LMS for international baccalaureate schools

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SEQTA | LMS for International Baccalaureate schools

LMS for International Baccalaureate schools

SEQTA brings together students, parents, teachers, coordinators and senior leadership teams in IB schools to engage in a collaborative and safe ecosystem where everyone gains value.

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Teachers communicating with each other and parents regarding students behaviour

Facilitating easy communication between teachers, students, parents and administrators where everyone gains value
Enabling easy sharing of the IB curriculum with your school community
Empowering IB coordinators and teachers with built-in access to concepts and IB objectives
Providing a place for teachers to reflect on the knowledge, concepts and skills taught across the IB continuum
Enabling teachers to collaboratively plan and share DP, MYP, and PYP unit planners

Enabling a school’s leadership team to easily view data (attendance, assessment, pastoral care and more) to help support students, teachers, parents and school decision-making in the implementation of the IB continuum
Integrating any curriculum directly into IB unit planners
Monitoring in real-time the progress of the IB curriculum implementation
Facilitating document storage enables schools to easily share their policies and procedures with their whole school community
Quickly generating impressive IB PDF reports

C2.1b The school ensures that there is a coherent, horizontally and vertically articulated programme of inquiry.

C2.4 The written curriculum identifies the knowledge, concepts, skills and attitudes to be developed over time.

C2.4a The school has scope and sequence documents that indicate the development of conceptual understanding, knowledge and skills for each Primary Years Programme subject area.

Create scope and sequence documents that:

Identify the knowledge, concepts, skills, and attitudes to be developed over time
Allow teachers to reflect on the vertical and horizontal articulation of the programme of inquiry

C4.5 The school has systems for recording student progress aligned with the programme(s) assessment philosophy.

C4.6 The school has systems for reporting student progress aligned with the programme(s) assessment philosophy.

C4.7 The school analyses assessment data to inform teaching and learning.

Through the SEQTA marks book, teachers can record student results and create reports which are aligned with the PYP assessment philosophy
Assessment data can be exported to Excel and analysed
Publish and distribute school reports online and notify students and parents
Reports can also include attendance statistics, approaches to learning, learner profile attributes, etc.

C3 Teaching and Learning.

C3.4 Teaching and learning promotes the understanding and practice of academic honesty.

Integrate to browse originality reports and plagiarism percentage
Embed a range of resources to support the completion of work
Students can e-submit work directly to teachers’ marks books
Teachers can upload student work to the marks book for students to review
Track individual student progress on tasks
Provide formative real-time feedback on student progress at any stage

B2.8 The school provides support for its students with learning and/or special educational needs and support for their teachers.

C1.6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

C3.10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Create, manage and share with students’ teachers their student plan identifying required support needs
Select and integrate the myEd tool to differentiate the curriculum to individualise students’ learning and meet their speciﬁc learning needs
Track student progress from a teacher’s marks book, provide feedback and respond to student questions.

C1.1 b Planning at the school uses the Primary Years Programme planner and planning process across the curriculum and by all teachers.

C1.c Planning at the school addresses all the essential elements to strengthen the transdisciplinary nature of the programme.

C1.4 The school provides for easy access to completed Primary Years Programme planners.

C1.4b The school ensures that Primary Years Programme planners are coherent student learning records.

C2.1d There is documented evidence that the curriculum developed addresses the five essential elements of the Primary Years Programme.

The built-in PYP unit planner enables teachers to collaboratively plan, edit, document and share unit planners across the curriculum
Built-in concepts make it easy to use
All resources can be embedded within unit planners to facilitate collaboration and ensure easy access from year-to-year

C2.2 The written curriculum is available to the school community.

C3 Teaching and Learning.

Everything is organised in a single location so that teachers can collaboratively plan lessons, share curriculum resources, mark attendance, access the marks book, and track academic progress, to name a few, without leaving the system. This can all be shared with parents to facilitate school-to-home communication.
Students can create folios and goals to share with their teachers and parents.

C4.4 The school provides students with feedback to inform and improve their learning.

C4.8 The school provides opportunities for students to participate in and reflect on the assessment of their work.

Teachers can provide continuous ongoing feedback to students and parents through the teachers’ marks book
Remove tedious report writing by moving to a system of continuous feedback
Students can complete reflections on individual tasks and share them with parents and teachers
Teachers can provide formative feedback to students through the marks book

C2.1a The curriculum fulfils the aims and objectives of each subject group offered in each year of the programme and the personal project (or community project for programmes that end in MYP year 3 or 4).

Easily manage the Personal and/or Community Project from initial goal proposal through to completing the final report
Track individual student progress, set deadlines and view supervisor feedback in real-time
Complete your assessment using built-in MYP Personal/Community project objectives A-D. Export your marks book to Excel and easily add details to student reports
Provide formative real-time feedback on student progress at any stage of the project cycle

C3 Teaching and Learning.

C3.4 Teaching and learning promotes the understanding and practice of academic honesty.

Integrate Turnitin to browse originality reports and plagiarism percentage
Embed a range of resources to support the completion of work
Students can e-submit work directly to teachers’ marks books
Teachers can upload student work to the marks book for students to review
Track individual student progress on tasks
Provide formative real-time feedback on student progress at any stage

C4.6 The school has systems for reporting student progress aligned with the programme(s) assessment philosophy.

Publish and distribute school reports online and notify students and parents
Include achievement levels for the MYP assessment objectives
Report MYP grades (1 – 7) with grade boundaries in school reports.
Provide Service as Action and Personal/Community project reports
Easily review and moderate reports before publishing them to students and parents

C2.5a The curriculum provides sufficient opportunities for students to meet the learning outcomes for service every year of the programme.

C4.5a The school has a system for qualitatively monitoring student involvement in service according to the school’s learning expectations for service.

Unit planners show that students are provided with opportunities to reflect on service that has been aligned to the MYP service learning outcomes
Easily manage the Service as action requirements and track student service activities
Track individual student progress and set deadlines and supervisor/advisor comments in real-time
View student reflections and service learning outcomes addressed

C2.1d Unit plans are documented according to the MYP unit planning process.

C2.1e The curriculum fosters disciplinary and interdisciplinary understanding.

C2.4a The written curriculum includes the prescribed key concepts and related concepts in each subject group.

The built-in MYP unit planner and Interdisciplinary unit planner enable teachers to collaboratively plan, edit and share unit planners across year levels and subjects
Built-in key and related concepts and assessment objectives make it easy to use
Directly integrate any curriculum into the MYP unit planner

C4.4 The school provides students with feedback to inform and improve their learning.

C4.8 The school provides opportunities for students to participate in, and reflect on, the assessment of their work.

Teachers can provide continuous ongoing feedback to students and parents through the teachers’ marks book
Remove tedious report writing by moving to a system of continuous feedback
Students can complete reflections on individual tasks and share with parents and teachers
Teachers can provide formative feedback to students through the marks book

B2.8 The school provides support for its students with learning and/or special educational needs and support for their teachers.

C1.6 Collaborative planning and reflection incorporates differentiation for students’ learning needs and styles.

C3.10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Create, manage and share with students’ teachers their student plan identifying support needs required
Select and integrate the myEdOnline tool to differentiate the curriculum to individualise students’ learning and meet their speciﬁc learning needs
Track student progress from a teacher’s marks book, provide feedback and respond to student questions.

A.6 The school promotes open communication based on understanding and respect.

C4.4 The school provides students with feedback to inform and improve their learning.

C4.8 The school provides opportunities for students to participate in and reflect on the assessment of their work.

Teachers can provide continuous ongoing feedback to students and parents through the teachers’ marks book
Remove tedious report writing by moving to a system of continuous feedback
Students can complete reflections on individual tasks and share them with parents and teachers
Teachers can provide formative feedback to students through the marks book

A.6 The school promotes open communication based on understanding and respect.

Easily record and track daily lesson and homeroom (Tutor Group) attendance so that attendance officers can follow-up
Identify and analyse attendance patterns (minute by minute)
Communicate attendance data to parents
Export attendance information to Excel
Take attendance on a mobile device
Allows students to self-register in and out of school through an iPad app

B2.8 The school provides support for its students with learning and special educational needs and support for their teachers.

C1.6 Collaborative planning and reflection incorporate differentiation for students’ learning needs and styles.

C3.10 Teaching and learning differentiates instruction to meet students’ learning needs and styles.

Create, manage and share with students’ teachers their individual student plan identifying support needs required
Select and integrate the myEd tool to differentiate the curriculum to individualise students’ learning and meet their speciﬁc learning needs
Track student progress from a teacher’s marks book, provide feedback and respond to student questions.

C2 Written Curriculum

C3 Teaching and Learning

Creativity, Action and Service

Students can create folios to track their CAS experiences
Track individual student progress, set deadlines and view advisor comments in real-time
View student reflections and service learning outcomes addressed

Extended Essay

Easily manage the Extended Essay from proposal through to completing the final report
Track individual student progress, set deadlines, view supervisor feedback and record interview notes in real-time.
Provide formative real-time feedback on student progress at any stage of the essay cycle
Students can submit their report to Turnitin
Teachers can share lesson details, curriculum resources, set assignments to share with students

Theory of Knowledge

Track individual student progress and set TOK deadlines
Teachers can provide continuous ongoing feedback to students and parents through the teachers’ marks book on how students are progressing with TOK
Teachers can provide real-time feedback on student presentations and upload video recordings of the presentations for students and parents to view
Teachers can share lesson details, and curriculum resources, set assignments and more to share with students

C4.5 The school has systems for recording student progress aligned with the programme(s) assessment philosophy.

C4. 7 The school analyses assessment data to inform teaching and learning.

Through the SEQTA marks book teachers can record marks for student work which is aligned with the DP assessment philosophy
Assessment data can be exported to excel and analysed
Parents, teachers and school leaders can easily track individual student progress and reflections

C3 Teaching and Learning.

C3.4 Teaching and learning promote the understanding and practice of academic honesty.

Integrate Turnitin to browse originality reports and plagiarism percentage
Embed a range of resources to support the completion of tasks
Students can e-submit work directly to teachers’ marks books
Teachers can upload student work to the marks book for students to review
Track individual student progress on tasks
Provide formative real-time feedback on student progress at any stage

Concordia College, Australia

Concordia College is an independent school based in South Australia with over 1200 students. Like many schools, it had struggled with several disparate systems where data was siloed, admin workload was high, and the holistic visibility of the school was limited.
Woodville High School, Australia

Woodville High School established in 1915 is an Australian high school with approximately 1200 students located in St Clair, South Australia (SA). With over 109 years of commitment to fostering a human-centred learning community, the school prioritises belonging, transformative growth and success for every learner.
John Paul College, Australia

John Paul College delivers a contemporary co-educational Australian curriculum grounded in traditional values from Early Learning to Year 12. Located in Brisbane, Queensland, Australia, the school was founded in 1982 and currently educates approximately 2000 students.

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