Scenario for discussion:

At this IB International School, the leadership team is reviewing its admissions policy for the IB Diploma Programme (DP) to ensure it aligns with the IB’s principles of open access and inclusivity. The school strives to offer every student the opportunity to pursue the full IB Diploma, but recent feedback has highlighted areas where the policy may need greater clarity and inclusivity.

Currently, admissions criteria for the DP, particularly for the full Diploma, include minimum grade requirements and teacher recommendations. Some teachers and parents have raised concerns that these criteria might limit access for students who show strong motivation but may need additional support or preparation. Additionally, students whose first language is not the language of instruction or those requiring special educational support have indicated that they feel discouraged from pursuing certain pathways within the DP. Teachers and counselors are also divided on how best to guide students who might benefit more from taking individual IB courses rather than attempting the full Diploma.

Parents and students have expressed confusion about the admissions process, as information on pathways, expectations, and alternative support options has not been consistently communicated. Questions have also arisen regarding access to Higher Level and Standard Level courses in subjects like Sciences and Humanities, as well as guidance on navigating challenging courses like Mathematics and Language B. Some stakeholders have suggested that the admissions policy could better address these challenges by offering preparatory pathways and more guidance on subject choices, particularly for students aiming for the full Diploma. Additionally, the school has competing programmes, leading to further questions about how students are guided in choosing the most appropriate path for their aspirations.

Provocative questions for reflection:

1. How can the admissions policy ensure that access to the IB DP is open and inclusive for all students, regardless of background or prior academic preparation?
2. What adjustments to admissions criteria and support structures could help more students pursue the full Diploma or courses of their choice?
3. How can the school communicate clearer pathways and resources for students, including those with special educational needs or language support requirements, to help them navigate the DP successfully?
4. In what ways might competing programmes affect students’ choices, and how can the admissions process facilitate informed, student-centered decision-making?

This scenario invites educators to consider ways to strengthen the admissions policy, ensuring that every student has a clear, supported pathway to participation in the IB DP.

Scenario for discussion:

At IB International School, the leadership team is working to align its practices with the IB Inclusion Policy. This policy asserts that “inclusion is a process that increases access and engagement for all learners,” emphasizing that if a school admits a student into the IB programme, it is responsible for meeting that student’s needs. The admissions team has recently accepted several students with diverse learning needs, including some who require specialized support that teachers feel they are not fully equipped to provide.

Teachers express various concerns. Some worry they lack the specific training or resources to effectively support students with learning differences, and they feel stretched by the increased workload. Others find it challenging to balance individualized support with the programme’s academic rigour. Meanwhile, some staff question whether the school’s current resources and staffing are sufficient to meet the IB’s inclusive standards, especially with the growing diversity of learner variability in each classroom.

Provocative questions for reflection:

1. How can the school support teachers in developing the skills and resources needed for inclusive practices?
2. What role should the admissions team play in ensuring that the school has the capacity to meet the needs of every admitted student?
3. How can teachers and the school work together to balance the principles of inclusion with the demands of the IB curriculum?

This scenario encourages teachers to explore the practicalities of inclusion within the IB framework and to consider what further support may be needed to ensure every student can thrive in the programme.

Scenario for discussion:

At this IB International School, the IB Language Policy is being revisited to support the school's diverse student body. Reflecting IB's philosophy that "each teacher is a language teacher," the policy emphasizes that language is both a right and a resource, advocating for translanguaging—encouraging students to use their full linguistic repertoire, including their home languages, to support learning across subjects.

In practice, however, some challenges have emerged. Teachers in subjects like mathematics and sciences feel uncertain about how to integrate translanguaging effectively without compromising academic language expectations. Others worry that allowing multiple languages in the classroom might disrupt focus on the school’s primary language of instruction. They also voice concerns about balancing language inclusivity with the need to prepare students for assessments primarily conducted in one language.

Provocative questions for reflection:

1. How can teachers support students' full linguistic resources while maintaining academic standards?
2. What support do teachers need to feel confident in implementing translanguaging practices in their subjects?
3. How can the school’s language policy balance inclusivity with the demands of assessment in a single language?

This scenario invites educators to explore how the language policy can serve as both an inclusive framework and a practical resource for all teachers.

Scenario for discussion:

At this IB International School, the IB Assessment Policy is being revisited to foster a more positive, growth-focused perspective on assessment among students, parents, and teachers. Although the IB encourages assessment as a tool for learning, misunderstandings about the roles of formative and summative assessment are common. Teachers sometimes report confusion over the purpose of formative assessments, and students and parents frequently express anxiety around any form of assessment, viewing it solely as a measure of achievement rather than a tool for progress.

Parents, coming from diverse educational backgrounds, often hold traditional views on assessment that reflect their own experiences in school, where assessment was solely a high-stakes, summative judgment. As a result, some parents express frustration or concern over formative assessments, perceiving them as “pre-tests” rather than opportunities for feedback and growth. Students, too, share this anxiety, often viewing both formative and summative assessments as final judgments of their abilities, which can lead to stress and fear of making mistakes.

Teachers are eager to emphasize that formative assessment is intended to support learning by identifying areas for improvement, while summative assessment serves as a culmination of learning. However, there is still a need for clear communication and supportive practices to ensure that assessments are perceived as tools for development rather than simply evaluative measures. Furthermore, the school wants to create a culture where parents, students, and teachers understand and appreciate the role of assessment in guiding students toward their potential.

Provocative questions for reflection:

1. How can the school clearly communicate the distinctions and purposes of formative and summative assessments to students, parents, and teachers?
2. What strategies can teachers use to help students and parents see assessment as an opportunity for growth rather than judgment?
3. How can the school’s assessment policy encourage a healthy, open dialogue with parents from diverse educational backgrounds to foster positive attitudes toward assessment?
4. In what ways can the policy support teachers in reducing assessment-related anxiety and promoting a growth mindset in students?

This scenario invites educators to reflect on how the assessment policy can support a more inclusive, positive, and growth-oriented approach to assessment, benefiting the entire school community.

Scenario for discussion:

At this IB School, the academic integrity policy is under review to ensure that it aligns with the IB’s principles, emphasizing that academic integrity is more than simply avoiding cheating—it’s about fostering a principled mindset rooted in honesty, responsibility, and respect for knowledge. As the school seeks to nurture the IB Learner Profile, particularly the attribute of being principled, it aims to help students understand that academic integrity is foundational to learning and personal growth.

Recently, however, new challenges have arisen with the increasing accessibility of AI tools. Students, parents, and even some teachers are uncertain about the ethical boundaries around AI in education. While the IB has provided guidance that encourages the responsible use of AI as a learning tool, some students have used AI in ways that compromise original thinking, such as generating complete assignments. Teachers are concerned about maintaining academic integrity in an age where AI can produce high-quality responses almost instantly.

Parents, meanwhile, are divided; some view AI as a valuable resource, while others worry that it undermines genuine learning. Students, too, have mixed feelings, with some seeing AI as a helpful aid and others feeling pressured to use it to keep up with peers. In light of this, the school aims to foster an understanding of academic integrity that incorporates the responsible and principled use of AI, helping students see it as a tool to support learning rather than replace original work.

Provocative questions for reflection:

1. How can the school help students view academic integrity as part of their personal development rather than simply a set of rules to follow?
2. What practices can the school adopt to clarify the ethical use of AI and ensure it aligns with the IB’s values and goals for principled learning?
3. How can teachers, parents, and students work together to foster a culture where integrity and responsible use of AI are seen as essential to growth and learning?
4. In what ways can the academic integrity policy reinforce the IB Learner Profile, especially the attribute of being principled, in a way that resonates with students?

This scenario invites teachers and staff to consider how the school’s academic integrity policy can build a principled community that values authentic learning and ethical use of technology in line with the IB’s standards.