Policies

Mission

Our mission is to stimulate and challenge young minds to become caring and committed individuals, ready to face the challenges of living in an international community and achieve excellence, assume responsibility and pursue life-long learning.

While English is solely the language of instruction, the language policy allows for students to inquire in the mother tongue and aspires to multilingualism. The school is committed to providing as much diversity of language instruction as possible. The foreign languages programme cultivates understanding and respect for other cultures.

Beliefs and aims

Our aim is to cultivate an appreciation of language diversity. We believe that language is vital for preserving cultural identity and emotional stability. The acquisition of more than one language and maintenance of the mother tongue can enhance personal growth and promote international understanding. As language is integrated into all areas of the curriculum, every teacher within the school is considered a language teacher.

At Platon School, we aspire that our students will be able to think and express themselves with precision, clarity, confidence and imagination in Modern Greek and English and hopefully in a third language. Our bilingual programme aims at giving the opportunity to our students to master at least two languages at mother tongue level.

Language profile and admissions policies

Language profile at Platon school

All of our students speak English as an additional language. Some of them come from mixed cultural backgrounds. All of our administrative and teaching staff speaks English, and the majority is fluent in at least one other language.

Admissions policies

Applicants are required to complete a Student Background Survey and take a placement test that indicates their proficiency in their mother tongue, English and other languages. It is imperative that all students entering the IB Diploma programme hold the First Certificate in English at least, if not the Advanced and Proficiency Certificates. There also need to be evidence of their good command of Modern Greek and any other language that they have studied.

Assessment

Due to the fact that each individual learns at a different rate and speed, all language teachers at Platon School assess all language skills (reading, writing, listening and speaking) on a regular basis. Formative and summative assessments in the classroom, based on the criteria provided by the IBO, provide information on language growth and evidence of language acquisition levels.

Language A and mother tongue programmes

All students are required to study a Language A in the IBDP, which in some cases is the continued study of the students’ mother tongue. Platon School offers English and Modern Greek as Language A. In the case that a student needs to follow a Language A course other than English and Modern Greek, provisions will be made for a self-taught or teacher instructed Language A course. We have thus far offered Japanese and Chinese as a self-taught course. At Platon school we believe that developing a child’s mother tongue can accelerate the rate of English language acquisition, support achievement in all subject areas, increase self-esteem, and enhance intercultural understanding and international mindedness.

English

Students study English language and literature throughout all the grade levels. When students begin the IBDP programme, they may study English as their language A if their skills in all four language areas (reading, writing, listening, speaking) enable them to access this curriculum. If they do not have the skills, they will take the English B course and follow a Language A course in their mother tongue (either Modern Greek or another Language).

Modern Greek

Native Modern Greek speakers receive language instruction in their mother tongue beginning in first grade. Native Modern Greek speakers in the IBDP programme study Modern Greek as a Language A. Other students who have reached native language proficiency in Modern Greek may also study Modern Greek at Language A level in the IBDP.

Other mother tongues

Mother tongue development opportunities are offered for students through the self-study course and if numbers are sufficient, the school could offer another mother tongue at Language A level.

English language acquisition programme

English language B classes

In the IBDP, students who do not have English as their first Language follow the English B course. This course follows the IBDP curricula and develops students’ language and literacy competence in English as well as intercultural competence. For some students who do not have English as their mother tongue but have excellent language skills in English, they are offered the English Language A course.

Languages offered at Ab Initio level

If a student has a mother tongue but does not wish or does not have the ability to follow a Language B course, they can follow the Language Ab initio course, which enables students to start learning a language from scratch from their IB1 year and reach a B2 Level by the end of their IB2 year.  Thus far, we have offered students the Spanish AB initio Course and we could offer French or German or any other language offered by the IB upon demand.

Our department’s assessment policy encompasses procedures and guidelines administered always in accordance to our students’ best interest, safeguarding both transparency and fairness. We believe that assessment aims to measure the extent to which the Diploma students have attained designated academic standards and skills which are aligned with the IB Diploma subject curricula and philosophy.

The purpose of assessment is:

• For students to take advantage of the ample opportunities provided via formative and summative tasks and produce work they can take pride in
• To gather valuable information and compile student profiles as a means to improve both teaching and learning
• To process this information in order to effectively update our assessment practices
• To make available clear, attainable goals and objectives to students and parents about the learning experiences our department offers
• To empower a constructive parent – teacher partnership for the benefit of student learning.

Assessment types

• Externally assessed, by the International Baccalaureate examination board, components i.e. subject specific internal assessments, extended essay, theory of knowledge essay/presentation and Diploma Year-2 examinations
• Internally assessed, by faculty, subject specific formative and summative tasks. These tasks may include: essays, group work, varied written assignments, in class and oral presentations, tests, quizzes, exam paper simulations, reflections, peer assessment, laboratory reports and field work. These tasks are externally moderated by the IB.

Assessment practices

Formative assessment

• The purpose of formative assessment is to provide detailed feedback to both teachers and students, in regards to the nature of student weaknesses and strengths, in an effort to improve performance and further develop their skills, with emphasis on the ATL skills.
• Teachers design assessment tasks with a vertebral increase in the level of academic challenge, and in accordance to the IB DP assessment principles.
• Teachers, through formative assessment, implement the method of scaffolding, where they develop the framework within which students construct their learning.
• It is entrenched in their daily learning routine and aims at better preparing students to reach higher academic standards in summative assessment.
• Formative assessment may include tasks such as: quizzes, oral/visual presentations, short essays, lab reports, weekly exercises, discussions, critiques, reports, short reflections.

Summative assessment

• The purpose of summative assessment is to provide information about student achievement, as per IB DP assessment standards.
• Students are evaluated in accordance to IB DP assessment objectives/criteria.
• Tasks are designed in order for students to demonstrate knowledge, understanding and skills acquired, upon the completion of subject specific thematic units. The grades attained are included in their semester reports.
• Summative assessment may include tasks such as: tests, examinations, lab reports, past paper simulations, essays and oral/visual examinations.

Self reflection

• Is an integral and fundamental aspect of assessment aimed at helping students set goals and evaluate these, so as to enhance personal development.
• Self assessment may occur upon completion of formative and summative assessment, end of DP year-1 and prior official exams of DP year-2.
• Students are given the opportunity to proceed with an in depth evaluation of strengths, weaknesses and concerns under the guidance of subject teachers, counsellor and the IB DP coordinator.

Peer assessment

• Peer assessment is integrated in the learning process permitting students to take an active role and practice a much valuable own learning technique.
• Peer assessment occurs within the framework of IB DP assessment principles and with teachers acting as mediators. students provide feedback in regards to formative and summative assessment tasks.

Assessing student achievement

• In all of the selected 6 subjects and Theory of Knowledge, student performance is assessed against a set of criteria comprised of level descriptors describing what students should be able to do
• 1 to 7 grade descriptors scale is utilized so as to evaluate overall student performance
• Subject specific assessment model is modified in accordance to IB Diploma stipulations.

Reporting student achievement

• The academic year is divided into 3 semesters
• Upon completion of each semester progress reports are compiled and shared with parents/guardians and students, during vis a vi consultation
• Internal examination sessions for DP Year-1 involve: mid-year exams conducted in January and end of year exams conducted in June
• Internal examination sessions for DP Year-2 involve: re-sit exams conducted in September and mock exams conducted in March
• An academic calendar is designed and shared with students at the beginning of the school year, pertaining to internal assessment deadlines, exam sessions, activities, parent teacher conferences, school leave and national holidays
• Internal assessments, extended essay and Theory of Knowledge components are thoroughly screened for possible academic honesty breeches

Graduation requirements

• CAS requirements must be met
• Candidate’s total points are 24
• An N has not been awarded to both Theory of Knowledge and Extended Essay
• A grade E has not been awarded to both Theory of Knowledge and the Extended Essay
• There is no grade 1 awarded in a subject/level
• Grade 2 has not been awarded three or more times (HL or SL)
• Grade 3 or below has not been awarded four or more times (HL or SL)
• Candidate has not gained fewer than 12 points on HL subjects
• Candidate has not gained fewer than 9 points on SL subjects
• Candidate is not guilty of academic misconduct

Extended essay and Theory of Knowledge matrix of bonus points distribution

		Theory of Knowledge
		Grade A	Grade B	Grade C	Grade D	Grade E	No grade N
Extended essay	Grade A	3	3	2	2	Failing condition	Failing condition
	Grade B	3	2	2	1	Failing condition	Failing condition
	Grade C	2	2	1	0	Failing condition	Failing condition
	Grade D	2	1	0	0	Failing condition	Failing condition
	Grade E	Failing condition	Failing condition	Failing condition	Failing condition	Failing condition	Failing condition
	No grade N	Failing condition	Failing condition	Failing condition	Failing condition	Failing condition	Failing condition

 

Further reading:
http://ibo.org/programmes/diploma-programme/assessment-and-exams/

Gaining National accreditation

• Students requesting equivalency with the Greek High School Apolytirion need to attend three additional classes: Modern Greek Literature, Modern Greek Language and Greek History. Students are assessed in the aforementioned courses during June end of year exams of DP Year-1 and March mock exam session of DP Year-2
• Exam grades attained are submitted to the respective educational department of the municipality our school belongs, so as to secure appropriate documentation
• An essential condition for the acquisition of equivelancy documentation is that students obtain the IB Diploma.

Differentiated assessment outline

Students with learning differences, special educational needs (is that what SEN stands for?), are offered a variety of assessment strategies in order to instill confidence and help them achieve appropriate standards. Assessment arrangements may include:

• Modification of exam papers
• Deadlines extension
• Assistance with practical work
• Additional time to in class work, tests, mid-term, end of the year and mock examinations
• Rest periods
• Access to computers wand and information and communication technology facilities
• Reader & scriber during tests and examination sessions

Based on psychological/ pedagogical/ medical report from a verified external vendor and or psychological/ pedagogical evidence from the school’s counselor, the DP Coordinator will request from the IB to authorize special arrangements for the final exams, which may include:

• Additional time
• Access to information and communication technology
• Services of a scriber and a reader

Information obtained for students with differentiated learning is treated by our faculty with the utmost discretion and confidentiality.

Predicted Grades submitted for University applications

The University selection process involves information which reflects the student profile and potential; within this context, a series of documents along with subject specific predicted grades are designed and submitted. Predicted grades are devised by respective subject teachers and are submitted to the University counselor by the 1^st week of November of DP year-2. Predictions, per knowledge discipline, are calculated according to the following formulae:

• DP1 mid-year examination valued 20%
• DP1 end of year examination valued 50%
• DP2 September evaluative examination valued 30%

IB Diploma results

• IB Diploma examinations commence the last week of April DP Year-2 and maintain a time cycle of 3 to 4 weeks
• Exam results are released by the IB in early July

Students, upon consultation with the IB DP Coordinator, may re sit pre-selected Diploma courses in November and or May of the following academic, or two more times besides their main session.

Introduction

In the context of Platon school’s mission, to support students’ academic journey from childhood to adolescence, it is of outermost importance that the students understand the basic meaning and significance of concepts like intellectual property and authenticity and apply them when preparing their own work.

 Some useful definitions^[1]

Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own.

Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.

Duplication of work: this is defined as the presentation of the same work for different assessment components and/or diploma requirements.

What is considered as malpractice?

Examples in italics below were taken from the IB Publication on Academic Honesty cited in the References.

1. Copying material from a textbook or the internet without properly referencing your source.
2. Copying work from another fellow student and presenting it as student’s own work.
3. Taking unauthorized material into an examination room.
4. Leaving and/or accessing unauthorized material in a bathroom/restroom that may be visited during an examination.
5. Misconduct during an examination, including any attempt to disrupt the examination or distract another candidate.
6. Exchanging information or in any way supporting the passing on of information to another candidate about the content of an examination.
7. Failing to comply with the instructions of the invigilator or other member of the school’s staff responsible for the conduct of the examination.
8. Impersonating another candidate.
9. Stealing examination papers.
10. Using an unauthorized calculator during an examination.
11. Disclosing or discussing the content of an examination paper with a person outside the immediate school community within 24 hours after the final examination.

Distinguishing between effective cooperation and collusion or plagiarism

It is essential that students understand the differences between effective cooperation and collusion or plagiarism. Students may cooperate during in-class activities and science practicals. However, when working in groups, students should have their very own distinct role and specific tasks to complete. Thus, homework or internal assessment drafts delivered to teachers should be a result of the individual work of each student, while it should be clear which part of the work is the outcome of his/her own effort.

When a student copies work from another student with or without his/her consent, it is considered as collusion. A student delivering a piece of work, which is the outcome of a group, while not identifying which part is his/her own work may be found guilty of plagiarism.

Procedures for dealing with Dishonesty

As students joining the Platon IB Diploma may be coming from a variety of schools and will not necessarily be acquainted with terms like Plagiarism, Collusion, Malpractice, an efficient amount of time will be allowed for students to appreciate the true meaning of Academic Dishonesty and develop the appropriate reference skills. However:

1. The first time a student is caught using material from books/ internet resources without properly referencing it will receive an “N” grade and a written record will be kept. The coordinator is informed and the student is reprimanded. Student has to repeat the work.
2. The second time a student is caught using material from books/ internet resources without properly referencing it will receive an “N” grade and parents/guardians will receive an official letter from the Coordinator. The Head of the School is informed.
3. The third time a student is caught using material from books/ internet resources without properly referencing he/she will be immediately suspended from the school programme.
4. The first time two students are caught having excessively similar work the subject teacher initiates an investigation. If there is sound evidence leading to collusion, the IB Diploma coordinator is informed. Students are reprimanded and have to repeat the work.
5. On a second occasion of collusion, parents/guardians receive an official letter from the Coordinator and the Head of the School is informed. A third incident of collusion means the immediate suspension of both students.
6. If a student is caught copying from another student during an exam or using unauthorized material, he/she will receive an “N” grade. The Head of the School is informed and a letter is sent to parents/guardians. The student is not allowed to resit the exam.
7. If a student delivers an Internal Assessment or Extended Essay that apparently is not his/hers but a result of help received by an external source he/she has to repeat the work in a short period of time.
8. Internal assessment delivered to the teacher cannot be retracted. Any suspicion of malpractice that arises after the candidate has submitted the final draft must be reported to the IB information desk for investigation. However, if there is no tangible evidence of malpractice (such as the source of plagiarism) the candidate must be given the benefit of any doubt and the respective online assessment form should be filled by the teacher.
9. If a student is caught having unauthorized material in an IB exam, the Coordinator is notified and will then notify the IB assessment office in Cardiff. In this case, procedures are described in the relevant IB documents (Academic Honesty in the Diploma Programme – Conduct of the IB Diploma Examinations – Academic Honesty in the IB Educational Context)

Responsibilities of the Stakeholders

School responsibilities

It is the responsibility of the school to:

1. Develop a school policy that promotes good academic practice and a school culture that actively encourages academic honesty
2. Provide workshops for teachers and the librarian on academic honesty and on methods detecting malpractice
3. Update the school’s site and other published media with changes in the school’s Academic Honesty policy
4. Allocate a budget to cover expenses on tools used to detect malpractice (e.g., Turnitin)
5. Place a copy of the Academic Honesty Policy in all classrooms.

Teacher responsibilities

It is the responsibility of teachers to:

1. Act as good role models for the students
2. Be familiar with all IB documents on Academic Honesty and the school’s academic policy document
3. Explain to all students the concepts of plagiarism, collusion and duplication of work in their own subject
4. Help students develop the necessary skills for appropriately referencing their work
5. Inquire on sudden improvements in a student’s quality of work that may indicate malpractice
6. Monitor students’ progress during their Internal Assessment and Extended Essay and orally examine students suspicious on malpractice
7. Use “Turnitin” to authenticate students’ work before submitting it to the Coordinator
8. Confirm that, to the best of his/her knowledge, all candidates’ work accepted or submitted for assessment is the authentic work of each candidate. This includes all work for internal assessment and Extended Essay
9. During the IB exams, teachers acting as invigilators should be familiar with the relevant IB publications governing the contact of the examinations and follow the procedures accordingly.

Student responsibilities

It is the responsibility of students to:

1. Read carefully the school’s Policy on Academic Honesty and relevant IB documents
2. Apply the MLA format to appropriately reference all sources used in their work
3. Submit to teachers the final draft of their work after carefully checking that all sources have been appropriately acknowledged
4. Not to submit work that is a result of a group effort. The final work should be the result of independent effort. Work/data from other students should be carefully acknowledged
5. Read carefully the “Conduct of the examinations: Notice to candidate” and make any questions to the IB Coordinator before the final exams.

Parent/Guardian responsibilities

It is the responsibility of parents/guardians to:

1. Read carefully the school’s Policy on Academic Honesty
2. Encourage students to:
   1. plan ahead when studying for an exam or writing a paper
   2.  work independently throughout the programme.

The rights of the candidate

This extract is taken from the IB Document: Academic Honesty in the Diploma Programme, paragraph 8: The rights of the candidate.

1.  If a candidate is under investigation for possible malpractice, the coordinator must inform the candidate. Whether the candidate’s legal guardians are informed of the allegation and involved in the investigation is left to the discretion of the school, bearing in mind any relevant circumstances such as whether the candidate has reached the age of legal majority. 

2.  The candidate and his or her legal guardians have a right to see evidence, statements, reports and correspondence about the case. Any decision to withhold such information rests entirely with the head of school or coordinator. Evidence may be withheld to protect the identity of an informant. 

3. It is the policy of the IB that any candidate being investigated for malpractice is given the opportunity to be heard and to submit a written defense to the final award committee. The school has no right to prevent this process, to edit or unduly influence the candidate’s statement. The candidate is expected to make the content of the statement available to the coordinator, but may request that the statement remain confidential to the IB. 

4. The candidate must be given sufficient time to prepare a response to the suspicion of malpractice. The coordinator help desk must be contacted for advice if the candidate may not be able to meet the deadline imposed by the IB. 


Effectively educating students on Academic Honesty – The role of the library

In addition to teachers, the librarian will teach good academic practice for correctly documenting sources and will assist students in locating, evaluating and using information from a variety of sources, print, online, digital and more and in completing bibliographic lists. The librarian is also responsible for the School’s Turnitin subscription and will provide teaching staff with individual log-in information.

Platon School prefers the use of the MLA system when acknowledging sources, but teachers and supervisors are free to request the use of a citation system appropriate to their particular subject. The Library provides workshops and guides with exemplars on appropriate use of citation systems. When referencing, students should follow the “MLA Handbook for Writers of Research Papers (7th edition)” which is available in the school library. If in doubt, students should ask their teacher or the librarian for guidance.

References

• The IB Programme continuum of international education Academic honesty in the IB educational context. August 2014
• Diploma Programme Academic Honesty. July 2009
• General regulations: Diploma Programme. April 2014

The conduct of IB Diploma Programme examinations. May 2015 and November 2015

[1] Diploma Programme Academic Honesty. July 2009

Introduction

The aim of this document is to describe the philosophy and structure of Platon World School’s Student Support Team. In order for all students to be able to develop their social, emotional and cognitive potential, a Special Education Needs Policy is applied. This document is designed to communicate to parents, students, teachers and administrators the processes, actions and the responsibilities of all involved applying the Special Education Needs Policy, so as to establish an effective educational environment for the students.

 

1. Our Philosophy

Platon World School’s philosophy and primary care have always been based on two factors students’ smooth integration and adjustment into the school environment and school’s productive interaction with the local community. Our aim is for students to have all necessary means to develop their way of thinking and mechanisms which will prove helpful to them during their adult life. Our school has created a learning environment suitable and adjustable to our students’ learning styles and psycho-social needs, helping them to develop their IB student profile. In other words, we are acting based on our students’ effective social integration within the school community as well as on their academic achievement.

We firmly believe that it is only through the identification, acceptance and respect of students’ needs and personality characteristics that learning processes are effective. Our school has always been giving priority to the students’ feeling of accomplishment in all aspects of their student life. Furthermore, our belief is that everybody involved in the educational process, meaning students, teachers, administrators and parents, have to cooperate closely.

The processes followed by our school as far as students’ inclusion is concerned, when dealing with special learning or other needs, are in accordance with the National Laws for Special Education provided by the Ministry of Education regarding evaluation and inclusion. Our SEN policy follows the guidelines provided by the IBO handbook on students with Special Educational Needs (see documents “Meeting student Learning Diversity in the Classroom”, 2013, “Program standards and practices”, 2014, “Candidates with Assessment Access Requirements DIPLOMA”, updated 2014 and “Candidates with Assessment Access Requirements MYP”, 2015).

2. SEN Policy Introduction

Special Education Aims and Beliefs of Platon World School

Considering that there is a need for a specialized group, which will support and act in accordance with the learning process, we formed a Student Support Team. The presence of specialists inside our school is of acute importance. The Student Support Team is responsible to coordinate and apply the SEN Policy.

 

3. SEN Policy Objectives

In order to meet the diverse and special educational needs of our students at Platon World School we must:

• follow the national and local laws regarding Special Education
• create a welcoming environment for the special education needs of each student
• identify children with diverse educational needs
• provide adequate intervention
• use differentiated instructions in order to ensure effective learning
• use resources to support children with SEN.
• assess and keep records of the progress of these children.
• provide counseling and support to teachers and children with SEN.
• work with outside agencies (public and private)
• inform and involve the parents of children with SEN so that we can work together to support our children.
• encourage active involvement by the children themselves in meeting their needs.
• provide training to all staff working with children with SEN.

It is important to note that faculty, staff and administration acknowledge that students achieve excellence in knowledge and skills at a different rate through different means.

 

4. Student Support Team

Student Support Team consists of the School psychologists, Ms. Tagkalaki Aliki, who is also Head of the Team, and Ms Sakellariou Dionysia, the Speech therapist, Ms. Polymenopoulou Evi, and the Special Education Therapist, Ms. Karakomninou Marianna. All our specialists work together as a team, supporting our students to the fullest. Their main task is to evaluate, assess, design and apply intervention programs, thus helping our students to adapt successfully within the educational process, and monitor the efficacy of these programs.

 

5. Functioning of the Student Support Team

5.1 Student admission

Students are accepted on the basis that our school is capable of providing them with all the necessary means for their full academic and socio-emotional development. Before accepting a new student, the SEN Coordinator/School Psychologist gathers all the information necessary to identify the students’ needs, such as school records and any previous evaluations. Consequently, our school conducts interviews with parents and prospect students and compiles a report with recommendations, upon which the respective pedagogical team bases the admission decision.

5.2 Referral process

When there is a need, teachers, parents and students may submit a request/concern from to the Student Support Team regarding linguistic, learning and / or socio-emotional issues.

Request/concern made by a teacher/ school staff member

Teachers and/ or School staff use a Referral Document to record their specific concern about a student.

The members of the Student Support Team then,

• Have a meeting to evaluate and decide collectively who is most suitable in responding to the request /concern. We always keep in mind if the case is related to psychological, learning or phonological issues.
• Have a second meeting with the teacher and/or members of the School staff who submitted the request and discuss the matter thoroughly.
• The teacher will communicate to the parents his/her concerns and inform them that school specialists will be more actively engaged.
• It is only after the parents’ consensus that the school psychologist, as the SEN coordinator, will contact the parents to discuss and inform them about the process which will be followed.

Request/concern made by parents or a student

The school psychologist / SEN Coordinator meets with the parents/ student and discusses the concern, and then the procedure mentioned above is followed. All information provided by the parents and students is strictly confidential.

5.3 Evaluation process

After parental consensus and relying on the student’s general developmental record, the Student Support Team will proceed with an individual evaluation of the student.

The evaluation process includes the following:

• Psycho-social background
• Educational record
• Informal and standardized – formal tests
• Questionnaires
• Observation of students during class and / or recess time
• Previous evaluations provided by other specialists of the private or public sector
• Samples from the student’s portfolio

All enclosed documents are strictly confidential and kept in a safe and locked location.

Information collected during the evaluation is personal and is communicated in order to involve teachers with discretion and confidentiality.

5.4 Intervention process

Once the evaluation is completed, a new meeting will take place in the presence of the teacher, so that he or she will be informed about the diagnosis and the proposed actions that shall be taken by him or her and the specialists. Finally, the parents will be invited to a third meeting with the specialists and the teacher and will be informed about the intervention that will be followed within the school. Parental involvement (if any) will be established as well.

An intervention may consist of the following actions:

Individualized intervention

Modifications to exam papers

Special arrangements: Additional time, Rest periods, Computer Use, Amanuenses/scribe, transcription readers

6. Conclusion

The presence and active role of a Student Support Team facilitates students’ inclusion and adaptation, through the processes of evaluation and intervention. Feedback provided by stakeholders that have been involved in the SEN process provides the framework for continuous effective advancement of processes and services.

Attendance Policy

Students at Platon IB Diploma are expected to attend all of their classes every day. Class registers are checked on a daily basis and any absences are reported to the DP Coordinator’s office.

Authorized absence

• Students and or parents/guardians must inform the department, prior classes commence in the case of absence
• If a student is unable to come to school due to illness, must call and or email the DP Coordinator
• If the student is unwell and absent for 3 days, a doctor’s note must be submitted
• If a student has to take time off for university appointments or personal circumstances, should inform the DP Coordinator days in advance
• As per the Greek Ministry of Education, maximum number of absences amounts to 114, irrespective of whether these are authorized or not, and the Department therefore conforms to designated stipulations
• In the case where a student fails to report an absence, the Diploma administrative assistant calls home to enquire for the student’s absenteeism
• As issued by the Greek ministry of education, maximum number of absences per academic year should not exceed 114 (Π.δ. 485/1983 (Α ́184))
• If a student is absent for more than 10% of the designated hours for each of their chosen subject, additional tutoring has to be arranged before they are able to participate in the exams
• Absences are included in the grade report cards and are given to parents/guardians during parent – teacher conferences
• Parents/guardians may enquire and receive formal notifications in regards to number of absences, at any point of the academic year.

Unauthorized absence

• In the case where a student is absent and fails to inform the IB Diploma Department, the absence is considered as unauthorized. Yet, although the Greek Ministry of Education regulations banned classification of absences to authorized and unauthorized, the department reserves the right to call home
• If a student is absent for 3 consecutive days and fails to inform the Department, a first written warning will be communicated to both student and parents/guardians
• If a student is absent for more than 3 consecutive days, a second written warning is communicated to both student and parents/guardians, emphasizing upon academic repercussions
• If a student is absent for more than 8 consecutive days, a final written warning is communicated, requiring the attendance of both student and parents/guardians to a formal meeting with the DP Coordinator and the High School Principal in order to discuss the student’s academic prospects in our school
• The DP Coordinator reserves the right to issue expulsions in cases of academic and behavioral misconduct.

Dress code Policy

It is our firm belief that appropriate student dress code, with the support of parents and faculty, allows for the development of a learning environment conducive to educating our students.

Our dress code policy regulates:

• Students are expected to wear appropriate clean attire that conforms to school health and safety standards and does not disrupt the educational process
• Hair must be clean, tidy and with an appropriate for school, style and color
• We recommend that students leave all of their jewelry at home
• Students are expected to wear designated protective clothing and safety glasses in the science lab
• For external visits, students are expected to wear clothing and protective accessories always in accordance to the nature of the field trip and in agreement with their advisors

Students are prohibited from:

• Displaying body piercing i.e. eyebrows, nose, lips, tongue
• Hair style with unusual designs, colors, mohawks or unusual cuts
• Any clothing that exposes the body in a suggestive manner
• Sports and or any other type of shorts
• Wearing hats, cups, hoodies
• Wearing sunglasses, unless prescribed by an ophthalmologist
• Wearing clothes and accessories that have obscene messages, intended to demean gender, sexual orientation, national origin, ethnicity, religion, age, disability; or advertise alcoholic beverages, tobacco products and illegal substances
• Wearing clothes that imprint profanity.

Violation of dress code policy entails:

• Students will be given a first warning and will be required to change clothing and or hair style
• Students will be given a second written warning, communicated to parents/guardians determining that students change clothing or hair style

Further disciplinary action, including expulsion, will be considered by the DP Coordinator if the student refuses to conform to school regulations.