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HIGH SCHOOL
Teaching enables all students to gain access to the curriculum and to have the opportunities for success in their learning, relative to their abilities.
Self Ratings : Met
Evaluator Ratings : Not Met/Partially Met
Evaluator Response
During classroom observations of grades 7-12, students were engaged in classes. Teachers' subject knowledge is strong and demonstrates good questioning skills that elicit students' answers and have a willingness to support students' success. All lessons observed have shown mainly teacher-centered approaches, leading from the front with slides on the screen which does not demonstrate teaching strategies to accommodate varied learning styles.
Interviews with middle and high school counselors and teachers suggested that students with special needs challenges are referred to the counselor and an individualized educational plan (IEP) is made. Teachers are informed about students with special needs and how to support them, but no evidence was seen on how teachers use this information to inform their teaching strategies. It was also mentioned counselors provide training to staff on areas such as dyslexia.
In high school in the IBDP, an independent learning style is approached in alignment with the IBDP student learner profile. Students are encouraged to bring their own devices to
support their learning and teachers work collaboratively across subjects and programs to analyze student data and bridge the gap. Teachers offer support such as remedial classes to support students' needs.
HLT provides both external and internal professional development opportunities for all teachers and is an ongoing process to continue the drive for improvement.
Despite the school rating indicated, the evidence suggests that the school does not yet meet the team evaluation stage criteria and should address the recommendation.
Commendations : None at this time.
Recommendations:
Domain D Standard 1 (Major) - The PLT and high school teachers ensure a variety of teaching strategies is implemented in classrooms to demonstrate differentiation.
There are effective procedures in place, supported by policies, to identify the varied needs of students, both at admission and whilst enrolled, to ensure that all students may benefit from the school's programmes.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
APG School provides an inclusive education for all students enrolled and support is provided by the special needs department (SpED) with clear policies in place. Both external and internal trainings were provided for teachers. Teachers have a referral form for any students who need support of a special needs department specialist, which is then assessed by the department. External agencies are also used where required to support the individual student's diagnosis. SpED put an IEP together and make teachers aware; most of the support is done in SpED and teachers are sent details of students' needs and how to support them.
The admissions policy is regularly updated in alignment with IBDP demand. Prior to registration, all students have access to IBDP Year 1, which is reviewed with parents and students. Before entering IBDP, there are orientation sessions with students and parents to discuss career paths and subject suitability.
APG School teachers recognize and refer gifted and talented students and provide support for them to be independent learners especially in high school with IBDP programme using the GATE manual.
Commendations : none
Recommendations : none
Teaching and the assessment of learning are monitored and evaluated in a planned manner in response to students' needs, data from varied assessment of students' learning and reflection upon pedagogy.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
In conversations with teachers from middle and high school, providing one-to-one care and remedial classes dependent on the students' needs is accomplished. During lesson observations, differentiation was not evident and the evaluation team saw no evidence to show that assessment data are used to inform teaching strategies, lesson content and/or assessment tools.
As the middle school has undergone a restructure recently, no assessments have been taken externally and no evidence of internal assessments at this stage but a school-wide assessment policy is in place.
Commendations : None at this time.
Recommendations :
Domain D Standard 3 - The PLT work with high school teachers to effectively use data in the classroom to inform instruction.
Domain D Standard 3 - The PLT work with high school teachers to implement a wide range of differentiation strategies in the classroom to meet the needs of all students.
Students' progress is tracked systematically, using a range of achievement data in order to support the students in maximising their potential.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
The PLT and teachers use various platforms such as SIMS, ADL, and ManageBac to collect data which they use to identify accomplishments and gaps in students' learning to monitor improvement. Through the various platforms, APG School are quick in disseminating students' achievement data, the information is live as soon as its on the system for students and parents. Teachers analyze students' assessments and give regular feedback in a timely fashion.
APG School compares their own Cambridge IGCSE and IBDP results to external examinations and measure against benchmarks to drive improvements in students' achievement. Middle school is yet to take external exams to make such comparison.
Teachers have continuous professional development to analyze data to improve attainment.
Commendations : None at this time.
Recommendations :
Domain D Standard 4 - The PLT consider implementing external exams to inform student assessment to review the Cambridge Lower Secondary curriculum and achievement.
Teaching engages the students in their learning to ensure that planned learning outcomes may be achieved.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
Students in grades 7-12 are engaged in their learning which was evident through lesson observations. Students passionately and confidently spoke about their learning experience at APG School during student interviews. They mentioned on numerous occasions that teachers help support their needs and main examples given were remedial classes where needed. However, from the lesson observations, teaching strategies do not demonstrate engagement through teaching as teaching is teacher centered.
The recent middle school restructure does not demonstrate teaching strategies to engage learners in the classroom. However in high school, evidence shows students enjoy learning independently and with peers, and teachers are able to provide contents to challenge all students.
Commendations : None at this time.
Recommendations :
Domain D Standard 5 - The PLT review teaching strategies in middle and high school to engage learners in the classroom.
The assessment of students' learning and its reporting is based on clear, shared and intelligible criteria that represent the attainment of knowledge, understanding, skills and behaviours.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
Interviews with parents, students and teachers support that communication of student assessment requirements are clear via documentations and orientation days. Students are confident in eliciting their learning experiences and are happy to have conversations with peers and teachers with regards to their learning. No evidence was seen how students connect their engagement in a learning activity and assessment results in middle school, which is more evident in high school due to the emphasis on independent learning skills in IBDP to enhance IB learner profile.
Commendations : None at this time.
Recommendations : None at this time.
Teaching draws on appropriate cultural and authentic contexts to provide meaning to the students in their intercultural development.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
APG School provides intercultural learning both in curricular and co-curricular programs. This has been evident from sample curriculum mapping and various co-curricular programs offered such as CAS, IGCA, and other school events such as international days and international food days.
During interviews with students, they shared specific examples of intercultural learning.
Commendations : None at this time.
Recommendations : None at this time.
A range of high quality media and information technology is used meaningfully to enrich the quality of the students' learning.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
From the schools' IT strategic plan and technology map, it is evident that APG School is driving improvements in technology . All classrooms are equipped with interactive smart boards; however, during lesson observations they were only used as projectors.
Since the pandemic, various online platforms such as ADL, SIMS, Pamoja, Kognity, and ManageBac have been incorporated into teaching, especially in high school, as students are also able to bring their own devices.
Commendations : None at this time.
Recommendations : None at this time.
There are formal processes in place for recording, analysing, and reporting evidence of both school-wide achievement and individual student's performance to parents and other appropriate stakeholders as a means of measuring success in meeting stated goals.
Self Ratings : Met
Evaluator Ratings :Met
Evaluator Response
The PLT ensures reporting systems of students' progress and achievement are aligned with the school's guiding statements and school wide assessment policy. The main platforms the school uses are SIMS, ManageBac, and ADL. Student assessments are live on SIMS and ADL which both parents and students can access anytime as they are updated regularly.
Main termly reporting is generated by SIMS. Parents and students understand how the reporting system works at APG School and teachers are quick to respond to both parents and students with any query.
Documentations are aligned with data protection.
PLT analyzes alumni data of the effectiveness of current programs as well as compares to national and international bench marks.
Commendations
None at this time.
Recommendations
None at this time.
There is sufficient teaching time allocated throughout the school to enable the planned curriculum to be taught effectively.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
APG School provides sufficient time to teach the planned curriculum based on the evidence provided of the schedules and timetables for learning and examinations. There is a clear framework with a time line of completing the curriculum.
Commendations : None at this time.
Recommendations : None at this time.
Students with specific learning needs, including gifted and talented students, are given support from suitably qualified personnel to gain access to the curriculum and to make suitable progress, relative to their capabilities.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
SpED staff at APG School are suitably trained and qualified to provide support for students' special needs. SpED staff train teachers on how to deal with special needs students in the classroom. Teachers can refer students to SpED by completing a referral form. Gifted and talented students are referred by subject teachers via the GATE manual.
APG School facilities are limited and can only accommodate students with particular disabilities on the ground floor .
Commendations : None at this time.
Recommendations : None at this time.
Students with specific language needs are given support from suitably qualified personnel to gain access to the curriculum and to make suitable progress, relative to their capabilities.
Self Ratings : Met
Evaluator Ratings : Met
Evaluator Response
All teaching staff at APG School are provided with the appropriate training to effectively implement the curriculum in middle and high school to support students' learning. APG School has both Arabic and English-speaking teachers who can speak both languages to assist with weak students in IBDP. There is an action plan to support weak students in IBDP; however, that was not evident in middle school.
The reading program is available to all grades for weak students. All students at APG are Arab speakers with English being their second language who are supported in their language learning from KG. Students in IGCSE are studying English as a Second Language (ESL) and English B in IB Diploma.
Due to the success of language interventions with English B there is a demand to introduce English A in IBDP to challenge the students.
APG provides all communications both in English and Arabic to support effective communication between all stakeholders.
Commendations : None
Recommendations
Domain D Standard 12 - The PLT consider expanding the action plan for weak students to include all programs, not just for IBDP students.
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 PLT and teachers from middle and high school work collaboratively to ensure students attainment are achieved via feedback, discussions, and remedial classes. They also regularly discuss and review curriculum to ensure skills and knowledge gaps are met. The PLT and teachers also work in collaboration for co-curricular activities and to further develop DMA.
Students are engaged in their learning and IBDP students have the independent skills to work in peers and evaluate their learning.
Commendations
Domain D Summary - The PLT and teachers for their timely communication to discuss needs of individual of students' with students and parents.
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
Commendations
Recommendations