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
UOI - After implementing the Unit of Inquiry (UOI), which has a duration of 5 weeks, teachers of each grade level reflect on their delivery of the UOI to ensure HQLT. The example evidence shows the plan and reflection of Grade 1 teachers on their implementation of the UOI on the transdisciplinary theme, How We Organize Ourselves. D1
Reflections of Grade 4 & 5 students in Social Studies. Students evaluate the quality of teaching and learning through their responses to two questions after their summative assessments on the UOI on How the World Works. The two questions asked are: What Went Well? and Even Better If..... The sample evidence shows the responses of Grade 4 and 5 students to the two questions. In addition, in some cases, teachers get feedback from students through a sticky notes which they post on the class bulletin boards. These feedbacks from students will still be incorporated in teachers' Collabarative Planning and Reflection to continuously improve the quality of teaching and learning. D1
Example of accommodations from Learning Support Unit (LSU). Students with individual learning needs are catered to in accordance with the accommodation plan from the LSU. These learning needs include learning delays, ADD, ADHD, and Dyslexia. Very able students are provided opportunities to participate in various activities in and outside the school to enhance their talents and gifts. 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
The admission policy and procedures are in place. Specific policies and procedures to address the diverse needs and overall well-being of students are also established During admission, parents with children who have been officially diagnosed with special needs submit the supporting documents to the LSU who will then inform the teachers concerned about the students' special needs. Admission forms and requirements provide spaces where special learning needs are indicated. During enrollment, teachers fill in the referral forms from LSU to further identify students with special needs. The referral process states the LSU recommends to parents to submit their sons or daughters for official diagnosis in accordance with the Ministry of Education's procedures for identification of special needs. Parents have a choice not to proceed with the diagnosis. In any case, accommodations are afforded to the referred students. LSU gathers data from teachers through a Google Form (evidence 4) asking teachers about the progress of students who have special needs. 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
The school states its ways of teaching global citizenship and intercultural learning through its GCED Innovative School Code. In lessons for example, lessons in Social Studies subject cover learning about global citizenship and intercultural learning. Grade 4 students inquire into the environmental impact of waste management and explore the waste reduction strategies such as recycling and composting. In addition, students participate in events that promote global citizenship and intercultural learning including UN Day, Bahrain National Day, World Teachers' Day. Finally, survey results show that teachers find the school's statements on global citizenship and intercultural learning important and relevant. D3
DOMAIN SUMMARY
What are we doing well?
We are improving the implementation of quality learning and teaching through the delivery of the PYP unit of inquiry.
Lessons that focus on inquiry into the transdisciplinary themes such as How the World Works promote global citizenship and intercultural learning.
Teachers have more opportunities for collaborative planning and reflection to ensure the quality of teaching and learning.
What recent improvement have taken place in this domain?
The designing of programme of inquiry and the unit of inquiry.
The use of criteria in assessment.
Adoption of the Global Citizenship Education Innovative School Code for our global citizenship and intercultural learning program.
What are our plans for future development?
(Create a system of collecting data from students) Conduct surveys with students to get feedback about quality of teaching and learning.
Administer the Cambridge Wellbeing Check from G3-5 to be used to flag concerns related to students' wellbeing.
Review the assessment policies and procedures to ensure alignment the IB PYP criterion-based assessment.