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 learning needs
Be evaluated on a regular cycle
International 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 International Baccalaureate® 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/
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 learning that are appropriate 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 learn 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.
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.
A key feature of the MYP is a service-learning component in which all students are expected to participate. This service component spans the length of the MYP 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 learning can be made.
In the last year of the MYP, 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.
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 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 are offered via Pamoja online (https://pamojaeducation.com/).
Each class taken earns credit per semester towards graduation if it is passed (minimum grade three).
Each High School (MYP/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 the number of classes taken.
IB 1-7 SCALE GPA HS GPA IB DP
7 4.0 4.5
6 3.6 4.1
5 3.2 3.5
4 2.8 3.2
3 2.4 2.4
2-1 0.0 0.0
ISB awards honors and high honors for both the first and second semester of study.
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.
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 ISB 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 ISB from the start of the IB Diploma Programme (beginning of grade 11). These awards are given at the end of grade 12 studies.
To successfully graduate, students need to accumulate 24 credit points during their High School studies (grades 9-12). They must also have a 90% attendance record for each academic year during the MYP and DP grade levels. Any individuals who fall below this must submit appropriate medical or other supporting documentation to the Principal for approval.
When students enter the year at mid-quarter, the counselor, MYP and DP Coordinators will decide how the student’s grades and credits are determined. Credits from previous high school work can be used to meet graduation requirements.
ISB uses a credit system based on Carnegie 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 Coordinators, 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).
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.
Academic Area Minimum Credits for Graduation
English
4.0
Other Languages
3.0
Individuals and Societies
3.0
Science
3.0
Mathematics
3.0
Physical Education / Health
2.0
Fine Arts
2.0
Additional Classes
2.0
Senior Thesis/Extended Essay
0.25
Theory of Knowledge (TOK)
1.5
Creativity, Action and Service
0.25
Total Number of Credits
24.0 (minimum)
Exams provide a summative assessment of a student’s achievement in a course and are taken twice a year (grades 11–12). These exams take place before the end of each semester. Grade 9-10 exams are held only at the end of semester 2. Grades 6–8 do not have exams.
Grades 9-10
All students take second semester exams.
Exams outcomes are used in conjunction with other assessments for a final summative assessment grade.
Exams are taken in five curriculum areas: Language and Literature; Language Acquisition, Mathematics, Science and Individuals and Societies.
Grade 11
All students take second semester exams. The exams make up 20% of the semester grade.
Exams are taken in all the six subject groups: Studies in language and literature; Language acquisition; Individuals and societies; Sciences; Mathematics, and The arts
Grade 12
Exams are taken in all the six subject groups: Studies in language and literature; Language acquisition; Individuals and societies; Sciences; Mathematics, and The arts.
All Grade 12 students take first semester exams. These exams make up 20% of semester one’s grade.
Diploma and courses students take Mock (trial) Exams in the month of March. These exams serve as the second semester final exam for report cards and account for 20% of the final grade.
Non-Diploma students also take Mock Exams which count as a major assessment for the second semester report cards.
Diploma and courses students take the IB final exams in the month of May. These exams do not count towards the ISB report cards or transcripts.
Non-Diploma and courses students take their second semester final exams during the IB final exam period in the month of May.
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 that supports student growth and achievement.
Parent, teacher, and student conferences are held shortly after quarter 1 reports are issued. These conferences are conducted over 1 ½ 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-emotional learning in homeroom, and trips). Families are able to drop-in to meet with teachers for further information once the conference is completed.
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 learning tool they use to conduct learning activities, assessment and homework tasks as well as remedial and extension work. Often, these tools are 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 Secondary School’s Open House evening.
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 directly to schools. Transcripts will be produced using all official mark and moderated assessments that have been published to parents and students. Transcripts can be adjusted to reflect the most recent performance of students that have elected to retake individual assessments or alternative courses. All adjustments to official transcripts can only be made after being reviewed by the Counselor, Program Coordinators and the Principal.
CAS is a fundamental part of the ISB 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.
For more information, please visit the CAS Coordinator’s web page at http://www.isb.rs/main/?pgid=55, or our web site located under the Secondary School tab (Community and Service).
Homeroom is an integral part of ISB’s holistic learning experience.
The homeroom program focuses on supporting our students’ emotional, social, cultural and academic growth beyond a subject focus. The program engages students to: understand and appreciate diversity; be inquisitive, reflective, and open-minded; embrace opportunities and challenges to ensure personal growth; enhance resilience skills; be compassionate, ethical and change makers; develop self-confidence and appreciate the importance of balance and well-being.
The homeroom program also focuses upon topics and issues that are relevant to each grade and student’s present state of development. Topics include time management, multi-tasking, academic honesty, authentic learning, exam preparation, learning styles, the dangers of recreational drugs and the media’s influence, friendship, peer pressure, making a difference, personal health and safety, the environment, attitudes and behaviors to aspire towards, and other significant areas. The homeroom program at the Secondary School follows the standards (domains and competencies) outlined by The International Model for School Counseling Programs.
All MYP students (Grades 6 to 10) follow a set schedule over the three years (grades 6-8), undertaking two enrichment classes per semester, with at least one class being Serbian Language and Culture.
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.
Specialized 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 the 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
Whilst the language of instruction at ISB is English, it is important for parents to recognize 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 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 Secondary School are English and Serbian. In the DP (grades 11-12), a “School Supported Mother Tongue” language course is available.
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 MYP to ensure a solid foundation for continuance into the Diploma Programme, as well as supporting the acquisition of the language.
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.
The criteria for promotion/retention include age, achievement, social adjustment, availability of alternative programs, attendance and teacher recommendations. Students must have a 90% attendance record for each academic year in the MYP and / or DP grade levels to be considered eligible to progress. Any individuals who fall below this must submit appropriate medical or other supporting documentation to the Principal for approval. 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.
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 standardized tests and assessments used at ISB are:
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.
The PSAT provides first hand 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.
The SAT is a measure of the critical thinking skills required by many U.S. universities. SATs, 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. ISB 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.
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.
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 Program Coordinator first.
ISB recognizes the value of out-of-classroom experiential learning, which enhances and strengthens curriculum objectives that could not otherwise be achieved within the school context. Consideration is always based upon safety, educational value and cost.
The Expedition Trips (grade 6-10) purposefully align with the concept of Outdoor Education whereby participants follow an itinerary that includes adventurous activities on land and water and some with an environmental focus. Each grade has a scaffolded level of challenge with the knowledge that such challenging outdoor experiences can powerfully impact upon a young person’s intellectual, physical, spiritual, social and moral development. Research shows that by successfully facing up to such challenges (which outdoor activities provide) and overcoming fears and apprehensions along the way, young people are able to make major strides in confidence; and this has implications for all aspects of their development.
The Diploma Program’s Week without Walls excursion will take place once every two years with the second year seeing the students remain to engage in a week of DP Bootcamp with students spending the week focusing on accomplishing the Program’s Core requirements in a structured and supported schedule of activities.