Section+C+curriculum+overview


 * Note: The following summary was created by a group representing each of the 6 subject groups & ToK as well as the programme coordinator. The rankings of degree of implementation from each curricular group were displayed to facilitate discussion however the final summary was reached by consensus discussion.**

All students at SAS are assigned a counselor according to their last name. They work with the same counselor through out their 4 years in high school. The counselor is the primary provider of pastoral care. In addition the IB coordinator is often involved in providing support to IB diploma students.
 * How does the support system (pastoral care/homeroom/advisory) for Diploma Programme students integrate with and complement the delivery of the Diploma Programme? **

All students in the HS have a homeroom teacher. Students in the IB diploma are assigned to the homeroom with their CAS advisor for their 11th and 12th year. This gives the student the opportunity to develop a relationship with their CAS advisor and facilitates easy check-ins with their CAS advisor. We have four CAS homerooms for each class cohort. The IB coordinator frequently uses homeroom time to check-in with diploma students regarding upcoming deadlines, monitor stress levels and provide an informal forum for students to ask questions and raise any concerns they may have.

Informing students about the IB program. I**n November of each year the IB coordinator, in partnership with the AP coordinator, conducts an evening information sessions for parents regarding both programs. In January, in partnership with the AP coordinator, she conducts and information session for all grade 10 students. The following week the IB coordinator conducts a second information session for students who wish more information or have questions about the IB program. At this time we also host a panel in which IB seniors & parents of IB students sit on a panel to answer questions for students & parents about the program.
 * Describe the system in place for the induction of students into the Diploma Programme, and how each student’s programme of study is put together.

Finally during the last week of January each classroom teacher is required to take 15 minutes from their class to explain the course offerings (including IB) available to students in the following year. It is our belief that the subject teachers are the best ones to answer questions about the course content, teaching approach, etc of the courses in their department.

During the next month the 4 counselors visit study halls to have one-on-one conversations with each grade 10 student about their course selections with the focus being around what is the “best fit” for each student. While the IB coordinator is often consulted by the counselors and/or students the responsibility for ensuring that the course selection will fulfill the SAS graduation requirements is with the student and their counselor.
 * Supporting student during the course selection process**

During the month of May the IB coordinator checks each IB diploma student’s schedule choices to ensure that it will fulfill the requirements of the IB diploma. Any problems are addressed and corrected.

Once the master schedule is built in late May and students schedules are complete, the IB coordinator sends a letter of welcome to all IB diploma students and requests each student and parent to sign the IB agreement (see attached)
 * Induction into the program**

In August of the students first year in the IB diploma, the IB coordinator in partnership with the CAS coordinator, run a series of 3 classes that introduce students to the IB philosophy via the IB learner profile, introduces the CAS program and allows students to reflect on what they hope to get out of their IB diploma experience.

**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**


 * **Practice** || **Gr 1** || **Gr 2** || **gr 3** || **gr 4** || **gr 5** || **gr 6** || **ToK** || **summary** ||
 * 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 || 3 || 4 || 4 || 4 || 3 || 4 || 3.5 ||
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. || 2 || 4 || 3 || 4 || 4 || 3 || 4 || 3.5 ||
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. || 3 || 4 || 4 || 4 || 4 || 4 || 4 || 4 ||
 * 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 || 4 || 4 || 4 || 4 || 1 || 3 || 3 ||
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. || 3 || 4 || 4 || 4 || 1 || 4 || 3 || 3 ||
 * 6. The curriculum promotes all the attributes of the IB learner profile. || 3 || 4 || 4 || 3 || 4 || 4 || 4 || 3.5 ||
 * 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 || 4 || 4 || 3 || 4 || 4 || 2 || 3.5 ||
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 ||
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. || 4 || 4 || 4 || 4 || 3.5 || 4 || 4 || 4 ||
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. || 4 || 4 || 3 || 2 || 1 || 4 || 3 || 3 ||
 * 11. The curriculum is regularly reviewed in the light of programme developments. || 2 || 3 || 4 || 3 || 4 || 3 || 2 || 3 ||
 * 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 || 3 || 3 || 3 || 4 || 3 || 2 || 3 ||
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. || 2 || 4 || 4 || 3 || 2 || 4 || 1 || 2.5 ||
 * 14. The school actively supports the development of the mother-tongue language of all students. || 1 || 2 || 4 || 2 || 2 || 3 || 1 || 2 ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. || 4 || 4 || 4 || 4 || 4 || 3 || 4 || 4 ||
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. || 2 || 4 || 4 || 4 || 4 || 2 || 4 || 3.5 ||
 * 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 || 4 || 4 || 4 || 4 || 3 || 4 || 3.5 ||
 * 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 || 3 || 3 || 2 || 3 || 4 || 3 || 3 || 3 ||
 * 19. There is an appropriate and varied CAS programme. || 3 || 3 || 4 || 4 || 4 || 2 || 4 || 3 ||
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. || 2 || 4 || 4 || 4 || 4 || 4 || 4 || 3.5 ||
 * The statement of conclusions**

1. The school offers a wide choice of subjects to students. 2. Many experienced IB teachers in our school 3. The administration fully supports IB professional development opportunities. 4. Our school has small class sizes. 5. The Chinese program utilizes the local community for instructional purposes. Students studying French and Spanish have the opportunity to travel abroad to a country where the language is spoken. 6. The school allows the freedom for teachers to teach their courses as they see fit. 7. Our school has excellent external exam scores (IB, AP, PSAT, SAT) 8. The fact that the IB program is very strong at this school, reflects the fact that the curriculum of the school strongly aligns with that of IB. 9. IB provides a well-established, comprehensive curriculum which is followed closely by our teachers 10. The school has a strong CAS program 11. The school has a strong TOK course 12. Supportive IB coordinator 13. Students have many opportunities to work independently and in groups as well as to learn from their peers
 * Strengths**:


 * || practices in need of strengthening || Proposal for improvement ||
 * 1 || need for regular program review and department curriculum discussion. || * SAS teachers need to be encouraged to contribute to curricular reviews
 * teachers need more time to collaboratively (when possible) review course outlines
 * Time allotted in August school PD days to analyze previous year exam results. Guided discussion on trends and how it affects student learning.
 * Time allotted for teachers to review of subject reports ||
 * 2 || Need some improvement in mother-tongue encouragement || * Encourage the development a Korean Language program.
 * Promotion and support of all mother tongue language by offering after school activities using parental support. ||
 * 3 || Need to develop local/national awareness and links with the community || * Solicit parent volunteers to be guest speakers for classes.
 * Use local culture more to support classroom learning. ||
 * 4 || Relating ToK to individual subjects allowing greater TOK integration || * Workshop for classroom teachers to explain ToK, and develop strategies to integrate into the classroom.
 * Greater administration support for the ToK classes to improve integration of subjects into ToK
 * Encourage a variety of discipline teachers as ToK teachers. ||
 * 5 || lack of awareness of IB learner profile by both students and teachers || * Encourage teachers to use the IB learner profile when planning units and use the language within the classroom
 * More deliberate tie between EAGLES and learner profile. Coordinator could create displays, could create activity during retreat. ||

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


 * **Practice** || **Gr 1** || **Gr 2** || **Gr 3** || **Gr 4** || **Gr 5** || **Gr 6** || **ToK** || **Summary** ||
 * 1. All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. || 4 || 4 || 3 || 4 || 4 || 4 || 4 || 4 ||
 * 2. Planning at the school takes place collaboratively. || 3 || 3 || 2 || 3 || 3 || 3 || 1 || 3 ||
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. || 3 || 3 || 1 || 4 || 2 || 2 || 2 || 2.5 ||
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. || 3 || 4 || 4 || 3 || 4 || 3 || 4 || 3.5 ||
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. || 2 || 3 || 3 || 3 || 3 || 4 || 3 || 3 ||
 * 6. Planning at the school addresses assessment issues throughout the planning process. || 4 || 4 || 4 || 4 || 2 || 3 || 4 || 3 ||
 * 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 || 2 || 3 || 3 || 3 || 4 || 3 || 3 ||
 * 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 || 2 || 4 || 3 || 4 || 3 || 3 || 3 ||

Strengths:** 1. All IB publications are readily available as well as comprehensive support material 2. All IB teachers meet annually to discuss progress of IB students and establish plan of intervention for students in need of support 3. Teachers work together to establish a schedule of Internal Assessments due dates and an organized mock exams schedule. 4. There is collaboration within some departments. When possible we work together informally during common preps and formally in our Wednesday department meetings to discuss teaching strategies. 5. The Chinese team has revised the language curriculum for middle to high school to be implemented this year. A plan for elementary to middle school is currently in progress. 6. All departments use common assessments if there is more than one teacher for the same course. 7. The Chinese team collaborates in grading the internal assessment of the IB exam to align the scores with IB standards. 8. Some departments participate in cross-campus collaboration. 9. Atlas Rubicon is in place and can be used for collaborative planning. 10. IB Coordinator does excellent job of providing feedback and updates to ensure effective planning. 11. All teachers are language teachers and consequently give appropriate consideration to facilitating communication.
 * The statement of conclusions


 * || practices in need of strengthening || Proposal for improvement ||
 * 1 || Need more of a school-wide system and opportunities for collaborative planning, (currently done in informal way) || * Purpose build space dedicated for teacher collaboration
 * Opportunities provided by the school—in a formalized manner—for communication/collaboration/reflection among teachers
 * Better coordination between teachers and the educational curriculum coordinator regarding sensitivity to teachers’ time and curricular and classroom needs.
 * Prioritize common planning needs by department and build schedule for that creates common planning time for within current work day. ||
 * 2 || There needs to be more discussion between departments about teaching and learning strategies. || * Opportunities provided by the school—in a formalized manner—for communication/collaboration/reflection among teachers
 * Teacher autonomy to determine look-at-learning topics.
 * Encourage teachers to moderate IAs (even when not teaching the same year) ||
 * 3 || There needs to be more scope and sequence between courses and programmes || * It is addressed during curricular review year but we would like more K-12 teacher communication on an ongoing basis. ||
 * 4 || We need to gain more information about the students' whole learning experience. || * System needs to be in place where teachers are aware and provide overview of various levels of student learning, similar to counsellors and administrators. Powerschool & Naviance may help.
 * A plan needs to be developed in conjunction with the counselors as teachers want to learn about our students' learning experience in all classes, but are concerned about the time needed to do this effectively. Maybe, if counselors focus on a few students at a time every few weeks/month. Also, teachers feel they should communicate with the counselors more when we notice a student is struggling in our classes. ||
 * 5 || There is a need for greater teacher awareness of the role that the teacher plays in teaching and assessing language. || * Professional development in the school geared toward assisting teachers with greater participation in teaching of language
 * Clear communication of administrative expectations for all teachers concerning their role as language teachers ||

**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 development**


 * **Practice** || ** Gr 1 ** || ** Gr 2 ** || ** Gr 3 ** || ** Gr 4 ** || ** Gr 5 ** || ** Gr 6 ** || ** ToK ** || ** summary ** ||
 * 1. Teaching and learning at the school builds on what students know and can do. || 3 || 4 || 4 || 4 || 4 || 4 || 3 || 3.5 ||
 * 2. Teaching at the school allows students to become actively responsible for their own learning. || 4 || 4 || 4 || 4 || 3 || 4 || 3 || 3.5 ||
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. || 4 || 4 || 4 || 4 || 4 || 4 || 4 || 4 ||
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. || 4 || 4 || 4 || 4 || ? || 1 || 4 || 4 ||
 * 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 || 4 || 4 || 3 || 4 || 3 || 4 || 3.5 ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. || 4 || 4 || 4 || 4 || 4 || 4 || 3 || 4 ||
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. || 4 || 4 || 4 || 3 || 4 || 4 || 4 || 4 ||
 * 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 || 3 || 3 || 4 || 4 || 3 || 3 || 3.5 ||
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. || 2 || 4 || 3 || 2 || 3 || 4 || 3 || 3 ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. || 4 || 4 || 4 || 4 || 4 || 3 || 3 || 3.5 ||


 * The statement of conclusions

Strengths:** 1. Our school has made a huge investment in equipment & PD to encourage IT in the curriculum. Our school uses many web 2.0 learning tools: Blogs, Moodle, Eduvo to manage CAS programs, Virtual Learning Environment, etc. 2. Our open enrolment policy encourages students to take responsibility for their own learning choices 3. Excellent resource allocation 4. The student body is motivated and disciplined 5. Academic honesty is explicitly taught and promoted. 6. Students are responsible for their own learning & are offered plenty of independent learning opportunities. 7. Teachers use a range and balance of teaching strategies 8. There is a recognition of the need for personal interpretation 9. Teachers actively encourage critical thinking 10. Varied and broad academic and extra-curricular programs allows students to be critical thinkers and independent learners, and encourages them to take appropriate action in response to their own and others’ needs. Strong Co-curricular Activities where students are taught to be mindful of others and to help them (Habitat for Humanity) as well as the environment (Roots and Shoots) 11. We develop globally minded students. 12. There is an established peer tutoring program 13. Self-study language subjects are promoted. 14. We are very strong in our teaching and student scores seem to show they are learning according to the IB standards (above the world average every year)

> Support through PD ||
 * || practices in need of strengthening || Proposal for improvement ||
 * 1 || Lack of ESOL support (officially no support at the IB level) for students not proficient in the language of instruction. || * Extend the ESOL program to years 11 and 12, and add math/science subject expertise
 * Communication of which students received ESOL support in previous years.
 * Identify the students who need more support in English, the language of instruction. ||
 * 2 || Need to encourage teacher growth in recognizing and teaching to different learning styles || * Support from school to facilitate sharing among teachers of strategies to accommodate different learning styles.
 * 3 || Greater awareness is needed of students’ prior knowledge and skill level || * Pre-assessment work and more communication & counseling between 10th and 11th grades. ||
 * 4 || Students should be given more opportunities to take responsibility for their learning || * Organization of course work by teachers with enough time for students to plan & reflect.
 * English teachers offer a PD on referencing systems and current practices.
 * Model and encourage students to be self advocates. ||
 * 5 || Further promote academic honesty in light of the introduction of 1-to-1 laptops. || * Encourage student government to promote academic honesty though PSA at assemblies, displays, announcements, develop a student honour code. Will need to develop firm consequences for violations of technology faux pas.
 * Update rules & regulations to increase awareness of the impact technology has on academic honesty.
 * Continue exploring technology for teachers to view the screens. ||


 * 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 progress **


 * **Practice**gr || ** g4 1 ** || ** gr 2 ** || ** gr 3 ** || ** gr 4 ** || ** gr 5 ** || ** gr 6 ** || ** ToK ** ||= ** summary ** ||
 * 1. There is a written assessment policy in place that is available to all sections of the school community. || 3 || 4 || 4 || 3 || 4 || 2 || 4 ||= 3 ||
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. || 4 || 4 || 4 || 4 || 4 || 3 || 4 ||= 4 ||
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. || 4 || 4 || 4 || 4 || 4 || 3 || 4 ||= 4 ||
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. || 3 || 4 || 4 || 3 || 2 || 3 || 3 ||= 3 ||
 * 5. Learning at the school involves students in both peer- and self-assessment. || 4 || 4 || 3 || 3 || 2.5 || 4 || 4 ||= 3 ||
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. || 3 || 4 || 4 || 3 || 4 || 3 || 4 ||= 3.5 ||
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. || 4 || 4 || 4 || 4 || 4 || 4 || 4 ||= 4 ||
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. || 4 || 4 || 4 || 4 || 3 || 4 || 4 ||= 4 ||
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. || 4 || 4 || 4 || 3 || 4 || 4 || 4 ||= 4 ||
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. || 3 || 4 || 4 || 3 || 4 || 2 || 4 ||= 3 ||
 * 11. Assessment data is analysed to provide information about the individual needs of students. || 3 || 4 || 3 || 3 || 2.5 || 4 || 4 ||= 3 ||
 * 12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. || 3 || 4 || 3 || 4 || 2 || 4 || 4 ||= 3 ||
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. || 4 || 4 || 4 || 4 || 4 || 4 || 4 ||= 4 ||

The statement of conclusions Strengths: 1. There is a recognition of the importance of assessment in planning teaching and learning 2. There is a clear articulation with students/parents regarding learning expectations 3. Use of peer and self assessment in classrooms; prompt feedback to students; opportunities for self-reflection 4. There is regular assessment of student learning against the objectives/assessment criteria. 5. There are comprehensive assessment standards within IB courses. 6. Recent review of the high school homework policy by administrators and faculty. 7. The school has upgraded to a better program (Power School) for recording grades so that parents and students are now more aware of performance at school. 8. Our school provides numerous occasions for feedback to students and parents through open house, parent-teacher interviews and other communications. 9. Small class sizes allows for a high degree of individualized teacher assessment responses

Individual teachers have published assessment policies, but there may be a need to formalize a common/school-wide assessment policy. || * Develop a school wide committee to address assessment issues with teacher involvement. ||
 * || practices in need of strengthening || Proposal for improvement ||
 * 1 || Adoption of a school-wide assessment policy.
 * 2 || lack of knowledge of students’ previous learning || (Same as C2 proposal #4)* System needs to be in place where teachers are aware and provide overview of various levels of student learning, similar to counsellors and administrators. Powerschool & Naviance may help.
 * A plan needs to be developed in conjunction with the counselors as teachers want to learn about our students' learning experience in all classes, but are concerned about the time needed to do this effectively. Maybe, if counselors focus on a few students at a time every few weeks/month. Also, teachers feel they should communicate with the counselors more when we notice a student is struggling in our classes. ||
 * 3 || Need to review strategies & analyze assessment data on a more regular basis || * Regular review of formative/summative assessment strategies
 * Provide more formalized time to reflect collaboratively on assessment data—i.e. evaluation and subsequent modification ||
 * 4 || Teachers should have a way to be made aware of students’ workload for different subjects. || * Continue to work with teachers, students & counsellors to create solutions ||
 * 5 || Regular student & parental access to grades || * Continue review & discussion of implementation of Powerschool ||

**Supporting documentation for the evaluation of the Diploma Program**


 * 1) A description of school services such as counselling, support for special educational needs or language support
 * 2) Documents used to inform parents about the curriculum we also have podcast about each course available for parents & students to download
 * 3) The school’s language policy document, including related practices ** (not yet available as one cohesive document) **
 * 4) The school’s assessment policy document, including related practices **(FINAL not yet available, the attached is a draft)**
 * 5) A set of any publications about the Diploma Programme that is sent out by the school to studentsand/or parents
 * 6) Annual analyses and reflections on students’ results