The Junction

Friday 28 April 2023

A Note From Mr Brown

The Future of Assessment In Schools

This week we are looking ahead to this summer’s GCSE and A-Levels and what technological advances may mean for future years.

Ofqual (the exams regulation body) announced last month that this summer's exam grades will return to the pre-pandemic levels of 2019. Dr. Jo Saxton met with the Department for Education and stated that headline and national results,

“are going to be lower and I think there’s there’s no getting away from that, but that doesn’t mean that performance has dipped or anything has gone wrong in your school or college. It doesn’t mean something’s gone wrong with marking; it’s part of our national move back towards pre-pandemic normality.”

“Our approach to grading in 2023 will provide a soft landing for students as we continue the process of taking the exam system back to normal.”

There also appeared to be a slowdown in the push for digital assessments at GCSE and A-Level to replace traditional paper and pen examinations. Any moves will only happen in a way that does not disadvantage students with limited access to technology.

In Dubai, all National Agenda testing is already taking place in schools digitally. Students will be familiar with CAT4, Progress Tests, NGRTs, PISA, and TIMSS assessments. Students at JAS have a high level of exposure to digital assessments with teachers planning to ensure that students are able to access the different questions styles of digital formats.

The major external assessments, GCSE and A-Level are still predominantly completed on paper. At JAS we continue to provide students with a blend of traditional written papers and newer digital assessments. Completing mock and practice exams on paper helps students become familiar with the format and structure of the test, which can improve their overall performance on test day.

Any push towards digital assessments may have also been delayed by the explosion of the use of Artificial Intelligence in education. Exam boards and regulatory bodies are becoming more and more concerned with the potential of AI being used to improve student coursework in an unfair manner. Already there are suggestions for reform, with calls for coursework to be completed in controlled conditions to prevent the use of AI to support work. Some further education institutions have taken the radical approach of encouraging the use of AI in coursework, with tutors marking essays knowing that the work has been supported by the input of AI engines.

The trend in GCSE assessment in the last decade has been towards reducing the amount of coursework and increasing the proportion of exams. One reason for this shift is the concern that coursework can be subject to plagiarism, which undermines the integrity of the assessment process. Additionally, coursework can be difficult to standardise across different schools and exam boards. AI will only accelerate this trend with increasing concerns that detection software will not always catch the use of AI in coursework and encourage students to partake in acts of academic malpractice.

Modular exams were very common at GCSE and A-Level in the early 2000s and could return to replace coursework or controlled assessment. They involve dividing the course content into smaller chunks or modules, with each module being assessed separately through an exam. This approach can provide a more focused assessment of a student's knowledge and skills and can be more easily standardised across different schools and exam boards. Currently, at JAS we are trialing this with our International A-Level in Geography and will consider opening in other subjects from next year.

Education has reached a tipping point with artificial intelligence, much like the effect of performance-enhancing drugs in athletics in the 1970s and 1980s. At this crossroads, examination boards will have to embrace the technology or find a way to regulate and monitor its use to make sure that no student is disadvantaged by others using it. As a school, we must continue to prepare our students for a range and variety of assessments in preparation for this evolving field and continue to monitor the changes in examination and assessment methods that we will undoubtedly see over the next few years.

An update on Loki

Loki joined Jebel Ali School as the reading and anxiety dog last September. Students from the Primary and Secondary school have been taking part in reading sessions with Loki this year and he has been a very popular member of staff with students, teachers, and parents. Loki has loved coming into JAS and all of the attention and love he has received from you all. Every day he would get excited as we entered the JAS car park, realising where he was and what he would be doing that day.

On Sunday, Loki developed a limp in his back left leg, which quickly developed into a serious condition with his back legs where he could not walk. The vets identified that Loki had a degenerative condition causing a disc in his back to rupture and needed immediate surgery. The surgery went well and Loki is currently recovering at DKC in Motor City. He faces a long recovery and rehabilitation process now, but we hope at some point he can come back to join us at JAS. Thank you to everyone who has sent him their well wishes, it is very much appreciated.

Mr. Brown

Deputy Headteacher of Secondary

A note for your diary: Coronation Celebration

Next week on Friday 5 May we will be holding our Coronation celebration ahead of the official coronation of King Charles III on 6 May. Students in secondary are invited to come to school dressed in the colours of the Union Jack/Flag of Great Britain (red, white and blue). Tuck shop will also be offering a special Coronation-themed menu on this day.

Week in Review

Our Year 7’s are studying the play ‘Ernie’s Incredible Illuncinations’ written by Alan Ayckbourne this term. The play follows the story of a young boy named Ernie who experiences vivid daydream that come to life and cause all types of problems. This week the students had some fun created their own ‘illuncinations’..

The Arrival is a wordless, graphic novel by Shaun Tann. The lovingly laid out and masterfully rendered tale about the immigrant experience is a documentary magically told and serves as a wonderful stimulus for our Year 8 Devising Project this term. Each week the students are using images from the story to create a physical re-telling in a stylised and abstract style.

The work we have seen so far has been stunning! Take a peek below.

YEAR 8.MOV

Business

The Year 12 students have been busy learning about the impact of legislation on business. The students worked in teams to research memorable real-life examples of businesses breaking consumer or employee legislation. They considered the examples and evaluated the benefits and costs of following these laws to a business. They then presented their findings to their peers in a professional business pitch. It was great to see the students finding examples they will easily remember in the future, for businesses they are interested in from Tesla to Subway.

Science

7LMC are studying the Circulatory System in Science. The students have been learning about the flow of blood into and out of the heart. During the dissection of a heart, the students were able to see the aorta, heart valves and the different chambers of the heart and how they do their job in pumping blood around the body.

Moral and Social Studies

Over the last few weeks, 10BTH has been researching how to preserve the UAE culture and heritage.

In small groups, they have researched some of the different heritage locations and events that promote, educate and preserve the UAE culture. Each group then presented their findings to the rest of the class.

Psychology

Year 12 A Level Psychology

Attachment: Egg Babies

The Year 12 A Level Psychology students became proud egg parents recently when they were gifted delicate egg babies to look after for 10 days. They gave them names and personalities as well as dressed them up and fashioned cribs in order to protect and transport them. The students have been taking photographs of the activities they have done together as they form an attachment with their egg babies.

This marked the start of our Attachment Psychology unit which explores a range of concepts such as why we need to be emotionally attached to our primary caregivers, how the attachments develop, the different styles of attachment, and the research behind it all, including studies that look at animal behaviour and the effects of a lack of attachment to a primary caregiver. As the students further their understanding of attachment, they are filling in booklets that require them to apply their new knowledge to their egg babies. This is designed to help them with the application of knowledge learning objectives in A Level.

At the end of the unit, as a method of revision, the students will be required to deliver a presentation to the class about their egg parent journey, applying the concepts to their own experiences. Look out for the article at the end of the term and find out who is the winner of the coveted “Egg Parent of the Year” award.

Year 12 Skills Programme - First Aid

On Thursday the first First Aid session for 12 LSJ was hosted by Vic Moore from Empire Sports Academy.

The students assessed “casualties” for any further dangers, possible injuries and breathing difficulties.

Living in the Online World

Helpful Hints

Healthy diet for Exam Success

Remember you are what you eat and the run-up to exam time is certainly not the time to be skipping meals or eating junk food. You need to be the best version of yourself for your exams.

Did you know?

Certain types of food can increase alertness, enhance memory retention and increase energy levels. Here are some foods that you should start eating during your exam preparation.

Berries (blueberries, strawberries, blackberries) and citrus fruits are high in flavonoid compounds called anthocyanins that may enhance brain performance, boost mental performance and improve overall brain function.
Dark chocolate and cocoa products have the highest flavonoid content by weight of any other food and so may favourably affect brain health in a positive way. Cocoa intake may help reduce mental fatigue, improve blood flow to the brain and boost memory and reaction time on mental tasks.
Nuts are packed with nutrients that are essential for brain health including Vitamin E and zinc. They are an excellent snack when revising. Nuts are a concentrated source of healthy fat, protein and fibre and can help keep you fueled during study sessions.
Whole eggs (including the yolk) contain a variety of nutrients and are rich in vitamin B12, choline and selenium which are necessary for brain function and memory performance.
Avocados can be enjoyed in many different ways and so are an easy snack to make. Crush them on toast with an egg, simply eat them with a sprinkle of salt or throw them into a berry smoothie. Avocados may help boost your brain function.
Fish contain Omega-3s which are essential fats that play an important role in brain health. Many studies have shown that eating fish enhances brain function and mental performance.
Beetroot is rich in nitrates which your body converts to nitric oxide which plays an important role in your health, improving nerve cell communication, blood flow and brain function. Have a go at making fruit juice and adding beetroot juice to it, roast beetroot in a salad or add it to a cake recipe. Delicious!
Red, green and orange vegetables, including peppers, carrots, and broccoli are all associated with better brain function and all benefit mental performance. Make a rainbow fruit salad, smoothie or juice. Increasing your intake of carotenoid-rich red, green, and orange vegetables can help improve your overall nutrient intake and may help boost your brain health.

So what small changes can you make to your diet when you are revising?

Stay hydrated

Keep a water bottle with you at all times and aim to drink at least 2 litres of water a day.

Dehydration can cause fatigue, forgetfulness and sluggishness.

Limit your sugar intake

Excessive sugar consumption leads to a temporary rush of energy which is quickly followed by crashing blood sugar levels. Choose healthy snacks such as nuts, fresh fruit and veggies with hummus & avocado dips instead to regulate your sugar intake.

Try green tea instead of caffeine

Green tea is a great alternative to high-caffeine options, as it provides antioxidants as well as boosting your concentration.

Making these small changes to your diet will have a positive impact on your overall health throughout the exam period and hopefully, if you can, continue with these changes for the rest of your life. Remember you belong to an incredibly supportive Jebel Ali community, who believe that together we can become the best version of ourselves.

Selina Ellacott
Secondary Inclusion Teacher

Article of Interest

World Autism Month

World Autism Month begins with the United Nations-sanctioned World Autism Awareness Day on April 2. Throughout the month, we focus on coming together in unity and collaboration by fostering worldwide support, sharing stories and connecting to create a more inclusive world. This year, we are committed to standing together to make a world of difference where all people with autism can reach their full potential. Below you will find some more information about Autism to help you understand and appreciate our neurological differences.

Key points

● Children with ASD often have difficulty with social interaction.

● Children with ASD may have an unusual interest in objects.

● Children with ASD often have difficulty with changes in routine.

● Children with ASD may have great ability in one area and great difficulty in another.

● Children with ASD may have unusually strong reactions to one or more of their five senses.

● Children with ASD may do the same thing over and over again, or talk constantly about specific things that interest them.

● Children with ASD may have unusually intense and prolonged emotional reactions.

While every child with ASD is unique, common characteristics include effects on the five senses, social interactions, and emotional expression.

These are some of the characteristics of ASD:

● problems with social interaction with others. This may include problems talking back and forth, working, or playing with others.

● unusual interest in objects

● need for sameness

● great variation in abilities

● under or overreaction to one or more of the five senses: sight, touch, taste, smell, or hearing

● repeated actions or body movements

● unusual emotional reactions and expressions

Children with ASD usually have difficulty with social interaction. Some parents have said that before their child’s diagnosis of ASD, they thought their child was just very shy.

Children with ASD may have an unusual interest in objects. They may play with toys in different or unusual ways. For example, they may be able to tell you everything you need to know about car engines. Or they may be able to sit for hours spinning the wheels on a toy vehicle.

Children with ASD often have a need for sameness. They may have difficulty with changes in routines, clothes, food, caregivers, and other parts of their environment.

Children with ASD may have great ability in one area and great difficulty in another. But not all children with ASD have the same abilities. For example:

● A child with ASD may have difficulty holding a pencil but have a strong memory for the words of songs or movies. On the other hand, they could be fabulous artists or have perfect pitch.

● A child may have difficulty knowing how to play a game with a peer but may have a very good understanding of how computers work.

● A child who does not speak may be able to build complex structures out of Lego.

Children with ASD may also have unusually strong reactions to one or more of their five senses. For example, some children with ASD may react to bright sunlight. Others are excessively bothered by tags on their clothing or by loud noises. Many children may be bothered by these things, but children with ASD often have a stronger reaction to them.

Children with ASD often have difficulty with the colour, smell, or texture of certain foods. This may limit what they will eat to only a few foods.

Children with ASD may also do the same thing over and over again. For example, they may repeatedly flap their hands, jump, or walk on tiptoes. This is common. It is something that many parents talk about when they describe their children. Your child may be doing these things to help calm themself during stressful situations or to help occupy or entertain themself.

Children with ASD may also have unusually intense and prolonged emotional reactions. For example, they may get very angry when asked to stop playing and get ready for lunch. These emotions do not match the situation they find themselves in. These reactions may occur as a result of anxiety they feel when making changes in routine.

Children with ASD may talk constantly about specific things that interest them and be unaware that other people might not have the same level of interest.

Tuck Shop Cafe

Student of the Month

Student Focus/Highlight

On Thursday this week, Isabella Beatton from Year 11 delivered an incredible presentation to the Year 10 and 11 students about Autistic Spectrum Disorder (ASD). Bella was supported in preparing by Year 10 student Lauren Vass. As a person of Autism herself, Bella was extremely brave to stand in front of her peers and speak about her journey and her experiences. She also provided advice to help students develop and understand people with ASD. She spoke with clarity, purpose and honesty.

The assembly finished with this award -winning poem written by Ava Gallagher, a 12 year old student from the UK who has ASD. We hope you enjoy reading it.

“ASD in Me” Ava Gallagher, Aged 12

“Take a seat and sit with me

I want to talk about ASD

If you don't mind I'd like to explain

A little thing called autism and how it affects my brain

It can make me anxious, angry and afraid

But this stays in my head, on my face it's not displayed

I may seem heartless and question your meanings

But it takes me a little longer to process the feelings

Take a seat and sit with me I want to show you ASD

A girl sitting quietly is all you see

But inside my mind I am far from free

My thoughts collide, my senses take over

I become overwhelmed by the smallest sound

Clicking pens, ticking clocks

That boy's chair and the way it rocks

All different smells attacking me

The perfumes, the coffee, the teacher's tea

Take a seat and sit with me

But not too close, I have ASD

I try to be social, I try to fit in

I come across rude, I can never win

I am very literal and straight to the point

If you want the truth I won't disappoint

When my brain is overloaded I sometimes lash out

My control fades, I scream and shout

I get confused and it all spills out

Intense emotions all trapped inside

Finally have nowhere to hide

Take a seat and sit with me I want to tell you about ASD

Please understand I am not to blame I've just got an atypical brain

But it's not all doom and gloom

I'm often the sportiest girl in the room

I'm quirky, unique, kind and caring

I'm loyal, protective and always sharing

I'm obsessed with frogs and all things green

I'm the youngest trendsetter you've ever seen

Take a seat and sit with me

I am Ava, I am me

I'm not just my label of ASD.”

Staff Profile

Joanne Yates - Head of Year 9 and Teacher of Mathematics

Ms Yates was a former English College student, who graduated from Birmingham University with a Mathematics and Psychology degree. Ms. Yates was an Assistant Head of House and Maths teacher for four years at Lymm High School.

Ms. Yates moved back to Dubai in 2012, where she worked for five years at Wellington International School as a Head of Year, for two years at Deira International School as Head of Maths, and came to Jebel Ali as Head of Year 7 and Mathematics teacher.

The JAS value that holds the most importance is;

Kindness, I am a great believer in treating others how you would like to be treated. I believe kindness creates a positive and supportive environment that encourages resilience and excellence and therefore is the best foundation for all our values.

Ms. Yates is a keen netballer and is currently playing for two different teams.

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