DIA students can graduate from high school through different pathways, based on their specific needs. These choices allow students to select a route that is best suited to their individual growth, success, and future goals.

Students must follow the pathway that is the most appropriate and are encouraged to pursue the most rigorous and challenging pathway, in which they will have success and which is aligned with their post-graduation aspirations. 

DIA Graduation Pathways Handbook provides more information on the different options available.

General regulations set out the expectations that IB World Schools and their students must follow, including how to maintain integrity and ensure full compliance when delivering the program.  Please find below for your reference:

• IB MYP General Regulations

• IB  DP General Regulations

The MYP curriculum overviews can be accessed at the links below:

• Grade 6

• Grade 7

• Grade 8

• Grade 9

• Grade 10

The DP subject course outlines can be accessed at the links below:

• Language & Literature

• Business Management

• Geography

• Economics

• Psychology

• Biology

• Chemistry

• Physics

• Environmental Systems and Societies

• Mathematics AI

• Mathematics AA

• Visual Arts

DIA recognizes the central importance of language and that promoting language is at the heart of developing international-mindedness and Global Citizenship by all stakeholders. Multilingualism enables effective communication between all members of our school community and is vital to developing the Learner Profile attributes, Approaches to Teaching, and Approaches To Learning. Language learning is a lifelong endeavor.

Promoting language learning is aligned with DIA’s definition of High-Quality Learning

DIA is an International Baccalaureate World School offering the Primary, Middle Years, and Diploma Programmes (PYP, MYP, & DP). DIA is an international school with diversity in languages and cultures being represented within all stakeholder groups.

This Language Policy acknowledges and recognizes the role and responsibilities of different stakeholders in language development and the promotion of multilingualism both within and outside school. 

DIA believes that all students, regardless of their abilities, deserve to have access and equal opportunity to access the curriculum. This is demonstrated by:

• Providing support fairly and equitably to all students, without discrimination based on race, ethnicity, or gender

• Recognizing the individuality of all learners to develop at their own pace

• Development of effective learning plans and a culture of collaboration between teachers, parents/guardians, and other professionals within the community

• Providing physical and virtual resources to support student learning

The term Student Services is utilized for both the team as well as the support provided to students and staff. These support services include, but are not limited to:

• Push In support for students who require additional accommodations to access the mainstream curriculum

• Pull out support for students who require more 1:1 support to access the mainstream curriculum

• Development and implementation of Individualized Education/Learning Plans/English Language Plans

• Training and support for teachers to be able to implement accommodations, modifications, and differentiation within their classrooms

• Managing Learning Support Assistants' caseloads

• English Language Learning support

• Coordination and collaboration with paraprofessionals within the classroom

• Coordination and collaboration with externally used professionals that include, but are not limited to:

  • • Educational Psychologists

    • Speech Therapists

    • Play Therapists

    • Occupational Therapists

    • Physiotherapists

    • Counselors

    • Pediatricians

At DIA we are able to support mild to moderate Learning Support Requirements, English Language Learners (ELL), and High Achievers. The term “mild to moderate Learning Support Requirements” refers to students who may require the following:

• individualized and differentiated grade-level benchmarks

• emotional, behavioral, and social support

• speech and language support that is related to articulation, pronunciation, and fluency, as recommended by the speech therapist

• specific learning differences (e.g., dyslexia, dyspraxia, dyscalculia)

• general learning difficulties (e.g., organization, processing speed, comprehension, etc)

• sensory needs (e.g., tactile, sensory integration, etc)

• mental health issues (on a case-by-case basis)

• mild cases of Autism Spectrum Disorders (on a case-by-case basis)

• mild cases of Attention Deficit Hyperactivity Disorder/Attention Deficit Disorder (ADHD/ADD)

• Individualized lesson plans and activities for high achievers

In certain cases, a student with Learning Support Requirements may benefit from having a paraprofessional in class, who meets regularly with the Student Services team. DIA may also refer students to external sources if it becomes evident that DIA is unable to support the student without further information or guidance.

Please read more about the DIA Student Services Policy here.

DIA Secondary Extended Learning Agreement 2025 - 2026

At DIA, the partnership between the school, home and community is essential to learning. This agreement guides teachers, parents and students toward extending learning beyond class time, which is essential for the student’s continued learning, practice, and preparation. 

Role of extended learning (including homework):

The main role of extended learning and homework is to facilitate the continuation of learning. Among other things, this helps to:

• develop and sustain a relationship between home and school

• establish prior knowledge

• reinforce classroom knowledge and learning

• further develop skills and concepts

• practice and reinforce self-management and organizational skills 

• develop 21st-century skills, such as critical thinking, creativity, and collaboration

Teacher expectations: 

• For MYP, to assign homework on only the assigned day(s) for that grade. Grade level advisors will assign the homework days based on the timetable during Orientation Week at the start of the academic year

• Post homework on ManageBac before 4:00 pm on the day of assigning so that students have enough notice

• Post a task name. This should indicate the grade, subject, unit, task title, and expected or estimated length of time students should spend on the task. An example from a Digital Design post would look like this: G10 DD U1 Develop three design sketches (30 mins) 

• Post clear instructions and any needed resources, such as notes, handouts, photos, videos, website links, etc

• Assign the task colors as follows: red for summative tasks, blue for formative tasks (such as tests, quizzes), and green for homework assignments (such as practice assignments)

• Set the due date and time for the homework. Note that the homework appears on the due date on the student calendar, not on the assigned date. Only alter the due date and time on ManageBac in extenuating circumstances affecting the whole or majority of the class

• When setting deadlines, please review what other deadlines have already been set by other teachers on the date you intend so as not to overload students

• When setting deadlines, provide students with a realistic amount of time to complete their work

• When posting project tasks, post smaller deadlines for subtasks (especially for lower grades). For Grades 8 and above, work with students to ensure they have a plan that breaks the larger task into smaller tasks

• For tasks requiring a rubric, provide one by uploading it or editing the one on ManageBac. All rubrics should be task-specific and have generic language clarified for the task

• Homework directly assigned on Google Classroom must also have a reference on ManageBac

• For student-submitted work, ensure to build a culture of using naming conventions for the files/folders they submit

• Support students in building an ongoing portfolio of their work for your subject. This could be electronic or physical or both. It could be done at the end of each significant period of work, such as after summative tasks, or even with lighter formative tasks

• Ensure students are aware of the file size limit for uploading on ManageBac. They can compress their work, or when this is not possible, they can submit it via Google Drive. (Avoid having students email you their work as this creates much work for you to download and organize files)

• Use Turnitin to encourage academic honesty on all summative tasks and as much as possible on formative tasks. However, please ensure that the Turnitin settings are such that draft work is not retained, otherwise, the final submission will be considered “plagiarised” from the draft

• Scaffold homework appropriately according to student ability

Only DP:

• In DP, homework assignments may contribute to formal formatives, this is subject-specific and the details must be approved by the DP coordinator

• A maximum of four formal formative assessments can be carried out in a week, with not more than two assessments per day

Parent/Guardian/Tutor Expectations:

• To facilitate learning at home including providing time and space

• To ensure the student is doing his/her own work without undue support from others

• To support the student with academic honesty practices

• To explain instructions/assessment criteria to your child (as needed)

• To communicate in writing with the subject teacher if the student had difficulty or was not able to complete the homework, or found the homework too easy

• To support students, especially younger ones, with planning longer-term assignments by breaking these backward into smaller tasks and interim deadlines

Parents/Guardians/Tutors are NOT to:

• Do the child’s homework

• Give them the answers

• Make the student re-do work to make it perfect

• Put pressure on the student to do ‘perfect’ work
  
  

Student Expectations:

• To complete homework to the best of his/her ability

• To communicate with his/her teacher if they are having difficulty with homework

• To be practice academic honesty and present his/her own work (do not plagiarise) 

• To take responsibility for his/her homework and submit it on time 

• To use spare time during the school day productively and with a sense of purpose

• With appropriate teacher support, to break down large assignments into smaller tasks with interim deadlines

ICT and Homework

Students in secondary do a significant amount of homework using electronic means. This includes typing responses, taking photographs, working with audio and video, and using various online platforms for learning, practicing, creating, and submitting work. Students also collaborate using both offline and online means when assigned to work in groups.

What does homework look like at DIA?

Homework at DIA comes in many different forms. These may include:

• Doing assigned questions from a textbook, a handout/worksheet, or on online platforms

• Carry out an investigation, such as a survey or interview, with members of the family and community

• Carry out research on the internet or using print sources

• Write essays, reports, creative pieces, etc

• Create responses and/or products digitally and using tangible materials

• Practice or rehearse for presentations, debates, etc

• Revise for tests and exams

• Flipped-classroom where students learn independently at home and demonstrate this knowledge in class

As a general rule, teachers expect that students will spend the approximate amount of time indicated in the table below on extended learning each day:

• Grade 6: 1-2 hours

• Grade 7: 1-2 hours

• Grade 8: 1-2 hours

• Grade 9: 1-3 hours

• Grade 10: 1-3 hours

• Grades 11 and 12 DP: 4-5 hours, including non-contact time at school

This may differ depending on the child’s needs and the time of year. 

Consequences:

Interventions and consequences for persistently not completing or submitting homework on time are outlined in the DIA MYP and DP Assessment policies as well as the DIA Behavior and Anti-bullying Policy. These include:

• Carrying out the restorative justice steps with the student

• Logging the incident into the behavior log

• Completing work during part of the break and/or lunch 

• Meeting with the grade level advisor in persistent cases who will suggest specific interventions and consequences

• Working on specific ATL skills

• Regular meetings with the grade leader

• Staying behind on specific days to complete work

• Meeting with parents/guardians

This agreement is reviewed annually by the Secondary Department.

DIA recognizes the critical role academic integrity plays in promoting a culture of honesty, fairness, and equity. This is demonstrated by ensuring stakeholders:

• Understand and acknowledge academic integrity requirements

• Receive appropriate guidance and support to implement and demonstrate academic integrity

• Are acknowledged and celebrated when displaying IB learner profile attributes, such as being principled

• That all teaching, learning, and assessment activities serve to promote personal integrity and respect for others.

Students have the responsibility to:

• Read DIA’s Academic Integrity Policy thoroughly and understand the academic integrity requirements for their grade level

• Comply with all internal school deadlines; this is for their own benefit and may allow time for revising work that is of doubtful authorship

• Students in Grades 8 to 12 use Turnitin to improve their writing, avoid plagiarism, and over-reliance on other people’s work before the submission of the final version of their work  

• Follow exam rules.

• Ask questions and request support when needed.

Please read and familiarize yourself with student academic integrity requirements here.

Assessment at DIA provides equal opportunities for all students regardless of gender, race, culture, religion, and learning support requirements. DIA views assessment as a tool that drives instruction.  Assessment is an integral part of learning and is used to support growth and success for all involved in the learning process. 

Assessments are designed with student voice, choice, and ownership in mind. For transdisciplinary inquiries in particular, students are encouraged to choose a context to share their understanding rather than being prescribed one. This enables them to build on multiple perspectives and develop international-mindedness.  

Assessment is an integral part of learning. The purpose of assessment is to

• promote student learning and growth. This is clearly explained to the learners, learning community, and teachers. 

• provide the opportunity to demonstrate the application of knowledge, concepts, and skills rather than the mere recall of facts. 

• provide students with an opportunity to analyze their own learning and to recognize what areas need improvement. This involves student participation and reflection

It is important that students are involved in the process of assessment, taking responsibility for their own learning and developing the ability to self-assess, peer-assess, and negotiate targets for improvement based on feedback.

In each unit (regardless of subject), students participate in a variety of assessment activities used in both formative and summative ways. Events, artifacts, and presentations are all used as assessment vehicles. 

Assessments are ongoing throughout the year for teachers to assess student learning and adjust instruction. A variety of assessment tools are used in order to allow learners to demonstrate the increasingly higher-order facets of their understanding e.g. creating, evaluating, analyzing, applying, understanding, and remembering, to grow from their previous levels.

The role of students: 

Students must do the following:

• Prepare for upcoming assessments by:

  • • studying and reviewing subject material, notes, textbooks, and other related resources

    • completing formative assessments such as homework and assignments

    • seeking clarification from the teacher when additional guidance is needed

    • understanding the requirements and rubric and seeking clarification when needed

• Participate in assessments in a fair and honest manner by:

  • • following the instructions provided in the assessment task

    • not cheating, plagiarizing, or engaging in any other form of academic dishonesty

• Meet assessment deadlines set by the teacher, and submit assessments on time and in the required format

• Communicating with the teacher if they are unable to meet a deadline due to extenuating circumstances

• Accept assessment results as an accurate reflection of their learning. If not satisfied with the results, students should seek clarification from the teacher and, if necessary, follow the appeals process.

• Use assessment feedback to improve their learning by using the feedback provided by the teacher to identify areas of strengths and weaknesses and where they should focus their efforts.

• Participate in assessment-related activities such as peer review, group projects, and self-evaluation.

• Respect the assessment process and not interfere with the administration of assessments, such as by disrupting the testing environment, distracting other students, or engaging in any other behavior that may compromise the integrity of the assessment.

Students have the right to:

• Understand the expectations for assessments, including the format, content, and grading criteria, ahead of time, and to receive clear instructions for the assessment

• To practice for the assessments such as through examples, drafts, review of past papers where applicable, and feedback to help them prepare for the assessment

• To have a fair and unbiased assessment designed to measure student learning based on the material that has been covered in the lessons.

• To receive timely and constructive feedback on their performance on assessments, helping them understand their strengths and weaknesses and providing guidance on how they can improve their learning.

• To have the privacy of their assessment results and not be required to share this information with anyone who is not authorized to receive it.

• To appeal assessment decisions if they feel that the results are unfair or inaccurate, and be allowed to provide evidence and documentation to support their case and have the assessment reviewed as per DIA’s appeals process. (See below)

• To have access to accommodations for special educational needs as outlined in their Individual Education Plans (IEPs) or Individual Learning Plans (ILPs), these may include extra time, a quiet testing environment, or the use of assistive technology, and/or any other accommodations stipulated

• When engaging in academic inquiry, to express their opinions and ideas without fear of reprisal, even if their opinions are unpopular or controversial

To understand how assessment is implemented at DIA, please find the policies here:

• MYP Assessment Policy

• DP Assessment Policy

Assessment Appeals Procedure:

If a student is dissatisfied with an assessment outcome, they have the right to appeal. Before appealing, however, they should seek out clarification of the award of the grade from the subject teacher. If they are not satisfied with the clarification, then they can make an official appeal using the appeals form. More details about the appeals procedures are within the policies above. 

Assessment Appeals Procedures for DP Students against the IB decisions:

This text outlines the appeal process available to DP (Diploma Programme) students who are dissatisfied with their International Baccalaureate (IB) results or decisions made by the IB. Students can appeal if they believe that standard procedures in determining their grades were not correctly followed. The appeal does not involve re-marking or re-moderation of assessments but requires new evidence to support the claim that standard procedures were not followed.

Appeals can be made for various reasons, such as challenging inaccurate results, academic misconduct decisions, decisions related to adverse circumstances, inclusive assessment arrangements, or administrative decisions affecting candidates' results.

The appeal process consists of two stages. 

1. Stage 1, can be initiated by the head of school or the DP coordinator, where senior assessment officers of the IB review the case. 

2. Stage 2, can be requested by the candidate or their legal guardian/representative, as well as the school staff, if the outcome of the Stage 1 appeal is unsatisfactory. Stage 2 provides the candidate with a formal hearing by a panel, with one member independent from the IB. A fee is usually required for each stage of the appeal, but it will be refunded if the appeal leads to a change in the original decision.

It's important to note that the appeal process does not involve re-marking or re-evaluating the candidate's work but focuses on reviewing the adherence to standard procedures in determining the grade (“Diploma Programme: Assessments appeal procedure”) 

A request for appeal at either stage must be submitted with a completed appeal request form that can be obtained from the IB via the IB Answers service. For any queries, the IB should be contacted at appeals@ibo.org 

Here's the link to the detailed procedure for all types of appeals.

Supplementary Assessment

These are assessments you do that are additional to the assessments you do within your units of study. They are important because they provide you with different ways of showing your understanding.

Developmental Reading Assessment (DRA)

The Developmental Reading Assessment (DRA) is a test that teachers use to see how well you read. They check your level, accuracy, fluency, and how well you understand what you read. After the test, teachers know how to plan your lessons better to help you improve. These steps help you to become a better reader. 

Words Their Way

At DIA, we think spelling is important, and we teach it using Words Their Way, which helps you learn words based on sounds, patterns, and meanings. It is not just in language lessons; we use it in all subjects.

With Words Their Way, teachers can see how well you spell and group students who need similar help. They then plan activities to make you better at spelling.

Measures of Academic Progress (MAP) Growth

MAP Growth is a special test that helps measure how well you are doing in math, reading, language, and science. Teachers use the results to know what you need help with, whether you are ahead or behind in your grade. They then set goals with you to help you make improvements.

At DIA, students in Grades 3 to 10 take MAP Growth tests. Your parents will also get to see how you're doing on the test when they get your progress report.

PSATs / SATs 

DIA is a registered SAT center where students are able to sit PSATs and SATs if required. These tests prepare you for success after high school.

These tests are optional and the Careers Counselor will contact students & parents/guardians in Grade 11 to see whether they would like to sit PSATs or SATs.

PSAT examinations are recommended for students who would like to apply to American-based universities and colleges.

SATs are required by some American universities and colleges in order to apply.

DIA issues three Report cards per term. These are published on the last day of the term and are viewable on ManageBac via dia.managebac.com/login.

As a parent, you should have received an email from ManageBac asking to create your account. Once you do this you can view student units and reports on this platform. Here is a short video explaining how to view reports on ManageBac after you have logged in. If you are facing difficulties logging in or creating your account, please reach out to your respective programme coordinator, Ms. Susan (sngoye@diatz.cc) for MYP and Ms. Linet (ledison@diatz.cc) for DP, or the Secondary Principal, Mr. Gurvinder (gjaswant@diatz.cc).

Video: Accessing ManageBac Reports

The library at DIA is central to facilitating collaboration and learning for all students and teachers. This is demonstrated through the role of the librarian, access to a diverse range of resources, and the continuing development of providing effective engagement and commitment to learning. 

The DIA Library is open from:

• 7.40 am - 4.00 pm (Mondays, Wednesdays to Fridays)

• 7.40 am - 1.00 pm (Tuesdays)

To view books in the library: OPAC System

Online resources are also available for use at home, the librarian will share login details with parents/guardians to access these. 

Parents/Guardians may borrow, too! Interested parents/guardians should come to the library to set up an account.