# data[].attributes.body
Approaches to teaching 5.3: Teachers use IB-mandated policies to support students. (0403-05-0300).

# data[].attributes.wish_content.attachment_props.question
What IB-mandated policies do teachers use to support students, how do they implement them, and to what extent do these policies effectively support students, with evidence to support their impact?

# data[].attributes.body
Approaches to teaching 5.2: Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students. (0403-05-0200).

# data[].attributes.wish_content.attachment_props.question
What evidence supports the integration of prior knowledge into the curriculum to enhance and expand learning for all students?

# data[].attributes.body
Approaches to teaching 4.2: Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning. (0403-04-0200).

# data[].attributes.wish_content.attachment_props.question
What is the extent to which students collaborate with teachers and peers to plan, demonstrate, and assess their learning?

# data[].attributes.headline
Practice 1: Approaches to teaching 1: Teachers use inquiry, action and reflection to develop 
natural curiosity in students. (0403-01)

# data[].attributes.subject
Practice 1: Approaches to teaching 1: Teachers use inquiry, action and reflection to develop 
natural curiosity in students. (0403-01)

# data[].attributes.body
Approaches to teaching 1.5: Teachers facilitate student exploration of their personal interests and ideas. (0403-01-0500)

# data[].attributes.wish_content.attachment_props.question
How involved are the student´s interest in developing the class lesson ?

# data[].attributes.headline
Practice 2. Approaches to teaching 2: Teachers focus on conceptual understanding to support 
students in developing their ideas. (0403-02)

# data[].attributes.subject
Practice 2. Approaches to teaching 2: Teachers focus on conceptual understanding to support 
students in developing their ideas. (0403-02)

# data[].attributes.body
Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements. (0403-01-0100).

# data[].attributes.wish_content.attachment_props.question
How often and when do teachers use the inquiry cicle and promote inquire based learning in class ?

# data[].attributes.body
Who: All teachers, MYPC, DPC, PYPC.

What: Subject unit plans (SOI, inquiry questions), lesson plan (inquiry cycle), Community service, Service as Action projects, Personal Project, CAS activities. PD sessions for MYP and DP focused on Inquiry-based learning.

Where: ManageBac, Google Suite (PD minutes, Department minutes, subject overview, lesson plans, summative assessment, MYP teachers minutes, student work, and walls labeling).

# data[].attributes.body
Approaches to teaching 1.2: The school monitors and evaluates inquiry-based teaching strategies and learning engagements. (0403-01-0200)

# data[].attributes.wish_content.attachment_props.question
How does school keep track of the approaches to teaching strategies ?

# data[].attributes.body
Approaches to teaching 1.3: The school provides opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with programme documentation. (0403-01-0300)

# data[].attributes.wish_content.attachment_props.question
At what extent our curriculum and teaching practice is inclusive and interactive that let students explore and make decisions ? 

# data[].attributes.body
Approaches to teaching 1.4: Teachers encourage student choice in appropriate places in the curriculum. (0403-01-0400)

# data[].attributes.wish_content.attachment_props.question
Do you encourage into practice students to participate in making the lesson structure and the assessment approach ?

# data[].attributes.body
Group 6 Standard ATT - ATA

# data[].attributes.body
Rafael Solorzano (MYP Cooridnator and DP Chemistry teacher)

Aqib (MYP PHE teacher and PP Coordinator )

Kaoru Renen (MYP and DP Visual art teacher)

Omer O. (MYP Science teacher)

Kyoko Inogushi (MYP and DP Japanese teacher)

# data[].attributes.headline
Role in the completion of this part of the questionnaire (for example, leader, contributors)

# data[].attributes.subject
Role in the completion of this part of the questionnaire (for example, leader, contributors)

# data[].attributes.body
Leader (MYP Coordinator)

Contributors

Mr. Aqib

Mr. Kaoru

Mr. Omer

Ms. Kyoko

# data[].attributes.headline
IB programmes encourage approaches to teaching that create learning experiences that are shown to be meaningful to the school community.

# data[].attributes.subject
IB programmes encourage approaches to teaching that create learning experiences that are shown to be meaningful to the school community.

# data[].attributes.body
School self-assessment

# data[].attributes.wish_content.attachment_props.question
Determining the best assessment approach for the ATT standard. 

# data[].attributes.wish_content.attachment_props.poll_choices[].choice_text
Offers opportunity for further development

# data[].attributes.headline
Describe any major achievement(s) relating to this standard during the period under review.

# data[].attributes.subject
Describe any major achievement(s) relating to this standard during the period under review.

# data[].attributes.headline
Describe any major challenge(s) relating to this standard during the period under review.

# data[].attributes.subject
Describe any major challenge(s) relating to this standard during the period under review.

# data[].attributes.body
Approaches to teaching 2.1: Teachers demonstrate strategies focused on conceptual understanding. (0403-02-0100)

# data[].attributes.wish_content.attachment_props.question
At what extent do you develop strategies in class for conceptual understanding ? 

# data[].attributes.body
Approaches to teaching 2.2: Teachers plan and facilitate learning experiences through which students can develop their own conceptual understandings. (0403-02-0200)

# data[].attributes.wish_content.attachment_props.question
Do teachers plan and facilitate learning experiences to help students develop their own conceptual understandings?

# data[].attributes.body
Approaches to teaching 2.3: Students take opportunities to explore and develop their own conceptual understandings in appropriate places in the curriculum. (0403-02-0300).

# data[].attributes.wish_content.attachment_props.question
Do students explore and develop their own conceptual understandings within the curriculum?

# data[].attributes.headline
Practice 3.  Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum.

# data[].attributes.subject
Practice 3.  Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum.

# data[].attributes.body
Approaches to teaching 3.1: Teachers ensure that there are clear examples of connections to local and global contexts in the curriculum. (0403-03-0100).

# data[].attributes.wish_content.attachment_props.question
Do teachers provide clear examples of connections to local and global contexts in the curriculum?

# data[].attributes.body
Approaches to teaching 3.2: Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts. (0403-03-0200).

# data[].attributes.wish_content.attachment_props.question
Do teachers encourage students to apply their conceptual understandings to unfamiliar contexts?

# data[].attributes.headline
Practice 4.  Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)

# data[].attributes.subject
Practice 4.  Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community. (0403-04)

# data[].attributes.body
Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation. (0403-04-0100).

# data[].attributes.wish_content.attachment_props.question
How do teachers collaborate to ensure a holistic and coherent learning experience for students as outlined in the program documentation ?

# data[].attributes.body
Approaches to teaching 4.3: The school provides opportunities for students to collaborate based on their strengths and abilities. (0403-04-0300).

# data[].attributes.wish_content.attachment_props.question
What opportunities does the school provide for students to collaborate based on their strengths and abilities, and how effective are these opportunities in enhancing student learning?

# data[].attributes.body
PYP 1: Teachers use flexible grouping of students to maximize learning, ensure student well-being, and provide a variety of opportunities for collaboration. (0403-04-0311).

# data[].attributes.wish_content.attachment_props.question
What is flexible grouping used for by teachers and how does it contribute to maximizing learning, ensuring student well-being, and providing collaboration opportunities, with evidence to support its effectiveness?

# data[].attributes.headline
Practice 5. Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05).

# data[].attributes.subject
Practice 5. Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals. (0403-05).

# data[].attributes.body
Approaches to teaching 5.4: Teachers support language development with consideration for the language profiles of students. (0403-05-0400).

# data[].attributes.wish_content.attachment_props.question
What strategies do teachers use to support language development while considering the language profiles of students, and to what extent can we find evidence of their effectiveness?

# data[].attributes.body
Approaches to teaching 5.5: Teachers use multiple technologies to aid and extend learning and teaching. (0403-05-0500).

# data[].attributes.wish_content.attachment_props.question
What technologies do teachers use to aid and extend learning and teaching? How do these technologies assist in the learning process? To what extent do these technologies enhance teaching and learning outcomes, and what evidence supports their effectiveness?

# data[].attributes.body
Who: MYP and DP teachers

What: Adequate activities for ESL learners, Outline key terms in summative assessment, indirect and direct speech according with the class needs.

Where: Managebac

# data[].attributes.body
Who: MYP and DP Coordinator, Head of Secondary

What: MYP teacher performance template, MYP and DP-PD sessions, ManageBac (Analytical reports), Department meetings, teacher observations.

Where: ManageBac, MYP and DP minutes, PD showcase presentations.

# data[].attributes.body
Who: MYP and DP Teachers, IB Coordinators

What: Lesson plan, ManageBac (learning experience), Formative and summative assessment. Journals, teacher's presentations, and class activities.

Where: ManageBac, Unit plans, submitted work. Lesson plan.

# data[].attributes.body
Who: MYP and DP Teachers, and MYP coordinator, DP coordinator.

What: Mind maps, class activities, brainstorming, Formative and summative assessment, student's work, projects.

Where: Lesson plans, reflection tasks, ManageBac, journals, and student feedback.

# data[].attributes.body
Who: MYP and DP Teachers

What: Learning experience, Presentations, Demonstrations (integrated arts), Formative assessment, and Summative assessment.

Where: ManageBac, lesson plans, and submitted work.

# data[].attributes.body
Who: MYP and DP teachers

What: Formative activities, Student's work (presentation, project, written exam), summative reflection (SOI), role activity. GRASP project, learning experience.

Where: ManageBac, student's portfolio.

# data[].attributes.body
Who: Teachers and students

What: Formative and summative tasks, reflection tasks, journals, presentations. tasks which are project based activities.

Where: MnageBac and unit plans.

# data[].attributes.body
Who: MYP and DP teachers

What: Unit plans, lesson plan, class activities, Excursions, school trips, formative and summative assessments, and experiments, and notebooks.

Where: Managebac, and drive folder.

# data[].attributes.body
Who: MYP and DP teachers

What: Class activities (familiar and unfamiliar context), formative and summative assessment, GRASP.

Where: Managebac and drive folder.

# data[].attributes.body
Who: MYP and DP teachers

What: IDU planning, Department meetings, PD sessions for MYP and DP program, vertical and horizonal meeting, subject department meeting.

Where: Department minutes, PD minutes, and Managebac

# data[].attributes.body
Who: MYP and DP teachers

What: Formative and summative assessment, portfolios, GRASP projects, classwork, ATL portfolio

Where: Managebac

# data[].attributes.body
Who: MYP and DP teachers - Head of MYP and DP - Head of School

What: School events, Service as action, Personal project presentation, CAS, Art exhibitions, school trips, Student council MS and HS.

Where: Managebac, Drive folder, and year calendar.

# data[].attributes.body
Who: MYP and DP teachers

What: Collaborative task either Formative or Summative, GRASP project-based activity, CAS, Service as Action, ATL portfolio, student council.

Where: Managebac and Google drive.

# data[].attributes.body
Who: MYP and DP teachers

What: Unit reflection prior studying, Summative assessment Reflection task (after sa and at the end of the unit).

Where: Managebac and Student's summative.

# data[].attributes.body
Who: School community

What:

Where:

# data[].attributes.body
Who:

What:

Where:

# data[].attributes.body
Approaches to teaching 5.1: Teachers consider learner variability when planning students’ personal learning goals. (0403-05-0100.

# data[].attributes.wish_content.attachment_props.question
What factors do teachers take into account when considering learner variability in planning students' personal learning goals, and how does this consideration impact the effectiveness of the goals? What evidence supports the incorporation of learner variability into personalized learning goals by teachers?

# data[].attributes.body
Who: MYP and DP teachers - PP Coordinator - SA Coordinator

What: Unit's connections, SA activities aligned with unit plans, PP project tasks, Student's support approaches, differentiated lessons (student's )

Where: Managebac, Summative and Formative task, SA portfolio, PP portfolio, ATL portfolio.

# data[].attributes.body
Who: Students, parents, staff, leadership team

What: School events (beach BBQ to welcome students, beach cleaning, community service activities, International Festival, Halloween celebration, closing ceremony, and sports day ), Service as Action projects, School policies feedback, subject activities GRASP based projects.

Where: School calendar, student government meetings, PD sessions, general assembly, minutes, Pollicies feedback notes. and ManageBac.