C3:Teaching and Learning
C3:Teaching and Learning
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Section C3: Teaching and learning
Teaching and learning reflects IB philosophy
C 3: Teaching and learning builds on what students know and can do.
Strategies/Actions:
Prior knowledge tests are conducted to understand what students know and build from there. Entry level tests for language and numeracy are taken for students.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: PYPC, EYC and the team.
Evidences
C 3.1: Teaching and learning aligns with the requirements of the programme(s).
Strategies/Actions:
Five essential elements of PYP can be seen in the planning, teaching and learning as well as assessments.
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 3.1 a: The school ensures that students experience coherence in their learning supported by the five essential elements of the programme regardless of which teacher has responsibility for them at any point in time.
Strategies/Actions:
The PYP teachers collaboratively plan, incorporate and design learning experiences that are relevant , significant , engaging and challenging to address the identified knowledge, concepts, skills, actions and the learner profile attributes.
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 3.1 b: The classroom teacher takes responsibility at least for the language of instruction, mathematics, social studies and science, to support the PYP model of transdisciplinary teaching and learning.
Strategies/Actions:
All classroom teachers are home room teachers and are responsible for teaching all subjects other than 2nd and 3rd language through transdisciplinary teaching.
When strategy to be achieved by or progress towards: In place
Person/group responsible for achieving the goal: PYPC, EYC and the team.
Evidences
Teacher's Time Table (Classes and collaboration)
C 3.1 c: The school ensures that personal and social education is the responsibility of all teachers.
Strategies/Actions:
The school ensures that personal , social and emotional well being of students is a shared responsibility between all the teachers. Principal, Vice-Principal, PYPC, EYC, MYPC, DPC and all the teachers are responsible for pastoral care and well-being of 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.
C 3.2: Teaching and learning engages students as inquirers and thinkers.
Strategies/Actions:
All the students are engaged in an inquiry based learning aligned with the PYP requirements. The teachers collaboratively plan and use PZ Thinking Routines and design authentic engagements to foster thinking and inquiry.
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 3.2 a: The school ensures that inquiry is used across the curriculum and by all teachers.
Strategies/Actions:
Provocations at the beginning of a unit are a powerful way to get students thinking about the inquiry. It helps students to wonder about what questions arise. The teacher’s role is to support student agency by giving them opportunities to ask questions that are challenging, significant, engaging and relatable. Classrooms have ‘wonder walls’ where student questions are displayed and visible. Students are the architects of their own inquiries, by posing and asking their own open-ended questions. This promotes student agency and develops a culture of questions. Teachers support students by explicitly teaching them what makes a good question, enabling them to explore new and deeper understandings. The inquiry process involves a range of inquiry-based strategies that help build student understanding. Such strategies include; making connections to prior knowledge, making predictions, collecting data, observing and reporting, classifying, researching and seeking information, testing theories and solving problems.
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 3.3 a: Teaching and learning addresses the competencies, experiences, learning needs and styles of students.
Strategies/Actions:
Differentiation and different learning styles are accommodated in the classes as well as assessments.
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 3.4: Teaching and learning promotes the understanding and practice of academic honesty.
Strategies/Actions:
The school has developed Academic Honesty policy and is promoted and practised ,samples of which can be seen in students' work.
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 3.5: Teaching and learning supports students to become actively responsible for their own learning.
Strategies/Actions:
Learner agency is promoted through SLCs, goal setting, self and peer assessments. The students use the SOLS book to reflect on their learning.
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 3.6: Teaching and learning addresses human commonality, diversity and multiple perspectives.
Strategies/Actions:
Multiple perspectives are celebrated and sought through assemblies, celebrations, discussions and group tasks. The teachers use various PZ Thinking Routines to elicit different perspectives from 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.
C 3.7: Teaching and learning addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue.
Strategies/Actions:
As a school all our students can understand the medium of instruction which is English, in case some students need support , that is given by the HRT.
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 3.8: Teaching and learning demonstrates that all teachers are responsible for language development of students.
Strategies/Actions:
All teaching is done using English language, in the process the students learn language through all teaching learning. Thus making all teachers responsible for language acquisition.
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 3.9: Teaching and learning uses a range and variety of strategies.
Strategies/Actions:
A number of thinking routines, graphic organisers, manipulatives and experiments are used during the teaching and learning.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: PYPC, EYC and the team.
C 3.10: Teaching and learning differentiates instruction to meet students’ learning needs and styles.
Strategies/Actions:
Suiting to the needs of the students differentiated learning engagements, catering to differentiated learning styles, intervention by a special educator are ensured. Children identified with special needs have a negotiated education plan.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: Special Educator, PYPC, EYC and the team.
C 3.10.a: The school provides for grouping and regrouping of students for a variety of learning purposes.
Strategies/Actions:
Grouping and regrouping are done based on the nature of the engagement identified and the learning needs & styles of the students.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: PYPC, EYC and the team.
C 3.11: Teaching and learning incorporates a range of resources, including information technologies.
Strategies/Actions:
A range of resources like ICT resources, both in classrooms and library, manipulatives, books in the library, VR sets, and learning spaces are available.
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 3.12: Teaching and learning develops student attitudes and skills that allow for meaningful student action in response to students’ own needs and the needs of others.
Strategies/Actions:
Student action is encouraged and appreciated. The evidence for the same is gathered from inside and outside classrooms, parents also support the same.
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 3.13: Teaching and learning engages students in reflecting on how, what and why they are learning.
Strategies/Actions:
The students reflect on the WHY, WHAT and HOW of learning. Different strategies for reflection are promoted and used after any substantial learning.
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 3.14: Teaching and learning fosters a stimulating learning environment based on understanding and respect.
Strategies/Actions:
The school has a culture of speaking softly and it is reiterated by all the members of the school. The school has an open-door policy and all the members of the community have the freedom to share learning, concerns and achievements equally. Group work with mutual understanding and respect is encouraged, where opinions and ideas of all are respected.
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.
3.14 a: The school provides environments in which students work both independently and collaboratively.
Strategies/Actions:
The inquiry based learning fosters group as well as independent learning. Students work in pairs/ groups based on the requirement. They even work independently.
When strategy to be achieved by or progress towards: In progress
Person/group responsible for achieving the goal: PYPC, EYC and the team.
C 3.14 b: Teaching and learning empowers students to take self-initiated action as a result of the learning.
Strategies/Actions:
Students are encouraged to initiate action and are supported to act as a result of the learning.
Sometimes the smallest of actions make the biggest impact. Examples include a change in attitude or taking a risk such as choosing to recycle in the yard or speaking at assembly. Other actions could include informing people, inspiring others to change their behaviour and choices, solving a problem or improving a situation, or building something or designing a solution or bookmaking around the current unit of inquiry.
Action walls are often on display in classrooms to celebrate success.
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 3.15: Teaching and learning encourages students to demonstrate their learning in a variety of ways.
Strategies/Actions:
Students are given voice, choice and ownership to demonstrate their learning through presentations (ICT), drawing, writing, skit, various graphic organisers.
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 3.16: Teaching and learning develops the IB learner profile attributes.
Strategies/Actions:
The learner profile attributes are intentionally taught , modelled, and integrated into all units of inquiry and across the entire curriculum, including specialist subjects. Students are given various opportunities to reflect on their growth in these attributes through activities like individual goal setting, self-reflection in portfolios, and discussions. Examples include reflections during the 'Interface', ‘School Assembly ’ and the 'Student Led Conference.' Additionally, students set learner profile goals, share their progress, and receive feedback, which is then communicated to parents during 'student-led' conferences. These reflective practices support students in actively engaging with their learning and developing essential learner profile qualities.
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.
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