SSR 2023 Domain C KGES.docx

Domain C - The curriculum – KG & Elementary Rubric Use the criteria in this rubric to evaluate the school's practice and identify evidence for alignment with the standard at the appropriate stage. Name and age group for current horizontal  Please provide the name and age group of the horizontal...

Domain C - The curriculum – KG & Elementary Rubric Use the criteria in this rubric to evaluate the school's practice and identify evidence for alignment with the standard at the appropriate stage. Name and age group for current horizontal  Please provide the name and age group of the horizontal you are providing narratives, ratings and evidence files in this rubric. C1 School Response  C1 The curriculum, as a whole, offers access, engagement and challenge to support the intellectual, physical, social and emotional needs of all students. (CORE) C1i. A clearly articulated vision of high- quality learning is used in curriculum planning for each age group, which enables teachers to create engaging and suitably challenging learning activities for all students. C1ii. Overviews of the curriculum meet the intellectual, physical, social and emotional needs of all enrolled students as they progress through school and are well understood by stakeholders. -- Choose Rating, Only KEEP correct rating: Met RBS Chairs and Co-Chairs, please enter your responses in the space below: RBS implements a curriculum, that is developed through a backward design format, through the development of scopes and sequences that ensure vertical alignment and mapping of units of study to ensure deep levels of understanding. The standards that form the backbone of the Mainstream divisions’ curricular framework include AERO Common Core for English, Common Core for Math, NGSS for science, UAE Foundation for Arabic, and Kuwaiti Ministry of Education for Islamic and social studies. The health and physical education and character education (Resalati) curricula promote important values and goals that align with our school’s guiding statements. Based on the student’s needs and interests that are shown in the previous assessments, data analysis and curriculum development cycle the resources for English, Math and Science (Elementary) are already re-defined to be flexible enough to respond to changes in students' needs and circumstances. In the Elementary division, the English, Math and Science in Elementary curriculum resources were changed in the current academic year (2023-2024) from Journeys to McGraw-Hill. These new resources will meet the different students' level through supporting reading and writing skill, focusing on differentiated stories with different genres, and providing differentiated interactive games that support their learning. Also, we have Iqraa platform for Arabic and we use other applications and websites for other subjects. We have created booklets to support the curriculum in Quran, Arabic and English. (C1i) Al-Resala Bilingual School is keen on applying the high-quality learning to a very diverse range of learners. Different creative approaches are applied to learning and teaching through a partnership with the Kuwait society for the Advancement of Science to support high achieving learners. In March 2022, after reviewing the new guiding statements, the school revised its definition of High-Quality Learning to ensure the implementation of new terms in the school educational objectives. This is clear in leading the students to participate in the learning process. This can be done through various curricula, co-curricular and extra-curricular activities and, open discussion, KWL chart, and projects. (C1i) RBS ensures full support provided for the academic, physical, and psychological needs of students. Firstly, the school provides support programs to discover gifted and talented students such as survey ,emotional intelligence test and we sets up plans to develop their capabilities through the curriculum , co-curricular and extra-curricular activities such as Robotics course and field trips to (KISR) in Science and social studies field , math , sports and languages competition to meet the individual needs of each of them. We provide academic support program for below level students. At the beginning of the year, teachers set curriculum plans according to the students’ levels based on diagnostic assessment then plans are applied during the year while evaluating the students’ progress . To consider the different levels of the students, there are academic support plans and different competitions for talented students such as, our annual Spelling Bee, Arabic Reading Competition, Math Mayor, Quran Competitions, Art Competitions and Sports Competitions (football, swimming and gymnastics). (C1ii) RBS promotes psychological and social support programs to students and parents through our SEAS unit, which provides individual plans for students who are in need to be applied on them separately in accordance with the class teachers and parents to achieve the highest result. Selected students follow definite approaches and techniques inside and outside classes to maintain their level and update it gradually through the year. Moreover, the school incorporates physical education through various sports activities, whether through PE classes or morning assembly, as well as, during recess time and constantly holding sports competitions with different schools. The school pays attention to health aspects, such as ensuring that students eat healthy food inside the school and providing health instructions by the school clinic continuously. According to the survey results 99% of the faculty strongly agree that that the use of the media and information and technology is integrated into teaching and assessment in order to enhance students’ learning (C1ii) . Standard Evidence: guiding statements scopes and sequences definition of High-Quality Learning co-curricular Extracurricular Activities Curriculum Annual plan Lesson plan Activities Unit plans projects students Reports School Improvement cycle MPR (data analysis) MMMR RBS Policies Curriculum Student Assessments Language Usage Teaching and learning C2 School Response  C2 The documented curriculum determines the development of knowledge, understanding, skills and attributes, including well-being and intercultural competencies, relevant to the students' current and future development. (CORE) C2i. The documented curriculum provides significant access, challenge and differentiation for all enrolled students. C2ii. The documented curriculum articulates activities that foster well- being and explores diverse personal, community and cultural values to support the development of intercultural competencies of students. C2iii. The development of independent learning is planned for in the documented curriculum in sufficient detail to support teacher planning. -- Choose Rating, Only KEEP correct rating: Met RBS Chairs and Co-Chairs, please enter your responses in the space below: Al-Resala Bilingual School offers bilingual curricula based on international standards and Curriculum Policy. RBS’ well-developed and thoroughly documented curriculum is evidence of the school’s aim to offer High-Quality Learning which fosters our students to be independent learners, as stated in the school’s Guiding Statements. The Backward design model is a curriculum development model that requires the respective identification of learning goals, forms of assessments, and learning plans (C2i). Best standards and resources have been selected to support the curriculum. In addition, differentiated activities have been widely implemented in classes as well as activities that enhance students' individual differences, intercultural learning and service learning. The documented curriculum is being planned and improved via taking into account the differentiation and the well-being of the students when reviewing and planning the curriculum as lesson plans and units include activities that meet the individual differences of students, whether in the knowledge or understanding skills they also contain activities for below grade level, gifted and talented students (C2ii). The school offers a curriculum that develops students' abilities and potentials to personalize and understand their own learning styles through co-curricular, extracurricular activities and global topics. Teachers design lesson plans that allow students to choose activities that match their learning styles and techniques. Students are responsible for their learning through their work in centres, group work and Students are also involved in collaborative and project-based activities as evidence from various Authentic . RBS Elementary leaders and teachers also modify and individualize curriculum plans and assessments to ensure access and support for students transitioning from SEN to Mainstream Elementary and for inclusion learning difficulty students enrolled from outside our school(C2iii). *Annual plan *Lesson plan *Activities * Unit plans *Curriculum Policy C3 School Response  C3 Global citizenship, intercultural learning and digital citizenship are intentionally planned for within the curriculum to ensure students are well prepared for life beyond school. (CORE) C3i. Articulated learning outcomes provide evidence of the planned integration and delivery of learning that fosters local and global perspectives and intercultural learning. C3ii. The school recognizes and supports multilingual learning, including languages of the host country, and other first languages of students where feasible, and uses its multilingual community as a resource to enrich learning. C3iii. Learning outcomes in all age groups provide evidence for the development of digital citizenship and skills in the use of technology for learning. -- Choose Rating, Only KEEP correct rating: Met RBS Chairs and Co-Chairs, please enter your responses in the space below: RBS curriculum, from K to 4, integrates global citizenship, digital citizenship, and intercultural learning concepts into the curriculum to develop the skills and knowledge that students need to be responsible, ethical, and engaged members of both their global and local communities. RBS’s definition of Global Citizenship is applied based on a guideline . RBS has recently revised its global citizenship guidelines and procedures and developed a new scope and sequence based on knowledge, skills and values, and attitude within seven main categories such as equity, diversity. Implementation is integrated within various subjects from k to 12. In addition to that global citizenship is part of our daily lessons in based that is related to the concepts of certain lessons. the curriculum scope and sequence for each subject, and included in every learning unit plan, weekly and monthly instructional plans, and in the school’s co-curricular and extra-curricular activities and projects - as evidenced in the Global Citizenship evidence folder. In this regard, the school provides opportunities for students to strengthen their concept among the students by encouraging them to participate in diverse activities that serves the community locally and globally, such as service learning like planting gardens, cleaning the beach, and doing the charity, international events such as International Children Day, Greening Day, Drama, Anti Bullying events, Shows and International Day activities , and connecting with people from diverse backgrounds and cultures to be more responsible and engaged with the outside world and enhance the intercultural learning skills through K-12 integrated Global citizenship curriculum. According to the survey, a vast majority parents (94%), faculty (96%), and the board (100%) believe that students effectively learn about local places and cultures, indicating a strong emphasis on intercultural learning and the use of local contexts and cultures in enriching students' education. (C3i) As a bilingual school, the primary languages of instruction at RBS are Arabic and English as well as subjects. In KG the day is divided into two periods half for Arabic and the half is for English. Six subjects are in English, and four subjects are in Arabic in Elementary. RBS aims to improve student's communication skills in both Arabic and English (Reading, Writing, and Speaking) as stated in their learning goals. To support this, RBS has a Language Usage Policy that outlines procedures to help students improve in both languages. The teachers guide students to communicate more by providing projects, and activities, that focus on developing social communication skills in both Arabic and English. (C3ii) RBS also integrates technology in all aspects of the curriculum which requires teaching digital citizenship skills and safe use of technology during using resources and the programs during the learning process. The school encourages students to develop their understanding of digital citizenship by providing useful and professional development activities to help students determine how to integrate digital citizenship concepts into the classroom. To achieve this goal, the school adopts a curriculum from “ Common Sense Media" which is implemented through specific lessons to educate the digital citizenship skills based on the guiding statement to emphasize the linking and integration among all school subjects from KG to fourth grade. RBS is proud that our school won the first Best Smart School Award in Kuwait in 2023. In the survey, 94% of parents affirmed that the school effectively utilizes information and technology (IT) to enhance their child's education. (C3iii) Standard Evidence: Lesson plans Unit plans. Annual plans. Activities. Reading and writing analysis scope and sequence Policies: Curriculum policy. language policy Global citizenship& interculture learning Guideline.. Digital Citizenship plane. C4 School Response  C4 The curriculum is sequenced in a way that promotes students' access and progression and is thoroughly documented and articulated horizontally and vertically to enhance links and continuity between different sections of the school. C4i. The school has effective curriculum coordination and has articulated the curriculum horizontally and vertically for all groups of students. C4ii. The school regularly re-evaluates horizontal and vertical articulation of the curriculum in light of all students and their needs, as well as changes determined by external sources. -- Choose Rating, Only KEEP correct rating: Met RBS Chairs and Co-Chairs, please enter your responses in the space below: KG and Elementary curriculum is planned and monitored through vertical, horizontal and cyclic revisions to ensure high quality learning while meeting our student’s various needs. To ensure suitable planning and monitoring of the curriculum, RBS conducts vertical alignment and horizontal integration meetings between grade level teachers , different grade levels and teachers of the same subject to ensure and accomplish the mission and vision of the school. Vertical alignment meetings are held at the beginning and end of the academic year to compare and analysize the different skills that are taught in each grade levels. Horizontal integration meetings are held weekly across each grade level to ensure the connections of the skills and the content of various subjects for each grade level. To ensure alignment of the curriculum and instructional strategies, the meetings focus on the planning of integrated projects between subjects to reinforce the horizontal integration matrix. Horizontal integration is further cemented through lesson plans, weekly plans, assessments, and resources. (C4i) RBS uses a systematic three-year curriculum development cycle to follow up the curriculum through three stages review, application, and assessment. Faculty review the curriculum, research best practices, review educational resources, and examine learning standards to make recommendations for program improvement. Students’ needs are re-evaluated through internal assessments such as diagnostic tests and quarter tests as well as external assessments and evaluations such as Map Tests and schools’ competitions. Based on the results of the diagnostic test and map test in the assessment data analysis, it is noticed that there are some weakness points in the students’ educational achievements in the academic year 2021-2022, post pandemic. As a result, RBS started academic support plans for the students and new teaching resources support the student’s learning and reading programs. After that the analysis of students’ results showed progress in their level and improvement in their skills in the academic year 2022-2023. (C4ii) Standard Evidence: Curriculum calendar (vertical & horizontal meetings) Curriculum development cycle Scope and Sequence form Lesson Plans SharePoint Map Test report Activities Competitions report C5 School Response  C5 The curriculum is monitored, evaluated, reviewed and developed on a systematic and planned basis, using student outcomes, student  agency and in response to changing external influences. C5i. Curriculum review and development is informed by systematic monitoring of quantitative and qualitative measures of student learning and well-being, including student agency, with appropriate analysis and development. C5ii. The school enables curriculum innovations and exploration of new learning methods, monitored by appropriate assessment and reflection techniques. -- Choose Rating, Only KEEP correct rating / Met / RBS Chairs and Co-Chairs, please enter your responses in the space below: The school curriculum is implemented, evaluated, reviewed and developed on a systematic and planned basis (the curriculum development cycle). To ensure the monitoring of the curriculum, the school conducts vertical and horizontal meetings, The vertical alignment meetings are held at the beginning and end of the academic year to compare and analyze the different skills that are taught in each grade levels. The horizontal integration meetings are held weekly across each grade level to ensure the connections of the skills and the content of various subjects for each grade level. Annual reports are provided by all departments to evaluate and review the curriculum. The school provides an effective system to support the development of the curriculum. This system includes 4 quarterly reports starting with the teachers’ assessment for students in each quarter to analyze the level, the HODs Middle Management Monitoring reports (MMMR) are written to continue the process, and then the management progress reports are done (MPR).The curriculum review supports students agency through applying different ways of curriculum activities that allow students to choose the activities that meet their needs and abilities and the feedback at the end of each class. In addition to that students apply their own way to present the quarterly projects . Findings of the MMMR and MPR are used by senior managers to monitor the KG and Elementary divisions’ progress in achieving three year Strategic Improvement Plan and Annual Action Plan goals while empowering the SMT to make future decisions to support student learning. (C5i) KGES enables curriculum innovations and exploration of new learning methods, monitored by appropriate assessment and reflection techniques. The educational resources have been changed this year in English and Science for grades 1 to 4 and from grade 1 to 6 for Math based on the reports of the curriculum development cycle, and data analysis from their map test results and assessments. Through the curriculum development cycle, RBS KGES leaders learned that RBS students need resources that enhance more learning, critical thinking, reading and writing skills. We determine to provide the best and effective programs and resources that promote self-learning opportunities for students, such as Mc Graw Hill (for English, Science and math), Iqraa platform (for Arabic)and depending on seas unit reports we provide Modesty and Protection (protection curriculum). RBS always in the most important professional development courses and conferences, such as Queen Rania courses for effective learning and Peak conference etc. According to the survey results, 99% of RBS faculty strongly agree that the school encourages innovation of teaching strategies and assessment techniques. (C5ii) Standard Evidence: Curriculum development cycle Curriculum calendar (vertical & horizontal meetings) Assessments Data analysis MMMR MPR Curriculum plan Standards PD plans Projects C6 School Response  C6 The school offers a breadth of programmes and activities to complement the formal curriculum which foster high-quality learning, student well-being and the development of global citizenship. C6i. The school's complementary programs, teaching and resources foster lifelong learning and well-being, enabling all enrolled students to be included and to have their learning extended. C6ii. The school's complementary programs are intentionally planned so that students can demonstrate leadership in student agency, community development and environmental stewardship. -- Choose Rating, Only KEEP correct rating: / Met ???/ RBS Chairs and Co-Chairs, please enter your responses in the space below: KGES curriculum and resources ensure well-being of all students, as we determine to provide the best programs and resources that promote self-learning opportunities for students, such as Mc Graw Hill website (for English, Science and math) and the Iqraa platform (for Arabic). These online programs constantly help them develop their skills and enable continuous self-assessment. Additionally, we have a comprehensive learning management system called Edunation that facilitates communication for our students and allows them to access all electronic resources, including books, educational materials, worksheets, presentations, and videos for all the lessons they need at any time. KG and Elementary divisions connect the concepts learned by students to real-life situations through Authentic Assessments at the end of each theme to enable them to apply what they have learned in their real life. Furthermore, in lesson planning, we consistently ensure that concepts are linked to the surrounding environment. At RBS KGES divisions, we prioritize the well-being of all our students by providing special programs for their psychological and social care, such as the SEAS unit. We also take care of their mental and academic well-being by offering academic support programs for struggling students and special programs for the gifted. Moreover, we create an annual plan of cocurricular, extracurricular and recreational activities that support the learning process and make it more enjoyable, such as school trips, drama activities, sports days, and open days. (C6i) Our school support programs and activities also focus on student agency and developing leadership skills in students, which is evident in the school's vision and mission. This is reflected through various programs, including the Scout team, our Student Council, the Star of the Week program, various sports activities, as well as participation in internal and external competitions and challenges as noted in the school’s student's achievement. KGES students participate in service learning such as: Keep your earth green (Planting public gardens and Cleaning public beach), honoring police officers on their special day, collecting donations, and helping those in need. In September 2023, RBS Elementary division continued enhancing our students’ leadership skills by establishing a Students' Council. ( (C6ii) Standard Evidence: school's vision and mission Curriculum • Lesson plans • Unit plans. • Annual plans. Activities: service-learning academic support plans programs for the gifted Support programs Policies: Curriculum policy. Anti-bulling policy. Child protection policy. Global citizenship policy. student agency Domain C Summary - School  Please write a two-paragraph summary reflecting on the domain standards, focusing on (i) strengths and (ii) areas for development including your planned actions. Maximum 400 words Strengths Well-Articulated Curriculum: Like all RBS divisions, KGES implements a well-articulated curriculum that incorporates all Arabic and English subject standards in a way that aligns with our school’s vision, mission, and goals. This curriculum ensures vertical and horizontal articulation across grade levels and purposely embeds elements such as global citizenship, digital citizenship, service learning, differentiation, resources, and learning activities as evidenced by various scope and sequence documents (C1, C2, C3, C4i, C6). Highly Effective System of Curriculum Development, Monitoring, and Review: RBS KGES also prioritizes a thoughtful and comprehensive approach to curriculum development, monitoring, and review. This process ensures continuous improvement and optimal learning outcomes for our students and includes regular vertical alignment and weekly horizontal integration meetings that are conducted to promote collaboration and coordination among teachers across different subjects and grade levels. Our school also uses quarterly MMMRs (Middle Management Monitoring Reports), MPRs (Management Progress Reports), SIP (School Improvement Plans), and SAP (School Action Plans) as part of our overall feedback and feedforward system. These reports and plans help leaders and teachers evaluate curriculum, instruction, and learning as we identify areas for improvement and develop strategies to continue enhancing student learning. Furthermore, our feedback and feedforward system helps our leaders measure the degree to which RBS adheres to its mission and vision as well as our school’s progress in meeting its strategic improvement goals (C4ii, C5). Well-Embedded Global Citizenship: Through a comprehensive scope and sequence, KGES students are engaged in global citizenship education and intercultural learning that will help them adapt in an increasingly globalized world while focusing on the inclusive understanding of citizenship that is rooted in their Kuwaiti and Islamic heritage (C3). Planned actions Actions to explore Future Aspirations questions Continue facilitating and improving the curriculum with reference to the personalized differentiated and lifelong need of each student by applying new resources “McGraw-Hill" in the Elementary. (C2i, HODs, Teachers, Administration, 2023-2024) LIST DOMAIN EVIDENCE BELOW: 1.