1. interconnected
2. interconnected
3. Supports
4. includes
5. Supports
6. Supports
7. Supports
8. Supports
9. Supports
10. Supports
11. Supports
12. Supports
13. Supports
14. Supports
15. Supports
16. Supports
17. Supports
18. Supports
19. Supports
20. Supports
21. includes
22. Supports
23. Supports
24. Supports
25. Supports
26. Supports
27. Regenerative Cultural Leadership
28. Skilling Up Informal Lifelong Learning
29. New Collaborative Models
30. Heuristic Intelligence
31. Relational Intelligence
32. Reflective Intelligence
33. Pedagogical Intelligence
34. Cultural Intelligence
35. Curriculum
35.1. Collaborative Planning
35.1.1. Regular and systemic Collaborative Planning and Reflection sessions for
35.1.1.1. Addressing the requirements of the programs
35.1.1.2. Addressing vertical and horizontal articulation
35.1.1.3. Teachers to have an overview of students’ learning experiences based on agreed expectations for student learning
35.1.2. Regular and systemic Collaborative Planning and Reflection sessions are to
35.1.2.1. incorporate differentiation for students’ Learning needs and styles
35.1.2.2. get information on the result of the assessments of student work and learning
35.1.2.3. recognize that all teachers are responsible for language development of students.
35.1.2.4. addresses the IB learner profile attributes in teaching and learning
35.2. Written Curriculum fosters development of the IB learner profile attributes by and to
35.2.1. identifies the knowledge, concepts, skills and attitudes to be developed over time.
35.2.2. builds on students’ previous learning experiences that promotes students; awareness of individual, local, national and world issues.
35.2.3. The written curriculum incorporates relevant experiences for students to provide opportunities for reflection of human commonality,diversity and multiple perspectives
35.2.4. The written curriculum allows for meaningful student action in response to students’ own needs and the needs of others
35.3. Teaching and Learning
35.3.1. Teaching and learning demonstrates that all teachers are responsible for development of students' knowledge
35.3.1.1. differentiates instruction to meet students’ learning needs and styles
35.3.1.2. incorporates a range of resources, including information technologies
35.3.1.3. uses a range and variety of strategies
35.3.2. Teaching and learning develops the IB learner profile attributes
35.3.2.1. Engages students as inquirers and thinkers
35.3.2.2. Fosters a stimulating learning environment based on understanding and respect
35.3.2.3. Supports students to become actively responsible for their own learning
35.3.2.4. Encourages students to demonstrate their learning in a variety of ways
35.3.2.5. Addresses human commonality, diversity and multiple perspectives
35.3.2.6. Engages students in reflecting on how, what and why they are learning
35.4. Assessment
35.4.1. philosophy of the programs
35.4.1.1. The school has systems for recording student progress aligned with the assessment philosophy of the programs
35.4.1.2. The school has systems for reporting student progress aligned with the assessment philosophy of the programs
35.4.2. For Teacher Support
35.4.2.1. Analyses assessment data to inform teaching and learning
35.4.2.2. The school uses a range of strategies and tools to assess student learning
35.4.3. For Student Learning
35.4.3.1. The school provides opportunities for students to participate in, and reflect on, the assessment of their work
35.4.3.1.1. Students demonstrate a consolidation of their learning through the completion of tthe DP extended essay and the IBCC reflective project.
35.4.3.1.2. Students gets feedback to inform and improve their learning
35.4.4. For Community
35.4.4.1. The school communicates its assessment philosophy, policy and procedures to the school community
35.4.4.2. Aligning the school assessments with the IB assessments
36. Culture
37. Learning
38. interconnected
39. interconnected
40. Supports
41. Supports
42. Supports
43. includes
44. Supports
45. Supports
46. Supports
47. Supports
48. Supports
49. New Ways of Working together
50. Strategic Intelligence
51. Entrepreneurial Intelligence
52. Philosophy
52.1. Support for Students
52.1.1. Provides full DP and Encourage students to become a risk-takers by attempting the full diploma
52.1.2. Promotes full DP and Encourage students to become a risk-takers by attempting the full diploma
52.1.3. Strategies to encourage students to become a risk-takers by attempt the full diploma
52.2. Support for School/Community
52.2.1. participates in the IB world community by developing the own culture which align with IB mission.
52.2.1.1. promotes responsible action within and beyond the school community
52.2.1.2. places importance on language learning, including mother tongue, host country language and other languages
52.2.1.3. demonstrate an understanding of, and commitment to, the programs
52.2.1.4. Provide community a published statements of mission and philosophy align with those of IB
52.2.1.5. demonstrate understanding of IB philosophy
52.2.1.6. develops and promotes international-mindedness and all attributes of the IB learner profile
52.2.1.7. promotes open communication based on understanding and respect
53. Organization
53.1. Leadership and Structure
53.1.1. Schools/Community Expectations
53.1.1.1. Schools need to develop systems to keep the governing body informed about the ongoing implementation and development of the programs
53.1.1.2. developed a governance and leadership structure that supports the implementation of the programs
53.1.1.3. The head of school/school principal and program coordinator demonstrate pedagogical leadership aligned with thephilosophy of the programs
53.1.1.4. The school needs to appoint program coordinator who can carry out the responsibilities of the position
53.1.1.5. The school needs to have systems in place for the continuity and ongoing development of the programs
53.1.1.6. The schools needs to carry out program evaluation involving all stakeholders
53.1.2. Develops and implements policies and procedures that support the programs that explains, consists with IB expectations
53.1.2.1. An admissions policy
53.1.2.2. A language policy
53.1.2.3. An assessment policy
53.1.2.4. An academic honesty policy
53.1.2.5. Inclusion/special education needs policy
53.1.2.6. Schools must complie with the IB regulations and procedures related to the conduct of all forms of assessment for the administration of examination for the DP.
53.2. Resources and Support
53.2.1. For Students
53.2.1.1. The school has systems in place to guide and counsel students through the programs
53.2.1.2. The library/multimedia/resources play a central role in the implementation of the programs
53.2.1.3. The schools need to provide the physical and virtual learning environments, facilities, resources and specialized equipment support the implementation of the programs
53.2.1.4. The student schedule or timetable allows for the requirements of the programs to be met
53.2.2. For Teachers
53.2.2.1. IB-recognized professional development
53.2.2.2. Implementation of the programs by the qualified teachers
53.2.2.3. Collaborative planning and reflection time for teachers
53.2.3. From the Leaders of the school
53.2.3.1. Funding for the implementation and ongoing development of the programs
53.2.4. From the School/Community
53.2.4.1. Utilizing the resources and expertise of the community to enhance learning with the programs