The IB Diploma Programme

An internationally recognized and academically challenging two-year programme

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:

• Language A: First language (mother tongue)
• Language B: Continuation of foreign language (2-4 years of prior schooling or equivalent)
• Language ab initio: Beginners language (no prior knowledge expected)

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:

• Pursue your passion: What are you passionate about/especially interested in?
• Think of entrance requirements – choose carefully: Which subjects and levels are required to enter these programmes of higher education?
• Consider you own skills – be realistic: What are your skills in the subjects required = what kind of grades are realistic for you?
• Avoid trying to keep all options open – be selective: How many subjects and especially HL subjects will you be able to cope with and still get good grades?

Consider these four questions very carefully, since the final IB Diploma has to fulfil two things:

• You need the right subjects and levels, in order to fulfil the entrance requirements for your desired, future higher education
• You need as many IB points as possible, in order to full the grade requirements for your desired, future higher education. Many higher educations have such grade cut-offs

Subjects in the IB Diploma Programme

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).

Links

International Baccalaureate Organization

www.ibo.org

International Baccalaureate World Schools in Denmark

https://ib-skoler.dk/schools.html

Official IBO material for parents and students

About the IB Diploma Programme

https://ibo.org/programmes/diploma-programme/

General regulations: Diploma Programme

https://www.ibo.org/globalassets/publications/become-an-ib-school/dp-general-regulations-en.pdf

IB learner profile

https://www.ibo.org/contentassets/fd82f70643ef4086b7d3f292cc214962/learner-profile-en.pdf

Further information

Please contact the IB Coordinator for further information.

The application deadline for Pre-IB Programme, the IB Diploma Programme, and the boarding school is 1 February.

Links to application forms

Links to Study rules and regulation

Admission Policy

Preface

This policy was developed using the publications “Candidates with assessment access requirements” (IBO, 2014), “Meeting student learning diversity in the classroom” (IBO, 2019) and “Learning diversity and inclusion in IB programmes” (IBO, 2020). The policy is made available to all stakeholders on the IB section of Nyborg Gymnasium’s website, and a printed copy of the policy can be found in the school’s library.  Students and teachers are informed of the policy, when they start at Nyborg Gymnasium. The policy will be revised on a yearly basis by the IB Committee.

Aim

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, provided 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 have no tuition fee, 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 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.

Admission to Pre-IB or the IB Diploma programme

The Danish school system consists of a pre-school year, followed by 9 years of compulsory school (primary/lower secondary school), an optional year and then 3 years of upper secondary school (high school), which in the EU are called years 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 (DP1) and 13 (DP2).

Information about our Pre-IB and IB Diploma Programmes

We have a number of activities aimed at providing potential students and their parents with information about our Pre-IB and IB Diploma Programmes:

Outreach and transition programmes to lower secondary schools

We invite groups of interested students from the Danish lower secondary schools to visit us for a two- or three-day introductory programme of information and especially targeted tuition.

Educational fairs and Open House events

Potential students and their parents are invited to educational fairs and Open House events in advance of the application deadline, where they are informed about the requirements and contents of our Pre-IB and IB Diploma Programmes.

Individual visits to our school

A large number of potential students, especially from abroad, arrange for individual visits to our school, where they and their parents meet the IB Coordinator.

Admission to the Pre-IB Programme, year 11

Pre-IB applicants from the Danish school system

Part of our Pre-IB students join us after completing their lower secondary schooling in the national Danish system. Admission is based on an application containing the most recent grades and a motivational statement. We accept students with an average Danish grade of 5 from the Danish 9^th grade (year 10), and we normally require a Danish grade of 7 in English and Mathematics. These entry requirements are based on our prior experience with how students from the Danish lower secondary system cope with the requirements of the Pre-IB and IB Diploma programmes.

Pre-IB applicant from foreign school systems

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 reference/recommendation letter from their previous school is required. The Danish Agency for 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. We use this database to evaluate foreign applicants. To clarify the entry level of an applicant, the IB Coordinator can choose to conduct a face-to-face or online interview, or to ask the applicant to sit a standardised entrance test in English and 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.

Admission to the IB Diploma Programme, year 12 (DP1) and 13 (DP2)

IB applicants from our own Pre-IB year

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 5 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 guided towards a more suitable 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.

IB applicants from other Danish upper secondary schools

The Pre-IB year follows the same curriculum as the 1^st 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 upper secondary 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.

IB applicants from foreign/international school systems

All applicants from foreign/international 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 Agency for 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 face-to-face or online interview, or to ask the applicant to sit a standardised entrance test in English and 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. For non-Danish citizens, acceptance presupposes that the applicant can obtain an EU residence permit in Denmark.

Promotion from IB1 to IB2

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 guided towards a more suitable alternative.

Procedures for supporting the transition from Pre-IB into IB1, and the promotion from IB1 to IB2

Procedures are in place to support the transition of able students from Pre-IB into IB1, and the 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 and well-being of each Pre-IB and IB student is evaluated at a meeting between the Deputy IB Coordinators, the IB Study Counsellors and the IB Secretary, with input from the IB Coordinator and the Head of Boarding School, and if necessary, appropriate disciplinary measures are taken.

As described in the Inclusion Policy, our school has a number of measures, which can be initiated to ensure the successful development of students with such needs.

Admission to our Boarding School

Many of our Pre-IB and IB students live on campus at our Boarding School, either in our boarding rooms or apartments.

Admission to the Boarding School is based on an application containing a motivational letter and information on any medical issues, etc. The selection criteria are mainly based on commuting time, but in special cases, the private circumstance of an applicant can be taken into consideration. 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.

Bibliography

International Baccalaureate Organization (2014). Candidates with assessment access requirements.

International Baccalaureate Organization (2019). Meeting student learning diversity in the classroom.

International Baccalaureate Organization (2020). Learning diversity and inclusion in IB programmes.

Academic Integrity Policy

Preface

This policy was originally developed using the publication “Academic honesty” (IBO, 2009), revised using “Academic honesty in the IB educational context” (IBO, 2014) and then later “Academic integrity” (IBO, 2019). Now, with the advent of Artificial Intelligence (AI), the urgent need for careful re-examination and continuous monitoring of the effects of AI technology on learning has necessitated a fundamentally different approach to informing the school community about Academic Integrity. While AI technology is a valuable tool to support learning when used constructively, it is at the same time a very tempting avenue for avoiding learning, due to the ease of text production via generative AI. The IBO has been, and is continually, responding to this challenge to learning by publishing a range of guidelines and awareness-creating documents on the topic. The following have continually been integrated in our teaching and consulted in the revisions of the present policy on academic integrity: “Effective citing and referencing” (IBO, 2025) and “Academic Integrity Policy” (IBO, 2026), but also the range of shorter publications and posters, such as “Ten tips for acting with integrity” (IBO, 2022), “The IB and artificial intelligence (AI) tools” (IBO, 2023), “Evaluating 13 scenarios of Artificial Intelligence (AI) in student coursework” (IBO, 2024), and “Using AI in inquiry” (IBO, 2025), “Can I use AI for this – A Visual Guide”. Furthermore, AI technology has been the topic of several pedagogical days, meeting and initiatives at our school for all of our 7 educational programmes. The policy is made available to all stakeholders on the IB section of Nyborg Gymnasium’s website, and a printed copy of the policy can be found in the school’s library.  Students and teachers are informed of the policy, when they start at Nyborg Gymnasium. The policy will be revised on a yearly basis by the IB Committee.

Aim

This policy aims to:

• Promote correct academic practice and upload academic integrity within an honest and principled school culture
• Enable students to understand academic integrity, and the consequences of honesty versus dishonesty
• Encourage students to seek support from teachers when completing work so as to prevent instances of academic misconduct
• Ensure students understand the value of accurate acknowledgement of the work of others
• Acknowledge that academic integrity is the responsibility of the whole school community, and that plagiarism, collusion, improper use of AI technology and other academic misconduct are serious disciplinary matters

Scope

This policy refers to all work set and completed in or out of school, including homework, assignments, and informal and formal assessment. It is expected that:

• All students understand the meaning and significance of academic integrity
• All of the students’ work is their own work, and that they can explain and defend the work they claim to be theirs
• Student work may include others’ ideas as long as they are appropriately acknowledged
• Students may collaborate but not collude
• Students understand and fully obey the rules of behaviour associated with examinations

Terminology

Academic Integrity refers to:

• Appropriate behaviour supporting learning
• Producing authentic work
• Full acknowledgement of others’ work
• Protection of intellectual property
• Correct conduct relating to examinations

Academic misconduct refers to any behaviour that may result in a student gaining an unfair advantage, and academic misconduct includes:

• Plagiarism: the representation of the ideas or work of another person as the student’s own
• Collusion: supporting academic misconduct by another candidate, as in allowing one’s work to be copied or submitted for assessment by another
• Duplication/replication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements
• Improper use of AI technology
• Making up, modifying or omitting data
• Falsifying records
• Taking unauthorised material into an examination or test
• Misbehaving during an examination or test
• Referring to non-existent work
• Citing work that has not actually been read by the student
• Not complying with examiners’ or invigilators’ instructions
• Impersonating another student
• Including offensive material in an assessment
• Stealing or attempting to steal examination material
• Disclosing the contents of examinations
• Using unauthorised calculators or other equipment
• Concealing unauthorised software in calculators
• All the forms of academic misconduct described in the publication “Academic Integrity Policy” (IBO, 2026)

Academic Integrity in practice:

• Collaboration: working openly with other students
• Paraphrasing: re-writing another’s ideas, which must be acknowledged
• Citing: clearly indicating by quotation marks that e.g. a paragraph is inserted directly from a stated source
• Acknowledgement by referencing: clearly identifying the source of any intellectual property utilised in a piece of work

All ideas of others must be acknowledged by referencing using an appropriate system. All appropriate referencing systems will be accepted for IB assessment, but at Nyborg Gymnasium the students can choose between the APA or Chicago referencing styles.

Student responsibility

Each student is responsible for:

• Ensuring that all of their work is authentic
• Using AI technology appropriately
• Giving full and correct acknowledgements
• Managing deadlines so that time for a self-authentication check is possible
• Being prepared to orally defend any written work, if asked to do so by their IB teachers, the IB Deputy Coordinators or by the IB Coordinator

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.

Teacher responsibility

Teachers will exercise their professional judgement before authenticating a student’s work. If a student cannot prove to the satisfaction of the relevant teacher/supervisor, IB Deputy Coordinators or the IB Coordinator that the work is authentic, the work will not be authenticated, and the consequences may ultimately be exclusion from the official IB exams and expulsion form the school.

Teachers should take the following precautions:

• Scan students’ work through the plagiarism detection system TurnItIn.
• Speak with students about academic integrity and misconduct.
• Read student work to gain an impression of the student’s writing standard and style and be vigilant for obvious changes in writing standard and style.
• Investigate concerns relating to academic integrity. If academic misconduct is suspected, the work must not be accepted or submitted for assessment. As per the IB’s suggestion:
  1. The student has one opportunity to revise and resubmit in sufficient time for the work to be assessed.
  2. If there is not enough time for (i), an F must be entered for an Internally assessed (IA) component and a N for an external assessed component (EA), e.g. an Extended Essay or TOK Essay, resulting in no grade for the subject and no Diploma awarded.

• An F will be entered for an Internally assessed (IA) component and a N for an external assessed component (EA), e.g. an Extended Essay or TOK Essay, if a student cannot prove to the IB Coordinator’s satisfaction that the work is authentic.

If plagiarism becomes apparent after a student’s work has been submitted, the IB Curriculum and Assessment office must be informed.

Supporting the academic integrity to prevent academic misconduct

The following steps are taken to inform students and prevent academic misconduct:

• At the beginning of the school year, the IB Coordinator explains the school’s study rules and regulations, with special focus on academic honesty and misconduct, to new students. The procedures for investigation and the consequences of academic misconduct are outlined
• Teachers must demonstrate appropriate acknowledgments in everyday teaching.
• Students will be reminded during normal lessons of their academic honesty obligations
• Students will be informed of Conduct of the Examinations
• In the spring term of DP1, students are introduced to the Extended Essay process, which involves guidance on the use of AI tools, along with advice on the appropriate citing and referencing of resources

Investigating student academic misconduct in exam components

Once the IB establishes that there is evidence to suspect a student of academic misconduct, the school will be required to conduct an investigation and provide the IB with statements from all parties involved and any other relevant documentation pertinent to the case.

Suspected academic misconduct relating to internal assessments (IA) or extended essays (EE) will be investigated as follows:

• The IBDP Coordinator will be advised in writing by the teacher/supervisor, after the teacher/supervisor has spoken to the student
• If the student accepts that academic misconduct has occurred, if there is time, and if the declaration on the IA/EE cover sheet has not been signed, the student may re-submit an IA/EE subject to permission from the IB Coordinator
• If the student does not accept that academic misconduct has occurred, the teacher/supervisor will prepare a written submission detailing the suspicion of academic misconduct. A meeting will be held, chaired by the IBDP Coordinator, together with the student and his or her parents if he or she is under the age of 18 years or is a boarder, and the teacher/supervisor. A written record of the meeting will be kept
• The student will be asked to submit material supporting his or her claim that the IA/EE is authentic. This may include draft material, research material, or a verbal explanation of the IA/EE’s content. The meeting may include a verbal test relating to the content of the IA/EE
• If the teacher/supervisor is not prepared to sign the cover sheet, this decision is final. The consequence is an F for that exam component

If academic misconduct is detected by IB after assessment material has been submitted, the case is referred to an internal panel composed of experienced members of staff from the IB Education Office at the IB Global Centre, Cardiff. Their decision is subject to approval by the Academic Integrity Subcommittee, which consists of IB staff and members external to the IB—for example, IB World School teachers, academic integrity experts, university admissions staff and senior examiners. Its role is to ensure that IB decisions are aligned with the published policy, penalty matrices and principles and values of the IB. A strong external voice also ensures transparency and fairness in this emotive area.

Consequences of academic misconduct in exam components

If the internal panel or Academic Integrity Subcommittee confirms the case of academic misconduct, a penalty will be applied to the subject(s) concerned. The penalty will be proportionate with the severity of the incident, including a warning letter, the award of zero marks for the component, no grade for the subject(s) concerned, no grade for “parallel” subjects and in severe cases exclusion from future exam session, please refer to the penalty matrices in “Appendix 2: Student academic misconduct” of the “Academic Integrity Policy” (IBO, 2026).

Internal formative assessment (homework, classwork, internal examinations).

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 academic misconduct and whether it is a reoccurring offence. Academic misconduct in internal examinations will be regarded as a serious disciplinary offence and may have consequences for the promotion of the student.

Academic misconduct in internal formative or summative assessment (homework, classwork, written assignments, tests or mock exams)

Academic misconduct in written assignments or oral presentations is not accepted under any circumstances.

Misconduct includes plagiarism, e.g when a student partially or completely copies from other students’ assignments, copies from sources without stating them, or if students have someone else write the assignments for them.

It is likewise considered misconduct to submit texts or other materials generated by ChatGPT or similar AI-based tools. Students can also be sanctioned for academic misconduct if they support another student in misconduct, which is called collusion, e.g., by allowing others to copy or submit one’s work as their own.

Additionally, it is considered misconduct if a student has gained access to the internet or used unauthorized materials during tests or mock exams. This also applies even if the student has not made use of these in their exam scripts.

Investigation of Misconduct in relation to regular assignments

If a teacher suspects or ascertains academic misconduct, the following will occur:

The student is summoned to a meeting with the Deputy IB Coordinator or IB Coordinator/Head of IB, with the purpose of establishing if there is a breach of the study rules and regulations. If so, a sanction such as an educational reprimand or a written warning will be given and a brief summary of the meeting will be saved in the student’s file.

The teacher registers the assignment on Lectio as not delivered.

If a student is repeatedly engaged in misconduct, more extensive sanctions will be applied, such as temporary suspension or permanent expulsion from the school. Based on an individual evaluation, a temporary suspension may lead to a temporary suspension from the boarding school too.

Bibliography

International Baccalaureate Organization (2009). Academic honesty.

International Baccalaureate Organization (2014). Academic honesty in the IB educational context.

International Baccalaureate Organization (2019). Academic integrity.

International Baccalaureate Organization (2022). Ten tips for acting with integrity.

International Baccalaureate Organization (2023). The IB and artificial intelligence (AI) tools.

International Baccalaureate Organization (2024). Evaluating 13 scenarios of Artificial Intelligence (AI) in student coursework.

International Baccalaureate Organization (2025). Effective citing and referencing.

International Baccalaureate Organization (2025). Using AI in inquiry.

International Baccalaureate Organization (2026). Academic Integrity Policy.

International Baccalaureate Organization (202?). Can I use AI for this – A Visual Guide.

Assessment Policy

Preface

This policy was developed using the “Guidelines for developing a school assessment policy in the Diploma Programme” (IBO, 2010) and later revised using “Teaching and learning informed by assessment in the Diploma Programme” (IBO, 2021) and “Assessment principles and practices: Quality assessment in a digital age” (IBO, 2026). The policy is made available to all stakeholders on the IB section of Nyborg Gymnasium’s website, and a printed copy of the policy can be found in the school’s library.  Students and teachers are informed of the policy, when they start at Nyborg Gymnasium. The policy will be revised on a yearly basis by the IB Committee.

Definitions

Sources: “Guidelines for developing a school assessment policy in the Diploma Programme” (IBO, 2010), “Teaching and learning informed by assessment in the Diploma Programme” (IBO, 2021) and “Assessment principles and practices: Quality assessment in a digital age” (IBO, 2026).

Formative assessment

Formative assessment focuses on gathering, analysing and interpreting evidence and generating feedback, that guides teaching, informs students about their learning process, and highlights their own role and agency in exploring way to improve their learning. Formative assessment is an ongoing activity and is in the curriculum and the teaching, with the aim of improving student performance.

Summative assessment

Summative assessment, in general, focuses on measuring student competency or level of achievement at the end of a course of study or unit of work, and specifically measuring student performance against Diploma Programme assessment criteria to judge levels of attainment.

Summative and formative assessments are, therefore, inherently linked and teachers must use their knowledge of IB summative assessment expectations and practices to help students improve performance in a formative way.

Assessment values and principles

In assessing our students, we are guided by the following values and principles:

• The IB teachers recognize that our IB students come to the school from different cultural backgrounds and with different expectations, needs and learning styles
• The IB students must receive constructive, formative feedback on their performance and learning skills, in order to be able to improve their learning process
• The IB students must be able to communicate with the teacher about the assessment, and whenever appropriate, the students must be asked to reflect on their own learning skills, learning process and self-evaluation

During the school year, assessment and evaluation:

• are integrated in the continuous planning of the teaching
• serve to monitor the progress of student learning skills and academic achievement
• are planned collaboratively to secure the concurrency of learning
• allow the teachers and students to adjust their practices
• are used to familiarise the students with the IB Diploma criteria and requirements for each Diploma subject and the core (Extended Essay, Theory of Knowledge and Creativity, Activity and Service)
• should feel relevant and motivating for both students and teachers
• are introduced through a variety of methods

The IB Coordinator, Deputy IB Coordinators and IB Study Counsellors are responsible for communicating and discussing assessment of the individual students with:

• Students, to guide them in their choice of IB Diploma subjects/levels and help secure their successful completion of the IB Diploma programme. This is essential both for the transition from Pre-IB (our one-year preparatory programme) to the IB Diploma Programme, for allowing early changes in subjects and levels in the beginning of the IB Diploma Programme, and for prioritizing efforts throughout the IB Diploma Programme
• Parents or guardians, when a student is below the age of 18, or all through the programme if a student is enrolled as a boarder
• Subject teachers, who will use official exam results and feedback on these to evaluate their practice individually as well as collaboratively. New subject teachers receive overall guidance from the IB Coordinator and help from experienced colleagues, who function as mentors
• Institutions of higher education and the IB, when transmitting relevant data

How are students informed about the development of their learning skills

How we help the students to improve, realise their potential and set goals (formative assessment):

• Some tests and assignments are set with the goal of enhancing the students’ understanding of the assessment criteria and their own learning techniques. These are types of assignments that often happen as part of the daily teaching and learning
• Students and teachers engage in an on-going dialogue, based on formative assessment, on the approaches to learning and the effectiveness of the tuition
• Some marking will be conducted as peer-marking and self-marking, where the students become actively engaged in understanding and applying the marking criteria that are used in IB exams, in order to enhance the self-evaluative skills of the students
• Feedback between teacher and students take place on a daily basis in relationships based on trust and respectful open-mindedness – sometimes the feedback is arranged through individual interviews, evaluation questionnaires, or class talks about the learning processes in class
• Feedback to parents about individual student performance occur when needed and on the behest of the parent, IB Coordinator, Deputy IB Coordinators or IB Study Counsellors
• Students receive formative feedback on how to develop better study skills and time management skills from their teachers, IB Study Counsellor, IB Coordinator, Deputy IB Coordinators and EE Coordinator at appropriate times during the IB Diploma course
• Study Skills Workshops aimed at improving specific study skills are held twice per year after the term grades are released

When students need help:

• Students may seek help to complete their homework and assignments in our Study Centre, which runs Tuesday and Thursday afternoons each week
• Students are welcome to contact their IB Study Counsellor for individual advice on how to improve their learning and study skills
• Nyborg Gymnasium has an IB Inclusion Policy which outlines the possibilities for further help, consultation with specialists and arrangements related to assessment when these are needed.

How are students informed about the assessment of their academic standing

How we use testing to assess each student (summative assessment):

• Summative assessment tasks are given as the final versions of internal assessment components, and via term tests/mock exams under exam-like conditions in all subjects (November, February and June in Pre-IB and DP1, and October and January in DP2), and ultimately at the official IB Diploma exams
• Term grades are released through the school’s intranet (Lectio) twice per school year in December and February for Pre-IB (1i) and DP1 (2i), and November and March for DP2 (3i). Furthermore, the end-of-year grades for the Pre-IB (1i) and DP1 (2i) year are released in June. For students in DP2 (3i) the last grade is given in April, as the predicted grade, but this is only reported to the IB and not to the students or parents/guardians
• Pre-IB students receive counselling from the IB Coordinator on their choice of IB Diploma subjects in the period from December to January of the Pre-IB year in order to ensure that their choice matches their academic strengths and capabilities in the best possible way. This counselling will be informed by the term grades of each student
• The summative assessment in term and end-of-year grades is based on tests, written assignments, oral presentations and general oral participation. The weighting of each of these elements vary from subject to subject according to the nature of the subject, however the weighting relates to the elements in the official assessment outline for each IB subject as found in each IB subject guides

Combining formative and summative assessment

With the recent emergence of Artificial Intelligence (AI), we will this school year (2026-27) introduce a combined approach to formative and summative assessment. As mentioned above we will be having term tests/mock exams under exam-like conditions in all subjects three times per year in Pre-IB and in DP1 and twice in DP2, while we in previous years only had tests once per year, and in Pre-IB and DP1 even only in selected subjects.

This is a very significant change in our priorities, necessitated by our concern for the learning outcomes of the regular assignments, which our students so far have completed outside school, and which have been part of the summative assessment for term/end-of-year grades. Observations by our teachers suggest that inappropriate use of AI technology reduce the learning outcome of these regular assignments.

We will strive to combine formative and summative assessment by implementing summative term tests/mock exams, where achievement in these tests will necessitate an independent completion of regular assignments, which will have a purely formative aim.

Assessment of the core of the Diploma Programme: Extended Essay (EE), Theory of Knowledge (TOK) and Creativity, Activity, Service (CAS)

Extended Essays

• The Extended Essay cycle is planned by the Extended Essay Coordinators, who are responsible for the information meetings which form part of the EE cycle
• The Extended Essay Supervisors will have meetings with the students and supervise the writing process, but will only comment on one draft essay before the submission of the final Extended Essay
• The Extended Essay is assessed according to the mark bands stated in the Extended Essay guide. The essay is externally assessed, and the marks awarded are converted to a grade between A and E, which are combined with the grade Theory of Knowledge. Up to 3 extra points can be awarded, based on the combination of EE and TOK grades. Please refer to the ‘How do we grade’ section of this policy for further information

Theory of Knowledge (TOK)

• Students complete the Theory of Knowledge course by writing the TOK Essay and participating in the TOK Exhibition
• Both the essay and the exhibition are assessed using global impression marking. The essay and exhibition contribute 67% and 33%, respectively, to the final scaled marks
• The TOK Exhibition is internally assessed whereas the TOK essay is externally assessed. The marks awarded are converted to a grade between A and E, which are combined with to the grade awarded for the Extended Essay to award potential Diploma bonus points to the individual students. Please refer to the ‘How do we grade’ section of this policy for further information

Creativity, Activity, Service (CAS)

• Full details of the CAS requirements and procedures are given in the CAS Handbook
• Students complete CAS by performing CAS activities continuously over the duration of the IB Diploma course and by fulfilling the requirements stated in the CAS Guide
• Successful completion of CAS activities is a requirement for achieving the IB Diploma. The assessment of CAS is the responsibility of the CAS Coordinators
• Participation in the CAS week is mandatory

IB Diploma Exams

• The dates of the official IB Diploma Exams are set by the IB and released approximately one year before the exams are held
• The IB Coordinator and Deputy IB Coordinator schedule the exams according to the dates set by the IB, and make sure that the DP2 students are registered for the exams
• The DP2 students are informed about the general exam requirements and regulations at a meeting in April
• The exams take place in a secure location at the school and are conducted according to IB regulations
• If any malpractice is discovered during the exams, the IBO will immediately be informed, and the incident may have consequences for the continued participation in the present and future exams, depending on the nature of the malpractice. For more information on malpractice, please see the Academic Integrity Policy
• The official IB Diploma exam results are accessible online on the 6^th of July each year, while the physical Diplomas/Course Certificates arrive at school in mid/late August.
• The IB Coordinator will be available for contact after the release of the results as announced in a letter to the students upon completion of their exams in May. The IB Coordinator evaluates the exam results and may suggest enquiries upon results (EUR) to individual students
• The official exam results are evaluated in collaborate meetings amongst IB teachers, guided by the IB Coordinator
• Retake exams are only open to Nyborg Gymnasium’s own IB graduates and only upon permission from the IB Coordinator

How we grade

IB Diploma Programme

Assessment in IB subject is bases on:

• IB subject specific grade descriptors, as described in “Diploma Programme Grade descriptors (First assessment 2027)” (IBO, 2026)
• Recent markbands from the IB Diploma Exams, made available by the IB Coordinator and found on MyIB
• Assessment-specific markschemes for external assessment components, following release after the IB Diploma exams
• Assessment criteria for internal assessment components, using a best-fit approach, when the marks given fit with majority of descriptors in the mark-bands for each criterion. 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 are 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.

As a guideline for the interpretation of term grades given for each subject, the following may be used:

The Theory of Knowledge and Extended Essays receive the following grades:

The grades from Theory of Knowledge and the Extended Essay results in extra points in accordance with the TOK/EE Matrix from the “Diploma Programme Assessment Procedures 2026” (IBO, 2026).

Pre-IB

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 STX-programme, as the Pre-IB year follows the 1^st year curriculum of this programme.

Students not writing in their first language

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 in non-language subjects, 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.

Who assesses the students?

All students are assessed by:

• IB subject teachers – during the course of the programme, for all term tests/mock exams, and for all internal assessment subject components
• Examiners assigned by the IB, for all components which are externally assessed or moderated.

Collaborative planning:

• Deadlines for all exam components and term tests/mock exams, along with the Extended Essay process are coordinated in the school’s IB Calendar, which is maintained by the Deputy IB Coordinator. All IB teachers contribute to the IB Calendar for the subsequent school year during a collaborative planning meeting in June
• Assessment is planned to secure concurrency of learning within and across subjects.
• Assessment of assignments, term tests, mock exams and internal assessment components take place collaboratively throughout the school year

Measures taken to ensure consistent marking and assessment

• All IB teachers base their assessment on the criteria stated in the IB subject guides. The tasks and assignments undertaken in classes will vary according to the plans of the subject teachers, but will always reflect the topics and components stated in the relevant subject guide
• Teachers attend IB specific professional development regularly, during which assessment is discussed, and they have access to IB teacher support material relating to assessment in their subjects
• The term tests, mock exams and assignments used in classes will be based on past official IB exams and exam questions. These are available to the teachers in IB question banks and past exam collections
• Each year, teachers teaching the same subject collaborate on marking of internal assessment components, tests and mock exams. This is done to ensure consistent and aligned marking
• IB guidelines are available to all teachers through MyIB

Bibliography

International Baccalaureate Organization (2010). Guidelines for developing a school assessment policy in the Diploma Programme

International Baccalaureate Organization (2021). Teaching and learning informed by assessment in the Diploma Programme

International Baccalaureate Organization (2026). Assessment principles and practices: Quality assessment in a digital age

International Baccalaureate Organization (2026). Diploma Programme Assessment Procedures 2026

International Baccalaureate Organization (2026). Diploma Programme Grade descriptors

Appendix 1:

Award of the IB diploma

Source: “Diploma Programme Assessment Procedures 2026” (IBO, 2026)

A2.2.1 Core requirements

• DP category students must study six subjects, plus the three core subjects—EE, TOK and CAS. They must accumulate no fewer than 24 points from assessment in these subjects, in addition to grade stipulations.
• They must meet all of the additional requirements—see section “A2.2.2”.
• Students who successfully meet these conditions will be awarded the diploma.
• Students who take the diploma in multiple languages may be eligible for a bilingual diploma.

The IB diploma is awarded based on performance across all parts of the DP.

• Each subject is graded 1–7, with 7 being the highest grade.
• These grades are also used as points (that is, 7 points for a grade 7, 6 points for a grade 6, and so on) in determining if the diploma can be awarded.
• TOK and the EE are graded A–E, with A being the highest grade. These two grades are then combined in the diploma points matrix to contribute between 0 and 3 points to the total.
• CAS is not assessed but must be completed in order to pass the diploma. See section “A2.2.2”.
• The overall maximum points from subject grades, TOK and the EE is therefore 45: ((6 × 7) + 3).
• The minimum threshold for the award of the diploma is 24 points. If a student scores less than 24 points, the diploma is not awarded.

A2.2.2 Additional requirements

There are a number of additional requirements for the award of the diploma.

• CAS requirements have been met.
• There is no “N” awarded for TOK, the EE or for a contributing subject.
• There is no grade 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 (SL or HL).
• There are no more than three grade 3s or below awarded (SL or HL).
• The student has gained 12 points or more on HL subjects. (For students who register for four HL subjects, the three highest grades count.)
• The student has gained 9 points or more on SL subjects. (Students who register for two SL subjects must gain at least 5 points at SL.)
• The student has not received a penalty for academic misconduct.

A2.2.3 Bilingual diploma

In addition, students who have completed these conditions through multiple languages may be eligible for a bilingual diploma.

A bilingual diploma will be awarded to a successful student who fulfils at least one of the following criteria.

• Completion of two languages selected from the studies in language and literature subject group with the award of a grade 3 or higher in both languages.
• Completion of one of the subjects from the individuals and societies, or sciences subject groups in a language that is not the same as the student’s nominated studies in language and literature language. The student must attain a grade 3 or higher in both the studies in language and literature language and the subject from individuals and societies, or sciences subject groups.

Pilot subjects and interdisciplinary subjects can contribute to the award of a bilingual diploma, provided the above conditions are met.

The following cannot contribute to the award of a bilingual diploma.

• An extended essay
• A school-based syllabus
• A subject taken by a student in addition to the six subjects for the diploma (“additional subjects”)

Appendix 2:

Conversion to Danish grades:

• Information about the IB grade system and how IB grades are converted to fit with Danish grade system can be seen on:
  http://ufm.dk/uddannelse-og-institutioner/anerkendelse-og-dokumentation/find-vurderinger/eksamenshaandbogen/lande-og-eksaminer
• Select International Baccalaureate in the drop-down menu, and then the tab “Karakterer”.

Conversion of single grades:

Inclusion Policy

Preface

This policy was developed using the publications “Candidates with assessment access requirements” (IBO, 2014), “Meeting student learning diversity in the classroom” (IBO, 2019) and “Learning diversity and inclusion in IB programmes” (IBO, 2020), and was revised using the documents “Developing and aligning a school inclusion policy with the Programme standards and practices” (IBO, 2023) and “Access and Inclusion Policy” (IBO, 2023). The policy is made available to all stakeholders on the IB section of Nyborg Gymnasium’s website, and a printed copy of the policy can be found in the school’s library.  Students and teachers are informed of the policy, when they start at Nyborg Gymnasium. The policy will be revised on a yearly basis by the IB Committee and Special Educational Needs staff.

Definition

A student is in need of inclusive education if she/he fulfils one of the following:

• Has a significantly greater difficulty in learning than the majority of the students of the same year group
• Has a disability, which prevents or hinders the student from making use of a school facility generally accessible provided for students in the same year group
• Has a disability which prevents or hinders the student from learning or performing compared to students in the year group

The disability or challenge could be:

• learning disabilities
• specific learning difficulties, e.g. dyslexia, dyscalculia or physical disabilities
• communication and speech difficulties
• autism spectrum disorders
• social, emotional and behaviour challenges
• multiple disabilities and/or physical, sensory, medical or mental health issues.

Inclusive education is not related to language issues that are based on relocations etc, and inadequate language proficiency is not included in this policy as a learning difficulty.

Aims and responsibilities

Nyborg Gymnasium

• Follows Danish laws regarding students who are in need of inclusive education
• Aims to adopt an inclusive stance on education, acknowledging the different learning skills and strategies of all students, and support students’ needs in a positive, inclusive environment.
• Provides training for specialised staff to successfully implement this policy, e.g. support staff such as reading counsellors, mathematics counsellors, and the study counsellors.
• Ensures staff awareness of the needs of students identified as in need of inclusive education
• Ensures to start the process of students getting diagnosed properly if any indications of learning difficulties, such as dyslexia, dyscalculia, physical limitations, etc., are noticed.
• Advises students and parents, and informs them of the Inclusive Assessment Arrangements provided by the IBO
• Submits an application to the IBO for Inclusive Assessment Arrangements at the official Diploma Exams
• Provides the facilities and support for students with inclusive educational needs, where possible

Students and parents

• Provide information about special educational needs or potential special educational needs in the application phase, if known at the time of applying
• Communicate to the school all documents related to the inclusive educational needs at the earliest possible opportunity
• Contact and secure the required documentation from external experts, e.g. psychologists and doctors, and previous school records. Note that tests and diagnoses submitted to the IBO in support of Inclusive Assessment Arrangement cannot be no more than three years old at the time of the IB Diploma Exams, if they are to be approved by IBO
• Communicate with the school regarding any changes to those needs
• Actively seeks information and support in relation to their needs

General practices that support inclusive education and learning diversity

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 inclusive education (“Learning diversity and inclusion in IB programmes”, IBO, 2020).

1. Affirming identity and building self-esteem – making all students realise their abilities and potentials to reach a result that reflects their potential.
2. Valuing prior knowledge – developing teaching strategies that enable students to refer back to prior learning, or to identify areas where prior knowledge needs further development.
3. Scaffolding – using different teaching strategies to build a platform of understanding in the individual student, along with strategies for further individual exploration.
4. Extending learning – ensuring the academic progression through learner-centred practice and the support of differentiated learning.

Identification of needs for inclusive education

• Will normally happen during the admissions procedure, where students and parents inform the school of special needs and provide the appropriate documentation relating to these needs. Note that tests and diagnoses submitted to the IBO in support of Inclusive Assessment Arrangement cannot be no more than three years old at the time of the IB Diploma Exams, if they are to be approved by IBO
• May also be identified through admissions testing, or a subsequent screening of the students in for example Mathematics or the languages.
• May be identified by teachers and students during the course in relation to subject specific problems.
• May arise during the programme if the student experiences illness, or other personal challenges.

Procedures during the Pre-IB year and the IB Diploma Programme

• The needs and challenges of the individual student will be taken into consideration in the process of selecting subjects for the IB Diploma – whether during the course of the Pre-IB year, or in the admissions procedure for the IB Diploma for students applying to enter directly into the IB Diploma Programme.
• The student might be invited for, or independently seek, guidance by the IB Coordinator, Deputy IB Coordinators, or the IB study counsellors, who might refer the student to specialists, such as the psychologists, the school’s special educational needs staff or medical specialists.
• The student may seek further help in the Study Centre, or a teacher may recommend this to the student.
• The student and special educational needs staff can apply for extra resources from the Danish authorities tailored to help the individual student. These may include a dedicated computer with special software designed to aid students with a specific learning difficulty, or they may include extra hours for individual tuition or mentoring.

Procedures relating to official IB Diploma examinations:

• The IB Coordinator must request inclusive assessment arrangements from the IB no later than 6 months before the official exams (15th of November for May exams the following year). These are requested through the IB administrative system – IBIS. Please see below for further information.
• If a student is affected by adverse circumstances, such as illnesses, or personal circumstances that have an effect on the student’s ability to perform in the exams, or any of the other assessment components, the IB Coordinator must inform the IB in accordance with the procedure stated in the Diploma Programme Assessment Procedures for the current year using either the “D2 – Student(s) affected by adverse circumstances” form, or the “Emergency rescheduling – Exam security declaration form”, as appropriate. These forms must be accompanied by appropriate documentation such as medical certificates, specialists’ statements etc. all of which must be submitted in English, or in a school-approved translation to English.

Availability of access arrangements

In the “Access and Inclusion policy” (IBO, 2023) the possible inclusive access arrangements are listed. The principle in the access arrangements is to identify which inclusive access arrangement are appropriate to reduce or remove barriers, so that learning and ultimately a fair assessment can be achieved, ensuring that the access arrangement have the need of the individual student in focus.

The types of access arrangements available for learning, teaching and assessment fall in the following categories, which are expanded upon in the “Access and Inclusion policy” (IBO, 2023):

• Flexibility in duration
• Flexibility in presentation of material and resources/reception of content
• Flexibility in response
• Use of human assistance
• Flexibility in equipment, setting or location
• Reasonable adjustments

In most, but not all, cases do access arrangements require authorization by the IBO, and the IB Coordinator and IB Deputy Coordinators are responsible for communicating the rules and regulations to students and parents to ensure that eligible students may benefit from these inclusive access arrangements.

Bibliography

International Baccalaureate Organization (2014). Candidates with assessment access requirements.

International Baccalaureate Organization (2019). Meeting student learning diversity in the classroom.

International Baccalaureate Organization (2020). Learning diversity and inclusion in IB programmes.

International Baccalaureate Organization (2023). Developing and aligning a school inclusion policy with the Programme standards and practices.

International Baccalaureate Organization (2023). Access and Inclusion Policy.

Language Policy

Preface

This policy was developed using the publications “Guidelines for developing a school language policy” (IBO, 2008), “Learning in a language other than mother tongue in IB programmes” (IBO, 2008), “Guidelines for school self-reflection on its language policy” (IBO, 2012), “Language and learning in IB programmes” (IBO, 2014) and “Guidance for studies in language and literature and language acquisition courses” (IBO, 2020). The policy is made available to all stakeholders on the IB section of Nyborg Gymnasium’s website, and a printed copy of the policy can be found in the school’s library.  Students and teachers are informed of the policy, when they start at Nyborg Gymnasium. The policy will be revised on a yearly basis by the IB Committee and the Special Educational Needs staff.

Nyborg Gymnasium’s language philosophy

Nyborg Gymnasium aims to render our students capable language users who can articulate their ideas freely and democratically. We believe identity is partly shaped by one’s first language and that the understanding of other cultures is facilitated by language acquisition and learning. We believe that having a first language in which one feels confident is essential for learning.

Because of our approach to language, our primary language of communication is English both in and outside class. Apart from language classes, all tuition is conducted in English with the appropriate terminology. Further, we use, promote and offer a diversity of first and second languages as well as support students studying self-taught literature in their first language; we have homework cafes where students can seek help from teachers, senior students and peers; we offer software to ease dyslexia; we divide our student cohorts into houses to help our students gain a network of peers and encourage them to get together in study groups where, e.g., first language speakers help language learners.

Nyborg Gymnasium’s language profile

Nyborg Gymnasium is situated in Denmark, and the IB department is one of our many secondary educational programmes, therefore English is the first language of the few and the second language of the many. The primary language for instruction and communication in the IB department is English, and most Danes communicate well in English. However, Danish is the language of the host country, therefore we wish to expose our non-Danish speaking students to the Danish language and Danish culture as well as support and show our respect for everyone at our school.

Taken together, this means that while English is the primary language of the IB department, we do not always speak English at assemblies and guest lectures, and we do not always translate everything into English – which presents us with the dilemma of wishing to include everyone while sometimes using only the language of the many. We handle this by encouraging our Danish-speaking students to help their non-Danish-speaking peers for instance by translating important information to them – something they can use for CAS in connection with their language acquisition clubs, and by our mandatory Danish classes for Pre-IB students. This being said, important information and communication is both in Danish and in English so that no-one will miss out. In these ways, we endeavour to empower our students to interact with the school’s local community and with students from other departments.

Our courses in first languages, Danish A literature, English A literature as well as language and literature, and self-taught literature support and expand our students’ zones of proximal development preparing them to acquire knowledge, push barriers, and grow into individuals who are confident communicators, who appreciate their own backgrounds and experiences; who think critically; and who can think about and give articulation to their own learning and experiences.

Since some of our international students speak neither Danish nor English as their first language, we consider it our duty and pleasure to offer the school supported self-taught literature course to allow and assist this group of students also to develop their analytical and communicative skills in their first language, and to accommodate their English proficiency. The daily work is scheduled as lessons with a Language A teacher. The role of the teacher is to help students understand the requirements of the course, to teach literary theory like approaches to literature and literary terminology, to instruct the students in writing about literature, and to support the students in their reflections. The school supplies every self-taught literature student with a tutor whose role it is to assist in building an appropriate syllabus and to give language specific feedback on up to two written papers and on the student’s ideas and plans for the oral exam component.

Our courses in second languages, Danish, English, French, and German as languages B, and Danish, French and Spanish as languages ab initio, are part of our way to develop students who are curious about and respect other cultures; who are open to other perspectives, values, and traditions than their own; who can explore issues of global significance; and who are willing and able to make a positive difference to other people’s lives. Moreover, CAS encourages students to be both responsible and inquisitive leaners who are supportive of their peers’ language acquisition through initiating their own language clubs.

We take pride in our tuition methods that have a high emphasis on student-centred participation and engagement. This enhances language learning and helps develop our students to become active and capable communicators. It supports their becoming increasingly interested in and tolerant of cultural diversity. Moreover, it promotes open-mindedness and the capability of accepting or refuting ideas based on quality or merit rather than origin and language/form.

The communicative aspect of language requires that all teachers are language teachers as we strive to make our students effective communicators. To achieve this, the students must learn to express their ideas properly in their various subjects using appropriate vocabulary – a door which is also opened by our high emphasis on student participation and engagement.

Language policy for students

All students in the IB Diploma and the Pre-IB Programmes must have a sufficient English proficiency to follow the instruction of their subjects. 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 years can be described through the following standards:

It should be noted here that a student entering directly into the IB Diploma Programme should have a level of English that corresponds to Language B HL; and a student entering the Pre-IB should have a level of English corresponding to no less than Language B SL. The EU has supplied self-assessment grids which are available for free at https://europa.eu/europass/da/common-european-framework-reference which we highly recommend.

The language A levels should be chosen by students who feel confident and are fully proficient in the language taught/the school-supported self-taught language. We endeavour to place students at their appropriate level by using the table above both in Languages A and Languages B, the second languages we offer. Please see the table above for further guidance; use the appropriate self-assessment grid supplied by the EU; or take a test at https://www.languagelevel.com/.

Students learning in a language other than their first language might require extra support. At Nyborg Gymnasium, we organise homework cafes where students can find help for written work or study extra grammar among other things. We have our Special Educational Needs teachers who are ready to provide support for students with challenges like dyslexia for instance in the form of custom designed software. We also encourage all our students to take advantage of our house structure and engage in study groups to help and support one another – something that could also be a CAS activity.

Language policy for teachers

Nyborg Gymnasium is an international school situated in a non-native English-speaking country; therefore, it is important to align teachers’ language skills with student expectations. The school’s IB teachers are all competent English language users, and we strive to develop their capabilities and competences through access to resources and teacher training at various levels, including peer-supervision and mentoring, designed for the individual teacher.

Bibliography

International Baccalaureate Organization (2008). Guidelines for developing a school language policy.

International Baccalaureate Organization (2008). Learning in a language other than mother tongue in IB programmes.

International Baccalaureate Organization (2012). Guidelines for school self-reflection on its language policy.

International Baccalaureate Organization (2014). Language and learning in IB programmes.

International Baccalaureate Organization (2020). Guidance for studies in language and literature and language acquisition courses.

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