ensuring that, in liaison with the assessor appointed by IB Cardiff, the assessment procedures are consistent with the aims and objectives of the syllabus

ensuring that, for syllabuses where one or more written examinations form part of the assessment, the draft paper(s) and markscheme(s) for each examination session are submitted to IB Cardiff for consideration by the assessor, who may require that the school makes amendments. Where more than one school is authorized to offer a subject, this is the responsibility of the coordinating school (see section 7.2.3)

providing the criteria for assessment and the weighting of each assessment component

ensuring that the examination that has been duplicated in the school and given to candidates is the same examination that has been approved by the assessor

marking the candidates’ examination scripts, according to the approved criteria and markscheme(s), before sending them to the assessor for moderation.

observing the summary of latest arrival dates provided here

ensuring that the examination is conducted according to IB procedures and regulations, and that the examination question papers are kept under secure conditions at all times

ensuring that the written examination(s) is taken on the 30 April/30 October, as scheduled by the IB

completing all forms and marksheets according to IB instructions

providing samples of assessed work according to IB instructions.

Where more than one school is offering the same syllabus, schools participating in the same session (May or November) should offer the same examination paper(s). However, where the syllabus is offered in different languages in different schools, the examination paper(s) may also be different.

In the case of joint school-based syllabuses, for each examination session where more than one school enters candidates, IB Cardiff will normally designate one school to coordinate the production of the examination paper(s) and markscheme(s).

IB Cardiff will pay the coordinating school or, with the agreement of the school, the teacher responsible a fee for the work of coordination. Details of the coordinating fees can be obtained from IB Cardiff.

The coordinating school should prepare a first draft of the examination material and send it to the other schools for comments. These schools should send their comments back to the coordinating school and at the same time copy them to IB Cardiff. The coordinating school should amend the first draft appropriately and send the amended version to IB Cardiff, to arrive by 14 December/14 June, for onward transmission to the assessor.

Only schools that have already entered candidates for two diploma sessions may offer school-based syllabuses.

Subject to the appropriate group criteria being satisfied, a school-based syllabus may be authorized as an alternative to a subject in groups 2, 3, 4 or 5. On rare occasions a school-based syllabus may be authorized as an alternative to a subject in more than one group (for example, group 3 or group 4). In such circumstances an individual candidate may use the subject to fulfill the requirements of either group, but not both.

A school-based syllabus in group 2 will be accepted only in exceptional circumstances. A school-based syllabus replacing a group 2 subject should be based on the study of a foreign language (not just civilization or culture) in order to fulfill group 2 requirements.

School-based syllabuses may only be introduced after approval by IB Cardiff and will be subject to periodic review (see section 7.5 for the review policy for school-based syllabuses). Each syllabus offered by a school must be approved and authorized by IB Cardiff.

A school that wishes to offer an existing school-based syllabus must seek authorization from IB Cardiff. Please contact the coordinator help desk.

A syllabus must not be taught until it has been authorized by IB Cardiff.

Before submitting a proposal, contact IB Cardiff for advice on possible overlap with existing Diploma Programme courses, including approved school-based syllabuses.

An outline proposal should then be submitted to IB Cardiff for a decision as to whether or not a prima facie case has been established to justify further development.

The IB collaborates with a school or schools on the development of a school-based syllabus and provides support in the writing of the guide. Once the syllabus has been authorized, for operational reasons the IB needs to hold copyright in the guide. Therefore, when submitting an outline proposal it must be accompanied by written confirmation that if authorized, the IB will hold copyright in the syllabus. Schools wishing to submit a proposal for a new school-based syllabus do so with this understanding.

The proposal will then be considered by the diploma review committee, which meets twice a year.

If the proposal is not approved for development, the school receives a report and may submit a revised proposal at a later date.

If the proposal is approved, the school develops the syllabus in accordance with the guidelines provided below and then submits to IB Cardiff the full syllabus with sample examination question paper(s) and markscheme(s).

The process of review and authorization can be quite lengthy, so schools should submit proposals well before the proposed commencement of teaching.

inform the school

inform the school when the first examination may be taken

appoint an assessor who will be responsible for the approval of the examinations and markschemes prepared by the school, and for the moderation of the school’s assessment of the candidates.

The syllabus meets the educational or cultural needs of a particular school, but could also be taken up by others.

The syllabus content does not overlap significantly with a mainstream diploma subject or another school-based syllabus.

The syllabus can be covered at an appropriate depth in 150 hours.

It is clear to which hexagon group or groups the syllabus relates and it presents a challenge comparable to other standard level subjects in the group(s).

There is a clearly identifiable international dimension to the syllabus.

The syllabus enables the development of critical and conceptual thinking.

The assessment objectives are tested using appropriate assessment instruments and assessment criteria that conform to the IB Diploma Programme assessment policy.

Any vocational elements are appropriate as part of a broad-based general education, rather than suitable only as preparation for a specific career.

The syllabus has an intrinsic value in its own right for students who will not study in this curriculum area in the future, as applies to standard level subjects across the Diploma Programme.

School-based syllabus subjects should be reviewed every seven years, or as required by IB Cardiff. Schools should consult with IB Cardiff before beginning the review process.

Schools should take account of any relevant changes in the group in which the subject is authorized.

Where more than one school offers a school-based syllabus, the review should be carried out by the host school in conjunction with the other authorized schools.

The review should begin at least a year in advance of the proposed commencement date, for example, September 2009/February 2010 for first teaching in September 2010/February 2011 with first exams in May 2012/November 2012.

The school should send a draft of the revised syllabus containing any proposed changes to IB Cardiff for forwarding on to the assessor for his or her comments. A statement of justification for the proposed changes should accompany the draft, where appropriate.

The school should then send a revised draft taking into account the assessor’s comments.

The draft revised syllabus approved by the assessor will then be submitted to the diploma review committee (DRC) for final approval.

Please exercise care and discretion in choosing where to undertake marking. Scripts and marksheets are confidential.

Mark question by question. Do not use decimals or fractions for individual answers.

Follow exactly the markscheme/assessment criteria approved by the assessor.

If a candidate has attempted more than the prescribed number of questions within a paper or section of a paper, mark all answers and select the required number of answers with the highest mark. Ignore the excess material.

Mark in red and no other colour.

Record sub-totals (where applicable) in the right-hand margin against the part of the answer to which they refer. Do not ring sub-totals. Ring the question total in the right-hand margin opposite the last line of the answer.

Record the mark awarded for each individual question and the total possible mark for each question on the front page of the script.

Check the arithmetic and ensure that you have marked all answers and parts of answers. Every answer should have an indication that you have marked it, and you should put your initials in the bottom right-hand corner of every page. Check that you have correctly transferred all marks accurately on to the front page of the script.

A candidate should be given zero marks (0) if one of the following applies:

You should give a brief explanation for why zero has been given.

Do not use a mark of zero for candidates who have failed to submit work. An “F” must be written instead. An “F” will result in no grade being awarded for the subject concerned.

If you have any suspicion that malpractice may have occurred, you should process the scripts in the usual way, but send them with a note to the assessor detailing your suspicions. Send a copy of the note to the coordinator help desk at IB Cardiff.

If you find any scripts present difficulties in marking, you should process the scripts in the normal way. Note any problems on the teacher’s report Form SBS/TREP.

If information about illness or any adverse circumstances affecting a candidate’s performance is reported to you, do not make any allowance for the circumstances. The coordinator must report such matters to the coordinator help desk on Form D2.

Teachers’ marks are externally moderated by the assessor, who also determines the grade boundaries for each examination session.

At the head of each column print the title of the component to which it refers (for example, paper 1, paper 2, practical assessment). Also, at the head of each column indicate clearly the mark out of which the component is to be marked. These should correspond exactly with the weightings provided on Form SSX.

Transfer the mark obtained by each candidate for each component to the relevant column. Enter the total of each candidate’s marks in the final column. You are not required to provide IB grades 1 to 7. This is the responsibility of the assessor.

Conduct the necessary clerical and arithmetical checks and complete the details required at the bottom of the marksheet.

In addition to all the examination scripts, the assessor requires the coursework of five candidates. (Place all marks in rank order and then choose five samples representing the range from top to bottom.)

A completed sample work coversheet Form SBS/CS should be attached to the front of the coursework of each of the five candidates chosen.

Column 1: List all the assessment components (for example, coursework, projects, tests, examinations) contributing to the final mark.

Column 2: Indicate the marks allocated to each part if an assessment component comprises a number of parts.

Column 3: Indicate the proportion of marks awarded to each assessment component.

Column 4: Indicate the criteria of assessment and provide a markscheme for each assessment component (use separate sheets if necessary).

all examination scripts in order of candidate session number, and a copy of the approved examination paper(s) and markscheme(s)

the sample coursework with a coversheet Form SBS/CS attached to each candidate’s work

a copy of the completed marksheet

a copy of the completed Form SSX

a copy of the teacher’s SBS report Form SBS/TREP.

the original completed marksheet

the original completed Form SSX.