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PD:
All teachers to be cat.1 trained (development of MYP)
At least one teacher of each subject group to be cat 1 trained
HoS/ Coordinator cat.1 -implementation MYP
Library:
The more the better - media centre - access to online libraries (Gale ProQuest, Jstor etc)
Timetables:
Minimum required hours for each subject group
Meeting schedule for teachers (record of meeting minutes)
Transitions PYP-->MYP -->DP
Teacher Collaboration meetings
Student career counselling

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Additional: Result Analysis

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Legal Identity

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School profile, Mission and Vision Statement of the school. Policies - Language (survey), Assessment, Admission, Academic Integrity, Inclusion, Time table, Collaborative planner, Unit Plans, Organizational chart, Job Description of Coordinator, SGO's, Student assessment samples, IDU's, Programme development plan, School Brochure, Report cards, Evidence Service, Qualifications and PD's attended, procedure for standardisation (Assessment Policy) Additional: (Newsletter, Wellbeing, PP student handbook, service handbook, student led conference, Minutes of meeting)

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WANT TO KNOW MORE ABOUT THE PLANNER

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I'm excited, when I turn back to school on Monday I will have a different approach to the programme and curriculum that we use

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SE : I am excited but I understand that there are steps that need to be taken

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as I improved a lot today, during the meetings or any committees, when talking about the school or the programmes we are involved, I'll mention the philosophy, policies and the learner profiles in a new point of view that ı get from this workhop today.

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MORE OF REFLECTION
LESS OF WORRY

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more:
Smile
Spent time with teachers and students (Away from office). Empower both in terms of agency
Clarify policies from ambiguity, relate them with Learner Profile and with each other.

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I will do more of alignment of IB philosophy in school vision, strategic plan, curriculum and policies; do more of staff empowerment-giving them agency in identifying and improving school practices

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More of mission in action
More of Agency

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Engaging PTA in initiating activities.
Parents offering internships.
Invited as guest speakers
Students visit educational visit sites.

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Parents:
Involve parents as mentors (possible pathway to CP)
The parent community is filled with experts, workshops or talks can be organised where some of that expertise is shared with students

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Be positive and enthusiast in your approach and attitude.

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Model what you expect from the students

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contribution
reflection
sharing responsibilities

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Assume positive intent
Extend grace to each other
Provide constructive feedback politely

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ALWAYS KEEP SMILING
BE OPENMINDED
BE A  RISKTAKER
BE CARING

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Language Policy

key words:
Multilingualism, dynamic framework,development of interpersonal skills,academic language proficiency, confident identities

profiles:
communicators, reflective, open-minded, reflected, caring

headlines:
vision and mission
language acquisiton
other languages
mother language learning
local culture and language learning
student and teacher responsibilities
communicate the policy
language policy commitee
reference

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Learner profile link:

Communicators: We express ourselves condently and creatively in more than one language and in many ways. We collaborate e‑ectively, listening carefully to the perspectives of other individuals and groups.

Relevant IB Documents:

Towards a continuum of international education,

Programme standards and practices,

IB learner profile booklet,

Learning in a language other than mother tongue in IB programmes,

Making the PYP happen: A curriculum framework for international primary education and MYP: From principles into practice.

Guidelines for developing a school language policy

Requirements:

IB Middle Years Programme In IB World Schools offering the IB Middle Years Programme (MYP), a language policy should further consider how to:

• formulate practices for the provision of languages A and B

• integrate the learning of languages with learning in the subject groups

• integrate language learning with interdisciplinary planning.

The MYP language A and language B subject guides and the document MYP: From principles into practice provide further guidance for MYP schools.

Constrains:

·      The school main language of instruction is English.

·      The school is required by law to offer Greek for 6 teaching periods per week in all grades up to MYP 4 (Grade 9)

·      The majority of our community are Russian native speakers and there is a strong demand to offer Russian language courses

·      The school can offer a variety of languages (upon request) in the afternoon program

Policy:

With the natural exception of other language courses:

All instruction and educational activity take place in English.

Assessments are given in English.

All communication between school stakeholders always takes place in English.

Students are encouraged to always communicate with each other in English.

Students are allowed to always have access to a paper dictionary from their native language to English and vice versa with them.

Greek to English/English to Greek and Russian to English/English to Russian dictionaries are available in each class to be used by students during assessments if necessary.

EAL Students are provided with the agreed supports to access instruction (See Admissions policy, EAL policy, Inclusion Policy)

Teachers understand that all subject teachers are language teachers and ensure the provisions of time within their instruction to facilitate the linguistic requirements related to their subject as well as support the linguistic development of their students through the instruction of their subjects.

The progression of Language from MYP to DP

Example 1:  Student's native language is Russian:

Student studies Greek as a state requirement up to Grade 9 (MYP4). Student also studies Russian as a language course offered in the Island School across all grades. The student selects to take Greek as an optional Language in Grade 10 (MYP 5).

--> Student selects either Greek or Russian (his native) as an additional Language A course to obtain a bilingual IB Diploma.

or

--> Student selects Greek as a Language B course to obtain a regular IB Diploma.

*A Russian native speaker is not allowed to select Russian as a Language B course

Example 2: Student's native language is neither Greek or Russian:

Student studies Greek as a state requirement up to Grade 9 (MYP4). Student also studies Russian as a language course offered in the Island school across all grades. The student selects to take Russian (but not Greek) as an optional Language in Grade 10 (MYP 5).

--> Student Selects Russian as an additional Language A course to obtain a bilingual IB Diploma.

or

-> Student selects Russian as a Language B course to obtain a regular IB Diploma.

Example 3: Student's native language is neither Greek or Russian:

Student studies Greek as a state requirement up to Grade 9 (MYP4). Student also studies Russian as a language course offered in the Island school across all grades. The student selects to take both Greek and Russian as an optional language in Grade 10 (MYP 5).

--> Student may select either Russian or Greek as an additional Language A course to obtain a bilingual IB Diploma.

or

-> Student may select either Russian or Greek as a Language B course to obtain a regular IB Diploma.

Students may select any of the other languages on offer as a Language B (SL) or Language B (ab initio) assuming that they have been studying this language for at least a year prior entering the DP.

Links to other policies:

Assessment policy

Admissions and Inclusion policies.

• a consideration of the role of a language profile in admissions as well as in formative and summative assessment

• a review of criteria used for language assessment

• reporting and feedback on language development, early intervention and differentiation strategies for SEN learners.

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ANY POLICY SHOULD BE A LIVING DOCUMENT.
POLICY SHOULD BE WRITTEN COLLABORATIVELY
THERE SHOULD BE SCOPE TO MAKE RECOMMENDATIONS REVIEW,  AND IMPROVE
ALL STAKEHOLDERS(REPRESENTATIVES) SHOULD BE A PART OF THE DRAFTING AND REVIEW PROCESS
ANY CHANGE SHOULD BE DONE WITH CONSENSUS OF ALL
IT SHOULD BE SHARED WITH ALL STAKEHOLDERS
EVERY STAKEHOLDER SHOULD UNDERSTAND THE PRIME OBJECTIVE OF THE POLICY
THE POLICY SHOULD BE IN ACCORDANCE WITH IB STANDARDS AND PRACTICES
THE POLICY SHOULD PROMOTE IB LEARNER PROFILE AND INTERNATIONAL MINDEDNESS
THE SCHOOL ASSESSMENT POLICY SHOULD AIM TO NURTURE POSITIVE ATTITUDE TOWARDS LEARNING AND TRANSITION OF LEARNING
INTEGRATION OF POLICY WITH OTHER POLICIES
INCLUSION -LEARNING SUPPORT NEEDS ARE IDENTIFIED AND ADDRESSED
ACADEMIC INTEGRITY

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INVOLVING PARENTS DURING FIELD TRIPS, EXHIBITIONS

ENCOURAGING INVOLVEMENT OF TEACHERS IN CLUB ACTIVITIES AS PER THEIR CHOICE

THE LEARNERS DECIDE HOW THEY WANT TO BE ASSESSED
THEY ARE INVOLVED IN MAKING RUBRICS

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By providing a student-centred experience focused on inquiry and innovation and with being open to the  opportunities both within as well as beyond our local context (International competitions, global events, student think-tanks, service learning etc)

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Through programmes like the MUN, Mother Tonge club, Connect with NGO's throughout he year, Immersion programme, STREAM, Speakers Academy, Genius hour.Enrichment, Well being programme,News club.a well designed time table, circle time for teachers, PD sessions on policies, modelling.

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How? By ensuring leadership and staff are fully aligned and aware IB. This means training never ends; by aligning systems and structures to IB; by constant communication with community; by changing mindsets to understand that education is not just of the brain (scores) but also of heart and soul

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How? By ensuring leadership and staff are fully aligned and aware IB. This means training never ends; by aligning systems and structures to IB; by constant communication with community; by changing mindsets to understand that education is not just of the brain (scores) but also of heart and soul

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MAKING THE VISION AND MISSION OF THE SCHOOL CLEAR THE SCHOOL FAMILY

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MAKING THE VISION AND MISSION OF THE SCHOOL CLEAR THE SCHOOL FAMILY

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EMPOWERING THE LEARNERS AND THE FACILITATORS

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EMPOWERING THE LEARNERS AND THE FACILITATORS

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preparing students for future education and the needs of the future world, empowering them with the skills and talents they will need

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The programme gives freedom to the facilitators and the learners to design the curriculum and explore further

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Its the most advanced curriculum in the world with 'proper' standards; because it has a human dimension that others curriculums do not; because it prepares students well for the future in all respects

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Its the most advanced curriculum in the world with 'proper' standards; because it has a human dimension that others curriculums do not; because it prepares students well for the future in all respects

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Providing a flexible progressive and international curriculum

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IB provides curriculum that can accommodate with local curriculum system, while maintaining the research-based, well- interconnected curriculum elements.