One of the major educational themes at Catholic Central High School, and of IB, is that of teaching and reinforcing responsible citizenship. Thus, it is expected that students behave in a positive way in order to reinforce self-respect, respect for others, and respect for property. Another major theme is the promotion of excellence in everything we do, from curricular to co-curricular activities.
Intellectual honesty is a vital part of the IB Programme; it is the foundation for properly meeting the challenges of university study. IB students are expected to respond to academic challenges with the highest degree of integrity and honesty. All work submitted by a student must be authentic: work that is based on the candidate’s individual and original ideas, with ideas and work of others properly acknowledged. Actions contrary to this standard are considered academic malpractice. Students are expected to maintain personal honesty and integrity at all times.
Academic Dishonesty and Malpractice
Note: this is adapted from Academic Honesty, 2011, IB Publication and CCH School Agenda Book, London District Catholic School Board Assessment and Evaluation Policy and the Ontario Growing Success Document
Academic dishonesty can take several forms. These may include but are not limited to the following:
- Plagiarism – is the act of using another person’s ideas, writings, or inventions and passing them off as one’s own. Examples of plagiarism include but are not limited to:
- Copying a portion, however small, word for word from any source (ex: a book, a magazine, another student’s work, the internet, “cutting and pasting” from a website)
- Copying from another source, but changing a few words, phrases, sentences, or paragraphs so that they are “your own”
- Paraphrasing another piece of work
- Representing another person’s substantial editorial or compositional assistance on an assignment as one’s own work
- Using another person’s collection of data or a translation and calling it “your own”
Note: With easy access to information that the internet provides to all, the work that students submit to marks is subject to close scrutiny at all times. Students should expect to be asked and prepared to answer questions about their work, particularly when a piece of work submitted is, in any way, inconsistent with the student’s previous submissions.
- Copying – taking the work of another student, with or without his or her knowledge and submitting it as one’s own
- Exam Cheating – communicating with another student in an exam, bringing unauthorized materials into an exam room, or consulting such material during an exam in order to gain an unfair advantage
- Duplication – submitting work that is substantially the same for assessment in different courses (including EE)
- Falsifying Data – creating or altering data which have not been collected in an appropriate way
- Collusion – helping another student to be academically dishonest
Real life examples of what it means to be academically dishonest include:
- Copying homework or allowing someone to copy your homework
- Looking at another’s test or quiz or letting another student look at your test or quiz
- Reporting to another student what is on a test or quiz, including providing questions and specific answers
- Using any secretive methods of giving answers on a test or a quiz
- Bringing in cheat notes into a test or quiz situation
- Taking information from another source that is not properly referenced
- Working with others on an assignment that was meant to be done individually
- Taking someone else’s assignment or portion of an assignment and submitting it as your own
- Using summaries or Cliff Notes instead of reading assigned material
- Copying answers from the back of the textbook
- Having another individual (tutor, family member) edit or revise drafts of your work where not permitted to do so
- Emailing papers or files amongst students (or other forms of social media0
- Using computer translators for work in a second language
The goal of this policy is to inform students of the correct attitude that should be taken when presented an academic challenge.
Procedures for Investigating Suspected Cases of Academic Dishonesty
It is our experience that students are academically dishonest when they are under tremendous pressure and are feeling overwhelmed. It is critical that students maintain a consistent work ethic throughout their two years of IB. When students are feeling stress, they need to contact the Coordinator, IB Guidance Councilor, IB Student Success Teacher or their teachers involved in order to avoid situations where academic dishonesty appears to be their only option.
If a student is suspected of academic dishonesty, the teacher will notify the IB Coordinator. A meeting will be held at which time both the student and teacher will present their case. Parents will be notified that this meeting will take place. Students are expected to bring all rough work (if appropriate) to this meeting.
Documents in effect will be the Academic Honesty 2019 IB Publication; CCH Student Agenda Book Assessment and Evaluation Policy LDCSB Publication, Growing Success Ministry of Education (Ontario), LDCSB Assessment and Evaluation Policy and the CCH IB Handbook Academic Honesty Policy.
If it has been decided that the incident was not a case of academic dishonesty, no record will be kept.
If academic dishonesty is proven, the following steps will take place:
- Parents and administration will be notified.
- If a work has been found to be plagiarized, a mark of zero will be given for that assignment, test or examination, as per our school policy.
- If collusion has been proven, both students will face the same penalty.
- If the work in question is to be externally moderated by IB, it will not be accepted.
- If time allows, the student will be given one opportunity to submit a new piece of work in its place.
- If there is not time to resubmit, the student’s work will not be submitted, and therefore will receive a non-mark for that subject, thus nullifying their IB Diploma.
- If a pattern of academic dishonesty develops, the student in question may be removed from the IB Programme.
Note: IB does distinguish between collusion and collaboration and admits it is a fine line, in particular with internal assessments where collaboration is encouraged and expected. IB notes that “intent” of student will often determine the difference between the two. The guiding principle here must be for students to DO THEIR OWN WORK, regardless of the assessment or process used.
Language is central to learning. All teachers are, in practice, language teachers with responsibilities in facilitating communication. This is done through listening, speaking, reading and writing activities in all classrooms, regardless of subject matter. In addition, during their Grade 10 year, all students must pass the Ontario Secondary School Literacy Test in order to receive their Ontario Secondary School Diploma. All teachers participate in Literacy practice sessions with their students. All teachers participate in identifying students in need of extra help sessions that are coordinated by our school Literacy Team.
Students learn at least one language in addition to their mother tongue. The Board provides education in both official languages with a range of French Immersion and French as a Second Language programs. In order to be eligible for the Ontario Secondary School Diploma, all students must earn a minimum of one French language credit.
In larger schools, all students (including IB) have the opportunity to travel to various destinations (such as Montreal, Quebec, France, Italy by participating in departmental trips: Music, Modern Language, History departments) and to pursue language
Parents should be involved in planning their children’s language profile and development. Parents are consulted regarding their child’s academic progress through Parent-Teacher Interviews, various Reports, and discussion with Teachers, Counselors and Board Personnel. Participation in International Language classes is at the discretion of the Parents.
IB students who speak another language at home that is supported by the IB Language A1 Self Taught programme may take the Self-taught pathway instead of taking French Language B. The IB staff will support the students to the best of our ability in this process.
Student Success Literacy
The Board initiative to promote and ensure student literacy strives to equip students, regardless of their chosen pathway, with the literacy skills needed for life-long learning. Skills and knowledge in reading, writing, speaking, listening, representing and viewing empower learners to interact with a wide range of texts, developing literacy skills across the curriculum and building a foundation to achieve life-long literacy habits. Student Success Literacy initiatives are carefully considered and developed to enable students to think, apply and communicate effectively to achieve personal and career goals.
French First Language and French Immersion
Students who have attended either a French First Language school or a French Immersion school may have their grade 9 French Credit waived after completion of a written and oral evaluation. Students must attain a level 3 in order to have the credit waived. Students whose spoken language at home is French will have to take a second language A and not the Language B course. Please consult the IB Councilor or the IB Coordinator for appropriate course placement.
Catholic Central High School is part of London District Catholic School Board, which is governed by the Ministry of Education of the Province of Ontario. Local contract provisions stipulate teacher professional autonomy regarding assessment practice. Catholic Central High School’s teachers strive for valid, reliable assessment free of bias and use the assessment and evaluation policies outlined from the board, ministry and IB.
The school board, establishing common assessment practices across departments and within grades, has hitherto developed grading policies at Catholic Central High School. Such standards have recognized the developmental stages of the students and the need for an appropriate balance between marking categories, for example between diagnostic, formative and summative assessments or assessment as, of and for learning.
Our school and the province of Ontario uses a percentage grade system to report on report cards and levels 1, 2, 3, 4 in a similar manner to the 1-7 IB scale to report achievement on assessments. As in the IB assessment policy, student mastery is evaluated relative to learning outcomes and course expectations for the course as opposed to comparing students to each other in a ranking system.
At the beginning of their courses, teachers at Catholic Central High School circulate course outlines on the first day of class that detail the course content as well as assessment policies including term and overall course mark breakdowns. The assessment policies are standardized within courses and grades. Each category includes a variety of different assessment techniques. Different departments will partition their marks based upon the nature of the learning expectations and the developmental stages of their students. Hence there is a variety of tools and strategies for monitoring student progress.
Assessment policies are communicated to parents during meet-the-teacher nights and parent teacher interviews, as well as through the course outlines provided to the students. There are four formal reporting periods, two mid-term and two final reports per school year in addition to 2 informal reports provided to parents early in semester one and two to indicate student progress in the first six weeks of class. Teachers are expected to provide timely feedback to students and to meet with parents and with students regarding student progress as requested. In addition, teachers at Catholic Central High School, as elsewhere, use assessment results to optimize teaching and meet with students to overcome difficulties identified through assessment.
Catholic Central High School’s classroom teachers work with their learning support teacher and ESL colleagues to ensure that assessment practices are fair for students on an Individual Education Plan (IEP). Allowances for students with special education needs and for students not working in their native tongue are expected and routine.
Additional IB Assessment Practices
We are committed to developing the principles of the IB mission statement and the learner profile throughout our school community. The IB assessment policy shall be introduced in our Grade 10 Pre-Diploma classes and shall be encouraged in all Catholic Central High School classes at all levels. In this way, Catholic Central High School students will be familiar with IB expectations before applying for the Diploma programme in their grade 11 year.
IB teachers are committed to ensuring that their course outlines convey clearly their assessment policies for their courses and to ensuring that such policies are in line with IB policy. These outlines shall be available to all interested parties.
Catholic Central High School’s teachers recognize that their assessment must balance formative and summative assessment (assessment as, for, and of learning) in addition to higher-order and fundamental cognitive skills. In addition, assessment should include connections to TOK and international topics.
It is recognized that teachers will be called upon to act as mentors for students writing extended essays in their subject areas and that teachers must be aware of the IB policies regarding limits to teacher assistance on the extended essay. To this end, the teachers shall work with the EE coordinator to ensure diploma student success in this central task.
Teachers understand the Internal Assessment (IA) and External Assessment (EA) components of their courses and shall meet with the DP coordinator to establish an IA timetable to maximize student achievement and minimize student stress. Of central importance is the full description of the conditions under which the IA is carried out by the students, in order to preserve common standards regarding collaboration between students, teacher assistance, etc. All IA work shall be carefully structured to meet IB policy (including reasonable limits on words, etc.) and to provide students with opportunities to show mastery of skills outside the purview of the examinations without duplicating work already covered by the student as part of their extended essay. Teachers recognize that IA assessment which takes place over an extended time should reflect the student’s summative achievement rather than an average of his/her formative marks. Teachers shall work to ensure that work selected for moderation is submitted punctually, understanding that such moderation may lead to adjustment of student marks.
Of course school-based student assessment outside of the IA/examinations scheme is crucial for student success. Such formative work shall form the basis of the students’ report card marks and shall be based upon Catholic Central High School’s existing assessment and reporting practices, subject to change as agreed upon through regular teacher consultation and collaboration. Nevertheless, all additional IB assessment policy expectations as noted in this section shall be observed.
Accessibility and Special Needs
Accessibility and Special Needs
Catholic Central High School recognizes and supports the IB philosophy of making the IB programme accessible to the broadest possible range of students. While acknowledging the academic rigor of the IB programme and the importance of encouraging students to pursue the full diploma, we are committed to minimizing barriers to student participation.
Our application process balances the principles of accessibility with need to ensure student readiness and parental support. A variety of measures, including references, previous report cards and, if necessary, an interview with the Diploma Coordinator, Councilor and Vice Principal, will guide student selection. All interested students shall be encouraged to apply and all students with financial or special educational needs shall be accommodated.
Prior to the application process, information regarding the IB programme shall be widely disseminated and public meetings shall be advertised and held in order to reach the broadest possible audience. Because there are no DP schools within a three-hour drive of our district, Catholic Central High School will reach out to neighboring districts in addition to our own.
Timetable and IB Course Selection
Catholic Central High School’s administration, in partnership with the IB committee, has developed a timetable, which allows for the required TOK, HL and SL hours and maximizes concurrency of learning. Catholic Central High School offers a wide variety of extracurricular clubs and sports in addition to excellent music and drama options outside the timetable. In short, we have ensured that all students at Catholic Central High School have full access to curricular and non-curricular opportunities.
Catholic Central High School’s IB teachers meet at the beginning of each school year to set timelines for IA, Group 4 projects, EE and other demanding assessments in order not to overload students and in order to minimize conflict with extra-curricular and other activities.
Catholic Central High School’s initial IB course offerings have been carefully chosen to meet the needs of the widest spectrum of learners. With the exception of the Group 2 language (French is the second language of choice) we are offering two to three options in each group with a balance of SL and HL courses to fit with IB requirements and to best suit the needs and interests of our potential IB students. As the programme grows, we shall implement further course options. All necessary counseling shall be provided in order that students make the most appropriate course selections for their interests, aptitudes, and future goals.
Although the majority of London’s residents are English-speaking, Catholic Central High School has been fortunate to attract a large and growing international student population with our English as a Second Language program. These students do not speak English as a first language, although many are here with the explicit goal of becoming fluent English speakers. For some of these students, English SL may be an appropriate choice; for others a school-supported self-taught option would be better. Obviously, we must strive to meet the needs of this diverse group of learners. Catholic Central High School has developed a School Language Policy to address these concerns.
Students with Special Educational Needs
Catholic Central High School’s school beliefs state that a “good school is one that is inclusive, recognizes the individual needs of students, and provides a variety of authentic learning opportunities.” Catholic Central High School’s IB teachers are committed to ensuring that the learning needs of all students are met and have experience adapting their teaching and assessment procedures to maximize student success.
Catholic Central High School has a special education team dedicated to meeting the needs of a wide variety of learners and working with the classroom teachers to achieve this end. Our special education team employs a wide variety of strategies, including technology such as Kurzweil, to address student needs and support teachers. The team has access to a variety of testing and screening tools, as well as information from the students’ previous schools. Additionally, Catholic Central High School keeps full, up-to-date documentation on all its students with special education needs with their Individual Education Plan (IEP). Individual Education Plans are updated annually and include input from teachers, parents and the special education team. Our school district employs a number of specialist professionals, including psychologists, social works, speech therapists, and a student success team to assess all needs of students including students who are not on a formal IEP. Catholic Central High School is in the fortunate position to be able to address the needs of prospective IB students who happen to need additional educational assistance.
Students with special education needs will be encouraged to apply for the IB programme and shall be accepted provided they meet the criteria laid out in our application process. The school will ensure that the needs of these students are met per the guidelines in the Candidates with Special Assessment Needs document and the Handbook of Procedures.
Catholic Central High School will ensure that documentation and registration of students with special needs conform to the expectations and that “special arrangements” are authorized through IB Cardiff. It should be noted that all such accommodations are currently available for Catholic Central High School students and that Catholic Central High School’s staff is experienced in meeting the range of needs listed in the Candidates with Special Assessment Needs document:
- Diagnosed learning, language and communications disorders
- Emotional and behavioural issues
- Physical and sensory challenges
- Medical conditions, including mental health issues
We understand and endorse the principle that any assistance tendered to students through the IEP process is not intended to “compensate for lack of ability.” We also recognize that it is our responsibility to determine whether accommodations can be made for individual candidates and that all such accommodations must be in agreement with IB policy. We appreciate that applications for special arrangements have specific requirements and may need appropriate supporting documentation. We shall ensure that all special arrangements comply with Section 4 of the Candidates with Special Assessment Needs document.
CCH IB Awards
CCH IB Awards
IB students are eligible to receive the following awards:
International Baccalaureate Diploma Points Award
This award is given to the student(s) who have attained the greatest number of points toward the IB Diploma. A minimum of 34 out of 45 points is required to receive this award.
Theory of Knowledge and Extended Essay Award
Awarded to students who attain 3 out of 3 possible points on the TOK and EE matrix. Students receiving this award will receive a bound copy of their essays. A bound copy will also be kept in the Catholic Central High School Library.
International Baccalaureate Certificate of Excellence (TOK/EE)
Awarded to students to attain 2 out of 3 possible points on the TOK and EE matrix.
Certificate of Global Citizenship (CAS)
This award is given to a student who has devoted a considerable amount of time to community service with a significant focus on global issues.
Certificate of Excellence (CAS)
Awarded to the student who has met all the CAS requirements, demonstrated a complete and well-balanced portfolio, and has submitted outstanding reflections
Awarded to students who have attained a total of 45 out of 45 possible points toward the IB Diploma. This achievement is equivalent to a 99% average over a 2 year course of study. A plaque will be permanently displaced at Catholic Central High School in honour of this outstanding achievement.
Awarded to a student(s) who have consistently served as outstanding IB Diploma Programme ambassadors and have demonstrated superior initiative by assuming leadership roles and responsibilities throughout their course of study.