School regulations



Every community needs clear and accurate rules that its members are aware of and accept in order to function properly.
In particular, in a school community the lawfulness of a behavior should not be established on the basis of a teacher’s opinion but should be codified by accurate rules defined by the School Board. For this reason the Teachers’ Board has approved the School Regulation an integral part of which is the
Educational Agreement (Ethical Practice) that everybody must respect.

Art. 1 – Schedule and Classes

School opens at 7.30 am. The first bell rings at 7.55 am. Classes begin at 8 am. The weekly schedule is given directly to the students. The schedule varies according to the subjects chosen by each student with mandatory curricular classes in the afternoon.
Any request for a waiver of daily time entry and exit at the end of the class, only for transportation reasons, must be presented to the Dean’s office and justified.

The first break is from 9.40 am to 9.50 am, the second break is from 11.35 am to 11.45 am.

Classes for additional support, catch-up and extra-curricular activities are held in the afternoon usually from 2/2.20 pm to 3.40/4 pm. Attendance at refresher courses organized by the school is compulsory, unless a written exemption is provided by the family.

Art. 2 – Observance of the schedule

Late entries and/or early exits are not permitted unless a written authorization is provided on Managebac. In case of entry between 8 and 8.05 am a late message will appear on Managebac.
Delays over 5 minutes must be justified by a family member and will count as one hour of absence.
Arrivals later than 8.05 which have not been previously justified by a family member will result in the student not being admitted to classes for the whole day (morning and afternoon). The school will contact the family to decide whether the student will remain at school in the Resource Center or will be allowed to return home. In both cases the student will be marked absent.
Deferred entries after 8.50 am must be justified with proper documentation. There is no 5 minutes tolerance on periods after other than the 1st.
In the event of repeated delays by a student, the school coordinator, will call his/her family. The repeated disregard of the time schedule by a student may adversely affect his/her school performance and results.

Art. 3 – Absences

Absences are recorded by teachers on the electronic register on a daily basis, published on Managebac and communicated to parents by email.
In case of absence that lasts more than 3 consecutive days, families will be contacted by phone by the school office.
It is necessary for parents to give the school office their office phone number and their mobile phone number on which they wish to receive communications from the school.
If the absence of a student extends beyond five consecutive days, upon his/her return to school, the student will have to produce a medical certificate issued by a doctor who stating his/her condition is compatible with readmission to classes.
Excessively frequent and unexplained absences have a negative impact on the final evaluation.
The school coordinator will report to families when a student exceeds 10 hours of absence per subject.
Language exchange programs to foreign countries, study visits, school trips are considered part of the didactic activity and therefore they do not count as absences.

Art. 4 – Rules of conduct

Smoking is strictly prohibited in all school areas. As provided for by the new legislation the school has drawn up an appropriate regulation.

All students are required to behave politely towards their classmates, the staff and faculty members of the school.

Everybody is required to wear appropriate clothing in the place of study and work.

Students who possess a mobile phone or a smart-phone are required to turn it off during school hours. If this rule is not fully respected, the phone will be collected and returned only to a family member by the Head.
The school bans the use of ICT equipment to browse websites which are not relevant to the scholastic activity and thus such sites are made inaccessible on the school premises. It is furthermore prohibited to use ICT equipment present in the classrooms (PC, smart-board, smart-board pen) without a  teacher’s supervision.

During class-time, it is prohibited to leave the school area even temporarily. Leaving the class during school hours is not generally allowed. It can be permitted only in exceptional cases, a student at a time, and at the discretion of the teacher. In the short break in between classes, students cannot leave their classroom. At the end of the breaks students must return to their class without arbitrarily extending their duration.

The class will be held liable for any costs incurred upon due to damage to the ICT equipment, electronic devices or furniture present in the classroom.
Students should avoid disturbing the work of teachers and classmates as much as possible.

When the class leaves the classroom to go to workshops and/or to the gym, students are requested not to leave valuable possessions or things that can be removed in the classroom: the school cannot be held responsible for these items.
At the end of the school day students will leave the classroom clean and tidy and make sure they do not damage people or property within the school area.

Posters, flyers, invitations, etc. have to be authorized by the Dean before being posted in the classroom or on bulletin boards.
If students use devices for unauthorized publications and in any way damaging the image and dignity of their schoolmates and of the school staff and faculty, they will be reported to the competent authorities.

Disciplinary sanctions for disrespect of the rules of conduct Students’ disciplinary misconduct will result in the application of the following sanctions depending on its gravity:

  • verbal reprimand by the teacher for minor transgressions;
  • written note on the diary and, at the teacher’s discretion, annotation of the violation on the class register;
  • temporary dismissal from class. This penalty must be annotated on the class register and on the student’s personal diary;
  • temporary dismissal from school in case of serious misconduct, such as an excessive number of disciplinary warnings on the class register, repeated violation of the smoking prohibition, use of mobile phones during lessons, repeated exits from the classroom without permission,  falsification of marks or registers, etc., and any other misconduct even if not specifically described;
  • expulsion of a student from the school community can be decided upon if criminal offenses are committed and personal safety is at risk. In this case, the duration of the dismissal is proportionate to the seriousness of the offense or the risk of danger (Article 9 “Statute of female students and male students”);
  • application of the legally binding provisions for the disrespect of the smoking ban and the use of devices for unauthorized publications that can be injurious to the image and dignity of the schoolmates and school staff and faculty.

The Class Council chaired by the Head is the body entitled to deliberate the dismissal of a student from the school.

Art. 5 – Safety regulation


Students are required to respect the terms of use of the equipment provided in laboratories and/or classrooms.

Everybody is required to immediately report to the staff any deficiencies of the devices, of the protection and safety facilities, and any dangerous conditions of which they have acquired knowledge.

During the evacuation tests, students and teachers must strictly follow the rules indicated in the classrooms and the instructions of the person in charge of fire emergencies.

Emergency staircases must not be used for reasons not concerning emergency situations.

Art. 6 – Communications and school-parents relations

All information about school activities is published on the school website: . Parents may access the restricted area Managebac to view their children’s absences and assessments in each subject with the password provided by the school. Formal communications from the school are published on the website in the restricted area known as “school bulletin board”.

The school invites families for interviews and meetings with teachers three times a year: at the end of each trimester. Students are invited to participate to the those meetings. The communication of the dates and times of these meetings is forwarded to the family via SMS and posted on the school website.

In order to offer greater flexibility and openness to dialogue with families, the school does not have fixed hours for receiving the parents. Individual appointments can be set with the administrative secretary.

Art. 7 –Educational Agreement (Ethical Practice)

As per article 3 of DPR 235/2007, the Educational Agreement (Ethical Practice) attached is an integral part of this Regulation.


The purpose of this document is to explain the workings of the Vittoria International School assessment system so as to ensure the best understanding for all stakeholders, teachers, students and families alike.

Underlying principles

VIS recognizes that teaching, learning and assessment are interdependent and that the range of formative assessment strategies and tools adopted by a school has to take into consideration students’ different learning styles and needs.

Clear communication of assessment principles and practices is essential for students’ academic and personal growth as well as for the successful implementation of the program.

Feedback to students on their performance is a key step and should be delivered and accepted in a constructive manner, pointing out strengths and proposing strategies to make up for weaknesses which might have emerged.

Accurate recording of assessment results and systematic reporting to stakeholders are elements which ensure progress can be traced and provide data for meaningful analysis both internally and externally.


As provided for by the University of Cambridge International Examinations and IB guidelines, assessment is criterion-based and relies on the “best-fit” model of the achievement descriptors. This principle applies to both formative and summative assessment.

The purpose of assessment is to build a clear picture of the student’s strengths and weaknesses as well as assess his preparation towards the final result he/she wishes to attain.

Assessment is also key to determine and guide the effectiveness of teaching and the suitability of the written curriculum for both single subjects and the curriculum offered as a whole.

Assessment methods

The Coordinator and the subject teachers provide students with the information (grade descriptors, assessment criteria) necessary to fully understand the assessment requirements. The grade descriptors and criteria used are those indicated by the University of Cambridge International Examinations and IB.

Formative assessment

Students’ performance is assessed throughout the two years in different ways to account for different learning styles and needs. The purpose of formative assessment is to help teachers identify students’ strengths and weaknesses and foster the development of the skills necessary to succeed in the subject.

This takes place in a variety of ways depending on the subject and the specific topics, including but not limited to: multiple choice tests, short-essay questions, essay writing, short-answer tests, open-question papers, oral tests, oral presentations etc.

Homework and class-work and participation are also essential elements of formative assessments and count towards the grade students obtain in their progress report cards.

Marks are recorded on the online class register as well as communicated to the students. Teachers devote class time to give feedback on the test results. Parents can consult marks online through the password-protected website Scuolanet.

Summative assessment

Students’ level of achievement against the University of Cambridge International Examinations IGCSE or IBDP objectives is determined at two specific intervals over the two-year course of studies prior to the official examination session. The purpose of these intermediate summative assessment sessions is to check the level students have reached on papers similar to the final examination ones.

Students face the first summative assessment at the end of Year 1 when they are required to take final tests in all subjects. These final tests are identical to formal examination papers but limited to the syllabus covered over Year 1. All tests are marked against the official IGCSE and IBDP subject/paper markscheme.

The second summative assessment takes place in February Year 2 and consists of mock examinations which are held upon completion of the syllabus in all subjects. Students are given a complete past paper for each subject and are assessed against the official IGCSE and IBDP subject/paper markscheme.

No exceptions or special arrangements will be made regarding formative or summative assessment which have not or would not be allowed for by the University of Cambridge International Examinations or IBO.

Grading system

University of Cambridge International Examinations / IGCSE

IGCSE marks are given as a percentage (%) and in letters:

A* = 90 – 100%
A = 80 – 89%
B = 70 – 79%
C = 60 – 69%
D = 50 – 59%
E = 40 – 49%
F = 30 – 39%
G = 20 – 29%

IB Diploma Program

The IBDP adopts a marking scheme out of 7 and letters A to E for Theory of Knowledge and CAS (on progress repost cards).

Grade 7 = Excellent performance

Demonstrates: conceptual awareness, insight, and knowledge and understanding which are evident in the skills of critical thinking; a high level of ability to provide answers which are fully developed, structured in a logical and coherent manner and illustrated with appropriate examples; a precise use of terminology which is specific to the subject; familiarity with the literature of the subject; the ability to analyze and evaluate evidence and to synthesize knowledge and concepts; awareness of alternative points of view and subjective and ideological biases, and the ability to come to reasonable, albeit tentative, conclusions; consistent evidence of critical reflective thinking; a high level of proficiency in analyzing and evaluating data or problem solving.

Grade 6 = Very good performance

Demonstrates: detailed knowledge and understanding; answers which are coherent, logically structured and well developed; consistent use of appropriate terminology; an ability to analyze, evaluate and synthesize knowledge and concepts; knowledge of relevant research, theories and issues, and awareness of different perspectives and contexts from which these have been developed; consistent evidence of critical thinking; an ability to analyze and evaluate data or to solve problems competently.

Grade 5 = Good performance

Demonstrates: a sound knowledge and understanding of the subject using subject-specific terminology; answers which are logically structured and coherent but not fully developed; an ability to provide competent answers with some attempt to integrate knowledge and concepts; a tendency to be more descriptive than evaluative although some ability is demonstrated to present and develop contrasting points of view; some evidence of critical thinking; an ability to analyze and evaluate data or to solve problems.

Grade 4 = Satisfactory performance

Demonstrates: a secure knowledge and understanding of the subject going beyond the mere citing of isolated, fragmentary, irrelevant or ‘common sense’ points; some ability to structure answers but with insufficient clarity and possibly some repetition; an ability to express knowledge and understanding in terminology specific to the subject; some understanding of the way facts or ideas may be related and embodied in principles and concepts; some ability to develop ideas and substantiate assertions; use of knowledge and understanding which is more descriptive than analytical; some ability to compensate for gaps in knowledge and understanding through rudimentary application or evaluation of that knowledge; an ability to interpret data or to solve problems and some ability to engage in analysis and evaluation.

Grade 3 = Mediocre performance

Demonstrates: some knowledge and understanding of the subject; a basic sense of structure that is not sustained throughout the answers; a basic use of terminology appropriate to the subject; some ability to establish links between facts or ideas; some ability to comprehend data or to solve problems.

Grade 2 = Poor performance

Demonstrates: a limited knowledge and understanding of the subject; some sense of structure in the answers; a limited use of terminology appropriate to the subject; a limited ability to establish links between facts or ideas; a basic ability to comprehend data or to solve problems.

Grade 1 = Very poor performance

Demonstrates: very limited knowledge and understanding of the subject; almost no organizational structure in the answers; inappropriate or inadequate use of terminology; a limited ability to comprehend data or to solve problems.

Students not writing in their first language

For assessments in many subjects, it is important to remember that some students will not be using their first language. Teachers are not marking for grammatical accuracy; what is important is that students present their thinking as clearly as possible. All teachers should aid English B students by highlighting and improving language errors, where applicable.


VIS bases its internal Academic Honesty Policy on the guidelines provided for by the University of Cambridge International Examinations and the IBO in the attached document entitled “Academic Honesty Guidance”.
The School has produced a further integrated document entitled “Educational Agreement” which is  revised on a yearly basis and specifies rights and duties for all stakeholders.
Teachers, students and families are invited to carefully read through both documents and refer to them in case of doubt. Subject teachers and the Coordinator are available for further assistance on any issue that might arise. All stakeholders on the ICE and IBDP are expected to comply with the Academic Honesty Guidelines and with the Educational Agreement.

Academic honesty mainly regards issues relating to plagiarism, collusion and malpractice and regards all stakeholders.

Plagiarism is intended as using other people’s work without duly citing the legitimate author.
Students are introduced to the importance of avoiding plagiarism from the beginning of their course of studies at VIS by both the Coordinator and the subject teachers.
A referencing workshop is organized at the beginning of the IBDP Year2 to provide students with the necessary technical basis for commonly accepted referencing practices.
The school is not currently equipped with a plagiarism detection software, but teachers check for plagiarism in case of suspicious work and run random checks for plagiarism when material is handed in.

Collusion is intended as a candidate using the work of another candidate as his/her own. This can occur either for Coursework/Internal Assessment components or during tests and official examinations. Teachers encourage students to collaborate with each other, but the work each candidate hands in must then be the candidate’s personal work only. The issue of collusion is addressed by the Coordinator and subject teachers in several instances throughout the two years.
Appropriate internal measures are taken in case collusion is detected in class tests. Measures laid out by the University of Cambridge International Examinations and the IBO are adopted during official examinations and for examination components.
Malpractice mainly refers to disrespect of IGCSE / IB procedures and responsibilities by the Coordinator, teachers or students.

Collusion and plagiarism fall within the malpractice sphere. IB material explaining the responsibilities of teachers and students is handed out to candidates for the Extended Essay, TOK and CAS. Should a candidate, teacher or the coordinator be suspected of malpractice the school will follow the University of Cambridge International Examinations / IBO guidelines in dealing with the case. Candidates are informed that a malpractice charge might lead to the certificate / diploma not being awarded.



Although Vittoria International School operates in Italy, classes are taught in English. Most of our students are Italians and some are foreigners living in Italy. Therefore, most students mother tongue is Italian.
VIS is characterized by its unique combination of an international program enriched by a strong Italian language and cultural base which provide a final diploma recognized in Italy and abroad. Many of our teachers have worked and studied both in the Italian system and in other international institutions. Some of our teachers are mother tongue English, or their first language is the one they teach, such as French and Spanish.

Language philosophy

VIS’s pedagogical team firmly believes that to learn a language you must use it. We encourage teachers, students and staff to use English as their language of  communication in all circumstances.
Students are surrounded by their native language when they are out of school, when they are at VIS they are surrounded by English.
VIS has a long history of excellence in foreign languages and we feel that the knowledge of at least three languages is a fundamental tool for the  development of internationally open-minded students.
We encourage students study a third language.
On the Cambridge ICE program, students are offered either English as a Second Language or English as a First Language (available for foreign students if a minimum number is reached). Students can also choose either one or two foreign languages, French and/or Spanish.
On the IBDP, VIS has a linguistic track where students take a total of three languages, at either Standard Level (SL) or Higher Level (HL). One first language (A1) and two acquired languages (B) usually all at HL. The A1 will be Italian or English; English, when language B must be at HL, Italian either ab initio, SL or HL, and Spanish SL/HL or French SL/HL.

Language Policy

The school’s working language is English; therefore a minimum level of the language is required for enrollment.
The school though wishes to give students who are not fluent in the language the opportunity to join the program if they meet minimum requirements and demonstrate strong motivation in learning. For this reason the minimum requirement for enrollment are as follows:

  • on Cambridge ICE: a high A2 level of the European framework/KET with Merit/ or passing mark on the school’s placement test.
  • on the IBDP: a high B1 level of the European framework/PET with Merit/IGCSE English Second Language grade C or equivalent / or passing mark on the school’s placement test.

Students meeting only the minimum entry requirements for English are obliged to follow additional English classes aimed at reaching a full B1 level / PET by the end ICE Year 1 and a full B2 level / FCE by the end of IBDP Year 1.
Students who meet entry requirements are nonetheless offered the opportunity to further improve their level by taking the subsequent Cambridge ESOL language certifications, FCE, CAE and CPE.

The study of the other foreign languages is encouraged with the additional objective and opportunity of achieving officially recognized language certifications: DELE A2, B1 and B2 for Spanish and DELF A2, B1 and B2 for French.
Preparation takes place both during class time and as additional hours for specific exam preparation.

Teachers are required to have an appropriate level of English, intended as a full B2 or upper intermediate level. The school offers professional language training for teachers who wish or need to improve or consolidate their level.
The school encourages non-English mother tongue teachers to teach subjects other than their own language as this is seen as a way to promote cultural exchanges which are enriching and beneficial for the students.


From 2nd ICE to 1st IB

Passage from the Cambridge ICE program to the IB Diploma Program is not an automatic process.

2nd ICE students are required a minimum result of Pass with Merit (minimum of 5 Cs) to pass unconditionally to 1st IB.
Should students not meet the minimum requirement and obtain a Pass result only, the School will consider each situation individually and decide, in the student’s best interest, whether to admit the student in 1st IB on Academic Probation or to recommend the student repeat 2ndICE.

Being admitted to 1st IB on Academic Probation means that the student does not possess an adequate preparation for the course, but the School wishes to offer him/her the opportunity to attempt the 1st IB course.
Should the student’s performance not align with the average class level at the end of the first term the student will be advised on alternative tracks.
In exceptional cases, at the school’s discretion, the evaluation period may be extended to the second term.

Parents and students who are admitted on Academic Probation are asked to sign a form acknowledging the understanding of the process and accepting to change track if advised to do so.


One of VIS’s main objectives is to ensure school is a positive and enriching experience for all students, even for those requiring special attention due to different kinds of disabilities.

The School strictly respects University of Cambridge International Examinations and the IBO guidelines and indications regarding special need students.

Students with disabilities are encouraged to enroll in our programs as long as their disability is compatible with the requirements of the course itself. The Coordinator will be addressing any disability issues with the family of the prospective student prior to enrolment to verify that there are the conditions for the learning experience to be beneficial for the student.

The Coordinator informs subject teachers of any disabilities affecting their students and meetings are arranged with the families and any specialists following the student to better understand the situation. No allowances can be made to special needs students other than those provided for by the University of Cambridge International Examinations and the IBO.

For further informations see IBO Diploma Programme Special Assessment Needs


What is Managebac?

Managebac is the leading learning platform for IB World Schools, and it supports curriculum planning, assessment, attendance, reporting and communication within the school community.

Managebac, therefore, represents an integral part of the experience of all VIS stakeholders, regardless of the fact they are school administrators, teachers, students or parents.

VIS introduced Managebac in September it has become the main communication tool for all needs within the community.

What is expected from each user-group?

For a system to work successfully, stakeholders need to know what role their role is and what they can and are expected to do with it.


The administrators are the school coordinator, the school assistant, and the IT support person.

Administrators are responsible for:

  • setting up the platform at the beginning of each school year
  • registering students, parents, and teachers
  • creating classes,
  • uploading the school calendar and schedule,
  • assigning classes to teachers,
  • populating classes,
  • assigning the CAS coordinator,
  • setting Extended Essay deadlines.

Throughout the year, administrators are responsible for:

  • homeroom attendance,
  • generating report cards,
  • printing class lists or taking attendance directly in case of substitutions,
  • assigning EE supervisors
  • informing other stakeholders of any misuse of the system.

School administrators are also in charge of the VIS Teachers group where teachers can find the updated calendar of activities for the upcoming months and any files or communications the coordinator wishes to share.

Administrators are also in charge of training new staff and supporting all stakeholders with any problem they might encounter using Managebac. In case of need, please contact one of the administrators in person, by phone (011/889870) or by email at the following address:

Administrators help solve the problem or will redirect the user to the Managebac support team.


One of the primary aims of VIS and a central element in the IB Learner Profile is for students to become responsible for their own learning. Managebac offers a great opportunity for students to demonstrate they are taking their learning experience in their own hands. They are in fact both active and passive users of Managebac. Depending on the task, they might be able to consult but not modify the material , or they might be asked to upload or make changes to documents.

At the beginning of the school year, students are sent an email directly from the system with the login instructions. The school administrators do not have a copy of the students’ login credentials, so new ones must be generated if the original ones are lost.

New students are instructed on the basic functions of the system at the beginning of the school year and can then refer to either teachers or the school administrators for any problems they might have.

A Digital Buddy project will be launched as a CAS activity for students who are already familiar with the system and wish to help new students familiarize. Please see the CAS Coordinators for more information.

Students are expected to:

  • login on a daily basis whether they are present or absent from school
  • complete their personal details and keep them updated
  • check assignments and deadlines
  • submit work by the deadline indicated on the assignment
  • in case of absence: keep updated on what has been covered in class through the Class Activities postings under the message tab and check for homework assigned (absence will not be an accepted excusal for un-submitted homework)
  • check their grades

(for IB students only:)

  • complete their study plan and update it in case of changes approved by the IBDP Coordinator
  • complete and update the EE and TOK worksheets and Planning and Progress Forms
  • uploading all EE and TOK material and drafts on the platform
  • keep their CAS records updated


Parents play a crucial role in their children’s education. To improve the interaction between the school and parents is one of the reasons VIS has adopted Managebac. This way parents can access all the information they need about their children’s academic progress.

At the beginning of the school year, new parents are sent an email directly from the system with the login instructions. The school administrators do not have a copy of the parent’s login credentials, so new ones must be generated if the original ones are lost. One parent is uploaded for each student by default; should any family wish for more than one parent to be given access to Managebac, please contact the school, assistant.

To ensure the clearest communication between the school and families, it is essential for parents to make the correct use of Managebac and understand its use. The system does not substitute face to face communication regarding important academic situations or decisions. For these situations, the school coordinator and or teachers are always available by phone, email or in person.

New parents are shown how the system works at a meeting at the beginning of every school year, and a parent user guide is available both in English and Italian on the school website. A button is present on the homepage of the school website ( through which parents are redirected to the Managebac login page.

In case of difficulty accessing the system, please contact the school assistant or consult the parents guide.

Parents are expected to:

  • be able to access the system
  • post attendance excusals in case of delayed arrivals, early exits or absences
  • consult their children’s grades
  • read notes posted by teachers
  • access progress report cards when prompted by email at the end of each term

For 1ICE and 2ICE students, it is also advisable for parents to check the homework assigned and make sure their children are submitting the required material.


Teachers use Managebac daily in every lesson. All teachers have received training during the first year the system was implemented and are obliged to be present at any meeting that will be called during the year. The new staff is instructed on the use of Managebac.

Each teacher is sent an email by the system itself containing login information. The school administrators do not have a copy of the teachers’ login credentials, so new ones must be generated if the original ones are lost.

Teachers are responsible for:

  • completing and keeping their profile updated and adding a picture
  • maintaining their class list up to date in case students join or leave the class or the schedule changes.
  • determining assignment categories and their relative weight
  • setting grade boundaries (with reference to the ones released by either the IBO or Cambridge International Examinations)
  • taking attendance at the beginning of every lesson
  • creating the following compulsory folders under the message tab: Class Activities and Teacher-Student Communications
  • posting class activities at the end of each lesson under the appropriate tab/folder
  • posting assignments at the end of each lesson
  • posting class specific deadlines (see the Internal Deadline Schedule released at the beginning of each school year for details)
  • keeping the Grade-book up to date with appropriate grades and comments if required
  • submitting Term grades and comments by the dates specified by the school all comments should be either in English or in the language of instruction of the subject.
  • From SY 2015-2016: using the Unit Planner function (further details will be added upon implementation)
  • supporting students who have trouble uploading files or need guidance carrying out basic procedures

The Extended Essay function on Managebac is a precious tool during the development of this extensive research project. It helps keep track of the student’s progress. When teachers are acting as EE supervisors, they are responsible for using the EE tab in all its functions, and should keep the student’s progress status and progress updated using the appropriate icons.

Supervisors should prompt their candidates to complete their EE proposal worksheet, upload all material they wish the supervisor to check, keep the Planning and Progress form updated after meetings. All drafts submitted should be annotated through Managebac to keep a record of the feedback provided. All communication with the candidate regarding the EE should take place through the notes function and not by email.

Upon completion of the EE, teachers should make sure the final version is uploaded and clearly labeled as Managebac is also used as the EE archive.

All the above-mentioned actions are essential for the system to contain the information that is necessary to generate complete and up-to-date report cards.

TOK teachers are required to use the TOK tab in all its functions for all work related to the TOK essay and presentation. Teachers should prompt candidates to keep their TOK worksheet and Progress and Planning Form updated.

All drafts submitted should be annotated through Managebac to keep a record of the feedback provided. All communication with the candidate regarding the TOK essay should take place through the notes function and not by email.

Upon completion of the TOK essay, teachers should make sure the final version is uploaded and clearly labeled as Managebac is also used as the TOK essay archive.

All the above-mentioned actions are essential for the system to contain the information that is necessary to generate complete and up-to-date report cards.

CAS Coordinator: the CAS Coordinator is responsible for using the CAS Manager function in all its components encouraging students to keep their records updated and submitting reminders in case of delayed submission of reflections or supporting material.

All the above-mentioned actions are essential for the system to contain the information that is necessary to generate complete and up-to-date report cards.
For any doubts, questions or concerns regarding the use of Managebac, please do not hesitate to contact the school administration team.