WAB is a NEASC-accredited international school, following the ACE 2.0 Learning Principles. From 2022 onwards, WAB will take part in the new IB-NEASC Collaborative Learning Protocol.
The Preparatory Stage of the CLP requests examples of evidence of the school taking action on Learning Principles 3, 5, & 9 - these are presented below.
Learning at WAB is a transformative process which is intentional and iterative, challenging and joyful, and serves an authentic purpose. WAB Definition of Learning.
As part of the Preparatory Evaluation Visit (September 2022), we submitted evidence and reflections against all of the NEASC Foundation Standards, updates since the last visit (2018) and preliminary evidence against three of the ACE 2.0 Learning Principles:
Now we are in the self-study CLP process, we will also curate evidence against:
"Assessment measures the effect of learning on the learner. Assessment for, of and as learning includes qualitative as well as quantitative criteria."
Innovative Assessment For, Of and As Learning in the MYP at WAB
In 2021-22, Grade 6 MYP went ‘numberless’ to promote a growth mindset towards learning as students enter discrete subjects for the first time. Since the pandemic began, these students had not had number grades in PYP, so we saw an opportunity to try a new approach.
Across our school, assessment is seen as a tool for ongoing growth, feedback and learning. See some examples below.
A Personalized & Practical Maths Learning Community
Take a video tour and hear a podcast episode about how our Grade 5 Team have transformed Maths learning into a personalised, growth-focused programme that allows students to make choices and develop their mathematical and approaches to learning skills.
"Learners are engaged with and inspired by their learning. They have autonomy over their learning and make informed choices, supported by teachers acting as coaches and mentors."
Learning Communities & Empowering Agency in PYP
Learning Communities have been developing across elementary school over the last few years, to empower student agency and choice, and to make flexible use of time and space. In all Learning Communities, students have a mentor teacher as a guide, but make choices about how they will learn and what spaces and resources they need. These communities take different forms, so here are some examples:
Student Agency In the MYP
Across the MYP, teaching teams have been building more agency and choice into units of inquiry, as well as offering many opportunities for personalization, projects and ownership of learning in Day 9. Here are some examples:
Mentoring Is Central To Student Belonging & Growth
The development of the mentoring model across the school was started with FLOW21 and continues today. This is a powerful way to ensure students are connected, cared for and make progress.
"The design of learning spaces and the structuring of learning time are driven and shaped by the learning community’s intended Learning Impacts."
Innovations in Learning Space
We have had a lot of developments in learning spaces since the last visit, purposefully designed and implemented to bring our vision to life and create powerful learning experiences.
Innovations in Learning Time
Time is our most precious resource, and we continually explore how to make the most of time in our schedules and projects. This includes the further development of Day 9 and projects that empower learners to choose their learning goals, approaches and use of time.
