Section+C+curriculum+(Group+2)

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 **

(example: SAS09-10 Ab Initio 11 Syllabus) || Evidence: Chinese flow chart || Spanish flow chart Spanish A and Spanish B (middle school) Spanish I, Spanish II, and Spanish III (high school) These are the courses previous to IB, in Spanish. ||
 * **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 || OCC, Atlas, school server, syllabus
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= 4 || Last year, the Chinese department went over the curriculum review.
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. ||= 4 || Example taken from Spanish classes.
 * 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 || As an example, it can be seen in the Spanish flowchart ||
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. ||= 4 || various content from daily life and contemporary issues

This is evident in Language B, SL and HL, where topics as ecology are used to develop the language. As an example, we attach an article in a Spanish newspaper, about arrange marriage in Shanghai (aware of local community). Mercado Nupcial || Attach is the document C16 Oral Spanish B grade 11 ||
 * 6. The curriculum promotes all the attributes of the IB learner profile. ||= 4 || As an example, we will refer to Language B (SL and HL). In the oral exam, it is not enough that the students dominate the language, but they need to demostrate that they are able to present deep thoughts.
 * 7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. ||= 4 || Peer editing, time management skills, team work, self-assessment, reflection

To prepare their internal assesment, their students need to choose a topic that interest them, and research that topic, in the target language. It is not a topic studied in the class, the students are resposibles of studying the new vocabulary and doing their research so they are able to present their thesis and keep a conversation with the teacher about that specific topic. Temas primer oral BI Español B – Grado 11 ||
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. ||= 4 || Individual and group presentation;Debate; interview or role-play are integrated in each unit

In both Ab Initio and Language B, the internal assessment consists in two parts: - Individual oral - Interactive oral. In the interactives (minimum three per year) the students have to debate, present their ideas, role-play, and act in an environment that simulates a real one in the target language.

As an evidence, we attach one of the interactives made in Spanish B Educacion Interactivo Grupo 2 || Proyecto Sp. III – Programa de televisión Video futbol.m4v
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. ||= 4 || As an evidence, we attach a project made in the Spansih III class.

The students have to work both independently and collaborative. How? They need to create a TV program. See instructions in Proyecto Sp. III Programa de televison. Collaborative: They need to decide what part will cover each student, and then edit a video with all the pieces. Individual: Each student is responsible of taping and creating his own part, but they need to get together with a global idea. Video futbol.m4v is an example of this. || Example: An IB Language B student make a research of abortion in Spain, and in her ideas is the influence of the Catholic Church, ethic values, etc. Those values are addressed in the curriculum also. Example: Aborto en España, || Evidence: minutes meeting Chinese department Minutes meeting Chinese task force cross school alignment Next year it will be the formal review for Spanish and French.
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. ||= 4 || Increases student sensitivity by covering all the topics mentioned above in our curriculum
 * 11. The curriculum is regularly reviewed in the light of programme developments. ||= 3 || The curriculum in SAS is formally reviewed every 5 years. Last year it was the turn for Chinese department.

Apart of that, teachers have meetings and coordinates between middle school and high school. || Evidence: Chinese New Year celebration includes lots of local people Chinese New Year full afternoon fair
 * 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 || Interview, fild trip, guest speakers, local performances

Also, we are in touch with the Spanish Consulate, and we received updates of the cultural program for the week, in Shanghai, that is posted monthly out to the class. Students can take advantage of conferences, art exhibitions, movies, etc, in Spanish, offered in Shanghai by the Spanish consulate. See Programa Español Consulado Diciembre. || See Course Catalogue PXHS0910 || See Course Catalogue PXHS0910 || See Course Catalogue PXHS0910 ||
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= 4 || Display boards, Chinese New Year, cooking, videos ||
 * 14. The school actively supports the development of the mother-tongue language of all students. ||= 2 || CH 8, IB Chinese A2 and A1 are most advanced Chinese classes offering to those students want to take challenges in Chinese literature study. Students earn Bilingual diploma completing IB A2 and A1 courses. ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. ||= 4 || Chinese, French and Spanish offered
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. ||= 4 || Counsellor and IB coordinator, suggestion and recommendations from teachers, presentation of courses in parent meeting
 * 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 || A wide spectrum of subjects are offered
 * 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 teachers ||
 * 19. There is an appropriate and varied CAS programme. ||= 3 || CAS coordinator, advisors & teacher chaperones for CAS activities ||
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. ||= 4 || Counselor advice, college fair, & career fair ||

**The statement of conclusions** **Strengths:**
2. Students have many opportunities to work independently and in groups as well as to learn from their peers 3. 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. 4. The administration fully supports IB professional development opportunities. 5. There are many experienced IB teachers in the department. 6. There is an excellent level of collaboration within the department. ||
 * 1. As a department, all levels of language are offered

**Practices in need of strengthening:**
2. Regular review of curriculum 3. Promotion of mother tongue of students 4. Relating TOK to individual subjects 5. Teacher awareness of CAS opportunities ||
 * 1. IB Spanish curriculum on Atlas

**Proposals for improvement:**
2. At the start of each year, review the IB curriculum as a department based on previous year exam results 3. After school classes and activities for students whose mother tongue isn’t English or Chinese 4./5. Workshop to explain TOK, CAS and Extended Essay to IB teachers ||
 * 1. Every year one class curriculum will be added

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


 * **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 || OCC, IB course syllabus

A folder on the school server where previous IB exams,B calendar, markschemes. can be accessed by teachers.

Teachers receive physical IBO publication from the IB coordinator. example: Español Ab Initio – Evaluación Interna¨ || - Electronically : By e-mail, or sharing folders. Folder Shared by Puxi and Pudong There is a folder where French and Spanish teachers from both campus share information.
 * 2. Planning at the school takes place collaboratively. ||= 3 || Teachers share resources and ideas:

One Wednesday per month, there is time for teachers within the department to share ideas and work together. Evidence: e-mail from Curriculum Coordinator In this message, Ms. Alicia Lewis, Curriculum Coordinator, send the agenda for a MS/HS meeting on November 25. || See evidences for standards C12 and C13, attached with Standards C1.
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ||= 3 || Refering only to the global language, there are flow charts where the teachers can follow the student´s path in each language.

If we are thinking about the whole IB student, teachers in the Global Language Deparment are aware of the IB hexagon: Evidence: Hexagon || Evidence: IB Chinese standards and benchmarks || An evidence to support this. There are students with special needs, that they received support classes at school.
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ||= 4 || Teachers are aware of IB standards and expectations, IB syllabus
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ||= 3 || Academic support and teacher accommodations based on students’ needs

Evidence: E-mail from Support teacher about a student in the Spanish Ab Initio class ||
 * 6. Planning at the school addresses assessment issues throughout the planning process. ||= 4 || Assessment is a big topic at SAS. It was debated last year at SAS, and it is debated this year also.

On Dec. 9, 2009, we had a meeting specific about assessments. Evidence: World Lang. Reading – Text about assessment in FL that we read within the Department. Evidence: FL Meeting – December 9 : Minutes from that meeting. Evidence: FL Dept. Team Assessment Practice. Types of Assessment in the Foreign Language.

In the semester/final exam, there are common assessments for the same subject, taught by different teachers. ||
 * 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 || Evidence: Les mots de liasion

Global Language teachers are aware that the language must have an structure, and teach that in the class, as evidence C27 shows, in this case, teaching words to connect ideas. ||
 * 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. ||= 2 || Evidence: Extended Essay in Spanish.

Teachers in the Global Language Department are aware the Group 2 is not an island in the IB program, but part of a superior idea.

This evidence demonstrates that students are offered opportunities to do their Extended Essay in the Global Language taken, showing relation between different components of the Diploma Programme. ||

**Strengths:**
2. The Chinese team prepares common assessments 3. The Chinese team collaborates in grading the internal assessment of the IB exam to align the scores with IB standards. 4. Cross-campus collaboration ||
 * 1. 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.

**Practices in need of strengthening:**
2. There needs to be more discussion between departments about teaching and learning strategies. ||
 * 1. There is a need for greater teacher awareness of the role that the teacher plays in facilitating communication.

**Proposals for improvement:**
2. Discussions between departments about various teaching and learning strategies ||
 * 1. Communication of administrative expectations for all teachers concerning their role as communication facilitators

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. **
 * Standard C3


 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 4 || There are placement tests where the teachers can see where the students are when they arrive to their classes.

Prueba de nivel para acceder a Español II Prueba de nivel para acceder a Español III || Opportunities are offered for students who want to run the extra-mile, attending events in the target language in Shanghai (for instance the ones organized by the Spanish consulate), traveling to Spain or France either with the school in March, or alone in the summer, ….
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 4 || Research topics & students are informed of the consequences at the beginning so they are held responsible for their education

The classes count with a library in the target language, with books adequate to the different levels that students can check out.

Evidence 1: Viaje a España – Marzo 2010 Evidence 2: Website + Summer Courses || Evidence: Canción Estopa Dibujo Canciones Estopa Tarea Estopa – La raja de tu falda Respuestas para hacer preguntas Estopa La Raja de tu falda. Mp3 || Evidence: All Chinese classes provided the opportunity for students to express their opinions with their perspectives, like the oral presentation, essay writing, interview, etc. Essential questions are addressed to lead students to develop critical thinking skills. See attached examples of Chinese orals ||
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || Various approaches and activities. Examples include use of technology and songs of target language
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= 4 || In language classes student compare and contrast different cultures
 * 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. ||= 4 || Differentiate instruction and assessments

Evidence: Todo bajo el cielo. One of the students in the IB Spanish B HL class has a higher level than the rest of the class. To accommodate his learning path, he was requested to read a book in Spanish, a novel, and he was tested about it. This is an example of differentiation in the class, as he was the only one having to do this task. || Evidence: Date night with Mac
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 4 || Various resources and training to implement them

Teacher of grades 9 and 10 were provided with a Macintosh. This new tool offers a lot of resources –I-movie, Garage Band, I-photo, pages… - that could be used in the class. This was a poster to announce a optative session with tips and tricks for teachers, to used this new resource –the MacBook- better in the classes. || Evidence: Critical Thinkers || In this e-mail, a student send a message to his Spanish teacher, indicating his own agenda to work in his extended essay, to be approved by the teacher. An example of a student taking appropriate action in response of their own needs. Evidence: Agenda. || Evidence: Academic Dishonesty Students´ agenda, page 23 and 24 ||
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 4 || This is an example of a IB Spanish B Oral Exam. The students is talking about the differences of male and women workforce. Listening to the questions of the teacher and responses of the student, it is evident that the student should have well developed her point of view, and she needs to defend it well.
 * 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 || Students ask for help when needed. Teachers are available at various times to help students
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 4 || ESOL ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 4 || Student agenda

**The statement of conclusions**
1. Students are taught to be critical thinkers. 2. Peer tutoring 3. Self-study subjects are available (i.e. Dutch). 4. Students are taught to be mindful of others and to help them (Habitat for Humanity). 5. There are ample opportunities for teachers to take ICT training, which in turn benefits students. 6. Students are taught to help improve the environment (Roots and Shoots).
 * Strengths:**

1. Theory of Knowledge benefits students, but teachers are not very aware of the content of the course.
 * Practices in need of strengthening:**

1. Make teachers more aware of the content of ToK.
 * Proposals for improvement:**

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. **
 * Standard C4

Evidence: SAS Spanish 3 Course Outline 09-10
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. There is a written assessment policy in place that is available to all sections of the school community. ||= 4 || Evidence: Student agenda – Academic policies (page 25-29). ||
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. ||= 4 || Formative and summative assessment for each unit of study

In this document it is indicated the assessment for the specific subject, as well as a planning for the year. ||
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. ||= 4 || Information is made available at open house, parent teacher conferences and on moodle and is distributed to students

Evidence: SAS Spanish 3 Course Outline 09-10 Parent receive a copy of the syllabus where the expectations are written, as well as the consequences for not turning in homework, etc. || Evidence: FL Dept. Team Assessment Practice || Evidence: Students in Chinese class involved many peer marking in essays, Q & A, interviews, surveys, etc. At the beginning of school and before progress report, students did self evaluation and goal setting (see attached: Chinese HS survey) || Evidence: Test Capitulo 2 y 3 Ab Initio 11 Unit test, semester exam, internal assessments, placement tests… || Evidence: Not digital, as the corrections are made in papers, and of course returned on a timely manner ||
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. ||= 4 || Assessments are categorized in Power School to reflect different assessment types
 * 5. Learning at the school involves students in both peer- and self-assessment. ||= 4 || Peer editing, self reflection
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. ||= 4 || review and assessment at the end of each unit as well as reflection by the teacher
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. ||= 4 || Brief individual conferences after major assessments and progress reports
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. ||= 4 || self reflection and goal setting

Evidence: See Chinese HS survey in C4-5 || Evidence: Power School || Evidence: Power School || || Evidence: Not digital evidence, but it happens || Evidence: Ab Initio Syllabus
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. ||= 4 || Power School and recorders for oral assessments
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. ||= 4 || Quarter & semester reports, parent teacher conferences, Power School, phone and email exchange
 * 11. Assessment data is analysed to provide information about the individual needs of students. ||= 4 || * Counselors & teachers use powerschool frequently to support student learning
 * IB coodinator hosts an annual 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 analysed to inform the evaluation and subsequent modification of teaching and learning strategies. ||= 4 || Teaching adjustments based on assessment results
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. ||= 4 || Formative assessments are integrated into each unit

The assessment criteria are the ones used by IB. ||

**The statement of conclusions**
1.Since the IB program is very strong at this school, the curriculum of the school strongly aligns with that of IB. 2. Administrators and faculty reviewed the homework policy together. 3. 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.
 * Strengths:**

**Practices in need of strengthening:**
1. Teachers should have a way to be made aware of students’ workload for different subjects.

**Proposals for improvement:**
1. Look into a way to communicate this.