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International Baccalaureate Organization

https://ibdocs.ibo.org/ibforms/form_dpa_printable.php?idioma=en

IB Forms

Africa, Europe, Middle East

Diploma Programme - Application for candidacy

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International Baccalaureate Organization

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School: Emirates National Schools Mohamed Bin Zayed City Campus Note to the user
1.A school must have conducted a feasibility study before submitting this Application for candidacy: Diploma Programme. 2.This application form and supporting documentation must be submitted in one of the IB working languages: English, French or Spanish. Translations of official documents should be duly certified. 3.This Application for candidacy: Diploma Programme should be completed electronically and submitted with the supporting documentation following the guidelines and deadlines provided by the relevant IB office. 4.Insert your responses in the boxes provided for each question. The boxes will expand as you type your responses.

Request to the IB Organization for acceptance as candidate school to prepare for authorization to offer the Diploma Programme
Name of the school: Emirates National Schools Mohamed Bin Zayed City Campus On behalf of the above-named school, we request acceptance from the IB Organization as candidate school preparing for authorization to offer the IB Diploma Programme. Information about the school is supplied on the accompanying application form and documents. We understand that after submission of Application for candidacy: Diploma Programme, if the required conditions are fulfilled, the school will be recognized as a candidate school. Furthermore, we understand that the Application for authorization: Diploma Programme must be submitted to the relevant IB office according to IB timelines and regulations. We confirm that: a.We have read the following documents published on the IB website or purchased from the IB store, made them available to the relevant constituencies of the school, and agree to abide by the regulations stated therein: - Programme standards and practices - The Diploma Programme: From principles into practice - Rules for candidate schools - Rules for IB World Schools: Diploma Programme - General regulations: Diploma Programme - Guide to school authorization: Diploma Programme - Rules and policy for use of IB intellectual property b.The school has purchased relevant IB publications from the IB store and will prepare itself to meet the authorization requirements following the current IB documents published for the purpose of implementing the programme. c.The appropriate financial authorities of the school/public school district know of the schedule of IB Diploma Programme fees and currency as assigned by the IB and

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International Baccalaureate Organization

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have agreed to their timely payment. d.The school will not advertise or otherwise imply that it is authorized to offer the IB Diploma Programme. The final decision on the application for authorization is reached by the director general of the IB Organization after acceptance of the Application for authorization: Diploma Programme and after a verification visit to the school by an IB team has taken place. e.The school will only use the IB World School logo if and when the school is authorized to offer the IB Diploma Programme. No IB logo is available for candidate schools. f. The acceptance as a candidate school by the IB Organization does not guarantee future authorization to offer the Diploma Programme. If the school is recognized as a candidate school by the IB Organization, the school will present itself as a candidate school preparing for authorization. g.If this application is accepted, the IB Organization will provide a text that the school will be able to use in school publications, newsletters, brochures, staff recruitment advertisements and websites in this regard. h.We enclose the supporting documents as requested in this application. i. We agree that this electronic application form, whether signed electronically or not, will be understood by the IB Organization to have been read and endorsed by the head of school, the superintendent (if applicable) and the chair of the governing body (if applicable) without a signed hard copy being necessary. j. We understand and accept that any dispute arising from, or in connection with the Application for candidacy: Diploma Programme, the Application for authorization: Diploma Programme, or any other document relating to the authorization process, shall be finally settled by arbitration, taking place in and in accordance with the rules applicable in Geneva, Switzerland. The proceedings shall be confidential and the language of the arbitration shall be English. We further declare that, to the best of our knowledge, the information given on this form is correct. Name and title of head of school (1) Dr. Roy Getchell Signature Checking this box indicates you have signed this document

Date 2012-03-23

Name and title of superintendent of school (if applicable) Dr. Kenneth D. Vedra Signature Checking this box indicates you have signed this document

Date 2012-03-28

Name and title of chair of the governing body (2) Dr. Mograby Signature Checking this box indicates you have

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International Baccalaureate Organization

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signed this document 1. Head of school (director/principal in some systems) is the person who leads and supervises the daily operations of the school, ensuring that the policies of the governing body are put into practice. 2. Governing body is the duly constituted individual or group that has the ultimate legal authority to make decisions on behalf of the school.

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International Baccalaureate Organization

https://ibdocs.ibo.org/ibforms/form_dpa_printable.php?idioma=en

Update of school information


In order to keep the school file updated, complete the following chart. Note that it keeps almost the same structure as the School information form so that unchanged information may be copied directly.

Postal address:

Address: City: Country: State/Province: Zip/postal code: *

P.O. Box 44321 Abu Dhabi UNITED ARAB EMIRATES * 44321 * *

Street address: (if different from above)

Address: City: Country: State/Province: Zip/postal code: Select... * *

Telephone: (include country and area codes) Fax: (include country and area codes)

+971 2 559 00000 +971 2 559 00001

* *

Title

Name

Position (3)

E-mail address

Head of school:

Dr

Roy Getchell * Ahmed Albastaki *

Campus Director * Secondary Principal *

l.getchell@ens.sch.ae * a.albastaki@ens.sch.ae *

Head(s) of section where the DP will be implemented:

(if different from above)

Mr.

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DP coordinator designate:

* ww.ens.sch.ae

Lina Ghamra * *

Dp coordinator *

l.ghamra@ens.sch.ae *

School public website:

3. Position: Name of the post of employment at the school.

Billing details
Name of organization for billing purposes: * Emirates National Schools - Mohamed Bin Zayed

Address:

Use postal address above

Use street address above

Use another address

Code to be included in invoice for tax purposes (if applicable) Name and job title of contact for billing purposes: E-mail address: Mary Vedra, Quality Education Auditor m.vedra@ens.sch.ae *

School Information
Date school founded or opened:

Spetember 2002

Legal status of school:

Private

Note: - A government/state/publicly funded school is a government or national school where the employees are paid by the state either at a local or national level; usually there are no tuition fees (as distinct from examination or other fees). - A private school is an independent (not-for-profit or for-profit) institution whose main revenue comes from tuition fees; they may or may not have government subsidies but

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these are only part of their income.


Indicate whether the school is recognized as such by the local educational system. * Include school's accreditation status with other organizations, if any (e.g. CIS, WASC)

Yes

No

Abu Dhabi Education Council (ADEC) // AdvancED (candidate)

Does the school belong to a group of schools gathered in a foundation, district, common project or school partnership in relation to the IB? If this is so, identify the group, project.

Emirates National Schools

Type of school:

Co-educational *

Day only

Additional information (eg coeducational in primary, boys and girls in secondary)


Academic year dates: (indicate

Coeducational in grades KG-4; Boys and Girls separated at Secondary

month only)

Starts: From:

September 12 years old

Ends: To:

June 18 years old

Age range of students across the whole school:

Name the grades or years that comprise the different sections of the school and indicate the total number of students in each.

Name of the section in your school (e.g. kindergarten, primary, etc.) Girls' school Boy' School *

Grades/years as identified in your school 6-12 6-12 *

Age range of students 10-18 * 10-18

Total number of students in each section 325 364 *

Total number of students in the whole school:

What other IB programmes does the school currently implement or plan to implement?

PYP Candidate school

02882

IB World School authorized to offer

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(add IB school code if you know it) Candidate school MYP (add IB school code if you know it) 02882

the programme (add IB school code) IB World School authorized to offer the programme (add IB school code)

Language(s) of instruction in the school (Languages through which the disciplines are taught at the school) ENGLISH, ARABIC,

Proposed exam session for the school

May

Description of the school and its community


In order for the IB to know the school better, write brief paragraphs that address the following aspects of the school and its community:

1.A summary of the history and major characteristics of the school that make it attractive for students and parents Emirates National School is a group of schools established by the Ministry of Presidential Affairs of the Emirate of Abu Dhabi. The school was specifically targeted for the development of leaders from within the Emirati population. The school is open to all nationalities; however the majority of students are Emirati. The language of instruction is English with a strong national emphasis on also developing Arabic, Islamic Studies and UAE Studies. The school creates the opportunity for students to build their critical thinking skills, English Proficiency and International Mindedness that is not available in the current Government system. Students are taught by an international faculty, which is a further advantage to the developing of students for a future with more options to expand their experiences. The board has ensured that the facilities offered to the students are of the highest standard and that technology is part of every classroom. In addition to the proposed IB Programmes, instruction is focused on the American diploma project aligned with American academic content standards.

2.A description of the context in which it is located: socio-economic and cultural aspects of the surrounding community, interactions of the school with it Parents of the children that attend Emirates National School have the financial means to support their childrens studies within this school as well as post - secondary education. The Board consist of individuals that are part of the Ministry of Presidential Affairs. The Board has carefully preserved religion, traditions and cultures which are evident in the mission statement of Emirates National School. Many parents are employed by governmental agencies.

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3.A description of the student body and staff, including their national, cultural and linguistic backgrounds The faculty is selected based on selected qualifications and experience that comprise of many nationalities. There is a balance between Arabic first language speakers for Islamic studies, UAE history and Arabic (language 2) and teachers from diverse Western backgrounds who are native English speakers. The staff composition comprises of an estimated 24% from North America, 20% from the UK, 25% from South Africa, 20% from Australia and New Zealand and 11% from the Middle East. The student population is 95% from the local population (Emirati). Most students are Muslim and strictly adhere to the culture and tradition of their country. The remaining students are from diverse nationalities and are mostly Christian. All staff and students are expected to be fluent in English. English is promoted as the medium of instruction. The mother tongue of most students is Arabic.

Consideration Phase
Before submitting this application, the school must have carried out a feasibility study to compare its current practices with those that the IB requires for the successful implementation of the Diploma Programme. As a result, the school must have developed an action plan that outlines the work needed to successfully complete the authorization process.

1.Indicate who led the feasibility study, who was involved and add their positions in the school. Dr. Ken Vedra, the Director General of Emirates National Schools, as well as Ms. Mary Vedra, the Quality Education Auditor of Emirates National Schools, started the study in all three campuses of Emirates National School. They led and guided the process throughout schools with collaboration of the Directors and Principals of the various schools. Embrace international education but it wasnt until recent years when we created a strategic plan vision of the owners of the school put a plan in place goal full continuum seamless system of access to IB

2.Briefly describe the process of the feasibility study. The owners of the school always had the intention of providing international education across all campuses. The process of introducing IB and working towards accreditation was initiated in the founding years of the all schools. However, as the resources and support within the greater community as well as the direct academic community, was not in place yet, the process was halted. In 2009, the Board employed Dr. Kenneth Vedra who serves as a member of the IBO Board. Under his guidance the school also employed Ms. Mary Vedra as an expert to devise a five year educational plan for the school system (ENS). This plan is strategically linked to the educational development of students within the system: The foundation phase includes the introduction of the PYP in KG and Primary School, followed by the introduction of MYP and completing the full continuum through to the DP in future years. The authorization process is planned in sequence to provide for a smooth transition between programmes.

3.In order to successfully implement the Diploma Programme, the school must have the support of its community. Complete the chart below with a description of what the school has done so far to gain the support of the following groups within its community. Actions taken by the school Major outcomes Additional comments

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Governing body

Employing leadership, some of whom have previous experience in IB implementation, to devise a strategic plan and ensure the execution of the implementation steps towards full authorization.

Securing staff that meet the rigorous qualification specifications through a standardized employment process. Employing and training PYP,MYP, and DP coordinators Financial support for initial and ongoing professional development for leaders and teachers, and staff. Major school policies have been developed to meet IBO standards and practices. ADEC recognized and accepted the application which led to full licensure. Coordinators at all levels (DP, MYP and PYP) have been identified and trained. In addition, administrators and teachers have been trained and are continually encouraged to build their own capacity for implementation of the IB Programme at all levels. MYP is emerging; developing alignment document.

Every teacher hired at the commencement of this year attended the Understanding the MYP onsite workshop by an IB MYP certified trainer. DP training has also begun for existing staff members.

Local educational authorities (if applicable) Pedagogical leadership team

Registration of the school as following an American and International Education System. Provided onsite training as well as external training. Weekly meetings on Tuesdays for targeted Professional Development. Administrators participate in regular PLC's to discuss progress of implementation.

The school was able to assess and identify further needs in Professional Development. to accomplish the mission through staff surveys and advisory groups.

Teachers and other members of Teachers began to implement staff who will be involved in the Common Core standards adopted implementation of the programme. by ENS and align to the Aims and Objectives of subject areas. Campus Advisory Committee members are continually briefed and proved input about the implementation of all three programmes. Parents Parent meetings to inform parents of coming changes. Monthly parent advisory meetings, at both the shool and campus levels, took place to guide the change.

Teachers are all informed of the school's mission before contracts are sent to new staff members to ensure common committment toward IB authorization and practices.. Preference is given to already trained (IB) staff in the hiring process. Continued parent advisory committee meetings.

Parents are aware of the IB philosophy and had the opportunity to question where they needed more clarification.

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Establishing parent advisory committees. Large-group parent meetings have been held to explain the IB Programme, implementation timeline, and gather input about the process. Others (please identify) External Accerditation/Consultants ENS is currently preparing for AdvancEd accreditation, based in large poart on implementing IB in grades PK-12. In addition, outside consultans are working with staff to ensure an articulated programme within and through all levels. + Abu Dhabi Education Council Inspection will occur in late Spring 2012 or early Fall 2012 AdvancEd accreditation vist will occur in November of 2012.

Preparation for the implementation of the Diploma Programme


Whilst studying the possibility of implementing the Diploma Programme, the school has read the relevant IB documents. The following questions are organized according to the headings of the Programme standards and practices.

1.Transcribe the mission statement of the school Emirates National Schools Mission: Provide educational programs that develop character, use technology to improve learning, and prepare students to be leaders and community members. Mohamed Bin Zayed City Mission Statement: The mission of the MBZ Campus, an Emirati School with International Standards, dedicated to providing a globally accredited education with a classroom environment conducive to learning, using a challenging curriculum and modern technology to ensure best teaching practices. 2.To what extent does it align with the IB mission statement? Where necessary, what procedure has the school established to revise it in order to further align it with that of the IB? It closely aligns with the IBO mission statement as the focus is on international-mindedness, cultural awareness and students exhibiting characteristics that fit the profile as stipulated through the IBO mission statement. In addition, it is the goal of both to help students receive a rigorous, applicable, and quality course of study to help prepare them for their future. 3.Describe the contribution that the implementation of the Diploma Programme will make to the school. Serving children from prominent Emirati families, it is the desire of parents and school leaders for Emirates National Schools (ENS) for students to leave high school

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prepared to succeed in the best universities in the world. It also has prompted ENS to take steps that create a common learning platform. To that end, ENS has committed to earning IB authorization. The ENS school system has already begun the journey of implementing the entire IB continuum after having achieved PYP candidate status by all three campus sites in the past three years. The aim is to work towards authorization of all three IBO programmes to ensure the highest quality education. It will allow students to have the skills necessary to deal with a rapidly changing world and nurture values and attributes that will help them to create a better world by being better people. Pursuing IB DP validates our mission statement and the school will become part of an IBO school community that embraces internationalism. Our focus is on educating the whole student to be active members of their community both locally, regionally and internationally. Emirates National School is committed to pursuing full authorization for the International Baccalaureate Diploma Program. The International Baccalaureate Diploma Program (IBDP) was selected as a school-wide instructional model because it is designed to provide all students with a challenging and enriching curriculum that: Celebrates inquiring, knowledgeable, and actively involved learners Invites student accountability for creating a responsible world community Promotes a well-rounded education through studies in 6 academic subjects Emphasizes the acquisition and command of English and world languages Encourages intercultural awareness while respecting Arabic and Islamic traditions. Connects learning to real-world situations through holistic learning Emirates National School strives to address every aspect of the IB Middle Years Program, as this is closely aligned to our mission to develop internationally minded leaders that has compassion for the community. Through on-going IB training, external review by IB consultants, alignment with the MYP Areas of Interaction, and international-mindedness, moving to MYP authorization is the next logical step for continuous improvement. 4.How will the school encourage students to take the Diploma Programme? Meetings with parents have been been held to explain course offerings in order to plan for students taking DP courses. In addition, discussions have been held in regard to the advantages of attaining a DP diploma and its benefits in preparation for college and career pathways due to the rigor of the courses.

Please click on the links to display a popup window with more information.
B1: Leadership and structure

Diploma Programme structure


a.The following chart is meant to provide information about the school estimation of the number of students who will be enrolled in the Diploma Programme and its relationship with the full cohort of students in those years. First year of implementation of the Diploma Programme after authorization Diploma Programme year 1 1 Estimated number of Diploma Programme certificate candidates 10 Second year of implementation of the Diploma Programme after authorization Diploma Programme year 1 30 Diploma Programme year 2 30

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2 Estimated number of full Diploma Programme candidates 3 Estimated number of non-Diploma Programme students TOTAL (Estimated total number of students in the year of Diploma Programme Implementation)

30 42

40 37

10 42

82

107

82

b.Will students have to meet entrance or selection criteria to be enrolled in the Diploma Programme?

Yes

c.Will Diploma Programme students have to fulfill other mandated requirements (for example, national, local requirements)?

Yes

d.If the school has to comply with other requirements, as stated above, identify and explain what challenges the school envisages regarding the implementation of the Diploma Programme (for example, curriculum content, mandatory text books or other resources). In the UAE there is a prescribed Arabic and Islamic curriculum, as well as an external exam these students (first language Arabic speakers with an Islamic faith) have to complete to be able to attend universities in the country. These students have to complete the Ministry Exams for them to have a valid Exit Certificate. e.What percentage of the schools graduating students entered a tertiary educational institution in the past two years? Last year (%) 3- or 4-year college/university 2-year college Vocational/technical none none 90% Year before that (%) 90%

Governance
a.Briefly explain how the school is governed. Who is eligible to become a member of the governing body? If the school does not have a governing body, indicate what

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educational authority governs it. The governing body consists of 5 Board Members, all of whom are selected through a process at the Ministry of Presidential Affairs of the United Arab Emirates. The Ministry of Presidential Affairs assigns five senior leaders to serve on the Board of Directors. The school holds elections to select five parents? representatives to serve on the Board. This Board of Directors makes the executive decisions on all policy, staffing and academic matters. The Director General consults the board and works directly with the Directors of Campuses to guide the implementation and general management of Schools.

b.What are the reporting relationships between the governing body (or educational authority) and the senior leaders at the school? The Board of Directors regularly meet with the school leadership team. An Executive Committee (consisting of three Board Members) meets monthly, while the full Board of Directors meets on an as need basis, usually at least six times per year.

Pedagogical leadership
a.Describe the pedagogical leadership structure that will lead the implementation of the Diploma Programme. DP Coordinator: Ms. Lena Ghamra ? Communicate with IB Office ? Circulate to teachers and students all relevant information received from the IBO ? Ensure that all regulations set by the IBO concerning programmes and procedures are adhered to properly, and that all deadlines are met ? Ensure that the concept of Internationalism permeates all subjects ? Ensure that the teachers are selected to take ownership and empowered to fully implement the DP CORE ? Maintain accurate school information via IBIS ? Work with the ENS steering committee in both long-term and short-term planning within the school Director: Dr. Roy Getchell ? Leadership in the philosophy and implementation for the DP ? Communication at the district level regarding application progress and support needed ? Supervise and support between the two campuses and maintain the alignment between the girls and boys campus to maintain the school as one entity. ? Communication with the community regarding DP Heads of School: Mr. Ahmed Al Bustaki, Ms. Nada Kaysi, and Mr. Fudail Al Ahmad ? Provide orientation and training for staff members ? Support staff in planning, scheduling and professional development ? Communication with the community regarding DP ? Coordinate site visits and evaluations with IBO Faculty of Emirates National School: ? Meet with colleagues both in grade level and subject area to coordinate ? Develop investigations and units of study with and international focus. ? Assess student progress using DP criteria ? Discuss student needs and ways to create opportunities for learning/service ? Train students in the IB Philosophy and learner profile, and assist them in developing their leadership skills. ? Communicate with students and parents about the DP philosophy and criteria use to assess student work. Quality Education Auditor of Emirates National Schools: Ms. Mary Vedra ? Guidance, development and oversight of progress in the MYP and its implications for the school. ? Long term planning and implementation ? To ensure the quality of pedagogy, assessment and training of staff across all campuses of ENS. ? To ensure that the implementation of MYP links with the cultural and academic needs of the community. ? To ensure a high standard of education with research-based MYP directed Professional Development offered to all staff on a regular basis across all campuses ensuring a high level of implementation of MYP training in every classroom.

b.Who will be responsible for hiring and appointing the Diploma Programme staff at the school?

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ENS Director General and Board of Directors Director of the School Principals/Heads of Schools c.Does the school have challenges in hiring and retaining staff? If so, what are they and how are they addressed? Describe the turnover or staff in the last three years. Year 1 ? No records of detailed personnel information. Year 2 ? Under the new ENS leadership, quality standards were developed and 40% were retained due to implementation of teacher quality audit. Year 3 ? 15% of the teachers who left did so due to the nature of being an international educator. Current Year - 7% percent of the teachers have resigned for personal reasons Because of the current systems to motivate and retain qualified staff, the future the goal is to maintain the current level of staff retention. d.If the Diploma Programme coordinator designate will have other responsibilities beside the Diploma Programme coordination, indicate: i. additional responsibilities The DP Coordinator is also the French Ab Initio teacher ii.percentage of his/her weekly schedule that will be devoted to comply with his/her IB responsibilities as coordinator 30% of the Coordinator's time will be allocated for DP Coordination.

B2: Resources and support

Teachers and other staff who will be involved in the implementation of the DP
a. Number of full-time teachers who will be responsible for Diploma Programme courses b. Number of part-time teachers who will be responsible for Diploma Programme courses c. Maximum Diploma Programme class size

15 15

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Collaborative planning and reflection


Identify the types and objectives of staff and pedagogical leadership team meetings, giving details of participants and frequency. Indicate the time scheduled for teachers to meet for collaborative curricular planning purposes. Use the table below. Name of meeting Departmental Who attends Frequency of meeting Objectives To plan collaboratively Vertically Align standards Discuss assessment and intervention Internal moderation and standardization of assessments To ascertain the current status of academic progress through all subject areas To communicate current developments regarding PD needs, formal observation, ?Walk Throughs? as well as performance management issues. To discuss development and whole school activities, including community work, Personal Project, as well as Whole School focus on IB Learner Profile. Feedback from departmental meetings Implementation Strategies DP Training Horizontal Articulation Interdisciplinary Planning Data teams IB Implementation planning Vertical and Horizontal articulation Monitor SIP plan as related to IB implementation Vertical and horizontal communicationa and articulation Monitor IB Implementation Action plan as related to IB implementation Share best practices and provide feedback to each campus

Subject Group Teachers Subject Group Biweekly Coordinator

DP Professional Development

All teachers of 11-12 Subject Group Coordinators DP Coordinators Heads of Monthly School

IB Steering Committee and PK-12 Articulation Committee

DP Coordinator MYP Coordinator DP Coordinator Heads of School Teacher Representatives

BiWeekly

IB Coordinator Committee

ADC, AAC, and MBZ PYP Coordinators ADC, AAC, and MBZ MYP Monthly Coordinators ADC, and MBZ DP Coordinators

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Information technology (IT) facilities that will support the Diploma Programme
Describe what IT facilities the students and teachers will have access to in order to support the Diploma Programme and indicate where they are located. a. IT in classrooms Describe them. 1. One Interactive Whiteboard, document camera and stand-alone with internet access in secondary Classrooms. b. IT laboratories Yes Yes

Describe them (include number of computers/laptops, internet connection, student access to the laboratory, and so on). Access to 2 IT labs in Boys School, 2 IT labs in the Girls School (6 in total). 20 computers in each IT lab with broadband internet access, as well as a teacher computer with an interactive whiteboard. - All computers are connected to a network printer. Students have full access to all labs within timetable limitations. c. Other comments on IT provision (Note: A description of the IT provision in the library/multimedia centre will be included in question 6 below.) Staffrooms with printer, scanner, laminator, copier as well as stand-alone computers with internet access. A library in each school equipped with internet access and standalone computers. Photocopiers connected as printers to staff computers.

Other school facilities that will support the Diploma Programme


Describe the other facilities (for example, sports fields, science laboratories) that the school currently has to support the implementation of the MYP. (Do not include the library/multimedia centre in this chart.) Indicate the areas that are in the process of improvement and/or that the school needs to add. Add rows as necessary. Facility (eg art room, gymnasium, sports field, science laboratories) Subject group that will use it Description of current situation Order equipment as needed by established standards curriculum as well for specific needs. Developing the safe use of the labs with regards to storage and gas. Additional Classrooms are needed for the Girls'

Science Labs x 5

Group 4: Experimental Sciences

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School Fully equipped theatre with auditorium fold down seating. Sound system and lighting. Adequate for current curriculum needs, but may need to expand for Art 3-D

Theatre and Art Labs

Group 6: The Arts

Administration of exams
Describe where the school plans to administer the examination session to ensure that it will comply with all regulations and procedures related to the conduct of Diploma Programme examinations and thereby guarantee the integrity of the examination process. The Boys' and Girls' School libraries will be used as a secure testing environment to ensure that it will comply with all regulations and procedures related to the conduct of Diploma Programme examinations and thereby guarantee the integrity of the examination process.

Library/multimedia centre
Describe the library/multimedia centre at the school. In your description include the following aspects: a. Physical environment (indicate whether students can access books/resources directly, for what purposes the library space is used, whether it has room for students to work on their own, and so on) The library has direct access to resources for both students and teachers. There is an IT section for students to do research as well as working stations arranged for group activities. Users can either find what they need by using the Dewey System or the online database. There is still great opportunity to improve the physical environment, however the librarians are currently creatively and effectively using the current resource base to play a positive role in the active learning process within the school. The library is used for reading, literature circles research, and teaching information

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processing skills. There is a development plan and budget in place for expanding the resources within the next few years. b. Groups it caters for (for example, students from 11 to 18 years old, only students 16+) The current library caters to Grades 5 ? 12 and includes Grade 6 ? 10 which align to the MYP Years 1 ? 5. The library plan for setting aside a section for DP student materials that may be include culturally sensitive materials is currently being developed. c. How it is managed (include the professional qualification of the person who is in charge of the library/multimedia centre and responsibilities, whether it is a full time or part time position, library hours, agreements with other libraries, if applicable) Librarian Specialists responsible for managing the collection and supporting student information literacy needs Full time positions Library hours: 7:30 am ? 3:30 pm d. Approximate number of resources that Diploma Programme students will be able to access. Include total number of book titles (not books) in the library, online resources and others. Specify the languages. Add rows as necessary. Language (Indicate language) General reference Non-fiction Fiction Periodicals Electronic journals Others (specify) English 369 4175 4202 Language Arabic 303 1118 Language French Language

e.

Indication of whether the library has enough resources to start implementing the Diploma Programme, how this decision was made and what plan the school has to address any needs. The currently is currently adequate for basic student needs. However, due to the necessary increase in ciurse rigor and implementation of 21st century

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International Baccalaureate Organization

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skills, planned improvements will be phased in over the course of the nest several years. Upgrades will be made to the number of titles, quality and age of text, and technology for research purposes. f. IT provision available in the library/multimedia centre (for example, computers, laptops, internet access) Over the next three years, technology will be improved by: Adding laptops and carts for classroom research/student work Incorporating ELMO document cameras to all classrooms, including the library English Resources: 268 Videos+DVD +caste Arabic: 63 Videos+DVD +Caste

Student guidance
How will the school provide guidance for students on post-secondary educational options? Guidance counselors currently: *Meet with parents and students to plan for course selections *Meet with students to assess and prapare for career readiness *Arrange visites to colleges/universities as well as career fairs for students *Are beginning to track graduates for post-secondary data *Help prepare portfolios for use in university admission and scholarship applications

Teaching time
a. Number of weeks of instruction in the school year b. Number of instructional periods students receive in a week c. Length (in minutes) of each instructional period d. Will the school need to make adjustments to the students weekly schedule to ensure that the recommended teaching hours for standard and higher level subjects and theory of knowledge (TOK) are included and allow for concurrency of learning? 36 3 90 No

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International Baccalaureate Organization

https://ibdocs.ibo.org/ibforms/form_dpa_printable.php?idioma=en

Funding
a. Will IB students pay tuition fees? b. Will IB students receive any goverment subsidy? Yes No

C. Curriculum
1.How have the Diploma Programme subjects and levels been chosen and what criteria were applied to the choice? In the Fall of 2010, the Director General and Head of Curriculum presented the Emirates National Schools' Board of Directors with the new Curriculum Content Model for secondary schools which included three distinctively different pathways for graduation from high school based upon the Model American Diploma Project. The three pathways were intended to serve the needs and aspirations of secondary students. The most rigorous of the three pathways is through the IB Diploma Programme (DP). Subjects within the DP were chosen to ensure that all students are provided with common essential requirements, fully preparing each student for post secondary studies. The other reason that limited options were offered was to ensure that staffing was available within the budget. 2.How have the Diploma Programme subjects and levels been chosen and what criteria were applied to the choice? The greatest challenge for our secondary schools is to provide students with prerequisite coursework and increased rigor to ensure that students registered for each subject area are fully prepared to accept the academic rigor and intellectual demands of the Diploma Programme. This will require streaming in Mathematics commencing in Grade 7, so that students are enrolled in Algebra 1 in Grade 8. By compacting the curriculum in the middle years, prospective DP students will not be required to 'double-up' on Mathematics in grade 9 or 10. The other adjustment that must be made to the vertical articulation of content and skills, is in the area of Science. Students pursuing the full Diploma Program should complete a discipline specific Science course (Biology, Chemistry, or Physics) in grade 10, depending upon the preferred Science Concentration in grades 11 and 12. Finally, special attention must be paid to ensuring that students select the appropriate Language A and B coursework. For students whose mother tongue is Arabic (Language A), they should select English as the Language B and for students whose mother tongue is

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International Baccalaureate Organization

https://ibdocs.ibo.org/ibforms/form_dpa_printable.php?idioma=en

English (Language B), they should select either Arabic or French Ab Initio as the Language B. This is requiring a steep learning curve for Guidance Counselors as they become familiar with all of the requirements in the Diploma Programme 3.Describe the support the school will provide to students whose most proficient language is not the school's language(s) of instruction. The school is provided differentiated instruction and an intervention program is being developed and will be implemented where students with additional needs regarding language proficiency will be attend intervention sessions on Tuesdays. There will be a target Response to Intervention Committee developed within the staff that will receive training and will be dedicated to these interventions. All subject teachers are responsible to teach subject specific vocabulary within their subject. 4.Indicate what provisions the school has or will have to support students' mother tongues, if different from the language(s) of instruction of the school. It is a Ministry requirement that a specific curriculum of Arabic be taught, and specific levels of achievement are required. It is of the utmost importance for the school and the community it serves to develop Arabic, as it the fundamental language of the religion and the laws that govern the land. The school is aiming to ensure that all documentation and correspondence be in both English and Arabic The school is providing intervention according to a needs based assessment. Students will develop not only their ability to apply their language in their daily lives but also to perform in, create with, as well as develop their own language. 5.Describe the school's current assessment system/policy and indicate any differences you have found when comparing it with the Diploma Programme perspective on assessment. Currently the school assesses three basic areas in all grades: Classroom Assessments: Selected response and Constructed Response Performance Task: Product or Performance Practice: Guided and Independent Practice This closely aligns with the types of assessments collected for DP. The greatest difference would be the specific objectives indicated by DP for each subject - the school will have to adapt its current system in order to report using the DP subject specific criteria. Teachers will move towards assessing the students in the DP regulated manner, however reporting might differ. The DP rubrics can be used as is for most assessments and it can be collected under the specific criteria stipulated by MYP and then translated to fit the school format. Please see the attachments

Additional Documents
Place an X in the box to indicate that you have uploaded the document to the IB Docs platform Documentary confirmation of the legal status of the school and confirmation from the local/provincial/state authorities that the school is recognized as an educational institution, with a certified translation into English, French or Spanish if written in any other language. Translations of official documents should be duly certified. Written confirmation of support from the authorities that will finance the implementation of the Diploma Programme in the school. School organization chart showing the pedagogical leadership team (including the Diploma Programme coordinator designate) and reporting lines. Documentary evidence of payment of non-refundable fee to the IB Organization. Action plan.

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International Baccalaureate Organization

https://ibdocs.ibo.org/ibforms/form_dpa_printable.php?idioma=en

Complete the charts that appear below.

Diploma Programme subjects proposal and sequencing chart


Diploma Programme subjects proposal Subject level Language(s) of instruction Estimated number of students Sequencing chart Subjects completed in one year

Subject

Indicate the name of the subject under each group. Add rows as necessary.

HL SL

HL

SL

Subject taught in the Subject taught in the last year penultimate year before the Diploma Programme before the Diploma Programme starts starts Standard Standard level level Subject(s) Subject(s) taught only taught only in Year 1 in Year 2 Grade 9: Arabic Grade 9: English Grade 10: Arabic Grade 10: English

Add an X in the appropiate column if any of the situations allowed by the IB (as described below the chart) apply in the school. *

GROUP 1: STUDIES IN LANGUAGE AND LITERATURE

Language A: language and literature Language A: language and literature


GROUP 2: LANGUAGE ACQUISITION

X X

Arabic English

38 2

Language B Language B Language ab initio


GROUP 3: INDIVIDUALS AND SOCIETIES

X X X

English Arabic French

1 35 4

Grade 9: English Grade 9: Arabic French Level I

Grade 10: English Grade 10: Arabic French Level II

Environmental systems and societies History


GROUP 4: EXPERIMENTAL SCIENCES

X X X

English English English 20

30 10

Grade 9 Medley: Geography, History, Grade Civics, 10 Medley: EconoGeography, History, Civics, Econ Grade 9 Medley: Geography, History, Grade Civics, 10 Medley: EconoGeography, History, Civics, Econ Grade 9 Medley: Biology, Chemistry, Upper Physics Level Biology

Biology

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International Baccalaureate Organization

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Chemistry Physics
GROUP 5: MATHEMATICS AND COMPUTER SCIENCES

X X X X

English English English English English

10 10 40 40 40

Grade 9 Medley: Biology, Chemistry, Upper Physics Level Chemistry Grade 9 Medley: Biology, Chemistry, Upper Physics Level Physics Grade 8/9: Algebra I and Geometry Grade 10: Algebra II Grade 9: Foundations in Visual Arts Grade 10: Mixed Media Grade 9: Electives Grade 10: Electives

Mathematics
GROUP 6: THE ARTS

Visual arts

TOK

* All Diploma Programme courses are designed as two-year learning experiences. However, up to two standard level subjects, excluding languages ab initio and pilot subjects, can be completed in one year, according to conditions established in the Handbook of procedures for the Diploma Programme.

Diploma Programme teaching staff, qualifications and IB-recognized professional development IB-recognized professional development is activities as listed on the IB events calendar on the IB public website (http://www.ibo.org) or in-school professional development activities organized by the relevant IB office. Location: In the chart below, indicate where the training took place or will take place. For IB regional workshops attended or to be attended name the city. For IB workshops organized in the school use IS. For IB online workshops use Online.

Subject/role Subject IB recognized professional Qualifications Number level development already attended of of each Full/part-time Teacher's Indicate the teacher years Workshop name of the name (degrees, (use FT/PT) Location at this HL SL Date name and subject under diplomas) school category each group.
GROUP 1: STUDIES IN LANGUAGE AND LITERATURE

Future IB recognized professional development to be attended Location Date Workshop name and category

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International Baccalaureate Organization

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Language A: language and literature Language A: language and literature

Raja Al Bayyari

Licensed in Arabic Bachelor of Arts Modern Languages and English

PT

IBICUS Raffles UAE

2012-02-12

Arabic A Language & Literature

ENS UAE

2012-08-28

Inschool workshop CAS Language A English

Faye Tinsley

New

PT

0000-00-00

IBAEM Zurich

2012-06-24

GROUP 2: LANGUAGE ACQUISITION

Language B

Sandra Morris Raja Al Bayyari X Lena Ghamra

Bachelor of Arts Licensed in Arabic PHD Linguistics

PT

ENS UAE-Inschool IBICUS Raffles UAE IBAEM

2011-08-24

Understanding the MYP Arabic A Language & Literature DP Language B French

BAEM Taaleem ENS UAE IBAEM Taaleem

2012-05-13

MYP Language B Inschool workshop CAS MYP Language B

Language B

PT

2012-02-12

2012-08-28

Language ab initio

PT

0000-00-00

2012-05-13

GROUP 3: INDIVIDUALS AND SOCIETIES

Environmental systems and societies History

Caludette Ungerer

B.S. Geography

New

PT

0000-00-00

IBAEM

0000-00-00

DP Environmental Systems Inschool workshop CAS

TBD

PT

0000-00-00

2012-08-28

GROUP 4: EXPERIMENTAL SCIENCES

Biology

Maryam Khawaja Shenilah Imran Riaz Nadine

B.A. Biology

PT

IBICUS Raffles UAE IBICUS Raffles UAE IBICUS

2012-02-12

DP Biology

ENS UAE ENS UAE ENS

2012-08-28

Inschool workshop CAS Inschool workshop CAS Inschool

Chemistry Physics

X X

Master of Science B.A Physics

1 3

PT PT

2012-02-12 2012-02-12

DP Chemistry DP Physics

2012-08-28 2012-08-28

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International Baccalaureate Organization

https://ibdocs.ibo.org/ibforms/form_dpa_printable.php?idioma=en

Diab
GROUP 5: MATHEMATICS AND COMPUTER SCIENCES

Raffles UAE

UAE

workshop CAS

Mathematics
GROUP 6: THE ARTS

Diana Al Hussein

B.S Honors Mathematics

PT

IBAEM Taaleem

2012-02-12

MYP Mathematics

IBAEM

0000-00-00

DP Mathematics

Visual arts

Nahed Walid Al Mahmoud

Diploma in Art

PT

ENS UAE-Inschool

2011-08-24

Understanding the MYP

IBAEM

0000-00-00

DP Studio Art

TOK

Zenda Dreyer

B.A. Business Studies

PT

IBICUS Raffles UAE

02-12-2012

TOK

ENS UAE

08-28-2012

Inschool workshop CAS

CAS

TBD

00-00-0000

ENS UAE

08-28-2012

Inschool workshop CAS

DP coordinator designate

Lena Ghamra

PHD Linguistics

PT

Florence, Italy

11-20-2011

IB Coordinator training

ENS UAE

08-28-2012

Inschool workshop CAS

Head of school

Dr. Roy Getchel

PHD Leadership

00-00-0000

Pedagogical Leadership

IBAEM

00-00-0000

DP Administration

Implementation budget

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International Baccalaureate Organization

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Indicate the currency the school uses. If possible, use USD, GBP, CHF or CAD. USD = US dollars GBP = Great British pounds
Candidate year 1

USD CAD = Canadian dollars


IB World Schoolyear IB World School year

CHF = Swiss francs

Candidate year 2

IB World School year 1 2014

2 2015

3 2016

Academic year Candidate school fee Annual school fee Candidate assesment fees Resources (specify) Instructional Materials

2012 9500

2013 9500

10400 5000

10400 5000

10400 5000

30000

300000 500000 50000

300000 100000 15000

300000 100000 15000

30000 100000 15000

Technology-Hardware/Software 1970245 Library Materials/Media IB professional development (specify) IB Regional Workshops In-school Training 50000 25000 50000

50000 25000

25000 25000

25000 25000

25000 25000

Other Marketing/Publications Transportation for CAS Remodel facilities TOTAL 2149745 949500 495400 495400 225400 5000 10000 5000 10000 5000 10000 5000 10000 5000 10000

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International Baccalaureate Organization

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Approved by

Kenneth D. Vedra

Position

Director General

IB International Baccalaureate Organization


www.ibo.org

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