Section+C+curriculum+(Group+3)

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. Satisfactory **
 * PLEASE NOTE:

Debates (WWI, Cold War, Free trade vs Protectionism) example is IB economics class || History document based question: Students examine Origin/purpose/value/Limitation of documents. Psychology guide pages 5 & 19 refer directly to cultural senstivity || Business at school Psychology posters Music performances, theater, film festival ||
 * **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 || IB Curriculum is on line and available by the IB Coordinator ||
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= 3 || Working with an Asian/Chinese history with regard to living in Asia/China; IA, School Program Flowchart ||
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. ||= 4 || IB Curriculum ||
 * 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 || IB Curriculum ||
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. ||= 4 || IB Curriculum ||
 * 6. The curriculum promotes all the attributes of the IB learner profile. ||= 4 || IB Curriculum as well as the SAS EAGLES which are posted in every classroom ||
 * 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 || IA/EE ||
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. ||= 4 || Evidence:
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. ||= 4 || IA, reviews, ex. tests, Paper I approach ||
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. ||= 3 || Evidence:
 * 11. The curriculum is regularly reviewed in the light of programme developments. ||= 3 || Teachers are kept abreast of changes in as much as the coordinator is abreast of the changes, e.g. "new" IB Psychology curriculum is not entirely clear. IB Review ||
 * 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 || Business and Alumni Assoc.-Boston Consulting ||
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= 4 || Evidence:
 * 14. The school actively supports the development of the mother-tongue language of all students. ||= 4 || SAS has a large Chinese program ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. ||= 4 || variety of language courses offered (see course offerings) ||
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. ||= 4 || * counselors & IB coordinator holds information sessions
 * during course selection season each subject teacher talk about courses available in their department ||
 * 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 || school program ||
 * 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. ||= 2 ||  ||
 * 19. There is an appropriate and varied CAS programme. ||= 4 || Evidence: The attached log shows the variety of CAS activities in a one week period. Even in such a short time you can see the variety. ||
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. ||= 4 || See description of counseling services ||

-Curriculum spells out everything
 * The statement of conclusions**
 * Strengths**

1) Greater TOK integration 2) IB grading expectations are difficult to interpret
 * Practices in Need of Strengthening**

1) Greater administration for implementation of TOK support 2) clearer guidelines and rubrics from IB for learning outcomes and samples of script
 * Proposals for Improvement**

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

evidence: folder on the shared drive for all IB teachers to access Also teacher receive an SAS created IB teachers handbook ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ||= 3 || IB Syllabus
 * 2. Planning at the school takes place collaboratively. ||= 2 ||  ||
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ||= 1 ||  ||
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ||= 4 || Eagle Assemblies, IB Syllabus ||
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ||= 3 || ESOL, writing centers, learning centers ||
 * 6. Planning at the school addresses assessment issues throughout the planning process. ||= 4 || * Atlas is used to document assessment in each class
 * IB assignments calendar allows long term planning for teachers and students ||
 * 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 || IA/EE ||
 * 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 || Professional Development Days, Atlas ||

The Statement of conclusions -Atlas is in place, PD training available
 * Strengths**

1) better to describe what the roles are of each teacher
 * Practices in Need of Strengthening**

1) system needs to be in place where teachers are aware and provide overview of various levels of student learning, similar to counselors and administrators
 * Proposals for Improvement**

**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.** Satisfactory

IA/EE || computer technology-netvibes, PD Days, Moodle (see C4-3 for screen shot inside a moodle page) || evidence: description of library services ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 4 || School Programs ||
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 4 || Evidence: Dr. Mulli's business & economics classroom blog
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || same as C3.4 ||
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= 4 ||, Virtual Learning in business class
 * 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 || same as C3.4 ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 4 || On Line Library
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 4 || IA/EE ||  ||
 * 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 || Students participate in many service related projects

evidence: articles from parent newsletter about Haiti relief efforts, Habitat for humanity, Support of Jacaranda school in Malawi ||
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 3 || ESOL Program-G.Pearlz ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 4 || Turn-it-in.com., Handbook, school policies-Agenda ||

The Statement of Conclusions -CAS, Blogs, Moodle, Virtual Learning Environment
 * Strengths**

1) ESOL needs some improvement
 * C3: Practices in Need of Strengthening**

1) While there are dedicated teachers for this specific purpose, they work mostly with grades 9 & 10. More support for upper grades needed.
 * C3: Proposals for Improvement**

**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.** ** Satisfactory **

Evidence: IB Business moodle page || evidence: Social Studies Handbook || The Statement of Conclusions
 * **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 || Atlas, Student Handbook ||
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. ||= 4 || Atlas, Calendar, PD Days ||
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. ||= 4 || Stated in school handbook, student programs, IA, IB Guides are given to students
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. ||= 4 || Atlas, Moodle, PD, Curriculum, Syllabus
 * 5. Learning at the school involves students in both peer- and self-assessment. ||= 3 || EE/IA ||
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. ||= 4 || Examinations, Tests, Quizzes ||
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. ||= 4 || * Students & Parents receive quarterly progress reports
 * Frequent verbal feedback
 * Beginning SY 2010-11 students will have 24/7 access to their grades on-line via Powershool ||
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. ||= 4 || Debriefing, Examinations, Tests ||
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. ||= 4 || Power School ||
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. ||= 4 || Power School, Progress Reports, Parent Conferences, Counselors ||
 * 11. Assessment data is analysed to provide information about the individual needs of students. ||= 3 || various IB mark schemes ||
 * 12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. ||= 3 || various IB mark schemes reevaluate and help to reassess ||
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. ||= 4 || mark IB schemes, Curriculum, syllabus criteria ||

-Atlas, Student Handbook, Calendar, Moodle, IA
 * Strengths**


 * Practices in Need of Strengthening**: None


 * Proposals for Improvement** : None