# data[].attributes.body
How do we make sure expectations, deadlines, and resources are clear to students?

Publish test-dates and deadlines at least two weeks in advance on ManageBac. Reminders visible in class. All material from other sources (eg Google Classroom) is linked on MB

How do we maintain consistent communication within the department and with students, family and parents?

ManageBac, email, Googlespace and meetings

How do we strengthen collaboration across subjects to support students more effectively?

Interdisciplinary units.

# data[].attributes.body
How do we make sure expectations, deadlines, and resources are clear to students?

# data[].attributes.body
How do we make sure expectations, deadlines, and resources are clear to students?

Communicating consistently through ManageBac, with links to Google Classroom

One piece of feedback on MB per cycle - can be formative/comments only/binary (~2 weeks)

Two weeks notice on MB before summative assessment

Summative feedback will be provided within 2 weeks (1 cycle)

How do we maintain consistent communication within the department and with students, family and parents?

Use ManageBac as primary tool to post assessments, feedback, task sheets, etc. at regular intervals

How do we strengthen collaboration across subjects to support students more effectively?

Effective planning of G8 IDU with English

Attending student support meetings

Sharing during grade level advisory meetings with teachers from different subject areas

# data[].attributes.body
Publish all instructions/tasks on the MB and discuss in class for any clarifications.

Use Google Classroom as an additional source and publish the link on MB.

Continue collaboration between Primary and secondary sciences.

Use weekly meetings to collaborate on deadlines, assessment tasks and plans.

Create grade-level collaboration in Google Spaces.

Send communication home using the MB button where appropriate.

Design labs that provide effective collaboration

# data[].attributes.body
Invite other classes to showcase learning

Opportunities for peer learning and appreciation letters

Display exemplary student work

Celebrate progress

# data[].attributes.body
How do we make student progress and achievement visible?

Reports. Positive behaviour notes on gradebook and ManageBac. Showcasing of students work.

In what ways can we consistently recognize effort, growth, and achievement?

Verbal encouragement, positive notes on Managebac (include parents to celebrate as well) and some honest reflection on effort and growth.

What opportunities exist to showcase learning beyond grades?

Maths clubs, representing school on competitions, knowledge bowls, assisting other students in their learning

# data[].attributes.body
For the Grade 11, give a diagnostic test.

Discussion and feedback to get an idea of how students learn best.

Refer to the student support document and identify students with individual learning plans and accommodations.

Use grouping tools initially at random, but later can move to specific locations and grouping based on the needs

Provide demonstrations for challenging labs and opportunities to check student understanding during longer investigations.

Provide multiple ways to show their learning, especially forthe Criterion D essay.

Provide a list of keywords for each unit (EAL)

Use MB as a main tool to track progress - record all the smaller tasks on MB.

# data[].attributes.body
How do we make student progress and achievement visible?

Using bulletin boards in common areas to display I&S student work (rotate every unit/9 weeks by teacher)

Displaying student work in our own classrooms

Friday Flash submissions

Sharing student achievement during community time

In what ways can we consistently recognize effort, growth, and achievement?

Positive MB behavior comments visible to parents

What opportunities exist to showcase learning beyond grades?

Having students informally share exemplar work with the class, walk class through their process

Shoutouts for good effort, behavior, and achievement during class

End of summative reflection highlighting proud moments, atl skill, learner profile, areas of needed support, etc. to inform commentary and conferences - uploaded to MB

# data[].attributes.body
Assessments: At least one full assessment per criterion per semester for MYP and one full IA per semester for DP classes.

All assessments must be similar for each grade level.

Announcements on MB at least two weeks in advance. No announcements on MB means no major criteria-based assessments.

All assessments should be decided before starting a unit

Formative assessments & feedback once a fortnight.

Different assessments for Grade 10 Science between S1 & S2.

Feedback: For tests/Criterion A: highlight mistakes and go over in class. Share the answer key with the students. For lab reports & essay / Criteria B & C & D: annotate the Google doc for feedback, but provide an opportunity for a follow-up verbal clarification. MB should have a note about where to access the feedback. A checklist is recommended for self-assesment

# data[].attributes.body
-Through organized group/team activities students are encouraged to collaborate and effectively communicate with all parties involved;

-Students need to exercise their communication and social skills in activities where they are randomly placed;

-Effective communication between teacher and students is crucial in PHE for students' achievement and success:

1. Direct communication with students in class

2. Via email with both students and parents (when needed)

3. Weekly evaluation posted on Managebac (accessible to students and parents)

4. Announcements posted on Managebac (visible to students and parents if needed)

# data[].attributes.body
Using Managebac consistently. Post summative deadlines a minimum of two weeks ahead and be mindful of what else learners have on their schedules.

Using Google classroom as a supportive resource for organization.

Attend periodic Learning support meetings coming this year to collaborate with grade level colleagues in supporting learners.

# data[].attributes.body
Formative assessments will include verbal, written, and peer feedback, with regular updates posted on ManageBac. At the start of each new unit, students will review prior feedback and identify improvements to apply. Assessment grades will be recorded in a shared document, with moderation conducted on a sample set.

# data[].attributes.body
We support communication and collaboration by setting clear norms for respectful dialogue and active listening, structuring group tasks that require shared responsibility, and using peer feedback routines to practice constructive communication. Students express ideas through multiple modes—verbal, visual, musical, and physical—while rotating roles to balance participation. Reflection on group process and connections to the IB Learner Profile help students recognize and strengthen these essential skills.

# data[].attributes.body
How do we build a clearer picture of the different learner profiles in our classrooms?

Make sure we are familiar with students’ IEPs and learner profiles

Getting to know students at the beginning and throughout the year - questionnaires, diagnostic assessments, MAP testing data, CAT 4 data

Student goal-setting

How are we adapting instruction and assessment to support diverse needs?

Using assessment data to inform future assessment design

Working in conjunction with learning support

Student choice (UDL)

What systems help us track and reflect on student progress?

Moderation among colleagues in marking and feedback

Comparing assessment data among grade level sections and longitudinal periods.

1-on-1 conferencing with students to identify strengths and areas of growth, student reflections

Reflecting as teachers on units throughout the planning and implementation process

# data[].attributes.body
Student learning is celebrated through showcases, exhibitions, and performances where projects, artworks, music, and drama pieces are shared with peers and the community. Portfolios, reflection circles, and peer recognition highlight growth across all disciplines, valuing process as much as final outcomes. Hallway displays, digital galleries, and cross-disciplinary events create opportunities to share learning widely. Celebrations are framed through IB Learner Profile attributes and global contexts, reinforcing creativity, collaboration, and intercultural understanding across the Arts & Design program.

# data[].attributes.body
Using the boards in the corridors to display student work.

Using Managebac and parent emails to share celebrations and highlights.

Creating a culture of positive dialogue around growth in class (during the class, highlighting pieces of information/ideas/work of students for the group, "investigate/consolidate")

Having learners lead the lesson (students as the teachers)

# data[].attributes.body
-Consistent practice of particular skills allows students to upgrade those skills and therefore showcase them in an organized game setting while efficiently communicating with other members of their team/group;

-Random groupings in certain units provide opportunities for the students to engage, communicate, discuss ideas and pursue actions they are not familiar or the most comfortable with (eg. movement and dance unit);

-Fitness honor roll allows us to celebrate students' achievements especially for those exceeding the expectations set for particular age/grade level;

# data[].attributes.body
1. We ensure expectations, deadlines and resources are clear to students by sharing all of these on Managebac (and Google Classroom for some teachers), by explaining and sharing exemplars in class, by checking for understanding. 2. We utilize common planning time, Google Chat, emails and department meeting time to check in with each other. We post our tasks on Managebac (and on Google Classroom) in advance so that students and parents know what is coming. We communicate with parents, school counselors and leadership team when we have an issue of concern with a student. 3. We run a very successful IDU with grade 8 currently and are hoping to implement IDUs with 6, 7 and 9. However, we need common planning time across subjects for this and we need a point person. Teachers can also use Advisory groups and work with Student Support to further collaborate across subjects, where more than one subject area is represented in a grade level Advisory team.

# data[].attributes.body
From a planning perspective, we will build in opportunities to understand our learners through diagnostic tasks at the start of units, allowing us to gauge confidence, communication styles, and prior experience. We will use surveys and creative introductions to learn about students’ interests, cultural backgrounds, and learning preferences, and incorporate these into lesson design. Ongoing observation and formative assessments will help us track how students collaborate, take risks, and apply skills, while peer and self-reflections provide insight into their perspectives on growth. We will also schedule regular check-ins and feedback moments to identify individual needs and adjust instruction accordingly. By aligning these practices with IB Learner Profile attributes and ATL skills, we can plan instruction that responds to diverse learners and supports both artistic and personal development.

# data[].attributes.body
How do we build a clearer picture of the different learner profiles in our classrooms?

By reviewing on reflection forms, we build an idea of learner learning issues. Also direct observation and interaction is a crucial tool in helping teachers develop an idea of the learners profiles

How are we adapting instruction and assessment to support diverse needs?

Offering accommodations on time, and working environment. Identifying levels on assessment questions to reduce anxiety. Post assessment support to improve understanding.

What systems help us track and reflect on student progress?

Grade books, student reflections, learning conversations and extra support work.

# data[].attributes.body
-Flexible groupings;

-One on one instruction with teacher where required;

-Breaking down a particular skill for better skill acquisition;

-Consistent feedback from teacher to a student;

-Skills and drills demonstration for better understanding and acquisition;

-Ability-based grouping after the initial observation;

-Selection of drills appropriate for each ability group;

-Progressing to skill-advanced group based on improvement;

﻿-Use of home language groups for better understanding;

﻿-Use of home language resources for content research;

﻿-Study guides include visuals and diagrams for multilingual learners;

﻿-Learning support accommodations (extra time for assessments, quiet space, oral assessments where needed)

# data[].attributes.body
How do we ensure regular, timely, and constructive feedback for every student?

One piece of feedback on MB per cycle - can be formative/comments only/binary (~2 weeks)

Two weeks notice on MB before summative assessment

Summative feedback will be provided within 2 weeks (1 cycle)

How do we maintain consistency in assessment practices and grade boundaries within our department?

Accurately coding/labeling assessments on MB as formative and summative

Consistent naming convention for assessments (ex. 8 I&S - Infographic), categories for formative assessments,

For MYP, common planning and writing of assessments as a team. For DP, paper based assessments will be informed by IB grade boundaries.

If we agree as a department on any changes, how do we communicate them with Secondary Leadership so amendments can be made?

Email secondary leadership and suggest amendments to be represented in secondary departmental handbook

# data[].attributes.body
Using Universal Design for Learning strategies that offer choice and agency for learners to show what they know. This design also allows us to support neurodiverse learners.

Collecting data on Managebac supports us in tracking progress; conversations with the learners and their parents.

# data[].attributes.body
1. Criterion D:

Weekly Formative Assessment (includes effort, preparedness for class, social skills, behavior, etc). The feedback is posted on Managebac after the last class of the cycle.

2. Criterion C:

Formative Feedback (includes verbal feedback on student's performance during the actual class)

Summative Assessment (includes the skills' assessment at the end of each unit)

3. Criterion B:

Formative Assessment (includes verbal feedback on student's performance during the actual class, and weekly through the formative assessment-logged opn Managebac)

Summative Assessment (once per semester; includes planning for performance and reflection)

4. Criterion A:

Summative Written Assessment (at the end of each unit; testing students' conceptual knowledge and understanding)

# data[].attributes.body
1. We make student progress and achievement visible through displays of student work, public celebrations of their learning like the grade 8 IDU unit, the grade 9 speech competition, etc. 2. In addition to the methods named above, we can consistently recognize effort and growth by providing feedback that recognizes areas of growth and effort, not only achievement of certain skills or standards. 3. Opportunities to showcase student learning beyond grades: gallery walks, presentations, exhibitions, debates, Harkness Table, etc.

# data[].attributes.body
In Performing Arts, assessment throughout the year balances process and performance in line with both IB philosophy and MYP best practices. Students engage with all four Arts criteria across units: they investigate artistic forms and cultural perspectives to deepen contextual understanding (Criterion A), develop technical and expressive skills through structured practice and rehearsal (Criterion B), create and perform original and improvised works that demonstrate creativity, communication, and collaboration (Criterion C), and evaluate their own and others’ artistic choices through reflection, peer feedback, and self-assessment (Criterion D). Learning is supported by ongoing formative assessment embedded in class activities—such as games, rehearsals, and journals—where feedback is immediate, specific, and constructive. Summative assessments are task-specific, guided by clear rubrics aligned to MYP descriptors and written in student-friendly language to ensure fairness and transparency. Throughout the year, students are encouraged to connect their learning to IB Learner Profile attributes and global contexts, promoting intercultural understanding, risk-taking, and reflective practice as integral parts of artistic growth.

# data[].attributes.body
1. We build a clearer picture of the different learner profiles through a variety of means: one-on-one conferences, evaluating student work, class discussions, conversations with and checking the live register sent by Student Support. 2. Where possible, we offer choice in how students will demonstrate their learning. We make accommodations to assessments' based on students' IEPs. 3. Systems that help us track and reflect on student progress: Managebac assessment data and comments, Google Classroom, students' learner porrtfolios.

# data[].attributes.body
Formative Assessments including homework, class presentations, class work, group projects,etc.

Feedback is provided on an ongoing basis both formally on ManageBac every two weeks and informally as comments or verbal feedback in class.

Moderation of samples on a regular basis to ensure consistency in our teaching and learning process

# data[].attributes.body
1. For formative assessments, we will use verbal, written and / or peer feedback. This feedback could include conferences with the teacher and student, written comments on the assessment itself, or quantitative or qualitative feedback on Managebac. For summative assessments, we will give written feedback on Managebac within a timely manner. 2. We maintain consistency in assessment practices and marking because we plan and create our assessments as a grade level team and we moderate papers to ensure that we are all marking consistently. For DP, we will all use the same grade boundaries. **A challenge this year: since we will not teach any of our grade level classes at the same time, we will not be able to use the same assessments across a grade level. This will pose difficulties in aligning the assessments and the marking of them.

# data[].attributes.body
How do we ensure regular, timely, and constructive feedback for every student?
Feedback happens regularly during teaching in class as students work. Students complete a reflection form and teachers comments on progress will be documented within a two week cycle.

How do we maintain consistency in assessment practices and grade boundaries within our department?

Co-teachers work on the same schedule and collaborate on a common assessments and grade boundaries.

If we agree as a department on any changes, how do we communicate them with Secondary Leadership so amendments can be made?

Department collaborates and dept. head communicates to SLT