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Early Childhood
The documented curriculum is broad, balanced and sequenced in a way to promote students' access and progression, and is guided by the mission of the school and the needs of the enrolled students.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
The school follows curriculum requirements from the Kindergarten Directorate of Bahrain, while adapting to the needs of the school community grounded in the school's guiding statements. Recent efforts to review, plan, and implement changes in the early literacy program, for example, are well evidenced. The KG principal and coordinator meet regularly with teachers to support collaboration in the review and planning of the curriculum. The pedagogical leadership team (PLT), including the KG principal and head of school, oversee school-wide curriculum planning. However, there is little evidence of vertical alignment between the early childhood and primary sections of the school beyond annual assessment of incoming primary students for placement purposes.
Commendations
Domain C Standard 1 - The KG principal and teachers for creating a collaborative environment for curriculum planning to better improve the educational experiences and outcomes of students.
Recommendations
Domain C Standard 1 – The pedagogical leadership team explore ways to further articulate the curriculum vertically between early childhood and primary to support effective preparation and transition of students as they move between programs.
The scope and sequence of the curriculum is thoroughly documented and articulated horizontally and vertically.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
The KG curriculum is fully articulated and aligned with the requirements of the Kindergarten Directorate. Following a recent change in the literacy program, the school is now in the implementation stage with ongoing evaluation and review. Teachers engage in ongoing professional development and bring ideas to discuss and share with colleagues and the PLT both informally and in weekly and monthly meetings. The KG section sends weekly surveys to parents to seek their feedback about areas of further need and replies promptly to concerns raised. Evidence supports the school's commitment to an ongoing and collaborative cycle of curriculum review.
Commendations: None at this time.
Recommendations: None at this time.
The curriculum promotes the development of global citizenship and intercultural learning.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
The pedagogical leadership team and KG teachers have actively sought ways to integrate global citizenship in student learning in meaningful, age-appropriate ways. Teachers spoke of building upon the idea of citizenship in general, while expanding student awareness of the global community through story-telling and international celebrations. This effort is evidenced in curriculum documentation and class observations.
Commendations: None at this time.
Recommendations: None at this time.
The curriculum promotes the development of digital citizenship.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
The school has defined digital citizenship in line with its guiding statements, and the PLT demonstrates a desire to implement digital citizenship learning across all age groups. In the
KG section, age-appropriate efforts have been made to teach children about using technology in appropriate and healthy ways, drawing upon the resources of Common Sense Media. KG teachers regularly use Google Classroom to communicate with and share extended learning activities with parents to support their children at home.
Commendations : None at this time.
Recommendations: None at this time.
The curriculum offers challenge, supports the students' academic, social, physical and emotional needs and fosters the development of skills, attributes and abilities relevant to their development.
Self Ratings: Met
Evaluator Ratings: Exceeded
Evaluator Response
Class observations confirm that KG lessons are highly organized with established routines, and students appear comfortable and engaged. Teachers make use of large group circle time, learning corners with differentiated activities, and active play. Teachers regularly implement child-centered learning strategies with attentiveness to students' character and moral development in accordance with the school's guiding statements. Teachers, co-teachers, and the KG caretaker provide individualized attention to students' academic, social, emotional, and physical needs and regularly communicate with parents about their child's progress.
The community survey revealed strong satisfaction among KG teachers with the appropriateness of the school's curriculum, with 100% rating that they agree or strongly agree that the curriculum provides for the needs of the students. In interviews teachers expressed great care and responsibility for students and a desire to continue learning and implementing child-centered practices which they believe best meets the needs of students.
Students are able to describe their learning in age-appropriate ways, and parents express appreciation for clear communication and extension activities provided by the school on a weekly basis.
The evidence suggests an improved rating from that indicated by the school.
Commendations
Domain C Standard 5 (Major) – KG teachers for enthusiastically and vigilantly attending to each child's social, emotional, and academic development to ensure that all students' individual needs are met.
Recommendations: None at this time.
The curriculum is reviewed and evaluated on a systematic and planned basis with the outcomes of such review providing a means of developing the curriculum in line with the students' changing needs.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
Conversations with teachers confirm that the KG principal and PLT support and encourage their ongoing professional development through both internal and external sources, such as among colleagues, the local university, and the Ministry of Education. Teachers spoke highly of new child-centered learning approaches and improvements in the literacy curriculum, and parents are highly satisfied. Documentation and observation support that teachers consistently implement and monitor curriculum innovations through ongoing training and assessment. There is regular sharing and collaboration both among colleagues and with the PLT.
Commendations
Domain C Standard 6 (Major) - The KG principal and pedagogical leadership team for encouraging and supporting professional development opportunities for teachers to explore and implement new teaching strategies which support student learning and development.
Recommendations: None at this time.
The school offers a breadth of programmes and activities to complement the formal curriculum in supporting the school's Guiding Statements.
Self Ratings: Met
Evaluator Ratings: Met
Evaluator Response
KG students have opportunities to develop skills through a variety of activities, both during class time in learning corners and through co-curricular programs such as the dramatic play area, arts and crafts, and educational events. Teachers find the learning resource room to be sufficiently stocked. Guest speakers are regularly invited to engage with students on topics such as health and dental care, and field trips are arranged for children to explore the community such as the local garden or zoo. Teachers articulate a strong understanding of student learning styles, and their efforts to individualize learning for each student is evident.
Parents speak highly of the appropriateness of the program and their comfort with the individual attention their children receive.
Commendations: None at this time.
Recommendations: None at this time.
As a result of the self-evaluation, the school identifies the actions necessary to strengthen this aspect of school life. The Self-Study should be action-orientated, with evidence-based evaluation leading to informed planning and proposed actions, in line with the school's Guiding Statements
Self Ratings: No Rating
Evaluator Ratings: No Rating
Evaluator Response
The APG Kindergarten section has a child-centered, clearly-articulated curriculum which provides a strong foundation for developing students' academic skills and character attributes for future success. The KG principal successfully leads a team of enthusiastic, caring professionals who create a warm, engaging, and safe learning environment for young children.
At the center of the KG curriculum is a commitment towards developing the whole child, with particular attention to character and school-readiness skills in line with the school's guiding statements. A clean, safe, and well-resourced learning environment provides opportunities for students to engage in creative play and learning activities which are accessible to students with various learning styles. The KG schedules align with Kindergarten Directorate requirements, with adaptation to meet the school's needs, providing balanced time for literacy in Arabic and English, numeracy, discovery skills, social development, creative play, and physical activity. The pedagogical leadership team and teachers are committed to integrating digital literacy and global citizenship awareness in age-appropriate ways.
The KG section particularly excels in providing varied internal and external professional development opportunities for staff to learn and implement child-centered strategies, and clear, prompt, and open communication with parents.
Commendations
Please refer to commendations under individual standards for this domain.
Recommendations
Please refer to commendations under individual standards for this domain.
The school uses the Essential Questions and Guided Development Questions to inform its investigation and support the gathering of evidence and self-evaluation against the Standards in the Domain.
Self Ratings: No Rating
Evaluator Ratings: No Rating
Evaluator Response: none
Commendations: none
Recommendations: none