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HIGH/UPPER SCHOOL
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
APG School refines and articulates the curriculum with the students' needs in mind. This is the case of the restructuring of the middle school curriculum to align with the IGCSE program. The middle school curriculum provides the Cambridge Lower Secondary program for grades 7-8. This was designed to support students entering into IGCSE. The evidence show staff and the pedagogical leadership team (PLT) work closely together in aligning the programs across the school from design to implementation. Staff work collaboratively with the IGCSE and IB Diploma Programme to ensure students have the correct skills required to be successful in the programs.
APG implements IGCSE for grades 9-10 and IB Diploma Programme in grades 11-12. The curriculum is articulated, balanced, broad, and sequenced through adequate alignment between the programs. The program coordinators are responsible for overseeing the implementation of the curriculum and ensuring school guiding statements are embedded in learning and teaching properly. Teachers ensure smooth transition for students via constant communication and revision of the curriculum depending on students' needs.
Commendations
Domain C Standard 1 - The PLT for their commitment to developing the school curriculum in light of students' needs.
Recommendations : None at this time.
The scope and sequence of the curriculum is thoroughly documented and articulated horizontally and vertically.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
APG School has articulated the curriculum fully from middle to high school to cater for the needs of the students'. Staff undergo the relevant training for each program: the Cambridge Lower Secondary, IGCSE and IBDP. The PLT coordinates the implementation of curriculum and encourages staff collaboration to identify gaps and bridge the skills needed to move students successfully from Cambridge Lower Secondary to the IB Diploma. Staff have both vertical and horizontal meetings where they collaborate on data to further inform teaching and learning to support students. There is clear evidence that APG School has articulated the curriculum in alignment with Bahrain Education & Training Quality Authority (BQA) and CIS standards which can be seen in the school's strategic plan. Staff have both continuous professional development training with Cambridge and the IB and in-house training to support teaching and learning in these programs. Introductory training is also provided for new staff to ensure they are equipped to teach the different programs and are assigned an experienced teacher as a mentor to support them in their development at the school.
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 school is committed to promoting global citizenship and intercultural learning through the written curriculum. A team of coordinators created the definition of international and intercultural and global citizenship through the written curriculum from grades 1-12. This was evident in the curriculum documentation which is in alignment with the UNESCO's global citizenship framework that APG has partnered with.
In the conversations with the students, they mentioned intercultural day, international food day, and other activities. High school students can demonstrate their understanding of global citizenship via the CAS program, MUN, lessons, and school cultural events.
APG School have also introduced the International Global Citizenship Award (IGCA) and is a registered center for Bahrain. 110 students were enrolled, but due to the pandemic APG has not been able to conduct the final assessment to award Bronze level. However APG School have plans to restart this.
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
APG School has defined digital citizenship and shows strong commitment to empowering students with digital literacy, fluency, and responsibility. The school provides a lot of digital platforms for students and parents to access the curriculum and learning materials. The adequate training in online safety and constant reminders and precautions have been mentioned by students and proved to be in place. The school IT specialists make sure the arrangements are settled to provide data protection throughout the systems.
The team which has been working on the digital citizenship definition will continue their work on reconstructing it in an age-appropriate way for each school division and share it with the school community.
In light of the global pandemic APG School took steps to use more digital platforms like ADL which has been communicated amongst all stakeholders on how to use it. Teachers have been using other interactive online apps like Kahoot to engage learners. During lesson observations across grades 7-8 the use of technology was not seen, other than teachers using the smart boards to project. Grades 9-12 students were using their own laptops in classrooms.
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 : Met
Evaluator Response
From the interviews with students and teaching staff it was evident that the school curriculum offers challenge and supports the students' academic, social, and emotional needs.
The written curriculum fosters the development of skills, attributes, and abilities relevant to their development. The IB Diploma Programme reinforces the IB learner profile attributes and development of higher-order thinking skills, which will prepare students for their further studies.
Parents of APG School graduates report that the skills and knowledge learned at school helped them in their university experience.
The evidence provided shows the students are able to participate in their learning and demonstrate knowledge through reflections and presentations. From the lesson observations it was seen that students are fully engaged in the learning process and are active participants of lesson activities.
Students and parents are pleased with the amount of support provided by teaching staff and program coordinators and emphasize its effectiveness.
Commendations :
Domain C Standard 5 - Middle and high school teachers for their commitment in supporting students' academic, social, and emotional needs of the students through written the curriculum.
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
The curriculum is reviewed and evaluated on a systematic basis by program coordinators with teachers' input followed by approval from the PLT. Review of the curriculum is based on the students' changing needs.
The recent restructuring of the middle school curriculum was due to bridging the skills gap to enter IGCSE by offering the Cambridge Lower Secondary curriculum. The PLT and teaching staff across middle and high school regularly review what skills are required to move along the programs and review and evaluate the curriculum to implement the changes. As Cambridge Lower Secondary is new and due to the pandemic, APG School have not yet been able to assess the students externally. Middle school have regular internal exams set out by Cambridge, IBDP results show consistent improvement for the past few years and are shown as above world average, whereas IGCSE external exam results are below world average, but show significant increase each year. Changes to the curriculum are made annually to improve those results.
Commendations: none
Recommendations : none
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
A variety of activities had been offered at middle and high school before COVID-19. Students attended clubs according to their interests. If there is a demand, they can organize their own club under the teacher's supervision. Some students do subject clubs, like math or science, and sports.
High school students are offered more career-related activities, as well as CAS, MUN, life skills clubs, etc. There is also a pre-CAS program for grades 9-10.
Due to the pandemic, the co-curricular activities have not been implemented, therefore the visiting team did not see evidence of the activities.
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 school successfully implements their written curriculum in middle and high school. There is certainly an effective collaboration and communication between the divisions which allows students' learning needs to be met and caters to all students enrolled. The school's use of digital technologies and digital platforms allow students to have a better experience.
Students are exposed to intercultural learning through the written curriculum.
There are areas which both the school and the visiting team identified as areas for improvement: middle school curriculum implementation and continuous improvement of teaching strategies.
Commendations
Please refer to commendations under individual standards for this domain.
Recommendations
Please refer to recommendations 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