Embedded Files
Domain D
Teaching and Assessing for Learning
Standard D1 (Core). Teaching is closely aligned with the school's definition of high quality learning and teaching (HQLT) which enables all students to be engaged and challenged, to gain access to the curriculum and to have success in the learning.
MET
D1_SPED List of students requiring learning support.pdfThe Learning and Support unit on Special Needs tracks students with diverse needs, including those with learning difficulties and language needs, and very able students. An example of student support plan shows how teaching aligns with the school's High-Quality Learning and Teaching (HQLT) standards, ensuring all students are engaged, challenged, and able to access the curriculum. Plans include strategies like assistive technologies, differentiated instruction, and extra time for students with learning difficulties, while enrichment opportunities are provided for very able students to extend their learning. D1
D1_IB MYP OBSERVATION REPORT_redacted.pdfNew teachers have three announced observations to support them and one unannounced to evaluate their progress. They also engage in peer observations to learn from their peers. The PLT recently reviewed the Lesson Observation Form in light of the school guiding statements, CIS, BQA, and IB ATL. The outcome is the New LOF which was presented to the teachers who found it clear and doable. After exams, teacher analyzed the results and identified the learning needs for action plans. Teachers are appraised towards the end of the school year. D1
Standard D2 (Core). There are effective policies and procedures in place to identify the varied needs, and overall well-being of students, both at admission and while enrolled, to ensure that all students may benefit from the school's programmes.
MET
D2_APG IB MYP ADMISSION POLICY -.pdfThe school has clear and effective admission policy and procedures which are communicated to the parents through letters with subject registration and timetable to ensure that students are well guided and supported for smooth transition to the program. While they are enrolled in the program, we administer the wellbeing check to collect data on how they feel while they are in school and identify those who need immediate attention on wellbeing. Teachers also analyze the exam results to flag concerns related to learning. D2
Standard D3 (Core). Teaching draws on a range of appropriate cultural and authentic contexts to provide meaning and purpose for the students in their development as global citizens.
MET
C3, D3_GCED INNOVATIVE SCHOOL CODE.pdfOur partnership with the Global Citizenship Education Foundation, in partnership with MGIP and UNESCO, shows our commitment to providing quality opportunities for our students. The GCED Innovative School Code expresses this commitment and the principles we hold as we develop global citizens. Our Global Citizenship Initiatives (GCI) shows a range of our unique ways of deepening our "local root" and expanding our "global reach". Our APGMUN pioneered partnerships with private institutions and government parliament where we can hold our events, with real cultural significance. Student leaders selected the theme and issues they see relevant to them. We also pioneered the inclusion of the Arabic Council in the event. Our course syllabus states that one approach to teaching is that which is developed in local and global context (ATL). D3
Domain D Summary - MYP
What are we doing well?
Our teaching is guided by our clear definition of HQLT.
Teachers and the leadership team have consensus on what HQLT is and how it can be assessed, which is through the collaboratively developed Lesson Observation Form.
We have a comprehensive appraisal system for teachers.
We transition students smoothly into the DP, with an effective support system and wellbeing program.
We have a robust global citizenship program in place to prepare students to be worldready.
What recent improvements have taken place in this domain?
We amended the LOF.
We used Cambridge Wellbeing Check to identify issues related to students' wellbeing.
We partnered with GCED Foundation, MGIP, and UNESCO to enrich our global citizenship program.
What are our plans for further development?
Conduct student evaluation on the quality of teaching and learning.
Design a systematic student (stakeholder) evaluation of our teaching and global citizenship program.
Do action research on wellbeing and global citizenship programs.
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