Section+C+curriculum+(Group+4)

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 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 progress **
 * PLEASE NOTE:


 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 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). ||= 4 || Atlas Rubicon is the curriculum "vehicle", and the IB programmes are being used to demonstrate how the all the science subjects are being taught.

evidence: Atlas rubicon page grade 9 science unit on gases || The science department undertook a comprehensive audit in 2009, the auditors commented on how the science curriculum spirals appropriately.
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= 4 || Differentiation is achieved in the open-enrollment policy of the school. There are ongoing IB, AP, SATs review. SAS score history is one of the best in the world.

evidence: Segments of science audit ||
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. ||= 4 || Standards and benchmarks are addressed in Rubicon Atlas, and the EAGLES are similar to the IB Learner profile.

Evidence: grade 9 & 10 bio/chem/physics from Rubicon IB biology chemistry of life unit from Rubicon ||
 * 4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them. ||= 4 || Grade 9 & 10 do 2 trimesters each of Biology, Chemistry and Physics. The impact of science and technology on society is emphasized.

Evidence: see grade 9 &10 bio/chem/physics from Rubicon at standard C1-1 as this indicate progression through grade levels || evidence: Student presentation group four project ||
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. ||= 4 || Evidence: The Group four project always examines a local environmental issue.
 * 6. The curriculum promotes all the attributes of the IB learner profile. ||= 3 || Not all students choose to do IB subjects. But the school EAGLES complement the IB Learner Profile. ||
 * 7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. ||= 3 || SAS has a one on one laptop programme and wikis, blogs and Moodle are encouraged. Many resources are shared via moodle for students to be able to take responsibility for their own learning. The use of internal assessment for independent investigations is emphasized.

evidence: IB biology year 2 moodle site || evidence: IB biology moodle forum on synthetic life evidence: presentations from group four project ||
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. ||= 4 || In addition to our lab programs, classroom discussions and debates, many teachers use forums on their moodle site.
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. ||= 4 || Students work independently in their Extended Essay, TOK presentations, and the design component of their internal assessment, and collaboratively during the group four project.

evidence: see presentation from group four project from standard C1-8 || More effort is needed in this area. || see: description of counseling services || see course catalogue ||
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. ||= 2 || This is clear in the SAS EAGLES (see C1-6), and on Rubicon Atlas. ||
 * 11. The curriculum is regularly reviewed in the light of programme developments. ||= 4 || * Their has been days of professional development regarding the 1:1 laptop program.
 * The Science Department had a 2-campus review by external experts in 2009 and the teaching resources were reviewed and updated in the same year. ||
 * 12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum. ||= 3 || The language barrier between Chinese and English is quite extreme. However we have had the opportunities for guest speakers over the past few years. (example: geneticist for IB biology class)
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= 3 || * This is achieved in many ways through the Service component of CAS and the service that is provided in countries outside China. There are many public performances.
 * IB biology has several poster assignments which serve as public service announcements & visuals of their learning.
 * evidence: see presentation from group four project from standard C1-8 ||
 * 14. The school actively supports the development of the mother-tongue language of all students. ||= 2 || There is little evidence that their is Korean mother-tongue support as there are no Korean Teachers for the large Korean enrollment. ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. ||= 4 || Chinese, French and Spanish are offered at various levels, as well as English for non-native English speakers. ||
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. ||= 4 || There is regular IB/AP Information evenings for parents and students, and the four Counsellors are continually advising and reviewing student subject choices.
 * 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. ||= 4 || SAS takes pride in the broad range of subjects offered from the most challenging to the most innovative.
 * 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. ||= 3 || * TOK is not taught in the same way as in many other IB schools. More professional development is needed in establishing the links of ToK to the Sciences.
 * However science teachers do integrate ToK into classroom discussion as this has become much easier with explicit guidance in new subject guides. ||
 * 19. There is an appropriate and varied CAS programme. ||= 4 || There is an incredible variety of CAS activities. MUN, Honor Choir and Band, Habitat for Humanity, NHS, drama productions in 2 theatres, 4 sports seasons etc. ||
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. ||= 4 || The school employs four College Counsellors on the Puxi campus. ||

**Strengths:**

 * * External Exam Scores – IB, AP, PSAT, SAT
 * Co-curricular Activities
 * IT in the curriculum
 * Broad-based, open-enrollment
 * Offers both IB and AP; diverse class choices. ||

**Practices in need of strengthening:**

 * 1) Enhancement and support of mother tongue languages. ||

**Proposals for improvement:**

 * 1) Develop a Korean Language program. ||


 * Standard C2 **
 * The school has implemented a system through which all teachers plan and reflect in collaborative teams** . ** shows satisfactory progress **

evidence: folder on shared drive for all IB teachers to access IB teachers receive a compiled SAS created IB teacher handbook || evidence: evidence #2: homework load is recorded in course catalogue even before students choose their courses. evidence #3: teachers interpret IB criteria and present to students in a way they can understand. simplified IB lab rubric || science flow chart Evidence: Special needs monitoring & support || evidence: grade 9 biology syllabus || language component to presentation rubric for IB environmental systems and societies communication in science: space travel debate in physicss ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ||= 4 || Coorindators notes, access to OCC, past exams, examiner reports
 * 2. Planning at the school takes place collaboratively. ||= 3 || * Teachers within the science department share resources & plan collaboratively when teaching the same classes. example: The IB environmental teachers shares moodle sites, as well as the out-going IB biology teacher and the incoming IB biology teacher.
 * No cross-departmental interaction ||
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ||= 4 || IB results of previous years shared & discussed by department but not detailed scores from other departments
 * Most IB teachers also have teaching assignments in science 9-12 trimester rotation therefore they are familiar with the grade 9 & 10 students before they enter the IB program
 * teacher have access via powerschool to how their students are doing in other classes.
 * IB coodinator hosts an annual IB student concerns meeting where all IB teachers & counselors meet to discuss predicted grades of each student & develop strategies to support students. ||
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ||= 3 || Evidence #1: science course sequence flow chart
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ||= 3 || Course selections, Master schedule is build around student needs
 * 6. Planning at the school addresses assessment issues throughout the planning process. ||= 4 || Homework and assessment policies are required for each class and must be communicated to students & parents via the course syllabus
 * 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. ||= 3 || evidence: action verbs quiz in IB biology
 * 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. ||= 3 || Evidence:
 * completed Chemistry PSOW shows variety of labs and use of IT
 * email explaining apple distinguished educator professional development for science department
 * feedback to students after each lab, example from IB chemistry ||

**Strengths:**

 * * Comprehensive support material
 * Comprehensive assessment standards within Science Department. ||

**Practices in need of strengthening:**

 * 1) Planning and reflecting in collaborative teams with dedicated time, and dedicated department space. ||

**Proposals for improvement:**

 * 1) Better coordination between teachers and the educational curriculum coordinators. ||


 * 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**. ** shows satisfactory progress **


 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 4 || Grade 9 & 10 trimester science program prepares students well to take any of the IB science classes.

Evidence: see grade 9 &10 bio/chem/physics from Rubicon at standard C1-1 as this indicate progression through grade levels || due date calendar (Kathy) vehicle for own learning is the 1-1 laptop program || evidence: grade 9 unit on gases grade 9 physics unit on light || Photo of lap top use in classroom 1-1 lap top parent talk article Jeff || IB chemistry instructions for planning lab || others needs: book donations to Jacaranda a school in Malawi || Our school subscribes and uses turnitin.com There is an academic dishonest policy outlined in the student agenda book ||
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 4 || moodle (Pam)
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || Science classes use many teaching strategies within each unit
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= 4 || * EAGLES
 * textbooks choices (Some British & some American)
 * There are many nationalities represented on the teaching staff (see data in school presentation section) ||
 * 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 || * IB program has an open enrollment policy
 * We have 2 part time special needs teachers as well l as 2 part time ESOL teachers ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 4 || evidence:
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 3 || Evidence: moodle forum in IB biology where student reflect on ethical issues
 * 8. Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. ||= 4 || own needs: exam reflection activity: Kathy
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 2 || More ESOL support ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 4 || evidence:

**Strengths:**

 * * Varied and broad academic and extra-curricular programs allow students to be critical thinkers and independent learners, and encourages them to take appropriate action in response to their own and others’ needs. ||

**Practices in need of strengthening:**

 * 1) Identify the students who need more support in English, the language of instruction. ||

**Proposals for improvement:**
Standard C4 **
 * 1) Extend the ESOL program to years 11 and 12, and add math/science subject expertise. ||
 * 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**. ** shows satisfactory progress **

> see example in C2-6 evidence: grade 9 unit on gases || group four project peer & self assessment || example: student report from Powerschool || See powerschool in C3-7 || * Counselors & teachers use powerschool frequently to support student learning <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;"><span class="wiki_link_ext">*Refer to Special needs monitoring & support from C2-5 <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;"> || > PSOW shows continues assessment against the specific science IA criteria ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. There is a written assessment policy in place that is available to all sections of the school community. ||= 3 || * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Grade proportions are discussed by teachers of the same course and are applied to all sections of the same course.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Student agenda book outlines school wide expectations ||
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. ||= 4 || evidence: Using assessment data feedback collected via online testing feature of moodle to inform teaching ||
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. ||= 4 || * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Expectations are outlined at the beginning of the year in the course syllabus
 * <span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">Parent night in September is used to share these with parents ||
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. ||= 3 || Science teachers have a clear understanding of the role of formative and summative assessment
 * 5. Learning at the school involves students in both peer- and self-assessment. ||= 3 || evidence:
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. ||= 3 || * Teachers examine results from previous end of unit tests to inform instruction for the new unit.
 * In addition pretests are used to judge level of student understanding when starting a new unit. ||
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. ||= 4 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">PowerSchool allows students quick access to their grades. This will be available 24/7 beginning in SY 2010-11
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. ||= 4 || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">CAS reflection
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Test reflections example: Enviro science student reflect on their misconceptions that caused their errors on multiple choice questions
 * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Mock exams are given in April so students and teacher have time to reflect and prepare for May exams. ||
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. ||= 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 110%;"><span style="font-family: 'Times New Roman','serif'; font-size: 10pt;">See chemistry PSOW in C2-8
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. ||= <span style="font-family: Arial,Helvetica,sans-serif;">3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">PowerSchool ||
 * 11. Assessment data is analysed to provide information about the individual needs of students. ||= 3 || <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Evidence:
 * <span style="font-family: Arial,Helvetica,sans-serif;">IB coodinator hosts an annual <span class="wiki_link_ext">IB student concerns meeting (see C2-3) where all IB teachers & counselors meet to discuss predicted grades of each student & develop strategies to support students
 * 12. Assessment data is analyzed to inform the evaluation and subsequent modification of teaching and learning strategies. ||= 4 || evidence: In fall 2009 we requested an inquiry upon results for biology, then held a team meeting to redesign IB biology lab program ||
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. ||= 4 || * <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Most science unit tests are built from past exam questions and all science classes have a mock exam in April in preparation for the May exam.s

**Strengths:**

 * Feedback to students and parents through open house, parent-teacher interviews and other communications. ||

**Practices in need of strengthening:**

 * 1) Adoption of a school-wide assessment policy. ||

**Proposals for improvement:**

 * 1) Establish a visible and inclusive committee to develop and publish assessment policy. ||