Dynamic and Evolving Curriculum - ELT update

May 2025

• 1.1.1.  PYP Coordinator/VPOL/LCD met to discuss the next steps for ATL development in Primary and the links to the new PYP  Inquiry Learning Progressions. In the MYP a new initiative for 2025-2026 is being planned called the 'ATL Skills Masterclass' and the dates have been added to the master calendar. This will include three dedicated off-timetable sessions for students to spend time explicitly developing specific ATL skills in depth. In addition, there were 3-4 ATL skill teacher-led sessions on the staff PD day which teachers could attend from all three programmes. 

•  1.1.3 Book study completed- data on impact is being gathered. Phonic, Phonemic Awarenes and Word Morphology programmes that align with an agreed philosophy have been identified and selected for implementation for the next academic year. 

• 1.2.2 - The Secondary school dedicated one of the Thursday meetings to discuss assessments and the focus was to review the assessment goals each department had set in Semester 1. The teams were provided with reflection questions and dedicated time to discuss and reflect, looking forward to next academic year and what their next steps will be. 

• 1.2.3 - The proposal to begin using MAP Growth beginning September 2025 was accepted. We are now in the process of setting up the practical connections with NEAC, training for staff, and setting dates for student assessments in Mathematics, Reading and Langauge Usage. In addition, following a deep dive into the various wellbeing platforms available, the proposal to trial Govox was accepted for September 2025 due to it's flexibility for check-ins using a range of question sets. 

February 2025

• 1.1.1 - 8 teachers from MYP and DP attended an in-school workshop on ATL skills in January, led by the IB. Most of the participants are part of the ATL PLC which meet once a month and explore ATL strategies in the Secondary school. This group will plan a workshop for the upcoming PD day to share learning with the wider school community.   

• 1.1.1 - The Primary school ATL single subject teacher group fed back on their work so far to the wider primary staff during the primary school staff meeting.

• 1.13 - Book study groups have continued and we are now at the stage of reviewing programs that may be best fit for ISP.  

• 1.2.2  - The Secondary school started the year with the first Thursday staff meeting focused on assessment practices. The MYP Coordinator led a workshop in which teachers participated in a jigsaw activity to review and discuss research-based formative assessment strategies and how these are being applied in their subjects. In addition the Secondary teachers had the deadline for setting the assessment dares for Semester 2 by 7th February, to ensure forward planning and allow students to be prepared. 

• 1.2.3 - The Educational Leadership Team have conducted an in-depth review of MAP Growth, looking at academic research and how it accommodates students from diverse language and cultural backgrounds. A proposal will be submitted to the SLT in February based on our findings. Additionally, we are continuing our evaluation of wellbeing tools following a successful pilot survey with Grade 10 confirming the benefits of considering a platform that will support the collection and analysis of future surveys. 

December 2024

• 1.1.1.  - The primary heads of department worked in groups to explore the alignment of ATLS from selection to implimentation.  8 secondary teachers are expected to  attend an IB workshop planned for January related to ATLs.  A meeting has been scheduled in secondary to develop a PDP based around ATLs and the goals of 1.1.1.

• 1.1.2 - The SLT has worked with an outside AI expert on creating schoolwide guidelines  regarding the ethical use of AI for teachers and students. The November PD Day also offered an introduction to AI and structured exploration of AI tools for all staff, facilitated by teachers with the support of an outside trainer. Two weeks later, a follow-up  all staff meeting focused on AI with a session for the Primary teachers to share and explore AI tools, while the Secondary team unpacked the UNESCO AI Competency Frameworks for teachers and students. Admin staff were also guided through similar sessions to explore AI tools in ways relevant to the work of their teams.

• 1.2.1 - In the November PD Day, the Secondary teachers took part in an activity where they unpacked the Assessment Policy and Procedures document. The session began with the VPWB outlining the students' feedback regarding the impact of our current practices on their wellbeing. Each department looked at whether they were following the school's current guidelines which are based on our HQLD.

• 1.2.2 - Starting in September, an assessment map is being trialled in the MYP to ensure teachers are planning deadlines in advance and students can plan their time effectively.  The DP Coordinator shared a suggested DP assessment map with DLs to receive feedback. In addition, at the November PD day the Secondary teachers participated in a departmental self-assessment on the Assessment Procedures doc. This was used to identify their strengths with regard to implementation and areas on which to focus. This was revisited by individual departments in the Thursday meeting on 5th December. Meanwhile, in the Primary school, there has been a focus on developing assessment capable students, linked to a digital portfolio on Seesaw.

• 1..1.3 - Literacy focus groups have been created in the Primary School - EL-G2 and G3-G5. Baseline data on current approaches to teaching and assessment has been gathered. Priorities have been identified for developing reading comprehension in G3-G5 and the development of phonological awareness in EL-G2. The current French Scope and Sequence is being reviewed and updated. 

• 1.2.3 - The Educational Leadership Team have embarked on a comprehensive evaluation of our current external assessment practice using the International Schools Assessment (ISA). This initiative focuses on whether to continue with the ISA or to transition to an alternative externally administered assessment that better aligns with our goals for monitoring student achievement and growth. Our research included reviewing various assessment platforms, such as MAP Growth, GL Education, and other wellbeing tools, to understand their strengths, weaknesses, and overall fit for our school community.