CIS 10 Year Accreditation Self-Study, Section B, Curriculum

CIS 10 Year Accreditation Self-Study,
Section B, Curriculum,
Committee 4e
Humanities
School: Colegio Anglo Colombiano

Address: Avenida 19 No. 152 - 48
Bogotà, Colombia
Date Report Completed: March, 2006
* * *
PERSONS RESPONSIBLE FOR PREPARING THIS SECTION OF THE REPORT:
Typed Name Position Signature
Christianne Cowie Head of Second Grade, Primary _____________________
Lynne Swales Pre Kinder GD , Preschool _____________________
Ana Lucia Bernal EC Teacher, Primary _____________________
Martha Cecilia Ortiz EC Teacher, Primary _____________________
Alexandra Francesconi First Grade GD, Primary _____________________

Jessica Spicker Third Grade GD, Primary _____________________
Michael Evans Economics Teacher , Bach _____________________
Andrew Southam Geography Teacher , Bach _____________________
Simon Atkinson History Teacher , Bach _____________________
Patricia Pedreros ECL Teacher , Bach _____________________
Javier Parra Filosofia and TOK , Bach _____________________
Claudia Rodriguez ECL Teacher , Bach _____________________

CAC, 10 Year CIS Self Study Section B, Humanities
Table of Contents
Introduction...........................................................................................................................................................4
1 COLLECT AND REVIEW THE INFORMATION...........................................................................................4
1.1 Written curriculum guides.........................................................................................................................4
1.2 A listing of teachers….................................................................................................................................4
1.2.1 PYP – Preschool......................................................................................................................................4
1.2.2 PYP – Primary School............................................................................................................................4
1.2.3 MYP – Bachillerato................................................................................................................................4
1.2.4 DP – Bachillerato....................................................................................................................................5
1.3 The daily or weekly schedule of classes.....................................................................................................6
1.3.1 PYP – Preschool......................................................................................................................................6
1.3.4 DP – Bachillerato....................................................................................................................................6
1.4 A chart indicating the names of subjects or courses................................................................................6
1.4.1 PYP – Preschool......................................................................................................................................6
1.4.4 DP – Bachillerato....................................................................................................................................7
1.5 A statement of philosophy…......................................................................................................................7
1.5.1 PYP – Preschool......................................................................................................................................7
Humanities is in line with the philosophy of the IB PYP...............................................................................7
Humanities is in line with the philosophy of the IB PYP...............................................................................7
1.5.4 DP – Bachillerato....................................................................................................................................7
1.6 A summary of recent professional development offerings…..................................................................7
1.6.1 PYP – Preschool......................................................................................................................................7
1.6.4 DP – Bachillerato....................................................................................................................................7
1.7 A copy of the assessment policy…..............................................................................................................7
1.7.1 PYP – Preschool......................................................................................................................................7
1.7.4 DP – Bachillerato....................................................................................................................................8
1.8 The range of typical learning activities….................................................................................................8
1.8.1 PYP – Preschool......................................................................................................................................8
1.8.4 DP – Bachillerato....................................................................................................................................8
1.9 Results of student achievements for the last three years.........................................................................8
1.9.1 PYP – Preschool......................................................................................................................................8
1.9.4 DP – Bachillerato....................................................................................................................................9
2 PART TWO APPENDIX MATERIALS ................................................................12
2.1 HISTORY AND GEOGRAPHY...............................................................................................................12
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2.2 ECONOMICS............................................................................................................................................18
2.3 ESTUDIOS COLOMBIANOS Y LATINOAMERICANOS..................................................................21
2.4 FILOSOFIA................................................................................................................................................29
2.5 HERRAMIENTAS DE INVESTIGACION / TOK................................................................................34
1 RATE THE SCHOOL AGAINST THE INDICATORS AND THE STANDARDS........................................40
2 STATEMENT OF CONCLUSIONS.................................................................................................................48
2.1 Principal Strengths....................................................................................................................................48
2.1.1 History and Geography.........................................................................................................................48
2.1.2 Economics.............................................................................................................................................48
2.1.3 E C L.....................................................................................................................................................49
2.1.4 Filosofia................................................................................................................................................50
2.1.5 T O K....................................................................................................................................................50
2.2 Principal Weaknesses.................................................................................................................................51
2.2.1 History and Geography.........................................................................................................................51
2.2.2 Economics.............................................................................................................................................52
2.2.3 E C L.....................................................................................................................................................52
2.2.4 Filosofia................................................................................................................................................53
2.2.5 T O K ...................................................................................................................................................53
2.3 Proposals for Improvement.......................................................................................................................54
3 APPENDICES...................................................................................................................................................58
3.1 PYP – Preschool.........................................................................................................................................58
3.2 PYP – Primary School...............................................................................................................................58
3.3 MYP – Bachillerato....................................................................................................................................58
3.4 DP - Bachillerato........................................................................................................................................58
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Introduction
We have found it easier to break down the information into four areas Bachillerato Diploma,
Bachillerato MYP, Primary PYP and Preschool PYP. Each section will therefore contain four sub
categories. In addition and taking into account that the humanities Department consists of multiple
subject areas, we have decided to divide each section into History and Geography (H/G) Economics
(E) Colombian and Latin-American Studies (EC or ECL) and Theory of knowledge and Tools for
Investigation (TOK or TI) as appropriate. Please take into account that not all subject areas are taught
in every section.
1 COLLECT AND REVIEW THE INFORMATION

1.1 Written curriculum guides...
See appendix documents.
1.2 A listing of teachers…
1.2.1 PYP – Preschool

An updated list will be available at the team visit
1.2.2 PYP – Primary School

An updated list will be available at the team visit
Tools for Investigation:

VELOZA MATIZ FLOR ANGELA, Colombian. Licenciada en Educación. Universidad San
Buenaventura
LOPEZ FORERO MARIA DEL ROSARIO, Colombian. Experta en Educación Preescolar. Universidad
Pedagógica Nacional.
Colombian Studies:
ORTIZ RODRIGUEZ MARTHA CECILIA, Colombian. Experta Educación Preescolar. Universidad
Pedagógica Nacional. Licenciada en Educación Preescolar y Familia. Universidad Santo Tomas
BERNAL RUIZ ANA LUCIA, Colombian. Licenciada con estudios mayores en español e ingles.
Universidad Pedagógica Nacional.
LONDOÑO PEÑARANDA ROCIO, Colombian. Licenciada en Educación Primaria. Universidad
Javeriana.
1.2.3 MYP – Bachillerato
History and Geography:

ATKINSON SIMON JAMES, Australian. BA (Hons) International Relations and Politics. Staffordshire
University.
JIGGINS ALEC, British. BA (Hons) Secondary Education . Manchester Metropolitan University
MORALES PLAZAS CARMEN XIMENA, Colombian. Psicóloga Universidad Javeriana.
RODRÍGUEZ TINJACA CLAUDIA ALICIA, Colombian. Licenciada en Ciencias Sociales. Universidad
Pedagógica Especialista en Enseñanza de la Historia. Universidad Javeriana.
SOUTHAM ANDREW PAUL, British. Bachelor of Arts. The University of Derby.
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TABACZNIC TOVAH CAROLE, Canadian. Bachelor of Arts Degree. University of Haifa.

WARD JASON, British. BA (Hons) ,Medieval and Modern History. University of Birmingham
Estudios Colombianos y Latinoamericanos:

HERNÁNDEZ ALARCÓN MAURICIO ARTURO, Colombian. Licenciado en Ciencias Sociales.
MARTINEZ RUSBEL, Colombian. Magister en Filosofía. Universidad Javeriana
MORALES PLAZAS CARMEN XIMENA, Colombian. Psicóloga Universidad Javeriana.
PEDREROS MAYORGA PATRICIA, Colombian. Licenciada en Ciencias Sociales. Universidad
1.2.4 DP – Bachillerato
History and Geography:

ATKINSON SIMON JAMES, Australian. BA (Hons) International Relations and Politics. Staffordshire
University.
JIGGINS ALEC, British. BA (Hons) Secondary Education . Manchester Metropolitan University.
WARD JASON, British. BA (Hons) ,Medieval and Modern History. University of Birmingham
Economics:
EVANS HOWIE MICHAEL JEREMY, Colombian. Bachelor in Science. University of Florida. M.A
University of Bath.
SHANKS ALAN, British. BSc (Hons).Leicester University. PGCE. Leicester University. MA. Osford
Brookes University.
Estudios Colombianos y Latinoamericanos:

Philosophy:
LOMBO FERRAND ALEJANDRO, Colombian. Filosofo, Universidad Nacional.
PARRA ARGUELLO JAVIER, Colombian. Licenciado en Filosofía y Letras . Universidad Santo
Tomas.
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Theory of Knowledge:
LOMBO FERRAND ALEJANDRO, Colombian. Filosofo, Universidad Nacional.
PARRA ARGUELLO JAVIER, Colombian. Licenciado en Filosofía y Letras . Universidad Santo
Tomas.
WALBRAN JAMES, British M.A International Relations. London School of Economics and Political
Science. B.A (Hons), History. University of Wales. P.G.C.E. University of Wales.
1.3 The daily or weekly schedule of classes...

To be included during the visit


1.4 A chart indicating the names of subjects or courses...

In Preschool History, Geography and in general Humanities is taught through the units of Inquiry.

In Primary History, Geography and in general Humanities is taught through the units of Inquiry.
Primary students also receive a 45 minute class of Tools for investigation and two 45 minutes lessons
of Colombian Studies (EC) a cycle.

Grades 5 to 9 – History – Geography and Estudios Colombianos y Latinoamericanos (ECL)
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Grades 10 and 11 – History – Geography – Estudios Colombianos y Latinoamericanos (ECL) –
Theory of Knowledge (TOK) – Filosofía and Economics
1.5 A statement of philosophy…
Humanities is in line with the philosophy of the IB PYP
Humanities is in line with the philosophy of the IB PYP

The Humanities Department is committed to the philosophy of the IB Middle Years Program.
The Humanities Department is committed to the philosophy of the IB Diploma Program.
1.6 A summary of recent professional development offerings…

A range of onsite and offsite training courses has been offered to teachers covering various needs.

A range of onsite and offsite training courses has been offered to teachers covering various needs.

Please refer to the MYP Report
Please refer to the DP report
1.7 A copy of the assessment policy…

An Assessment policy will be available during the team visit for the PYP section

An Assessment policy will be available during the team visit for the PYP section

The assessment policy of the Middle School Humanities Department is in line with that of the IB
Middle Years Program, using both formative and summative techniques. While we have no other
formally stated assessment policy, the criteria for success is made clear to the students at the outset
of each task. The criteria are consistent with that of the MYP.
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Each bimester an internal subject grade is given based on classwork and homework inline with the
MYP criteria. The subject grade, and ATL (20%). The ATL grade is determined by the discretion of the
teacher, based on the philosophy of the students attitude towards academic work and group based
exercises
The assessment policy of the Humanities Department is in line with that of the IB diploma Program.
Humanities IB students are divided into higher and standard groups. These groups have (80% - 60%)
for their subject grade, exam (20%) and ATL (20%) as for MYP. ATL is based on the same criteria as
MYP students.
Economics IB diploma students are assessed internally as well as externally. For the internal
assessment, they need to write four economic commentaries (“The Portfolio”) based on current
articles and syllabus topics. This portfolio is worth 20% of the IB mark for higher level and 25% for
standard level. A sample of these Portfolios are sent to the IBO in order to be monitored. The other
80% (or 75%) are assessed externally by means of one (1) final exam consisting of 3 papers. Non –
IB students are required to do the same.
1.8 The range of typical learning activities…

Inquiry based transdisciplinary lessons collaboratively planned by all teachers.

Inquiry based transdisciplinary lessons collaboratively planned by all teachers.

Learning activities range from whole class instruction to individual student centered learning tasks. A
variety of techniques are used within the classroom including the use of audio / visual aids such as
OHPs. In grades 8 and 9 students are encouraged to take a more active role in the planning and time
management of their assignments.
Students are taught the concepts of the course through a variety of teaching methods. They are
encouraged to make class presentations and rigorously plan and organise their work. There are
selected texts for the class and practice examination papers. Learning activities include class
lectures, discussions on current topics, individual or group worksheets, etc.
1.9 Results of student achievements for the last three years...

Not applicable

Not applicable

Not applicable
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INTERNATIONAL BACCALAUREATE
SUMMARY IB SUBJECTS
2000 - 2005
SUBJECT YEAR 7 6 5 4 3 2 1 N # OF CAND. % APPROV AVE GRADE
2000 1 1 8 3 0 1 0 0 14 92.3 4.79

2001 2 3 7 1 0 0 0 0 13 100 5.46
2002 0 0 4 7 1 1 0 0 13 84.62 4.08
2003 2 4 5 2 0 0 0 0 13 100.00 5.46
2004 0 3 8 2 1 1 0 0 15 86.67 4.73
2005 3 7 7 0 0 0 0 0 17 100.00 5.76
HISTORY S 2000 1 1 0 2 0 1 0 0 5 80 4.6

2001 1 1 2 4 1 0 0 1 10 80 4.67
2002 0 0 0 4 3 0 0 0 7 57.14 3.57
2003 0 0 3 2 0 0 0 0 5 100.00 4.6
2004 0 1 7 5 0 0 0 0 13 100.00 4.69
2005 0 1 2 0 0 0 0 0 3 100.00 5.33
ECONOMICS H 2000 3 1 8 3 0 0 0 1 15 100 5.27

2001 1 2 3 3 0 0 0 0 9 100 5.11
2002 1 3 8 7 4 0 0 0 23 82.61 4.55
2003 0 7 5 6 1 1 0 0 20 90.00 4.8
2004 2 7 12 7 2 0 0 0 30 93.33 5
2005 2 2 6 9 0 0 0 0 19 100.00 4.84
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ECONOMICS S 2000 0 0 4 4 2 0 0 0 10 80 4.2

2001 0 2 0 3 0 1 0 0 6 83.33 4.33
2002 0 1 1 4 1 0 0 0 7 85.71 4.29
2003 1 0 3 1 1 2 0 0 8 62.50 4.13
2004 0 0 3 3 2 1 0 0 9 66.67 3.89
2005 3 0 5 0 1 0 0 0 9 88.89 5.44
PHILOSOPHY H 2000 0 0 7 7 2 0 0 0 16 87.5 4.31

2001 0 0 0 5 5 0 0 0 10 50 3.5
2002 0 2 1 9 11 1 0 0 24 50 3.67
2003 0 0 4 8 2 2 0 0 16 75 3.88
2004 0 2 8 4 0 1 0 0 15 93.3333 4.67
2005 0 5 8 2 0 0 0 1 16 93.75 5.2
PHILOSOPHY S 2000 0 1 7 6 0 0 0 0 14 100 4.64

2001 0 2 5 1 0 0 0 0 8 100 5.13
2002 0 0 4 0 0 0 0 0 4 100 5
2003 1 1 5 3 0 0 0 0 10 100 5
2004 0 6 2 0 2 0 0 0 10 80 5.2
2005 1 6 5 2 0 0 0 0 14 100 5.43
# OF AVE
SUBJECT YEAR 7 6 5 4 3 2 1 N CAND.
% APPROV
GRADE
GEOGRAPHY H 2000 0 3 2 3 0 0 0 0 8 100 5

2001 0 0 3 0 0 0 0 0 3 100 5
2002 0 2 3 0 0 0 0 0 5 100 5.4
2003 0 1 0 2 2 0 0 0 5 60 4
2004 0 0 2 4 3 0 0 0 9 66.6667 3.89
2005 0 1 1 6 0 0 0 0 8 100 4.38
GEOGRAPHY S 2000 0 0 0 1 0 0 0 0 1 100 4

2001 0 1 0 0 1 0 0 0 2 50 4.5
2002 0 0 1 1 0 0 0 0 2 100 4.5
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2003 1 1 0 2 0 0 0 0 4 100 5.25

2005 0 0 1 5 0 0 0 0 6 100 4.17
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2 PART TWO APPENDIX MATERIALS

2.1 HISTORY AND GEOGRAPHY
Section B
Curriculum
 The definition of “curriculum” here includes all aspects of the design, implementation, assessment and review of the teaching/learning
programme.
 The Self-Study Committee for each subject area should complete the following form:
SUBJECT AREA FACT SHEET

Complete the sections of this document that are relevant to the grade level structure of the school.
x x x x 20 23 5 3
History and Geography
Pre School Elementary Middle Secondary Pre School Elementary Middle Secondary
Name of Subject Area
No. of Teachers (by division)
3 5 35 - 45 45 60 60 2005 2005 2005 2003

Pre School Elementary Middle Secondary Pre School Elementary Middle Secondary Pre School Elementary Middle Secondary
Frequency of Class Meetings per Cycle Average Length of Classes in Minutes (by level)Date of Most Recent Update Curriculum
( by division) Documents
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Primary Years Program Middle Years Program Diploma Program
Pre School Elementary High School (Bachillerato)
TYPICAL INSTRUCTIONAL PRACTICES

List typical teaching strategies and include information about levelling or grouping practices.
Transdisciplinary approach Mixed ability groups. Differentiation between standard
and higher groups.
Inquiry based Teacher controlled investigations
Teacher centred
Collaborative planning and learning (Stage 4 of planner) Tests
Pupil centred
Teachers who engage in inquiry modelling the process for students
Higher course more topics -
Differentiation strategies (E.g. by task, ability groups, etc.) faster pace.
Teachers support individuals, as IPLER

needed using different strategies.
Learning Support department
Learning support department
Recuperation and reinforcement
activities sent home for students
with difficulties
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CORE INSTRUCTIONAL RESOURCES

List core texts, kits, or other resources by grade or course.
Computer programmes (Social We use the National Colombian Waugh used as a standardised Text books Waugh in geography
Studies based) requirements and the British geography text. and Wilmatt in History.
National Curriculum as a key
resource to identify our units’ Ben Walsh used as a Text books, videos / DVDs /
minimum requirements. standardised History text. OHPs / photocopied
Text books, videos / DVDs /

The IB Social Studies scope and OHPs / photocopied handouts /
We don’t have core texts for
sequence document is used as a Use of computer.
students or teachers to follow
reference tool.
We have a range of library
We don’t have core texts for books, videos, maps, globes,
students or teachers to follow posters, etc appropriate for each
unit of inquiry that are used as
We have a range of library key resources. (stage 2 of
books, videos, maps, globes, planners)
posters, etc appropriate for each
unit of inquiry that are used as
key resources. (stage 2 of
planners)
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ASSESSMENT METHODS
List, by grade or course, any standardised testing or departmental tests as well as examples of types of typical teacher prepared assessments.
No standardised tests used No standardised tests used Teacher prepared tests and Timed essay work.
exams, projects that concern
A range of formative and A range of formative and M.Y.P criteria. Examinations within the
summative assessment tools summative assessment tools department.
planned and produced planned and produced
collaboratively by levels. (stage 5 collaboratively by levels. (stage 5 Source based exercises
of planners) of planners)
ASSESSMENT USE
List examples of ways in which the results of assessment are analysed and used.
Individually teachers analyse Individually teachers analyse Grades are assessed for Results are used to analyse
their students’ progress with the their students’ progress with the strengths and weaknesses under strengths and weaknesses and to
units of inquiry then they meet to units of inquiry then they meet to the criteria. decide which areas and skills
reflect upon each unit of Inquiry reflect upon each unit of Inquiry require more focus.
and complete stage 6 of the PYP and complete stage 6 of the PYP Results from tests + essential
planner. planner. work are used to define internal
This final reflection (stage 6) is This final reflection (stage 6) is grades and as feedback for
the starting point for the following the starting point for the following future tests and recuperation.
Page 15 25/05/2009
year’s planning. year’s planning.
SUBJECT-RELATED, CO-CURRICULAR, OR EXTRA-CURRICULAR OPPORTUNITIES

List any clubs, competitions/contests, teams, etc. Include activities that utilize the diversity of the staff and students and the culture of the host
country.
Field trips planned according to Field trips planned according to P.S.H.E. grade trips to various Model United Nations linked to
units of Inquiry to local places of units of Inquiry to local places of local destinations (E.G. various disciplines. politics,
interest. (Museums, galleries, interest. (Museums, galleries, Guatavita) for History and History, etc.
factories, etc.) factories, etc.) Geography.
House National and International House National and International

dance competitions dance competitions
House system that includes House system that includes

academic, cultural and sport academic, cultural and sport
activities. activities.
Use of members of staff from Use of members of staff from

other nationalities as a resource other nationalities as a resource
for interviews and opportunities for interviews and opportunities
to discuss different cultures and to discuss different cultures and
countries. countries.
Encuentro de culturas “”Bluefields” programme of trips.
(2 to 5 day trips)
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UNIQUE LEARNING AREA FEATURES

Note any subject-specific aspects of the program such as specialized facilities, labs, equipment, etc.
Use of video room for power Video Room

I.C.T. Room (use of Internet) I.C.T. Room (use of Internet) point presentations and photos.
Library
Library Library Library
Page 17 25/05/2009
2.2 ECONOMICS
Section B
Curriculum
programme.

Economics x 2
Name of Subject Area Pre School Elementary Middle Secondary
Pre School Elementary Middle Secondary
May 2005
5 60
Primary Years Program Middle Years Diploma Program

Program

* Class lectures which include the use of many

diagrams.
* IB type questions (data response and long answers)
* Class discussions and debates on current economic
issues.
* Student presentations to further understand topics.
* Use of Portfolio composed of 4 commentaries of 650-
750 words each.
* Recuperation activities.

Program

* Economics From a Global Perspective, 2nd. Edition by

Allan Glanville
*100 essay plans for economics. Oxford. By Ernie
Jowsey
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* Data Response Questions, By Allan Glanville

*VHS/DVD

Program
ASSESSMENT METHODS
* IB mock exams and standard exam.

* Multiple Choice questions.
ASSESSMENT USE
* After the activity (test) the entire class goes over the
answers.
* Students are paired accordingly so that they can help
each other.
* The topics that should be reinforced are identified.
* Real life case studies are used to evaluate students
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25/05/2009
applications skills.

country.
* Visit to the Central Bank.

N/A
2.3 ESTUDIOS COLOMBIANOS Y LATINOAMERICANOS
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25/05/2009
Section B
Curriculum
programme.

x x x 3 5 4
ECL Pre School Elementary Middle Secondary
3 5 45 60 60 2005 2005 2005

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25/05/2009

• Indagación de inicios • Exploración previa de • Discusión de ideas sobre el
temáticos mediante conceptos, ideas y tema a tratar
exploración de conocimientos de los temas • Trabajos en grupo
conocimientos previos a trabajar (exposiciones, plenarias,
• Consultas e investigaciones • Trabajos en grupo debates)
a través de preguntas (exposiciones, plenarias, • Realización de ensayos
problematizadoras debates) • Investigaciones y juicios
• Puestas en común • Realización de ensayos (8º. críticos de los temas
• Actividades de expresión Y 9o.) abordados
oral que generaran • Investigaciones, análisis de • Formulación de ideas o
discusión y planteamiento fuentes, interpretación de hipótesis
de opiniones: debate, datos) • Aplicación de conceptos en
exposición, mesa redonda, • Análisis de causas y el contexto del mundo real
plenaria, entrevista y consecuencias
encuestas. • Representación de
• A partir de diversas fuentes fenómenos espaciales
de información, indagación, usando mapas, modelos
consulta y análisis de los gráficos
datos encontrados • Aplicación de conceptos en
• Establecimiento de causas el contexto del mundo real
y consecuencias de hechos
(discusión relación causa-
efecto)
• Síntesis de información
mediante el uso de
palabras claves,
organizadores gráficos,
ideas principales y
secundarias, etc.
• Establecimiento de
relaciones espaciales y
ambientales
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25/05/2009
• Relación entre la historia y

las culturas.
• Uso de documentos
geográficos: mapas, atlas,
horario, líneas de tiempo y
diversas estrategias,
cuadros y estadísticas de
forma crítica.
• Creación de analogías
personales.
• Elaboración de proyectos
independientes elegidos por
los alumnos.
• Reflexión permanente de
actividades y conceptos
trabajados.
• Estrategias de auto-
regulación.
• Técnicas de resolución de
conflictos, simulando o
actuando los problemas.
• Actividades diferenciadas
Exploración previa de
conceptos, ideas y
conocimientos de los temas
a trabajar
• Trabajos en grupo
(exposiciones, plenarias,
debates)
• Realización de ensayos (8º.
Y 9o.)
• Investigaciones, análisis de
fuentes, interpretación de
datos)
• Análisis de causas y
consecuencias
• Representación de
fenómenos espaciales
usando mapas, modelos
gráficos
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25/05/2009
• Aplicación de conceptos en
el contexto del mundo real
SUBJECT AREA FACT SHEET (continued)

- Texto escolar Líderes 3o. 5o. Grado: Página Web, 10.o Grado: Diccionario de
Texto escolar Líderes 4o. Alcaldía Mayor de Bogotá. Política, compilado por
Página Webb Colegio Anglo Grado 6: Latitudes 6o, Norberto Bobbio, Internet,
Colombiano Manual de Editorial Norma; Espacios Videos , Eventos.
Convivencia y “Gobierno 6o. Editorial Norma 11.o Grado: Texto, “Conflicto
Escolar” Grado 7o: Latitudes 7, armado: Callejon con salida ”,
Inernet Espacios 7 documento de la ONU,
Atlas, mapas, planisferio, Grado 8o.: Latitudes 8, Internet, videos,
mapamundi Espacios 8 documentales
Gráficas Revistas y periódicos
Periódicos: El Tiempo, El
Espectador
Revistas y semanarios:
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25/05/2009
Semana, Semana Junior

Enciclopedias: Colombia
Viva, Nuestro Patrimonio, El
Mundo de los niños
Videos
Biblioteca Escolar
ASSESSMENT METHODS
Evaluación formativa: 5o. Grado: previas escritas y 10.o y 11.o Grado:

Autoevaluación,, Co- orales para evaluar logros a Evaluaciones orales y
evaluación nivel de conocimiento, escritas
Participación individual y conceptos, causas y Evaluación formativa
grupal en la evaluación. consecuencias Evaluación de ensayos,
Habilidades de análisis y investigaciones, proyectos.
crítica
Grado 6: previas orales y
escritas
Evaluación sumativa y
formativa
Grado 7o: previas orales y
escritas, evaluación
formativa y sumativa
Grado 8o y 9o. Grado:
previas orales y escritas,
evaluación formativa y
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25/05/2009
sumativa, evaluación de
interpretación de gráficas,
proyectos y ensayos.
ASSESSMENT USE
Evaluación del trabajo del Se busca evaluar el trabajo del Se busca evaluar los objetivos
alumno, de acuerdo con los alumno, con base en los del programa, el trabajo del
objetivos y criterios de objetivos y los criterios de alumno siguiendo algunos
evaluación establecidos por el evaluación del Programa de lineamientos del Ministerio de
PYP, de la Organización del Años Intermedios del Educación Nacional y de la
Bachillerato Internacional, para Bachillerrato Internacional. Organización del Bachillerato
primaria. Internacional. El Programa de
ECL en este nivel, es interno, no
Evaluación formativa y sumativa tiene un carácter internacional.
teniendo en cuenta los criterios
establecidos por la sección de
primaria del Colegio Anglo
Colombiano.
Rúbricas.
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25/05/2009

country.
Invitados y conferencistas Modelo de Naciones Unidas,
Visitas a museos, parques y para los estudiantes que
bibliotecas. están cursando entre 8o. y
Salidas de Campo 11o. Grado.
explorando un aspecto Visitas a Museos
específico de Colombia. Salidas de campo
Participación en foros de
Colegios de Bogotá
Encuentros de Estudiantes
Invitados y Conferencistas

N/A N/A N/A
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2.4 FILOSOFIA
Section B
Curriculum
programme.

Filosofia x 3
Name of Subject Area Pre School Elementary Middle Secondary
5 60 Min 2005
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• Análisis de hechos para
plantear problemas
filosóficos.
• Análisis de textos
filosóficos según
propuesta del IB
• Realización de ensayos.
• Debates de clase para la
argumentación de ideas.
• Investigación de temas
de clase.
• Exposiciones grupales.
• Realización de diálogos
filosóficos.
• Análisis de material no
filosófico para el
planteamiento de
problemas filosóficos.
• Evaluaciones escritas
• Seminarios
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• Guía de filosofía del IB

• Tres obras filosóficas
prescritas por el IB
• Texto guía Paradigma
• Enciclopedias, revistas,
videos
• Consulta de Internet
ASSESSMENT METHODS
• Évaluaciones escritas
según los criterios del IB.
• Habilidades para
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25/05/2009
identificar cuestiones
filosóficas y comparar
enfoques filosóficos.
• Análisis crítico (sobre
material no filosófico) y
diálogo filosófico
• Evaluaciones sobre
textos prescritos.
ASSESSMENT USE
• Se busca evaluar los

objetivos del programa, el
trabajo del alumno y los
logros académicos,
según la exigencia del IB
• Moderación del dialogo
filosófico y del análisis
crítico
• Análisis de resultados
obtenidos por estudiantes
en rendimiento
académico.
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25/05/2009

country.
• Encuentro de filosofía:
Seminario de profesores
IB y encuentros para
filosofar de estudiantes.

N/A
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2.5 HERRAMIENTAS DE INVESTIGACION / TOK
Section B
Curriculum
programme.

x x 4 5
Herramientas de investigacion / T O K
Pre School Elementary Middle Secondary Pre School Elementary Middle Secondary
1 3 45 60 2005 2005
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• Debates sobre preguntas
Estrategias relacionadas con la problemicas.
ccnsulta:
• Comparación y diferencia- • Ensayos según criterios
ción de textos informativos y del IB
recreativos. • Presentaciones grupales
• Uso de la biblioteca. e individuales
• Importancia del propósito
lector de acuerdo con la acti- • Talleres sobre formas de
vidad investigativa. conocer y áreas del
• Exploración de textos. conocimiento.
• Practica de diferentes tipos • Informes sobre textos
de lectura. leídos.
Enseñanza de estrategias que • Seminarios.

favorecen la comprensión lectora
en una actividad investigativa:
• Antes de leer: Indagación de
elementos paratextuales,
formulación de hipótesis y
predicciones.
• Durante la lectura:
Estrategias para el manejo
del vocabulario, para
identificar ideas principales y
secundarias y estrategias de
comprensión en el nivel
literal e inferencial.
• Después de la lectura:
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Estrategias de metalectura,
recapitulación, síntesis de
contenido orales y escritas,
actividades de comprensión
literal, inferencial y critico.
Enseñanza de estrategias para

sintetizar contenidos:
• Recapitulación
• Autointerrogación
• Usos de organizadores
gráficos
• Mapas conceptuales.

• Guía de T.O.K. del IB

Material audiovisual
Textos varios de biblioteca • Artículos de prensa y de
Internet revistas.
Texto: Estrategias de • Lecturas selectas sobre
comprensión lectora Aula
diferentes temas
Significativa de primero a cuarto.
relacionados con el
Carteleras, afiches, mapas, atlas,
conocimiento
fotos, revistas, etc.
Revista Semana Junior • Consulta de fuentes en
Revista Explorando el Planeta
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Medios de Comunicación: Internet

Televisión, radio, prensa
Diccionarios • Fotografías y obras de
Textos literarios de diversos arte.
géneros
Material de apoyo pedagógico
para los profesores.
ASSESSMENT METHODS
• Ensayo de título prescrito

Observación Directa para el IB
Auto-evaluación
Coevaluación • Presentación según
Evaluación formativa criterios del IB
Participación en plenarias y •
actividades orales
Síntesis de contenidos escritos
Selección y aplicación de las
estrategias vistas en los
diferentes momentos de clase.
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ASSESSMENT USE
• Moderación de ensayos.
Planeación de actividades de
extensión. • Análisis de resultados
Explicación individual de las obtenidos por estudiantes
estrategias vistas. en su rendimiento
Coevaluación bimestral. académico.
Establecimiento de propósitos y
metas a lograr en cada periodo.
Reflexión de procesos
metacognitivos.

country.
• Debates internos.
Concursos y competencias en el
salón.
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Semana de la Expresión. • Conferencias sobre

Aplicación de estrategias de temas específicos en las
lectura y síntesis en el áreas.
computador.

• N/A
Concursos y competencias en el
salón.
Semana de la Expresión.
Aplicación de estrategias de
lectura y síntesis en el
computador.
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CAC, 10 Year CIS Self Study
Section B, Humanities
1 RATE THE SCHOOL AGAINST THE INDICATORS AND THE

STANDARDS
Key
H / G = History and Geography F = Filosofia
E = Economics TOK = Theory of Knowledge and tools for
investigation
ECL = Estudios Colombianos y
Latinoamericanos O = Overall for the Humanities
Department
Section B: INDICATORS RELATED TO STANDARD ONE Rating
W, P or N
H/ E E F T
C O O
G L K
1a Curriculum design and delivery are consistent with the school’s W W W W W W
philosophy, objectives, and policies.
1b The curriculum reflects school policies on: P W P W W P
admissions and placement
student assessment W W W W W W
student records W W W W W W
reports on student achievement W W W W W W
Section B: STANDARD ONE Rating
E, M or D
The curriculum, in its content, design, implementation, M M E E E M
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
Section B: INDICATORS RELATED TO STANDARD TWO Rating

W, P or N
H E E F T
/ C O
L K O
G
2a Written curriculum materials indicate the scope and sequence for P N P W W P

each course/grade.
2b Written curriculum materials specify expected learning outcomes in P P P P P P

terms of what students should know, understand and be able to do.
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2c Written curriculum materials include references to the methodologies W P W P P P

that are used.
2d Written curriculum materials include information about teaching W W W P P P
materials and resources.
2e Written curriculum materials indicate assessments to be used to N P W W W P
measure student progress.
2f Written curriculum materials include references to links within and P P P P W P
across disciplines.
Section B: STANDARD TWO Rating
E, M or D
The curriculum shall be comprehensively documented. M M E M M M
Preschool and Primary are currently finishing the process of designing Scope and Sequence
Documents following the IBO guidelines. This process should be finalized by May 2006.
Section B: INDICATORS RELATED TO STANDARD THREE Rating

W, P or N
H E E F T
/ C O O
L K
G
3a The curriculum is appropriately balanced. P W P W W P
3b The curriculum ensures that all students can profit from school P W P W W P
offerings.
3c All students are challenged by the content of their courses. W W W P P W
3d The professional staff demonstrates a thorough understanding of the W W W P P W

patterns of physical, intellectual, social and emotional growth of
students.
Section B: STANDARD THREE Rating
E, M or D
Curriculum design shall provide for the varied developmental, M M M M M M
academic, social, physical and emotional needs of students.
Section B: INDICATORS RELATED TO STANDARD FOUR Rating

W, P or N
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H E E F T
/ C O O
L K
G
4a Teachers meet regularly with colleagues in other school divisions to N P N N N N
strengthen vertical curriculum articulation.
4b Teachers meet regularly with colleagues in other disciplines to P P P N N P
strengthen links across disciplines.
4c The curriculum includes multi-disciplinary experiences and/or W W P P W W
activities, where appropriate.
4d There is clear designation of responsibility for over-seeing effective W W W P N P
curriculum planning, design and implementation.
Section B: STANDARD FOUR Rating
E, M or D
The curriculum shall be articulated vertically and horizontally M M M D D M
throughout the school to ensure continuity within and among
divisions and disciplines.
Section B: INDICATORS RELATED TO STANDARD FIVE Rating

W, P or N
H E E F T
/ C O O
L K
G
5a Local cultures are incorporated into the curriculum in appropriate P W W N P P
ways.
5b The cultural diversity of the community is used to enrich the N W W N P P

curriculum.
Section B: STANDARD FIVE Rating

E, M or D
The curriculum shall utilise the cultural diversity of the host country M E E D M M
and the school community to enhance the educational experiences of
students.
Section B: INDICATORS RELATED TO STANDARD SIX Rating

W, P or N
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H E E F T
/ C O O
L K
G
6a The curriculum emphasises the processes of gathering, organising, W P W W W W

presenting and applying ideas and information.
6b The curriculum provides experiences in critical thinking and problem W W W W W W
solving skills.
6c The curriculum provides opportunities for students to develop W W P P P P
awareness of their own learning styles.
Section B: STANDARD SIX Rating
E, M or D
The curriculum shall develop those skills and abilities which will E M E M M M
prepare students for lifelong learning.
Section B: INDICATORS RELATED TO STANDARD SEVEN Rating

W, P or N
H E E F T
/ C O O
L K
G
7a The school provides relevant professional development to assist P P P W W P
teachers in designing and developing curriculum.
7b The school provides professional development in content areas P W P W W P
relevant to teachers’ assignments.
7c The school provides professional development to assist teachers in P W P W W P
improving pedagogy.
Section B: STANDARD SEVEN Rating
E, M or D
The school shall provide ongoing professional development to M M M E E M
improve implementation of the curriculum.
Section B: INDICATORS RELATED TO STANDARD EIGHT Rating

W, P or N
H E E F T
/ C O O
L K
G
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8a Teaching methods vary according to the nature of the subject matter. W P W W W W
8b Teachers create stimulating learning environments to engage W W W P P W

students.
8c Teachers use varied methods, materials and technology to address P W W P P P

individual student needs, abilities and learning styles.
8d Teaching methods provide appropriately for students for whom P P P W W P
English is not the first language.
Section B: STANDARD EIGHT Rating
E, M or D
The teaching staff shall implement the curriculum through a range of M M E M M M
approaches and teaching strategies that recognise diverse learning
styles.
Section B: INDICATORS RELATED TO STANDARD NINE Rating

W, P or N
H E E F T
/ C O O
L K
G
9a Assignment of teachers reflects expertise and qualifications in the P W P W W P
appropriate subject/content area(s).
9b Appropriate paraprofessional support is assigned to assist teachers. P P P N N P
9c Class sizes are appropriate to the subject or grade. P P P W W P
9d The school provides appropriate texts and/or other print materials for P W P P P P
curriculum implementation.
9e Appropriate technology resources are available to enhance teaching P W P W W P
and learning.
9f Appropriate specialised equipment is available to support P W P W W P

implementation of the curriculum.
9g Teaching, storage and workspaces are appropriate to the subjects P W P W W P
and students taught.
Section B: STANDARD NINE Rating

E, M or D
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The school shall provide appropriate support and resources to M M M E E M

implement the curriculum.
Bach teachers feel that some IB classes are too big.
Section B: INDICATORS RELATED TO STANDARD TEN Rating

W, P or N
H E E F T
/ C O O
L K
G
10 Expected learner outcomes are shared with parents and students. P P P W W P
a
10 Grading standards and criteria are clearly stated. W W W W W W

b
10 Lesson planning reflects clearly defined learner outcomes and W W W P P W

c previously communicated expectations.
Section B: STANDARD TEN Rating

E, M or D
Teachers shall establish and communicate clear expectations to M M E M M M
students and parents.
Section B: INDICATORS RELATED TO STANDARD ELEVEN Rating

W, P or N
H E E F T
/ C O O
L K
G
11a Teachers prepare and apply assessment materials which ascertain P W W P P W
students’ achievement of desired outcomes.
11b Teachers analyse student performance through a variety of P W W P P W
assessment models,
such as: formal testing, self-assessment, peer review, projects, etc.
11c The school provides sufficient means to secure assessment N P P N N P
instruments that compare student achievement with similar students
elsewhere.
11d The school regularly monitors the quality of student assessment P P P P P P
procedures.
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Section B: STANDARD ELEVEN Rating

E, M or D
The school shall regularly assess the effectiveness of teaching and M M M M M M
learning.
11C Bach feels they meet this indicator since they have IB tests, ICFES, etc (National tests) they
send the results and receive feedback. Primary students don’t have standardized tests.
Section B: INDICATORS RELATED TO STANDARD TWELVE Rating

W, P or N
H E E F T
/ C O O
L K
G
12 Staff members develop, review and revise the curriculum on a regular P P W N N P
a basis.
12 The school encourages pilot curriculum innovations, monitored by N P P N N N

b appropriate assessment techniques.
12 Staff members consider current educational thinking in revising P P P N N P
c curriculum and instruction.
Section B: STANDARD TWELVE Rating

E, M or D
Curriculum revisions shall be made on a regular basis after M M M D D M
consideration of current educational thinking and pedagogy.
Section B: INDICATORS RELATED TO STANDARD THIRTEEN Rating

W, P or N
H E E F T
/ C O O
L K
G
13 Teachers use the results of student assessment to modify teaching P W W P P P
a and to improve learning.
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13 Teachers use the results of student assessment in curriculum P P W N N P

b planning.
Section B: STANDARD THIRTEEN Rating

E, M or D
Administrators and teachers shall use the results of student M M E D D M
assessment to evaluate and revise curriculum and methodology on a
continuing basis.
Section B: INDICATORS RELATED TO STANDARD FOURTEEN Rating

W, P or N
H E E F T
/ C O O
L K
G
14 The school provides regular information on student achievement to W W W W W W
a help parents remain advised of their child’s progress.
14 The school has a thorough, effective system of reporting on school P P W W W W
b and student performance.
14 The overall results of any standardised achievement tests are shared W W P P P P
c with the school community.
Section B: STANDARD FOURTEEN Rating
E, M or D
The school shall record, analyse and report to appropriate members M M M E E M
of the school community the results of school and student
performance.
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2 STATEMENT OF CONCLUSIONS
2.1 Principal Strengths
Principal strengths in the area concerned which impact positively upon the quality of students´ learning and/or well-being.
2.1.1 History and Geography
Strength Positive impact on students’ learning and/or well-being

The curriculum shall develop those skills and abilities which will prepare The implementation of the PYP and MYP has given a greater focus to the
students for lifelong learning. development of skills and abilities that allow our students to become lifelong
learners. Teachers now take the development of those, more into account
when planning lessons and during curriculum revisions.
We also believe that the nature of our subject (History and Geography)
easily permits the development of skills and abilities.
2.1.2 Economics

The curriculum shall utilise the cultural diversity of the host It is necessary to use case-studies and real life examples from Colombia’s
country and the school community to enhance the educational economy in teaching the subject. Local well-known businessmen are often
experiences of students. invited as guest speakers.
The curriculum shall develop those skills and abilities which will By the nature of the subject, it is something that will always be useful. Most
prepare students for lifelong learning. university programmes include Economics at least in the first two years.
The school shall provide appropriate support and resources to Appropriate and up to date resources are available for students as well as
implement the curriculum. teachers. The Internet service is an excellent tool which can be used at any
time.
The school shall record, analyse and report to appropriate Results are recorded on time and any member of the community may have
members of the school community the results of school and access to them.
student performance.
2.1.3 ECL

The curriculum, in its content, design, implementation, assessment and El colegio sigue los parámetros internacional de los programas de PYP,
review, shall reflect the school’s philosophy, objectives and policies. MYP y IB Diploma
The curriculum shall be comprehensively documented. El currículo en general refleja los objetivos, metodología y los instrumentos
de evaluación.
Curriculum design shall provide for the varied developmental, Los profesores hacen un esfuerzo importante en el desarrollo de las
academic, social, physical and emotional needs of students. habilidades intelectuales, sociales y emocionales pero se esta en proceso
de mejoramiento continuo
The curriculum shall utilise the cultural diversity of the host country and Estudios Colombianos y Latinoamericanos rescata la diversidad cultural y
the school community to enhance the educational experiences of étnica del país anfitrión y de Latinoamérica en forma permanente.
students.
The curriculum shall develop those skills and abilities which will prepare Estudios Colombianos y Latinoamericanos es un área de conocimiento que
students for lifelong learning. justamente permite el desarrollo del pensamiento crítico y sensibilización
frente a la realidad.
The teaching staff shall implement the curriculum through a range of Existe un equipo docente profesional que tiene en cuenta las diferencias en
approaches and teaching strategies that recognise diverse learning los estilos de aprendizaje de los estudiantes.
styles.
Administrators and teachers shall use the results of student assessment El equipo docente tiene en cuenta los resultados de los procesos de
to evaluate and revise curriculum and methodology on a continuing evaluación de los estudiantes para implementar metodologías y temáticas
basis. en las siguientes planeaciones.
2.1.4 Filosofia

The curriculum, in its content, design, implementation, El colegio sigue los parámetros de los programas del Bachillerato
assessment and review, shall reflect the school’s philosophy, Internacional.
The curriculum shall develop those skills and abilities which will Por su naturaleza, la Filosofía posibilita el desarrollo del pensamiento crítico
prepare students for lifelong learning. y autónomo, así como el análisis de los hechos sociales.
The school shall provide ongoing professional development to Ha habido una preocupación constante por parte del colegio para el
improve implementation of the curriculum. desarrollo profesional de los docentes de Filosofía.
The school shall provide appropriate support and resources to El colegio proporciona el acceso a fuentes de apoyo y recursos para la
implement the curriculum. implemntación del currículo. Ejemplo, los OCC del I.B.
The school shall record, analyse and report to appropriate Cada año se recibe del I.B., retroalimentación con respecto al trabajo de los
members of the school community the results of school and profesores y a los resultados de los estudiantes.
2.1.5 TOK

The curriculum, in its content, design, implementation, El colegio sigue los parámetros curriculares del Bachillerato Internacional
assessment and review, shall reflect the school’s philosophy, para el desarrollo de la asignatura de T.O.K.
The curriculum shall develop those skills and abilities which will El trabajo de T.O.K. posibilita el desarrollo de la capacidad crítica, el rigor
prepare students for lifelong learning intelectual y la responsabilidad frente a las verdades del conocimiento.
The school shall provide ongoing professional development to Ha existido un gran apoyo institucional para el desarrollo profesional y el
improve implementation of the curriculum. intercambio de experiencias pedagógicas con instituciones del I.B.
The school shall provide appropriate support and resources to El colegio proporciona el acceso a fuentes de apoyo y recursos para la
implement the curriculum. implemntación del currículo. Ejemplo, los OCC del I.B
The school shall record, analyse and report to appropriate Cada año se recibe del I.B., retroalimentación con respecto al trabajo de los
members of the school community the results of school and profesores y a los resultados de los estudiantes
2.2 Principal Weaknesses
Principal factors needing strengthening in order to improve the quality of students´ learning and/or well-being.
2.2.1 History and Geography
Factor needing strengthening Negative impact on students’ learning and/or well-being

The curriculum shall be articulated vertically and horizontally throughout Due to the transdisciplinary nature of the PYP timetables are arranged to
the school to ensure continuity within and among divisions and take into account meetings for planning and revising. These meetings allow
disciplines. teachers to communicate. However teachers believe there should be clearer
expectations and more communication linking preschool to primary
(transition-first grade) and Primary to Middle and High school (4th grade-5th
grade).
In Middle and High school teachers consider there is limited communication
between departments making it difficult to have cross curricular links.
The curriculum shall utilise the cultural diversity of the host country and The Anglo is a Colombian school with an international curriculum. Due to
the school community to enhance the educational experiences of this reality cultural diversity is limited. We only have a few international
students. students. However several members of staff come from different countries
which gives some cultural diversity
The host country does provide many opportunities for cultural outings and
field trips but due to security reasons this is can not always be done.
The school shall provide ongoing professional development to improve The Anglo has been offering ongoing professional development to improve
implementation of the curriculum. the implementation and design of the curriculum. Recently, in the PYP
section of the school, a new policy has been created for ongoing
professional development onsite and abroad. This policy takes into account:
responsibility, years of service and continuity, but due to recent
implementation of this policy some teachers have felt this has not been the
case.
Teachers believe it is important to have a joint policy and selection process
throughout the whole school to ensure consistency.
The school shall provide appropriate support and resources to Resources such as atlases, maps and in general history and geographical
implement the curriculum. books must be revised and updated. We also feel that basic resources such
as TVs, video equipment, etc should be revised since sometimes those don’t
work properly making it difficult to make proper use of existing resources.
The school shall regularly assess the effectiveness of teaching and In the PYP section of the school (preschool and primary) there is an
learning. immediate need for an assessment policy which includes student
assessment and teacher appraisal. In Middle and High school there is a
policy but a revision would be quiet beneficial. Teachers believe a whole
school teacher appraisal policy should be design taking into account the
needs of every section to ensure consistency.
2.2.2 Economics

The curriculum shall be comprehensively documented. The area does not have a scope and sequence document.
The curriculum shall be articulated vertically and horizontally throughout Students seem to be aware of interdisciplinary topics. However teachers
the school to ensure continuity within and among divisions and need to communicate to each other what may be useful for other areas.
disciplines.
2.2.3 ECL

The curriculum shall be articulated vertically and horizontally throughout Existe una falta de comunicación entre las diferentes secciones del colegio.
the school to ensure continuity within and among divisions and Esto impide una consolidación de los temas. Por otro lado la comunicación
disciplines. y relación interdisciplinaria es mínima.
The school shall provide ongoing professional development to improve El colegio tiene una política de capacitación de sus empleados buena, sin
implementation of the curriculum. embargo, deberían existir unas pautas de selección mas claras.
The school shall provide appropriate support and resources to Nos hemos dado cuenta que en Estudios Colombianos y Latinoamericanos
implement the curriculum. existe una gran deficiencia en recursos tanto a nivel de texto como
tecnológicos (computadores limitados, recursos audiovisuales escasos,
material desactualizado).
2.2.4 Filosofia

The curriculum shall be articulated vertically and horizontally Con respecto al currículo existe poca comunicación entre las distintas
throughout the school to ensure continuity within and among secciones del colegio para posibilitar una articulación temática e
divisions and disciplines. interdisciplinaria.
The curriculum shall utilise the cultural diversity of the host La misma temática del programa del Bachillerato Internacional, no tiene en
country and the school community to enhance the educational cuenta la diversidad cultural y particular de la comunidad.
experiences of students.
The school shall regularly assess the effectiveness of teaching Debido al cronograma de exámenes del I.B., los resultados de los mismos
and learning. no permiten retroalimentar con los estudiantes los logros alcanzados.
Curriculum revisions shall be made on a regular basis after Aunque los profesores siguen el programa del Bachillerato Internacional,
consideration of current educational thinking and pedagogy. hay pocas reuniones del staff para la discusión del currículo y de las
metodologías utilizadas.
Administrators and teachers shall use the results of student Se repite demasiado el trabajo de revisión curricular lo cual no permite
assessment to evaluate and revise curriculum and methodology optimizar el tiempo para invertir en el trabajo en equipo y en el diseño de
on a continuing basis nuevas metodologías de trabajo.
2.2.5 TOK

The curriculum shall be articulated vertically and horizontally Se evidencia poca comunicación entre las secciones del colegio para la
throughout the school to ensure continuity within and among articulación de temas y el diálogo interdisciplinar
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host Si bien es cierto que el programa de T.O.K. da la posibilidad de trabajar
country and the school community to enhance the educational aspectos de la cultura, se reconoce que los temas abordan aspectos del
experiences of students. conocimiento en general y no específicamente de la comunidad a la que
pertenecen los estudiantes.
The school shall regularly assess the effectiveness of teaching Debido al cronograma del I.B., los resultados finales de los ensayos
and learning. enviados no permiten retroalimentar, con los estudiantes, los logros
alcanzados.
Curriculum revisions shall be made on a regular basis after Hace falta integración del staff para la discusión periódica de temáticas,
consideration of current educational thinking and pedagogy. metodologías y sistemas de evaluación.
Administrators and teachers shall use the results of student Se repite demasiado el trabajo de revisión curricular lo cual no permite
assessment to evaluate and revise curriculum and methodology optimizar el tiempo para invertir en el trabajo en equipo y en el diseño de
on a continuing basis nuevas metodologías de trabajo.
2.3 Proposals for Improvement

Proposals for improvement which will impact positively upon the quality of students´ learning and/or well-being.
CIS STANDARDS – Step 3 evaluation
STANDARD RESOURCES
NEEDED & RESPONSIBILIT
(DESIRED PROPOSED ACTION TIMESCALE PROGRESS
BUDGET Y
OUTCOME) IMPLICATIONS
Organise meetings between sections (preschool – Low SMT Short term
primary and primary – bach) and between departments
The curriculum
in bach to facilitate communication, definition of clear
shall be articulated
expectations and possible cross curricular links. These
vertically and
meetings can be planned during beginning, end of the
horizontally
year and inset days.
throughout the
school to ensure Common staff room to allow teachers to informally chat Low SMT Medium Term
continuity within about their programs
Heads of section
and among
divisions and
disciplines.
Complete Scope and Sequence documents for History Low Curriculum Short term
The curriculum and geography in the PYP section of the school Coordinators
shall be following the IBO guidelines. from Pre school
comprehensively and Primary.
En Filosofía la documentación empleada es en su
documented. History and
mayoría proveniente del I.B. y está articulada en el
Geography
programa del diploma. No hay secuencia con el MYP.
working group.
Lo mismo se puede afirmar de TOK.
To write the different schemes of work from low Economics Short term
economics.(Economics) teacher
The curriculum Different sections should continue to plan visits and Low Heads of section Ongoing
shall utilise the longer field trips
(Costs of those Level
cultural diversity of
Continue bluefields. (taking into account security visits and trips are coordinators
the host country
issues) around the country to ensure students get a paid by parents)
and the school Teachers
broader view of Colombia and its diversity.
community to
enhance the Duration of visits should agree with children’s age.
educational
experiences of Use the embassies to develop links with international High Human resources Ongoing
students. companies through International business forums. and development
This will help the school to potentionally market itself
and attract more international students.
Reappraise the school’s advertisement for both
teachers and students in any media.
Design a whole school training policy that takes into Low SMT Short term
account different sections needs. (there has been some
work done in this area already)
The school shall
Make the new policy public and available for all Low Heads of Section Short term
provide ongoing
teachers through staff meetings and staff handbooks.
professional
development to Respect the selection process taking into account Low Heads of Section Ongoing
improve aspects such as responsibility, years of service and
implementation of terms of contract.
the curriculum.
The school shall Revise existing books, atlases and resources and Medium Librarian + Medium Term
provide appropriate renew those as appropriate. Check catalogues and teachers
support and publishing companies to make new resource orders.
resources to
Check, repair and renew all audio / visual resources Medium Librarians and Short Term
implement the
such as video equipment, tape recorders, etc. to ensure people
curriculum. Ongoing
it is all working before planning video sessions with the responsible for
students and enable teachers to make better use of audio visual
existing audio / visual resources. equipment in
each section.
The school shall Design and implement a comprehensive PYP Low Heads of Section Short Term
regularly assess assessment policy that is in line with the whole school
Curriculum ongoing
the effectiveness of philosophy and the National law.
managers
teaching and
learning. Subject
coordinators
It is important to consolidate a whole school teacher Low SMT Short Term
appraisal policy, respecting the particular needs of
each section and regularly assessing teaching
practices.
3 APPENDICES
3.1 PYP – Preschool
A. Colegio Anglo Colombiano Programme of Inquiry Curricula
Summary
B. Unit of Inquiry Planners
C. Sample Assessment tools
3.2 PYP – Primary School
A. Colegio Anglo Colombiano Programme of Primary Assessment
Essential Agreements
B. Unit of Inquiry Planners + Unit minimum requirements Programa
Estudios Colombianos, Scope and Sequence documents and sample
rubrics.
C. Tools for Investigation programme for primary
3.3 MYP – Bachillerato
A. IBO Middle Years Programme Humanities guide.
B. Written curriculum guides for the school division and subject areas.
(5th grade to 9th grade)
3.4 DP - Bachillerato
A. History Schemes of Work for 10th and 11th grades (Standard and
Higher course)
B. Geography Schemes of Work for 10th and 11th grades
C. Written curriculum and assessment guides for Economics
D. Esquemas de Trabajo ECL grados 10º y 11º
E. Esquemas de Trabajo Filosofía grados 10º y 11º
F. Esquemas de Trabajo TOK grados 10º y 11º
Page 58 25/05/2009

CIS 10 Year Accreditation Self-Study, Section B, Curriculum

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CIS 10 Year Accreditation Self-Study, Section B, Curriculum

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CIS 10 Year Accreditation Self-Study,

School: Colegio Anglo Colombiano

Date Report Completed: March, 2006

PERSONS RESPONSIBLE FOR PREPARING THIS SECTION OF THE REPORT:

Typed Name Position Signature

Christianne Cowie Head of Second Grade, Primary _____________________

Lynne Swales Pre Kinder GD , Preschool _____________________

Ana Lucia Bernal EC Teacher, Primary _____________________

Martha Cecilia Ortiz EC Teacher, Primary _____________________

Alexandra Francesconi First Grade GD, Primary _____________________

Michael Evans Economics Teacher , Bach _____________________

Andrew Southam Geography Teacher , Bach _____________________

Simon Atkinson History Teacher , Bach _____________________

Patricia Pedreros ECL Teacher , Bach _____________________

Javier Parra Filosofia and TOK , Bach _____________________

Claudia Rodriguez ECL Teacher , Bach _____________________

1 COLLECT AND REVIEW THE INFORMATION

1.2 A listing of teachers…

1.2.1 PYP – Preschool

1.2.2 PYP – Primary School

Tools for Investigation:

1.2.3 MYP – Bachillerato

History and Geography:

TABACZNIC TOVAH CAROLE, Canadian. Bachelor of Arts Degree. University of Haifa.

Estudios Colombianos y Latinoamericanos:

History and Geography:

Estudios Colombianos y Latinoamericanos:

PEDREROS MAYORGA PATRICIA, Colombian. Licenciada en Ciencias Sociales. Universidad

1.3 The daily or weekly schedule of classes...

1.3.1 PYP – Preschool

1.3.2 PYP – Primary School

1.3.3 MYP – Bachillerato

1.4 A chart indicating the names of subjects or courses...

1.4.1 PYP – Preschool

1.4.2 PYP – Primary School

1.4.3 MYP – Bachillerato

1.5 A statement of philosophy…

1.5.1 PYP – Preschool

Humanities is in line with the philosophy of the IB PYP

1.5.2 PYP – Primary School

Humanities is in line with the philosophy of the IB PYP

1.5.3 MYP – Bachillerato

1.6 A summary of recent professional development offerings…

1.6.1 PYP – Preschool

1.6.2 PYP – Primary School

1.6.3 MYP – Bachillerato

1.7 A copy of the assessment policy…

1.7.1 PYP – Preschool

1.7.2 PYP – Primary School

1.7.3 MYP – Bachillerato

1.8 The range of typical learning activities…

1.8.1 PYP – Preschool

1.8.2 PYP – Primary School

1.8.3 MYP – Bachillerato

1.9 Results of student achievements for the last three years...

1.9.1 PYP – Preschool

1.9.2 PYP – Primary School

1.9.3 MYP – Bachillerato

SUBJECT YEAR 7 6 5 4 3 2 1 N # OF CAND. % APPROV AVE GRADE

2000 1 1 8 3 0 1 0 0 14 92.3 4.79

HISTORY S 2000 1 1 0 2 0 1 0 0 5 80 4.6

SUBJECT YEAR 7 6 5 4 3 2 1 N # OF CAND. % APPROV AVE GRADE