Section+C+-+Curriculum+-+Group+4


 * === 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 === ||

See Atlas; unit calendars are mostly complete but individual unit plans are not yet complete; Atlas is available to teachers however teachers are beginning to include unit calendars/course outlines on 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:
 * [|Atlas Standards Overview G9 Science.pdf]
 * [|Atlas Standards Overview G10 Science.pdf]

Atlas timelines for selected IB classes Small class sizes( upload class size evidence); preparation in grades 9 and 10 for skill set necessary in experimental work ( upload 9 and 10 skills rubric); breadth of choice in course offering in IB sciences ( and non IB sciences) ( upload course offering doc); element of choice in grade 9 and 10 sciences ( upload 9 and 10 mapping/course selection doc) There is on-going work on the written curriculum in science (upload science dept meeting minutes); We are in the process of translating the course syllabi into well defined school curriculum on Atlas rubicon or into plans available to students on the teacher blog. There is a four semester development of skill across grades 9 and 10 ( upload grade 9 and 10 skill development scheme); there is a progression in skill development in IA assessed labs over the two years ( upload IA sample instructions); Science podcasts, student developed blogs address issues relevant to students ( upload podcast egs) High in Environmental science( upload lab example from cokes blog); difficulty in giving students field experience( anecdotal); alumni career day(upload list of speakers); guest speakers( parents in industry); physics project on energy sources ( upload instructions) Multiple design lab opportunities; group 4 student choice; grade 9 and 10 inquiry based labs;
 * [|Biology Y1.pdf]
 * [|Chemistry Y2.pdf]
 * [|Physics Y1.pdf]
 * [|Env Sys & Soc Y1.pdf] ||
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Four year science plans.pdf] ||
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  || X || X ||   ||
 * Evidence:
 * [|Gen Bio S1 Course Sequence.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:
 * [|Four year template_student.pdf]
 * [|G9&10 Lab criteria (draft).pdf]
 * [|Models and Expectations2.pdf]
 * [|PlanningPerformingExp2.pdf]
 * [|Presenting Data2.pdf]
 * [|Analysing Data2.pdf]
 * [|Evaluation2.pdf]
 * [|SkillsIdeas2.pdf]
 * [|TechSkills2.pdf] ||
 * **5. The curriculum encourages students to become aware of individual, local, national and global issues.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Env Sys & Soc Nature of Subject.pdf]
 * [|IB Env Sys and Soc Aims.pdf]
 * [|AP Env Science Syllabus - 2010-2011.pdf] ||
 * **6. The curriculum promotes all the attributes of the IB learner profile.** ||||  || X ||   ||   ||
 * Evidence:
 * [|IB Chemistry student blog comments] ||
 * **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: Student self and peer assessment of labs using the IB rubric; practice scoring of IA labs; student choice of lab experience, formative design labs for practice; mock exams.
 * [|G10 Physics peer scoring Moodle.pdf] ||
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Enzyme catalase]
 * [|G9 Physics Design Challenge.pdf] ||
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   ||   || X ||
 * Evidence: Individual experimental design experiences; group 4 collaborative experience; ||
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  ||   ||   || X ||
 * Evidence: mixed lab groups,;ESOL support for language learners; allowing students to use first language on occasion to enhance understanding ||
 * **11. The curriculum is regularly reviewed in the light of programme developments.** ||||  ||   ||   || X ||
 * Evidence: We have been reviewing our grade 9 and 10 science program; teachers taking online courses in IA; communication from IB coordinator of syllabus updates; use of OCC for updates and new ICT requirements

Following a major review and evaluation of the G9 and G10 science program, a new semester-based program was implemented in 2009-2010.

In preparation for the new program, changes were made to the scheduling and the spiraling of skills through the four semesters of grade 9 and 10.

Some highlights of the new program:


 * Grade 9 and First semester Grade 10 students each take one semester each of Biology, Chemistry and Physics.
 * Regardless of the topic/content of each semester students are taught and assess on the similar sets of skills. New skills are added each semester culminating with a final lab design project in the second semester of grade 10.
 * Students choose the second semester course in Grade 10 based upon further study plans and preference.
 * Leaves open the possibility of adding a fourth semester in the Earth and/or Environmental sciences.

· Much of the impetus for these program changes occurred based on the recommendations of a Jan 2009 external science audit. || The group 4 project (invitations to elementary students and admin); student videos and podcasts on school portal; student photographs in Eagle magazine; hallway display of student research projects; Lots of different types of activities ||
 * **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 able to bring in parents as speakers ( emails to parents as evidence); it is difficult to organise visits to the community outside as the school has legal limitations in place); China Alive trip each year ||
 * **13. Where appropriate, the curriculum provides for learning experiences to be made visible to others through displays, posters, public performances etc.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Biol 1 Viral Disease Informational Poster.pdf]
 * [|Biology 1 Wiki Revision Work.pdf]
 * [|EAGLE article featuring AP Bio] ||
 * **14.** **The school actively supports the development of the mother-tongue language of all students.** |||| X ||  ||   ||   ||
 * Evidence: Limited applicability in science, the focus is on the use of English in the classroom ||
 * **15. The school provides opportunities for students to learn at least one language in addition to their mother tongue.** ||||  ||   ||   || X ||
 * Evidence: See language dept offerings ||
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||||  ||   ||   || X ||
 * Evidence: See high school blog; counselling office info, IB info nights for parents; grade 9 and 10 course outline and meetings with rising 9th graders ||
 * **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: The normal school schedule does not provide sufficient recommended time for our higher level science courses, teachers must see students during their preparation time in order to meet the minimum hourly requirements; standard and higher level classes are combined so that neither SL or HL gets the most appropriate instruction for their level; the lack of balance in workload has a negative impact on lesson preparation and student learning; ||
 * **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: See TOK
 * [|Teacher guest presentation on TOK and the Sciences] ||
 * **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.** ||||  ||   ||   ||   ||
 * Evidence:
 * See information from counseling ||

The statement of conclusions

 * === Strengths === ||
 * Strong development of critical thinking skills from grade 9 through grade 12 in the sciences; student choice in course selection from grade 9 onward; differentiation in terms of student display of understanding; ||

2.Scheduling issues || ====1.This is on going on Atlas Rubicon and during science departmental meetings; administrative support for more departmental time==== 2.Flexible scheduling options that allow more time for HL students and that are sensitive to teacher and student workload ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====1.Articulation of taught curriculum====


 * === 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 ===

||


 * === 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: All documentation related to IBO is available on the OCC website; part exams are located on the school server; we have an effective school co ordinator ||
 * ** 2. Planning at the school takes place collaboratively. ** ||||  ||   || X ||   ||
 * Evidence:

Planning within the science department takes place at regular science department meetings on a monthly basis.This time is used for someof the following:


 * Grade-level planning to coordinate skill development in science (eg: Grade 9, Semester 1 teachers coordinating science skill instruction and assessment)
 * Department-wide Look @ Learning where teachers discuss common areas of science teaching and learning. (eg: look at student work samples of G9, G10, G11 lab reports using the “Slice” CFG protocol
 * Discussions of long-term science issues and goals. Examples include long term facilities improvement, chemical storage, preparation and disposal issues, ordering and resource management, lab safety.
 * Department time is also used to share new ideas, new techniques or new resources developed by teachers. Examples include common assessment rubrics, technology tips, and instructional strategies.
 * Planning of department-specific events. (eg: discussions and planning of the IB Group 4 Project days and logistics)
 * Department meeting agendas:
 * [|Sep 8 2010.pdf]
 * [|Sept 15 2010.pdf]
 * [|Oct 7.pdf]
 * [|Oct 27 2010.pdf]
 * [|Nov 12 2010.pdf]
 * [|Jan 12.pdf] ||
 * ** 3.Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  ||   ||   || X ||
 * Evidence: Co- ordinator has meetings through out the year where we look at student progress ||
 * ** 4.Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  || X ||   ||   ||
 * Evidence: Standards and benchmarks in Atlas ||
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   ||   || X ||
 * Evidence: Differentiation of planning labs, small class sizes support individual instruction; support for students through the counselling office; extended time on exams for selected students; a writing center to support second language learners; ||
 * ** 6. Planning at the school addresses assessment issues throughout the planning process. ** ||||  ||   || X ||   ||
 * Evidence: At this point in time we do not have a school assessment policy; student need for extra time is accommodated during examinations; the issue of formative and summative assessment is being address at the school this year; there is an IB major assessment calendar ( See Michael) ||
 * ** 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: We do a lot of language instruction during the writing of IA reports and in extended essays; in planning though, the assumption is made that other subjects such as English are language heavier than the sciences; there is more ESOL support in the English classes than in science classes; ||
 * **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: No evidence of this across divisions or disciplines ||

The statement of conclusions

 * === Strengths === ||
 * ===Within the department there is collaboration within the time structures permissible=== ||

Recognition of science as a language heavy discipline || ====More time allotted for collaboration in our department and for team planning time==== Allocate appropriate post exam reading time for the sciences ||
 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Planned collaborative meeting time====


 * === 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 === ||

Skill development document for grades 9 and 10; there is still work to be done on a science continuum at the school, the science curriculum review did not reach a definitive conclusion/consensus; small class sizes enable individual teachers to modify instruction to meet student learning needs. Use of technology that enables student to access information for themselves; Powerschool open 24/7 Varied instructional strategies ( upload teaching examples) CAS, TOK, Diverse curriculum Different pathways for students through grades 9 and 10; layered curriculum ( upload grade 10 chemistry bonding); TOK, Open ended lab investigations, science EE’s, reflective students blogs Use of TurnItIn.com; the school has an academic dishonesty policy; teacher requirements for citations in reports
 * === Practices === |||||||||| ** Degree of implementation ** ||
 * || ** Low ** ||||||  || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** |||| X || X || X || X ||
 * Evidence:
 * [|IB Chemistry BLOG Assessment Criteria.pdf]
 * [|Bio 1 Student Wiki Space Home Page Example.pdf] ||
 * ** 2. Teaching at the school allows students to become actively responsible for their own learning. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Chemistry BLOG Assessment Criteria.pdf] ||
 * ** 3.Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Chemistry BLOG Assessment Criteria.pdf] ||
 * ** 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|Teacher Guest Presentation on TOK and the Sciences] ||
 * ** 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:
 * [|G10 Chem Bonding_Layered curriculum.pdf]
 * [|IB Chemistry BLOG Assessment Criteria.pdf] ||
 * ** 6. Teaching and learning at the school is supported by a range of appropriate resources, including ICT. ** ||||  ||   ||   || X ||
 * Evidence: Very well resourced school only limited by speed of internet access ||
 * ** 7. Teaching at the school engages students as critical thinkers with developing views of their own. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Chemistry BLOG Assessment Criteria.pdf]
 * [|Grades 9&10 Four Semester Skill Sequence.pdf]
 * [|G9 Light Investigation.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: Peer tutoring, pre exam study sessions, writing center, ||
 * ** 9. Teaching at the school meets the needs of students who are not proficient in the language(s) of instruction. ** |||| X ||  ||   ||   ||
 * Evidence: Not applicable, our students must have a level of English for admission, full ESOL support stops at grade 10 ||
 * ** 10. Teaching and learning at the school promotes the understanding and practice of academic honesty. ** ||||  ||   || X ||   ||
 * Evidence:
 * [|Bio 1 use of Turnitin.pdf] ||

The statement of conclusions
There are a range of support services and ICT options that students can choose to access ||
 * === Strengths === ||
 * Teachers are able to address individual learner needs as we have small class sizes


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Continuum of learning in sciences 6 through 10==== || ====Further meetings between MS and HS to work on the curriculum==== ||

= = ||
 * === 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=== ||

A draft policy is just written but is not yet in the implementation phase || Formative assessment is an area the school is addressing this year; we have anecdotal evidence that a lot of formative evidence is happening in science classes || There is a plan to move forward as a school on this but we are the beginning of a long journey; many teachers have blogs that are available to parents outlining major assessments; course outlines and unit calendars are available to parents online || In process, we have just begun looking at the issue of formative and summative assessment. We each do a great deal of formative and summative assessment but there is not yet a process for regular collaborative review of assessments. IA work (and lab work in non-IB classes) at all levels, all major assessments in IB courses make significant use of past exam questions, these are also used for formative purposes ||
 * === 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:
 * [|IB Chemistry moodle quiz ionic bonding.pdf] ||
 * **5. Learning at the school involves students in both peer- and self-assessment.** ||||  ||   ||   || X ||
 * Evidence:
 * [|IB Chemistry moodle excerpt peer assessment.pdf]
 * [|Peer_and_self_assessment_in_science.png]
 * [|IB Chem bonding project peer assessment] ||
 * **6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.** ||||  ||   || X ||   ||
 * Evidence: There is some pre testing ; ( upload a sample pre test) ||
 * **7. Students are provided with regular and prompt feedback to inform and improve their learning.** ||||  ||   ||   || X ||
 * Evidence: Powerschool 24/7; regular written reporting; drafting of written reports and teacher feedback ||
 * **8. Assessment at the school provides students with regular opportunities for reflection on their own learning.** ||||  ||   ||   || X ||
 * Evidence: ||
 * **9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   ||   || X ||
 * Evidence: Powerschool: however we do not report on student learning outcomes; ||
 * **10. The assessment process allows for meaningful reporting to parents about students’ progress.** ||||  ||   ||   || X ||
 * Powerschool 24/7 reports a grade to parents, parent conferences twice a year, progress reports each quarter ||
 * **11. Assessment data is analysed to provide information about the individual needs of students.** ||||  ||   ||   || X ||
 * Evidence: Formative assessment data is used by teachers to modify instruction; the counselling office uses grades across disciplines to determine if students required additional support; ||
 * **12. Assessment data is analysed to inform the evaluation and subsequent modification of teaching and learning strategies.** ||||  ||   ||   || X ||
 * Evidence: See above ||
 * **13. Student learning is regularly assessed against the objectives and assessment criteria specific to each subject.** ||||  ||   ||   || X ||
 * Evidence:

The statement of conclusions
Assessment strategies are in part responsible for our students excellent results in external exams ||
 * ** Strengths ** ||
 * Small class sizes allow for individual modification of instruction


 * ====** Practices in need of strengthening **==== || ====** Proposals for improvement **==== ||
 * ====Departmental time allocation==== || ====Time to develop collaboratively effective formative and summative assessment instruments==== ||