C1:Collaborative Planning
C1:Collaborative Planning
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C1: Collaborative Planning Standard
Standard C: Collaborative planning and reflection supports the implementation of the IB programme(s)
C 1.1a: The programme of inquiry and all corresponding unit planners are the product of sustained collaborative work involving all appropriate staff.
Strategies/Actions:
Homeroom and single subject teachers collaboratively plan units to integrate subject strands, enhancing students’ prior knowledge. The school balances transdisciplinary and single-subject teaching. Teachers, including specialists, share classroom outcomes to adjust based on student responses and learning, ensuring effective delivery.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.1b: Planning at the school makes use of the PYP planner and planning process across the curriculum and by all teachers.
Strategies/Actions:
All Home Room teachers use the PYP planners for all the units and work upon it collaboratively. Stand alone planners for Math, Language, Art, PE and Dance are also used as per format of the PYP planner.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 1.1c: Planning in the school addresses all essential elements to strengthen their transdisciplinary nature of the program.
Strategies/Actions: All the Home Room Teachers collaboratively plan the units addressing all the essential elements, Knowledge, Concepts, Skills, Learner Profile Attributes and Action.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: Head of School, Vice Principal, PYPC, EYC and all the Teachers.
Evidences
C 1.2: Collaborative planning and reflection takes place regularly and systematically.
Strategies/Actions:
A schedule has been made with fixed periodicity within the timetable to ensure allocated time within the regular school time for collaboration. In discussions, teachers describe the various complementary arrangements for collaborative planning for different purposes and they highlight how they find these various meetings valuable. In discussions, additional subject teachers describe how they are provided with opportunities to meet with each other as a team and with the class teachers for the purposes of collaboration.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.3a: There is a systematic approach to integration of the subject-specific scope and sequences and the programme of inquiry.
Strategies/Actions:
The scope and sequence documents have been made collaboratively by all the teachers integrating subject-specific scope and sequences with the POI. The scope and sequence documents are mapped and shared with all the teachers.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 1.3b: The school ensures balance and articulation between the transdisciplinary programme of inquiry and any additional single-subject teaching.
Strategies/Actions:
The POI is aligned vertically and horizontally and is articulated between transdisciplinary units of inquiries and single subjects.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.4: Collaborative planning and reflection ensures that all teachers have an overview of students learning experiences.
Strategies/Actions:
All the PYP team members meet in a fixed periodicity horizontally and vertically to plan and share the students progress. All the teachers have access to Toddle. The teachers have collaboratively made the timelines of the units and the same have been updated in the POI.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and all the team.
C 1.4 A: The school provides for easy access to completed PYP planners.
Strategies/Actions:
All the teachers have access to Unit planners on Toddle for storing and updating the planners and work upon it.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The governing body and the Head of School.
Evidences
C 1.4 B: The school ensures that PYP planners are coherent records of student learning.
Strategies/Actions:
PYP planners are regularly updated and used as records of planning, assessments and reflection. Each unit planner addresses identified knowledge, concepts, skills, action and the learner profile attributes and indicates how these will be articulated to give meaningful and authentic learning experiences to the students.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
Evidences
C 1.5: Collaborative planning and reflection is based on agreed expectations for student learning.
Strategies/Actions:
Learning outcomes as published in the scope and sequence documents and are used as a basis for collaborative planning and reflection.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.6: Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.
Strategies/Actions:
In collaborative planning, teachers across grades and in grade-level planning, include strategies for differentiation.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.7: Collaborative planning and reflection is informed by assessment of student work and learning.
Strategies/Actions:
In the collaborative meetings, student learning is discussed based on the on-going assessment performance.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.8: Collaborative planning and reflection recognizes that all teachers are responsible for language development of students.
Strategies/Actions:
The teachers in the collaborative meetings discuss learning the language, learning about the language and learning through the language. English is taught as the first language and all the teachers teach in English. Mother language support is given to students wherever required. Through the units, language development is enhanced.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
C 1.9: Collaborative planning and reflection addresses the IB learner profile attributes.
Strategies/Actions:
Collaborative planning focuses on the Learner profile attributes and in all the teaching and learning, the LP attributes are embedded. The student progress focusing on the LP is recorded in the SOLS.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: The Head of School, Vice Principal, PYPC, EYC and the team.
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