DP — IB Handbook

IB Handbook
2023 – 2025

• School Mission Statement →
• The International Baccalaureate Diploma Programme →
• Learner profile →
• IB on Šrobárka →
• The IB Core →
  • Theory of Knowledge
  • Creativity, Activity, Service
  • Extended Essay
• Subject offerings on Šrobárka →
  • Group 1: Studies in Language and Literature
  • Group 2: Language Acquisition
  • Group 3: Individuals and Societies
  • Group 4: Sciences
  • Group 5: Mathematics
  • Group 6: The Art
  • Selecting Correct Classes for Specific University Programmes
• Assessment →
• Award of diploma →
• Retaking the IB Diploma Examinations →
• Predicted grades →
• Important dates and contacts →
  • IB DP Calendar 2023 – 2025
  • Contacts
• School canteen information →
• Appendix →
  • Policies
  • Internal school regulations

School Mission Statement

We strive to prepare all students to become life-long learners and responsible citizens both locally and globally ready to meet the challenges of the future. In partnership with families and community, our goal is to create relevant learning opportunities for students — both inside and outside the classroom — that help them develop the knowledge, critical thinking skills and character necessary to succeed in a technologically advanced world.

The International Baccalaureate Diploma Programme

The Diploma Programme was established in the late 1960s and was originally designed to cater for the educational needs of globally mobile students in international school.

The general objectives of the IBO were to provide students with a balanced education, to facilitate geographic and cultural mobility, and to promote international understanding through shared academic experience. From its inception, the development of the IB DP was based on three fundamental principles:

• the need for a broad general education, establishing the basic knowledge and critical thinking skills necessary for further study
• the importance of developing international understanding and citizenship for a more peaceful, productive future
• the need for flexibility of choice among the subjects to be studied, within a balanced framework, so that the students’ options could correspond as far as possible to their particular interests and capacities.

In the years since its founding, the DP has become a leading, internationally recognized pre-university qualification. Now it is a symbol of academic excellence worldwide.

The student who satisfies its demands demonstrates a strong commitment to learning, both in terms of the mastery of subject content and in the development of a wide range of skills. He or she is also encouraged to appreciate the universal value of human diversity and its legitimate boundaries, while at the same time understanding the common humanity that we all share.

While each component of the DP has specific aim and assessment objectives, the distinctive aims of the programme as a whole are to:

• provide an internationally accepted qualification for entry into higher education
• promote international understanding
• educate the whole person, emphasizing intellectual, personal, emotional and social growth
• develop inquiry and thinking skills, and the capacity to reflect upon and to evaluate actions critically.

Learner profile

The aim of all IB programmes is to develop internationally minded people who, recognizing 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.

Communicators 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.

Principled 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.

Open-minded 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 view, and are willing to grow from the experience.

Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.

Risk-takers 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.

IB on Šrobárka

Gymnázium Šrobárova is proud to offer IB Diploma Programme. „Šrobarka“ is one of the few secondary schools in Slovakia which provide a unique and optimal atmosphere to prepare students for success in the IB. As a school with an established and proud tradition, we are rooted in the local community and region and recognized far beyond our school boundaries. Our IB teachers are passionate about their subjects and enthusiastic about education and the IB. Teachers are approachable, readily available and eager to assist and support students inside and outside the classroom.

The IB Core

Theory of Knowledge

The Theory of Knowledge (TOK) course plays a special role in the DP providing an opportunity for students to reflect on the nature, scope and limitations of knowledge and the process of knowing. In this way, the main focus of TOK is not on students acquiring new knowledge but on helping students to reflect on and put into perspective, what they already know. TOK underpins and helps to unite the subjects that students encounter in the rest of their DP studies. It engages students in explicit reflection on how knowledge is arrived at in different disciplines and areas of knowledge, on what these areas have in common and the differences between them.

The aims of TOK course are:

• to encourage students to reflect on the central question, „How do we know that?“, and to recognize the value of asking that question
• to expose students to ambiguity, uncertainty and questions with multiple plausible answers
• to equip students to effectively navigate and make sense of the world, and help prepare them to encounter novel and complex situations
• to encourage students to be more aware of their own perspectives and to reflect critically on their own beliefs and assumptions
• to encourage students with multiple perspectives, foster open-mindedness and develop inter-cultural understanding
• to encourage students to make connections between academic disciplines by exploring underlying concepts and by identifying similarities and differences in the methods of inquiry used in different areas of knowledge
• to prompt students to consider the importance of values, responsibilities and ethical concerns relating to the production, acquisition, application and communication of knowledge.

For more information click on www.ibo.org →

Creativity, Activity, Service

Creativity, activity, service (CAS) is at the heart of the DP: With its holistic approach, CAS is designed to strengthen and extend students’ personal and interpersonal learning.

CAS is organized around the three strands of creativity, activity and service defined as follows:
Creativity — exploring and extending ideas leading to an original or interpretive product or performance.
Activity — physical exertion contributing to a healthy lifestyle.
Service — collaborative and reciprocal engagement with the community in response to an authentic need.

CAS aims to develop students who:

• enjoy and find significance in a range of CAS experiences
• purposefully reflect upon their experiences
• identify goals, develop strategies and determine further actions for personal growth
• explore new possibilities, embrace new challenges and adapt to new roles
• actively participate in planned, sustained and collaborative CAS projects
• understand they are members of local and global communities with responsibilities towards each other and the environment.

A CAS experience is a specific event in which the student engages with one or more of the three strands. It can be a single event or an extended series of events. A CAS project is a collaborative series of sequential CAS experiences lasting at least one month. Typically, a student’s CAS programme combines planned/unplanned singular and ongoing experiences. All are valuable and may lead to personal development. However, a meaningful CAS programme must be more than just a series of unplanned/singular experiences. Students must be involved in at least one CAS project during the programme.

For more information click on www.ibo.org →

Extended Essay

The Extended Essay (EE) is a compulsory, externally assessed piece of independent research into a topic chosen by the students and presented as a formal piece of academic writing. The EE is intended to promote high-level research and writing skills, intellectual discovery and creativity while engaging students in personal research. This leads to a major piece of formally presented, structured writing of up to 4,000 words in which ideas and findings are communicated in a reasoned, coherent and appropriate manner.

Students are guided through the process of research and writing by an assigned supervisor (a teacher in the school). All students undertake three mandatory reflection sessions with their supervisor, including a short interview, or viva voce, following the completion of the extended essay.

Extended essay topics may be chosen from a list of approved DP subjects — normally one of the student’s six chosen subjects for the IB diploma or the world studies option. World studies provides students with the opportunity to carry out an in-depth interdisciplinary study of an issue of contemporary global significance, using two IB disciplines.

The aims of the EE are to provide students with the opportunity to:

• engage in independent research with intellectual initiative and rigour
• develop research, thinking, self-management and communication skills
• reflect on what has been learned throughout the research and writing process.

For more information click on www.ibo.org →

Subject offerings on Šrobárka

Group 1: Studies in Language and Literature

Slovak A: Literature (HL & SL)

The Language A: literature aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. The course aims at developing an understanding of factors that contribute to the production and reception of literature — the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response. Through close analysis of a range of literary text in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

The aims of studies in language and literature courses are to enable students to:

• engage with a range of text, in a variety of media and forms, from different periods, styles and cultures
• develop skills in listening, speaking, reading, writing, viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety of perspectives, cultural context, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.

For more information click on www.ibo.org →

English A: Language and Literature (HL & SL)

The language A: language and literature course aims at studying the complex and dynamic nature of language and exploring both its practical and aesthetic dimensions. The course will explore the crucial role language plays in communication, reflecting experience and shaping the world, and the roles of individuals themselves as producers of language. Throughout the course, students will explore the various ways in which language choices, text types, literary forms and contextual elements all effect meaning.

Through close analysis of various text types and literary forms, students will consider their own interpretations, as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meaning for texts.

The aims of studies in language and literature courses are to enable students to:

• engage with a range of texts, in a variety of media and forms, from different periods, styles and cultures
• develop skills in listening, speaking, reading, writing viewing, presenting and performing
• develop skills in interpretation, analysis and evaluation
• develop sensitivity to the formal and aesthetic qualities of texts and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of relationships between texts and a variety perspectives, cultural contexts, and local and global issues, and an appreciation of how they contribute to diverse responses and open up multiple meanings
• develop an understanding of the relationships between studies in language and literature and other disciplines
• communicate and collaborate in a confident and creative way
• foster a lifelong interest in and enjoyment of language and literature.

For more information click on www.ibo.org →

Group 2: Language Acquisition

German B (SL)
French B (SL)
English B (SL)

Language acquisition consists of two modern language courses — language ab initio and language B — designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken.

Language B is a language acquisition course designed for students with some previous experience of the target language. Students develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.

Both language B SL and HL students learn to communicate in the target language in familiar and unfamiliar contexts. The distinction between language B SL and HL can be seen in the level of competency the student is expected to develop in receptive, productive and interactive skills.

At HL the study of two literary works originally written in the target language is required and students are expected to extend the range and complexity of the language they use and understand in order to communicate. Students continue to develop their knowledge of vocabulary and grammar, as well as their conceptual understanding of how language works, in order to construct, analyse and evaluate arguments on a variety of topics relating to course content and the target language culture(s).

The following language acquisition aims are common to both language ab initio and language B:

• develop international-mindedness through the study of languages, cultures, and ideas and issues of global significance
• enable students to communicate in the language they have studied in a range of contexts and for a variety of purposes
• encourage, through the study of texts and through social interaction, an awareness and appreciation of a variety of perspectives of people from diverse cultures
• develop students’ understanding of the relationship between the languages and cultures with which they are familiar
• develop students’ awareness of the importance of language in relation to other areas of knowledge
• provide students, through language learning and the process of inquiry, with opportunities for intellectual engagement and the development of critical- and creative-thinking skills
• provide students with a basis for further study, work and leisure through the use of an additional language
• foster curiosity, creativity and a lifelong enjoyment of language learning.

For more information click on www.ibo.org →

Group 3: Individuals and Societies

Geography (HL & SL)

Geography is a dynamic subject firmly grounded in the real world, and focuses on the interactions between individuals, societies and physical processes in both time and space. It seeks to identify trends and patterns in these interactions. It also investigates the way in which people adapt and respond to change, and evaluates actual and possible management strategies associated with such change. Geography describes and helps to explain the similarities and differences between different places, on variety of scales and from different perspectives.

Geography as a subject is distinctive in its special dimension and occupies a middle ground between social or human sciences. The course integrates physical, environmental and human geography, and students acquire elements of both socio-economic and scientific methodologies. Geography takes advantage of its position to examine relevant concepts and ideas from a wide variety of disciplines, helping students develop life skills and have an appreciation of, and a respect for, alternative approaches, viewpoints and ideas.

Students at both SL and HL are presented with a common core and optional geographic themes. HL students also study the HL core extension. Although the skills and activity of studying geography are common to all students, HL students are required to acquire a further body of knowledge, to demonstrate critical evaluation and to further synthetise the concepts in the HL extension.

The aims of the geography course at SL and HL are to enable students to:

• develop an understanding of the dynamic interrelationships between people, places, spaces and the environment at different scales
• develop a critical awareness and consider complexity thinking in the context of the nexus of geographic issues, including:
  • acquiring an in-depth understanding of how geographic issues, or wicked problems, have been shaped by powerful human and physical processes
  • synthesizing diverse geographic knowledge in order to form viewpoints about how these issues could be resolved
• understand and evaluate the need of planning and sustainable development through the management of resources at varying scales.

For more information click on www.ibo.org →

History (HL & SL)

History is a world history course based on a comparative and multi-perspective approach to history. It involves the study of a variety of types of history, including political, economic, social, and cultural, and provides a balance of structure and flexibility.

The course emphasizes the importance of encouraging students to think historically and develop historical skills as well as gaining factual knowledge. It puts a premium on developing the skills of critical thinking, and on developing an understanding of multiple interpretations of history. In this way, the course involves a challenging and demanding critical exploration of the past. Teachers explicitly teach thinking and research skills such as comprehension, text analysis, transfer, and use of primary sources.

There are six key concepts that have particular prominence throughout the DP history course: change, continuity, causation, consequence, significance and perspectives.

The aims of the DP history course are to enable students to:

• develop an understanding of, and continuing interest in, the past
• encourage students to engage with multiple perspectives and to appreciate the complex nature of historical concepts, issues, events and developments
• promote international-mindedness through the study of history from more than one region of the world
• develop an understanding of history as a discipline and to develop historical consciousness including a sense of chronology and context, and an understanding of different historical perspectives
• develop key historical skills, including engaging effectively with sources
• increase students’ understanding of themselves and of contemporary society be encouraging reflection on the past.

For more information click on for SL www.ibo.org → and HL www.ibo.org →

Group 4: Sciences

Biology (HL & SL)

As one of the three natural sciences in the IB Diploma Programme, biology is primarily concerned with the study of life and living system. Biologists attempt to make sense of the world through a variety of approaches and techniques, controlled experimentation and collaboration between scientists. At a time of global introspection on human activities and their impact on the world around us, developing and communicating a clear understanding of the living world has never been of greater importance than it is today.

Through the study of DP biology, students are empowered to make sense of living systems through unifying themes. By providing opportunities for students to explore conceptual frameworks, they are better able to develop understanding and awareness of the living world around them. This is carried further through a study of interactions at different levels of biological organizations, from molecules and cells to ecosystems and the biosphere. Integral to the student experience of the DP biology course is the learning that takes place through scientific inquiry. With an emphasis on experimental work, teachers provide students with opportunities to ask questions, design experiments, collect and analyse data, collaborate with peers, and reflect, evaluate and communicate their findings.

DP biology enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.

Through the overarching theme of the nature of science, the course aims to enable students to:

• develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tool and techniques that characterise science
• develop the ability to analyse, evaluate and synthetise scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of science.

For more information click on www.ibo.org →

Chemistry (HL & SL)

As one of the natural sciences in the IB Diploma Programme, chemistry is primarily concerned with identifying patterns that help to explain matter at the microscopic level. This then allows matter’s behaviour to be predicted and controlled at a macroscopic level. The subject therefore emphasizes the development of representative models and explanatory theories, both of which rely heavily on creative but rational thinking.

DP chemistry enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their students and beyond.

Integral to the student experience of the DP chemistry course is the learning that takes place through scientific inquiry both in the classroom and the laboratory.

Through the overarching theme of the nature of science, the course aims to enable students to:

• develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tools and techniques that characterise science
• develop the ability to analyse, evaluate and synthesize scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of science.

For more information click on www.ibo.org →

Physics (HL & SL)

As one of the three natural sciences in the IB Diploma Programme, physics is concerned with an attempt to understand the natural world, from determining the nature of the atom to finding patterns in the structure of the universe. It is the search for answers from how the universe exploded into life to the nature of time itself. Observations are essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations. Besides leading to a better understanding of the natural world, physics gives us the ability to alter our environments.

DP physics enables students to constructively engage with topical scientific issues. Students examine scientific knowledge claims in a real-world context, fostering interest and curiosity. By exploring the subject, they develop understandings, skills and techniques which can be applied across their studies and beyond.

Integral to the student experience of the DP physics course is the learning that takes place though scientific inquiry both in the classroom and the laboratory.

Through the overarching theme of the nature of science, the course aims to enable students to:

• develop conceptual understanding that allows connections to be made between different areas of the subject, and to other DP sciences subjects
• acquire and apply a body of knowledge, methods, tools and techniques that characterise science
• develop the ability to analyse, evaluate and synthesize scientific information and claims
• develop the ability to approach unfamiliar situations with creativity and resilience
• design and model solutions to local and global problems in a scientific context
• develop an appreciation of the possibilities and limitations of science
• develop technology skills in a scientific context
• develop the ability to communicate and collaborate effectively
• develop awareness of the ethical, environmental, economic, cultural and social impact of science.

For more information click on www.ibo.org →

Collaborative Sciences Project

A compulsory project encourages students to appreciate the environmental, social and ethical implications of science. This exercise is collaborative and interdisciplinary and provides an opportunity for students to explore scientific solutions to global questions.

Group 5: Mathematics

Applications and Interpretations (HL & SL)

The IB DP Mathematics: applications and interpretations course recognizes the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling. To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Students should expect to develop strong technology skills, and will be intellectually equipped to appreciate the links between theoretical and the practical concepts in mathematics. All external assessments involve the use of technology. Students are also encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The internally assessed exploration allows students to develop independence in mathematical learning. Throughout the course students are encouraged to take a considered approach to various mathematical activities and to explore different mathematical ideas.

The aims of all DP mathematics courses are to enable students to:

• develop a curiosity and enjoyment of mathematics, and appreciate its elegance and power
• develop an understanding of the concepts, principles and nature of mathematics
• communicate mathematics clearly, concisely and confidently in a variety of contexts
• develop logical and creative thinking, and patience and persistence in problem solving to instil confidence in using mathematics
• employ and refine their powers of abstraction and generalization
• take action to apply and transfer skills to alternative situations, to other areas of knowledge and to future developments in their local and global communities
• appreciate how developments in technology and mathematics influence each other
• appreciate the moral, social and ethical questions arising from the work of mathematicians and the applications of mathematics
• appreciate the universality of mathematics and its multicultural, international and historical perspectives
• appreciate the contribution of mathematics to other disciplines, and as a particular “area of knowledge” in the TOK course
• develop the ability to reflect critically upon their work and the work of others
• independently and collaboratively extend their understanding of mathematics.

For more information click on www.ibo.org →

Group 6: The Art

Visual Arts (SL)

The IB DP visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking, while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media. The course is designed for students who want to go on to study visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

The role of visual arts teachers should be to actively and carefully organize learning experiences for the students, directing their study to enable them to reach their potential and satisfy the demands of the course. Students should be empowered to become autonomous, informed and skilled visual artists.

The aims of the art subjects are to enable students to:

• enjoy lifelong engagement with the arts
• become informed, reflective and critical practitioners in the arts
• understand the dynamic and changing nature of the arts
• explore and value the diversity of the arts across time, place and cultures
• express ideas with confidence and competence
• develop perceptual and analytical skills
• make artwork that is influenced by personal and cultural contexts
• become informed and critical observers and makers of visual culture and media
• develop skills, techniques and processes in order to communicate concepts and ideas.

For more information click on www.ibo.org →

Selecting Correct Classes for Specific University Programmes

The future IB DP students need to make informed choices about their IB subjects as this have a direct effect on the choice of university / college degree programme. It is strongly advised to research several universities to check their general entrance requirements for specific subjects. Students can check with the career counsellor for degree course descriptions and entrance requirements and students can also check the site www.ucas.com → for exact requirements at specific universities in the UK.

The list below is only an example, the students and parents/guardians are strongly advised to check the universities / colleges of their choice to confirm admission requirements.

Assessment

DP assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:

• analysing and presenting information
• evaluating and constructing arguments
• solving problems creatively

Basic skills are also assessed, including:

• retaining knowledge
• understanding key concepts
• applying standard methods

Reports are given twice a year at the end of each semester — January and June. Halfway through the semester, students and parents receive a formative progress notice to inform them of possible failure or if a student is not working to their level of ability. The final grade is based on the assessment objectives specific to each subject. You can find the grade descriptors on www.ibo.org →

In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, whenever appropriate.

Student results are determined by performance against set standards, not by each student’s position in the overall rank order.

IB uses both external and internal assessment in the DP.

External assessment

Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability.

They include:

• essays
• structured problems
• short-response questions
• data-response questions
• text-response questions
• case-study questions
• multiple-choice questions — though these are rarely used.

Internal assessment

Teacher assessment is also used for most courses. This includes:

• oral work in languages
• fieldwork in geography
• laboratory work in the sciences
• investigations in mathematics
• artistic performances.

Award of diploma

All assessment components for each of the six subjects and the additional Diploma requirements must be completed in order to qualify for the award of the IB Diploma. The IB Diploma will be awarded to a candidate provided all the following requirements have been met:

• CAS requirements have been met
• the candidate’s total points are 24 or more
• there is no “N” awarded for TOK, the EE or for a contributing subject
• there is no E awarded for TOK and/or the EE
• there is no grade 1 awarded in a subject/level
• there are no more than two grade 2s awarded (HL or SL)
• there are no more than three grade 3s or below awarded (HL or SL)
• the candidate has gained 12 points or more on HL subjects (for candidates who register for four HL subjects, the three highest grades count)
• the candidate has gained 9 points or more on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL)
• the candidate has not received a penalty for academic misconduct from the Final Award Committee
• a maximum of three examination sessions is allowed in which to satisfy the requirements for the award of the IB Diploma. The examination sessions need to be consecutive.

Retaking the IB Diploma Examinations

A student who fails to pass the IB Diploma examinations will be issued with separate certificates for every subject passed. If the student wishes to pursue the full IB Diploma, they are allowed to retake examinations, either in November or in the following May. They do not have to retake every subject, they may choose the subjects which they want to retake. It is advisable to register for the May exams because it permits the student to redo internally and externally assessed components. A student may not retake a subject more than twice.

Predicted grades

IB DP students receive a predicted grade for every subject in April of the second year, about six weeks before their final exam, which is recorded to the IB. The predicted grade takes into account the student’s progress throughout the course, internal assessment performance, the mock exams and other major assessments over the two years of studying. The purpose of predicted grade is to give the IB a final indication of how a student should perform overall in their courses, something that can protect them in the unlikely event that they are not able to complete a part of an exam due to illness or accident.

However, university all over the world are asking IB schools for predicted grades as part of the college application process which is a lot sooner than IB official deadline. The university predicted grades might, however, slightly differ from IB official predicted grades because the assessment will not have been completed by then.

Important dates and contacts

IB DP Calendar 2023 – 2025

Year 1 — IB DIPLOMA CLASS of 2025

Year 2 — IB DIPLOMA CLASS of 2025

Contacts

School address: Šrobárova 1, 042 23, Košice

School website: www.srobarka.sk

School phone number: +421 55 202 1333

School canteen information

Our school canteen uses pre-paid system for lunch. Each student must fill in the registration form and will be provided with their unique variable symbol and a back account number. The school canteen offers a special gluten-free diet, please attach a medical certificate from your GP or specialist to the registration form.

You can cancel your meals by phone on +421 55 202 1334, through Edupage or by email on jedalen@srobarka.sk by 8 am. After 8:00 the cancellation is no longer possible. Another way of cancelling the meals one or several days in advance is to write your name, class and dates in the notebook at the door to the canteen.

Checks to be paid will be delivered to the email account of your parent/guardian. Make sure you fill in the application form correctly.

Bank account number: SK62 8180 0000 0070 0021 2806

Appendix

Policies

Admission Policy

Admission principles

Choosing the right education and the right school is one of the most critical decisions in a young person’s life. The admission process at Gymnázium Šrobárova 1 is committed to ensuring that applicants and their parents receive proper advice and counselling in order for them to be able to make a confident and informed decision. These will be performed via addressing directly a DP coordinator at ibcoordinator@srobarka.sk, school website, social media sites, and promoting activities for public as Open House Day. As a school community we welcome students with diverse backgrounds and a range of talents and abilities.

The IB DP is intended for

• students who like and are interested in studying IB DP
• young students who have finished 2^nd grade of secondary education or similar equivalent.
• for students who wish to study at university abroad.
• for students whose mother tongue is not Slovak, but they wish to get their degree in Slovakia.
• for students who wish to educate themselves with an international perspective by completing an international degree.

Language requirements

The language of instruction and working language in IB DP is English. The candidates´ knowledge of English language should be at a level B2 and higher. Because we encourage the integration of international students within the wider school community, and because Slovak language is dominant at our school, we advise international student to speak and write basic Slovak language. We are prepared to offer extra lessons of Slovak language for foreign students.

Academic requirements

IB requires a high level of maturity, motivation and willingness to put in a considerable, independent effort. We expect applicants to have inquiring and open minds, to be diligent and reliable, to be good communicators, and to have openness to learning new things. Whether the student lives up to these requirements will be assessed using recommendations from present school and in the interview before the admission.

Students with Special Needs

Gymnázium Šrobárova 1 welcomes students with a variety of different abilities and special needs. We offer the support of skilled IB staff and a school psychologist. However, due to the historic nature of the school building, we are not in a position to accept students with walking disabilities. Our school belongs to National Heritage of Slovakia, so unfortunately, it is not possible to consider any constructional changes of the school interior (e.g. building a chair lift).

Admission process

Students and their parents should write directly to DP coordinator for further information about studying at IB DP at Gymnázium Šrobárova 1.

Every applicant will be assessed individually.

The applicants will receive a confirmation of having received the application and an entrance test and interview will be scheduled. These will take place at our property on Šrobárova 1. In exceptional circumstances, an online exam and interview can be arranged. The candidates who have been admitted will receive written confirmation of their acceptance together with the list and description of subjects offered by our school. They might be advised about the subject choice according to their preferences, their previous study results and university ambitions. The choice of the level (standard or higher) can change according to their performances during their studies. After the acceptance to IB DP the candidates and their parents will be asked to sign the Academic Honesty Policy published on our website.

Entrance test and interview

The entrance test will have two parts: Maths and English language B2. The details of each will be published annually.

The admission procedure is open to a pupil who has completed the second or third year of study course 7902J with a four-year education programme, the sixth or seventh year of study course 7902J with an eight-year education programme or the third or fourth year of study course 7902J74 with English as the language of instruction.

Conditions, process and criteria for the admission procedure for the 1st year of the Diploma Programme (DP) for pupils of secondary schools with a national curriculum.

1. The written part of the selection procedure consists of:
   1. a mathematics test,
   2. an English language test,
   3. a 500-word essay in English
2. The oral part of the admission procedure consists of an interview.

The main purpose of the interview is to assess the candidate’s potential to succeed not only in their chosen subjects, but also in the core components of CAS (creativity-activity-service), Theory of knowledge (TOK) and the final longer essay (EE).

Admission requirements for transfer of students from international schools/schools abroad to the Diploma Programme (DP):

Students will be admitted by transfer after fulfilling the following conditions:

1. Sending a cover letter of up to 500 words
2. Recommendation from the high school attended
3. Proof of transcripts from the secondary school attended

Assessment Policy

Assessment philosophy

At Gymnázium Šrobárova 1 we believe that assessment provides information through its diagnostic, formative and summative components. It is ongoing, authentic, varied and purposeful. It involves students, parents and teachers. It provides teachers and learners with feedback to revise performance and improve teaching and learning. It enables the school to monitor and evaluate the effectiveness of its programmes and provides direction for further development.

The IB states that the singular most important aim of DP assessment is to support curricular goals and encourage appropriate student learning. Subject assessment is designed to evaluate the aims and objectives of a course.

Purpose of assessment

• Improve students´ learning and teachers´ teaching as both students and teachers respond to the information that it provides.
• To find out students´ learning needs
• To profile the growth of students
• To evaluate school teaching programmes
• To motivate students
• To report to parents and community

The head of school is responsible for the development, communication and implementing of school assessment policy. Individual subject teachers are responsible for explaining to students all aspects of assessment practice, including criterion referencing (see Academic Honesty Policy), course expectations, control terms and the role of formative and summative assessment in marking, grading and prediction. These aspects may differ between the subject, however, all of them will follow the procedures and methods outlined in this policy and be consistent with the school´s assessment philosophy overall.

This policy is a living document that is used by teachers and administrators. It was written collaboratively by the DP coordinator and IB teachers (at our school there is only one teacher per a subject) and is reviewed every year in September at the beginning of the school year. The policy is made public through the school´s website.

Assessment practices

Pre-assessment — teachers will assess students´ prior knowledge and experience before beginning a new learning experience or a new unit of work.

Formative assessment — represents the process of gathering, analysing, interpreting and using the evidence to improve students´ learning and to help students to achieve their potential. It is one essential component of classroom practice and needs to be integrated into the curriculum. It is interwoven with daily instruction and assists the teacher in planning for the next stage of learning. It provides regular and frequent feedback to the teacher and the students. Schools should use a number of practices and instruments to support formative assessment including teacher-supported self-evaluation, systematic use of detailed assessment descriptors, peer evaluation mediated by the teacher.

Summative assessment — is concerned with measuring students´ performance against DP assessment criteria to judge levels of attainment. The teacher must be aware of the principles and practices that the IB uses to conduct summative assessment. It can take a variety of forms, including tests, mock examinations, lab reports, oral and visual presentations, essays, written assignments, projects, oral examinations (see DP assessment procedures for details).

Summative assessment papers are announced to students in advance and not more than one major summative assessment is taken per day. Students must have access to all assessment criteria and grade descriptors. A major summative paper must be marked and graded and feedback given to the students within three weeks.

Internal assessment — is developed, analysed and graded in accordance with the IB DP guidelines. Grading matrices are provided to the students in the individual courses and are available at www.ibo.org. These grades and samples of assessed work are submitted by the school to IB examiners and moderators. Appropriate internal assessment timelines should be prepared and reviewed on regular basis. It helps to reduce stress from deadlines and allows time for teachers to provide feedback, check authenticity, mark final pieces of subject work as well as feedback to CAS engagements.

External assessment — final summative assessments are those which are guided but not marked by the teacher. The school submits these assignments directly to the IB, there they are graded by the IB examiners. These tests are carefully administered according to the IB directions in May of the second year to all IB students and in all subjects in the IB DP. EE belongs to externally assessed works and is worked on throughout the course and submitted according to the school calendar which is based on IB directions.

Predicted grades for each subject/course — are provided for every student by the IB teacher. It is a mark between 7 — 1 (7 — the highest) which the teacher believes, based on student´s written and oral work, the student will receive for the course after his/her work has been marked.

Students with special educational needs are welcome at our school. Therefore, where standard assessment conditions could put candidates with special educational needs at a disadvantage, special arrangements may be authorised by the IB. This approach applies to students with learning difficulties, alongside to students affected by temporary, long-term or permanent disability or illness. Full details of assessment arrangements for students with special educational needs can be found in the school´s Special Educational Needs Policy.

All students are expected to keep the school´s Academic Honesty Policy when completing any pieces of assessment work.

Recording and reporting grades

Reports are given twice a year at the end of each semester — January and June. Halfway through the semester, students and parents receive a formative progress notice to inform them of possible failure or if a student is not working to their level of ability.

Parents — teacher conferences are held three times a school year to provide opportunities for individual discussion, which promotes participation and collaboration between school and family. Individual meetings to discuss student´s performance and progress with a teacher, homeroom teacher or DP coordinator are possible, but must be appointed in advance.

Managebac is an online grading tool that provides parents and students constant access to their grades and performance in the classroom. It also provides a communication tool among parents, students and teachers. The dates of summative assessments as well as homework deadlines are set on this platform.

Grading

The teachers will use the grade descriptors when they want to explain academic requirements of IB DP to the students, undertake formative assessment, report progress and predict candidates´ grades.

The IB Grading Scale:
7: Excellent
6: Very good
5: Good
4: Satisfactory
3: Mediocre
2: Poor
1: Very poor (falling grade)

The TOK course and the Extended Essay are graded according to the following scale:
A: Excellent
B: Good
C: Satisfactory
D: Mediocre
E: Elementary (falling grade)
N: No grade

A candidate can only receive the overall diploma certificate if none of the following nine conditions below applies.

• CAS requirements have not been met.
• Candidate’s total points are fewer than 24.
• An N (no grade awarded) has been given for theory of knowledge, extended essay or for a contributing subject.
• A grade E has been awarded for one or both of theory of knowledge and the extended essay.
• There is a grade 1 awarded in a subject/level.
• Grade 3 or below has been awarded four or more times (HL or SL).
• Candidate has gained fewer than 12 points on HL subjects (for candidates who register for four HL subjects, the three highest grades count).
• Candidate has gained fewer than 9 points on SL subjects (candidates who register for two SL subjects must gain at least 5 points at SL).

Homework

Homework is defined as written or non-written tasks assigned by a teacher to be completed outside the classroom, often as a formative assessment. These assignments should complement class work and should be relevant to the curriculum. It is very important part of student´s educational experience and it encourages self-discipline, positive self-esteem and interest in learning. Students who require additional assistance may ask for extra consultation lesson or use our school library services.

Academic Honesty Policy

Academic honesty — philosophy and practice

Gymnázium Šrobárova 1 places a great value on the ethical qualities of personal integrity and academic honesty. Academic honesty is expected of all members of the school community: students, teachers, other school members, parents. We are guided in our expectations and practices by two of the IB Learner Profile attributes, which describe students as principled and reflective. This policy exists to ensure that the school´s procedures for this practice are transparent, fair and consistent. All the DP students understand the basic meaning and significance of academic honesty. All the work produced by the DP students is their own, authentic work with their own ideas. All the words and ideas used in their work are fully acknowledged.

All IB students are asked to read and sign this academic honesty policy. They will receive a printed copy of the policy and it will be published on our school website.

The aim of the policy is to:

• Promote good academic practice and a school culture that actively encourages academic honesty
• Enable students to understand what constitutes academic honesty and academic misconduct
• Encourage students to look to their teachers, supervisors and coordinator for support when completing assessed work in order to prevent any possible form of misconduct.
• Ensure that students understand the importance of acknowledging accurately and honestly all ideas and work of others.
• Explain to students that they have an important role in ensuring that their work is academically honest
• Impact to students that plagiarism is a serious offence
• Explain to student precisely what penalties will be imposed should they be found guilty of misconduct

Academic misconduct

According to the IBO, students are guilty of malpractice if they plagiarize, work too closely together with another student, use the same work for two different assignments, or in any other way, gain an unfair advantage or affect the result of others. Malpractice is also present in other situations, for example: if a student falsifies a CAS record, or brings unauthorised material into an exam room.

The IB organisation defines academic misconduct as behaviour (deliberate or not) that results in, or may result in, the candidate or other candidate gaining an unfair advantage in one or more components of assessment.

Misconduct may also include:

• Plagiarism — the representation of the ideas or work of another person as the person´s own without proper, clear and explicit referencing
• Collusion — supporting academic misconduct by another candidate by allowing one´s work to be copied or submitted for assessment by another student
• Duplication of work — the presentation of the same work for different assessment components and/or diploma requirements
• Making up the data for a table or a survey
• Translation from other languages and presenting it as one´s own ideas
• Taking unauthorised material into an examination room (mobile phone, any electronic device, wearable technology, smart watches, notes and others)
• Leaving and accessing unauthorised material in a bathroom that may be visited during an examination
• Misconduct during the examination, including any attempt to disrupt an examination or distract another candidate
• Exchanging information or in any way supporting the passing on of information to another candidate about content of an examination
• Failing to comply with the instructions of the member of the school´s staff responsible for the conduct of the examination
• Impersonating another person
• Using unauthorised calculator during an examination
• Stealing examination paper
• Disclosing or discussing the content of an examination paper with a person outside the immediate school community, including online discussions, within 24 hours after the examination
• Including offensive material in a script

The difference between collusion and collaboration

Collusion — allowing one´s work to be copied or submitted for assessment by another student

Collaboration — involves working together with other students.

There are some occasions where collaboration with other candidates is permitted or actively encouraged. 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, conclusion 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.

How to avoid the academic misconduct

• Do not collaborate in externally set exams, internal assessment or when handing in written work during regular class time
• Always obey the rules in exam situations
• Be very careful to cite all sources, whether you have paraphrased them, quoted them directly or used the ideas of a writer, scientists, historian, etc.

The IB does not require the use of any particular referencing system, however, we prefer to use Harvard referencing system, the same for our whole our school. The teachers and students should be trained in using referencing and bibliography. For appropriate ways why, what, how, when to cite see Effective Citing and Referencing, published by IBO, 2014.

Roles and responsibilities

Head of school

• Establish academic honesty policy
• Provide teachers with effective training opportunities
• Inform teachers, students, legal guardians

DP Coordinator

• Make sure that academic honesty aligns with IB expectations and is reviewed regularly
• Ensure that teachers, candidates and legal guardians are aware of the IB requirements and sign the academic honesty policy
• Is responsible that internal calendar of all the dates for the receipt submission of candidates´ assessment material does not include any collision
• Deals with all the issues arising from concern about academic misconduct

Teachers

• Set clear expectations for assignments and provide guidance to candidates on how to correctly cite the sources they have consulted
• Support the students so they may not find themselves under significant amounts of pressure to achieve
• To be vigilant for obvious changes in a candidate´s style of writing, for work which is too mature, too error-free and more characteristic of an experienced academic than a secondary school student
• Subject teachers are in the best position to identify work which may not be the authentic work of the students. They may use all available plagiarism detection devices to check the authenticity of the draft or final work, e.g. Turnitin.
• Teachers are expected to read and check candidates´ work for authenticity before submission. This refers to all internal and external DP assessment
• Any issues of authenticity arising from concerns about plagiarism and/or collusion before the submission of work for assessment must be decided within the school, initially by the subject teacher, and then in discussion with the IB DP coordinator

Students

• Are responsible for ensuring that all the work submitted for assessment is authentically theirs
• Are responsible for fully and correctly acknowledging the work and the ideas of others
• Are expected to review their own work before submission for assessment to identify any passages, computer programmes, data, photographs, and other material that requires acknowledgement
• Are expected to keep all internal school deadlines
• Should be aware that teachers have the right to refuse to sign their cover sheet if they do not believe they completed the work, and if they cannot prove their ownership to teacher´s satisfaction
• It is the student´s responsibility to prove that all pieces of work are his/her own and have not been plagiarised if academic dishonesty is suspected

Parents/guardians (for students under the age of 18)

• Encourage their child to plan each assignment to avoid stressful situations before deadlines
• Provide support with scheduling child´s work
• Establish a good level of communication with the school so that they understand the requirements and are aware of the deadlines
• Encourage their child to ask a teacher in case of difficulties

Gymnázium Šrobárova 1 takes its role in teaching all students about academic honesty seriously. One of the main roles of the EE committee will be to ensure that all students and staff understand best practices in research and citing. The cases of academic dishonesty will be dealt with on a case-by-case basis. The teacher who discovers the dishonesty will report the case to the class teacher who will immediately inform the parents and the IB DP coordinator. The IB DP Coordinator will investigate the accusation, interview the student and issue a report of his/her findings.

Consequences of academic dishonesty

If academic misconduct arise, internal or external sanctions are used.

Internal sanctions are those used by Gymnázium Šrobárova and generally refer to assignments and classwork which do not count towards the award of the final IB Diploma.

Students will meet with the teacher and the DP coordinator to discuss the incident, the policy and the consequence which might be:
1^st offence: a warning and rewrite of the assignment
2^nd offence: suspension and a warning of dismissal
3^rd offence: dismissal from Gymnázium Šrobárova

External sanctions are those applied by the IB and relate specifically to all pieces of work, which count towards the final IB Diploma. Where the school or the IB suspects that malpractice has taken place in work submitted for assessment by the IB, this will be dealt with in in line with DP Assessment Procedures.

If the misconduct occurs during an examination, the report must include a full account of the incident, a statement from the candidate(s) involved, a statement from the invigilator, a seating plan of an examination room, and original of any unauthorised material.

Language Policy

School language philosophy

At Gymnázium Šrobárova 1 we believe that language forms the basis of all communication and learning. Language learning is a lifelong process and plays a great role in intellectual development. It helps students to acquire competencies in other academic areas. All IB teachers at our school are responsible for the language development of students in their subjects.

School language profile

We think that mastering more than one language is an essential part of discovering and learning about the world and other cultures. Developing mother tongue is also critical to maintain the cultural identity.

Special Education Needs Policy

Gymnázium Šrobárova 1 seeks to support students in both their strengths and weaknesses and to make participation in the IB DP available for as many students as possible. Each candidate with special needs requirements will be seen individually.

Candidates who require inclusive assessment arrangements may have learning support requirements to meet their individual needs. The purpose of the inclusive access is to remove or reduce, as far as possible, any disadvantage that may occur due to the student´s learning support requirements. Under no circumstances should it give the students an advantage.

Although the school aims at supporting students with special needs, it must be noted that our school could not offer appropriate studying conditions for students with walking disabilities. Our school belongs to National Heritage of Slovakia, so unfortunately, it is not possible to consider any constructional changes of the school interior (e.g. building a chair lift).

Information about learning difficulties will be treated with discretion. The parents or guardians should not withhold it in the belief that such secrecy will help the students. Parents wishing to know more about the IB inclusive policy and inclusive access arrangements can contact the IB DP coordinator for further information.

The inclusive access arrangements provided to a student must be planned at the start or early on during the course of study and be incorporated as the usual way during classroom instructions, classwork and related activities and tests. All the teachers must read and understand this policy as well as IB documents Candidates with special assessment needs and Access and inclusion policy, so that they can plan to meet the access requirements of their students from very beginning of their study. If it is required, an individual learning plan will be created at collaborative planning meeting and reviewed to consider student´s progresses.

The IB DP coordinator is responsible for submitting formal requests for inclusive access arrangements and has to do so at least 6 months before the final exams. Any such application must be accompanied by an original medical report translated into English and educational evidence (teachers´ observations, sample of work, evidence of access in previous school or year). Preparing this material can be a time-consuming process so it is the best to consult the IB coordinator as soon as the student has enrolled in the IB DP.

At Gymnázium Šrobárova 1 we offer the support of a student counsellor, a career counsellor, and a school psychologist, whose work is to support and help the students to be able to complete their education, and to help them deal with individual, time-managing, social challenges. The students can always get in touch with the counsellors with inquiries, personal issues or when they just need somebody to talk to. The IB teachers will participate on inclusion workshops and school psychologist will report with discretion about particular issues students might face.

Internal school regulations

Organization of teaching

• Teaching takes place 5 days per week. The number of teaching hours is set by the lesson plan and the schedule of hours. Unless school management determines otherwise, the following time schedule of teaching hours is valid.

• Lunch break is provided individually in the schedule during hours 5. – 8.
• Classroom hours are determined according to schedule of hours.
• If a student moves to another classroom, they are to do that at least 2 minutes before the bell rings. When the bell rings all students are to be in their classroom or in front of it.
• At physical education classes the required sporting clothes for students is according to the agreement.
• During teaching hours which have practical and laboratory exercises, students use protective wear and follow operational rules.
• It is required of the students on the days opening and closing the school year, issuing report cards, bidding farewell to graduates and on days of cultural events, that they come to school in suitable formal wear according to the instruction of the homeroom teacher or school management.

Responsibilities of the student

General

• Class attendance is compulsory for the student. The student is to come to school regularly and on time according to the time schedule and participate in the instruction of all compulsory and elective subjects which have been chosen.
• The student comes to class clean and properly dressed, daily taking care of their personal hygiene, especially in the area of head and hands. Clothing and hairstyle must satisfy all hygienic, aesthetic, work and cultural requirements. Also in the summer season dress is to meet the conditions of work dress, and not be sport or beach wear.
• The student is signed to the school library automatically on the first day of school attendance. They are to keep all the Library rules and regulations.
• The student is required to immediately announce to the homeroom teacher any change in address or other personal data.
• As pursuant to directive MŠ SR no. 9086/1987 — 422 from 01.09.1987 it is the responsibility of any student who suffers an injury to announce it to the person teaching, the homeroom teacher, or the physical education instructor. All injuries must be recorded and registered in the injuries record.
• If a student decides to take part in a study stay at an analogous secondary school abroad, upon return they can continue study in the higher year or undergo the graduation exams at our school only after performing the prescribed differential exams for the year they finished abroad. A request for this is to be submitted at least 2 weeks in advance.

Before classes

• The student arrives at school generally around 15 minutes before lessons. Considered as a late arrival for a student at the 1st teaching hour is later than 7:55. A student also commits an offense if they arrive late at any of the other teaching hours without an acceptable explanation. If the offense is repeated during the half year, the student will be given the following correctional measures:
  • 3 late arrivals — reprimand from the homeroom teacher,
  • 4 to 5 late arrivals — admonition from the homeroom teacher,
  • 6 to 8 late arrivals — admonition from the school director,
  • 9 and more late arrivals — lowering the grade for conduct.
• Each student must carry the ISIC card of our gymnasium, register by using it their arrival to school and each exit from school (not only after lessons) at the terminal by the school gatehouse and submit it upon request of school employees.
• In the event of the student not having their ISIC card with them, they must register their entrance and exit on the paper form at the gatehouse and identify themselves with the citizen`s ID card. If the student is without this card, the identification must be made by the homeroom teacher, in their absence by another teacher who knows them. Registering the student at the gatehouse is performed by the authorized person.
• The student brings to school only those things required for learning. They are forbidden to carry or handle objects which may endanger their heath or that of other students. They may not have weapons, explosives, narcotic substances, drugs or poison. A student is responsible for their possessions to the full extent. The school bears no responsibility for their loss, theft or damage.

During classes and/or excursions, courses, trips

• The student must take part in a minimum 70% of teaching hours. When not meeting these conditions the school director by proposal of the teacher can order a commission examination as pursuant to Law no. 245/2008 Coll., by § 57. The result of the commission examination is then final for the student in the classification period. Long-term absence of a student at lessons for serious medical reasons (e.g. for hospitalization) will be assessed individually.
• The student must pay attention to messages from school management as to changes in schedule and other information at the school website, edupage and school radio.
• The student must observe principles of safety and health protection at work, fire protection and laboratory regulations.
• During class the student must turn off their mobile phone or other electronic communication equipment and put it away. During break they may use them in silent mode so as not to disturb areas of the school.
  Repeat violation of this rule will get the student corrective measures.
• A student, when testing knowledge and skills in written form, is forbidden to use unauthorized information resources (e.g. mobile phone, „crib notes“, exercise book, book, smart watch, internet…)
• If a student by means of their behaviour and aggression endangers the safety and health of others in the educational process, or disturbs it to such an extent that the educational process is made impossible, the school director may use protective measures, which is the immediate expulsion of the student from the education process and removing them to a separate area with a pedagogical staff member. Without delay the school director calls: the legal representative of the student in accord with the relevant provisions of the Law concerning families (hereafter only legal representative), medical aid, police force. The protective measures serve to pacify the student. As to the reasons and course of events, the director prepares a record which is then part of the student´s personal file.
• During excursions, courses, trips and walks all provisions of the school still apply to the students to the full extent. If a student has been given educational measures, they may be excluded from the event and be given a substitute activity in school.
  At these events a student is obligated to:
  • arrive on time to the designated place,
  • leave and return with the group,
  • do not leave the group unbeknownst to the teacher,
  • adhere to principles of safety and health protection,
  • respect in detail the orders of those teaching as well as the provisions presented in the instructions for students, with which the students were familiarized before the beginning of the excursion or trip,
  • upon conclusion of the event, personally report to the pedagogic supervisor to register their return, performance of activity and decide upon further activity of the student,
  • ensure suitable clothing, material and other provisions according to the requirements of those teaching,
  • at all activities organized by the school carefully follow the rules of the Internal regulations of the school.
  Students of the IV. Health group take part in school excursions, winter ski courses and one-day excursions only with the consent of the group leader, and must inform him in advance of their classification in the IV. health group.
• Students are strictly forbidden at school or in the immediate vicinity of school to use vulgar language, smoke, gamble, imbibe alcoholic drinks and drugs (narcotic and psychotropic substances, poisons and their precursors). Furthermore, it is forbidden to enter school premises or events under the influence of alcohol, drugs, as well as to carry onto these premises such substances or articles containing them. At the same time, it is forbidden to possess drugs, encourage the abuse, production or dealing in them. Violation of these prohibitions is considered to be a gross violation of discipline and the internal orders of the school, and therefore the students will be given corrective measures and according to the seriousness lower the grade for conduct, perhaps even be expelled from study at our school.
• Bullying in any of its forms is prohibited at school: in its indirect form (slighting, ignoring, and others), in its direct form — physical aggression, verbal aggression, mental manipulation and abuse, cyber-bullying and other aggressions. We understand bullying as behaviour of a student or students whose intention is harming another student or students, perhaps threatening or intimidating. This is an intentional and repeated use of violence towards a student or students who for various reasons do not know how or cannot defend themselves.
  For assessing and resolving bullying we shall act according to the internal Directive for the prevention and resolving of bullying students valid since 1.9.2018. For proven bullying there will be given corrective measures: admonition by the homeroom teacher, admonition by the school director, a lowered grade for conduct, a conditional expulsion from school and in the most serious cases expulsion from study at middle schools, perhaps even a report to the appropriate SR police force if we arrive at a serious case of bullying where there is suspicion of a misdemeanour or a criminal act having been committed.
• The students are to attend all the classes according to the schedule. If a student is unable to attend lessons in school, the parent or guardian or mature student is obligated to notify the hometeacher of their absence without delay.
• It is forbidden to make any visual and audio recordings without the teacher´s approval.

Conditions of authorised and unauthorised absence

• A student may be excused from lessons for health reasons or other reasons at the request of a parent for a maximum period of three working days in a row. The parent or legal representative excuses the student`s absence in writing on a standard form, an acceptable alternative is an excuse via Edupage from the parent´s account.
• In the event of longer (more than 3 days) absence from lessons for health reasons, the student must submit verification of a doctor`s visit. If the doctor´s confirmation is not submitted, he will be registered as absent and given educational measures.
• If it is a longer absence (more than 3 days) for other reasons, the student may be excused from lessons only on the basis of a written request of the parent or legal representative to the school director (with the knowledge of the homeroom teacher), and this at least two work days in advance. If the parent or legal guardian of the student does not submit a request for excusing the student in advance or does not submit one at all, they will receive corrective measures.
• Adult students request in written form an excuse from lessons themselves.
• The student may request 1 study day off before the regional round of the scholastic competitions organized by MŠVVaŠ SR (subject Olympics, Young physicist´s tournament, Zenit, SOČ etc.) and a 3-day study break before the state-wide round of the competition.
• If a student is unable to attend lessons in school, the parent, guardian or mature student is obligated to notify the school of their absence without delay (school law § 144). In the event that 48 hours have passed from the start of the absence and the parent or the legal guardian has not excused the non-participation in a credible manner, the homeroom teacher will summon them by email communication or text message, so that the absence is excused. A written excuse is submitted by the student or their parent or guardian within 5 work days at the latest after return to lessons, otherwise the hours missed are unexcused. Only excuses on standard forms are accepted, and these are found on the school´s page. An adult student may in the same form excuse themselves alone, but with the knowledge of the parent, or guardian, whose signature must be part of the excuse.

Unexcused lessons

• The homeroom teacher has to inform the parents or guardians as well as pedagogical staff at the pedagogical meeting about any unexcused lesson.
  For unexcused lessons the student will be given corrective measures for half a year:
  • 1 to 2 unexcused lessons — admonition from the homeroom teacher
  • 3 to 4 unexcused lessons — admonition from the school director
  • 5 to 7 unexcused lessons — lower the mark for conduct to grade 2
  • 8 and more unexcused lessons — lower the mark for conduct to grade 3, perhaps conditional expulsion from school or expulsion from school.
  Missing lessons due to school representation or using up study leave is not included in a student`s total absence.
• As to receiving corrective measures, failure, and absenteeism the parent/legal guardian will be notified in an electric form.

Evaluation and classification of students

• Evaluation and classification of students is in accordance with the Educational act and Methodical instruction no. 21/2011 for the evaluation and classification of students of middle schools in the Slovak Republic (see Classification order).
• Classification of a student`s conduct is proposed by the homeroom teacher after discussion with the teachers and approval by the director after discussions with the pedagogical board of the school.
• During evaluation and classification of a student`s conduct, there is taken into consideration compliance with internal regulations of the school and adherence to the established rules of conduct, human rights and children`s rights, adherence to moral principles of conduct in the school and in public during activities related to study at middle school. In classification of the conduct, in individual cases, the health status of the student is taken into account.
• Student conduct is evaluated continuously, for a concrete classification period, regardless of the evaluation their conduct in previous time periods.

Educational measures

Praise and awards

• For exemplary conduct, meeting responsibilities, exceptional expression of activity and initiative, long-term conscientious work, marked pro-social behaviour which positively affects the climate in class and in the school and a meritorious or brave deed, a student can be granted praise or another award.
• Praise and other awards are conferred by the homeroom teacher or the director. In individual exceptional cases, especially for meritorious or brave deeds the student may receive the praise or award from the Deputy founder of middle school, a representative of state administration in scholarship, or the Ministry of Education of the Slovak Republic.
• Proposals and conferring of praise and other appreciation is discussed in the pedagogical board. And conferred in accordance with Internal directive no.1/2020 for awarding students at Gymnázium, Šrobárova 1, Košice.

Warning, admonition, expulsion

• For strengthening discipline, for the less serious, more serious, or repeated offenses against school order, collective principles, human rights, moral norms of society or if a student disrupts activities of the collective, they may receive
  1. warning from the homeroom teacher,
  2. admonition from the homeroom teacher,
  3. admonition from the school director.
• A student may receive for serious or repeated transgressions against school order, collective principles, human rights or the moral norms of society:
  1. conditional expulsion,
  2. expulsion.
• Corrective measures taken or given to an underage student are reported to a parent or legal guardian in writing by the director.

… and some more

• With over 5,000 IB World Schools (IBWS) worldwide, our global school community develops well-rounded, caring, knowledgeable and self-motivated students. Joining the IB gives schools an international reputation for excellence and quality.
• The beauty of the IB is that it is a global education community. All schools around the world face the same challenges, enjoy the same benefits and can connect with one another.
• The IB works closely with university researchers from around the world to conduct studies in the development, quality assurance, and impact assessment of IB programmes and services.
• Our frameworks are deliberately flexible, empowering students, teachers and schools to tailor an education that is appropriate to their culture, context, needs, interests and learning ability. An IB education aims to uncover and develop the best in every child, and research shows that IB students perform better than their non-IB peers.
• With this solid academic foundation, the IB produces students with transferable, future-ready skills and an internationally recognized education. It uncovers and develops the best in every child. And it prepares citizens of tomorrow, who are ready to step up as leaders and contribute to their world.