Vis Chart 5 Update of Action Plan

Chart 5: Update of action plan
Schools are required to use this template to submit their plan in order to continue implementing the programme for the next five years. It is organized according to the headings of the
Programme standards and practices.
The school will include objectives drawn from the outcomes of the self-study questionnaire.
Add rows as necessary.
A: Philosophy
The schools educational beliefs and values reflect IB philosophy.
Objective
1. The schools published

statements of mission and
philosophy align with those
of the IB.
Actions
The schools mission and

vision statements have been
reviewed and the new
guiding statements align with
the IB mission statement.
Date to be
achieved
June 2015
Person/group responsible for

achieving this objective
Budgetary implications
Evidence of achievement
or of progress towards
achievement of the objective
All VIS stakeholders
N/A
Updated guiding statements in line

with IB philosophy.
The leadership team in consultation

with teachers determines where
professional development should
occur.
3 % of annual budget is allocated to

professional development.
The school community is developing

and demonstrating an understanding
of the IB philosophy.
The school has a new

mission and tagline.
With the new mission and
tagline we must now work on
realizing the mission
statement in our work and
decipher a measurement of
success to determine
implementation. We should
include non-academic staff
in this process.
2015/16
The pedagogical leadership

team needs to align the
implementation of the
curriculum and various
associated activities with the
schools mission.
2. The governing body,
administrative and
pedagogical leadership and
staff demonstrate
understanding of IB
IB professional development
is continuous to facilitate a
better understanding of the
IB programmes that we offer
On-going
1
Programme evaluation guide and self-study questionnaire: Primary Years Programme
Objective
philosophy.
Actions
Date to be
achieved

PYP and MYP.

Strategic Goals Balanced
Scorecard is based on key
elements of the IB
philosophy. Specifically,
developing the integration of
the Learner Profile
attributes, realizing
international-mindedness,
refining our approaches to
teaching
(written/taught/assessed
curriculum) and strategies to
retain qualified staff to
implement the programmes.
Director and PYP
Coordinator attended PYP +
MYP + Diploma Programme
Leadership for School
Improvement Category 3
together.
2016
Head of School and pedagogical

leadership team in consultation with
the Meeting of Stakeholders and the
School Council.
N/A
August 2014
PYP Coordinator/Asst. Principal
2015/16
Find more ways of
developing an understanding
of the IB philosophy at the
levels of the School Board,
the School Council, the
pedagogical leadership
team, the teachers and the
non-academic staff.
3. The school community
demonstrates an
understanding of, and
Parent workshop on The

PYP and 21st Century
Learning
Philosophy of the programme is

incorporated into the Strategic Goals
Balanced Scorecard.
Completed (
October
2014)
PD budget
Teacher in-service on inquiry
at all staff retreat
N/A
Teachers have a better

understanding how teaching and
learning is enhanced through the
use of inquiry.
All people involved in implementing
the PYP and the non-academic
operation of the school will
demonstrate an understanding of the
philosophy of the programme.
N/A
Pedagogical leadership team
November,
2014
N/A
Parents understanding the PYP and

can be better involved their
child/rens learning.
2
Objective
commitment to, the

programme(s).
Actions
Article published on the

SharingPYP blog on playbased learning at VIS http://blogs.ibo.org/sharingpy
p/2015/01/06/inquiry-workof-children/
Early childhood weekly
collaboration on
understanding play-based
learning better.
Collaboration with Milda
Bredikyte - Lithuanian expert
on play as pedagogy
a. The values of the Primary

Years Programme as
indicated in the curriculum
documents have an explicit
impact on the decision
making and functioning of
the school.
Date to be
achieved

Kindergarten teacher
N/A
Early childhood team has developed

a better understanding of play-based
learning and how it works in our
context.
All early childhood teachers.
N/A
Early childhood teachers have

developed observational tools based
on the different roles that teachers
have in childrens play.
All early childhood teachers.
N/A
PYP Coordinator/Asst. Principal with

support from PYP teachers
N/A
Director and PYP Coordinator
PD budget
Jan. 2015
Weekly
(Friday 1:152:15)
05 Dec. 2014
More parent information

sessions planned including
Assessment in the PYP,
Play in the PYP
23 Jan. 2015
All members of the

pedagogical leadership team
or in decision-making
positions need to be IB
trained and have a thorough
understanding of the
programme.
On-going
The community will demonstrate

better understanding of and
commitment to the programme.
2015/16
Curriculum development is
done in committees to
ensure a collaborative
approach.
The school ensures all staff undergo

IB training.
Decisions are made for the purpose
of implementing and improving the
programme.
IB PYP training and experience
influence recruiting decisions so that
the school employs well trained
teachers to implement the
programme.
All new hire PYP teachers

for the 2015/16 academic
year have current IB PYP
training or are registered to
get IB training.
b. The school as a
community of learners is
committed to a collaborative
approach to curriculum
development.
On-going
yearly
All PYP teachers develop curriculum

in collaboration with each other and
the PYP Coordinator/Asst. Principal
N/A
A collaborative approach to
curriculum development is valued
and followed.
3
Objective
Actions
Date to be
achieved

c. The school is committed

to a constructivist, inquirybased approach to teaching
and learning that promotes
inquiry and the development
of critical-thinking skills.

August, 2014
N/A
2014/15
Director
PD budget
2012-2014
Early childhood Coordinator and

MYP Coordinator/Asst. Principal
School purchased several

thinking resources to
promote questioning, critical
thought and making thinking
visible.
Two VIS teachers were
trained as teacher trainers in
the ENV thinking approach.
The have both presented at
conferences on the
application of these
strategies.
Gr. 4 teacher and PYP
Coordinator to attend
Making Thinking Visible.
August 2015
Teachers have a better
understanding how teaching and
learning is enhanced through the
use of inquiry.
Gr. 4 teacher and PYP

Coordinator/Asst. Principal
Teachers are committed to
developing thinking as an integral
part of learning.
August 2015
Making Thinking Visible inservice

d. The school is committed
to the Primary Years
Programme as the
framework for all planning,
teaching and learning across
the curriculum.
The school continues to

invest in the training for, the
implementation of and the
development of the
programme.
On-going
PYP Coordinator/Asst. Principal and

PD budget
A school wide commitment to the

programme.
e. The school demonstrates

a commitment to
transdisciplinary learning.
The school has collaborative

planning and open-floor
transdisciplinary planning to
ensure that single subject
teachers are active in
contributing to and linking
where applicable to the PoI.
Collaborative
planning with
the PYP
Coordinator/A
sst. Principal
happens
once every
two weeks.
PYP teachers facilitated by PYP

N/A
The school is committed to

transdisciplinary learning.
The annual PoI review

includes single subject
teachers ensuring that they
are active in contributing to
Open-floor
transdisciplin
ary planning
4
Objective
Actions
the PoI.
Date to be
achieved

happens
once every
six weeks.
PoI finalized
in May every
year
2015/16
More evidence of singlesubject integration should be
documented in unit planners
on ManageBac.
4. The school develops and
promotes internationalmindedness and all
attributes of the IB learner
profile across the school
community.
Mission and tagline

statements highlight
commitment to internationalmindedness (cultural
proficiency).
PoI review incorporates
Learner Profile attributes into
the document.
PYP professional
development sessions to
target student initiated
inquiry, action and
international mindedness.
2014/15
The Director including the CIS

committee and parent/student
groups
On-going

N/A
The school promotes the attributes

of the Learner Profile and cultivates
international mindedness.
Weekly
(2015/16)
VIS has since initiated

events such as World Book
Day, the international family
picnic, and the winter
Olympic opening ceremony
to promote diversity in a
natural way.
Reintroduce PYP
assemblies
Twice
monthly
2015/16
5
Objective
5. The school promotes

responsible action within and
beyond the school
community.
Actions
Date to be
achieved

seek out and maintain
contacts in the local and
global communities for the
purpose of student
service/action (Running for
Change, Street Child,
Senavita, Transparency,
Gender Institute, Caritas).
On-going
Teachers to develop/review
a common understanding of
action.
2015/16
6. The school promotes

open communication based
on understanding and
respect.
The PYP homeroom period

is dedicated to pastoral care
and developing open
communication that builds
healthy and respectful
relationships.
On-going
(weekly)
7. The school places

importance on language
learning, including mother
tongue, host country
language and other
languages.
Several efforts have been

made to develop language
learning. All students age
seven begin or continue
learning Lithuanian.
Afterschool clubs have
offered Spanish and mother
tongue Russian and Finnish.
a. The school makes

provision for students to
learn a language, in addition
to the language of
instruction, at least from the
age of seven. Schools with
two languages of instruction
are not required to offer an
additional language.
Students aged seven learn

Lithuanian.

PYP teachers facilitated by the

Service Learning Coordinators
N/A
Student action is developing into

more of a common understanding
and now plays a role in planning,
teaching and learning.
PYP homeroom teachers
N/A
Students and teachers work on a

continuous basis to develop healthy
communication and respect for one
another.
2013-2015
Director
N/A
More wide spread access to learning

languages including mother tongue.
On-going
Director
Staff budget
Qualified language teachers support

the programme with additional
language teaching.

6
Objective
Actions
Date to be
achieved

b. The school supports

mother tongue and host
country language learning.
Facilitate the learning of the

host country through
Lithuanian classes (these
units of study are linked to
the PoI).
On-going
Lithuanian teachers facilitated by

Head of Languages and the PYP
N/A
Learning about the host country is

part of the language learning that
students take part in and is linked to
the PoI.
8. The school participates in

the IB world community.
The school participates in

the IB world community by
sending the Director and
PYP Coordinator/Asst.
Principal to PYP + MYP +
Diploma Programme
Leadership for School
Improvement Category 3
workshop.
October 2014
Director and PYP Coordinator/Asst.

Principal
PD budget
The pedagogical leadership team

participates in the IB world
community.
Principal receives IB
programme updates and
shares them with the staff.
On-going
Article published on the

SharingPYP blog on playbased learning at VIS http://blogs.ibo.org/sharingpy
p/2015/01/06/inquiry-workof-children/
9. The school supports
access for students to the IB
programme(s) and
philosophy.
January 2015
Kindergarten teacher
N/A
Introduction and
Learning Support Notice of
Concern/Referral form.
2014/15
The school became a

member of Next Frontiers
Inclusion (NFI)
April 2014
PD budget
Differentiation PD August
2015.
August 2015
PD budget
2014/15
Staff budget
Increased number of
Learning Support teachers.
Director, Learning Resource and

Assessment Coordinator and
Learning Support Committee
N/A
N/A
All staff members are aware of the

IB world community and programme
updates.
Early childhood team has developed

a better understanding of play-based
learning and how it works in our
context.
A better understanding of student

learning needs, which has enabled
us to individualize student access to
the programme and philosophy.
7
Objective
a. The school implements

the Primary Years
Programme as an inclusive
programme for all students.
Actions
See above.
Date to be
achieved
See above.

See above.
See above.
See above.
B: Organization
B1: Leadership and structure
The schools leadership and administrative structures ensure the implementation of the Primary Years Programme.
Objective
Actions
1. The school has developed

systems to keep the
governing body informed
about the ongoing
implementation and
development of the
programme(s).
All pedagogical leadership

team meetings include a
School Council member (the
MYP Coordinator/Asst.
Principal is a School Council
member).
The director reports to the
Meeting of the Stakeholders
(Board) and the School
Council on programme
developments.
team will determine more
methods to inform the
governing body about the
implementation and
development of the
programme. This may
include short, focused
presentations to School
Council or Board.
2. The school has developed

a governance and leadership

team will determine more
Date to be
achieved
Weekly, ongoing

Director and pedagogical leadership

team
N/A
The School Council and the Board

displays a good understanding of the
Programme.
Pedagogical leadership team, the
N/A
A supportive governance structure

that understands the philosophy and
2015/16
2014/15
Several times
a year
2015/16
On-going
8
Objective
structure that supports the

programme(s).
Actions
Date to be
achieved
ways for the School Council

and the Board to support the
programme.

School Council and the Board
needs of the programme.
2014/15
Director
Staff budget
A leadership team that combines

administrative and pedagogical
leadership.
The Early Childhood

Coordinator works in tandem
with the PYP
On-going
Early Childhood Coordinator and

Staff budget
a. The responsibility for

within the school is a shared
responsibility, including at
least the Primary Years
Programme coordinator and
the primary school principal.
See above.
See above.
See above.
See above.
See above.
b. The governing body

places the responsibility for
the implementation of the
Primary Years Programme
on the pedagogical
leadership team.

team is responsible for the
programme.
On-going

Principal
N/A
The Director and the PYP

Coordinator/Asst. Principal are able
to make decisions about the
implementation of the programme.
3. The head of school/school

principal and programme
coordinator demonstrate
aligned with the philosophy
of the programme(s).
The Director and the PYP

have been trained in school
leadership and pedagogical
leadership.
Completed
Director and PYP Coordinator
PD budget
Pedagogical leadership have a good

understanding of the programme.
On-going
N/A
The role/title of the PYP

Coordinator was modified to
Principal to develop the role
further.
Principal runs weekly PD for
all teachers focusing on
different elements of the
Teachers develop the programme

and how it is implemented weekly.
9
Objective
Actions
Date to be
achieved

programme.
4. The school has appointed
a programme coordinator
with a job description,
release time, support and
resources to carry out the
responsibilities of the
position.
Principal has release time
from Gr. 3 duties to develop
the programme.
2014/15
The PYP Coordinator/Asst.

Principal will continue
teaching duties in Gr. 4 with
release time to develop the
programme.
2015/16
5. The school develops and

implements policies and
procedures that support the
programme(s).
There is a need for teachers

to revisit all school
procedures and policies
annually to make sure that
we they become part of
everyday practice.
Yearly
School procedures and

policies are reviewed and
updated on a needs basis.
On-going
The Language and

Assessment policies were
reviewed.
Language
policy Feb.
2014
N/A
Updated Language Policy
Assessment
policy Jul.
2015
N/A
Updated Assessment Policy
a. The school has developed

and implements a language
policy that is consistent with
IB expectations.
b. The school has developed

and implements an
assessment policy that is
consistent with IB
expectations.
School policies are an

essential part of all learning
decisions made at this
school. School policies
inform team meetings at
every level of teaching and
learning at the school. The
works with a variety of focus
groups to revise school
policies on a needs basis.
This is done to take account
of the specific student
Director and PYP Coordinator//Asst.

Principal
N/A
The PYP Coordinator/Asst. Principal

is able to carry out the
responsibilities of the position and
support the programme.
PYP teachers facilitated by

N/A
Teaching and learning reflects the

schools policies and procedures.
N/A
The school has current and up-todate policies and procedures.

All school procedures and policies
are made public through the
handbook or the website.
10
Objective
Actions
Date to be
achieved

demographic, their learning

needs and the staffing
available to facilitate student
learning. This is set in the
specific historical and
cultural framework of the
host country. Taking account
of the student demographic,
their learning needs, the
available staffing and the
historical/cultural context
means that a 'needs
approach' makes school
policy purposeful and a
significant part of learning at
our school.
6. The school has systems in
place for the continuity and
ongoing development of the
programme(s).
Curriculum is under
continuous review and
development. The following
factors contribute to this
review: student assessment
data, current research in
teaching and learning,
teacher input, input from
pedagogical leadership,
formal IB feedback,
recommendations from
external educational leaders
and input from the school
community.
team in consultation with
teachers decides what
curriculum needs review
based on our Strategic
Goals Balanced Scorecard
and student learning
evidence. In addition, input
from parents, teachers,
students is sought to make
sure that our curriculum is
On-going
Pedagogical leadership team and

focus groups made up of teachers
Yearly
N/A
On-going developments align the

curriculum with the latest research
and IB philosophy.
Updated Strategic Goals Balanced

Scorecard.
11
Objective
Actions
Date to be
achieved

aligned to our mission and

based on current research
and practices.
7. The school carries out
programme evaluation
involving all stakeholders.
Surveys have been used to

solicit data regarding the
school (school produced
survey and the Endicott
survey).
May 2014
All stakeholder groups were

involved in the IB PYP selfstudy process for IB
evaluation.
2014/15
Director
PD budget
All stakeholder groups facilitated by

N/A
January 2015
and yearly
There is a practice of collecting data

and interpreting it for the purpose of
programme evaluation.
All stakeholder groups are involved

in programme evaluation.
B2: Resources and support

The schools resources and support structures ensure the implementation of the Primary Years Programme.
Objective
Actions
1. The governing body

allocates funding for the
implementation and ongoing
development of the
programme(s).
The governing body

approves funding supporting
the development of the
programme.
Yearly
Director and the Board
Annual orders
Resources are ordered annually.
Building Quality Curriculum

IB Pilot
Nov. 2014

PD budget
Six PYP planners and the schools

POI were formally evaluated by the
IB.
Funding for development of

PE
Differentiation workshop
hosted at VIS
Date to be
achieved
2014/15

Director and the Board
Two PE teachers attended the ECIS

PE conference in Munich in April
2015. Conceptual learning was a
focus at the conference.
Teachers received training in
differentiation.
August 2015
All staff
12
Objective
2. The school provides

qualified staff to implement
the programme(s).
Actions
Date to be
achieved

Hiring qualified teachers to

implement the programme is
a priority in the recruiting
process.
Annual
recruiting
Director and the PYP

The school provided release

time for two teachers (PYP
and MYP) to attend
university courses for
qualification purposes.
2014/15
Director
3. The school ensures that

teachers and administrators
receive IB-recognized
professional development.
All PYP teachers and

administrators have been
given the opportunity of IB
authorized training to ensure
the school meets the IB PD
requirement.
On-going
PD budget
All PYP teachers and pedagogical

leaders at the school have current IB
authorized training.
a. The school complies with

the IB professional
development requirement for
the Primary Years
Programme at authorization
and at evaluation.
See above.
See above.
See above.
See above.
See above.

dedicated time for teachers
collaborative planning and
reflection.
Ensure that when timetables

are devised time is allocated
for collaborative planning.
Yearly when
timetables
are devised
N/A
Time is available for teachers to

collaboratively plan.
The PYP Coordinator/Asst.

Principal collaboratively
plans with every teacher
once in two weeks.
Every two
weeks
The PYP Coordinator/Asst. Principal
N/A
5. The physical and virtual

learning environments,
facilities, resources and
specialized equipment support the implementation of
the programme(s).

purchase tablet computers
for use in classrooms.
2014/15
Director and Finance Director
Yearly orders
N/A
Gr. 1-5 adopted electronic

portfolios.
Staff budget
The school employs qualified
teachers to implement the
programme.
Substitute teachers
Computer lab laptops
The school is developing the virtual

learning environment.
Records of student learning (Gr. 1-5)
are now online and include the use
of a variety of assessment types.
A complete computer lab supports
13
Objective
Actions
purchased for student

learning use.
Date to be
achieved
2013/14
Director and Finance Director
Capital budget
2015/16
Pedagogical Leadership team
N/A
System for efficient

technology equipment and
internet maintenance
established with BTT
(Technology support
company).
2014/15
Director and accountant
Capital budget
Additional equipment
(projectors, documents
cameras, laptops) were
purchased to support the
adoption of electronic
portfolios.
2014/15
PD focus on how we use

technology to support
student learning.
Gr. 5 follows the BYOD

policy currently in practice in
MYP.
6. The
library/multimedia/resources
play a central role in the
programme(s).

the implementation of the
programme.
The school recognizes the
opportunity to review how we use
technology to support the
programme.
The pedagogical leadership team
recognizes and acts on the need to
support the programme with
technology.
Yearly orders
Gr. 5 teacher
N/A
School policies support the use of

equipment to implement the
programme.
Librarian hired
Completed.
Director
Staff budget
A librarian works in the library.
Mobis catalogue access

enabled on a second
computer in the Library.
March 2015
Librarian/BTT
N/A
More access to the catalogue is

available.
Decision to transfer to
Destiny management
system hosted by Follett.
March 2015
Director
Capital budget
Reorganization of books
based on Dewey Decimal
system.
September
2015
Librarian and committee
N/A
Use Map room as Library

spill out space.
September
2015
Librarian to take Making the
The pedagogical leadership team is

considering making the catalogue
more accessible to teachers and
students.
Teachers and students will better

locate books.
The library will play a more central
role in the implementation of the
programme.
Librarian
PD budget
The Librarian has a better

14
Objective
Actions
Date to be
achieved
PYP Happen in the

Classroom
March 2015
7. The school ensures

access to information on
global issues and diverse
perspectives.
On-going book orders, digital

resources and making
contacts in the local
community promote learning
about global issues and
diverse perspectives.
On-going
Director, Librarian, PYP

Coordinator/Asst. Principal, Service
Learning Coordinator, teachers
Yearly orders
Learning about global issues and

diverse perspectives is available
through books, digital resources and
local contacts.

support for its students with
learning and/or special
educational needs and
support for their teachers.
There are adequate

Learning Support teachers
employed.
2014/15
Director and Learning Resource and

Assessment Coordinator
Staff budget
The school has the staff and a

system to individualize support for
students.
The Learning Support

department meet to review
individualized support.
The Learning Resource and
communicates with all
teachers to facilitate support
for students and teachers.

place to guide and counsel
students through the
programme(s).
Weekly
On-going

understanding of the programme.
Learning Support Department
N/A
Learning Resource and Assessment

Coordinator and teachers
N/A

provided specialized PD on
occasion.
Intermittently
throughout
the year
As stated in the Handbook,

homeroom period is
dedicated to learning
activities that encourage
pastoral care and academic
support.
Weekly
Homeroom teachers
N/A
There is allocated time and

expectations that teachers will
nurture personal success in the
framework of the programme.
Gr. 5 transition to MYP
Yearly
Gr. 5 teacher, MYP Coordinator and

several MYP teachers
N/A
The students go through several

planned experiences that help them
adjust to the MYP.
School Counsellor hired
May 2015
Staff budget
Students will have an additional

resource to guide and counsel them
through the programme.
Director
15
Objective
Actions
10. The student schedule or

timetable allows for the
requirements of the
programme(s) to be met.
Grade-level timetables
indicate transdisciplinary unit
of inquiry time and singlesubjects.
Yearly
Longer sustained play time

for early childhood.
2014/15
Schedules need to reflect

transdisciplinary nature of
the programme.
On-going
MYP Coordinator/Asst. Principal,

Early childhood Coordinator
2014/15
N/A
Flexible timetables with enough time

for in-depth inquiries.
On-going
PYP Coordinator/Asst. Principal,

Service Learning Coordinator and all
staff
N/A
Teaching and learning links to the

local community and the resources
available.
On-going
PE teachers
N/A
On-going
Gr. 5 teacher, PYP

Coordinator/Asst. Principal and
Director
Teaching supplies budget
a. The schedule or timetable

allows for in-depth inquiry
into the transdisciplinary and
disciplinary dimensions of
the curriculum.
On-going practice of flexible

timetabling and
transdisciplinary planning
allow time for in-depth
inquiries.
Date to be
achieved

MYP Coordinator/Asst. Principal and

several teachers
Early childhood team
N/A
The timetable allows for the
requirements of the programme to
be met.
N/A
See above.
11. The school utilizes the
resources and expertise of
the community to enhance
learning within the
programme(s).
Continue to advocate field

trips within the local
community as well as
possible guest speakers to
come to school.
Foster relationships with
local and regional
community through the
sports programme.
12. The school allocates

resources to implement the
exhibition, the Middle Years
Programme personal project
and the Diploma Programme
extended essay for all
students, depending on the
programme(s) offered.
Needs determined through

consultation with the Gr. 5
teacher and approved
accordingly.
The school has adequate resources

to implement the programme.
16
C: Curriculum
C1: Collaborative planning
Collaborative planning and reflection support the implementation of the Primary Years Programme.
Objective
1. Collaborative planning
and reflection addresses the
requirements of the
programme(s).
a. The programme of inquiry

and all corresponding unit
planners are the product of
sustained collaborative work
involving all the appropriate
staff.
b. Planning at the school

makes use of the Primary
Years Programme planner
and planning process across
the curriculum and by all
teachers.
Actions
Date to be
achieved

All PYP teachers

collaborative plan.
At least once
a week

all PYP teachers
N/A
All teachers collaboratively

plan with PYP
twice monthly.
Once every
two weeks.
All teachers are developing an

understanding of the requirements of
the programme.
Open-floor transdisciplinary
planning.
Once every
six weeks.
All teachers are involved in

reviewing the PoI for the
new academic year and the
unit sequence.
May 2015
Facilitated by PYP Coordinator/Asst.

Principal
N/A
The PoI has input from all teachers

and is updated for the new academic
year.
All applicable teachers are

listed on ManageBac
planners and have editing
permission. More work on
documenting the degree to
which teachers collaborate
on units on ManageBac.
On-going
N/A
PYP planners will have evidence of

sustained collaboration between
applicable teachers.
On-going training and

education for PYP teachers
on how to use the PYP
planner.
On-going
N/A
All teaching and learning across the

school is recorded on PYP planners
and can be accessed on
ManageBac.
PYP teachers
Building Quality Curriculum

IB pilot

PYP teachers
On-going development of
units on ManageBac.
Review PYP planners for
recent updates.
Every month
Nov. 2014
PD budget

PYP teachers
Lithuanian language B must

17
Objective
Actions
Date to be
achieved
document planning on either

standalone planners or
homeroom UoI planners.
2015/16
c. Planning at the school

addresses all the essential
elements to strengthen the
transdisciplinary nature of
the programme.
All of the essential elements

are addressed on homeroom
UoI planners.
On-going
More work needs to be done

on addressing essential
elements in single-subject
standalone planners.
2015/16
and reflection takes place
regularly and systematically.
Collaborative planning and

reflection takes place
regularly and systematically.

All PYP teachers facilitated by PYP

Coordinator/.Asst. Principal
N/A
All PYP planners will address the

essential elements.
Weekly, once
every two
weeks and
once every
six weeks.
PYP teachers and PYP

N/A
Collaborative planning occurs on a

routine basis.
Continue to use Tuesday

afternoon PYP PD meetings
and Friday afternoon early
childhood meetings for
collaborative planning and
reflection purposes.
Weekly

Early childhood Coordinator
Collaborative planning with

the PYP Coordinator is
scheduled on the schools
Google calendar.
2014/15
2015/16

Principal
Identify grade-level
collaborative planning on
timetable.
N/A
Timetables will show grade-level

collaborative planning time.
All PYP teachers will attend the
Tuesday afternoon PYP PD
meeting.
All PYP teachers can attend

Tuesday afternoon PYP PD
meetings.
and reflection addresses
vertical and horizontal
Vertical and horizontal

articulation is a production of
sustained collaboration.
On-going

N/A
On-going inventories completed.

Continuous refinement through
collaborative planning.
18
Objective
articulation.
Actions
Inventory of key concepts,

skills, attitudes
Date to be
achieved

2014/15
Inventory of science strands

and related concepts
Inventory of social studies
strands and related concepts
IB Building Quality
Curriculum pilot evaluated
sample planners and PoI.
a. There is a systematic
approach to integration of
the subject-specific scope
and sequences and the
programme of inquiry.
Early years modified phase

1 of the Language and
Mathematics scope and
sequences.
2014/15
N/A
Subject-specific scope and

sequences have been mapped.
Early years mapped

Language and Mathematics.
All homeroom teachers facilitated by
Integration of PSPE (for all

homeroom teachers).
Gr. 1-5 review mapping of
Language.
Training PYP teachers on
integration of subjectspecific scope and
sequences.
Determine how Everyday
Mathematics can be
integrated and mapped.
b. The school ensures

balance and articulation
between the transdisciplinary
programme of inquiry and
any additional single-subject
teaching.
Early childhood teachers facilitated

by Early childhood Coordinator and
2015/16
Greater integration of subjectspecific scope and sequences.
On-going
2015/16
Unit development for Art

(Visual Arts), Music, PE and
Lithuanian (Language A).
2014/15
Science curriculum will be

reviewed.
2015/16
Social studies curriculum will

be reviewed.
2016/17

Coordinator
N/A
There is a balance between the

transdisciplinary programme and
single-subject teaching.
19
Objective
Actions
Date to be
achieved

and reflection ensures that
all teachers have an
overview of students
learning experiences.
Focused discussions and

moderation of student work
during Tuesday PYP PD
meetings, Friday early
childhood meetings and
smaller group collaborative
meetings.
On-going

Coordinator/Asst. Principal &
Coordinator
N/A
Teachers have an understanding of

students learning experiences.
a. The school provides for

easy access to completed
planners.
All PYP teachers have

access to PYP planners on
ManageBac
On-going
N/A
PYP teachers have access to

planners on ManageBac and OCC.
b. The school ensures that

planners are coherent
records of student learning.
On-going teacher training on

the use of ManageBac and
the PYP planner as a record
of student learning.
On-going

all PYP teachers
N/A
Complete records of student

learning are recorded on
ManageBac.
Develop essential
agreements on the unit
planning process/frequency.
2015/16
and reflection is based on
agreed expectations for
student learning.
Scope and sequence

documents and the PoI are
agreed expectations.
Teacher PD on the use of
subject-specific scope and
sequence documents.
On-going

N/A
Expectations for student learning are

shared and used in collaborative
planning.
and reflection incorporates
differentiation for students
learning needs and styles.
In-house differentiation
workshop.
August 2015
Director and Education Across

Frontiers consultants, Powell &
Kusuma-Powell
PD budget
All teachers are updated on

strategies for differentiation better
supporting an inclusive approach to
learning.
and reflection is informed by
assessment of student work
Writing sample moderated

by PYP teachers.
Twice a year
PYP homeroom teachers facilitated

by PYP Coordinator/Asst. Principal
N/A
Collaborative planning and reflection

is informed by assessment of
student work and learning.
All teachers have access to

OCC where there are
sample planners.
Formative assessment,
20
Objective
and learning.
Actions
Date to be
achieved
observations and
conferencing model used in
collaborative planning.
On-going
and reflection recognizes
that all teachers are
responsible for language
development of students.
Include all teachers when

planning for learning of
language.
On-going
Develop how single-subject

teachers target language
learning in their classes.
2015/16
and reflection addresses the
IB learner profile attributes.
On-going use of learner

profile as core part of
On-going

All PYP teachers

Coordinator//Asst. Principal
N/A
All teachers see themselves as

responsible for language
development.
PYP teachers
N/A
Teaching and learning at the school

incorporates the learner profile
attributes.
Learner profile documented

on PYP planners as part of
unit development.
C2: Written curriculum

The schools written curriculum reflects IB philosophy.
Objective
1. The written curriculum is

comprehensive and aligns
with the requirements of the
programme(s).
Actions
The written curriculum is

documented on PYP
planners, it addresses the
essential elements of the
PYP and it is relevant and
rigorous.
Date to be
achieved
On-going


N/A
The written curriculum reflects the
requirements of the programme.
The curriculum documents,

which support subject areas,
are reviewed regularly.
21
Objective
Actions
Six units developed for

Lithuanian
Date to be
achieved

2014/15

Visual Arts (Art)
Music
Five units developed for PE
KG divided their units and
created separate UoIs. KG1
developed two new units.
KG2 developed three new
units.
Gr. 1 developed one new
unit.
consists of six units of
inquiryone for each
transdisciplinary themeat
each year/grade level, with
the exception of students
who are 35 years, where
the requirement is at least
four units at each year/grade
level, two of which must be
under Who we are and
How we express ourselves.
KG2 (age 6-7) to develop

one additional unit in Where
We are in Place and Time.
2015/16
KG2 teachers, Early childhood

Coordinator and PYP
N/A
All grades have the required number

of UoIs.
b. The school ensures that

there is a coherent,
horizontally and vertically
articulated programme of
inquiry.
Each time a subject area is

reviewed horizontal and
vertical articulation is
considered.
On-going

N/A
IB Building Quality
Curriculum feedback on
sample planners and PoI.
Through collaborative work, the

programme of inquiry has been
developed as a coherent horizontally
and vertically articulated
programme.
November
2014
Otherwise, complete.
Increase collaboration with

MYP with the intention of
Students moving from PYP to MYP

22
Objective
Actions
Date to be
achieved

improving the articulation

between PYP and MYP.
On-going
c. The Primary Years

Programme exhibition is one
of the six transdisciplinary
units of inquiry in the final
year of the programme.
Completed.
Completed.
Completed.
Completed.
Completed.
d. There is documented
evidence that the curriculum
developed addresses the
five essential elements of the
Primary Years Programme.
Continue to refine PYP

planners to record how
teaching and learning
addresses the five essential
elements of the PYP.
On-going

N/A
Teachers are developing a better

understanding of the five essential
elements of the PYP and that is
reflected in our PYP planners.
Updated
January 2015
and again in
July 2015
N/A
The community has access to

curriculum documents.
On-going
PYP teachers
N/A
The development of curriculum is

connected to students previous
Four Tuesday PYP PD

meetings focused on
designing conceptual
learning.
available to the school
community.
The PoI is posted on the

school website.
find that transition smooth.
January/Febr
uary 2015
Curriculum documents are

shared upon request.
3. The written curriculum
builds on students previous
On-going focus on vertical

articulation within each
subject area.
Develop the quality of our
pre-assessments
Increase dialogue and
collaboration between PYP
and MYP to develop
alignment between
articulated programmes.
23
Objective

identifies the knowledge,
concepts, skills and attitudes
to be developed over time.
Actions
Related concepts, key

concepts, TD skills and
attitudes are identified in all
PYP planners.
Date to be
achieved

On-going
PYP teachers
N/A
Knowledge, concepts and attitudes

are identified in the written
curriculum.
All subject area teaching and

learning is informed by a
scope and sequence.
Completed

N/A
Scope and sequence documents

within each subject area.
Teacher training on how to

use scope and sequence
documents to inform
planning.
On-going
Teaching and learning in IT

(ICT) is integrated in the UoI
as much as relevant and is
guided by the Role of ICT in
the PYP.
On-going
PYP teachers
N/A
All scope and sequence documents

are aligned with the requirements of
the PYP.
Further refine teacher

understanding of the TD
skills and how/where they
are taught.
a. The school has scope and
sequence documents that
indicate the development of
conceptual understanding,
knowledge and skills for
each Primary Years
Programme subject area.
b. The overall expectations

of student achievement in
the schools scope and
sequence documents are
aligned with those expressed
in the Primary Years
Programme scope and
Determine where Library

integrates into each UoI.
2015/16
Determine a way to
map/merge Everyday
Mathematics with IB PYP
sequence.
2016/17
PYP PD meetings dedicated

to developing conceptual
learning.
2014/15
The school uses the official

PYP scope and sequence
documents in the following
subject areas:
Completed
PSPE, The Arts, Science,

24
Objective
sequence documents.
Actions
Social Studies
The Language and
sequence documents have
integrated national
standards and maintained
the rigor the of the PYP
documents.
Date to be
achieved

2012/13
2014/15
Early childhood teachers
Consider potential student

action when revising written
curriculum.
On-going
PYP Coordinator/Asst. Principal in

consultation with PYP teachers
N/A
Develop teachers
understanding of action.
2015/16
Considering potential student action

will produce a written curriculum that
offers opportunities for better quality
action.
The Early childhood has

adjusted phase 1 from the
PYP Language and
sequences to suit the
contextual needs.
allows for meaningful
student action in response to
students own needs and the
needs of others.
Develop the quality of

student action.
incorporates relevant
experiences for students.
Consider the social, cultural

and historical context of
Lithuania as well as the
needs of students when
revising the curriculum to
ensure relevant learning
experiences.
On-going
PYP teachers in consultation with

PYP Coordinator/Asst. Principal.
N/A
A coherent written curriculum that

includes relevant learning
experiences.
a. The written curriculum

provides opportunities for
student learning that is
significant, relevant,
engaging and challenging.
See above.
See above.
See above.
See above.
See above.
25
Objective
Actions
Date to be
achieved


promotes students
awareness of individual,
local, national and world
issues.
Local, national and world

issues are considered when
revising the PoI.
On-going

N/A
A PoI that promotes awareness of

local, national and world issues.

includes the study of host or
home country, the culture of
individual students and the
culture of others, including
their belief systems.
Beginning in Gr. 1, students

learn about the host country
through Lithuanian class.
Work has been done to
integrate Lithuanian into the
UoIs.
On-going
Lithuanian teachers, Head of

Languages and PYP
N/A
The programme of inquiry includes

the study of the host country, other
students cultures and their beliefs.
The UoIs provide

opportunities to inquire into
the host country and other
peoples cultural and
religious background.
PYP teachers facilitated by the PYP


provides opportunities for
reflection on human
commonality, diversity and
multiple perspectives.
Instances throughout the

written curriculum offer
opportunities to reflect on
human commonality, diverse
and multiple perspectives.
On-going
PYP teachers facilitated by the PYP

N/A
Opportunities to reflect on human

commonality and multiple
perspectives are in our written
curriculum.

informed by current IB
publications and is reviewed
regularly to incorporate
developments in the
programme(s).
Planning, collaborating and

reflecting at the school are
informed by current IB
publications.
On-going

N/A
Current IB publications inform the

written curriculum.
a. There is a system for

regular review and
refinement of the programme
of inquiry, individual units of
inquiry and the subjectspecific scope and
UoIs are continually

developed and refined as
teachers move through the
written, the taught and the
assessed curriculum.
Curriculum is under
continuous review and
On-going

N/A
Assessment data, current research,

teacher input, pedagogical
leadership input, formal IB feedback
all contribute to the review of the
written curriculum.
26
Objective
sequences.
Actions
Date to be
achieved

development. The following

factors contribute to this
review: student assessment
data, current research in
teaching and learning,
teacher input, input from
pedagogical leadership,
formal IB feedback,
recommendations from
external educational leaders
and input from the school
community.
Further review of the PoI.
2015/16
The science curriculum will

be reviewed in 2015/16.
2015/16
Documenting Lithuanian
language B integration in
UoIs.
2015/16
The social studies curriculum

will be reviewed in 2016/17.
2016/17

integrates the policies
developed by the school to
support the programme(s).
The school has revised

policies. Further work needs
to be done to implement the
polices to support the
programme.
On-going
N/A
Implementation of school policies

supports the programme.

fosters development of the
IB learner profile attributes.
Each UoI identifies learner

profile attributes to focus on.
On-going
PYP teachers
N/A
The written curriculum promotes the

development of the IB Learner
Profile attributes.
27
C3: Teaching and learning

Teaching and learning reflects IB philosophy.
Objective
Actions
1. Teaching and learning

aligns with the requirements
Teaching and learning

incorporates planning for the
programme, it includes
collaboration between
teachers and students, it is
authentic and challenging.
Inquiry is the main
pedagogical approach.
Inquiry in the PYP in-house
workshop was completed in
October 2011.
Continue to develop an
understanding of
transdisciplinary teaching
and learning.
PYP PD time spent on
designing conceptual
learning.
Date to be
achieved
On-going
Oct. 2011
August 2014
On-going
2014/15


Director
N/A
Teaching and learning aligns with
the requirements of the programme.
PD budget
N/A
N/A
Early Childhood meeting

time spent on developing
and using scope and
sequences and levels of
conceptual understanding in
Mathematics.
Early Childhood
development of play as the
way we learn.
Implementation of sustained
play, observation and the
role of the teacher.
PYP Exhibition showcases
student-driven, collaborative
2014/15
Gr. 5 teacher and PYP Coordinator
Provided on a needs basis

28
Objective
Actions
Date to be
achieved

inquiries that centre on

action.
a. The school ensures that
students experience
coherence in their learning
supported by the five
programme regardless of
which teacher has
responsibility for them at any
point in time.
All teachers plan for and

provide opportunities for
students to learn concepts,
knowledge, skills, attitudes
and engage in action.
On-going

N/A
Students engage with the essential

elements of the PYP in all learning.
b. 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.
Completed.
Completed.
Completed.
Completed.
Completed.
c. The school ensures that

personal and social
education is the
responsibility of all teachers.
PYP PD time to be spent

understanding and mapping
PSPE scope and sequence
within UoIs where relavant
and applicable.
May 2015

N/A
PSPE is the responsibility of all PYP

teachers.

Gr. 3 teacher
PD budget
Inquiry and critical thinking are

essential parts of our learning.
Continue to develop a
common understanding and
expectation for action
between teachers and with
students.
PYP homeroom time as

outlined in handbook is
time allocated for pastoral
care and counselling
students through the
programme.
engages students as
Continue to develop our

understanding of making
thinking visible. Explore
On-going
On-going
29
Objective
inquirers and thinkers.
Actions
Date to be
achieved
2014/15
UoI reflections, service

learning reflections and
student portfolios are
evidence of student inquiry
and thinking.
2014/15
Continue to develop teacher

understanding of how the
PYP planner designs the
inquiry and facilitates
student choice and direction.
2015/16
Pre-assessments are used.

Develop teachers
understanding about
different kinds of preassessments and how they
can inform instruction.
N/A
All learning at the school is

designed and documented
on PYP planners.
Make sure that all

teaching/learning within
single-subject areas use
inquiry.
PYP teachers, Service Learning

Coordinator and PYP
On-going teacher sign up at

PYP PD meetings to share
good practice.

builds on what students
know and can do.
ways to use bulletin boards,

charts etc. to record student
thinking.
Early Childhood has
developed and tried various
methods of observation
making clear the importance
of showing thinking.

inquiry is used across the
curriculum and by all
teachers.


Coordinator /Asst. Principal
N/A
Inquiry is used across the curriculum

and by all teachers.

N/A
Pre-assessments are recognized as

an integral part of teaching and
learning.
On-going
On-going
30
Objective
Actions
a. Teaching and learning

addresses the
competencies, experiences,
learning needs and styles of
students.
Promote open-ended
learning experiences that
provide student choice and a
variety of ways to show
understanding.
Differentiation workshop led
by external consultants

promotes the understanding
and practice of academic
honesty.
The school revised the

academic honesty policy in
2013. The document is
informed by IB publications
and outlines definitions,
examples and
consequences.
PYP Exhibition makes clear
in the student handbook our
commitment to academic
honesty.
Date to be
achieved

On-going
PYP teachers
August 2015
2013
Committee including teachers and

the pedagogical leadership team
N/A
Teachers know their students and

design learning based on who they
are as learners and what they need.
N/A
All stakeholders have access to

clear IB informed guidelines on
academic honesty.
Yearly
Gr. 5 teacher

supports students to become
actively responsible for their
own learning.
Student goal setting and

self-assessment/reflection
are practiced frequently.
Report cards, portfolios and
conferences are evidence of
the on-going practice.
On-going
PYP teachers
N/A
Teachers encourage and facilitate

individual learning goals and the
chance to reflect on ourselves as
learners.

addresses human
New mission statement

makes clear the schools
commitment to developing
cultural proficiency in our
community of learners.
On-going
Pedagogical leadership team and all

PYP teachers.
N/A
Human commonality, diversity and

multiple perspectives are embedded
in teaching and learning.
The PoI and the variety of

resources we access both
within the school and within
the community demonstrate
our commitment to human
Yearly
31
Objective

addresses the diversity of
student language needs,
including those for students
learning in a language(s)
other than mother tongue.
Actions
Service learning
opportunities have
developed student
understanding of human
2014/15
The opportunity to learn

Lithuanian as a mother
tongue is offered to
students.
2005
English as an additional
language support is provided
to students. Additional EAL
teachers hired to support
student language needs.
2014/15
PTA continues to explore

language clubs after school
to promote mother tongue
language learning.
2013/14
Students are encouraged to

use their mother tongue
when conducting their
Student Led Conference.
Yearly
Students are encouraged to

demonstrate understanding
in their mother tongue
(formative and summative
assessments)
On-going
Learning Resource and

Assessment Coordinator to
join open-floor TD planning
in order to support
differentiation.
demonstrates that all
teachers are responsible for
language development of
Date to be
achieved
Continue to develop teacher

understanding that all
teachers are teachers of
language.

Determined on a needs basis.

Service Learning Coordinator and
PYP teachers.
Head of Languages and Lithuanian

teachers
Director and Learning Resource and

N/A
Students language needs are

recognized and addressed.
Staff budget
PTA chair and Director

N/A
Pedagogical Leadership team
PYP teachers
Every six
weeks

Coordinator and PYP teachers.
On-going

N/A
Student language development is

the responsibility of all PYP
teachers.
32
Objective
Actions
Date to be
achieved

students.

uses a range and variety of
strategies.
In-house differentiation
workshop led by external
consultants.
August 2015
Continue to promote
differentiation during gradelevel collaborative planning
meetings.
On-going

differentiates instruction to
meet students learning
needs and styles.
See above.
a. The school provides for

grouping and regrouping of
students for a variety of
learning purposes.

incorporates a range of
resources, including
information technologies.

consultants.
PD budget
A range and variety of strategies are

used to individualize learning.

PYP teachers
N/A
See above.
See above.
See above.
See above.
The school promotes

grouping choices that are
purposeful, fluid, flexible,
based on readiness and
involve student choice.
On-going
PYP teachers
N/A
Grouping choices demonstrate a

variety of learning purposes.
Tablet computers are

available for use in all gradelevels.
2013/14/15
Director
Capital budget
A range of resources are used

across teaching and learning in the
PYP.
Mobile projector/lap
top/document cameras
purchased and available for
all grades.
2014
Mobile projector/lap top

purchased for Early
childhood/PE usage.
2014/15
Projector/lap top/document
camera purchased for use in
Gr. 2.
2014/15
Desk
top/projector/Smartboard
Completed.
33
Objective
Actions
Date to be
achieved

used in Gr. 2.
21 lap tops/printer/projector
outfit computer lab.
2013/14
Lap
top/Smartboard/projector
outfit the Smartboard room.
2013/14
Book orders to support

reading instruction and UoIs.
On-going

develops student attitudes
and skills that allow for
meaningful student action in
response to students own
needs and the needs of
others.
All PYP planners highlight

focus attitudes and skills for
each unit.
On-going
Develop a common
understand of action, the
forms it takes and methods
to access/record it.
2015/16

engages students in
reflecting on how, what and
why they are learning.
Student reflection continues

to be an integral part of
implementing the
programme.

N/A
The development of attitudes and

skills connects to student-initiated
action.
On-going

N/A
The school engages students in

understanding how learning is
relevant, applicable and personal.
On-going
PYP teachers
N/A
Understanding and respect mediate

a stimulating learning environment.
On-going
PYP teachers
N/A
Students learn about themselves as

learners through both independent
Develop different ways to

invite deep reflection and
record it efficiently.
fosters a stimulating learning
environment based on
understanding and respect.
Continue to develop how

teachers use the classroom
as the third teacher.
a. The school provides

environments in which
Grouping choices are

purposeful, fluid, flexible,
PYP homeroom time is

dedicated to the
development of
understanding and respect
between all members of the
learning environment.
34
Objective
Actions
students work both

independently and
collaboratively.
based on readiness and

involve student choice.
Teaching and learning takes
account of learning styles
and preferences.
b. Teaching and learning

empowers students to take
self-initiated action as a
result of the learning.
Develop a common
understanding of studentinitiated action and the
different forms it can take.
Develop methods to
access/record it.
Date to be
achieved

develops the IB learner
profile attributes.
and group work situations.
2015/16

Coordinator.
Yearly
N/A
Increased PYP planner

documentation of student-initiated
action.
Determined on a needs basis
Students understand the necessity

and role of action in our learning and
in response to our learning.
N/A
Students are encouraged to show

their learning in a variety of ways.
N/A
The learner profile attributes are an

integral part of how students see
themselves as learners.
Gr. 5 teacher
PYP Exhibition showcases

student action.
encourages students to
demonstrate their learning in
a variety of ways.

Teaching and learning

addresses diverse learning
styles.
On-going
PYP teachers
Continue to share best

practice on different ways to
solicit student
understanding.
Weekly
Collaboration with MYP

teachers on web tools to
show understanding.
2014/15
PYP Coordinator/Asst. Principal,

MYP Coordinator/Asst. Principal and
MYP teacher
Focus learner profile

attributes are selected and
developed within each unit.
Yearly
PYP teachers
Learner profile attributes are

promoted across the entire
school.
On-going
Increase opportunities for

students to reflect on their
learning in their portfolios in
light of the learner profile
attributes.
35
C4: Assessment
Assessment at the school reflects IB assessment philosophy.
Objective
1. Assessment at the school

aligns with the requirements
Actions
Continue to standardize the

summative rubric.
Date to be
achieved
On-going

PYP Coordinator /Asst. Principal and

PYP teachers
N/A
Develop open assessments

where students have choice
to show understanding in a
variety of ways.
Levels of conceptual understanding
are derived from the lines of inquiry.
Assessment tasks support student
learning.
Vertical consistency of assessment
tools and strategies.
Further discussion and

moderation of assessments.
a. Assessment at the school
is integral with planning,
Develop teacher
understanding of the cycle
written, taught, assessed to
inform teaching and learning
better.
2015/16
N/A
Teaching and learning aligns with

the Assessment Policy practice of
assessment as learning.
b. Assessment addresses all

the essential elements of the
programme.
The assessment for the PYP

Exhibition assesses the
PYP.
On-going
PYP teachers
N/A
The essential elements of the

programme are assessed.
Assessment of essential
elements to be more explicit.
Explore the development of
a TD skills continuum
showing greater clarity within
each phase.
A combination of teacher
assessment, self
assessment and peer
assessment addresses all
the essential elements of the
programme.
Further focus on developing
assessments.
2015/16
36
Objective
Actions
c. The school provides

evidence of student learning
over time across the
curriculum.
The development of
portfolios is now guided by
the VIS Portfolio Agreement.
2. The school communicates

its assessment philosophy,
policy and procedures to the
school community.
Date to be
achieved
2014/15
Gr. 1-5 have adopted

electronic portfolios.


PYP teachers.
N/A
Portfolios are a record of student

learning.
Gr. 1-5 teachers.

Early childhood Coordinator and the
early childhood team.
Early childhood will review

portfolios using the VIS
Portfolio Agreement.
2015/16
A report card committee has

been formed to revise how
student learning is reported.
2014/15
The VIS Assessment Policy

is posted on the school
website.
Completed.
Director.
N/A
Update the PYP section of

the Assessment Policy.
July 2015
N/A
Further parent education on

assessment
philosophy/procedure and
reporting in the PYP.
2015/16
Continue to review how the

Assessment Policy informs
PYP Coordinator/Asst. Principal, Gr.

4 teacher and Gr. 3 teacher.
On-going

A revised reporting system aligns

with the VIS Assessment Policy.
Stakeholders have access to the
Assessment Policy.
PYP stakeholders understand how
assessment is used to support
student learning.
3. The school uses a range

of strategies and tools to
assess student learning.
There are a variety of

strategies used to assess
student learning. Teachers
are mindful of ways to solicit
understanding from diverse
learners.
On-going

N/A
A range and variety of tools and

strategies are used to assess
student learning.

students with feedback to
inform and improve their
Frequent and various

methods of feeding back to
students are used with the
intention of student learning
On-going
PYP teachers
N/A
Feedback informs students on how

to develop as a learner.
37
Objective
learning.
Actions
Date to be
achieved

facilitates the collection of
assessment data and tracks
student growth over time.
The school uses portfolios
as one means to document
student growth over time.
Grade 1-5 have adopted
electronic portfolios.
Early childhood teachers will
review and adopt a
developmentally appropriate
format for their portfolios.
Assessment data and
evidence is collected for all
students by each teacher.
6. The school has systems

for reporting student
progress aligned with the
assessment philosophy of
the programme(s).
improvement.
The school aims to develop
feedback as the main
purpose for assessment
across all teaching and
learning at the school.
5. The school has systems

for recording student
progress aligned with the
assessment philosophy of
the programme(s).

Gr. 1-5 issues three report

cards a year and conducts
two conferences a year
(Parent/Teacher and
Student Led Conference).
2013/14

Assessment Coordinator and PYP
teachers.
Staff budget
PYP teachers
N/A
Yearly
PYP teachers
N/A
2015/16
Report card committee & PYP

There are systems for recording

student progress aligned with the
assessment philosophy of the
programme.
On-going
2015/16
On-going
There is a reporting system in place

to report on student progress.
Early Childhood conducts

two conferences a year
(Parent/Teacher and
Student Led Conference).
New reporting system (Gr. 15) to be used
38
Objective
Actions
Date to be
achieved

a. Student learning and

development related to all
attributes of the IB learner
profile are assessed and
reported.
Student learning provides

the context to assess and
report on the development of
the IB learner profile
attributes. Methods for
assessment include: student
reflection, observations,
conference goal setting and
selected work.
On-going
PYP teachers
N/A
The IB learner profile attributes are

assessed and reported.
7. The school analyses

assessment data to inform
Developmentally appropriate
methods to access
assessment data in Early
childhood.
2014/15/16
Early childhood team.
N/A
Fountas and Pinnel reading

assessment
Developmentally appropriate ways

to assess young learners are
providing teachers the opportunity to
analyse assessment data and inform
2 or 3 times a
year
6+1 Traits of Writing

Prompts moderated 2 times
a year.
2 times a
year
Gr. 1-5 PYP teachers.
Analysing assessment data is an ongoing practice that informs teaching

and learning.
MAPs testing analysed by

Learning Resource and
and PYP teachers.
Words Their Way Spelling
inventory

PYP teachers.
Continue to promote the

analysis of formative
assessment data to guide
students knowledge and
understanding are assessed
prior to new learning.
The school uses preassessments to inform

learning design.
On-going
PYP teachers
N/A
Students prior knowledge is used to

inform learning design.

opportunities for students to
participate in, and reflect on,
Self and peerassessment/reflection/goal

setting offers a means for
On-going
PYP teachers
N/A
Report cards, portfolios and

conferences are instances where
students participate in, and reflect
39
Objective
Actions
the assessment of their

work.
learners to develop their

metacognition and thinking
skills.

place to ensure that all
students can demonstrate
consolidation of their
learning through the
completion of the Primary
Years Programme exhibition,
the Middle Years
Programme personal project
and the Diploma Programme
extended essay, depending
on the programme(s)
offered.
Assessment criteria of the

PYP Exhibition was
developed with students and
reflects the essential
elements of the programme.
A balance of continuous selfreflection, self-assessment
and teacher assessment
highlight how the inquiry is
student-driven, collaborative
and centred on action to
serve the needs of others.
Date to be
achieved

on, the assessment of their work.
Yearly/during
the PYP
exhibition
Gr. 5 teacher in consultation with the

N/A
There is a system in place to ensure

that all students can demonstrate
consolidation of their learning
through the completion of the PYP
exhibition.
40

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1. The schools published

The schools mission and

Person/group responsible for

All VIS stakeholders

Updated guiding statements in line

The leadership team in consultation

3 % of annual budget is allocated to

The school community is developing

The school has a new

The pedagogical leadership

Person/group responsible for

PYP and MYP.

Head of School and pedagogical

PYP Coordinator/Asst. Principal

Parent workshop on The

Philosophy of the programme is

Teachers have a better

PYP Coordinator/Asst. Principal

Parents understanding the PYP and

Programme evaluation guide and self-study questionnaire: Primary Years Programme

commitment to, the

Article published on the

a. The values of the Primary

Person/group responsible for

Early childhood team has developed

All early childhood teachers.

Early childhood teachers have

All early childhood teachers.

PYP Coordinator/Asst. Principal with

Director and PYP Coordinator

More parent information

All members of the

The community will demonstrate

The school ensures all staff undergo

All new hire PYP teachers

All PYP teachers develop curriculum

Person/group responsible for

c. The school is committed

Teacher in-service on inquiry

PYP Coordinator/Asst. Principal

Early childhood Coordinator and

School purchased several

Gr. 4 teacher and PYP

Making Thinking Visible inservice

The school continues to

PYP Coordinator/Asst. Principal and

A school wide commitment to the

e. The school demonstrates

The school has collaborative

PYP teachers facilitated by PYP

The school is committed to

The annual PoI review

Programme evaluation guide and self-study questionnaire: Primary Years Programme

Person/group responsible for

Mission and tagline

The Director including the CIS

PYP teachers facilitated by PYP

The school promotes the attributes

VIS has since initiated

5. The school promotes