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Change in teachers especially they are used to for years. They tends to be a challenge given change in expectations.

Now they have contact with many teachers compared to one or two teachers in primary.

Changes from being the oldest to the youngest on campus.

Changes in expectations in terms of behaviour and work

They do have challenges in their organisational skills

Their class time is more flexible in pry, where they may be able to move around. Now, they are expected to stay focus most of the time during the lesson.

They are discovering themselves more, becoming more aware of themselves. This sometimes contribute to their behaviour.

In primary, they do have descriptive grades. Now they have to get used to numerical grades.

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- Body changes and development
- Preparing for HS
- Discovering themselves and their affinities
- Maturity

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The students in grade 9 have new expectations of themselves and their teachers.
Students need to show a more mature attitude, being more goal oriented.
Students need to get used to the fact that they need to relinquish their alpha status.

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1. Physical and hormonal changes.
2. Peer pressure and comparison among themselves.
3. Body image issues.
4. Forming expectations about themselves influenced by their surroundings & family members.
5. Changes in peer dynamics.
6. Awareness of their surroundings. Ie. family, school etc
7. Forming clearer options on issues, interests in different subjects etc

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This year is all about completion. Increase in responsibility but also anxiety.  Much time is spent in looking forward and backwards, reflecting on their time in school.  We see a lot of peer to peer comparison (exam scores, university acceptance, etc.).   Socially there is an intensification in relationships and the students are starting to go out more (but they have to learn how to balance this).  Everything is fast- it's a short school year and they don't have time to ease into things.  An immediate increase in intensity.  There may be less support for students, and at the same time everything "matters."   Making decisions about their own future is also a big change.  This involves finding new relationships with parents and figuring out how big of a part the family plays in the decision-making process.   Learning to accept uncertainty is a big change.

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2. Self consciousness when experiencing learning challenges
3. Vocal about issues but lack proper ways is expressing themselves.
4.

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DP Transition and class choice

Final year of MYP - with responsibilities such as Personal Project. Greater amount of autonomy - first time.

Friendship groups and identify development and changes. Romantic relationships.

Students leaving school and Serbia or peers leaving

Social life changes - more freedom, less boundaries, greater risk taking opportunity, peer pressure

Self expression - clothing, hair, activities, ideas.

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- problems accepting new students
- transition from middle to high school and between schools for new students
- forming cliques can be disruptive
- new teachers
- accepting new expectations (e.g. being more independent)
- they don't have mature ways of asserting themselves

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- New Subjects in DP that they're not used to can be stressful, also the amount of work can be stressful
- More pressure around dating and relationships
- Stressing more about university and life post-ISB
- More intense discussion and reflection around politics and identity
- Settle into their "roles" within class, certain attempts to "fit in" to new classes

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Friendship groups

Use of devices

Organisational skills

Managing their anger and emotions

Reacting and overacting

Social pressure

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more empathetic

more accepting over time as the grade level team work with them

they were really into the FLEX program and their ideas were really impactful to the problem around the world

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2. They have a good gender dynamics.
3. They are very good at communicating and expressing their needs.
4. They express autonomy and independence in the learning environment
5. Welcoming to the new students.

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- Working habits
- Relationships w/ peers and teachers/faculty
- Being taken more seriously (their voice heard)
- New friendships
- Tougher curriculum
- Tablets!!! & Digital literacy

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- Better collaborators and contributors
- DEI and respect (empathy & support) of others
- Understanding and respecting the school values
- They're becoming a more inquisitive young minds (they ask a lot of questions)
- They are developing their own opinions (trying to be more independent, but also have different influences)
- They are more eager to be active in the community
- Their self-reflecting skills are improved (they understand were they are and were they need/want to be)

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Deadlines with Personal Project

Balancing social life and academic responsibilities

Learning to be mature but may be lacking maturity

Broken hearts

Saying goodbye to leaving friends and evolving social groups

Cliques are formed from 9th grade - can be difficult for new students.

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- New Subjects in DP that they're not used to can be stressful, also the amount of work can be stressful

- Stressing more about university and life post-ISB

- Conflicts between parental expectation, student expectations and teacher perspective

- Strained/Complicated relationships with parents due to where they're at as human beings, as intellectuals, and thinking about near future

- Concerns over time/work management coupled with extra-curricular engagements

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-Dealing with Academic Expectations
-Dealing with uneven work ethic
-Finding a way/ strategy to ask for help, take the risk to be vulnerable (teachers should be proactive in helping students do this)
-Making final decisions on University
-Balancing personal expectations with parent/family expectations
-Time management, especially in November and March
-Not having a life outside of school, need for self-care which can be neglected
-Completing university applications, IA's, EE, CAS, etc.
-At the end of the school year, saying good-bye, moving on

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Learning to listen respectfully to differing ideas and opinions and discussing in good faith.

Being respectful to peers and teachers despite frustrations and stress

Being more mindful of other's challenges, offering help, displaying empathy

Developing leadership skills (ex. Interaction/mentoring with younger grades during enrichment)

Recognising they are the agents of their own change and growth while developing more independent learning and the ability to advocate.

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Grade 6 were really interested and into the FLEX project. But as they move to upper grade, we notice students lose interests in program like FLEX. Perhaps project may be designed towards their interest at upper grades.

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1. Developing understanding, creating and
sharing

- peer support / study groups / sharing
work (to check for understanding)/
sharing resources / collaboration /

2.  Relationships with others

- accepting each other for who they are /
willingness to learn about each other
and their differences / listening / inclusion

3. Continual Self-improvement

- asking for feedback / goal-setting/
self-understanding / self-care /

4. Impact on world (campus)

- CAS

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- Being kind and accepting of others, being diplomatic
- Asking follow-up questions to formative and summative assessments, developing investment and critical thinking
- Feeling comfortable asking for help, feeling the initiative to make changes
-

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- Teamwork, sharing opinions and experiences and learning how to give opportunities to others
- Reflecting on their learning and behaviour

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Second Step is not a new thing for this grade. It will be interesting to see their feedback about this program throughout this school year.

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In order to stay on top with the latest trends we need to make changes in our curriculum.

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To ensure that the content is relevant contextually and reflects contemporary issues.

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We need to customise it according to the needs of the students.

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To update the curriculum based on current trends and experiences gained in the classroom

Qsn 2
Consolidation of different perspectives.

Qsn 3
Finding a balance in consolidation of different views and opinions.
Room for more research.

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To ensure continuity and progression of the students

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To ensure continuity and progression of the students

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To re-prioritize, adapt to changes in standards, improve.

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Ensuring the curriculum is fit for purpose for the cohorts of learners

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To adapt it to the needs and interests of the students. Also, to be relevant to the latest topics and World problems...

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To help with equity across the classes.

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Difficult to perfect the delivery of the curriculum with major changes to the overall curriculum

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Make sure that the curriculum is aligned with IB requirements, that the order of units is rational, that we address changes in our field of expertise...

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Finding the time with the team to review can be challenging

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After teaching a certain unit and exchange insight with your colleauges from the department you might have different ideas on how, what and why to teach certain things differentlly.

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Looking at the curriculum from the lens the school is using (DEI).

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Looking at the curriculum from the lens the school is using (DEI).

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Adapt to the needs of students, adapt to changes in technology, ecology, world in general

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-Curriculum drastically changed during Covid so coming back to in person learning meant having to make quick changes again.

-Not enough time to review curriculum and develop it

-new MYP Arts Guide

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In order to fit into the required skill to solve the latest real-life problems. Also, as things become more automated or done with technology, some Maths skills, which used to be done without technology, my not necessarily be useful and hence outdated.

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Continuous objective (self)reflection of the curriculum.

Having a risk-taking mindset.

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Small team
Connection to other schools

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To try to enrich all student personal identity and build awareness, greater empathy of the aesthetic in a real-world.

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Student Support Services Purpose Statement:

Student Support Services Team aim to collaboratively support and empower learners to reach their full potential in all areas of the learning programme. Our students will know their strengths, areas of challenge and individual goals. They will be fully immersed in all aspects of school life and have the confidence and skill set to embrace opportunities beyond school.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The Performing Arts  foster and encourage connections to people, places, and nature giving value to different perspectives while simultaneously informing and cultivating each student’s intrinsic perspectives. The ISB Performing Arts Faculty strives to continue to nurture a school community that honours and respects the development of the “whole” child.  To this end, our goal is to ensure that programs, extra curricular activities, teaching and learning and relationships fostered in the classroom consistently include a focus on social and emotional development of our students.

We believe children have a natural curiosity and drive to explore and create and we want to encourage their natural instincts. While teaching students specific Arts-based skills, we believe it is equally important to give students a chance to apply those skills in a way that engages their imagination and creativity and allows for social and emotional development and inquiry. This focus on the process of creating Artwork is facilitated as much as possible through to a meaningful (and crucial) culmination in the presentation to an audience/audiences via a number of physical and online platforms. The ‘values’ of the school are seen in practice and the artistic achievements of our students (and ISB as a school community) are regularly showcased and celebrated.

Arts education can be a vehicle for self-expression, helping students explore aspects of their identity and express emotions that are not encouraged at other times in the school day. Collaboration, time management, challenging and exploring ideas, looking within and empathising with the views of others are all key to the Arts process.

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The Individual and Societies department aims to develop a student’s ability to evaluate the complex human condition and experience by utilizing critical thinking skills to consider varied perspectives while understanding their role and impact on the human and natural environment.

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PHE is the foundational stage which is focused on learners' well-being. We do this through developing their motivation, self-efficacy and skills for lifelong participation in sport, physical activity and exercise, irrespective of their exit routes. This is achieved through a broad and balanced curriculum which focuses on continual self-improvement and the learners' impact on their community.

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Copy of Final Present on Template Aug. 24, DFL 

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This presentation is located on the “Secondary School” Shared Drive —> Folder “Curriculum - MYP and DP”

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Austin's Butterfly: Building Excellence in Student Work

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Ron Berger from EL Education demonstrates the transformational power of models, critique, and descriptive feedback to improve student work. Here he tells the story of Austin's Butterfly. First-grade students at ANSER Charter School in Boise, ID, helped Austin take a scientific illustration of a butterfly through multiple drafts toward a high-quality final product.

This video accompanies the book Leaders of Their Own Learning: Transforming Schools through Student-Engaged Assessment.

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1. diagnostic tests= pre assessment of knowledge and skills
self evaluation= strengths and weaknesses, setting goals
2. Self assessment, peer feedback and peer assessment
3. after peer or self assessment review then students can start setting SMART goals
To review their goals we can have regular checkpoints throughout the quarter

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The purpose of learning a language is to develop a lifelong passion for multilingualism, to accept and promote the cultural and linguistic diversity, international mindedness and mother tongue development. Exposure to languages and experience with them and all their richness and diversity, creates an inquisitiveness about life and learning, as well as confidence about creating new social interactions. Languages help gain self-confidence, be more open minded and tolerant so a person can make choices more easily.

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Opportunities to capture evidence on learning:
Google classroom formative assessments starting with Week 2 (surveys, short answer responses, class discussions, multiple choice - topic related)

Implementing the process of analyzing and interpreting data:

Collective feedback, individual feedback, peer feedback, self - reflection.

Setting target goals:

Implement it into the first summative assessment (and formative whenever possible)

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How will we capture evidence of learning?

Baseline testing at the start of a new unit. This is captured through filming the first session and through teacher notes.

As we progress the lessons, students will co-construct the learning criteria based on the concept we are covering.

Regular reflections and co-constructing further development of skills related to the concept we are covering

At the end of the unit, we will do another video and a written reflection on improvements.

How will we analyse data with learners?

Video analysis

Self-analysis

Peer-to-peer feedback

Watch a video of professional players (competitive)

How and when will you set smart targets with your learners?

Within the first three sessions. We will co-construct a smart goal for the class to demonstrate the process.

This will evolve for the following units so we arrive at a place where students can set smart targets individually.

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Set up diagnostic activities for learners in grade 7-11 (interpret data, organize data, analyze data…)

Based on the results of the diagnostic activity allow learners to set up SMART goals for ATL/academic skills

A few weeks within the school year students will have an assessment to show improvement and will reflect on their SMART goal, as well as what should be altered to achieve it.

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Seesaw:  Capture work and students can add audio and video.Teachers and student peers can comment on Seesaw posts. SMART goal conversation needs more time in the Math Dept. At a later date, Seesaw evidence can be used to set goals.

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DP students write diagnostic tests in the first week.

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1.

Formative - discussion and questions

DP 2: Discussion based on last year’s main ideas/concepts/takeaways - questions.

DP 1: Diagnostic exams

Informal - exit tickets, written reflections on lesson

2.

1 on 1 interviews/discussions (2-3 minutes)

Draft, provide feedback/discussion, students complete assignment

Clarify rubric phrasing

Specific feedback that is actionable- not generic

DP - Compare student responses to Mark Scheme  - students then make adjustments with possible teacher assistance

3.

Need formal/summative data to help inform decisions in SMART targets.

Targets may be longer for older students for younger students short term targets may be more appropriate.

SMART goals may be revised throughout the academic year based on growth.

DP2 should be able to create SMART targets at the beginning of the academic year.

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https://docs.google.com/presentation/d/1iAXhwFqT0GX__haX1Cvs_zrjvSjWmUMvkICzAaskP_A/edit