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KHDA What Works, Leadership.. Background and Structure of Repton Dubai An international school with a very distinctly British flavour founded in 2008.

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Presentation on theme: "KHDA What Works, Leadership.. Background and Structure of Repton Dubai An international school with a very distinctly British flavour founded in 2008."— Presentation transcript:

1 KHDA What Works, Leadership.

2 Background and Structure of Repton Dubai An international school with a very distinctly British flavour founded in 2008 and the Senior School in Repton School is a KG- YR 13 British Curriculum and IB Diploma school. Uniquely for Dubai it is a sister school of Repton School in Derbyshire UK founded 457 years ago.

3 Structure of Repton Repton Dubai replicates all the best of the UK Independent school curricula with suitable adaptations to the educational needs of Dubai and the UAE. We share, a pastoral system based on the House and Year group system as well as having boarding houses for Senior Pupils. a similar uniform as the UK School. and an extensive programme of extra curricular activities built into the school day.

4 Structure of Repton The Junior School ( KG-Yr6) is 1600 strong whilst the Senior School (Yrs 7-13) is currently 707. Pupils come from 63 different nationalities and we are proud of the fact that 11% of our Pupils are Emirati and 40 % are UK passport holders.

5 Self Evaluation Model REVIEW How are we doing? EVIDENCE How do we know ? VISION How well should we be doing ? PLANNING What is next? ACTION What will we do? MONITORING Are we doing what we have agreed?

6 Self Evaluation Process Self Evaluation and the subsequent School improvement plan are essential as the school is so comparatively young. Whilst at it's launch there was a clear aim and purpose to the school, there has been the need to modify the plan in light of the changes which have occurred. For Inspection Purposes, as the school is all on one site, all phases of the school are inspected together and therefore there is a need to produce as concise and precise Self Evaluation Document as possible.

7 Challenges of Self Evaluation Size of the School. Cross Phase Nature. How to involve all the school community in improvement Planning? How to encompass the range of school in one report and a concise plan?

8 Solutions Horizontal and Vertical Academic Self Examination Pastoral and Academic. Use of CIS Self Study Structure.

9 How we approach self- evaluation and improvement planning

10 M.O.T Quality Indicator M- Motivation O - Ownership T-Time Horizontal Vertical

11 What worked. - The Repton Senior School SEF -

12 What? Self knowledge Strengths Weaknesses Direction - E V I D E N C E I S K E Y -

13 Benefits Clear barometer of abilities Clear direction Full involvement of all Ability to reflect on and debate what constitutes good practice now and in the future. Informs/aids refinement of Senior School Development Plan

14 Drawbacks For a new/growing school: – Diversion of resources from urgent scaffolding and refinement tasks – Very short time lag in which to detect real progress.

15 How Academic – Line Manager – Heads of Department Department Level Key Stage Level Teacher Level Pastoral and Support – Line Manager – Housemasters/Mistresses Cross House Level House Level Tutor Level

16 Contd Succession of calendared meetings from Term Start Progress updates agendered at all Departmental/Pastoral meetings Clear tasks, milestones and deadlines at all levels. Constant monitoring by Senior Leaders.

17 Refinements Greater involvement of teachers with Inspection experience – particularly OFSTED or BSO. Greater Pupil involvement – School Council. Greater Parent involvement – Parents’ Forum. Ensure inspection experience included as part of desired skill set for new hires. Earlier start: Summer term.

18 Review of How We Met Our Targets Main Challenge: How to determine progress in Islamic Education?

19 SEF : What we had set out to achieve 1.To structure the syllabus in way in which it makes it possible to determine the children’s progress 2.To put level descriptors in place and to determine what core knowledge, understanding and skills (KUS) pupils in each year group should cover from the various elements provided by the KHDA Islamic Curriculum, term by term 3.To structure examination questions in such a way so as to assess, children’s knowledge (key words), understanding (practice and relevance of their beliefs to society) and skills (the application of necessary skills such as the reading of the Holy Quran, which will enable them to practice the tenets of Islam) 4.Also, to structure their assessments and End-of-Term test scores along the lines of the core units of learning.

20 Target 1: To structure the syllabus in way in which it makes it possible to determine the children’s progress. LevelsQuran (Continuous)Aqeedah (T1a)Seeratul Anbiyaa (T1b) 3  I can recall Surah Al-Faatiha and ten short Surahs from the Holy Quran applying basic rules of Tajweed such as the rules of: Izhaar and Ikhfaa.  I can read verses from the Holy Quran, which includes the Sun and Moon letters confidently.  I can write out in Arabic Surah al-Fatihah and the last five Surahs in Arabic.  I know the names of the last 10 Surahs and can link them to the Surahs themselves when I see them in writing.  I can make links between some of Allah’s names and Attributes to prove that Allah is the only Sustainer.  I understand why Allah alone deserves to be worship.  I can recall the 5 Pillars of Islam and the 6 Articles of Faith Shahadah in Arabic and English.  I recall the content in a selection of Quranic verses and Hadith texts on Aqeedah.  I know 10 key Aqeedah words.  I can recall the Arkaanul Imaan using mind mapping notes.  I know the differences between a Prophet and a Messenger.  I can identify the names of up to 5 Messengers and 5 Prophets mentioned in the Holy Quran and previous books.  I can timeline ten events from the Holy Prophet’s early life in Mecca up until Muhammad (pbuh) became a prophet.  I can name the first people who became Muslims.  I understand why his first wife, Khadejah bint al-Khuwaylid (ra) was a Muslim role model.  I can describe his journey in teaching his friends and family about Islam.  I can recognize similarities and differences between people and how we should care for each other from the Prophets relationship with Zaid Bin Haarithah and others.

21 Target 2: To put level descriptors in place and to determine what core knowledge, understanding and skills (KUSA). ISL(b) Level 3/Grade E I can correctly link the definition of key religious vocabulary, with their meanings or the opposite (Knowledge) I can link my own religious experiences and opinions with those of other Muslims (Understanding) I can demonstrate religious practices that I have learnt (Skills) I can recall Quran and Hadith texts as well as du’aas which inform my beliefs and practices in Islam (Ability)

22 Target 3a: To structure examination questions to reflect learning outcomes. Term 1a was used for conducting Baseline Assessments Aqeedah AO1: Levels 3-7  Make links between the key words and definitions. (Level 3)  Describe what any five key words mean – you will need to write more than a sentence. (Level 4)

23 Target 3b: To structure examination questions to reflect learning outcomes. Term 1a was used for conducting Baseline Assessments Seerah AO2: Levels 3-7  What experiences did the Prophet (saw) face during each of the various stages of the timeline below (Level 3)  Choose three stages in the timeline below and describe what took place within it. For each stage you must come up with a question someone may ask about information in that stage and suggest an answer to that question (Level 4)

24 Target 4: To structure their assessments and End-of-Term test scores along the lines of the core units of learning

25 Making sense of assessment results and grading Skills Application Key words Understanding


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