International School of Kenya (isk) International Baccalaureate Diploma Programme Self-Study Report



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International School of Kenya (ISK)
International Baccalaureate

Diploma Programme
Self-Study Report (in English)

2010-11


Table of Contents

The self-study questionnaire: The International School of Kenya

School presentation

Section A: philosophy

Section B: organization

Section C: curriculum

Section D: the student

Summary of main conclusions

Appendix 1: current and proposed Diploma Programme budget

Appendix 2: subjects offered in the Diploma Programme

Appendix 3: attendance at IB workshops and conferences



Appendix 4: Diploma Programme examination results over the last five years
*Supporting documentation: Copies of the following documents were sent to the regional office at the same time as the completed self-study questionnaire, in the format required by the regional office.
School presentation

1. A description of the timeline and the process for completing the self-study questionnaire from the head of school, including how parents/students/teachers were involved

2. A diagram of the management, teaching and administrative structures of the school, showing the lines of responsibility

3. A list of the members of the governing body of the school

4. A plan of the school and a general description of the facilities

5. A summary report on how recommendations from the authorization visit or from the previous evaluation of the programme have been addressed
Section A: philosophy

1. The current educational philosophy or mission statement of the school, the date of its adoption, a description of the process used for its review, and how it is promoted within the school

2. An up-to-date school brochure and/or prospectus submitted to parents, with clear reference to the place of the Diploma Programme within the school
Section B: organization

1. All appendices at the end of the self-study questionnaire

2. A diagram of the organizational structures within the school that support the implementation of the programme, showing lines of responsibility and accountability (if different from the diagram submitted as item 2 in “School presentation”)

3. The job description of the Diploma Programme coordinator

4. A copy of the timetable/schedule, including an explanation of the time allocation for higher level (HL) and standard level (SL) subjects, per week or per cycle of the schedule

5. A management and staff profile including the number of years in the current post and, where applicable, any experience gained in similar positions in other schools

6. A calendar of school deadlines for internally assessed (IA) work

7. A list of staff who are IB examiners, moderators or workshop leaders, and/or who have been involved in IB curricular development
Section C: curriculum

1. A description of school services such as counselling, support for special educational needs or language support

2. Documents used to inform parents about the curriculum

3. The school’s language policy document, including related practices

4. The school’s assessment policy document, including related practices

5. A set of any publications about the Diploma Programme that is sent out by the school to students and/or parents

6. Annual analyses and reflections on students’ results
Section D: the student

  1. A description of how the extended essay is organized and managed



Guidelines for use by the school: In completing this self-study questionnaire the school used the following guidelines.
1. All members of the administration and teaching staff involved in the organization and implementation of the programme in the school, as well as students and parents, should contribute to the self-study. The information in the completed questionnaire should reflect a broad view of the programme within the school.

2. The self-study questionnaire must be completed in one of the IBO working languages—English, French, or Spanish. The questionnaire is available as a Word document and should be completed electronically. The boxes will expand to accommodate longer responses, and additional rows can be added to tables as required.

3. It is important to address each area of the self-study questionnaire carefully. The questions that come before the standard and practices in each section require detailed, descriptive answers, and are designed to ensure careful reflection on the standard before evaluating the level of practice.

4. Please provide further information if necessary, referring to the specific standard and number of each question (for example “Standard A1, Question 4”). Please ensure that any additional information provided is clearly referenced.

5. The standards and practices required for implementation of the three IB programmes form the basis of this self-study questionnaire. The practices below each standard identify the critical elements in moving towards successful achievement of the standard. 6. The school must rate its performance in terms of each practice by indicating a degree of implementation on a continuum from low to high.

7. The school will need to document the degree to which it meets a particular standard by arriving at a judgment based on the analysis of the pattern of responses to the practices.

8. The pattern of responses will assist the school in completing “The statement of conclusions” that closes each section. Entries in “The statement of conclusions” should be prioritized and numbered according to those issues considered to have the most impact on success in the implementation of the programme. “Proposals for improvement” should correspond directly to those in “Practices in need of strengthening”, ie any perceived weakness should be followed by a related proposal designed to address that weakness.

9. Section C: curriculum. Seven groups of teachers, each group representing one of the six subject groups and theory of knowledge (TOK), must grade the standards and practices in this section (standards C1 to C4) and complete the statement of conclusions for each standard. Following this, a group representing all subject groups in the programme, and including the programme coordinator, must also grade the standards and practices and complete the statement of conclusions for each standard. In addition, the cross-subject group must answer the question in the section headed “The school” as a summary of curriculum implementation for the programme as a whole. (The school will therefore submit 7 + 1 responses to Section C.) All subject group responses to section C must be sent to the regional office.

10. The self-study questionnaire is completed by formulating the “Summary of main conclusions”. In this final part, the school should identify those issues prioritized in previous sections and considered to be of the utmost importance.
The school must complete all the programme-specific appendices to the self-study questionnaire.

I. The self-study questionnaire

School presentation



General information

1.

Name of school:

International School of Kenya




School code:

000213







Name of legal entity of school (if different from above):




International School of Kenya Ltd




Postal address:




P.O. Box 14103 (00800)




Street address (if different from above):




End of Kirawa Road/Peponi Road, Nairobi, Kenya




Telephone (including country and area codes):

+254-20-4183622; +254-733639363




Fax:

+254-20-4183272




E-mail:

info@isk.ac.ke or jroberts@isk.ac.ke or rblanchard@isk.ac.ke

2.

Name of the head of school:




Mr John Roberts

3.

Legal status of school:

Private school

Do IB students receive any subsidies? Yes



4.

Organization:

Coeducational Day School

5.

IB programmes offered in the school:

Diploma Programme only

6.

Age range of students in the whole school:

From 4 to 19 years

7.

Total number of students in the whole school:




779

8.

Number of teaching days per school year:




180

9.

Academic structure: What divisions (eg pre-primary, primary, middle school and high school) operate in the school, if any?




Name of section Age range of students Number of students

Elementary

4-11

299

Middle

11-14

200

High

14-19

280

(add rows as necessary)

10.

Approximately how many students are involved in the programme in each age range below?







No of students

Programme




No of students

Programme




3–4 years

n/a




11–12 years

n/a







4–5 years

n/a




12–13 years

n/a







5–6 years

n/a




13–14 years

n/a







6–7 years

n/a




14–15 years

n/a







7–8 years

n/a




15–16 years

n/a







8–9 years

n/a




16–17.5 years

70

DP




9–10 years

n/a




17.5–19 years

65

DP




10–11 years

n/a












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