ICEQC-ORG-2210 — International School Quality Applicability Module

This document specifies additional education-quality requirements for the complete K–12 international-school scope selected under Route IS-W of ICEQC-ORG-2200.

The certification object is the accountable education organization within its confirmed scope. This document does not authorize a curriculum or confer governmental permission, accreditation, qualification recognition or an examination result. It establishes no score, ranking, grade, star or award level.

For the purposes of this document, the terms and definitions in ICEQC-QF-1000, ICEQC-ORG-2200 and the following terms apply.

conformity (C): fulfilment of the complete applicable requirement, demonstrated by verified evidence.

nonconformity (NC): failure to fulfil an applicable requirement, established by a verified fact.

confirmed non-applicability (NA): verified absence of the expressly stated application condition, approved and recorded by ICEQC.

evidence limitation: a gap or contradiction that prevents a reliable conclusion about fulfilment or applicability. An evidence limitation is unresolved evidence, rather than a conformity conclusion.

The certification object remains the education organization and the exact whole-school scope confirmed under ICEQC-ORG-2000 and Route IS-W of ICEQC-ORG-2200.

This Module is required for each K–12 scope component confirmed as a whole international school under Route IS-W.

It shall not be selected for a bounded international section or programme within a wider school.

The applicable education-organization Foundation requirements, ICEQC-ORG-2000, ICEQC-ORG-2010, ICEQC-ORG-2110, ICEQC-ORG-2200 and every applicable ICEQC-QF-1000 requirement continue to apply in the controlling editions identified in clause 2 and ICEQC-ORG-2200, Annex G.

This Module adds the international-school-specific requirements and does not replace or reduce inherited obligations.

Annex E identifies the principal source requirements specialized by this Module. A mapped clause shall be assessed as the international-school application of the cited source requirement. The source conclusion and the additional Module conclusion shall both be established, while evidence may be shared where it remains sufficient and traceable.

ICEQC does not prescribe, authorize, approve or rank a substantive curriculum, national education model, language, belief, doctrine, qualification or examination system.

Assessment addresses the organization's control and implementation of its declared whole-school international education provision.

This Module does not grant or replace governmental permission, school accreditation, programme authorization, examination-centre status, qualification recognition, credit equivalence or authority to use a third-party name or mark.

This Module creates no score, rank, grade, star, tier, award or comparative position.

Every applicable profile in Annex B shall be recorded.

A profile describes the operating model and is not a separate certification or quality level.

A single controlled record may support more than one requirement where it is current, sufficient and traceable.

Duplicate documents are not required solely to mirror clause numbers.

Clauses 13 to 43 are additional assessment units. Their application and non-applicability conditions are specified in Annex A. A final conclusion shall address the complete applicable clause. An unresolved evidence limitation shall not be converted automatically into C, NC or NA.

A positive conclusion for a clause in this Module does not correct or override NC or an unresolved evidence limitation under a source requirement identified in Annex E.

The organization shall define, approve and maintain an international education model that governs the complete school scope and connects educational purpose, curriculum, teaching, assessment, learner support, personnel and public information.

The approved model shall identify the learners, sites, grades, pathways and delivery arrangements to which it applies. The school shall assign responsibility for resolving differences between that model and local practice.

School leadership shall review implementation using curriculum, assessment, learner-support and resource records from every included stage. A change to the model shall include an assessment of its effect on learners already enrolled and the arrangements for their completion.

The organization shall define observable learner outcomes arising from its international education purpose and shall map them to planned learning, learner experience and school improvement.

For each declared outcome, the school shall identify the learning opportunities through which learners can develop it and the evidence used to evaluate progress. Outcomes shall be appropriate to the learners' ages and the school's educational purpose.

Evaluation shall distinguish provision of an activity from achievement of an outcome. The school shall retain the basis for its conclusions and use identified gaps to revise teaching, support or the declared outcome. Participation in an international event alone shall not establish learning achievement.

Governance, ownership and school leadership shall define accountability for each curriculum pathway, external-status dependency, jurisdictional interface, school site, financial dependency and material shared service affecting the international school scope. They shall identify and control conflicts between educational and safeguarding responsibilities and owner, investor, brand, growth, fee or other commercial interests.

The accountability record shall distinguish decisions reserved to the governing authority, decisions delegated to school leadership and decisions controlled by an external programme owner. Delegations shall state limits, reporting duties and the person authorized to require correction.

The governing authority shall review unresolved educational and safeguarding risks, material complaints and the resources needed to meet learner commitments. A person with a commercial or personal interest in a matter shall not control its investigation or final disposition. The record shall identify the alternative authority used.

The organization shall maintain a protected escalation route to the governing authority for leaders and personnel who reasonably report interference, unmanaged conflict, serious learner risk or inability to fulfil an applicable requirement. Retaliation for a good-faith report shall be prohibited and controlled.

The organization shall maintain a current record of jurisdictional requirements and recognized external evidence relevant to lawful school operation, curriculum obligations, personnel, safeguarding, health, facilities, data, fees, advertising and learner records.

The register shall identify the competent authority, applicable activity and site, evidence source, validity and responsible reviewer. Where a permission or external report has conditions, the school shall record how each condition is met.

The school shall check the effect of new or changed requirements before changing a pathway, site, age group or delivery mode. An expired permission, restriction or unresolved adverse external finding shall be escalated to the governing authority and addressed in the affected provision. ICEQC certification shall not be used as substitute evidence of lawful operation.

The organization shall maintain a controlled whole-school map showing each curriculum pathway, grade span, required and optional component, learning time, progression point, completion condition and relationship with any other pathway in scope.

The curriculum map shall connect intended outcomes, subject or learning-area content, planned teaching time, assessment and progression across each included grade. It shall identify prerequisites, optional routes and the consequences of changing between routes.

The school shall reconcile the map with actual timetables, allocated educators and learning resources. Where planned learning time is lost or a required component cannot be delivered, the school shall determine the learning affected, approve recovery arrangements and communicate material effects to learners and families.

Where host-jurisdiction curriculum, language, civic, cultural, assessment or attendance requirements apply, the organization shall integrate and monitor them within the declared international pathway without concealed omission, unplanned duplication or unmanaged learner burden.

The school shall identify where host-jurisdiction requirements are delivered, who assesses them and how completion is recorded. Where two frameworks address the same content, the mapping shall demonstrate coverage without assuming that similarity of titles establishes equivalence.

Before approving the timetable, leadership shall resolve conflicting calendars, assessment dates and workload demands. Exemptions shall be supported by current evidence of authority and shall identify the learners and period covered. An informal assurance from a provider shall not establish an exemption.

The organization shall control vertical and horizontal curriculum coherence, transitions between pathways and the educational impact of curriculum, syllabus, calendar, external-status, staffing, resource or completion-rule changes.

Curriculum review shall examine progression within subjects, coordination between subjects and transitions between school stages. It shall use assessed learner work, educator review and information about gaps identified at entry or transfer.

A proposed change shall identify its educational reason, affected cohorts, prerequisites, resource needs, assessment consequences and implementation date. The school shall approve bridging or completion arrangements before implementation and review whether they have protected the affected learners' progression.

A school shall not end a required pathway before affected learners can complete or transfer under an approved arrangement. The change record shall retain notice, affected learner decisions, revised resources and subsequent verification of delivery.

The organization shall define and monitor teaching practices that enable learners to engage accurately, respectfully and critically with relevant local, regional, international and intercultural contexts while meeting declared learning outcomes. Community or service activity used for learning shall have a defined educational purpose, ethical participation conditions, learner protection and reflection appropriate to the activity.

Educators shall select sources and examples that are accurate for the declared learning purpose and suitable for the learners. Teaching shall provide opportunities to examine different perspectives without assigning characteristics to a learner on the basis of nationality, ethnicity, language or belief.

Leadership shall evaluate implementation through planning, learner work and observation or other direct evidence of teaching. Where community or service learning involves an external community, the school shall agree participation, supervision and use of images and shall consider the effect of the activity on that community.

The organization shall identify each learner's material language-of-instruction needs and shall provide, monitor and review support sufficient for access to curriculum, assessment, safeguarding information and school participation.

Entry assessment shall distinguish knowledge of the language of instruction from subject knowledge. The school shall record the assessment method, learner needs and placement decision and shall provide support without waiting for failure in a subject.

An individual support record shall identify the objectives, responsible personnel, classroom adjustments, review date and evidence of progress. Entry to, continuation in and exit from additional support shall follow stated criteria. Subject educators shall receive the information needed to implement the adjustments. The English language of this standard does not prescribe the school's language of instruction.

The organization shall define how its language model supports declared multilingual outcomes and respects learners' home languages and identities without reducing access, dignity or educational progression.

The school shall state the intended use and learning purpose of each instructional language, including the allocation of learning time and the arrangements for learners entering with different language experience. Staffing and resources shall support the declared model.

The school shall review progress in each language outcome it claims. It shall provide a means for families to explain home-language needs and shall resolve language-related barriers to participation. Home-language information shall not be used as a proxy for ability, nationality or eligibility.

The organization shall use transparent and age-appropriate controls for admission, grade placement, prior-learning interpretation, language information and entry from another national, international or school system.

Published entry criteria shall identify the evidence used, the person making the decision and the means of reviewing a disputed placement. Admission information shall state material support limits before a family commits to enrolment.

Where prior records are incomplete, unavailable or expressed in another system, the school shall document the uncertainty and use appropriate assessment and provisional support. A provisional placement shall have a review date. The school shall retain the reasons for an exception and check that it does not leave the learner without access to the declared pathway.

The organization shall plan and support learner entry, internal pathway change, international mobility, withdrawal, transfer and exit so that records, safeguarding information, learning continuity and realistic next-step information are preserved. The arrangements shall address foreseeable disruption arising from border restrictions, civil or health emergency, sudden relocation, loss of site or external status and material interruption of travel or digital services.

For an entering or transferring learner, the school shall identify differences in completed content, language, credit, assessment and progression conditions. It shall agree any bridging work, responsible educator and review point with the learner and family as appropriate.

An exit record shall distinguish completed learning, work in progress and any unresolved assessment or credit issue. Records shall be transmitted securely to an authorized recipient. A change of destination shall not be described as assured recognition or equivalence unless the receiving authority has confirmed it for the particular learner or pathway.

The organization shall control how assessment purposes, criteria, grading scales, moderation, academic integrity and reporting operate within and between curriculum pathways, subjects, teachers, languages and sites. Controls shall address unauthorized assistance, translation or editing, impersonation, plagiarism, contract work, inappropriate use of generative or automated tools, conflicts of interest and the authenticity of internally generated marks and predictions.

The assessment framework shall state criteria, permitted assistance, access arrangements, moderation responsibilities and the treatment of late, missing or disputed work. Moderation shall compare judgments across educators, classes and sites where their results are represented as comparable.

A sampled result shall be traceable to the learner's work, applicable criteria, original judgment, moderation and authorized amendments. Grade or credit conversions shall retain the source scale, conversion method and limitations.

Rules for translation, generative tools and other automated assistance shall state permitted uses, acknowledgment and verification of authorship. An allegation of misconduct shall be investigated with an opportunity for the learner to respond. An automated detection result alone shall not establish misconduct.

Review of a disputed result or misconduct finding shall be assigned to a competent person without a material conflict. The learner shall receive the reasons and review route. A finding of compromised integrity shall trigger correction of affected results and consideration of other work exposed to the same failure.

The organization shall ensure that transcripts, school reports, predicted results, credit records, completion records and supporting profiles identify the issuer, programme, grading or credit basis, status, dates, authorization and limitations accurately. Any conversion, equivalence or transfer statement made by the school shall state its basis and decision authority.

The school shall identify who may create, check, authorize, issue and correct reports, transcripts and predicted results. Predictions shall retain the evidence, method, date and limitations on which they were based.

Corrections shall preserve the prior entry, reason, authorizing person and date and shall be notified to recipients whose decisions could be affected. The school shall reconcile issued records with the current learner record and protect official templates, signatures and issue controls from unauthorized use.

The school shall retain access to essential learner records during a system outage, provider exit or closure. Access to records needed for safeguarding, transfer or an appeal shall not depend on an unresolved commercial dispute, subject to applicable law.

The organization shall provide current, impartial and appropriately individualized information about progression, applications, prerequisites, recognition dependencies, costs and material uncertainty for declared learner destinations.

Guidance shall distinguish verified entry conditions from estimates, past practice and personal opinion. The responsible adviser shall check material information against the receiving institution or other authoritative source and record when it was checked.

The school shall disclose commissions, referral benefits and other interests capable of influencing advice. Learners shall receive realistic information about prerequisites, costs, recognition limits and alternatives. An application, conditional offer, acceptance and actual enrolment shall be recorded as different outcomes.

The organization shall maintain an accurate register of every material external programme, awarding and examination relationship, including holder, site, programme, status, effective period, responsibilities and limitations.

For each material relationship, the school shall identify the contracting and authorized entities, programme, approved sites and age or grade range, permitted claims, conditions and validity. An entry in a public register shall be reconciled with the school scope to which it is attributed.

The school shall monitor conditions, renewal and restrictions. A lapse, suspension or termination shall trigger an assessment of learner effects, lawful continuation, required notifications and removal or correction of affected claims. Membership, candidate status and authorization shall not be used interchangeably.

The organization shall control learner entry, eligibility information, identity, access arrangements, secure materials, conflicts, incident escalation and results communication for each high-consequence external assessment within its role.

The school shall allocate responsibility for candidate identity, entry accuracy, access arrangements, assessment security, invigilation, incident reporting, result receipt and appeals. Controls shall follow the relevant awarding or examination authority's current conditions.

Where another centre performs an examination function, the school shall verify the arrangement and explain its limits to families. It shall reconcile entries and results to learner records and investigate missing or inconsistent records. Examination-centre authority at one site shall not be assumed to cover another site.

The organization shall verify and maintain personnel competence appropriate to assigned age, subject, curriculum pathway, language of instruction, assessment responsibility, safeguarding role and international learner context.

Before assigning an educator to a pathway, the school shall verify the qualifications, subject knowledge, language competence and programme-specific preparation needed for the role. Restrictions and gaps shall be recorded with supervision or development arrangements and a review date.

Induction shall cover curriculum, assessment, learner support, safeguarding and records relevant to the assignment. Leadership shall evaluate practice using observation, learner work and assessment evidence. Staffing changes shall include a documented handover and arrangements for uninterrupted teaching and assessment.

The organization shall control international personnel recruitment, identity and suitability verification, references, immigration or work-status dependencies, relocation information, contracts, induction and continuity risks within its responsibility.

Recruitment checks shall reconcile identity, qualifications, employment history, references and suitability evidence across relevant jurisdictions. A gap, inconsistency or unavailable external check shall be assessed and resolved or controlled before unsupervised access is permitted.

The school shall document supplementary checks and supervision where a jurisdiction cannot supply a relevant record; absence of that record shall not be represented as a satisfactory check. Contracts and induction shall state the role, lawful employment conditions, reporting duties and the route for reporting concerns without retaliation.

Recruitment terms shall identify any recruitment charge, repayment condition, accommodation dependency and limitation affecting the worker. The school shall check that recruitment intermediaries act within those terms and shall provide a route to report coercion or deceptive conditions.

The organization shall adapt safeguarding, safer recruitment, reporting, response, digital communication, imagery and external-referral controls to the languages, jurisdictions, mobility and cultural contexts present in the school community. A competent designated safeguarding lead, governing oversight, role-specific code of conduct, cross-jurisdiction background-check method and current local reporting or referral interface shall be established.

The safeguarding lead and a governing-authority oversight role shall be identified, with deputies and arrangements for absence. Learners and families shall have reporting routes accessible in the languages and communication forms they need.

Procedures shall distinguish immediate protection, referral to competent local authorities, investigation and employment action. Allegations involving a leader, owner or safeguarding lead shall be referred to an authority outside that person's control. Staff shall not promise secrecy that prevents necessary protection or referral.

Controls shall cover direct and digital contact, images, recruitment, visitors and external providers. Case records shall identify decisions, referrals, responsible persons and handover. Access shall be restricted to authorized persons. Where no case has occurred, current scenario testing shall demonstrate that the reporting and referral arrangements can operate.

An immediate threat shall trigger protective action and required external reporting without waiting for an employment or internal disciplinary process. Allegation handling shall protect the affected learner and reporting person from retaliation and preserve records needed by the competent authority.

The organization shall identify and address barriers arising from language, nationality, race, culture, religion or belief, disability, mobility, economic condition or other relevant learner circumstances without unsupported diagnosis or discriminatory exclusion.

The school shall identify barriers to participation and record agreed adjustments, responsibility, review dates and evidence of effectiveness. Decisions shall consider the learner's views and family information where appropriate and shall distinguish educational support from matters requiring a qualified external professional.

A decision to limit admission, participation or continuation because support cannot be provided shall state the factual basis, alternatives considered and review route. Resource or staffing constraints shall not be concealed by attributing the difficulty solely to the learner's identity or conduct.

The organization shall provide families with understandable, accurate and timely information about the school model, curriculum pathways, teaching languages, support, assessment, completion, fees and refunds, external statuses, complaints, appeals, protected reporting and material limitations. Essential translations shall be controlled for accuracy, version and precedence, and no learner, family or person acting in good faith shall be disadvantaged for using a complaint or protected reporting route.

Before enrolment, families shall receive accurate information about the legal operator, pathway, teaching languages, support limits, external status, school tuition and other charges, refund terms and complaint routes. Material changes shall be communicated before families are required to act on them.

For a translated contract or material notice, the school shall identify the controlling text, check consistency and provide an explanation where needed for informed consent. A language barrier shall not prevent access to safeguarding information, emergency instructions or a complaint. School tuition and service charges are separate from ICEQC's no-fee certification policy.

The organization shall identify and respond to wellbeing, belonging and continuity risks associated with transition, relocation, separation, language change, cultural adjustment, discrimination and repeated mobility. Learners shall have accessible, age-appropriate means to express experience and participate in decisions affecting school life, without this replacing accountable adult decisions.

The school shall identify responsibility for supporting learners affected by relocation, language transition, separation from family, discrimination or social isolation. Learners shall be able to obtain confidential support and report bullying through accessible routes.

Support shall include referral and escalation criteria where a concern exceeds school competence or indicates immediate risk. Reviews shall consider attendance, participation, learner feedback and the effect of interventions without requiring the collection of unnecessary sensitive information. Unresolved patterns shall be reported to leadership for action.

The organization shall define and control its responsibility for boarding, homestay, guardianship, holiday care, transport and emergency arrangements used by learners in scope. A guardianship arrangement shall identify legal or delegated authority, custody limitations, contact with parents, accommodation responsibility, emergency consent, complaints and the action required when the arrangement fails.

The school shall identify responsibility at every handover between school, residence, host family, guardian and transport provider. The record shall include authorized collection, expected arrival, missing-learner action, emergency contact and out-of-hours escalation.

Before using a provider, the school shall verify suitability, lawful operating status where required, safeguarding arrangements and access to complaint routes. Reviews shall include learner feedback and incidents. Delegation to a family-appointed guardian shall not remove the school's duty to control the interface within its educational responsibilities.

For accommodation or care within the school's responsibility, the school shall establish how learners can obtain help privately, report an unsafe placement and receive an alternative arrangement. Unresolved suitability or safety concerns shall trigger protective action before continued use.

The organization shall approve and control educational purpose, providers, consent, safeguarding, health, travel, supervision, communication, emergency and continuity arrangements for international trips, exchanges and placements.

Before approving an activity, the school shall assess the destination, provider, travel, accommodation, supervision, health needs and safeguarding risks. Approval shall identify the responsible leader, consent, emergency and communication arrangements and conditions requiring cancellation or alteration.

For a placement or exchange, the school shall agree responsibilities with the receiving provider and verify the arrangements before learner participation. It shall reconcile departure, arrival and return or handover records and review incidents and learner feedback after the activity.

The organization shall control the collection, use, storage, access, correction, disclosure and disposal of learner, family and personnel information. Cross-border access, hosting and transfer shall be identified where they occur.

The processing record shall identify the information held, purpose, responsible role, recipients, service providers and applicable safeguards. For a cross-border transfer it shall also identify the jurisdictions and transfer basis. Provider agreements shall address access, onward disclosure, retention, return or deletion and incident notification.

Access to sensitive records shall be limited by role and recorded where necessary to establish accountability. Retention periods shall have a documented educational, legal or protection basis. The school shall verify deletion or continued lawful retention when a provider relationship ends.

Before using an automated system for admission, assessment, support or progression, the school shall verify its suitability for the stated purpose and learner population. An accountable person shall review consequential outputs, correct errors and retain the reasons for the resulting decision. Confidential information shall be used only in a service approved for that purpose and information.

The school shall provide a route for access and correction requests within applicable conditions. A suspected loss, unauthorized disclosure or alteration shall trigger containment, assessment of learner effects, required notification and verification of recovery. Where an automated decision affects a learner, the school shall provide a review route and retain the responsible person's reasons.

The organization shall define central and local authority and shall monitor consistent implementation of the international education model, curriculum pathways, safeguarding, assessment, public claims and corrective action across every included school and campus.

The school system shall distinguish centrally controlled requirements from site responsibilities and shall maintain a current matrix of decision rights, reporting and escalation. Shared policies shall be checked against site permissions, resources, languages and learner needs.

Internal review shall cover each included site and pathway. A serious weakness at one site shall prompt review of common causes and other sites using the same control. A network agreement or common brand shall not establish conformity of a site for which operational evidence has not been verified.

The organization shall retain accountable control where another entity supplies or controls curriculum, teaching, assessment, technology, recruitment, counselling, boarding, travel or learner support material to the international school scope.

Provider selection and monitoring shall address the educational function, competence, learner protection, records, data and continuity risks of the outsourced service. The agreement shall state performance expectations, access to evidence, reporting, correction and exit arrangements.

The school shall retain authority to act when a provider fails to meet an obligation. It shall verify implementation rather than rely solely on a contract or provider declaration. A provider shall not make a certification claim beyond the school's confirmed scope or imply that its own unrelated activities are certified.

The organization shall ensure that every public statement concerning international-school identity, curriculum, authorization, accreditation, examination status, progression, recognition, outcomes and ICEQC certification is accurate, supportable and limited to the authority and scope actually held.

Public descriptions shall identify the legal operator, school or site, included grades and pathways and material exclusions. The school shall reconcile websites, admissions communications, contracts and third-party listings with that description.

A claim about authorization, recognition, outcomes or certification shall retain its supporting source and date of review. A claim that has become false or materially incomplete shall be corrected through the channels where it was made. The school shall not use ICEQC certification to imply curriculum approval, accreditation or guaranteed learner results.

The organization shall evaluate learner progress, attainment, experience, wellbeing, participation, mobility, continuation, completion and destination information across relevant groups and pathways and shall implement controlled improvement action. Analysis shall include material differences associated with language profile, entry route, curriculum pathway, disability or support, nationality or mobility where lawful and reasonably possible, and shall use learner and family voice without presenting testimonials as representative outcome evidence.

The school shall define each reported cohort, period, denominator, exclusion and outcome category. Withdrawals, transfers, incomplete records and missing results shall be accounted for when they affect interpretation.

Review shall examine material differences between pathways, sites and learner groups where the available data support a reliable conclusion and privacy can be protected. Improvement actions shall identify responsibility, resources, intended effect and review date. The school shall evaluate effectiveness against subsequent evidence rather than close an action solely because an activity was completed.

The organization shall maintain a current budget and resource plan sufficient to deliver the complete certified scope and protect commitments to current learners. It shall identify and control material dependence on enrolment, tuition collection, currency, owner funding, external programme or examination fees, a single provider and planned expansion.

The governing authority shall review the resources required to fulfil current teaching, staffing, support, safeguarding and completion commitments. The review shall identify material funding or provider dependencies and the consequences of a reasonably foreseeable loss of those resources.

Continuity arrangements shall assign authority for early action, family communication, teach-out or transfer, record custody and applicable refunds. Where continuation is no longer supportable, the school shall implement those arrangements before avoidable learner harm occurs. This requirement establishes no universal financial ratio and does not make ICEQC a financial auditor.

The review shall compare budget assumptions with current enrolment, actual expenditure, committed liabilities and funds available for use. Material enrolment loss, currency movement, owner-funding withdrawal and provider failure shall be considered where relevant. The record shall identify the action threshold, responsible decision-maker and resources for the selected response.

The assessment plan shall apply Annex C and shall include independently selected samples across pathways, grades, learners, personnel, assessments, transitions, sites, public claims and material external relationships.

Live remote verification shall be used where static evidence does not establish current operation, access, interaction, identity or implementation.

A final conclusion of C, NC or confirmed NA shall be recorded only after the necessary facts are established. An unresolved evidence limitation shall remain open and shall prevent a positive decision for the affected scope.

A positive decision is prohibited while any applicable requirement is NC, any nonconformity remains open or the evidence limitation prevents a reliable whole-school conclusion.

The certificate and public register may identify this Module only for the exact complete school, grade spans, learner groups, sites and delivery modes assessed under its effective version.

The scope shall use the Route IS-W descriptor controlled by ICEQC-ORG-2200 and shall not imply curriculum authorization, institutional accreditation or qualification recognition.

Surveillance shall address clauses 13, 15, 17, 21, 24, 28, 30, 32, 36, 39, 41, 42 and 43 where applicable, earlier findings, material incidents and representative rotating coverage of the remaining requirements.

A material change in identity, operator, ownership, financial viability, international education model, curriculum pathway, external status, grade span, learner group, site, delivery mode, boarding or guardianship, external provider or public claim shall trigger module-applicability and scope review.