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3.7 Planning sample with ATL skills - Phase 3: Design

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3.7 Planning sample with ATL skills - Phase 3: Design

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The grade 7 students were tasked with constructing a cardboard model using the ATL skills, paying particular attention to Self-Management: Manage time and organize tasks and materials effectively.

Research: Research school designs for inspiration and apply it to the project.

Social: Collaborate and communicate ideas within the team.

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4.3- Formative assessment - phase 4 Science 

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4.3- Formative assessment - phase 4 Science 

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Student-Created Mind Map Game: Mole-opoly Adventure!" for chemistry topic moles

G11 Students designed an interactive mind map game, Mole-opoly, to deepen their understanding of the mole concept in chemistry. Through creative gameplay, they connected key concepts, reinforcing their learning in a fun and engaging way!

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7.2-Phase 4-Performing Arts-Student Reflection: How Spaces Support Learning Through a Peace Day Singing Performance

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7.2-Phase 4-Performing Arts-Student Reflection: How Spaces Support Learning Through a Peace Day Singing Performance

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Students reflected on how learning environments influence their engagement, confidence, and expression, particularly in the context of performing in a shared public space. As part of Peace Day celebrations, they prepared and delivered a singing performance in the school's main atrium, using the space as a symbol of unity, inclusivity, and shared learning.

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5.18-Interdisciplinary Unit: "Rhythms & Language – Exploring Spanish Music & Culture to Inspire Change"

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5.18-Interdisciplinary Unit: "Rhythms & Language – Exploring Spanish Music & Culture to Inspire Change"

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The Interdisciplinary Unit (IDU) between Music and Spanish Language encourages students to apply their learning in meaningful ways to create an impact at the school, local, and global levels. By engaging with music and language as cultural tools, students move beyond the classroom, using their knowledge to foster appreciation, inclusivity, and advocacy in their communities.

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7.10-Performing Art-Phase 4- Example of Friday Ramadan Learning

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7.10-Performing Art-Phase 4- Example of Friday Ramadan Learning

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On Friday's distance learning day, students wrote a 300-word reflection on their instrumental or vocal practice, analyzing their progress, technique, and learning strategies. This reflection encouraged self-assessment, critical thinking, and goal-setting to support ongoing musical growth.

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Reflection on Instrumental or Vocal Skills Development

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4.4 -Phase 4-Music Summative Assessment 

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4.4 -Phase 4-Music Summative Assessment 

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Students researched and presented on a world music tradition, demonstrating their understanding of its cultural significance, musical characteristics, and impact. The presentation assessed their research, critical thinking, and communication skills.

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Our IB visual art student used the school space to create and prepare for her IB Visual Art Exhibition.

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Grade 7 self-reflection on summative assessment

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Grade 8 students assessing themselves on summative assessment.

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4.13 Student reflection of identifying areas of strength and next steps based on assessment rubrics 

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4.13 Student reflection of identifying areas of strength and next steps based on assessment rubrics 

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In the Math MAP Growth setting, students identified their strengths and weaknesses to create a focused practice plan for improvement.

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5.18 - students making a difference, peer teaching

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5.18 - students making a difference, peer teaching

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5.5 -Phase 2- Lesson Plan showing differentiation for learning

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5.5 -Phase 2- Lesson Plan showing differentiation for learning

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Through the certificate on differentiation for learning, I have gained a deeper understanding of tailoring instruction to meet diverse student needs, ensuring all learners can engage with mathematical concepts effectively. I will apply this by implementing varied problem-solving strategies and scaffolding techniques to support different learning styles in my math classroom.

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Through the DP CAT 3 workshop on Mathematics with a focus on Internal Assessment, I have gained a deeper understanding of guiding students through a structured and meaningful exploration process. I will apply this by providing targeted feedback, ensuring mathematical depth, and supporting students in selecting appropriate methodologies for their IA.

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Grade 12 AP Chemistry Mid-Term Exam

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English Department: Summative Assessment Grade 8

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4.7 - Different Samples of Different Types of Summative Assessment - Phase 3 - Grade 8  

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4.7 - Different Samples of Different Types of Summative Assessment - Phase 3 - Grade 8  

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Using Technology in Learning: GRADE 8B - Summative Assessment – The Assessment was divided into parts Part 1 – Creative Writing and Part 2 – Reflective Analysis – Students will research using different online platforms/sites, create thematic banners/posters using digital/online design tools based on their dystopian story like CANVA etc. and then post their story on the Padlet. Teacher and Students will share their feedback/peer assess for next steps in learning. Students will include 3 IB learner profiles in their reflective analysis they identified during this unit - Dystopia.

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English Department - MYP 3 Lang & Lit Summative Assessment - Exploring Poetry - PDF

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4.4 - Phase 3 - MYP - Grade 8 - Samples of Summative Assessment - Exploring Poetry - English Department

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4.4 - Phase 3 - MYP - Grade 8 - Samples of Summative Assessment - Exploring Poetry - English Department

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Command Terms

Definition

Create

Evolve from one’s own thought or imagination, as a work or an invention.

Explore

Undertake a systematic process of discovery

Interpret

Use knowledge and understanding to recognize trends and draw conclusions from given information.

Organize

Put ideas and information into a proper or systematic order; give structure to a text.

Select

Choose from a list or group

Analyse

Break down in order to bring out essential elements or structure. (To identify parts and relationships, and interpret information to reach conclusions)

G - Your goal is to create a poetry portfolio that explores a theme of personal interest through a collection of published poems. Students will analyze the poems and create a visual representation to convey their understanding of the theme.

R - Your role is to a poetry curator who is tasked with assembling an anthology that creatively expresses a single theme. You will also serve as an analyst to explain how each poem contributes to the overall theme.

A - Your audience consists of your classmates and teacher.

S - The situation: You are participating in a poetry showcase where you must present your poetry portfolio. Your goal is to make the audience appreciate the power of poetry in exploring and expressing complex ideas and emotions.

P - The product: You will create a Poetry Portfolio that includes:

1. A collection of 4-5 published poems.

2. Visual elements (art, illustrations, or digital presentations) that represent your theme.

3. Written analyses of each poem.

4. A personal reflection on your learning.

S - This stands for standards and criteria for success. Your work will be judged by Criterion A, B, C & D.

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MYP 3 Lang & Lit Unit 1 Summative Assessment - Exploring Poetry - PDF

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4.3 Samples of Formative Assessment - Phase 2 - Grade 7B

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4.3 Samples of Formative Assessment - Phase 2 - Grade 7B

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Task Description/Outcomes:

Students will identify the figurative language and literary devices in the passage and will create their sentences using their own similes, metaphor, onomatopoeia, personification and alliteration. Students worked on this figurative language worksheet packet and PEER ASSESSED the work using teacher's guided instructions. Students were allowed to be independent learners. They used inquirer, open-minded, thinkers, reflective IB Learner profiles. ATL Skills - Creativity and Communication.

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English Department - Formative Assessment Analysis Essay Grade 8

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4.3 - Samples of Formative Assessment - Phase 3 - Grade 8 - English Department

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4.3 - Samples of Formative Assessment - Phase 3 - Grade 8 - English Department

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Students were given the task to construct their analysis through their understanding of the comic strip using the guiding steps and questions. This task was linked to their Summative Assessment to create a theme-based Comic Strip. Some of the guiding questions are mentioned below:

Use the present tense

-        Do NOT use textual evidence in the introduction

-        First time we use the author’s full name / Later on in the analysis we use FAMILY name only

-        NO 1st person or 2nd person POV (I , YOU , WE , US ….)

Introduction

1. What is happening in the cartoon? Summarize it in 2-3 sentences.

2. Who are the main characters, and what roles do they play in the scene?

3. What is the main topic or idea the cartoon explores?

Content and Meaning

4. Why do Calvin and Hobbes choose "war" instead of "peace"? What does this choice suggest about their view of the world?

5. What do the roles they assign themselves (defender of democracy vs. communist oppressor) tell us about stereotypes or exaggerated views in society?

6. How does the game they play reflect larger ideas about conflict or war?

Tone and Humor

7. What tone does the cartoon use (serious, playful, sarcastic)? How do you know?

8. How does humor (like the over-the-top roles and quick "end" to the war) help convey the message of the cartoon?

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Formative Assessment Analysis Essay Grade 8

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English Department: 8.5 Managebac as a Learning Platfrom Phase 4 Grade 10B

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8.5 - Phase 4 - Grade 10B - Managebac as a learning platform - 

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8.5 - Phase 4 - Grade 10B - Managebac as a learning platform - 

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Task Objective/Outcome: Students will explore the key messages (themes) in Macbeth and create a PowerPoint presentation that visually represents their findings. Download the doc file attached.

Task was posted on the Managebac platform with desired steps to follow and detailed clarification of the task. Students submitted the work and teacher feedback is evident on Managebac for students to improve. Clearly showing the use of Managebac as an effective learning platform.

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8.5 Managebac as a Learning Platfrom Phase 4 Grade 10B

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English Department - 8.7 Phase 4, 5 - Students using tech to publish writing Mentimeter - Crucible

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8.7 - Student reflection/Student work - Phase 4,5 for Grade11/12 - Students using tech/online tool to publish writing Mentimeter - Crucible

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8.7 - Student reflection/Student work - Phase 4,5 for Grade11/12 - Students using tech/online tool to publish writing Mentimeter - Crucible

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Task/Reflection: Students sharing their reflections using tech platform Mentimeter explaining which character they liked the most in the play Crucible. They are also justifying their response of why they liked that particular character in the play. This tech tool enables the students to quickly share their responses, help recall the learning and express key takeaways in a collaborative engaging way. This tool promotes real time live responses and quick feedback to the students.

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8.7 Phase 4, 5 - Students using tech to publish writing Mentimeter - Crucible

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English Department - 8.3 Examples of Student using technology in learning - Phase 3 - Grade 8B 

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8.3 - Phase 3 - Grade 8 - Examples of Student using Technology in Learning - English Department

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8.3 - Phase 3 - Grade 8 - Examples of Student using Technology in Learning - English Department

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Using Technology in Learning: GRADE 8B - Summative Assessment – The Assessment is divided into parts Part 1 – Creative Writing and Part 2 – Reflective Analysis – Students will research using different online platforms/sites, create thematic banners/posters using digital/online design tools based on their dystopian story like CANVA etc. and then post their story on the Padlet. Teacher and Students will share their feedback/peer assess for next steps in learning. Students will include 3 IB learner profiles they identified during this unit - Dystopia.

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8.3 Examples of Student using technology in learning - Grade 8B

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English Department - 2024-2025 CIS Differentiated Lesson Plan Grade 8B

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5.5 - English Department - Lesson planning with Differentiation - Phase 3 - Grade 8B

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5.5 - English Department - Lesson planning with Differentiation - Phase 3 - Grade 8B

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Phase 3 - Grade 8 - Differentiated Lesson Plan on Dystopian Literature Themes - supporting the learning needs of diverse group of learners in an inclusive classroom.

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2024-2025 CIS Differentiated Lesson Plan Rohit Grade 8B

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response – Managebac

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response – Managebac

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Phase 3 - Grade 8 Student Karim received Teacher's detailed and constructive feedback using (WWW, EBI) on Summative Assessment Comic Strip (Managebac).

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Phase 3 Grade 8 Karim Teacher Feedback Student work

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English Department - Grade 8 - Teacher Feedback - Student Work/Response - Managebac 

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response – Managebac

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response – Managebac

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Grade 8 Student received Teacher's detailed and constructive feedback using (WWW, EBI) on Summative Assessment.

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Phase 3 Grade 8 Suleiman Yousef Teacher Feedback Student Work managebac

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English Department - Phase 3 - Grade 8 - Teacher Feedback - Student Response  

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response – Managebac

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response – Managebac

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Grade 8 Student (SOD) received Teacher's detailed and constructive feedback using (WWW, EBI) on Summative Assessment. Visible Next Steps Marking in EBI.

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Phase 3 Grade 8 Danyal Teacher Feedback Student Work Summative Assessment

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4.8 - Phase 4 - Grade 10 - Student receiving the feedback on TEXAS essay using Teacher's Literature Assessment PIE - Teacher Feedback - Student Work/Response 

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4.8 - Phase 4 - Grade 10 - Student receiving the feedback on TEXAS essay using Teacher's Literature Assessment PIE - Teacher Feedback - Student Work/Response 

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Phase 4 - Grade 10 - Teacher feedback on Student Work with visible next steps marking.

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English Department - Students Peer Marked each other's work using Writer's PIE to inform/perusade 

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4.6, 4.10 - Phase 5 Grade 12 - Examples of Peer Feedback - Student Work /Feedback - Examples of different assessment tools marked for students 

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4.6, 4.10 - Phase 5 Grade 12 - Examples of Peer Feedback - Student Work /Feedback - Examples of different assessment tools marked for students 

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Phase 5 - Grade 12 students using Writer's PIE to inform/persuade as part of Ongoing Assessment/Formative - Rubric marked/Writer's PIE.

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response - Managebac

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4.8 - Phase 3 - Grade 8 Examples of Teacher Feedback - Student Work/Response - Managebac

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Grade 8 Student (SOD) received Teacher's detailed and constructive feedback using (WWW, EBI) on Summative Assessment.

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Phase 3 Grade 8 Irene Student SOD Teacher Feedback Student Work

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5.18. Students taking action- Phase 4-CIS service

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5.18. Students taking action- Phase 4-CIS service

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Egor took initiative to organize and sort the library book. He also contributed for other activities like guiding kids how to workout in the gyms, and helping family.

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Moving away from TEXAS to EEA and FEED FORWARD

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Students are using Mentimeter to share their reflections on the lesson, allowing for interactive and real-time feedback. This platform enables them to express their thoughts, key takeaways, and questions in an engaging and collaborative way. By using live polls, word clouds, and open-ended responses, students can actively participate in the learning process, providing valuable insights for both peers and teachers to enhance future lessons.

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8.6 Using an online platform named "Parley's Discussions" for group discussion on the topic "Ethical Breeding"

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8.6 Using an online platform named "Parley's Discussions" for group discussion on the topic "Ethical Breeding"

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Students participated in a group discussion where they discussed about the implications of Ethical breeding.

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9.4- Demystifying NGSS Standards and PE.

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9.4- Demystifying NGSS Standards and PE.

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Teachers worked together to break down and simplify the NGSS standards, focusing on understanding their key components and practical applications in the classroom. They explored strategies to seamlessly integrate these standards into their lesson planning, ensuring alignment with learning objectives and fostering student engagement through inquiry-based approaches.

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5.5 NGRT and MAP Progress vs Library lessons and curriculum changes

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5.5 NGRT and MAP Progress vs Library lessons and curriculum changes

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Library lessons and Curriculum overhaul vs NGRT and

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6.6 Students are involved in an Islamic Debate about the rulings of Cryptocurrencies in Islam - Phase 4 - Islamic Studies

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6.6 Students are involved in an Islamic Debate about the rulings of Cryptocurrencies in Islam - Phase 4 - Islamic Studies

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Students actively engage in a structured debate against another team from Sanmarke school exploring the Islamic perspective on cryptocurrencies. They analyze various scholarly opinions, discussing whether digital currencies align with Islamic financial principles such as Riba (usury), Gharar (uncertainty), and Halal transactions.

Through critical thinking and research, students present arguments for and against the permissibility of cryptocurrencies, considering ethical, economic, and Shariah-based implications. This debate enhances their understanding of contemporary financial issues while applying Islamic jurisprudence in real-world scenarios.

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8.3. Technology integrated in learning- Phase 3- Students simulate generation of  electric current in an electric circuit

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8.3. Technology integrated in learning- Phase 3- Students simulate generation of  electric current in an electric circuit

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Students used PHET activity. They built simulations of electric circuits and current.

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Islamic Studies : 8.6	Examples of students using tech to research

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Islamic Studies : 8.6	Examples of students using tech to research

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7.2. Use of Alternate working space- Phase 3- Students design an investigation of effect of changing the height on the distance an object covers on the ramp.

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7.2. Use of Alternate working space- Phase 3- Students design an investigation of effect of changing the height on the distance an object covers on the ramp.

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Students used the classroom floor to carry out their investigation.

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Islamic Studies :8.8	Examples of students using tech to be creative in communicating learning  

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Islamic Studies :8.8	Examples of students using tech to be creative in communicating learning  

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7.3. Online learning platforms- Phase 3/ Use of Parlay platform during lessons

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7.3. Online learning platforms- Phase 3/ Use of Parlay platform during lessons

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G8 students use parlay whenever learning involves independent learning, individual work, combined with peer feedback. Students have the opportunity to watch a video learn from it, post their answers for questions and comment on posts of peers.

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Islamic Studies :8.6	Examples of students using tech to research-	Assessment

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Islamic Studies :8.6	Examples of students using tech to research-	Assessment

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Online Assessment example for grade 12.

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Islamic Studies :8.4	Examples of online learning platforms

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Islamic Studies :8.4	Examples of online learning platforms

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Islamic Studies :8.4	Examples of online learning platforms

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Islamic Studies :8.4	Examples of online learning platforms

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Islamic Studies :8.3	Examples of students using technology in learning 

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Islamic Studies :8.3	Examples of students using technology in learning 

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Sultan is actively engaging in self-reflection, evaluating his progress, strengths, and areas for growth to enhance his learning journey

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3.8 Phase 2 Islamic Studies IB ATL – PYP Students Acting a Real-Life Situation: The Reality of Bankruptcy in Islam

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3.8 Phase 2 Islamic Studies IB ATL – PYP Students Acting a Real-Life Situation: The Reality of Bankruptcy in Islam

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As part of the IB Approaches to Learning (ATL), PYP students engage in experiential learning by acting out real-life situations to deepen their understanding of Islamic concepts. In this activity, students explore the concept of bankruptcy (Al-Iflas) in Islam, its causes, and its consequences from both a financial and ethical perspective.

Through role-playing scenarios, students learn that bankruptcy in Islam is not just about financial loss but also about moral accountability. They reflect on the hadith of the Prophet Muhammad (PBUH), where he described the true bankrupt person as one who harms others through dishonesty, injustice, or failure to fulfill their obligations.

By acting out these real-life situations, students develop key thinking, communication, and social skills, while also learning the importance of honesty, financial responsibility, and ethical behavior in personal and community life. This interactive approach helps students connect Islamic teachings to real-world challenges, fostering a deeper sense of responsibility and integrity.

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5.7: Samples of tasks giving students creative choice - student work

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5.7: Samples of tasks giving students creative choice - student work

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Grade 11 SEHS students had to create a comic strip for their ongoing assessment relating to the endocrine system. The goal was to accurately describe the endocrine gland and the function of the hormone that specific gland releases in the body. Students received bonus points if they related their comic to a known condition of that hormone.

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Sultan prefers HANDS - ON ACTIVITY for studying science. He likes visual learning and is good at it. He is given hands on differentiation task in class

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Legal Controls – Minimum Wage – This lesson includes a variety of activities designed for different ability levels, including low, medium, and high-level tasks, to ensure all learners can engage effectively with the topic.

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5.7: Samples of assessment/tasks giving students creative choice in assignments. 

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5.7: Samples of assessment/tasks giving students creative choice in assignments. 

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Grade 12 SEHS students had to complete an ongoing assessment task detailing the risks of training in extreme environments. Students had the choice to submit a video, infographic, or presentation.

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Internal Sources of Finance – This lesson includes a range of activities tailored to different ability levels, including low, medium, and high-level tasks to support all learners.

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5.19. Student Leadership- Phase 3/4- Daria G12IB lead a group in G8 in their Science Fair project

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5.19. Student Leadership- Phase 3/4- Daria G12IB lead a group in G8 in their Science Fair project

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G12 IB student is sharing her experience in microorganisms culture with a group of girls in G8 who will be conducting a similar experiment to hers. She is supervising them through the steps of the experiment and guiding them whenever needed.

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5.5: Planning showing differentiation for student learning/differentiation for student work

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5.5: Planning showing differentiation for student learning/differentiation for student work

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Grade 12 SEHS students had to complete an informative brochure on safety in extreme environments (hot or cold). My EAL student had a differentiated task where he needed to create a simple poster with 3 do's and 3 don'ts of training in harsh environments.

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Environmental Factors and Performance_Task EAL

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Learning happens beyond the classroom setting. Students take pride in seeing their work around the classroom. This was also a collaboration between the art and I&S department that would support students with building connections and integrating what they learn in different classes.

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7.2 Examples of Innovative Learning Spaces - Students use the School Prayer Room for Practical Learning - PYP Islamic Studies

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7.2 Examples of Innovative Learning Spaces - Students use the School Prayer Room for Practical Learning - PYP Islamic Studies

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In PYP Islamic Studies, the school prayer room serves as a valuable space for students to engage in practical learning of essential Islamic teachings. This hands-on experience allows students to apply their knowledge in a real-life setting, reinforcing their understanding of prayer (Salah), wudu (ablution), and Islamic etiquette.

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5.15 Islamic Studies : Phase 2 Photos of students being celebrated

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5.15 Islamic Studies : Phase 2 Photos of students being celebrated

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The students were completing their summative assessment and celebrating the challenge as part of their learning process.

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8.5- Managebac as learning platform - phase 4 

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8.5- Managebac as learning platform - phase 4 

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Grade 11 students are leveraging ManageBac to post and discuss their Gold Foil Experiment presentations. They presented their work in class and verbal peer feedback was provided to all groups

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Islamic Studies 5.7	Samples of assessment/tasks giving students creative choice

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Islamic Studies 5.7	Samples of assessment/tasks giving students creative choice

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The attached is a sample project given to students with multiple topic choices.

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We use collegeboard as an online source for assessment and for learning. The teacher can also extract data from the website and use it for differentiation.

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Islamic Studies : 5.6	Inquiry-Based/Problem-Based/Project Based Learning 

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Islamic Studies : 5.6	Inquiry-Based/Problem-Based/Project Based Learning 

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The attached video is a game designed to support inquiry-based learning, helping students understand the dangers of rumors and how they spread falsely.

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4.6. Assessment tools/ phase 4/ Grade 12 US/ Transcription, Translation and mutations

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4.6. Assessment tools/ phase 4/ Grade 12 US/ Transcription, Translation and mutations

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In this task students are asked to write an DNA sequence and transcribe and translate it. Then to induce a mutation in the DNA sequence and look for its effect on the amino acid sequence. I used this activity to assess their understand for these concepts and whether they are able to use the genetic code during gene expression. In addition to assessment, this activity enabled them to learn from each other whenever struggled.

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We have constant PDs around teaching and learning skills. We are provided with resources we can later take to class and reflect on.

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Islamic Studies :5.5	Planning showing Differentiation for learning 
Differentiated student work

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Islamic Studies :5.5	Planning showing Differentiation for learning 
Differentiated student work

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The attached includes Planning showing Differentiation for Learning and Differentiated Student Work.

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2024-2025 CIS CCA Term 3 Newsletter

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7.3- Online learning platforms - phase 3/phase 4 

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7.3- Online learning platforms - phase 3/phase 4 

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In Phase 3 and Phase 4, students actively track their learning progress using quizzes and Blooket as interactive assessment tools. These methods help reinforce key concepts while making review sessions engaging and effective!

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Islamic Studies 5.4	Student Reflections on reaching learning goals. 

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Islamic Studies 5.4	Student Reflections on reaching learning goals. 

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In this video, the students are creating a mind map to visualize the learning objectives of the lesson.

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4.12 Example of progress of Students based on Data Driven Assessment Sample of S1 Test- Islamic Studies-phase 2

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4.12 Example of progress of Students based on Data Driven Assessment Sample of S1 Test- Islamic Studies-phase 2

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A sample of S1 which is a summative test showing the progress the same student has done. It showed also the support by teacher achieved the goal.

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آدم أبو حطب - الفصل الأول

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4.12 Example of progress of Students based on Data Driven Assessment Sample of P1 Test- Islamic Studies-phase 2

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4.12 Example of progress of Students based on Data Driven Assessment Sample of P1 Test- Islamic Studies-phase 2

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A sample of same student in P1 to show progress. It showed that he still needs some support and modification

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آدم أبو حطب - التقدم الأول

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4.12 Example of progress of Students based on Data Driven Assessment Sample of Diagnostic Test- Islamic Studies-phase 2

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4.12 Example of progress of Students based on Data Driven Assessment Sample of Diagnostic Test- Islamic Studies-phase 2

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A sample of a diagnostic test in the starting of the academic year 2024/2025 to determine areas where the student lacks understanding or skills and to measure improvement over time.

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آدم أبو حطب - التشخيصي

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4.6 - Business Assessment Tool product - Assessment 

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4.6 - Business Assessment Tool product - Assessment 

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In this example, the student has effectively followed the structure, demonstrating a clear understanding of financial and non-financial incentives, which resulted in full marks.

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5.19 - Student leadership evidence - Phase 3

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5.19 - Student leadership evidence - Phase 3

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Meet Marc, a dedicated young innovator who has demonstrated exceptional leadership in this year’s Science Fair!

With a passion for robotics and problem-solving, Marc led his team in designing a Robomatic Arm—a project aimed at Sustainability development goal

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3.10- Student reflection of ATL skill development/ Phase 4 Grade 11 US/ modeling meiosis

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3.10- Student reflection of ATL skill development/ Phase 4 Grade 11 US/ modeling meiosis

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Students modeled the behavior of chromosomes in anaphase I and II. This activity involves cooperation, communication, work with time and material constrains, creativity, and teamwork. Students then asked to reflect on challenges they experienced during modeling and ways for improvement of the model.

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4.5 - Assessment Tool - Answer Layout for the US Business Studies students 

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4.5 - Assessment Tool - Answer Layout for the US Business Studies students 

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This answer layout guides students through completing 3, 6, 9, and 10-mark questions step by step, ensuring they include all necessary elements to stay on track and maximize their marks.

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English Department - 4.6 - Phase 4 - Examples of different assessment tools marked for students.

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English Department - 4.6 - Phase 4 - Examples of different assessment tools marked for students.

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Sample of student work marked with rubric (Literature Assessment Pie) for writing essays - HA

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English Department - 4.6 - Phase 4 - Examples of different assessment tools marked for students

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English Department - 4.6 - Phase 4 - Examples of different assessment tools marked for students

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Sample of student work marked with rubric (Literature Assessment Pie) for writing essays - MA

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English Department - 4.6 - Phase 4 - Examples of Different Assessment tools marked for students

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English Department - 4.6 - Phase 4 - Examples of Different Assessment tools marked for students

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Sample of student work marked with rubric (Literature Assessment Pie) for writing essays - MA

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English Department - Grade 11 Phase 4  Teacher feedback Student work Summative Assessment

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English Department - 4.8 - Examples of Teacher Feedback - Student response/work/ Feedback - Phase 4 

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English Department - 4.8 - Examples of Teacher Feedback - Student response/work/ Feedback - Phase 4 

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Teacher feedback samples to Grade 11 students' response to assessments highlighting their learning journey and progress made by the students - Consistent and constructive feedback plays a crucial role in students' learning and helps them improve their summative assessments thereby encouraging self-reflection of their goals/targets and providing clear guidance on how to improve.

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Grade 11 Phase 4  Teacher feedback Student work Summative Assessment

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English Department - Evidence Samples of Formative Assessment - Ongoing Assessment Grade 11 - Phase 4

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English Department - 4.3 - Samples of Formative Assessments 

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English Department - 4.3 - Samples of Formative Assessments 

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Evidence Samples of Formative Assesment - Ongoing Assessment  Grade 11

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English Department - Grade 12 - Teacher feedback on Student work using WWW and EBI on Managebac 

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac

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Grade 12 - Teacher feedback on Student work using WWW and EBI on Managebac

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Shashank Arvind Grade 12 Feedback on Managebac

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English Department - Grade 12 - Teacher feedback - student work -  

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac

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English Department - Grade 12 - Teacher feedback on student work

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Maya Zaki Grade 12 Feedback on Managebac

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Grade 12 - Teacher feedback - Student work - visible next steps for learning. 

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac 

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac 

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Grade 12 - Teacher feedback - Student work using (WWW and EBI) - visible next steps for learning.

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Guadalupe Grade 12 Teacher Feedback on Managebac

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Grade 12 student - Teacher Feedback - Student work 

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac 

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English Department - 4.8 - Examples of Teacher feedback - Student Work on Managebac 

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4.8 Rahma Abdulla Salam Grade 12 Teacher feedback -Student work

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English Department - Sci_Fi_summative_Term_1b Grade 10B

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English Department - 4.7 - Different Samples of Different Types of Summative Assessment 

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English Department - 4.7 - Different Samples of Different Types of Summative Assessment 

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Writing to Describe/ Narrate: Science Fiction

Use a wide range of the key features of Writing to Describe/ Narrate to write the opening chapter of a Science Fiction novel. Your chapter should create a mysterious and exciting feeling in the reader.

If you want: Use one or more of the images to help create your chapter. You can create your own opening chapter that you have worked on before.

Note: You cannot access your notes and any other devices during the assessment.

Remember to:

·      Show, don’t tell

·      Minimize your events and describe characters, settings and events using a wide range of the key features.

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English Department - Sample of Formative/ Ongoing Assessment for Grade 10 students - Short Story - The Monkey's Paw

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English Department - 4.3 Samples of Formative Assessment/Ongoing Assessment for Grade 10B

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English Department - 4.3 Samples of Formative Assessment/Ongoing Assessment for Grade 10B

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This assessment is passage based and for English American System classes only. The passage will be taken from a short story you have studied this half term with your teacher. You will need to select evidence from the passage to answer the following question: How does the writer create a strong sense of tension in the following passage?

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English Department - Teacher Feedback - Student Response to Feedback - Student work 

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4.8 - Examples of Teacher Feedback - Student work - Feedback - Response - Phase 4

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4.8 - Examples of Teacher Feedback - Student work - Feedback - Response - Phase 4

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Three samples of Grade 10 students' assessments highlighting their learning journey and progress made by the students - Student responding to the Teacher Feedback - Consistent and constructive feedback plays a crucial role in students' learning and helps them improve their summative assessments thereby encouraging self-reflection of their goals/targets and providing clear guidance on how to improve.

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English Department - Summative Assessment Grade 10B

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English Department 4.4 - Samples of Summative Assessment

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English Department 4.4 - Samples of Summative Assessment

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Three samples of Grade 10 students' assessments highlighting their learning journey and progress made by the students - Consistent and constructive feedback plays a crucial role in students' learning and helps them improve their summative assessments thereby encouraging self-reflection of their goals/targets and providing clear guidance on how to improve.

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5.6 Enquiry Based Learning : Phase 4 IBDP chemistry

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5.6 Enquiry Based Learning : Phase 4 IBDP chemistry

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Students explored how an everyday pencil can be used to demonstrate the electrolysis of aqueous solutions.

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5.19 Students taking action at school-Phase 4(ESS/science)

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5.19 Students taking action at school-Phase 4(ESS/science)

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Students actively make a difference by raising awareness across the school through waste classification, recycling plastic bottles, and labeling trees around the campus

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4.13 Self-reflection based on ASSESMENT: IBDP Chemistry

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4.13 Self-reflection based on ASSESMENT: IBDP Chemistry

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Students reflect on their quiz performance, identifying strengths and areas for improvement. They analyze their understanding of key concepts and determine next steps for enhancing their learning and assessment strategies

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8.9 Using Online Learning Platforms (Kognity)IBDP chemistry Phase 4

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8.9 Using Online Learning Platforms (Kognity)IBDP chemistry Phase 4

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Students use Kognity as an interactive tool for both completing assessments and enhancing their learning experience.

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7.6 Survey of School Biodiversity Phase 4(Science/ESS)

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7.6 Survey of School Biodiversity Phase 4(Science/ESS)

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Students engage in two activities to explore biodiversity on the school premises. First, they conduct a Biodiversity Scavenger Hunt, identifying and documenting various plant and animal species. Then, they apply the Simpson’s Biodiversity Index using a car parking analogy, analyzing species richness and evenness to quantify biodiversity in different areas of the school.

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Students develop their experimental and investigative skills by designing and conducting scientific inquiries. They analyze errors and uncertainties in their experiments, distinguishing between systematic and random errors, and evaluate their impact on the reliability and validity of results.

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Students will be assigned specific organelles to research and will receive a name tent template to complete.

They will then gather information about their classmates' organelles, fill out their worksheets, and determine which organelles their peers represent. The teacher will review and provide feedback on the assignment.