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Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)

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Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)

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Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100)

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The school monitors and evaluates inquiry-based teaching strategies and learning engagements. (0403-01-0200)

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The school provides opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with programme documentation. (0403-01-0300)

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Teachers encourage student choice in appropriate places in the curriculum. (0403-01-0400)

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Teachers facilitate student exploration of their personal interests and ideas. (0403-01-0500)

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Approaches to teaching 2: Teachers focus on conceptual understanding to support students in developing their ideas. (0403-02)

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Approaches to teaching 2: Teachers focus on conceptual understanding to support students in developing their ideas. (0403-02)

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Teachers demonstrate strategies focused on conceptual understanding. (0403-02-0100)

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Teachers plan and facilitate learning experiences through which students can develop their own conceptual understandings. (0403-02-0200)

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Students take opportunities to explore and develop their own conceptual understandings in appropriate places in the curriculum. (0403-02-0300)

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Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum. (0403-03)

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Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum. (0403-03)

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Teachers ensure that there are clear examples of connections to local and global contexts in the curriculum. (0403-03-0100)

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Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts. (0403-03-0200)

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Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)

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Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)

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Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation. (0403-04-0100)

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Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning. (0403-04-0200)

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The school provides opportunities for students to collaborate based on their strengths and abilities. (0403-04-0300)

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Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05)

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Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05)

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Teachers consider learner variability when planning students’ personal learning goals. (0403-05-0100)

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Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students. (0403-05-0200)

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Teachers use IB-mandated policies to support students. (0403-05-0300)

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Teachers support language development with consideration for the language profiles of students. (0403-05-0400)

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Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500)

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Describe any major challenge(s) relating to this standard during the period under review.

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Describe any major challenge(s) relating to this standard during the period under review.

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Describe any major achievement(s) relating to this standard during the period under review.

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Describe any major achievement(s) relating to this standard during the period under review.

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☐ Shows notable development

☐ Shows development beyond requirements

☐ Offers opportunity for further development

☐ Requires development

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In English, students always start by discussing the text on their own. Rather than sharing the graded work, teachers show essays of different levels and through discussion the students learn how to apply the rubric. Peer assessment is used.

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In English, students always start by discussing the text on their own. Rather than sharing the graded work, teachers show essays of different levels and through discussion the students learn how to apply the rubric. Peer assessment is used.

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Students can choose to lead a class. In DP 2 HL English class students take turns to analyse language of a text of their choice and present it to class. Depending on the interests and passions of the students students can become teachers of this particular aspect, e.g. this year students whose CAS project concerned comic books led a class on how to analyse a cartoon and comic: 

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Students can choose to lead a class. In DP 2 HL English class students take turns to analyse language of a text of their choice and present it to class. Depending on the interests and passions of the students students can become teachers of this particular aspect, e.g. this year students whose CAS project concerned comic books led a class on how to analyse a cartoon and comic: 

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Look, a presentation about comics and cartoons.

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a working library with diversity of texts to encourage reading would help language A.

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a working library with diversity of texts to encourage reading would help language A.

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DP arts is a student centered program with workshop based learning for technique followed by individual student investigation

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Arts Evaluation of group learning: Film production in group work in the final unit of MYP 5 asks each student to respond to their role in the inquiry

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Photographs of students at work/play in art studio

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Group 6 sample of a DP 1 portfolio building to a final oil painting involving Baroque methodology.

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Group 6 Task example for the conceptual understanding of Dimensions

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Group 6 sample DP 1 15 in 15 challenges students to produce, conceptualize and reflect.

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Developed

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Gr. 6 DP 2 November Project Projection allows students to maintain and develop an overview of the works that they are creating, including concept development and where the body of work demonstrates cohesion.

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Group 6. has put forward opportunity to build a darkroom in the school, which is quite doable given space and to better utilize the kiln available in the middle school art room or install one in HS. These initiatives require constant vigilance and are picked up but put down again regularly. Space and funding are some of the issue but there is also a limit to humanpower for execution of the ideas.