Section+C+-+Curriculum+-+TOK


 * === 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 === ||

Flexible curriculum, linked to extracurricular activities, Hunger documentaries, centre around students’ individual interests, blog topics are based exclusively on students’ experiences Aims packet, subject guide Blog, TOK presentations blog, presentations, Hunger documentaries, links to CAS (https://saspudong.managecas.com/login) || blog, Hunger documentaries, simulations, presentation, reflection assignments Research for essay and presentation, essay ‘trailer’, interviews and ‘alternative’ research sources for assignments, self-assessment trailer assignment, blog, class oral activities (‘Allegory of the Cave’), guest speakers Combine classes, invite Y1 to Y2 presentations, large and small group, ie., sense perception Scavenger Hunt Guest speakers (and their podcasts are on the blog)
 * === 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:
 * Course outline is published on the blog ([|blogs.saschina.org/pudongtok]); changes every year given the needs of the students and the most timely and relevant current events.
 * Google calendar and assignment rubrics also on blog; also a resource tab linking online resources
 * HOWEVER: TOK Curriculum not in the form of a comprehensive document ||
 * **2. The curriculum is developed with consideration for students’ previous learning experiences and future educational needs.** ||||  ||   ||   || X ||
 * Evidence:
 * [|blogs.saschina.org/pudongtok]
 * [|TOK Hunger Project Documentary 2010-11.pdf]
 * [|TOK Hunger video exemplar] ||
 * **3. The curriculum clearly identifies the skills, concepts, knowledge and attitudes to be taught over time.** ||||  ||   || X ||   ||
 * Evidence:
 * [|TOK Course Outline Y1.pdf]
 * [|TOK Course Outline Y2.pdf]
 * [|TOK Guide.pdf]
 * [|2010-2011 TOK Year 2_Planner.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:
 * [|Student TOK presentation -- multiple intelligences]
 * [|Student TOK presentation -- gun control] ||
 * **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:
 * [|Self Evaluation Form.pdf]
 * [|Intro to Blogging lesson.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 ||
 * Evidence:
 * [|Essay Trailer Self Assessment.pdf]
 * [|Self Evaluation Form.pdf] ||
 * **8. The curriculum provides ample opportunity for student inquiry and the presentation of ideas.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Essay Trailer Self Assessment.pdf]
 * [|Allegory of cave group activity.pdf] ||
 * **9. The curriculum provides opportunities for students to work both independently and collaboratively.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Allegory of cave group activity.pdf]
 * [|Sense Scavenger Hunt.pdf]
 * [|Truman Show Assignment.pdf] ||
 * **10. The curriculum is sensitive to cultural, gender, linguistic, ethnic and religious differences.** ||||  ||   ||   || X ||
 * Evidence: guest speakers, Cultural Paradigm assignment, emotions assignment (bring in something which evokes an emotional response), a study of such differences is actually part of our program!
 * [|Cultural Paradigms Assignment.pdf]
 * [|Personal Emotions.pdf] ||
 * **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:
 * [| Dr. Cantrill Presentation.pdf] ||
 * **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 public
 * Presentations open to school and parents, with Y1 students specifically encouraged to attend
 * Blog is a public site
 * Documentaries on the video portal
 * Y1 students permitted to review Y2 essays
 * For next year, will officially invite parents to TOK presentations. ||
 * **14. The school actively supports the development of the mother-tongue language of all students.** ||||  || X ||   ||   ||
 * Evidence:
 * Language is a unit of study in TOK (see unit in Atlas, under MaryPat and Marney, Year 1 ToK) ||
 * 15. **The school provides opportunities for students to learn at least one language in addition to their mother tongue.** ||||  ||   ||   || X ||
 * Evidence: Students have to take a second language; not part of TOK considerations ||
 * **16. The school provides appropriate information about the programme to potential students and advises them in their choice of courses.** ||||  ||   || X ||   ||
 * Evidence: N/A ||
 * **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: N/A ||
 * **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: School has been extremely supportive in scheduling TOK so that various sections share a time slot and we can ‘team teach’ as a regular part of instruction. ||
 * **19. There is an appropriate and varied CAS programme.** ||||  ||   ||   || X ||
 * Evidence: see Overview of CAS given to students
 * [|Overview of CAS for Students.pdf] ||
 * **20. The school provides guidance to students on progression to higher education and other career opportunities.** ||||  ||   ||   || X ||
 * Evidence: ||

The statement of conclusions
Schedule – can see both sections together or separately; can meet with both teachers; can flip teachers to cover multiple aspects of a unit Drawing on many aspects of school life Flexible curriculum maximizes use of everyday connections to subject matter ||
 * === Strengths === ||
 * Teacher-teacher, student-student and teacher-student collaboration


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====Written curriculum document==== || ====More collaboration time for teachers====

Keep time for hands-on activities, trust-building
||


 * === 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 documents are updated on the Server in the IB folder file; include librarian in the future ||
 * ** 2. Planning at the school takes place collaboratively. ** ||||  ||   ||   || X ||
 * Evidence:
 * Courses in same time block (but this may change) -- Both sections of TOK Y1 currently are scheduled in the same time block, and the same is true for both sections of TOK Y2. (This may change in the future based on other schedule constraints.) The TOK teachers take advantage of this with flexible groupings of students. Evidence of collaborative planning -- [|2010-2011 TOK Year 2_Planner.pdf]
 * Y1 and Y2 teachers mark essays together -- [|Essay with feedback from 2 teachers.pdf]
 * If at all possible, it would be great to have the IB Coordinator free during Y2 TOK block ||
 * ** 3.Planning at the school enables all teachers to gain an overview of the students’ whole learning experience. ** ||||  ||   || X ||   ||
 * Evidence: IB Coordinator plans sessions 2x a year where all teachers gather to discuss progress of all students; TOK one of few places where we encourage connections between subject areas (guest speakers) ||
 * ** 4.Planning at the school is based on agreed expectations for student learning and in the context of a coherent programme. ** ||||  ||   ||   || X ||
 * Evidence: common rubrics, common planning time, self-evaluations, students earn a mark for TOK that is calculated as part of their GPA. ||
 * ** 5. Planning at the school accommodates a range of learning needs and styles, as well as varying levels of competencies. ** ||||  ||   ||   || X ||
 * Evidence:
 * Range of activities tap into various learning styles, e.g. Allegory of a Cave multi-learning style class instructions -- [|Allegory of cave group activity.pdf]
 * Students choose very different roles for Hunger Project -- [|Roles for Hunger Project.pdf] ||
 * ** 6. Planning at the school addresses assessment issues throughout the planning process. ** ||||  ||   ||   || X ||
 * Evidence:
 * Assignments often assessed by more than one TOK teacher -- [|Essay with feedback from 2 teachers.pdf]
 * Multi-layered assignments
 * [|Pre Presentation Checklist.pdf]
 * [|Presentation Criteria.pdf]
 * [|Trailer Assignment_2010-2011.pdf]
 * [|Presentation Planning Document & Marking Form.pdf]
 * Highly reflective and process-oriented ||
 * ** 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 and essays stress communication, blog (blogs.saschina.org/pudongtok) considers variety of audience types, students respond to each other and to outsiders on the blog (ie., blogs.saschina.org/pudongtok …) ||
 * ** 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:
 * Guest speakers who are teachers make direct ties to the objectives of their subject matter
 * [|TOK guest speaker -- visual arts]
 * [|TOK guest speaker -- mathematics]
 * [|TOK guest speaker -- sciences]
 * TOK teachers do not all come from the same subject area. ||

The statement of conclusions
The connections we make to the groups Collaboration of planning, reflecting and teaching ||
 * === Strengths === ||
 * Use of guest speakers


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * ====More evidence needed of how much work we do with different learning styles (tends to be small in-class activities rather than larger assignments with written instructions that can be submitted as evidence)==== || ====More documentation of what we already do==== ||


 * === 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 === ||

We have access to the best of resources, like blogs, googledocs, technology necessary for making documentaries || 2 full-time ESOL teachers, pullout and push-in support in grades 9, 10, presentations at faculty meetings on ELL strategies || Consequences for cheating and plagiarism are clear ||
 * === Practices === |||||||||| === Degree of implementation === ||
 * === === || === Low === ||||||  || === High === ||
 * ** 1. Teaching and learning at the school builds on what students know and can do. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|TOK BLOG RUBRIC_Oct 2010.pdf]
 * Students choose their own, personally relevant topic for their presentation -- [|Student presentation - One Child Policy.pdf] ||
 * ** 2. Teaching at the school allows students to become actively responsible for their own learning. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|TOK Presentation Peer Feedback Form.pdf]
 * [|Trailer Self Assessment for Essay.pdf]
 * [|Self Evaluation Form.pdf] ||
 * ** 3.Teaching at the school uses a range and balance of teaching strategies to meet the objectives of the programme. ** ||||  ||   ||   || X ||
 * Evidence:
 * [|Emotional Intelligence Quiz.pdf]
 * [|Socratic Questions Activity.pdf]
 * [|Pictionary words to laminate.pdf]
 * [|Allegory of cave group activity.pdf] ||
 * ** 4. Teaching and learning at the school recognizes and reflects multiple perspectives. ** ||||  ||   ||   || X ||
 * Evidence: That IS our curriculum!
 * [|TOK Course Outline 2010 Year One.pdf]
 * [|tok intro with cartoons 09-10.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:
 * Essay example feedback for future reference -- [|Essay - SP and Language Feedback Sheet.pdf] ||
 * ** 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: Again, this IS our course!
 * [|TOK blog]
 * Ways of Knowing essays -- [|Essay - WofK.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:
 * [|Why good people do bad things.pdf]
 * [|Your morals.org.pdf] ||
 * ** 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

 * === Strengths === ||
 * Critical thinking, multiple perspectives -- this is the essence of TOK! ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * Academic honesty || More pro-active approach is needed ||


 * === 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 === ||

Mainly informal, done through discussion, other introductory activities || Various types of formative feedback are given. Besides feedback on practice essays of various sizes, and on student blog posts, here is a less traditional means that we use for formative assessment. Powerschool -- good for summative, we are trying to find ways to make it more useful for formative assessment. || Powerschool -- some similar concerns to #9 || SST, IB teacher meetings on student progress || Happens continually but on an informal basis ||
 * === 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:
 * [|TOK Course Outline Y1.pdf]
 * [|TOK Mark Scheme 2008.pdf]
 * [|Matrix - TOK.pdf] ||
 * **2. Assessment at the school is viewed as being integral with planning, teaching and learning.** ||||  ||   ||   || x ||
 * Evidence:
 * [|TOK blog]
 * [|Presentation Trailer Assignment.pdf]
 * [|Self Evaluation Form.pdf]
 * [|TOK Presentation Peer Feedback Form.pdf] ||
 * **3. Learning expectations and integral assessment strategies are made clear to students and parents.** ||||  ||   ||   || x ||
 * Evidence:
 * [|TOK Blog Rubric.pdf]
 * Teacher Blogs ([]): After “org/” type one teacher’s name: mpweber or mrosen or cjordan to access individual blogs. ||
 * **4. The school uses a balanced range of strategies for formative and summative assessment, which are reviewed regularly.** ||||  ||   ||   || x ||
 * Evidence:
 * [|formative - Presentations Checklist.pdf]
 * [|formative - Essay WofK.pdf]
 * formative -- [|Essay with feedback from 2 teachers.pdf]
 * formative -- TOK blog posts, e.g [|http://blogs.saschina.org/pudongtok/2010/12/09/blog-reply-“i-hate-vegetables-and-refuse-to-eat-them”/]
 * TOK essay -- summative
 * TOK presentation -- summative ||
 * **5. Learning at the school involves students in both peer- and self-assessment.** ||||  ||   ||   || x ||
 * Evidence:
 * [|TOK Presentation Peer Feedback Form.pdf]
 * [|Self Evaluation Form.pdf]
 * TOK Blog Comments, e.g. [] ||
 * **6. The levels of students’ current knowledge and experience are assessed before embarking on new learning.** ||||  || X ||   ||   ||
 * Evidence:
 * **7. Students are provided with regular and prompt feedback to inform and improve their learning.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Presentation Trailer Assignment.pdf]
 * [|ToK ‘Trailer’ for Essay.pdf] ||
 * 8. **Assessment at the school provides students with regular opportunities for reflection on their own learning.** ||||  ||   ||   || X ||
 * Evidence:
 * [|Self Evaluation Form.pdf]
 * [|self-assessment.pdf]
 * [|Presentations Checklist.pdf] ||
 * **9. There are efficient systems for recording data about student learning, which are in keeping with the requirements of the programme.** ||||  ||   || X ||   ||
 * Evidence:
 * **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:
 * [|Presentations Checklist.pdf]
 * [|TOK Mark Scheme 2008.pdf] ||

The statement of conclusions

 * === Strengths === ||
 * Feedback in varied forms, peer and self-assessment in TOK are strengths ||


 * === Practices in need of strengthening === || === Proposals for improvement === ||
 * Systems for analyzing and reporting data related to student progress

|| Teachers are working collaboratively to try different methods for this. ||