Curriculum and Assessment Overview

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What is the focus of Curriculum Design?

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 “Our curriculum is designed around internationally benchmarked standards—AERO for English and Math, NGSS for Science, and appropriate MOET requirements for compliance. Each subject has a K–12 progression map to ensure vertical alignment, and grade-level teams meet twice a year to review horizontal coherence.

We integrate international-mindedness through global themes, multicultural texts, inquiry-based tasks, and explicit learning objectives related to global citizenship. These themes are embedded into units rather than added as standalone activities.”

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How is Curriculum Consistency maintained?

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 “We use a shared digital curriculum platform where all unit plans, essential questions, learning outcomes, and assessments are documented. Heads of Programme review planning regularly and conduct learning walks to ensure the taught curriculum matches the written curriculum.

We provide support for ELL and SEN adaptation through modified rubrics, scaffolded materials, and co-teaching models.”

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What does the Curriculum Review Process involve?

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An annual review cycle where departments submit reflection reports analyzing assessment data and student needs, involving teachers and leadership.

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How is Curriculum Alignment with Assessment achieved?

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 “Our curriculum undergoes an annual review cycle. Each department submits a reflection report analysing assessment data, student needs, and global competencies. These reports inform adjustments for the following year.

The review process involves teachers, Heads of Programme, leadership, and where appropriate, student voice.”  “All assessments—formative and summative—are mapped to clearly defined learning outcomes. Teachers use assessment blueprints to ensure coverage and balance of skills.

Data from MAP, internal benchmarks, and classroom assessments allow us to verify that the curriculum is resulting in measurable and consistent student growth.”

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What is the Teaching Philosophy?

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An active learning model where students engage through inquiry, discussion, and problem-solving, monitored through various observation methods.  “Our instructional approach is grounded in an active learning model—students engage through inquiry, discussion, problem-solving, and application. We use a schoolwide framework influenced by the Danielson model, which ensures consistency in expectations.

Teaching quality is monitored through digital observation logs, formal observations, walkthroughs, and structured coaching cycles. Feedback is always linked to standards and includes a clear improvement pathway.”

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What is the approach to Differentiation for Diverse Learners?

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 “Differentiation is a non-negotiable expectation. Teachers use formative assessment data to group students, adjust tasks, and modify instruction.

ELL students receive scaffolded instruction, vocabulary pre-teaching, and modified assessments. SEN students have Individual Learning Plans, and teachers work closely with the support team to ensure accommodations and modifications are consistently applied.”

Teachers use formative assessment data to group students and modify instruction, providing specific support for ELL and SEN students.

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How is Data used to Inform Teaching?

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 “We have a well-defined data cycle. Teachers analyse MAP data, internal writing rubrics, and unit assessments at least once per term. Data meetings focus on identifying students who need intervention, extension, or pastoral support.

Teachers then adjust their planning accordingly, and progress is monitored through follow-up meetings.”

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What is the Assessment Systems & Moderation process?

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 “All summative assessments go through a moderation process. Departments review student samples against rubrics to ensure consistency and reliability.

We use a range of assessments—diagnostic, formative, summative, and performance-based. Our feedback expectations require teachers to provide timely, actionable comments that help students understand next steps.”

Summative assessments undergo moderation, with departments reviewing student samples against rubrics for consistency.

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How is Fairness and Validity ensured in Assessment?

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We make sure assessments are valid by ensuring alignment with learning outcomes. Accessibility is key—ELL and SEN students receive appropriate supports, including extended time, simplified instructions, or alternative formats.

We also teach students explicitly about academic integrity and responsible use of AI through homeroom lessons and subject integration.”

Assessments are aligned with learning outcomes, with appropriate supports for ELL and SEN students, and teaching on academic integrity.

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What is the focus of Continuous Improvement & Professional Development?

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“Teaching and assessment practices are reviewed through lesson observations, student performance trends, feedback surveys, and curriculum review reports.

Professional development is strategically aligned with school goals—this year focusing on assessment literacy, differentiation strategies, and data-informed instruction.

We also collect student voice on teaching and assessment twice yearly, and action plans are created in response.”

Reviewing teaching practices through various methods and aligning professional development with school goals, collecting student feedback.