a.Staff and PD
Embedded Files
Professional Learning Communities (PLCs) play a vital role in strengthening teaching and learning by creating structured opportunities for educators to collaborate, reflect, and learn from one another. Through ongoing dialogue, shared inquiry, and collective problem-solving, PLCs promote reflective practice, consistency across classrooms, and continuous improvement—ensuring that professional learning has a meaningful and lasting impact on student learning.
🤝 Authentic Collaboration 🤝
Despite the challenges of finding suitable, shared time for collaborative meetings, our teaching teams consistently strive to connect—whether on campus or via Zoom. These collaborative sessions provide valuable opportunities to share professional insights, reflect on unit planning and implementation, and engage in meaningful dialogue that strengthens teaching and learning across the programme.
⛳Reflective & Purposeful⛳
⛳Reflective & Purposeful⛳
A Shared Journey of Learning
Our school values collaboration as a key driver of meaningful learning. We engage in multiple forms of collaboration with teachers and parents, including professional learning meetings, collaborative planning sessions, parent workshops, student-led conferences, and ongoing communication. These partnerships reflect the IB philosophy by promoting shared responsibility, open dialogue, and a collective commitment to supporting student agency, reflection, and holistic development.
WS 5-8-2025.mp4Professional development
Professional development
WS 3-8-2025.MOVCollaborative meeting
Collaborative meeting
FIRST DAY 5,6,7,8.mp4Parents' Orientation
Parents' Orientation
⛳ ongoing professional development ⛳
⛳ ongoing professional development ⛳
Teachers participated in IBSEA professional development workshops focused on inquiry-based pedagogy, collaborative planning, and reflective teaching practices. This learning supports continuous improvement and alignment with IB PYP philosophy and standards.
Community engagement through school events plays a vital role in enriching learning and strengthening connections between students, families, and the wider community. School events such as Anti-Bullying Day, Farm Day, Soil Day, Space Day, and other celebrations are intentionally linked to the Units of Inquiry, allowing students to apply their learning in authentic, meaningful contexts. These experiences extend inquiry beyond the classroom, promote real-world connections, and support the development of conceptual understanding, student agency, and the IB Learner Profile
eledrly day coverage.mp4Elderly People Day
FIRST DAY 5,6,7,8.mp4Back to School
peace day.MOVPeace Day
sign language day.MOVSign Language Day
Space Day
Soil Day
Farm Day
Anti-Bullying Day
Student Support
1.Behaviour Monitoring & Well-Being System
The school implements a structured behaviour monitoring and well-being system to support positive behaviour, student well-being, and social-emotional development in line with IB philosophy. The system is supportive and formative, focusing on helping students reflect, grow, and succeed.
How the System Works
How the System Works
Teachers observe and record behaviour using an internal tracking tool.
Behaviour patterns are reviewed to identify student needs early.
Classroom strategies and pastoral support are provided when needed.
Ongoing review ensures appropriate follow-up and student well-being.
Roles
Roles
Teachers: Monitor behaviour and support positive choices.
Well-being Team / Leadership: Provide guidance and intervention when required.
Students: Reflect on behaviour and develop self-management skills.
View Sample Behaviour Tracker --->
2.Assignment Tracking & Academic Monitoring System
The school uses an assignment tracking system to monitor student learning, support timely feedback, and promote student responsibility. The system helps teachers identify learning needs, plan follow-up support, and encourage students to take ownership of their learning. All processes are aligned with the school’s Assessment Policy and the IB philosophy of developing reflective and principled learners.
How the System Works
How the System Works
Teachers record assignments, submission dates, and feedback using an internal tracking tool.
Patterns in student engagement and completion are reviewed regularly.
Follow-up support is provided for students who need extra guidance.
Students are encouraged to reflect on their learning and manage their assignments responsibly.
Roles
Roles
Teachers: Monitor progress, provide feedback, and plan support.
Students: Track their own progress, complete assignments, and reflect on learning.
Leadership / Academic Coordinators: Oversee the system and ensure consistent implementation.
TO illustrate our system, a sample assignment tracker is provided below:
TO illustrate our system, a sample assignment tracker is provided below:
3.Teacher Materials Monitoring Tracker
3.Teacher Materials Monitoring Tracker
IB Standards Alignment
IB Standards Alignment
To ensure teaching resources are consistently uploaded and aligned with the curriculum, the school uses a Teacher Materials Monitoring Tracker. This tracker helps the leadership and teaching team review class materials, assignment posting, and overall preparation, supporting reflective practice and collaboration.
🔗 View Sample Teacher Materials Tracker
4.Support / Intervention Tracker
4.Support / Intervention Tracker
To monitor the progress of students receiving support, teachers are requested to assess each student before and after the intervention. This helps to track improvements and identify areas that may need further attention. Teachers should mark the student’s level before and after support and provide brief remarks if necessary to give context to their observations. Completed assessments should be scanned and uploaded for record-keeping.
Sample Tracker:
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