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 (PYP), Middle Years Programme (MYP). 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. Academic Integrity

ISB upholds the highest standards of academic integrity, reflecting the principles of honesty, responsibility, and ethical scholarship central to the International Baccalaureate Middle Years Programme (MYP) and Diploma Programme (DP). Students are expected to submit work that is authentically their own, appropriately acknowledge the ideas and contributions of others, and avoid any form of academic misconduct, including plagiarism, collusion, and fabrication of data. Adhering to these standards ensures fairness, fosters genuine learning, and cultivates the ethical and reflective thinking valued by the IB. Violations of academic integrity are taken seriously and may result in disciplinary measures in accordance with IB guidelines and school policy. Students are encouraged to seek guidance on proper citation, referencing, and responsible research practices to uphold the integrity of their learning journey.

4.2.1. Academic Integrity and AI

As emerging technologies become integral to learning, students at ISB are expected to use artificial intelligence (AI) tools ethically, responsibly, and in ways that support authentic learning. Within the MYP and DP frameworks, AI can assist with research, idea generation, and problem-solving, but it must never replace a student’s own thinking, analysis, or creativity. Students must clearly acknowledge any AI-generated content, ensure it is used in compliance with IB academic integrity standards, and critically evaluate the accuracy and relevance of AI outputs. Responsible use of AI promotes reflective, independent, and ethical learning, aligning with the IB’s commitment to developing principled, knowledgeable, and balanced learners.

4.3. MIDDLE YEARS PROGRAMME (MYP)

The MYP 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 MYP at ISB: Language and Literature; Language Acquisition; Mathematics; Individuals and Societies; Sciences; Design; Arts, and Physical and Health Education. In Grade 6-8, students are studying all 8 subjects areas. In grade 9 and 10, ISB offers elective courses in the Arts. Students can choose to specialize their knowledge and skills in either Music, Drama or Visual Arts. 

Personal Project

In the final year of the Middle Years Programme (MYP), Grade 10 students undertake the Personal Project — the culminating capstone of their MYP journey. This independent, student-driven endeavor challenges learners to synthesize the knowledge, skills, and approaches to learning developed throughout the programme.

Over a six-month period, students choose a topic of personal interest, engage in sustained inquiry, and create a significant outcome — such as a research essay, an original product, an investigation, an artistic work, or a presentation. Throughout the process, they document their thinking, decisions, and reflections in a process journal, capturing the evolution of their learning.

The Personal Project places strong emphasis on research skills — locating, evaluating, and synthesizing information — which directly prepare students not only for the Extended Essay in the IB Diploma Programme, but also for Internal Assessments (IAs) across subjects. It also fosters independence, critical thinking, time management, and creativity.

As part of the assessment, students write a formal report that synthesizes their learning journey, demonstrating how they applied their research, planning, and reflection skills. This report, along with evidence from the process journal and the final product, is externally moderated by the IB to ensure global standards of quality and fairness.

The experience concludes with a public exhibition, where students share their projects and insights with the school community, celebrating both the final outcome and the learning process behind it.

4.4. 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 150 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 wish to not undertake the full Diploma Programme, and instead pursue a courses programme, which is focusing on individual DP subjects without needing to conform to the full Diploma Programme requirements.  Any student needing to pursue this pathway will have discussions with the DP Coordinator, the divisional Counselor and/or the Principal in order for an individualized program to be considered to meet the student's needs.  Students might also opt for the ISB High School Diploma and graduate without participating in any IB exams. 

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. More information on the Pamoja Courses can be found here: https://pamojaeducation.com/. 

4.5. GRADE POINT AVERAGE (GPA) EXPLAINED

Explanation of the GPA system

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

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

• Our GPA is  based on the IB grading scale of 7.0

• IB DP courses in grades 11 and 12 are not  weighted.

• 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 the end of each year. 

• 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 the number of classes taken.

Academic Honors and High Honors Awards

ISB awards honors and high honors at the end of the academic year

Parameters for qualification and attaining Honors:

• MYP/DP High Honors range is: 6.51 and above

• MYP/DP Honors range is: 6.00 - 6.50

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

• Students can  become ineligible for honors  if there are concerns 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 a 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.

4.6. 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 MYP/ DP 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 DP 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 Programme 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

Nearly all students complete courses beyond these requirements. Credits and passing grades are closely monitored and reviewed annually. Students who are not meeting the 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 semester of the academic school year. These reports will focus on  student's academic progress and will be an overview of all the grades a student achieved over the period of one semester. Parents can check their child/ren's grades through the Moze app when they are published after each assessment.  Beyond report cards, ISB teachers will contact parents to discuss any area of concern, support students' growth and achievement.

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

Parent, teacher, and student conferences are held mid-semester 1 and 2. 

These conferences are conducted over a half day and one full day. 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.

4.9. CREATIVITY, ACTIVITY AND SERVICE (CAS)

CAS is a fundamental part of the Secondary 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 ISB. Students are provided with a variety of creative, activity and service opportunities to pursue and are supported in achieving successful outcomes. Completing CAS requirements is mandatory for ISB graduation.

4.10. INQUIRY PROJECTS

Inquiry Projects at ISB  take place once a week and empower Middle Years Programme (MYP) students to explore meaningful, real-world questions through inquiry and action. These projects foster essential Approaches to Learning (ATL) skills while giving students opportunities to make a genuine impact in their communities and the wider world.

At each grade level, students engage in two inquiry experiences:

• One with a project-based approach, designed to address authentic challenges through collaboration and creativity.

• One as a personal inquiry, where students pursue individual interests and passions in depth.
  
  

Over the five years of the MYP, students have the opportunity to focus on and exemplify each of the IB Learner Profile attributes. This sustained progression develops inquiring, knowledgeable, and caring young people who are motivated to succeed and prepared to contribute positively to a more peaceful and sustainable world.

ATL skills—such as communication, organization, critical thinking, and collaboration—are at the heart of every Inquiry Project. These are the tools that help students become effective learners in school and beyond. For example, when delivering a group presentation, students use communication skills to express ideas clearly and self-management skills to remain calm, organized, and on task. These skills enhance problem-solving, teamwork, and adaptability—core competencies for lifelong learning.

Each unit builds on MYP Specified Concepts and is carefully sequenced within a continuum of ATL skill development. Every project is an opportunity for learners to take meaningful action, connect their learning to the real world, and make an impact on their community.

4.11. 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, ISB provides some classes in various Mother tongues. Since these classes are run by parents volunteers there are no extra costs for families. 

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

4.12. LANGUAGE ACQUISITION

LANGUAGE OTHER THAN LANGUAGE AND LITERATURE / MOTHER TONGUE)

From grades 6 to 10, students proficient in English can also study another  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 MYP  to ensure a solid foundation for continuance into the Diploma Program, as well as supporting the acquisition of the language. In grade 6 to 8, students also have the opportunity to learn for one lesson a fortnight either French or Spanish if they study Serbian Mother Tongue as their main language course, or Serbian Language and Culture if they study French or  Spanish as their main language course.

4.13. 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.

4.14. 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.

4.15. 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 Secondary 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 instruction 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 Programme Coordinator first.