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1. Catalogue of Guest speakers

2. Clarification of DBS when inviting school teachers on site.

3. Catalogue of alumni prepared to speak on specific subjects

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G5 Learning Space in action - Teachers from grades 6-8 visiting the G5 space in action during a unit of inquiry lesson

Timetable considerations - using the new spaces

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1. Schedule being changed to reflect more meaningful time with tutors to include dedicated assembly time and longer daily interaction time. Advisory time at start of the day.

2. Development of a thematic advisory programme to support and extend PSHE.

3. PLL and or GLL co development of a programme.

4. Open Google doc calendar for people to book opportunities e.g. Black history month, Project Nepal, Options process etc.

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1. MYPc and SSAc work together to plan for developing Community Engagement across the MYP

2. The schedule has time built in for CE in MYP with a plan in place for how this would be used (supported by Partnerships)

3. Training with teaching staff on incorporating International Mindedness/Global Citizenship in unit planning, guided by a better use of the learner profile as the foundation skills set for this disposition

4. Stipends are reconfigured, so leadership is appointed with a remit to both develop the house system and to work with CAS/CEc/GLLs/student council to further develop student leadership across the school.

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1) Toddle: Complete single unit (as is the expectation) and focus specifically on authentic learning experiences and UDL approaches before June/July.

2) Toddle: Take advantage of the new platform to develop alternate assessment options in Unit 1. (For DP: Avoid assessments that depend on past paper approaches).

3) Programme Coordinator involvement in student assemblies per programme and grade level need.

4) Take stock on dependence on technology - consider balancing tech. Too much screen time can be a detriment to learning.

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1. Relaunch House system with one advisory per week devoted to vertical House session.

2. Autonomy on naming House and Colour, motto etc. within a defined range

3. CAS driven House activities

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There are service initiatives (e.g. Project Nepal). Service is not integrated into the curriculum. Jaguars in Action is not functioning this year.

Partnerships opens up a range of opportunities for us as a school.

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"Feels like there are more positives in culture" - Ian Kaul

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Our house system is essentially non-existent. It is only used for Sports Day.

Advisory is not used effectively. The time of the day makes it difficult to get student buy in, and teachers do not adequately prepare to make it meaningful or engaging.

PSHE is being developed - vertical articulation will improve this further. Students are becoming more used to it as a separate and important subject.

We have some external speakers - this tends to be ad hoc rather than as part of a clear strategy or plan.

We have a lot of community events, involving students, teachers, parents, PSO, etc.

Values are understood, and DEIB is front and centre.

Lots of support in place - wellbeing rooms etc.

Alumni network is not really present.

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Our parent community is very supportive of learning in CP and Business management

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As a new teacher I didn't know we had houses until sports day at the end of the year. I think that would be true for new teachers this year. Walking around advisory classes run the gamut from teachers and students interacting highly to teachers and students sitting quietly on their computers and not interacting - not sure we are all on the same page. Teachers would like more outside PD with speakers while at the same time they feel it is time lost to doing their job. I think the PSO is very supportive. Student leadership is growing, especially with DEI bringing in student voices.

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PSO does a great job in building community spirit through a variety of actions.

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Our awareness of diversity, Equity and Inclusion is very apparent and has won awards

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We have safe places and trusted professionals and online mechanisms for raising concerns

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Grade 5 classrooms are an example of where flexible spaces are evident.

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Many flexible learning spaces exist, how often is the furniture moved?

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We have some flexible furniture; elsewhere there is more traditional learning spaces (e.g. rows facing the front).

There are outdoor spaces but these are underutilised. Learning tends to happen indoors.

Most learning happens in grade levels - there are occasional opportunities for students to learn from other grade levels (e.g. Personal Project).

80 minute (ish) lessons are not always well prepared for. Placement of advisory makes it difficult to offer a meaningful and engaging programme. There is no regular block which can be used for assemblies or other events.

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Classrooms - while furniture has become more flexible, the space within some classrooms inhibits movement and perhaps leads to some classes having everyone do the same thing rather than differentiate or offer options. Some teachers are making use of other spaces, but many aren't either because they are not available or don't know that they can or should. I don't know about technology overall, but I think that a lot of our technology is still glorified typewriters or online books. There needs to be a better way to celebrate learning than awards. I think in some ways the way the campus is spreadout adds to the environment but in other ways it compartmentalizes subjects, teachers, etc.

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Opportunities to be together learning as a community through PLL

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An abundance of outdoor learning spaces being used predictably

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I think we are in the beginning stages of L1-L5 - good practices are happening but I am not sure of the consistency and some pedagogical beliefs, misconceptions about what the words, mean and what expectations are on teachers from above are holding some teachers back.I am not sure that all teachers are familiar with the policies as past practices seem to still dominate. I haven't met with the teachers yet, but in passing I think we are still more GSCE than MYP.

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I think we are in the beginning stages of L1-L5 - good practices are happening but I am not sure of the consistency and some pedagogical beliefs, misconceptions about what the words, mean and what expectations are on teachers from above are holding some teachers back.I am not sure that all teachers are familiar with the policies as past practices seem to still dominate. I haven't met with the teachers yet, but in passing I think we are still more GSCE than MYP.

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Authentic partnerships exist and are being utilised with ACS partnerships, Admissions, Transportation. Learning is enhanced by the support of many parents and specific businesses, Adventure Lifesigns, Catapult, Drumgrange

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Teachers ultimately design learning experiences, providing some opportunities for student voice and choice.

UDL is sometimes used, but there is not a clear shared understanding of what this means or how to use it in unit planning.

We celebrate certain learning milestones (e.g. Personal Project).

Teachers and students are learning how to use new technologies to support learning. Approaches to AI are inconsistent.

The Learner Portfolio and ATL skills are mentioned, but not explicitly taught or built into unit or lesson planning.

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Regularly celebrate specific elements of learning programme

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Have a shared understanding of high quality learning

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Goals for the whole school are articulated and published for all to access.

Explicit across all programmes and within each subject area.

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Broad range of leadership opportunities for all students to access.

CAS students are models of leadership and action.

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Service Learning is part of every unit plan - fully embedded.

Fully student-initiated - all students are a part of the service programme.

Wide range of opportunities.

Partnerships programme is embedded.

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Our signage reflect our diversity in all aspects including outcomes and future pathways

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We have a distinct ACS Egham identity, recognisable as separate from the other schools. An innovative and inclusiveFlagship IB school

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Our House system incorporates family and community cultivating connectivity valued by all stakeholders

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Learning spaces are diverse and flexible

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Learning spaces are diverse and flexible

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Our advisory programme is valued and recognised as beneficial by all stakeholders

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Learning is about learning and not assessment - celebrate all elements of learning - students are not defined by a criteria; increased conversations about pedagogy and teachers seeing other ways "in action"; UDL fully integrated and understood; learning is personalized; technology innovatively; learner profile is authentically integrated; shared understanding of authentic and high quality learning.

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Strategic plan is fully embedded in our school

Leadership and mentorship is visible in all 4 areas; purpose, culture, learning and environment.

International mindedness is visible and present in all aspects of school life.

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Learning spaces provide flexibility and choice for learners

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Learning spaces provide flexibility and choice for learners

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Staff can continually, anonymously express opinions on topics they feel need to be heard

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There is a clear Bursary policy available to all employees

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Outdoor spaces are redesigned for different purposes 

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Outdoor spaces are redesigned for different purposes 