Q2. What does "international mindedness" mean to you?

Q3. How often do you discuss/use/reflect on learner profile attributes with students?

Q4. What does ‘lifelong learning’ mean to you?

Q5. What does ‘active learning’ mean to you?

Q2. Is the curriculum broad, balanced and connected as per IB requirements? (refer to Leadership 3 for phase breakdown)

Q3. Does the school utilise and analyze data to improve the IB Programmes?

Q2. Do all teachers have the relevant and required IB workshop training? Does the school have a well organised PD programme that meets varied needs of teachers?

Q3. Do all teachers have timetabled/protected collaborative planning time? Is this collaborative time both vertical (across whole school and whole Department) as well as horizontal (with a Grade level team)?

Q2. How does the school foster social, emotional and physical well being of students?

Q3. How does the school provide support to help all students succeed in the IB Programmes and plan for their career related experiences?

Q4. How does the school build relationships with the wider community that are a source of wisdom and expertise to  strengthen the implementation of the IB programmes?

Q2. How do teachers collaborate to design, plan and deliver the school’s IB Programmes? (Refer to Learning Practices Coherent Curriculum 2 (0401-02) for phase breakdown)

Q3. How does the school inform and engage with the whole school community (students, teachers, parents) about its curriculum?

Q2. How do students demonstrate and reflect on their development of the IB learner profile attributes, and how are these reflections integrated into their daily learning?

Q3. What strategies does the school employ to ensure that learning experiences foster collaboration, build effective relationships and include student voice, thereby developing a sense of shared responsibility?

Q4. How does the school guide students in making informed, reasoned, ethical judgments and ensure compliance with IB academic integrity guidelines, including acknowledging the intellectual property of others?

Q5. In what ways does the school provide opportunities for students to take ownership of their learning, set challenging goals, and pursue personal inquiries across different IB programmes?

Q2. How do teachers use conceptual understanding to support students in developing their ideas?

Q3. How do teachers use local and global contexts to establish relevance to the curriculum? 

Q4. How do teachers and students collaborate to promote a positive and dynamic learning community? 

Q5. How do teachers personalize learning to enable every student to develop?

Q2. What variety of assessment methods are employed to align with the curriculum and learning objectives, and how are these methods demonstrated to support conceptual learning?

Q3. How does the school administer assessments consistently, fairly, inclusively and transparently across all programs? What processes are in place to review and ensure compliance with IB rules and access arrangements?

Q4. How does the school provide students with opportunities to consolidate their learning through various assessments, and what systems are in place to ensure that these opportunities are effectively implemented and monitored?

Q2: That but not this and definitely not the other.

No, but we have now located it. It is under "Policy Documents" on the shared drive.

Questions 2:

Not all policies are always relevant to every to every phase. We tend to look up specific policies that are applicable to us in the moment. For example, if we have a question regarding behaviour then we will check the behaviour policy to clarify an issue or concern. Quite often we will go to the relevant person ie: Hannah for inclusion questions.

Question 3:

Yes, in most cases policy does match practice.

Inclusion Policy- Strategies are used in class (technology, movement breaks, push in support, pre teaching vocabulary) Environment - breakout areas, flexible seating etc

Admissions Policy - Assessment of incoming students, information given to teachers about incoming students, collection of data for new students

Language Policy - All teachers are language teachers at Fairgreen, promotion of first languages in the classroom and community, variety of language books available in the library, mother tongue classes and Mother tongue week, International Day and National Day, targeted ELL support

Assessment - Assessment for learning (formative assessment) - exit tickets, think pair share etc

Assessment as learning - Rubrics, peer feedback, self reflections

Assessment of learning - performance based assessments, project based summative tasks

Differentiation in Assessment - scaffolded writing tasks for ELLs

Differentiation and Inclusion - extra time is give to students on the register

Communication & Reporting - managebac updates, student led conferences, PTCs

Academic Honesty - MYP students are taught to cite sources properly, use of Turnitin, clear definition between individual and group work, Action plans for G3 souk, prevent misconduct in exams, following IB policy,

Access to National College.

TA training every week. Weekly staff meeting.

Collaborative planning (PYP) - exists but could be developed further. More regular and interwoven throughout the term. Structure not ideal - longer and more meaningful discussions.

Q2 - General feelings that there is an ok amount but it is mixed throughout the school. But there seems to be pockets of the school that are getting more PD. The idea of a well organised programme in the school seems to have been lacking. Continued training for teachers would be appreciated. TA's - there is a good amount of IB training. Inconsistent in expectations of what and how planning/teaching practice should be used in the school. The school pedagogy and culture does not reflect a streamlined approach.

Q3 - Vertical alignment in Arabic is clear, not seen in EYP, PYP or MYP. For example, no clear progressive framework in writing - all grades in theory could be teaching the same styles of writing. Department planning times are there - although more time would more productive. MYP have had meeting to ensure that planning is consistent by end of year. Cover is needed for some planning meetings. EYP will have different planning due to following student interests. More consistency in secondary inclusion support. Inclusion in and out of different lessons. Difficult to offer the bet support.

Teachers would like less 'stand-alone' units and more integrated units for specialists.

Can be too prescriptive.

Following British curriculum with IB and some British standards very rigid - hard to be all IB with this.

Pre- and post- assessments.

Writing moderation.

External assessments - NGRT/NGST/GLs/CAT4/PASS

F&P for more in-depth assessment of the whole child as a reader.

Data triangulation.

Data-away day.

Data sheets (general and subject-specific).

PYP Weaknesses

Students' individual targets.

Q2. Learning about each other, awareness, embracing our differences, communication

Q3. Daily opportunities. Embedded in every PYP classroom, essential agreements and assemblies. More opportunities in secondary

Q4. Having new experiences, curiosity about the world around us.

Q5. Seeing a problem and coming up with a solution