Academics

IB DP curriculum – 11th and 12th grades

The exclusive International Baccalaureate (IB) diploma is recognized worldwide for the emphasis on students’ personal development and success in fostering creative, curious, and committed learners who are ready for world-class higher education. For more information on IB programs see www.ibo.org

The Boyar International curriculum fully subscribes to the rigorous IB requirements, demanding excellence, creativity, and motivation from our community of learners. The language of study is English, and graduates will receive an international diploma, accepted and respected by institutions of higher education world-wide.

Please view the International Baccalaureate Diploma Program Curriculum here:
https://www.ibo.org/programmes/diploma-programme/curriculum

The international diploma curriculum is comprised of 6 core subject groups and the core courses.

At Boyar International we are scheduled to offer the following courses in 2022-23 for the DP1 year for 11th graders.

Group 1 – Studies in Language and Literature

English A, Language and Literature, Standard / Higher Level

Hebrew A, Language and Literature, Standard / Higher Level

Russian A, Language and Literature, Standard / Higher Level

Language A, Independent Study in Language and Literature, mother tongue, Standard / High Level

Group 2 – Language Acquisition

English B, Standard / Higher Level

Spanish A/B, Standard Level

Group 3 – Individuals and Societies

History, Standard Level

Global Politics, Standard / Higher Level

Philosophy, Standard / Higher Level

Group 4 – Sciences

Biology, Standard / Higher level

Chemistry, Standard / Higher level

Physics, Higher Level

Group 5 – Mathematics

Math Applications and Interpretations (AI), Standard Level

Math Analysis and Approaches (AA), Standard Level

Math Analysis and Approaches (AA), Higher Level

Group 6 – The Arts

Visual Arts, Standard / Higher Level

Core

Theory of Knowledge (TOK)

Extended Essay (EE)  

Creativity, Activity, Service (CAS)

Each student will take 3-4 courses at the higher level, and the rest at the standard level. Students will take courses from all 6 groups and will complete all 3 of the core components of the curriculum. New students will meet with an academic counselor prior to enrollment for consultation on choosing courses.

IB Preparatory Year curriculum – 10th Grade

Some students choose to begin their international studies in the 10th grade preparatory program. This dual-language program provides the opportunity to study in both English and Hebrew.

Who chooses the 10th grade preparatory year?

  • Students seeking to improve their English language skills in preparation for the IB DP

    With 21 hours a week of classes taught entirely in English, students will engage with class discussions, group projects, reading material and research in English.

  • Students seeking to improve their confidence and fluency in spoken Hebrew

    With 15 hours a week of classes taught in Hebrew, including sports and a rich social life together with native Israelis, students have ample opportunity to improve Hebrew language proficiency and conversational skills.

  • Students still deciding if the IB DP is right for them

    Some of our Israeli students are still deciding between the Israeli National diploma curriculum and the International Baccalaureate diploma program. Courses have been carefully divided between Hebrew and English to allow these students to keep both options open through the 10th grade year and be prepared for either opportunity once 11th grade starts.

With the 10th grade preparatory year in place, international students have the opportunity to come for one year to explore Israel and the IB program. Some students will choose to stay for 2 more years to complete the IB DP in Israel and others may find themselves exploring both IB and other diploma options in Israel, their home countries, or around the world.

In addition to courses offered on site at Boyar international, online courses are available to IB diploma program students through the Pamoja online learning platform. These courses are approved by the IB organization and are an excellent resource for students wanting extra flexibility in schedule, content and learning style.

The Pamoja online learning page: https://pamojaeducation.com/ib-diploma

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For more information on how to shape your future, please contact our Director of Outreach and Admissions, Kate Nachman, at: kate.na@kidum-edu.org.il

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Code of Conduct (Continue)

Rules of conduct and safety:

-Students will stay updated regularly regarding changes and announcements which will be published by the school via electronic tools such as email, Managebac, whatsapp, etc.

-Violence of any kind is strictly forbidden. This includes verbal or physical violence, including during games, off or online, etc. Cases of violence will be taken extremely seriously and dealt with severely. Any student experiencing or witnessing violence is invited to immediately report it to any teacher or other professional.

Dress Code:

Students must ensure a clean, orderly appearance and appropriate attire that respects the school framework. Due to the unique character of our school, we have slightly modified our dress code compared to Boyar High School.

– No shirts which expose the stomach or the back

– No shirts with necks that are excessively low-cut

– No offensive slogans or images

– Avoid torn shirts

Boyar school shirts (solid color t-shirts with the official school symbol of either Boyar High School or Boyar International) should be worn to all school ceremonies as well as any events or classes that we have in common with Boyar.

Campus and Classroom Rules:

  • Cellular phones are sometimes a useful learning tool and sometimes an unhealthy distraction. The unauthorized use/misuse of cellular devices during class is prohibited.
  • Bathrooms are to be used only for their intended purpose and it is expected students will keep all bathrooms clean and in good condition for the benefit of all.
  • Smoking in and around school grounds, and during any school activity on or off school grounds is strictly prohibited.
  • The school gate will be locked during the school day in accordance with the safety and security policy. Students needing to leave school grounds before 13:00 must have permission from a parent or guardian, and a teacher to receive an exit slip to exit school grounds.
  • All students share responsibility for the preservation of school property. Great emphasis is placed on maintaining the cleanliness and integrity of every part of the educational campus. Damages to school property will be charged to students and their families. Media and other classroom equipment is not for private use.
  • Students should tidy their classrooms and work spaces before and after every class. Lessons will not be conducted in dirty or messy classrooms.
  • Sitting or surfing railings on balconies or staircases, climbing the gazebo or other structure, sitting on a glass or other roof, playing ball and/or running in the hallways (or other non-designated sports areas) are dangerous and are forbidden.
  • Students are responsible for their own personal items including laptops.
  • The teacher’s room is intended for teachers and their work. Students may not enter uninvited.
  • Student performance including attendance, tardiness, grades, behavior and feedback are reported by teachers through the ManageBac system. Students and families can access this system to stay updated and track student performance.

Laptop Use Policy

*The computer is an essential part of your school supplies. Arrive with your computer fully charged every day.

*The computer is your personal property. Take good care of it!

*Use of computers during class is according to the instruction of the teacher.

Examination Conduct

Please review the Academic Honesty Policy for expectations regarding conduct surrounding all assignments and assessments.

The school educates towards integrity and fairness in all aspects of school life, including exams.

Attendance on Assessment days is mandatory.

In extenuating circumstances where an absence on an Assessment day cannot be avoided, an application for exemption must be made directly to the Head of School and in some cases to the IB world organization.

External Exams/Assessments are subject to the guidelines and regulations of the IB world organization. These rules will be communicated to all students and families several months in advance of the External Assessment.

Attendance policy:

We believe that the responsibility for attendance, participation, and therefore success ultimately lies with the student. Students may take up to 20% absences (for any reason) for each/any subject. These absences may not include assessment periods and other class projects that will defined in advance. Students must carefully consider any absence and decide with full knowledge of the academic and personal consequences. Exceeding 20% absences will negatively impact School Based Assessment as reflected in the reports at the end of each semester. Evidence shows that exceeding 20% absence will also impact internal and external assessment grades and will therefore be reflected in predicted grades for DP students. Students with excess absences will be summoned to a meeting to discuss improvement in attendance. Students that miss over 30% of a certain class may not be eligible to attend the assessment periods for that class.

  • All absences must be reported to the homeroom teacher.
  • Absence is entirely the responsibility of the student. It is the student’s responsibility to both ascertain what they missed, and to complete any missed material, or make up any assignments or assessments that are eligible for make-up.
  • A student who must leave partway through a lesson must notify the teacher in advance, no later than the beginning of the lesson.

Attendance and Grades: World Wide IB statistics suggest that attendance of 90% or higher is required to achieve a 7 in any given subject. Therefore, only students maintaining a 90% or higher attendance rate will be eligible to receive a 7 for a semester, yearly, or predicted grade. Those students maintaining an attendance record above 80% but below 90% will be eligible to receive a 6 for school-based and predicted grades. All students with attendance records below 80% will be eligible to receive the highest possible grade of 5. Those students with an attendance record below 70% may not be eligible to be examined in a particular subject. Attendance above 70% in the PDP year is required to join DP1 the following year.

Extenuating circumstances will be evaluated on a case-by-case basis.

Lateness:

Lateness is disruptive to the individual and the group. Every student should be sure to arrive on time.

Lateness will be recorded in ManageBac. 3 instances of lateness (up to 5 minutes) will equal one absence on the attendance record.

Students later than 5 minutes will be recorded as absent.

Disruptions:

A student asked to leave class by a teacher for disruptiveness will return after 5 minutes. If asked to leave twice in the same class, it will be recorded as an absence. Absence due to disruption will be recorded in Managebac and will influence assessment in the areas of social and academic functioning.

Participation in all school sponsored social activities is mandatory. Any student who knows in advance that they will miss an activity must speak with their homeroom teacher and request approval to be absent.

Semester, Yearly and Predicted Grade weighting averages (may vary slightly by course and level)

  • School based assessments such as quizzes, tests, papers, and projects (60%)
  • Exams, IAs and Mocks (20%)
  • Attendance, Participation, Engagement (20%)

IB Diploma Grade Weighting Averages (may vary slightly by course and level)

  • IA (30%)
  • EA (70%)

The Code of Conduct will be reviewed regularly by a committee of interested Boyar International Community Members.

Principles of Academic Honesty

  • A clear, consistent, and just policy is transparent and communicated to students and parents on an ongoing basis. Accidental infractions are learning opportunities and the policy is designed to help students grow, succeed, and achieve.
  • All work produced by students is authentic and represents the student’s individual and original ideas, and accurately and appropriately acknowledges the work of others.
  • Students understand and obey the rules relating to proper conduct of examinations.
  • Students understand the difference between collaboration and collusion, and that it is unacceptable to present work produced through a process of collusion.
  • Students understand that academic honesty applies to all methods of assessment, including, but not limited to, the following:
  • In-class and take-home assignments
  • All homework
  • Quizzes, tests, and exams
  • All written and oral work
  • Lab work and write-ups
  • CAS activities, reflection, and documentation
  • EE and TOK essays
  • All IB internal and external assessments

The principles of academic honesty are communicated within the school community in various ways.

  • The Boyar International policy is posted along with the IB academic honesty policy on the school’s website and families are encouraged to familiarize themselves with these and other related policies.
  • The Boyar International code of conduct is communicated to the students and posted in prominent areas of the school.
  • The policy is reviewed in a discussion with students and parents in September of both Junior and Senior years.
  • Faculty are trained on both school and IB policies of academic honesty.
  • Teachers emphasize the positive value of academic integrity in all forms of assessment and encourage students to carefully check their work for possible unintended infractions. To this end teachers and extended essay supervisors reinforce academic best practices and provide examples of conventions for acknowledging sources.
  • Students and families are informed that plagiarism software may be employed in instances where academic malpractice is suspected.


Academic Honesty – Malpractice
Malpractice includes:

  • Plagiarism: The presentation of the ideas or work of another person as if it is the candidate’s own.
  • Collusion: Supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another.
  • Duplication of Work: The presentation of the same work for different assessment components and/or diploma requirements.
  • Unfair Advantage: Any other behavior that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying a CAS record).

IBO regulations clearly state the responsibilities of each IB student:

“The candidate (student) is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged. Candidates are expected to comply with all internal school deadlines; this is for their own benefit and may allow time for revising work that is of doubtful authorship before the submission of the final version.” Academic Honesty (2011)


Academic Honesty Violations
An academic honesty committee is assembled to address any suspicion of academic malpractice. The student will have the opportunity to address any concerns and clarify any possible misunderstandings and correct course as needed. Incidents that are determined to be academic malpractice on any school-based or IB assessment will be addressed according to the principles of the “Yellow Card, Red Card” system: a first violation results in a warning and a second violation results in permanent dismissal from the school.

An incident of malpractice on any IB internal assessment once a warning has been issued, is addressed in the following manner:

  • The IB coordinator informs the school administration that a student is suspected of malpractice.
  • The IB coordinator reports the incident to the IB information desk for investigation.
  • The IB coordinator and school administrator investigate, including an interview with the student and parent/guardian.
  • The IB coordinator completes a report that includes: a statement from the teacher for the subject area concerned, CAS coordinator, or extended essay supervisor; a statement from the IB coordinator; a statement from the candidate (student); a summary of an interview with the student regarding the alleged malpractice.
  • The student is subject to a penalty that will be determined by IB upon receipt of all relevant materials. If a student is found guilty of malpractice:
  1. No grade will be awarded in the subject concerned.
  2. No diploma will be awarded to the candidate.

An incident of malpractice or misconduct during an IB exam is addressed in the following manner:

  • The IB coordinator informs the school administration and the student’s parent/guardian.
  • The IB coordinator reports the incident to the IB information desk at the International Baccalaureate Curriculum and Assessment Center.

Resources
International Baccalaureate Organization (July 2011), Academic Honesty Policy, Cardiff: IBO.

International Baccalaureate Organization (September 2016), General Regulations, Geneva, Switzerland: IBO.

Note:
All IB students at Boyar International are subject to the regulations contained in the official IBO documents entitled “Academic Honesty Policy” and “General Regulations: Diploma Program.”

Acknowledged as a working document, the Boyar International Academic Honesty Policy is reviewed annually by the IB coordinator, IB teachers and school administration.

The academic honesty policies for various schools available online and those posted on the OCC site were examined, and it was concluded that, in many cases, our policy concurs with the phrasing of some of their policy components.

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Kate Nachman

Director of Outreach and Admissions MBHS International

Kate was born in New Zealand, grew up in New Hampshire, went to college in New York and then moved to a new country. After a successful 9 years as the Artistic Director of a theatre company in Jerusalem, she started a new career in student services and education management and has worked as the Director of Admissions for Hebrew College, the Deputy Director and then Director of Young Judaea Year Course, and is now excited to be part of the team building this new international program at Mae Boyar High School in Jerusalem.

Kate is responsible for all aspects of the admissions process from strategic enrollment management planning to counseling families about the benefits, opportunities and challenges of the program, conducting and reviewing student interviews and assessments, and leading the admissions committee and the scholarship committee. Kate has a BSc in Industrial and Labor Relations from Cornell University and an MA in English Literature from Hebrew University. She lives in Jerusalem with her spouse and 3 children.

Kate.na@kidum-edu.org.il

Eden Israeli

Co-Founder and Pedagogical Leadership Liaison Director of Educational Support Services, Society for Advancement of Education, Jerusalem

Eden has over 20 years of experience treating and teaching students with learning difficulties and was a district supervisor for the Ministry of Education.

Eden is director of the “Hidden Sparks” program at SAE and serves as a coach for a number of schools. She is also responsible for establishing and operating the Niot Project, a SAE division for treating youth with learning difficulties. Her focus is cultivating the professional staff in all SAE schools and residences, so that their work with youth with learning difficulties will be more effective.

Eden holds a BA in Psychology and an MA in Special Education from the Hebrew University, and is the co-Founder and Pedagogical Leadership Liaison of the MBHS International Program at Boyar High School.

Eden@kidum-edu.org.il

Shachar Yanai

Co-founder and Head of International Program MBHS International

Shachar has devoted his entire professional career to education, both formal and informal, at the high school and post-high school levels.

He started his professional career as the Director of the Zafit Regional Boarding school and from there relocated to New York to serve as the Director of the University Student Division of the World Zionist Organization, specializing in university student outreach, leadership development, and Israel education.

Shachar also served as the Head of the “Face to Face” program at Givat Haviva, and then the Director of International Development at the College of Law and Business in Ramat Gan before joining the Hebrew University of Jerusalem as the Director of the Undergraduate Division of the Rothberg International School, where he also taught Philosophy courses at the undergraduate level.

Shachar has an MA in Philosophy (with distinguished honors) from Tel Aviv University, and a BA Degree in History and Philosophy (with distinguished honors) from Ben-Gurion University. Shachar is a certified Philosophy and History teacher with IB experience, and a freelance lecturer. He is a retired Major in the IDF and is married and father of four.

Shachar.ya@kidum-edu.org.il

Dafna Menash-Baroch

Principal, Mae Boyar High School

Ms. Dafna Menashe Baruch, Principal of Boyar High School, has 27 years of experience in teaching, and has served as principal at Boyar High School since 2008. Prior to taking her post as principal, Dafna spent nine years teaching Hebrew literature at Boyar. She holds a BA in Hebrew Literature & Education, and a teaching license from the Hebrew University, and is currently completing an MA at the Schechter Institute.

Eitan Moran

CEO - The Society for the Advancement of Education
President of the Board - MBHS International

Eitan Moran has served as the CEO of the Society for the Advancement of Education since graduating from the prestigious Mandel School for Educational Leadership in 2008. His work has been focused on management, education, and contributions to society. Eitan is a founder of the Nadav Merhav Democratic School in Modi’in which he helped establish in 1999. During his time at the SAE Eitan has been involved in advancing education in every sector of Israeli society. With MBHS International he takes that mission to the international level. He holds a BA cum laude in Sociology and Political Science from the Hebrew University of Jerusalem and an MA in Management and Public Policy from Ben Gurion University of the Negev. A life-long learner, Eitan is also a graduate of several certificate programs in Leadership, Consulting, and Change from the Tavistock Institute of Human Relations in London.