‘Learning’ within IB programmes takes various forms, with ‘development of the whole child’, creating ‘active, caring learners’, encouraging students ‘to flourish physically, emotionally, intellectually and ethically’, and preparing students ‘to successfully navigate both higher education and employment’ all featuring as areas of focus for the programmes.Gillian Ashworth
Keeping track of such diversity of learning within an IB programme – and keeping it all on track – is a challenge therefore faced by all IB schools. How can we know how well our students are really progressing in all areas? How can we monitor their progress along the way, and continually provide effective strategies which will help them do better?
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Sue Thompson talks about the different approaches to assessing students with EAL.
Jo Horne explores the advantages and disadvantages of using computerised assessments with special educational needs (SEND) children.
John Galloway discusses how we can identify and support girls with social, emotional and behavioural difficulties.
Educational Psychologist Poppy Ionides discusses how we work with families to improve outcomes for at risk children and fragile learners.