Section+C+curriculum+(Group+1)

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.
 * PLEASE NOTE:

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 development**

evidence: English course syllabus IB English A1 year 1 unit calendar from Atlas Rubicon IB English A1 year 2 unit calendar from Atlas Rubicon ||
 * = **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). ||= 3 || Atlas, handouts to students, parent emails, moodle, Open house, IB presentations to the parents
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= 2 || Students are well prepared for future educational needs as evidenced by the school results

evidence: see scope and sequence documents attached to C3-1 ||
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. ||= 3 || IBO documentation is used for course planning

evidence: English course outline English detailed study || Evidence: English detailed study || evidence: Hamlet oral commentary reflections || Evidence: English detailed study || evidence: English course syllabus || evidence: classroom display ||
 * 4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them. ||= 3 || Literature is chosen from the Prescribed book list ||
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. ||= 3 || An extensive school community service, CAS reflections, clubs & activities ||
 * 6. The curriculum promotes all the attributes of the IB learner profile. ||= 3 || Unit outlines and lesson plans
 * 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 || self-reflection, self-assessment tasks, independent learning tasks
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. ||= 4 || Presentations, EEs ||
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. ||= 4 || Group projects, unit outlines
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. ||= 4 || Course outlines (2 year overview) lesson plans
 * 11. The curriculum is regularly reviewed in the light of programme developments. ||= 2 || reflections on an individual level regarding class texts but lack of regular review on a curriculum-wide basis ||
 * 12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum. ||= 2 || Some community involvement through CAS, but lack of using the expertise of other adults ||
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= 2 || Displays/performances within individual classrooms, but not in a more public manner
 * 14. The school actively supports the development of the mother-tongue language of all students. ||= 1 || No “active support” from the school for development of mother-tongue language of all students—no A2 English, A1 Korean, A1 chinese to speak of ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. ||= 4 || SAS has Spanish, Chinese & French classes.

evidence: HS diploma requirements ||
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. ||= 2 || Conflicting/confusing information from counsellors, need more communication among counsellors/teachers/parents regarding class placement, more needs to be said about the group 3 offerings and universities ||
 * 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. ||= 3 || Evidence: school course offerings ||
 * 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 || Could improve integration of TOK, not enough flexibility in staffing (seems tied to social studies) ||
 * 19. There is an appropriate and varied CAS programme. ||= 3 || Variety within CAS program (clubs/activities/services), but too much time doing the reflections becomes unduly burdensome for the students ||
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. ||= 2 || Strong for colleges in the US/UK but weak for many other countries, career guidance done with grades 9 & 10 only ||


 * The statement of conclusions**
 * Strengths:**
 * Students are able to work independently and collaboratively
 * IB curriculum is documented, planned, and followed
 * Wide choice of subjects offered to students, particularly in group 3
 * Unit/lesson plans are evidence of teaching and learning going on in classrooms; promotion of second-language learning
 * IB teachers are experienced
 * Student body is motivated and disciplined
 * Freedom for the teachers to teach their courses as they see fit.

1) Need some improvement in mother-tongue encouragement 2) Lack of communication/collaboration among all teachers (done in an informal manner) 3) Need better counselling for colleges/universities outside US/UK/Canada and for career options 4) Need for regular program review 5) Need to develop local/national awareness and links with the community 6) Development of A2 programs 7) Lack of school-wide displays/public performances 8) Lack of awareness of IB learner profile by both students and teachers 9) Lack of knowledge of students’ previous learning.
 * Practices in need of strengthening:**


 * Proposals for improvement:**

1) Investigate the need for offering more mother-tongue languages, for example Korean A1 2) Need to provide time for communication/collaboration among teachers 3) Counsellors to be better informed of non-American/British/Canadian options 4) IB needs to ask for regularly for teacher input, and individual teachers need more time to review course outlines together 5) Texts with more Chinese “flavor” within Part 4 and/or Part 1 6) Need to support Korean and Chinese A1—need tutors who can support self-study A1 7) IB show day to share IOPs between classes 8) Use IB learner profile when planning units and use the language within the classroom 9) More documentation (possibly through PowerSchool) that follows the student through the grade levels and from previous schools.

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

information from IB coordinator compiled in the SAS generated IB teacher handbook || evidence: meeting agenda || evidence: meeting agenda || Mock exams are also scheduled in the senior year. || evidence: English department meeting agenda ||
 * **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 || evidence: folders shared to all IB teachers on school server
 * 2. Planning at the school takes place collaboratively. ||= 3 || Dependent on particular teachers—some select to plan together, but there is no school-wide system for collaborative planning; we do fulfill expectations of IB, but could be an area for growth
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ||= 3 || evidence:
 * 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.
 * A reflective process is used to encourage student & teacher dialogue in the fall of senior year regarding predicted grades (see attached timeline) ||
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ||= 3 || Essential agreements, moderation of assessments
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ||= 2 || Range of assessments addresses various learning styles, but “planning at the school” needs to better accommodate learning needs and varying competencies ||
 * 6. Planning at the school addresses assessment issues throughout the planning process. ||= 4 || I IA deadlines are coordinated and scheduled. This google calendar is shared with teachers, students and parents.
 * 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. ||= 2 || Anecdotal conversations with colleagues, discussions at meetings (where English teachers are designated as responsible for language/communication issues) ||
 * 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. ||= 4 || Unit outlines, assessments, and learning activities (Atlas)

**Strengths:**

 * Teaching and learning strategies
 * Meetings to discuss students of concern
 * Availability of IB publications
 * Scheduling of Internal Assessments and mock exams.

**Practices in need of strengthening:**
1) Need more of a school-wide system and opportunities for collaborative planning 2) Awareness from other teachers to participate in the learning/teaching of language 3) Need to integrate and share strategies to accommodate different learning styles.

**Proposals for improvement:**
1) Opportunities provided by the school—in a formalized manner—for collaborative planning 2) Professional development in the school geared toward assisting teachers with greater participation in teaching of language 3) Support from school to facilitate sharing among teachers of strategies to accommodate different learning styles.

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 development **
 * Standard C3


 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 3 || Grade 9 & 10 program is designed to prepare students for the requirements of the AP and IB coures.

evidence: Scope and sequence documents grade 9, 10 and scope and sequence documents AP & IB courses || unit plans IB English class see C4-4 Also see variety of English offerings ||
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 4 || Assessments such as IOPs, WL papers, and EEs ||
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || evidence:
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= 4 || TOK assessments, personal interpretations of literature encouraged in the classroom, IB rubrics that include personal interpretation

evidence: student commentary/reflection || see evidence provided in C4-8 ||
 * 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 || Variety of assessment opportunities in IB English program, unit planners, Atlas ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 4 || Online databases, (see library homepage) support from librarian, range of textual/visual/technological resources ||
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 4 || Atlas, unit plans, CAS reflections, writing samples in portfolios
 * 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 || Peer teaching and peer response, group discussion/group work ||
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 2 || Drop in support of ESOL push-in teachers ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 4 || Plagiarism policy, use of turnitin.com, instruction in proper citation techniques ||

**Strengths:**

 * Students are responsible for their own learning
 * Range and balance of teaching strategies
 * Recognition of the need for personal interpretation
 * Excellent resource allocation
 * Teachers actively encourage critical thinking
 * Academic honesty is explicitly taught and promoted.

**Practices in need of strengthening:**
1) Greater awareness is needed of students’ prior knowledge and skill level 2) Need to encourage teacher growth in recognizing and teaching to different learning styles 3) Lack of ESOL support (officially no support at the IB level) for students not proficient in the language of instruction.

**Proposals for improvement:**
1) Pre-assessment work and more communication/counselling between 10th and 11th grades 2) Time provided by the school to identify different learning styles and share strategies 3) Implementation of greater ESOL support at the IB level.

**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.** ** Shows satisfactory development **

evidence: English course syllabus || example: Unit as found on Atlas || Evidence: English course syllabus || evidence: Unit planner from Atlas Rubicon ||
 * **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 || Assessment policy documented on syllabi for individual courses—handed out in class, provided at Open House
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. ||= 4 || Documentation on Atlas
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. ||= 4 || Atlas, course syllabi, Open House, parent conferences, email communication
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. ||= 3 || Individual teachers do this, but there is no regular school- wide review
 * 5. Learning at the school involves students in both peer- and self-assessment. ||= 4 || Atlas, unit outlines

evidence: see unit planner from C4-4 || see evidence is C3-1 ||
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. ||= 3 || Atlas, unit outlines
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. ||= 4 || evidence: Essential agreements for English department ||
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. ||= 4 || Teachers constantly have informal discussions in class regarding assessments to allow students to reflect on their own learning.

More text-based discussions involve projecting (anonymous) selections from student work and discussing its strengths and weaknesses.

More formal examples involve written reflections included in a student’s portfolio evidence Hamlet IOC reflection

In-class activities include self-reflections such as the sample taken from a [|student reflection following a Socratic seminar] ||
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. ||= 4 || PowerSchool, schedule for predicted grades, portfolios ||
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. ||= 3 || Email/phone communication, development of PowerSchool ||
 * 11. Assessment data is analysed to provide information about the individual needs of students. ||= 3 || Data complied by IB coordinator, IB results informal analysis completed by teachers but no formal analysis process in place ||
 * 12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. ||= 3 || Anecdotal evidence—modification by teachers of teaching/learning strategies ||
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. ||= 4 || Atlas, reports by IB coordinator ||

**Strengths:**

 * Recognition of importance of assessment in planning teaching and learning
 * Clear articulation with students/parents regarding learning expectations
 * Use of peer and self assessment in classrooms; prompt feedback to students; opportunities for self-reflection
 * Efficient systems for recording student data on student achievement
 * Regular assessment of student learning against the objectives/assessment criteria.

**Practices in need of strengthening:**
1) Individual teachers have published assessment policies, but there may be a need to formalize a common/school-wide assessment policy 2) Range of strategies for formative/summative assessment is documented but needs to be reviewed more regularly 3) Parental access to grades; need to analyze assessment data on a more regular basis.

**Proposals for improvement:**
1) School to determine if there is a need for a common assessment policy 2) Regular review of formative/summative assessment strategies, provide more formalized time to reflect collaboratively on assessment data—i.e. evaluation and subsequent modification. 3) Allowing parental access to PowerSchool