Statement of Intent
“Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work.” (Academic Integrity, IBO, 2019)
This policy outlines the principles of academic integrity which should be followed by all members of the FIS community. It aligns academic integrity at the FIS with the FIS Guiding Statements, the philosophy and principles of the IPC and the IB, and research-informed best practice. In particular, this policy aligns with the IPC Personal Goal ‘Ethical’ and the IB Learner Profile attribute ‘Principled’, as well as the ATL ‘Research’ and the CIS Code of Ethics.
As a school, we celebrate collaboration and inquiry as ways of community learning and this policy is by no means meant to discourage faculty and students from engaging in collaborative or inquiry-/researched-based learning activities because of the danger of students committing academic misconduct. Rather, the policy intends to clarify community responsibilities to support students to demonstrate academic integrity at all times, in whichever kind of learning activity they engage in.
Aim of Policy
The aim of this policy is to:
- ensure a school culture that actively encourages academic integrity
- outline roles, rights and responsibilities of students, parents, teachers and the school
- outline age-appropriate expectations of students, as well as measures taken to provide education and support
- outline procedures for the reporting, recording and monitoring of academic misconduct
- outline consequences of academic misconduct
- ensure fairness, trust and credibility
- ensure students embody the values set out in the FIS mission, vision, international-mindedness and high-quality learning statements, as well as the IB Learner Profile ‘Principles’ and the IPC Personal Goal ‘Ethical’, as well as the CIS Code of Ethics.
Application of Policy
This policy applies to all members of the FIS community, especially students, staff and parents. This policy needs to be accessible to all community members. There are no known restrictions, exclusions or special conditions to this policy.
Related Policies, Procedures, Forms, Guidelines, and Other Resources
This policy has been developed in alignment with the school’s Guiding Statements, and with the standards and practices both of the taught programmes of the IB and IPC, and of the CIS and NEASC accreditation agencies. This policy is in alignment with the following FIS documents:
- FIS Assessment Policy
- FIS Handbook
- FIS Responsible Behavior Guide for Secondary School
- FIS Responsible Behavior Guide for Primary School
- IB Complaints Procedure
- FIS Conflict Resolution Procedure
“Academic Integrity”, IBO, 2019
“MYP From Principles into Practice”, IBO, 2021
“Academic honesty in the IB educational context”, IBO, 2016
The FIS Academic Honesty Policy 2015 was drawn with 100% applicability from Copenhagen International School’s Academic Honesty Policy: the IB Diploma Programme.” This policy is an updated version of the 2015 policy, and has been updated in Semester 2, 21-22. A faculty policy committee was formed, consisting of the Head of Academic Affairs, Assistant Heads of Section, and Librarians. Further input was provided by teachers and leadership members, parents, and students via questionnaires and feedback on policy drafts.
Policy approved: July 2022 by SLT
Effective: August 2022
Supersedes: Academic Honesty Policy 2015
Review date: August 2025
Review cycle: 3 years
This policy will be published on the FIS Intranet and on the FIS Website so that all staff, students and parents may access it.
academic integrity, academic honesty, misconduct, plagiarism, collusion
The following definitions are taken from the IB’s Academic Integrity Policy (IBO, 2019).
“Academic integrity is a guiding principle in education and a choice to act in a responsible way whereby others can have trust in us as individuals. It is the foundation for ethical decision-making and behaviour in the production of legitimate, authentic and honest scholarly work.”
“The IB defines school maladministration as an action by an IB World School or an individual associated with an IB World School that infringes IB rules and regulations, and potentially threatens the integrity of IB examinations and assessments. It can happen before, during or after the completion of an assessment component or completion of an examination.”
Student academic misconduct
“The IB defines student academic misconduct as deliberate or inadvertent behavior that has the potential to result in the student, or anyone else, gaining an unfair advantage in one or more components of assessment.
Behavior that may disadvantage another student is also regarded as academic misconduct. It also includes any act that potentially threatens the integrity of IB examinations and assessments that happens before, during or after the completion of the assessment or examination, paper-based or on-screen.”
The following definitions are taken from the IB’s MYP From Principles into Practice (IB0, 2021).
“Supporting academic misconduct by another student, as in allowing one’s work to be copied or submitted for assessment by another”
“The representation, intentionally or unwittingly, of the ideas, words or work of another person without proper, clear and explicit acknowledgment”
Collaboration v Collusion
“In both conceptual and practical terms, students may not understand the difference between collaboration and collusion, and therefore require guidance. Collaboration may be loosely defined as working together on a common aim with shared information, which is an open and cooperative behavior that does not result in allowing one’s work to be copied or submitted for assessment by another. Collusion occurs when a student uses fellow learners as an unattributed source.”
All members of the FIS community are expected to understand and uphold the principles of academic integrity according to this policy.
1.1 Student Responsibilities
It is the responsibility of every student to:
- understand the importance of academic integrity.
- understand what demonstrating academic integrity looks like, appropriate to their age.
- ensure all work they produce is their own authentic work.
- fully acknowledge the ideas and words of others, according to age-appropriate expectations.
- understand the difference between collaboration and collusion and that it is unacceptable to present work arrived at through a process of collusion:
- do not take ideas or concepts from others and present them as their own.
- do not put other students in a difficult situation by asking to copy their work.
- do not allow others to copy their work.
- check that they understand the instructions for a task and seek help from the teacher when unsure.
- acknowledge academic challenges and discuss them openly to find solutions.
- accept correction or constructive criticism, recognizing that it helps them to learn.
- accept responsibility for their own actions and words.
1.2 Teacher Responsibilities
It is the responsibility of every teacher to:
- Be role models in academic integrity for students.
- Understand and uphold principles of academic integrity
- Answer questions truthfully and be willing to admit mistakes
- Explicitly and implicitly model best practice research skills including organization, planning and scheduling deadlines.
- Know the age-appropriate expectations for acknowledging the ideas and words of others, and keep abreast of any developments in these expectations (see Section 3).
- Provide the conditions for students to demonstrate academic integrity:
- Establish clear, explicit academic guidelines and standards in the classroom and apply them consistently
- Communicate clearly what academic misconduct is and make students aware of the consequences.
- Give students clear guidance to avoid academic misconduct.
- Explicitly teach the age-appropriate expectations for acknowledging the ideas and words of others, and provide students with the opportunity to practice, including providing feedback
- Encourage students to take responsibility for their own work
- Adhere to the FIS Assessment Policy, including:
- Apply assessment criteria consistently and fairly
- Provide opportunities for all students to demonstrate academic success
- Design assessment tasks which are not open to academic misconduct:
- Ensure that assessment tasks are appropriate for all students, including students with additional learning needs and students who are not yet proficient in the language of instruction, and that sufficient scaffolding is provided
- Confirm that, as far as they know, every accepted piece of work from a student is authentic, including all assessment tasks.
- If appropriate, use software to encourage academic integrity from students.
- Provide opportunities for students to evidence how they demonstrated academic integrity in a piece of work.
- Ensure a central record of instances of student academic misconduct are kept, per section requirements.
1.3 School Responsibilities
It is the responsibility of the school, including school leadership, to:
- Role model the application of academic integrity
- Promote good practice and foster a school environment that motivates the school community to act with integrity.
- Promote an understanding of what academic integrity means and provide guidance and resources for implementation to the school community.
- Ensure that the academic integrity policy is consistently implemented across the school.
1.4 Parent/Carer Responsibilities
It is the responsibility of all parents and carers to:
- Understand the importance of academic integrity.
- Understand what demonstrating academic integrity looks like, appropriate to their child(ren)’s age.
- Understand the school’s policies and procedures regarding academic integrity and use this to support their child(ren).
- Encourage and support their child(ren) to demonstrate academic integrity at all times, via the list of responsibilities above.
- Provide a suitable learning environment at home in order to support their child(ren) to demonstrate academic integrity at all times (e.g. Provide enough time and space for students to complete their work independently; monitor any external tuition the student has access to to ensure it complies with academic integrity principles).
Examples of acceptable/unacceptable practices
|Discussing a topic with your child||Dictating answers to your child|
|Listening to and helping your child talk through their thinking||Producing work for your child|
|Helping your child with spelling||Correcting your child's work and presenting it as their own work|
|Encouraging academic integrity from your child||Condoning or tuning a blind eye to a tutor's academic misconduct|
|Encouraging a private tutor to support your child||Condoning or turning a blind eye to a tutor's academic misconduct|
2. Measures to be taken to provide education and support
In order to support the implementation of this policy, the following measures will be taken to provide education and support:
- Academic integrity will be promoted throughout the school community, for example during specific focus weeks and/or in conjunction with IB Learner Profile / ATL events.
- Professional learning will be provided for teachers in order to support the ongoing implementation of the academic integrity policy, including as part of the new teacher induction.
- Librarians have prepared resources to support the school community in the implementation of this policy.
- Librarians are available to:
- Support teachers and students in identifying good practices regarding academic integrity to promote excellent research skills.
- Help students obtain reliable information from various sources.
- Collaborate with teachers to identify original work as well as identify plagiarized material and its sources
- Work with teachers to identify research projects and summative assessment tasks that will require students to demonstrate research skills and academic integrity.
- Support classes to explicitly teach the school academic integrity expectations in an authentic context.
- Teachers will explicitly teach their students the principles of academic integrity (see 1.2).
- New students, including those who arrive at the FIS mid-year, will be given guidance on academic integrity and age-appropriate expectations on acknowledging the ideas and words of others as part of their induction and/or with the Librarian.
- Parents will be offered the opportunity to ask questions about academic integrity at parent information nights/workshops.
- Parents of students new to the FIS will be provided with information about the school’s academic integrity policy and offered the opportunity to ask questions.
- Coordinators and counselors are available to discuss appropriate and suitable learning environments with parents.
3. Cases of student academic misconduct
3.1 Reporting, recording and monitoring
Records will be kept of all cases of (suspected) academic misconduct. In the Primary School, the classroom teacher will keep a record of instances in their class, which are available to the Primary leadership team. In more serious instances which are dealt with outside of the classroom, the relevant Assistant Head of Primary will keep a record of all serious instances of academic misconduct in the Primary School. In the Secondary School, all cases need to be recorded centrally via the SchoolBase Daybook. This ensures that all relevant staff members have access to the information. DayBook entries will be reviewed regularly by the Assistant Head of Secondary / MYP / DP who will inform the Librarian and subject teachers in case of students who need support with citing and referencing.
3.2 Student rights, if suspected of academic misconduct
Conversations with students suspected of academic misconduct should be framed in a way that supports the student to reflect on their actions, learn from the situation and consider academic integrity moving forward. In more serious instances, students will be able to have a parent, peer or teacher present in discussions regarding suspected academic misconduct.
3.3 Consequences of student academic misconduct
As an IB school, we are bound by the expectations of the IB Programme Standards and Practices when determining consequences for students who have committed academic misconduct.
Should a student wish to appeal an action taken against them in case they are suspected of student academic misconduct, they should contact the relevant Assistant Head of Secondary, who will conduct an investigation around the incident involving stakeholders as appropriate. Formal complaints will follow the IB Complaints Procedure/FIS Conflict Resolution Procedure.
3.3.1 Primary School
Mistakes in the Primary school are a learning opportunity where more appropriate strategies can be modeled and discussed in a way that is supportive of the student. In all cases, the teacher will talk to the student about academic integrity and help them to correct their mistake.
More serious academic misconduct, such as repeated instances of plagiarism or intentionally taking credit for someone else’s work, will be dealt with on a case-by-case basis, with possible consequences involving:
- Meeting with the student
- Informing parents/carers
- Meeting with parents/carers
- Meeting with Assistant Head of Primary
- Re-doing a piece of work under supervision
3.3.2 Secondary School
Although mistakes in the Secondary school are also a learning opportunity where more appropriate strategies can be modeled and discussed in a way that is supportive of the student, as students progress through the school it is expected that they develop the skills to be able to consistently demonstrate academic integrity, with appropriate consequences being applied for students who do not, in line with the Secondary School Responsible Behavior Guide. In all cases, the teacher will talk to the student about academic integrity and help them to correct their mistake, and/or require them to write a reflection about what they have done and how they will avoid this in the future.
Consequences for Secondary School students will depend on whether a student has any previous record of committing academic misconduct:
- Within the current academic year (Grades 6-8).
- Within the current and previous academic years (Grades 9-12).
Consequences for student academic misconduct include, depending on the level of seriousness:
- Meeting with the student
- Informing parents/carers
- Re-doing a piece of work under supervision
- Not receiving feedback on a piece of work
- Not having the chance to resubmit a piece of work
- Meeting with parents/carers
- Meeting with Assistant Head of Secondary / DP / MYP
- Meeting with Head of Secondary
- Suspension from school
- In case of academic misconduct on a piece of work that is externally assessed or moderated, not being able to receive a grade in that subject and as a result not being able to obtain the MYP certificate or IB Diploma.
Consequences must be in line with IB Penalty Matrices. (p.28, ‘Academic Integrity, IBO 2019) For Reference: ‘Good practice for investigating academic misconduct’. (p.19, Academic Integrity, IBO 2019) The school cannot upload external assessment or coursework to the IB where there is any suspicion of academic misconduct.
18.104.22.168 Procedure and consequences for Secondary School student academic misconduct
When deciding on an action, teachers should first refer to DayBook for any previous records of academic misconduct.
In all instances, in addition to the listed actions, the teacher counsels and reviews strategies with the student, and may require them to produce a reflection on their actions.
The below table does not apply to externally-assessed MYP or DP exams. Consequences for student academic misconduct within these exams will be applied based on IB requirements.
|Grades 6-8||Grades 9-12||Who to inform via DayBook||Consequence||Other actions|
|First instance within that academic year||N/A||Advisor||Student has to re-submit their work (under supervision/a new task where appropriate).||Advisor talks to student.|
|Second instance within that academic year||First instance within that and the previous academic year.||Advisor|
|Student has to re-submit their work (under supervision/a new task where appropriate).||As in previous instances, plus:|
|Third instance within that academic year||Second instance within that and the previous academic year.||Advisor|
|Student loses chance to re-submit the task.||As in previous instances, plus:|
|Fourth instance within that academic year||Third instance within that and the previous academic year.||Advisor|
|Parent meeting with A/HoSec.|
Official warning from A/HoSec.
Student loses chance to re-submit the task.
|As in previous instances|
|Subsequent instances within that academic year||Subsequence instances within that and the previous academic year||Advisor|
|Determined on a case-by-case basis by AHoSec/HoSec, may involve consequences listed in Section 3.3.2.||As in previous instances, plus:
Head of School will be informed if necessary.
Appendix 1: Primary School specific guidance
Specifically in the Primary school, students:
- Begin to understand they need to give credit to others.
- Begin to understand the difference between sharing ideas and being inspired by others. through collaboration, and inappropriate use of others’ work.
- Develop their understanding of the underlying concepts such as why credit is given to another author’s work etc.
- Learn to summarize and put things into their own words.
- Learn to create references, citations, footnotes, endnotes and bibliographies.
- Use the IB Learner Profile and ATLs to guide self-reflection.
- Learn to collaborate in a group.
- Are able to make mistakes while learning about academic integrity, while developing the understandings about collaboration v collusion, plagiarism and acknowledging the work of others.
This is achieved through teacher modeling and a scaffolded approach.
Expectations for acknowledging the ideas and words of others
Teachers will explicitly teach the age-appropriate expectations for acknowledging the ideas and words of others, the first time they expect students to do this, and remind them each time thereafter. In Grade 5 Library lessons, students will be introduced to NoodleTools as an introduction to MLA referencing.
|EY5/Grade 1||Point to or verbalize where they got their information; Circle which book they used or use a stamp indicating their source|
|Grade 2||Write the title|
|Grade 3||Write the title and author|
|Grade 4||Write the title, author, and page or URL|
|Grade 5||Begin to use NoodleTools to cite sources|
Scenarios and/or FAQs
|Taking credit||An EY3 student takes credit for building another student’s block tower. The teacher speaks privately to the student, explaining how this action made the other student feel sad. Then the teacher suggests the student could help their friend feel better, by saying: “I like the tower you made.”|
|Group work||Grade 3 students are working together in small groups. At the end of the activity, when all students have signed their names to the final product, a student tells the classroom teacher that one student did not participate during the activity. The teacher speaks with the child to determine which parts (if any) they have contributed to the project, explaining that they cannot sign their name and take credit for the project unless they helped. The teacher explains the seriousness of this action and asks the student to verbalize what they have learned from this mistake.|
|Test situation||During a Grade 5 assessment, the classroom teacher notices mid-test that two students’ answers are identical, and observes their behavior. It becomes clear that one student is allowing the other to copy their work. The teacher privately speaks to the two students together, explaining that it is wrong to copy, and also wrong to knowingly help another student to be dishonest. The teacher explains the seriousness of these actions and potential future consequences. The students are asked to retake the assessment and parents are informed.|
|Teacher modeling||While conducting a “See, Think, Wonder” activity in class, the classroom teacher notices that they haven’t cited the source of the image. The teacher acknowledges the mistake and models how to give credit to the source.|
Appendix 2: Secondary School specific guidance
All Secondary students:
- Take responsibility to turn in original work with properly acknowledged sources.
- When in collaborative work, reflect regarding each individual’s responsibility and contribution, while respecting and citing others’ work.
- Review / proof-read their own work before turning it in to ensure that all ideas have been documented and all sources cited.
- Develop and demonstrate self-management skills to be able to meet all school deadlines (internal and external), in order to be able to manage their schoolwork in a way that demonstrates academic integrity.
- Understand all formal and mock examination regulations and all submission protocols related to the development, authentication and submission of coursework to FIS teachers.
Additional points specific to the MYP/DP:
- Students understand and obey the rules relating to proper conduct of external examinations (IB Diploma/Middle Years Programme)
- Students understand and apply IB DP/MYP subject specific guidance related to the difference between collusion and collaboration for externally assessed work
- All IB DP/MYP candidates understand all formal and mock examination regulations and all submission protocols related to the development, authentication and submission of coursework to FIS teachers, external examiners and moderators
- IB DP students sign an over-arching Academic Integrity agreement; EE Student Undertaking form, consent for school upload of work to IBIS and can choose not to consent to share their authentic work including exam scripts and IA coursework for teaching and learning purposes.
Expectations for acknowledging the ideas and words of others
In addition to the below expectations, IB Internal and External Assessments including oral recordings, exhibitions and exams, follow subject specific requirements as directed in IB subject guides.
During the preparation process for a summative assessment, students should keep a full record (according to the below expectations) of sources in MLA format, ideally set up a NoodleTools project.
In general classwork – students should use URLs or container and title to acknowledge sources. When paraphrasing, students may use a URL, but direct quotations should always be properly cited (according to grade-level expectations). In informal presentations it is good practice to include full citations. URLs and verbal references are also encouraged to plan each assignment so that is their genuine work and clearly identify any contributions made by others by citing sources in alignment with current MLA citation and referencing standards.
In Grades 6-8, each subject teacher will explicitly teach students how to use NoodleTools for MLA referencing the first time they require students to cite sources, and remind them each time thereafter. Librarians can support this e.g. with co-planning/co-teaching/resources. (see Section 4)
In Grades 9-10, subject teachers will continue to reinforce academic integrity expectations, including explicitly teaching students how to use NoodleTools for MLA referencing, where necessary. (see Section 4)
|6||- Students have experience using NoodleTools for generating citations.
- Works Cited list should be included at the end of any summative assessment
- “Direct quotations” should include the author’s name in-text.
- Pictures should include URL as citation.
- For work that will be seen outside the school walls, multimedia (images, video and audio files) require permission for reuse.
|7||In addition to the previous year,
- Students have experience using NoodleTools for note taking.
- Works cited list should be in correct current MLA style
- Direct quotations should have current MLA in-text citations
|8||In addition to the previous year,
- Introduction of in-text citation for ALL referenced information.
- Documents must follow current MLA formatting guidelines.
- Multimedia captions should be in current MLA style
|9-10||In addition to the previous year, with increased independence, of specific text types to subject areas.
Increasingly consistent use of disciplinary conventions such as graph labeling, mapping conventions and correct scientific notation.
|11-12||In addition to the previous year, with increased independence, of specific text types to subject areas.
Increasingly consistent use of disciplinary conventions such as graph labeling, mapping conventions and correct scientific notation.
Additional expectations for DP Core:
- Both Checkpoint draft and Feedback drafts must include in-text citations and a complete Works Cited
- The Feedback draft and Final version will be put through Turnitin
- Follow guidelines on the selection of appropriate supervisors of and venues for assessable activities
Exhibition Commentary and Essay both include a Works Cited and/or in-text citations where relevant/necessary.
Examples of Acceptable Student Work
|Grade||Works Cited Entries||Notes|
Author: Clare Evans
Title: Prince, the only influence a musician will ever need
|List doesn’t need to be in MLA style, but should include Author, Title, Container, Year and URL.|
Evans, Clare L. "Prince, the Only Influence a Musician Will Ever Need." Wired, Conde Nast, 22 Apr. 2016, www.wired.com/2016/04/prince-the-ultimate-influence-for-musicians/, accessed 10 Jul. 2022
|List must be in current MLA style.
Encourage students to use NoodleTools for accuracy
|6||“Nobody will ever be as good as Prince” (Evans).||Direct quotations include author’s name.|
|7||“It's harder still to overestimate the kaleidoscopic, staggering influence of a unicorn like Prince” (Evans).||Citations in current MLA style, with page numbers if appropriate
|8||Many musicians consider Prince a major influence (Evans).||All information should be cited in-text.
This skill is introduced and practiced in grade 8, but we are not expecting mastery.
|Image captions and acceptable use|
|This includes work on posters, powerpoint presentations, videos etc.
Teachers should model this with any classroom displays, posters, handouts etc.
Fig. 1. David Corio, and Michael Ochs. Prince posing. Wired, Conde Nast,
|Multimedia captions for summative assessments should be in current MLA style.|
(correct citation for G7+)
Prince at Coachella.jpg is licensed under cc-by-sa-2.0
|Work which will be viewed outside of the school walls should be licensed for reuse.
This includes images, video, and audio files.
Scenarios and/or FAQs: from Academic honesty in the IB educational context
|Independent work||As part of a science project, an MYP student has been asked to
conduct a series of lab tests but found his results to be inconsistent.
He has decided to copy data from his friend, who conducted the
same experiment, under the same conditions, and whose observations
more clearly confirmed his hypothesis.
Before the students submit their projects, the teacher discusses
the importance of reporting data accurately. Achievement in the task
depends on thoughtful analysis, not consistent results across trials
or experiments. Copying, creating or manipulating data won’t help
students attain a higher achievement level. Scientific thinking relies on the honesty of researchers who design and carry out experiments, and the data they generate. (Academic honesty in the IB Educational Context)
|Oral presentation||An MYP student is organizing a presentation for language and
literature, which will not be in her best language. The work will
be filmed and uploaded to the school’s private video channel.
Her presentation is on Astérix et Cléopâtre and she would like to use
extracts of the film and book in her presentation. She wonders whether
she needs to ask for copyright permission. Copyright law is complex
and is often nationally-based. In most cases, copyright infringement
occurs when intellectual property is used to make a profit by someone
who is not its creator. The school’s video platform is not available to
the public, and the project will not be used for commercial gain. If the
student documents the film and book appropriately, it is unlikely that
any permissions are needed.
The teacher uses this example as a way to discuss piracy, responsible
use and alternative royalty free print and multimedia resources (including creative commons licensing). (Academic honesty in the IB Educational Context)
|Extended essay||A DP student is writing his English A extended essay. He has a scheduled
meeting with his supervisor on Monday, where he is meant to
submit a draft. Having missed his last meeting because he was off school ill, he is behind schedule and submits a draft consisting mainly of quotes hastily chosen from internet sites. The supervisor reminds the DP
student of the importance of formulating his own ideas on the
topic and a plan for the essay before consulting other sources. Without
this preparation, the extended essay risks being simply a collection of
other people’s ideas on the topic, which increases the temptation for
the student to pass off others’ ideas as his own. (Academic honesty in the IB Educational Context)
|Independent work||A DP student is completing her ITGS internal assessment. The task requires her to conduct an interview with a client and to submit a written record of it. When she begins writing her analysis, she realizes that she forgot to ask some questions that would have been helpful. She is tempted to fabricate some responses to these questions, as she feels it would make her analysis and solution stronger, and help her achieve a better mark.
As the deadline for submitting internal assessments approaches, the teacher initiates discussion with the class on the importance of reporting data accurately, and stresses that each student will be required to sign a coversheet confirming the authenticity of the work. The student realizes that fabricating her client’s responses could have far-reaching consequences as a case of academic misconduct. (Academic honesty in the IB Educational Context)