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How do we enliven our mission statement so that it is lived not just laminated? (Mary Myatt)  How have you approached this in previous schools?

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How do we enliven our mission statement so that it is lived not just laminated? (Mary Myatt)  How have you approached this in previous schools?

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Post your ideas below.

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Workshops with pupils/parents about what each of those qualities look like in them/their child?

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Workshops with pupils/parents about what each of those qualities look like in them/their child?

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Every training / Assembly / presentations to have a link to the mission statement in some form.

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Every classroom to have a reduced version of mission statement on the walls.

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The mission statement should link to (use the relevant terminology in the IB descriptions) for the skills / success criteria required for pupils at IB level.

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The mission statement should continue to be aligned to the core values of the school. There could be a reflection time/session every so often in form time where pupils have to identify where and how they have demonstrated (recently) being critical thinkers, problem solvers etc as well as being kind and curious. This will keep it relevant to their everyday lives and reinforce the key aspects of the mission statement, specifically in relation to the philosophy of the IB.

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The mission statement should be reflected in everything we do, from lessons to CCAs. There should be a service society that looks at how pupils can become involved in their communities and how we can begin to build links for CAS projects. Students should be encouraged to create their own CCAs and develop more agency.

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IBDP

IB Diploma Programme

The IB Diploma Programme is a rigorous, challenging and balanced two-year pre-university programme for students aged 16 to 19. It is a truly international programme and incorporates the best educational practices from different systems around the world. DP students are prepared for participation in a rapidly evolving and increasingly global society as they develop intellectually, emotionally, physically and ethically, while acquiring the skills that will prepare them for further education and life in the 21st century.

BCVN believes in an education that prepares its students to be able to carve out their best future for themselves, one that equips them both academically and personally for the opportunities and challenges that they will meet. The IBDP is superb preparation for this.

Our IB Diploma curriculum has been designed to fully reflect the four foundational and interrelated elements that are central to all IB programmes:

International mindedness

The IB learner profile

A broad, balanced, conceptual and connected curriculum

Approaches to teaching and learning

The curriculum contains 6 subject groups together with the IBDP Core components: Creativity, Action, Service (CAS), Theory of Knowledge (TOK) and the Extended Essay (EE).

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The ToK requirement is central to the educational philosophy of the IBDP and provides an opportunity for students to reflect on the nature of knowledge, and on how we know what we claim to know. ToK is an interdisciplinary course and allows students to make connections across all of their subject disciplines through a conceptual approach to learning. ToK is assessed through:

The ToK exhibition and

The ToK essay

For the ToK exhibition, students are required to create an exhibition comprising of three objects, or images of objects, and an accompanying written commentary on each object. The ToK essay engages students in a formal, sustained piece of writing in response to one of the six titles that are prescribed by the IB. The ToK essay is 1600 words and is an externally assessed component.