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Has changed and new style accepted

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teachers are focusing on making teaching, learning and assessing in a context to give the student an opportunity to expand their knowledge out of the classroom

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Every teacher in the school have adapted and changed their teaching practice throughout...

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earning and engagement, excitement

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Inquiry based learning

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We have shifted our thinking from IB being elitist to something that should and IS available for all students because it is good practice.

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This had a positive impact on the students entering Year 1 (grade 6) as they are versed in the LP and their ATL skills development was also enhanced compared to previous years.

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Our school has more time for teachers
to plan collaboratively each week after one year, which we don't have a lot for the 1st year.

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MYP nights with parents

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Teachers have developed different assessment practices

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Students had access to a more well-rounded curriculum due to the 8 subject requirements.

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2)COMMUNITY UNDERSTANDING OF GRADING
3)District Initiatives

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Instructional walks

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MYP report cards

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Teachers working together

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We are able to make connections between subject areas which are meaningful, authentic and help students better understand the importance of ALL subject areas.

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Weekly MYP meetings in the middle of the day - periods 5 and 6. 

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Weekly MYP meetings in the middle of the day - periods 5 and 6. 

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We have began to transition from teaching students to be _______ not teaching students to do _____ex: Teaching students to be scientists rather than simply teaching them to do/about science. Teaching students to be linguists rather than simply teaching language.  Teaching students to think like mathematicians, rather than simply teaching them to do math.   This shift in teaching and learning creates deeper learners and learners ready for the 21st century!

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We have began to transition from teaching students to be _______ not teaching students to do _____ex: Teaching students to be scientists rather than simply teaching them to do/about science. Teaching students to be linguists rather than simply teaching language.  Teaching students to think like mathematicians, rather than simply teaching them to do math.   This shift in teaching and learning creates deeper learners and learners ready for the 21st century!

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We could see that looking outwards, and being continually inclusive, was a key point of growth for our school and community. We continue to gain and learn from this - we'd never abandon it!

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Developing an ATL chart helped our teachers to see how their work with students on specific skills contributed to the overall growth and development of student skills.