Formative assessment: Teacher will provide feedback on anatomical accuracy and shading techniques.

They must incorporate shading and expression to enhance realism or artistic style.

Students will write a short reflection on their work, discussing challenges and artistic choices.

🔹 Standard Task (Core): Creating a nature-inspired print using styrofoam blocks. Adding patterns and using oil pastels for the background.

🔹 Extended Task (Challenge): Making a detailed print with multiple colors and layers. Exploring textures and mixed-media backgrounds.

Objective:
Students will create a detailed cabinet design in Shaper3D, using the techniques of Extrude, Revolve, Chamfer, and Shell. The task is to design a functional and visually appealing cabinet starting from a 2D shape.

Objective:
Students will create a detailed poster in Photoshop, using the following steps and techniques: arranging images, color adjustments, and applying blending options for shadow effects. The task involves creating a visually engaging and creative poster by combining different elements.

• Art Nouveau

• Bauhaus

• Pop Art

In their artwork, students will showcase their understanding of the defining features of the selected movement, incorporating relevant design elements and techniques to accurately reflect the style.

Students asked to model the CIS building including as much detail as possible. Students completed this assessment on "tinkercad".

Students were asked to design and make a poster researching the topic of "Computer aided design"

Objective:
Students will design and create a robot using LEGO kits as part of the LEGO League Challenge. The task involves conceptualizing, building, and programming a functional robot that aligns with the challenge's specific requirements. Students are expected to apply their knowledge of Science, Technology, Engineering, Art, and Mathematics (STEAM) to design innovative solutions, focusing on problem-solving, creativity, and teamwork.

ATL: critical thinking and Collaboration

G11 Students designed an interactive mind map game, Mole-opoly, to deepen their understanding of the mole concept in chemistry. Through creative gameplay, they connected key concepts, reinforcing their learning in a fun and engaging way!

The trip was not only educational but also a lot of fun, with students making connections between their classroom learning and the real world. It’s safe to say it was a highlight of their biome's unit—and an adventure they’ll remember! 🌿🌎✨

Showcasing their ability to think outside the box, two students even designed a unique "Candy Land" biome, blending scientific concepts with imaginative flair!

This project is a testament to their collaboration, communication, and self-management skills, reflecting a deep understanding of ecosystems and a commitment to excellence. Well done, Grade 7! 🌍✨

Statement of Inquiry: Visual media communicates complex ideas and emotions by combining elements of design, symbolism, and perspective, allowing for diverse interpretations that reflect cultural and personal identities.

ATL Skills: Communication Skills and Thinking Skills (Critical Thinking).

Summative Assessment: Students created some amazing visually appealing theme-based artwork - Comic Strips to convey powerful messages on chosen themes like Friendship, Kindness, Never give-up, Time-management etc. as part of their Summative Assessment. After, they reflected on their work forming real world connections and used the conventions of the comic strips. The reflective analysis was used as a tool to demonstrate creativity, connection and research. Students work attached as images/pics

Sample of student work. Students making brochure describing their school. Français -Evidence of written production with Phase 3 - 6th grade using the semantic field of Unit 3 'Mon école' (places in the school, school supplies, and the key phrases 'il y a' and 'il n'y a pas').

A picture paints a thousand words: In this unit, students explored the power of visual communication by examining how images convey complex ideas, emotions and narratives.

Statement of Inquiry: Visual media communicates complex ideas and emotions by combining elements of design, symbolism, and perspective, allowing for diverse interpretations that reflect cultural and personal identities.

ATL Skills: Communication Skills and Thinking Skills (Critical Thinking).

Summative Assessment: Students created some amazing visually appealing theme-based artwork - Comic Strips to convey powerful messages on chosen themes like Friendship, Kindness, Never give-up, Time-management etc. as part of their Summative Assessment. Furthermore, they reflected on their work forming real world connections and used the conventions of the comic strips. The reflective analysis was used as a tool to demonstrate creativity, connection and research. Students work attached as images/pics

Criterion B: Organizing

Criterion C: Producing text

Criterion D: Using language

MYP 1 Language & Literature Unit 2 Elements

•    Statement of Inquiry: Through everyday expressions, and cultural interactions, we can enhance our creativeness and purpose with each other.

•    Key Concept: Perspective

•    Related Concepts: Self-Expression, Purpose  

•    Global Context: Personal & Cultural Expression

•    ATL Skills: Self-Management Skills (Affective) and Thinking Skills (Creative Thinking).

The written curriculum aligns with the statements about learning found in the Vision, Mission and Guiding statements. 

1.1  CIS Vision and Mission Statement 

1.2 CIS PYP Program of Inquiry 

1.3 CIS MYP Curriculum Document 

1.4 CIS DP Curriculum Document 

1.5 CIS Vertical Curriculum Alignment Document 

1.6 CIS Scope and Sequences (All Grades/Subjects)(Include Wellbeing Curriculum) 

1.7 CIS Curriculum Review Cycles 

1.8 NEASC Survey Data Aligned to Mission and Curriculum 

1.9 New York State Curriculum Documents (Core Subjects and Specialists) 

1.10 MoE Arabic and Islamic Curriculum Documents 

1.11 IB Curriculum Documents (Scope and Sequence) 

1.12 IB Authorization/Evaluation Accreditation Documents (PYP/MYP/DP/CP) 

Teachers and leaders are beginning to use the curriculum as a guide for daily practice and the evaluation of achievement of the Vision & Mission. 

1.13 10 Brilliant Basics 

1.14 Wildcat Learning Process (EY, ES, SS) 

1.15 School Improvement Plan 

1.16 Department Improvement Plan 

The school has a clear set of Guiding Statements developed by the community. Guiding Statements are revised periodically. 

2.1 CIS Mission Statement 

2.2 CIS Definition of High-Quality Learning 

2.3 CIS Vision of Student Engagement 

2.4 CIS 5 Year Plan 

2.5 Evidence of Parent Engagement with unpacking Mission Statement 

2.6 Evidence of Teacher Engagement with unpacking Mission Statement 

2.7 Evidence of Students Engagement with unpacking Mission Statement 

The school actively uses these Guiding Statements to make decisions within the community. 

2.8 2024-2025 CIS SIP 

2.9 2024-2025 CIS DIPs 

Students, parents, and staff can give examples of the impact of these Guiding Statements. The school may not have a way to measure the effectiveness of the statements, but is working on how to do so. 

2.10 Impact statements/Reflection from Parents aligned to Guiding Statements 

2.11 Impact statements/Reflection from Students aligned to Guiding Statements 

2.12 Impact statements/Reflection from Teachers aligned to Guiding Statements 

2.13 NEASC Survey data aligned to Mission Statement (Faculty, Students, Parents, Leadership) 

2.14 NEASC Survey Comments aligned to Mission Statement (Faculty, Students, Parents, Leadership) 

The school has defined the skills and dispositions that are important to the learning community 

3.1 IB ATL (PYP,MYP,DP) 

3.2 IB ATL Vertical Alignment Document 

Efforts are underway to map how learners will progress through the stages of maturity in each of these areas. 

3.3 IB ATL Skills Mapping across curriculum (ATL audits) 

3.4 POI 

3.5 Scope and Sequence showing ATL 

Teachers are learning pedagogies aligned to the targeted skills and dispositions. 

3.6 PD on ATL  

3.7 Planning samples focusing on ATL skills 

3.8 Student work showing use of ATL skills 

3.9 Student Assessment of ATL skills 

3.10 Student reflection on development of ATL skills  

The school is expanding the types of formative and summative assessment methods to include more varied methods such as debates, performances, and projects using rubrics. 

4.1 CIS Assessment Policy 

4.2 CIS Data Use Procedure (ES and SS) 

4.3 Samples of Formative Assessments  

• 3 Samples for Each Phase for ELA, Math, Science, Arabic, Islamic a 

• 1 Sample for each Phase for all Specialist  

4.4 Samples of Summative Assessments  

• 3 Samples for Each Phase for ELA, Math, Science, Arabic, Islamic a 

• 1 Sample for each Phase for all Specialist 

4.5 Examples of Different Assessment Tools used  

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

• Rubric 

• Checklist 

• Anecdotal Notes 

• Etc. 

4.6 Examples of Different Assessment Tools Marked for Students 

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

• Rubric marked 

• Sample of Student work 

• LA, MA, HA samples 

4.7 Different Samples of Different Types of Summative Assessment  

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects 

Assessments are increasingly seen as a valuable way for students to support future learning. Teachers are systematically planning assessments together and validating the types of feedback given to students 

4.8 Examples of Teacher Feedback – Student work/feedback/response 

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

• Visible Next Step Marking 

• DIRT Marking 

• SS Feedback System 

4.9 Examples of Self-Assessment by Students – Student work/feedback/response 

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

4.10 Examples of Peer-Feedback by Students – Student work/feedback/response 

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

4.11 Examples of Planning based on Student Assessment  

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

• Planning 

• Student work 

4.12 Examples of Progress of Students based on Data Driven Assessment 

• NWEA MAP Data 

• Internal Progress Data 

4.13 Student reflection of identifying areas of strength and next steps based on assessment rubrics 

• 3 for Core Subject for Each Phase (ELA, Math, Science, Arabic, Islamic) 

• 1 for Specialist Subjects for Each Phase 

Students are showing an effort to learn, following assigned tasks as directed. They demonstrate some creativity in their thinking. 

5.1 Learning Walk Data 

5.2 Formal Observation Data 

5.3 Evidence of Student Goal Setting 

5.4 Student Reflections on reaching learning goals 

5.5 Planning showing Differentiation for learning  

Differentiated student work 

5.6 Inquiry-Based/Problem-Based/Project Based Learning examples showing critical thinking 

• Assignment 

• Examples of Student work 

• Assessment of student work 

5.7 Samples of assessment/tasks giving students creative choice 

• Assignment 

• Student work 

• Assessment of student work 

Students express general satisfaction with their school experience. 

5.8 NEASC Survey Data 

5.9 NEASC Student Comments aligned to satisfaction in learning  

5.10 YouHQ Data and Analysis 

5.11 PASS Data and Analysis 

5.12 Student reflections on engagement in learning 

5.13 Student reflections on feelings of success in learning 

The school is testing ways to strengthen intrinsic motivation and to promote opportunities for authentic transfer of learning. 

5.14 List of ways school motivates students across phases 

5.15 Photos of students being celebrated 

• Top Dogs 

• Golden Book 

• Role Model Certificates 

• Achievement Awards 

5.16 House Points Challenges and Data 

5.17 Reflection of students who have been recognized 

5.18 Examples of Students taking action with learning to make difference in school, local, global community 

• Projects 

• Photos of students 

• Achievement 

• Reflection of students 

5.19 Examples of student leadership making a difference in school, local and global community 

• Projects 

• Photos of students 

• Achievement 

• Reflection of students 

Teaching methods include more opportunities for students to follow their own lines of inquiry and choose their own topics or preferred styles of learning. 

5.20 Evidence of students having choice in assessments 

• Assessment 

• Examples of student work 

• Data showing achievement/progress 

5.21 Evidence of students having choice in learning 

• Planning 

• Student work 

• Assessment of work 

5.22 IB learning experiences offering choice in inquiry 

• Planning 

• Student work 

• Reflection of students 

6.1 CCA Policy 

6.2 CCA Newsletters 

6.3 CCA Options 

6.4 CCA Enrollment Data (2023-2024 & 2024-2025)  

• Show increase enrollment 

6.5 CCA student reflections 

6.6 Photos of students involved 

6.7 Examples of CCA finished products 

The school has begun to rethink spaces and time structures within the school to allow for more flexibility.   

7.1 Examples of Innovative Timetabling 

• Timetable examples 

• Explanation of innovation 

7.2 Examples of Innovative Learning Spaces 

• Photos of students using spaces 

• Explanation of how spaces impact learning 

• Reflection of students about how spaces support learning 

7.3 Examples of online learning platforms 

• Evidence of student work 

• Evidence of student engagement (data) 

• Evidence of progress/attainment (data) 

• Explanation of how support impact for learning 

Teachers are implementing more contemporary teaching practices and using space and time to maximize learning. 

7.5 Wildcat Learning Process 

7.6 Examples of planning for inquiry using school environment (measurement in math, surveys in school, etc. 

• Planning 

• Student work 

• Student assessment 

7.7 Examples of field trips for learning 

• Explanation of field trip connection to learning 

• Photos of students on trip 

• Student work from trip 

• Student reflections for impact on learning 

7.8 Examples of guest speakers/parents supporting learning 

• Explanation of experience connection to learning 

• Photos of experience 

• Student work from experience 

• Student reflection 

• Parent/Gues speaker reflection 

7.9 Example of Rain Day Learning Online

• Daily Schedule Overview

• Assignments

• Student Work

7.10 Examples of Friday Ramadan Learning

• Daily Schedule Overview

• Assignments

• Student Work

The learning community is working on integrating technology and new learning resources into everyday learning experiences. 

8.1 List of tech platforms being used in school 

8.2 CIS Policies aligned to use of technology 

8.3 Examples of students using technology in learning  

• Planning/Assignment 

• Example of Student work 

• Assessment of student work 

• Reflection of students how tech supported/challenged/creativity in learning 

8.4 Examples of online learning platforms 

• Evidence of student work 

• Evidence of student engagement (data) 

• Evidence of progress/attainment (data) 

• Explanation of how support impact for learning 

Students use technology throughout the day and across courses and grade levels to write, compute, and research. The school may deploy a 1:1 laptop program or iPads on carts. Teachers collaborate frequently using online collaboration and communication tools. 

8.5 List of technology resources available to students 

• Explanation how these are used to impact student learning 

8.6 Examples of students using tech to research 

• Planning 

• Student work 

• Assessment 

• Student Reflection 

8.7 Examples of students using tech to publish writing  

• Planning 

• Student work 

• Assessment 

• Student Reflection 

8.8 Examples of students using tech to be creative in communicating learning   

• Planning 

• Student work 

• Assessment 

• Student Reflection 

8.9 Examples of engagement on key online platforms 

• Toddle 

• YouHQ 

• ExactPath/Study Island 

• IXL 

• Planning/Projects/Assessment 

• Student work 

• Data of achievement/progress 

The school may have a technology integration specialist or similar who is helping teachers learn new ways of using technology for learning 

8.10 Technology PD 

9.1 PD budget 

9.2 Teacher PD Tracking Form 

9.3 IB PD Certificates 

9.4 Internal PD Overview 

9.5 Evidence of Internal Professional Development 

• Planning 

• Photos 

• Teacher Reflection 

9.6 Teacher reflection for external pd experiences 

The school offers each staff member the opportunity to apply for/use PD funds, and staff members regularly share their learning with others upon return. 

9.7 Evidence of teachers requesting PD and approval forms 

9.8 Reflection of teachers from PD experience 

9.10 Examples of teachers sharing best practice 

Next, we sit down and have a one on one discussion about how to improve in the future and what a target grade should be.

We write the summary of the discussion, and both the student and I sign the summary, so that we have evidence of the "success contract."

It is very likely that students will apply these skills not only in debates but also in their academic discussions, leadership roles, and future career opportunities.

Best Debater Certificate - Sami Alshehada Grade 11

Best Debater Certificate - Seounghyun Cho

Grade 10 student received the feedback on Sci-fi story (First chapter).

Grade 12 student received the feedback on Poem Analysis (EEA/TEXAS essay)

The student work show they applied ATL skills in research, collaboration, and self-management in order to reach the desired result.

ATL Skills Application: Creative and Critical Thinking while developing the story, Research skills, Self-management Skills - Reflection

• Learning Objectives & Success Criteria: Clearly stated to guide students' progress.

• Differentiation: Tasks tailored for low, medium, and high-ability students.

• Group Activity: A collaborative task to foster teamwork and peer learning.

• Exam-Style Question: A structured question with a framework for answering.

• Challenging Task for High Ability: Extension activities to encourage critical thinking.

• QR Code: Links to extra resources for students needing additional support.

• Learning Objectives & Success Criteria: Clearly stated to guide students' progress.

• Differentiation: Tasks tailored for low, medium, and high-ability students.

• Challenging Task for High Ability: Extension activities to encourage critical thinking.

• QR Code: Links to extra resources for students needing additional support.

Research: Research school designs for inspiration and apply it to the project.

Social: Collaborate and communicate ideas within the team.

G

Your Goal is to design and solve a real-world city-planning project using geometry principles. You will analyze and apply the relationships between measurements to create efficient and functional layouts for roads, landmarks, and buildings.

R

Role You are a member of the City Planning Team, responsible for using mathematical reasoning and geometry to ensure accurate designs and layouts that adhere to urban planning standards.

A

Your Audience is the City Planning Council, who will review your work to determine if the designs meet the requirements for functionality, efficiency, and mathematical accuracy.

S

Situation. The city is undergoing an expansion, and your team has been tasked with planning a new district. The project requires you to calculate distances, verify designs, and apply geometric relationships to ensure proper layouts of roads, landmarks, parks, and buildings.

P

Product.

You will create:

1.     A detailed city map on a coordinate grid, including roads, landmarks, and building layouts.

2.     Calculations and justifications for all distances, angles, and relationships based on the given tasks.

3.     A written explanation of your methods and how geometry principles helped solve real-life urban challenges.

S

Your work will be evaluated based on: Criterion A and Criterion D

Global context:
Scientific and technical innovation.
Criteria C and D

Statement of inquiry

Generalizing relationships between measurements can help develop principles, processes and solutions.

   Key Concept: Relationships

Related Concepts: Generalization, Measurement

Geometry

Criteria A, C and D

Generalizing relationships between measurements can help explore the formation of human and natural landscapes.

Orientation in space and time

Key Concept: Relationships

Related Concepts: Generalization, measurement

Math: Students were tasked with creating a 3D tangram that combined mathematical concepts of area, surface area, and volume. As spatial designers, they tried to incorporate elements from both human-made and natural landscapes into their design. The project included presenting the tangram to peers and educators, with a written explanation of the design choices and geometric shapes used.

They will then gather information about their classmates' organelles, fill out their worksheets, and determine which organelles their peers represent. The teacher will review and provide feedback on the assignment.

Use a wide range of the key features of Writing to Describe/ Narrate to write the opening chapter of a Science Fiction novel. Your chapter should create a mysterious and exciting feeling in the reader. 

If you want: Use one or more of the images to help create your chapter. You can create your own opening chapter that you have worked on before. 

Note: You cannot access your notes and any other devices during the assessment.  

Remember to:

·      Show, don’t tell

·      Minimize your events and describe characters, settings and events using a wide range of the key features.

With a passion for robotics and problem-solving, Marc led his team in designing a Robomatic Arm—a project aimed at Sustainability development goal

Through role-playing scenarios, students learn that bankruptcy in Islam is not just about financial loss but also about moral accountability. They reflect on the hadith of the Prophet Muhammad (PBUH), where he described the true bankrupt person as one who harms others through dishonesty, injustice, or failure to fulfill their obligations.

By acting out these real-life situations, students develop key thinking, communication, and social skills, while also learning the importance of honesty, financial responsibility, and ethical behavior in personal and community life. This interactive approach helps students connect Islamic teachings to real-world challenges, fostering a deeper sense of responsibility and integrity.

Through critical thinking and research, students present arguments for and against the permissibility of cryptocurrencies, considering ethical, economic, and Shariah-based implications. This debate enhances their understanding of contemporary financial issues while applying Islamic jurisprudence in real-world scenarios.

Task was posted on the Managebac platform with desired steps to follow and detailed clarification of the task. Students submitted the work and teacher feedback is evident on Managebac for students to improve. Clearly showing the use of Managebac as an effective learning platform.

Use the present tense

-        Do NOT use textual evidence in the introduction

-        First time we use the author’s full name / Later on in the analysis we use FAMILY name only

-        NO 1^st person or 2^nd person POV (I , YOU , WE , US ….)

Introduction

1. What is happening in the cartoon? Summarize it in 2-3 sentences.

2. Who are the main characters, and what roles do they play in the scene?

3. What is the main topic or idea the cartoon explores?

Content and Meaning

4. Why do Calvin and Hobbes choose "war" instead of "peace"? What does this choice suggest about their view of the world?

5. What do the roles they assign themselves (defender of democracy vs. communist oppressor) tell us about stereotypes or exaggerated views in society?

6. How does the game they play reflect larger ideas about conflict or war?

Tone and Humor

7. What tone does the cartoon use (serious, playful, sarcastic)? How do you know?

8. How does humor (like the over-the-top roles and quick "end" to the war) help convey the message of the cartoon?

Students will identify the figurative language and literary devices in the passage and will create their sentences using their own similes, metaphor, onomatopoeia, personification and alliteration. Students worked on this figurative language worksheet packet and PEER ASSESSED the work using teacher's guided instructions. Students were allowed to be independent learners. They used inquirer, open-minded, thinkers, reflective IB Learner profiles. ATL Skills - Creativity and Communication.

Definition

Create

Evolve from one’s own thought or imagination, as a work or an invention.

Explore

Undertake a systematic process of discovery

Interpret

Use knowledge and understanding to recognize trends and draw conclusions from given information.

Organize

Put ideas and information into a proper or systematic order; give structure to a text.

Select

Choose from a list or group

Analyse

Break down in order to bring out essential elements or structure. (To identify parts and relationships, and interpret information to reach conclusions)

G - Your goal is to create a poetry portfolio that explores a theme of personal interest through a collection of published poems. Students will analyze the poems and create a visual representation to convey their understanding of the theme.

R - Your role is to a poetry curator who is tasked with assembling an anthology that creatively expresses a single theme. You will also serve as an analyst to explain how each poem contributes to the overall theme.

A - Your audience consists of your classmates and teacher.

S - The situation: You are participating in a poetry showcase where you must present your poetry portfolio. Your goal is to make the audience appreciate the power of poetry in exploring and expressing complex ideas and emotions.

 P - The product: You will create a Poetry Portfolio that includes:

1. A collection of 4-5 published poems.

2. Visual elements (art, illustrations, or digital presentations) that represent your theme.

3. Written analyses of each poem.

4. A personal reflection on your learning.

S - This stands for standards and criteria for success. Your work will be judged by Criterion A, B, C & D.

G11 Students designed an interactive mind map game, Mole-opoly, to deepen their understanding of the mole concept in chemistry. Through creative gameplay, they connected key concepts, reinforcing their learning in a fun and engaging way!

Research: Research school designs for inspiration and apply it to the project.

Social: Collaborate and communicate ideas within the team.