Chart: 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
Requirement A3. e. The
school demonstrates a
commitment to
transdisciplinary learning.
Practice A6. The school
promotes open
communication based on
understanding and respect.
Actions
Provide in-school workshop
for all staff on development
of transdisciplinarity.
Implement and sustain
development of
transdisciplinarity.
Continue to focus on
collaborative planning
between single subject
teachers and class teachers.
Provide training for all staff
regarding face-to-face
communication with parents
and community members.
Provide workshops for
parents regarding
communication with
teachers.
Continue to add to the FAQs
posted on AISM website to
ensure parents understand
essential elements of the
PYP.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017 - 2018 Whole staff Professional development budget An increased confidence and
knowledge about transdisciplinary
PYP coordinator work amongst staff.
An enhanced level of evidence of
No transdisciplinary learning on unit
planners.
Ongoing
Ongoing All staff Professional development budget All staff is consistent in the message
to give to parents and the same
language is used across the school.
Primary school principal No The flow of communication is
enhanced so that it is explicitly clear
to parents what to expect when
communicating with any member of
staff.
All staff No FAQs on the website address the
PYP essential elements.
Self-study questionnaire: Primary Years Programme
 Objective
Practice A8. The school
participates in the IB world
community.
Requirement A9. a. The
school implements the PYP
as an inclusive programme
for all students.
B: Organization
B1: Leadership and structure
The schools leadership and administrative structures ensure the implementation of the Primary Years Programme.
Objective
Practice B1.4. The school
has appointed a programme
coordinator with a job
description, release time,
support and resources to
carry out the responsibilities
of the position.
Actions
Identify and encourage more
staff to make greater
connections to the IB world
community more explicit.
Encourage staff to become
workshop leaders and
school evaluators.
Provide information sessions
on the learning diversity
policy for admissions staff,
after-school activities
coaches, and teaching
assistants.
Actions
Support all teachers and
teaching assistants
implement the curriculum
effectively within the
classrooms, with the PYP
coordinator in a coaching
role.
Make the PYP coordination
a fulltime position.
Use non-planning time for
the PYP coordinator to co-
teach.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Ongoing Professional development budget Folder on the shared drive showing
the links teachers make to other
partners in the IB world community.
No Teachers apply for and become
workshop leader or evaluators.
2016 - 2017 Primary school principal No All relevant staff is familiar with the
updated policy and procedures.
Admissions staff
After-school activities coaches
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017-2018 PYP coordinator No The PYP coordinator plans with
individual teachers.
Constructive observation and
feedback are given to the teachers.
2018-2019 Director, primary school principal Salary increase for another The PYP coordinator receives and
Portuguese teacher if the current gives professional development.
PYP coordinator becomes fulltime
The PYP coordinator schedule
2018-2019 PYP coordinator reflects planning and co-teaching
times.
PYP coordinator co-teaches with
teachers.
Self-study questionnaire: Primary Years Programme
 Objective
Requirement B1.2. b The
governing body places the
responsibility for the
implementation of the PYP
on the pedagogical
leadership team.
B2: Resources and support
The schools resources and support structures ensure the implementation of the Primary Years Programme.
Objective
Practice B2.1. The
governing body allocates
funding for the
implementation and ongoing
development of the
programme(s).
Practice B2.2. The school
provides qualified staff to
implement the
programme(s).
Actions
Employ and retain qualified
and experienced PYP
teachers.
Employ and retain qualified
and experienced
Mathematics and Literacy
coaches.
Actions
Purchase appropriate
materials for learning
support purposes.
Continue to purchase
materials to meet the needs
of students.
Include a learning support
assistant in the Learning
Support department.
Employ a second Learning
Support coach.
Provide ESOL support in
Kindergarten.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2019-2020 Board, director, primary school Salary package Programme continues to grow and
principal change.
Two full time coaches are employed.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017 - 2018 Learning support team Primary school budget Materials are in classes and used by
teams.
2021 - 2022 Materials are diverse and adequate
to needs of students.
2018 - 2019 Board, director, principal Salary package An assistant works with the Learning
Support team to support teachers.
2021 - 2022 Salary package Another Learning Support coach is
employed.
Students have greater access to
personnel.
2018 - 2019 Learning support team No An inclusive model of support is
developed.
Student learning demonstrates
English language growth.
Self-study questionnaire: Primary Years Programme
 Objective
Practice B2.3 The school
ensures that teachers and
administrators receive IB-
recognized professional
development.
Practice B2.5 The physical
and virtual learning
environments, facilities,
resources and specialized
equipment support the
implementation of the
programme(s).
Practice B2.6. The
library/multimedia/resources
play a central role in the
implementation of the
programme(s).
Actions
Include a representative of
ELC in monthly learning
support meetings.
Continue ESOL in the
mainstream training course.
Hire ESOL trained teachers.
A full time PYP coordinator
Provide opportunities for
whole grade teams to
participate in IB recognised
professional development off
campus as a group.
Ensure ongoing PYP training
for teaching staff who are
responsible for maintaining
the institutional memory and
continuity of the program.
Build a purpose facility for
ELC.
Continue to update
technology,
networks/systems and
programmes.
Continue to expand the
mother tongue section of the
library.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017 - 2018 No An ELC member participates in
meetings and facilitates
communication.
2018 - 2019 Qualified staff Professional development budget More members of staff complete the
course and apply their knowledge
and strategies.
Ongoing Salary package Teachers employed are ESOL
qualified and experienced.
2018 - 2019 PYP coordinator has a full time
schedule.
2018 - 2019 Professional development budget Grade teams are trained in
collegiate manner.
Ongoing Staff trained and competent in
keeping and sharing institutional
memory and proactive in regards to
sustainability of the programme.
2018 - 2019 Facilities budget Facilities are appropriate.
Ongoing Resources budget Technology is current and functional.
Ongoing Librarian, Portuguese language Library budget The library has a collection of
teachers resources that supports the
Portuguese language programme.
Self-study questionnaire: Primary Years Programme
 Objective
Practice B2.8. The school
provides support for its
students with learning and/or
learning support
requirements and support for
their teachers.
C: Curriculum
C1: Collaborative planning
Collaborative planning and reflection support the implementation of the Primary Years Programme.
Objective
Requirement C1.3. a There
is a systematic approach to
integration of the subject
specific scope and
sequences and the
programme of inquiry.
Practice C1.4 Collaborative
planning and reflection
ensures that all teachers
Actions Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Refine the procedures and 2017 - 2018 Primary leadership team No Procedures and practices are
practices regarding learning revised, accessible and in place.
support policy.
Actions Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Ensure all staff has access Ongoing Principal, PYP coordinator, all staff No All documents are accessible.
to all curriculum documents.
Provide ManageBac training Ongoing PYP coordinator, ICT coach All information is accessible on
to input: ManageBac.
scope and sequence
information
vocabulary lists
process skills
stand-alone planners for
Mathematics
stand-alone planners for
Literacy
Single subject stand-
alone planners and
reflections.
Write an essential 2017 - 2018 Primary leadership team An essential agreement is written,
agreement to explicitly reinforced and expectations met.
outline the procedures and
expectations of single
Self-study questionnaire: Primary Years Programme
 Objective
have an overview of
students learning
experiences.
Practice C1.6 Collaborative
planning and reflection
incorporates differentiation
for students learning needs
and styles.
C2: Written curriculum
The schools written curriculum reflects IB philosophy.
Objective
Requirement C2.1. b. The
school ensures that there is
a coherent, horizontally and
vertically articulated
programme of inquiry
Actions
subject teachers in regards
to:
connection statements in
the learning experiences
section of the planner
unit reflection input
time frame to complete
the planner.
Ensure planning documents
are completed in a timely
manner by the teams and
accessible to all teachers.
Include differentiation
strategies in the planners.
Make differentiation more
visible in daily planning.
Actions
Write an essential
agreement outlining the two-
year review process of the
POI including the way in
which the PYPC
collaboratively utilizes the
review information.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Ongoing All staff, PYP coordinator All planners are archived in due time
and saved in the shared document
folder.
Ongoing All staff Strategies are explicit in the learning
experiences section of the planner.
Daily planning follows essential
agreements.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Ongoing PYP coordinator, leadership team No Minutes of staff meetings taken to
show discussion of horizontal and
vertical alignment
Changes are made to the units of
inquiry
Weekly planning clearly shows
scope and sequence integration in
unit.
Self-study questionnaire: Primary Years Programme
Requirement C2.4. a. The
school has scope and
sequence documents that
indicate the development of
conceptual understanding,
knowledge and skills for
each PYP subject area.
Requirement C2.9. a. There
is a system for regular
review and refinement of the
programme of inquiry,
individual units of inquiry and
the subject-specific scope
and sequences.
C3: Teaching and learning
Teaching and learning reflects IB philosophy.
Objective
Requirement C3.1. c. The
school ensures that personal
and social education is the
responsibility of all teachers.
Store all scope and
sequence documents in one
place.
Clarify definition and usage
of scope and sequence.
Refine essential agreements
regarding daily/weekly
planning.
Write an essential
agreement outlining the two-
year review process of the
POI including the way in
which the PYPC
collaboratively utilizes the
review information.
Implement a review cycle of
all scope and sequences.
Actions
Review the PSPE
documents from the IB
annually.
Build a sustainable service
learning programme with
active interaction and
relationship building with the
community.
Continue the referral
process and support of
students with guidance from
the learning support team.
2017 - 2018 PYP coordinator Scope and sequences are
accessible on the shared document
folder.
Primary school principal Teachers use the same language
and are consistent in how to
integrate subject scope and
sequences in unit planning.
Leadership team Essential agreement in place,
accessible and followed.
Essential agreement in place,
accessible and followed.
Scope and sequence documents are
updated and accessible in the
shared documents folder.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017 2018 All staff No All staff informed and responsible for
PSPE teaching.
2021 2022 A service learning programme is in
place.
Ongoing The learning support team meets
with the teachers.
Progress reports document student
development.
Self-study questionnaire: Primary Years Programme
 Objective
Requirement C3.3.a.
Teaching and learning
addresses the
competencies, experiences,
learning needs and styles of
students.
Practice C3.4. Teaching and
learning promotes the
understanding and practice
of academic honesty.
Practice C3.6. Teaching and
learning addresses human
commonality, diversity and
multiple perspectives.
Practice C3.10. Teaching
and learning differentiates
instruction to meet students
learning needs and styles.
Practice C3.11. Teaching
and learning incorporates a
range of resources, including
information technologies.
Actions Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Plan for and include learning Differentiation included in the
experiences for appropriate sections of the planners.
differentiation on the unit
planners.
Explain differentiated
strategies in assessment
tasks and assessment tools.
Include differentiation Daily plans identify students with
strategies in daily planning. differentiation strategies.
Review the current 2017 - 2018 Librarian, ICT coach, grade level Updated Academic Honesty policy
Academic Honesty policy to teams, PYP coordinator that demonstrates progression from
include the primary school ELC to Grade 12.
and create a school-wide
approach.
Decide and implement an Primary leadership team Essential agreement in place and
Essential Agreement for followed.
citing sources to be
displayed and accessible for
all students.
Continue to evaluate and Ongoing All staff Records of horizontal and vertical
assess current unit planners alignment are kept.
to ensure diversity within the
units of inquiry. Student learning improves.
Continue to evaluate and Student learning is differentiated and
update unit planners, improves.
formative and summative
assessments to include
differentiation of both
teaching and learning needs
and styles.
Ensure collaborative Teachers use a variety of technology
planning with the ICT coach tools with confidence.
to sustain purposeful
integration of resources Student learning improves.
(iPads, laptops, document
cameras) within the units of
inquiry.
Self-study questionnaire: Primary Years Programme
 Objective
Practice C3.12. Teaching
and learning develops
student attitudes and skills
that allow for meaningful
student action in response to
students own needs and the
needs of others.
Requirement C3.14.b.
Teaching and learning
empowers students to take
self-initiated action as a
result of the learning.
C4: Assessment
Assessment at the school reflects IB assessment philosophy.
Objective
Requirement 4.1. b
Assessment addresses all
the essential elements of the
programme
Actions
Build on and update existing
classroom resources to
support the units of inquiry
for each grade level (Books,
articles, websites, materials).
Make action more visible by
having students record their
self-initiated action in their
reflections.
Encourage parents to share
action happening at home.
Develop more focused
teacher questions to help
drive student action.
Provide relevant
opportunities for students to
take action related to current
events.
Actions
Make available a selection of
exemplars of assessment
tools, which incorporate the
essential elements.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
Grade level teams Grade level budget Greater student access to
technology.
Technology use becomes second
nature.
Ongoing All staff No The Action board outside the office
displays meaningful action from
students.
All classrooms include a current
action wall.
Parent feedback on student action is
documented in planners and action
wall.
2017 - 2018 Grade level teams, PYP coordinator A collection of questions is
accessible in the shared document
folder.
Student reflections address teacher
questions.
All staff Current events are addressed in
student-initiated action and reflected
upon.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017-2018 All staff, PYP coordinator No Assessment tools and strategies are
archived and accessible on the
shared documents folder.
Self-study questionnaire: Primary Years Programme
 Objective
Practice 4.2 The school
communicates its
assessment philosophy,
policy and procedures to the
school community.
Practice 4.3 The school
uses a range of strategies
and tools to assess student
learning.
Practice 4.4 The school
provides students with
feedback to inform and
improve their learning.
Practice 4.7 The school
analyses assessment data to
inform teaching and learning.
Actions
Write an essential
agreement to outline
procedures.
Communicate procedures
clearly to the community.
Continue to provide parent
information sessions about
assessment in the PYP.
Attach all related paperwork
regarding assessments to
ManageBac.
Create a folder with samples
of the required PYP
assessment tools.
Write and implement an
essential agreement
regarding assessment and
student goal setting.
Continue to use annual
assessment data to inform
the PLC in order to drive
student learning.
Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective
2017-2018 Grade level teams Procedures followed to
communicate information are
consistent.
Procedures are available on the
community website.
Procedures are available on teach
classroom Weebly.
Ongoing Grade level teams, PYP coordinator Orientation night presentations.
Parent workshops and informational
evenings.
All teachers, PYP coordinator All documents concerning each unit
is available on ManageBac.
Assessment tools are appropriate
and varied.
Resource folder of exemplars of
various assessment tools and
strategies.
2017 - 2018 Assessment tools samples
accessible in the shared documents
folder.
2017 - 2018 All staff Essential agreement in place and
accessible on the shared documents
folder.
Common language agreed upon and
implemented.
Portfolios and journals demonstrate
student goal setting and growth.
Ongoing All teachers, PYP coordinator, PLC Data is collated and available to
leaders teachers.
PLC minutes and action plans.
Summative assessment reflections
on planners with strategies to
improve student success rate.
Self-study questionnaire: Primary Years Programme
 Objective Actions Date to be Person/group responsible for Budgetary implications Evidence of achievement
achieved achieving this objective or of progress towards
achievement of the objective

Grade teams utilize moderation of

summative assessment data to drive
student learning.

Continue to evaluate ISA Literacy coach Literacy coach feedback to teachers

data regarding reading and informs planning for student growth.
writing.

Evaluate ISA data regarding 2017 - 2018 Mathematics coach Mathematical coach feedback to
Mathematics. teachers informs planning for
student growth.

Approved by Position

Karen Crooke Primary School Principal

Self-study questionnaire: Primary Years Programme