Quality for All and All for Quality. Violenschool. International Primary School. International Education in Hilversum for ages 4-12 since 1986

Transcription

1 Quality for All and All for Quality Violenschool International Primary School International Education in Hilversum for ages 4-12 since 1986 School Plan

2 Contents School Plan Page Chapter Content 2 0. Foreword Relationship with quality cards, policy areas and competencies 3 1. Introduction 1.1 Purpose and objective of the School Plan 1.2 Procedures for formulating and determining the School Plan 1.3 References 4 2. School description 7 3. Educational policy 2.1 Characteristics of the school 2.2 Characteristics of the school s management and teachers 2.3 Characteristics of the students 2.4 Characteristics of the parents and the area around the school 2.5 Prognosis: internal and external developments 3.1 The school s mission statement 3.2 The school vision 3.3 Ideological identity 3.4 Educational content & assessment tools 3.5 Language 3.6 Mathematics 3.7 Personal, social & emotional development, active citizenship, social cohesion 3.8 The IB learner profile 3.9 Information Communications Technology 3.10 Lesson time 3.11 Pedagogical climate 3.12 Didactic performance 3.13 Active role of the students 3.14 Support and monitoring 3.15 Inclusive education - Alignment and Needs Based Approach 3.16 Outcomes and results Staffing policy 4.1 Organisational objectives 4.2 School management 4.3 Professional culture 4.4 Integral staffing policy - Professionalization 4.5 Instruments for the staffing policy 4.6 Staff absenteeism policy Organisation & structure 5.1 Structure (organogram) school organisation & steering philosophy 5.2 Structure of the class groups 5.3 School climate 5.4 Internal communication 5.5 External communication 5.6 Communication with parents 5.7 Pre and early school education (Dutch law; OKE) 5.8 After-school care - SKH Financial policy 6.1 Lump-Sum finance - Support 6.2 Governmental subsidies 6.3 Parental fees 6.4 Budgeting Quality 7.0 Quality assurance and information regarding indicators 7.1 Laws and legal requirements 7.2 Evaluation of the School Plan 7.3 Strategic policy 7.4 Analysis of inspection report from November Results and analysis of quality cards 7.6 Quality assurance and parents: analysis parents satisfaction survey Quality assurance and students: analysis students satisfaction survey Quality assurance and the team: analysis staff satisfaction survey The evaluation plan 7.10 Quality profile (strength/weakness - analysis) 7.11 Action plan ( ) 7.12 Action plan ( ) 7.13 Action plan ( ) 7.14 Action plan ( ) Competencies 8.0 The SBL competencies 8.1 The top 6 competencies prioritised by Violenschool IPS 1

3 0 Foreword The layout of the School Plan for is aligned to the strategic policy plan of the foundation for public primary education in Hilversum (SBOH) and policy areas we consider relevant and significant to the development of Violenschool IPS. These policy areas form the focus for our quality assurance and control (see chapter 7). This means that these areas are: 1. Documented What do we promise? (detailed in this School Plan) 2. Periodically evaluated Do we do what we have promised? (chapter 7.9) 3. Maintained or improved What should we maintain? What needs to be improved? (chapters 7.10 to 7.14) The separate policy areas relate directly to both the quality aspects in the supervisory framework of the Dutch Ministry of Education and the standards and principles of the International Baccalaureate Organisation. The chart below details the standards and principles of the IBO and the quality aspects together with the competencies related to the law regarding professions in education (Wet BIO). These competencies play a significant role in our integral personnel policy (Chapter 4). Our policy areas (quality assurance) A Philosophy Philosophy From standards and principles IBO Competencies derived from the law regarding professions in education (Wet BIO) Standard and principle IBO Ideological identity (3.3) Professional competence (3) Language Policy (3.5) Professional competence (3) Active citizenship (3.8) Professional competence (3) School climate (5.3) Interpersonal competence (1) B Organisation Leadership and structure Standard and principle IBO Resources and support Standard and principle IBO C Curriculum Collaborative planning Standard and principle IBO Lesson time (3.10) Organisational competence (4) Written curriculum Standard and principle IBO Educational content (3.4) Professional competence (3) Language (3.5) Professional competence (3) Mathematics (3.6) Professional competence (3) Personal, social & emotional education (3.7) Professional competence (3) ICT (3.9) Professional competence (3) Teaching and learning Standard and principle IBO Pedagogical performance (3.11) Pedagogical competence (2) Interpersonal competence (1) Didactic performance (3.12) Didactic and professional competence (3) Organisational competence (4) Alignment with students educational needs (3.15) Active & independent role of students (3.13) Assessment Standard and principle IBO Student care and monitoring (3.14) Professional competence (3) Outcomes/results and assessment tools (3.16/17) Management (4.2) Professional culture (4.3) Competent in collaboration with the environment (6) Professionalisation (4.4) Integral Personnel Policy Competent in collaboration with colleagues (5) Competent in reflection and development (7) Internal communication (5.4) Competent in collaboration with colleagues (5) External communication (5.5) Competent in collaboration with the environment (6) Contact with parents (5.6) Competent in collaboration with the environment (6) Pre and Early education (5.7) *Not applicable to our current situation Quality Care (7.1) Competent in reflection and development (7) Legal regulations (7.2) 2

4 Chapter 1 Introduction 1.1 Objective and function of the School Plan Within the framework of the strategic policy plan of the Foundation for Public Primary Education in Hilversum, our School Plan describes, in the first place, our quality, our mission and their associated objectives. Here, we refer to ambitions the DO phase. On the basis of our current situation, we have used a range of instruments to identify our stronger and our weaker points and, through these, our targets for improvement the CHECK phase for the coming four-year period. The School Plan functions as an accountability document (What do we promise?) to the government, the School Board and the parents and also as a planning document (What and when will we improve?) for the planning period We will draw up an annual plan for each of the coming four years on the basis of this document (Chapter 7). In the school s annual report, we will reflect on whether we have achieved the improvement objectives. In this way, we will give form to the PDCA cycle: Plan-Do-Check-Act. 1.2 Procedures for preparation, adoption and bringing to life of the School Plan The School Plan is drawn up by the school s management team. Staff, and the parent members of the School Council, have actively participated in the evaluation and writing of the mission and vision of the school. All staff have contributed through the completion of individual, location and whole school quality cards for all major policy areas. Staff and parent satisfaction surveys formed the basis for the strength/weakness analysis which was presented to all staff before the drawing up of this School Plan. In the coming years, we will systematically review, evaluate and discuss all aspects of the School Plan. At the end of each school year, we will collectively reflect on and analyse to what degree we have achieved our improvement objectives. We will also collectively draw up the year plan for the next school year. Finally, we will ensure there is an evaluation cycle for the policy areas as detailed in the School Plan. Through the quality cards, we will identify what our successes have, and have not, been and use these to determine areas for improvement in relation to our School Plan. Sources Quality Handbook, Violenschool IPS 2010 Quality cards Dutch inspectors report PKO November 2011 Standards and principles, IBO 1.3 References School Guide Special Needs policy Language policy The teaching of Dutch, the Host Country Language, Curriculum Guidelines Four-year Strategic plan, Foundation for Public Primary Education in Hilversum Quality Handbook, Violenschool IPS 2010 Making the PYP Happen IBO Function Mix Implementation Plan Protocol for the implementation of the task policy Sickness Policy - Violenschool IPS Terms and Conditions Violenschool IPS Procedures for accidents and incidents in Violenschool IPS Addressing the Social & Personal Development of IPS students 3

5 Chapter 2 School description 2.1 Characteristics of the school Violenschool, International Primary School Foundation for Public Primary Education in Hilversum Main office and groups 5 to 8 Groups 1 to 4 Rembrandtlaan BH Hilversum info@ipsviolen.nl Frans Halslaan 57A 1213 BK Hilversum info@ipsviolen.nl Characteristics of the school s management and the team The school management consists of a head of school, who is also head of location for the upper school, and a head of location for the lower school. Both are full-time positions free of class teaching responsibilities. They are supported by four year-group coordinators (1/2, 3/4, 5/6, 7/8) in addition to coordinators for the IB Primary Years Programme, English as a Second Language, Dutch as the Host Country Language, Quality Assurance and Special Educational Needs (SENCO). In the coming years, it is the intention that posts of responsibility will be added in accordance with national requirements regarding Function Mix. The school s pedagogical leadership team consists of the management, the SENCO and the IB Primary Years Programme coordinator. Meetings of the pedagogical leadership team would usually include all, or a selection of, the coordinators mentioned above who would then be representing staff or pedagogical areas within their responsibilities. The number of teaching staff, excluding management, is 27 of which 15 are on a fulltime basis and 12 part-time. Of the 17 classes, 11 of them have full-time teachers. In addition to the SENCO, there is a total of 17 part-time support staff. These are for English as a Second Language, Dutch as the Host Country Language, and learning support divided over both locations. It also includes 3 part-time class assistants at the lower school, 2 secretaries based at the main office and a librarian. Each location has a full-time caretaker. The age structure of the team is shown below (as known per July 2012). There are also 2 external specialists that come to the school on a weekly basis, a motor-performance teacher and a speech-therapist, both based at the lower school location. Per July 2012 Leadership Teachers Assistants team Total Older than 50 years 6 55% 7 26% 5 18% 18 39% Between 40 and 50 years of 15 33% 3 27% 10 37% 2 79% age Between 30 and 40 years of 10 22% 2 18% 7 26% 1 4% age Between 20 and 30 years of 3 6% % 0 age Younger than 20 years of age Total 11 24% 27 59% 8 17% 46 4

6 Absence due to sickness has averaged 6.7% in the calendar years This is a high percentage (some 0.6% above national average) which can be attributed to six individual cases of long-term absence. The issue of our absenteeism percentages is presented and discussed annually with the whole team and the head of personnel from the office for public education in Hilversum (BOOH). 2.3 Characteristics of the students Our school had 297 students on the counting date, 1 October 2011, but had grown to 320 by 23 February The students represent some 32 nationalities and are from families that meet the requirements for admission to a Dutch International Primary School (see 2.4). Some 60% of the students do not have English as their native language and the majority of them stay in the school for less than 3 years. Each year, approximately 100 new students of all ages join the school and throughout the whole year additional new students join us and some students may leave. During school year , we admitted 126 new students. 2.4 Characteristics of the parents and catchment area Our parents, and therefore families, are of non-dutch nationality which are temporarily resident in the region or of Dutch nationality, but have provided proof that their future location and their children s education is expected to be in a country other than The Netherlands, and they will attend another international or English speaking educational establishment. The school can accept families of Dutch nationality who are returning to The Netherlands and whose children have already attended international education or received education in English, and initially wish to continue their primary education in English. Children of families of Dutch or other nationalities living in The Netherlands on a permanent basis are not accepted. Although the vast majority of the parents live in the town of Hilversum, some 20% live in towns situated in t-gooi and further afield, ranging from Amsterdam to Almere and Utrecht. The level of education of the parents is high, with the majority at university or higher education level. They represent a diversity of cultures and religions, which is an enrichment to the whole school community. In March 2012, the highest percentage, 20%, came from the United Kingdom, with The Netherlands and India following, with 17% and 14% respectfully. The remaining 49% encompassed 39 nationalities, ranging from 1 to 16 students in each. Parents are very involved in the school, actively participating in school and supporting out-of-school social activities. The social activities are organised by the parents social group that supports the whole school community. 2.5 Prognosis: internal and external developments Incorporated into the school s existing cycle of quality control are satisfaction surveys for staff, parents and students. Applying the results of these surveys within the framework of our new School Plan, we can see a number of possible opportunities and threats. These can be both internal and external and have a significant effect on the school, the staff and the students. We will therefore be specifically including these in our policy and decision making. 5

7 Commendations for the school 1. The teachers. 2. The quality of the education. 3. The atmosphere in the school and the classes. 4. Interaction between students, staff & parents. 5. Clarity of school rules. Recommendations for the school 1. Improvement of our current housing situation. 2. Safety in the area around both locations. 3. Increase the recognition of the role and significance of the school by Hilversum Council. 4. Improve primary and secondary working conditions for staff. 5. An upgrade of facilities in comparison with other international schools in the Netherlands. Possible opportunities for the school 1. Active cooperation and involvement with the existing after-school care organisation. 2. The competitive school fee in comparison to all other international schools in the Netherlands. 3. Cooperation with the new DIPS school in Utrecht. 4. Closer cooperation with IS Hilversum. 5. Bilingual primary education. Possible threats to the school 1. Rivalry between our school and the new DIPS school in Utrecht. 2. The lack of understanding of the role and significance of the school by Hilversum Council. 3. The dominant presence of an external afterschool care organisation catering mainly for students not attending our school. 4. Financial cut-backs from governmental to local levels. 5. Further growth of IS Hilversum s private primary school. Conclusions from the above: 1. Use the predominantly positive aspects of the staff, parents, pupils satisfaction surveys and Dutch inspectors Periodical Quality Inspection report to our advantage. 2. The housing issue must be thoroughly examined for all possibilities. 3. We should instigate an investigation into structured cooperation with the after-school care. The main improvement targets for the coming four years are: 1. Housing. 2. General facilities. 3. Safety in the area around both locations. 4. Cooperation with SKH, the after-school care organisation. 5. Primary and secondary working conditions for staff. 6

8 Chapter 3 The educational policy Quality for All and All for Quality Our mission statement was revised during school year The motto above, Quality for All and All for Quality, was designed to represent all we stand for and value. This motto is the essence of our mission statement, which itself encompasses the school s vision and ambitions. 3.1 The school s mission statement The Violenschool International Primary School is an IB World School that aims to provide highquality primary education in English for pupils of all nationalities within the Dutch State system. We provide each pupil with a diverse education in a safe, supportive environment that promotes self-discipline, motivation & excellence in learning. The terms mission, vision and ambitions, or aims & objectives are commonly used but an organisation s understanding of them needs to be clearly defined before they can be fully understood by others, meaningfully evaluated or knowingly achieved. Our mission is why we are significant and what we want to achieve for society Our vision is how we view the world and our normative framework Our ambitions, aims & objectives are what we want to achieve We view a strategic plan as an outline of how we intend to realise the ambitions, goals & objectives arising from our vision and mission Alignment of our mission statement In 2011, we have aligned the mission, vision, aims & objectives of our school and those of the three organisations we are part of: Foundation for Public Primary Education in Hilversum (SOBH) Dutch International Schools (DIS) International Baccalaureate Organisation (IB) The alignment of our school s mission statement to that of the three above is essential for us to maintain an individual identity while recognising the significant connections that are essential to our identity. The connections strengthen our mission and our vision while clarifying our ambitions, aims and objectives. Foundation for public primary education in Hilversum This is our local school board which is responsible for some 10 schools spread over 17 locations in Hilversum. In total, 320 employees are responsible for the education of 3300 primary school pupils on a daily basis. Mission: We provide students with the best education: inspiring, responsible, resultsoriented and professional education in today's society 7

9 The mission, vision and ambition of SOBH encompass those of the Violenschool IPS reflecting a quest for quality in all that it does. There are connections but no conflicts and it is this alignment in mission & vision that makes it possible for our school to function optimally with SOBH as its board. Dutch International Schools (DIS) This is a national organisation responsible for international education in The Netherlands in English, within the Dutch educational programme and intended for specific international target groups. We have been affiliated to it since its foundation in 1986 (then known as IGBO/IGVO). The Dutch International Schools are united under the joint mission: To provide international education for students of all nationalities in The Netherlands. The mission of Dutch International Schools encompasses those of the Violenschool IPS and our very existence is dependent upon close alignment to its basic principles, aims and ambitions. We are a Dutch International (primary) School by definition. International Baccalaureate Organisation (IB) The International Baccalaureate Organisation is a non-profit educational foundation, motivated by its mission, focused on the student. We are an authorised IB World School and fall under the region Africa, Europe and the Middle East (IBAEM) for this international organisation. Mission The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. In 1992 we became a founder member of the International Schools Curriculum Project (ISCP). A number of staff from our school helped in the development of the ISCP curriculum framework. This framework for an international curriculum for all schools was recognised for its significance by the IB and in 1999 it became known as the Primary Years Programme (3-12 years), the third of the IB programmes forming the base of the Middle Years Programme (11-16 years) and the Diploma Programme (16-18 years). We were authorised as an IB World School in January This status is dependent upon the school meeting the standards & practices determined by the IB. The first two of these are: 1. The school s published statements of mission & philosophy align with those of the International Baccalaureate. 2. The governing body, administrative and pedagogical leadership and staff demonstrate understanding of International Baccalaureate philosophy. These illustrate the significance and relevance of examining the alignment of our school s mission statement to that of the three above. The connections strengthen our mission and our vision while clarifying our ambitions, aims and objectives. 8

10 3.1.2 Mission objectives In the coming four years, the following directional statements are significant for our activities and priorities: 1. In our school we give systematic and structured attention to personal, social and emotional development. 2. In our school we speak of inclusive education. 3. The professionals within our school work (collaboratively) on personal development related to school development. 4. In our school we work to achieve high quality outcomes and results. 5. In our school we use a needs based approach Mission policy In order to maintain an active awareness of our mission: 1. Our mission, motto and core values are evaluated every year. 2. This is guaranteed through use of the quality card A: Philosophy based upon the standard & principle from the International Baccalaureate Organisation. 3. Together with management, both parent and staff representatives of the School Council fulfil a significant role in a collaborative evaluation and review of our mission. 4. The school mission is explained in a clear and concise flyer which is distributed to all new families when they join our school The school vision General Teaching and learning Teaching and learning is the fundamental core of our work. It is driven by our mission and our aims and objectives are clearly defined within the framework of the standards and principles of the IBO. Aims and objectives: In our school: students experience coherence in their learning supported by the five essential elements of the programme regardless of which teacher has responsibility for them at any point in time the classroom teacher takes responsibility at least for the language of instruction, mathematics, social studies and science, to support the Primary Years Programme model of transdisciplinary teaching and learning personal and social education is the responsibility of all teachers inquiry is used across the curriculum and by all teachers 9

11 In our school, teaching and learning: builds on what students know and can do addresses the competencies, experiences, learning needs and styles of students promotes the understanding and practice of academic honesty supports students to become actively responsible for their own learning addresses human commonality, diversity and multiple perspectives addresses the diversity of student language needs, including those for students learning in a language(s) other than mother tongue demonstrates that all teachers are responsible for language development of students uses a range and variety of strategies differentiates instruction to meet students learning needs and styles provides for grouping and regrouping of students for a variety of learning purposes incorporates a range of resources, including information technologies develops student attitudes and skills that allow for meaningful student action in response to students own needs and needs of others engages students in reflecting on how, what and why they are learning fosters a stimulating learning environment based on understanding and respect provides environments in which students work both independently and collaboratively empowers students to take self-initiated action as a result of the learning encourages students to demonstrate their learning in a variety of ways develops the IB learner profile attributes Although two elements of teaching and learning are practically inseparable, we do recognise a division between pedagogical and didactic performance. These have been identified as separate quality aspects within the school s Quality Handbook. It is important to consider the individual, maintain an open stance and foster mutual respect in a relationship within which the child feels recognised Pedagogical performance Significant pedagogical notions are: independence in thought and action personal responsibility being critical power of reflection collaboration Our pedagogical aims and objectives are: to ensure that the students interact in a respectful manner to demonstrate respect for all the students in their behaviour and use of language to provide the students with positive personal attention to actively promote the students (self) confidence to make carefully thought-out use of compliments and corrections 10

12 Didactic performance When considering didactic skills, we identify the following as being significant: Interactive teaching: the students play an active role in their learning a variety of teaching and learning strategies (variety = stimulating and motivational) the delivery of quality instruction allowing students to work independently (together) Our didactic aims and objectives are: to facilitate a task-orientated working atmosphere to explain clearly and concisely to specifically teach strategies for learning and thinking to ensure there is a good structure in the educational activities to evaluate/assess whether the students have understood the explanation and/or the task to provide students with feedback on their learning and development process Specific Educational concept Our school is an IB World School. We were authorised by the International Baccalaureate Organisation in January 2000 for the Primary Years Programme. The PYP is designed specifically for children aged from four to twelve. It focuses on the total growth of the developing child, affecting hearts as well as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare. The PYP combines the best research and practice from a range of national systems with a wealth of knowledge and experience from international schools. The PYP offers a comprehensive, inquiry-based approach to teaching and learning. The curriculum framework is an expression and extension of three inter-related questions: What do we want to learn? How best will we learn? How will we know what we have learned? The aim of the PYP is to encourage globally-minded young people who are: Inquirers Thinkers Communicators Risk-takers Knowledgeable Principled Caring Open-minded Balanced Reflective 11

13 Inquiry-based education: The Units of Inquiry The children will explore academic subjects through six Units of Inquiry during the school year. These Units of Inquiry represent about half of the work covered in the school year. The remainder of the lessons are also inquiry-based but fall under the category 'stand alone' as opposed to transdisciplinary. These cover the traditional lessons in reading, writing and mathematics. Each Unit of Inquiry is driven by an organising theme. Each organising theme has a subject focus and a Central Idea from which the content of the Unit is planned. Mathematics and language are regarded as being service subjects or the tools for purposeful inquiry. Certain skills, such as number work and phonics, are taught in standalone subject-specific lessons. Other areas, such as data handling and measurement, are often better taught through integrating them into the Units of Inquiry. Society expects school leavers to be able to use their academic skills in context, so it makes sense for schools to teach them in context. Maintaining the balance between what is best learned in stand-alone lessons and what is best learned through transdisciplinary inquiry is essential to the PYP, and this balance will shift depending upon the needs of the students and the focus of each Unit of Inquiry. 3.3 Ideological identity Who we are beliefs and values Who we are is one of the six transdisciplinary themes that constitute our Programme of Inquiry. The descriptor for this theme is: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Our school is an international department of a Dutch public primary school. Attention to ideological identity is interwoven into the education. We include structured and explicit attention to beliefs and values. We see a strong relationship between ideological identity, personal, social and emotional development (e.g. interaction with others and the environment social skills) and active citizenship and social cohesion. We regard it as essential that students interact in an appropriate manner and respect the opinions and visions of others. In relation to our multi-cultural student population we devote attention to celebrations from a variety of philosophies. Our objectives are: to focus on ideological identity through a transdisciplinary approach to focus on beliefs and values in a structured manner through the organising theme Who we are to work on personal, social and emotional development where the focus lies on nature of the self and interaction with others and the environment to focus on active citizenship and social cohesion to purposely allow the students to experience the differences in society to give structured attention to celebrations of rites and passages Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control. 12

14 3.4 Written curriculum The school s PYP written curriculum should be planned and used in a developmentally appropriate way; it should take into account what students should learn and be able to do on the basis of what is best for their development in the long term, rather than simply on the basis of what works in the short term. It should be based on each student s needs, interests and competencies. This developmental approach takes into account: the characteristics, capabilities and interests that are normal for the age group the different rates at which students learn and the wide range of normal variation that can occur in an age group that individual patterns of development are complex and not simply sequential that learning is a balance between the intellectual, the social and the personal; each is important and each is interlinked with the others that the maturity of each student depends on the developmental stages he or she has already gone through, and the effects of earlier positive and negative feedback Although the five essential elements are presented under the written curriculum, they resonate throughout the entire PYP curriculum. Our objectives are: the written curriculum is comprehensive and aligns with the requirements of the programme the Programme of Inquiry consists of six Units of Inquiry one for each transdisciplinary theme at each year level, with the exception of students who are 4 5 years, where the requirement is at least four Units at each year level, two of which must be under Who we are and How we express ourselves the school ensures that there is a coherent, horizontally and vertically articulated Programme of Inquiry the Primary Years Programme exhibition is one of the six transdisciplinary Units of Inquiry in the final year of the programme there is documented evidence that the curriculum developed addresses the five essential elements of the Primary Years Programme the written curriculum is available to the school community the written curriculum builds on students previous learning experiences the written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time the school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each Primary Years Programme subject area the overall expectations of student achievement in the school s scope and sequence documents are aligned with those expressed in the Primary Years Programme scope and sequence documents the written curriculum allows for meaningful student action in response to student s own needs and the needs of others the written curriculum incorporates relevant experiences for students the written curriculum provides opportunities for student learning that is significant, relevant, engaging and challenging the written curriculum promotes students awareness of individual, local, national and world issues the Programme of Inquiry includes the study of the host or home country, the culture of individual students and the culture of others, including their belief systems 13

15 the written curriculum provides opportunities for reflection on human commonality, diversity and multiple perspectives the written curriculum is informed by current IB publications and is reviewed regularly to incorporate developments in the programme there is a system for regular review and refinement of the Programme of Inquiry, individual Units of Inquiry and the subject-specific scope and sequences the written curriculum integrates the policies developed by the school to support the programme the written curriculum fosters development of the IB learner profile attributes Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control Educational content In our school we use a wide variety of teaching resources. These include a selection of teaching schemes which may be used as integral resources, both at the planning and the teaching phase. The teachers have control and ownership of these phases and determine, according to the students needs, the suitability and appropriateness of any particular scheme for any particular child at any particular time. It is the teachers' and students needs that guide our educational content, and not the schemes. We have well-documented scope and sequence for each subject area. Mathematics and Language Arts have been written by the school, while for other disciplines we use the scope and sequences from the International Baccalaureate Organisation. Although there may be scheme-related assessments available, the majority of our assessments, pre-, formative or summative are teacher generated and relate directly to the teaching. Aims and objectives: In our school: our scope and sequences satisfy requirements of the Dutch core objectives we incorporate pre-, formative and summative assessment into our teaching the educational content shows vertical articulation throughout the school the educational content meets a diversity of relevant needs the educational content includes support for social-emotional development the school content includes attention to active and good citizenship. the educational content includes the use and development of ICT skills the educational content includes attention for intercultural education the educational content prepares students for secondary education Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control. 14

16 3.5 Language Schools have a special responsibility to recognize and support language development to ensure that all students are provided with the environment and the necessary language support to enable them to participate fully in the academic programme and in the social life of the school, as well as to develop as individuals. With this in mind: all teachers in a PYP school are considered teachers of language language learning plays a major role in schools where the language of instruction may not be the student s first language On the basis of our student population, language is given significant attention in our curriculum. Our objectives are: an up-to-date language policy reflecting the philosophy of the Primary Years Programme to successfully implement the practices of teaching English in the mainstream to ensure there is variety of resources to enhance the acquisition of language skills for the whole student population to have and implement a school specific dyslexia policy to monitor and record student results and outcomes for language throughout the school Dutch language The Host Country Language The programme for Dutch as the Host Country Language is split into three categories: Students in groups 1 and 2, when we only teach oral communication skills at a level appropriate to their knowledge of Dutch. New students to the school that start in group 3 or higher where our objectives are that children will develop their speaking & listening skills so they are able to use oral language with increasing accuracy, detail and range of vocabulary, talk with confidence about a wide range of topics and participate appropriately in discussions. The advanced level programme, where the objective is to also develop reading and writing skills in the Dutch language. The requirement to be included in this final programme is that the students have already achieved all of the goals & specific expectations for speaking & listening for non native speakers in their fifth and sixth year in the school. Full information can be found in the document: The teaching of Dutch, the Host Country Language. 15

17 3.6 Mathematics Mathematics is no longer regarded as being merely a fixed group of algorithms to be transmitted to the students, but has become a way of thinking and a language for understanding. The study of mathematics has evolved into an inquiry into this language and learning. The major expectations regarding learning content have been arranged into five strands of knowledge. In Number and Pattern & Function, students inquire into our number systems, operations, patterns & functions. These are the two areas where students increase their fluency in the language of arithmetic, as they learn to encode and decode its meaning, symbols and practices. Mathematics provides the models, systems and processes for handling data, making and comparing measurements and solving spatial problems. Inquiry-based units are entry points into mathematics through which students will determine the content for the strands Data Handling, Measurement and Shape & Space. Our objectives are: to successfully implement the practices of teaching mathematics using the three phases of understanding identified in Making the PYP Happen to ensure there is a variety of resources to enhance the acquisition of mathematical skills for the whole student population to monitor and record student results and outcomes for mathematics throughout the school teachers will systematically schedule both stand alone and Unit-related mathematics to successfully apply the IB principles of assessment in mathematics to ensure teachers align, wherever necessary, the didactics to the needs of the group to ensure teachers work according to individual and group action plans in mathematics 3.7 Personal & Social Education: Social-emotional development, active citizenship and social cohesion The social and emotional well-being of the students has a significant influence on how they function in and outside of the school. We therefore devote structured time to socialemotional development. We do this because we want our students to become responsible citizens able to care for themselves and interact appropriately with people and their environment, both close by and far away. Our school regards personal, social and emotional education as transdisciplinary in nature. It is pervasive in every subject area, and has a special role to play in a child s development. It is not a subject as such, because only certain aspects of it can be taught in lessons. It is concerned with a pupil s all-round development as an individual in society, and is important as the foundation for learning in the broadest sense. Its pervasive nature means that it needs to be considered in all areas of the curriculum and not just the transdisciplinary Units of the Programme of Inquiry. The school has identified four strands of Personal & Social Education: Self-concept Health & Safety Interaction Organisation for learning with others 16

18 3.8 The IB learner profile Within the framework of the school s curriculum there are a number of aspects related to personal and social development and the IB learner profile plays the most significant role in daily school life: 1. We model the attributes of the Learner Profile in how we teach and how we interact within the whole school community. 2. We use the Learner Profile in our planning, teaching, recording, assessing and reporting. 3. We look for, monitor, observe, foster and encourage evidences of the attributes in student behaviour throughout their time in IPS. It is not intended to be a profile of the perfect student; rather, it can be considered as a map of a lifelong journey in pursuit of international-mindedness. It provides a clear and explicit statement of what is expected of students, teachers and school administrators in terms of learning, and what is expected of parents in terms of support for that learning. Our objectives are: In groups 1 & 2, the students will: develop an awareness of their self-identity and recognize some of their strengths and weaknesses show self-confidence and self-worth learn to recognize & communicate their feelings and emotions in an appropriate way reflect on their own abilities and behaviour show awareness of healthy lifestyle choices develop a sense of safety and an ability to protect themselves from danger and abuse show increasing independence approach learning with flexibility, creativity and commitment develop social skills when interacting with others in different situations, and develop and maintain appropriate relationships show awareness of and respect for the views, needs, rights & differences of others become aware of different ways of dealing with conflict situations In groups 2 to 8, the students will: develop an awareness of their self-identity and their strengths and weaknesses show self-confidence and self-worth learn to recognize, communicate and manage their own feelings and emotions reflect on their own abilities and behaviour and will set achievable personal goals show awareness of and take responsibility for the choices they make to maintain a healthy lifestyle develop a sense of safety and an ability to protect themselves from danger and abuse show initiative and self-direction with increasing independence approach learning with flexibility, creativity and commitment develop social skills when interacting with others in different situations develop and maintain appropriate relationships show awareness of and respect for the views, needs and rights of others show appreciation of cultural, racial, social, linguistic and religious differences recognize and deal appropriately with conflict situations 17

19 3.9 Information Communications Technology The ever-increasing impact of ICT on teaching and learning is an important consideration in education at all levels. Through ICT, there are greater opportunities for interactive communication and exchange of information through global collaboration, authentic learning, expansion of the learning community and empowerment for all learners. In our school, ICT encompasses the use of a wide range of digital tools, media and learning environments for teaching, learning and assessing. In the PYP, there will be opportunities to use ICT in the relevant, authentic context of the Units of Inquiry, as well as through teaching and learning experiences in other areas of the curriculum. The role of ICT to support inquiry is important as students engage in building understandings that contribute to their success as lifelong learners in a digital age. ICT includes a variety of approaches to help connect learners within both the local and global community in order to empower learning. Learners awareness, use and appreciation of different ICT knowledge, skills and platforms should be developed. Furthermore, students should be encouraged to recognize that competency in ICT is a valuable life skill. The following six ICT skills are relevant to all learners: investigating creating communicating collaborating organizing becoming responsible digital citizens Each skill is transdisciplinary and will support learning both within the transdisciplinary Programme of Inquiry and within the subject areas. These skills interact with each other to support the development of learners. Therefore, teachers should consider these skills when planning for teaching and should look for evidence of them in student learning. Aims and objectives: In our school: ICT provides opportunities for the transformation of teaching and learning and enables students to investigate, create, communicate, collaborate, organize and be responsible for their own learning and actions ICT allows students to make connections and reach a deeper understanding of its relevance and applicability to their everyday lives ICT empowers learners to develop and apply strategies for critical and creative thinking, engage in inquiry, make connections, and apply new understandings and skills in different contexts 18

20 3.10 Lesson time In our school we use lesson time effectively because we realise that time is a significant factor in our students learning. We therefore endeavour to minimise time loss. We also strive to ensure there is sufficient time made available for students to master the educational content we offer. Aims and objectives: In our school: sufficient lesson time is planned at location and school level teachers make efficient use of the planned lesson time following school-wide agreements lesson time is divided across the disciplines in a structured and balanced manner class management is effective with little time lost due to organisational issues we plan and organise the time necessary for the teaching according to the educational needs of the student(s) teachers have explicit schedules and timetables weekly, per Unit and year plans we follow a school-wide procedure and policy for absenteeism Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control Pedagogical climate Our teachers are the essence of our school. Their tasks include, among many, preparing the students to become good international citizens. This is why we emphasise the importance of students being able to interact with themselves and others, close by and far away. Teachers create a safe and structured environment in which students feel respected and valued. The key words are relation, competency and autonomy. We place significant value on positive and motivational teachers, mentors that enable students to complete their work independently, together with others. To achieve this, we have clear rules and ambitions. Our objectives are: to ensure there is a safe and orderly class environment to ensure there is a functional and challenging learning environment to ensure there is a recognizable structure in the class to ensure that the students interact in a respectful manner to demonstrate respect for all the students in their behaviour and use of language to provide the students with positive personal attention to actively promote the students (self) confidence to make carefully thought-out use of compliments and corrections to promote independent and collaborative work habits Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control. 19

21 3.12 Didactic performance In our school, the teachers give effective form to inquiry-based concept-driven education. We align the teaching to the students needs and therefore differentiate the instruction and the learning process both in tempo and content. We place significant value on the independence of students and we stimulate group work and collaboration where appropriate. Our objectives are: to facilitate a task-orientated working atmosphere clear and concise explanations in the class specifically teaching strategies for learning and thinking a good structure in the educational activities to evaluate & assess students understanding of explanations and/or tasks provision of feedback to students on their learning and development process involvement of all students in the educational activities application of different work forms use of appropriate teaching aids and materials to enhance the learning environment well planned, balanced and structured lessons differentiated instruction in both tempo and content structurally including a variety of solution strategies students can work together independently Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control Active and independent role of the students In our school, we attach considerable importance to students becoming independent. Key words are: self (collaborative) discovery, personal (collaborative) choices, individual (collaborative) work. Alongside independence we regard it as important that we develop self-responsibility in our students. Of course, promotion of autonomy and selfresponsibility does not result in teachers leaving students to their own devices too easily. Teachers guide and monitor the processes where appropriate. Those that need more guidance will receive it. Aims and objectives: In our school: the students are actively involved in the learning activities the students are responsible for the organisation of their own learning process as suited to their developmental level the students apply their acquired knowledge and understanding in other situations the students learn to work together constructively and effectively Evaluation (Chapter 7.9) A bi-annual evaluation of these objectives by staff and management is built into our quality control. 20