Sample 11: Developing essential agreements

The following essential agreements are an example provided by a PYP school for inclusion in this publication.
The IB has edited this sample so that only the essential agreements relating to assessment are present. The
school also has essential agreements relating to:
Reviewing its programme of inquiry
Collaborative planning
Classroom displays
Communications with parents
The role of single-subject teachers
Meetings
Essential agreements

PYP Essential Agreements are reviewed by the faculty during Term 3 for
the following school year. The changes, if any, are by negotiation

Tracking and assessment

Class binders (red) are passed from teacher to teacher and contain
essential records regarding the development of each student.
If children leave, all content goes with them except continua, which are
shredded. If children leave and they have attended Learning Support or
Literacy Support, the contents of their section of the class binder are
passed on to PYP coordinator.
Contents are to be shared with the next grade teacher in orientation week.
PYP coordinator to schedule.
Teachers may choose to store additional documentation in the binder
during the year but must pass it on containing only what is listed in the
guidelines.

Mathematics assessment

Teachers maintain a mathematics continuum for each student as part of

the red class binder, which is marked twice a year (December and June).

Language assessment

EC to Grade 5 teachers maintain a First Steps Writing Map of Development

and First Steps Reading Map of Development continua for each student as
part of the class binder.
Items to be recorded on continuum twice a year (December and June)
using a different colour for each grade level and dated
An item is highlighted when a student has demonstrated it consistently and
independently.
Only highlight the phase a child is in and next phase, if applicable.
Classroom teachers will assess reading using PM Benchmark Kit/Probe for
their own class at the beginning and end of the year. PM Benchmarks are
recorded on the server in September and June of the academic year for
individual children.

Written reports

Student/Parent/Teacher
conferences

Primary Years Programme

Written reports are completed twice each year as a formal communication

with parents. They are submitted toward the end of Terms 1 and 3.
Specific due dates will be issued by administration.
Teachers follow a standardised format in accordance with details issued by
administration.
Suzuki teachers write a report once a year.
EC4 teachers write an EYFS profile at the end of the school year.
In Term 1 (October) and Term 2 (March) parents are invited to attend a
conference with classroom teachers/specialists to discuss their childs
progress. During these conferences teachers can show parents where a
child is on all continuums.
EC to Grade 5 students will participate in a student-led conference in Term
3. Parents and teachers can request additional conferences if and when the
need arises.

Sample 11: Developing essential agreements

Portfolios/e-portfolios

Primary Years Programme

Class time needs to be given over to collecting and reflecting on learning

ahead of student-led conferences.
For student-led conferences a parent letter is sent out by the team leader
beforehand in the Wednesday mailing.
A reflection sheet is completed by students which can be included in the
students portfolio.
Parents feedback sheet is handed to the PYP Coordinator.
Conference content and length varies depending on grade level. Guidelines
and reflection sheets will be issued beforehand.
Student-developed portfolios exist in age-appropriate formats established
by individual teachers/class including e-portfolio. They exist for the
duration of the childs time in a particular class.
Portfolios should include contributions from all aspects of the school,
including specialist subjects and student reflections. Portfolio reflections
should reflect the learning process.