The document is a submission from Box Hill High School to a parliamentary inquiry into gifted education. It discusses the school's Select Entry Accelerated Learning (SEAL) program, which began in 1994. The submission argues that current policies are ineffective at identifying gifted students, with many remaining unidentified. It notes girls and students from certain backgrounds are underidentified. The SEAL program helps identify more students but many still miss out on support. The submission makes recommendations to improve gifted student identification and support.
The document discusses reasons for being in favor of a K-12 curriculum in the Philippines. It provides three key reasons: 1) It exposes students to additional languages like Mandarin and Spanish to better prepare them for international opportunities. It also uses a spiral science curriculum to gradually increase the complexity of topics. 2) It provides a national certificate upon completion that allows 18-year-olds to get jobs domestically or abroad and be globally competitive. 3) Most other countries already use this type of extended K-12 system, so the Philippines should adopt it to improve its education system and better prepare students.
The k to 12 program expands basic education in the Philippines from 10 to 12 years. This additional schooling will help address the deteriorating quality of education and better prepare students for employment, higher education, or entrepreneurship. The new curriculum strengthens early childhood education, makes lessons more relevant, and ensures integrated learning from elementary through senior high school. The goal is for all graduates to be holistically developed and equipped with the necessary skills for the future. However, some oppose k to 12 due to increased costs and the challenges of implementation.
The document provides answers to frequently asked questions about the K to 12 education program in the Philippines. It discusses details of the implementation timeline, the addition of two years to basic education, changes to the curriculum, the role of technical/vocational education, budget and costs, teacher preparation, and concerns regarding the Autonomous Region in Muslim Mindanao. The K to 12 program aims to provide students with a more responsive, decongested and learner-centered basic education to better prepare them for employment, middle-level skills development, or higher education.
This inspection report summarizes the findings of an inspection of Weatherhead High School. The inspection judged the school to be outstanding overall. It found that students make outstanding progress and achieve results well above national averages. Teaching is also outstanding, with strong relationships between staff and students that help inspire excellent learning. Students' behaviour is exemplary. School leadership is determined to continually improve the school and ensure all students receive a first-class education. The report highlighted a few minor areas for further improvement, such as increasing progress in English at Key Stage 3 and in separate sciences in the sixth form.
- The school requires improvement as too many students do not achieve their potential by the end of Key Stage 4, achievement in English and maths requires further improvement, and teaching quality has been inconsistent.
- Leadership and management are effective in implementing strategies to accelerate achievement, improve teaching, and promote a positive learning culture. As a result, students' progress, attitudes, and behaviour have significantly improved since the last inspection.
- While progress is being made, leaders recognize that teaching quality, achievement levels, and students' behaviour require further improvement to ensure all students make consistently good progress.
The Dominie is a school in London for children ages 6-12 with dyslexia and other specific learning difficulties. It has 24 students and small class sizes of about 8 students. The school aims to help each child reach their potential and promote their strengths. Teachers are qualified to teach dyslexic students and the school uses a multisensory approach tailored to each student's needs.
The document is a submission from Box Hill High School to a parliamentary inquiry into gifted education. It discusses the school's Select Entry Accelerated Learning (SEAL) program, which began in 1994. The submission argues that current policies are ineffective at identifying gifted students, with many remaining unidentified. It notes girls and students from certain backgrounds are underidentified. The SEAL program helps identify more students but many still miss out on support. The submission makes recommendations to improve gifted student identification and support.
The document discusses reasons for being in favor of a K-12 curriculum in the Philippines. It provides three key reasons: 1) It exposes students to additional languages like Mandarin and Spanish to better prepare them for international opportunities. It also uses a spiral science curriculum to gradually increase the complexity of topics. 2) It provides a national certificate upon completion that allows 18-year-olds to get jobs domestically or abroad and be globally competitive. 3) Most other countries already use this type of extended K-12 system, so the Philippines should adopt it to improve its education system and better prepare students.
The k to 12 program expands basic education in the Philippines from 10 to 12 years. This additional schooling will help address the deteriorating quality of education and better prepare students for employment, higher education, or entrepreneurship. The new curriculum strengthens early childhood education, makes lessons more relevant, and ensures integrated learning from elementary through senior high school. The goal is for all graduates to be holistically developed and equipped with the necessary skills for the future. However, some oppose k to 12 due to increased costs and the challenges of implementation.
The document provides answers to frequently asked questions about the K to 12 education program in the Philippines. It discusses details of the implementation timeline, the addition of two years to basic education, changes to the curriculum, the role of technical/vocational education, budget and costs, teacher preparation, and concerns regarding the Autonomous Region in Muslim Mindanao. The K to 12 program aims to provide students with a more responsive, decongested and learner-centered basic education to better prepare them for employment, middle-level skills development, or higher education.
This inspection report summarizes the findings of an inspection of Weatherhead High School. The inspection judged the school to be outstanding overall. It found that students make outstanding progress and achieve results well above national averages. Teaching is also outstanding, with strong relationships between staff and students that help inspire excellent learning. Students' behaviour is exemplary. School leadership is determined to continually improve the school and ensure all students receive a first-class education. The report highlighted a few minor areas for further improvement, such as increasing progress in English at Key Stage 3 and in separate sciences in the sixth form.
- The school requires improvement as too many students do not achieve their potential by the end of Key Stage 4, achievement in English and maths requires further improvement, and teaching quality has been inconsistent.
- Leadership and management are effective in implementing strategies to accelerate achievement, improve teaching, and promote a positive learning culture. As a result, students' progress, attitudes, and behaviour have significantly improved since the last inspection.
- While progress is being made, leaders recognize that teaching quality, achievement levels, and students' behaviour require further improvement to ensure all students make consistently good progress.
The Dominie is a school in London for children ages 6-12 with dyslexia and other specific learning difficulties. It has 24 students and small class sizes of about 8 students. The school aims to help each child reach their potential and promote their strengths. Teachers are qualified to teach dyslexic students and the school uses a multisensory approach tailored to each student's needs.
Arab unity school 2012 khda_inspection_reportManal Siddiqui
The Arab Unity School provided an acceptable level of education. Key strengths included students' positive attitudes and good attainment in the Foundation Stage and post-16 phase. Recommendations centered around improving teaching quality, ensuring student safety, and involving parents and teachers more in decision making. While leadership was good, self-evaluation and curriculum needed to better meet student needs. Attainment was acceptable overall but progress was hindered by high teacher turnover and inconsistent teaching methods.
This document provides an overview of outcome-based education (OBE). It discusses that OBE is a student-centered approach that focuses on empirically measuring student performance outcomes rather than inputs like resources. While OBE does not specify teaching styles, it generally promotes constructivist methods over direct instruction. Assessment is based on whether students demonstrate required skills and content mastery. Implementation of OBE varies by country and agency, with some adopting it for all students and others facing criticism from parents and teachers.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
This document discusses two models for eliminating remedial courses: early college high schools and New Tech schools. Early college high schools allow students to earn both a high school diploma and the first two years of college credits simultaneously. They target underserved student populations and provide supports to help students succeed academically, socially, and emotionally. New Tech schools use project-based learning, 1:1 computing, and standards-based instruction to develop students' self-management, cognitive, and college readiness skills. Both models aim to accelerate students' mastery of college-level skills and completion of gateway courses.
The document discusses the K-12 education program implemented in the Philippines. It aims to enhance the quality of basic education by adding two more years of senior high school. This is intended to better prepare students for employment or college. It will allow students more time to study lessons and acquire certifications and skills that will make them more employable and competitive globally. However, implementing the program also presents challenges like increased costs for parents and the education system. Overall, it is believed the benefits of a better educated workforce will outweigh the short term sacrifices needed to transition to the new K-12 program.
Issues and Problems in the Philippine Basic EducationAira Grace Atabay
The document summarizes teacher to pupil ratios in various Asian countries, noting the Philippines has ratios of 1:45 for elementary and 1:27 for lower secondary. It also outlines significant shortages in classrooms, teachers, textbooks and other resources in the Philippines public education system from 2001-2006. Overcrowded classrooms with around 80 students each are common.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
This document summarizes a study on the expectations and experiences of Indian students studying in Australia. It finds that Indian students are most concerned about the "value for money" aspects of their education, including program quality, course fees, scholarships, and career opportunities. The study utilized surveys and focus groups of Indian students at Queensland University of Technology. It identifies key issues such as the need for more effective pre-departure information, concerns about safety/security, feelings of isolation, difficulties adjusting to a new culture and language, and unmet expectations regarding permanent residency opportunities. The document provides context on the growth of Indian students choosing to study in Australia and reviews related literature on factors influencing international student experiences and adjustment.
The annual report summarizes the 2005-2006 school year for Ypsilanti Public Schools. It discusses improvements made to curriculum, test scores, technology resources, graduation rates, staff development, and school accreditation. The district aims to provide excellence in education for all students and continuously work to increase student achievement through curriculum enhancements, data analysis, and professional development. Parent involvement and safety programs are also highlighted.
Yes, a learner can opt for additional subjects over and above the
minimum required subjects. However, the total number of subjects should not
exceed seven. The marks obtained in additional subjects will be shown in the
marksheet but will not be considered for calculating the percentage and division.
Student Success Academy (SSA) is a public charter school that offers both in-person and online learning programs. SSA struggles with accountability issues regarding parental involvement in students' online learning. Specifically, many parents complete lessons and assessments for their children without proper supervision. This allows progress to be inaccurately reported and leads to discrepancies between students' online performance and in-person assessments. SSA has implemented some accountability measures, like required passwords for parents, but these have proven ineffective as parents often simply provide their passwords to students. The lack of genuine parental involvement and accountability threatens students' learning and the accuracy of progress reports.
Milford Exempted Village School District presents its 2012 Annual Progress Report, a complete look at the many factors that go into making the district excellent!
This document summarizes the key points of a study about parents' reactions to the implementation of the K-12 education program in the Philippines. The study aims to understand parents' sources of information about K-12, their positive and negative perceptions of the program's rationale and impact on students' welfare, and any problems they foresee. The study is focused on parents of 7th grade students at Sta. Maria High School in Iriga City and will provide insights for students, teachers, administrators and policymakers.
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Recent efforts aim to further raise achievement for Māori and Pacific students.
- The board, leadership and teachers are well placed to sustain performance improvements through ongoing professional development, strengthened community relationships and targeted resources.
The document discusses Project EASE, an alternative secondary education program in the Philippines that aims to reduce dropout rates. It provides flexible learning options for students who miss classes due to various reasons like farming seasons. Project EASE uses self-learning modules so students can study on their own time. The document outlines advantages like flexible scheduling and disadvantages like needing parental resources. It concludes that Project EASE is effective at keeping students engaged in education.
The document discusses boarding schools as a secondary school option, providing an overview of traditional boarding schools including definitions, myths, reasons for attending, the selection process, trends in boarding schools, and results showing boarding school graduates are well prepared for college and careers. Traditional boarding schools have an average of 300 students, charge $48,000 in tuition annually, and focus on a rigorous college preparatory curriculum with small class sizes and extensive extracurricular opportunities.
This is the English version of the previous upload I've made.
This is a brief view of what Janus Academy, a Singapore-based company, do. JAS wants to works with schools all around the world to give children an unrivalled headstart in life, by providing what PISA rated as "one of the best" education system in the world
Yew Chung International School of Beijing
International Education in Beijing 2014
This PPT discusses the international school industry in Beijing as of December 2014 including a brief introduction of Yew Chung International School of Beijing (YCIS Beijing).
To find out more about YCIS Beijing you can visit the website or email the address as displayed below:
www.ycis-bj.com
enquiry@bj.ycef.com
1) This document is a letter from an inspector at Ofsted summarizing the findings of a monitoring inspection of The Crest Girls Academy.
2) The inspection found that the academy has made good progress since becoming an academy, with GCSE results improving substantially over the previous school. However, mathematics results remained below national averages.
3) Teaching quality is mixed but generally positive, with some excellent questioning observed. Leaders provide strong direction and accountability. The sixth form also shows signs of improvement but needs to boost attendance and outcomes in some subjects.
Al Diyafah High School is one of the most famous high schools in Dubai. Housing mainly Indian expatriates, this school also has 23 other nationalities studying within its four walls. But is this culturally diverse school a good place for your kid to start his/her schooling? Read our take on the Diyafah International School to find out:
We are educating students today for jobs that do not exist and to use technologies that haven't yet been invented to solve problems that we cannot comprehend. We have recruited only the best practitioners from all over the world to join our school. They are a dedicated and talented team who are looking forward to working together in a first class learning environment. They are committed to providing a new and innovative approach to all of our teaching and prepare our students for a rapidly changing world.
Uptown School was inspected in November 2013. The following report summarizes the key findings:
1) The school provides a good overall education with strengths in teaching, learning, curriculum and student
support. Students achieve good attainment and make good progress.
2) Students demonstrate outstanding personal development and responsibility. They have positive attitudes
and behave well in the school's multicultural environment.
3) Leadership is outstanding with an inclusive ethos and high quality learning environment. The curriculum
is outstanding and modified well to meet student needs.
4) Recommendations include sustaining progress in core subjects and sharing best teaching practices to
improve student learning skills.
Arab unity school 2012 khda_inspection_reportManal Siddiqui
The Arab Unity School provided an acceptable level of education. Key strengths included students' positive attitudes and good attainment in the Foundation Stage and post-16 phase. Recommendations centered around improving teaching quality, ensuring student safety, and involving parents and teachers more in decision making. While leadership was good, self-evaluation and curriculum needed to better meet student needs. Attainment was acceptable overall but progress was hindered by high teacher turnover and inconsistent teaching methods.
This document provides an overview of outcome-based education (OBE). It discusses that OBE is a student-centered approach that focuses on empirically measuring student performance outcomes rather than inputs like resources. While OBE does not specify teaching styles, it generally promotes constructivist methods over direct instruction. Assessment is based on whether students demonstrate required skills and content mastery. Implementation of OBE varies by country and agency, with some adopting it for all students and others facing criticism from parents and teachers.
Current Issues in Curriculum Development in the PhilippinesNica Vanissa Bitang
Current Issues in Curriculum Development in the Philippines
K to 12: Its Implications across the Curriculum
Focused on Private High School -- Miriam College High School
A lot of issues were raised about the implementation of K-12 in the Philippine education system. Many are worrying that it might not be effective. Others think that it won’t make any improvement. But in the case of Miriam College High school, they are looking positively for its results. Upon hearing both facts and opinions from a number of resources, the researchers think that its implementation can result in large benefits to the society of the Philippines and its citizens. There will be problems because of the changes in the curriculum but the researchers believe that Filipinos will cope up soon. They’ll learn, in no time, to make the best out of the skills they’ll acquire through the changes. Better education system will bring better and more responsible citizens. Better citizens will lead to a better country.
This document discusses two models for eliminating remedial courses: early college high schools and New Tech schools. Early college high schools allow students to earn both a high school diploma and the first two years of college credits simultaneously. They target underserved student populations and provide supports to help students succeed academically, socially, and emotionally. New Tech schools use project-based learning, 1:1 computing, and standards-based instruction to develop students' self-management, cognitive, and college readiness skills. Both models aim to accelerate students' mastery of college-level skills and completion of gateway courses.
The document discusses the K-12 education program implemented in the Philippines. It aims to enhance the quality of basic education by adding two more years of senior high school. This is intended to better prepare students for employment or college. It will allow students more time to study lessons and acquire certifications and skills that will make them more employable and competitive globally. However, implementing the program also presents challenges like increased costs for parents and the education system. Overall, it is believed the benefits of a better educated workforce will outweigh the short term sacrifices needed to transition to the new K-12 program.
Issues and Problems in the Philippine Basic EducationAira Grace Atabay
The document summarizes teacher to pupil ratios in various Asian countries, noting the Philippines has ratios of 1:45 for elementary and 1:27 for lower secondary. It also outlines significant shortages in classrooms, teachers, textbooks and other resources in the Philippines public education system from 2001-2006. Overcrowded classrooms with around 80 students each are common.
The Kingston City School District is proposing a restructuring that merges some administrative positions and expands support. Specifically:
- Two assistant superintendent positions will be merged into one new "Deputy Superintendent" position each for curriculum and business functions.
- Three director positions will be replaced with new assistant superintendent positions for humanities, STEM, and special education. Each will have additional director/assistant director support.
- This restructuring aims to better support teachers, principals, and students by streamlining some roles and increasing specialized academic support.
This document summarizes a study on the expectations and experiences of Indian students studying in Australia. It finds that Indian students are most concerned about the "value for money" aspects of their education, including program quality, course fees, scholarships, and career opportunities. The study utilized surveys and focus groups of Indian students at Queensland University of Technology. It identifies key issues such as the need for more effective pre-departure information, concerns about safety/security, feelings of isolation, difficulties adjusting to a new culture and language, and unmet expectations regarding permanent residency opportunities. The document provides context on the growth of Indian students choosing to study in Australia and reviews related literature on factors influencing international student experiences and adjustment.
The annual report summarizes the 2005-2006 school year for Ypsilanti Public Schools. It discusses improvements made to curriculum, test scores, technology resources, graduation rates, staff development, and school accreditation. The district aims to provide excellence in education for all students and continuously work to increase student achievement through curriculum enhancements, data analysis, and professional development. Parent involvement and safety programs are also highlighted.
Yes, a learner can opt for additional subjects over and above the
minimum required subjects. However, the total number of subjects should not
exceed seven. The marks obtained in additional subjects will be shown in the
marksheet but will not be considered for calculating the percentage and division.
Student Success Academy (SSA) is a public charter school that offers both in-person and online learning programs. SSA struggles with accountability issues regarding parental involvement in students' online learning. Specifically, many parents complete lessons and assessments for their children without proper supervision. This allows progress to be inaccurately reported and leads to discrepancies between students' online performance and in-person assessments. SSA has implemented some accountability measures, like required passwords for parents, but these have proven ineffective as parents often simply provide their passwords to students. The lack of genuine parental involvement and accountability threatens students' learning and the accuracy of progress reports.
Milford Exempted Village School District presents its 2012 Annual Progress Report, a complete look at the many factors that go into making the district excellent!
This document summarizes the key points of a study about parents' reactions to the implementation of the K-12 education program in the Philippines. The study aims to understand parents' sources of information about K-12, their positive and negative perceptions of the program's rationale and impact on students' welfare, and any problems they foresee. The study is focused on parents of 7th grade students at Sta. Maria High School in Iriga City and will provide insights for students, teachers, administrators and policymakers.
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Recent efforts aim to further raise achievement for Māori and Pacific students.
- The board, leadership and teachers are well placed to sustain performance improvements through ongoing professional development, strengthened community relationships and targeted resources.
The document discusses Project EASE, an alternative secondary education program in the Philippines that aims to reduce dropout rates. It provides flexible learning options for students who miss classes due to various reasons like farming seasons. Project EASE uses self-learning modules so students can study on their own time. The document outlines advantages like flexible scheduling and disadvantages like needing parental resources. It concludes that Project EASE is effective at keeping students engaged in education.
The document discusses boarding schools as a secondary school option, providing an overview of traditional boarding schools including definitions, myths, reasons for attending, the selection process, trends in boarding schools, and results showing boarding school graduates are well prepared for college and careers. Traditional boarding schools have an average of 300 students, charge $48,000 in tuition annually, and focus on a rigorous college preparatory curriculum with small class sizes and extensive extracurricular opportunities.
This is the English version of the previous upload I've made.
This is a brief view of what Janus Academy, a Singapore-based company, do. JAS wants to works with schools all around the world to give children an unrivalled headstart in life, by providing what PISA rated as "one of the best" education system in the world
Yew Chung International School of Beijing
International Education in Beijing 2014
This PPT discusses the international school industry in Beijing as of December 2014 including a brief introduction of Yew Chung International School of Beijing (YCIS Beijing).
To find out more about YCIS Beijing you can visit the website or email the address as displayed below:
www.ycis-bj.com
enquiry@bj.ycef.com
1) This document is a letter from an inspector at Ofsted summarizing the findings of a monitoring inspection of The Crest Girls Academy.
2) The inspection found that the academy has made good progress since becoming an academy, with GCSE results improving substantially over the previous school. However, mathematics results remained below national averages.
3) Teaching quality is mixed but generally positive, with some excellent questioning observed. Leaders provide strong direction and accountability. The sixth form also shows signs of improvement but needs to boost attendance and outcomes in some subjects.
Al Diyafah High School is one of the most famous high schools in Dubai. Housing mainly Indian expatriates, this school also has 23 other nationalities studying within its four walls. But is this culturally diverse school a good place for your kid to start his/her schooling? Read our take on the Diyafah International School to find out:
We are educating students today for jobs that do not exist and to use technologies that haven't yet been invented to solve problems that we cannot comprehend. We have recruited only the best practitioners from all over the world to join our school. They are a dedicated and talented team who are looking forward to working together in a first class learning environment. They are committed to providing a new and innovative approach to all of our teaching and prepare our students for a rapidly changing world.
Uptown School was inspected in November 2013. The following report summarizes the key findings:
1) The school provides a good overall education with strengths in teaching, learning, curriculum and student
support. Students achieve good attainment and make good progress.
2) Students demonstrate outstanding personal development and responsibility. They have positive attitudes
and behave well in the school's multicultural environment.
3) Leadership is outstanding with an inclusive ethos and high quality learning environment. The curriculum
is outstanding and modified well to meet student needs.
4) Recommendations include sustaining progress in core subjects and sharing best teaching practices to
improve student learning skills.
Are you looking for schools for your children? Here's a complete review of Gulf Model School, Muhaisnah, Dubai, including its KHDA rating, fees, & other aspects
KHDA Inspection Report - Al Mizhar American Academy Schoolfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
Outcome based education focuses on measuring student progress based on learning outcomes rather than comparative success to peers. Grading is based on mastery of predefined criteria rather than test or assignment scores. This approach individualizes learning by allowing weaker students to achieve success based on their skills while challenging highly capable students. Lessons are designed to teach material based on a student's grasp of concepts. The benefits include a more student-centered approach and focus on direct correlations between skills and understanding of topics.
- Pukekohe Hill School is a large primary school in Pukekohe, Auckland with over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs, and the effectiveness of initiatives. Most students are achieving at or above the National Standard.
- The school's curriculum is well-documented and focuses on literacy, numeracy, and integrated learning. Teachers reflect on their practices and the school is working to better evaluate programme effectiveness.
- For Māori students specifically, the school has made progress in achievement, attendance, and whānau involvement through its work with the Te Huarahi initiative. It continues to strengthen culturally responsive practices
- Pukekohe Hill School is a large primary school in Franklin serving over 600 students from diverse ethnic backgrounds.
- The school uses achievement data well to identify student progress, needs and to inform teaching. Most students are achieving at or above the National Standard.
- The curriculum promotes student learning effectively with a focus on literacy, numeracy and integrated learning. Teachers are reflecting on improving teaching practices.
- The school is working to raise achievement for Māori and Pacific students through initiatives like Te Huarahi and developing relationships with the community.
- The board, leadership and teachers are well placed to sustain performance improvements through strategic planning, professional development and resources for priority students.
2013 KHDA Report - American Academy in Al Mizharfarrahesham
This inspection report summarizes the performance of Al Mizhar American Academy Private School. Key findings include:
- Students' attainment and progress in subjects like English and Islamic Education were good or outstanding across grades. Personal development was also outstanding.
- Teaching and learning were good overall, though some lessons lacked sufficient challenge. Assessment practices were developing.
- Leadership and community partnerships were outstanding. The curriculum met students' needs well.
- Recommendations centered on raising achievement levels, improving teaching strategies, and further developing assessment and the curriculum.
KHDA Inspection Report - GreenField Community Schoollatifahozer
Greenfield Community School (GCS), founder in 2007, is an International Baccalaureate (IB) World Continuum school. It is one of only a handful of schools in the world authorised to offer all four IB programmes. These include the Primary Years Programme (PYP), Middle Years Programme (MYP), Diploma Programme (DP), and is one of the first schools in the UAE to offer the IB’s Career-related Certificate (IBCC).
See more info:
http://www.gcschool.ae/about-us-3
This inspection report finds St Mary's Catholic Primary School to be a good school. Almost all pupils make good progress from average starting points to achieve above average results by Year 6. Teaching is good overall and promotes pupils' spiritual, moral and social development well. Pupils enjoy school, behave well, and feel safe. Leadership is also judged to be good, with a strong focus on improving teaching quality further. While the school's performance is good, inspectors identify some areas for further development, such as ensuring the most able pupils are sufficiently challenged and strengthening data analysis to support school improvement.
The world's leading international school, Uptown International School in Dubai offers the IB Diploma for students around the world. The International Baccalaureate (IB) Program is an internationally recognized program of international education, with a curriculum that has been widely adopted and implemented in schools around the world.
EXPECTATIONS OF GRADE 10 STUDENTS ABOUT SENIOR HIGH SCHOOL ACADEMIC TRACKRayNeilLilocEscolano
The document discusses the expectations of Grade 10 students about the Senior High School academic track in the Philippines. It provides background on the K-12 educational reform and implementation of the Senior High School program. It reviews literature on academic preparation, skills development, and character formation expectations. The study aims to determine Grade 10 students' expectations of the SHS academic tracks in these areas and provide suggestions to better meet their expectations.
Taaleem Schools Achieve Outstanding Results in IB Examshussanisoyat
The world's leading international school, Uptown International School in Dubai offers the IB Diploma for students around the world. The International Baccalaureate (IB) Program is an internationally recognized program of international education, with a curriculum that has been widely adopted and implemented in schools around the world.
Grammar school dubai fees, reviews, and detailsChloe Cheney
Go to this blog and learn about the Grammar School Dubai fees, contact details, and what parents have to say about it. In the end, know how this school differs from others.
Ryedale School Local Authority Report 2015Gareth Jenkins
- The local authority conducted a review of Ryedale School over two days in September 2015. They observed lessons, met with school leaders and students, and reviewed documentation.
- The review found that Ryedale School's overall effectiveness is outstanding. Student achievement is consistently above national averages and all student groups make rapid progress. Teaching is of a high quality across the school.
- Leadership and management at the school is also outstanding. The headteacher provides excellent leadership and has created a culture of high expectations. Governors hold the school accountable and ensure high quality governance.
The document provides information about St Clement Danes School including its performance, strategies, teaching quality, and academic intervention practices. It finds the school's improvement strategies, outcomes for pupils, and quality of teaching and learning to be outstanding. The school's academic intervention program is highlighted as an area of excellent practice.
This inspection report summarizes the findings of an inspection of Woodmansterne Primary School conducted in October 2013. It found the school to be outstanding overall, with outstanding achievement, teaching, behaviour, leadership and management. Pupils make exceptional progress from low starting points to exceed national averages. Teaching is highly effective and tailored to pupils' needs. Leaders ensure consistently high quality teaching and a rich curriculum. Pupils behave exceptionally well and feel very safe at school.
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO ...FRANCIS SOLOMON
PREDICTIVE VALIDITY OF SCHOOL BASED EXAMINATION IN RELATION TO WAEC AND NECO SSCE EXAMINATION IN ENGLISH LANGUAGE AND HISTORY IN
BORNO STATE, NIGERIA
1Haman Modu, 2Gideon Istifanus and 3Ruth Ishaku
1Department of GST, 2Government Day Secondary School, Bama, Borno State, Nigeria, Department of Public Administration, 1&3College of Business and Management Studies, Konduga, Borno State, Nigeria;
ABSTRACT
Test constructed by the teacher at the class room leve l at the end of a term or end of the year is referred to as school based examination (SBE) student often perform well in the SBE because items are drawn from topic covered by the class teacher. This study is to find out the predictive validity of SBE in relation to NECO and WAEC, SSCE. The population of the study was all (670) senior secondary school in Borno state. Student performance in SBE and WAEC and NECO in English language and history in senior secondary school in 2006, 2007 and 2008 were correlated. Purposive sampling was used in selecting the school. At the time of this study only three school were found to be offering English language but not history) one school in Gwoza zone and two in Maiduguri zone. These three schools were used as samples. The result of the analysis revealed that student’s performance SSCE IN WAEC and SSCE NECO was low but there performance in SBE is high. The student performance is low in English in NECO and WAEC because no student score A or B grade for the three years in school studied. While no student obtained A or B in NECO and WAEC, the student performance in history for the three years show that few student obtained A and B grades the researcher recommend that teacher in senior secondary schools should be made to go for workshops on test construction so that they can construct good test items to match WAEC and NECO standard.
Emerge from KHDA Inspections with flying colours!jananya213
The Knowledge and Human Development Authority (KHDA) ratings for schools in Dubai are significant as they provide a clear picture to parents about each school. These ratings are conducted by KHDA inspections, which can be strict. But inadvertently, some schools are unable to keep track of the different aspects of KHDA inspections and miss out despite having the quality. To tackle these situations, Edsys, leading education software provider has introduced modules that send notifications to school authorities reminding them of the different aspects of KHDA inspections.
Similar to Raha International School Recognized As High Performing School (20)
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
American Academy in Al-Mizhar, KG & Elementary Monthly Newsfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
American Academy in Al-Mizhar, Academic Calendar SY 2014 - 2015farrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
Dubai British Foundation -Academic Calendar 2014/15farrahesham
Dubai British Foundation, a Taaleem school, offers holistic learning and development requirements designed to address the specific needs of young children and to ensure readiness for entry into Year One of primary school. Learn more by visiting our website, www.dubaibritishfs.ae
Dubai British School Jumeirah Park - Medical and Immunisation Record and Cons...farrahesham
Dubai British School Jumeirah Park (DBSJP) is a brand new co-educational, state-of-the-art British School for Years 1 to 13. The latest addition to Taaleem's family of schools. Learn more, visit our website -www.dubaibritishschooljp.ae
Greenfield Community School - Principal Letter November 2014farrahesham
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
Jumeirah Baccalaureate School - Open Daysfarrahesham
A co-educational school in Jumeira, Dubai, JBS is a truly international school, offering The International Primary Curriculum (IPC), International General Certificate of Secondary Education (IGCSE).
Baccalureate (IB) Primary Years School and PYP IB World School. Uptown School is in the candidacy process for its IB Middle Years Programme, with the IB Diploma Program to follow.
Uptown delivers the IB curriculum to grades Pre-K (3 by September 15) to Grade 10 starting in September 2014 with Grades 11 and 12 to be added in 2015 and 2016.
Greenfield Community School provides a high quality, creative and challenging international education, based on the International Baccalaureate Philosophy. We foster within each student, staff member and community member an enduring passion for learning and empowering each individual to become a caring global citizen.
Raha International School, EY2 Curriculum Guide for Parents 2014-2015farrahesham
This three sentence summary provides the high level information about the document:
The document is a curriculum guide for parents that outlines the curriculum and approach to teaching and learning for Early Years 2 (EY2) at Raha International School. It describes the International Baccalaureate Primary Years Programme that the school follows and how it focuses on developing students' knowledge, concepts, skills, attitudes and actions through inquiry-based learning. The guide provides details on the different subject areas taught in EY2 and the developmental characteristics of EY2 children.
Raha International School, EY1 Curriculum Guide for Parents 2014-2015farrahesham
The document provides an overview of the curriculum offered at Raha International School (RIS) with a focus on Early Years 1 (EY1). RIS follows the International Baccalaureate (IB) Primary Years Programme (PYP) which takes a holistic approach to developing the whole child through inquiry-based learning. The PYP framework focuses on developing students' knowledge, concepts, skills, attitudes and taking action through six transdisciplinary themes of global significance. It emphasizes developing learners who show the attributes of the IB learner profile such as being inquirers, knowledgeable, thinkers, communicators, principled, open-minded, caring and reflective.
This document provides information about Uptown School to parents and families. It discusses the school's mission and vision, which aim to develop students' intellectual curiosity and prepare them for global citizenship. It also describes the International Baccalaureate programs offered (PYP and pursuing MYP), which take a transdisciplinary, inquiry-based approach to learning. Finally, it outlines school policies and resources to support students' academic and personal development.
American Academy in Al-Mizhar, KG & Elementary Monthly Newsfarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
American Academy in Al-Mizhar, Academic Calendar SY 2014 - 2015farrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
Dubai British Foundation, a Taaleem school, offers holistic learning and development requirements designed to address the specific needs of young children and to ensure readiness for entry into Year One of primary school. Learn more by visiting our website, www.dubaibritishfs.ae
American Academy in Al-Mizhar, Application for Absencefarrahesham
American Academy in Al Mizhar is committed to meeting the needs of families with an international outlook who have chosen an American education. By offering a co-educational early childhood program for dual language learners leading to a single gender college preparatory school for girls, our mission is to promote intellectual curiosity, independent and critical thinking, communication and problem solving skills, a lifelong passion for learning, and an exposure to and a respect for cultural diversity. By expecting academic excellence, we inspire personal growth and develop intrinsically motivated global citizens who are committed to being leaders in community service and environmental responsibility.
Dubai british school jumeirah park transfer certificatefarrahesham
Dubai British School Jumeirah Park (DBSJP) is a brand new co-educational, state-of-the-art British School for Years 1 to 13. The latest addition to Taaleem's family of schools. Learn more, visit our website -www.dubaibritishschooljp.ae
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
A Visual Guide to 1 Samuel | A Tale of Two HeartsSteve Thomason
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
3.
Page 3 of 9
Introduction
The school was inspected by 5 inspectors, who observed 82 lessons. During their
time in school, inspectors met with school leaders, teachers, parents and
students. They looked at school documentation about assessments, evaluation
and planning in consideration of the quality of students’ learning experiences.
Description of the School
Raha International School (RIS) is a part of the Taaleem group of schools, and its
leaders are accountable to the Taaleem Board. It opened in 2006 in the Raha area
of Abu Dhabi. It aims to be ‘the school of choice in Abu Dhabi’ through
implementing International Baccalaureate (IB) programmes to a high level. RIS
offers all three of the IB programmes: the Primary Years Programme (PYP),
Middle Years Programme (MYP) and Diploma Programme (DP). Between 2009
and 2010, RIS obtained authorisation for this and became the first school in Abu
Dhabi to do so.
RIS has experienced steady growth, from 780 students in 2010. The 142 students
in the kindergarten (KG) and 491 in grades 1–5all follow the PYP. The 415 students
in grades 6–10 study in the MYP, and the 107 students in grades 11–12 follow the
DP. Approximately 55% of the students are boys; 25% are Arab, and 37% Muslim.
The student body is highly diverse, with over 60 nationalities represented. The
largest groups are Emirati (17.4%), USA (12.8%) and UK (9.6%). Around 3% have
special educational needs, and 7% receive additional learning support for English
as an additional language. School fees range from AED 35,000 to 55,200.
Accordingly, students come from relatively advantaged backgrounds.
A new block for grade 11 and 12 students was completed in September 2011, and
the first grade 12 class graduated in 2011. Building work is currently underway on a
new KG facility, which will increase the capacity of the campus to 1600, so further
growth is expected in the future. To manage this growth, a head of primary and
head of senior school now work with the principal to lead KG–G5 and G6–G12
respectively.
The Effectiveness of the School Band A Grade 3
Inspectors judged Raha International School to be in Band A; that is a high
performing school.
Students make good progress throughout the school. Standards are good or
better (except in few parts of the secondary school), particularly in mathematics.
Standards in the primary section and in English in all grades are predominantly
4.
Page 4 of 9
very good and in places outstanding. Across all subjects, students are able to think
critically and make connections, and can carry out self‐directed tasks well.
KG students make rapid progress in developing language and understanding
number. They develop a broad knowledge of science and social studies for their
age group through in‐depth ‘units of inquiry’. They also develop well socially and
become curious, motivated and confident learners who are well prepared for
future learning. The rich learning environment continues into grade 1–5, where
students make similar strong progress. Most have a firm grasp of all subjects and
can apply them in practical contexts. Language and personal development remain
particularly strong. Students take increasing responsibility for their learning, and
are encouraged to regularly articulate their thoughts and understanding both
orally and in writing. Students make good progress in mathematics through the
primary section. They develop a strong understanding of mathematical concepts
and good confidence in applying their numeracy skills in real‐world contexts. The
curriculum emphasises depth and not just breadth, so students are able to
conduct scientific experiments and formulate hypotheses at a suitable level, and
have a secure knowledge base around the areas that they have investigated.
Good all‐round progress is supported by the high‐quality activities offered in art,
music, drama and physical education.
Standards and progress develop less consistently through the MYP. In English
students know how to think independently, and they express themselves
creatively in a wide range of genres. Little emphasis is placed on handwriting and
presentation of daily classwork, and so this is often untidy. Their information and
technology (ICT) skills develop well and they produce a high level of presentation
for major assessment assignments. Students have a good knowledge and
understanding of physical and human geography, and history. Standards in Arabic
are in line with expectations, with writing better than reading and comprehension
of Arabic texts. Mathematical progress slows when students enter the MYP. An
extended mathematics stream adds challenge for the more‐able students in
higher grades, but a lack of stimulating teaching means that most students make
steady rather than good progress. Students cover the expected areas of study
acceptably but with less mastery than in earlier grades. There are particular
strengths in art, especially at the DP level, modern foreign languages and physical
education (PE).
Students in the DP make good progress through a challenging programme. The
results of the first Diploma year in 2011 were on a par with other good IB schools,
which are generally among the highest achieving schools globally, and are often
reached after careful selection of academic students. Performance is strong in
most areas, but a relative weakness remains in mathematics. This leads to most
5.
Page 5 of 9
students selecting the mathematical studies option, which has a significant but
lower level of challenge. Diploma students have strong research and independent
study skills. They are well prepared for university, and last year students
successfully gained admission to leading international universities on graduation.
There is no significant difference between the standards and progress of boys,
girls or other groups of students.
Students’ personal development is a key strength of the school. Students of all
ages enjoy school and develop a broad range of skills and personal qualities to
support independent and co‐operative learning.
They are motivated to learn and are confident, articulate, and respectful, with a
strong sense of commitment to ethics and global citizenship. Students behave
well around the school and in and out of classes. They occasionally lose interest in
the least engaging lessons, but are still diligent and committed to their learning.
The small number of students with behavioural difficulties are monitored carefully
and well supported.
There is a strong value of international mindedness throughout the school
community. Students are almost always respectful and tolerant of viewpoints,
religions, and cultures that differ from their own. The UAE was a major school
focus during National Day celebrations. Several aspects of UAE culture are being
integrated into the PYP curriculum and used for field trips. They are not
widespread in other areas of the school, so the UAE identity plays a less
prominent part than international diversity in the school. Service learning is a
widespread feature of the school, through the ‘Action’ element of the PYP,
‘Community and Service’ in the MYP, and the CAS programme at the diploma
stage. Students have been involved in fundraising, overseas trips and supporting
linked communities in Rwanda and Tanzania, and in several local initiatives.
Students also have opportunities to develop as leaders, including through the
student council, the ambassadors programme for supporting students new to the
school, the Model United Nations Conference, and the Global Young Leaders
conference.
IB approaches to learning and teaching are evident throughout the school, with
an emphasis on developing students as reflective learners with a broad range of
capacities that reflect the IB Learner Profile. This student‐centred approach
develops critical thinking and reflection, and involves students actively in their
learning. Teachers plan a wide variety of purposeful activities for their students.
They explain the objectives of each unit and provide students with clear criteria
for success, mostly with different levels to provide for students’ differing needs.
This approach predominates at every stage in the school, although its
6.
Page 6 of 9
effectiveness is more variable in the secondary sections, where didactic lesson are
common in a few subjects, such as mathematics.
Students are very aware of their learning through ongoing reflection.
Self‐assessment is an integral part of the life of the school, from student‐led
conferences to written evaluations of their progress and ways to improve, leading
to individual goals and addressing individual needs and interests. Students have
regular opportunities for collaborative learning, with positive interactions
underpinned by supportive relationships. Teachers are almost always attentive
and committed to their students' needs. Gifted and talented students are
identified, and receive additional challenges. The many students who are learning
English an additional language are supported effectively. Teaching assistants in
the primary section are used well to work with groups of students to support the
learning process. They often provide extra help to those who need it, both within
and outside classrooms. Because of the individualised approach, more teaching
assistants in upper primary grades would help to support relatively large classes.
Teachers benefit from high‐quality professional development opportunities
throughout the school, which reflect its commitment to implementing the IB
programmes successfully.
The three IB programmes take a holistic view of learners and so include a broad
range of learning opportunities and requirements. They cover all essential skills,
with an emphasis on developing higher‐order elements, applying learning and
developing students as learners. The resulting broad and balanced curriculum has
clear progression in all subjects within each programme. In addition to core
subjects, students enjoy high‐quality provision in PE, art, music and ICT. A
significant amount of the curriculum has been developed internally, especially
within the PYP and the MYP. This places high demands on the school but provides
flexibility to address local circumstances and students’ individual needs. Many
links are made between subjects, with primary students investigating units of
inquiry that span several subjects, planned Areas of Interaction and
Interdisciplinary Units in the MYP, and Theory of Knowledge (TOK) in the DP.
Overall the curriculum in the school compares favourably with other IB schools
and is in line with the highest international expectations.
The DP is very challenging. It requires success in six different subject areas, a
4000‐word extended essay, study of the Theory of Knowledge, and regular
participation in creative arts, physical activity or expeditions, and community
service as part of the ‘creativity, action, service’ (CAS) programme. Less academic
students may study some diploma courses, rather than completing the full
diploma, but success with diploma courses is not yet fully recognised in the UAE.
The school is seeking to have its own school diploma recognised through
7.
Page 7 of 9
accreditation with New England Association of Schools and Colleges, to provide a
more flexible qualification to support those for whom the full IB diploma is too
great a challenge.
Broad extra‐curricular programmes include a wide variety of options facilitated by
school staff and external provider in sport, art and music. Sporting options
emphasise participation, and provide relatively few opportunities for students to
take part in competitive teams. There are successful transition arrangements for
passing on information about students and preparing students to move to new
sections of the school. The curriculum is not fully aligned yet. There are
discontinuities in learning in some subjects, and work is ongoing to ensure that
MYP students are fully prepared for all aspects of the DP.
All students are well cared for. Pastoral care is responsive to students’ needs and
underpinned by caring and supportive student‐teacher relationships. Class
teachers, guidance staff and the nurse are available and approachable. The school
monitors students at risk of underachieving academically, emotionally and
socially. These students are observed in class, meet with counsellors, and are
provided with ongoing support that involves target‐setting and curricular
modifications where appropriate. The support for students with special
educational needs will need to continue to develop systematically as the school
grows.
RIS provides students with good advice in selecting diploma course options, and
with university admissions. The use of assemblies is underdeveloped throughout
the school, partly because it lacks a sufficiently large indoor area for whole
sections of the school to meet in. Parents are involved in other ways, such as
through end‐of‐unit celebrations. Following a recent student survey indicating a
few instances of bullying, the school has introduced an anti‐bullying course for
grade 5. Teachers reinforce positive attitudes, tolerance and respect, as per the IB
Learner Profile attributes. Staff monitor most elements of students’ health and
well‐being, but measures to address obesity and reduce exposure to sun are not
yet sufficiently well developed. As the school continues to grow, clinic staffing
should also be reviewed.
The spacious, high‐quality buildings provide a stimulating environment that is
conducive to active learning, particularly in the primary school. High‐quality
artwork by students is displayed around the school to good effect. The campus
includes a range of sporting facilities, two libraries, science laboratories, a clinic,
and specialist areas for art and music. There are prayer rooms for girls and boys.
All area areas are safe and well maintained. Shaded areas and indoor areas are
available to students during recess. Additional shading would be beneficial,
8.
Page 8 of 9
particularly to protect students and staff who walk regularly between buildings in
the campus, and in the sports areas.
The curriculum is well resourced, and the primary classrooms in particular are
highly stimulating learning environments. Staff are well qualified, and have
received the appropriate professional development to run IB programmes. A
good number of specialist staff provide a high overall teacher‐student ratio,
although there are 25 students in most classes, which is relatively high for a
premium school. The level of ICT provision is adequate but variable throughout
the school. It is very good in some areas, but underdeveloped to support learning
in some secondary subjects. The primary and secondary libraries are both
spacious and well stocked, and librarians have the flexibility to support research
work in classes.
Leadership is given a clear strategic direction by Taaleem and its educational
officers, who know the school well and provide support in their areas of
expertise. An advisory board composed of parents, Taaleem executives and a
teacher representative has recently been formed to support this work. Senior
leaders maintain an accurate understanding of the school’s strengths and
weaknesses through regular surveys of staff, parents and students, and though
classroom visits. They have worked effectively to develop the school to its
currently high level, and an approach in which teachers collaborate to continually
improve learning. This is a strong feature of their approach to the curriculum.
Leaders have many plans to improve the school, including developing middle
management in the secondary school. This will be crucial in ensuring that learning
is consistently good or better across the secondary section. Other plans for the
future include developing the performing arts, supported by an additional
building, addressing weaknesses in secondary mathematics teaching, and gaining
accreditation by the Council of International Schools (CIS) and New England
Association of Schools and Colleges (NEASC). These appropriate measures should
support the school in continuing to develop in quality as it grows in size.
The school fees fall within the premium price range. Students receive a good
education, with a high level of personal care, and generally make good academic
progress. Raha International School therefore provides appropriate value for
money.
9.
Page 9 of 9
What the school should do to improve further:
1. Ensure that teaching and learning are of a consistently high quality,
particularly in the secondary school, so that all lesson have the pace,
energy and sense of challenge seen in the best lessons.
2. Improve the quality of transitional planning as students move through the
different IB programmes, to ensure greater continuity in learning.
3. Provide additional shade, guidance and supervision, to ensure students
and staff are not overly exposed to the sun.
4. Further develop students’ understanding and appreciation of UAE culture
and heritage.