C. First Year
C.1 Pre-IB Preparation Classes
The Pre-IB Mathematics Course (K10)
The course offered on an optional level to the Geitonas school students of Α‘ Λυκείου (K10) , who are prospective candidates for the DP, certainly is not a preparation course for the placement test, but rather intends to make smoother the student’s transition to the methods and the way of thinking appropriate for the DP. A number of topics are treated (possibly related to A’ Lyceum/K10 topics) but the approaches taken are essentially following IB DP methodology. Indirectly though, if a student follows the Pre- IB Mathematics course, it could be considered as a help for the placement test.
From past experience, it is unlikely that the intake will have studied mathematics in an investigative manner. Problem solving and open investigations are emphasized, to develop reasoning and communication skills. These activities also lay the foundations for portfolio or project work, which is the internal assessment component of the IB DP course.
Main Topics of the Pre-IB Math’s Course
Students follow a course which develops their knowledge and skills in the following broad areas of mathematics at an appropriate level:
Patterns of Numbers
Sequences & Series
Functions
Probability
Statistics
Basic Skills of TI -84+
Group projects, investigations and presentations help students to develop their communication and time management skills. Students learn to make appropriate use of the graphical calculator throughout the course.
The Pre-IB Study Skills Course (K10)
The course is offered on an optional level to of Αst Lyceum/K10 who are prospective candidates for the DP. Certainly it is not an English language course but rather intends to develop skills and study habits that will make smoother the student’s transition to DP mode of study. Most of the homework takes place within the classroom where individual attention is given on a tailored made basis to every student.
Studying in the DP is in a number of ways different than what the students have been used to in the national system. To name one difference, there is no single text a student needs to read or in fact learn by heart. The philosophy of the program implies that learning data or facts is the minimum requirement. A citizen who can be of value in society in the future should be in a position to critically evaluate data and facts. Critical thinking is encouraged in all subjects and is in fact a whole new concept for students who more often than not , confuse critical ability with personal opinion. In this sense work assigned to students is often based on critical evaluation reflected in the students’ ability to apply what has been learnt through text books. To this end, each task requires a number of different readings and sources which will help the student collect the necessary information and generate a response to a given task.
Students will also have to learn to organize their thoughts and notes in a purposeful way before attempting to respond to a task. Moreover, a lot of studying in the DP requires significantly more time than what was needed in previous years; and it is really challenging for students to adopt into this new reality. Assessment is yet another issue students need to get accustomed to as they will be for the first time assessed according to specific criteria and on a number of different skills (essay type, multiple choice, short responses , internal projects)
Main Topics of the Pre-IB Study Skills Course
Dealing with Change
Change in workload, change in method, change in assessment, change of timetable, change of day routine, change of attitude. How to deal effectively with all changes
Dealing with Class work
Effective time management in class, Note taking skills, Listening skills
Dealing with writing tasks
Effective writing skills : Compare and contrast, Define, Elaborate, Describe
Dealing with Reading
Reading with a purpose, How to extract relevant info, Focusing on specific aspects of text
Oral Skills
Listening, focusing, presenting, debating, role playing
Dealing with Studying/Assignments
Time Management, Planning your work.
Breaking down the task, Meet the deadlines
Dealing with Sources
How to use a library, How to avoid malpractice and plagiarism
Dealing with Assessment issues
What does a mark mean? How to interpret your results? Dealing with success and failure , Dealing with exams
The course offered on an optional level to the Geitonas school students of Α‘ Λυκείου (K10) , who are prospective candidates for the DP, certainly is not a preparation course for the placement test, but rather intends to make smoother the student’s transition to the methods and the way of thinking appropriate for the DP. A number of topics are treated (possibly related to A’ Lyceum/K10 topics) but the approaches taken are essentially following IB DP methodology. Indirectly though, if a student follows the Pre- IB Mathematics course, it could be considered as a help for the placement test.
From past experience, it is unlikely that the intake will have studied mathematics in an investigative manner. Problem solving and open investigations are emphasized, to develop reasoning and communication skills. These activities also lay the foundations for portfolio or project work, which is the internal assessment component of the IB DP course.
Main Topics of the Pre-IB Math’s Course
Students follow a course which develops their knowledge and skills in the following broad areas of mathematics at an appropriate level:
Patterns of Numbers
- Different Patterns (numbers, letters etc.)
Sequences & Series
- Arithmetic Sequences and Series, Geometric Sequences and Series
Functions
- Domain and Range, Quadratic equations, factorization, The graph of the quadratic function
- Properties of symmetry; vertex; intercepts, Linear functions and their graphs,
Probability
- Probability of an event, Venn diagrams; tree diagrams; tables of outcomes.
- Solution of problems using "with replacement" and "without replacement".
- Combined events: P(A B)=P(A) + P(B) - P(A B)
Statistics
- Classification of data as discrete or continuous,
- Simple discrete data: frequency tables; frequency polygons.
Basic Skills of TI -84+
- functions and graphing, coordinate geometry, exponentials and logarithms,, statistics and probability
Group projects, investigations and presentations help students to develop their communication and time management skills. Students learn to make appropriate use of the graphical calculator throughout the course.
The Pre-IB Study Skills Course (K10)
The course is offered on an optional level to of Αst Lyceum/K10 who are prospective candidates for the DP. Certainly it is not an English language course but rather intends to develop skills and study habits that will make smoother the student’s transition to DP mode of study. Most of the homework takes place within the classroom where individual attention is given on a tailored made basis to every student.
Studying in the DP is in a number of ways different than what the students have been used to in the national system. To name one difference, there is no single text a student needs to read or in fact learn by heart. The philosophy of the program implies that learning data or facts is the minimum requirement. A citizen who can be of value in society in the future should be in a position to critically evaluate data and facts. Critical thinking is encouraged in all subjects and is in fact a whole new concept for students who more often than not , confuse critical ability with personal opinion. In this sense work assigned to students is often based on critical evaluation reflected in the students’ ability to apply what has been learnt through text books. To this end, each task requires a number of different readings and sources which will help the student collect the necessary information and generate a response to a given task.
Students will also have to learn to organize their thoughts and notes in a purposeful way before attempting to respond to a task. Moreover, a lot of studying in the DP requires significantly more time than what was needed in previous years; and it is really challenging for students to adopt into this new reality. Assessment is yet another issue students need to get accustomed to as they will be for the first time assessed according to specific criteria and on a number of different skills (essay type, multiple choice, short responses , internal projects)
Main Topics of the Pre-IB Study Skills Course
Dealing with Change
Change in workload, change in method, change in assessment, change of timetable, change of day routine, change of attitude. How to deal effectively with all changes
Dealing with Class work
Effective time management in class, Note taking skills, Listening skills
Dealing with writing tasks
Effective writing skills : Compare and contrast, Define, Elaborate, Describe
Dealing with Reading
Reading with a purpose, How to extract relevant info, Focusing on specific aspects of text
Oral Skills
Listening, focusing, presenting, debating, role playing
Dealing with Studying/Assignments
Time Management, Planning your work.
Breaking down the task, Meet the deadlines
Dealing with Sources
How to use a library, How to avoid malpractice and plagiarism
Dealing with Assessment issues
What does a mark mean? How to interpret your results? Dealing with success and failure , Dealing with exams
C.2 The Application Process
The first general information session on the DP takes place each year early in spring, in the main amphitheater of the school. The invitation is an open one and is addressed to all the parents and students of the third and fourth years of secondary school of the school. Interested parents and students of corresponding classes of other Greek and international schools are also welcome to come to this meeting, during which information material is handed out, as well as a questionnaire and pre-application forms. Any parents or students interested should contact the secretary of the department for further information. After this, a meeting with the DP Coordinator or a head teacher will be arranged.
The candidate is then invited to sit Diagnostic Tests; students are examined in Modern Greek, Mathematics and English and for students interested in these subjects; Chemistry, Physics, French and German. These will be analyzed by the appropriate teachers in each field, and the results of this evaluation will determine whether the candidate fulfils the academic requirements to enter the Department. If accepted, the student will have a meeting with the DP Coordinator, in order to prepare a final program of study. From this point on, only slight changes to the program are permitted, as the planning of tutorial groups is partly determined by the results of this procedure.
Prerequisites & Criteria for registration
Prerequisites
Criteria
In order to demonstrate the above, the candidate shall submit the following along with his/her application:
(i) a photocopy of his/her transcript from the 1st Lyceum year (10th Grade), or from a corresponding level of an International school, showing at least the first trimester's grades,
(ii) a language certificate or a document proving his/her registration on a course leading to the above certificate (e.g. registration for Lower/FCE) – if applicable,
(iii) obtain a reference letter from their current English teacher.
Applications can be obtained from the secretary (email: ibdep@geitonas-school.gr) or downloaded by the our site (www.geitonas.edu.gr)
All anticipated students will be called to have an interview with the University Counselor, or Departmental Psychologist &/or a senior teacher or the PD Coordinator and all of them will sit placement tests. The candidate must successfully pass the written diagnostic tests in Modern Greek (or another foreign language), English, Mathematics and Natural Sciences (depending on planned course of study). It is also possible for graduates of 2nd Lyceum (5th year of secondary education) to register for the DP program, but as a DP1 Year student.
The candidate is then invited to sit Diagnostic Tests; students are examined in Modern Greek, Mathematics and English and for students interested in these subjects; Chemistry, Physics, French and German. These will be analyzed by the appropriate teachers in each field, and the results of this evaluation will determine whether the candidate fulfils the academic requirements to enter the Department. If accepted, the student will have a meeting with the DP Coordinator, in order to prepare a final program of study. From this point on, only slight changes to the program are permitted, as the planning of tutorial groups is partly determined by the results of this procedure.
Prerequisites & Criteria for registration
Prerequisites
- Respect for the principles of the IB DP
- Willingness to abide by our school’s rules
- Full awareness of obligations as regards the IB DP
- Demonstration of perseverance and will to put in serious, consistent and methodical study.
Criteria
- A prior, satisfactory grounding in both the subjects themselves and study skills in general
- Knowledge and the proper use of English and another language at a satisfactory level
- Passing successfully the Interview procedure and the Placement tests
In order to demonstrate the above, the candidate shall submit the following along with his/her application:
(i) a photocopy of his/her transcript from the 1st Lyceum year (10th Grade), or from a corresponding level of an International school, showing at least the first trimester's grades,
(ii) a language certificate or a document proving his/her registration on a course leading to the above certificate (e.g. registration for Lower/FCE) – if applicable,
(iii) obtain a reference letter from their current English teacher.
Applications can be obtained from the secretary (email: ibdep@geitonas-school.gr) or downloaded by the our site (www.geitonas.edu.gr)
All anticipated students will be called to have an interview with the University Counselor, or Departmental Psychologist &/or a senior teacher or the PD Coordinator and all of them will sit placement tests. The candidate must successfully pass the written diagnostic tests in Modern Greek (or another foreign language), English, Mathematics and Natural Sciences (depending on planned course of study). It is also possible for graduates of 2nd Lyceum (5th year of secondary education) to register for the DP program, but as a DP1 Year student.
C.3 Planning a Course of Study
Students may begin by consulting the lists and comments in Part II of this manual. The student's own assessment of their abilities and interests is always of major importance in deciding upon a study program. Before selecting a course, students must ask themselves the following questions:
We advise students to make a list of possibilities and to weight up the advantages and disadvantages of each possible choice. They should also think of other factors and limitations, which may influence their final choice. However, students must always have in mind their future studies and their professional career plans. As mentioned in Part II, the choices made at this point - i.e. which subjects are selected or omitted - may determine, at the time of university application, which areas of study will be open to the student. Thus, before they arrange their program, students must be aware of the requirements and criteria set by the universities of the country or countries in which they intend to apply. They must certainly consult the DP Coordinator, who is familiar with the various university systems.
Students must also be aware of the following:
Higher and Standard Level: The greatest difficulty for many students, after they have chosen their courses, lies in the question of the level at which they wish to study - Standard (SL), or Higher (HL). Subjects at Higher Level demand intensive and in-depth studies of a minimum number of 240 teaching hours that is 6 periods per week. In general terms their choice will reflect their areas of interest and their own academic abilities. HL more or less corresponds in breadth and depth to the A-levels of the British General Certificate of Education (GCE), to the French Baccalaureate and the American Advanced Placement. Subjects at SL are less demanding require less specialized knowledge and understanding and take at least 150 teaching hours (that is 4 periods a week).
Subject choices
Group 1: Studies in Language & Literature (first language). About forty five languages are regularly available; others are available on request. At our school both Literature, and Language and Literature are offered in Greek and in English.
Group 2 - Language Acquisition (foreign language B and ab initio); second modern language courses for various levels of proficiency. At our school, English B are automatically on offer. French B & German B are offered upon sufficient enrollment too.
Group 3 - Individuals and Societies.; (Geography, History, Psychology, Economics, Business & Management, Philosophy, Social & Cultural Anthropology, Information Technology in a Global society, environmental systems & Societies); out of the nine subjects offered in this group, Business and Management; Economics; History; Psychology are automatically on offer at our school.
Group 4 - Experimental Sciences (Biology, Chemistry Physics, Design Technology, Environmental systems); out of the five sciences in this group Biology, Chemistry, Physics are on offer at our school.
Group 5 – Mathematics & Computer Science
Mathematics higher level; Mathematical Studies standard level; Mathematics standard level are automatically on offer at our school. Further mathematics standard level, Computer science (i.e this must be studied in addition to a mathematics subject if selected) can be offered only upon request.
Group 6 – (Visual arts, Music, Theater arts, Film); Visual arts is automatically on offer at our school. Alternatively students at our school may select a second subject from one of Groups 2 to 4.
The choice of the above modules subjects to availability and the DP Coordinator’s approval. Please bear in mind that most subjects are available at both HL and SL, unless otherwise stated. Further subjects can be offered upon request, too.
What to Do:
Note: In order to make a decision, the students must carefully weigh their interests and abilities in relation to the demands and expectations of the university they wish to enter. There are experienced IB DP teachers for every field, who are able to advise students regarding the requirements at Standard Level and Higher Level and regarding the difficulty of each level. Some courses are substantially different in terms of the level of difficulty and the kind of material covered at HL and at SL. In other courses the levels differ primarily in terms of the amount of work required. A student’s choice of program is ultimately subject to both the availability of courses and the DP Coordinator’s approval.
Sample Models of Student Course Selection
A number of course selections leading to the acquisition of the IB Diploma by students at the Geitonas School, have been listed below. They are grouped according to the type of student who might wish to follow these and according to the type of university studies to which each program leads. They must not be considered as the only possibility for students who would like to plan their own program, but are presented here simply as examples of available combinations.
For more, see at http://www.ibo.org/diploma/curriculum/examples/
- Which subjects have interested me in the past?
- Which courses have I taken with the most success?
- Which courses have my teachers, my parents, and the DP Coordinator suggested I take?
- What are my career plans?
- What is the relationship between my academic success and my future plans?
We advise students to make a list of possibilities and to weight up the advantages and disadvantages of each possible choice. They should also think of other factors and limitations, which may influence their final choice. However, students must always have in mind their future studies and their professional career plans. As mentioned in Part II, the choices made at this point - i.e. which subjects are selected or omitted - may determine, at the time of university application, which areas of study will be open to the student. Thus, before they arrange their program, students must be aware of the requirements and criteria set by the universities of the country or countries in which they intend to apply. They must certainly consult the DP Coordinator, who is familiar with the various university systems.
Students must also be aware of the following:
Higher and Standard Level: The greatest difficulty for many students, after they have chosen their courses, lies in the question of the level at which they wish to study - Standard (SL), or Higher (HL). Subjects at Higher Level demand intensive and in-depth studies of a minimum number of 240 teaching hours that is 6 periods per week. In general terms their choice will reflect their areas of interest and their own academic abilities. HL more or less corresponds in breadth and depth to the A-levels of the British General Certificate of Education (GCE), to the French Baccalaureate and the American Advanced Placement. Subjects at SL are less demanding require less specialized knowledge and understanding and take at least 150 teaching hours (that is 4 periods a week).
- A special combination of subjects is sometimes required for a particular choice of university studies. Each university, and department, has specific entry requirements. Any student who may have to meet special prerequisites will discuss this with the DP Coordinator.
- Students have the option of choosing a subject at Higher or at Standard Level (as long as they
- pick at least three subjects at Higher Level) unless they need to meet certain entry requirements for university.
- Students are not allowed to choose the same language/literature course from Group 1 & Group 2
- This means that every student must take two different languages /literature courses.
- Bilingual students may decide on the more challenging option of choosing two Group1 courses
- (in which case they are not required to choose a language from Group 2). They do not have to take the languages at Higher Level.
- All students must take the course Theory of Knowledge (TOK), must participate in the CAS
- program and must submit an Extended Essay of 4,000 words.
Subject choices
Group 1: Studies in Language & Literature (first language). About forty five languages are regularly available; others are available on request. At our school both Literature, and Language and Literature are offered in Greek and in English.
Group 2 - Language Acquisition (foreign language B and ab initio); second modern language courses for various levels of proficiency. At our school, English B are automatically on offer. French B & German B are offered upon sufficient enrollment too.
Group 3 - Individuals and Societies.; (Geography, History, Psychology, Economics, Business & Management, Philosophy, Social & Cultural Anthropology, Information Technology in a Global society, environmental systems & Societies); out of the nine subjects offered in this group, Business and Management; Economics; History; Psychology are automatically on offer at our school.
Group 4 - Experimental Sciences (Biology, Chemistry Physics, Design Technology, Environmental systems); out of the five sciences in this group Biology, Chemistry, Physics are on offer at our school.
Group 5 – Mathematics & Computer Science
Mathematics higher level; Mathematical Studies standard level; Mathematics standard level are automatically on offer at our school. Further mathematics standard level, Computer science (i.e this must be studied in addition to a mathematics subject if selected) can be offered only upon request.
Group 6 – (Visual arts, Music, Theater arts, Film); Visual arts is automatically on offer at our school. Alternatively students at our school may select a second subject from one of Groups 2 to 4.
The choice of the above modules subjects to availability and the DP Coordinator’s approval. Please bear in mind that most subjects are available at both HL and SL, unless otherwise stated. Further subjects can be offered upon request, too.
What to Do:
- First, select three courses at Higher Level according to your interests, abilities and grades. The choices must be made from three different groups. If you wish to choose a second science course, a second humanities course or a third language course, this may be done by choosing One of these as your subject from group 6. When making your choices, please read the course outlines carefully. Always check the Higher Level Subjects First!
- Next, choose three subjects at Standard Level. These will be taken from the remaining three groups and will complement the Higher Level Choices. Once again, carefully consult the course outlines. For more, see at http://www.ibo.org/diploma/curriculum
- Finally, fill in the remaining slots and provide any other information requested. Both parents and students must sign the forms before returning them to the DP Coordinator.
Note: In order to make a decision, the students must carefully weigh their interests and abilities in relation to the demands and expectations of the university they wish to enter. There are experienced IB DP teachers for every field, who are able to advise students regarding the requirements at Standard Level and Higher Level and regarding the difficulty of each level. Some courses are substantially different in terms of the level of difficulty and the kind of material covered at HL and at SL. In other courses the levels differ primarily in terms of the amount of work required. A student’s choice of program is ultimately subject to both the availability of courses and the DP Coordinator’s approval.
Sample Models of Student Course Selection
A number of course selections leading to the acquisition of the IB Diploma by students at the Geitonas School, have been listed below. They are grouped according to the type of student who might wish to follow these and according to the type of university studies to which each program leads. They must not be considered as the only possibility for students who would like to plan their own program, but are presented here simply as examples of available combinations.
- For a student who is more competent in Greek and is interested in Mathematics and Sciences:
- HL: Modern Greek A Literature, Mathematics, Physics
- SL: Chemistry , English B, Business & Man
- For a student who is more competent in Greek, whose level of English is very high and who is interested in Arts: HL: Modern Greek A Literature, Visual Arts , English B
- SL: Biology, History, Mathematical Studies
- For a student who is more competent in English and is interested in the Experimental Sciences: HL: Biology, Mathematics HL, English B
- SL: Modern Greek A Literature, Business & Man, Chemistry
- For a student who is equally competent in two languages, and is interested in foreign languages and the Humanities: HL: English B, Modern Greek A Literature, History
- SL: French B or German B, Chemistry, Mathematical Studies
- For a student who is interested in Economics:
- HL: English B, Economics, History
- SL: Mod Greek A Literature, Mathematics SL, Physics
- For a student who is more competent in the Social Sciences:
- HL: English B, Business & Man/nt, Psychology,
- SL: Mod Greek A Literature, Mathematical Studies, Biology
For more, see at http://www.ibo.org/diploma/curriculum/examples/
C.4 Counseling
In September, when the DP courses begin, a Personal Advisor is appointed for groups of students. These advisors are given the following guidelines and responsibilities:
Students must, for their part consider it their obligation to be in regular contact with their advisors. An appointed school psychologist acts as the Personal Advising Coordinator who (a) coordinates the service, (b) constantly trains the teachers in order to deal with the demanding nature of advising and (c) is also available for consultation by parents and students.
In addition to the above and supplementary to the parental groupings organized by the school psychologists, our departmental psychologist and at the same time Coordinator of the Personal Advising is offering on regular interval especially designed parental groupings solely for the IB DP families. Some of the topics under discussion on those meetings are the following ones:
- to monitor each pupil's progress, meeting at least once a month but especially during the main projects,
- to help in the coordination of the main tests and projects,
- to help the student meet his/her deadlines for the following obligations: Extended Essay, Theory of Knowledge Essays International Literature Assignments, Lab books, Classroom activities
- to help the student coordinate his/her academic and extracurricular activities, including CAS,
- to help the student set priorities,
- to help the student pinpoint and solve any problems related to his/her work,
- to inform the DP Coordinator of any serious unsolved problems for further consideration
- to build a relationship based on mutual trust and respect so that the student feels comfortable coming to the advisor with any issues
Students must, for their part consider it their obligation to be in regular contact with their advisors. An appointed school psychologist acts as the Personal Advising Coordinator who (a) coordinates the service, (b) constantly trains the teachers in order to deal with the demanding nature of advising and (c) is also available for consultation by parents and students.
In addition to the above and supplementary to the parental groupings organized by the school psychologists, our departmental psychologist and at the same time Coordinator of the Personal Advising is offering on regular interval especially designed parental groupings solely for the IB DP families. Some of the topics under discussion on those meetings are the following ones:
- Guidance on how to smoothly adapt to the DP
- Guidance on how to emotionally & mentally support the DP candidates
- How to effectively cope with the student workload?
- Parents and Students under Stress: Strategies of Containment
- Confronting Exam Pressure
- Leaving to Live Abroad: How to deal with the issue of separation
- Learning to make effective use of the Personal advisor &/or the Counselor
C.5 In school Evaluation
Diploma Program assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:
Basic skills are also assessed, including:
In addition to academic skills, Diploma Program assessment encourages an international outlook and intercultural skills where appropriate. Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student's position in the overall rank order.
Our in school assessment procedure is thorough, detailed, continuous, qualitative and always meeting the standards of the IB. It is based on the specific guidelines and mark-schemes set by the IB. Students are carefully monitored on a daily basis by the teaching staff. Monthly and intermediary progress reports are also compiled.
These evaluations are based on the following:
For more see in http://www.ibo.org/diploma/assessment/
Special Educational Needs Policy
in accordance with IB Candidates with Special Assessment Needs Policy (May 2009)
Geitonas IB World school is obliged to follow the Greek national law and International Baccalaureate Special Assessment Needs Policy (May 2009). Year 11/12 students studying the IB Diploma Program receive consideration in line with IB policy, only. This policy applies to candidates affected by a temporary, long-term or permanent disability or illness, candidates with a learning difficulty. Where standard assessment conditions could put candidates with special educational needs at a disadvantage by preventing them from demonstrating their level of attainment, application for special arrangements will be submitted to International Baccalaureate.
The policy states how our school ensures that the necessary provision is made for students with special
education needs. The ultimate goal of our school is to create an inclusive environment based on respect,
support, and friendliness for all students, with collaboration among teachers and parents, and with respect to the IB Academic Policy and the Policy on DP Candidates with special assessment needs.
At Geitonas IB world school we
recognize that all students:
believe that:
undertake the responsibility to
Procedures
Review of the first year of the DP
The courses of most students remain unchanged throughout the two years of DP studies. However, in certain cases, a programme may be changed if a student is facing a specific problem in one or more courses, or if he/she realizes that his/her assessment of his/her abilities or weaknesses was unrealistic. This means a change from Higher to Standard Level and vice versa in two courses. In other cases a tutor or an Advisor may wish to discuss such a change. In these cases the DP Coordinator calls for a meeting of all the student’s tutors to suggest a new program. For such a change to be possible, this process must have been completed by the end of October. At regular intervals, first year candidates are reviewed by the Tutors, and their progress is discussed; the intention being to make sure that no student problem goes undetected and that every student is given the opportunity to do his/her best. The assessment of first year students, also includes end of term written examinations as well as the final written first year examinations.
Transfer of students to other DP schools after the first year
At the end of the first year, students who come to our school having completed their first year at another school may continue the program at our school. As all the DP schools do not offer the same number and variety of courses and levels, adjustments in individual program are sometimes necessary. Should a student intend to join the DP at our school in the middle of the program, the DP Coordinator of the previous school must contact the DP Coordinator of our school as soon as possible during the first year. Similar arrangements must be made for a student who, having completed the first year at Geitonas, transfers to some other school offering the DP. Although these transfers are possible, there are often difficulties in the matching of the first and second years in this two-year program. Thus, while schools generally accept these students, in some cases this may be impossible.
To continue to the second year the student must meet all the requirements set by our internal assessment policy (both in credits and in terms of completion of all the required internal projects within the predetermined deadlines).
- analyzing and presenting information
- evaluating and constructing arguments
- solving problems creatively
Basic skills are also assessed, including:
- retaining knowledge
- understanding key concepts
- applying standard methods.
In addition to academic skills, Diploma Program assessment encourages an international outlook and intercultural skills where appropriate. Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student's position in the overall rank order.
Our in school assessment procedure is thorough, detailed, continuous, qualitative and always meeting the standards of the IB. It is based on the specific guidelines and mark-schemes set by the IB. Students are carefully monitored on a daily basis by the teaching staff. Monthly and intermediary progress reports are also compiled.
These evaluations are based on the following:
- Written: exercises, essays, critical analysis, translations, group projects, lab reports, open and closed book quizzes, pre-announced or announced tests and mid-term, term, end of year exams
- Mock Exams. All our students sit two sets of Mock Exams. These exams are intended to familiarize students with the exam practices. Their aim is also to help students discover, before the actual exams, what they know and where they have weak spots.
- Oral: individual and group presentations and classroom participation. Students are assessed with reference to criteria set by the IB and laid out in the syllabus.
- Extra-curricular: it is through their participation in the CAS program that we monitor the development of initiative, leadership, organizational and communicative qualities.
- Students' self-evaluation questionnaire complements the above procedure.
For more see in http://www.ibo.org/diploma/assessment/
Special Educational Needs Policy
in accordance with IB Candidates with Special Assessment Needs Policy (May 2009)
Geitonas IB World school is obliged to follow the Greek national law and International Baccalaureate Special Assessment Needs Policy (May 2009). Year 11/12 students studying the IB Diploma Program receive consideration in line with IB policy, only. This policy applies to candidates affected by a temporary, long-term or permanent disability or illness, candidates with a learning difficulty. Where standard assessment conditions could put candidates with special educational needs at a disadvantage by preventing them from demonstrating their level of attainment, application for special arrangements will be submitted to International Baccalaureate.
The policy states how our school ensures that the necessary provision is made for students with special
education needs. The ultimate goal of our school is to create an inclusive environment based on respect,
support, and friendliness for all students, with collaboration among teachers and parents, and with respect to the IB Academic Policy and the Policy on DP Candidates with special assessment needs.
At Geitonas IB world school we
recognize that all students:
- have different educational and behavioral needs and aspirations
- can learn and make progress
- acquire, assimilate and communicate information at different rates
- require different strategies for learning; diverse teaching approaches and experiences
- are unique and capable individuals
- irrespectively of their gender, race, education ability or physical disability should have the opportunity to learn
- have the ability to become active, compassionate lifelong learners and eventually successfully developed the attributes of the IB Learner Profile
believe that:
- all our teachers should be committed to the appropriate provision of the full DP curriculum to each student by understanding and following the principles of differentiated teaching
- we should make clear the expectations of all partners in the process (teachers, parents, school officials); and identify the roles and responsibilities of staff in providing for SEN students
- when necessary and appropriate, we should draw on the knowledge and expertise of other
- professionals and outside agencies in order to cater for the specific needs of individual students
- cooperation between the DP , Lyceum and Junior High school teachers should be encouraged, developed
- and maintained
undertake the responsibility to
- provide training for staff to successfully support SEN needs
- raise staff awareness in relation to SEN matters
- organize training for our teachers in SEN matters
- promote a close working relationship on the matter with other educational organizations
- supply resources to the teachers that will assist them to differentiate their teaching practices towards SEN candidates
- identify and assess students with SEN as early and thoroughly as is possible
- work closely with parents and students through the process of identification, assessment and intervention; record a student’s SEN, the action taken and the outcome is required in order our collective course of action to be successfully coordinated
- devise programs of study, designed to meet individual student’s needs where students receive individual/small group tuition out of the classroom setting
- apply assessment procedures which are in full compliance with what the official IB DP policies as they are specifically laid out in the following documents: Handbook of Procedures, Diploma Program Assessment: Principles & Practice, Candidate with special Assessment needs, General regulations: Diploma Program (for students and their legal guardians), Program standards and practices (for use from 1 January 2011).
- comply with the Greek Law definitions and framework for both identification and evaluation of students who may qualify for SEN arrangements
- loyally follow the procedures that IB DP Handbook of Procedures prescribes in relation to SEN (D1/D2) candidates
- make use of special arrangements as far as it concerns the final DP exams only upon formal authorization on behalf of the IB
Procedures
- Identification of condition affecting performance via medical practitioner [1]is required
- DP Coordinator submits supporting paperwork and D1/D2 documentation as applicable and in line with
- Handbook of procedures for the Diploma Program
- School Psychologist prepares and distributes summary of documentation received from medical
- practitioner to teachers regarding in-class support and alternative arrangements as recommended
- Teachers ensure students receive special consideration as recommended
- Assigned Coordinator communicates with the student and his/her teachers, to monitor their coping strategies and progress
- Support staff provide guidance as needed
- DP Coordinator ensures IB approved alternative arrangements are provided for all examinations, adhering to IB SEN Policy.
Review of the first year of the DP
The courses of most students remain unchanged throughout the two years of DP studies. However, in certain cases, a programme may be changed if a student is facing a specific problem in one or more courses, or if he/she realizes that his/her assessment of his/her abilities or weaknesses was unrealistic. This means a change from Higher to Standard Level and vice versa in two courses. In other cases a tutor or an Advisor may wish to discuss such a change. In these cases the DP Coordinator calls for a meeting of all the student’s tutors to suggest a new program. For such a change to be possible, this process must have been completed by the end of October. At regular intervals, first year candidates are reviewed by the Tutors, and their progress is discussed; the intention being to make sure that no student problem goes undetected and that every student is given the opportunity to do his/her best. The assessment of first year students, also includes end of term written examinations as well as the final written first year examinations.
Transfer of students to other DP schools after the first year
At the end of the first year, students who come to our school having completed their first year at another school may continue the program at our school. As all the DP schools do not offer the same number and variety of courses and levels, adjustments in individual program are sometimes necessary. Should a student intend to join the DP at our school in the middle of the program, the DP Coordinator of the previous school must contact the DP Coordinator of our school as soon as possible during the first year. Similar arrangements must be made for a student who, having completed the first year at Geitonas, transfers to some other school offering the DP. Although these transfers are possible, there are often difficulties in the matching of the first and second years in this two-year program. Thus, while schools generally accept these students, in some cases this may be impossible.
To continue to the second year the student must meet all the requirements set by our internal assessment policy (both in credits and in terms of completion of all the required internal projects within the predetermined deadlines).
C.6 Summer Internship Program
Our Summer Internship Program gives students the opportunity to obtain work experience in fields which are related to their potential study/career interests or to simply acquire real work-environment experience while still on the IB DP. Being aware of the growing demands of our present day world and how valuable the acquisition of any additional qualifications is in the development of our students’ academic and professional profile, we invite DP1 students in becoming involved for a period of 2 to 3 weeks during the summer months.
In order for the Summer Internship Program to “work effectively”, a student is advised to avoid obtaining such work experience at an ‘opening’ of their own parents.’ A relative’s work-place may, however, serve such purposes and is therefore acceptable even though it is generally preferable for students to gain work-experience in a ‘non-familiar’ environment.
Students and parents should also be aware that such work experience is NOT for CAS credits and it is NOT for cash either. It must be further stressed that since participation in this program is voluntary it should not conflict with any of the student’s summer academic responsibilities which must be given priority over all other initiatives.
Participation in this program must be conducted according to the rules of contact and behaviour followed by IB DP students at Geitonas School as well as according to the regulations applicable at the attended work-place. For details, relevant information regarding the philosophy and the objectives as well as guidelines and relevant forms concerning this opportunity, please visit the school site at: http://www.geitonas.edu.gr under “Εκπαίδευση” and then go to “ΠΡ.Α.ΕΡ.ΕΜ.”
List of Sample Internships up to now
In order for the Summer Internship Program to “work effectively”, a student is advised to avoid obtaining such work experience at an ‘opening’ of their own parents.’ A relative’s work-place may, however, serve such purposes and is therefore acceptable even though it is generally preferable for students to gain work-experience in a ‘non-familiar’ environment.
Students and parents should also be aware that such work experience is NOT for CAS credits and it is NOT for cash either. It must be further stressed that since participation in this program is voluntary it should not conflict with any of the student’s summer academic responsibilities which must be given priority over all other initiatives.
Participation in this program must be conducted according to the rules of contact and behaviour followed by IB DP students at Geitonas School as well as according to the regulations applicable at the attended work-place. For details, relevant information regarding the philosophy and the objectives as well as guidelines and relevant forms concerning this opportunity, please visit the school site at: http://www.geitonas.edu.gr under “Εκπαίδευση” and then go to “ΠΡ.Α.ΕΡ.ΕΜ.”
List of Sample Internships up to now
C.7 Extra-Curricular Activities
Throughout the DP1 year and during the summer prior to the start of the DP2 year, Geitonas IB DP candidates have the opportunity to choose amongst a variety of extra-curricular activities that enrich their experiences in the most fruitful way. Such activities include:
Professional Orientation workshops
A number of workshops is attended by our DP students in an effort to expose them to the challenges ahead of them.
AIT (Athens Information Technology): Centre by Hellas Online and representatives from Mozilla receiving instructions on two Mozilla programs; one designed to create videos, incorporating photos and music; the other was a program designed to allow a website to be created from scratch for a Greek NGO called “SKEP”.
Allseas Marine Services //European Navigation seminar offered annually to DP students by way of exposing them to the shipping industry related studies that are geared towards the development of Maritime Resource Management skills through sharing of broad experiences and expertise-
Business Ethics Seminar
In cooperation with EBEN (Δημητρίου Σούτσου 48, Αθήνα) DP student participate in a project regarding "Business and Professional Ethics focusing upon Social Responsibility for students, made by students suitably directed”. The development of students’ social responsibility through the EBEN project (http://www.eben.gr) is designed to provide an opportunity for those attending the IB DP for an exposure to considerations related to their eventual university studies.
Leadership Workshop: In cooperation with ALBA graduate school (Xenias Str., 115 28 Athens, Greece), our DP students enjoy on an annual basis the unique learning experience of a one day workshop in Leadership with an ALBA member of staff (http://www.alba.edu.gr/Pages/Default.aspx). Students are thus exposed into to leadership techniques and strategies which will be of significant value to them in the present as well as in the future.
Asp’ Net of UNESCO (Associated Schools Project Network), is a network of schools that participate and share the ideas, the goals and the spirit of UNESCO. Every year, a Symposium takes place, organized every year by a school-member of Asp’ Net, and students from over 23 schools are coming together in order to discuss topics and issues concerning the world’s problems such as poverty, unemployment, lack of education and others. On February of 2012 "Geitonas" School hosted the 12th UNESCO Symposium with the title: "the transformation of the world" while the Geitonas School participates in the Asp' Net program each year.
Forensics is an academic initiative. The activities involved in Forensics are: debate, group discussion, oratory, impromptu speaking, oral interpretation of literature and duet acting. Each event features a different form of public speaking and requires a unique skill and talent. Students participate in many competitions in Greece and abroad as well as in the Pan-Hellenic Forensics Association Tournament once a year. Students from the Geitonas IB program participate each year in the Forensics initiative along with students from other levels of the Geitonas School.
MUN (Model United Nations) is an academic simulation of the United Nations that aims to educate participants about current events, topics in international relations, diplomacy and the United Nations agenda. Students attend many conferences in Greece and abroad. A number of IB students along with other Geitonas fellow-students participate and are distinguished for their professionalism in delivering rigorous argumentation in defense of the given proposals on various issues of international concern.
EYP (European Youth Parliament) is an academic simulation of the European Parliament that aims to encourage independent thinking and socio-political initiative as well as the exchange of ideas among young people in Europe. The students take part in the National Selection Session once a year and the best delegates represent their country in the International Session. The Geitonas School has been consistently involved in such undertakings with a number of distinctions among its participants,
WinPeace: A number of IB DP candidates have over the past years participated under the supervision of the CAS coordinator in the KEDE / WINPEACE project with our IB DP candidates attending peace and conflict resolution workshops for one week every summer either in Greece, Turkey, or Cyprus. The experience and skills developed during these workshops has helped students acquire invaluable qualifications concerning the management of public speaking, of team-leadership qualities and of exploring real-life cases and real-life-concerns facing the world today.
Exchange Visits
Geitonas School has repeatedly organized environmental projects in the area of Mani in which students from international IB schools have invariably been invited and involved in this environmental project. This project exposes students to the wildlife of the Mani region in the Peloponnese but also acquaints them with the challenges related to environmental protection issues. A number of related activities have been undertaken by our IB students and their Spanish counterparts from Alfonso X el Sabio, Murcia Spain School over the past several years either construction projects for injured wild birds or maintenance and cleanup ones in the mountainous or coastal area of Mani.
A number of workshops is attended by our DP students in an effort to expose them to the challenges ahead of them.
AIT (Athens Information Technology): Centre by Hellas Online and representatives from Mozilla receiving instructions on two Mozilla programs; one designed to create videos, incorporating photos and music; the other was a program designed to allow a website to be created from scratch for a Greek NGO called “SKEP”.
Allseas Marine Services //European Navigation seminar offered annually to DP students by way of exposing them to the shipping industry related studies that are geared towards the development of Maritime Resource Management skills through sharing of broad experiences and expertise-
Business Ethics Seminar
In cooperation with EBEN (Δημητρίου Σούτσου 48, Αθήνα) DP student participate in a project regarding "Business and Professional Ethics focusing upon Social Responsibility for students, made by students suitably directed”. The development of students’ social responsibility through the EBEN project (http://www.eben.gr) is designed to provide an opportunity for those attending the IB DP for an exposure to considerations related to their eventual university studies.
Leadership Workshop: In cooperation with ALBA graduate school (Xenias Str., 115 28 Athens, Greece), our DP students enjoy on an annual basis the unique learning experience of a one day workshop in Leadership with an ALBA member of staff (http://www.alba.edu.gr/Pages/Default.aspx). Students are thus exposed into to leadership techniques and strategies which will be of significant value to them in the present as well as in the future.
Asp’ Net of UNESCO (Associated Schools Project Network), is a network of schools that participate and share the ideas, the goals and the spirit of UNESCO. Every year, a Symposium takes place, organized every year by a school-member of Asp’ Net, and students from over 23 schools are coming together in order to discuss topics and issues concerning the world’s problems such as poverty, unemployment, lack of education and others. On February of 2012 "Geitonas" School hosted the 12th UNESCO Symposium with the title: "the transformation of the world" while the Geitonas School participates in the Asp' Net program each year.
Forensics is an academic initiative. The activities involved in Forensics are: debate, group discussion, oratory, impromptu speaking, oral interpretation of literature and duet acting. Each event features a different form of public speaking and requires a unique skill and talent. Students participate in many competitions in Greece and abroad as well as in the Pan-Hellenic Forensics Association Tournament once a year. Students from the Geitonas IB program participate each year in the Forensics initiative along with students from other levels of the Geitonas School.
MUN (Model United Nations) is an academic simulation of the United Nations that aims to educate participants about current events, topics in international relations, diplomacy and the United Nations agenda. Students attend many conferences in Greece and abroad. A number of IB students along with other Geitonas fellow-students participate and are distinguished for their professionalism in delivering rigorous argumentation in defense of the given proposals on various issues of international concern.
EYP (European Youth Parliament) is an academic simulation of the European Parliament that aims to encourage independent thinking and socio-political initiative as well as the exchange of ideas among young people in Europe. The students take part in the National Selection Session once a year and the best delegates represent their country in the International Session. The Geitonas School has been consistently involved in such undertakings with a number of distinctions among its participants,
WinPeace: A number of IB DP candidates have over the past years participated under the supervision of the CAS coordinator in the KEDE / WINPEACE project with our IB DP candidates attending peace and conflict resolution workshops for one week every summer either in Greece, Turkey, or Cyprus. The experience and skills developed during these workshops has helped students acquire invaluable qualifications concerning the management of public speaking, of team-leadership qualities and of exploring real-life cases and real-life-concerns facing the world today.
Exchange Visits
Geitonas School has repeatedly organized environmental projects in the area of Mani in which students from international IB schools have invariably been invited and involved in this environmental project. This project exposes students to the wildlife of the Mani region in the Peloponnese but also acquaints them with the challenges related to environmental protection issues. A number of related activities have been undertaken by our IB students and their Spanish counterparts from Alfonso X el Sabio, Murcia Spain School over the past several years either construction projects for injured wild birds or maintenance and cleanup ones in the mountainous or coastal area of Mani.
