Key information 2022-2023

  1. 1 Welcome to Senja videregående skole in Finnfjordbotn
  2. 2 School administration
  3. 3 Career advisor and nurse
  4. 4 ICT
  5. 5 Head teacher
  6. 6 Teachers
  7. 7 The library
  8. 8 Canteen
  9. 9 Information channels
  10. 10 The schools mission statement
  11. 11 The schools pedagogical and learning beliefs
  12. 12 Student council
  13. 13 The International Baccalaureate Diploma Programme
  14. 14 University access
  15. 15 Evaluation - assessment
  16. 16 Scheduling the school work
  17. 17 Summary of the rules for students
  18. 18 School day schedule
  19. 19 School calendar
  20. 20 Contact information
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13 The International Baccalaureate Diploma Programme

The IB Diploma Programme is designed as an academically challenging and balanced programme of education with final examinations that prepares students, normally aged 16 to 19, for success at university and life beyond. The programme is normally taught over two years and has gained recognition and respect from the world's leading universities.

The curriculum

IB Diploma Programme students’ study six courses at higher level or standard level. Students must choose one subject from each of groups 1 to 5, thus ensuring breadth of experience in languages, social studies, the experimental sciences and mathematics. The sixth subject may be from groups 1 to 5. The student must have at least three, but not more than four, subjects at higher level.

In addition, the programme has three core requirements that are included to broaden the educational experience and challenge students to apply their knowledge and understanding.

The extended essay is a requirement for students to engage in independent research through an in-depth study of a question relating to one of the subjects they are studying.

Theory of knowledge is a course designed to encourage each student to reflect on the nature of knowledge by critically examining different ways of knowing (perception, emotion, language and reason) and different kinds of knowledge (scientific, artistic, mathematical and historical).

Creativity, action, service requires that students actively learn from the experience of doing real tasks beyond the classroom. Students can combine all three components or do activities related to each one of them separately.

Learning

Our teaching is in accordance with the principles Assessment for Learning. Student will receive feedback on their school performance but also suggestions on actions that are recommended taken to improve future performances within our four focal areas within our IB Diploma Programme, namely Presence – Academic Progress – Class environment – Time Management. We call this short for PACT which are the aims that we working together towards achieving. Students will receive feedback in all subjects in the middle of term 1 and 3 with the subject teacher and at the end of term 1, 2 and 3 together with a formal grade.

Developing the Learner:

The IB Learner Profile:

IB learners strive to be: inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and, reflective.

Approaches to learning: during the programme the learner should together with his/her teachers and class mates develop certain skills – cognitive, metacognitive and affective skills -which enable them to succeed in this programme and later on in life. These skills are:

IB Skills
Thinking Skills Communication Skills Social Skills Self-Management Skills Research Skills
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The Diploma Programme goals provide students with:

  • a broad and balanced, yet academically demanding, programme of study
  • the development of critical-thinking and reflective skills
  • the development of research skills
  • the development of independent learning skills
  • the development of intercultural understanding
  • a globally recognized university entrance qualification

Diploma Programme assessment procedures measure the extent to which students have mastered advanced academic skills in fulfilling these goals, for example:

  • analysing and presenting information
  • evaluating and constructing arguments
  • solving problems creatively

Basic skills are also assessed, including:

  • retaining knowledge
  • understanding key concepts
  • applying standard methods

In addition to academic skills, Diploma Programme assessment encourages an international outlook and intercultural skills where appropriate.

Assessment tasks are designed to support and encourage good classroom teaching and learning. Student results are determined by performance against set standards, not by each student's position in the overall rank order.

All work must be done according to the standards and principles of the IB with emphasis on Academic Integrety.

Assessment

Students take written examinations at the end of the programme, which are marked by external IB examiners (External Assessment). Students also complete assessment tasks in the school (Internal Assessment), which are either initially marked by teachers and then moderated by external moderators or sent directly to external examiners.

The points on the Diploma is made up by adding all six subject grades plus points on the core subjects (not more than 3 points). A grade in a subject (1-7) is made up by

  1. Internal Assessment IA (around 25 %) and
  2. External Assessment EA (around 75 %). EA consists of 2-3 exam papers at the end of year 2. EA includes for languages Written Assignments/Task completed during the two year cycle of the Diploma Programme. The percentage of each component is subject specific.

The IB Diploma will be awarded to a candidate provided all the following requirements have been met.

  1. The candidate has not received a penalty for academic misconduct from the Final Award Committee.
  2. The candidate’s total points are 24 or more.
  3. The Core requirement must be met – CAS must have been satisfactory completed, Theory of Knowledge and the Extended Essay must have grades between A-D
  4. There is no grade 1 awarded in a subject/level.
  5. There are no more than two grade 2s awarded (HL or SL).
  6. There are no more than three grade 3s or below awarded (HL or SL).
  7. Average grade on HL must be 4 or better.
  8. Average grade on SL must be 3 or better

The highest total that a Diploma Programme student can be awarded is 45 points.

                                                                                               Source: www.ibo.org

In order to be admitted to Year 2 (vg3) of the diploma Programme, Year 1 (vg2) must be completed. This means:

  1. Extended Essay must be completed.
  2. There are no grade 1s and not more than two grade 2 awarded in the subjects (HL and SL).
  3. English A Language and Literature: 2 written tasks, 2 FOA (oral) and the IOC (oral) must be completed.
  4. Language A Literature (Norwegian and Russian, self-taught): World Literature written assignment must be completed.
  5. Absence should not exceed 10 % in any of the subjects.
  6. The student must have a grade in all subjects. Estimated point score after Y1 excluding ToK and EE points should be 20.

If there are special circumstances or special needs that affect the student in his/her academic performance or attendance and hence affecting point 1-6 above, these should be first communicated to the Head teacher, then to the school counselor Kari Grimsby. Whenever there are special circumstances, a good and open dialogue is important. The school counselor will make special arrangements for the student in cooperation with the IB Coordinator in accordance with Rules and Regulations of the IB and the County. The school management in cooperation with the school counselor can then admit students under special circumstances to Year 2 (VG3) and/or apply for special assessment arrangements if applicable.

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