4.1. SECONDARY SCHOOL CURRICULUM

The vision of the International School of Belgrade is to develop responsible and productive citizens by offering a comprehensive and cohesive program based on academic rigor, a safe and positive learning environment, and a curriculum that is holistic, student centered, and inquiry and performance based At ISB, we believe curricula should:

• Promote intercultural awareness

• Include varied approaches for teaching and learning

• Foster the development of critical and compassionate thinking

• Guide students in making connections and constructing meaning

• Be differentiated to meet individual leaming needs

• Be evaluated on a regular cycle

Intemational Baccalaureate Organization (IBO): ISB is an IB World School, which signifies that we offer three of the IB programs: Primary Years Programme (PYPJ, Middle Years Programme (MYPJ. Diploma Programme (DP), for students aged 3 to 19. The Infemational Baccalaureale® is a nonprofit educational foundation, whose mission is to develop students' intellectual, personal, emotional and social skills to be able to live, learn and work in a rapidly globalizing world. Founded in 1968, the IBO currently works with over 3,290 schools in over 141 countries. ISB has been an authorized Diploma Program school since April 2005. For more information regarding the IBO, please visit the following website: http://www.ibo.org/informationfor/parents/

4.2. MIDDLE YEARS PROGRAMME (MYP)

The MY is an ambitious, demanding program for students in grades 6 - 10, or ages 11 to 16. It combines academic rigor and attitudes to leaming that are approprate for the challenges of contemporary society and the world as a "Global Village". This period, encompassing early puberty and mid-adolescence, is a particularly critical phase of personal and intellectual development and requires a program that helps students participate actively and responsibly in a changing and increasingly interrelated world. Learning how to leam and how to evaluate information critically is as important as learning content. All students in the Middle School (grades 6-8] and the first two years of High School (grades 9 and 10) are in the MYP. For more information regarding the program, please see the Middle Years Programme web page on our school website.

Academic areas

Eight academic groups form the MY at ISB: Language and Literature; Language Acquisition;

Mathematics; Individuals and Societies; Sciences; Design: Arts, and Physical and Health Education.

Service

A key feature of the MYP is a service leaming component in which all students are expected to participate. This service component spans the length of the MY and takes various forms depending on the grade. Every student is required to take 1 Service as Action activity in each of the three seasons during the academic year. Students also get to experience service through the curriculum in different subject areas where natural links between the curriculum and service leaming can be made.

Personal Project

In the last year of the MY, grade 10 students are required to complete a Personal Project.

This project prepares students for the Extended Essay in the IB Diploma Programme. It is a significant, student-initiated, creative piece of work, produced over a period of six months and may take the form of a research essay, constructed object, artistic production, investigation or presentation.

4.3. DIPLOMA PROGRAMME (DP)

The Diploma Programme is the most internationally recognized matriculation qualification by the world's leading universities.

The DP has six subject groups: Studies in Language and Literature; Language Acquisition;

Individuals and Societies; Sciences, Mathematics, and The Arts. Three subjects are studied at Higher Level (representing 240 teaching hours), and the remaining three subjects are studied at Standard Level (representing 10 teaching hours). Each subject course is completed over a two-year period with students sitting for external exams at the end of the second year.

In addition, students need to successfully complete both an extended essay (4000 words) and the Theory of Knowledge course, and meet Creativity, Activity, and Service (CAS) requirements. These components are central to the philosophy of the Diploma Programme.

In some cases, students might not be able to manage the full Diploma Programme, and instead pursue a courses program, which is the undertaking of individual Diploma subjects without needing to conform to subject group requirements. Any student needing to pursue this pathway will have discussions with the relevant curriculum Coordinator, divisional Counselor, the Principal in order for an individualized program to be considered to meet the student's needs

As with all schools. ISB cannot offer all IB subjects as regularly taught courses, but is able to support certain subject choices through Pamoja online. Pamoja is an education technology company based in Oxford, UK that provide online learning solutions for secondary education. Select

IB Diploma courses re offered via Pamoja onine (https://pamojaeducation.com/).

4.4. GRADE POINT AVERAGE (GPA) EXPLAINED

Explanation of the GPA system

• Each class taken earns credit per semester towards graduation if it is passed (minimum grade three).

• Each High School (MY/DP) grade is associated with a GPA or Grade Point

• Average based on a 4.0-point scale (U.S. Scale).

• IB DP courses in grades 11 and 12 are weighted accordingly.

• HS courses are for grades 9-12, whilst IB DP courses are for grades 11-12. The GPA is calculated by the grade received at each semester.

• GPA's are not declared for grades 6-8 although students are eligible for honors and high honors.

• The final GPA is the sum of the individual GPA per class, divided by number of classes taken.

Academic Honors and High Honors Awards

ISB awards honors and high honors for both the first and second semester of study.

Parameters for qualification and attaining Honors:

• DP High Honors range is: 4.18 and above

• DP Honors range is: 4.05 - 4.17

• MYP High Honors range is: 3.81 and above

• MYP Honors range is: 3.71 - 3.80

• Students cannot receive a grade of lower than a five (5] in any course

• Students become ineligible if there are concerns during the semester regarding behavior.

• Students are expected to demonstrate ISB core values at all times and be a positive contributing member to the school community.

Valedictorian and Salutatorian (students with highest overall GPAs)

The Valedictorian Award is granted to the student with very strong overall cumulative GPA at the end of grade 12 studies and who soundly reflects the IS core values and IB Learner Profile attributes in all aspects of their student life.

The Salutatorian Award is granted based on a strong cumulative GPA at the end of grade 12 studies and who also best represents the model ISB student profile of strong core values and IB Learner profile attributes.

To be eligible for either award a student must be enrolled at IS from the start of the IB Diploma Programme (beginning of grade 11). These awards are given at the end of grade 12 studies.

4.5. REQUIREMENTS FOR ISB HIGH SCHOOL DIPLOMA

To successfully graduate, students need to accumulate 24 credit points during their High School studies (grades 9-12).

Mid-year entrants

When students enter the year at mid-quarter, the counselor and MY/ D Coordinator will decide how the student's grades and credits are determined. Credits from previous high school work can be used to meet graduation requirements. Grades or marks from previous schools are not calculated for a student's ISB GPA.

Credit system

ISB uses a credit system based on Camegie Units. One full credit (1.0) is assigned per class over the whole school year. An accelerated student may be granted particular credits by the Principal upon consultation with the Curriculum Coordinator, Counselor and Director.

To achieve credits students must:

• Successfully complete the course by achieving at least a mark of 3 out of 7 or receive a "complete" status as a final end of year grade

• Diploma Program Students must also attend at least 90% of classes to be eligible for credit, as each course has a prescribed minimum number of contact hours or class time, as set by the International Baccalaureate (IB).

Graduation requirements

Below are the course and credit ISB High School Diploma graduation requirements. Nearly all students complete courses beyond these requirements. Credits and passing grades are closely monitored and reviewed annually. Students who are not meeting these minimum requirements will meet with the High School Counselor to devise an academic support plan.

4.7. REPORT CARDS

Report cards are available online at the end of each quarter of the academic school year, with anecdotal comments offered at the end of quarters 1 and 3 only. These comments will focus on a student's progress, challenges and strategies to overcome challenges Beyond report cards, ISB teachers will contact parents to discuss any area of concern support student growth and achievement.

4.8. PARENT, TEACHER, STUDENT CONFERENCES AND STUDENT-LED CONFERENCES

Parent, teacher, and student conferences are held shortly after quarter 1 reports are issued.

These conferences are conducted over 1 ⅐ days. Parents sign up online to register for 10-minute appointments with each teacher.

Parents are always welcome to communicate with their child's academic or homeroom teacher at any time before this time.

At the end of quarter 3, Student-Led Conferences are held. Students present their online growth portfolio to parents in conjunction with their report card to foster discussion on growth across the total school program (academics, after school activities, service, social-emotion learning in homeroom, and trips]. Families are able to drop-in to meet with teachers for further information once the conference is completed.

4.9. OTHER COMMUNICATION

To ensure that all parents are able to appreciate the learning that is taking place within each class, each teacher has their own Moodlic page that can be accessed from the ISB website.

Teachers indicate which online laming tool they use to conduct learning activities, assessment and homework tasks as well as remedial and extension work. Often, these tools re through G Suite applications (Google Classroom, Google Sites etc.). Parents are given access to each teacher's Moodlic page at the start of the academic year during the Upper School's Open

Transcript request

Middle School students receive end of year report cards as their official transcripts. Students in High School are issued transcripts on a yearly basis. A High School transcript is the official record of credits that a student has earned towards graduation. When moving on from ISB, parents may request that transcripts be sent to their next school. These requests require five days to process. All school references are confidential and are forwarded direcily to schools.

4.10. CREATIVITY, ACTIVITY AND SERVICE (CAS)

CAS is a fundamental part of the IS Upper School learning program and an integral part of ensuring our students' holistic development. All students are therefore expected to participate in all three areas during their time at IS. Students are provided with a variety of crealive, activily and service opportunities to pursue and are supported in achieving successful outcomes. Completing CAS requirements is mandatory for ISB graduation.

For more information, please visit the CAS Coordinator's web page at https://www.isb.rs/site/page/campus-life/community-and-service/55, or our web site located under the Upper School tab (Community and Service).

4.12. ENRICHMENT AND ELECTIVE CLASSES

These multi-age classes complement the MYP.

Middle School students follow a set schedule over the three years (grades 6-8], undertaking one enrichment class per semester, with one semester being Serbian Language and Culture. Students will select a preference for the second enrichment class and will take a different choice in subsequent years of the Middle School Program. In High School, grades 9-10, students choose a year-long elective class.

ISB also offers students an opportunity to pursue a 3 language option through the enrichment program for Serbian Mother Tongue students only. The languages on offer are French and Spanish.

4.13. ENGLISH AS AN ADDITIONAL LANGUAGE PROGRAM (EAL)

All Middle School students, who are beginners in English, will in the first instance enter the EAL program. Students who have had some exposure to English are screened by the EAL department over a two-week observation period in order to assess their ability to study in English. The process consists of an oral interview and reading and writing tasks. A child is placed in EAL or exited from the program when sufficient evidence (summative task levels of achievement. WIDA Test scores, anecdotal observations is accumulated demonstrating that the child is able to transition to main stream classes with appropriate literacy skills and confidence. 

Specialised instruction enables the full range of learners from non-English speaking backgrounds (from beginners to high intermediate] to receive English language instruction in EAL classes. Students attend EAL as their Language Acquisition subject.

All teachers work together to support EAL students and to help them integrate successfully into academic and social life of the school. Students exit the program based on the following criteria:

• Mainstream classroom performance

• EAL assessment

• Teacher recommendations

• Social-cultural adjustment

4.14. LANGUAGE AND LITERATURE (MOTHER TONGUE)

Whilst the language of instruction at ISB is English, it is important for parents to recognise the necessity of maintaining their child's mother tongue. This is crucial for preserving the child's cultural background and ensuring easier repatriation to their home country and educational system. Through the after-school Mother Tongue Program, IS assists families in arranging outside tutors to this end. The cost of instruction for the after-school mother tongue program is not included in the tuition fee

Mother tongue languages currently offered at the Upper School are English and Serbian. In the DP (grades 11-12), a "School Supported Mother Tongue" language course is available.

4.15. LANGUAGE ACQUISITION

LANGUAGE OTHER THAN LANGUAGE AND LITERATURE / MOTHER TONGUE)

From grades 6 to 10, students proficient in English can also pursue a further language, other than Serbian mother tongue. The languages available are: French and Spanish. The language acquisition program is designed to support students' development and confidence in another language. Students choosing to pursue a language are strongly encouraged to remain with that language through the MY to ensure a solid foundation for continuance into the Diploma Programme, as well as supporting the acquisition of the language.

4.16. CLASS PLACEMENT

Achieving the proper class balance is a process that requires the professional judgment of the staff. To establish an effective classroom dynamic, which supports and enhances academic success for every student, classes are carefully constructed. Factors taken into account include cultural diversity, gender, maturity, ability, engagement, and learning styles. Parents may not request class placements for their child.

4.17. PROMOTION AND RETENTION

The criteria for promotion/retention include age, achievement, social adjustment, availability of alternative programs, and teacher recommendations. Parents will be consulted no later than 45 school days before the end of the school year in cases where retention is being considered. The decision regarding promotion/retention is the responsibility of the Principal.

4.18. STANDARDIZED TESTING PROGRAMS

Beyond the IB Diploma Programme exams, ISB also administers a number of other standardized examinations to gather information about students' performances and abilities.

The key purposes of testing include:

• providing measures of group and individual strengths and weaknesses to inform the planning of instructional programs;

• providing information about individuals and groups for guidance and counseling programs;

• providing measures of the effect of instructional programs for program evaluation; 

• providing test data for other schools and for colleges; 

• aiding in placing students in appropriate groups; and comparing school results with international norms.

• The standardised tests and assessments used at ISB are:

Measures of Academic Progress (MAP)

The MAP assessment, is designed by the Northwest Evaluation Association. All students from G2 - 10 participate in the MAP assessments which take place twice per year in the fall and spring. An optional testing week will take place in January for new students and students with learning needs who are being monitored more closely. Results are sent home to parents and Principals hold an information session to help parents interpret the results. More information about MAP can be found at the ISB website under the 'Academics' tab

Preliminary Scholastic Aptitude Test (PSAT)

The PSAT provides firsthand practice for the Scholastic Aptitude Test (SAT). It also gives American students a chance to enter National Merit Scholarship Corporation (NMSC) programs. The PSAT measures skills in critical reading, math problem-solving skills, and writing skills for grade 10 and 11 students. The College Board administers both the PSAT and SAT. The test is voluntary for students in grade 10 and 11.

Scholastic Aptitude Test (SAT)

The SAT is a measure of the critical thinking skills required by many U.S. universities. SAls, undertaken by students in grades 11-12, assess how well students analyze and solve problems in writing, critical reading, and mathematics. ISB offers SATs five times per year and SAT preparation courses in the afternoons/ evenings for interested students. The courses and exams are not part of the student's tuition fees. IS does not administer the ACT, the other US university placement exam. For more information regarding standardized tests, parents are encouraged to contact the school's High School counselor.

Diplôme d'Études en Langue Française Exams (DELF)

The DELF is an official qualification awarded by the French Ministry of Education to certify the competency of candidates from outside France in the French language. DELF is composed of 6 independent diplomas that correspond to the levels of the Common European Framework of Reference for Languages. French foreign language students in grades 6-10 can take these exams twice per year, depending on the Alliance Française testing schedule of any particular year. For more information, please contact the Head of Department for Languages.

4.19. TUTORING

ISB teachers are available for student conferences and extra support at mutually convenient times (breaks or after school. No remuneration may be accepted for such extra help.

At the Upper School, we do not retain a list of IB trained tutors to recommend nor do we advocate for the use of an outside tutor as a first line intervention strategy to improve student learning. The decision to retain an outside tutor is a family-based decision that is respected by the teaching faculty but before securing a tutor, it is highly suggested that a conversation is first established with the subject teacher to determine how support can be afforded within the classroom environment.

A student who is performing poorly in a particular subject should seek help first from their classroom teacher. Nothing beats the trained, directed insfruction of their teacher, who is likely to be familiar with the student's past and present competencies, the curricular requirements and other impacting factors (like social dynamics in the classroom). Before seeking out a tutor, we fully recommend talking through the concerns and goals of student learning with the subject teacher and/or Program Coordinator first.

4.21. LIBRARY / MEDIA CENTER

ISB's library strives to ensure that students and staff are effective users of ideas and information. It does this by:

• providing intellectual and physical access to materials in all formats: 

• providing instruction to foster competence and stimulate interest in reading, viewing and using information and ideas, and

• working with other educators to design learning strategies to meet the needs of individual students.

The school library provides an environment, which is educationally conducive for private study and small group meetings. As a resource center the library acts as a starting point for research and inquiry.

Books are normally checked out for a one-week period and can be renewed for two more weeks. The library is open from 8:00am until 3:30pm

4.22. LIBRARY SELECTION PROTOCOL

Selection of materials is based on the following criteria (as recommended by the American Library Association):

• Supports and enriches the curriculum and/or students' personal interests and learning 

• Meets high standards in literary, artistic, and aesthetic quality; technical aspects; and physical format

• Is appropriate for the subject area and for the age, emotional development, ability level, learning styles, and social, emotional, and intellectual development of the students for whom the materials are selected

• Incorporates accurate and authentic factual content from authoritative sources

• Earns favorable reviews in standard reviewing sources and/or favorable recommendations based on preview and examination of materials by professional personnel

• Exhibits a high degree of potential user appeal and interest

• Represents differing viewpoints on controversial issues

• Provides a global perspective and promote diversity by including materials by authors and illustrators of all cultures

• Includes a variety of resources in physical and virtual formats including print and non-print such as electronic and multimedia (including subscription databases and other online products, e-books, educational games, and other forms of emerging technologies)

• Demonstrates physical format, appearance, and durability suitable to their intended use

• Balances cost with need

Materials which are no longer appropriate, out of date, or no longer reflective of the school's curriculum or students' interests will be removed from the collection.

Gift materials are subject to the above selection criteria and may be accepted or rejected based upon those criteria

4.23. RECONSIDERATION OF LIBRARY MATERIALS

Occasional objections to library materials may be made by stakeholders, despite care taken in the original selection; however, no materials will be removed from the school except upon the recommendation of a school-based review committee, comprised of the Lower School Leadership Team or the Middle School/High School Leadership Team. The library adheres to Board Policy in terms of academic freedom. Any concers about library materials must be presented in writing after reading the material in its entirely. The challenged material will remain on the library shelves during the challenge process.

The school reserves the right to examine any school owned ICT device, so students are encouraged to keep personal material stored on personal digital tools. Students wishing to publish material on the public domain which identifies IS need to seek authorization in the first instance. This also includes the publishing of digital images and video of students and staff.

Students are advised to keep their passwords private and backup their academic data.

We understand that on occasion, students may have forgotten to charge their computer the night before, left their charging cable at home or even forgot to bring their computer to school. Sometimes, there is a malfunction that requires a personal laptop to be serviced, leaving a student or faculty member without their own personal computer to carry out daily school tasks.

The Upper School IT Department is happy to support students and faculty in these instances. however, there is a limited number of temporary or loaner laptops available for student and faculty use. Therefore, it is requested that in order to obtain a temporary laptop for school-use parents follow the protocol found on the Parent Portal. Please note that the maximum length of time that a temporary computer can be loaned out is 5 days.