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THE IB MIDDLE YEARS
PROGRAMME
PARENT–STUDENT
HANDBOOK
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Our Mission Statement King Abdulaziz School strives to cultivate dynamic educational experiences that prepare all
students for life by providing a stimulating academic program amidst a friendly learning
environment that engages students and enables them to reach their full potential
intellectually, physically, and emotionally. KAS prepares students to be open to other
perspectives, values and traditions whilst recognizing their own identity and taking pride in
their cultural heritage.
This handbook was developed to give parents and students a clear idea about the IB Middle Years Programme and to address frequently-asked questions about the programme at King Abdulaziz School.
Questions
So, what is the IB?
What distinguishes the IB programmes?
What does the Middle Years Programme entail?
How does KAS work on building students’ character?
What MYP subjects are offered at KAS?
How are students distributed between Design and Arts classes?
What are the IB MYP Global Contexts?
What are the IB MYP Approaches to Learning Skills?
Why are Action and Service essential in the MYP?
What is the Personal Project?
How are students assessed in the MYP?
How is student achievement reported in the MYP?
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So, what is the IB? Founded in 1968, the International Baccalaureate is a non-profit educational foundation that centers on developing programmes that help students thrive in the classroom and connect their knowledge to the world around them.
As stated in the IB mission statement:
“The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural
understanding and respect. To this end, the organization works with schools, governments and
international organizations to develop challenging programmes of international education
and rigorous assessment. These programmes encourage students across the world to become
active, compassionate and lifelong learners who understand that other people, with their
differences, can also be right.”
The organization offers four high quality and challenging programmes at schools worldwide:
• Primary Years Programme: KG - Grade 5
• Middle Years Programme: Grades 7-10
• Diploma Programme: Grades 11-12
• Career- Related Certificate The IB currently works with over 4,000 schools in 149 countries to develop and offer the three programmes to over a million students. King Abdulaziz School currently offers the IB PYP and MYP.
What distinguishes the IB programmes?
The IB Programmes are globally recognized, allowing mobility for students. The curriculum
focuses on international perspectives of learning and teaching, while insisting that students fully explore their home culture and language. IB World Schools must undergo an extensive authorization and re- evaluation process in order to offer one or more of the programmes. This process includes a study of the school’s resources and commitment to the IB mission and philosophy statements.
Teachers participate in a variety of professional development opportunities to continuously
update their knowledge and share their expertise. Students who complete the MYP find
themselves better prepared for the academic requirements of the IB Diploma Programme.
Students graduating from the Diploma Programme find that it enhances their opportunities at
university. The IB works closely with universities around the world to continue to gain
recognition for IB programmes. The core components of IB programmes encourage students
to reflect at a personal and academic level. What does the Middle Years Programme entail?
The IB MYP is an academically-challenging programme for students in Grades 6-10. Students study subjects from different subject groups every year, complete internal assessments, and work on their personal project during the final year of the programme.
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Levels are given on a scale from 1 (lowest) to 7 (highest) based on subject- specific assessment criteria and grade boundaries. Furthermore, all MYP subjects are of equal importance and carry the same weight. This is derived from the belief that different subjects help to expose students to holistic learning, which in return, helps to develop the student physically, mentally, and socially. In the programme model, which is displayed in the shape of a circle, the learner occupies a central position, surrounded by approaches to learning, approaches to teaching, concepts, and the global contexts. The global contexts are broad areas of human experience that seek to connect the student with the real world.
The second ring of the model describes some important outcomes of the programme which are the personal project and the student- initiated action which may involve service within the community. The third ring shows eight subject groups the MYP offers. The subject groups are connected by the global contexts, which the MYP considers as real-world contexts for understanding the content of the subject disciplines.
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How does KAS work on building students’ character?
King Abdulaziz School works parallel to the IB Learner Profile which entails the traits which MYP
students need to have to interact effectively within their society. IB learners strive to be: Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Communicators: We express ourselves confidently and creatively in more than one language
and in many ways. We collaborate effectively, listening carefully to the perspectives of other
individuals and groups. Principled: We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Open-minded: We critically appreciate our own cultures and personal histories, as well as the
values and traditions of others. We seek and evaluate a range of points of view, and we are
willing to grow from the experience.
Caring: We show empathy, compassion and respect. We have a commitment to service, and we
act to make a positive difference in the lives of others and in the world around us. Risk-takers: We approach uncertainty with forethought and determination; we work
independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced: We understand the importance of balancing different aspects of our lives- intellectual, physical and emotional- to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective: We thoughtfully consider the world and our own ideas and experience. We work
to understand our strengths and weaknesses in order to support our learning and personal
development. What MYP subjects are offered at KAS? The subjects we offer are carefully chosen to enable students to obtain the highest level of learning throughout their five-year MYP journey.
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We offer the following IB MYP subjects per subject group:
Subject Groups Subjects Offered
Language and Literature* Arabic and English
Language Acquisition* Arabic B and English B
Physical and Health Education
Sciences General Science (Grades 6–8), Biology, Chemistry, Physics (Grades 9-10)
Arts
Visual Arts,
Drama
Mathematics
Design Product Design (PD), Digital Design (DD)
Individuals and Societies Integrated Humanities,
History, Geography
Ministry required subjects Arabic, Religion and Social
Studies
*The Middle Years Programme requires students to take either two Language & Literature subjects or one Language and Literature with one Language Acquisition subject. How are students distributed between Design and Arts classes? The IB stipulates a minimum time allocation per subject group per year of the programme. To give our students the opportunity to be exposed to different subjects within the group, Grades 6-8 students take one semester of Visual Arts and Digital Design, and Drama and Product Design during the other semester. In Grades 9 and 10, students take one semester of Visual Arts and
Digital Design, and Visual Arts and Product Design during the other semester.
What are the IB MYP Global Contexts? The Global Contexts of the MYP provide possible directions through which students may inquire
into or explore their subjects’ content. Teaching subjects through these contexts allows teaching
and learning to focus on attitudes, values, and skills. Using the global contexts gives teachers the
opportunity to engage students in environmental, health, and community issues that affect
students today, and to explore how humans can solve problems in the future. The table below provides examples of how MYP subject groups may provide the learning
experiences needed to inquire through the six global contexts of MYP.
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Global Context
Inquiry
MYP Subject Possible Explorations
Personal and Cultural
Expression
An inquiry into our creativity and forms of expression
Arts, and
Drama
Students will explore the way many cultures consider balance and harmony found in nature to be the cornerstone of aesthetics.
Orientation in Space and Time
An inquiry into our continuous development
Language and
Literature
Students will explore how historical context can affect their interpretations of literature.
Fairness and Development
An inquiry into our rights and responsibilities in our communities
Individuals and Societies
Absolute and relative locations have consequences on human and economic development
Globalization and
Sustainability
An inquiry into the world as a connected whole
Design
Students will explore how waste from one product can be used as raw material for another
Identities and Relationships
An inquiry into identities
Arabic
Students will explore how myths, legends and folk tales connect people across the world, using universal themes that express traditions, beliefs and values
Scientific and Technical Innovation
An inquiry into the relationship between people and the natural
world
Mathematics:
Algebra: Projectile motion
Students will explore how modelling helps them understand the world
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What are the IB MYP Approaches to Learning skills?
Through the Middle Years Programme, students learn and develop skills that may be
applied in all subjects which help them “learn how to learn”. The Approaches to Learning
skills are taught and monitored to ensure that they are practiced and developed gradually
through the MYP years. These skills empower students to succeed in meeting the challenging
objectives of the MYP subject groups and become independent IB learners and citizens
of the world.
Research skills
Students learn to seek and use the information provided by their local and global
communities responsibly. They will interact with different sources and media to use and
create ideas and information. They will also use literacy skills to compare, analyze, and draw
connections between resources.
Communication skills
Students learn to exchange thoughts, messages, and information effectively through
interacting with their peers and community. They will use their knowledge of language and
their reading and writing skills to gather and communicate information.
Social skills
Students learn to work with others effectively by managing and resolving conflict when
working as a team. Students learn to negotiate and make fair decisions. They will take on a
variety of roles and exercise leadership.
Self-Management skills
Students learn to manage their time and tasks to meet deadlines and goals. They learn to manage their learning materials and select and use technology to meet their subject objectives.
Students learn how to take and defend a position and practice positive thinking to handle
physical and emotional change.
Thinking Skills Students learn to analyze ideas critically and to identify problems. They learn the skills of invention to develop things and ideas that did not exist before. Students will make connections between subjects and apply knowledge and skills in various situations.
Why are Action and Service essential in the MYP? Action is a key component in MYP. Service, as a subset of action, has always been a shared value within the IB community. IB learners strive to be caring members of the community who demonstrate a personal commitment to service and act to make a positive difference in the lives of others and in the environment. Through responsible action, tightly-connected with inquiry, young people and adults can develop the kinds of attributes described in the learner profile
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which are essential for achieving success. King Abdulaziz School offers different opportunities for action and service throughout the different subjects that are offered.
What is the Personal Project? The personal project is a significant body of work undertaken by all MYP students during the final year of the programme. It is an important aspect of the MYP and is the product of the student’s own initiative and creativity, reflecting a personal appreciation of the global contexts and the application of approaches to learning skills. Students have an opportunity to choose a project that allows them to explore a topic of interest to them, and to present it in a way that reflects their learning style. The school ensures that all staff, parents and students understand the central importance of the personal project, its aims, objectives and assessment criteria. The school also provides supervisors for the students to guide them as they work on their personal projects.
How are students assessed in the MYP? Assessment in the MYP is carried out internally by the teachers themselves. However, these assessments are criterion-related as they are based on pre- determined criteria that all students
have access to. The aim of the criteria is for students to know what they need to do for optimal
achievement. The MYP programme has two different types of assessment: formative and summative.
Formative Assessment: Formative assessments take place throughout the unit. The purpose of the formative assessment is to continuously check on students’ understanding of the concepts, skills, and information presented in the unit.
Summative Assessment: Summative assessments take place at the end of each unit. The purpose
of the summative assessment is to support learning and to contribute toward determining each student’s level of achievement. These two types of assessment can take place through a variety of tasks including presentations, investigations, research, writing essays, performance, and examinations. In the MYP, student achievement is represented in the form of levels and not marks. The final level is determined by the teachers through what is called “the best fit approach”. Teachers decide on the level that best matches the student’s performance based on specific criteria and rubrics given to the students in advance. In the final year of the programme, IB examiners assess the following:
• e-Portfolios of carefully defined coursework in language acquisition, arts, design, physical and health education, and personal project, using a process of dynamic sampling to moderate results to a global standard.
• On-screen examinations for selected courses in language and literature, individuals and societies, sciences, mathematics, and interdisciplinary learning. This new assessment structure will bring significant benefits to the MYP community. MYP on-screen examinations are designed to assess conceptual understanding and academic skills in a way that takes full advantage of the
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power of technology to create a stimulating learning environment. MYP e- Assessment focuses on synthesizing information, evaluating findings and applying them to real-world situations. How is student achievement reported in the MYP?
Students receive a report card at the end of each semester. The report card is designed so that each subject report is comprised of two pages. The first page contains the student’s level in each criterion, while the second page contains comments on the Approaches to Learning skills for that specific subject.
Homework: Homework is a necessary adjunct to classroom teaching, and all students can expect to receive homework on a regular basis. Homework is intended to reinforce work covered in class and to help students develop important habits of self-discipline, organization and self-reliance. Homework assignments are given to prepare students for the next day's lesson or to offer students the opportunity to practice newly-acquired skills. Homework assignments are developed in keeping with the IB MYP framework and serve an important purpose in developing students’ ATL skills and personal responsibility within the IB MYP and beyond. MYP assignments such as reports and projects take many weeks of careful planning and good organization on the part of the student. The amount of homework given will vary across the school; as a general rule, Grade 6 (MYP1) students can expect approximately 5-7 hours of homework each week, Grade 7 (MYP2) students 6-8 hours and Grade 8 (MYP3) students 8-10 hours; and Grades 9 and 10 (MYP4 and 5) can expect up to 15 hours. The school does not operate a strict homework timetable for students but does offer a suggested schedule that students can use to allocate time to their work. In line with our policy of fostering independent learning and striving to develop the dispositions of the IB Learner Profile, we promote a collaborative approach to the setting of homework, through which teachers will plan homework schedules at regular curriculum planning meetings and will, as appropriate, involve students in the setting of deadlines. Students are responsible for organizing their time appropriately to manage long-term projects and communicating with their teachers when problems arise. Parents are encouraged to assist in monitoring student progress toward the completion of the assignments but should not do the students’ work for them. Parents can be most helpful to their children by providing a routine time and a place that is conducive to undisturbed study. Students can seek help in developing more effective study skills from their teachers, counselors and the learning support department. It can be assumed that students will always be required to be reading set texts in preparation for lessons and reading around all of their subjects as a matter of course. Students are also expected to proofread all written tasks. Getting work done on time requires careful planning, organization, determination and self-discipline. These qualities are important in the later working-careers of students and in their personal lives. To promote the habit of punctuality, our policy is as follows:
• Teachers clearly communicate to students the guidelines, expectations and use of criteria for
homework or coursework;
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• School breaks and vacations are recovery periods for students. In Grade 10 (MYP5), students
will not receive vacation homework, as they are expected to be working on their Personal
Projects;
• Students are responsible for finding out about any and all missed assignments when they have
been absent from lessons. All missing assignments must be made up. Assignments due during
an absence should be submitted during the first lesson upon return. Any work assigned during
an absence is due on the regular due date unless prior arrangements have been made with the
teacher;
• If a student is present in class when a test or quiz is announced, the student is expected to take
the test or quiz on the day of his or her return to school, if the teacher wishes. Special
arrangements for exams will only occur due to sickness (accompanied with a doctor’s
certificate) or bereavement;
• Any assignments due the day of a field trip must be submitted prior to the field trip, curricular
or extra-curricular activity.
IB MYP assessment and criteria: At King Abdulaziz School, we recognize that students learn in different ways, and in keeping with a holistic view of education, we think it is important to provide a variety of different ways for students to demonstrate what they have learned. This is the guiding principle of MYP assessment. Awarding Grades: Each subject has a precise scale suited to its particular objectives and requirements. All criteria in all subjects are assessed against eight levels of criterion descriptors. For each assessment criterion within each subject, a number of band descriptors are defined. These describe a range of achievement levels. The descriptors concentrate on positive achievement, although difficulty to achieve may be included in the description for the lower levels. The criteria for each subject represent the level MYP students should achieve by the end of the IB MYP stage. The skills required to achieve in each criterion become, developmentally appropriately, more demanding in each year of the MYP. It is crucial for parents and students to discuss each subject area’s individual criteria. Each criterion describes a student’s strengths and weakness, facilitating an awareness of where to feel confident or where to strive for better results. At the end of each semester, a general achievement level of 1-7 is provided for each subject on the semester report. Reports posted on ManageBac, KAS’s electronic report system, include:
• An evaluation of the ATL skills shown during that semester;
• A level and descriptor for the different criteria of that subject;
• An overall level of achievement for the subject from 1 to 7;
• A comment by the teacher.
IB MYP general levels of achievement: At the end of each semester, students’ total grades for each of the four criteria in a subject are converted into an IB MYP achievement level, from 1 to 7. Below is a generic explanation of each IB MYP achievement level. The descriptors concentrate on positive achievement, although for the lower levels failure to achieve may be included in the description.
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Level 7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
Level 6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real- world situations, often with independence.
Level 5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
Level 4 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
Level 3 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
Level 2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
Level 1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
Note: Descriptors should not be considered as marks or percentages. It should not be assumed that there are other arithmetical relationships; for example, a level 2 performance is not necessarily twice as good as a level 1 performance. MYP certificate and promotion requirements: To be awarded the KAS MYP certificate of completion, a student’s second semester final report should demonstrate:
• A total points score total of at least 36/63 points overall from the 8 subject groups and
Community and Service combined (Year 1-Year 4);
• A total points score total of at least 36/63 points overall from the 8 subject groups and the
Personal Project combined (Year 5);
• At least a 3/7 in each subject area;
• At least a 3/7 on the Personal Project;
• That the student has met KAS's expectations for Service and Action;
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• Minimum 90% attendance in each course.
IB Diploma Programme promotion: The requirements for MYP certificate of completion are also the conditions for promotion from Grade 10 (MYP 5) to the IB Diploma Programme. In addition, to meet the entry requirements for chosen courses of study in Grade 11, a student should have:
• a Grade 10 (MYP5) first semester score of 5 or above for each Higher Level subject;
• a Grade 10 (MYP5) first semester score of 4 or above for each Standard Level subject.
If the student has a learning issue, the school may develop an Individualized Learning Plan (ILP) to modify course objectives. Students on an ILP will also receive a modified MYP report. Promotion: Promotion from each grade is not automatic. To be promoted from Grades 6-9 (MYP1-4), a student’s second semester final report should demonstrate:
• a total points score of not less than 36, this figure being achieved by adding together the second
semester grade from each of the eight MYP subjects and Community and Service;
• at least a 3/7 in each subject area;
• that the student has met KAS's expectations for Community and Service (CAS);
• attendance of at least 90% in each course.
Students who fail to meet these criteria will have their promotion reviewed by the school. Parents and students concerned will be involved in this consultation process. Reporting in the MYP At King Abdulaziz School, our philosophy is that successful student learning is the responsibility of students, parents and teachers. Communication between school and home is imperative to ensure students are receiving the support they need in all aspects of their education and development. Throughout the year we encourage informal communication between home and school through phone calls, emails and meetings on an individual basis. In addition, we organize a variety of formal opportunities for information to be shared between home and school regarding the curriculum and student progress: Meet the Teacher Evening An open evening early in the school year which provides a chance for teachers and parents to connect in an informal atmosphere. Mid-semester Reports These reports share information about student approaches to learning and provide a ‘check-in’ on student progress at the mid-way point between Semester report cards. Semester reports These reports are sent home twice a year (January and May) at the end of each semester and include grades and individualized comments from each subject area as well as a student reflection section and an area for parent comments.
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Semester 1 - Three-way conferences A chance for student- parents- teacher to meet and discuss student progress and set goals for the remainder of the year. Semester 2 – Student-Led Conferences A conference between students and parents where students take the lead and share their learning experiences and progress via their MYP student portfolio. Curriculum Information sessions Throughout the year the MYP staff will host information sessions for parents about specific components of the curriculum.
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MYP Language Policy
Standard A7:
• The school places importance on language learning, including mother tongue, host
country language, and other languages.
Standard A9: ● The school supports access for students to the IB programme(s) and philosophy. Standard A9a: ● The school strongly encourages participation for all students. Standard B1.5a: ● The school has developed and implements a language policy that is consistent with IB expectations. Standard C3:7
● Teaching and learning addresses the diversity of student language needs, including
those for students learning in a language(s) other than their mother tongue.
Standard C3:8 ● Teaching and learning demonstrates that all teachers are responsible for language
development of students.
Philosophy: The King Abdulaziz School Language Programme is designed to assist students in acquiring and
refining the linguistic skills necessary to succeed in the 21st century. This goal is achieved by
employing the MYP Language Aims and Objectives. Students are encouraged to use written
language in a myriad of contexts as a means for expressing themselves powerfully, purposefully
and creatively while reflecting on their learning and their lives, as well as connecting with the world.
All International Baccalaureate students are encouraged to embody the Learner Profile to become
lifelong learners who realize that they have a role in creating a better and more peaceful world. In
all classes, students read, speak, write, listen, and view in a variety of ways and for a number of
purposes. Utilizing the inquiry-based approach of the MYP curriculum framework, students explore
language and become communicators in a multilingual world.
Instruction and Assessment in Language and Literature Beliefs and Practices: By participating in language instruction, students explore the fundamental concepts of analysing
text, organising text, producing text, and using language with the purpose of communicating,
learning holistically and promoting intercultural awareness.
Within the Middle Years Programme, students will read a variety of texts including narrative,
informational, and argumentative. Through reading instruction, students will locate, evaluate, and
synthesize information in order to create new knowledge. Another critical aspect of King Abdulaziz
School language instruction is the acquisition and application of listening and speaking skills in
order to enhance comprehension and communication.
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In order to provide students with an authentic and diverse language and literature learning
experience, teachers will:
● Use the MYP aims and objectives as best practice ● Instruct with Reading/Writing methodologies where appropriate ● Facilitate reading in all subject areas ● Provide cross-curricular connections between texts when available ● Utilize a variety of texts and media including global works and perspectives ● Group students based on interest, ability, and data ● Use formative assessments to drive instruction ● Design reading/writing instruction with authentic summative assessments ● Provide opportunities for students to take action within the larger community ● Focus on multiple learning experiences ● Provide opportunities to increase intercultural awareness through language instruction Language of Instruction King Abdulaziz School is a bilingual school where English and Arabic Languages are the languages of instruction. Since King Abdulaziz School implements the IB PYP and MYP, all students will be provided with practices that ensure inclusion and equity. The primary language of instruction for King Abdulaziz School is English. Through school-wide
direct instruction, students develop the fluency and literacy skills necessary to ensure their ability
to communicate effectively.
Mother Tongue at KAS: Students of both Arab parents; with Arabic Language as their mother tongue and English as a second language form the majority of our population. Language plays a vital role in the construction of meaning. It empowers the learner and provides an intellectual framework to support conceptual development and critical thinking. The following strands are the aspects of language learning that may help teachers’ better understanding and enhance students’ learning: Strands of Language and Learning: • Language Learning: Language teachers focus on developing and interrelating oral communication through enhancing
listening and speaking skills, written communication through reading and writing skills and visual
communication through visual and presentation skills.
• Learning through Language: All teachers are considered language teachers with responsibilities in facilitating communication. Language is being used as a communicative tool all through the curriculum. All staff including administrators, teachers, information centers staff and other school staff are being trained to make sure that the language policy becomes a working document. • Learning about Language: At KAS, students are supported to be proficient in both languages of instruction (Arabic and English). The students are encouraged to continue to practice their mother tongue, by following extra programmes beyond school hours.
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Assessment: Language development is a continuous and ongoing learning process. It is evaluated across a
broad range of assessment strategies and various tools and it is done both formatively and
summatively. This allows for revision and refinement of each student’s language development. Language Guidelines: ● New students coming to KAS will need to go through an admission assessment for both the
Arabic and English Languages to evaluate their language proficiency. As a school, we need to
be aware of their language needs for placement purposes to enable students to reach their
highest potential. (For further information refer to the Admission Policy).
● KAS intends to have a Special Education Needs Department for the PYP and MYP to support
students’ learning process and to support teachers whenever it is required within the
classrooms to offer assistance to students with learning difficulties. SEN department will be in
charge of modifying unit plans and tasks to meet students’ needs and parents are made aware
of the plan and procedures.
● The Information Center contains a vast variety of resources including: books, documents,
magazines, CDs, DVDs, e-encyclopedias and internet access. All PYP and MYP communities
work closely with the Information Center to fulfill the requirements of all transdisciplinary,
interdisciplinary and disciplinary themes/units.
● Communicating with Parents: All information, circulars and homework are provided to parents in both Arabic and English Languages in order to facilitate the students’ learning tasks.
● Outside the classrooms, KAS students are free to use any language of their preference. ● Students are directed to use proper language in their oral and written communication. KAS implements the components of the MYP model and is guided by the fundamental concepts
of holistic learning, intercultural awareness and communication. Links are made within and across
subject groups through areas of interaction.
The School offers a bilingual programme for students joining directly from the bilingual Primary
School who have acquired sufficient language proficiency that enables them to use both
languages as an instrument for their learning in all subject groups.
Review of the language policy: The language policy at King Abdulaziz School will be reviewed on an annual basis. Resources Used: -Guidelines for Developing a School Language Policy. International Baccalaureate Organization, 2008 -Learning in a Language Other than Mother Tongue in IB Programmes. International Baccalaureate Organization, 2008 -Towards a continuum of international education. -Programme Standards and Practices, for use from 1 January 2014. International Baccalaureate Organization, -IB learner profile booklet. -MYP: From Principles into Practice, for use from September 2014/January 2015. International Baccalaureate Organization
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The Assessment Policy at King Abdulaziz School The primary aim of assessment at King Abdulaziz School is to support and promote students’ learning. Rigorous assessment is essential in providing students with ongoing evaluations and feedback on their academic achievements within the subject areas to monitor and measure student progress. Pre-arranged, clear criteria are provided to students so that they know what expectations are placed upon them, thus motivating students in their learning in order to meet subject objectives. These tools also allow teachers to tailor their approaches to teaching to meet the needs of individual students. Assessment tools are in place so that students make the transition between the Primary Years Programme to the Middle Years Programme and to build upon their knowledge and understanding. Assessment is used as both a learning experience for the students as well as to gauge an understanding of their level of competence in their skills associated with learning, and their understanding of significant concepts. Through challenging and open-ended assessment tasks, we aspire to create an environment that values self-inquiry and individual motivation to learn. KAS MISSION STATEMENT: “King Abdulaziz School strives to cultivate dynamic educational experiences that prepare students for life. It aims at providing stimulating academic programme and a friendly learning environment that enable students to reach their full potential intellectually, physically and emotionally. King Abdulaziz School prepares students to be open to other perspectives, values and traditions whilst recognizing their own identity and taking pride in their cultural heritage.” The KAS mission statement is closely tied to our Assessment Policy. As assessment plays a crucial role in students’ learning, this policy is important in helping our school achieve its mission. Purpose of assessment Assessment within the Middle Years Programme at King Abdulaziz School (KAS) is a tool for teachers to establish a picture of students’ understanding and monitor effectiveness of the programme taught. Additionally, it enables teachers to analyze and address areas of concern, areas for student development and implement strategies which address highlighted individual student learning needs. Assessment also supports student learning through receiving feedback in relation to set criteria or expectations. With this feedback, students can build strategies for further improvement and instill a sense of motivation. Finally, assessment enables parents and supports professionals to gain insight into student progress and give necessary feedback. Assessment includes a number of internal assessment tools to constantly monitor the individual student’s academic achievement. Teachers use a variety of methods and tools to ensure that assessment is meaningful, purposeful, ongoing and age-appropriate for all individual students at KAS. Assessment at KAS is a learning tool for the student. Students are informed of their individual achievement and can measure this against predetermined criteria. A strong belief that we have at KAS is that assessment should assist students in identifying areas of strength and areas in need of further development. Student results are compared to set criteria and not against other individual students. KAS has developed a systematic approach to assessment where students’ records of achievement are constantly updated using both formative and summative assessment data, which are reported regularly to families. Leadership in rigorous education We acknowledge that in order for students to reach their greatest personal potential, they need to be provided with opportunities that challenge them and help them grow. To this end, teachers
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design authentic, rigorous, and student-centered assessments that promote important skills for 21st century learners and leaders. Throughout their units of study, students develop the Approaches to Learning skills of thinking, communication, collaboration, reflection, organization, information literacy, and transfer. Students are able to call upon these abilities, not only on their summative assessment tasks but in everyday life, giving them the skills and experiences necessary for success. Inquiring, knowledgeable, and caring citizens At KAS, we strive to create opportunities for learning throughout all stages of a unit, including the assessment. By providing students with assessment tasks that encourage continued learning, we promote inquiry. In addition, we aim to develop knowledgeable students, who care about their education by involving them in the assessment process. Teaching students explicitly about the MYP objectives and assessment criteria, they are well-aware of the expectations and can take ownership for their learning. By offering specific feedback that highlights students’ strengths and addresses areas of improvement, we can help students reflect and set goals so they can move to the next level of achievement. Intercultural understanding and respect Nurturing intercultural understanding and respect among students happens when educators understand and respect the needs of all learners, while providing opportunities for exploration in real-world contexts. Being cognizant of the unique learning needs and language development of each student, we recognize that differentiation is the key to helping all students find success. By providing students with a variety of assessment tasks, we honor the identity of our learners. In addition, through the creation of assessments with real-world contexts, we encourage students to broaden their perspective, promoting international mindedness. At KAS, we see the diversity of our learning community, as well as that of our global community, as a positive resource that can enrich learning, providing opportunities for students and staff to heighten their awareness and expand their thinking. PRINCIPLES OF ASSESSMENT Assessment is a key component of teaching and learning and includes a balance of both formative and summative assessments. At King Abdulaziz School, our assessment practices reflect our philosophy of assessment: A. Assessment is authentic, rigorous, and student-centered:
• Assessment is grounded in real-world application and is appropriately challenging.
• Assessment provides multiple opportunities for students to demonstrate what they know,
value, understand, and are able to do.
• Assessment is designed to assist students’ development of the Approaches to Learning skills,
which coincide with 21st century skills.
• Assessment provides students with opportunities to guide their inquiry and continue their
learning.
B. Assessment is differentiated:
• Assessment is varied in type and purpose.
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• Assessment practices recognize and take into account students with special educational needs.
C. Assessment is a transparent shared process:
• Assessment criteria are shared with students prior to the assessment, making students aware
of the expectations at all stages of their learning.
• Assessment practices provide students with opportunities for reflection, as well as peer-
assessment and self-assessment.
• Assessment enables ongoing communication between students and teachers.
• Assessment data promotes content-area and interdisciplinary collaboration among teachers.
D. Assessment provides meaningful feedback:
• Assessment focuses on both the learning process and learning outcomes.
• Assessment aligns with the MYP aims and objectives, informing students and teachers of the
level to which learning targets are met.
• Assessment provides teachers with data to reflect upon and drive instructional practices.
• Assessment practices provide students with timely and meaningful feedback about their
progress and areas of growth.
THE FOUR PRINCIPLES OF GOOD PRACTICE A. AFFIRMING IDENTITY AND BUILDING SELF-ESTEEM
Valuing the diverse needs of all members of our learning community affirms identity and promotes self-esteem. For this reason, differentiation is an important part of teaching and learning at King Abdulaziz School. Differentiation can take many forms and can be found in assessments throughout a unit of study, as teachers adjust the content, process, and/or product to meet the needs of the individual learner. B. VALUING PRIOR KNOWLEDGE
Understanding that students possess various amounts of prior knowledge, and even differing viewpoints on and/or understandings of the same concept, teachers take into consideration students’ unique background experiences when planning assessment tasks. Through the use of various pre- assessment strategies, teachers can determine whether they need to: • bridge a student’s experiences with the information they are learning in class
• link the student’s past learning in class with new learning
• build background knowledge in the absence of prior knowledge
• provide more rigorous tasks for students who have already been exposed to and mastered the
current learning
C. SCAFFOLDING
KAS and IB strive to develop lifelong learners. However, in order for students to gain independence in learning, there must be a gradual release of responsibility, often known as scaffolding. Through scaffolding, teachers help increase student confidence and achievement on formative and summative tasks. For example, teachers may scaffold larger assessments, breaking them into smaller, more manageable tasks, ensuring that all learners can accomplish each step that is a pre- requisite for the next. In addition, rubrics are distributed prior to the assessment task and are discussed using student-friendly language. These task-specific descriptors provide students with a
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clear understanding of the expectations. When possible, exemplars are also made available to students. Finally, teachers provide meaningful and prompt feedback to facilitate student reflection and goal-setting. By purposefully scaffolding assessment practices, teachers at KAS are able to create a ladder of success for all students. D. EXTENDING LEARNING
To take learning to the next level, teachers provide students with authentic experiences that will extend their thinking. At KAS, one of our main instructional goals is to provide student-centered classrooms driven by inquiry. To facilitate the achievement of this goal, educators strive to develop authentic assessment tasks that require students to call upon the concepts they have learned and the Approaches to Learning skills they have developed. In addition, teachers aim to create assessment tasks that provide unfamiliar situations in which students can apply their learning in a new context. ASSESSMENT PRACTICES A. PLANNING FOR ASSESSMENT
• Assessment is integrated into planning, teaching, and learning in all content areas.
• Assessment is planned using backwards design. Focusing on the MYP aims and objectives,
teachers create assessments that will allow students to demonstrate an acceptable level of
achievement of those goals.
• Teachers are thoughtful in their choices to ensure that the strategies, tasks, and tools are
appropriate to the learning objectives, the subject area, and the student.
• Assessment is differentiated based on student learning needs.
• Assessment is vertically and horizontally articulated throughout the programme to ensure age
appropriateness and skill development.
• Teachers work collaboratively to design MYP unit planners, assessments, and task-specific
rubrics.
Types of assessment: Formative Assessment Formative assessment is ‘assessment for learning’ and is a vital learning experience for the students to develop the skills and knowledge needed in a subject. Formative assessment gives the teachers a chance to provide constructive feedback for the students. As it is assessment for learning, it does not directly relate to the student’s grades, but is used to make final judgements of student capabilities if any uncertainty occurs in summative assessment. Formative assessment takes place throughout a course of study, informing teachers about student learning and guiding instruction. Formative tasks are designed to prepare students for the summative task by assessing students’ progress in acquiring skills and concepts needed for the summative assessment. While firmly rooted in the MYP objectives, formative assessment tasks can be differentiated based on the abilities, learning styles, and interests of students. Summative Assessment Summative assessment is described as ‘assessment of learning’. It is used to measure a student’s understanding or capability as a learner after the relevant skills or content has been covered. Within the assessment in the Middle Years Program, this means that summative assessment should measure the student's ability to inquire, communicate, reflect, and investigate.
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Summative assessment tasks are created to be open-ended, providing differentiation by allowing students to showcase their knowledge and understanding in a variety of ways, while still aligning with the MYP subject area objectives. Examples of these can include (but are not limited to):
● Tests/exams
● Essays
● Laboratory plans and investigation/research
● Data analysis tasks
● Oral, written and visual presentations/tasks
● Individual and group projects
● Performances of understanding
Assessment criteria and determining achievement levels In the MYP, achievement levels are determined by relating students’ work in summative tasks to the use of internationally-benchmarked IB objectives, following a best fit model in which teachers work together to establish common standards and guided by teachers’ professional judgement. ASSESSMENT STRATEGIES Assessment strategies provide a variety of ways for students to demonstrate their learning. They can be used as methods of assessing students during the learning process, allowing teachers to monitor and further support learning. These strategies can also be used at the end of a unit to assess a student’s levels of achievement. When used in conjunction with one another, these assessment strategies present a balanced view of the student. • Observation is a helpful strategy when assessing engagement and skills. Teachers can observe
the class as a whole, as well as individual students, while looking at the task from an outside
perspective or engaging in the task with the student(s).
• Selected response is useful during the course of a unit in formative assessments such as quizzes
and pre-assessments. In addition, it can be used on end-of-the-unit examinations. This strategy
allows teachers to ask general or specific questions to determine students’ understanding. It
provides students and teachers with immediate feedback.
• Open-ended tasks present students with a prompt and allow them to communicate their
understanding through an original response. This strategy could take the form of a pre-
assessment activity, a discussion (whether a whole class Socratic seminar or small group
Reciprocal Teaching), a writing task, or a presentation.
• Performance tasks provide students an opportunity to demonstrate the knowledge, skills, and
understandings they have gained in relationship to the learning objectives.
• Process journals facilitate student reflection, a crucial part of the learning process. While
required in some areas of the MYP, such as the Process Journal in the Personal Project, the use
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of reflective journals in all subject areas is encouraged. These journals provide students with a
means to become actively involved in their own learning, leading to improved understanding.
• Portfolios provide a means for students and teachers to compile evidence of learning
achievements. Portfolios involve students in reflection of their learning, as they choose pieces
of work that demonstrate their level of knowledge and understanding, as well as their skills.
Portfolios are particularly useful during student-led conferences.
ASSESSMENT TASKS Assessment tasks are summative assessments created by teachers for a particular unit. These tasks may appear in the form of one of the previously-mentioned assessment strategies. Assessment tasks are aligned with the MYP objectives for that subject area and are used for assigning an MYP score. KAS teachers aim to create assessment tasks that are authentic, learner-centered, and inquiry based, so that students can apply their knowledge and skills to real-life situations. While teachers are free to create tasks that are based on their subject area’s criteria, the IB MYP does prescribed minimum tasks for each subject area, which are to be implemented in the final year of the programme. To prepare students for year 5, teachers in each subject area aim to implement the prescribed minimums throughout each year of the programme. ASSESSMENT TOOLS 1. FORMATIVE TOOLS AND FEEDBACK
Assessment tools are used to collect formative data, which are then used to inform instructional practices, such as planning differentiated tasks. The formative data also provide feedback to students about their current level of achievement toward the MYP objectives along with their development of the Approaches to Learning skills. With this feedback, students can reflect on their progress, prepare for the summative assessment task, and make continued growth. Formative assessment tools include, but are not limited to: • Teacher tools, Warm-up activities, Exit slips, Daily work checks, Homework checks, regularly
scheduled quizzes, Qualitative observation, Formative rubrics, Checklists
• Collection of work samples
• Student tools
• Self-reflection in the form of: journal entries, short essays, charts/graphs of personal
achievement of unit objectives
• Peer tools, Peer-assessment
Methods of providing feedback on formative assessments include, but are not limited to: • Teacher methods
• Correction of daily work/ homework, highlighting the process and product
• Check-ins with students
• Formative assessment checklist of concepts and skills to inform the student of areas of
achievement and areas of growth
• Scale of proficiency levels: exceeds, meets, partially meets, and does not yet meet
• Rubrics created for formative tasks using IB MYP criteria
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• Highlighted portions of the MYP rubric to show the student’s current performance level
• Written feedback focusing on what the student can do to improve
• Written questions/ steps to consider
• Verbal feedback
• Student methods
• Self-reflection using rubrics
• In-class correction and reflection on personal daily work
• Record of personal achievement of unit objectives using charts/ graphs
• Peer methods
• Critiques/evaluations using rubrics
2. SUMMATIVE TOOLS AND FEEDBACK
Summative Assessments are criterion-related in all MYP subject areas. The IB MYP provides rubrics within each content area that align with the subject area objectives. Teachers use the IB MYP rubrics specific to their subject area, and the criteria being assessed, to determine student achievement levels. Students are assessed against each of the MYP criteria a minimum of two times over the course of the year in each subject area. Feedback is provided on the rubric by highlighting achievement descriptors that were met and offering suggestions for improvement in order to reach the next level of achievement. Summative assessment tasks, and the expectations tied to them, are discussed with students prior to the assessment through the distribution and study of the MYP rubrics. These rubrics are clarified using task-specific descriptors with student-friendly language. When possible, exemplars are also made available to students. In addition, students may be involved in the development of task specific descriptors for the MYP rubrics to aid their understanding of the assessment task and the method of evaluation. ASSESSMENT MEASURES: 1. FORMATIVE MEASURES Formative tasks are measured in various ways including: • Achievement levels which may be aligned with IB achievement levels
• Points in the grade book
• Percentages
• Charts and graphs
2. SUMMATIVE MEASURES Summative tasks are assessed using the IB MYP rubrics. These achievement levels are then translated into a point value so that grades, consistent with national practices, can be calculated.
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Arts
Individual
s & Societies
Language and
Literature
Langua
ge and Literature (Arabic)
Mathematics
Physical and
Health Education
Sciences
Design (Tech)
Criterion
A
Knowing and Understanding
Knowing and understanding
Analyzing
Analyzing Knowledge and Understanding
Knowing and Understanding
Knowledge and Understanding
Inquiring & Analyzing
8 8 8 8 8 8 8 8
B
Developing skills
Investigating
Organizing Organizing Investigati
ng patterns
Planning for Performance
Inquiring and designing
Developing Ideas
8 8 8 8 8 8 8 8
C
Thinking creatively
Communicating
Producing Text
Producing text
Communication in mathematics
Applying and Performing
Processing and evaluating
Creating the Solution
8 8 8 8 8 8 8 8
D
Responding
Thinking critically
Using Language
Using language
Applying mathematics in real
world contexts
Reflecting and Improving Performance
Reflecting on the impacts of science
Evaluating
8 8 8 8 8 8 8 8
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The PERSONAL PROJECT The Personal Project is a learner-centered project completed by students in MYP year 5 (Grade 10). This project promotes inquiry and helps students exercise their independent learning skills. Students select topics and products of their own choosing. Encouraged to focus on their areas of interest, students have the freedom to design a project about which they are truly passionate. Whatever topic they choose, students call upon the concepts and skills they have gained during their time in the MYP to make their project successful. The Personal Project requires students to use the Approaches to Learning skills they have developed, specifically in the areas of information literacy, communication, collaboration, thinking, reflection, and transfer. The Personal Project is supported through homeroom, but a majority of the work is completed outside of class. Therefore, it is essential that students also utilize their organizational skills, especially in regard to time management. Each student is given guidance from a staff advisor, with whom they regularly meet. As students work on their Personal Projects, they keep process journals. This journal, along with the final product, report, and bibliography, are the basis for the Personal Project and are assessed using the Personal Project criteria of: • Criterion A - Use the process journal • Criterion B - Define the goal • Criterion C - Select sources • Criterion D - Apply information • Criterion E - Achieve the goal • Criterion F - Reflect on learning • Criterion G - Report the project GRADES AND REPORT CARDS IB Published Grade Boundaries Individual criteria are divided into various achievement levels that appear in bands (1-2, 3-4, 5-6 and 7-8). Each specific band for a given criterion contains a level descriptor, which uses a series of qualitative value statements to describe work within that level. Level descriptors for each one of the bands describe a range of student performance in regard to the strands of each objective; a level of 0 is available for work that is not sufficiently described by the 1-2 band descriptor. Subject specific criteria, along with their specific band descriptors, are shared with students and can always be accessed via MangeBac. At the end of each semester, teachers make judgments on their students’ achievement levels for each subject group criterion, based on achievement evidence from the range of summative tasks and learning experiences that have taken place. Final levels for each subject are determined by the MYP 1-7 scale which provides general descriptors that represent a student's achievement level. To arrive at this final level, teachers add together the student’s final achievement levels in all criteria for a specific subject and use the grade boundary table that follows to determine a final grade:
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Arts
Individuals & Societies
Language and
Literature (English)
Language and Literature (Arabic)
Maths
Physical & Health Education
Sciences
Design
(Technology)
Final Mark
1 1-5 1-5 1-5 1-5 1-5 1-5 1-5 1-5
2 6-9 6-9 6-9 6-9 6-9 6-9 6-9 6-9
3 10-14
10-14 10-14 10-14 10-14 10-14 10-14 10-14
4 15-18
15-18 15-18 15-18 15-18 15-18 15-18 15-18
5 19-23
19-23 19-23 19-23 19-23 19-23 19-23 19-23
6 24-27
24-27 24-27 24-27 24-27 24-27 24-27 24-27
7 28-32
28-32 28-32 28-32 28-32 28-32 28-32 28-32
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Note: students need to have been assessed at least twice in every criterion in order to determine final levels. Special considerations for students who do not meet this minimum of having been assessed at least twice for any criterion will be made in an individual basis by the MYP Coordinator. Below are the IB general grade descriptors for the Final Mark grade. A mark on this 1-7 scale will appear in the Managebac report.
Final Mark Descriptor
1 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3
Communicates basic understanding of some concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations and, with support, some unfamiliar real-world situations.
6 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
7 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
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Communicating assessment information: Communicating assessment information is essential for students, parents and teachers alike. In MYP, teachers follow the following set of procedures to ensure students and parents have access to all necessary assessment information:
• Essential information on specific summative tasks, task cover sheets and task descriptions
will be uploaded (or linked to) on MangeBac. This information should be posted with a two
weeks’ notice of the given task’s submission date as a minimum.
• Within two academic weeks of an assessment, the gradebook on MangeBac should be
updated to include either written feedback regarding the student’s performance or a
comment specifying how the feedback was (will be) provided to the student.
• Assessment data and assessment results will be updated on MangeBac at least once by each
half term for students and parents to view.
• Task Specific Clarifications (according to IB formats) should be provided when a task is issued
to students (this can be done verbally or in written form).
Reporting achievement levels The academic year in MYP is divided into two semesters; semester reports are generated in January and May. Students receive one judgement for each criterion in each subject at the time of reporting in January and two judgements for each criterion at the time of reporting in May. If a student arrives late in the year, individual considerations will determine the feasibility of determining final grades for each subject group. Procedures for different situations Absences If a student is not present for an exam, oral presentation or any other structured summative assessment taking place on a specific day/time, and no explanation is provided: ● The student must make contact with the subject teacher on his/her first day back at school
(either personally or via email) to arrange submitting the task on the next Tuesday/Thursday.
Non-contact from the part of the student or missing a scheduled time to present the missed
assessment will result in his work considered not to be described by any of the descriptors
below the starting level of 0 for any criteria assessed on that specific task and will be graded
accordingly.
Upon missing a scheduled summative task, due to scheduled medical or approved absence of leave: ● The student must contact the subject teacher and complete the summative task on either
the first Tuesday or Thursday back after their sickness/absence from school. Missing this date
will result in his work considered not to be described by any of the descriptors below the starting
level of 0 for any criteria assessed on that specific task and will be graded accordingly.
Note: if a nonattendance period of two weeks after a given assessment is reached, students’ work will be considered not to be described by any of the descriptors below the starting level of 0 for any criteria assessed on the given task and will be graded accordingly. Extenuating circumstances will be considered in a per case basis and these can result in student work not receiving a grade level.
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Ongoing assessments If a student fails to turn in an ongoing assessment (i.e. essay, long-term project, written report, video or any other summative assessment which is not developed in a specific day/time) by the given deadline: ● The teacher will notify the student and parents/guardians on the day of the deadline for the
assessment task via phone call and/or email, and a 24-hour deadline for submission will be set
for the student.
● If the 24-hour deadline is not met by the student, this will result in his work considered not to
be described by any of the descriptors below the starting level of 0 for any criteria assessed on
that specific task and will be graded accordingly.
● Special circumstances and arrangements regarding the non-submission of an assessment task
will be discussed and decided on by the programme coordinator.
Inappropriate behaviour during a summative assessment If a student behaves inappropriately during a summative assessment: ● The student will be requested to hand in the assessment, which will be marked as is.
● Additional considerations may apply as per the school’s Behaviour Code.
Summative tasks involving group work When introducing group work-based summative tasks to students, teachers should inform the procedures for groups missing a group member at the time of assessment. In the case of a group missing one of its members, the remaining members of the group can be asked to present/perform as per the discretion of the teacher. If a group presents/performs without a specific group member, the teacher will treat this as an absence from a summative task, and the missing student must present/perform on his return to school on a Tuesday or Thursday. Teachers need to document carefully the input of individuals working in a group situation so that the achievement levels for individual students can be determined. Achievement levels in group tasks should be individually determined and not group determined. Malpractice during an assessment If a student commits any form of malpractice during an assessment: ● The student will be requested to hand in the assessment, which will be marked as is.
● Additional considerations may apply as per the school’s academic honesty policy.
Alternative assessment opportunities Assessment tasks are carefully designed by teachers in order to serve both as a learning experience as well as to gauge an understanding of their level of competence in their skills associated with learning. A range of assessment opportunities are designed throughout the school year, with each subject specific criterion being assessed at least twice. Students who perform poorly on the subject criteria addressed by a specific assessment task will either have had prior opportunities to perform on these criteria, or will have the same future opportunities of performing against these criteria as their classmates. Alternative assessment opportunities in the form of extra-credit activities or remedial tasks will not be given to students who perform poorly on a summative assessment task. Special considerations
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Special considerations and arrangements regarding assessment tasks, time provided, allowed resources and others can be contemplated through the Learning Support department, the school’s inclusion policy, language policy and/or a student’s IEP. APPROACHES TO LEARNING SKILLS FEEDBACK The Approaches to Learning (ATL) skills are not awarded grades in the IB subject areas. However, subject-area teachers, and homeroom teachers, provide various forms of feedback on students’ development of these skills. The ATL skills also serve as a platform for student self-reflection during student-led conferences and individual student-teacher conferences throughout the year. STUDENT CONFERENCE PORTFOLIOS In preparation for conferences, students are provided with an opportunity to reflect on their progress across the subject areas. Students compile work and complete a reflection that demonstrates their level of understanding within each subject area, placing this information in their conference folders. STUDENT-LED CONFERENCES Conferences are held once a year providing families with an opportunity to formally discuss their children’s progress. These conferences are led by students as they share their conference portfolios with their families. During the conferences, students reflect on the learning process, their current level of achievement in each subject area, and the ATL skills and Learner Profile traits that have assisted them. GRADE BOOK ACCESS Our gradebook system offers parent portal, so families can check on their children’s progress with more independence and frequency. RESPONSIBILITIES WITHIN THE KSA LEARNING COMMUNITY The education of students is a collaborative effort, in which all stakeholders play an important role. A. STUDENTS
Students are expected to: -Take responsibility for their learning -Regularly reflect and self-assess -Complete formative work in preparation for the summative assessment -Know and use the assessment criteria while completing assessment tasks -Produce quality work and use the assessment as a way to demonstrate their understanding and grow in their learning -Submit work that is their own and represents their own efforts and abilities (see Academic Honesty Policy for more information) -Turn in their summative assessment tasks on time -Advocate for themselves in the event of needing an extension B. FAMILIES
Families are expected to:
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-Stay informed about their children’s academic progress by regularly communicating with their children and the teachers -Share important information about their children that may impact their academic performance -Contact KSA teachers, staff, and/or administrative team with any concerns -Attend conferences -Provide feedback regarding their children’s educational experience through completion of the family survey C. TEACHERS
Teachers are expected to: -Provide multiple and varied opportunities for students to demonstrate their learning -Differentiate assessments to meet student learning needs -Design assessments that fulfill the requirements of KAS Assessment Policy and KAS Grading Policy -Use a variety of assessment strategies, tasks, and tools -Inform students of the summative assessment task and expectations, prior to giving the summative task -Give adequate time for the completion of assessment tasks -Provide timely and meaningful feedback to students on assessment tasks -Inform families if a student’s letter grade is below expectations
REVIEW PROCESS
The Assessment policy is reviewed by a committee of teachers, the MYP coordinator and the
Head of School every other year. The purpose of the committee will be to study the current
document to ensure its accuracy toward meeting IB MYP standards.
BIBLIOGRAPHY
International Baccalaureate Organization. MYP: From Principles into Practice. International Baccalaureate Organization, September 2014/January 2015.
International Baccalaureate Organization. Programme Standards and Practices. International Baccalaureate Organization, 2014.
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MYP Academic Honesty Policy Standard B1.5d: ● The school has developed and implements an academic honesty policy that is consistent with IB expectations. Our school defines academic honesty as a set of values and skills that promote personal integrity in teaching, learning and assessment. We believe that in order to achieve this, it is important that we focus on educating our students to be principled, to recognize and celebrate authentic student work, and to take pride in promoting student learning through inquiry that includes responsible use of information and communication of original work. Definition The Academic Honesty Policy is designed to define and clarify the expectations associated with the submission of authentic work. It will provide staff, students, parents, counselors, and administrators with a common understanding of malpractice, define the responsibilities of all parties in preventing malpractice, and encourage principled behavior in the learning environment of our school. Academic honesty is acknowledging responsibility for the production of students’ own work, recognition of the work of others, and maintaining honor and trust in the learning environments of our schools. In order to understand appropriate academic honesty practice, it is important to clarify behavior that can lead to an unfair advantage in academic work, hereby referred to as malpractice. Plagiarism An act or instance of using or closely imitating the language and thoughts of another author without authorization and/or the representation of that author's work as one's own, by not crediting the original author. Plagiarism equally applies to work other than text (i.e. art, music, etc.). It is important that students understand how to appropriately use another author’s work in their assignments to avoid both intentional and unintentional instances of plagiarism. Examples: ● Any representation of others’ work as your own ● Nonoriginal work that is not cited and appropriately referenced in submissions. ● Copying information from a book or a website. ● Misuse of quotation marks, paraphrasing, and in text citations makes authorship unclear. ● Failure to identify source of elements of nonverbal work (i.e. painting, photo, proof, musical composition, etc.) that you’ve derived your work from. ● Using online language translators unless explicitly allowed. Collusion Supporting malpractice by another student, including allowing one’s work to be accessed or copied or submitted for assessment by another student. Examples: ● Helping someone else cheat both deliberately and through support. ● Allowing your work to be copied and/or submitted by another student. ● Divide and conquer approach where you are not the author of the entire assignment given by the instructor (if not part of assignment). ● Representing significantly unequal work as an equal collaboration. ● Writing a paper or doing homework for another student, both at the time as well as sharing completed work with students who take a course in the future.
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● Sharing information about assessment content and questions with other students. Collusion is to be contrasted with collaboration, which we define as multiple students actively engaged during the course as well as in the creation of a product per the assignment guidelines. It is important to note that teachers must be clear with assignment guidelines to specify what is collaboration versus collusion on any given task. Duplication of Work Submission of the same work, for different assessment components or curriculum components. All assignments should be created newly for the course or assessment unless discussed with the instructor in advance. Unfair Practice This is defined as any action that gains a student an unfair academic advantage. Examples: ● Falsifying records ● Falsifying data ● Sharing passwords, using unauthorized material ● Disclosing information about assessments ● Altering grades ● Phony citation ● Impersonating person ● Misconduct during testing times It is the understanding of all school personnel that when a student puts his or her name on any assignment, they are submitting it as their own and acknowledging original ownership. Roles and Responsibility in Supporting Academic Honesty Faculty: (including teachers, counselors, media specialist, support and paraprofessionals) ● Communicate appropriate collaboration versus collusion with each assignment. ● Teach a recognized citation convention for written and non-written works. ● Demonstrate and model academic honesty in presentations, etc. ● Report and record academic dishonesty through a referral. ● Assure students in your class understand that when they submit a task as their own, they are representing that they have not received nor given aid on assignments or assessments. Teachers can opt to ask students to use their signature to explicitly assure this point if needed. ● Minimize temptation for malpractice in assignments/assessment situations. ● Communicate with students, parents, counselors, administrators, with concerns and malpractice offenses. ● Teachers, administrators, and counselors involve students in reflection/discussion in the instance of malpractice. Students: ● Confirm understanding of academic honesty with signature on Code of Conduct form each year. ● Report malpractice violations to a trusted school employee. ● Work to produce authentic work ● Understand that putting name on assignment certifies it as your own work, cited appropriately. ● Minimize malpractice temptation by balancing time appropriately.
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● If an incident of malpractice occurs, either intentional or unintentional, complete the reflection process with your instructor. ● Understand proper citation expectations for assignments (MLA or APA where appropriate) ● Ask for guidance when you are unsure. Administration: ● Support academic honesty policy and investigate all counselor/teacher reports of malpractice. ● Ensure that all staff, students, and parents understand definitions, responsibilities, and repercussions. ● Ensure the academic honesty policy is applied consistently throughout the school. ● Provide staff development and guidance on academic writing and referencing systems that are available. ● Maintain an account with plagiarism detection service (only high school). ● Provide teachers with material to guide students in maintaining academic honesty. ● Investigation of malpractice. ● Make parent and student contact to reflect on malpractice incidents. Parents, guardians, and/or outside support: ● Read/sign Code of Conduct form. ● Encourage your child to practice academic honesty. ● Encourage your child to cultivate a culture of academic honesty in school. ● Address concerns of academic misconduct/malpractice with your student and school personnel if necessary. ● Monitor hired tutors to assure authentic student work. Repercussions Malpractice incidents will be discussed with the student and then reported to parents, counselors, and administration. Age appropriate consequences will be administered within school’s discipline protocol, based on frequency and recurrence of the violation. Communication Plan This academic honesty policy will be published on the school website, discussed in September for each grade level, and published in student planners where appropriate. Review of the Academic Honesty Policy: This will be reviewed and updated annually by King Abdulaziz School. If you still have questions after reading this handbook, please contact the IB Middle Years Programme Coordinator, Abdennaceur Saadaoui, at [email protected] Resources:
- International Baccalaureate Organization, MYP: From principles into practice. United Kingdom, 2014
- www.Managebac.com
mailto:[email protected]://www.managebac.com/
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King Abdulaziz School Special Educational Needs (SEN) Policy
1. Philosophy
King Abdulaziz School is committed to promoting a safe and supportive learning environment for
students with Special Educational Needs to thrive academically, socially and emotionally. KASM
provides an inclusive curriculum and is non-discriminatory against students and prospective
students with Special Educational Needs, both in the admission process and in the provision of
education and associated services. The purpose of the KASM Special Educational Needs Policy is
therefore to recognize and articulate our responsibility in identifying and providing support for
students who have Special Educational Needs which cannot be met within the parameters of the
taught curriculum. Hence these students will have the opportunity to fulfill their potential and
be prepared to access an international education to the highest recognized academic standards.
2. Special Educational Needs
Special Educational Needs at KASM include but are not limited to:
• Learning difficulties
• Emotional and behavioral difficulties
• Medical conditions-ADHD
• Gifted and talented students
3. Learning Support
Learning support at KASM includes the provision of accommodations, modifications and various
supports to enable students to reach their potential. Learning support enables students to
succeed academically, socially and emotionally.
4. Aims
KASM employs teachers across the school to provide learning support to students with Special
Educational Needs and assist with the educational planning and monitoring of the student’s
progress. The school provides training for teachers to best support SEN students through offering
differentiated lessons, altering resources and taking account of different learning styles.
The development of an Individualized Educational Plan (IEP) aims to:
• Establish a learner profile by identifying a student’s strengths, skills, preferences and abilities.
• Set educational goals, both short term and long term.
• Promote collaboration amongst teachers to develop a whole-school approach.
• Provide additional support, strategies and resources for other teachers of the student.
• Teach skill development to students with Special Educational Needs during the school day.
• Evaluate and review student progress and programmes.
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• Establish effective home-school partnerships, including the development of support
strategies for parents
The aim of our programme is to help the students lead a more indepen
