Section+C+-+Curriculum+-+Group+6

Black = Music Salmon = Theatre Olive = Visual Arts


 * === Standard C1 === || === Requires significant attention === || === Shows satisfactory development === ||
 * === A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed by the school, is available to all sections of the school community. === ||  || X X X ||

Music: Atlas Units, Assessment Policy, Timeline Theatre: Based on D. P. Theatre Guide and ISTA Documentation Access via the blog. Visual Arts: ATLAS Rubicon, Handouts, Assessment tools (rubrics, self-assessments, Power School) > > > > > > > > || M: Composition, improvisation, solo/ensemble, large group performances, conducting, historical aspects and relation to other repertoires. T: Based on the essential Elements – Unit Plans show differentiation (Period/Genre/Culture), Activities – Practice in Nature, ATLAS Rubicon VA: Journal Assignments: Studio and Investigation Research, Art Foundations course outline and prerequisite for higher level courses, Progression to Art II and Higher levels. || M: Blogs, Atlas documents (composition theory, musical terms, class writers, Assignments, performance schedules) T: Based on Techniques, All Unit Plans based on Research and D.P. Theatre Guide, Increase in complexity/Diverse Roles VA: Investigation Journal Work, Studio Work, Atlas, Handouts, Rubrics, IB Retreat to Moganshan, > > > > > > > > > > > || M: two levels of Band and Orchestra based on experience skills, 1 level of choir only T: Unit Plans/Modules show tasks differentiated by Design/Resource/Grouping/Peer Support VA: Foundation Courses, Art II Courses, Levels of Introduction and Continuation || M: Variety of repertoire performed with historical aspects of communicated (i.e. music is a reflection of different times and eras.) T: Unit Plans/Modules Based on Diverse World Theatre Practitioners VA: Journal Research, Field Trips, Exhibition (Promotion Boards) > > > || M: Giving one’s efforts to something greater than oneself (sum is greater that each part. Music promotes life-long-learner, problem solving, time management, creativity, and curiosity. T: Performance Opportunities, monologues, Fringe Festival, Musical Reflect – All aspects of the profile.  VA: Journal, course outlines, artist statements, teaching agreements, handouts > > > > || M: (see #6 above)  T: Delegated (Student) Leadership; students applying all aspects as articulated in the unit plans.  VA: Rubrics, individual discussions, group discussions, self-assessments, editing Personal work for examinations, IB CRB booklet completed > > > > > || M: IB Music: built into curriculum. Performance based classes explore topics that can and may provide those opportunities for students.  T: Dramatic Realization is the outcome of most practical experimentation. Performance videos of class productions are available. VA: Exhibition Spaces, criteria for project articulation, Marquette, > > > > || M: Smart Music Program availability, solos and some small ensemble experiences, large music performing groups. T: Research Tasks explicit within unit plans. Podcasts, group critiques, art trip (IB Y2) M: World Music as well as Western Music is performed and studied. T: Audience is a component of all design to realization projects. VA: We are a multi-cultural, multi-linguistic, and multi-religious school > || M: IB – prescribed works changed causing curriculum reviews. Performing group curriculums reviewed, edited, Atlas, Changes in ensemble and instrumentation/ensemble make-up T: Physical Resource issues compel this to be a priority. VA: Department meetings and discussions, Staff meetings, K-12 Meetings, IB Meetings || M: IB classes required to attend concerts locally; performing classes encouraged to attend concerts locally, visiting musicians and ensembles scheduled for classes when possible. Students have opportunity for regional and International Group performances: AMIS and APAC T: Theatre Trips are integrated with the course. VA: Lack of artist’s in residence; limited field trips. || M: Multiple public performances yearly. T: Front of house role is articulated in unit plans. Students Facilitate all booking procedures. VA: Hallway Exhibitions, IB Exhibition > || School-wide graduation requirement
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || === Low === ||||||  || === High === ||
 * **1. A comprehensive, coherent curriculum is available in written form to all sections of the school community (including students, teachers, parents, administrators and members of the governing body).** ||||  ||   || X X X ||   ||
 * Evidence:
 * [|ART II Course Description 1.1, 1.3, 1.6.pdf]
 * [|IB description 1.1, 1.3.pdf]
 * [|IB Visual Art Handbook 1.1, 1.3, 3.2.pdf]
 * [|IB Visual Arts Syllabus 1.1, 1.3, 4.13.pdf]
 * [|Advanced Band Unit Calendar 2010-2011 __ 1.1, 1.3.pdf]
 * [|Band Intermediate Unit Calendar 1.1, 1.3.pdf]
 * [|IB Music Year 1 Unit Calendar 1.1, 1.3.pdf]
 * [|IB Music Year 2 Unit Calendar 1.1, 1.3.pdf]
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   || X X || X ||
 * Evidence:
 * [|2010-2011 IB Solo_Group Performance Rubric 2010-Teacher Assessment 1.2, 3.8, 4.13.pdf]
 * [|IB Composition Individual Grading Rubric 1.2, 3.8, 4.13.pdf]
 * [|IB Listening BLANK Paper STUDENT ANSWER Sheet IB Exam Format with Cues for each Category 1.2, 4.3, 4.13.pdf]
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  ||   || X || X X ||
 * Evidence:
 * [|IB- IWB checklist 1.3, 1.7, 3.2.pdf]
 * [|RWBChecklist 1.3, 1.7, 3.2.pdf]
 * [|Introduction to CERAMICS 1.3, 4.3.pdf]
 * [|ART II Course Description 1.1, 1.3, 1.6.pdf]
 * [|IB description 1.1, 1.3.pdf]
 * [|IB Visual Art Handbook 1.1, 1.3, 3.2.pdf]
 * [|IB Visual Arts Syllabus 1.1, 1.3, 4.13.pdf]
 * [|final IB Music SL-HL Prnt ltr, Overview, Timelines 2009-2010 1.3, 1.6, 4.3.pdf]
 * [|Advanced Band Unit Calendar 2010-2011 __ 1.1, 1.3.pdf]
 * [|Band Intermediate Unit Calendar 1.1, 1.3.pdf]
 * [|IB Music Year 1 Unit Calendar 1.1, 1.3.pdf]
 * [|IB Music Year 2 Unit Calendar 1.1, 1.3.pdf]
 * **4. The curriculum places appropriate demands on students according to their age and stage of development, and incorporates issues that are relevant to them.** ||||  ||   || X || X X ||
 * Evidence:
 * [|IB Music Pre-Requisite info to parents 1.4.pdf]
 * [|Sample Mozart Jupiter Symphony Student Study Guide 1.4.pdf]
 * **5. The curriculum encourages students to become aware of individual, local, national and global issues.** ||||  ||   || X X || X ||
 * Evidence:
 * [|IB Theme Building 1.5, 1.9.pdf]
 * [|Video from IB Visual Arts retreat]
 * [|Student Study Notes Baroque-Kamien 1.5.pdf]
 * **6. The curriculum promotes all the attributes of the IB learner profile.** ||||  ||   ||   || X X X ||
 * Evidence:
 * [|Feedback and Reflection 1.6, 1.7, 3.4, 4.5.pdf]
 * [|IB GUIDE FOR ANALYSING ARTWORKS 1.6, 1.10.pdf]
 * [|ART II Course Description 1.1, 1.3, 1.6.pdf]
 * [|final IB Music SL-HL Prnt ltr, Overview, Timelines 2009-2010 1.3, 1.6, 4.3.pdf]
 * **7. The curriculum encourages students to develop strategies for their own learning and assessment, and to assume increasing levels of responsibility in this respect.** ||||  ||   ||   || X X X ||
 * Evidence:
 * [|Feedback and Reflection 1.6, 1.7, 3.4, 4.5.pdf]
 * [|IB- IWB checklist 1.3, 1.7, 3.2.pdf]
 * [|RWBChecklist 1.3, 1.7, 3.2.pdf]
 * [|Artist Statmt Piece 1.7, 3.1.pdf]
 * [|IB Summer Connections 1.7, 3.2.pdf]
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   || X X || X ||
 * Evidence:
 * [|Studio Work Rubric 1.8, 2.4, 4.3.pdf]
 * [|IB Y2 Exam 2010 1.8, 4.5.pdf]
 * [|writing an artist statement 1.8.pdf]
 * [|Video from IB Visual Arts retreat]
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   || X || X X ||
 * Evidence:
 * [|IB Theme Building 1.5, 1.9.pdf] ||
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  ||   || X || X X ||
 * Evidence:
 * [|IB GUIDE FOR ANALYSING ARTWORKS 1.6, 1.10.pdf]
 * **11. The curriculum is regularly reviewed in the light of programme developments.** ||||  ||   || X || X X ||
 * Evidence:
 * **12. The school takes advantage of local community organizations and the expertise of other adults to foster learning within the scope of the curriculum.** ||||  || X X || X ||   ||
 * Evidence:
 * [|2009 ABRSM Music Shanghai Contact info 1.12.pdf]
 * **13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.** ||||  || X || X || X ||
 * Evidence:
 * Our annual Fringe Festival includes a variety of student productions, from beginning drama through IB Theatre -- [|Fringe_Festival_Schedule.jpg]
 * [|Video from IB Visual Arts retreat]
 * [|IB Music and Art Student Showcase Program 2010 1.13.pdf]
 * **14. The school actively supports the development of the mother-tongue language of all students.** ||||  || X || X X ||   ||
 * Evidence:
 * IB Theatre Senior production in Chinese -- [|Lancelot & David IB Theatre.pdf] ||
 * **15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.** |||| NA ||  || X || X ||
 * Evidence:

T: Research Applications to Theatre.

VA: Multi-language courses; 2-Year Language requirement || M: Meetings with Grade 10’s about AP/IB, Grade 8 students encouraged to continue Band/Orchestra/Choir. T: Research Applications to Theatre. VA: Web sites, course description book, orientations || M: Not all students are allowed to take performing arts classes (Band, Orchestra and Choir) because of IB curriculum offerings. T: Research Applications to Theatre. VA: Activities not balanced and no time for any studio or lab work. || N/A ||  || X ||   || T: Research Applications to Theatre. VA: Not enough information. > || School-wide -- wide range of activities ||
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||||  || X || X X ||   ||
 * Evidence:
 * **17. There is a balance of subjects on offer in the school as well as an appropriate student schedule that provides for student access to the full diploma.** ||||  ||   || X X X ||   ||
 * Evidence:
 * **18. The school supports the central role of TOK by assigning adequate staffing and time for student learning and assessment, and establishing links to other subjects.** |||| N/A
 * Evidence:
 * [|Teacher guest presentation TOK and the Visual Arts]
 * **19. There is an appropriate and varied CAS programme.** ||||  ||   || X X || X ||
 * Evidence:
 * **20. The school provides guidance to students on progression to higher education and other career opportunities.** ||||  ||   || X X ||   ||
 * Evidence:

School-wide - evidence from counseling

M: College Prep visits are abundant, HS college Prep counselling T: Research Applications to Theatre. VA: SAT test, counselors, college days, visiting universities ||

The statement of conclusions

 * === Strengths === ||
 * **// Music: Two levels of Performing groups based on Experience and Skills. //**
 * // Theatre: Student Ownership //**
 * // Visual Arts: Materials and overall opportunities for making art //** ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ==== M: Schedule that encourages and enhances student participation in performing ensembles. ====
 * // T: Where are we going? Unit plans need to underline the experimental nature more. Sequential: Through Progression. //**
 * // VA: External and varied art experiences: field trips/artist residencies. //** || ====M: Offer fewer singleton classes, which collide with schedules of performing groups.====
 * // T: Knowledge – What do we do with it? //**
 * // Unit Plans: To be more task specific, (To focus more on Blooms Taxonomy); knowledge (facts, research)/understanding (comprehension) –application (exploration) –creation (realization) //**
 * // VA: Planning within the division, scheduling of external experiences. //** ||


 * === Standard C2 === || ===** Requires significant attention **=== || ===** Shows satisfactory development **=== ||
 * === The school has implemented a system through which all teachers plan and reflect in collaborative teams. === || === === || === X === ||

See WASC document., staff meetings, PD days Written Assignments are specific, blogs, journals, TOK Essays, Essays, Announcements
 * === Practices === |||||||||| === Degree of implementation === ||
 * === === || === Low === ||||||  || === High === ||
 * ** 1.All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ** ||||  ||   ||   || X ||
 * Evidence: Shared folder on school server provides docs and updates; IB websites ||
 * ** 2. Planning at the school takes place collaboratively. ** ||||  ||   || X ||   ||
 * Evidence: Team Meetings/Assessment Meetings; Individual Meetings ||
 * ** 3.Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  ||   || X ||   ||
 * Evidence:
 * Y1, Y2 Teacher meetings
 * Counselor-led SST meetings
 * Powerschool -- ability to see student progress in all subjects ||
 * ** 4.Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|Studio Work Rubric 1.8, 2.4, 4.3.pdf]
 * [|TeachingAgreementsGraphic 2.4.pdf] ||
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   || X ||   ||
 * Evidence: Two levels of performing groups based on experience/skills, different levels in art, ESOL classes, Learning Support. ||
 * ** 6. Planning at the school addresses assessment issues throughout the planning process. ** ||||  ||   || X ||   ||
 * Evidence: Assessment Policy currently under review; evaluations, Power School, ATLAS ||
 * ** 7. Planning at the school recognizes that, in practice, all teachers are language teachers and consequently appropriate consideration is given to their responsibility in facilitating communication. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|vocab_visual ib 2.7.pdf]
 * [|IB Music Y2 Machlis Study Guide 2.7.pdf] ||
 * ** 8. Planning at the school includes the discussion and use of teaching and learning strategies appropriate to the objectives of the separate components of the Diploma Programme. ** ||||  ||   || X ||   ||
 * Evidence: M: Atlas Rubicon and Blogs aspire to this goal, Professional Development, Staff Meetings ||

** The statement of conclusions **

 * ** Strengths ** ||
 * **// Department meetings, divisional meetings, K-12 and school wide meetings and time provided; Opportunities that are available //** ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ==== School wide meetings and structure (video conference meetings); Time for After School engagement in class work or activities outside of athletics. ==== || ==== More time needed for collaboration, video conferencing with strict agenda/topics with PUXI campus. ==== ||


 * === Standard C3 === || === Requires significant attention === || === Shows satisfactory development === ||
 * === Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towards themselves, their learning, other people and the environment, and to take appropriate action. === || === === || === X === ||

Habitat for Humanity, Liming School Projects, Ayi and Guards tutoring; students involvement is good; a progression of course levels. As in All-above, Flex time
 * === Practices === |||||||||| === Degree of implementation === ||
 * === === || === Low === ||||||  || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|Artist Statmt Piece 1.7, 3.1.pdf]
 * [|Planning_Map 3.1.pdf] ||
 * ** 2. Teaching at the school allows students to become actively responsible for their own learning. ** ||||  ||   || X ||   ||
 * Evidence: M: Implementation of VHS courses, one-one program
 * [|IB- IWB checklist 1.3, 1.7, 3.2.pdf]
 * [|RWBChecklist 1.3, 1.7, 3.2.pdf]
 * [|IB Summer Connections 1.7, 3.2.pdf]
 * [|Preview of “IWB” 3.2, 4.3.pdf]
 * [|IB Visual Art Handbook 1.1, 1.3, 3.2.pdf]
 * [|IB Y2 Full Year Schedule, 2010-2011 3.2, 3.8.pdf]
 * [|IB Year1 Impt Dates 2010 3.2, 3.8.pdf] ||
 * ** 3.Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ** ||||  ||   ||   || X ||
 * Evidence: Plans on ATLAS and other technologies; traditional and innovative strategies. ||
 * ** 4. Teaching and learning at the school recognize and reflect multiple perspectives. ** ||||  ||   ||   || X ||
 * Evidence: Plans on ATLAS and other technologies; All staff and the greater community perspective.
 * [|Feedback and Reflection 1.6, 1.7, 3.4, 4.5.pdf] ||
 * ** 5. Teaching and learning at the school addresses the needs of students who have reached different stages in their development and those who have different learning styles. ** ||||  ||   || X ||   ||
 * Evidence: ESOL, Academic Support, Internet Access, 2 levels Experience/Skill Level Performance groups, 11 Mac Program; IT Support, Counselling Office, School Administration and IT Support. ||
 * ** 6. A range of appropriate resources supports teaching and learning at the school, including ICT. ** ||||  ||   || X ||   ||
 * Evidence: ESOL, Academic Support, Internet Access, 2 levels Experience/Skill Level Performance groups, 11 Mac Program
 * [|Computer testing in-class understanding 3.6, 3.10.pdf] ||
 * ** 7. Teaching at the school engages students as critical thinkers with developing views of their own. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|art criticism3.7.pdf]
 * [|Research_Prompts 3.7.pdf]
 * [|Seeking Appropriate Themes 3.7.pdf] ||
 * ** 8. Teaching and learning at the school encourages students to take appropriate action in response to their own needs and the needs of others. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|IBRWBSelfAssessmentforthemonthof 3.8, 4.5, 4.13.pdf]
 * [|IBStudioWorkSelfAssessmentforthemonthof 3.8, 4.5, 4.13.pdf]
 * [|markbands 3.8, 4.13.pdf]
 * [|IB Y2 Full Year Schedule, 2010-2011 3.2, 3.8.pdf]
 * [|IB Year1 Impt Dates 2010 3.2, 3.8.pdf]
 * [|2010-2011 IB Solo_Group Performance Rubric 2010-Teacher Assessment 1.2, 3.8, 4.13.pdf]
 * [|IB Composition Individual Grading Rubric 1.2, 3.8, 4.13.pdf] ||
 * ** 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ** ||||  ||   || X ||   ||
 * Evidence: ESOL Program, Student council, Academic Support ||
 * ** 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ** ||||  ||   || X ||   ||
 * Evidence: Turnitin.com
 * [|Computer testing in-class understanding 3.6, 3.10.pdf] ||

The statement of conclusions

 * === Strengths === ||
 * M: ESOL Program, 1-1 Mac, Internet Access and wireless access, VHS courses, Performing and Visual Arts Programs and staffing ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ==== Schedule that encourages and enhances student participation in performing ensembles and other activities outside of sports. ==== || ==== Offer fewer singleton classes which collide in schedule with Performing Arts Groups; Revise the current ASA and other activities and athletic schedules. ==== ||


 * === Standard C4 === || === Requires significant attention === || === Shows satisfactory development === ||
 * === There is an agreed approach to assessment, and to the recording and reporting of assessment data, which reflects the practices and requirements of the programme. === ||  || X ||

Draft policy created per WASC recommendation, in early implementation stages || This is definitely true on a teacher-by-teacher basis, but less so in a collective sense. Teacher blogs, wikis, e.g. []
 * === Practices === |||||||||| === Degree of implementation === ||
 * === === || === Low === ||||||  || === High === ||
 * **1. There is a written assessment policy in place that is available to all sections of the school community.** ||||  || X ||   ||   ||
 * Evidence:
 * **2. Assessment at the school is viewed as being integral with planning, teaching and learning.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IBArthandbook 1.3, 4.2, 4.3.pdf]
 * [|IB Listening BLANK Paper STUDENT ANSWER Sheet IB Exam Format with Cues for each Category 1.2, 4.3, 4.13.pdf] ||
 * **3. Learning expectations and integral assessment strategies are made clear to students and parents.** ||||  ||   || X ||   ||
 * Evidence:

School wide -- powerschool
 * [|Studio Work Rubric 1.8, 2.4, 4.3.pdf]
 * [|Introduction to CERAMICS 1.3, 4.3.pdf]
 * [|Preview of “IWB” 3.2, 4.3.pdf]
 * [|IBArthandbook 1.3, 4.2, 4.3.pdf]
 * [| sas IB MUSIC CONTRACT 4.3.pdf]
 * [|IB Music Listening Test Form ALL Tests 4.3.pdf]
 * [|final IB Music SL-HL Prnt ltr, Overview, Timelines 2009-2010 1.3, 1.6, 4.3.pdf]
 * [|Listeners_MeMeHa-short form 4.3.pdf]
 * [|Long Form ME- TEX-MET-TEMP-HAR-MEL-FOR-STY -CO- 4.3.pdf] ||
 * **4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Music Listening Test Form ALL Tests 4.3.pdf]
 * [|IB Music Y2 Mozrt Mvt 1 Listening Quiz 4.3.pdf]
 * [|Jazz Kamien Test May 2010 4.4.pdf]
 * [|Test Classical Period Kamien SAS Y1 4.4.pdf] ||
 * **5. Learning at the school involves students in both peer- and self-assessment.** ||||  || X ||   ||   ||
 * Evidence:
 * [|Feedback and Reflection 1.6, 1.7, 3.4, 4.5.pdf]
 * [|IBRWBSelfAssessmentforthemonthof 3.8, 4.5, 4.13.pdf]
 * [|IBStudioWorkSelfAssessmentforthemonthof 3.8, 4.5, 4.13.pdf]
 * [|IB Y2 Exam 2010 1.8, 4.5.pdf]
 * [|IB Predicted Grades-Student Views 4.5.pdf] ||
 * **6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.** ||||  || X ||   ||   ||
 * Evidence:
 * In Music, literature is tried in order to determine levels and adjustments are made ||
 * **7. Students are provided with regular and prompt feedback to inform and improve their learning.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Sign-ups for review 4.7, 4.8, 4.13.pdf]
 * [|Musical Investigation Assessment Shao Bo Fang 4.7.pdf]
 * [|Vicky Gu MI Internal Assessment Critique 4.7.pdf] ||
 * **8. Assessment at the school provides students with regular opportunities for reflection on their own learning.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Sign-ups for review 4.7, 4.8, 4.13.pdf]
 * [|IB Musical Investigation Topics good_bad 4.8.pdf] ||
 * **9.** **There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   ||   || X ||
 * Evidence:

In Music, Smart Music and Sibelius allow for swift assessment and recording of data. || 24/7 Powerschool access, conferences and email || Art instruction is highly individualized, In Music, rehearsals are sometimes videotaped and analyzed to provide individual and group feedback. || Yes, in accordance with the findings in #11 ||
 * **10. The assessment process allows for meaningful reporting to parents about students’ progress.** ||||  ||   ||   || X ||
 * Evidence:
 * **11. Assessment data is analysed to provide information about the individual needs of students.** ||||  ||   ||   || X ||
 * Evidence:
 * **12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.** ||||  ||   ||   || X ||
 * Evidence:
 * **13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IBAssessment Criteria 4.13.pdf]
 * [|IBRWBSelfAssessmentforthemonthof 3.8, 4.5, 4.13.pdf]
 * [|IBStudioWorkSelfAssessmentforthemonthof 3.8, 4.5, 4.13.pdf]
 * [|markbands 3.8, 4.13.pdf]
 * [|IB Visual Arts Syllabus 1.1, 1.3, 4.13.pdf]
 * [|2010-2011 IB Solo_Group Performance Rubric 2010-Teacher Assessment 1.2, 3.8, 4.13.pdf]
 * [|IB Composition Individual Grading Rubric 1.2, 3.8, 4.13.pdf]
 * [|IB Listening BLANK Paper STUDENT ANSWER Sheet IB Exam Format with Cues for each Category 1.2, 4.3, 4.13.pdf] ||

The statement of conclusions

 * === Strengths === ||
 * Prompt, individualized feedback -- teaching and learning in the arts here are very much directed towards developing the individual. ||

Peer and self-assessment
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * Pre-assessment before new learning

|| We hope to focus on this in the coming year through the ongoing school-wide work on assessment. ||