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1. COLLABORATE: Regroup yourself as per the given list

2. ANALYSE: Review the section of the AIA Self study document as per the Standards assigned. (page numbers mentioned).

3. PRESENT: Present your review in the format attached below.

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To develop thinking, research, communication, social and

self-management skills.

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Implementing a holistic teaching and learning plan to develop SGO by collaboration

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Govs and Leaders articulate purpose in line with IB mission and vision

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Refer to the link below to learn more about the framework:

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https://resources.ibo.org/ib/psp/Standards-and-Practices?lang=en

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Pedagogical leadership team (HODs, Program Coordinators) embrace IB approaches to help students become active compassionate Life-long learners

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School follows all IB rules and regulations.

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Internationally minded community who embody the IB learner Profile.

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-NONE-

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Subject group develop SGO

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MYP curriculum is implemented as per IB expectations

register students for MYP 5 year exam

School provides resources , guidance and infrastructure

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Collaborative planning to plan IDU and enquiry-based lessons

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Collaboration amongst teachers to design unit plans and IDU

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Schedule (Timetable) to provide minimum teaching hours.

Curriculum review

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Review the curriculum and involve stakeholders.

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IB -trained coordinators appointed with most current practices. Succesful programme implementation

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School provides relevant lessons that meets the needs of students.

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School implements the schedule for community project and personal projects

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School reviews systems to ensure consistent improvement.

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school has systems and processes for documentation and curriculum storage

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Culture 1: Inclusive Admission policy: School implements and reviews the admission policy by giving equal opportunities to all nationalities and offering an inclusive environment to students.

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School provides resources to develop the IB curriculum implementation.

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1) Facility Enhancements

2) Digital integration

3) IB compliance

4) Student support structures and Inclusivity

5) Data-driven instruction

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Update curriculum and per IB standards

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CAT 4 test+ ELL placement test+ MFL Diagnostic test to determine the student's level, place them in the right phase and provide appropriate support.

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1) Timely training for all teachers for the updated curriculums (various levels of experience)

2) Appropriate professional growth options

3) Timetabling issues (esp with new gov mandates)

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1) Increase in admissions

2) Implement IDUs - science fair/ personal project

3) Improve GL results

4) Introduce ManageBac and ISAMS

5) HPL and challenge corners

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Culture 2: Robust Inclusion policy: School implements, communicates and reviews a culture that supports all learners.

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1) More ELL students

2) Changes to DP course will affect MYP planning

3) Managing student numbers/ retention/ inclusion

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The school provides adequate resources and facilities

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The school provides appropriate learning support

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Inclusion department is providing individual support for students identified as SOD. The ELL department also gives support to students whose English is not their first language.

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None

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School develops overall well-being of students and teachers

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None

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The school supports students to fulfill their full potential and plan for subsequent stages

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None

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The school builds strong relationships with the community

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During lessons, IDU, science investigations, Chevron readers club, A'MUN, ECA's, Fieldtrips, Community project, Service as action, Project based learning

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Students demonstrate and reflect on the IB learner attributes

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In and out of class and school. Through activities in class (research, thinking, collaboration etc). As members of the community and taking on various roles.

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Students identify and foster healthy relationships for collaboration.

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Group work and projects. ECAs. Student led initiatives. Assemblies.

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Students make informed, reasoned and ethical judgements.

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Research that includes students using AI, citations to avoid plagiarisms etc

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Students preserve with confidence to bring about positive change in the community.

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School council. ECAs, assemblies, Wellbeing initiatives

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Students take ownership of learning for challenging goals and personal queries.

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Inquiry based learning. Extra curricular events and competitions (MUN, sports etc)

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Students explore opportunities for personal and cultural identity.

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Cultural days, inquiry based lessons, research projects and lessons.

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Teachers use inquiry, action and reflection to develop natural

curiosity in students.

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access to current and relevant IB content

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Students and teachers use feedback to improve learning, teaching and assessment.

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The school ensures that learning and teaching reflect the current aims, objectives and implementation

requirements of the curriculum

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IB-mandated professional development

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Research based task

Scaffolding of Tasks - Extend to challenges

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Wholeschool PD and CPDs

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dedicated and scheduled and/or timetabled time for teachers’

collaborative planning and reflection.

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Engage in ongoing, meaningful feedback to improve both learning outcomes and teaching strategies.

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Teachers focus on conceptual understanding to support students in developing their ideas.

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Inquiry based learning

Effective questioning

Hands on learning

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1) A'MUN - student leadership

2) Students apply creativity in competitions (Robotics) and events (student novel publication)

3) Fostering a culture of sport

4) Inquiry based learning is applied in and outside of school

5) Interdisciplinary learning allows for real world application

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Teachers use local and global contexts to establish the relevance of the curriculum.

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The school uses assessment methods that are varied and fit-for purpose for the curriculum and stated learning outcomes and objectives

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Real life applications in local and global context

Participating in competitions

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Teachers promote effective relationships and purposeful

collaboration to create a positive and dynamic learning community.

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Collaboration meetings - horizontal and vertical planning

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Teachers design assessments and the school records and submits MYP personal projects for IB moderation, all in accordance with programme documentation.

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Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.

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Lessons resources are differentiated and scaffolded

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The school administrates assessment consistently, fairly, inclusively and transparently. (Standardise assessment)

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To administer assessments consistently, fairly, inclusively, and transparently to uphold the integrity of the programme and ensure equity in student learning and achievement.

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1) All units have real life and global context in their curriculum

2) Inclusion of TOK throughout MYP

3)National and international competitions to showcase learning

4)Personal projects showcase lifelong learning

5) Research tasks scaffold and promote inquiry

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Students take opportunities to consolidate their learning through assessment. (Personal Project and Community service)

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Students at the end of the MYP program complete the personal project, whilst students in years 3 and 4 complete the community project

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1) Regular and extensive use of assessment data from external and internal assessment.

2) Use of task specific rubrics.

3) consistent and continuous feeback in the form of AIA

4) Use of ILP and IEP by teachers to plan learning.

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1) Timetabling and planning to ensure all possible learning opportunities for students

2)Encouraging students to take part in events, competitions as well as training the students for the situations

3) Staff support

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1) Influx of ELL students

2)Insufficient scaffolding

3)Variety of learning needs in the room difficult to bridge the gaps

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1) Supporting new or non-IB trained teachers to align with MYP philosophy and assessment standards.

2) Engaging parents to fully understand MYP assessment principles and report formats.

3) Ensuring consistent understanding and application of MYP assessment criteria across all subject groups.

4) Change in the ELL population of the school.

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Culture 3: Academic, integrity policy: Schools implements, communicates and regularly reviews an academic integrity policy that fosters ethical academic practice.

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-Academic sessions on plagiarism, citation, referencing and responsible use of AI tools.

-Teachers are also given PD sessions on the use of Turnitin.

-Sharing academic integrity and AI IB publish official documents with students to guide them about IB expectations.

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Culture 4: Language policy: School implements and reviews a policy that helps to foster communication in different languages.

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ELL department is providing PPT with some translations to support students understand and communicate during other subjects.

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Culture 5: Assessment policy that helps create a culture of continuous learning and growth

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Culture 6: IB-mandated policies that are cohesive and reflect IB philosophy

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1) Ensuring inclusive admissions

2) Fostering intercultural understanding

3) Valuing multilingualism

4) Promoting academic integrity

5) Cultivating lifelong learning