Section+C+curriculum+(Group+6)

The numbers 1 to 4 (1=low degree of implementation & 4=high degree of implementation) were used to ease conversation amongst departments. Numbers displayed below are not a numerical average but rather a representation of consensus reached after department discussion. ** Standard C1 **
 * PLEASE NOTE:
 * A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community.** **Shows satisfactory development**

It is provided to students & teachers || || ||= 4 || Atlas. The curriculum is comprehensive touching on all aspects of music || ||= 1 || General feeling of the group 6 teachers is that there is too much required of students with time in mind || ||= 4 || Specific units are devoted to the learning of the arts in relation to society || ||= 4 || Good balance of self-study and led knowledge as seen in this Shakespeare project Students are encouraged to reflect in IB art class with assignments such as the life/death shrine assignment. || ||= 4 || Collection of theater journal entries  || ||= 4 || Example: Music-They do have to analyze and work extensively on their own using taught formulas on the MI essay || ||= 4 || <span style="font-family: Arial,Helvetica,sans-serif;">Drama -collaborative work high priority. Varied projects working in ensemble in drama and sometimes independently as in the "<span class="wiki_link_ext">experimental theater plan " assignment || ||= <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Drama- study of world theater, <span class="wiki_link_ext">TAPS which is hosted in a different country every year with a <span class="wiki_link_ext">varied agenda. <span style="font-family: Arial,Helvetica,sans-serif;"> || ||= <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">Drama-requested IB to return all assessments with examiners comments Music- Set works are changed regularly so the bias on stylistic bias changes || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">Drama -Megan Campisi, <span class="wiki_link_ext">workshops Chinese theater, performances at local theaters. Music -We host APAC, International Honor Orchestra/Band Festivals and these conductors are available for workshops and concerts || || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Drama -<span class="wiki_link_ext">performances esp. fringe are public as are music performances (for example <span class="wiki_link_ext">winter concert ) <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;"> || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">Just cultural aspects. Can't really comment on this but all students have access to good Chinese classes and cultural activities || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">There are good language classes - French, Spanish, Chinese || ||= <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">Art -Many students do not even know there is an IB Film class available to them. || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">Lower enrolled classes (like IB Film) are all put up against each other, lowering enrollment further. || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;"> || ||= <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">Yes as group 6 teachers have to fill in forms with extensive questions on their contributions to after school groups || ||= <span style="font-family: Arial,Helvetica,sans-serif;">4 || Excellent college counseling resources ||
 * = ** Practice ** ||= ** Degree of Implementation ** ||= ** Evidence ** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. A comprehensive, coherent curriculum is available in written form to all sections of the school community (including students, teachers, parents, administrators and members of the governing body). ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 ||< <span style="font-family: Arial,Helvetica,sans-serif;">Everything is online and self-explanatory
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Skills build from the introductory level courses to the <span class="wiki_link_ext">IB course which has sophisticated authentic learning activities . <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif;">
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them.
 * <span style="font-family: Arial,Helvetica,sans-serif;">5. The curriculum encourages students to become aware of individual, local, national and global issues.
 * <span style="font-family: Arial,Helvetica,sans-serif;">6. The curriculum promotes all the attributes of the IB learner profile.
 * <span style="font-family: Arial,Helvetica,sans-serif;">7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect.
 * <span style="font-family: Arial,Helvetica,sans-serif;">8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.
 * <span style="font-family: Arial,Helvetica,sans-serif;">9. The curriculum provides opportunities for students to work both independently and collaboratively.
 * <span style="font-family: Arial,Helvetica,sans-serif;">10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.
 * <span style="font-family: Arial,Helvetica,sans-serif;">11. The curriculum is regularly reviewed in the light of programme developments.
 * <span style="font-family: Arial,Helvetica,sans-serif;">12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum.
 * <span style="font-family: Arial,Helvetica,sans-serif;">13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= <span style="font-family: Arial,Helvetica,sans-serif;">4
 * <span style="font-family: Arial,Helvetica,sans-serif;">14. The school actively supports the development of the mother-tongue language of all students.
 * <span style="font-family: Arial,Helvetica,sans-serif;">15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.
 * <span style="font-family: Arial,Helvetica,sans-serif;">16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.
 * <span style="font-family: Arial,Helvetica,sans-serif;">17. There is a balance of subjects on offer in the school as well as an appropriate student schedule that provides for student access to the full diploma.
 * <span style="font-family: Arial,Helvetica,sans-serif;">18. The school supports the central role of TOK by assigning adequate staffing and time for student learning and assessment, and establishing links to other subjects.
 * <span style="font-family: Arial,Helvetica,sans-serif;">19. There is an appropriate and varied CAS programme.
 * <span style="font-family: Arial,Helvetica,sans-serif;">20. The school provides guidance to students on progression to higher education and other career opportunities.

**Strengths:**
2) Develops a globally minded student. 3) A lot of opportunities to perform and observe artistic endeavors. ||
 * 1) Plenty of collaborative activities.

**Practices in need of strengthening:**
2) More attention to group 6 by counselors. 3) Programmes require too much time of students. Not enough time provided for required projects. 4) CAS allow more than 30 hours for intensive experiences such as Habitat. ||
 * 1) More department curriculum discussion.

**Proposals for improvement:**
2) Meetings between group 6 and counselors need to be set to discuss the impact the scheduling process has on the Fine Arts. Better communication with counsellors and students. 3) Continue to provide feedback to IB during curricular review cycle 4) CAS provide more opportunities for more intensive experiences like Habitat. || Standard C2 The school has implemented a system through which all teachers plan and reflect in collaborative teams. **<span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Shows satisfactory development**
 * 1) Time needs to be set aside for cross-school curriculum meetings and time needs to be made for IB and Look @ learning sessions that do not conflict.

evidence: folder on shared drive for all IB teachers to access || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">We have teacher work days where this collaboration takes place. Little emphasis on developing curriculum collaboratively || ||= <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">Emphasis on computers not students || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">This is pretty high and students are catered for || ||= <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">This is catered to very well by such techniques as providing student choice in product to show learning for example the "what is beauty?" assignment, and "Curate an Exhibition" assignment.
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ||= <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Very good communication with the IB Coordinator
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Planning at the school takes place collaboratively.
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience.
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme.
 * <span style="font-family: Arial,Helvetica,sans-serif;">5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies.

|| ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">In the theater course the assessment is varied and communicated to students at the beginning of the course || ||= <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Teaching of research skills has improved in last 5 years due to concerns about EE. || ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">Mostly created individually by teachers. Sort of on teacher work days ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">6. Planning at the school addresses assessment issues throughout the planning process.
 * <span style="font-family: Arial,Helvetica,sans-serif;">7. Planning at the school recognizes that, in practice, all teachers are language teachers and consequently appropriate consideration is given to their responsibility in facilitating communication.
 * <span style="font-family: Arial,Helvetica,sans-serif;">8. Planning at the school includes the discussion and use of teaching and learning strategies appropriate to the objectives of the separate components of the Diploma Programme.

**Strengths:**

 * * IB Coordinator does excellent job of providing feedback and updates.
 * All teachers are language teachers and consequently give appropriate consideration to facilitating communication. ||

**Practices in need of strengthening:**

 * 1) There needs to be more scope and sequence between courses and programmes. ||

**Proposals for improvement:**

 * 1) More opportunities for communication between K-12. ||


 * Standard C3 **
 * Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action.** <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Shows satisfactory development**

Classes incorporate research Classes incorporate listening ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 4 || Project oriented work. the students are rather motivated so it's easy to do the above ||
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 4 || <span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Drama -Projects are collaborative. There is a lot of scope for this - research, reading before the actual lesson is taught as demonstrated by this theater summer project. and the theater independent projectt ||
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || School wide emphasis on my technology
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= 1 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Students allowed to opt out of courses ||
 * 5. Teaching and learning at the school addresses the needs of students who have reached different stages in their development and those who have different learning styles. ||= 3 || In this Shakespeare unit students are encouraged to work at their own level. ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 4 || Yes, i.e. Writing Center. and technology incorporated into assignments (example "experiment theater plan" assignment) ||
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 4 || Through the use of a journal (example theater journals) ||
 * 8. Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. ||= 3 || n/a ||
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 4 || Effective ESOL and academic support programs are in place ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 3 || Refer to policy in student handbook ||

**Strengths:**

 * * Excellent resources.
 * Plenty of independent learning opportunities. ||

**Practices in need of strengthening:**

 * 1) The possibility of plagiarizing is too great ||

**Proposals for improvement:**

 * 1) More awareness of the impact technology has on academic honesty. ||


 * Standard C4 **
 * There is an agreed approach to assessment, and to the recording and reporting of assessment data, which reflects the practices and requirements of the programme.** <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">**Shows satisfactory development**


 * **Practice** || **Degree of Implementation** || **Evidence** ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">1. There is a written assessment policy in place that is available to all sections of the school community. || <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">No school wide policy in place only HS regulations ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">2. Assessment at the school is viewed as being integral with planning, teaching and learning. || <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">It was to be a topic this year but has not happened ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">3. Learning expectations and integral assessment strategies are made clear to students and parents. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">At the beginning of each school year a syllabus is presented to students as in this example is the IB theater class. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. || <span style="font-family: Arial,Helvetica,sans-serif;">3 || Projects and hands on activities in which the process is emphasized is done to positive effect in the Fine Arts as in this example of the Shakespeare project ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">5. Learning at the school involves students in both peer- and self-assessment. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Both used constantly in journal (example: theater journal & peer editing ) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. || <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif;">There are always tests prior to learning a new topic. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">7. Students are provided with regular and prompt feedback to inform and improve their learning. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || Evaluations provided usually overnight and feedback on performance available almost immediately (example theater feedback) ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">8. Assessment at the school provides students with regular opportunities for reflection on their own learning. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">Students here are vocal on their results and are keen to do better . Theater response journal ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">The gradebook, email, hard copies are always available ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">10. The assessment process allows for meaningful reporting to parents about students’ progress. || <span style="font-family: Arial,Helvetica,sans-serif;">2 || <span style="font-family: Arial,Helvetica,sans-serif;">Seldom is there regular opportunity ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">11. Assessment data is analysed to provide information about the individual needs of students. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || This information is generated by the counselors effectively. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">12. Assessment data is analyzed to inform the evaluation and subsequent modification of teaching and learning strategies. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">The results normally inform us as to whether the delivery of material has been effective. ||
 * <span style="font-family: Arial,Helvetica,sans-serif;">13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. || <span style="font-family: Arial,Helvetica,sans-serif;">4 || <span style="font-family: Arial,Helvetica,sans-serif;">The regular testing gives them feedback on their progress (example: theater feedback) ||

**Strengths:**

 * Learning expectations are made clear to students. ||

**Practices in need of strengthening:**

 * 1) Reporting to parents needs to be improved. ||

**Proposals for improvement:**

 * 1) Make parents’ emails available for teachers for better communication. ||