The International Baccalaureate develops inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. Students from across the world become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
The IB Diploma is highly recognised and respected globally by the world’s leading universities, and there are 4500 IB schools in 150 countries. At Nyborg Gymnasium, one of the IB World Schools in Denmark, we teach with a strong emphasis on critical thinking, and the challenging academic standards and rigorous assessment allow our students to join universities across the world. Should you choose to pursue higher education in Denmark, then the IB Diploma is fully recognized here too.
Our IB students become knowledgeable thinkers and inquirers, risk-takers and strong communicators, balanced, principled and reflective, open-minded and caring – IB is your next step in developing skills as a lifelong learner, expanding opportunities for international studies and becoming a true world citizen.
At Nyborg Gymnasium, we have students from more than 40 countries, so if you want to experience a truly international and engaging study environment, making friends from across the world, while accepting academic challenges in subjects you have chosen yourself, you must join the IB.
Nearly half of our Pre-IB and IB students live at our Boarding School, offering an inspiring and safe environment in which to thrive as a student and grow as a person. During your time at our Boarding School, you are supported by the Boarding School staff who ensures your well-being and organizes social events throughout the year.
You will enjoy having your individual room, access to a range of After School Activities, such as Sports, Music, Drama and Model United Nations, the focus on a healthy, organic diet and being part of an engaging and caring student community.
The Boarding School is situated on the school grounds, and being in Nyborg means that you are only a short train ride away from major cities, such as Copenhagen and Odense.
Read more about Nyborg Gymnasium Boarding school:
Nyborg Gymnasium Boarding School
Learn more about our Pre-IB programme and IB Diploma Programme below, where you will also find application deadlines and forms, along with our study rules and regulations, and school policies.
In the one-year Pre-IB Programme (corresponding to the first year of the Danish Gymnasium), you will have a range of subjects aimed at preparing you for the IB Diploma Programme. The Pre-IB Programme is taught in English, and is aimed at both Danish and foreign students who still need one year of schooling before entering the IB Diploma Programme.
Danish students from 9th or 10th grade have to complete the Pre-IB Programme to gain access to the IB Diploma Programme. As a foreign student, you may be able to skip the Pre-IB Programme, if you are eligible to start the IB Diploma Programme in your home country.
For the languages, the following levels are offered:
In the application for the Pre-IB Programme, students must indicate their level in Danish and which second foreign language they wish to study, please see the application form for the Pre-IB Programme.
At the end of Pre-IB, there are written exams in English and Mathematics.
When students have completed the Pre-IB Programme, they will obtain Danish C-level certificates in chemistry, physics and visual arts.
The Pre-IB year complies with the requirements set by the Danish Ministry of Education for the first year of the Danish Gymnasium. Consequently, Danish-speaking students, who change their mind about continuing in the IB Diploma Programme, can transfer into the second year of the Danish Gymnasium (2.g stx), although we cannot guarantee that we have room in the stx programme at Nyborg Gymnasium.
In the two-year IB Diploma Programme (corresponding to the second and third year of the Danish Gymnasium), you choose your own subjects. You develop academic skills through the Extended Essay, a 4000-word independent piece of research, and Theory of Knowledge, where students reflect on the nature of knowledge. You engage in Creativity, Activity and Service, sending you on journeys of self-discovery.
You can join our IB Diploma Programme directly, if you have completed our Pre-IB programme, an equivalent year in another school system, or one year of the Danish Gymnasium. The IB Diploma Programme is taught in English.
Subjects in the IB Programme
Most subjects are available at both higher level (HL, 240 teaching hours over two years) and standard level (SL, 150 teaching hours over two years).
For the languages, the following levels are offered:
To complete the IB Diploma Programme, you have to select 6 subjects (3 HL+3 SL), although it is possible to select 4 HL and/or 7 subjects at Nyborg Gymnasium, depending on your plans for higher education.
Choosing IB subjects is not a simple thing. You want to choose subjects that fulfils the entrance requirements in the areas of higher education that you are interested in, and several things need to be carefully considered:
Consider these four questions very carefully, since the final IB Diploma has to fulfil two things:
For further guidance on selecting IB subject, please see the application form for the IB Diploma Programme, and contact the IB Coordinator.
There are written examinations in all chosen subjects, and in the languages, there are also oral examinations. Examinations are in English, with the obvious exception of the other language subjects. Grades from 1 to 7 are given in each of the six chosen subjects, with 7 as the highest grade. Three extra points in total can be given for the Extended Essay and for Theory of Knowledge. A total of 24 points, from the grades for the six subjects and these extra points, is required to complete the IB Diploma.
Students failing to get a full Diploma will receive course certificates stating the results, and can be re-examined in the following examination period if they want to obtain a full Diploma.
Exam rules are set by the International Baccalaureate Organisation to ensure fair and equal treatment of students around the world (see www.ibo.org).
International Baccalaureate Organization
International Baccalaureate World Schools in Denmark
http://ib-skoler.dk/schools.html
Official IBO material for parents and students
About the IB Diploma Programme
http://ibo.org/programmes/diploma-programme/
General regulations: Diploma Programme
http://www.ibo.org/globalassets/publications/become-an-ib-school/dp-general-regulations-en.pdf
IB learner profile
http://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf
Please contact the IB Coordinator for further information.
The deadline for applying to the Pre-IB Programme, the IB Diploma Programme and the Boarding School is 1 March.
This policy was developed using the publications “Candidates with assessment access requirements” (IBO, 2009), “Meeting student learning diversity in the classroom” (IBO, 2013) and “Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes” (IBO, 2010). The policy is made available to the all stakeholders on the IB section of Nyborg Gymnasium’s website, and to students and teachers on the intranet, Lectio. Students and teachers are informed of the policy, when they start at Nyborg Gymnasium.
At Nyborg Gymnasium, we welcome students from all over the world into our IB Diploma Programme. Our ambition is to create an international and inspiring learning environment based on the values of the IB Mission Statement and the IB Learner Profile. Applicants with the right motivation and approach to learning will be accepted, providing that their prior schooling indicate an ability to achieve the standards required for an IB Diploma.
Our aim is to have a student body with a rich diversity in cultural backgrounds, nationalities, interests and languages. As a public school in Denmark, we do not have any tuition fees and we have chosen to maintain that we welcome high ability applicants as well as applicants of average scholastic abilities, as long as they have the right attitude towards both schoolwork and contributing to our school community.
The IB Diploma Programme may not be the right choice for all students, and an aim of our Admission and Promotion Policy is to ensure that those students who will benefit from joining other educational programmes receive advice and guidance to this end. A further aim of the policy is to identify students with special educational needs at an early stage, allowing us to initiate measures to support their learning towards successfully achieving the standards of the IB Diploma.
The Danish school system consists of 9 years of compulsory school (primary/lower secondary school), an optional 10th year and then 3 years of upper secondary school (high school), which are numbered year 11-13. Consequently, it is possible to join our programme at two stages, either for the preparatory year 11, termed Pre-IB, or directly into the IB Diploma Programme, year 12 (IB1) and 13 (IB2).
We have a number of activities aimed at providing potential students and their parents with information about our Pre-IB and IB Diploma Programmes:
We invite groups of interested students from the Danish lower secondary schools to visit us for a two-day introductory programme of information and especially targeted tuition. A significant portion of our IB students has attended these introductory programmes.
Potential students and their parents are invited to an information evening in advance of the application deadline, where they are informed about the requirements and contents of our Pre-IB and IB Diploma Programmes.
A large number of potential students, especially from abroad, arrange for individual visits to our school, where they meet the IB Coordinator.
The majority of our Pre-IB students come with 9 or 10 years of schooling from the national Danish system. Admission is based on an application containing the most recent grades, a motivational statement, and an evaluation of their readiness for further studies based on a statement from a counsellor at their previous school. We accept students with an average Danish grade of 5 from year 9, along with a grade of 7 in English and Mathematics, and this entrance level is based on our prior knowledge of how the Danish students cope with the requirements of the IB Diploma.
All applicants from foreign school systems have to fulfil the same basic requirements as applicants from the Danish school system. An application containing the most recent grades, a motivational statement, and a statement from their previous school is required. The Danish Ministry of Higher Education and Science has produced a database containing information on educational systems from all over the world, containing information about the structure, subject levels and grades of foreign systems. This database is used to evaluate foreign applicants. To clarify the entry level of an applicant, the IB Coordinator can choose to conduct a personal face-to-face or Skype interview, or to ask the applicant to sit a standardised entrance test in English and/or Mathematics. In general, foreign applicants may be offered a place in our Pre-IB Programme if they only lack one more year of study to be eligible to join the IB Diploma Programme in their home country.
Applicants who have attended our Pre-IB year may be accepted into our IB Diploma Programme, provided that they fulfil a number of requirements. They need to achieve an average Danish grade of 4 in both their end-of-year grades and their end-of year exams. Their attitude, attendance record and written work are evaluated, and their choice of subjects are compared to the grades obtained in the respective subjects. The evaluation has four possible outcomes: 1) the student is accepted into IB1 without any conditions, 2) the student is conditionally accepted into IB1, with conditions stipulating goals to be achieved to allow continuation in the programme, 3) the student is offered the possibility of retaking Pre-IB, but only if there are sufficient reasons, e.g. long-term illness or personal issues, or 4) the student is asked to consider other educational programmes and is provided with guidance towards selecting an appropriate alternative. Pre-IB applicants have been through extensive guidance to ensure selection of appropriate IB subjects, with the evaluation of appropriateness being based on plans for further studies abroad or in Denmark after the IB Diploma, as well as on abilities and interests. Low grades might prohibit certain subject choices.
The Pre-IB year follows the same curriculum as the 1st year of the Danish 3-year upper secondary school. Consequently, we accept students from other Danish schools, provided that they fulfil the requirements expected of our own Pre-IB students. An application containing the most recent grades, a motivational statement, and a statement from their previous school is required. IB applicants from other Danish schools are guided to ensure selection of appropriate IB subjects, with the evaluation of appropriateness being based on plans for further studies abroad or in Denmark after the IB Diploma, as well as on abilities and interests. Low grades might prohibit certain subject choices.
All applicants from foreign school systems have to meet the same standards as applicants from our own Pre-IB year. An application containing the most recent grades, a motivational statement, and a statement from their previous school is required. As mentioned above, the Danish Ministry of Higher Education and Science has produced a database containing information on educational systems from all over the world, containing information about the structure, subject levels and grades of foreign systems. This database is used to evaluate foreign applicants. To clarify the entry level of an applicant, the IB Coordinator can choose to conduct a personal face-to-face or Skype interview, or to ask the applicant to sit a standardised entrance test in English and/or Mathematics. In general, foreign applicants may be offered a place in our IB Diploma Programme if they are eligible to join the IB Diploma Programme in their home country. IB applicants from foreign school systems are guided to ensure selection of appropriate IB subjects, with the evaluation of appropriateness being based on plans for further studies abroad or in Denmark after the IB Diploma, as well as on abilities and interests. Low grades might prohibit certain subject choices.
At the end of IB1, the end-of-year grades along with the end-of-year mock exams form the basis for a decision regarding promotion of a student. The student’s attitude, attendance record, written work and CAS activities are considered along with their grades. The evaluation has four possible outcomes: 1) the student is promoted to IB2 without any conditions, 2) the student is conditionally promoted to IB2, with conditions stipulating goals to be achieved to allow continuation in the programme, 3) the student is offered the possibility of retaking IB1, but only if there are sufficient reasons, e.g. long-term illness or personal issues, or 4) the student is asked to consider other educational programmes and is provided with guidance towards selecting an appropriate alternative.
Procedures are in place to ensure the acceptance of able students from Pre-IB into IB1, and promotion from IB1 to IB2. The school’s Study Rules and Regulations stipulate a set of sanctions, ranging from a talk with a counsellor, an educational reprimand, a written warning, a final warning in the form of a contract and ultimately expulsion, which can be imposed as disciplinary measures. Every four weeks the academic standing of each Pre-IB and IB student is evaluated at a meeting between the IB Coordinator, the IB Counsellors, the Head of Boarding School and the IB Secretary and if necessary, appropriate disciplinary measures are taken.
As described in the Special Education Needs Policy, our school has a number of measures, which can be initiated to ensure the successful development of students with such needs.
Many of our Pre-IB and IB students live on campus, either in our Boarding School or the Student Apartments situated next to the school.
Admission to the Boarding School is based on an application containing a motivational letter and information on any medical issues. The selection criteria are mainly based on commuting time and social considerations. Any boarder must have a contact person in Denmark. The boarding fee for students below 18 years of age may be reduced, depending on their parents’ income.
The Student Apartments are owned by a private company, but the school can recommend specific students. This recommendation will be mainly based on commuting time and social considerations.
This policy was developed using the publication “Academic honesty” (IBO, 2009). The policy is made available to the all stakeholders on the IB section of Nyborg Gymnasium’s website, and to students and teachers on the intranet – Lectio. Students and teachers are informed of the policy, when they start at Nyborg Gymnasium.
This policy aims to:
This policy refers to all work set and completed in or out of school, including homework and formal assessment. It is expected that:
Academic honesty refers to:
Malpractice refers to any behaviour that may result in a student gaining an unfair advantage. Academic dishonesty/malpractice includes:
Academic honesty in practice:
All ideas of others must be acknowledged using an appropriate system. All appropriate referencing systems will be accepted for IB assessment, but at Nyborg Gymnasium the students can choose between the Harvard, or the Chicago referencing styles.
Each student is responsible for:
All work submitted, whether in draft or final version, whether an explicit declaration is made or not, is considered to be authentic. If the first submission is found to be plagiarised, resubmission is subject to the permission of the IB Coordinator and is only granted under special circumstances.
Teachers will exercise their professional judgement before signing off IB Diploma cover sheets/declarations. If a student cannot prove to the satisfaction of the relevant teacher/supervisor or the Diploma Programme Coordinator that the work is authentic, a cover sheet will not be signed.
Teachers should take the following precautions:
If plagiarism becomes apparent after a student’s work has been submitted, the IB Curriculum and Assessment office must be informed.
The following steps are taken to inform students and prevent malpractice:
Investigations are conducted when malpractice is suspected.
If malpractice is detected by IB after assessment material has been submitted, the investigation is directed by IBCA. Similarly, IBCA regulations direct investigations relating to malpractice during examinations.
Suspected malpractice relating to internal assessments (IA) or extended essays (EE) will be investigated as follows:
At the time of writing, the IB advises the following consequence of malpractice:
Students who have plagiarised homework tasks will be required to resubmit the work to an academically honest standard. As a follow-up, the student may receive a written warning for breaking the study rules and regulations at Nyborg Gymnasium. This sanction will depend on the nature of the malpractice and whether it is a reoccurring offence. Malpractice in internal examinations will be regarded as a serious disciplinary offence and may have consequences for the promotion of the student.
This policy was developed using the “Guidelines for developing a school assessment policy in the Diploma Programme” (IBO, 2010). The policy is made available to the all stakeholders on the IB section of Nyborg Gymnasium’s website, and to students and teachers on the intranet – Lectio. Students and teachers are informed of the policy, when they start at Nyborg Gymnasium.
In assessing our students, we are guided by the following values and principles:
During the progress of the school-year, assessment and evaluation:
The IB Coordinator and IB Counsellors are responsible for communicating and discussing assessment of the individual students with:
How we help the students to improve, realise their potential and set goals (formative assessment):
When students need help:
How are students informed about the assessment of their academic standing:
How we use testing to assess each student (summative assessment):
Exams at the end of pre-DP, DP1(2i) and mock exams in January of DP2(3i):
Extended Essays:
Theory of Knowledge (TOK):
Creativity, Activity, Service (CAS):
The IB Coordinator will investigate the grades awarded for each subject and student and will decide whether to take action in the form of an enquiry upon result (EUR).
In the IB Diploma programme the following grades are used:
Grade |
Description |
7 |
Excellent |
6 |
Very Good |
5 |
Good |
4 |
Satisfactory |
3 |
Mediocre |
2 |
Poor |
1 |
Very Poor |
The Theory of Knowledge and Extended Essays receive the following grades:
Grade |
Description |
A |
Excellent performance |
B |
Good performance |
C |
Satisfactory performance |
D |
Mediocre performance |
E |
Elementary performance |
The grades from Theory of Knowledge and the Extended Essay results in extra points in accordance with the TOK/EE Matrix from the IB Publication: The diploma points matrix (May 2015 onwards) from 2014
ToK |
A |
B |
C |
D |
E |
A |
3 |
3 |
2 |
2 |
Failing condition |
B |
3 |
2 |
2 |
1 |
|
C |
2 |
2 |
1 |
0 |
|
D |
2 |
1 |
0 |
0 |
|
E |
Failing condition |
IB subject specific grade descriptors (found on the IB teacher’s online curriculum centre (OCC)) are used as the basis for awarding grades, in addition to any assessment-specific mark schemes for the individual subject components. The student’s answer is assessed according to a ‘best-fit’ practice, when the marks given fit with majority of descriptors in the IB mark-bands. If a piece of work seems to fall between two level descriptors, only partially fulfilling the requirements of the higher descriptor, teachers re-read both of the descriptors in question and choose the descriptor which most appropriately describes the candidate’s work.
The students should be made familiar with the assessment criteria for each subject and its assessment components from the beginning of the Diploma Programme. The subject teachers are responsible for the introduction to the assessment criteria in relation their subject and its components.
In the pre-IB year the following grades are used for term grades and for assessment purposes in general. They are the grades used in the Danish Studentereksamen (STX), as the pre-IB year follows the 1st year curriculum of the Danish Studentereksamen:
Danish Grade |
Description |
12 |
For an excellent performance |
10 |
For a very good performance |
7 |
For a good performance |
4 |
For a fair performance |
02 |
For an adequate performance |
00 |
For an inadequate performance |
-3 |
For an unacceptable performance |
Many students are English language learners and will not be taking the exams or other assessment in their best language. Teachers are not marking the language used by the students, but it is important that students present their answers as clearly as possible. All teachers should aid students by highlighting major language mistakes, when detected.
All students are assessed by:
Collaboration:
13.1 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, except under the conditions stipulated in articles 18 and 19 of these regulations.
13.2 The IB Diploma will be awarded to a candidate provided all the following requirements have been met.
13.3 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 not be consecutive.
Conversion to Danish grades:
IB points |
Danish grades |
24 |
2.7 |
25 |
3.3 |
26 |
3.8 |
27 |
4.3 |
28 |
4.9 |
29 |
5.5 |
30 |
6.0 |
31 |
6.6 |
32 |
7.1 |
33 |
7.6 |
34 |
8.0 |
35 |
8.5 |
36 |
9.0 |
37 |
9.4 |
38 |
9.8 |
39 |
10.2 |
40 |
10.6 |
41 |
10.9 |
42 |
11.2 |
43 |
11.5 |
44 |
11.9 |
45 |
12.7 |
Conversion of individual grades:
IB grade |
Danish grade |
1 |
00 |
2 |
00 |
3 |
02 |
4 |
7 |
5 |
7 |
6 |
10 |
7 |
12 |
This policy was developed using the publications “Candidates with assessment access requirements” (IBO, 2009), “Meeting student learning diversity in the classroom” (IBO, 2013) and “Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes” (IBO, 2010). The policy is made available to the all stakeholders on the IB section of Nyborg Gymnasium’s website, and to students and teachers on the intranet, Lectio. Students and teachers are informed of the policy, when they start at Nyborg Gymnasium.
A student is in need of inclusive education if she/he fulfils one of the following:
The disability or challenge could be:
Inclusive education is not related to language issues that are based on relocations etc.
Students who have to learn either Danish or English due to the reason mentioned above may seek a differentiated support in the daily lessons and at Nyborg Gymnasium’s study centre, which is open for all students three afternoons a week, but lack of language proficiency is not defined as a learning difficulty in the sense of inclusive education.
Nyborg Gymnasium aims to adhere to the following four principles of good practice in supporting the learning of all its students, including those in need of special educational needs:
Source: ’Learning diversity in the International Baccalaureate programmes: Special educational needs within the International Baccalaureate programmes’, International Baccalaureate Organisation, 2010.
The following paragraphs are copied from the IB DP’s Handbook of procedures to explain the possible assessment arrangements that do not require (A) and that do require (B) authorization by the IB
At the discretion of the coordinator (or head of school), the following arrangements are permitted in examinations without prior authorization from the IB Assessment centre.
3.1 A candidate is permitted to take an examination in a separate room if it is in the best interests of the candidate or other candidates in the group. For example, lighting may be a particular consideration for a candidate with a visual impairment, or a room with an echo may be difficult for a candidate with autism. Furthermore, a candidate’s condition or the nature of the inclusive assessment arrangement (for example, a scribe, a computer) may disturb other candidates, in which case a separate examination room is justified. If the examination is taken in a separate room, all regulations governing the conduct of IB examinations must be observed. The candidate must be kept under the constant supervision of an invigilator.
3.2 The coordinator may arrange for appropriate seating to meet the needs of individual candidates (for example, sitting near the front may be appropriate for a candidate with vision or hearing difficulties).
3.3 An assistant, if necessary a nurse, may be in attendance if this is necessary for the welfare or safety of a candidate. The assistant must not be another candidate or a relative of the candidate.
3.4 A candidate who normally uses an aid (for example, a coloured overlay, a Braille slate, a sound amplification device, a radio aid, a hearing aid, a low vision aid, a magnifying aid, coloured filter lenses) is allowed to use the aid in examinations. Note: It is in breach of regulations if candidates are found in possession of any other mobile devices in the examination room.
3.5 A candidate with a hearing condition may receive instructions from a communicator. This arrangement must be confined to explaining the conduct of the examination and the instructions in an examination paper. The communicator must not convey information about any aspect of a question in the paper without prior authorization from IB Assessment centre.
3.6 If a candidate has difficulties in reading or attention, test directions may be clarified by the invigilator or a designated reader. This arrangement must be strictly confined only to clarifying the directions and the instructions and not the content of the questions.
3.7 Magnifying devices to enlarge and read print may be used by candidates with vision issues. These may include magnifying glasses and line magnifiers.
3.8 For a candidate who has colour blindness, the coordinator (or invigilator) is permitted to name colours in an examination paper (for example, on a map in a geography examination). However, no other form of assistance may be given without authorization from the IB Assessment centre.
3.9 A candidate who is hypersensitive to sound is permitted the use of noise buffers such as headsets, earplugs and individual workstations with acoustic screens. If an individual workstation is employed, all regulations governing the conduct of IB examinations must be observed. The candidate must be kept under the constant supervision of an invigilator.
3.10 A candidate may be permitted rest breaks if required to do so due to medical, physical, psychological or other conditions. The amount of time permitted for rest breaks is not counted towards the duration of the candidate’s examination. Rest breaks must be supervised to ensure that the security of the examination is maintained. There must be no communication with, or disturbance to, other candidates. The amount of rest time and number of breaks permitted must be pre-determined and will depend upon the candidate’s circumstances, although 10-minutes per hour is the general recommendation. During a rest break, the candidate is not permitted to read, respond to the examination paper or write notes of any kind. Candidates may be allowed to leave the room for all or part of the rest periods. For example, a candidate with diabetes may be provided rest breaks to check blood sugar levels and take medication. If a candidate’s personal examination timetable is such that, with rest periods and additional time more than six and a half hours of examinations would take place in one day, rescheduling should be requested.
3.11 A candidate may be permitted the use of a prompter due to attention issues, psychological or neurological conditions. A prompter would ensure that a candidate pays attention to the examination. The use of the prompter should not disturb other candidates. The coordinator or invigilator may act as a prompter, but the examination must be conducted according to IB regulations. In all cases, the prompter may only prompt the candidate and not provide any form of assistance. The prompt may be a gentle tap on the candidate’s arm or desk/table but should not be given verbally. The prompter must not draw the candidate’s attention to any part of the examination paper or script. The prompter should be familiar with the candidate’s behaviour so that he/she knows when the candidate is off-task. The candidate should be familiar with the kind of prompt that he/she would likely receive from the prompter. The prompter should be in a position that provides a view of the candidate’s disposition rather than his/her work. The candidate should not feel as though he/she is under pressure or scrutiny.
3.12 At the discretion of the coordinator, a candidate may be given additional time to complete assignments during the two-year programme (for example, the extended essay, the theory of knowledge (TOK) essay) without authorization from the IB. However, if an extension to the deadline for the submission of work for assessment is required, the coordinator must contact IB Answers (See section 4.8 Access to extensions and exemptions).
All inclusive assessment arrangements other than those listed in this section must have prior authorization from the IB Assessment Centre.
All requests for inclusive assessment arrangements must now be submitted using the online system on IBIS. The Request for inclusive assessment arrangements is located under the Candidate tab and must be submitted no later than 15 November, 6 months before the written examinations. Requests for modified papers will not be authorized after this deadline. Before completing the request, the candidate must be registered for the intended examination session.
Inclusive assessment arrangements approved for a candidate will automatically apply for all examination sessions for which they are registered. It is not necessary to submit a second request. However, if a candidate’s requirements change after the initial request, the IB must be notified.
The following supporting documentation must be submitted (uploaded) with the online Request for inclusive assessment arrangements:
and
The purpose of the educational evidence is to show that the access requested has been the candidate’s usual way of participating in classroom activities and tests. Examples of educational evidence include:
For a candidate with a visual impairment, please provide specific details of the Braille code required. For candidates who require enlarged papers, the IB offers a standard enlargement on A3 paper (420 x 297 mm) with a font size of 18. If a candidate can access this, coordinators are encouraged to use this standard enlargement. Enlarged font size of 24 point on A3 paper may also be requested. For candidates who require an enlarged font on A4 paper (297 x 210 mm), the IB offers a standard 16 point font. Any other request for alternative font size that is not listed above as a standard modification may be considered only in exceptional circumstances.
In addition all students and parents have access to the IB DP document “Candidates with assessment access requirements” (IBO, 2009). This document is available from the school’s website, along with the Special Educational Needs Policy.
This policy was developed using the “Guidelines for developing a school language policy” (IBO, 2008). The policy is made available to the all stakeholders on the IB section of Nyborg Gymnasium’s website, and to students and teachers on the intranet – Lectio. Students and teachers are informed of the policy, when they start at Nyborg Gymnasium.
Nyborg Gymnasium is a Danish Upper Secondary School with approximately 950 students, of which the IB Diploma department with its 273 students is the only department with a programme conducted in English.
The school sees its strength in offering tuition with a high emphasis on student–centred participation and engagement. This develops students as active communicators and demands that all teachers are responsible for the language development of their students, whatever the language of the programme or subject.
The overall language environment of Nyborg Gymnasium is Danish, as 3/4 of the students at the school are students in programmes conducted in Danish, but for the 1/4 of the students, who are students in the IB Diploma Programme or the pre-Diploma year, the daily language is English.
The majority of teachers in the IB Diploma Programme and pre-Diploma year are Danes who have opted to teach in the IB Diploma Programme and they are therefore aware of teaching and learning in a language other than their native tongue. A smaller group of IB Diploma teachers are non-Danes mainly from countries where English is the native tongue.
The majority of the students in the IB Diploma Programme and the pre-Diploma year have Danish as their first language, or one of their best languages, whereas a sizable minority has Danish as a second language and fewer still have no knowledge of Danish, when they enrol in the programme.
All students in the IB Diploma Programme and the pre-Diploma year must be proficient in English. The level of proficiency is assessed through certificates and grades from prior education and possibly through admissions testing (cf. the school’s admissions policy) and interviews. The level of English required to successfully enter the IB Diploma and pre-Diploma year can be described through the following standards:
IB International Baccalaureate | CEFR Common European Framework of Reference |
ACTFL American Council on the Teaching of Foreign Languages |
University of Cambridge ESOL Examinations |
Language B HL | B2 Vantage | Advanced | First Certificate in English (FCE) |
Language B SL | B1 Threshold | Intermediate | Preliminary English Test (PET) |
It should be noted here that a student entering directly into the IB Diploma Programme with a level of English that corresponds to Language B SL, should expect to put in considerable effort and time to reach progress to the Language B HL/B2 level, or higher, in order to be able to express him, or herself fluently and freely orally as well as in writing.
Most of the IB Diploma students at Nyborg Gymnasium choose English A Language and Literature, or English A Literature as part of their IB Diploma Programme, often in combination with Danish A Literature.
Only a minority chooses languages other than English and Danish; nonetheless the school offers the option of:
The proficiency required to enter the language courses offered as a part of the IB Diploma Programme, or the pre-Diploma programme is determined by the level of the course requested. The beginners’ languages require no prior knowledge of the language and these courses are only open to students with no prior knowledge, or little knowledge of the language taught.
The language B levels offered in English, Danish, French and German require a basic proficiency in the languages at standard level (SL) and an intermediate level of proficiency for entry into a language B course at higher level (HL), corresponding to 2-4 year of prior schooling or equivalent. The language B level courses are not open to students who are clearly natives in the language taught. This means students who are fluent orally as well as in writing.
The language A levels should only be chosen by students who feel fully proficient in the language taught/ the school-supported self-taught language. Please see the table below for further guidance:
IB International Baccalaureate | CEFR Common European Framework of Reference |
ACTFL American Council on the Teaching of Foreign Languages |
Instituto Cervantes Diploma de Espanol como Lengua Extranjera | Alliance francaise Certificats et diplomes | University of Cambridge ESOL Examinations |
Language A: Literature HL
Language A: Language and Literature HL |
C2 Mastery | Distinguished | Superior | Diploma de Hautes Etudes Francaises (DHEF) | Certificate of Proficiency in English (CPE) |
Language A: Literature SL
Language A: Language and Literature SL Literature and Performance SL |
C1 Effective Operational Mastery | Superior | Diploma Superieur- Langue et Culture Francise (DSLCF) | Certificate in Advances English (CAE) | |
Language B HL | B2 Vantage | Advanced | Intermedio | Diploma de Langue (DL) | First Certificate in English (FCE) |
Language B SL | B1 Threshold | Intermediate | Inicial | Certicat dÉtudes Francais Tratique 2 (CEFP 2) | Preliminary English Test (PET) |
Language ab initio | A2 Waystage A1 Breakthrough |
Novice High Novice Mid Novice Low | Certifica dÉtudes Francais Pratique 1 (CEFP 1) | Key English Test (KET) |
All communication is conducted in English with the appropriate terminology. A diversity of language classes on offer also encourages the use of other languages than English.
The IB section of the school aims to introduce more IB related activities such as guest lectures, social activities, IB national day, field trips (class related trips or meeting up with other IB schools), IB party (e.g. for teachers and students) and students should help initiate these.
English native speakers could help other students (also students in the Danish programmes) enhance their language abilities.
It is the aim to steadily increase the integration of students in the different educational programmes of the school and so they use both English and Danish in events that involve the whole school are a part of this integration, and the efforts of the IB Diploma students play a vital role in this.
All communication is conducted in English with the appropriate terminology. Teachers should enforce this from day one.
This includes all school related activities such as
Language classes, excluding English, accept and encourage other languages.
Teachers should help motivate students to participate in school related activities e.g. assemblies, language workshops etc.
Teachers should initiate outside class activities e.g. field trips to other IB schools or subject related field trips.
Teachers should aim at communicating with each other in English at IB related meetings.
Boarding school opens Saturday 6/8 new students
Boarding school opens Sunday 7/8 for continuing students
First day of school after the summer holiday: Monday 8/8
Autumn holiday week 42: Friday 14/10 at 16.00 to Sunday 23/10 at 16.00 (incl.)
Christmas holiday Thursday 22/12 at 16.00 to Monday 2/1 2023 at 16.00 (incl.)
Winter holiday week 7: Friday 10/2 at 16.00 to Sunday 19/2 at 16.00 (incl.)
Easter holiday Friday 31/3 at 16.00 to Monday 10/4 at 16.00 (incl.)
Danish public holiday (Great prayer day) 5/5 (Boarding School is open)
Ascension Day Thursday 18/5 (Boarding School is open)
Whitsun Monday 29/6 (Boarding School is open)
Summer holidays Friday 23/6 2023 at 16.00, boarding school close at 16.00
Boarding school opens Tuesday 8/8 for NEW STUDENTS
Boarding school opens Wednesday 9/8 for CONTINUING STUDENTS
(More info about arrival time will be sent out later).
First day at school after the summer holiday: Thursday 10/8
Autumn holiday (week 42): Friday 13/10 at 16.00 to Sunday 22/10 at 16.00 (incl.)
Christmas holiday: Thursday 21/12 at 16.00 to Wednesday 3/1 2023 at 16.00 (incl.)
Winter holiday (week 7): Friday 9/2 at 16.00 to Sunday 18/2 at 16.00 (incl.)
Easter holiday: Friday 22/3 at 16.00 to Monday 1/4 at 16.00 (incl.)
Danish public holiday (Great Prayer Day): Friday 26/4 (Boarding School is open)
Ascension Day: Thursday 9/5 (Boarding School is open)
Holiday: Friday 10/5 (Boarding School is open)
Whitsun Monday 20/5 (Boarding School is open)
Summer holidays: Friday 28/6 2024 at 16.00 – boarding school close at 16.00
The office is open
Man-Thurs: At. 7:30 to 15:30
Fri: 7.30-14.30
Foodcamp 63 25 52 11
Boarding school 65 31 02 17
Service department 63 25 52 15