Strategic Area 1: KIS Strategic Plan
Student Programs and Approaches to Learning and Teaching
Strategic Statement:
Offer a range of opportunities - academic, co-curricular, enrichment, and community stewardship - for the purpose of supporting the holistic development of all KIS students (and in so doing, operationalize the KIS Mission, Vision, and Core Values)
Updated IB PYP Action Plan: (2020 - 2022) (Copy)
The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s) (SfU) (0401-01)
The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community. (SfU) (0401-03)
CIS Input - Preparatory Evaluation Report November 2021
Excerpts
Conditions required for success
Who will be responsible?
How will it be achieved? Evidenced?
What is the intended outcome? Why?
(IMPACT ON STUDENT LEARNING)
Focus of programme development What question does the school want to answer? What challenge is the school facing? What goal does the school want to achieve? | ||
Rationale Briefly summarize the reasons the school selected this focus for programme development. | ||
| Planning | |
Guiding questions and prompts | School response (Completed at the start of the programme development planning process) | |
IB practices | Identify one or two practices to answer each question. Select practices from at least two categories of the programme standards and practices (PSP) framework.
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Impact | What will change for students? (Identify the target: all students or subsets of students.) |
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Data and evidence | How will you learn what the impact of the work is? (What data or evidence will be gathered?) |
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(Optional) Research and/or shared practice | What examples or research will inform the approach or activities? What examples shared from other schools might inform the school’s approach or activities? How might research (published or unpublished) inform the school’s approach or activities? |
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PDP Template
Implementation and analysis | Reflection on implementation and analysis | |||
| Guiding questions and prompts | School response (Completed at the start of the programme development planning process) | Guiding questions and prompts | School response (Completed at the conclusion of the programme development activities) |
Activities | What activities will lead to the outcome? (Who will do what? By when?) |
| What were the major activities undertaken to achieve the outcome? |
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Analysis of data or evidence |
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| What did the data or evidence show was the impact on students? |
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Examples of impact |
| Attach 1–3 examples that show the impact on students. (For example, documents, photographs, short audio or video files.) |
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Understanding and application | ||
Summary | What did the school learn from engaging in this programme development effort? What factors led to this effort having, or not having, an impact? |
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Further or future considerations | What was learned from this analysis that can be applied to further development of this area or to developing other areas of the IB programme in the school? |
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Priorities for programme development | What areas of the programme will the school now prioritize for development? Why? |
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Purpose (0101)
Standard:
Schools implement IB programmes to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
Practice:
Environment (02) - Leadership & governance (0201)
Standard
The leadership and governance of IB World Schools create and sustain high-quality learning environments.
Practices
Environment (02) - Student Support (0202)
Standard
Learning environments in IB World Schools support student success.
Practices
Environment (02) - Teacher Support (0203)
Standard
Learning environments in IB World Schools support and empower teachers.
Practices
Culture (03) - Culture through Policy Implementation
Standard
Schools develop, implement, communicate and review effective policies that help to create a school culture in which IB philosophy can thrive. (0301)
Practices
Learning (04) - Coherent Curriculum (0401)
Standard
Learning in IB World Schools is based on a coherent curriculum.
Practices
Learning (04) - Students as Lifelong Learners (0402)
Standard
Learning in IB schools aims to develop students ready for further education and life beyond the classroom.
Practices
Learning (04) - Approaches to Teaching (0403)
Standard
IB programmes encourage approaches to teaching that create learning experiences that are shown to be meaningful to the school community.
Practices
Learning (04) - Approaches to Assessment (0404)
Standard
Learning, teaching, and assessment effectively inform and influence one another.
Practices
Purpose - 0101
Standard:
Schools implement IB programmes to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
Practice:
The school’s pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate life-long learners. (0101-02)
Environment - 0201
Standard
The leadership and governance of IB World Schools create and sustain high-quality learning environments.
Practices
The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community. (0201-03)
Conditions required for success
Who will be responsible?
Learning - 0403
Standard
IB programmes encourage approaches to teaching that create learning experiences that are shown to be meaningful to the school community.
Practices
Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)
Teachers focus on conceptual understanding to support students in developing their ideas. (0403-02)
Environment 0203
Standard
Learning environments in IB World Schools support and empower teachers.
Practices
The school ensures that teachers use current IB resources and regularly review their implementation of the programme. (0203-01)
The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice. (0203-02)
How will it be achieved? Evidenced?
Learning - 0401
Standard
Learning in IB World Schools is based on a coherent curriculum.
Practices
Culture - 0301
Standard
Schools develop, implement, communicate and review effective policies that help to create a school culture in which IB philosophy can thrive. (0301)
Practices
What is the intended outcome? Why?(IMPACT ON STUDENT LEARNING)
Learning - 0402
Standard
Learning in IB schools aims to develop students ready for further education and life beyond the classroom.
Practices
Learning - 0404
Standard
Learning, teaching, and assessment effectively inform and influence one another.
Practices
Conditions required for success
(0101-02) The school’s pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate life-long learners.
(0201-03) The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum and serves the changing needs of its community.
Who will be responsible?
(0403-01) Teachers use inquiry, action and reflection to develop natural curiosity in students.
(0403-02) Teachers focus on conceptual understanding to support students in developing their ideas.
(0203-01) The school ensures that teachers use current IB resources and regularly review their implementation of the programme.
(0203-02) The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice.
How will it be achieved? Evidenced?
(0301-05) The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth
(0401-03) The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community.
What is the intended outcome? Why?(IMPACT ON STUDENT LEARNING)
(0402-04) Students grow in their ability to make informed, reasoned, ethical judgments.
(0402-06) Students take ownership of their learning by setting challenging goals and pursuing personal inquiries.
(0404-01) Students and teachers use feedback to improve learning, teaching and assessment.
(0404-02)The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.
Programme Development Plan
Area of focus: Maths Curriculum
Programme Development Plan
Area of focus: Maths Curriculum
Conditions:
The Primary Leadership team and maths coordinator create an 18 month action plan that is communicated and shared with the primary community.
That time is provided in primary faculty meetings and committee meeting time for action plan.
That teaching teams acknowledge the different focus points of the Programme Development plan and collaborate to add to the evidence and success of the programme.
Why:
As a learning community that we have a shared understanding of how students best learn mathematical concepts and skills.
That we, as a learning community intentionally use the maths written curriculum to support our teaching, learning and assessment practices.
That students build agency in themselves as mathematical thinkers.
That students build efficacy as assessment capable learners.
Who:
Our maths Coordinator and PYP Coordinator will lead this programme development plan, using the expertise from a small driving committee of 5 and the collective professional support of the KIS teaching teams.
All Primary staff will be invited and included in different capacities and at different times through the action plan.
How:
We will develop an 18 month plan that includes a focus on the written, taught and assessment maths curriculum at KIS.
This action plan includes a number of checkpoints and balance of priorities across the written, taught and assessed curriculum.
We will use an appreciative inquiry and collaborate within and across teaching teams.
We will connect with the IB Documents and further research & PD to support our inquiry.