Purpose 1: The governing body and school leaders articulate a purpose for learning that aligns with the IB’s philosophy and mission.
Purpose 2: The school’s pedagogical leadership team embraces educational approaches that encourage students to become active, compassionate life-long learners.
Purpose 3: The school community fosters internationally minded people who embody all attributes of the IB learner profile.
Environment:Leadership 1: The school regularly reviews and follows all IB rules, regulations and guidelines to support programme implementation and ongoing development.
Environment:Leadership 2: The school includes on its pedagogical leadership team an IB-trained programme co who is empowered to facilitate successful programme implementation.
Environment:Leadership 3: The school organizes time for learning and teaching that provides a broad, balanced and connected curriculum
broad, balanced and connected curriculum and serves the changing needs of its community.
Environment:Leadership 4: The school implements and reviews systems and processes to improve
the operation and sustainability of its IB programme(s)
Environment: Leadership 5: The school funds and allocates resources that sustain and further develop its IB programme(s).
Environment: Student support 1: The school provides relevant human, natural, built and virtual resources to implement its IB programme(s).
Environment: Student support 2: The school identifies and provides appropriate learning support.
Environment: Student support 3: The school fosters the social, emotional, and physical well-being of its students and teachers.
Environment: Student support 4: The school provides guidance and support that help students succeed in its IB programme(s) and plan for the next stage of their educational and/or career-related experiences.
Environment: Student support 5: The school builds relationships with the wider community that are a source of wisdom and expertise to strengthen the implementation of IB
Environment: Teacher support 1: The school ensures that teachers use current IB resources and regularly review their implementation of the programme.
Environment: Teacher support 2: The school ensures that leadership and teachers participate in appropriate and timely professional learning to inform their practice.
Environment:Teacher support 3: The school provides time and other resources for teachers to collaborate effectively in the implementation of IB programme(s).
Culture: Culture 1: The school secures access to an IB education for the broadest possible range of students.
Culture 2: The school implements, communicates and regularly reviews an inclusion policy that creates cultures that support all students to reach their full potential.
Culture 3: The school implements, communicates and regularly reviews an academic integrity policy that creates cultures of ethical academic practice.
Culture 4: The school implements, communicates and regularly reviews a language policy that helps to foster intercultural understanding through communicating in a variety of ways in more than one language.
Culture 5: The school implements, communicates and regularly reviews an assessment policy or policies to help create a culture of continuous learning and growth
Culture 6: The school implements, communicates and regularly reviews its IB mandated policies to ensure they are cohesive and reflect IB philosophy.
Learning:Coherent curriculum 1: The school plans and implements a coherent curriculum that organizes learning and teaching within and across the years of its IB programme(s).
Learning:Coherent curriculum 2: Teachers collaborate to design, plan and deliver the school’s IB programme(s).
Learning: Coherent curriculum 3: The school develops, regularly reviews and shares its curriculum in ways that explicitly engage the school community.
Learning:Lifelong learners 1: Students actively develop thinking, research, communication, social and self-management skills.
Learning:Lifelong learners 2: Students demonstrate and reflect on their continued development of the IB learner profile attributes.
Learning: Lifelong learners 3: Students identify and foster healthy relationships, an understanding of shared responsibility, and the ability to collaborate effectively.
Learning:Lifelong learners 4: Students grow in their ability to make informed, reasoned, ethical judgments.
Learning:Lifelong learners 5: Students exercise the flexibility, perseverance and confidence they need to bring about positive change in the wider community and beyond.
Learning:Lifelong learners 6: Students take ownership of their learning by setting challenging goals and pursuing personal inquiries
Learning:Lifelong learners 7: Students pursue opportunities to explore and develop their personal and cultural identities.
Learning: Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students
Learning: Approaches to teaching 2: Teachers focus on conceptual understanding to support students in developing their ideas.
Learning: Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum
Learning: Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive and dynamic learning community.
Learning: Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve challenging personal learning goals.
Learning: Approaches to assessment 1: Students and teachers use feedback to improve learning, teaching and assessment.
Learning: Approaches to assessment 2: The school uses assessment methods that are varied and fit-for-purpose for the curriculum and stated learning outcomes and objectives.
Learning: Approaches to assessment 3: The school administrates assessment consistently, fairly, inclusively and transparently.
Learning:Approaches to assessment 4: Students take opportunities to consolidate their learning through assessment.
