s0 cis five year report 2011

7/24/2019 s0 Cis Five Year Report 2011

1/18

IB ASIA PACIFICDIPLOMA PROGRAMME

FIVE YEAR REVIEW REPORTBRITISH INTERNATIONAL SCHOOL

Jakarta, Indonesia

IBIS CODE: 000761

SESSION: MAY 2011

Page 1 of 18

[Date]


2/18

Page 2 of 18

November 2011

Mr. Christian Barkei

Head of SchoolBritish International SchoolP.O. Box 4120 CPA POECiputat, JakartaIndonesia 15224

Dear ChristianFive Year Review Report Session: May 2011

I am pleased to submit to you the official report for your schools Diploma Programme review. The reviewwas conducted through a panel of experienced IB Diploma coordinators in conjunction with the Regional

Office of the Diploma Programme of IB Asia Pacific.

Each school receives a copy of its own self-assessment together with the panels assessment.

For each standard and practice the panel has indicated with a (P) how it has rated the school, unless therewas insufficient evidence to make an assessment. The schools self-assessment is indicated by a ( S).

Where the panels assessment of a particular practice is lower than that of the school, the panel will usuallyindicate in its commentsthe reason for the difference. However, in some cases the difference may be dueto a lack of specific evidence from a school to support its assessment. While we do not wish schools tolaboriously collect volumes of unnecessary material, it is important that the school can back up statements ithas made about itself so that the panel is better placed to offer comment or advice.

The panel will also include in its report a number of recommendations and, if necessary, matters to beaddressed. Generally, a P in the first column from the left will mean a matter to be addressed, the secondcolumn is a recommendation, the third column means that the practice has been satisfied, while the fourthcolumn from the left means that the school should be commended.

The school must respond to any Matters to be Addressed which are indicated below. Note that not allreports have Matters to be Addressed. The response is to be sent to the regional office by30 May 2012. Inaddition, the school should use the panels recommendations to inform its School Action Plan for ongoingprogramme development. It is not necessary for the school to respond to the reports recommendations.

It is clear from our reading of schools 5 year reviews this session that there is a significant degree ofinnovation and enthusiasm in the Asia Pacific region, and we wish to thank all schools involved in reviewsthis year for their hard work and effort.

Yours sincerely

Signature on file

Nigel Forbes-HarperHead of School Services

Cc: Ian Davies - DP Co-ordinator


3/18

General Comments

The Panel highly commends British International School on its continued commitment to the

principles of international education and in particular, to the mission and aims of the IB and

Diploma Programme. It is clear from the evidence presented that British International School is

an extremely experienced IB school with a most competent and highly qualified DiplomaProgramme Coordinator. It has clearly embedded its CAS programme, its TOK programme andconcepts such as the learner profile into all aspects of the school. Further, the Panelacknowledges that a considerable amount of supporting documentation for this review has been

produced (and also produced for CIS accreditation as well as various other means of self-

evaluation) and that some of the proposals for improvement identified by the school have been asa result of the feedback gained.

Overall, the Panel has concluded that the self-study submitted was meticulously andcomprehensively prepared and obviously involved contributions from the whole school communityin its compilation. The body of evidence presented is excellent and accurate and certainlysubstantiates and validates the schools own self-assessment. It would have helped the Panel ifthere had been clearer tagging of material to indicate which specific standards and practiceswere being referred to. The identification of strengths has been generally realistic and theproposals for improvement have been well thought out and are certainly achievable.

Page 3 of 18


4/18

Section A: Philosophy

The standards and practices

Please select the appropriate box.

Standard A1

There is close alignment between the educational beliefs and values of the school and those of the

programme.

Practices Degree of implementation

Low HighInsufficient Evidence

1. The school is committed to the principles defined in theIBO mission statement.

SP

2. The school is committed to developing in students thequalities, attitudes and characteristics described in the IBlearner profile.

P S

3. There are clear and close connections between theschools published statements of mission and philosophy,and the beliefs and values of the programme.

SP

4. The beliefs and values that drive the programme areshared by all sections of the school community (includingstudents, teachers, administrators, members of thegoverning body and others, as appropriate).

SP

5. The school is committed to continuous improvement. SP

6. The school promotes student inquiry and the developmentof critical-thinking skills.

SP

7. The school provides a climate that encourages positiveinnovation in implementing the philosophy of theprogramme.

P S

8. The school promotes concurrency of learning for eachstudent.

SP

Comments: It is clear that all aspects of the school promote the IB philosophy and that there is close

alignment between the beliefs and values of the school and those of the IB programme.

Commendations:

The school is commended for its commitment to the principles defined in the IB mission statement as shownin its positive working relationship with other IB schools in Indonesia at all levels.

The school is commended for its commitment to developing in students the qualities and attitudes describedin the IB learner profile as demonstrated in curriculum documents, subject offerings and a variety of schoolactivities. as shown in the school prospectus and various handbooks.

Page 4 of 18


5/18

The school is commended for its establishment of a clear connection between the schools mission and thevalues of the programme as shown in the school prospectus and various IB handbooks.

The school is commended for its demonstrating that its beliefs and values are shared by all sections of theschool community which is clearly demonstrated by the very careful analysis of questionnaires involving allschool stakeholders.

The school is commended for its commitment to continuous improvement as demonstrated by the regular

staff review and development procedures which are part of a School Improvement Planning cycle.The school is commended for its promotion of student inquiry and development of critical-thinking skills whichhas been a major focus of School Improvement Planning for the past 3 years.

The school is commended on its concurrency of learning for each student as shown by both individualstudent and full school timetables and CAS activities.

Standard A2

The school promotes international-mindedness on the part of the adultsand the students in the school community.


Low HighInsufficie

ntEvidence

1. The school values and makes productive use of the diversity ofcultures and perspectives that exist in the school and in the local,national and global communities to enhance learning.

SP

2. The school expects and promotes a commitment to internationalunderstanding and responsible citizenship on the part of theadults in the school community.

SP

3. The school encourages learning that fosters responsiblecitizenship and international-mindedness.

SP

4. The school encourages student learning that strengthens thestudents own cultural identity, and celebrates and fostersunderstanding of different cultures.

SP

5. The school provides students with opportunities for learningabout issues that have local, national and global significance,leading to an understanding of human commonalities.

P S

6. The school develops a climate of open communication andcareful expression of ideas, attitudes and feelings.

S P

7. The school provides resources that offer access to different

cultures, perspectives and languages.

SP

8. The school provides a safe, secure and stimulating environmentbased on understanding and respect.

SP

9. The school attaches importance to language learning through thedevelopment of each students mother tongue and the acquisitionof other languages, including the host country language.

SP

10. The school supports members of its community for whom theschools language of instruction is not their mother tongue. SP

Page 5 of 18


6/18


7/18

3. The school has systems for implementing and monitoring theprogramme with input from all constituencies, including students.

SP

4. The schools goals, strategies, time lines and accountabilities areavailable in written form to all members of the school community.

SP

5. The school builds an understanding of, and support for, theprogramme throughout the school community.

SP

6. The head of school/the school principal, programme coordinator,teaching staff and non-teaching professionals demonstrate anunderstanding of, and commitment to, the programme.

SP

7. The school has appointed a programme coordinator withsufficient support and resources to carry out the responsibilities ofthe position.

SP

8. The head of school/the school principal and programmecoordinator have a good understanding of the principles of theprogramme and demonstrate pedagogical leadership.

SP

9. There is a process for monitoring the work of the programmecoordinator in accordance with the programme coordinators job

description.

SP

10. The programme coordinator ensures that questionnaires andother requests for information sought by IB working groups andcommittees are completed by the appropriate members of staff.

SP

11. The school provides staff who are appropriately qualified andtrained to teach the programme.

SP

12. The school contributes to the ongoing development of theprogramme by encouraging teachers to participate in appropriateIB activities (for example, applying to be members of IB workinggroups/committees, responding to requests for samples ofstudent work).

SP

13. Time for collaborative planning and reflection is built into allteachers schedules.

SP

14. The school has systems in place to ensure the continuity of theprogramme; this includes an induction system for new staff andongoing staff professional development.

SP

15. The school provides professional development opportunities forthe head/principal, programme coordinator and teaching staff,including attendance at appropriate IB conferences, meetingsand/or workshops, and access to the online curriculum centre(OCC).

SP

16. The school provides learning environments and opportunities forlearning that support the pedagogy of the programme.

SP

17. The school allocates appropriate print and electronic resources tosupport the teaching of the programme.

SP

18. The school recognizes and promotes the role of the library/mediacentre in the implementation of the programme.

SP

19. The school provides specialist equipment (for example, scientific,technological) where needed to implement the programme safelyand effectively.

SP

20. The school has a written language policy (including its provisionfor second-language teaching and mother-tongue languagesupport) that meets the needs of the students and reflects theprinciples of the programme.

SP

Page 7 of 18


8/18

21. The school provides effective support for students with learningand/or physical disabilities, as well as support for the professionaldevelopment of their teachers.

SP

22. The school has systems in place to guide and counsel studentswhenever the need arises. SP

23. The school provides an appropriate number of hours for all higherlevel (HL) courses, standard level (SL) courses and the theory ofknowledge (TOK) course.

P S

24. The school provides appropriate resources and staff to supportthe delivery of creativity, action, service (CAS).

SP

25. The school provides appropriate and adequate space,supervision and security arrangements for examinations. SP

Comments:

Organisational structures and systems in the school are well developed and provide excellent support to the

implementation of the Programme. The annual School Improvement Plan certainly aids the review and

development of the school curriculum.

Commendations:

The school is commended for its governing bodys support of the programme and for its generous funding for theimplementation and development of the programme.

The school is commended for its excellent on-going communication between the IB Coordinator, the Principal andthe governing body.

The school is commended for having all its policies and documentation available in written form to all members ofthe school community.

The school is commended for its ability to show that all stakeholders in the IBDP programme both understand and

are committed to the programme.

The school is commended for its excellent resourcing and support of its DP Coordinator.

The school is commended for having such experienced and well-informed Principal and DP Coordinator. TheCoordinator plays a very significant role not only within the school but also within Indonesia and in the Asia-Pacificregion, working with IBAP on school visits, authorisation visits, 5 year review teams and as a Workshop Leader.

The school is commended for an excellent process for the monitoring of the DP Coordinator through regularmeetings and discussions with the Principal and the School Leadership Team.

The school is commended for the thorough way it has conducted questionnaires, gathered information from allmembers of the school community and, especially, analysed the results which are quickly communicated to therespective stakeholders.

The school is commended for providing excellent staff that are appropriately trained and qualified to teach thecourses and on its insistence that all staff attend an IB workshop before they start at the school.

The school is commended for its provision of and budgeting for a wide range of professional developmentopportunities including conferences and workshops for the Principal, Coordinator and teaching staff.

The school is commended for its provision of outstanding modern, state of the art facilities, specialist rooms,computer facilities and on its plan to build a new sports hall and fitness centre as well as an IB centre, all of whichsupport the pedagogy of the programme.

The school is commended for its generous provision of print, electronic and technological resources to support theteaching of the programme including an excellently equipped library.

Page 8 of 18


9/18

The school is commended for its provision of a high level of specialist equipment, both scientific and technological,and on its establishment of links with the University of Indonesia where it has access to advanced laboratoryequipment.

The school is commended for its provision of excellent guidance and counselling services including Careers andUniversity course advice, mental health services, and staff / student mentoring services.

The school is commended for its exemplary examination security and supervision arrangements including the useof an outside team of trained invigilators.

Recommendations:

It is recommended that the school heeds the advice from surveys and self-reviews that more collaborative

planning and reflection time be built into the school timetable.

It is recommended that the school continues to develop a comprehensive Language Policy which covers literacy in

general as well as foreign language learning and first language learning.

Section C: curriculum



Standard C1

A comprehensive, coherent, written curriculum, based on the requirements of the programme and developed bythe school, is available to all sections of the school community.


Low High InsufficientEvidence

1. A comprehensive, coherent curriculum is available in written formto all sections of the school community (including students,teachers, parents, administrators and members of the governingbody).

SP

2. The curriculum is developed with consideration for studentsprevious learning experiences and future educational needs.

SP

3. The curriculum clearly identifies the skills, concepts, knowledgeand attitudes to be taught over time.

SP

4. The curriculum places appropriate demands on studentsaccording to their age and stage of development, andincorporates issues that are relevant to them.

SP

5. The curriculum encourages students to become aware ofindividual, local, national and global issues.

P S

6. The curriculum promotes all the attributes of the IB learner profile. SP

7. The curriculum encourages students to develop strategies fortheir own learning and assessment, and to assume increasinglevels of responsibility in this respect.

P S

Page 9 of 18


10/18

8. The curriculum provides ample opportunity for student inquiry andthe presentation of ideas.

SP

9. The curriculum provides opportunities for students to work bothindependently and collaboratively.

SP

10. The curriculum is sensitive to cultural, gender, linguistic, ethnic

and religious differences.SP

11. The curriculum is regularly reviewed in the light of programmedevelopments.

SP

12. The school takes advantage of local community organizationsand the expertise of other adults to foster learning within thescope of the curriculum.

SP

13. Where appropriate, the curriculum provides for learningexperiences to be made visible to others through displays,posters, public performances etc.

SP

14. The school actively supports the development of the mother-tongue language of all students.

SP

15. The school provides opportunities for students to learn at leastone language in addition to their mother tongue.

SP

16. The school provides appropriate information about theprogramme to potential students and advises them in their choiceof courses.

SP

17. There is a balance of subjects on offer in the school as well as anappropriate student schedule that provides for student access tothe full diploma.

SP

18. The school supports the central role of TOK by assigningadequate staffing and time for student learning and assessment,and establishing links to other subjects.

SP

19. There is an appropriate and varied CAS programme. SP

20. The school provides guidance to students on progression tohigher education and other career opportunities.

SP

Page 10 of 18


11/18

Comments:

It is clear that the schools pastoral care and Life Skills programme complements the delivery of the Diploma

Programme. It also has in place a most comprehensive and informative student induction programme.

Commendations:

The school is commended for its consideration for students learning experiences and future needs in thedevelopment of its curriculum, particularly the use of formative and summative assessment to help with futureplanning.

The school is commended for providing excellent opportunities for student inquiry and the presentation of ideasthrough its focus on student self-learning through directed research and teacher / peer assessed presentation.

The school is commended for providing opportunities for students to work independently and collaborativelywhile working with carefully differentiated tasks and while working through Group 4 projects, TOK essays andExtended Essays.

The school is commended for its regular and thorough review of IB developments by providing time and trainingto develop new courses, to analyse results, subject reports and IA feedback.

The school is commended for providing opportunities for students to learn foreign languages in addition to theirmother tongue by offering a comprehensive range of languages, both European and Asian.

The school is commended for providing excellent courses guides, IB handbooks and induction programmesincluding parent /student evenings for potential students.

The school is commended for its outstanding, highly regarded CAS programme which has a very high profile inthe school and provides a vital role in the development of its students by offering excellent community serviceopportunities.

The school is commended for the extensive University guidance programme provided to students on highereducation and career opportunities by the IB Coordinator and Assistant Coordinator. The appointment of aCareers Coordinator and full-time University Guidance Counsellor has further enhanced the schools guidanceprogramme.

Recommendations:

It is recommended that the school promotes the qualities of the IB Learner Profile by making specific written

reference to the various attributes in all teaching programmes and course outlines. It is also recommended that

all teachers follow the example of good teaching practice of primary teachers who have more experience using

the Learner Profile more explicitly in the teaching and learning.

Page 11 of 18


12/18

Standard C2

The school has implemented a system through which all teachers plan and reflect in collaborative teams.


Low HighInsufficientEvidence

1. All teachers are provided with the appropriate documentation,including relevant IBO publications, in preparation for all planningactivities.

SP

2. Planning at the school takes place collaboratively. SP

3. Planning at the school enables all teachers to gain an overview ofthe students whole learning experience.

SP

4. Planning at the school is based on agreed expectations forstudent learning and in the context of a coherent programme.

SP

5. Planning at the school accommodates a range of learning needsand styles, as well as varying levels of competencies.

SP

6. Planning at the school addresses assessment issues throughoutthe planning process.

SP

7. Planning at the school recognizes that, in practice, all teachersare language teachers and consequently appropriateconsideration is given to their responsibility in facilitatingcommunication.

SP

8. Planning at the school includes the discussion and use ofteaching and learning strategies appropriate to the objectives ofthe separate components of the Diploma Programme.

SP

Comments :

There is clear evidence that there is wonderful planning and collaboration in the school but perhaps more timefor this should be timetabled during the normal school day.

Commendations:

The school is commended for its provision, through a meticulous IB Coordinator, of excellent documentation,exam analyses, examination papers and mark schemes and relevant IB publications in preparation for allplanning activities.

Page 12 of 18


13/18

Standard C3

Teaching and learning at the school empowers and encourages students to become lifelong learners, to be responsible towardsthemselves, their learning, other people and the environment, and to take appropriate action.



1. Teaching and learning at the school builds on what studentsknow and can do.

SP

2. Teaching at the school allows students to become activelyresponsible for their own learning.

SP

3. Teaching at the school uses a range and balance of teachingstrategies to meet the objectives of the programme.

SP

4. Teaching and learning at the school recognizes and reflectsmultiple perspectives.

SP

5. Teaching and learning at the school addresses the needs ofstudents who have reached different stages in their developmentand those who have different learning styles.

SP

6. Teaching and learning at the school is supported by a range ofappropriate resources, including ICT.

SP

7. Teaching at the school engages students as critical thinkers withdeveloping views of their own.

SP

8. Teaching and learning at the school encourages students to takeappropriate action in response to their own needs and the needsof others.

SP

9. Teaching at the school meets the needs of students who are not

proficient in the language(s) of instruction.

PS

10. Teaching and learning at the school promotes the understandingand practice of academic honesty.

SP

Comments:

It is clear that teachers at the school employ a variety of teaching strategies to meet all the objectives of the

programme.

Commendations:

The school is commended for its concerted effort in promoting student centered learning across the wholeschool.

The school is commended for providing a full range of excellent resources including ICT labs, BIS NET , an verywell resourced library together with major building projects in several subject areas over the past 4 years.

The school is commended for encouraging to take appropriate action in response to their own needs and theneeds of others by using peer review, group reviews, peer support, self-review and self-assessment.

The school is commended for its excellent Academic Honesty Policy which is central to all aspects of IB teachingand learning, while EE and IA handbooks contain very clear references to Academic Honesty.

Page 13 of 18


14/18

Standard C4

There is an agreed approach to assessment, and to the recording and reporting of assessment data, whichreflects the practices and requirements of the programme.


Low High

Insufficient

Evidence

1. There is a written assessment policy in place that is available toall sections of the school community.

SP

2. Assessment at the school is viewed as being integral withplanning, teaching and learning.

SP

3. Learning expectations and integral assessment strategies aremade clear to students and parents.

SP

4. The school uses a balanced range of strategies for formative andsummative assessment, which are reviewed regularly.

SP

5. Learning at the school involves students in both peer- and self-assessment.

SP

6. The levels of students current knowledge and experience areassessed before embarking on new learning.

SP

7. Students are provided with regular and prompt feedback to informand improve their learning.

SP

8. Assessment at the school provides students with regularopportunities for reflection on their own learning.

SP

9. There are efficient systems for recording data about studentlearning, which are in keeping with the requirements of theprogramme.

SP

10. The assessment process allows for meaningful reporting to

parents about students progress.

SP

11. Assessment data is analysed to provide information about theindividual needs of students.

SP

12. Assessment data is analysed to inform the evaluation andsubsequent modification of teaching and learning strategies.

SP

13. Student learning is regularly assessed against the objectives andassessment criteria specific to each subject.

SP

Comments:

The school is clearly very strong in the area assessment and meaningful reporting to students and parents.

Commendations:

The school is commended for its comprehensive written assessment policy that is available to all sections of theschool community.

The school is commended for its assessment being integral with planning, teaching and learning.

The school is commended for making its learning expectations and integral assessment strategies clear tostudents and parents by means of policy documents and regular presentations.

The school is commended for using a balanced range of both formative and summative assessment and detailedanalysis of exam data.

Page 14 of 18


15/18

The school is commended for the extensive use of peer- and self-assessment.

The school is commended for using assessment to provide students with opportunities for reflection on their ownlearning.

The school is commended for using the SIMS reports package for recording data about aspects of studentlearning and performance and for using ManageBac for recording CAS data.

The school is commended for its detailed analysis of assessment data to provide information on the needs of

individual students and to modify teaching and learning strategies.

The school is commended for regularly assessing student learning against the objectives and assessment criteriaspecific to each subject, as set out in the school Assessment Policy.

Section D: the student



Standard D1

Students learn to choose to act, and to reflect on their actions, so that they contribute to their own well-being and that of thecommunity and the environment.



1. The school provides a climate in which students learn to respectand value self-initiated action. SP

2. Opportunities are provided for students to develop the skills andattitudes that lead to taking action.

SP

3. The school supports students in learning how to reflect on theirexperiences and make more informed, independent choices.

SP

4. The school provides opportunities for student action to be anintegral part of the curriculum and/or an extension of thecurriculum.

SP

5. The school provides opportunities for students to choose their

own CAS activities and to undertake activities in a local orinternational environment as appropriate.

SP

Comments:

It is clear that the IB programme at the school is encouraging students to take responsibility for their own

learning and actions. The student body also seems to have a major impact on the life of the school and the

school leadership.

Page 15 of 18


16/18

Commendations:

The school is commended for providing opportunities through an active school council, an IB student council andan excellent CAS programme for students to develop the skills and attitudes that lead to action taking.

The school is commended for using extensive reviews and questionnaires which provide ample evidence thatthe students learning allows them to become actively responsible for their own learning and that they are givenample feedback and support to improve their own learning and to make informed, independent choices.

The school is commended for providing opportunities for student action to be an integral part of the curriculum,as revealed in the schools extensive student review processes.

The school is commended for providing students with so many CAS options as well as opportunities to choosetheir own CAS activities, many of which are undertaken in an international environment.

Page 16 of 18


17/18

Standard D2

In the final year of the programme, all students complete a programme-specific project that allows them to demonstrate aconsolidation of their learning, in the case of the PYP and MYP, and to demonstrate the extension and development of theirlearning in the Diploma Programme.



1. Teachers/supervisors understand the requirements of theexhibition/personal project/extended essay and how to assess it.

SP

2. Teachers/supervisors guide students through each phase of theprocess.

SP

3. Students are provided with formative feedback throughout theprocess.

SP

4. Parents are informed about the nature of the exhibition/personalproject/extended essay, its role in the programme and the workexpected from the students.

SP

5. The school promotes the value of the extended essay as aresearch exercise.

SP

6. Appropriate provision is made for the supervision of the extendedessay.

SP

7. Students are fully briefed on the nature, objectives andassessment criteria of the extended essay.

SP

8. Students have access to adequate resources in the school and

community.

SP

9. All supervisors are fully briefed about the nature of theirresponsibilities and the work expected from the students.

SP

Comments:

It is clear that the school, both staff and students, value the EE as excellent preparation for university study and

that it is fortunate to have a large number of very experienced staff to act as EE supervisors.

Commendations:

The school is commended for appointing an EE supervisor whose role it is to help teachers and supervisors

understand the requirements and assessment of the EE.

The school is commended for promoting the value of the EE as a research exercise by providing resources andsupport on writing and research skills throughout the whole IB programme.

The school is commended for producing an excellent EE handbook for staff and students and for providingample time for students to be briefed on the nature, objectives and assessment criteria of the EE.

The school is commended for providing an excellent induction programme and manual which outline theresponsibilities of the supervisor and the quality of the work expected from the students in the various EE subjectareas.

Page 17 of 18


18/18

Page 18 of 18

Recommendations:

It is recommended that, despite there being excellent documents provided by the school, it should strive to

provide a better education to parents about the nature of the Extended Essay, its role and what is expected

from the students

s0 cis five year report 2011

Documents