1. Culture
1.1. C1
1.1.1. Secure Access to broadest possible range of students
1.1.1.1. 1.1:Admission policy
1.1.1.2. 1.2:School providing relevant support materials, resources and structures to promote programmes
1.1.1.3. 1.3:Providing access to broadest possible range of students
1.2. C2 : Communicate, review and implement inclusion policy as per IB guidelines
1.2.1. 2.1 Review and implement inclusion policy
1.2.2. 2.2
1.2.2.1. identifies in its inclusion policy all of its legal requirements and outlines the school’s structures and processes for compliance
1.2.3. 2.3:describes in its inclusion policy the rights and responsibilities of all members of the school community
1.3. C3
1.3.1. communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice
1.3.1.1. Implementation of academic integrity policy through school philosophy, teaching practices ,by clearly describing rights and responsibilities ,providing resources about the policy and its monitoring and evaluation.
1.4. C4
1.4.1. Implement communicate and review language policy for intercultural understanding through multilingualism
1.4.1.1. Alignment of policy with IB ,language policy as school's policy to use language as resource for learning ,providing resources for language development and describing roles and responsibilities in its implementation,
2. Learning
2.1. Designing a coherent curriculum
2.2. Collaborate to design, plan and deliver units that meet programme requirements
2.2.1. Planner template
2.2.2. Transdisciplinary/Interdisciplinary learning
2.2.3. Career related studies
2.3. Regularly reviews and shares curriculum to engage the school community
2.4. Approaches to teaching
2.4.1. Teachers use inquiry, action and reflection to develop curiosity in students
2.4.1.1. i.1 using inquiry based teaching
2.4.1.2. 1.2school monitors and evaluates teaching strategies and learning engagements
2.4.1.3. 1.3: Providing opportunities for exploration
2.4.1.4. 1.4: Encouraging student voice
2.4.1.5. 1.5: Facilitating student interests and ideas
2.4.2. Teachers focus on Conceptual understanding for development of ideas
2.4.2.1. 2.1:Teachers demonstrate strategies focusing on conceptual understanding
2.4.2.2. 2.2: Facilitate and plan l learning engagements for developing conceptual understanding
2.4.2.3. 2.3:Students take opportunities to develop conceptual understanding
2.4.3. Local and global contexts to establish the relevance of the curriculum
2.4.3.1. 3.1: Clear examples of connection to GC and Local contexts
2.4.3.2. 3.2: Encouraging students to transfer their conceptual understanding to unfamiliar situations.
2.4.4. Effective relationship and Purposeful collaboration for developing learning community.
2.4.4.1. 4.1 Teachers collaborate to ensure holistic learning experience for students
2.4.4.2. 4.2Students collaborate to plan, demonstrate and assess their learning.
2.4.4.3. 4.3: School provides opportunities for students to collaborate based on their strengths and abilities.
2.4.5. Teachers to remove barriers to enable every student to develop ,pursue and achieve challenging personal learning goals
2.4.6. Teachers to remove barriers to enable every student to develop ,pursue and achieve challenging personal learning goals
2.5. Approaches to Assessment
2.5.1. Students and teachers use feedback to improve learning ,teaching and assessment
2.5.1.1. 1.1: Students and teachers use feedback to support outcomes and expectations as per IB
2.5.1.2. School uses specific and constructive school based reporting that can be used to improve learning, teaching and assessment
2.5.2. School uses varied and fit for purpose methods for stated learning outcomes and objectives
2.5.2.1. 2.1: Teacher uses variety of assessment methods that are connected to outcomes and objectives.
2.5.3. School administrates assessment consistently, fairly, inclusively and transparently.
2.5.3.1. 3.1 As per IB rules, regulations and/or relevant programme documentation
2.5.3.2. 3.2: School's regular review of compliance with all access arrangements.
2.5.3.3. 3.3:School ensures external reporting and predictions are as accurate as possible.
2.5.3.4. 3.4: School implements, communicates and regularly reviews consistent and fair system for reporting
2.5.3.5. 3.5:School monitors and evaluates the delivery of assessments to ensure standards
2.5.4. Students take opportunities to consolidate their learning through assessment
2.5.4.1. 4.1 School provides opportunities through a variety of assessments
3. Students demonstrate and reflect IB learner profile attributes
4. Students make, informed, reasoned and ethical judgments
5. Mission
6. Purpose
6.1. Philosophy
6.2. Vision
6.3. P2
6.3.1. Commitment to make active, compassionate and life long learners
6.4. Environment
6.4.1. LI
6.4.1.1. Review and follow IB for all programmes
6.4.2. L2
6.4.2.1. Pedagogical leadership to facilitate successful programme implementation
6.4.3. L3
6.4.3.1. Providing broad, balanced and connected curriculum serving the need of community
6.4.4. L4
6.4.4.1. School Review systems and process for better IB implementation
6.4.5. L5
6.4.5.1. School funds and allocate resources for programmes' development
6.5. P3
6.5.1. International minded learners
6.5.2. Acquiring IB Learner Profile