Chart 3: Action plan

Schools are required to use this template in planning their submission for authorization. It is organized according to the headings of the Programme standards and practices. School objectives will be defined considering the IB requirements for authorization to offer the Diploma Programme, as stated in the document Guide to school authorization: Diploma Programme. dd rows as necessar!.

AIM: To become an IB World school, implementing the Diploma Programme in

September "#$%
(month and year)

for first exams in

&a! "#$'
(month and year)

()&P*+,+D

I- P.)/.+SS

0+, ,) B+ DD.+SS+D 1once authorized and in the implementation process2

A: Philosophy The schools educational beliefs and alues reflect IB philosoph!"

Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implicatio ns & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

#b$ecti e

Actions

$ 3 ,he school4s published statements of mission and philosoph! aligned with those of the IB.

5orm a Site Planning ,eam comprised of representative sta6eholders7 as part of the School Improvement Plan the +-S &B8 (ampus mission statement was formulated through a collaborative process of teaching staff, administrative staff, parents and support staff. n essential agreement over the final draft led to the adoption of the +-S &B8 (ampus &ission statement.

9anuar! "#$:

School Improvement Planning (ommittee

n;a

(ampus Specific &ission Statement completed7 the school4s mission statement and that of the IB mission statement are displa!ed prominentl! around the campus and are discussed during the planning meeting where necessar!. +ver! classroom, office and meeting space has a cop! of the +-S &ission and vision.

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!MP"S DP ! #$%N P&!N

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implicatio ns

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

(alendar of Information +venings to be held throughout the school !ear. dministrators are addressing the current refurbishment of the +-S website to update. Include &0P candidac! status. Include DP candidac! status. Include information on learner profile attributes. weebl! has been created to publish a monthl! communit!;school newsletter updating parents and members of the communit! about on3going events and;or special occasions. (lassrooms currentl! displa! information and wor6 related to DP is currentl! not in operation. t the start of September "#$% 1once authorized2, the DP structure and information on ,)?, ++ and ( S will be posted in relevant classrooms. -; Some information about DP is visible in the Sociolog! class 1a6a ,)?2. ll learner profile attributes are posted in all classrooms and other areas. Parent information is becoming increasingl! available directl! from teachers. >ill need to align Power School with IB DP rubrics for assessment. Student3*ed (onferences will ta6e place. Students write their own evaluations of wor6 and include reflections on strengths and wea6nesses and how to progress in the future. ,hose two actions will be in progress in accordance with what is stated in the preliminar! assessment polic! submitted for authorization.

<old Parents Information +venings =pdate >ebsite -ewsletters Student3*ed (onferences " 3 ,he /overning Bod!, administrative and pedagogical leadership and staff demonstrate understanding of IB philosoph!. >hole school meetings and training on subject specific and essential core components of DP 1both IB) certified and in3school PD2 (lassroom displa! >hole school displa! +ffective implementation of Power School Parent Portal to develop communication throughout the school communit!. &anagement (ampus Director Principals DP (oordinator DP ,eachers *ibrarian (ounsellors

5ebruar! "#$%, then ongoing

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!MP"S DP ! #$%N P&!N

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implicatio ns

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

Incorporate e@tracurricular activities that promote international mindedness and multi3cultural understanding. : 3 Promote international mindedness Planning should reflect international mindedness. ssemblies, clubs, websites, etc should all reflect our goal towards international mindedness. % 3 ,eachers and students demonstrate an understanding and awareness of one of the DP core requirement7 ( S 1(reativit!, Service, ction2 and promote responsible action within and be!ond school communit!. +volve the current house s!stem to a more ( S based ideolog!. +stablish ( S (ommittees. (orridor displa! of ( S opportunities and e@periences are e@plicitl! shown to encourage and foster commitment. IB) training for selected teachers to drive the ( S and mentoring within the school. Students are e@pected to wor6 in lessons that promote service in addition to achieving assessment targets 1i.e. the performance tas6s2, meet the standards and objectives and serve as tas6s that have meaning to them. Spring "#$%, then ongoing )ctober "#$:, then ongoing

+@tra3(urricular for students Principals DP (oordinator *ibrarian (ounsellors DP ,eachers

ctivities after school time

Planning 1,eachers4 course outlines2 &edia &aterials Planning for growth and development of the ( S programme at +-S under process. Documentation 3 -ewsletters 3 Photos )bservation of sta6eholder attitudes and actions Principals DP (oordinator (ounsellors ctivities (oordinators ( S (oordinator ( S dvisors ( S Supervisors DP teachers Stationar!, Displa!, Boards, *amination Students are able to communicate their understanding of the real life implications of what the! are learning via performance tas6s, projects and interactive displa! boards. Photographs of displa!s serve as a visual reminder of the importance of ( S as well as a learning tool for Staff, Students and Parents. =nit planners which reflect choice of content that promote the fundamental concepts of holistic learning, communication and international mindedness as well as service. Documentation on (ommittee Projects, Parent;Student;,eacher .eflectionsA

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implicatio ns

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B 3 ,he school ensures that all staff, students and parents understand the central importance of the +@tended +ssa! project for students in the culminating !ear of the programme.

,raining for all staff within the school on the implementation of the +@tended +ssa! IB) training for selected teachers to drive the +@tended +ssa! and mentoring within the school. Parents meeting for the /r $$ C $" to ensure understanding and support for this essential component.

Spring "#$%

(ampus Director Principals DP (oordinator *ibrarian (ounsellors Parents Students

well3informed communit! of learners prepared for the ++ in all aspects. team of mentors that are equipped to guide students through the ++. Daluable support for students in their homes. IB) ,raining )fficial IB In3school 1or cluster event2 wor6shop will be organized in spring "#$% for sta6eholders 1mainl! teachers2 to mentor and supervise the e@tended essa!. So far, the DP (oordinator and the <ead of the BS have received appropriate DP training on how to manage the ++ 1(at. : IB training2.

' 3 Participate in the IB world communit!

(omplete 5orm 3 chieve candidate status and give access to the )(( to all teachers. +mphasize language learning b! ensuring all students have access to at least two languages. (reate e@tra learning opportunities for language in ever! subject.

September "#$"

DP (oordinator

(andidac! 5ee

5orum discussions networ6ing

other

forms

of

,imetabling Students develop one *anguage subject rabic2 and one *anguage B 1+nglish2. )ngoing & P 1bi3annual procedure2 Principals DP (oordinator DP ,eachers ,he school reflects the communit! and includes the communit! in displa!s. Students with a gap in their learning of either languages are guided to improve through intervention. Subject teachers are language teachers first and ensure that the language of the subject is e@plicitl! taught.

E 3 ,he school places importance on language learning, including mother tongue, host countr! language and other languages.

(reate bilingual displa! where possible to guide the parent communit! and sustain mother tongue communication between students and parents. ,eachers are native +nglish spea6ers, as well as a cohort of native rabic spea6ing staff. & P baseline testing, followed b! data team discussions lead to accurate and timel! intervention in language development

& P testing

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implicatio ns

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

+nsure ever! classroom has the IB mission statement as well as the school4s mission statement F 3 Provide access to the IB Programme and philosoph! +nsure that IB learner profile attributes are not onl! laminated in classrooms, but lived. +nsure that all students in DP !ears $ C " are participants.

September "#$: Principals DP (oordinator *ibrarian (ounsellors DP ,eachers September "#$%, then ongoing )bservations of student behaviour and comments. n;a Scheduling and adoption of the DP from grade $$3$" apparent through planners and documents of vertical articulation. DP units will be on &anagebac.

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B: #rgani(ation B): *eadership and structure The schools leadership and administrati e structures ensure the implementation of the Diploma Programme"
#b$ecti e Actions Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implications & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B $. $ 3 +nsure all sta6eholders are informed.

)rganize and update intranet. +stablish an online professional learning communit! 1P*(2. =pdates via school website, DP newsletters, parents4 eveningsA

)ctober "#$:, then ongoing

&anagement Principals DP (oordinator

(ost of Power School and website maintenance.

+ffective intranet usage through &anagebac. ctive P*( on the weebl! 5eedbac6 from parents4 evenings gendas and minutes of meetings

B $. " 3 ,he school has developed a governance and leadership structure that supports the implementation of the Diploma Programme.

ppoint DP (oordinator and send to training Send Principals and (ampus Director to training

September "#$"

Gualit! +ducation uditor /eneral Director DP(

H$#,### for training

>or6shop certificates

attendance

*etter of appointment of DP (oordinator /overnance and *eadership organizational chart

B $. : 3 ,he <ead of School;School Principal and DP (oordinator demonstrate pedagogical leadership aligned with the philosoph! of the programme. B $. % 3 ,he school has appointed a DP coordinator with a job description, release time, support and resources to carr! out the responsibilities of the position.

ll sta6eholders 1(ampus Director, Principals2 are trained in the specifics of DP .egular meetings between admin;management and DP (oordinator to ensure growth within the programme.

September "#$" September "#$:, then ongoing

(ampus Director Principals DP (oordinator

/rowth in the DP team through informed and strategic intervention and guidance b! principals and DP (oordinator. genda and &inutes

DP (oordinator is part of the school leadership team and wor6s with all teachers, principals, coordinators and librarians. .elease time to carr! out the responsibilities of the position to be increased.

September "#$:

(ampus Director Principal <eads of Schools DP(

+ffective implementation of the DP will start after authorization 9ob description

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Actions
Development and implementation of a language polic! to ensure bilingual proficienc! of learners 1dual language2. Development and implementation of an inclusion polic!" clear polic! for management, staff, administration and parents to state the actions and responsibilities regarding meeting diverse learner needs. ,his polic! will be inclusive and lead to the development of a special needs team in the school which will involve specialised admin members including the counsellor and the nurse. Intervention for Special -eeds students that develops and include them within the DP holistic learning model. Development and implementation of an assessment polic!" clear polic! that guides subject specific as well as whole school assessment to the IB e@pectations, this within the communit! e@pectations. Student Information S!stem 1Power School2 to include the whole communit!. Development and implementation of an academic honest! polic!" Students become more principled as the! are held accountable for the integrit! of their wor6. Students understand the concept of Iintellectual propert!J and are e@plicitl! taught the information processing s6ills the! will need to ensure the! meet the requirements for their wor6. ,eachers appl! the polic! when judging all student wor6 and assessment. School management support students and teachers in upholding the polic! within the school. Students and their families adhere to the standards set in the polic!. Development and implementation of essential agreements that support the implementation of ,)? and ( S within all subject areas and ensures commitment to supporting the +@tended +ssa! 1Parents4 info evenings, DP staff trainingsA2 ,eachers ta6e full responsibilit! for their mentorship of the +@tended +ssa! under the /uidance of the DP (oordinator. ,he school fulfils all the requirements of DP b! creating a student schedule that includes all subject groups. !MP"S DP ! #$%N P&!N

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B $. B 3 ,he school develops and implements policies and procedures that support the DP.

December "#$:, then ongoing

Gualit! +ducation uditor /eneral Director (ampus Director Principals DP (oordinator DP sta6eholders 1*ibrarian, (ounsellors, ParentsA2

Power School IB) ,raining7 +@tended +ssa!

(ampus3wide Preliminar! *anguage Polic! (ampus3wide Preliminar! Inclusion Polic! DP Preliminar! ssessment Polic! DP cademic <onest! Polic! )rganizational (hart 9ob Description DP ,imetable +@tended +ssa! Professional Development >or6shop and Procedure Boo6let including list of mentors.

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B $. ' 3 (arr! out a programme evaluation

.egular meetings between the P0P, &0P and DP (oordinators. .egular whole school meetings to ensure continuit! of programs through discussion and in3school PD programs. +nd of !ear discussion on specific students moving from one program to the ne@t. (reate Professional Development Plans Data (ollection >al6 ,hrough aligned with IB. Parents4 Guestionnaire

)ngoing

(ampus Director Principals IB (oordinators *ibrarian (ounsellors

(ampus3wide !earl! learner profile plan Professional growth plans and reflections =nit;*esson plan reflections Data collection observation sheets Guestionnaires and actions ta6en on feedbac6. Dertical rticulation documents

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B+: ,esources and support The schools resources and support structures ensure the implementation of the Diploma Programme"
#b$ecti e Actions Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implications & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B ". $ 3 ,he /overning Bod! allocates funding for the implementation and ongoing development of the Diploma Programme.

,raining for all staff members and updating sta6eholders on the implementation of the programme. ll staff teaching DP are trained in their subject specific area as well as in other fields related to their responsibilities within the programme. ll educators adhere to a minimum qualification required b! the school and its sta6eholders. Staff are trained and retained within the programmes. )ngoing needs based on professional development. ll staff members receive recognized IB) training in their specific subject area to guide and assist the department to implement the specific criteria as indicated b! the IB) for DP subjects

September "#$:

&anagement (ampus Director DP (oordinator

IB) training In3school development

professional

>or6shop feedbac6

certificates

and power

In3school wor6shop points and hand3outs.

School developed curriculum documents7 DP course outline.

B ". " 3 ,he school provides qualified staff to implement the Diploma Programme.

)ngoing

+-S management (ampus Director Principal <eads of Schools DP( ,eachers

Salar!

<igh standards of education within ever! subject area and area of responsibilit! within DP. Students receive a specialized and qualit! education that is ever3growing in its capacit! as staff is continuousl! trained.

B ". : 3 ,he school ensures that teachers and administrators receive IB3recognized professional development.

September "#$:.

Gualit! uditor DP (oordinator

IB) ,raining

>or6shop registration.

certification

or

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B ". % 3 ,he school provides dedicated time for teachers4 collaborative planning and reflection.

ll staff to leave school %B minutes after students depart to create a slot for planning and collaboration within departments, b! grade level and individuall!. dedicated time has been created for Professional Development on ,uesda!s as a whole school as well for collaborative planning for vertical and horizontal articulation within the programme itself. (ross3campus collaboration with other +-S DP Programme staff for resources C curricula alignment.

September "#$:, then ongoing

&anagement (ampus Director <ead of (urriculum DP (oordinator DP ,eachers

In3school Professional Development

,horoughl! planned and integrated units 1so far through course outlines2, prepared collaborativel! in teams of educators. (ross3campus collaboration meetings for development of policies b! DP (oordinators and &anagement. (ross3campus collaboration on DP resources. (ross3campus collaboration on curricula alignment7 DP and the merican (ommon (ore 1+-S Standards2 +nsure a smooth transition between programmes.

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B ". B 3 ,he ph!sical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the Diploma Programme.

Displa!s developed to educate the whole school communit! on the fundamental principles of IB and specificall! the DP. ll classrooms represent the DP through arrangement of furniture, displa! of student wor6, displa! of DP principals 1International mindedness, IB) *earner Profile2 +nsure a high qualit! and correct quantit! of I, resources to support the implementation of DP in ever! classroom, as well as for the staff and communit! resources. +ffective use and development of librar! as a multi3media centre. (reation of professional communit!. an online learning

-ovember "#$%, then ongoing

(ampus Director Principals DP coordinator DP teachers ctivities coordinators *ibrarian

Instructional supplies =p6eep of website Power School

+ffective displa! classrooms that influence learning.

in all directl!

>hole school displa! that creates a positive learning environment b! promoting the IB principles. >ell3equipped suitabl! arranged classrooms that serve as learning centres. <igh qualit! of I(, resources 1under process2 that is accessible to all students, teachers and parents.

September "#$:, then ongoing

full! equipped resource centre that caters for the needs of students and staff ali6e K whether it is to support the +@tended +ssa! of individual students or whole class tas6s guided b! a teacher. Photos and feedbac6 from sta6eholder questionnaires. ctivities plan of action.

=pdating the school4s website. Bulletins via Power School, etc . 5eedbac6 questionnaires aimed at sta6eholders. ppoint ctivities (oordinator to ensure the involvement and enrichment to learning in and out of school.

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

B ". ' 3 ,he student schedule or timetable allows for the requirements of the Diploma Programme to be met.

Setting a timetable that gives opportunit! for all ' subject groups to be taught for at least $B# 1S*2 and "%# 1<*2 hours a !ear as per DP e@pectations. +nsure time and resources are allocated for DP (ore 1,)?, ( S, +@tended +ssa!2.

December "#$:, then annuall!

(ampus Director Principals DP (oordinator *ibrarian

n;a

,imetables and hours brea6down chart for each grade for each subject group including details of subjects. +ach subject area is equall! represented and meets the minimum requirements. Students have a well3balanced spread of classes to develop their holistic learning across subjects.

B ". E 3 ,he school allocates resources to implement the Diploma Programme personalized for all students, depending on the programme offered.

ssign a designated mentor to each student that needs to complete the +@tended +ssa!. +ach mentor submits a budget that is submitted in a timel! fashion to ensure effective procurement of funds. *ibrar! to be sourced with additional boo6s, periodicals and multimedia. ppoint /uidance (ounsellor

September "#$%

(ampus Director Principals DP (oordinator ++ &entors 1Selected DP teachers L ++ supervisors2 <ead of curriculum *ibrarian

.esources +ssa!

for

+@tended K

<igh qualit! resources provided to support student wor6. Students learn the s6ill of wor6ing with a budget to meet a targeted e@penditure 1guidance b! mentor2. *ibrar! sheet. resource summar!

Budget for librar! multimedia centre.

September "#$:

September "#$:

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-: -urriculum -): -ollaborati e planning -ollaborati e planning and reflection supports the implementation of the Diploma Programme"
#b$ecti e Actions Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implications & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( $. $ 3 ,he school has an approach to curriculum planning that involves all Diploma Programme teachers.

+stablish regular curriculum planning time at subject level as well as grade level to ensure horizontal and vertical articulation. 0ear and unit planning happens in a collaborative wa! that is monitored b! the subject coordinator as well as the DP coordinator and school academic administrators. +nsure all teachers created documentation is available to all teachers via the intranet or internet.

Spring "#$%, then on going

<ead of (urriculum Principals DP (oordinator DP ,eachers

Subject !earl! overviews noting lin6s to ,)? 1so far DP course outlines2 =nit planning showing reflection and plans for improvement Intranet structure and lin6s to DP staff folder7 &anagebac under process, use of >eebl! &eetings timetable genda and meetings &inutes of

Dertical and <orizontal articulation monitoring charts. (onstant revision reflection to improve relate current units. and and

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( $. " 3 ,he school follows the Diploma Programme planning process.

+ffective use of the DP unit planner. (ollaboration between subjects, within subjects and between grades and programmes. ,raining on bac6wards planning and assessment 3 focusing on the design and writing up of these documents. IB) subject specific training for all subject teachers.

September "#$%, then on going

Principals <ead of curriculum DP (oordinator Subject ,eachers

IB) training

<igh qualit! DP unit planners produced in all subjects. Planners are used to activel! drive education in each classroom. Scheduled meetings with the DP coordinator. Interdisciplinar! units deepen the learner4s holistic approach to learning.

( $. : 3 (ollaborative planning and reflection ta6e place regularl! and s!stematicall!.

Sharing and collaboration between staff and DP coordinator to ensure that the qualit! of planners are improving as teachers gain confidence in using them. ,eachers have individual meetings with the DP coordinator, team meetings as well as grade level meetings. .eflection at the end of all subject meetings;unit end as standard protocol. ,eachers to create DP binders with all official and current DP publications as well as teacher developed curriculum materials 1so far course outlines2.

September "#$%, then on going

Principals DP (oordinator DP ,eachers

Scheduled meetings with the DP coordinator. ,eachers start to feel confident to share successes as well as failures as it is standard practice to reflect. (oordinators create active opportunit! to share reflection that must be recorded on the DP =nit planner. =nit Plan .eflections7 =nit changes are informed b! assessments and learning. DP (urriculum binders Planning

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-+: Written curriculum The schools 'ritten curriculum reflects IB philosoph!"

#b$ecti e Actions Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implications & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( ". $ 3 ,he curriculum fulfils the aims and objectives of each subject group and the DP (ore.

+-S Board of Directors adopted academic content standards for all subject areas based on world class standards 15inland, Singapore, -orth merica and Sweden2. ,he standards will be aligned with each of the DP Subject /uides and will be monitored to ensure that the unit plans cover all the requirements.

cademic !ear "#$:3"#$%, then ongoing

Director /eneral (ampus Director Principals <ead of (urriculum DP (oordinator ,eachers within a curriculum development committee Principals DP (oordinator DP ,eachers

Standards based curriculum that is specific and scientificall! developed for the student age range that is aligned with the DP objectives. ,his developed curriculum will be accessible to all staff, students and parents. lignment documents7 standards to DP subject specific aims and objectives, and alignment to unit plans. Document7 Subject Specific curriculum maps and pacing guides

( ". " 3 ,he school uses the prescribed Diploma Programme aims and objectives to document curriculum maps.

,eachers will wor6 in planning teams with the DP (oordinator and subject (oordinators to develop these documents.

September "#$%

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( ". : 3 ,he written curriculum includes the following7 a subject3specific vertical planning documentM vertical planning for the student learning e@pectations. ( ". % 3 ,he units of wor6 are documented on unit planners and follow the Diploma Programme guidelines.

Prepare vertical and horizontal planning subject documents for DP starting with the &0P 1/rades '3$"2. Schedule planning meetings for DP specific planning

September "#$%

Principals DP (oordinator, (oordinators, DP teachers

IB) training

+ffective lessons across subjects within grades, planned b! aligned unit planners. Students grow through the vertical alignment through the merican Diploma cademic standards as well as the objectives set b! DP per subject.

+ffective use of the DP =nit planner. Staff receiving in school training on the effective implementation of the DP unit planner. Peer assessment of DP =nit planners. (ollaboration between subjects, within subjects and between grades and programmes. ,raining on understanding b! design, bac6wards planning and assessment 3 focussing on the design and writing up of these documents. Planning meetings (oordinator and staff. between DP

September "#$%, then on going

Principals DP (oordinator, (oordinators, DP teachers

IB) training

=nit planners that meet the criteria of DP. Peer assessment and comparison of unit planners between subjects and within grades, guided b! the DP (oordinator through all aspects of development.

( ". B 3 ,he written curriculum is informed b! current IB publications and is reviewed regularl! to incorporate developments in the programme.

+-S curriculum to be developed in accordance with all current IB) written publications 1starting with the course outlines2. .egularl! review and revise the curriculum where needed through the <ead of (urriculum and Instruction for +mirates -ational School. Subsequent meetings and communication to be sent to all roles pla!ers in the educational communit!.

)ngoing

Principals <ead of (urriculum DP (oordinator DP ,eachers

Salar!

curriculum document that is a living document that is adapted to the e@pectations of DP and the needs of the school. ,his document will be available to all staff members on the intranet and internet. wor6ing relationship between the curriculum specialists and staff wor6ing to implement the curriculum.

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-.: Teaching and learning Teaching and learning reflects IB philosoph!"

#b$ecti e Actions Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implications & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( :. $ 3 lign teaching and learning with the programme requirements. ,eaching and learning promotes the understanding and practice of academic honest! etc.

lign standards adopted b! the school to DP subject objectives and ensure that all are met in each subject group. <old professional development wor6shops on differentiation, inquir!3based learning, constructivism, effective grading practices technolog! tools 1smartboadsA2, effective teaching strategies, tas6 development etc. +nsure all teachers enforce honest! b! modelling and information literac! s6ills. academic teaching

September "#$%

&anagement (ampus Director Principals DP (oordinator Subject (oordinators DP ,eachers *ibrarian (ounsellors

lignment of documents Professional development wor6shop presentations;documents;feedbac6. Student reflections, involvement evidence committee

(reating a code of conduct document based on the learner profile attributes and incorporating the attributes in the current <ouse points s!stem. <igh qualit!, original student wor6. Students understand the implication of academic honest! and the consequence of not adhering to the polic!. ,here is a uniform approach within the school towards addressing academic honest!. Parents /uide <anded to staff at the start of each cademic 0ear. ,as6 specific rubrics

Develop a sense of communit! b! service involvement via houses and committees and the establishment of student council and class representatives. Promote IB learner profile attributes via assemblies and sta6eholder models. =se the transparenc! of tas6 specific criteria rubrics to allow students to become activel! responsible for their own learning.

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-/: Assessment Assessment at the school reflects IB assessment philosoph!"

#b$ecti e Actions Date to be achie ed Person%group responsible for achie ing this ob$ecti e Budgetar! implications & idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( %. $ 3 ssessment at the school aligns with the requirements of the Diploma Programme.

,raining on practices.

good

assessment

September "#$%, then on going

Development of assessment polic!. (reate transformation chart from subjects to $ K E scale and to percentages and the $ K % /P scale in order to meet the requirements of the school. ,raining on how to IcalculateJ the Ibest fitJ. =se tas6 specific rubrics for assessments built on subject specific criteria. ,eachers 6eep samples of student wor6 that has been graded according to the DP rubrics as well as performance tas6 sheets. lignment of objectives assessment criteria. to September "#$%, then ongoing

+-S management (ampus Director Principals DP (oordinator DP ,eachers *ibrarian (ounsellors

Power School )ngoing IB) *ocal ssessment ,raining

Samples of performance tas6s graded with the rubrics. /rading scales transformation chart starting with DP assessment and adapting to /P and percentage requirements. Samples of performance tas6 sheets. Power ,eacher /rade boo6 adaptation. =nit planners including assessments that fit the +-S and DP e@pectations. >or6shop hand outs, Power Points and feedbac6.

( %. " 3 ,he school communicates its assessment philosoph!, polic! and procedures to the school communit!.

(ollaboration and consensus on ssessment Polic!. Parents4 information pac6s posted on website to e@plain e@pectations of the school regarding assessments and reporting. Parents4 Information +venings ,he effective use of Power School as a continuous, open communication channel that is updated regularl! and is leads to the transparenc! of assessments and polic! to the whole educational communit!.

Director /eneral (ampus Director Principals DP (oordinator DP ,eachers *ibrarian (ounsellors Parents Students

Power School

well informed staff appl!ing the ssessment Polic! as it is intended. Students and parents are informed of progress continuousl! through Power School. ,eachers effectivel! use Power School to communicate to individual parents as well as groups. ,he school communit! operates on a s!stem that is targeted, transparent and is directl! aligned with IB e@pectations as well as +-S specific e@pectations. Student reflection on wor6 Student *ed (onference photos or videos Parent feedbac6

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#b$ecti e

Actions

Date to be achie ed

Person%group responsible for achie ing this ob$ecti e

Budgetar! implications

& idence of achie ement or of progress to'ards achie ement of the ob$ecti e

( %. : 3 ,he school has s!stems in place to ensure that all students can demonstrate consolidation of their learning through the completion of the Diploma Programme +@tended +ssa!.

,he school is in the process of developing the s!stem to ensure the further b! training staff on the development of the +@tended +ssa! b! in school professional development and guidance from the DP (oordinator. 5inding and training mentors in the communit! through the intervention and action of the DP (oordinator and ctivit! coordinator. .esourcing for +@tended +ssa!s are organised and budgeted for. .egular meetings to discuss the progress of students between the school and the mentors 1if outside the school2 and within the school.

Spring "#$%, then ongoing

Principals DP (oordinator *ibrarian (ounsellors ++ mentors 1selected DP teachers2

.esourcing for the +@tended +ssa!

Students have proper guidance to develop their +@tended Project in the school with resourcing and support until completion at the end of the second !ear. .egular planned meetings ensure gradual progress to meet the e@pected deadlines of the school and the DP.

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