Section+C+-+Curriculum+-+Group+1

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 ==== ||

ATLAS is not available for parents and students, but course descriptions are available online; course syllabi are available on teacher blogs.
 * === 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:

Standards documents from Atlas
 * [|Grade 9 Standards.pdf]
 * [|Grade 10 Standards.pdf]
 * [|Grade 11 Standards.pdf]
 * [|Grade 12 Standards.pdf]

Course timelines for selected IB courses from Atlas
 * [|English A1 Y1.pdf]
 * [|Chinese A1 Y2.pdf]

Syllabus SAS has expanded course offerings; teachers meet on a collaborate level with common assessments to determine student progress. We also use the STAR standardized program and support services. Grade nine and ten English is a general survey course, and rubrics are used to determine study ability. A range of genres and skills are covered in grades nine and ten. In grade nine and ten students have to respond to unfamiliar texts in a range of genres; assessments and information are available on ATLAS. Grades nine and ten focus on reading, writing, and speaking for content. The writing process is heavily focused upon in grades nine and ten. || Literature is chosen based on age and course level; relevancy towards students is more focused on teacher preference than student preference. Moving beyond the syllabus, there are a multitude of activities, such as Roots and Shoots and MUN, that encourage awareness of aforementioned issues. Curriculum is to be attached to the EAGLES as well. Grades nine and ten travel on China Alive to learn more about the host country’s culture. Students publish works as well. This aspect of the curriculum should be more present in the classroom. || This is somewhat reflected in the EAGLES, but also in our curriculum as demonstrated on ATLAS. As a whole, the curriculum of SAS encourages the more abstract domain of the IB learner profile. || SAS is developing a program towards self-assessment for WASC, and rubrics are heavily used. Peer assessment is commonly used in the writing process. Presentations are commonly used, and students write research-based papers at all levels. Group work and classroom work is commonly used at both the formative and summative level. || Some cultural and linguistic issues are taught; Texts for Chinese A1 have had a more diversity in terms of author gender; as part of our planning for the revised Group 1 courses, we are revisiting our reading lists with the goal of increased diversity in mind. || We review curriculum all year. || LiMing migrant school, Roots and Shoots, MUN, English Service Project || There are numerous opportunities for students to display work. English uses bulletin boards. IOPs are videotaped and shared. || ELL students are heavily encouraged to speak English outside of English class, in order to develop greater proficiency; a level of proficiency in English is required to attend SAS. A1 Chinese is viewed by some as a foreign language; As the language of instruction, English is of course the predominant language of the school. || The school’s curriculum has a compulsory component for learning a foreign language. || SAS has an extensive counselling department and a dedicated IB coordinator. || See SAS’s course offerings. || There are three TOK teachers. || Very wide range of activities in C, A, and S areas || Counselling department, college fairs ||
 * [|A1 English IB Texts10-11 - Malone HL.pdf] ||
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   || X ||   ||
 * Evidence:
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  ||   ||   || X ||
 * Evidence: EAGLES and ATLAS; in Chinese classes IB curriculum is used. ||
 * **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:
 * [|English 10 Literary Presentations.pdf]
 * [|English 10 LitSnapshot 21-22.pdf] ||
 * **5. The curriculum encourages students to become aware of individual, local, national and global issues.** ||||  || X ||   ||   ||
 * Evidence:
 * **6. The curriculum promotes all the attributes of the IB learner profile.** ||||  ||   || X ||   ||
 * Evidence:
 * **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:
 * [|English 9 Self-Assessment.pdf]
 * [|Sylvia Plath Analysis.pdf] ||
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Chinese A1 IOP presentation.pdf] ||
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   ||   || X ||
 * Evidence:
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  || X ||   ||   ||
 * Evidence:
 * **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:
 * **13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.** ||||  ||   ||   || X ||
 * Evidence:
 * **14. The school actively supports the development of the mother-tongue language of all students.** |||| X ||  ||   ||   ||
 * Evidence:
 * **15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.** ||||  ||   ||   || X ||
 * Evidence:
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||||  ||   ||   || 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 ||
 * 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.** ||||  ||   ||   || X ||
 * Evidence:
 * **19. There is an appropriate and varied CAS programme.** ||||  ||   ||   || X ||
 * Evidence:
 * **20. The school provides guidance to students on progression to higher education and other career opportunities.** ||||  ||   ||   || X ||
 * Evidence:

The statement of conclusions
· Focused teachers · Technological Resources and Support · Teaching a wide range of skills thoroughly · Students are prepared for the exams and assessments · Students are encouraged to be inquirers, and are academically strong on a holistic level · EAGLES and IB are aligned ||
 * === Strengths === ||
 * · The program is clear and goals are achievable

· Teaching to be principled and caring is elusive · Supporting the mother tongue of non-native English speakers || More materials need to be in place in the library for non-English speaking students More collaboration between English and the other language departments Examine literature in our curriculum with regards to diversity ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * · Teaching International-Mindedness


 * === 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 ==== ||

M. Chao supports us || Teacher planning time is often taken up with administrative matters || M. Chao holds meetings to discuss student progress, counselling runs SST meetings. || Collaborative time is often taken up with meetings and other administrative matters. Teachers do allocate their own time to meet collaboratively when needed over common assessments. || ESOL, Writing Center, Special Services, Counseling, Differentiation. || Assessment is a WASC issue this year and is being addressed. || Strong focus in IB courses on preparation for IB assessments, literary analysis, essay-writing, and oral presentation are used in all English courses from Grade 9 on. ||
 * === 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:
 * ** 2. Planning at the school takes place collaboratively. ** ||||  || X ||   ||   ||
 * Evidence:
 * ** 3. Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  || X ||   ||   ||
 * Evidence:
 * ** 4. Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   ||   || X ||
 * Evidence:
 * ** 6. Planning at the school addresses assessment issues throughout the planning process. ** ||||  ||   ||   || X ||
 * Evidence:
 * ** 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: Presentations by ESOL teachers at faculty meetings ||
 * ** 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:

The statement of conclusions

 * === Strengths === ||
 * Effective planning at all grade levels on grade level and departmental teams ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ==== Administrative matters often intrude on teacher planning time. ==== || ==== Allot more time for teacher planning rather than staff meetings. ==== ||


 * === 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 ==== ||

Assessment is used effectively Students have access to technology and audio/visual technology; students could do more independent, self-assessment || We have teachers from multiple countries and backgrounds See ATLAS || Curriculum is gauged towards different ability levels; ESOL and Support Services are well-supported; teacher portfolios are good evidence || ESOL, Learning Support, Counselling, Technology || Demonstrated in a wide variety of assignments at all grade levels, plus Extended Essays || Teachers are readily available for extra help. || ESOL and writing center; grades eleven and twelve do need more support. It is important to note that the school charges a one-time ESOL fee. || The Plagiarism Clause in the handbook is very clear. The school also uses turnitin.com. ||
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || === Low === ||||||  || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|1st commentary.pdf] ||
 * ** 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:
 * [|English 10 Literary Shapshots.pdf]
 * [|Florentinos Lovers.pdf]
 * [|Graphic Interpretation Chapter 7 - The Stranger.pdf] ||
 * ** 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ** ||||  ||   ||   || X ||
 * Evidence:
 * ** 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:
 * ** 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ** ||||  ||   ||   || X ||
 * Evidence:
 * **7. Teaching at the school engages students as critical thinkers with developing views of their own.** ||||  ||   ||   || X ||
 * Evidence:
 * ** 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:
 * ** 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ** ||||  ||   || X ||   ||
 * Evidence:
 * ** 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ** ||||  ||   ||   || X ||
 * Evidence:

The statement of conclusions
The school effectively promotes student self-awareness. ||
 * === Strengths === ||
 * Our curriculum and teaching practice encourages differentiation and appreciation of multiple teaching perspectives.


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ==== We could focus more on making the students responsible for their own learning. ==== || ====Focus on self-assessment.==== ||


 * === 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 version available || see ATLAS || teacher blogs & formative assessment strategies will be made more evident to parents during the planning process || In process with WASC accreditation Peer yes, self improving. See ATLAS || Grades 9 and 10 use the STAR assessment; backgrounds are studied for transfer students. Formative assessment is used to plan effective instruction. Teachers endeavour to provide prompt feedback; Powerschool grade access || This is a work in progress in tandem with WASC accreditation Powerschool and ATLAS, also STAR Parent conference, teacher blogs, Powerschool access; feedback is centered more on numbers and not narrative feedback || We do have SSTs, but as a general whole this does not occur. Grades 9 & 10 do meet to discuss student needs. || see ATLAS || see ATLAS
 * === 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:
 * **3. Learning expectations and integral assessment strategies are made clear to students and parents.** ||||  ||   ||   || X ||
 * Evidence:
 * **4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.** ||||  ||   || X ||   ||
 * Evidence:
 * [|English 10 Literary Presentations.pdf]
 * [|English 10 Literary Shapshots.pdf]
 * [|Florentinos Lovers.pdf] ||
 * **5. Learning at the school involves students in both peer- and self-assessment.** ||||  ||   || X ||   ||
 * Evidence:
 * **6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.** ||||  ||   || X ||   ||
 * Evidence:
 * [|G9 baseline data.pdf]
 * [|G10 baseline data.pdf]
 * [| Chinese A students survey.pdf] ||
 * **7. Students are provided with regular and prompt feedback to inform and improve their learning.** ||||  ||   || X ||   ||
 * Evidence:
 * **8. Assessment at the school provides students with regular opportunities for reflection on their own learning.** ||||  || X ||   ||   ||
 * Evidence:
 * [|English 9 Self-Assessment.pdf]
 * [|Migrant poster reflections.pdf]
 * [|Journalism reflections.pdf] ||
 * **9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   ||   || X ||
 * Evidence:
 * [|G9 baseline data.pdf]
 * [|G10 baseline data.pdf] ||
 * **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:
 * [|1st commentary.pdf]
 * [|English A1 HL Y1 final assessment.pdf] ||

The statement of conclusions

 * === Strengths === ||
 * Efficient methods to collect data and discuss it ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====More data analysis for upperclassmen==== || ====Regular structured time to analyze student work, other data in order to determine the individual needs of students==== ||