Standard: Approaches to teaching (0403) - IB programmes encourage approaches to teaching that create learning experiences that are

shown to be meaningful to the school community.

Practice 1: Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students.
Practice 2:Approaches to teaching 2: Teachers focus on conceptual understanding to support students in developing their ideas.
Practice 3:Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of the curriculum.
Practice 4:Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create a positive
and dynamic learning community.
Practice 5: Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and
achieve challenging personal learning goals

In SISB, we are committed to implementing the IB approaches to teaching, aiming to create meaningful learning experiences for our students. We
have cultivated a dynamic learning environment that nurtures curiosity, conceptual understanding, global awareness, collaboration, and personalized
growth.

Inquiry
Teachers across departments employ inquiry-based strategies to cultivate students’ natural curiosity and critical thinking skills. Course
outlines/Lesson plans across subjects incorporate open-ended questions, hands-on investigations, and opportunities for student-led exploration. By
posing thought-provoking questions and presenting students with real-world problems, we encourage active exploration and discovery. For example,
in business classes, students are often presented with open-ended questions that spark curiosity and lead to hands-on experiments. This approach
not only enhances engagement but also develops critical thinking skills.

For example, in English classes, teachers use Socratic-style “fishbowl” seminars to engage students in deep discussions about literature and global
issues. In one lesson on gender representation in media, students analyzed political cartoons, engaged in small group discussions, and participated
in a fishbowl debate on gender inclusivity in business. Our science department emphasizes hands-on inquiry through regular lab practicals where
learners work in groups to design experiments, test hypotheses, and analyze results. The Group 4 collaborative research project further enhances
inquiry skills across scientific disciplines. In Computer Science, project-based learning is emphasized, with students solving real-world problems
through coding.
To ensure the effectiveness of our inquiry-based teaching strategies, SISB has implemented several methods to monitor and evaluate inquiry-based
teaching.

Both formative and summative assessment strategies are employed in SISB and a variety of assessment tools (e.g. rubrics, checklists, using
technology, etc) are used to capture different aspects of student learning. Discussions, projects and quizzes are often visible in IB lessons coupled
with formal tests and assessments that provide feedback on students’ progress. Teachers also provide both verbal and written feedback on students’
work to help students improve. In some situations, parents were also given feedback on the child’s performance in order to request for their
assistance and support.

The school also uses technology like Google Classroom and ManageBac to capture data and monitor students’ learning progress. Internal school
Grade books are made available for teachers to key in the scores for the department heads and administrators to be updated of the learning progress
of each department. Online quizzes platforms like Kahoot and Quizlet are also popular for use in the classroom. Computer Science students maintain
Programming E-portfolios, documenting their work with screenshots and reflections.

Additionally, we conduct student survey before the students graduate to gather feedback on their IB learning experiences. The data collected will then
be analyzed, which then provides recommendations for improvements.

Apart from evaluating students, teachers also go through informal and formal classroom observations by department heads and administrators to
monitor their teaching strategies and effectiveness. Teachers are also encouraged to observe other teachers’ lessons as part of the learning process.
Staff also go through file/book checks on a yearly basis by the administrators to ensure there is a well-balanced and effective teaching strategies
engaged. Teachers also undergo professional development to learn more inquiry and transdisciplinary teaching.

Our school has invested heavily in creating interactive and exploratory learning environments. We have fully equipped science laboratories where
students can conduct experiments and investigations. Our library also provides flexible spaces for group work and individual study and is rich in
resources such as Kognity, InThinking, ExamMate) to support students in their learning. Our librarian also provides assistance by conducting
workshops with students on research practices as well as citation and referencing.

The school provides numerous opportunities for students to engage in interactive and exploratory learning environments. The Language Department
organizes cultural celebrations and exhibitions during festivals such as Chinese New Year, Thai Loy Krathong Festival. Business students also have
opportunities to run their own stalls during the SISB Fest, applying concepts like break-even analysis, marketing, and pricing strategies to a
real-world context. Field trips and guest speakers have also been organized to support learning. For example, the Geography IB and A Level
students work in collaboration fieldwork while business students were involved in a Sustainability workshop with a entrepreneur.

We recognize the importance of student agency in the learning process and have incorporated opportunities for student choice throughout our
curriculum. In the majority of the subject groups, students have the options for topics and case studies. In many projects, students also have the
autonomy to choose the tasks or the medium for presentation.

In all Internal Assessments (IAs), students have the choice on their IA topics and research questions. In our Extended Essay program, students have
the freedom to select their research topic, allowing them to delve deep into areas of personal interest. In the Theory of Knowledge course, students
are encouraged to bring their own experiences and interests into class discussions, fostering a more personalized approach to epistemology.
Additionally, the CAS (Creativity, Activity, Service) program also provides numerous opportunities for students to develop projects based on their
personal interests and community needs.

Conceptual Understanding
Teachers employ various strategies to develop students’ conceptual understanding across subjects.

In Business courses, teachers use concept mapping and real-world case studies to help students grasp complex ideas. For instance, when teaching
about dynamic business environments, students apply PEST analysis to current events like geopolitical conflicts to understand impacts on global
companies. Our Chinese department employs strategies like guided discussions and concept mapping to enhance conceptual understanding. When
exploring traditional festivals, students create visual representations of key concepts and make connections to modern cultural practices.

In our mathematics classes, teachers go beyond teaching formulas and procedures.Teachers begin lessons with Theory of Knowledge (TOK)
questions to invoke curiosity and encourage students to explore the philosophical aspects of mathematical concepts. They help students understand
the conceptual foundations of mathematical principles, allowing them to apply their knowledge to novel situations and problems.

Students also engage in the interdisciplinary Group 4 project. These methods help students see the relationships between different sciences and
develop a more holistic understanding of the sciences and its real-world application.

Local and Global Contexts

Teachers consistently incorporate local and global contexts for our curriculum to be relevant and meaningful. Teachers regularly use real-world
examples and case studies to illustrate how the concepts learned in class apply to students’ lives and the broader world.

For example, our geography classes might explore global issues while also examining its local implications. This approach helps students understand
the interconnectedness of local and global phenomena and develops their ability to think critically about complex issues. The humanities and creative
arts department also created an instagram account to feature IG stories on local, regional and global news.

Apart from field trips, students also participate in a yearly overseas expedition programme (OEP) by the school to provide students with firsthand
experiences of cultures and learning in different contexts.

Guest speakers are also invited to share practical experience in the real world. For instance the Business students attended an interdisciplinary
workshop on sustainability led by entrepreneurs.

Collaboration and Relationships

Our school places a strong emphasis on building positive relationships and fostering collaboration among students and teachers. We believe that a
supportive and dynamic learning community is essential for effective learning. Teachers use various strategies to promote collaboration, such as
group projects, peer tutoring, and class discussions. These activities not only enhance students’ understanding of the subject matter but also develop
important social and communication skills.

Students collaborate extensively through group projects, peer teaching, and interdisciplinary activities. The IB Group 4 project provided opportunities
for both IB Year 1 and 2 students to collaborate on an interdisciplinary Group 4 project. Apart from collaboration amongst IB classmates, SISB also
tries to provide opportunities for IB students to collaborate with the students working on the AS/A Level programme. For example, this is evident in
student-led initiatives as well as the IB Geography and A-level students conducted joint fieldwork, focusing on shared geographical skills. Informal
sharing sessions were also conducted for the IB seniors to share with their juniors giving them tips and advice.

To promote effective collaboration, teachers provide opportunities for students to work together based on their strengths and abilities. For instance,
during Spring Festival celebrations, students choose roles that align with their language skills and personal strengths, such as hosting, performing, or
creating visual presentations.
Other than students, teachers also have opportunities to collaborate. The Chinese department organizes training sessions where experienced
teachers share strategies with newer staff members. Teachers also collaborate closely on planning cultural celebrations and events The Chinese

Removing Barriers to Learning

Our school is committed to removing barriers to learning and ensuring that every student can achieve their full potential. We recognize that students
have diverse needs and learning styles, and we strive to create an inclusive learning environment that accommodates these differences.

Teachers use differentiated instruction techniques to cater to various learning styles and abilities. This might include providing multiple ways for
students to engage with content, such as visual aids, hands-on activities, or digital resources.

To cater to the different abilities, subjects are separated into Higher Level and Standard Level to appropriately challenge learners at different
proficiency levels. Our teachers also attempted translating key terms into different languages to help students who are weaker with the english
language. We also offer additional support through extra academic support (EAS) for students who need them.

Teachers consider learner variability when planning personal learning goals. They use diagnostic tests, learning style assessments, and
pre-assessment activities to gauge students’ existing knowledge and tailor instruction accordingly. For example, in Chinese classes, teachers assign
preview assignments to help students with weaker language skills prepare for upcoming lessons.

Technology is leveraged to enhance accessibility and engagement. In Computer Science, students maintain programming e-portfolios with work
samples and reflections, allowing them to track their progress and for teachers to provide targeted support. Online programming tools provide
automated, instant feedback to support student learning at their own pace.

To support language development, we offer a range of language options and maintain ongoing Thai classes for IB students w to ensure ongoing
development of mother tongue skills and the learning of the local culture. Our library also is building our collection of books in different languages
(apart from english).

Teachers use multiple technologies to aid and extend learning, including interactive whiteboards, learning management systems such as Google
Classroom and ManageBac and online resources like Kognity, quizlet and digital textbooks.
Academic policies, including those on academic honesty, are also communicated to teachers, parents and students to set expectations and provide
guidance.
Evidences

Practices Approaches to teaching 1: Teachers use inquiry, action and reflection to develop natural curiosity in students. (0403-01)

1 Approaches to teaching
1.1: Teachers use
Approaches to teaching
1.2: The school
Approaches to teaching
1.3: The school provides
Approaches to teaching
1.4: Teachers encourage
Approaches
teaching
to
1.5:
inquiry-based teaching monitors and opportunities for students student choice in Teachers facilitate
strategies and learning evaluates to actively engage in appropriate places in the student exploration
engagements. inquiry-based teaching interactive and curriculum. of their personal
(0403-01-0100) strategies and learning exploratory learning (0403-01-0400) interests and ideas.
engagements. environments and/or play (0403-01-0500)
(0403-01-0200) in accordance with
programme
documentation.
(0403-01-0300)

To consider: ● Lesson plan ● Lesson ● PBL ● Topics ● Personalised

● Curriculum objectives ● Experiential ● Project projects
documents ● Rubrics learning medium/tools ● Resource
● Student work/ ● Assessment ● Outdoor learning ● Resource choice support
projects ● Checkpoints ● Gamification ● Learning path ● Guidance
● Inquiry lesson ● Reflections ● Hands-on (subject options) support
● Research ● Feedback activities ● Personal ● Opportunitie
projects ● Lesson ● Interactive learning goals s:
● EE observation technology ● Group roles Self-initiated
● IAs ● Student (VR/AR, ● Groups activities/
● Authentic performance educational apps, ● Personal projects/
problems/ PBL analysis interactive deadlines CCA, EE/IAs
● ● PTM whiteboard) ● Seating
● Surveys and ● Student-led arrangement
interviews initiatives ● Learning setups
● PD and
trainings
 Developing Developing Developing Developing Developing

Developed Developed Developed Developed Developed

Highly developed Highly developed Highly developed Highly developed Highly developed

Evidences Eng Sample of feedback Lesson plan: Coherent Assessment Example: Students are often
● IO - Students pick
given to a student on Writing from InThinking Students are asked to given opportunities to
global issue
pertaining to their Google Classroom after pick a poem of their own have 1 on 1
own interest she and her group Procedure: Students are choosing from The meetings with their
● Gamification presented their group given 26 individual World’s Wife by Carol teachers during the
● Research Projects
project. Instructions for sentences cut into Ann Duffy that they want process of coming up
● Clear feedbacks -
comment on google the assignment were as individual strips from a to analyse in their groups with ideas for their
classroom follows: Get into groups paper 2 essay that has for their end of unit Individual Oral.
of no more than 3-4 been “scrambled” and are project. During these
Chi
people and pick ONE tasked to work together meetings, the
● Based on text
(curriculum) - but poem from "The World's as a team to put the Link to Example: student is
turn into inquiry Wife" by Carol Ann paper 2 essay back in the Screenshot of The encouraged to pick a
process (Real life Duffy to analyze using correct order. The first World's Wife analysis Global Issue that is
issue) - Interview
any form of literary team to finish wins a project on Google meaningful to them.
teachers on
“vegetarianism” - criticism outlined in the small prize such as a Classroom
students design PPT shared with you on piece of candy or a Intro to IO Project
● In class feedback Monday. Your homework pass.
● Festivals - involve
presentation should be Chinese Chinese
Lesson plan: In line at least 5 min long and Resources: Scrambled In both Chinese A and Teachers encourage
with the Cambridge contain at least 2 slides. Essay Task from Chinese B HL, students student exploration
English B Coursebook Identify major themes, InThinking are given the freedom to through interactive
on page 12, on the ideas, symbols, etc. in choose literary texts for activities:
theme of Identity, as an your chosen poem. reading and research
extension activity, Chinese based on their interests. Celebrating Chinese
students will explore Link to feedback: Opportunities for Festivals:
historical examples of Interactive and Students are invited
repatriation and their Feedback to Student on Exploratory Learning in Teachers offer multiple to participate in
impact on identity. They "The World's Wife" the Chinese Department options for students to celebrations of
will then present their Literary Analysis choose from in Chinese festivals,
findings and reflect on Presentation The school provides assessments: allowing them to
the relationship students with engage with cultural
between identity and Chinese opportunities to actively Oral PictureDescription: traditions and
Monitoring and engage in interactive and
repatriation through a Evaluating exploratory learning Students are given explore their
class discussion. Inquiry-Based Learning environments through several pictures to significance.
through the Vegetarian various cultural choose from for their oral
Assignment: Research Interviews celebrations in the tasks, allowing them to Chinese Food
project on the Mexican Chinese Department: select one based on their Experience:
Repatriation in the Collect Feedback: interest or comfort level.
1930s and The Law of Gather student Mid-Autumn Festival When discussing
Return in 1950 reflections on their Presentation: Writing Prompts: Chinese cuisine,
Students will create 5-7 experiences and Students share the students can choose teachers organise a
powerpoint slides, to be learning. cultural significance of the from multiple topics, shared breakfast
submitted on a Google Assess Reports: festival during morning enabling them to pick where students can
classroom assignment: Evaluate the quality of assembly, discussing one that suits their enjoy traditional
interview reports based traditions and planned interests and abilities. dishes together. This
● Provide an on analysis and clarity. activities. This approach hands-on experience
introduction and Hold Discussions: encourages student fosters interest in the
brief Facilitate class Chinese New Year choice and supports topic and
explanation of discussions to gauge Performances: personalised learning. encourages
what these understanding of Students take part in discussions about
events are vegetarianism and Chinese New Year food culture.
● Include relevant identity. celebrations by These activities help
images and performing songs, students connect
pictures of dances, and dramas. with their interests
these events These performances not and deepen their
● Consider how Student work: only enhance their understanding of
these events language skills but also Chinese culture.
shaped cultural immerse them in cultural
identity and C采访报告.pdf
practices.
historical
narratives Traditional Culture
Chainer采访报告.… Exhibition:
During the festival, Teachers use various
students create posters, methods to
Materials: Wee采访报告.pdf make lanterns, and write encourage students
SISB - English B (…
letters. Selected to explore their
outstanding works are interests:
displayed, showcasing
their engagement with Diverse Learning
traditional arts and crafts. Materials:
Student work:
SISB - English B (… In addition to
textbooks, students
can access videos,
Samples of student In language classes, newspaper articles,
work including notes students practise and website
taken in class, conversations by taking resources, allowing
annotations, on roles like Steve Jobs, them to explore
presentation on "flash Mark Zuckerberg, and topics in different
mob" advertising, and a Jack Ma to discuss formats.
student's comparative teenagers' lifestyles.
analysis essay
Topics include:
Chinese The craze for the latest
Chinese teachers use Apple iPhone, where
inquiry-based strategies teens wait in long lines to
and learning buy it.
engagements, The impact of social
designing activities media, with teens
based on the curriculum prioritising online
and textbooks, and friendships over real-life
linking them to real-life ones.
situations. Lessons are The habit of shopping on
student-led, with Taobao in China and how
teachers guiding it’s become part of daily
research and life.
exploration. The focus This interactive method
is on developing enhances language skills
students’ critical and cultural
thinking and expression understanding while
skills, enabling them to addressing current
apply the language and issues.
cultural knowledge
learned in class to
real-world contexts.

Lesson Plan: Exploring

Vegetarianism - Based
on the Theme of
"Identity" from '开拓'
(Page 26)

Objective:
Students will explore
vegetarianism and its
link to identity by
interviewing five
teachers about their
dietary choices.

Procedure:

1.Introduction (5
minutes):

Discuss the theme of

identity and how
vegetarianism may
reflect personal beliefs
or cultural values.

2.Activity Explanation (5
minutes):

Students will interview

five teachers, asking:

Are you a vegetarian?

Why or why not?

Benefits and
disadvantages of being
vegetarian.

Students will record

responses and reflect
on the identity aspect.

3.Interview Report
Design (10 minutes):

Create a simple
template including the
teacher's name,
responses, and
reflections on how their
dietary choice connects
to their identity.

4.Interviews:

Conduct interviews
during or outside class.

5.Class Discussion (10

minutes):

Share findings and

discuss how dietary
choices link to personal
identity.

6.Assignment:
Submit interview reports
for grading.

7.Assessment:
Based on the quality of
reports and participation
in discussions.
 Evidences ● Choice - optional Business Business Business Business
topics; case studies;
● Student progress is G11IB Students Students are given the Teachers use
● Fieldwork
● Learning journeys monitored throughput organised and ran their opportunity to choose business and real life
● Feedback inquiry based lessons. own business stall during aspects of the course examples which will
This is completed on a the SISB Fest in 2022 they can research. This engage the students'
Business Q and A basis, and 2023. During lessons may be chosen from a interests. When
Business teachers plan assessment and students prepared a selected number of teaching changing
sequences of lessons comments in books and marketing mix with each scenarios or students' and dynamic markets
which challenge the feedback given on individual executing a own choice. the theory of the task
students to learn topics assignments based on role. The business stall was taught about the
in relation to inquiry and the student choice of was a success and Topics and content are changing
real life examples. topic. Feedback and students were able to link taught prior to the environment of the
Lessons begin with a assessment of many areas of the choice. Scenarios are social media market,
retrieval of previous presented work curriculum such as break often based on this includes
taught material (IGCSE) includes both written even, marketing, profits businesses or situations producing a PEST
which is then enhanced and verbal. Students and revenue and pricing which students will find analysis of the
with inquiry based are also given the strategies. engaging. In the example market and the
learning related current opportunity to reflect on below, I have allowed the impact this has on
situations. their own work and student to choose a businesses and
Stakeholders Full contrast with teachers' Grade 11 IB Busine… scenario, learn from this social media users.
Lesson Series comments. SISB Fest Evidenc… situation and then
Teacher and Student introduced another to Dynamic Business
These issues are then Reflection allow students to Environment
Ian John Heslop I have
related to other lessons contrast.
throughout the year. added in a summary of
how our business
Assessment criteria and students engaged in Stakeholders Full Lesson Guest speaker for
Objectives and CSR rubrics are sent to Series student about
SISB Fest with some
students before they evidence, however, I research for students
work on the projects: need you to move it to the interested in social
Geography G11 IB Hurricane… Choice of Options for science research:
Posters/Projects: evidence folder because I
G11 IB Hurricane… don’t have access to that Geography: anthropology/
G11 IB Hurricane… Check-in survey (1… archaeology/
particular standard.
Tropical Cyclones… IB Geography Opti… qualitative research
Hurricane Matthe… Roamless society IB Geography Opti… methods:
https://www.facebook.co IB Geography Opti… Promotional P…
m/story.php/?story_fbid=9
14705174037244&id=100
Evidence Folder - Please put all your evidences in the folder

Practices Approaches to teaching 2: Teachers focus on conceptual understanding to support students in developing
their ideas. (0403-02)
2 Approaches to teaching 2.1: Approaches to teaching 2.2: Approaches to teaching 2.3:
Teachers demonstrate strategies Teachers plan and facilitate Students take opportunities to
focused on conceptual learning experiences through which explore and develop their own
understanding. (0403-02-0100) students can develop their own conceptual understandings in
conceptual understandings. appropriate places in the curriculum.
(0403-02-0200) (0403-02-0300)

To consider: ● Lesson plan ● Learning objectives ● Research projects/ EE/IAs

● Concept maps ● Key concepts ● Self-directed learning
● inquiry -based learning ● Hands-on activities ● Choice of
● PBL ● Real-world problems options/themes/topics/projec
● Socratic seminars ● Encourage reflection ts
● Assessment and feedback ● ● PBL/inquiry-based lesson
● Experiential learning
● Interdisciplinary learning
● models/ manipulatives/
visual aids/ simulations

Developing Developing Developing

Developed Developed Developed

Highly developed Highly developed Highly developed

Evidences Socratic Style “Fishbowl” Seminar During our unit on Works in

Lesson plan: Students will be
Lesson Plan: Translation, students were split into
shown examples of migration as part 5 groups and randomly assigned 2
Procedure: of the study on being citizens of the texts centred on the topic of
world, and they will then read an translation from the following list.
Recap “How to Be Successful article on an Asian comic artist who Students were then assigned the
Without Hurting Men’s Feelings” draws about Chinese stereotypes. following classwork task:
excerpts that we read in class. What After which, students are
were the main frustrations that encouraged to reflect on their Pick 3 of these questions to
Sarah Cooper had about being a personal experiences of moving into answer based on the 2 texts you
woman in business, specifically a new country through a short were assigned in class. Present
tech? How did she express them? your findings in class tomorrow
written blog entry.
Visually? Written? with a set of slides or a poster.
Assignment: Blog entry about their
Write the complaints on the board in 1. Translation and Cultural Nuances
one half of a venn diagram, label the experience moving to Thailand. ● Question: In what ways
other half “Liza Donelly” Guiding questions include: might translating a literary
text from one language to
Warm up task: show students the ● How did you feel about the another affect the
cartoon of “Women Holding up the move initially? What went transmission of cultural
world”, have them discuss with a through your mind? nuances and context?
partner about what they notice. What ● Recall what the first or Discuss how a translator's
do you think Liza Donelly’s style choices might either
second month of moving to
might be like? (3 min) preserve or alter these
Thailand was like. What did nuances and their effect on
you have to do? How was the reader’s understanding
Present the two Liza Donelly your first week of school of the text.
cartoons to the class: like? 2. The Role of the Translator as
● Now that you have Interpreter
“Feminist Perspective” and ● Question: To what extent
experienced living in
“Belonging” does the translator act as an
Thailand, explain how you interpreter or mediator
Split students into two groups and feel now. between cultures in a
have them annotate and discuss ● Explain three main translated work? Explore the
each cartoon separately for 5-10 min differences between your life challenges a translator faces
and then “teach each other the in Thailand and your life when balancing fidelity to
cartoon” in a 1 min recap. back home. the original text with making
the translation accessible to
● If you had a choice to re-live
During the presentation of each a new audience.
cartoon, continue to fill out the venn your life and go back in time, 3. Language and Meaning
diagram on the board what would you have done ● Question: How does the
differently when you first inherent structure of
Split students into two groups. The moved to Thailand? language influence meaning
inside group will talk first. The in a literary work, and what
outside group will take notes about are the challenges of
maintaining this meaning in
what is being said in the inside translation? Consider how
circle. Materials: PBS article linguistic differences
between languages, such as
idiomatic expressions or
Inside circle: What is Donnelly Student work: syntactical structures, may
depicting about gender in these two SISB - English B (Identity) - Bl… affect the integrity of the
cartoons? How? Why does this text.
matter? 4. Preserving Authorial Voice
● Question: How does
translation impact the
Then, have the outside circle preservation of an author’s
become the inside circle and vice original voice and style?
versa. The new inside circle will Analyze the challenges a
sum up what was said and add their translator faces in
own thoughts before moving to the maintaining the unique tone,
questions below. The new outside rhythm, and style of the
circle will continue the back channel original work while adapting
discussion (or take notes in the more it for a different linguistic
traditional manner). audience.
5. Translation and Interpretation
● Question: Can a translation
New inside circle: Are businesses be considered a
in general poor at being inclusive of reinterpretation of the
women? Why or why not? What's original work? Discuss
Donnelly's take on this and why whether translation opens
does this matter? up new possibilities for
interpreting a text or if it
risks distorting the author’s
intended meaning.
6. Loss and Gain in Translation
● Question: What are the
potential losses and gains
when a literary work is
Chinese： translated into another
Teachers use strategies to enhance language? Discuss whether
Chinese：
students' conceptual understanding: the benefits of reaching a
Help students understand "生活礼仪"
(life etiquette) through practical wider audience outweigh the
Guided Discussions:
application.
Teachers facilitate discussions that possible compromises made
encourage students to articulate Steps: in the translation process.
their thoughts and connect ideas. Research: Students investigate 7. Translation and Audience
For instance, while exploring themes various etiquette rules relevant to Reception
in Chinese literature, teachers ask the school environment, such as ● Question: How does the
open-ended questions that prompt greeting teachers and respectful reception of a translated text
deeper analysis and interpretation. behavior in common areas. differ between its original
audience and the translated
Concept Mapping: Group Discussion: In small groups, audience? Explore the ways
Students create concept maps to students discuss their findings and in which cultural, social, or
visually organize their understanding personal experiences regarding historical contexts might
of key themes and ideas. This etiquette. affect the interpretation of a
method helps them see relationships translated work.
between concepts, enhancing their Guideline Creation: Everyone 8. Faithfulness vs. Creativity in
ability to develop and articulate their develops a set of etiquette Translation
ideas clearly. guidelines for the school, including ● Question: To what extent
dos and don’ts. should a translator prioritize
Real-World Connections: faithfulness to the original
Teachers encourage students to Presentation: present their text over creativity in
relate concepts learned in class to guidelines to the class, encouraging adaptation? Discuss the
real-world situations. For example, feedback and discussion. balance between staying
when studying traditional Chinese true to the source material
festivals, students might explore how Implementation: and adapting the work to
these customs influence modern life, Compile the guidelines into a resonate with readers in a
deepening their understanding of "Campus Etiquette Guide" to be different language.
cultural continuity. displayed around the school, 9. Translation and Literary Canon
These strategies support students in promoting awareness and practice ● Question: How does
developing and expressing their of proper etiquette. translation influence the
ideas effectively. inclusion of a work in the
This activity engages students in global literary canon?
understanding and applying the Examine the role translation
concept of "生活礼仪" effectively. plays in shaping how a text
is received internationally
C设计文明守则.jpg and its impact on the text’s
literary legacy.
10. Multiple Translations of the
Same Work
Question: What are the challenges
and benefits of having multiple
translations of the same literary
work? Discuss how different
translations might offer varying
interpretations of a text and the
implications this has for
understanding the original work.

Link to Student Sample Work (Texts

in Translation)

In addition, during the process for

the HL essay, students are given an
opportunity to pick their own topic,
do their own research, and express
their own ideas/offer analysis about
something they have personally
selected. Here is a short description
of what the HL Essay entails:

HL Essay Guidelines

And once again, the IO is an

excellent opportunity for students to
develop their own ideas and
arguments on a topic of their
choosing:

Intro to the IO Slides

Chinese：
Exploring "风俗与传统" (Customs
and Traditions)

Activity: Independent Research on

Chinese Festivals

Objective:

Encourage students to explore and

develop their own understanding of "
风俗与传统" by focusing on Chinese
festivals.
Steps:

Choose a Festival: Students select a

Chinese festival that interests them,
such as the Spring Festival,
Mid-Autumn Festival, or Dragon
Boat Festival.

Research: They conduct

independent research on the chosen
festival, exploring its history,
customs, and significance.

Create a Presentation: Students

design a PowerPoint presentation
that includes key information,
images, and any personal reflections
or connections to the festival.

Presentation Day: Each student

presents their findings to the class,
fostering discussion and sharing
diverse insights into various
festivals.

Outcome:

This activity allows students to take

ownership of their learning, explore
their interests, and deepen their
 understanding of Chinese customs
and traditions through independent
research and presentation.
By encouraging student choice and
autonomy, this approach enhances
conceptual understanding of the
topic.

https://www.canva.com/design/DAG
A102kWmk/V8MRLTNPn0-GeXq9d_
-lng/watch

Evidences Business
Subject tools used throughout the course are taught to students in relation to news stories or issues related to the
subject and also to their own experiences. In the Dynamic Business Environment lesson, this topic is combined with
PEST analysis. Students are challenged to relate this market to the theory they are taught and then apply this to the
PEST analysis concepts.

Choice of Options for Geography:

Check-in survey (11 IB Geography) 2023/2024 (Responses)
IB Geography Options (slide).png IB Geography Options (Past Year Trends and Initial Plan).png
IB Geography Options (sequence for exams).png

Sustainability event: The Power of the Pineapple: G11 Sustainability Event - Activities
- Interdisciplinary
- Real world context
- Experiential learning

Guest Speaker on research: Promotional Poster.pdf

- Interdisciplinary across social sciences
- Qualitative research methods

4P in geography
Perception vs Reality - top 10, why? True ranking?
Power dynamics influencing perception - who really benefits? Who has power? Powerplay
Evidences) Sciences Teaching process encourages
Documents (Lesson plan, Concept students to link learning concepts to
maps) used in teaching and learning real world problems. - T. Seema
are aligned to conceptual learning.
Learners are encouraged to have a
Teaching strategies employ inquiry reflection after working on their EE
based learning, Experiential and Group 4 projects. - T. Amos
learning, models/visual aids/
simulations. Use of programming work books that
simulate real world problems
Java taskbook

Evidences Math ● TOK for each topic

● Utilising technology to aid ● Problem solving with only
their visualisation guidance
○ Online calculator ● Relatable to their interest
○ Simulations ●
Evidence Folder - Please put all your evidences in the folder

Practices Approaches to teaching 3: Teachers use local and global contexts to establish the relevance of
the curriculum. (0403-03)
3 Approaches to teaching 3.1: Teachers ensure that Approaches to teaching 3.2: Teachers encourage
there are clear examples of connections to local students to transfer their conceptual
and global contexts in the curriculum. understandings to unfamiliar contexts.
(0403-03-0100) (0403-03-0200)

To consider: ● Case studies ● Concept Application across subjects

● Current events/news ● Diverse and varied examples
● Global/ local issues ● Application of concepts to real world
● Cultural immersion/ awareness scenario
● Guest speaker ●
● Community involvement
● Cultural celebrations

Developing Developing

Developed Developed

Highly developed Highly developed

Evidences A lesson plan (with materials and resources

Lesson plan: Students will be looking at
included) I did last year in March on the
stereotypes through a group interview with local
Nuremberg Laws Infographic that went viral a
Thais, and then at graphics on various maps of
while back. I was inspired to do this once I
stereotypes from around the world that illustrate
realised it tied in quite nicely with our study of
common stereotypes perceived about different
how to analyse infographics in IB English A.
cultures, and finally, an article on Chinese
stereotypes. Following which, the teacher will
Nuremberg Laws Lesson Plan (Infographics and
facilitate a brief discussion where students share
Primary Sources Lesson)
their thoughts and reactions to the video, and
whether they agree or disagree with the
stereotypes shown in the graphics and article.
Guiding questions include: Chinese：
Analyzing a Chinese News Report
● How do stereotypes shape our Objective:
understanding of who we are and who Develop students' skills in reading
others are? comprehension, critical analysis, and language
● Can stereotypes fuel prejudice and application through the analysis of a Chinese
discrimination? How? news article.
● Are stereotypes good or bad? Why? https://drive.google.com/file/d/1eg8i3FtAgdC7c_7
uTLYAu2AR9BMZ6wU8/view?usp=sharing
Materials: Steps:
Ask the Thais | Stereotypes, Racial Profilin… Select an Article:
Mapping Stereotypes Graphics by Alphadesigner, Choose a recent article from a reputable Chinese
Foreign Policy article on Chinese stereotypes news website.
Identify Key Elements:
Write down the headline.
Chinese： Identify:
Who: Main people or organizations involved.
Where: Location of the event.
Comparing Spring Festival Celebrations Across
Cultures What: Main event or issue.
When: Date or timeframe.
Why: Reasons behind the events.
Objectives:Explore and compare Spring Festival How: How the events unfolded.
traditions in China, Thailand, and other countries Summarize the Article:
with Chinese communities. Write a brief summary of the article's main ideas.
Key Information:
List important facts, quotes, or statistics.
Share Personal Opinions:
Express thoughts on the topic and relate it to
*appropriateness of text: ability, culture, personal experiences.
relevance, care about, skills, etc Rate the Article:
Give a score out of 5 with a brief explanation.
Uses tool like Redbook, douyin Vocabulary Learning:
 List new vocabulary or concepts learned from the
article.
Class Sharing:
Present findings to the class and discuss
common themes.
Outcomes:
Develop critical thinking, language skills, and
awareness of current events in China.

Evidences Business Business

Business students attended a conference led by Resources linked to stakeholders lesson
PEEL on their sustainability business plan. The sequence with opportunities for students to study
students met the entrepreneurs of the business, real life, current world issues from a range of
completed activities and got the opportunity to contexts.
engage in a Q and A session.
Stakeholders Full Lesson Series
Sustainability Event
Guest Speaker on research:
Guest Speaker on research: Promotional Poster.pdf
Promotional Poster.pdf - Interdisciplinary across social sciences
- Interdisciplinary across social sciences - Qualitative research methods
- Qualitative research methods
IG: sisb_hca - global news Business students are also introduced to world
politics through lessons. In the Dynamic Business
Case studies chosen Environment lesson series, students are
Relevance in terms of time frame introduced to how current world events (war in
Gaza) impact businesses such as McDonalds
and how they may respond to this.

Evidences Science
Teachers use practical real life examples that are
related to the learning concepts. For instance,
teaching waves, teachers employ communication
 network examples. T. Amos

Evidences Math ● Choice of questions that are related to

● Pi day many fields of study
● Guest speaker for Math society ● Encourage actual gamification /
application based problem solvings
Evidence Folder - Please put all your evidences in the folder

Practices Approaches to teaching 4: Teachers promote effective relationships and purposeful collaboration to create
a positive and dynamic learning community. (0403-04)
4 Approaches to teaching 4.1: Approaches to teaching 4.2: Approaches to teaching 4.3: The
Teachers collaborate to ensure a Students collaborate with teachers school provides opportunities for
holistic and coherent learning and peers to plan, demonstrate, students to collaborate based on
experience for students in and assess their own learning. their strengths and abilities.
accordance with programme (0403-04-0200) (0403-04-0300)
documentation. (0403-04-0100)

To consider: ● Curriculum mapping ● peer/ self assessment ● Self-initiated activities/

● Vertical and horizontal ● Student-led conference projects/ CCAs
alignment ● Peer teaching ● Peer tutoring and mentoring
● Thematic/ interdisciplinary ● Group projects programmes
units ● Reflective journals ● Class projects
● PBL ● Checklists ● Student choice of subject
● Integrated/ cross-curricular ● Goal setting and tracking ● banding
assessment (e.g. OEP ● Portfolios
booklet)
● SEL (e.g. PCCG)
● MHC

Developing Developing Developing

Developed Developed Developed

Highly developed Highly developed Highly developed

Evidences Link to my course outline: IB English The IB Learner Portfolio is an Throughout the English A course,
A Course Outline excellent example of this. All students are given multiple
students are required to opportunities to collaborate on group
continuously update their learner projects. As the saying goes “two
OEP/LEP Film Studies stay back portfolio throughout the duration of heads are better than one”. Here is
program: All IB English students, my class. Here are a few samples of the assignment and a sample of one
regardless of grade level or teacher some IB Learner Portfolio entries I the presentations that was done in
will be taking the film studies course have collected this year: Sample 1 class this year by a group of my IB
I am putting on during the week of Sample 2 English A students:
the OEP trip. This required the
collaboration of the other English Assessment Example: Students
teachers in my department to make Chinese: are asked to pick a poem of their
sure that everyone participating can Group Project: own choosing from The World’s Wife
access the material and that the
by Carol Ann Duffy that they want to
subject matter would be suitable for
them. analyse in their groups for their end
of unit project.
Chinese：
Link to Example: Screenshot of The
We organise regular training World's Wife analysis project on
sessions each year to enhance Google Classroom
teaching practices across our
department. During these sessions,
senior teachers share their valuable Student Example of "The World's
teaching techniques, strategies, and Wife" group presentation
experiences with junior teachers.
Chinese：
In addition to this, we emphasize Engage students in a Spring Festival
teamwork during the planning and celebration by allowing them to
execution of festival celebrations.
choose roles based on their Chinese
Teachers collaborate closely,
combining their strengths and ideas language skills and personal
to design engaging and meaningful strengths.
activities that reflect cultural Steps:
traditions, ensuring the events are Choose Roles:
enjoyable for students."
 Host: Students with strong speaking
skills can serve as hosts for the
event.
Performers: Those who enjoy
performing can sing songs or act in
a skit.
Support Roles: Shy students can
contribute by creating posters or
PowerPoint presentations to display
during the celebration.

Evidences Business Business

Course outline example - Grade 12 Students use reflective sheets and self assignment assessing grids which
are used and collaborated with other students and the teacher.
Course Overview example - Grade
12 Students are encouraged to manage their own learning and identify their
own strengths and areas for development in their learning.
T-T collaboration:
- More experienced vs less This is based on long and short term learning and what the student can do
experienced teacher to identify and fill gaps in knowledge.
- sharing resources Learning Reflection Slides
- Informal Teacher and Student Reflection
conversation Self Reflection Topic Grid
- Across levels
- Geography:
common topics Constant conversation: what's working, what’s not, S-S & S-T dialogues.
across a level vs Identifying strengths and weaknesses.
igcse vs ib
- Across subjects S-S
- EE - geog + math / IB geography students and A level students went on a field trip together for
psychology (stats) IA data collection. Focus on geographical fieldwork skills:
- Event: Biz, Econs, Geog IA - Coast.pdf
Art, Geog
- UNESCAP: Biz, Familiar vs unfamiliar context. Case studies from home country, thailand
Econs, Geog (cause they live here), plus something far removed.
Evidences Science Group 4 project - mix group of Group 4 project - mix group of
Annual OEP trips - school based Physics, Chemistry and Biology Physics, Chemistry and Biology
students students
Vertical creating (SOW for 2 years)
and horizontal (teachers between IA - checking in with teachers
different subjects collaborate)
alignment Peer teaching between students
(informal sometimes)

Evidences Math
● Peer tutoring
● IA collab
Evidence Folder - Please put all your evidences in the folder

Practices Approaches to teaching 5: Teachers remove barriers to learning to enable every student to develop, pursue and achieve
challenging personal learning goals. (0403-05)
5 Approaches to teaching Approaches to teaching Approaches to teaching Approaches to teaching Approaches to teaching
5.1: Teachers consider 5.2: Teachers integrate 5.3: Teachers use 5.4: Teachers support 5.5: Teachers use
learner variability prior knowledge into IB-mandated policies language multiple technologies
when planning the curriculum to aid to support students. development with to aid and extend
students’ personal and extend learning for (0403-05-0300) consideration for the learning and teaching.
learning goals. all students. language profiles of (0403-05-0500)
(0403-05-0100) (0403-05-0200) students.
(0403-05-0400)

To consider: ● Diagnostic ● Starter ● Admission ● Thai/Chinese/ ● Resources

tests activities policy Eng medium ● Interactive
● Learning styles ● Recap ● Language ● Thai class still whiteboard
● Personalised ● Pre-assessmen policy ongoing for IB ● LMS
support for t ● Assessment students ● Google
university ● Scaffolding policy ● Language classroom,
pathway ● ● Academic offerings managebac
● Differentiated honesty policy ● Kahoot, quizlet,
instructions ● Child duolingo
● HL/SL Protection ● VR, AR
Policy ● Khan academy,
Ted-Ed,
Youtube
● Google
workspace
● Kognity
● Digital
textbooks
● Edpuzzle
● Research
databases
● Simulations
 ● Podcasts
● Social media
● Google meet

Developing Developing Developing Developing Developing

Developed Developed Developed Developed Developed

Highly developed Highly developed Highly developed Highly developed Highly developed

Evidences A prime example of Sample starter task Students are held to In consideration of
Lesson plan: Deep
differentiation in my from my Frankenstein the highest of SISB’s status as a
class is the fact that we Unit for IB English A: standards regarding trilingual school (Thai, diving into a
have two different “Starter task: Now plagiarism in IB English English, and Chinese), philosophical inquiry on
versions of MYE paper that we are halfway A, with clear I have chosen to do a what a personal identity
1 in IB English A: One through the novel, consequences for more in depth means, students will
for HL and one for SL. what makes us violating the Academic exploration of “texts in watch two TED ED
These papers are human? How are we Honesty policy. translation” than is videos and then
differentiated in line different from Resources such as usually required by the
with the expectations animals? How are we Turnitin.com are often IB course guidelines. analyze concepts of
and guidelines set by different from the used in my course, and Within this, I have been identity and belonging
IBO. Monster in during the first week of focusing on texts by evaluating personal
“Frankenstein”? school students are originally written in experiences and
SL MYE P1 IB English Explain your answers. given a basic Chinese since not only philosophical
A “ walkthrough of what does my IB cohort have perspectives. The first
plagiarism is (and how several Chinese
video will be on Amy
HL MYE P1 IB English Sample Task from my it is different from students, but it is also
A Persepolis Unit for IB paraphrasing). Here my second language Adkins’ take on
English A: “Starter are the slides I use to which enables me to unpacking identity
task: summarize what educate students on offer more than the through the famous
happened so far in how to avoid falling on usual insight into what thought paradox on
Chinese： “Persepolis”” the wrong side of is lost/gained/altered The Ship of Theseus.
In Grade 11 IB Chinese SISB’s academic when texts are Next, students will then
B, HL students engage Chinese： honesty policy (Specific translated from one text
listen to Taiye Selasi,
in more complex Pre-Assessment mention of SISB’s to another. A prime
analysis, discussions, Activities: academic honesty example of this is this an American writer of
and projects that Before introducing a policy can be found on lesson plan from Nigerian and Ghanaian
require higher-level new topic, conduct a slide 3). InThinking. origin. The lesson then
language skills and pre-assessment to concludes with a simple
critical thinking. SL gauge students' Plagiarism Slides Procedure: think-pair-share where
students focus on existing knowledge and students follow the
foundational language experiences related to By examining different guiding questions
skills, basic the content. translations of the provided as a way of
comprehension, and Example: If the same poem, we can
cultural understanding upcoming lesson scaffolding their
begin to identify some
through more focuses on Chinese understanding.
of the difficulties that
structured and guided festivals, ask students translators face.
activities. Tailoring the to share any Guiding questions
Questions about word
activities to the experiences they have choice, rhyme, point of include:
proficiency levels helps with festivals in their view and tone help
ensure that all students own cultures, develop poetry reading ● Describe the
are appropriately encouraging them to skills and develop an philosophical
challenged and draw parallels with awareness of the paradox
supported in their Chinese celebrations. cultural context of the presented by
learning journey. poem.
Personalized Learning the Ship of
Projects: In this lesson we will Theseus. What
Allow students to explore four different are some
create projects based translations of the challenges
on their interests that classical Chinese poem associated with
incorporate new by the Emperor Wu of
defining one's
vocabulary or concepts. the Han Dynasty (Liu
Example: For a lesson Ch'e, 140 - 87 BC). We identity over
on environmental will focus on how time?
issues in China, certain devices such as ● How does the
students could punctuation and story of
research and present narration are dealt with Theseus and
on an environmental differently by different his ship relate
topic that interests translators. A
to your
them, using their prior discussion will follow on
knowledge of the different effects of personal
environmental practices each translation on the experiences of
in their own countries. reader. change and
identity?
This activity helps
make us more aware of ● In your opinion,
how the audience and do you think
purpose of a text shape identity is more
the structure and about physical
content of the text. continuity or
For this activity, it is about
important that four memories and
groups work separately. experiences?
Each group is assigned Explain your
a different version of reasoning.
the poem by the
● What
Emperor Wu of the Han
Dynasty (Liu Ch'e, 140 realization
- 87 BC). Each group is does Selasi
asked to make a sketch come to about
of their poem (yes, the concept of
literally, it's time to draw nationality
and be creative). Then during her
each group works on
discussion in
the following table,
discuss four aspects of Louisiana?
the poem: ● Describe the
significance of
1. Subject -
the "three R's"
Who or (rituals,
what is the relationships,
subject of restrictions) in
defining one's
the poem?
locality
2. Punctuatio according to
n - How is Selasi.
punctuatio ● In what ways
does Selasi
n used to
believe
convey understanding
meaning? locality can
change our
 3. Nature - perspective on
How are identity?
natural
elements Materials:
Who am I? A phil…
used in all
Taiye Selasi: Don…
four poems
to create a
sense of
sadness?
4. Speaker -
Who is the
narrator of
the poem
and to
whom
does he
speak?

Materials used:

Comparative Poem
Chart

One poem, four

translations

Chinese：
To support students
with weaker Chinese
skills, the teacher
 assigns preview
assignments to help
them better prepare for
upcoming lessons. And
the students also
maintain a vocabulary
list and a revision list,
which are valuable
tools for improving their
Chinese language
learning.

Explain Chinese words

through English or
exemple,if fail,use
visual aids to help
understanding。

Evidences Guest Speaker on Business Tutoring offered for ● Inthinking

research: Retrieval activities are failing students with ● https://thinkib.n
Promotional Post… used throughout the weak language skills et/businessma
- Interdisciplinary course in different (Owen in G11). nagement/std-a
across social contexts: ccess
sciences A business subject ● Aimee’s GC
- Qualitative Stakeholders Full specialised would meet from G11-12
research Lesson Series with Owen once per
methods week in order to Google classroom:
- Personal goal: Limited Companies develop his english https://classroom.googl
anthropology Retrieval Task language writing skills. e.com/c/NjE3NjA5NDE
yMTkz
Retrieval practices Maslow Retrieval Tasks Tutoring Evidence Quizlet:
https://quizlet.com/leon
Diagnostic/baseline Market Classification EAS tutoring gitude/folders/ib-geogra
tests Retrieval Assessment phy?i=476g3p&x=1xqt
Before starting lessons: Task Use mix-language Quizizz:
Check-in survey … videos for teaching of https://quizizz.com/adm
Also, the regular geography content, in/reports/6541cfacaf58
 student reflections build particularly Spanish for c37b05b2f211?source=
on the assessment of Spanish ab initio report
students prior students, Chinese https://quizizz.com/adm
knowledge and are Mandarin language in/quiz/6541cb2fb7c681
integrated into the (trilingual school): 4ba52360c9
course. Indigenous Peopl…
s02e02 soil liquef… Instagram: @sisb_hca
Learning Reflection
Slides Use of subtitles Youtube: Use
Self Reflection Topic mix-language videos
Grid Use of glossary for for teaching of
keywords: use of geography content,
Before starting lessons: quizlet for key terms - particularly Spanish for
Check-in survey … define Spanish ab initio
https://quizlet.com/leon students, Chinese
Business teachers will gitude/folders/ib-geogra Mandarin language
also use advice written phy?i=476g3p&x=1xqt (trilingual school):
to support students with Indigenous Peopl…
the course, this is s02e02 soil liquef…
collaborated with staff
and students and used
as a central source.

InThinking

Evidences Scinece Use youtube videos Use of keyword CodeHS - online

Teachers employ and pop quizzes as glossary that is programming platform
different learning styles starters translated into Thai and
e.g. auditory, Mandarin to hit our
kinesthetic majority student
Scaffolded tasks give in background Copy of IB
Differentiated workbooks to help build Glossary
instructions are student skills over a
employed within lesson lesson (
plans - T. Amos Copy of 5.1.1-3 … ).
Workbooks will also
contain section to
 support the learning of
Differentiated tasks to concept first using
allow students to examples before
choose what they want having the student
to submit based on apply their learning
their own personal
learning style

Evidences Math ● Youtube on Neutral language Emphasising on

● Sharing certain topics Avoid sensitive topic definition to those
session ● Recall Full trust but verify who may need
● IA information session assistance
session
● Sharing skill,
interest among
teachers
●
●