Approaches to Teaching

Approaches to teaching 1.1: Teachers use inquiry-based teaching strategies and learning engagements

Evidence 1 - Year 5 Inquiry Wall 2019/20

Evidence 2 - Year 3 - Visible Thinking - See, Think, Wonder - 2018/19

Evidence 3 - Year 5 - Maths - Problem Solving 2020/21

Evidence 4 - Year 5 - Hands on learning in Maths - problem solving - 2020/21

Evidence 6 - Year 5 Wonderwall - 2020/21

Evidence 7 - Year 5 Student agency and action - 2021/22

Evidence 8 - Year 3 Simple Machine Creation 2018/19

Evidence 9 - Year 3 Simple Machines Summative 2022

Evidence 10 - EY creating individual story settings 2020/21

Evidence 11 - Year 3 UOI Board - 2019/20

Evidence 12 - EY Sensory Play 2019/20

Evidence 13 - Visible Thinking Routines Used in Our School

Evidence 14 - Year 4 - UOI Journal 2019/20

Approaches to teaching 1.2: The school monitors and evaluates inquiry-based teaching strategies and learning engagements.

Evidence 1 - Year 5 Summative Assessment 2020/21

Evidence 2 - Year 4 Journal Reflection and action taken 2019/20

Evidence 3 - Year 5 - 2020 - Planning reflections

Evidence 4 - Visible Thinking Routines Used in Our School

Evidence 6 - Year 6, 2019, End of Unit Assessments (Chinese) - Body systems

Evidence 7 - Year 3, 2019, Celebration of learning (Chinese) - Fair trading (Market sale)

Evidence 8 - Y6 WWAIPAT UOI Planner with reflections

Approaches to teaching 1.3: The school provides opportunities for students to actively engage in interactive and exploratory learning environments and/or play in accordance with programme documentation.

Evidence 1 - Visual Arts - Sketching Trip 2018/19

Evidence 2 - Y6, Van Gogh Live 2019/20

Evidence 3 - Y6 Ceramics Workshop 2019/20

Evidence 4 - Year 5 STEM activity - Children create their own recycled products 2020/21

Evidence 5 - EY, Exploring the science behind colour mixing in class, 2019.

Evidence 6 - EY2 Exploring measurement using objects we created using a variety of measuring tools 2021/22

Evidence 7 - Drum Circle Club - 2018/19

Evidence 8 - Author Visit 2018

Evidence 9 - EY Sensory Play 2019/20

Evidence 10 - Orchestra Trip 2019/20

Evidence 11 - Mill Mill - recycling plant 2021/22

Evidence 12 - EY Students use different materials and make connections with their learning 2021/22

Approaches to teaching 1.4: Teachers encourage student choice in appropriate places in the curriculum.

Evidence 1 - Y2 students given the choice of making a life cycle diorama of their own choice - 2018/19

Evidence 2 - Year , Final presentation of learning in Chinese - Energy (Chinese) - Oral Presentation 2019/20

Evidence 3 - Year 3 Morning Choice 2019/20

Evidence 4 - Y2, Students given the choice of building their dream home 2020/21

Evidence 5 - EY Individual choice of resources for projects. 2020/21

Evidence 6 - EY Individual choice during role play 2018/19

Evidence 7 - Screen Free Wednesday Choice Grid 2021/22

Evidence 8 - Year 3 Students made a fact file about an endangered animal of their own choice 2019/20

Evidence 9 - Whole School - Student's choice of instrument during Music performance assemblies 2018/19

Evidence 10 - Y1 Choice of book genre according to their interest during library lessons 2019/20

Approaches to teaching 1.5: Teachers facilitate student exploration of their personal interests and ideas.

Evidence 1 - EY 2018, Choice of creative tools and mediums.

Evidence 2 - Visual Art Trip EY 2018/19, Choice of creative tools and mediums

Evidence 3 - Year 3, 2021, Students exploring money using role play and setting up a restaurant within the classroom

Evidence 4 - EY, 2021, Students add individual artwork to shared data collection masterpiece

Evidence 5 - Year 3- Year 6, 2019, Extra-curricular activities - students choose their own activities/interests - Jewelry Making Club

Evidence 6 - Year 1, Sept 2019, Exploring wide range of books during library class

Evidence 7 - Year 2, 2019, Performance Assembly- student choice of instrument

Evidence 8 - Year 2, 2020, Pentatonic listening in music class, student exploration

Evidence 9 - Year 6 2019,Y6 exhibition- Student exploration of their personal interests and ideas.

Evidence 10 - Year 3, 2019, Final presentation of learning in Chinese - Students choose an invention that they are interested in

Approaches to teaching 2.1: Teachers demonstrate strategies focused on conceptual understanding.

Evidence 1 - Y5, 2020, Big Question UOI Doc

Evidence 2 - Y6_2020_Student engaging in the writing process (editing)

Evidence 3 - Y7, 2020, UOI 2 planner complete with conceptual understandings

Evidence 4 - Y6 2018 Teachers demonstrate independence and agency for students to conceptually understand conservation-Exhibition

Evidence 5 - Y4, 2020, Exploring the concept of function within Language

Evidence 6 - EY 2019 the concept of growth, change and responsibility was explored through our Sprout Houses.

Evidence 7 - Y6 2021_The concept 'partitioning' being applied to different areas in math.

Approaches to teaching 2.2: Teachers plan and facilitate learning experiences through which students can develop their own conceptual understandings.

Evidence 1 - Y6 2020 Student tuning into key concepts through sketch-noting.

Evidence 2 - Y3 2021, Whole class exploration of the concept of perspective.

Evidence 3 - EY 2021 exploring causation and why things sink or float.

Evidence 4 - Y2 2019 Students exploring different materials and making connections on appropriate materials and creating homes to scale.

Evidence 5 - PSPE: Y6 Teaching Games for Understanding 2018/19

Evidence 6 - Y3 2017/18 Teacher questions in planner that facilitates learning experiences which students can develop their own conceptual understandings

Evidence 7 - Y5 2018, Teacher questions and provocations that facilitate learning experiences through which students can develop their own conceptual understandings.

Approaches to teaching 2.3: Students take opportunities to explore and develop their own conceptual understandings in appropriate places in the curriculum.

Evidence 1 - Y6 2021 Student demonstrates their development of the concepts 'value' and 'belief'

Evidence 2 - Y7 2020 Exploring the concept of causation in their own understanding

Evidence 3 - 2018, Students take opportunities to explore and develop conceptual understandings such as connection and celebration in the curriculum - CNY

Evidence 4 - EY 2021 Students explored perspective through individual book reviews

Evidence 5 - EY 2021 Transportation masterpiece helped students identify the form of different transportations.-

Approaches to teaching 3.1: Teachers ensure that there are clear examples of connections to local and global contexts in the curriculum.

Evidence 1 - EY 2020 We had guest author Christina Matula visit to share her book The Shadow in the Moon.

Evidence 2 - Y1 2018 Yearbook highlights on looking after wild and domestic animals from around the world- trip to the Zoo (Ocean Park).

Evidence 3 - Year 4 2018, Migration UOI planning showing local and global links (migration).

Evidence 4 - Year 4, 2020, Students mapping their journeys to school locally and globally from country to country.

Evidence 5 - Year 3, 2020, Comparing endangered animals globally and locally within Hong Kong.

Evidence 6 - EY 2018/2019 Guest Indonesian musician.

Evidence 7 - Year 6 2018 U.O.I planner making links between governments globally.

Evidence 8 - Year 5 2020 U.O.I lesson tuning in lesson looking at different cultures and traditions.

Evidence 9 - Year 3, 2019, Chinese-inventions - Making paper

Evidence 10 - Y1-6 2018 Soccer Aid Starting Presentation and Video

Evidence 11 - EY 2018 exploring family dynamics from around the world.

Evidence 12 - Y5 2019 Local community PE trip

Approaches to teaching 3.2: Teachers encourage students to transfer their conceptual understandings to unfamiliar contexts.

Evidence 1 - Year 4, 2021 - Exploring the concept of form through playdough and exploring planets through the concept of form.

Evidence 2 - EY 2018 Conceptual understanding of causation in their prior knowledge about the Earth and Sun.

Evidence 3 - Year 5 2021 Language lesson writing from the perspective of a robot on Mars.

Evidence 4 - Y7 2020 Exploring the concept of causation in their own understanding.

Evidence 5 - EY 2018 exploring the concept of change and causation using shadows and light.

Approaches to teaching 4.1: Teachers collaborate to ensure a holistic and coherent learning experience for students in accordance with programme documentation.

Evidence 1 - Whole staff Math's Workshop to create our scope and sequence. 2020/21

Evidence 2 - Evidence of teachers collaborating with subject leads to map out learning objectives - Year 5 2020/21

Evidence 3 - Collaborative Planning Meeting 2017/18

Evidence 4 - Collaborative Planning Meeting 2019/20

Approaches to teaching 4.2: Students collaborate with teachers and peers to plan, demonstrate, and assess their own learning.

Evidence 1 - Y5 2020 Summative assessment of U.O.I

Evidence 2 - Y3 HWEO - Performance Zoom to peers.

Evidence 3 - Y3, 2019, Students collaborating to create their own game made of simple machines.

Evidence 4 - Y6, 2020, Students working as part of a group to deliver their Celebration of Learning.

Evidence 5 - EY, 2018, Students planning and collaborating to program the Beebot to a specific location.

Evidence 6 - Y5 2020 Summative assessment of U.O.I end of unit.

Evidence 7 - Y4, 2018, Students working through a science experiment together.

Evidence 8 - Y3 2019 Working as a group to explore oil pollution in the sea.

Evidence 9 - Y1 2019 Students working in groups to drawn their own portrait of the human body during Who We Are UOI.

Evidence 10 - Y4 2020 Chinese peer reflection

Approaches to teaching 4.3: The school provides opportunities for students based on their strengths and abilities.

Evidence 1 - 2021 Students council representatives lead student coding workshop for the whole school on ZOOM.

Evidence 2 - Y6 2021 (Chinese ) Student Presentations - Body Systems

Evidence 3 - Think's Got Talent 2020

Evidence 4 - Whole School - Music performance assemblies 2018/19

Evidence 5 - Y2, 2020, Students working as a group to showcase their understanding of celebrations during their Celebration of Learning

Evidence 6 - Y5 2021 Students collaborate through role play.

Evidence 7 - EY & Y4 Buddy Reading

Evidence 8 - Annual Summer Concert (photo from 2018)

Evidence 9 - Annual Christmas Play (photo from 2018)

Evidence 10 - Floorball Team - Kowloon Tong Champions 2017/18

PYP1: Teachers use flexible grouping of students to maximize learning, ensure student well-being, and provide a variety of opportunities for collaboration.

Evidence 1 - EY & Y4 Buddy Reading

Evidence 2 - Y1, 2018, Children listening to a group member read a story.

Evidence 3 - Y1, 2022 Remote Learning Timetable with guided reading group time allocated.

Evidence 4 - Y3 2021/22 Planner with clear groupings for differentiation HA/MA/LA

Approaches to teaching 5.1: Teachers consider learner variability when planning students' personal learning goals.

Evidence 1 - Y7 2020/21 Evidence of Screen Free Wednesday choice-grid

Evidence 2 - EY 2021 Learning centres that students can choose from with a variety of math manipulatives.

Evidence 3 - Y6, 2017/18_How We Express Ourselves Unit Planner showing differentiated summative assessment.

Evidence 4 - Y4 Personal Student Goals 2021/22

Evidence 5 - IEP example

Evidence 6- ILP example

Approaches to teaching 5.2: Teachers integrate prior knowledge into the curriculum to aid and extend learning for all students.

Evidence 1 - Y3, 2020/21, Understanding children's prior knowledge of fractions.

Evidence 2 - Y2, 2020, Tuning in to children's understanding of what they believe is a life cycle.

Evidence 3 - Y3, March 2020, Use of Google Classroom

Evidence 4 - EY 2018 Prior knowledge about the Earth and Sun.

Evidence 5 - Y6,2017_How We Express Ourselves Unit Planner showing detailed pre assessments to understand prior knowledge.

Approaches to teaching 5.3: Teachers use IB-mandated policies to support students.

Evidence 1 - Assessment Policy

Evidence 2 - Student report. A

Evidence 3 - Rubric Assessment relating to student A report.

Evidence 4- Student report B

Evidence 5 - Continuous Assessment relating to student B report.

Evidence 6 TIS Inclusion Policy

Evidence 7 - Communication to parents re: student support

Evidence 8 - Contract for learning support assistant for this student

Approaches to teaching 5.4: Teachers support language development with consideration for the language profiles of students.

Evidence 1 - Chinese books collection in the library.

Evidence 2 - Chinese Learning Example.

Evidence 3 - Y7 students interviewing in three languages 2020.

Evidence 4 - Student language profile survey to provide resources. 2019/20/21.

Evidence 5 - Newsletter - request for titles and books from the community for mother tongue literature 2018.

Evidence 6 - Mother Tongue library section 2022.

Evidence 7 - EY 2020 The students created emotions sticks as a non-verbal form of communication option.

Approaches to teaching 5.5: Teachers use multiple technologies to aid and extend learning and teaching.

Evidence 1 - Year 6/7 CAL 2019 Interactive whiteboard (Chinese)

Evidence 2 - 2020/21 Evidence of online platform subscriptions available to all students through class websites and school website.

Evidence 3 - Year 3, 2019, Using iPads to research (We have one-to-one Ipad provision.

Evidence 4 - Year 3, 2019, Using and exploring Library Quest in Library class.

Evidence 5 - Year 2, 2020, Using Pentatonic app in Music class.

Evidence 6 - Year 1, 2018, Turning a story into an art form using Doodle Buddy app in library class.

Evidence 7 - Y4, 2019, Students researching information using their laptops for writing purposes

Evidence 8 - Year 3, 2017, Children published their own work using Kidblog in Library class.

Evidence 9 - Bitmoji Classroom used across all classes 2020 - 2022.

Evidence 10 - Interactive Body System T-Shirts 2021 - Y6

Evidence 11 - EY, 2018, Students programming the Beebot to a specific location.