IB+Standards+and+Practices+Self+Evaluation+-+Primary+School

Collaborative planning and reflection supports the implementation of the IB programme(s).
 * Section C: Curriculum **
 * Standard C1: Collaborative planning **

//a. The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.// ||  ||  √  ||   || a. //There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.// ||  ||   ||  √  || a. //The school provides for easy access to completed Primary Years Programme planners.// || √  ||   ||   ||
 * **Practice** |||||| **A school must show the following to become an IB world school offering the PYP** ||
 * ^  ||  **In Place**  ||  **Implemen-tation is in progress**  ||  **Not in progress**  ||
 * 1. Collaborative planning and reflection addresses the requirements of the programme(s). ||  ||  √  ||   ||
 * **Requirements for the Primary Years Programme**
 * b. Planning at the school makes use of the Primary Years Programme planner and planning process across the curriculum and by all teachers. ||  ||  √  ||   ||
 * c. Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme. ||  ||  √  ||   ||
 * 2. Collaborative planning and reflection takes place regularly and systematically. ||  ||  √  ||   ||
 * 3. Collaborative planning and reflection addresses vertical and horizontal articulation. ||  ||  √  ||   ||
 * **Requirements for the Primary Years Programme**
 * b. The school ensures balance and articulation between the transdisciplinary programme of inquiry and any additional single-subject teaching. ||  ||   ||  √  ||
 * 4. Collaborative planning and reflection ensures that all teachers have an overview of students’ learning experiences. ||  ||   ||  √  ||
 * **Requirements for the Primary Years Programme**
 * b. //The school ensures that Primary Years Programme planners are coherent records of student learning.// || √  ||   ||   ||
 * 5. Collaborative planning and reflection is based on agreed expectations for student learning. ||  ||  √  ||   ||
 * 6. Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles. ||  ||   ||  √  ||
 * 7. Collaborative planning and reflection is informed by assessment of student work and learning. ||  ||  √  ||   ||
 * 8. Collaborative planning and reflection recognizes that all teachers are responsible for language development of students. ||  ||   ||  √  ||
 * 9. Collaborative planning and reflection addresses the IB learner profile attributes. ||  ||  √  ||   ||

2. Ensure that we reflect on our meetings
 * **Action that will need to be taken** ||  **How and when this can be acheived**  ||
 * 1. We need more planning time with specialist teachers, and for whole grade planning

3. Ensure that we align the planner with the standards. We need to meet with specialist teachers more, and also with other grades so that we don’t duplicate work. 4. Adopt more time for collaborative planning 6. Scaffold summative assessment 7. We should assess for the planning, not only for the grade book 8. Meet with Arabic teachers and record it on the weekly planners || - Tuesday PD sessions

- Take minutes of the meetings ||


 * **Evidence that will need to be collected** ||  **Where this can be found**  ||

The school’s written curriculum reflects IB philosophy. a. //The programme of inquiry consists of six units of inquiry—one for each transdisciplinary theme—at each year/grade level, with the exception of students who are 3–5 years, where the requirement is at least four units at each year/grade level, two of which must be under “Who we are” and “How we express ourselves”.// || √  ||   ||   || a. //The school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each Primary Years Programme subject area.// ||  ||  √  ||   || a. //The written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging// ||  ||  √  ||   || a. //The programme of inquiry includes the study of host or home country, the culture of individual students and the culture of others, including their belief systems.// ||  ||   ||  √  || a. //There is a system for regular review and refinement of the programme of inquiry, individual units of inquiry and the subject-specific scope and sequences.// ||  ||  √  ||   ||
 * Standard C2: Written curriculum **
 * ** Practice ** |||||| ** A school must show the following to become an IB world school offering the PYP ** ||
 * ^  ||  ** In Place **  ||  ** Implemen-tation is in progress **  ||  ** Not in progress **  ||
 * 1. The written curriculum is comprehensive and aligns with the requirements of the programme(s). ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * b. //The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.// ||  ||  √  ||   ||
 * c. //The Primary Years Programme exhibition is one of the six transdisciplinary units of inquiry in the final year of the programme.// ||  ||  √  ||   ||
 * d. //There is documented evidence that the curriculum developed addresses the five essential elements of the Primary Years Programme.// ||  ||   ||  Possibly but we’ve not seen it  ||
 * 2. The written curriculum is available to the school community. || √  ||   ||   ||
 * 3. The written curriculum builds on students’ previous learning experiences. ||  ||  √  ||   ||
 * 4. The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time. ||  ||   ||  √  ||
 * ** Requirements for the Primary Years Programme **
 * b. //The overall expectations of student achievement in the school’s scope and sequence doc- uments are aligned with those expressed in the Primary Years Programme scope and sequence documents.// ||  ||  √  ||   ||
 * 5. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others. ||  ||  √  ||  √  ||
 * 6. The written curriculum incorporates relevant experiences for students. ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 7. The written curriculum promotes students’ awareness of individual, local, national and world issues. ||  ||   ||  √  ||
 * ** Requirements for the Primary Years Programme **
 * 8. The written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives. ||  ||   ||  √  ||
 * 9. The written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme(s). ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 10. The written curriculum integrates the policies developed by the school to support the programme(s). ||  ||  √  ||   ||
 * 11. The written curriculum fosters development of the IB learner profile attributes. ||  ||  √  ||   ||

1d. All grades need to integrate Action into their POIs (Grade 2 demonstrate and explain what/how action component works within their POI) 2. Specifically define what the curriculum is: books, standards, textbooks? 3. Create an ELA continuum or have a language program in place that shows EXACTLY what each child is able to/expected to do 4. Embed these more into everyday planning and teaching 5. See 1d - Action? In writing.. 7. More global perspectives and connections to the outside world
 * **Action that will need to be taken** ||  **How and when this can be achieved**  ||
 * 1b. Horizontal and vertical alignment (accurate visual representation) displayed in the staff room

8. Review with regards to International-mindedness and cultural sensitivity - Reflection journals in the classroom? World events scrapbook/journals/discussion

11a. A more systematic process across the school to ensure that all attitudes are hit || - Before September

- Before September

- Immediately - Eventually

- More than just International day

- Beginning of new school year ||

- Chart with all grade POIs 1b. POI with standards alignment displayed in foyer 1c. Photographs of displays, video recordings 1d. Unit planners, displays, photographs 2. School website 3. Some prgrams do: ORT, EDM 4. UOI planner 4a. Standards 4b. UOI planner 4b. UOI planner 5. UOI planner 6. UOI 6a. UOI 7. International Day 7a. Grade 2 culture unit - Grade 1 celebration unit - National day 8. International staff provides different perpectives 9 Maybe by Glenn? 2. POI display in foyer 9a. Weekly PYP meetings || - K drive
 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1a. Unit planners on K drive

- Foyer display ||

Teaching and learning reflects IB philosophy. a. //The school ensures that students experience coherence in their learning supported by the five essential elements of the programme regardless of which teacher has responsibility for them at any point in time.// ||  ||  √  ||   || // a. The school ensures that inquiry is used across the curriculum and by all teachers. // ||  ||  √  ||   || // a. Teaching and learning addresses the competencies, experiences, learning needs and styles of students. // ||  ||  √  ||   || a. //The school provides for grouping and regrouping of students for a variety of learning purposes.// ||   ||  √  ||   || a. //The school provides environments in which students work both independently and collaboratively.// ||  ||  √  ||   ||
 * Standard C3: Teaching and learning **
 * ** Practice ** |||||| ** A school must show the following to become an IB world school offering the PYP ** ||
 * ^  ||  ** In Place **  ||  ** Implemen-tation is in progress **  ||  ** Not in progress **  ||
 * 1. Teaching and learning aligns with the requirements of the programme(s). ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * b. //The classroom teacher takes responsibility at least for the language of instruction, mathematics, social studies and science, to support the Primary Years Programme model of transdisciplinary teaching and learning.// || √  ||   ||   ||
 * c. //The school ensures that personal and social education is the responsibility of all teachers.// ||  ||  √  ||   ||
 * 2. Teaching and learning engages students as inquirers and thinkers. ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 3. Teaching and learning builds on what students know and can do. ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 4. Teaching and learning promotes the understanding and practice of academic honesty. ||  ||  √  ||   ||
 * 5. Teaching and learning supports students to become actively responsible for their own learning. ||  ||  √  ||   ||
 * 6. Teaching and learning addresses human commonality, diversity and multiple perspectives. ||  ||  √  ||   ||
 * 7. Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue. ||  ||  √  ||   ||
 * 8. Teaching and learning demonstrates that all teachers are responsible for language development of students. ||  ||  √  ||   ||
 * 9. Teaching and learning uses a range and variety of strategies. ||  ||  √  ||   ||
 * ** Requirements for the Primary Years Programme **
 * 11. Teaching and learning incorporates a range of resources, including information technologies. ||  ||  √  ||   ||
 * 12. Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others. ||  ||  √  ||   ||
 * 13. Teaching and learning engages students in reflecting on how, what and why they are learning. ||  ||  √  ||   ||
 * 14. Teaching and learning fosters a stimulating learning environment based on understanding and respect. || √  ||   ||   ||
 * ** Requirements for the Primary Years Programme **
 * b. //Teaching and learning empowers students to take self-initiated action as a result of the learning.// ||  ||   ||  √  ||
 * 15. Teaching and learning encourages students to demonstrate their learning in a variety of ways. ||  ||  √  ||   ||
 * 16. Teaching and learning develops the IB learner profile attributes. ||  ||  √  ||   ||

- Differentiate between social and UAE studies 1c. Anti-bullying policy - Define Personal and Social Education - Provide a dedicated lesson per week for character studies and life-skills studies 3. Slow down EDM. Start the year with a strong review on basic skills (especially math) 4. What is Academic Honesty? 5. What is academic responsibility? 6. develop new platforms and strategies to promote Imternational Mindedness 7. Dual vocab displays (especially for key words) in each UOI 8. Let the students andswer in complete sentences/class discussions 11. We need a closer relationship with nadia/resources > being able to order what we need, not what she wants 13. Meta-learning: classroom discussion – what are we learning? why were we learning? ||  ||
 * **Action that will need to be taken** ||  **How and when this can be achieved**  ||
 * 1b. Not all homeroom teachers teach social studies (Grade 5)

1c. Code of conduct, duty responsibility 2. In service education and training 2a. lesson plans, displays, student projects - Unit planners, student questions on PYP display boards 5. Student individual and group work 7. Posted vocabulary, lesson plans, more specialty teacher and classroom teacher planning together 8. Student journals, charts, classroom videos 13. Student questions, profile awards, bulletin boards, videos, student projects || - K drive, principal - Teacher handbook
 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1. Unit planners, minutes of meetings, embed standards, teacher observations

- In classrooms ||

Assessment at the school reflects IB assessment philosophy.
 * Standard C4: Assessment **

a. //Assessment at the school is integral with planning, teaching and learning.// || √  ||   ||   || a. //Student learning and development related to all of the attributes of the IB learner profile are assessed and reported.// ||  ||   ||  √  || a. //The school ensures that students’ knowledge and understanding are assessed prior to new learning.// ||  ||  √  ||   ||
 * **Practice** |||||| **A school must show the following to become an IB world school offering the PYP** ||
 * ^  ||  **In Place**  ||  **Implemen-tation is in progress**  ||  **Not in progress**  ||
 * 1. Assessment at the school aligns with the requirements of the programme(s). ||  ||  √  ||   ||
 * **Requirements for the Primary Years Programme**
 * b. //Assessment addresses all the essential elements of the programme.// ||  ||  √  ||   ||
 * c. //The school provides evidence of student learning over time across the curriculum.// ||  ||  √  ||   ||
 * 2. The school communicates its assessment philosophy, policy and procedures to the school community. ||  ||   ||  √  ||
 * 3. The school uses a range of strategies and tools to assess student learning. || √  ||   ||   ||
 * 4. The school provides students with feedback to inform and improve their learning. ||  ||  √  ||   ||
 * 5. The school has systems for recording student progress aligned with the assessment philosophy of the programme(s). || √  ||   ||   ||
 * 6. The school has systems for reporting student progress aligned with the assessment philosophy of the programme(s). || √  ||   ||   ||
 * **Requirements for the Primary Years Programme**
 * 7. The school analyses assessment data to inform teaching and learning. ||  ||   ||  √  ||
 * **Requirements for the Primary Years Programme**
 * 8. The school provides opportunities for students to participate in, and reflect on, the assessment of their work. ||  ||  √  ||   ||
 * 9. The school has systems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Primary Years Programme exhibition, the Middle Years Programme personal project and the Diploma Programme extended essay, depending on the programme(s) offered. || √  ||   ||   ||

1c. More parent communication by way of work being sent home, better use of parent portals 2. better parent communication and involvement 4. Regularly show test results and feed back to parents 6a. We need to gradually introduce IB attributes and this needs to be tracked and monitored from grade 1 – sequentially 7. We need to be more student-centric (central idea). Curriculum altered accordingly ||  ||
 * **Action that will need to be taken** ||  **How and when this can be achieved**  ||
 * 1b. PYP (POI?) review and feedback

- Linked objectives to assessment criteria 3. Written assessment, differentiation rubrics 4. “Student” profile awards 5. Gradebook 6. Gradebook 7a. MAP testing/pre-assessment in units 8. PYP inquiry, mind maps of prior learning ||  ||
 * **Evidence that will need to be collected** ||  **Where this can be found**  ||
 * 1a. Planning documents on K-drive, lesson observations, peer assessment, teacher assessment