# data[].attributes.headline
Coherent curriculum 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s). (0401-01)

# data[].attributes.subject
Coherent curriculum 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s). (0401-01)

# data[].attributes.headline
Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s). (0401-02)

# data[].attributes.subject
Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s). (0401-02)

# data[].attributes.headline
Coherent curriculum 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community. (0401-03)

# data[].attributes.subject
Coherent curriculum 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community. (0401-03)

# data[].attributes.headline
Lifelong learners 1: Students actively develop thinking, research, communication, social and self-management skills. (0402-01)

# data[].attributes.subject
Lifelong learners 1: Students actively develop thinking, research, communication, social and self-management skills. (0402-01)

# data[].attributes.headline
Lifelong learners 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes. (0402-02)

# data[].attributes.subject
Lifelong learners 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes. (0402-02)

# data[].attributes.headline
Lifelong learners 3: Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively. (0402-03)

# data[].attributes.subject
Lifelong learners 3: Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively. (0402-03)

# data[].attributes.headline
Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical judgments. (0402-04)

# data[].attributes.subject
Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical judgments. (0402-04)

# data[].attributes.headline
Lifelong learners 5: Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond. (0402-05)

# data[].attributes.subject
Lifelong learners 5: Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond. (0402-05)

# data[].attributes.headline
Lifelong learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries. (0402-06)

# data[].attributes.subject
Lifelong learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries. (0402-06)

# data[].attributes.headline
Students pursue opportunities to explore and develop their personal and cultural identities. (0402-07)

# data[].attributes.subject
Students pursue opportunities to explore and develop their personal and cultural identities. (0402-07)

# data[].attributes.body
Developed- As a team, we emphasized the importance of consistency in our practices and appreciated the school's commitment to regular review processes. Through collaboration, we actively share best practices that inform and enhance teaching and learning. Our engagements are thoughtfully planned to promote student agency and cultivate a spirit of inquiry, empowering students to take ownership of their learning journey. We equip them with the skills to explore, question, and investigate, fostering a deeper understanding and a lifelong love of learning and the SST's intergrate as well. We use tools to assesses them as well to assess if they have achieved their goal.We also encourage them to set smart goals and acheive it.However, there is room for improvement. We need to explicitly teach the skills more and use the vocabulary with the language of ATL's with the students.

# data[].attributes.body
Developed- Coherent Curriculum- 1.1- 1.6- Our school has established strong vertical and horizontal alignment, with well-structured schedules and a curriculum designed to help students make meaningful connections. We have POI, scope and sequence and the collaborative planning document and the altitude documents in placeWe place a strong emphasis on building upon students' prior knowledge. However, there is still a need to further enhance our integration with local, state, and provincial education authorities to ensure a more cohesive and comprehensive approach to education

# data[].attributes.body
Highly Developed- Our approach to curriculum development is supported by a range of strategic initiatives, including collaborative planning at each grade level, creating MOM (Minutes of Meeting) documents, and using concept maps to ensure clarity and alignment. We enrich the learning experience through guest speakers, carefully curated field trips, and integration of technology across subjects. Our POI (Program of Inquiry) document guides thematic connections, while kick-off meetings help set clear goals and foster coordination among educators

# data[].attributes.body
Highly Developed- We share curriculum-related content through various platforms and communications, including Seesaw, Empower Weekly updates, weekly newsletters, and Altitude documents. We also provide insights through "Learning in Action" reports and engage parents via SST (Student Support Team) sessions. Our comprehensive approach is further supported by clearly defined policies, including the Language Policy, Assessment Policy, Inclusion Policy, and Child Safeguarding Policy, ensuring consistency and alignment across all areas of education

# data[].attributes.body
As a team, we discussed consistency in practices and appreciated the school for having the reviewing processes at regular intervals.

# data[].attributes.body
Developed-Students display a range of IB learner profiles during various activities, including show and tells, assemblies, and student-led conferences (SLC). They also exhibit these attributes during goal-setting meetings, read-aloud sessions, and while working collaboratively in groups on research and presentations. However, we need to see it more often in student action and interactions

# data[].attributes.body
We as a team think we need more transdisciplinary collaborative opportunities with SSTs.

# data[].attributes.body
Altitude documents

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
Scope and Sequence

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
1. POI, Altitude documents, Prior Knowledge assessment beginning of the unit, Transition documents, Language Policies

2. Schedules: EAL, SSP

# data[].attributes.body
Collaborative planning document

# data[].attributes.body
5000 and 2000 M documents, POI,

# data[].attributes.body
5000 and 2000 M document, POI, Unit Planning - Highly Developed

# data[].attributes.body
The POI documents, Unit of Inquiry, Collaborative planing documents, Minutes of meeting, PYPC meeting minutes, 2000 and 5000 meter documents, Concepts maps- all on the school shared drive.

# data[].attributes.body
POI

# data[].attributes.body
Planner , altitude documents , 2000m document

# data[].attributes.headline
French/ Spanish Collaborative planning document 

# data[].attributes.subject
French/ Spanish Collaborative planning document 

# data[].attributes.attachment_link.title
G5 French/Spanish Collaborative Planning sheet 2024-25

# data[].attributes.body
Grade 4 team agrees that

We are highly developed in this area as our school implements the IB curriculum to the core.

Our curriculum is planned and articulated horizontally and vertically. The curriculum also gives an opportunity to students to make connections.

The school also provides collaborative planning time for teachers to incorporate IB philosophy into the curriculum.

We also have collaborative planning time for teachers to incorporate IB philosophy into the curriculum. Even small PD sessions (within teams) are dedicated to better understand IB philosophy.

# data[].attributes.body
We as the SKG Team think we need more collaborative time. We also feel we need to look at the local curriculum while planning as a whole school.

# data[].attributes.body
We are Developed, as we have 2000 and 5000-meter documents, POI, and Minutes of meeting documents.

# data[].attributes.body
Collaborative planning grade level , MOM document , concept map , guest speakers , POI document, field trips and tech integration , Kick off meetings

# data[].attributes.body
Planners, Managebac, unit planners, weekly planners, Collaborative planners - Developed

# data[].attributes.body
We use Managebac planners, Seesaw, Digital literacy tools, Instruments, materials, media, stationary, learning spaces, guest speaker sessions, sports equipment, field trips, IB planners

# data[].attributes.body
Collaborative planning doc

# data[].attributes.body
We are highly developed as our school follows transparent communication with all the stakeholders.

# data[].attributes.body
We share curriculum related content through Seesaw, empower weekly, weekly letter, altitude documents, learning in action, SST parent sessions.- Various policies in place by the school.

# data[].attributes.body
All Policies (Language policy, Assessment policy, Inclusion Policy, Child Safeguarding, Admission policies) - Highly developed

# data[].attributes.body
IB policies , IBO, language policies, academic policies, assessment policies , admission policies

# data[].attributes.body
POI, Weekly Plans, Managebac Planners, Hive Resources, Parent Guest Speakers, Collaborative Meetings and Minutes 2000m, 5000m documents, Field trips, Residential Trips, Experts for guest speaker sessions, cross campus collaboration, School community guest speakers, getepic, biguniverse, IXL, Scope and Sequence, Concept Maps, SST collaborations durinf kickoff, Padlet, twinkl resources, britannica, Sushma noodle tools.

# data[].attributes.body
Language policy

# data[].attributes.body
Grade 4 team agrees that

We are highly developed in this area as we collaborate to plan and design, reflect and collaborate.

Teachers use human, physical and virtual resources to aid and extend their collaboration like guest speaker sessions, experts, and varied resources.

# data[].attributes.body
PD policy

# data[].attributes.body
The team collaborates to share best practices that help inform teaching and learning. Engagements are planned to foster student agency and develop a spirit of inquiry.

# data[].attributes.body
TBD: Highly Developed & Developed

# data[].attributes.body
ATL skills , Goal setting , SLC integration with Goals , Learning in action , Managebac reports , Implementing SDG's, Learning outcomes of the ATL skills mapping

# data[].attributes.body
Surveys: Parent, Student, Teacher, Weekly Updates, Empower Week, OIS Hub(curriculum), Guest Speaker Session, Assessment on Seesaw, Assessment Tools, School Website, Parent Teacher Conference, Goal Setting Meeting, Student Led Conference, Learning in Action.

# data[].attributes.body
Students use various platforms to demonstrate their skills. For example, Seesaw, Student led conferences, student portfolios, reporting.

Students actively develop key skills by engaging in inquiry-based learning. They enhance their thinking and research skills through problem-solving, while refining communication and social skills through collaboration and expression. Additionally, they strengthen self-management by practicing organization, time management and self-regulation. Together, these skills equip students to become independent, capable learners.

# data[].attributes.body
We are highly developed as we have our collaborative plannings in place as per the IB standards and practices. We use managebac planners , field trips ,Literacy tools etc to design a curriculum and reflect on the learning goals.

# data[].attributes.body
We as a team discussed every year we have a bunch of new teachers and students on board. We also discussed about teacher language with this respective.

# data[].attributes.body
Grade 4 team agrees that

We are highly developed in this area as all stakeholders receive the required information and progress in the development of different areas of the school.

The school offers different Professional Development courses which are in alignment with IB curriculum.

The school communicates/shares the curriculum with the stakeholders which is accessible to everyone.

The POI every 3 years and other altitude documents are reviewed and updated every year.

# data[].attributes.body
Students regularly reflect on their work, behaviour and learning processes, identifying which Learner Profile attributes they have demonstrated. For example, after completing a project, they may reflect on how they were "Thinkers" when solving a problem creatively, or "Caring" when helping a classmate.

# data[].attributes.body
Show and tell , presenting research work , Goal settings , SLC , Assembly , see- saw checklist , read alouds related to learner profiles !

# data[].attributes.body
In Nursery, teachers facilitate experiences and discussions with intentionality. They make it a practice to make Learner Profile attributes a part of their daily conversations, discussions, celebrations, etc. However, there isn't an explicit learning objective in place to achieve so to speak.

# data[].attributes.body
Goal Setting based on Skills

# data[].attributes.attachment_link.description
- Set Smart goals based on Approaches to Learning (ATL’s) - Choose a sub skill from the ATL you would like to focus on - Review your goal time and again
- Keep updating how you have been working on your goal - Upload pictures of your evidences that align with your chosen goal

# data[].attributes.body
Goal Setting, Assessments on Seesaw, Managebac - Highly Developed

# data[].attributes.body
Grade 4 team agrees that

We are highly developed in this area as we review the ATLs. The school implements the ATLs regularly through different learning engagements in alignment with the curriculum across subjects.

The sub-skills are mapped and explicitly planned.

Students choose ATLs as their goals and work on the same using the SMART goal approach.

The skills aligned with all units are explicitly taught and assessed using the descriptors that are a part of the rubrics.

# data[].attributes.body
We share our curriculum actively with the learning community through 2000m and 5000m documents, seesaw journals, Newsletters, Learning in action and showcasing our learning engagements as a sample of how inquiry in the classroom looks like.

# data[].attributes.body
Rubrics

# data[].attributes.attachment_link.description
Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

# data[].attributes.body
PYP exhibition, Student-led conference, POI, Altitude documents, Assessments, Rubrics, Student action, Learning in action, Student agency, Personal inquiries, Seesaw engagements, Managebac planners, concept map.

# data[].attributes.body
Students learn to recognize healthy relationships by showing empathy and respect for others. Through discussions, role-playing and real-life examples, they understand how mutual respect, kindness, and consideration contribute to positive relationships.

By being principled, students demonstrate honesty and integrity, which are fundamental in forming trustworthy and healthy connections with peers, teachers, and others in the school community.

# data[].attributes.body
1. Presentations, Student Agency, PYP Exhibition, Learning in Action, Altitude document, Managebac Planners, Student-Led Conference, Assembly, Student Action, Stuco

# data[].attributes.body
As a team, we discussed SEL explicitly included in our curriculum for fostering healthy relationships. We also discussed about voice and choice as a whole school, we have many opportunities given. We also discussed about having well-being and SEL clearly defined with our curriculum.

# data[].attributes.body
As per the Team, we are following the process that helps students engage in their lerning but our that is not more evident .

# data[].attributes.body
Students learn the importance of acting with integrity, fairness and honesty. Students regularly reflect on their learning, choices and the consequences of their actions. This reflection process helps them understand how their decisions align with ethical principles, leading to more responsible behaviour and better decision-making in the future.

The give due credits through their reflections.

# data[].attributes.body
Unit planners reflecting on Learner Profiles, Assemblies, Closing Circle Reflection, Flex time - Developed

# data[].attributes.body
Teachers across the grade plan open-ended engagements that provide opportunities for collaboration and team building. In Term I, children familiarise themselves with learners on their own with opportunities provided from time to time to collaborate with children from other sections. In Term II, teachers explicitly plan engagements and provide opportunities for children to collaborate across the grade.

# data[].attributes.body
PYP exhibitions, Assemblies, STUCO Celebration collaboration - Highly Developed

# data[].attributes.body
Studco , assembly , OIS Fest , Morning coffee session , PTA , Guest speakers

# data[].attributes.body
Teams across the school are provided with multiple opportunities to engage with the curriculum, provide feedback, etc. through sessions centering on reviewing practices facilitated by members of the school community.

# data[].attributes.body
Research task and informational writing we talk about the credits of the work .

# data[].attributes.body
1. Source and citation, giving credits - Research skills

Sushma session - Academic honesty.

Developed

# data[].attributes.body
In our classrooms, students regularly engage in collaborative projects where they must adapt, share ideas and work through obstacles together. We provide supportive, constructive feedback, guiding students to reflect on their strengths and areas for growth. By giving them leadership opportunities and encouraging initiative, we empower them to take ownership of their learning and actions, building the confidence they need to create positive change both within the community and beyond.

# data[].attributes.body
Show and tell , presenting the work , donation drives , Assembly , Studco , Making posters while presenting work .

# data[].attributes.body
Action padlet

Student led assembly

PYP Exhibtion

Project Based Learning

Goal Setting

Developed

# data[].attributes.body
Grade 4 team agrees that

We are developing in this area because school provides students some opportunities. However, we do not encourage and promote that consciously.

Very few students demonstrate a commitment to service with and for the community throughout their learning, in accordance with programme documentation.

# data[].attributes.body
As a team, we discussed whether the school is providing or students are taking action.

# data[].attributes.body
Through inquiry-based learning, students explore topics that resonate with them, ask meaningful questions and investigate answers using a variety of resources. This fosters curiosity and deepens understanding.

Approaches to Learning (ATL), such as self-management, research and Thinking skills, help students become independent, reflective learners capable of managing their own progress.

Students regularly reflect on their progress and assess their achievements. This process helps them take ownership of both successes and challenges, promoting lifelong learning skills.

Example- G5 PYP Exhibition, VTR's, Artworks, Performances, Sport events.

# data[].attributes.body
As a team, we model it out to give credit and produce original work. We also discuss with our grade to take inspiration and not copy-pasting.

# data[].attributes.body
As a team, we model it out to give credit and produce original work. We also discuss with our grade to take inspiration and not copy-pasting.

# data[].attributes.body
Research - 5w's and 1 h, super 3 , big 6, goal setting , show and tell , wondering questions, student questions , Mangebac , action and agency on see- saw , gardening

# data[].attributes.body
Grade 4 team agrees that

We are Developed because the system is in place however, the implementation is not happening as we are not explicitly linking, teaching and assessing students on it.

The curriculum has mapped the learner profiles but students do not demonstrate the learner profiles as expected. Hence we are at developed stage.

# data[].attributes.body
Through exploring diverse perspectives and cultures, students learn to appreciate their own identity while recognizing and respecting others' differences.

Students express their personal views, beliefs and experiences through various creative outlets like writing, art, music and PSPE.

We integrate with units like 'Who We Are', ’How We Express Ourselves’ and 'Where We Are in Place and Time,' prompting students to think about their roles- within their family, community and the global context. Even in standalone units, we incorporate exploration of local and global connections.

# data[].attributes.body
Developed- Students display a range of IB learner profiles, morning meetings, show and tells, assembly, SLC, goal setting meetings, during read aloud, while working in groups during research and presentation. However, students it needs to reflect more in student actions

# data[].attributes.body
Developing: Example- If we read a book related to 'Diwali' celebrations and learners understand that bursting crackers is a sad choice, they abide by it by not bursting crackers which is also taking action on their part.

# data[].attributes.body
As a team we discussed, about passion projects included as a part of our classroom schedule.

# data[].attributes.body
Grade 4 team agrees that

We are highly developed in this area as students and teachers both are given opportunities to collaborate with each other. The relationship building is also effective and it featured explicitly through the curriculum

The pedagogical leaders provide voice and choice e.g. STUCO, Breakfast club etc.

# data[].attributes.body
Goal Setting - ATL Goals

Action Taken

Selected students - Personal Inquiry

Developed

# data[].attributes.body
Peer work, Collaborative work, StuCo, Digital Leaders, Breakfast club, Class assembly, OIS fest, Musicals, Festival Choirs, PMUN, Morning Meetings, Students action, Personal Inquiries, Class Jobs, SEL, Read Alouds.

# data[].attributes.body
Highly Developed- diverse application of learner profiles is further supported by opportunities such as morning meetings, student council (stucco), peace keepers, residential trips, field trips, and collaborative lessons and engagements. These experiences encourage students to engage thoughtfully and responsibly across different contexts, fostering skills like communication, inquiry, and reflection.

# data[].attributes.body
As a team, we discussed about cultural celebrations.

# data[].attributes.body
Students work in Hindi Diwas, World Language Day, and class activities.

# data[].attributes.body
International Mother's day , Literacy week , Morning meeting ( greeting ), Hindi Diwas , Translators (EAL)

# data[].attributes.body
Celebration

Student Assembly

Stuco - Breakfast club

Mother Tongue Day

Hindi & Marathi Diwas

Developing

# data[].attributes.body
1. Noodle Tool Sessions, PYPx, Digital citizenship, morning meetings, Goal setting

# data[].attributes.body
Developed- We are providing students with multiple opportunities to showcase action. Some of the students take their learning ahead and take action based on the unit. They reflect on their actions and try to bring about changes in their day to day lives. However, we also feel that some of the action is forced/ superficial and only takes place during the unit .

# data[].attributes.body
students are given choice for the task to do work , Note taking , taking Picture from google and give citation of it, Digital citizenship.

Developed

# data[].attributes.body
Grade 4 team agrees that

We are developed because students and teachers comply with IB academic integrity guidelines.

Students are supported on acknowledging the work of others, including guidance on citation and referencing.

Teachers encourage students to use their creativity and produce authentic, original work.