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Academic Honesty Policy
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Academic Honesty at the RE Learn & Develop


It is important all students understand that the principal purpose of coming to school is to learn, and to learn how to learn, both academically and in their personal lives.  The aim of the RE Learn & Develop should be to establish a learning environment where students can learn the value and purpose of an honest approach to their work and celebrate their authentic academic achievements.

In this respect it is important that parents, staff and students recognize that any form of dishonesty is incompatible with students’ positive growth and development. Academic honesty is fundamental for a secure and effective learning environment. It is also crucial in helping the members of our community to develop into ethical and successful life-long learners. It is the duty of all teachers to promote academic honesty and support the students in learning the requirements for academic honesty, rather than focus on punitive measures designed to deter dishonest academic conduct. Whilst there will be occasions when sanctions must be imposed on a student who behaves dishonestly, we recognize that the threat of any form of penalty does not have a significant impact on the amount of academic misconduct cases.  

Academic honesty is a positive attribute that the RE Learn & Develop hopes to instill and develop in all our students so that they grow into principled, reflective, and knowledgeable communicators, inquirers and thinkers. This is in line with the RE Learn & Develop values and IB Learner Profile.

Policy Aims:

At the RE Learn & Develop, we want to ensure that:

 Academic Honesty Definition:

Academic Honesty means completing academic work in an honest and ethical manner.  To ensure this in their work, students must:

Academic Misconduct in the IB Diploma Programme

The IB Diploma Program defines misconduct as behavior that results in, or may result in, the student or any other student gaining an unfair advantage in one or more assessment components.

Misconduct includes:

Expectations for referencing works

Students are encouraged to use the MLA referencing format in all formally assessed work.  Teachers should expect this when assessments are submitted, and should provide the necessary guidance and feedback on citation both before and after an assignment is completed.

MLA 8 (Modern Language Association) style is a popular and simple method for citation that is used widely.  References to other works are cited within the text after a quote or paraphrase.  Teachers should provide clarification and guidance before setting formal assessments.

The RE Learn & Develop recommends students use to help them create citations for their work.

Responsibility of students

Students are responsible for:

Responsibility of all teachers

Teachers are responsible for:

Responsibility of Parents

Parents are responsible for:

Primary Section

Even young learners need to understand the importance of acknowledging others’ ideas and work. As teachers we are our students’ greatest role models so it is essential that we lead by example. i.e. when we use pictures from the net or show a youtube video. In doing so we should make reference to the school values, particularly respectful, ethical and independent. We need to develop the understanding that, while the sharing of ideas and work is encouraged, we need to recognise to whom the ideas and work belong. By the end of Grade 5 students are expected to record their sources and annotate their work. This is the case not only with published work/ideas, but also those of their peers. The following table outlines our expectations for students at each grade level:


Paper media

Digital media


Identify the source clearly using gestures or showing the media to an adult.



Identify the source clearly using gestures or showing the media to an adult.



Begin to record the author and title of the source.



Record the author and title.

Record the URL (weblink).


Record the author, title and publisher.  

Record the URL (weblink), and date accessed.


Record the author, title, publisher and year of publication.

Record the title of website, URL (weblink) and date accessed.

Secondary Section

By the time they enter Grade 6, RE Learn & Develop students should have a good understanding of why integrity and honesty are important in academic work.  They should recognise the importance of acknowledging the ideas, opinions and intellectual property of others, and build on the citation and referencing skills that have begun to develop in Primary.  In the Key Stage 3 years, lesson planning and schemes of work should include explicit provision for the teaching and development of research skills, including strategies for referencing and citation.

By Grade 9, students should be confident both in understanding their responsibilities in relation to academic integrity and in the skills of effective citation, referencing and research.  These should be reinforced through repeated reminders in lessons.


6 - 8

From Grade 6 onwards, students will be taught to use a citation generator such as to build works cited pages, in the MLA 8 citation style. They will be expected to build and submit works cited pages for all formally assessed work. In Grade 8, text citations using the MLA 8 system must be used in every formally assessed piece of work.  

Students are encouraged to speak with LRC staff regarding resources, citation and referencing.


Students can confidently use a citation generator such as to build cited pages for all research work, whether formally assessed or not.

Teachers will teach the use of in-text citations in the MLA 8 Style and require their use in all assignments in which citation is required (essays, written work, presentations etc). Citation will form part of the assessment rubric and mark scheme, and students will receive formative feedback on their use of the MLA 8 system.

Students are encouraged to speak with LRC staff regarding resources, citation and referencing.

IB Years

Students use the MLA 8 citation style for all work requiring references, whether formally assessed or not. They are expected (with teacher support) to use in-text citations in all assignments which require citations.

Students are encouraged to speak with LRC staff regarding resources, citation and referencing.

Monitoring and sanctions for Academic misconduct

In all cases:

  1. Teacher informs HOD; issue discussed with student.

A. Academic misconduct in classwork or homework, regardless of whether it is assessed or not

First offence

Second offence within twelve months

Further offences within twelve months

Further offences should be investigated by the Teacher and HoD and passed directly to SSLT to deal with. At this stage, sanctions may include further Saturday detentions, suspension and ultimately exclusion. This may include students who do not submit their work in time for authentication and/or deliberately prevent the RE Learn & Develop from undertaking checks for work that is externally moderated or assessed.

B. Academic misconduct for work completed under internal exam conditions

This type of academic misconduct will generally be considered cheating.

C. Academic misconduct for work that is submitted to external examining bodies

In the case of IAs or formal coursework that counts towards external exam grades, the work must be resubmitted. The school reserves the right to make the student produce work in supervised, controlled conditions to ensure we are able to authenticate the work. The honestly completed work will be submitted to the external examination body. However, the provisions laid out above in respect of Cal grades, workskills, detentions and so on will still be carried out.

Serious breaches of the academic honesty policy may be dealt with directly by the Head of Secondary and Director.  These include repeated academic misconduct, students dishonestly gaining advanced access to exam papers, students caught copying from notes or electronic devices or students colluding in an exam.

External Exams

In cases of misconduct during externally assessed exams, the school must act in accordance with the regulations of the awarding body.  This will likely require notifying the awarding body immediately, by completing the appropriate documentation, of any alleged, suspected or actual incidents of misconduct (which includes maladministration).  

Notification must be made to an awarding body whether involving a candidate (during examinations or following the authentication of controlled assessment, coursework, non-examination assessment or verification of other assessed qualifications) or misconduct or maladministration by a member of staff.

Practicals, IB Internal Assessments or formal coursework

If irregularities in coursework are discovered prior to the candidate signing the declaration of authentication (or submitted to IBIS for Grade 12 students) this should be dealt with under the procedures as outlined above.  SSLT should be informed. The only exception to this is where the awarding body’s confidential assessment material has been breached. The breach must be reported to the awarding body.

If irregularities in coursework are identified after the candidate has signed the declaration of authentication, (or submitted the work to IBIS for Grade 12 students) then a member of SSLT must submit full details of the case to the relevant awarding body immediately according to the guidance and procedures for that body.

Academic Honesty and the IB

(Adapted from “Academic honesty in the IB educational context.”  August 2014)

IB learners strive to be “principled” IB students act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

The IB Diploma Programme assessment involves a significant element of internal assessment in all subjects. This is required because of the value attached to authentic assessment, recognizing that many of the most important educational aims of the programme need to be assessed in the first instance by teachers in real learning contexts.

A consequence of this is that schools need to have established policies and practices for ensuring that work submitted is the student’s own and has been produced according to the expectations detailed in the subject guide. It is important that the school takes a proactive approach to academic honesty, as part of a school climate that is supportive of the learner profile.

The IB makes it clear that students are entitled to receive teaching and support in learning the principles of Academic Honesty as well as the necessary skills and advice to enable them to complete work in an honest way.

Works Cited

“11 Tips for Teachers to Foster Academic Honesty.” News from around the IB Community, 27 Mar. 2018,

"Academic Honesty in the IB Educational Context." International Baccalaureate Organization, Aug. 2014, Accessed 3 Feb. 2021.

“Academic Honesty and the Independent School.” Independent School Health Check, 15 Mar. 2017,

"The Diploma Programme from Principles into Practice." International Baccalaureate Organization, Apr. 2009, Accessed 3 Feb. 2021.

"Effective Citing and Referencing." International Baccalaureate Organization, Aug. 2014, Accessed 3 Feb. 2021.

"Instructions for Conducting Coursework." Joint Council for Qualifications, 1 Sept. 2020, Accessed 3 Feb. 2021.

“Plagiarism and Academic Dishonesty.” The MLA Style Center,

Contacting us

If you would like to contact us to understand more about this Policy or wish to contact us concerning any matter relating to this policy, you may send an email to or contact us using our website communication forum.

Created: 13 January 2020

Updated: 3 February 2021

Review Date: June 2024