# data[].attributes.body
Teachers will

Make their classroom or learning area a student-centered learning environment as appropriate to student needs, teaching practice, access to materials/resources

Create and maintain a safe, supportive learning environment that reflects respect of students’ different learning needs and styles

Provide visual teaching aids and learning materials

Provide information and/or displays related to the current unit learning

Display current students work (either exemplary or work-in-progress such as group brainstorms, charts, etc)

Display age-appropriate required safety information, procedures and classroom expectations

Display age-appropriate IB elements

# data[].attributes.body
Teachers will

Actively participate in the year-level or team planning process by contributing to and leading discussions, sharing effective teaching strategies and resources.

Collaboratively plan units and lessons, documenting these on the required platform(s) clearly and with descriptive detail that accurately expresses the expected student learning and demonstrates that learning is a continuous process.

Document planning of how students’ Approaches to Learning skills, Learner Profile attributes and use of information and communication technologies will be developed and evaluated on appropriate planner(s).

Use IBO programme, GJS curriculum and other relevant documents to ensure planning is grounded in a shared, comprehensive, integrated foundation.

Plan for ways to allow students ‘voice and choice’, documenting this on the appropriate planner(s).

Reflect prior to teaching and document this on the appropriate planner.

# data[].attributes.body
Teachers will

Continually seek out and use a variety of instructional strategies, including inquiry, differentiation and inclusion strategies, to engage students and improve student learning.

Provide students ‘voice and choice’ as appropriate.

Adjust teaching methods, tasks, activities and classroom arrangement to accommodate students’ learning needs.

Reflect on changes and progress of lessons, and document on the appropriate planner.

# data[].attributes.body
Teachers will

Collaboratively plan, prepare and implement standard and differentiated summative assessments, to be assessed according to the appropriate IBO programme criteria.

Independently and collaboratively plan, prepare and implement standard and differentiated formative assessments.

Communicate assessment expectations clearly to students in advance of the assessment.

Provide timely and effective feedback to students, which allows them to understand what they have achieved and how they can improve.

Provide timely, appropriate documentation, observations and recommendations in the appropriate location on ManageBac (e.g. gradebook or unit planner) or other relevant platform.

Contribute to collaborative review of assessment data.

Use assessment data to inform teaching going forward, documenting this in the appropriate reflection section of the unit planner on ManageBac.

# data[].attributes.body
Enhance teachers skills and knowledge and add Science tools/resources. Science Lab sounds good

# data[].attributes.body
Teachers shall prepare at least an experiment for each UOI, documenting the processes, record the result and updating Science information from other schools, IB doc, books, internet and other resources.

# data[].attributes.body
Science guidelines as the standard while doing the experiments (steps, rules, poster, etc), AT/ET/JT/CT shall has common skills to teach Science (experiments, knowledge, etc), ICT integration and homework based on students need (at least one per UOI).

# data[].attributes.body
Experimenting and testing theories are the best way to develop scientific understanding. I think the key is to select experiments that are age appropriate, have several selection for students to explore to help build students' agency in practice.

# data[].attributes.body
Having an area in the classroom for experimenting sounds great if the classrooms are big enough. I second what Ibu Diana agreed in the above: science lab for primary. :)

# data[].attributes.body
Since safety is priority when doing experiments, teachers must be able to organise the lessons effectively. Depending on the level of danger and difficulties of the experiments, teachers should organise the experiments in groups and be more creative when facilitating the activities, e.g. differentiating instructions or practices.

# data[].attributes.body
Display age appropriate Scientific Method

# data[].attributes.body
Provide currently needed tools for scientific experiments and keep them safely.

# data[].attributes.body
Collaborate with different school community members when appropriate such as the gardeners, and Secondary Science teachers

# data[].attributes.body
School to provide opportunities for teachers to continuously updating their knowledge and skills for teaching Science. In-school by sharing experiences in teaching Science. Join in Science workshops (IB or non-IB).

# data[].attributes.body
Work collaboratively with ICT coordinator to plan for appropriate technology integration, when needed

# data[].attributes.body
Assign Science homework when necessary, as a way to reinforce, apply and reflect on prior knowledge and skills, in addition to, strengthening understanding of Scientific Method.

# data[].attributes.body
Homework can also be assigned to collect data for further exploration at school.

# data[].attributes.body
Involve students in the creating of assessment rubrics, when appropriate for their age.

# data[].attributes.body
Various tools and strategies provided, formative and summative assessments, involve parents and students self assessment and analyze the assessment data to support students in need (IEP and extension students).