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
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
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
Class Teachers, ICT Teacher
Education City,
October 2017
1.1.3
1.1.4
To further enhance students’ learning through increased ICT integration providing reinforcement and extension activities at school and home
Teachers and assistants are well versed with GL assessments and the procedure for conducting them
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
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
September 2017
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)
1.2.3
Teachers use the EYFSP Assessment data to inform planning and set individual learning targets
Section Head, Teachers
Time for Student Progress meetings
September 2017
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
November 2017 February 2018 May 2018
Teachers more knowledgeable about the EYFS Curriculum and their classroom practices improved
Online Courses 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,
Meeting time
August 2017
More learning time available to cover the EYFS
hour to provide more learning time for students
SLT, Parents
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 Actions/Strategies/Tasks Lead Person Resources/Costs Timeline Success criteria (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
2.8
Year 3 to 10 students to participate in Standard International Assessment (SIA) pilot project for Islamic Studies
2.9
3.0 3.1
To compare KS2 results against KS2 results of UK students
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
HOD Math/Scienc e
HOD Islamic Studies Assessment coordinator Assessment Coordinator HoD’s English and Maths Assessment Coordinator Assessment Coordinator HoD’s English, Maths and Science
2015 TIMSS report
September 2017
Descriptions of international benchmarks used to modify school’s curriculum for Math and Science.
Timetable and duty allocation to administer test.
April 2018
Benchmarked external assessment information identifies students’ performance against other Dubai schools.
KS2 results and KS2 performance data
September 2017
Report produced and identifies students’ performance compared to their UK peers.
PBTS ACER report
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.
IGCSE and IGCSE performance data
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
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.
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
Notebook scrutiny forms
December 2017 March 2018 June 2018
Identification enables curriculum adaptation and individual student intervention programmes. e.g morning reading programme.
Data used during progress meetings with students to determine and revise their personal targets and determine any required intervention & support programme.
April 2018
October 2017 February 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 4.9
To extend support to the FS
Inclusion Champion
4.10
To further develop parental involvementCOFFEE WITH……. INCLUSION CHAMPION
Inclusion Champion
To continue the activities of The Parent Support Group
Inclusion Champion
Referral forms Weekly plan and Individual log of intervention Coffee morning invite
Invitation Letter Power point presentation Activities for parents
IEP for the diagnosed students which reflects termly and annual goals. rd
3 week of November 2017
3rd week of October 2017
Twice in an academic year
Weekly 5 intervention classes as an afterschool activity.
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 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.
Google Drive
4.11
To further improve the communication with the parents
Inclusion Champion Teachers
To extend the support from school by involving external professional support
Principal Inclusion Champion
Every month
Therapy Sessions
November- December 2017
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. Students would be provided with the Speech and Language Therapy, ABA Therapy according to their need.
Resources 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 Principal
4.13
To track progress of individual students using GL standardised assessments
Inclusion Champion Assessment coordinator, Teachers
4.14
To further use the recommendations in the reports to conduct SNAP assessments
Inclusion Champion
4.15
To further monitor and track the attainment and progress of individual students in Wave 2 and Wave 3
Inclusion Champion
4.16
To further extend the identification and provision for G&T Students
Inclusion Champion, Head of Subject
To initiate ‘TCSI’s Got Talent’ event
To act as a host school for some schools for a healthy competition.
December 2017
Inclusion champion Activity coordinator Inclusion Champion Activity
September 2017 Base line test, PTE, PTM, PTS, progression Test, Lexile levels SNAP Assessment tool A tracker of individual student’s attainment and progress IEP’s, Lesson plans, extended activities in class Individual Student Files of the gifted as well as talented Talent show in house
Inter School Championship
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.
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
Ongoing
Diagnostic reports are generated and used to plan better and cater to the individual needs of the students.
Ongoing
Individual student graph demonstrating the attainment and progress of internal and Standardised Assessments.
September 2017 – May 2018
February/ March 2018
March 2018
Teachers plan lessons with extended and accelerated activities for G&T. IEP of G&T students is planned with enrichment goals to nurture their talent.
Talented students showcase their talents.
The best performing school wins the “Ever Rolling Trophy”
Coordinator
SCHOOL IMPROVEMENT PLAN EMIRATI STUDENTS
Priority 1 Ref
Raise the aspirations and achievements of Emirati students Actions/Strategies/Tasks
Lead Person
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
Resources/Costs
Baseline Reports and Result Analysis, EYFS Curriculum Schemes of Work
Timeline (Starting & Monitoring Impact dates) October 2017
October 2017
Success criteria All students feel supported in their studies and have an adult to whom they can turn for support Teachers have clear understanding of students’ progress over the academic year.
5.3
5.4
5.5
To use CAT4 National Percentile Rank (NPR) to compare and evaluate student’s performance internationally.
Assessment co-ordinator, Inclusion Champion
To interrogate the data to identify students who need support and challenge.
Assessment Coordinator, Inclusion Champion, Support staff
To assess students Arabic reading levels against the international standard level descriptors.
HOD Arabic Arabic Teachers
CAT4 reports
MoE Arabic reading levels descriptors
October 2017
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.
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
Teachers HOD
Resources/Costs
Timeline (Starting & Monitoring Impact dates)
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 Strengthen links with Institute for Islamic World Studies Emirati Studies programme within Zayed University
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
Develop exchange programme between Zayed University Emirati studies students to read Emirati short stories to TCSI students
the UAE and Islamic world through visiting experts from Zayed University. Exchange ideas and plans for best practices in teaching Social Studies curriculum.
SCHOOLÂ IMPROVEMENTÂ 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 Foundation
Time table
September 2017 (October 2017)
Innovative concept relevant tasks designed to provide majority of Foundation Stage
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
8.6
Establish ‘The Peak of Excellence Wall’
8.7
8.8
Establish ‘The Reading Pillar’
Adapt ‘PSHE Leader’ badges to ‘Positivity Badges’
HOD HOD Senior Leadership Team
HOD’s
HOD’s SLT
Time table
September 2017 (January 2018)
Future Studies is taught in combination with UAE Social Studies and Moral Education.
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.
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.
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
8.10
Participate in Dubai Customs IPR Award
Introduce ‘The Collaborative Assessment’
HOD
Teachers 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.
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
Lead Person
Resources/Costs
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
Vice Principal, Reading Coach
Scholastic Reading Programme
To achieve the PISA 2018 target set for the school through:
HOD English
Scholastic Reading Programme.
* Using
effective meta cognitive reading
Teachers
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.
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)
9.3
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.
To ensure majority of the parents are involved in promoting literacy skills through reading: 1) Home reading is ensured in early years and primary with ORT and Jolly Phonics In secondary, with the Scholastic Literacy Library
2) Volunteer parents to be included in language building programs such as Story Telling, Puppetry, Drama and discussion forums. 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
Majority of students will demonstrate a detailed and full understanding of one or more than one piece of text.
To raise the understanding of appropriate teaching strategies for the development of Primary school literacy skills and hence continue to raise GL PTE attainment 1) Benchmarking the reading level with Jolly
Sep 2017 Reading coach HOD
Parents/ Teachers
List of age appropriate story books such as Oxford Reading Tree (ORT), Jolly phonics and Scholastic Literacy Library The learning Support Program CPD
A large majority of parents will play an active role in the development of their children’s literacy skills.
Nov 2017
Jan 2017 ‘Home Reading Logs’ in primary, and ‘student’s reading profiles’ using Scholastic Literacy Pro in Secondary Lesson Planning
Sep 2017
A large majority of students of Lower Primary phase will be able to read and write independently.
Phonics Reading Ages for lower primary, and Lexile measure with the Scholastic Literacy Pro for the middle primary to the secondary classes. 2) Making Phonics the base of literacy skill enhancement.
HOD Teachers Ongoing Practice Schemes of Work and Lesson plan
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.
Lesson Plan CPD
5) Group activities, pairing English language learners with children who have strong English language skills.
June 2018
Most students will develop strong Reading comprehension and English skills and thus reflect progress in the GL PTE 2018
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. To upgrade the resources: 9.5
A new section, “Hi-Lo” shall be introduced in the Library to cater to the needs of struggling students in the upper primary and secondary section.
Sep 2017 A large majority of students reading and language skills will improve.
Vice Principal Reading Coach
ORT level 14-20 Books
A Reading Leadership Programme : to motivate and empower students to take charge of their own development in reading. Oct 2017 HOD
Student Portfolios