Culture 1.1: The school implements and reviews an access and/or admissions policy that clearly describes the conditions for participation in the school’s programme(s). (0301-01-0100)

Expectation(s)

The access and/or admission policy describes the conditions for participation in the programme.
The policy includes evidence of a review process such as the date of the most recent review.

Culture 2.1: The school implements and reviews an inclusion policy that meets IB guidelines. (0301-02-0100)
Culture 2.2: The school identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance. (0301-02-0200)
Culture 2.3: The school describes in its inclusion policy the rights and responsibilities of all members of the school community and clearly states the school’s vision for implementing inclusive programmes. (0301-02-0300)

Expectation(s)

The inclusion policy:
- identifies all legal requirements
- outlines the structure and process it uses to comply with legal requirements
- describes the rights and responsibilities of all members of the school community
- clearly states the school’s vision for implementing inclusive IB programmes
- includes evidence of a review process such as the date of the most recent review.

Culture 3.1: The school implements and reviews an academic integrity policy that makes the school’s philosophy clear and is aligned with IB guidelines. (0301-03-0100)
Culture 3.2: The school clearly describes in its academic integrity policy the rights and responsibilities of all members of the school community, what constitutes good practice and misconduct, and the actions that are to be taken if there are transgressions. (0301-03-0200)
Culture 3.3: The school articulates responsibilities for teaching a variety of practices related to academic integrity, and reflects its five fundamentals: honesty, trust, fairness, respect and responsibility. (0301-03-0300)

Expectation(s)

The academic integrity policy:
- makes the school’s philosophy clear
- describes the rights and responsibilities of the school community
- articulates responsibilities for teaching a variety of practices related to academic integrity and reflects its five fundamentals—honesty, trust, fairness, respect and responsibility
- clearly states what is good practice, what is misconduct and what actions are to be taken if there are transgressions
- includes evidence of a review process such as the date of the most recent review.

Culture 4.1: The school implements and reviews a language policy that is aligned with IB language policy guidelines. (0301-04-0100)
Culture 4.2: The school describes in its language policy the way that the school recognizes multilingualism as a fact, a right and a resource for learning. (0301-04-0200)
Culture 4.3: The school identifies in its language policy a variety of physical and virtual resources used to facilitate language development. (0301-04-0300)
Culture 4.4: The school clearly describes in its language policy the rights and responsibilities of all members of the school community and what constitutes good practice within the school context. (0301-04-0400)

Expectation(s)

The language policy:
- recognizes that all teachers are, in practice, language teachers with responsibilities in facilitating communication
- outlines how students are to learn at least one language in addition to their home/personal language(s)
- describes how the development and maintenance of the home/personal language(s) for all learners is to be supported
- ensures that there are practices in place to provide inclusion and equity of access to the IB programme(s) offered by the school for all learners, including those who are learning in a language other than their home/personal language(s)
- ensures support for multilingualism, which is required to support multiliteracies
- describes how the language(s) of the wider community are respected and promoted
- considers what resources and practices are to be used to involve parents in planning their children’s language profile and development
- considers the particular sociocultural circumstances of the school
- includes evidence of a review process such as the date of the most recent review.

Culture 5.1: The school implements and reviews an assessment policy that makes the school’s philosophy clear and is aligned with the IB philosophy concerning learning and assessment. (0301-05-0100)
Culture 5.2: The school identifies in its assessment policy all necessary local and IB requirements, and outlines how the school is adhering to these requirements. (0301-05-0200)
Culture 5.3: The school describes in its assessment policy the rights and responsibilities of all members of the school community and clearly states what constitutes good assessment practice. (0301-05-0300)
Culture 5.5: The school describes in its assessment policy the value of assessment for continuous learning and growth. (0301-05-0500)
Approaches to assessment 3.1: The school administrates assessment in accordance with IB rules, regulations, and/or relevant programme documentation. (0404-03-0100)
MYP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines. (0404-03-0121)
DP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines. (0404-03-0131)
CP 1: Teachers standardize their assessment of student work to ensure reliable results in accordance with IB guidelines. (0404-03-0141)

Expectation(s)

The assessment policy:
- clearly states the school’s philosophy of assessment that supports student learning
- is aligned with the IB philosophy concerning learning and assessment
- describes the rights and responsibilities of all members of the school community
- states what constitutes effective assessment practice
- includes evidence of a review process such as the date of the most recent review.
For MYP, DP and CP
- Details of common practices for recording and reporting student achievement.
- Implementation of formative and summative assessment consistent with IB expectations.
- Details of common practices for using the programme assessment criteria and determining achievement levels.
- For schools with local/state/national requirements, an explanation of the relationship of IB assessment principles and practices with required systems for grading and reporting.
For DP and CP, the policy must additionally include:
- internal moderation/quality checks to ensure that internally marked coursework is at the standard defined by the IB and that students get a true reflection of the marks they will receive
- practices for internal standardizing of assessment.