Section+C+-+Curriculum+-+Group+2


 * === 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 theschool community. === ||  ||= X ||

ATLAS RUBICON AND TEACHERS 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:
 * Blog links []
 * Atlas timelines for selected Group 2 courses
 * [|English A2 Y1.pdf]
 * [|Mandarin B SL Y1.pdf]
 * [|Chinese A2 Y2.pdf]
 * [|French ab initio Y1.pdf]
 * [|Spanish B Y2.pdf]
 * Sample course syllabus [|Spanish ab initio Y1 syllabus.pdf] ||
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   ||   || X ||
 * Evidence:  ATLAS RUBICON
 * This is shown by our wide range of offerings in French, Spanish, and Chinese. As Chinese is the language of our host country, our range of offerings in this area is especially extensive.
 * Course offerings [|Chinese, French & Spanish course catalogue excerpt.pdf]
 * [|English A2 Syllabus.pdf]
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  ||   ||   || X ||
 * Evidence:  ATLAS RUBICON
 * [|Chinese, French & Spanish course catalogue excerpt.pdf]

|| As an example, it can be seen that in the Spanish flowchart, MS students cover the Spanish I subject in two years, Spanish A and B, as it is understood that because of their age and stage of development to cover Spanish I in only 1 year would be very hard for them
 * Syllabi for Spanish pre-IB (MS and HS lower levels), IB syllabi adapted from IB materials from OCC
 * [|MS Español A.pdf]
 * [|MS Español B.pdf]
 * [|HS Español I.pdf]
 * [|HS Español II.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 ||
 * Evidence:
 * [|Chinese, French & Spanish course catalogue excerpt.pdf]
 * [|English A2 Syllabus.pdf]
 * [|English A2 Untranslatable Words.pdf] ||
 * **5. The curriculum encourages students to become aware of individual, local, national and global issues.** ||||  ||   ||   || X ||
 * Evidence:
 * [|SAS EAGLES.pdf]
 * English A2 Minority Language debate [|English A2 Debate You speak Waggoo.pdf]
 * Ab initio themes relate to issues on a variety of levels.
 * This is evident in Language B, SL and HL, where topics as ecology are used to develop the language. As an example, we attach an article in a Spanish newspaper, about arrange marriage in Shanghai (awareness of local community). [|Mercado_Nupcial.jpg]


 * Chinese: The themes we chose for IB students are lately updated brought close connections to current social events and global issues, for example, the one-child family, the difference between Chinese education and American Education, Global Warming, and etc.
 * All //ab initio// and B and some A2 topics are connecting to current events/issues,
 * Examples:
 * ab initio: school life, Shanghai EXPO, family
 * Language B: global issue, EXPO, environment, health, Japanese Earthquake ||
 * **6. The curriculum promotes all the attributes of the IB learner profile.** ||||  ||   ||   || X ||
 * Evidence:
 * [|SAS EAGLES.pdf]
 * Class projects e.g. Dying Language Research Project -- English A2
 * [|English A2 Language survey doc.pdf]
 * Language B (SL and HL) oral exams - it is not enough that the students dominate the language, but they need to demonstrate that they are able to present deep thoughts.
 * ** It is not enough for the students to be able to talk for around 12 minutes, only describing information, but the students need to demonstrate that they are able to organize the information with an introduction and conclusion, they have to be able to give points in favor, against, and finally a conclusion, etc. Simple thoughts are just to give superficial info. But an IB student is required to produce complex thinking, with facts to support his thesis, interpretation, etc. ** ||
 * **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:
 * Classroom activities & teaching strategies.
 * English A2 Action Plan for Things Fall Apart Mask Project -- students set their own interim deadlines [|English A2 Action plan for TFA project.pdf]
 * [|Mandarin B vocab quiz.pdf]

To prepare their internal assesment, their students need to choose a topic that interest them, and research that topic, in the target language. It is not a topic studied in the class, the students are resposibles of studying the new vocabulary and doing their research so they are able to present their thesis and keep a conversation with the teacher about that specific topic. ||
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Learning Domains or Bloom's Taxonomy.pdf]
 * [|Mandarin B critical thinking questions.pdf]
 * [|Mandarin B 观后感3-2-1.pdf]

In Ab Initio, Language B, and Language A2, the internal assessment consists in two parts: - Individual oral - Interactive oral. In the interactives (minimum three per year) the students have to debate, present their ideas, role-play, and act in an environment that simulates a real one in the target language.


 * As an evidence, we attach one of the interactives made in Spanish B -- [|Spanish B Y2 Educación Interactivo - Grupo 2.pdf] ||
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   ||   || X ||
 * Evidence:
 * [|English A2 HL Rubric for presentation of Tempest Individual to SLs.pdf]
 * [|Chinese A2 media and culture project.pdf]
 * [|Mandarin B SL student video (collaborative)]
 * [|Proyecto Sp. III Programa de televisión.pdf]
 * [|Video for Spanish 3 -- Futbol]

As an evidence, we have attached a project made in the Spanish III (pre-IB) class.

The students have to work both independently and collaborative. They need to create a TV program. Collaborative: They need to decide what part will cover each student, and then edit a video with all the pieces. Individual: Each student is responsible of taping and creating his own part, but they need to get together with a global idea. ||
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  ||   ||   || X ||
 * Evidence: Various activities in class. Ex: Project on Chinese holidays.
 * [|English A2 Debate You speak Waggoo.pdf]
 * [|English A2 Things Fall Apart Mask Project.pdf]
 * [|photo_of_Things_Fall_Apart_mask_project.JPG]
 * [|English A2 quotes about language.pdf]
 * An IB Language B student make a research of abortion in Spain, and in her ideas is the influence of the Catholic Church, ethic values, etc. Those values are addressed in the curriculum also. [|Aborto en España.pdf]

As an evidence, we will also mention this. For the Internal Assessment in Language B, the students have to do their own research of a topic related with the target language. Students are encourage to analize the differences between the local culture (Shanghai, China), with the target language, for instance Spain, France or Spanish/French speaking countries in the world. || ||   ||  || Very wide choice of actvities ||
 * **11. The curriculum is regularly reviewed in the light of programme developments.** ||||  ||   ||   || X ||
 * Evidence:
 * Spanish & French wiki http://sas-globalanguages.wikispaces.com/
 * SAS Global Languages review taking place this year in conjunction with rollout of revised IB language courses -- we have sent ||
 * **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:
 * We are in touch with the Spanish Consulate, and we received updates of the cultural program for the week, in Shanghai, that is posted monthly out to the class. Students can take advantage of conferences, art exhibitions, movies, etc, in Spanish, offered in Shanghai by the Spanish consulate -- [|Proyecto Sp. III Programa de televisión.pdf]
 * Student-conducted interviews of the school security guards in Chinese
 * [|EAGLE article -- Chongming Island field trip.pdf]
 * [|EAGLE article -- Suzhou field trip.pdf]
 * [|EAGLE article -- local school trip.pdf] ||
 * **13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.** ||||  ||   ||   || X ||
 * Evidence:
 * [|photo_of_English_A2_Untranslatable_Word_project.jpg]
 * [|photo_of_Things_Fall_Apart_mask_project.JPG] ||
 * **14. The school actively supports the development of the mother-tongue language of all students.** ||||  ||   || X ||   ||
 * Evidence:
 * Offering English A2 for students allows students to enroll in the Language courses that are most appropriate for them, including Self-Taught languages.
 * [|English A2 Untranslatable Words.pdf]
 * [|English A2 Language survey doc.pdf] ||
 * **15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.** ||||  ||   ||   || X ||
 * Evidence:  Course catalogue []
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||||  ||   ||   || X ||
 * Evidence:  Course catalogue [] + counselling department
 * **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:  Course catalogue []
 * Counselling department
 * Power School
 * **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: Some topics seen in class mirror TOK topics
 * [|English A2 What is Truth.pdf]
 * [|Spanish B Y2 Educación Interactivo - Grupo 2.pdf] ||
 * **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: counselling department ||

The statement of conclusions
-Group 2 is “globally minded” (activities reflect EAGLES philosophy) - Regular review of our curriculum ||
 * === Strengths === ||
 * -High quality of academics at SAS. We make it very explicit to the community (various modes of communication)


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * Collaboration with other departments. || Time during PD days to form links between departments. ||


 * === 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 ||

Y1, Y2 Teacher meetings, Counselor SST meetings, Powerschool
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || ** Low ** ||||||  || === **H**igh === ||
 * ** 1.All teachers are provided with the appropriate documentation, including relevant IBO publications, in preparation for all planning activities. ** ||||  ||   ||   || X ||
 * Evidence:
 * Teachers are provided with current IB curricular materials, and access to the OCC.
 * [|Spanish B Teacher Support Material] ||
 * ** 2. Planning at the school takes place collaboratively. ** ||||  ||   || X ||   ||
 * Evidence:
 * Monthly department meetings -- see sample agenda [|Global Languages meeting agenda 27 Jan 2010.pdf] ||
 * ** 3.Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|IB Hexagon.pdf] ||
 * ** 4.Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  ||   ||   || X ||
 * Evidence:
 * Course syllabi, EAGLES, Atlas
 * [|Spanish ab initio language-specific syllabus] ||
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   ||   || X ||
 * Evidence:
 * Academic support -- see example of [|Learning Improvement Plan.pdf]
 * Differentiation is provided to support students who have different levels for different facets of language learning. ||
 * ** 6. Planning at the school addresses assessment issues throughout the planning process. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|SAS Curriculum Overview.pdf] ||
 * ** 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:
 * ESOL teachers make regular presentations at faculty meetings [|Faculty Meeting Agenda.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:
 * Language curriculum review in progress this year
 * Atlas standards and benchmarks
 * [|Standards and Benchmarks Wiki screenshot] ||

The statement of conclusions
2. Assessments (including common assessments) are reviewed within department and division. 3. Cross-campus collaboration ||
 * === Strengths === ||
 * 1. Curriculum review within department (implementing new standards and benchmarks)

2. Collaborative meeting time to implement and share teaching strategies and common assessments || More time to meet within department and division. Create a common assessment bank ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * 1. Discussions between different departments


 * === 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==== ||


 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || ** Low ** ||||||  || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** ||||  ||   ||   || X ||
 * Evidence:
 * Placement tests
 * Study guides
 * Exam review guide [|Sp, 4. Guia de estudio, ex. fin. junio 09 copy.pdf] ||
 * ** 2. Teaching at the school allows students to become actively responsible for their own learning. ** ||||  ||   ||   || X ||
 * Evidence:
 * Subject guidelines and expectations provided to the students at the beginning of the year -- [|Grading and Homework Policy - Spanish.pdf] ||
 * ** 3.Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ** ||||  ||   ||   || X ||
 * Evidence:
 * Wide range of resources, including visual materials, online sites, integration of technology
 * [|Wiki Online Resources.tiff]
 * [|Chinese A2 writing CRITERIA 1.pdf]
 * [|Chinese A2 writing criteria 2.pdf]
 * [|Chinese 2 oral skit scenario.pdf]
 * [|Mandarin B vocab quiz.pdf] ||
 * ** 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ** ||||  ||   ||   || X ||
 * Evidence:
 * Review and development of standards and benchmarks
 * Overview of different cultures of the target languages
 * [|Standards and Benchmarks Wiki screenshot - Cultural Awareness.tiff] ||
 * ** 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:
 * Assessment review process
 * Assessment differentiation
 * Academic Support program
 * [|Assessment policy (draft 05 Aug 2010)] ||
 * ** 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ** ||||  ||   ||   || X ||
 * Evidence:
 * Training provided by the school on technology integration -- e.g [|Mac Training Night.tiff] ||
 * ** 7. Teaching at the school engages students as critical thinkers with developing views of their own. ** ||||  ||   ||   || X ||
 * Evidence:
 * Group 2 Internal Assessment (Interactive and Individual Oral)
 * [|Spanish B oral from May 2010 session] ||
 * ** 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 ||
 * XXEvidence:
 * [| Spanish A2. Obras leidas y personajes. copy.pdf] ||
 * **9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction.** ||||  ||   ||   || X ||
 * Evidence:
 * ESOL presentations at faculty meetings
 * [|Department Resources Inventory Wiki screenshot] ||
 * ** 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|Student handbook page -- Academic Honesty.pdf] ||
 * ||  ||   ||   ||   || X ||

The statement of conclusions
2. Availability of Self-Taught languages 3. Peer tutoring program 4 Critical thinking is always a prerequisite for IB assessments. 5. The principles of the EAGLES are reinforced and implemented throughout the curriculum. 6. Solid CAS program ||
 * === Strengths === ||
 * 1. Good Professional Development program yearly reviewed, developed and updated


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * 1. Integration of TOK collaboratively within Group 2 still needs further development || Integration of TOK content with assistance of Curriculum Coordinator and Administration ||


 * === 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 ||


 * === 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:
 * [|SAS Assessment Policy (draft).pdf] ||
 * **2. Assessment at the school is viewed as being integral with planning, teaching and learning.** ||||  ||   ||   || X ||
 * Evidence:
 * This is strongly emphasized in several areas of the draft assessment policy
 * [|Chinese Department Assessment Policy.pdf] ||
 * **3. Learning expectations and integral assessment strategies are made clear to students and parents.** ||||  ||   || X ||   ||
 * Evidence:
 * Course syllabi, blogs, wikis ||
 * **4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.** ||||  || X ||   ||   ||
 * Evidence:
 * [|Chinese Department Assessment Policy.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:
 * [| Chinese A students survey.pdf]
 * [|IB B SL Y1 pretest.pdf]
 * [|Pretest Self-Reflection.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:
 * [|Pretest Self-Reflection.pdf]
 * [|reflection on tests.pdf]
 * [|Self reflection on Oral.pdf]
 * [|student's self reflection sheet.pdf]
 * [|课堂小组讨论评分.pdf] ||
 * **9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   || X ||   ||
 * Evidence:
 * Powerschool ||
 * **10. The assessment process allows for meaningful reporting to parents about students’ progress.** ||||  || X ||   ||   ||
 * Evidence:
 * Powerschool -- allows for narrative comments ||
 * **11. Assessment data is analysed to provide information about the individual needs of students.** ||||  ||   || X ||   ||
 * Evidence:
 * SST meetings, IB teacher meetings ||
 * **12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.** ||||  ||   || X ||   ||
 * Evidence:
 * Observation, evidence is mainly anecdotal ||
 * **13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Chinese A2 writing CRITERIA 1.pdf]
 * [|Chinese A2 writing criteria 2.pdf] ||

The statement of conclusions

 * === Strengths === ||
 * ====C4.13 Students are regularly assessed against the objectives and assessment criteria of each subject, in a variety of ways.==== ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * C4.4 Balance of formative and summative assessments || Distinguish more clearly between summative and formative, so that formative assessments are more genuine opportunities for improving skills and understanding, and promote appropriate academic risk-taking ||  ||