Sip 2017 18

SCHOOL IMPROVEMENT PLAN Priority Target : Improve attainment and the rate of progress in FS by: ascertaining an accurate baseline of children’s attainment on entry to the school and using this information to plan appropriate activities that result in good progress of all children Ref

Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates) August 2017

Success criteria

1.1.1

To deliver CPD to the teachers and assistants about GL Baseline and Baseline Progress assessments

Assessment Coordinator, Section Head, Teachers, Assistants

GL Teachers Guide, Staff Meeting Time

Teachers and assistants are well versed with GL assessments and the procedure for conducting them

1.1.2

Use the GL Baseline Progress reports and assessment data to: a) modify schemes of work b) establish support programmes for individuals and different focused groups

Section Head, Inclusion Champion, Teachers

Baseline Reports and Result Analysis, Development Matters, EYFS Curriculum Schemes of Work

September 2017

Teachers have clear understanding of students’ progress over the academic year and attainment on entry. SoW’s modified, providing more differentiated, engaging and challenging activities that build on and extend students’ knowledge and understanding to meet the requirements of the Early Learning Goals

1.1.3

To inform parents of the curriculum content and teaching styles e.g. phonics, reading, numeracy and PSED

Section Head

EYFS curriculum booklet, Parental involvement newsletter

September – November 2017

Stronger home-school partnership established with parents more aware of the EYFS curriculum and able to support their children’s learning

1.1.4

To further enhance students’ learning through Class Teachers, increased ICT integration providing reinforcement and extension activities at school ICT Teacher and home

Education City,

October 2017

Education City reports demonstrate students’ progress and improves their motivation for learning. (Class Dojo) used to improve communication with parents, send web links to support and reinforce learning and reward students for their achievements

1.1.5

To improve internal assessment system recording students’ progress and providing additional targeted support for struggling students

Assessment Coordinator, Section Head, Inclusion Champion, Teachers

EYFSP, 2build a profile, Learning journals, Focused activity sheets

October 2017

Quantitative and qualitative data provides accurate picture of students’ attainment, progress and impact of support programmes

SCHOOL IMPROVEMENT PLAN Priority Target: Improve attainment and the rate of progress in FS by: improving staff expertise and understanding of the early years curriculum linked to the school’s curriculum license Ref

1.2.1

Actions/Strategies/Tasks

Teachers and Assistants to participate in a series of CPDs to: (a) Update their knowledge about the Statutory Framework for EYFS (b) Use the Development Matters guidelines in their planning and practice (c) Apply the Characteristics of Effective Learning detailed in the Development Matters guidelines into their everyday practice

Lead Person

Resources/Costs

Section Head, Teachers, Assistants

Staff meeting time Handouts

Timeline (Starting & Monitoring Impact dates) August 2017

September 2017

Success criteria

Staff use their knowledge and understanding to modify schemes of work, improve planning and classroom practices

1.2.2

Deliver a series of CPD sessions based on the Standard and Testing Agency 2016 publications, “EYFS Profile Exemplification for the Level Learning And Development Expected at the End of EYFS”.

Section Head, Teachers

Meeting Time, Handouts

1.2.3

Teachers use the EYFSP Assessment data to inform planning and set individual learning targets

Section Head, Teachers

Time for Student September 2017 Progress meetings

Teachers set SMART learning objectives in their lesson plans to meet the differentiated needs of all children to achieve the Early Learning Outcomes

1.2.4

To ensure teachers’ participation in external training sessions, workshops and online courses to update their knowledge and skills.

SLT, Section Head Teachers

Costs and time to attend GESS, EYES and Future Learn Online Courses

Teachers more knowledgeable about the EYFS Curriculum and their classroom practices improved

November 2017 February 2018 May 2018

Teachers more knowledgeable and confident, accurately assessing students’ attainment and progress against all 17 EYFS Early Learning Goals and recording their observations in the EYFS Profiles, (My Learning Journey)

1.2.5

Classroom observations conducted by SLT and MLT staff

SLT, HODs

Lesson Observation Timetable, meeting time

October 2017

Teachers receive feedback about their classroom practice and performance of students, setting agreed targets for improvement

1.2.6

To visit and collaborate with good and outstanding teachers to observe best practices in delivering the EYFS curriculum

Section Head, Teachers

Visits to schools Cover arrangements Reflective notes

October 2017

Teachers observe the quality of teaching and learning programmes and apply knowledge and understanding to improve their teaching practices, as well as attainment and progress of students

1.2.7

To work with an external EYFS expert to observe teachers, providing feedback and training to further improve practices

SLT, Section Head, Teachers

Costs for EYFS expert, Classroom Observation Timetable, meeting time

August 2018

Teachers improve their lesson planning, delivery and effective use of time resulting in better attainment and progress of students

SCHOOL IMPROVEMENT PLAN Priority Target : Improve attainment and rate of progress in FS by: improving class management and the efficient use of time for learning Ref

Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates) August 2017

Success criteria

1.3.1

To deliver CPDs on Class and Time Management

Section Head, EYFS Expert

Staff meeting time, Costs for EYFS Expert

Teachers reduce carpet time in their lessons with students actively engaged in learning and extension activities

1.3.2

To improve Teacher Assistants’ understanding of EYFS curriculum through targeted CPDs

Section Head

Staff meeting time, Handouts

August 2017

Teacher Assistants provide more effective and appropriate support to children

1.3.3

Change the structure of the school day, reducing time students participate in assemblies and circle time

SLT, Section Head

Amend Timetable

September 2017

Increased student participation in spontaneous and adult led activities in the indoor and outdoor learning areas

1.3.4

To prepare and create a resource bank of extension activities for students to access when set tasks correctly completed

Section Head, SMT, Teachers

Time to produce relevant, challenging and progressive extension activities for each learning area

September 2017

Students’ more actively engaged and independent in their learning

1.3.5

Focused lesson observations and learning walks monitor class management and learning time

Section Head, SLT

Costs of EYFS expert, Time for lesson observations and learning walks

October 2017

Students more actively engaged in relevant and practical learning activities

1.3.6

To consider extending the school day by one Governors, hour to provide more learning time for students SLT, Parents

Meeting time

August 2017

More learning time available to cover the EYFS curriculum

SCHOOL IMPROVEMENT PLAN Priority Target: Improve the use of external and international benchmarks to enable the school to accurately evaluate performance against other schools in Dubai and internationally.

Ref Lead Person Resources/Costs Timeline Success criteria Actions/Strategies/Tasks (Starting & Monitoring Impact dates) 2.1 To improve the use of CAT 4 assessment data.

Vice Principal GL CAT 4 September 2017 CAT 4 profiles used to plan differentiated Assessment lessons according to the learning styles of the Coordinator students.

2.2

To use CAT4 Standard Age Score (SAS) to compare and evaluate student’s performance internationally.

Assessment coordinator

CAT 4 reports

September 2017

Analysis will identify which batteries (Verbal, non-verbal, quantitative, spatial) are better developed in comparison with the other schools.

2.3

To deliver CPDs about the use of CAT4 profiles to improve the quality of teaching and learning programme.

Assessment Coordinator

CAT 4 for Year 4, 5, 7 & 9.

September 2017

CAT4 reports used to compare students’ performance with other Dubai UK curriculum schools, identifying key areas to improve teachers’ knowledge, planning and delivery.

2.4

To determine the entry level of the students at the beginning of EFYS and at the end of the year.

EYFS Head Assessment Coordinator

GL Baseline and Baseline progress test for EYFS

September 2017

Performance data for Literacy, language and communication and mathematics available to compare with UK schools.

2.5

To conduct GL Progress test series in English, Math & Science for Year 1 to 9.

Subject Teachers

GL Assessments (PTE,PTM,PTS)

May 2018

Standard Age Score (SAS) used to make benchmark comparison with UK schools to measure progress in English, Maths, and Science.

2.6

To use the Group/National Difference data detailed in the GL Assessments reports.

Vice Principal Assessment Coordinator

GL Assessments (PTE,PTM,PTS)

September 2017

Comparisons result in curriculum modifications.

2.7

To use TIMSS 2015 report to compare school performance with: a) all participating schools in Dubai b) UK curriculum schools in Dubai and c) against the KHDA set targets: Year 4: Math Science 507 494 Year 8: Math Science 494 492

HOD 2015 TIMSS Math/Science report

September 2017

Descriptions of international benchmarks used to modify school’s curriculum for Math and Science.

2.8

Year 3 to 10 students to participate in Standard International Assessment (SIA) pilot project for Islamic Studies

HOD Islamic Studies Assessment coordinator

Timetable and duty allocation to administer test.

April 2018

Benchmarked external assessment information identifies students’ performance against other Dubai schools.

2.9

To compare KS2 results against KS2 results of UK students

Assessment Coordinator HoD’s English and Maths

KS2 results and KS2 performance data

September 2017

Report produced and identifies students’ performance compared to their UK peers.

3.0

3.1

Evaluate the performance of Year 10 students in the PISA Based Test for Schools (PBTS) To compare IGCSE results against IGCSE results of global students

Assessment Coordinator Assessment Coordinator HoD’s English, Maths and Science

PBTS ACER report IGCSE and IGCSE performance data

September 2017

Data confirms how well students are performing against PISA International scores.

September 2017

Report produced and identifies students’ performance compared to their global peers.

SCHOOL IMPROVEMENT PLAN Priority Target: Improve the process of assessment to obtain the information needed to moderate the curriculum so that it is a close match to the revised expectation of the school’s curriculum and provides the correct level of support and challenge for students in lessons.

Ref

Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates) September 2017

Success criteria

3.1

To use revised schemes of work to further improve lesson planning and engagement of students in their learning.

Teachers & HODs

Staff meeting time

Teachers plan and deliver differentiated and challenging lessons to build on prior learning of students.

3.2

To review the assessment recording procedure to ensure it accurately reflects students’ performance against revised National Curriculum & MOE standards and targets.

Assessment Coordinator

NC Interim Teachers Assessment framework, Development Matters, MOE curriculum

September 2017

Assessments shifts from numerical values to qualitative judgements. i.e Below Standard (BS), Working towards standard (WTS), Meeting standard (MS), Above standard (AS), Well above standard (WAS).

3.3

To research and pilot a new assessment record keeping system.

Assessment Coordinator

Engage with Classroom Monitor

November 2017

Assessment recording system in place.

3.4

To evaluate the effectiveness of new assessment system and roll out across the school if appropriate.

Assessment Coordinator Math dept.

Classroom Monitor

November 2017

School assessment recording system is more accurate and robust providing detailed individual and class report

3.5

To interrogate the data to identify students who need support and challenge.

Assessment Coordinator, HODs, Inclusion Champion, Support staff

August 2017

Struggling students identified and appropriate support provided to raise students’ attainment and ensure that students are achieving in line with the curriculum expectations.

3.6

To accurately identify the phonic levels of the students (EYFS & Yr.1 &2) at the beginning of the year.

Primary Section Head HOD English Reading Coordinator Teachers

Jolly Phonic Reading Assessment

September 2017

Identification enables curriculum adaptation and individual student intervention programmes. e.g morning reading programme.

3.7

To use the school Digital Reading Programme Lexile levels to differentiate the Curriculum for English (Yr. 3-10).

Reading Coordinator HOD English Teachers

Scholastic Digital Reading Programme

April 2017

Lexile levels enables teachers to differentiate the set tasks according to the ability of individual students.

3.8

To assess students Arabic reading levels against the international standard level descriptors.

HOD Arabic Arabic Teachers

MoE Arabic reading levels descriptors

April 2018

Identification of students reading competence to provide differentiated activity booklets.

3.9

To use external assessment resources to validate students attainment

Assessment Coordinator Subjects HODs Subject Teachers

Rising Stars (Yr. 1-6) Collins (Yr. 7-8) Assessment Packs (Eng, Maths, Science) Standard International Assessment (SIA) for Islamic.

December 2017 March 2018 June 2018

Data used during progress meetings with students to determine and revise their personal targets and determine any required intervention & support programme.

Notebook scrutiny forms

October 2017 February 2018

3.10

To conduct Notebook scrutiny cycles to ensure the marking policy is consistently applied across the school with teacher comments determined by the 2016 NC Teachers Assessment framework.

SLT/HODs

April 2018

Weekly diagnostic remarks by teachers in notebooks enables students to identify their strengths and set target to improve their performance.

SCHOOL IMPROVEMENT PLAN Priority Target: Clarify the school’s vision and commitment to the inclusion of students of determination by carrying out a review of current policies related to admission, curriculum modification, resources and progression.

Ref

Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates) Ongoing

Success criteria

4.1

To further improve the use of the Special educational need and disability code of practice: 0-25 years (May 2015)

Governor of Inclusive Education Inclusion Champion

Staff meeting time

4.2

To ensure that teachers are aware of the school’s vision and commitment for inclusion for students of determination.

Inclusion Champion Inclusive Education Team Teachers

Staff meeting time Workshop

September 2017

Improved partnership between Inclusion Champion and teachers improves the screening and referral processes and planning procedures of students.

4.3

To review the school’s policies in line with SEND code of practice, related to school’s vision and commitment for inclusion To update the policies as per the updates of DSIB, MOE and The Nation’s Vision.

Inclusion Champion Vice Principal

Policies and Vision statement

September 2017

The School’s policies on Students of Determination, Admission, Inclusion and Additional Learning Needs revised.

To use the reports from GL standardised assessment to help support the identified students causing concern

Inclusion Champion Heads of Section

4.4

All the staff will have greater awareness of the different levels of support for students of determination and the four-part cycle of: Assess-Plan-Do-Review.

Inclusion Champion is a member of the admission team, identifying the needs of new students and ensuring that appropriate provision is planned prior to starting the school.

PTE, PTS, PTM, CAT4 SNAP assessment

September 2017

Recommendations from the individual GL reports and SNAP assessments used to determine support and intervention programmes for identified students.

Use graphs of individual student in the Wave 3 and 2 category, who attends the intervention, to demonstrate their attainment and progress. This is then used to analyse, plan and review the strategies and goals.

4.5

To further explore the GL standardised assessments for assessing different difficulties and to diagnose different disabilities.

Inclusion Champion

GL SEN tool kit

December 2017

The GL standardised SEN tool kit used to diagnose the Difficulties of the new referrals

4.5

To improve the existing staff’s commitment and dedication to provide Additional support to students of Determination.

Inclusion champion

Teachers and LSA’s, Staff meeting time

September 2017

Inclusion Champion provides training to identify staff members, enabling them to conduct small group intervention sessions.

Disney Club of Intervention is conducted during the tutor time and break time.

4.6

To educate and train new staff members about the screening and identification process.

To create awareness about the different disabilities and their specific need.

To inform them about differentiation, accommodations and modification.

Inclusion champion

Individual Teacher meetings

Ongoing

Check list given to the teacher helps better identification and referrals.

Inclusion Champion trains the news staff to know the child’s specific need and suggest strategies to accommodate in the daily lessons.

4.7

To produce a time table for teachers and learning support assistants providing targeted support for identified students.

Inclusion champion

Time table of Intervention classes

October 2017

Children who are in the WAVE 2 and 3 attends intervention classes for English, Math, Science, Arabic and Islamic studies.

Teacher and Inclusion Champion produce a PLP setting modified monthly goals.

4.8

To extend the intervention to subjects like Science, Arabic and Islamic Studies

Inclusion Champion

Weekly plan of intervention Individual attendance log maintained in

2nd week of October 2017 onwards

Scheduled time for Disney Intervention club.

Individual log and weekly plan updated in the google drive.

PLP for the month which reflects the monthly goal and review comments.

the individual work file

IEP for the diagnosed students which reflects termly and annual goals.

4.9

To extend support to the FS

Inclusion Champion

Referral forms Weekly plan and Individual log of intervention

3rd week of November 2017

Weekly 5 intervention classes as an afterschool activity.

4.10

To further develop parental involvementCOFFEE WITH……. INCLUSION CHAMPION

Inclusion Champion

Coffee morning invite

3rd week of October 2017

Parents are aware of the child’s need. They are aware of the support programme provided by the school.

All queries of parents answered A time to meet each other and the team in the school

To continue the activities of The Parent Support Group

Inclusion Champion

Invitation Letter Power point presentation Activities for parents

Twice in an academic year

Parent Support Group Meeting, gives a platform for parents of students with Special Needs to interact with each other, share ideas, concerns.

Parents would be guided by the Inclusion Champion to plan better to maximize the potential of their children.

Parents would be better aware of the provision of students of determination in school and could give feedback.

4.11

To further improve the communication with the parents

Inclusion Champion Teachers

Google Drive

Every month

PLP for the respective month uploaded in the google drive in the first week and would be updated and reviewed on the last day of the month.

To extend the support from school by involving external professional support

Principal Inclusion Champion

Therapy Sessions

November- December 2017

Students would be provided with the Speech and Language Therapy, ABA Therapy according to their need.

4.12

To extend the facilities and resources of the Achievement Centre to support learning in the class room and Achievement Centre.

To add more specialist staff to the team

Inclusion Champion

Resources

4.13

To track progress of individual students using GL standardised assessments

Inclusion Champion Assessment coordinator, Teachers

Base line test, PTE, PTM, PTS, progression Test, Lexile levels

May 2017 September 2017 May 2018

Data from the assessment reports is used to generate graphs which demonstrate the progress of individual students of determination and students who are in Wave 2

4.14

To further use the recommendations in the reports to conduct SNAP assessments

Inclusion Champion

SNAP Assessment tool

Ongoing

Diagnostic reports are generated and used to plan better and cater to the individual needs of the students.

4.15

To further monitor and track the attainment and progress of individual students in Wave 2 and Wave 3

Inclusion Champion

A tracker of individual student’s attainment and progress

Ongoing

Individual student graph demonstrating the attainment and progress of internal and Standardised Assessments.

4.16

To further extend the identification and provision for G&T Students

Inclusion Champion, Head of Subject

IEP’s, Lesson plans, extended activities in class Individual Student Files of the gifted as well as talented

September 2017 – May 2018

Teachers plan lessons with extended and accelerated activities for G&T.

To initiate ‘TCSI’s Got Talent’ event

Inclusion champion Activity coordinator

Talent show in house

February/ March 2018

Talented students showcase their talents.

To act as a host school for some schools for a healthy competition.

Inclusion Champion Activity Coordinator

Inter School Championship

March 2018

The best performing school wins the “Ever Rolling Trophy”

Principal

December 2017

September 2017

Resources used in the class room and the Accomplishment Centre to improve student engagement and standards of attainment.

A new added member to the team.

IEP of G&T students is planned with enrichment goals to nurture their talent.

SCHOOL IMPROVEMENT PLAN EMIRATI STUDENTS

Priority 1 Ref

Raise the aspirations and achievements of Emirati students Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates) October 2017

Success criteria

5.1

Create a support group for Emirati students

Inclusion Champion, Identified teachers

5.2

Use the GL Baseline Progress reports and assessment data to establish support programmes for individuals

Inclusion Champion, Teachers

Baseline Reports and Result Analysis, EYFS Curriculum Schemes of Work

October 2017

Teachers have clear understanding of students’ progress over the academic year.

To use CAT4 National Percentile Rank (NPR) to compare and evaluate student’s performance internationally.

Assessment co-ordinator, Inclusion Champion

CAT4 reports

October 2017

5.3

Analysis will identify which batteries (Verbal, non-verbal, quantitative, spatial) are better developed in comparison with the other schools.

October 2017

Struggling students identified and appropriate support provided to raise students’ attainment and ensure that students are achieving in line with the curriculum expectations.

5.4

To interrogate the data to identify students who need support and challenge.

Assessment Coordinator, Inclusion Champion, Support staff

All students feel supported in their studies and have an adult to whom they can turn for support

5.5

To assess students Arabic reading levels against the international standard level descriptors.

HOD Arabic Arabic Teachers

MoE Arabic reading levels descriptors

September 2017

Identification of students reading competence to provide differentiated activity booklets.

SCHOOL IMPROVEMENT PLAN MORAL EDUCATION

Priority 1

Transition Jigsaw PSHE concepts to Moral Education themes

Priority 2

Systematically inculcate an ethos throughout the school that supports the values found in the Moral Education curriculum

Priority 3

Collaborate with Social Studies and Islamic Studies to build cross-curricular links

Priority 4

Incorporate a supplementary programme of study focused on innovation and socially responsible entrepreneurship into UAE Moral Education timetable

Ref

Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates)

Success criteria

6.1

Transition Jigsaw PSHE concepts to Moral Education themes

Teachers HOD

Lesson plans Jigsaw PSHE material

September 2017 (November 2017)

Almost all students will be able to relate the mindful approach of Jigsaw PSHE to the concepts and themes found in the Moral Education curriculum.

6.2

Systematically inculcate an ethos throughout the school that supports the values found in the Moral Education curriculum

HOD Senior Leadership Team

CPD’s for staff Resource material for lesson planning

September 2017 (November 2017)

Values and skills from the curriculum practiced by majority of students across the school.

6.3

Collaborate with Social Studies and Islamic Studies to build cross-curricular links

HOD’s

Lesson plans

September 2017 (October 2017)

Cross-curricular planning will allow for reinforcement of topics and concepts.

6.4

Incorporate a supplementary programme of study focused on innovation and socially responsible entrepreneurship into UAE Moral Education timetable

HOD

SOW’s Overviews

September 2017 (January 2018)

Future Studies enables innovative crosscurricular opportunities for all students that link to the UAE National Agenda targets.

6.5

Use community links to support the enhancement of the Moral Education curriculum

HOD Activity coordinator

Activity calendar

September 2017 (January 2018)

Talks by experts, visits/ tours to workplaces and public/ private sector buildings deliver an engaging curriculum for all students.

The links with the community also provide the development of real life application on topics in the curriculum.

6.6

Continue the successful engagement of families associated with TCSI

HOD Senior Leadership Team

September 2017 (December 2017)

Talks and guidance by members of the school community supports the application of the curriculum by almost all students.

6.7

Use GL PASS data to support lesson planning

Teachers HOD

GL PASS

October 2017 (January 2018)

Analysis of data supports counselling of students and creates effective and purposeful lessons for almost all students.

6.8

Adapt ‘PSHE Leader’ badges to ‘Positivity Badges’

HOD’s SLT

Positivity Badges

October 2017 (January 2018)

Almost all students will recognise the importance of the qualities needed to wear the badges.

The titles have been chosen to represent values and characteristics that signify positive behaviour.

They will support the values found in Islamic Studies and UAE Moral Education as well as strengthen the use of the Arabic language across the school.

6.9

Establish the ‘Peak of Excellence’ wall

HOD

Picture frames

October 2017

Start of wall displays.

Labels

6.10

6.11

UAE Moral Education student diary

Introduce ‘The Collaborative Assessment’

Teachers HOD

Teachers HOD

Diaries

Assessment outline

(November 2017) December 2017 (May 2018)

Majority of students will learn from each other’s work.

October 2017 (January 2018)

Most students will be more self-aware through documenting their thoughts.

May 2018 (June 2018)

Almost all will be more self-aware through documenting their thoughts.

November 2017 March 2018 May 2018 (June 2018)

The Collaborative Assessment will be a reallife application assessment conducted by all families and their children and will provide an opportunity for families to be active members of their child's assessment life at school.

SCHOOL IMPROVEMENT PLAN UAE SOCIAL STUDIES

Priority 1

Enhance list of interesting topics that can bring real life application to students understanding of the UAE

Priority 2

Incorporate new MOE text book into lesson planning

Priority 3

Strengthen links with public and private institutions

Priority 4

Incorporate a supplementary programme of study focused on innovation and socially responsible entrepreneurship into UAE Social Studies timetable

Ref

Actions/Strategies/Tasks

7.1

Enhance list of interesting topics that can bring real life application to students understanding of the UAE

7.2

Incorporate new MOE text book into lesson planning

7.3

Strengthen links with public and private institutions to utilise their expertise. Examples of institutions are:

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates)

Teachers HOD

Lesson plans SOW’s

September 2017 (October 2017)

Success criteria

The majority of students will have a greater appreciation for the history, culture and commerce of the UAE. New text book and previous subject topics will enhance knowledge of important events that have occurred in the UAE amongst majority of students.

HOD Activity coordinator

Activity calendar

September 2017 (December 2017)

Almost all students will have increased knowledge of concepts across different subject areas.

               

7.4

DEWA Mohammed Bin Rashid Space centre RTA Sharjah Museum of Islamic Civilisation Sheikh Mohammed Centre for Cultural Understanding Department of Islamic Affairs and Charitable Activities Zayed University Empower Etihad Museum Dubai Supreme Council of Energy Aswaaq supermarket Dubai Media Corporation Embassy of Switzerland Breeding Centre for endangered Arabian Wildlife Sharjah Zoo Dubai Racing Club

Link topics in the new text books to the key targets found in Vision 2021 and the National Agenda

Majority of students will be able to link learning with professions in the UAE. Majority of students will be able to see the impact of the National Agenda in the public and private sector.

Most students will have increased awareness of job opportunities.

Majority of students will have a clearer understanding of the history of the UAE, its culture and its history in commerce.

Teachers HOD

Lesson plans Notebooks

September 2017 (November 2017)

Almost all students will have increased awareness on the vision of Shiekh Zayed and Vision 2021 and will be able to link it to their learning.

Through this aspect students critical thinking skills will be developed and most students will be able to analyse the past and relate it to the present.

7.5

7.6

Incorporate a supplementary programme of study focused on innovation and socially responsible entrepreneurship into UAE Social Studies timetable

HOD

HOD

SOW’s Overviews

September 2017 (January 2018)

Future Studies enables innovative crosscurricular opportunities that link to the UAE National Agenda targets.

September 2017 (January 2018)

Almost all students will have increased understanding of the history and culture of

7.7

Strengthen links with Institute for Islamic World Studies Emirati Studies programme within Zayed University

the UAE and Islamic world through visiting experts from Zayed University.

Develop exchange programme between Zayed University Emirati studies students to read Emirati short stories to TCSI students

Exchange ideas and plans for best practices in teaching Social Studies curriculum.

SCHOOL IMPROVEMENT PLAN INNOVATION

Priority 1

Form partnership with Embassy of Switzerland to teach students about watch making

Priority 2

Continue the implementation of Department of Innovation projects

Priority 3

Establish opportunity within EYFS curriculum for innovative experiences

Priority 4

Establish programme which systematically inculcates cross-curricular innovation throughout the school

Ref

Actions/Strategies/Tasks

Lead Person

Resources/Costs

Timeline (Starting & Monitoring Impact dates)

Success criteria

8.1

Form partnership with Embassy of Switzerland to teach students about watch making

HOD

Email and telephone communication

August 2017 (January 2018)

Majority of students will learn about the history and mechanisms that make a watch and design their own.

8.2

Continue the implementation of Department of Innovation projects

HOD

Activity calendar

September 2017 (November 2017)

Activities such as Young Entrepreneurs and Media Hub project provide majority of students with opportunities to build creative, entrepreneurial and socially responsible products.

8.3

Establish opportunity within EYFS curriculum for innovative experiences

HOD

Time table

September 2017 (October 2017)

Innovative concept relevant tasks designed to provide majority of Foundation Stage

Foundation Stage Section Head

students with opportunities to build, create and enhance.

All tasks will have links to the history and culture of the Emirates.

8.4

Establish programme which systematically inculcates cross-curricular innovation throughout the school

HOD

SOW’s Overviews

September 2017 (January 2018)

‘Future Studies’ programme provides opportunities for all students across the school to nurture ideas, create solutions, design, and build personal interests into reality and develop financially literacy.

It also helps advance the UAE National Agenda and Vision 2021 goals through innovative thinking.

8.5

Incorporate Future Studies into the curriculum

HOD

Time table

September 2017 (January 2018)

Future Studies is taught in combination with UAE Social Studies and Moral Education.

8.6

Establish ‘The Peak of Excellence Wall’

HOD Senior Leadership Team

Picture frames

September 2017 (November 2017)

Wall develops majority of students’ critical thinking by promoting key words (skills and values) and phrases that would encourage students to incorporate those skills and values into their work.

8.7

Establish ‘The Reading Pillar’

HOD’s

Reading pillar

September 2017 (December 2017)

A communal art installation where almost all students can view their stories and share their imaginations.

Supports development of oral and written literacy, spark curiosity amongst viewers and creators as well as nurture critical thinking through the exercise of sequencing events.

8.8

Adapt ‘PSHE Leader’ badges to ‘Positivity Badges’

HOD’s SLT

Positivity Badges

October 2017 (January 2018)

Almost all students will recognise the importance of the qualities needed to wear the badges.

The titles have been chosen to represent values and characteristics that signify positive behaviour.

They will support the values found in Islamic Studies and UAE Moral Education as well as strengthen the use of the Arabic language across the school.

8.9

Participate in Dubai Customs IPR Award

HOD

Video equipment

October 2017 (January 2018)

Participation in the Dubai Customs IPR Award will develop leadership skills and support the inclusion of students with determination in a national competition.

8.10

Introduce ‘The Collaborative Assessment’

Teachers HOD

Assessment outline

November 2017 March 2018 May 2018 (June 2018)

The Collaborative Assessment will be a reallife application assessment conducted by all families and their children and will provide an opportunity for families to be active members of their child's assessment life at school.

SCHOOL IMPROVEMENT PLAN READING LITERACY

Priority 1

To implement and monitor Digital Reading Programme

Priority 2

To achieve the PISA 2018 target set for the school

Priority 3

Priority 4 Ref

9.1

9.2

To ensure majority of the parents are involved in promoting literacy skills through reading To raise the understanding of appropriate Reading Lesson’s teaching strategies for the development of Primary school’s literacy skills and hence raise GL PTE attainment 2018.

Actions/Strategies/Tasks

To implement and monitor Digital Reading Programme : 1) Assign staff to manage the programme 2) Assign students their logins 3) Train faculty on the use of the Scholastic Literacy Pro reading programme

Lead Person

Resources/Costs

Vice Principal, Reading Coach

Scholastic Reading Programme

To achieve the PISA 2018 target set for the HOD English school through: Teachers

Scholastic Reading Programme.

Timeline (Starting & Monitoring Impact dates) Sep 2017 –Oct 2017

Dec 2017

Success criteria

Most students’ Lexile levels will indicate proficient reading abilities.

A large majority of student will be able to make multiple inferences, contrasts and comparisons that are both detailed and precise.

* Using effective meta cognitive reading strategies * encourage students to read widely and immerse in complex text online and read daily news paper digital version ( understanding, using , evaluating, reflecting to achieve one’s goal)

Majority of students will demonstrate a detailed and full understanding of one or more than one piece of text.

A large majority of students will be able to hypothesize or critically evaluate besides retrieve and analyze the details that are inconspicuous in the texts.

9.3 To ensure majority of the parents are involved in Reading promoting literacy skills through reading: coach 1) Home reading is ensured in early years and primary with ORT and Jolly Phonics In secondary, with the Scholastic Literacy Library

HOD

2) Volunteer parents to be included in language building programs such as Story Telling, Puppetry, Drama and discussion forums.

Parents/ Teachers

3) Guidance is provided to the parents through one to one meetings and parental evenings on how to provide help at home in English.

4) Parents are kept well informed with detailed profile of their child’s reading activities

9.4

To raise the understanding of appropriate teaching strategies for the development of Primary school literacy skills and hence continue to raise GL PTE attainment

List of age appropriate story books such as Oxford Reading Tree (ORT), Jolly phonics and Scholastic Literacy Library The learning Support Program CPD

‘Home Reading Logs’ in primary, and ‘student’s reading profiles’ using Scholastic Literacy Pro in Secondary Lesson Planning

Sep 2017

A large majority of parents will play an active role in the development of their children’s literacy skills.

Nov 2017

Jan 2017

Sep 2017

A large majority of students of Lower Primary phase will be able to read and write independently.

1) Benchmarking the reading level with Jolly Phonics Reading Ages for lower primary, and Lexile measure with the Scholastic Literacy Pro for the middle primary to the secondary classes.

HOD Teachers

2) Making Phonics the base of literacy skill enhancement.

Schemes of Work and Lesson plan

Ongoing Practice

Lesson Plan CPD

June 2018

Most students will develop strong Reading comprehension and English skills and thus reflect progress in the GL PTE 2018

Sep 2017

A large majority of students reading and language skills will improve.

3) Guided Reading lessons for individual attention to all the primary students.

4) Read-aloud that includes explanations of targeted vocabulary can support word learning.

5) Group activities, pairing English language learners with children who have strong English language skills.

6) Interactive storybook reading.

7) Playing word games.

8) Share storybooks.

9) Encourage parents to talk and read to, by or with their children as a way of strengthening children’s language skills.

9.5

To upgrade the resources:

Vice Principal

A new section, “Hi-Lo” shall be introduced in the Library to cater to the needs of struggling

Reading Coach

ORT level 14-20 Books

students in the upper primary and secondary section.

A Reading Leadership Programme : to motivate and empower students to take charge of their own development in reading.

HOD

Student Portfolios

Oct 2017