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Enjoy learningStudent Success
Eman Mousheir EzzatAssociate Educational Technical Consultant
الذكي التعلم و اإلكتروني التعليمجيل لبناء قطر رؤية »تحقيق
الدولة نمو أهداف يحقق مستقبلالسبل وأفضل أحدث استخدام في
المتاحة« والتكنولوجياالتعليم في االستثمار يعني هذا
بالمهارات لدينا الشباب يزود الذيالعمل سوق في للتنافس الالزمة
التكنولوجية استخدام في التزايد مع
الذكي التعلم• JتخدامJJJJاس مJJJJن بناءJJJJة رؤيJJJJة إعطاء
. األكاديمJي بالتمJيز المJصاحبة التكنولوجيا• JلJالتواص لتنمJيJة السJهلة األدوات JتخدامJاس
والطالJJب JمJJعلJالم JنJبي JيJJلمJالع JلJJوالتكام Jالذكي الصف خالل Jمن يتحقق والذي
مدركJJة • متعJJة التعليميJJة العمليJJة JلJJجع. التعليمJية المJراحل جمJيع Jفي للطالب
بالعمليJJة • المJعنيّيJJن بيJJن JلJJالتواص تسJJهيل) وطالب ) أمور، وأولياء ،Jمعلمين التعليمية
Our chosen Provider (CLG)االلكتروني . التعليم برامج لتطبيق البرمجية الحلول في عالميا الرائدة الشركة هي وركس تي اي شركة إن
؟ وركس تي اي شركة لماذا
في فعال بشكل التعاون من جميعا يتمكنوا حتى بإحكJام التعليمية العملية من المستفيدة االطراف كافة ربطة التعليمة ووركس تي آي حلولالتعليمية العملية انجاح
نظر وجهة من المتبادل، للتشغيل قابلة انها كما التدريس عملية التمام جذابة واجهات ذو االستخدام،و سهلة تقدمها التي البرامج ان ،حيث . التقارير إعداد أدوات علي تحتوتي كما المتعلم و االدارة
الصوت ) / المتعددة الوسائط خالل من االجتماعية التفاعل لتقنيات تعزيزJية تعاونية لتكون التعليم ووركس تي آي حلول مبنية دائما كانت كماجاذبية( أكثر برمتها التعليمية العملية لجعل وإخطارات اإللكتروني البريد رسائل إلى باإلضافة االتصاالت الفيديو
شركة في IT-Worxتعد المتخصصة البرمجية الحلول تقديم في حافل سجال تمتلك انها حيث مايكJروسوفت لشركة االستراتيجي الشريكفي اللكتروني التعليم نظام تطبيق في نجاح قصص و االوسط الشرق بمنطقة مدرسة .1400التعليم
التعلم رؤية تحقيق العالي التعليم ومؤسسات والكليات والعامة، الخاصة والمدارس التعليمية الهيئات التعليمية ووركس تي آي حلول تمكنبهم الخاصة اإللكتروني
برنامج عن تعريفي CLGفيديو• https://www.youtube.com/watch?
v=N8aaMx1sZBo
Sample CustomersEducation
اإللكتروني التعليم بوابة ?CLGماهو
التعل بيئة اإللكتروني يهي اإلنترنت م شبكة على اللغات متعددةللمعلمين، التعليمية العملية لتعزيز تصميمها تم التي االجتماعية
وتسهيل و التعليمية المراحل جميع لطالب مدركة متعة التعلم جعلاألمور وأولياء والمعلمين المدارس مديري بين .التواصل
االكاديمي العام في االن اننا و 2015-2014و التدريب بعملية نقومسبتمبر من بداية رسمي بشكل النظام لتطبيق 2015االعداد
CLG
Online
Offline
الواجبات
التطبيقات
مخطط األهدافالمحفظة
لكترونيةإالكشف الدرجات
والتواصل التعاون
الجدول الزمني
الدروس وخطط االفتراضية الفصول
الفصول أداء تقارير
الحضور والغياب
O365
ال مع ميالتإيتكامل
المعلمين الطالب
التفاعلي المحتوى
نشر
ك SCORMيرفعتفاعلي لواجب
األمر ولي
ستخدمون المالرئيسيون
أولياء األمور
مدير المدرسةواإلداريّو
ن
المعلمي ن
عن ؤالمس ولوناألنظمة
اإللكترونية
الطالب
البوابةالتعليمية
Benefits for AJAالي • وقت اي وفي مكان اي من الدخول
االلكتروني التعليم نظامالتي • االخبار و الفاعليات و المدرسة اعالنات
الموقع علي نشرها يتمبالمدرسة • الموظفين و المعلمين اداء متابعةالفصول • اداء تقييم و الطالب اداء متابعةالمشاكل • و الطالب سلوكيات متابعة
بها المتعلقةالغياب • و الحضور نسب متابعة
للطالب المنافعالتعليم • نظام الي وقت اي وفي مكان اي من الدخول
االلكترونيالتعليمية • المصادر و الدروس مخطط علي االطالع
مكان اي من المستخدمةو • داخل الطالب و المدرسيين مع التواصل اماكنية
اليوم طول المدرسة خارجو • الكترونيا االختبارات و الواجبات حل امكانية
علي التعليقات مع المعلم من درجاتهم استقبالاالخطاء.
ما • و انجازه ماتم من الواجبات الحالت الطالب متابعةمتأخر هو من و حالي هو
االكاديمية • احداث و االكاديمي االداء عن الذاتي العوي•. انجازاته و سلوكة و درجاته علي الطالب اطالعانجازها .• مراحل متابعة و الطالب اهداف تخطيط
االمور الولياء المنافعنظام • الي وقت اي وفي مكان اي من الدخول
االلكتروني التعليمحاالت • و سلوكهم و الطالب درجات علي االطالع
بوابة علي الدخول خالل من لهم الغياب و الحضورالهزاتف برامج استخدام او االلكتروني التعليم
الذكية .االساتذة • و االمر ولي بين ما المباشر التواصل
للطالب . بالتدريس المعنينو • االكاديمية نظر وجهتي من الطالب اداء متابعة
السلوكية بين • ما خاص بشكل التواصل و االخطارات استقبال
. االمر ولي و المعلمخالل • من واجباتهم اداء لي الطالب مساعدة
النظام . علي الدوريه المتاعبة
برنامج علي الطالب CLGدخول
Study Live برناJمج من الطالب دخول
المتصفح من الطالب دخول
برنامج علي االمور اولياء دخولCLG
المتصفح من االمور اولياء دخول
الذكية الهواتف تطبيقالهاجري عبدالله
تعرف ستخداما تكامل إعادة توجيه التطور
اإلستخدام
التأقلم مراحلالنظام وتبني
التعريف التكامل
التوجيه إعادة
التطور
من والمتابعة التواصل على يساعد النظام إليجاد المعلمين نسبةاألمور أولياء
Strongly Agree / دةJبش أوJافJق Agree / قJافJأو Neutral / يدJاJمح Disagree / قJافJأو الFrom my initial interaction, I found that the e-learning will be useful for parents interaction and tracking their students?
, ألوJالدهم متJاJبعJتJهJم Jو األمور JءJاJيJلJأو مع JرJثJاألك الJتJفاJعل فJي سيJسJاJعد الJنJظاJم Jان وJجدت الJنJظاJم مع األولJيJة الJمعJاJملة من
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8
البوابة على واالستمرار للتفعيل العامة الطالبات نسبةاإلكترونية
Strongly Agree / دةJبش أوJافJق Agree / قJافJأو Average Disagree / قJافJأو ال7- I would like to keep using the tablets and CLG with other subjects
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Costs incurred so far (AJA)• Brand new infrastructure including
switches and severs - 830,000 QAR
• High sped Internet and intranet - 144,000 QAR
• ICT Upgrades – 580,340 QAR• Windows Surfaces – 418,655 QAR• CLG License – 445,000 QAR• Interactive books - ??QAR *• Dedicated fiber optic line for
superfast bandwidth - ??QAR *2,417,000 million QAR so far
Costs incurred so far (AJA)• Brand new infrastructure including
switches and severs - 830,000 QAR
• High sped Internet and intranet - 144,000 QAR
• ICT Upgrades – 580,340 QAR• Windows Surfaces – 418,655 QAR• CLG License – 445,000 QAR• Interactive books - ??QAR *• Dedicated fiber optic line for
superfast bandwidth - ??QAR *2,417,000 million QAR so far
Major Strengths
Growth Areas
CPD programme Policies and procedures in place Schemes of Work/Curriculum maps are in place across the Academy
Assessment data tools in place. There are regular assessment programs and assessments for achievements.
Quality assurance of teaching and learning is rigorous and adhered to by the whole Academy.
Diversified teaching activities are employed to suitchildren‘s learning needs. Leadership programs and the formation of a Student Council show that the Academy pays great attention to providing the students with the necessary skills to become future leaders insociety.
The learning environment is safe and suitable forstudent‘s needs.
All staff to be involved in writing/delivery
A plan to be developed to ensure policies are embedded across all areas of practice in sections of the school.
To be updated regularly and assessments to be embedded All teachers need to use data obtained to drive teaching and learning. Data collection timeline to be put in place. Quality assurance of assessment is rigorous and adhered to by the whole Academy. Tools to be developed whole school and quality assured by middle and senior leaders Context sheets to be utilized across academyFaculty coordinators and Heads to monitor the impact and implementation of teaching and learning methodologies delivered through Professional development.
Implement the leveling system in the academy to individualise students learning and track progress over Key stages.
To review and enforce a fairer grade boundaries.
Providing academic guidance for a student that supports them in determining their future destinations (especially for secondary school)- 3.1.6When we looked at the evidence provided for this area, we could see that the Academy is well aware of its mission to providing high quality education and adequate academic guidance to all those students who achieve the necessary qualifications and skills in order to reach higher education with confidence. The school currently has cohorts up to Year 12 students only. The Academy understands that in order to make a more informed choice in the future, learners are exposed to professionals sharing their perspectives of various working environments to give them an insight to the real life work. Throughout the year we hold University Fairs to support student in their choices for Higher Education.Teaching reinforces students „participation, motivates and challenge them-3.1.7It is recognised that in order to ensure quality practice in this area, the Academy has the responsibility to monitor and evaluate students‘ motivation throughout the learning process by allowing opportunities for challenges. This was seen and noticed across the Academy with various samples of activities such as competitions taking place, fun and creative activities in the form of worksheets as evidence, reward charts were displayed in classrooms and evidence was seen in photos. Maths Challenge competitions or ICT inter school competition with debating skills were also shown through the newsletters or pictures taken. In the KG evidence from planning and observation of practice shows interactive, child-centered learning which is designed to maximize experiential learning and participatory methods to engage and extend the children‘s learning. In the Primary school lessons are designed to be creative and engaging pupil voice is sought about the quality of lessons by way of informal interviews with pupils following formal classroom observation.The Tarbiya program is another program the school has put a great deal of emphasis on in order to reinforce students‘ participation and motivation whilst developing and extending understanding of Islam. Tarbiya values are included into lesson planning where appropriate. The evidence collected gave the impression that the Academy is committed to providing high quality education where teaching and learning environment is diversified and creative.
The relationships between teachers and students are positive and based on respect-3.1.8The Academy‘s mission is to teach pupils high moral and Islamic values as well as strong leadership skills. Therefore when we analysed the evidence against this indicator, we found evidence of positive relationships between the teachers and students and all based on mutual respect. They are also reflected through students‘ contributions to assemblies where the Academy‘s vision is applied through religious acts and Islamic stories or celebration of festivities. We saw class activities where students are encouraged to think about the meaning of this value and this was reflected through students‘ sample of work.To conclude, the school is doing well to embed Islam and other programs to build relationship with students. The school should also focus on developing a strong reward system to further enhance their rapport with their students.When teaching is provided by another language than Arabic, support resources and services are provided to help in success in the new language-3.1.9The evidence collected for this area indicated that the Academy organises a wide range of activities which are designed to encourage students‘ learning and acquisition of the targeted language, in this case, English. For example, samples of conducted assessments were seen and this proves thatteachers use a variety of assessment tools and use the evaluation of those to draw action plans and help them tackle students‘ weaknesses. Teacher‘s planning records show a range of formative assessments which are employed to lead learning with summative assessments used to inform report writing. The samples of displays around the school demonstrate that the Academy is determined to promote the teaching and learning of the targeted language. When students have been identified as slow learners or in need for special education, they are referred to the Learning Support Centre where a series of analysis are conducted to diagnose the right form of support that suit individual cases. Samples of support lesson plans prepared by teachers were also considered as an indication that the Academy is determined to make the learning of the language a priority. Evidence of extra-curricular activities was also compiled and it was judged that the Academy does offer a wide range of extraactivities in the form of clubs. Letters were included which prove that communication was made with institutions such as Qatar Foundation and opportunities for students to enjoy learning debate skills was offered via the help of Qatar Debate.The English Curriculum in Primary and Secondary also incorporates a 1 hour of library lesson per week to allow learners to practice reading in addition to focused Literacy lessons developing key skills such as speaking and listening and language skills.
To support the development of English the Academy has focused on the recruitment of native English speakers, furthermore a number of EAL specialist teachers have been hired to support staff in meeting the needs of our pupils. Due to the demographic make-up of the school the majority of our learners are EAL as such there will always be a gap in the attainment of students in the new language, especially with lower ability learners.Employing teaching and learning strategies which meet the individual needs of student-3.1.10There are various teaching methods utilized by teachers in the Academy, these approaches are evidenced in lesson plans and are selected to meet the needs of the vast majority of pupils. Teachers plan differentiated activities throughout the schoolo taking into consideration different aspects of learning styles such as visual aids, auditory tools or kinesthetic approaches. They make use of context sheets to share information about pupils needs so as to meet the needs of pupils based on evidence collected through careful assessment procedures.Monitoring and evaluation of teaching and learning strategies is as outlined previously according to the indicators in this report, through monitoring of planning and observation of practice feedback is delivered to teachers to support improvement.Encouraging students to have responsibility and be independent in their learning-3.1.11Independent learning and responsibility is encouraged at the Academy; students are able to express themselves freely through activities.Starting from the KG the children are encouraged to take responsibility for their learning and work independently. For example the way in which classrooms are organised, with designated learning areas and equipment organised and kept at child level, the way that the day is planned with children being given opportunities to make choices and decisions in their learning, and in their cognitive development evidenced through emergent/independent writing for example. In the early phase of Primary learning is structure to promote experiential learning and this is designed to further develop speaking and listening. As children progress through Primary they encounter more academic study preparing them for the challenges of Secondary School.In the upper sections of the Academy, a student council is formed and students vote to nominate their representative leader who is able to voice their opinions. However there is a lack of evidence that regular meeting with the council.Monitoring and evaluation of teaching and learning strategies is as outlined in for previous indicators in this report, through monitoring of planning and observation of practice providing feedback for teachers.
Students can apply what they have learned and use their knowledge and skills actively-3.1.12Evidence gathered support this standard. Pupils are able to apply knowledge gained to novice situations, particularly evident in examination style questions. In the Early Years it can be seen through the learning journey book.Displays evidence this standard in Primary and KG. Other examples include projects, formative and summative assessments.The secondary school is predicting a rise from 13% last year to 35% this year in IGCSE results which again supports this standard.The school can improve in this indicator by Secondary improving the learning environment by wall displays celebrating student work. Students‟ learning progress and quality is assessed regularly through classes-3.1.13Books are marked regularly and each school uses a marking policy, quality assured regularly by marking scrutinies by Middle and Senior Leaders. Many departments utilize the 2 star and a wish system where teachers give feedback on a piece of work in the form of praise and a target. Students are advise via the target of the next step in their personalised learning journey.The mathematics department in secondary is using an innovative tool to track student‘s progress, Myimaths. This on line interactive web site allow learners to access all learning material from home and complete specific tasks set by the class teacher.
Aspect 3 - Curricular Standards3.2.1 The curriculum enables students to improve their knowledge and skills.The school is providing a broad and varied curriculum with an Islamic identity. This falls in line with the mission, vision and objectives of the school.The school takes part in various competitions such as Quran reading, ―Myimaths,Middle East challenge, visits and sports days to further strengthen the school‘s mission.Islamic values are bedded within the curriculum. This is evidenced by the schemes of work, curriculum maps and daily lesson plans from the Arabic and Islamic departments. In addition, the school provides arrangements for regular midday prayers.AJA has a rigorous assessment policy which is adhered to by all staff member in order to track and monitor learner‘s progress. Progress from key stage to key stage as well as year to year is monitored via baseline testing and formative testing. The evidence obtained is used to plan and identify students with special needsSchemes of work are being updated this year to incorporate assessment opportunities, differentiation, EAL strategies etc. The curriculum has recently been reviewed. Regular review meetings need to be scheduled next year.3.2.2 The curriculum enables the students to improve their knowledge and skillsAJA has taken a proactive approach to deliver a curriculum which meets the educational needs and aspirations of all students.AJA has a wide ranging curriculum. This includes the UK Early Years Foundation Stage for KG, the UK National Curriculum Framework for years 1-9,IGCSE for year 10-11 and AS for year 12 which not only encourages and motivates student‘s learning but also meet their educational levels and needs.An intervention strategy is in place for pupils who need extra support via the Learning Support Unit as well as departments.
Regular parents’ open day also allows teachers to effectively communicate with parents regarding the achievements of their child and, where needed, suitable recommendation is given in order to address any issues related to learning. This has helped tremendously as parents have been able to express their concerns and in return, the academy has devised strategies to address them accordingly.To improve further a curriculum review cycle is required and this will be addressed in the school development plan.Indicator 3.2.3: The curriculum meets the students‟ physical, social and psychological needs in the different educational levels, including students with special needs.The school has relevant, challenging and differentiated curriculum.Lessons plans and context sheets provide evidence that teacher plan for all learners.All students in KS3 have one lesson of PE and next year 19 students will study IGCSE PE. After school PE activities take place regularly throughout the week and weekends.Students with special needs are supported by Learning Support. Students are identified by CATs scores as well as teacher referral. The school has two counsellors who support the students as well as the staff. The school implements an Individual Behaviour Management Programme. For students identified by the teaching staff as having behaviour and/or learning difficulties. The programme process includes observation, meeting with parents and the implementation of strategies that include school/child and parent engagement.Indicator 3.2.4: The school provides appropriate and necessary resources to implement-the curriculumThe academy is adequately resourced and all departments benefit from fully furnished classrooms. Most classrooms have access to interactive whiteboards. Textbook orders are made by subject coordinators and Heads of Departments in January. A list of books required for each academic year is compiled and handed over to the resource coordinator who takes charge of all transactions. This process usually involves checking the relevancy and content of the books. The Heads of Departments ensure that they also abide by the Islamic values of the Academy. Pupils receive their textbooks in September.There are 4 ICT labs and all students have access to a computer during the IT lessons. Computers are loaded with educational software and aid teachers deliver the curriculum.In terms of equipment, the PE department is well resourced. The school is aware that the school needs to find adequate changing facilities for secondary pupils..
Aspect 3 - Learning environmentIndicator 3.3.1& 3.3.2: Classrooms are organised in a way that helps students to learn and practice various activitiesKG and primary have homerooms. Secondary pupils move from room to room depending on the subject being taught. This allows for areas of the secondary school to be allocated to a particular department. This practice allows for teachers to take ownership of their area.Pupils‘ work is displayed and celebrated well in KG and primary and the Humanities Department in secondary. The practice does not permeate throughout the school. This area needs to be addressed as a target area next academic year..Indicator 3.3.3: Classroom and educational facilities. Are supplied with appropriate tools and resources to support teaching and learning ( also see 3.2.4)All classrooms are equipped with appropriate tools such as interactive whiteboards, computers, and the necessary teaching resources to facilitate learning.Classrooms also have display boards and appropriate furniture which fits with their age and needs.The school has 4 well equipped ICT and science laboraties.
Indicator 3.3.4 & 3.3.5: Classrooms are well ventilated and have good quality furniture and are good shapeClassrooms are ventilated through a central system which adjusts the airflow depending on the temperature. All classrooms are well lit and equipped with quality furniture. Any broken items are replaced accordingly by maintenance. However there is a lack of evidence showing whether the furniture is checked for defects or wear and tear periodically. Developing a system to ensure this can be included in the school development plan.
Aspect 4 - Assessments4.1.1 Subject areas are regularly reviewed with corresponding learning materials to ensure that they are in line with educational research and trends.4.4.2 School demonstrates that curricular goals are being met through student learning, and varied forms of assessments are used to gauge performance.Various form of assessment is used throughout all year groups to track student progress. Data from baseline tests, formative and summative assessments are analysed by teachers to inform teaching practice. Learning objectives are tracked to ensure the completion of the curriculum.At the beginning of the children‘s academic life in the Academy the KG begin by completing a baseline assessment within 3 weeks of the child entering. The baseline uses the EYFS (pre 2012 changes) Early Learning Goals. Tracking of the children against these criteria is done through a variety of formative assessments (such as observations and Focus activity sheets) this information is recorded in the tracking tool – the ‗Learning Journey‘ and then summative information recorded termly in the Early Learning Grid. The level of each child is therefore easy to identify and therefore individual targets can be made. In KG reports individual targets are shared with parents at the end of Term 1 and Term 3.To further improve on its practice, the school needs to individualise students’ learning performance. Levels and grades are tracked to ensure that all learners make adequate progress across each key stage. This allows teachers to plan for intervention and reflect on teaching practices but also give learners a target they should reach. Additionally, this would also allow both students and parents‘ take ownership of their child’s learning.
4.4.3: Varied and appropriate assessments methods are employed by teachers to gauge that students are learning specific skills and meeting curricular objectivesThe school has an assessment policy that is agreed by SLT and followed. Teachers are use a wide range of assessments which assess whether the learning objectives have been met. Higher order thinking skills is embedded in assessments. This practice ensures that exams are differentiated and accessible to all learners and all students are able to make progress and feel a sense of achievement.Testing should be a tool used to encourage success not failure.4.4.4: Data is collected from assessment and the information is used to drive school and curricular planning, making revisions when necessary to meet overall goals.Systems are in place for data collection (Sims), and teachers are using termly plans, yearly overviews and schemes of work to ensure curriculum coverage. Departments continually update these when necessary. Middle and senior leaders ensure that the curriculum is covered by tracking sheets.In KG the Baseline assessment and Learning Journey records are used to inform planning for teaching and learning both weekly and for topic/units.
3. ConclusionOverall Strengths and Growth Areas
Benefits• Windows Surface 2 Tablet• Additional staffing and extra
technical support onsite• Free installation and software
updates• Free Mobile APP• Electronic Books (Pre Installed)• Tablets APPs• 3 years of support – Apps and
CLG• Windows support and licensing
CostsInitial deposit of 2000 QARFinal Instalment 2750 QARTotal 4750 QAR
• Please note that the initial deposit must be paid immediately so that the order can take place in time for the September delivery.
• The final costs are to be settled in Term 1 2015-2016
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