Embedded Files
SCHEDULES
SCHEDULES
Item
Rule / requirement / specification
Expectation(s)
Collaborative planning description and schedule
Teacher support 3.1: The school allocates dedicated and scheduled and/or timetabled time for teachers’ collaborative planning and reflection. (0203-03-0100)
Coherent curriculum 1.4: The school provides collaborative planning time for teachers to incorporate IB philosophy into the curriculum. (0401-01-0400)
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)
DP 1: The school provides opportunities for teachers to use collaborative planning and reflection to integrate theory of knowledge into each subject. (0401-02-0131)
Coherent curriculum 2.2: Teachers plan and reflect collaboratively to consider connections and relationships between different areas, and reinforce shared concepts, content and skills. (0401-02-0200)
Coherent curriculum 2.4: Teachers use collaborative planning and reflection to address the elements of an IB education. (0401-02-0400)
The collaborative planning description and schedule shows scheduled or timetabled time for teachers:
to collaboratively plan and reflect
to incorporate IB philosophy into the curriculum
to plan and design units that meet programme requirements and are in accordance with programme documentation
to consider connections between different areas and reinforce shared concepts, content and skills
to address the elements of an IB education
to integrate theory of knowledge (TOK) into each subject.
Calendar or schedule of school deadlines
Include schedule for student submission of internal and external assessment components
Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)
Student support 3.2: The school demonstrates in its systems, processes and policies attention to the social, emotional, and physical well-being of its students and teachers. (0202-03-0200)
Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning. (0401-01-0500)
The school schedule or calendar indicates a balanced approach to assessment deadlines for:
internal assessments
external assessments
completion of CAS requirements
extended essays.
Sample student schedules for each grade/year of the programme
Include an explanation of how the school provides for at least the minimum number of required student learning hours, for example the length of classes and number of classes in the school year
Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)
DP 2: The school implements a schedule that provides for the minimum required teaching hours for each standard level and higher level DP subject, and for theory of knowledge (TOK). (0201-03-0132)
DP 3: The school implements a schedule that provides for the delivery of the theory of knowledge course over two years for every student. (0201-03-0133)
The schedule:
provides for the delivery of at least 100 hours of the TOK course over two years
ensures that standard level courses are taught for 150 hours, ensures that higher level courses are taught for 240 hours over two years
ensures that at least one standard level course is taught over the two years of the programme.
CURRICULUM
CURRICULUM
Item
Rule / requirement / specification
Expectation(s)
Curriculum documentation:
Studies in language and literature
Language acquisition
Individuals and societies
Sciences
Mathematics
The arts
A description of the curriculum, such as one course outline or one unit plan from each subject group, showing how the courses meet IB requirements, including how theory of knowledge (TOK) is integrated into the course
Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)
Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning. (0401-01-0500)
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)
DP1: The school provides opportunities for teachers to use collaborative planning and reflection to integrate theory of knowledge into each subject (0401-02-0131)
Coherent curriculum 3.5: The school ensures the curriculum is up to date and clearly communicated to the school community. (0401-03-0500)
DP 1: Teachers follow the DP review cycles and associated IB communications. (0401-03-0531)
Curriculum documents:
identify the knowledge, concepts, skills and attitudes to be developed over time
allow for meaningful student action
promote students’ awareness of individual, local, national and world issues, including students’ own needs and the needs of others
incorporate relevant experiences for students
provide opportunities for reflection on human commonality, diversity and multiple perspectives
foster development of the IB learner profile attributes
show opportunities for students to make connections across their learning
reflect current subject guides
show TOK integration into the subject.
Curriculum documentation: Theory of knowledge
A description of the curriculum, such as a curriculum map or course outlines, including details about how theory of knowledge (TOK) is offered in the school, or one unit plan from TOK showing how the course meets IB requirements
Coherent curriculum 1.1: The school designs its curriculum in accordance with programme documentation. (0401-01-0100)
Coherent curriculum 1.5: The school articulates its schedule and curriculum to make it possible for students to make connections across their learning. (0401-01-0500)
Coherent curriculum 2.1: Teachers collaborate to plan and design units that meet programme requirements and are in accordance with programme documentation. (0401-02-0100)
DP1: The school provides opportunities for teachers to use collaborative planning and reflection to integrate theory of knowledge into each subject (0401-02-0131)
Coherent curriculum 3.5: The school ensures the curriculum is up to date and clearly communicated to the school community. (0401-03-0500)
DP 1: Teachers follow the DP review cycles and associated IB communications. (0401-03-0531)
Curriculum documents:
identify the knowledge, concepts, skills and attitudes to be developed over time
allow for meaningful student action
promote students’ awareness of individual, local, national and world issues, including students’ own needs and the needs of others
incorporate relevant experiences for students
provide opportunities for reflection on human commonality, diversity and multiple perspectives
foster development of the IB learner profile attributes
show opportunities for students to make connections across their learning
reflect current guides.
DP Core
DP Core
Item
Rule / requirement / specification
Expectation(s)
Extended essay supervision
A description of the supervision of extended essays
Leadership 5.1: The school funds adequate resources to implement the programme(s) and meet programme requirements. (0201-05-0100)
DP 2: The school allocates adequate resources and provides supervision to support the extended essay core component, including designating an extended essay coordinator. (0201-05-0132)
Approaches to assessment 4.1: The school provides students with opportunities to consolidate their learning through a variety of assessments. (0404-04-0100)
DP 1: The school ensures that students submit the extended essay toward the end of the DP, and focuses on providing students with opportunities to engage in topics of their own choice. (0404-04-0131)
Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)
DP 1: The school provides opportunities for students to take ownership of their learning through the DP core. (0402-06-0231)
The description includes:
timelines
how mandatory reflection sessions will be supervised
how students will engage in topic choice
how supervisors are selected and informed.
CAS handbook
Leadership 3.1: The school implements a schedule that allows for the requirements of the programme(s) to be met. (0201-03-0100)
DP 4: The school implements a schedule that allows for regular CAS experiences and projects over at least 18 months for every student. (0201-03-0134)
Lifelong learners 5.1: The school provides opportunities for students to directly apply their learning by taking action. (0402-05-0100)
The handbook shows:
the opportunities for students to directly apply their learning by taking action
how students can demonstrate a commitment to service with and for the community throughout their learning
expected learner outcomes
responsibilities of the student
responsibilities of the supervisor.
how the school provides for regular CAS experiences and projects over at least 18 months for every student
CAS experience samples
Three samples of CAS experiences undertaken by students
Lifelong learners 5.2: Students demonstrate a commitment to service with and for the community throughout their learning, in accordance with programme documentation. (0402-05-0200)
Lifelong learners 6.2: Students take opportunities to ask questions and pursue personal inquiries and actions. (0402-06-0200)
DP 1: The school provides opportunities for students to take ownership of their learning through the DP core. (0402-06-0231)
Samples illustrate:
how all learning outcomes are met
student engagement in each of the three strands
how CAS experiences are initiated by students
the integration of one or more CAS strands in at least one project.
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