Aust-Lofoten Upper Secondary School mission statement
Our students shall:
- Experience well-being and safety at school
- Experience a positive school environment free from harassment and offensive behaviour
- Experience the feeling of belonging
- Be strengthened academically and socially
- Experience that a good social environment is everybody’s responsibility, both the students and the employees at school.
Aust-Lofoten Upper Secondary School pedagogical platform is based on our slogan:
Take the leap – create your future with us!
At our school, students should experience being motivated, engaged and included.
Aust-Lofoten Upper Secondary School has a diverse body of students, and there are situations where students have special needs that the school must adapt to, this to give all students the possibility for the best results possible.
Aust-Lofoten Upper Secondary School has a diverse body of students, we therefore find it important to give a varied educational offer focusing on creating a good learning environment.
All IB students will be regularly assessed within each subject according to the IB criteria and regularly informed of their progress in each subject. The assessment is both formal and summative, following the IB criteria, and formative, focusing on the academic development of each student. This will be done through a wide range of measures and actions:
The Internal Calendar: An Internal Calendar for each school year will be produced by the DP coordinator and teachers, it will show deadlines such as for end of term evaluations, examinations, internal assessments, mock examinations, externally assessed work/examinations.
Term Plans – Written Curriculums: Each subject teacher produces a term plan showing time dedicated each topic, tests and lab reports. Subject teachers also produce a more detailed plan which students may suggest alterations to.
Methods of Teaching: Different methods such as presentations, dialogues, role-play, discussions, formal writings and more will be used. Students and teachers will discuss the choice of methods.
Self-Assessment: There is much learning in self-assessment. The students will be involved in assessment throughout the DP. In doing so they will be more aware of the assessment criteria of the IB. Through dialogues teachers and students will discuss and agree upon a common understanding on what needs to be focused on in each subject.
Peer Assessment: Students evaluate each other’s work, commenting on positive aspects and giving suggestions to areas of improvement. There is much learning in doing so, such as better understanding of the subject, the topic, criteria and more.
Formal and Summative Assessment: Students will be graded using IB grades from 1-7. The IB criteria, students’ own goals, challenges and how to overcome them, methods to ensure academic progress and more will be discussed in conversations between students and each subject teacher at least once every term.
Parents are informed about the IB Diploma assessment procedures and criteria’s when students start the IB programme. Assessment grades and comments on assessment are made available to all students through our learning management system (LMS), currently we use Itslearning. Students are given estimated summative grades based on progress every term via our online tool Visma InSchool, an online tool custom to Norwegian privacy law.
Coordinator, counsellor and tutor: The DP coordinator, in collaboration with the counsellor and class tutor, study term grades and arrange advisory meetings with students. Particularly this is meant for students that may not fulfil realistic goals or with students who have special educational needs.
Teaching and learning response: Through questionnaires in Itslearning, both anonym and non-anonym, students evaluate different aspects of the learning situation in each subject. Results from these evaluations is discussed in class with each subject teacher. In addition, surveys held at national level focus on the overall school satisfaction and school results providing the school and educational authorities with statistics used for school improvement.
This policy is subject to revision on a yearly basis.
Revised 29.01.2024