Section+C+curriculum+(ToK+group)

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:

Grammar girl episode student example || evidence: discussion leader rubric || much collaboration group discussion in this course || evidence: Emotions survey assignment ||
 * **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 || SAS Course syllabus, Atlas Rubicon ||
 * 2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs. ||= 4 || IB diploma for university applications ||
 * 3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time. ||= 4 || see the IB program guide for ToK ||
 * 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 || Evidence:
 * 5. The curriculum encourages students to become aware of individual, local, national and global issues. ||= 3 || Global issues covered well but weak on local issues ||
 * 6. The curriculum promotes all the attributes of the IB learner profile. ||= 4 || SAS Eagles ||
 * 7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect. ||= 2 || peer review-marking, Co-operative learning ||
 * 8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas. ||= 4 || seminar style discussion class
 * 9. The curriculum provides opportunities for students to work both independently and collaboratively. ||= 4 || oral presentation
 * 10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences. ||= 3 || ToK course discusses extensively but is a bit weak on religious differences
 * 11. The curriculum is regularly reviewed in the light of programme developments. ||= 4 || IB requires 5 year self study but SAS also has a curricular review process ||
 * 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 || guest lecturers ||
 * 13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc. ||= 1 ||  ||
 * 14. The school actively supports the development of the mother-tongue language of all students. ||= 1 || no support outside English and Chinese language ||
 * 15. The school provides opportunities for students to learn at least one language in addition to their mother tongue. ||= 4 || Spanish, Chinese, French ||
 * 16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses. ||= 4 || Counseling, CAS Coordinator, IB Coordinator, IB info board ||
 * 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 || See course handbook ||
 * 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 || less support from other discipline because no common planning time ||
 * 19. There is an appropriate and varied CAS programme. ||= 4 || See CAS offerings listed in section D1-5 ||
 * 20. The school provides guidance to students on progression to higher education and other career opportunities. ||= 4 ||  ||

small class sizes generous professional development
supportive IB coordinator

1) community and faculty outreach
 * Practices in need of strengthening**

1) Invite more adults (parents, community, other teachers) into the ToK classroom
 * Proposals for improvement**


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

evidence: grammar girl student samples || evidence: minutes Jan. look at learning ||
 * **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 || All teachers have OCC passwords, and are given their diploma guide as well as an IB teachers handbook with information about where to find SAS resources ||
 * 2. Planning at the school takes place collaboratively. ||= 1 || No common planning time ||
 * 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ||= 2 ||  ||
 * 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ||= 4 || Standards and benchmarks and IB designated curriculum ||
 * 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ||= 3 || variety of types of class assessment and choice of topic
 * 6. Planning at the school addresses assessment issues throughout the planning process. ||= 4 || assessment and planning calendar with benchmarks ||
 * 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 ||  ||
 * 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 || monthly "look at learning" as well as department meetings and teacher teaching teachers workshops

**Strengths:**
Access and use of appropriate documentation comprehensive school wide planning

1) planning is "top down"
 * Practices in need of strengthening**

1) common planning time at the instructional level
 * 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**. **Shows satisfactory progress**

evidence: Escher & mathmematics "Was Darwin wrong?" || evidence: Historical knowledge exercise ||
 * **Practice** ||= **Degree of Implementation** || **Evidence** ||
 * 1. Teaching and learning at the school builds on what students know and can do. ||= 3 || Better development of skills continuum needed ||
 * 2. Teaching at the school allows students to become actively responsible for their own learning. ||= 3 || IB open enrollment, variety of student choice ||
 * 3. Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ||= 4 || from lecture, to co-op, to essay, to multiple choice from formative to summative to student presentations to technology ||
 * 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ||= 4 || Emphasize race, gender, nationality, economic
 * 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 || Assess in multiple ways oral and written ||
 * 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ||= 3 || Material and philosophical support very generous ||
 * 7. Teaching at the school engages students as critical thinkers with developing views of their own. ||= 4 || Mission statement of school, knowledge issues are center piece of ToK
 * 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 || CAS hours ||
 * 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ||= 3 || Academic support services & ESOL support for students ||
 * 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ||= 3 || Turn-it-in ||

**Strengths:**
promote critical thinking and independent learning skills

1) further promote academic honesty
 * Practices in need of strengthening**

1) promote academic honesty through more student involvement using the student government
 * 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.** **Shows satisfactory progress**

evidence: practice essays || evidence: rubrics are given to students ToK Grading strand table || ToK logic exercise || evidence: same as C4-7 || evidence: perception exercise: Only one of your senses ToK quiz Pinker || evidence: The questions ToK Feedback to student regarding essay || evidence: student's essay || evidence: minutes of meeting || evidence: rubric (see C4-3) & students essay (see C4-11) ||
 * **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 || available in IB diploma program ToK guide, SAS HS has policies but assessment is a focus school wide ||
 * 2. Assessment at the school is viewed as being integral with planning, teaching and learning. ||= 4 || Progress reports, semester grades, parent conferences, IB assessment calendar
 * 3. Learning expectations and integral assessment strategies are made clear to students and parents. ||= 4 || IB parent orientation, parent night
 * 4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly. ||= 3 || evidence:
 * 5. Learning at the school involves students in both peer- and self-assessment. ||= 3 || Cooperative learning peer review sessions ||
 * 6. The levels of students’ current knowledge and experience are assessed before embarking on new learning. ||= 4 || various checks for understanding such as class discussions, quizzes, tests, essays
 * 7. Students are provided with regular and prompt feedback to inform and improve their learning. ||= 4 || Many small learning activities are done to inform learning
 * 8. Assessment at the school provides students with regular opportunities for reflection on their own learning. ||= 4 || We provide copious written feedback on practice essays
 * 9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme. ||= 4 || Powerschool ||
 * 10. The assessment process allows for meaningful reporting to parents about students’ progress. ||= 4 || Progress reports, report cards, parent conferences ||
 * 11. Assessment data is analysed to provide information about the individual needs of students. ||= 4 || personalized comments on student work
 * 12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies. ||= 4 || Moderation meeting to evaluate orals
 * 13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject. ||= 4 || All assignments are graded with the ToK rubric

**Strengths:**
small class sizes allows for a high degree of individualized teacher assessment responses

1) more peer and self assessment
 * Practices in need of strengthening**

1) more peer and self assessment
 * Proposals for improvement**