The IB Diploma gives access to universities and other education institutions in more than 100 countries around the world.
The rigorous and demanding course is highly respected, not only because of the high academic level, but also because of the emphasis on the personal and social development of the students, which is strengthened- among other things – by the CAS Programme.
Struer Statsgymnasium would like to be known as a challenging and stimulating high school with the central ambition that students should learn more than they think they would ever need in life.
Our aim is to be a unique regional offer with a wide range of youth educations in an international campus environment. Struer Statsgymnasium and boarding school must be the natural choice for the local youth and an interesting offer for international students, the core task being every single student’s education, learning and cultural formation. We aim to prepare students for higher education and for our students to become compassionate, brave, and curious citizens of the 21st century. We want our students to become the entrepreneurs of tomorrow, to become active citizens, and to become competent professionals and problem solvers. We will solve this task through the broad educational offer ranging from our Danish national curriculum programmes to our International Baccalaureate Diploma Programme by virtue of a dynamic and open learning environment and through various collaborations, locally, nationally, and internationally.
Welcome as a student here at Struer Statsgymnasium.
If you have any further questions please do not hesitate to call or write.
IB Coordinator | Morten R. Jensen | Phone: +45 3035 2593 | Mail: mrj@stgym.dk
Click on the individual subjects to learn more about their courses
Danish HL/SL
English HL/SL
Language Self-Taught SL
Biology HL/SL
Chemistry HL/SL
Physics HL/SL
Sports, exercise and health science SL
English B HL
Danish B HL
German B HL/SL
Spanish a.i. SL
Analysis and Approaches HL/SL
Applications and Interpretation SL
TOK - Theory of Knowledge
History HL/SL
Business and management HL/SL
Psychology SL
VA
“I always wanted to be a part of an international environment that would help me improve my English. I think the IB Diploma will give me more opportunities than a normal school would for my future.”
– Bill
“I enrolled in the IB programme not only for its challenging programme characteristics, but also because it allows you to improve yourself academically as well as personally, and will leave you prepared for the challenges of further educations.”
– Richard
“I came to do IB at Struer Statsgymnasium so I could be surrounded by different cultures in a new country.”
– Xena
Struer Statsgymnasium Introduction to the IBO Grading System
Performance in each subject is graded on a scale of 1 point (minimum) to 7 points (maximum).
• For the IB diploma, a maximum of 3 points is awarded for combined performance in TOK and the extended essay.
• The maximum total Diploma Programme points score is 45.
• Approx. 20 % of the assessment is internally assessed and moderated by the IBO
• The written exams make up the last 80 % of the assessment
• All written exams are usually taken by the end of the two years
• The Diploma will be awarded to a candidate who has a minimum of 24 points and has fulfilled the CAS requirements.
• Furthermore, the candidate has to have fulfilled the requirements for Theory of Knowledge (1 essay of 1200 – 1500 words) & the Extended Essay (4000 words, 40 hours of work). The TOK and the EE contribute with a maximum of 3 points to the total score. For further information regarding the EE, please refer to the EE folder.
• For further conditions regarding the award of the Diploma, please refer to the last page of this folder.
Grade 7: Excellent performance The student demonstrates a thorough knowledge and understanding of the syllabus
Grade 6: Very good performance The student demonstrates a broad knowledge and understanding of the syllabus
Grade 5: Good performance The student demonstrates a good knowledge and understanding of the syllabus
Grade 4: Satisfactory performance The student demonstrates a satisfactory knowledge and understanding of the syllabus
Grade 3: Mediocre performance The student demonstrates partial knowledge and understanding of the syllabus
Grade 2: Poor performance The student demonstrates limited knowledge and understanding of the syllabus
Grade 1: Very poor performance The student demonstrates minimal knowledge and understanding of the syllabus
Award of the IB Diploma From the May 2015 session the following failing conditions apply:
TOK/ EE | A | B | C | D | EFailing condition |
A | 3 | 3 | 2 | 2 | |
B | 3 | 2 | 2 | 1 | |
C | 2 | 2 | 1 | 0 | |
D | 2 | 1 | 0 | 0 | |
E | Failing condition |
The International Baccalaureate’s Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments, and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate, and lifelong learners who understand that other people, with their differences, can also be right.
The Learner Profile Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life. Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance. Thinkers We use critical and creative thinking skills to analyse and take responsible ACADEMIC HONESTY POLICY
The Learner Profile
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion, and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenge and change.
Balanced
We understand the importance of balancing different aspects of our lives – intellectual, physical and emotional – to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
ACADEMIC HONESTY: Philosophy and Practice
Academic honesty refers to:
Struer Statsgymnasium, guided by the philosophy of the IB, places great value on personal integrity and academic honesty. Academic honesty is expected of all members of the school community, students, faculty, administration and parents. We are guided in our expectations and practices by two of the Learner Profile attributes which describe students as:
PRINCIPLED
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
REFLECTIVE
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.
It is the policy of Struer Statsgymnasium that:
All Diploma Programme students understand the basic meaning and significance of academic honesty
All work produced by Diploma Programme students is their own, authentic work
All such authentic work has the ideas and words of others fully acknowledged
Students understand and obey the rules relating to proper conduct of examinations
Students understand the difference between collaboration and collusion, and that it is unacceptable to present work arrived at through a process of collusion
This policy refers to all assignments set and completed in school or at home, ranging from basic pieces of homework to formal assessments required by the IB
The aim of this 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, the librarian, and the DP 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’.
Impart to students that plagiarism (and all forms of academic misconduct) is a serious academic offence for which Struer Statsgymnasium imposes sanctions.
Explain to students precisely what penalties will be imposed should they be found guilty of misconduct.
Academic Misconduct
What is Academic Misconduct?
Academic misconduct is defined as behavior, whether deliberate or inadvertent, that results in or may result in the candidate or any other candidate gaining an unfair advantage in one or more components.
Misconduct may include:
Plagiarism: Plagiarism is passing off someone else’s work, writing, thoughts, visuals, graphics, music, and ideas as your own, inadvertently, or intentionally. Plagiarized work is work which fails to acknowledge the sources which it uses or upon which it is based. The use of translated materials, unless indicated and acknowledged, is also considered plagiarism. Plagiarism is a clear breach of academic honesty. It is also a criminal offence.
Collusion: Supporting academic misconduct by another candidate – allowing one’s work to be copied or submitted for assessment by another (including the translation of non-English sources).
Collaboration involves working together with other students. There are occasions where collaboration with other candidates is permitted or actively encouraged. Nevertheless, the final work must be produced independently, even though it may be based on similar data. This means that the introduction, content, conclusion, or summary of a piece of work must be written in each candidate’s own words and cannot therefore be the same as another candidates. Working together is collaboration. Copying someone else’s work is collusion. Even if you have ‘collaborated’ with another student, the work you present must be your own. Collusion is academic misconduct and will be penalized.
Duplication of work: The presentation of the same work for different parts of the Diploma. (An example would involve submitting the same piece of work for a History Extended Essay and the History Internal Assessment)
Academic Misconduct also includes:
Making up data for an assignment.
Falsifying a CAS record.
Taking unauthorized material into the examination room, including a mobile phone, an electronic device, wearable technology, smart watches or other form of smart technology, own rough paper, notes.
Misbehaving during an exam, including any attempt to disrupt the examination or distract another candidate.
Copying the work of another candidate.
Referring to or attempting to refer to, unauthorized material that is related to the examination.
Failing to comply with the instructions of the invigilator or other member of the school’s staff responsible for the conduct of an examination.
Impersonating another candidate.
Including offensive material in a script.
Stealing examination papers.
Disclosing or discussing the content of an examination paper with a person outside the immediate community within 24 hours after the examination.
Using an unauthorized calculator during an examination.
Concealing and/or using unauthorized software on a graphic calculator, particularly, but not only, during examinations.
The unauthorized use of Google Translate and other translating tools.
Avoiding academic misconduct
How can I make sure that I am not plagiarizing material?
The simplest method of avoiding plagiarism is to honestly, accurately and clearly acknowledge, by references in the body of your work, and in a bibliography at the end, each and every piece of material you used in the production of your work.
All ideas and work of other persons, regardless of their source, must be acknowledged.
Information located via email messages, web sites on the internet, social networks and any other electronic media must be treated in the same way as information found in books and journals.
The sources of all photographs, maps, illustrations, computer programmes, data, graphs, audio-visual and similar material must be acknowledged.
Passages that are quoted verbatim must be enclosed within quotation marks and references provided.
All works of art, film, dance, music, theatre arts or visual arts must have their source/origin acknowledged.
Always use Urkund in accordance with the school’s regulations.
Material cannot be paraphrased without acknowledging the source.
Teachers and supervisors are free to request the use of a citation system appropriate to their particular subject discipline. The IB does not require the use of any particular citation system – there is however a clear expectation that all information will be fully and correctly referenced in a consistent manner, using a conventional system.
The Use of Urkund
Students are requested to submit the final version of all externally assessed work through Urkund before it is submitted to the IB. It is possible that the school may refuse to submit student work to the IB on the basis of a Urkund search outcome, or if a student refuses to submit the work through Urkund. Subject teachers may request that drafts of assignments be submitted through Urkund. Students should note that the IB also randomly submits work through various resources, thus creating an even larger data base through which student work can be compared. Urkund should not be seen only as a plagiarism detection device – rather, students should be encouraged to use it to learn and understand where and why citations are required.
Roles and Responsibilities
Students:
As students, your responsibilities in respect of academic honesty include the following:
You are responsible for ensuring that all work submitted for assessment is authentically yours.
You are responsible for fully and correctly acknowledging the work and ideas of others.
You are expected to review your own work before submission for assessment to identify any passages, computer programmes, data, photographs and other material which require acknowledgement.
You may be required to submit your work using Urkund. Failing or refusing to do this could result in an accusation of plagiarism, and/or a refusal to accept your work within school and/or to submit your work to the IB.
You are expected to comply with all internal school deadlines. This is for your own benefit and may allow time for revising work that is of doubtful authorship.
Once a student has ‘signed off’, thus indicating that a piece of work is authentically his/hers, there is very little, possibly no opportunity to re-submit different work, if the first submission is deemed to be plagiarized.
You should be aware that teachers have the right to refuse to ‘sign off’ your work if they do not believe you completed the work, and if you cannot prove your ownership to their satisfaction, or the satisfaction of the IB DP Coordinator. The IB will accept the teacher’s decision in this case.
It is the student’s responsibility, if academic dishonesty is suspected, to prove that all pieces of work are his/her own and have not been plagiarized.
Teachers:
Teachers are responsible as follows:
To be vigilant for obvious changes in a candidate’s style of writing, for work which is too mature, too error-free or 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 student.
Teachers are expected to read and check candidates’ work for authenticity before submission. This refers to all internal and external DP assessments.
Teachers are strongly encouraged to use Urkund to check major assignments. Urkund must be used for final versions of the Extended Essay, the TOK essay, and where possible, all final IAs.
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.
If the DP Coordinator or teacher has reason to suspect that part or the whole of a candidate’s work, which counts towards the final IB Diploma grade in that subject, may not be authentic, that work must not be accepted or submitted for assessment. In such cases, the IB suggest that one of two possible courses of action may be adopted – the preference is to first deal with the issue internally.
The candidate can be allowed one opportunity to revise and resubmit the work, which must be completed on time for the DP Coordinator to send the work to the examiner by the appropriate IB deadline.
If there is insufficient time, an ‘F’ must be entered against the candidate’s name on the appropriate section of the screen. This will result in no grade being awarded for the subject concerned. This will mean that no Diploma is awarded.
The school may make further decisions, in line with its own disciplinary policy, which may include suspension or expulsion, in addition to, or even prior to, the suggested course of action noted above. If plagiarism is detected by a teacher or Coordinator after a candidate’s work has been accepted or submitted for assessment, the International Baccalaureate’s Curriculum and Assessment office (IBCA) must be informed.
Parents and Guardians
Encourage your son or daughter to plan each assignment so that they can meet deadlines with ease.
Provide support with the scheduling of their work, as your son or daughter may have many assignments to complete. Most students state that the reason they did not act honestly is related to a lack of time.
Let your son or daughter do their own work, but show them how to research and plan their work.
Establish a good level of communication with the school so that you understand the requirements of the Diploma Programme and what is expected of students.
If your son or daughter is having difficulty with their work, encourage them to ask a teacher for advice.
Discuss the extent of after school activities (including work) with your son or daughter.
The School, the Coordinator
The school makes it clear what constitutes academic honesty and an authentic piece of work through its ‘Academic Honesty Policy’.
The coordinator introduces all Pre-IB and DP students to the Academic Honesty Policy within the first Quarter of the school year.
Teachers must also actively use correct citing conventions when providing candidates with reference material, including PowerPoints, Google Slides, etc.
The Librarian is always willing to provide support and assistance in terms of research, and the correct use of citations.
Candidates will be clearly informed how misconduct will be investigated, and what the consequences are of having been found guilty of academic misconduct.
Candidates will be advised at all times to act with integrity, and to as honestly and as accurately as possible to acknowledge the ideas and work of others.
Candidates will be provided with the ‘Conduct of Examinations’ prior to the Diploma exams, and this will be discussed fully in classes before the Mock and final DP exams.
Academic Honesty and ATL (Approaches to Learning)
In their academic work, DP students develop research skills and study habits that are needed to demonstrate academic honesty in more formal ways than would be appropriate to expect of younger learners. DP students investigate and evaluate the usefulness of a greater variety of resources and incorporate and reference them within oral and written presentations of increasingly complex formats.
This level of rigor can present a challenge to students who certainly know right from wrong, but who may not possess the organizational and self-management skills to demonstrate clearly that their work meets a formal standard of academic honesty. All IB students understand the importance of acknowledging others because it is a central feature of the constructivist, inquirybased approach promoted in all IB programmes. In the DP, this requires the explicit teaching and learning of specific conventions accepted in a community of learners for being transparent about the use of ideas and work of others—note making, in-text citation and the preparation of a bibliography, to name but a few examples (Carroll 2012: 5–6).
Teachers, students and administration are encouraged to reflect on the work they are completing, presenting and assessing. This self-reflective approach, coupled with a school ethos which values personal and academic integrity, and constant communication between students, teachers and the Coordinator, should result in an environment where the monitoring of academic honesty is consistent, student-led and non-invasive.
Monitoring and Sanctions
Teachers retain responsibility both for guiding students in the formation of academically honest practices, and for monitoring the work they hand in to ensure it complies with IBDP regulations. To assist students and teachers in understanding the importance of developing an academically honest approach to all aspects of the Diploma Programme, internal and external sanctions are in place in order to respond consistently should issues related to academic misconduct arise. Internal sanctions are those used by Struer Statsgymnasium, and generally refer to assignments and classwork (general homework and ‘drafts’) which do not count towards the award of the final IB Diploma. External sanctions are those applied by the IB, and relate specifically to all pieces of work, usually ‘final version’ (internal assessments, final exams, TOK assessment, CAS folders, the EE…) which count towards the final IB Diploma. However, there is some overlap to be expected between the applications of these sanctions, so they should not be seen as acting in isolation from each other.
Internal Sanctions
Internal sanctions may be imposed by the school for incidences of academic misconduct relating to homework, classwork, and internal exams which do not involve internally and externally assessed final pieces of official IB examination work, and will include:
External Sanctions
External sanctions are those assigned by the IB, or by the school, in compliance with IB regulations, and relate specifically to the perception that academic misconduct has taken place in work which counts towards the award of the final Diploma. Should such academic dishonesty be suspected in the first draft of an IA, the EE or the TOK essay, it is likely that the internal sanctions above will apply. However, if the suspected misconduct occurs at a later stage, either once work has been submitted to the IB, or when final versions of IAs are handed in with little or no time before the final submission date, misconduct investigation and sanctions will take place as detailed in the section below.
The school retains the right to apply other sanctions when dealing with misconduct internally including internal exams, tests, coursework (internal assessments) and homework procedures. When the misconduct involves official IB examination procedures, these sanctions could also be enlarged to include suspension, expulsion, or refusal to allow the student to attend the Graduation Ceremony.
Investigating academic misconduct
Investigations take place when:
An investigation of misconduct detected by an examiner outside the school may take the following form:
An investigation of misconduct which happens during an IB Diploma exam may take the following form:
An investigation of suspected or proven misconduct relating to internal assessments may take the following form:
Consequences of academic misconduct (sanctions) as outlined by the IB
An appeal may be made to the final award committee in the light of new factual evidence, within three months of the original decision.
Document prepared by: Morten Jensen Updated: October 2018 Next review: September 2020 Contents based on: Academic Honesty (2009, 2011), IBO, Geneva Switzerland Academic Honesty in the Educational Context, (2014), IBO, Geneva, Switzerland Academic Honesty Policy: Copenhagen International School (September 2018)
Admission to Pre-IB and IB DP at Struer Statsgymnasium
For information about applying to Pre-IB and the IB DP at Struer Statsgymnasium, please read the information below. Application forms can be found on the school’s homepage.
Admissions principles
Choosing the right education and the right school is one of most critical decisions in a young person’s life. The admissions process at Struer Statsgymnasium 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. As a school community, we follow an open and inclusive admissions policy, welcoming students with diverse backgrounds and a range of talents and abilities. From our perspective, the most critical factors in the admissions process are the student’s conscious choice for Struer Statsgymnasium and that we, as a school, believe that we are the right school for any one candidate. We believe that we have a big responsibility, also, in trying to ensure that applicants for admission at Struer Statsgymnasium have a reasonable chance of success in the courses we offer. To this end, our school has a set of basic prerequisites for candidates applying to our Pre-IB and IB Diploma Programmes.
Language Requirements
The general medium of instruction and working language in the Pre-IB and IB Diploma Programme is English. International students seeking admission to the school’s international branch whose first language is not English will be interviewed before admission (via e.g. Skype or WhatsApp) to ensure that their communicative skills and fluency are at a level B2 or the equivalent of a Cambridge English first or higher. Because we encourage the integration of international students within the wider school community, and Danish is the dominant lingua franca on our campus, we require that students in our Pre-IB follow classes in Danish for beginners for the duration of the school year. For further information on language requirements, please refer to our Language Policy.
Academic Requirements
Candidates for admission to Struer Statsgymnasium’s IB World School must demonstrate that they are students who embrace and embody the IB Learner Profile (see below). We expect applicants to have inquiring and open minds, to be diligent and reliable, to be good communicators, and to have an openness to learning new things. Good time-management and organizational skills are also indispensable qualities for students to be successful in the IB. In addition to these characteristics, applicants must fulfill the following criteria for admission:
Pre-IB (Pre-DP; Year 10)
Applicants coming from the Danish Folkeskole, or other secondary schooling in Denmark would usually apply through www.optagelse.dk. The UU counsellor at your school will assist you in the procedure. Students with the Danish grade point average of six and above and who are declared “suitable” by the UU counsellor can be expected to be admitted to the Pre-IB. If an applicant does not fulfil the formal application requirements, there will be an admissions test at the school in March to determine whether the applicant will be accepted in the Pre-IB.
Applicants coming from a non-Danish school/school system must apply through a special application form, which can be found on the school’s website. All international applicants will be interviewed before admission. All applicants who use the application form from the school’s website can send their application as a paper copy to the school or as a scan to the school’s IB coordinator. The application must also include a motivational letter and the most recent grades transcript.
Optional documents may be
A reference letter
Other exams or documentation of extra-curricular activities
IB Diploma Programme
Candidates for the IB Diploma Programme will have successfully completed 10 or 11 years of school (MYP 5, Pre-IB, GCSE or IGCSE or the equivalent) and have satisfactory grades in the six subjects they intend to select for the Diploma Programme. In addition to English, students must have a background (and be prepared to take a course) in one other language we offer in the DP (see our School Language Policy). They must likewise demonstrate a positive attitude and work ethic.
Students currently enrolled in our Pre-IB programme who seek admission to the Diploma Programme will be accepted without application being necessary if they pass the end of year exams. Students must also demonstrate sufficient competency in written and spoken English and obtain a grade of at least 7 (Danish grade scale) in the Pre-IB English course to be admitted to the DP. Pre-IB students will also be admitted to the DP only if they have successfully completed the mini Extended Essay.
Candidates who fail to meet the above academic requirements in one or more subjects may be required to take individual subject admissions tests administered at the school. Such applicants will be required to pass these examinations before admission can be confirmed.
Students with Special Needs
Struer Statsgymnasium’s inclusive admissions policy includes welcoming students with a variety of different abilities and special needs. Students with ‘special education needs’ are defined as those who have the intellectual capacity to meet all curriculum requirements, but who have individual learning needs and who require special arrangements to demonstrate their level of achievement. Our aim is to maintain our focus on a more diverse and inclusive IB community by enabling access to an IB education.
Admission Process
Prospective students and their families should direct enquiries to the IB Coordinator, Morten Jensen (mrj@stgym.dk) or to student counsellor Jesper Sigh (jsi@stgym.dk).
Applicants should then submit a completed application form, a short letter of motivation in English, and a school transcript (reports) from the last school year.
If applicants are in need of boarding school, the application should include a separate application for Struer Statsgymnasium’s boarding school. The application form can be found on the school’s website under (boarding school).
International students will receive a confirmation of having received the application and an interview will be scheduled with either the Diploma Programme Coordinator or the student counsellor. Interviews can take place at Struer Statsgymnasium or a Skype/WhatsApp interview can be arranged. The Diploma Programme Coordinator and/or guidance counselor will provide students and their families with detailed information about the IB Diploma Programme and boarding school life in Struer.
EU citizen
For applicants coming from an EU country, an EU residence permit must be obtained upon arrival in Denmark. The following documentation is necessary, although we would like all applicants to check https://www.nyidanmark.dk/en-GB to be sure that all information is up-to-date.
A passport photo
Applicant’s birth certificate (original), if applicant is under 18.
Last three months’ pay slips from the supporting parent(s) or a print of your bank
account(s)/ bank account of your supporting parent(s).
Parents’ passports if applicant is under 18.
Admission letter from Struer Statsgymnasium
If parents are divorced and applicant is under 18: Notarized documentation of divorce, and a notarized statement that both parents consent to the child studying abroad.
The above documentation must be brought in person to the Danish authorities, located in Aarhus, Denmark, upon arrival. It is advisable that applicants under 18 bring a Danish speaking helper when going to apply for the residence permit.
Non EU citizen
Non-EU citizens cannot be granted more than a one-year-visa by the Danish immigration authorities unless special circumstances are in place. Struer Statsgymnasium does not accept applicants who cannot complete the full 2-year IB Diploma in Denmark, due to visa restrictions.
Document prepared by: Morten Jensen
Updated: August 2018
Extended essay | Theory of knowledge | ||||||
Grade A | Grade B | Grade C | Grade D | Grade E | No grade N | ||
Grade A | 3 | 3 | 2 | 2 | Failing condition | Failing condition | |
Grade B | 3 | 2 | 2 | 1 | Failing condition | Failing condition | |
Grade C | 2 | 2 | 1 | 0 | Failing condition | Failing condition | |
Grade D | 2 | 1 | 0 | 0 | Failing condition | Failing condition | |
Grade E | Failing condition | Failing condition | Failing condition | Failing condition | Failing condition | Failing condition | |
No grade N | Failing condition | Failing condition | Failing condition | Failing condition | Failing condition | Failing condition |
Total points IB | Danish grades |
18 | 2.4 |
19 | 2.7 |
20 | 3.0 |
21 | 3.3 |
22 | 3.6 |
23 | 4.0 |
24 | 4.4 |
25 | 4.7 |
26 | 5.2 |
27 | 5.6 |
28 | 6.0 |
29 | 6.5 |
30 | 6.9 |
31 | 7.3 |
32 | 7.8 |
33 | 8.3 |
34 | 8.6 |
35 | 9.0 |
36 | 9.4 |
37 | 9.8 |
38 | 10.2 |
39 | 10.5 |
40 | 10.8 |
41 | 11.1 |
42 | 11.3 |
43 | 11.6 |
44 | 11.9 |
45 | 12.7 |
With this language policy we would like to outline how we can help our pre-IB and IB students achieve individual and common language goals at Struer Statsgymnasium. We believe that language awareness is basic for intercultural understanding and respect.
Diversity. We are aware of and value our students’ language and cultural diversity. Students from the same language background are welcome to speak their own language outside of the classroom where all members of the group share the language. In all other situations, the language of communication must be English.
Language of instruction. The language of instruction is English in all classes except for the Danish classes. Where possible in language classes (Spanish and German) the instruction language may also be the target language (supplemented by English when necessary). We therefore recognize that all teachers are, in practice not only subject teachers, but also language teachers.
English in the classroom. We always speak English in the classrooms. We also encourage students to speak English outside the classroom and in the breaks. Students may speak their mother tongue outside school, unless they are together with others who do not understand that language. We never use language to exclude others.
First language. All students study their first language. We offer classes in Danish A Literature and English A Language and Literature. Other languages can be studied as self-taught and with the help of a supervisor.
Language A Literature self-taught. The self-taught supervisor is a Language A teacher and can therefore guide students competently in the syllabus outlined in the subject guide. The school can help the students to establish contact with other IB students and teachers of the language in question.
Self-taught students participate in the written mock exams. The school provides a small library for languages other than Danish and English.
Second language. All students learn at least one language in addition to their mother tongue. The school offers several languages ranging from ab initio to higher level languages. Current options in group 2 include English B HL, Danish B HL, Spanish a.i. SL, German SL.
Danish as a second language. The school facilitates Danish as a second language classes by finding qualified teachers for interested students. There is ample opportunity of interacting and communicating with Danish students from our other lines of education on activity days, introduction days, school parties, Friday cafés, CAS days, boarding school activities etc.
Morning assemblies. The main part of our morning assemblies is conducted in Danish, as we are a Danish school with an IB section. Contributions by IB students and teachers take place in English. We make sure that Danish students translate for those students who do not understand Danish.
CAS. Students are encouraged to help each other in the languages. Thus native speakers offer language courses for small groups of learners of e.g. Danish or Spanish. Single students also help younger students with their language skills at local schools and in a programme by the Red Cross.
Library. The school library cooperates with the public library in Struer. The public library specializes in personal consultations with students and are able to help with information on EE and IA-related materials. The school’s library caters for special languages to support our Language A self-taught students.
Document prepared by: Morten Jensen
Updated: August 2018
Principles
Our aim is to maintain our focus on a more diverse and inclusive IB community by enabling access for all to an IB education.
The International Baccalaureate Diploma Programme (IBDP) at Struer Statsgymnasium supports the principle of inclusion, so that students with special educational needs can demonstrate their ability under conditions that are as fair as possible. Students with ‘special education needs’ are defined as those who have the intellectual capacity to meet all curriculum requirements, but who have individual learning challenges that require special arrangements to demonstrate their level of achievement.
Admission of candidates with diagnosed Special Educational Needs.
Before accepting a student with special educational needs as a candidate for Pre-IB and the Diploma Programme, the coordinator and student counselor must be satisfied that the candidate has the intellectual capacity to meet all requirements.
Careful consideration must be given to a candidate’s choice of subjects, as some subjects may pose particular difficulties for a candidate with special needs.
A support programme for the candidate must be agreed with the candidate and supporting agencies. If relevant, teachers must be consulted at an early stage in the candidate’s study of the programme.
The coordinator is responsible for collating the necessary documentation from support agencies and the IBO regarding requests for special assessment arrangements.
Responsibilities
On a daily basis, the student counsellor is responsible for coordinating support for candidates with special educational needs. This may include meeting and coordinating with:
parents
teachers
the school psychologist
other medical agencies
Youth counsellors for mentor support
reading support counselors
teacher/student mentors
applications for support packages (e.g. IT support)
providing information and relevant documentation to the IB coordinator to support applications for special assessment arrangements.
Definitions of special needs
At Struer Statsgymnasium we distinguish between 4 broad categories of special educational needs:
Communication and interaction
This includes students with speech and language delay, impairments or disorders, specific learning difficulties such as dyslexia and dyscalculia, hearing impairment, and those who demonstrate features along the autistic spectrum.
Cognition and Learning
This includes students who, as a result of physical or mental challenges, demonstrate features of moderate, severe or profound learning difficulties.
Social, mental and emotional health
This includes students who may be withdrawn or isolated, disruptive or disturbing, or those who are either hyperactive or lack concentration
Sensory and/or physical needs. This includes students with sensory, multi-sensory and physical difficulties. (It is important to note that, while all parties will strive to accommodate the special educational needs of the candidate, it is also necessary to keep in mind what we cannot do and determine whether the school can effectively meet the needs of an individual to the best possible standard available. If it is determined that we cannot, we strive to help the student find and access the institution best suited to their unique needs).
Practice
At Struer Statsgymnasium there is a close cooperation between the IB Coordinator, the student counsellors and the class teachers. Often the school knows in advance whether or not a student will have specific special educational needs. Sometimes, however, these needs are not seen or known of when the student begins their education at the school.
Most frequently, the school is informed about special needs in the candidate’s application to the school. In that case, student counsellors will meet before the beginning of the school year, sometimes with the applicant and their parent/guardian, to plan the actions to be taken in the coming school year. At other times, special needs are not known or informed to the school before the beginning of the school year. In that case, special needs may be detected by teachers or student counsellors in their intro talks with the students. If a student is found to have special educational needs, different means of action may be offered:
Student counselling:
The student counsellors may be able to work with the student on a one-toone basis and assist the student in achieving the means to develop academically, socially or emotionally.
Coaching:
The school’s three coaches work with students who are in need of extra attention. They are trained to work with students who face academic, social and/or emotional difficulties due to one of the four above-mentioned special educational needs.
Psychologist:
Struer Statsgymnasium has an arrangement with a psychologist who comes to the school once a week. Students may have up to five consultations per school year that are paid by the school.
Reading counsellor:
The school has the means to check students for dyslexia and dyscalculia based on teachers’ response. The school offers special equipment (computers and programs etc.) to assist in student assessment.
Homework cafes:
Struer Statsgymnasium offers students help with homework after classes. Twice a week a teacher is available for consultation in specific subjects.
The above-mentioned measures have been institutionalized over the past 7-8 years. The school sees it as a means to help students stick with and finish their education.
Types of special assessment in the IB Diploma Programme
Additional time:
May be authorized for written examinations and for certain activities connected to internal assessment. Usually 25% more time is allowed for the candidate.
Rest periods:
A candidate may be allowed supervised rest time, during which the candidate is not allowed to work on the examination.
Information and communication technology:
Candidates may be allowed to use a computer to respond to a written exam. Only technology allowed by the IB may be used in any one particular written exam.
Scribes:
A scribe is a person who writes down the dictated response of a candidate for external and/or internal assessments/exams if the candidate is unable to provide a response by hand or by computer.
Readers:
A reader may read the examination paper and the candidate’s response out loud. The reader must not explain or help in responding to the question/exam.
Communicators:
For hearing impaired students a communicator is able to convey information through the use of lip-speaking, finger-spelling or sign language and may be used during examinations.
Prompters:
For candidates with neurological or cognitive disabilities resulting in a severe attention problem, prompters can ensure that a candidate is paying attention to the examination.
Modifications to examination papers:
For candidates with visual or hearing issues, modifications can be made to examination papers (braille, special print etc.).
Audio recordings of examination papers:
The IB may provide an examination paper on a CD but is a limited service and only for exams with no visual material (illustrations, diagrams, tables or sketch maps).
Audio recordings of responses to examination papers:
If a candidate is unable to make a handwritten or word processed response to an exam question (and a scribe is not a viable alternative), a candidate may be allowed to give an audio recorded response to an exam question.
Transcription:
Transcription is justified when a candidate with a specific learning issue, or a physical disability, has very poor handwriting skills and cannot use a computer. Transcription is not available to candidates with poor handwriting for whom some form of special need cannot be diagnosed.
Alternative venues for examinations:
The IB may authorize a candidate to take an exam at home or in hospital if the candidate is too ill to attend school, but only if medical advice supports this decision.
Extensions to deadlines:
In cases of illness or accident that prevents a candidate from completing work in time for the coordinator to submit the work to the extended time may be authorized.
Assistance with practical work:
For candidates with a physical disability the IB may authorize the candidate to have assistance with practical work (often confined to the requirements of internal assessment).
The IB coordinator and student counsellors at Struer Statsgymnasium must be contacted if any adverse situation should arise during the course of the education. That way the IB coordinator will be able to contact the IB for guidance.
Document prepared by: Morten Jensen
Updated: August 2018
Resources: Candidates with Special Assessment Needs, International Baccalaureate Organization
Cardiff: IBO (2009/2011)
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