Section+C+-+Curriculum+-+Group+5


 * === 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. === || === === || === Good start on most practices === ||

Application problems are regularly included in HW and assessments, but in-depth work connected to real-world issues is relatively lacking, with a couple exceptions. We keep informed about changes to the syllabi and assessments; for example, next year we will send teachers to workshops to learn more about the coming IA changes in Math HL and SL. ||
 * === 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 ||   ||
 * Evidence: Atlas Rubicon, BLOG posting of syllabi, Syllabus given to students
 * [|Math HL Y1.pdf] ||
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   ||   || X ||
 * Evidence: Syllabus developed by IBO with consideration to different levels. Students entering math programme are given placement tests and other students placed based on previous mathematical achievement. ||
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  ||   ||   || X ||
 * Evidence: Skills, concepts and knowledge and attitudes defined by the IBO in the syllabi. ||
 * **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 ||
 * Evidence: Students are placed by placement tests, teacher and IB coordinator recommendations, and parents into the appropriate course. The syllabi address relevant issues since they are defined by the IBO. Few students change classes giving evidence of a high rate of success in placing students into appropriate courses. ||
 * **5. The curriculum encourages students to become aware of individual, local, national and global issues.** ||||  || X ||   ||   ||
 * Evidence:
 * [|Stats project outline.pdf] ||
 * **6. The curriculum promotes all the attributes of the IB learner profile.** ||||  ||   ||   || X ||
 * Evidence: SAS has its own learner profile called the EAGLES which corresponds very closely with the IB learner profile. The EAGLES are integrated into the learning objectives of every course at SAS. ||
 * **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 ||   ||   ||
 * Evidence: Students are given responsibilities to choose a range of practice problems prior to summative assessments. Homework is usually assessed by the student with the feedback used to develop a strategy for further learning. As students progress from year 1 to year 2, they are expected to assume more responsibility to practice problems in preparation for formal assessments. Even though we do give a self-reflection at the end of each test, more formal self-assessments would be a helpful development. ||
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   || X ||   ||
 * Evidence: Student based instruction environment lends itself to inquiry and presentation of ideas. The math portfolios and project provide some opportunity for inquiry and presentation of ideas but we feel this is not sufficient. ||
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   ||   || X ||
 * Evidence: In the math classroom, day to day working is all collaborative. Homework, projects and portfolios are all independent. ||
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  ||   ||   || X ||
 * Evidence: Examples reflect cultural, gender, linguistic, ethnic and religious differences. ||
 * **11. The curriculum is regularly reviewed in the light of programme developments.** ||||  ||   || 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 ||  ||   ||   ||
 * Evidence: As a math department we have few opportunities to incorporate outside expertise. ||
 * **13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.** ||||  || X ||   ||   ||
 * Evidence: Podcasts are created and made available for other students to learn from, previous student work is provided for exemplars ||
 * **14. The school actively supports the development of the mother-tongue language of all students.** ||||  ||   ||   || X ||
 * Evidence: Mathematics is a universal language and students are encouraged to collaborate in their own mother tongue language if appropriate ||
 * **15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.** ||||  ||   ||   || X ||
 * Evidence: Chinese, Spanish, French, English ||
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||||  ||   ||   || X ||
 * Evidence:
 * Math Department flowchart [|Math flowchart and placement info.pdf]
 * Math Department course descriptions [|Math Dept course descriptions.pdf]
 * During the course selection process, each teacher makes recommendations and discusses options with students. For grade 10 students, this includes IB and non-IB options.
 * The IB coordinator presents general program information to all grade 10 students, and meets individually with each student intending to become a full IB Diploma candidate. ||
 * **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 ||
 * Evidence:
 * SAS PD HS Course Catalog [|SAS PD HS Course Catalog.pdf]
 * SAS PD master schedule [|2010-2011 Master Schedule Aug 16.pdf]
 * IB course offerings [|Pudong IB Course Offerings 2011-12.pdf] ||
 * **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.** ||||  ||   ||   || X ||
 * Evidence:
 * Math/TOK presentation guest presentation by math teacher (presentation slides) [|math & TOK handouts.pdf]
 * [|Math/TOK guest presentation by math teacher (audio podcast)]
 * Separate TOK class, guest lectures from other subject areas, TOK is a teaching subject for teachers ||
 * **19. There is an appropriate and varied CAS programme.** ||||  ||   ||   || X ||
 * Evidence:
 * CAS coordinator, students are offered a wide variety of clubs, activities to choose from ||
 * **20. The school provides guidance to students on progression to higher education and other career opportunities.** ||||  ||   ||   || X ||
 * Evidence:
 * See evidence from counselors ||

The statement of conclusions
CAS opportunities Appropriate placement of students in courses ||
 * === Strengths === ||
 * Curriculum is set by the IBO.

Reviewing the programme yearly Incorporating outside expertise || ====-Time built in for self –reflection==== -Common preparation time scheduled for teachers who teach the same course -More release time for IB math teachers -Build extra time for HL courses into schedule and not use flex time for additional HL classes ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Self reflection and self assessment====


 * === 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 === ||

We plan well for learning needs and varying levels of competencies based on the success level of students in mathematics. We could do more to identify and integrate learning styles in our programme. ESOL provides monthly professional development on the topic of facilitating communication as well weekly tips on how to better empower second language speakers. Some teachers have students write math journals.  ||
 * === 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: Teachers in the math department are provided with an OCC login to obtain all documentation however changes to the programmes should be more clearly communicated to teachers each year. Non-IB teachers should have access to the same documentation. ||
 * ** 2. Planning at the school takes place collaboratively. ** ||||  ||   || X ||   ||
 * Evidence: Teachers plan collaboratively on their own time. Built-in planning time should be scheduled on a regular basis. ||
 * ** 3.Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  || X ||   ||   ||
 * Evidence: Meetings to discuss students are held when there is a need (SST, IB meeting for students ). No common planning is done across departments. ||
 * ** 4.Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  ||   ||   || X ||
 * Evidence: Planning is based on the EAGLES expectations imbedded within the math programme. ||
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|Sinusoidal modeling.pdf] ||
 * ** 6. Planning at the school addresses assessment issues throughout the planning process. ** ||||  ||   ||   || X ||
 * Evidence: Within the math department, planning and teaching are aligned with the IBO assessment criteria. Formative and summative assessments are planned throughout the academic year. ||
 * ** 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:
 * [|Sheltered Instruction Lesson Checklist.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:
 * Good for content preparation, critical thinking and problem-solving, technology (i.e. graphing calculator)
 * Preparation for IA could be better ||

The statement of conclusions

 * === Strengths === ||
 * Teachers collaboratively plan on their own time and incorporate good assessment practices ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Cross discipline planning or information sharing==== || ====Regular release time for planning and collaborating==== ||


 * === 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 === ||

Curriculum spirals from course to course and within courses. The math department has a flow chart showing the progression through math courses. || Policies within the school require teachers to take a greater initiative and students to take a lesser initiative with regards to their own learning. || Effective teaching practices are used: addressing personal needs of students, effective co-operative strategies, use of a variety of instructional modes (visual, kinaesthetic, auditory etc), technology One to one laptops, technology everywhere, TI 84 calculators, online textbooks and resources. Extra challenge problems are given, math competitions, team rounds, individual and group projects
 * === Practices === |||||||||| === Degree of implementation === ||
 * === === || === Low === |||||| === === || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** ||||  ||   ||   || X ||
 * Evidence:
 * ** 2. Teaching at the school allows students to become actively responsible for their own learning. ** ||||  || X ||   ||   ||
 * Evidence:
 * ** 3.Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|Math Jeopardy]
 * [|BINGO Directions.pdf]
 * [|Math Studies Radicals Bingo.pdf]
 * [|The Monty Hall Dilemma.pdf] ||
 * ** 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ** ||||  ||   ||   || X ||
 * Evidence: Different styles of learning and teaching are encouraged in teachers and in students. ||
 * ** 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: Effective teaching practices are used: addressing personal needs of students, effective co-operative strategies, use of a variety of instructional modes (visual, kinaesthetic, auditory etc), technology ||
 * ** 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|TI-84 Activity]
 * [|Tangent as circular function] ||
 * ** 7. Teaching at the school engages students as critical thinkers with developing views of their own. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|Volume eggsperiment.pdf]
 * [|ASMA math contest results.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:
 * Students seek out extra help from teachers, peers and others and resources outside the school.
 * We have a Peer tutoring program run through the Counseling Department. ||
 * ** 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ** ||||  ||   ||   || X ||
 * Evidence:
 * SAS has an ESOL department which provides support within the classroom and through more intensive small class support. We also have a writing center. ||
 * ** 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ** ||||  || X ||   ||   ||
 * Evidence:
 * We use software to check for plagiarism. In the student handbook pg 37 deals with academic honesty. Students must sign an agreement to abide by this policy. ||

The statement of conclusions

 * === Strengths === ||
 * The EAGLES gives our school a framework for empowering students to become more responsible for themselves. ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Students need to take a greater initiative when their grades are poor such as contacting teachers.====
 * 1) 10 -- Academic honesty || ====Change in school policy which puts a greater onus on the student to be responsible for managing their learning.==== ||


 * === 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==== ||

We frequently provide opportunity for students to give feedback on their current level of understanding before moving to new topics. Self-assessment reflection forms are given after major assessments.
 * === 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:
 * Assessment policies are deferred to course instructors. We are currently in the process of developing a school-wide assessment policy. ||
 * **2. Assessment at the school is viewed as being integral with planning, teaching and learning.** ||||  ||   ||   || X ||
 * Evidence:
 * Professional Development is currently focusing on the creation of a school-wide assessment policy. ||
 * **3. Learning expectations and integral assessment strategies are made clear to students and parents.** ||||  ||   ||   || X ||
 * Evidence:
 * At the start of the year in each course clear expectations including category weightings are provided. ||
 * **4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.** ||||  ||   || X ||   ||
 * Evidence: Professional Development is currently focusing on the creation of a school-wide assessment policy. ||
 * **5. Learning at the school involves students in both peer- and self-assessment.** ||||  || X ||   ||   ||
 * Evidence:
 * Within the math department we focus on self-assessment. ||
 * **6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.** ||||  ||   ||   || X ||
 * Evidence:
 * Math dept placement test for new students -- [|Math placement test.pdf]
 * [|Diagnostic test.pdf]
 * [|Math SL background knowledge.pdf] ||
 * **7. Students are provided with regular and prompt feedback to inform and improve their learning.** ||||  ||   ||   || X ||
 * Evidence: the math department provides prompt feedback on summative assessments via 24/7 access to Powerschool. ||
 * **8. Assessment at the school provides students with regular opportunities for reflection on their own learning.** ||||  ||   ||   || X ||
 * Evidence:
 * [|student self-assessment form] ||
 * **9.** **There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   ||   || X ||
 * Evidence: All data are recorded in Powerschool. ||
 * **10. The assessment process allows for meaningful reporting to parents about students’ progress.** ||||  ||   ||   || X ||
 * Powerschool allows for 24/7 internet access to grades and comments from teachers.
 * [|Powerschool screenshot] ||
 * **11. Assessment data is analysed to provide information about the individual needs of students.** ||||  ||   || X ||   ||
 * Evidence: Test self-assessment data are used by instructor. Data in Powerschool are used to provide information about students. ||
 * **12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.** ||||  ||   || X ||   ||
 * Evidence: Teachers use assessment data to reassess teaching strategies and assessments. ||
 * **13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject.** ||||  ||   ||   || X ||
 * Evidence: Assessments are created in line with standards and benchmarks which act as a catalyst for student learning. ||

The statement of conclusions

 * === Strengths === ||
 * Assessments are tied very closely to learning objectives written in the standards and benchmarks ||

Peer assessment || ====More time for teachers to review assessments==== Create a department level assessment policy Incorporate more peer assessment in the classroom ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Formal written assessment policy required====