# data[].attributes.headline
Working Group Lead: Kim Sharpe - Counselling

# data[].attributes.subject
Working Group Lead: Kim Sharpe - Counselling

# data[].attributes.headline
Working Group Lead: Jon Howarth - DP Coordinator

# data[].attributes.subject
Working Group Lead: Jon Howarth - DP Coordinator

# data[].attributes.headline
Working Group Lead: Bradley Traynor - PYP Coordinator

# data[].attributes.subject
Working Group Lead: Bradley Traynor - PYP Coordinator

# data[].attributes.headline
Working Group Lead: Karen Daza - CP Coordinator

# data[].attributes.subject
Working Group Lead: Karen Daza - CP Coordinator

# data[].attributes.headline
Working Group Lead: Shannon Johnson - MYP Coordinator

# data[].attributes.subject
Working Group Lead: Shannon Johnson - MYP Coordinator

# data[].attributes.headline
Working Group Lead: Cheryl Wood - EYP Coordinator

# data[].attributes.subject
Working Group Lead: Cheryl Wood - EYP Coordinator

# data[].attributes.headline
Working Group Lead: Deeptakshar Dey - MYP I&S & DP Business & Econ

# data[].attributes.subject
Working Group Lead: Deeptakshar Dey - MYP I&S & DP Business & Econ

# data[].attributes.headline
Working Group Lead: Jess Botes - Grade 3 Leader

# data[].attributes.subject
Working Group Lead: Jess Botes - Grade 3 Leader

# data[].attributes.body
WK Group 1: Purpose

# data[].attributes.body
WK Group 2: Environment - Leadership & Governance

# data[].attributes.body
WK Group 4: Environment - Student Support

# data[].attributes.body
WK Group 3: Environment - Teacher Support

# data[].attributes.body
WK Group 5: Culture

# data[].attributes.body
WK Group 6: Learning - Curriculum

# data[].attributes.body
WK Group 7: Learning - Lifelong Learning/LP/ATLs

# data[].attributes.body
WK Group 8: Learning - Approaches to Learning

# data[].attributes.body
WK Group 9: Learning - Assessment

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.attachment_link.title
Teacher Draft 0201 Environment - Leadership & Governance

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.attachment_link.title
Teacher Draft 0202 Environment - Student Support

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.attachment_link.title
Teacher Draft 0203 Environment - Teacher Support

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.attachment_link.title
Teacher Draft 0401 Learning - Coherent Curriculum

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.attachment_link.title
Teacher Draft 0402 Learning - Lifelong Learning:LP:ATLs

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.headline
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.subject
Scanned Copy of First Draft Achievements/Challenges/Ratings

# data[].attributes.attachment_link.title
Teacher Draft 0404 Learning - Assessment

# data[].attributes.body
Q1. Do you think the school ‘lives and breathes’ its mission and values? When? How?

Q2. What does "international mindedness" mean to you?

Q3. How often do you discuss/use/reflect on learner profile attributes with students?

Q4. What does ‘lifelong learning’ mean to you?

Q5. What does ‘active learning’ mean to you?

# data[].attributes.body
Q1. How does the school support professional development, collaborative planning time and appropriate resources to implement the IB Programme?

Q2. Is the curriculum broad, balanced and connected as per IB requirements? (refer to Leadership 3 for phase breakdown)

Q3. Does the school utilise and analyze data to improve the IB Programmes?

# data[].attributes.body
Q1. Do teachers have access to relevant IB documentation for their subject (e.g. subject guides, teaching resources, textbooks, classroom supplies etc.)?

Q2. Do all teachers have the relevant and required IB workshop training? Does the school have a well organised PD programme that meets varied needs of teachers?

Q3. Do all teachers have timetabled/protected collaborative planning time? Is this collaborative time both vertical (across whole school and whole Department) as well as horizontal (with a Grade level team)?

# data[].attributes.body
Q1. How does the school identify and provide appropriate learning support?

Q2. How does the school foster social, emotional and physical well being of students?

Q3. How does the school provide support to help all students succeed in the IB Programmes and plan for their career related experiences?

Q4. How does the school build relationships with the wider community that are a source of wisdom and expertise to  strengthen the implementation of the IB programmes?

# data[].attributes.body
There are five IB mandated policies: Inclusion, Language, Academic Integrity, Access & Admissions, Assessment. Refer to the attached policies and reflect on the following

Q1. Do you know how to find/access these policies in the school’s shared drive?

Q2. How often do you use or refer to these policies in your day-to-day practice?

Q3. Do the policies match practice in the school? (You may want to divide and conquer e.g. some of you look at one policy, some look at another etc.)

# data[].attributes.body
Q1. How does the school implement a curriculum both horizontally across the same grade levels and vertically across different grade levels to ensure a coherent learning pathway for students?

Q2. How do teachers collaborate to design, plan and deliver the school’s IB Programmes? (Refer to Learning Practices Coherent Curriculum 2 (0401-02) for phase breakdown)

Q3. How does the school inform and engage with the whole school community (students, teachers, parents) about its curriculum?

# data[].attributes.body
Q1. How does the school actively implement and review the development of students’ ATL skills to ensure they are developing essential thinking, research, communication, social, and self-management skills?

Q2. How do students demonstrate and reflect on their development of the IB learner profile attributes, and how are these reflections integrated into their daily learning?

Q3. What strategies does the school employ to ensure that learning experiences foster collaboration, build effective relationships and include student voice, thereby developing a sense of shared responsibility?

Q4. How does the school guide students in making informed, reasoned, ethical judgments and ensure compliance with IB academic integrity guidelines, including acknowledging the intellectual property of others?

Q5. In what ways does the school provide opportunities for students to take ownership of their learning, set challenging goals, and pursue personal inquiries across different IB programmes?

# data[].attributes.body
Q1. How do teachers use inquiry, action and reflection to develop natural curiosity in students?

Q2. How do teachers use conceptual understanding to support students in developing their ideas?

Q3. How do teachers use local and global contexts to establish relevance to the curriculum?

Q4. How do teachers and students collaborate to promote a positive and dynamic learning community?

Q5. How do teachers personalize learning to enable every student to develop?

# data[].attributes.body
Q1. How do students and teachers use feedback to support learning outcomes, and how does the school use specific and constructive reporting to improve teaching and assessment practices?

Q2. What variety of assessment methods are employed to align with the curriculum and learning objectives, and how are these methods demonstrated to support conceptual learning?

Q3. How does the school administer assessments consistently, fairly, inclusively and transparently across all programs? What processes are in place to review and ensure compliance with IB rules and access arrangements?

Q4. How does the school provide students with opportunities to consolidate their learning through various assessments, and what systems are in place to ensure that these opportunities are effectively implemented and monitored?

# data[].attributes.body
Q1: This and that and the very very other.

Q2: That but not this and definitely not the other.

# data[].attributes.headline
Question 1 - How does the school identify and provide appropriate learning support?

# data[].attributes.subject
Question 1 - How does the school identify and provide appropriate learning support?

# data[].attributes.body
Question 1:

No, but we have now located it. It is under "Policy Documents" on the shared drive.

Questions 2:

Not all policies are always relevant to every to every phase. We tend to look up specific policies that are applicable to us in the moment. For example, if we have a question regarding behaviour then we will check the behaviour policy to clarify an issue or concern. Quite often we will go to the relevant person ie: Hannah for inclusion questions.

Question 3:

Yes, in most cases policy does match practice.

Inclusion Policy- Strategies are used in class (technology, movement breaks, push in support, pre teaching vocabulary) Environment - breakout areas, flexible seating etc

Admissions Policy - Assessment of incoming students, information given to teachers about incoming students, collection of data for new students

Language Policy - All teachers are language teachers at Fairgreen, promotion of first languages in the classroom and community, variety of language books available in the library, mother tongue classes and Mother tongue week, International Day and National Day, targeted ELL support

Assessment - Assessment for learning (formative assessment) - exit tickets, think pair share etc

Assessment as learning - Rubrics, peer feedback, self reflections

Assessment of learning - performance based assessments, project based summative tasks

Differentiation in Assessment - scaffolded writing tasks for ELLs

Differentiation and Inclusion - extra time is give to students on the register

Communication & Reporting - managebac updates, student led conferences, PTCs

Academic Honesty - MYP students are taught to cite sources properly, use of Turnitin, clear definition between individual and group work, Action plans for G3 souk, prevent misconduct in exams, following IB policy,

# data[].attributes.body
Professional development - all teachers receive IB training within the first year. Chapters on Phoenix - teacher led rather than school-led.

Access to National College.

TA training every week. Weekly staff meeting.

Collaborative planning (PYP) - exists but could be developed further. More regular and interwoven throughout the term. Structure not ideal - longer and more meaningful discussions.

# data[].attributes.headline
How does the school foster the social, emotional and physical well being of students?

# data[].attributes.subject
How does the school foster the social, emotional and physical well being of students?

# data[].attributes.body
Q1 - There is many documents and developed. Languages adapt resources to fit with IB. Curriculum maps are available. Clearer vertical alignments in the PYP to cover curriculum.

Q2 - General feelings that there is an ok amount but it is mixed throughout the school. But there seems to be pockets of the school that are getting more PD. The idea of a well organised programme in the school seems to have been lacking. Continued training for teachers would be appreciated. TA's - there is a good amount of IB training. Inconsistent in expectations of what and how planning/teaching practice should be used in the school. The school pedagogy and culture does not reflect a streamlined approach.

Q3 - Vertical alignment in Arabic is clear, not seen in EYP, PYP or MYP. For example, no clear progressive framework in writing - all grades in theory could be teaching the same styles of writing. Department planning times are there - although more time would more productive. MYP have had meeting to ensure that planning is consistent by end of year. Cover is needed for some planning meetings. EYP will have different planning due to following student interests. More consistency in secondary inclusion support. Inclusion in and out of different lessons. Difficult to offer the bet support.

# data[].attributes.body
Curriculum is broad, varied in EYP.

Teachers would like less 'stand-alone' units and more integrated units for specialists.

Can be too prescriptive.

Following British curriculum with IB and some British standards very rigid - hard to be all IB with this.

# data[].attributes.headline
Guidance and support for the next stage of their education/career?

# data[].attributes.subject
Guidance and support for the next stage of their education/career?

# data[].attributes.body
College counsellor, Career Day, Enterprise opportunities throughout the curriculum, Fairgreen Fresh, SUMAS, Herriot Watt link, many external connections and trips, Week Without Walls, Learning experiences outside the classroom. CP, DP and Btech coming

# data[].attributes.headline
How does the school build relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB Programme?

# data[].attributes.subject
How does the school build relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of its IB Programme?

# data[].attributes.body
PYP Strengths

Pre- and post- assessments.

Writing moderation.

External assessments - NGRT/NGST/GLs/CAT4/PASS

F&P for more in-depth assessment of the whole child as a reader.

Data triangulation.

Data-away day.

Data sheets (general and subject-specific).

PYP Weaknesses

Students' individual targets.

# data[].attributes.body
Q1: We live through the pillars rather than the mission- the mission is a guiding statement. This happens through whole school events, social media and in our day to day practise. Academic growth and achievement- lots more opportunities to celebrate achievements and reflections through goal setting, three way conferences, student led conferences. Data informed instruction. Use of platforms such as Toddle. Pathways and DP options has grown. KHDA ratings has improved and become more consistent over time as we have the data. Acceptance into universities. Sustainability- green schools platinum award, roots and shoots, TASS, SUMAS, Stephen Ritz. Operations and curriculum. Link with sharing the planet 1/6th of the year focussed of this. Character/Wellbeing- ATL skills, learner profile (lots of acknowledgements including certificates), Jigsaw and dreams programme, morning meetings and closing meetings each day, pastoral programe, culture of care and welbeing, YouHue, UHQ, mindfulness course for staff, wellbeing survey which is also included in student survey at the end of the year, leadership groups. Innovation- Design studio, school Spotify account, junk couture, online platforms, mindfulness, Week without walls, innovation week, Fairgreen fresh, field trips. International mindfulness- International day, Mother tongue week, do we need to go beyond events? More PD? Bias staff training. Social responsibility- Action service, CASS, Week without walls, sustainable focus embedded within each unit of inquiry, PYP exhibition, MYP design, student ambassadors, committees.

Q2. Learning about each other, awareness, embracing our differences, communication

Q3. Daily opportunities. Embedded in every PYP classroom, essential agreements and assemblies. More opportunities in secondary

Q4. Having new experiences, curiosity about the world around us.

Q5. Seeing a problem and coming up with a solution