and Revision This policy is made available to the school community, included in the admissions packet, and published in the school’s website and handbook. Revision of this policy is practiced every three years. As a school, we hope to be able guide students to practice academic honesty and commitment.

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BRENT INTERNATIONAL SCHOOL SUBIC MIDDLE & UPPER SCHOOL Academic Honesty Incident Report Student Faculty Class Type _____________________________________________________________ _____________________________________________________________ _______________________________Date__________________________ Test, Quiz, Paper, Oral, Draft, other: ________________________ Incident Summary: Assessment of student honesty and culpability: Recommendations or comments: Attach student’s work and plagiarized document/copied item(s) to this report and submit both documents to the Guidance Office. (Guidance Only) Student Academic Honesty History: ____ First Offense ____ Second Offense _____ Third Offense Comments:

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Agreement Form We have read and understood the Brent International School Subic’s Academic Honesty Policy. ________________________________ Student’s Name ________________________________ Student’s Signature ________________________________ Date ____________________________ Parent/Guardians’ Name _____________________________ Parent/Guardians’ Signature ____________________________ Date

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