• We are highly developed in this area as our school implements the IB curriculum to the core.

• Our curriculum is planned and articulated horizontally and vertically. The curriculum also gives an opportunity to students to make connections.

• The school also provides collaborative planning time for teachers to incorporate IB philosophy into the curriculum.

• We also have collaborative planning time for teachers to incorporate IB philosophy into the curriculum. Even small PD sessions (within teams) are dedicated to better understand IB philosophy.

• We are highly developed in this area as we collaborate to plan and design, reflect and collaborate.

• Teachers use human, physical and virtual resources to aid and extend their collaboration like guest speaker sessions, experts, and varied resources.

Students actively develop key skills by engaging in inquiry-based learning. They enhance their thinking and research skills through problem-solving, while refining communication and social skills through collaboration and expression. Additionally, they strengthen self-management by practicing organization, time management and self-regulation. Together, these skills equip students to become independent, capable learners.

• We are highly developed in this area as all stakeholders receive the required information and progress in the development of different areas of the school.

• The school offers different Professional Development courses which are in alignment with IB curriculum.

• The school communicates/shares the curriculum with the stakeholders which is accessible to everyone.

• The POI every 3 years and other altitude documents are reviewed and updated every year.

By being principled, students demonstrate honesty and integrity, which are fundamental in forming trustworthy and healthy connections with peers, teachers, and others in the school community.

• We are highly developed in this area as we review the ATLs. The school implements the ATLs regularly through different learning engagements in alignment with the curriculum across subjects.

• The sub-skills are mapped and explicitly planned.

• Students choose ATLs as their goals and work on the same using the SMART goal approach.

• The skills aligned with all units are explicitly taught and assessed using the descriptors that are a part of the rubrics.

The give due credits through their reflections.

Sushma session - Academic honesty.

Developed

Student led assembly

PYP Exhibtion

Project Based Learning

Goal Setting

Developed

Approaches to Learning (ATL), such as self-management, research and Thinking skills, help students become independent, reflective learners capable of managing their own progress.

Students regularly reflect on their progress and assess their achievements. This process helps them take ownership of both successes and challenges, promoting lifelong learning skills.

Example- G5 PYP Exhibition, VTR's, Artworks, Performances, Sport events.

• We are Developed because the system is in place however, the implementation is not happening as we are not explicitly linking, teaching and assessing students on it.

• The curriculum has mapped the learner profiles but students do not demonstrate the learner profiles as expected. Hence we are at developed stage.

Students express their personal views, beliefs and experiences through various creative outlets like writing, art, music and PSPE.

We integrate with units like 'Who We Are', ’How We Express Ourselves’ and 'Where We Are in Place and Time,' prompting students to think about their roles- within their family, community and the global context. Even in standalone units, we incorporate exploration of local and global connections.

• We are highly developed in this area as students and teachers both are given opportunities to collaborate with each other. The relationship building is also effective and it featured explicitly through the curriculum

• The pedagogical leaders provide voice and choice e.g. STUCO, Breakfast club etc.

Action Taken

Selected students - Personal Inquiry

Developed

Student Assembly

Stuco - Breakfast club

Mother Tongue Day

Hindi & Marathi Diwas

Developing

Developed

• We are developed because students and teachers comply with IB academic integrity guidelines.

• Students are supported on acknowledging the work of others, including guidance on citation and referencing.

• Teachers encourage students to use their creativity and produce authentic, original work.

• We are developing in this area because school provides students some opportunities. However, we do not encourage and promote that consciously.

• Very few students demonstrate a commitment to service with and for the community throughout their learning, in accordance with programme documentation.

may be because of age they can not show their action.

Developing

Developed

• We are Developed in this area because some students take opportunities to take up personal inquiries and action.

• The students do take up personal goals and there is a rationale behind it.

eg- Hindi Diwas

Marathi Diwas

Developed

• We are developed in this area because we do provide students with the opportunities to develop their personal and cultural identities.

• Some students do take opportunities to develop their language profiles.