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Standard 3 Teaching and Learning

The school provides research-based curriculum and instructional methods that facilitate achievement for all students.
OPERATIONAL

QUALITY SCHOOL INDICATORS IN FULFILLMENT OF THIS STANDARD, THE SCHOOL:

3.1 3.2

Develops and implements curriculum based on clearly defined expectations for student learning
Promotes active involvement of students in the learning process, including opportunities for them to explore application of higher-order thinking skills and investigate new approaches to applying their learning

3.3 3.4 3.5 3.6 3.7 3.8 3.9

Gathers, analyzes, and uses data and research in making curricular and instructional choices Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice Offers a curriculum that challenges each student to excel, reflects a commitment to equity, and demonstrates an appreciation of diversity Allocates and protects instructional time to support student learning
Provides for articulation and alignment between and among all levels of schools

Implements interventions to help students meet expectations for student learning Monitors school climate and takes appropriate steps to ensure that it is conducive to student learning

FUNCTIONALHIGHLY

NOT EVIDENT

EMERGING

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3.1 0 3.1 1

Provides comprehensive information and media services that support the curricular and instructional programs Ensures that all students and staff members have regular and ready access to instructional technology and a comprehensive materials collection that supports the curricular and instructional program

3.1. Focus Questions for Standard 3

The information collected and analyzed in the self-study section (see above) should be considered when answering the following focus questions. The responses to these questions should support the schools selfassessment on the Standards Assessment Report (SAR). Also, these questions will be asked by the review team regarding the processes that are in place to support the schools or schools implementation of the research-based practices outlined in the indicators rubric.

3.1.1. Curriculum, instructional strategies, and assessments across grade-levels.

The curriculum, instructional strategies and methods, learning activities and assessments are designed to optimize learning experiences for all students. All research undertaken on this score indicates that the courses and syllabus across the grade levels are so designed that around 70 80% of the students display average to above average levels of achievement. Students whose achievement is below the expected standard are given extra time by the teachers in school, parents kept informed of their progress, and special assessment is usually designed for them and indicated appropriately on the Report Card.

3.1.1. a.

Curriculum

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Beginning with pre-kindergarten, the school offers children a program intended to enable them to read, write, understand and speak both English and Arabic. Reaching this goal is a long-term process, usually taking at least through the eighth grade before children are truly comfortable in all three forms of expression. The acquisition of two languages supports a commitment to developing life-long skills in communication, critical thinking and analysis. All children in the Lower School are taught the core Arabic curriculum prescribed by the Saudi Arabian Ministry of Education, as well as an American curriculum. The program of Language, Mathematics, Social Studies and Science are supported by, P.E. and Information Technology.

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English is the medium of instruction at Qimam Al-Hayat School, and the curriculum, the textbooks, the resources, the educational materials, teaching and assessment strategies, the learning activities are all designed to develop the target skills in an age and grade in an appropriate manner. It is the basis for all learning to take place a child who can read, understand (think), speak, write and express himself well in the language will have a strong support base for learning in Mathematics, Science, Social Studies as well. Emphasis is placed in terms of the time given to the learning and development of language as shown by the percentage of time allotted to English classes and learning activities through the grade levels.
Percentage of time allotted to English at various grade levels Std.7 Graph 10
KG 3 21% Instructional Time for English in %

Gr.11G 12%

Gr.11G Gr.11 B 9% Gr.10 9% Gr.6-8 9% Gr.11 B Gr.10 Gr.6-8 Gr.3-5 Gr.2 Gr. 1 KG 3

Gr. 1 16% Gr.2 13% Gr.3-5 11%

The curriculum at each grade level is designed to impart the requisite knowledge and build up the target skills of reading, comprehension, speaking, writing, critical thinking, comparison and analysis for all students in a manner that ensures continuity and linear progression. This is achieved through an ideal blend of classroom teaching, extra reading, related learning activities and a wide range of co-curricular and extra-curricular activities that are integrated into the syllabi at each grade level. The curriculum for the foundation stages (i.e. KG1 & KG 2) is drawn from the guidelines provided in the national American standards that have accurate and magnificent links in the book series adopted by Qimam Al-Hayat School, Harcourt and other appropriate reference books; a variety of internet resources and worksheets, handouts and practical learning activities prepared by the teachers themselves specifically designed for these classes. Thus teachers make use of a wide variety of resource and reference books available with the Qimam Al-Hayat School administration.

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From KG 3 onwards, modern technique-based paper cuts, Copy-master Workbooks, Worksheets, planned oral and writing strategies for the development of the creative mind, customized booklets and reading material, Phonic Readers, encouraging the growth of the Total Thinker and Reader, and in-class bookshelves are widely used. For Grade 1 the Nelson Series, Ginn Key Comprehension, Nelson Workbooks, Literature and Poetry, other online and library resources are used for language development. From KG3 upwards, the National Curriculum handbooks for primary and secondary teachers provide the guidelines for setting the school curriculum for English at Qimam Al-Hayat School. Particularly from Grade 3 upwards, students are also increasingly trained in accordance with the target of developing the skills that will be required for a course in first language English to be taken in Grades 9 and 10. Between Grades 2 - 5, a set of textbooks are used by teachers in conjunction with numerous resources available in the school library. The textbooks, resources and supply of educational material are continuously reviewed, updated and replenished according to the requirement. Material used as support aids for the reinforcement of language concepts is gradually being added to classrooms. All attempts are made by teachers to exploit as fully as possible the wealth of material that is now available on line and all other avenues for additional resources. Thus teachers have been facilitated to a greater extent to use on line resources through increased availability of computers and internet facilities during school land after school hours.

Qimam Al-Hayat School plans to prepare students for STA1 and Subject SAT over two or three years with the
specific aims: To enable them to target pre-university qualifications if desired,

To improve their overall linguistic skills and express their analysis of content-based material in all subjects with accuracy and flair. Thus, over a period of two years, students will be trained to appreciate literature of different types and from different cultures. They will also be linguistically able to enhance their knowledge in all subjects and use research based skills in their study. The course also enables them to form informed opinions and judgments about what they read through logical analysis of form, structure and language.

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As for the English course, they are being trained to produce discursive, argumentative, narrative and descriptive written work to create specific effects for different audience. 3.1.1. a. List curricula and education programs provided:
Grade

Subjects Studied
1- English.

Main Course Books

My first A B C- 1 1st term Caravan pupil's book Read and learn My first A B C- 1 2nd term Phonetics General knowledge My first numbers 1st term My first numbers 2nd term

Other Learning Resources

Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets Worksheets

Kg 1

2-Math
2-Arabic 3- Islamic Kg 2

1- English.

2- Math
3-Arabic 4-Islamic

- Time for English Pupil (Macmillan) - English work book 1st term (QHIS). - English work book 1end Term (QHIS). - Phonetics (QHIS) - Reading story colored. - General Knowledge -The Best way Math Text Book - The Best way Math Work Text Book

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Gra de
Condensed

Subjects Studied

Main Course Books

- Caravan Pupil 's book (Macmillan) - My first A B C K.G Condensed 1st term. - Time for English Pupils Book (Macmillan) - English Work K G Condensed (QUHIS) - Read and learn. - Reading story KG 2 School play. - General knowledge KG 1 (QUHIS) - General knowledge KG 2 (QUHIS) - Phonetics KG 1 (QHIS). - Phonetics KG 2 (QHIS). - Mathematics Numbers KG1Condensed 1) ) 2) ) Harcourt 1- reading "catch a dream " "Time together" 2-language"catch a dream "practice book "Time together" 3-spelling "catch a dream " "Time together" 4-Grammar"catch a dream " "Time together" 5-writing Booklet Harcourt math text book Harcourt science text book Around The World Islamic Studies

Other Learning Resources

Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets

1- English.

2- Math 3-Arabic 4-Islamic

Grade 1

With tapes

1- English

2- Math 3- Science 4-Social 5-Islamic

Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets

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6-French 7-computer 8-Arabic 9-Fiqueh

Grade 2

Bonjour Tout le monde How to use the computer Harcourt 1- reading "Just for you" 2-language "Just for you" 3-spelling "Just for you" 4-Grammar"Just for you" 5-writing Booklet Harcourt math text book Harcourt science text book Around The World Bonjour Tout le monde How to use the computer Harcourt 1- reading "Changing patterns" 2-language " Changing patterns " 3-spelling"Changing patterns" practice book 4-Grammar " Changing patterns " 5-writing Booklet Harcourt math text book Harcourt science text book Around The World Paramount Alex e t Zo How to use the computer

Booklet & Worksheets

1- English 2- Math 3- Science 4-Social 5-Islamic 6-French 7-computer 8-Arabic 9-Fiqueh

Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets With tapes

Grade 3

Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets

With tapes

1- English

2- Math 3- Science 4-Social 5-Islamic 6-French 7-computer 8-Arabic 9-Fiqueh

Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets

Worksheets Booklet & Worksheets Booklet & Worksheets 8

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Subjects Studied
1- English 2- Math 3- Science 4-Social 5-Islamic 6-French 7-computer 8-Arabic 9-Fiqueh

Main Course Books

Harcourt 1- reading "lead the way" 2-language "lead the way" 3-spelling "lead the way" 4-Grammar"lead the way" 5-writing Booklet Harcourt math text book Harcourt science text book Ancient world Paramount Alex e t Zo e t compagnie Microsoft windows Harcourt 1- reading "Distant voyage"
2-language "Distant voyage"

Other Learning Resources

Booklet & Worksheets

Grade 4

Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets

Worksheets Booklet & Worksheets

Booklet & Worksheets Booklet & Worksheets

Grade 5

1- English

3-spelling "Distant voyage" practice book 4-Grammar"Distant voyage" 5-writing Booklet Harcourt Harcourt The Roman Empire Paramount Alex e t Zo e t compagnie Microsoft word

With tapes

2- Math 3- Science 4-Social 5-Islamic 6-French 7-computer 8-Arabic 9-Fiqueh

Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets

Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets Booklet & Worksheets 9

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The six traits of Good Writing have been consciously integrated into the program for language development by the Subject Co-coordinator for English, particularly in Senior School. (Refer to the document below)
SIX TRAITS OF GOOD WRITING

Grade

Graphic planning

Organisation

Conventions
Ingredients required for

Voice

Choice of words

3&4

Brain storming of simple ideas in words Brain storming of both simple and complex ideas

Introduction of paragraphing

o Informal letter o Diary entry o Continuous writing

Ingredients required for

Introduction to types of voice

Teacher provides synonyms, tells the difference Students provide the synonyms and tell the difference

Fluency of sentences in written assignments Correctness of sentences: simple and coordinated Types of sentences: Simple, coordinated and complex A meaningful blend of different types of sentences

5&6

Correct paragraphing

o Myth o Factual writing o Formal and informal writing o Continuous writing

Ingredients required for

Use of types of voice in assignments like diary, dialogues etc. Appropriate use of voice according to the type of assignment e.g. Report, letters etc.

7& 8

Brain storming of facts, ideas and style

Introduction of paragraphing in chronological order and otherwise

o Non-fictional writing o Fictitious writing o Formal & informal writing e.g. Reports, letters, biographies, short stories etc
Ingredients required for
o Narrative writing o Descriptive writing o Discursive writing o Argumentative writing o Reports official, newspaper, magazine o Letter formal and informal diary writing o Travelogue

Students provide the effect with the difference

9& 10

Brain storming of complex ideas, statistics and examples for support.

Paragraphing according to the demand of the essay

Use of appropriate voice in order to achieve the required register

Almost perfectly chosen vocabulary appropriate to purpose and audience.

Use of a stylish blend of sentences to achieve the desired effect.

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3.1.1. b. Instructional Strategies Instructional time for classes in English, especially at the primary level up to KG3, has great flexibility and teachers make use of this provision to ensure that the basic linguistic skills are developed. Since Language training is one of the priority goals at the primary level, it is evident in exercises done during the study of all subjects. This goes with the belief that strengthening the language base would positively impact overall academic skills. Thus more time is devoted to English language, both directly and indirectly. At successively higher grade levels, as the knowledge base has to be necessarily widened to include more learning areas and disciplines, instructional time, in terms of the number of periods reduces. However, this loss is made up through extra classes after school hours or on Thursdays for the senior children of Grades 9 and 10. The approach to teaching of English in Grades 11 and 12 for the AS/A Level students, and in fact, its current academic program in English, has been largely determined by the experiences of its first batch of students who were enrolled in the A Level program in the academic session, 2005-2006. These students, now in Grade 12, were offered two-year A Level courses in Physics, Chemistry, Biology and Mathematics. The realization that any schools academic program, even a pre-University course, must include instruction and active training of students linguistic skills, has been the guiding force of the current program in English for the Grade 11 students enrolled in the AS courses.

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3.1.1. c.

Assessment

Name of Assessment, Test or Other Performance Indicator

Grade KG1 2 years ago Class Assessments Monthly Mid Term & Final Exam Class Assessments Monthly Mid Term & Final Exam Assessment1 Oct Assessment 2 Nov Mid Term Exam Jan Assessment 3 Mar Assessment 4 Apr Final Exam June 1 years ago Class Assessments Monthly Mid Term & Final Exam Class Assessments Monthly Mid Term & Final Exam Assessment1 Oct Assessment 2 Nov Mid Term Exam Jan Assessment 3 Mar Assessment 4 Apr Final Exam June Current year Class Assessments - Monthly Mid Term & Final Exam Class Assessments - Monthly Mid Term & Final Exam

KG2

1-8

Assessment1 Oct Assessment 2 Nov Mid Term Exam Jan Assessment 3 Mar Assessment 4 Apr Final Exam June Weekly class tests Section Review quiz Chapter Review Quiz Oral test in Islamic Studies Spelling test in Arabic & English Presentation in Science & social Studies IT practical in the Computer Lab Practical of Physics, Chemistry & Biology in lab MAP exam (in plan) will be conducted thrice a year (Oct, Feb & May) for Grades 1 to 11 to incorporate a 12

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standardized testing method and to ensure that the student develops progress in their skills..

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9-12 (Proposed) And Not yet done

Assessment1 Oct Assessment 2 Nov Mid Term Exam Jan Assessment 3 Mar Assessment 4 Apr Final Exam June Weekly class tests Section Review quiz Chapter Review Quiz Oral test in Islamic Studies Spelling test in Arabic & English Presentation in Science & social Studies IT practical in the Computer Lab Practical of Physics, Chemistry & Biology in lab MAP exam (in plan) will be conducted thrice a year (Oct, Feb & May) for Grades 1 to 11 to incorporate a standardized testing method and to ensure that the student develops progress in their skills.

3.1.1. c. 1 Assessment and Measurement Policies

Students are required to work on:

1. 2. 3. 4. 5. 6. 7. 8. 9.

At least 25 hours a week, 5 school days. Achieve the minimum number of credits required. The ability to receive instructions. The ability to read well or have someone who can read well close enough to help when needed. Self-disciplined and self-directed to remain focused on a learning task. Learn the style that works well with one-on-one instruction. Have a close relationship with a teacher. To be self-motivated and resourceful; capable of active participation in any educational activity. Accountable for completion of work done independently. 14

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3.1.1. c. 2 Examination and Promotion

In order to evaluate pupils progress through the academic year, the School has the following three types of assessments

1. Continuous assessment: For Kindergarten students 2. Two Monthly written assessments for students from Grade 1 to 12. 3. Terminal Examinations from Grade 1 to 8, and till 12 when existing ( at the end of each term ) A student is formally tested 6 times for each subject throughout the year. Marks are given for regular quizzes, homework/ class work assignment and projects. Internal Assessment will be awarded additional 5 marks for 5 aspects in all subjects. Submitting work on time Completion of the work given Neatness Corrections done Hand Writing
Total

5 marks

1 mark 1 mark 1 mark 1 mark 1 mark

3.1.1. c. 2.a Marking Scheme:

Each core subject that grants one complete credit is out of 100. A student must get 60% of each subjects marks to promote to the next grade and the grading system is based upon a full coverage of the school year. The marks are based on: Term 1: 50% of the subjects class work, projects & monthly assessments. Each semester is endued 50 marks divided as follows: 10 marks for announced and pop quizzes at least 2 quizzes a month and the average should be out of 10. 5 marks for homework at least 4 pieces of homework a month. 10 marks for participation and classroom activities 15

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5 marks for subject projects and researches at least once a month

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3.1.1. c. 2.b GRADUATION REQUIREMENTS

General:

1. 2. 3. 4. 5.

Meeting the standards in English/Language Arts and Math. Achieving the Arabic Language & Islamic Studies score required by the Ministry of Education. Satisfactory completion of the course. Earning a minimum of 60% of the total credits per semester. Attending 75 % of the school time.

Exclusive:

A 12th Grade student should achieve 60% of the total of 10 academic subjects, in addition to the Arabic Language and Islamic Studies in which the students pass a governmental aptitude test or an SAT.

3.1.1. c. 2.c GRADING POLICIES:

1. Regular class quizzes and assessment exams are held twice in each semester + the semester exams are held to measure the students academic progress. 2. Reports are issued four times a year with credits awarded on a semester Basis. Exam papers are sent home only for assessments for parents to see the criteria for assessments and the pattern of exams. They can judge the level of their child. 3. Students take up to 60% of each subject as a success average. 4. The student must complete the full exams to get a semester report Card. 5. The student from 9th grade upward will have the right to choose the non- compulsory subjects and must notify the academic advisor to adjust each student individual schedule within the first two weeks of the school year. 6. The teacher in concern will be notified by the students request. 7. The choice is done by the student with parents approval. 8. In case of any inconvenience or special requirement they must contact the Principal. 9. A student may retake a course and re-do an exam to improve a grade after receiving a notification from the school vice principal.

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Grades awarded:

A B C D E F

( 100%-90% = Excellent ) ( 89%-80% = Very good ) ( 79% -70% = Good) (69% - 65% = Average) ( 64%- 60% = Pass ) ( bellow 60% = Fail )

Achievement in Physical Education, Art activities will be indicated only in letter grades on the report card for all grades from 1 to 12. Promotion at the end of the academic year is granted on the basis of evaluation done throughout the year and not only on the last examination held in May/June. Failures in any subject have to sit for re-exam at the end of the year (August). Pupils in the Kindergarten are promoted entirely on the basis of their progress throughout the year without any formal testing. All matters regarding promotion depend on the final decision of the Principal.

3.1.1. c. 2.d Criteria for Academic Prizes

1. Academic Topper Award from Grade 1 to 8, one student in each grade is the student who gets the highest total of the marks obtained in all subjects. 2. All subject toppers will receive prizes---however a minimum of 80% is required to qualify for the same. 3. 100% Attendance Certificates will be awarded to regular students.

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SUPPOSED CALCULATING CREDITS FOR HIGH SCHOOL (Grades 9-12)

3.1.1. b.

Subjects English (Literature, Grammar, writing, reading, speech communication) Mathematics - Algebra II ,Geometry, PreCalculus Physics, Chemistry, Biology Physics, Chemistry/Business Studies, Biology/Economics Information Technology Arabic Islamic Studies Physical Education World History, Social Studies, Geography Total

Class 9-12 9-12 9-11 12 9-12 9-12 9-12 9-12 9-12

Credits 4 4 3 2 4 4 4 2 4 31

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3.1.2. In what ways does the school ensure the implementation of research-based
instructional strategies, innovations, and activities that facilitate achievement for all students? The school tentatively acts upon: promoting the active involvement of the students in their curricular and extra curricular activities, See ( 3.1.1. a.) above providing students with projects in various subjects which enforce them to choose more research in the relevant topic and extract the creativity of the student. See (3.1.1. c. 2.c) above using advanced technology like internet, media, library, TV, DVDs and CDs, experiments in science labs. participating in inter-school research based competitions; environment awareness related competitions & walks See (School Profile) handbook, page 17 encouraging students to get more awareness and concern to the social issues.

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3.1.3. What processes are implemented to ensure that teachers are well-prepared and
effectively implementing the curriculum? All the teachers are to submit the lesson plan for the forth-coming week which will enable them to prepare the lessons well in advance. The lesson plan also includes the activity, strategy and teaching methodologies so that the administration will suggest a suitable one incase it is not appropriate. There is a teacher-to-teacher lesson observing and observing a lesson by the administrative authorities to ensure that consentient and well prepared lessons are delivered in the class rooms. Teachers are endued to: 1. 2. 3. 4. 5. 6. Teach to objectives which are explained clearly to pupils as the beginning of each lesson. Use any strategy that will keep pupils actively / mentally engaged instead of passive listeners. Pair work / group work very effective in all subjects. correction through exchange of copies is often very useful for editing mistakes (in pencil) New or difficult words with meanings must be given at the beginning of EACH lesson in all subjects. concept maps to be used wherever necessary for effective comprehension.

3.1.3.1 HOME ACTIVITIES

1. 2. 3. 4. Initiative by each teacher is welcome for assemblies / competitions / sports / maintenance of house lists etc. Motivation of pupils and their house leaders. Class presentation every Sunday in rotation. Any other activity or display (subject wise) as specified from time to time.

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3.1.3.2 TEACHING FOR VARIOUS LEARNING TASKS

S.NO 1 LEVELS Knowledge BRIEF DESCRIPTION Recall - Information LEARNING TASKS Recalls Recites Lists Enumerates Memorizes Translates Interprets in own words Rewrites Edits Uses rules in new situation Applies known solutions to new events Employs guides, etc LEARNING OUTCOME Defines Identifies Lists Matches Names Distinguishes Estimates Rewrites Translates Describes Changes Computes Operates Solves / Uses Estimates Diagrams/ Outlines Relates Subdivides Compares / Contrasts Combines/ Compiles Designs/ Rearranges Appraises Criticizes concludes

Comprehensio n

Uses information by intercepting in his own words, translation

Application

Applies abstract concepts to new situation

Analysis

Breaks down information in order to understand relationship between parts Brings together parts Makes Judgments

5 6

Synthesis Evaluation

Illustrates relationships Takes apart Interchanges equivalent parts Re-orders parts Produces new plans Develops research problems Renders opinion Gives points of view Judges worth

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3.1.4. How does the school provide every student access to comprehensive information, instructional technology, and media services? Every student has a scheduled time arranged to visit the library each week. Apart from that, the students are welcome in the library to make use of the information available through the books. Moreover, attached to the library there is a multimedia space with latest computers equipped with internet facilities which enable them to research information from the internet. There is also a number of data shows (projectors) where students can demonstrate their projects to their teachers and to their peers on a CD or DVD.

3.2. Practices and Artifacts for Standard 3

3.2.1. Examples of Practices and Artifacts:

Listed above are example practices and artifacts that relate to Standard 3.

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3.2.2. Artifacts:
3.2.2.a Essentials: 3.2.2.a.1 Relevant curriculum guides
S See Curricula Guide Booklet

3.2.2.a.2 School calendar with number of instructional days and teacher work days S
S See School Handbook Pp. 7 & 8.

3.2.2.a.3 Media services and technology plan 3.2.2.a.3.1 Technology Plan Over the past two years, Qimam Al-Hayat School has been continuously expanding and upgrading the computer systems, work spaces and the IT classrooms at school. The goal of the upgrade has been to improve usability and accessibility for both students and teachers. The plan has included the enlargement of the LAN system with additional access points and a new WIFI system for areas not previous on the LAN system, the upgrade of all computers to at Pentium 4 with 512 MB RAM or more and the addition of new laser printers, color inject printers and one color laser printer to the system. In total the system more than 45 Computers, 5 printers, LAN and WLAN. These upgrades and expansions have succeeded in meeting the basic IT needs of the school. The remaining elements of the upgrade can be categorized into three areas: Hardware, Software and Training.

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3.2.2.a.3.1.1 Hardware Increase the number of workstations in the Grade 1 to 8 Lab. (4 to 6 additional workstations) Increase the number of workstation in both faculty lounges. (3 to 5 additional workstations) Add a color printer to Grade 1 to 8 Lab, and a laser printer wireless access to the second faculty lounge. Acquire Laptop computers to work with the LCD Projectors Add reception and admissions to the network Add the Library and the Resource Office to the network In the short term, Qimam Al-Hayat School would also like to create a student research area in the library. Find a solution by which we could create separate computer labs for the K to 4 and 5 to 8 sections of the lower school. Provide additional LCD projectors so that teachers can use this technology in the classroom on a regular basis.

3.2.2.a.3.1.2 Software: Add licensed Window Operating system for 60 workstations

Add licensed Anit-virus software to all workstations (i.e. AVG, Kaspersky, Norton) Add licensed and updated MS Office for all computers Add to the library of interactive software available for lower elementary.

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3.2.2.a.3.1.3 Staff Technology Development: Qimam Al-Hayat Schools faculty and administrators span the spectrum of computer literacy. Now Qimam Al-Hayat School
administration will be able to complete its plan for teachers to submit their student assessment results in electronic form. (Previously with an intermittent power supply it was impossible to meet the deadlines for submission of work electronically. We believe all teaching and administrative staff should be able to use MS Office to accomplish the following basic tasks. A survey of faculty skills is being undertaken for training sessions beginning in April 2009 and it is believed that the training will go on for different groups lasting a total of 9 months. MS Word: Typing o o Formatting o o o o o o Making Tables o o o o Inserting Tables Inserting Rows and columns Formatting rows and columns Changing borders and shades Headings Typeface, Font style and color Paragraphing Bullets and Numbering Inserting and formatting pictures or clipart Using drawing tools Normal typing Insertion of Special Characters

Saving and Printing

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o o o MS Excel

Saving documents for future use Normal Printing Printing troubleshooting

Creating new worksheets Applying formatting Border and shading Formulas (i.e. sums, average, arithmetic functions, min, max and others) Inserting new rows, columns, worksheets and pictures Graph and Charts (i.e. Bar chart, line chart, pie chart) Internet Searching the internet for information using various search engines Creating email accounts Email server functionalities Attaching documents to email Security Password protection Keeping USB memory sticks free of viruses Regular backups Data archiving

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3.2.2.a.3.2 Media Services: The school library has grown a lot since lat year .The mission of the school library is to provide a collection of materials that will implement, enrich and support the curriculum of the school and to meet the individual, educational, emotional and recreational needs of the students, faculty and staff. The library media center provides a wide range of material in many formats that supports the schools curriculum, and ensures that students, faculty and staff are information literate. At Qimam Al-Hayat School, students have a weekly class in the library in which the librarian assists students with research, collaborates with teachers to create independent learners, and advance the students information literacy and technology skills .In addition, students have the right to borrow books for a two-week period .The librarian keeps records of visitors and details of students who borrow books and the date when they should return them. When in the library, students are asked to be quite, not to eat or drink and follow the directions of the librarian. For research purposes, students are allowed to use the computers available in the library under the supervision of the librarian. A group of students are appointed by the librarian to help putting books back and arranging tables and chairs. The librarian, staff and administrators suggest resources and materials and the purchase committee study the suggested materials and purchase what is relevant. The library contains resources related to the curriculum, fiction and magazines which would be of interest to teenage students.

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CITA-AdvancED Self

3.3. Impact Statement

Qimam Al-Hayat School is successful in meeting this standard as it implements a curriculum based on clear and measurable expectations for student learning that provides opportunities for all students to acquire requisite knowledge, skills, and attitudes. Teachers use relatively proven instructional practices that actively engage students in the learning process. Teachers provide opportunities for students to apply their knowledge and skills to real world situations, especially science teachers. Teachers give students feedback to improve their performance.

3.4. Important Findings

There are written curriculum guides, course descriptions, and support materials which are consistently used.

Teachers and support staff have access to staff development programs that help them implement the curriculum, facilitate learning, and perform assigned duties. An appreciation of students own culture is reinforced. The program is designed to allow skill mastery on an individual basis. Learning goals and expectations are not articulated through all the school levels. All textbooks are up-to-date. Teaching materials and resources are actionable and available. The curriculum is both challenging and comprehensive. Instructional time is adequate for all subjects and courses. There are adequate supervised learning activities and instruction. The Florida State Curriculum is adopted, with little modification, for our educational courses.

Students receive their achievement reports monthly Parents are informed with their sons' progress directly and regularly. 29

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CITA-AdvancED Self

The school establishes appropriate grade level and graduation requirements that leads the student toward grade promotion, diploma, higher education, and prepares for a career. The curriculum is reviewed and revised on an on-going basis. The curriculum and the instructional plan foster the active involvement of students in the learning process.

The textbooks and instructional resources and materials used to assist students in gaining knowledge and skills are appropriate and adequate in quality, quantity, and variety. Supplementary learning materials are devised by the school teachers and designed into booklets in all subjects. Secondary credits are based on defined performance criteria and a minimum of 130 clock hours of instruction. The school provides for intellectual, physical, and language needs. The curriculum includes a set of essential knowledge and skills in each content area. Academic progress is regularly reported to students and parents.

3.5. Major Strengths

1. The curriculum is challenging, 2. The curriculum has a broad variety of courses. 3. The curriculum incorporates a logical sequence. 4. Islamic teachings are incorporated in every class. 5. The curriculum is broad. 6. Mathematics' curriculum is organized and logical. 7. The variety and rigor of curriculum and the emphasis on writing are strengths. 8. The science curriculum follows standardized mandates. 9. In Language Arts, a broad variety of topics and skills (novels, poetry, writing grammar, vocabulary) are offered. 10. The school designs supplementary courses on its own to help enhance students learning. 30

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CITA-AdvancED Self

11. Application to the MAPs program is a major academic strength.

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2.6. Needed Improvements

12. Additional courses need to be added as more students are added to school. 13. More parental involvement in curriculum evaluation should be invited. 14. The addition of a regular science lab technician and an IT technician is essential. 15. English native speaker teachers are needed to grant students a native English accent. 16. A full-time educational and academic consultant is needed. 17. A wider variety of courses are needed. 18. TOEFL test have to be taken more seriously by both teachers and students. 19. Class size is sometimes not appropriate for team work and cooperative learning and effective teaching. 20. Group size sometimes doesnt allow for accommodation of individual differences and differences in learning styles and abilities. 21. Students need to be provided with more language support resources and services to do successful learning in the new language. 22. Parents should be phoned more frequently by the school to make sure that they have already seen and signed their sons' achievement reports. 23. The school must develop a plan for integrating technology into the curriculum. An effective technology plan is based on. 24. The shared vision of educators, parents, community members, and business leaders who have technological expertise should be increased. 25. As the number of computer systems in a school rises, so the demands for more technical support are needed.

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CITA-AdvancED Self

2.7. Interventions

The school contracted with a professional educational and academic trainer to provide teachers with needed strategies for self-development and students enhancement of learning. A sum of 50,000 SR was assigned this year to provide the library with material and resources enough for research and projects by the students. Science lab was remodeled and provided with more than 5 microscopes and other equipment. The school bought 3 data shows and trained the teachers to increase their presentations through them.

Steering Committee Members Member Position Mr. Hamdy Abdelrazek General Manager Mr. Ibrahim Mousa Deputy Manager Mr. Abdulhamid Al-Fadaly CITA Accreditation Facilitator Mrs. Mona . Girls Section Manager

Sub-Committee Members Member Position Amany Samir English Teacher Samiha Ahmed KG Headmistress Sayed Sahloul English Teacher Ahmed Rabeaa IT Teacher

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