UAE School Inspection Framework 2015-2016 PDF

United Arab Emirates School Inspection Framework 2015-2016 United Arab Emirates School Inspection Framework 2015-2016 1  United Arab Emirates...

United Arab Emirates School Inspection Framework 2015-2016 United Arab Emirates School Inspection Framework 2015-2016 1  United Arab Emirates School Inspection Framework 2015-2016 2  United Arab Emirates School Inspection Framework 2015-2016 “The education of our people is a great wealth. We are proud of our educated nation because through knowledge and science we will open the horizons of a glorious future.” His Highness Sheikh Zayed Bin Sultan Al Nahyan, Founding Father of the UAE I n his vision for a glorious future, our forefather HH Sheikh Zayed Bin Sultan Al Nahyan emphasised the importance of education. Through his vision, and with the spirit of the Union, comes our collaborative initiative under the directives of the Prime Minister’s Office, bringing together a unified inspection framework for the United Arab Emirates (UAE). Education is a great wealth, indeed. With keen interest and aspiration, the UAE School Inspection Framework is designed to provide a shared set of quality standards and quality assurance to underpin our drive to meet the National Agenda targets and to provide a world-class education. Central to this is our ambition to harness the potential of young Emiratis to be innovative future global leaders. We pride ourselves on this ongoing pursuit of excellence and determination to develop a happy nation with potential for high achievement. We will not spare any effort to travel further together with our students and schools to reach greater heights. With our continued belief in the vision of our forefather, and our continuous striving for excellence in education for all our young people, we shall succeed in achieving a glorious future for everyone. 3  United Arab Emirates School Inspection Framework 2015-2016 4  United Arab Emirates School Inspection Framework 2015-2016 CONTENTS Section 1 1.1 Purpose of this framework................................................................ 7 1.2 Code of conduct for inspectors........................................................ 9 Section 2 2.1 UAE National Agenda....................................................................... 11 2.2 Innovation in education..................................................................... 12 2.3 Inclusion........................................................................................... 13 2.4 School self-evaluation....................................................................... 14 Section 3 3.1 Framework of performance standards and indicators....................... 17 Section 4 4.1 Special educational needs and gifted and talented......................... 117 4.2 Glossary of terms.......................................................................  . 121 5  United Arab Emirates School Inspection Framework 2015-2016 23 Section 6 4  United Arab Emirates School Inspection Framework 2015-2016 1.1 Purpose of this 2 framework How does school inspection contribute to 1 that vision? What is the UAE vision To achieve the world-class education for education? systems to which it aspires, the UAE must apply a high-quality evaluation system The United Arab Emirates Vision 2021 to measure reliably the quality of school has education as its foundation, both performance and to support school explicitly and implicitly. Vision 2021 includes improvements and students’ outcomes, aspirations for citizenship, a spirit of through rigorous and regular school entrepreneurship, enhanced educational inspections. The UAE School Inspection attainment, and a knowledge-based Framework is based on comprehensive economy driven by innovation, research, performance standards that define the science and technology. The realisation of essential aspects of a quality education. these aspirations requires a world-class Each standard is broken down into specific education system, responsive to national indicators and elements, and detailed needs and aligned to international standards. descriptors and illustrations guide inspection judgements and school improvement. 4 3 4 How will a unified framework contribute to What are the core that vision? values of our inspection Since its formation, the UAE has promoted service? active collaboration among the Emirates, To achieve the desired outcome of high- with integrated national planning and policy quality education, UAE education authorities in many areas. While educational reform was and inspectors are committed to ensuring a common goal, each Emirate approached a quality process through the following core this in its own way. This unified UAE values: School Inspection Framework represents Commitment to high-quality and continual the synthesis of many previous inspection improvement and school improvement models, and the culmination of many years of hard work Excellence in inspection delivery, with the across the Emirates. It is a giant step forward highest standards of professional conduct – a unified approach to moving education and cultural sensitivity, together with secure, closer to the 2021 vision. evidence-based judgements Transparency in communications before, The UAE School Inspection Framework has during and after inspections, relating to both been designed to support the inspection the process and outcomes of inspection of the full range of schools in the UAE that Cooperation and partnership with schools provide education to students from the early and other stakeholders, with the aims of years to the end of secondary education. increasing the efficiency and effectiveness of Inspectors will take full account of the the inspection process. proprietorial and governance systems that characterise all schools when applying the framework. 7  United Arab Emirates School Inspection Framework 2015-2016 8  United Arab Emirates School Inspection Framework 2015-2016 1.2 Code of conduct for inspectors and school staff Successful inspections require that inspectors and school staff conduct themselves professionally throughout the inspection. Inspectors will aim to leave the staff of each school feeling that they have gained from the experience of inspection. The focus of inspections is to find out what a school is doing well and what might be improved. School leaders, governors, owners and proprietors should recognise the thoroughness of the evidence base as well as understand and respect the judgements that emerge. The entire school community should believe that the inspection has provided a valuable contribution to its strategy for continuous improvement. Inspectors will: arrive at fair and accurate judgements that are securely based on evidence, in line with the UAE School Inspection Framework make their evaluations impartially, free of personal bias or prejudice, and have no connection with the school that could undermine their objectivity treat those they meet during the inspection process with courtesy and respect, keeping the interests of learners at the heart of every inspection, and remembering that the right of entry into schools is a privilege establish effective working relationships with the school staff, keeping in mind their concerns and the circumstances in which they work respect the confidentiality of information plan and manage the inspection process effectively to ensure it is as smooth and straightforward as possible use the school’s self-evaluation as the starting point for inspection and explore issues through professional dialogue with school staff observe students’ learning experiences directly identify the school’s strengths and areas where improvement is needed communicate outcomes clearly and supportively. Feedback to school staff and governing bodies, given orally and in writing, will be clear and unambiguous and will focus on sustaining high-quality outcomes and, where relevant, building capacity to bring about improvement. School staff are also expected to uphold the highest professional standards during inspections and ensure that inspectors are treated with courtesy and respect. The standards expected of school staff are the same as those of inspectors. 9  United Arab Emirates School Inspection Framework 2015-2016 34 Section 10  United Arab Emirates School Inspection Framework 2015-2016 2.1 UAE National Agenda “Education is a fundamental element for the development of a nation and the best investment in its youth.” UAE Vision 2021 In 2014, H.H. Sheikh Mohammed Bin Rashid Al Maktoum, Vice President and Prime Minister of the UAE and Ruler of Dubai, launched the UAE National Agenda as an extension to achieve the UAE Vision 2021 in time for the UAE golden jubilee celebration. The UAE National Agenda covers the sectors of education, health, economy, police, housing, infrastructure and government services. Education is a particularly important focus of the UAE National Agenda as it includes eight objectives that should lead the UAE to being among the most successful countries in providing world-class education. These objectives target important areas in education related to students, teachers and school leaders. 4 PISA: to be among the TIMSS: to be among the 20 highest performing 15 highest performing countries in PISA countries in TIMSS Completion of high school Attending pre-primary: to education: to ensure that 90% ensure that 95% of children of Emirati students complete in the UAE attend pre- their high school education primary education High skills in Arabic Highly-quality teachers: to language: to ensure that 90% ensure that 100% of schools of Grade 9 students develop have high-quality teachers high skills in Arabic language in the UAE NAP assessment Highly-effective school University foundation leadership: to ensure that programme: to ensure that 100% of public schools no students need to join have highly-effective school the university foundation leadership programme. By working towards these objectives, school leaders will take actions to make their schools high-performing educational institutions in the UAE, where students achieve similarly to those in the best educational systems in the world. Only when school leaders embrace the UAE National Agenda targets will the UAE make further improvements, eventually celebrating in 2021 by being among countries that provide world-class education. 11  United Arab Emirates School Inspection Framework 2015-2016 2.2 Innovation in Education “More than any other time, we need to boost innovation among young people, build nurturing environments in our society, and encourage our schools and universities to equip our youth with skills in research and discovery methodologies.” - Sheikh Mohammed Bin Rashid Al Maktoum, Vice-President and Prime Minister of UAE and Ruler of Dubai (2014) Promoting a culture of innovation in schools Innovation is the generation of new and creative ideas and the use of new or improved approaches. It is one of the most effective drivers of economic growth in the modern era for stimulating entrepreneurship and enterprise. The UAE Vision 2021 sets out the National Agenda for the UAE to be among the most innovative nations in the world. The National Innovation Strategy sets the context for ‘innovation’ and ‘innovative leadership’ as the primary tools for delivering a programme of economic development and progress, stimulating creativity, and growing a distinct set of skills and capabilities across the nation in order to achieve the UAE Vision 2021. It provides the UAE with a comprehensive plan to develop the entire ‘innovation ecosystem’, which extends into seven key areas of the economy, including education, where innovation is a basic criterion for evaluating public and private schools in order to deliver a world-class education for all children in the UAE. Innovation comes in many forms. There are innovations in the way schools are owned, organised and managed; in curriculum design models; in teaching and learning approaches, such as the ways in which learning technologies are used; classroom design including virtual spaces; assessment; timetabling; partnerships to promote effective learning and engagement in the economy; and the ways in which teachers and leaders are recruited, trained, developed and rewarded. These innovations can be small or large, recognisable or entirely new and different. Innovation is driven by a commitment to excellence and continuous improvement. Innovation is based on curiosity, the willingness to take risks and to experiment to test assumptions. Innovation is based on questioning and challenging the status quo. It is also based on recognising opportunity and taking advantage of it. Being innovative is about looking beyond what we currently do well, identifying the great ideas of tomorrow and putting them into practice. During school inspections, there is now a focus on innovation and the ways in which it is promoted in schools. Inspection teams will explore the school’s vision and interpretation of innovation as found in selected indicators and elements of the inspection framework. Inspectors will seek to understand how it is defined, designed and expressed in the school. 12  United Arab Emirates School Inspection Framework 2015-2016 2.3 Inclusion The concept and practice of inclusive education have gained importance in recent years. Internationally, the term is increasingly understood more broadly as a reform that supports and welcomes diversity amongst all learners. Inclusive education is not a marginal issue but is central to the achievement of high-quality education for all learners and the development of more inclusive societies. Inclusive education is essential to achieve social equity and is a constituent element of lifelong learning. UNESCO Inclusive education is the process through which schools develop systems, classrooms, programmes and activities so that all students are able to learn, develop and participate together. In an inclusive school, the curriculum, physical surroundings and school community should reflect the views and characteristics of its students. An inclusive school honours diversity and respects all indviduals. The UAE is determined to become an inclusive, barrier-free, rights-based society that promotes, protects, and ensures the success of all groups of students. The impact of inclusion should be seen through the learning experiences of all children within UAE schools. Governors and senior leaders have a responsibility to facilitate and develop inclusive attitudes and practice within their schools. In the most successful schools, a highly- inclusive ethos will be reflected in the values and culture of the entire school community so that learners feel welcome, accepted, safe and valued. Inclusion does not mean treating people the same without regard for individual differences. The inclusive school will be proactive in identifying barriers which restrict students’ achievement, participation and learning, and will take action to remove obstacles which lead to educational exclusion. Particular groups of students who require access to specialist provision within our schools are at the highest risk of experiencing educational exclusion. These include students with special educational needs, students with disabilities, students with special talents and students with special gifts. Aspects of provision which require special consideration to ensure the educational inclusion of these groups of students include the: effectiveness of identification procedures appropriateness of curriculum modification systems impact of specific intervention or personal support mechanisms use of feedback from monitoring and assessment processes. Developing inclusion will involve students, professionals, parents, carers and the wider community. Provision made by schools for students with special educational needs is now integrated into this framework. Schools and inspectors will be able to evaluate the quality of provision for these students in the process of considering selected performance standards and indicators. 13  United Arab Emirates School Inspection Framework 2015-2016 2.4 School self-evaluation Accurate self-evaluation is a pre-condition for school improvement. Without it, school leaders, governors, owners and proprietors do not have a realistic view of their school’s strengths and weaknesses. This means that action for improvement is unlikely to address the most important issues or lead to improved outcomes for students. Self-evaluation is forward looking. It is about change and improvement, whether gradual or transformational. It is based on professional reflection, challenge and support. It involves taking considered decisions about actions which result in clear benefits for students. Self-evaluation should not take place just because an inspection is imminent. It is a process that all schools need to engage in regularly throughout the year in order to assist everyone involved in the journey of continuous improvement. At the heart of school self-evaluation are three questions: How are we doing? How well should we be doing? What will we do to improve? The best schools focus these questions on learning. Learning is their core business and leaders, teachers and students are always learning. In line with international best practice, school inspections place a firm emphasis on the need for schools in the UAE to become more familiar and confident with the processes of self-evaluation and improvement planning. This inspection framework should be an important tool for schools to use as part of their own self-evaluation procedures. All schools are required to submit self-evaluation information prior to the inspection team’s visit. This should be aligned to the performance standards and elements in this framework. Inspectors will use the self-evaluation information provided by each school as a starting point for their work so schools are encouraged to undertake carefully considered, reflective self-evaluation. 14  United Arab Emirates School Inspection Framework 2015-2016 15  United Arab Emirates School Inspection Framework 2015-2016 2 Section 16 4  United Arab Emirates School Inspection Framework 2015-2016 Framework of performance standards and indicators This set of performance standards and indicators has been developed from those used in several Emirates over the previous seven years and following extensive consultation. Performance standards and indicators are at the heart of the most effective inspection systems worldwide. They provide a framework within which inspectors make judgements on the basis of evidence of observed practice. They serve a number of purposes. Standards and indicators create a vocabulary for a conversation with schools about the key purposes of education and the key factors of educational quality. The use of a common set of standards and indicators supports consistency in judgements across different inspection teams. The statements for the highest performance levels provide a description of educational excellence to which schools can aspire. The statements for the lowest performance levels provide schools with a clear understanding of levels of provision that are not acceptable and must be improved. Schools can use the standards and indicators for self-evaluation and school improvement through effective development planning. The publication of performance standards and indicators contributes to the transparency of the inspection process. The UAE School Inspection Framework is structured in the following way: Performance standards represent the key domains of quality education Indicators outline the main areas covered by the standard Elements refine specific aspects of the indicators Brief descriptors describe observable actions for each performance level Illustrations provide more detailed descriptions of practice at selected performance levels. 17  United Arab Emirates School Inspection Framework 2015-2016 School inspections are structured around six performance standards and conclude with an overall performance judgement. Performance standards 1. Students’ achievement 2. Students’ personal and social development, and their innovation skills 3. Teaching and assessment 4. Curriculum 5. The protection, care, guidance and support of students 6. Leadership and management The choice of these performance standards, underpinned by 17 performance indicators, is based on research into school effectiveness. While there are legitimate disagreements about some aspects of the purpose of education, there is almost universal consensus that an effective school will seek to secure the best possible academic outcomes, while also ensuring students’ personal, physical, social and emotional development. These two key outcomes – students’ achievement and students’ personal development – are the key measures of school effectiveness and form the basis for the first two standards. The next four standards focus on what research tells us about the most powerful factors determining school effectiveness: the quality of teaching, curriculum, care and leadership. Overall performance judgement The UAE School Inspection Framework concludes with an overall judgement of school performance. Using the matrix in this framework, schools and inspection teams consider the evaluations made for the 17 performance indicators and determine the closest match in order to agree the ‘Overall Performance Judgement’ for the school. 18  United Arab Emirates School Inspection Framework 2015-2016 Inspectors will make judgements using a six-level scale. The six levels of quality on the scale are defined as follows: Quality of performance substantially exceeds the Outstanding expectation of the UAE Quality of performance exceeds the expectation of the Very Good UAE Quality of performance meets the expectation of the UAE Good (This is the expected level for every school in the UAE) Quality of performance meets the minimum level of quality required in the UAE Acceptable (This is the minimum level for every school in the UAE) Weak Quality of performance is below the expectation of the UAE Quality of performance is significantly below the Very Weak expectation of the UAE 19  United Arab Emirates School Inspection Framework 2015-2016 Consistency in quantitative terms The following terms are used throughout the performance indicators with the following definitions: Almost all Greater than 90% Most 75% - 90% Large majority 61% - 74% Majority 50% - 60% Large minority 31% - 49% Minority 16% - 30% Few Up to 15% 20  United Arab Emirates School Inspection Framework 2015-2016 Judging students’ attainment, progress and learning skills Inspectors will make evaluations on the basis of the evidence they gather in relation to each significant age group in the school, taking into account the students’ ages. Inspectors will take account of any significant variations in the performance of different groups of students. These will include: boys and girls Emirati students lower and higher attaining students students with special educational needs students with particular gifts or talents students for whom the language of instruction is an additional language students whose first language is Arabic, including children in the early years. In judging students’ attainment and progress, the descriptors will be applied to certain key subjects: Islamic Education (for Muslim students) Attainment and progress will be evaluated in a number of areas. The Holy Qur’an and Hadeeth (Prophet’s sayings) Islamic values and principles Islamic law and etiquettes Seerah (Life of the Prophet) Faith Identity Humanity and the universe Language Arabic as a first or additional language English The language of instruction, when it is not Arabic or English Attainment and progress will be evaluated in listening, speaking, reading and writing. Inspectors will pay close attention to students’ acquisition of higher order reading skills, including inference, interpretation and integration of information. Inspectors will evaluate students’ progress in English against the standards in the school’s curriculum. 21  United Arab Emirates School Inspection Framework 2015-2016 Mathematics Where appropriate, students’ attainment and progress will be evaluated in: number and quantity and their use space and shape, measurements, geometry and trigonometry change and relationship, algebra uncertainty, chance, data and data display mathematical thinking: formulating, employing and interpreting. Inspectors will pay close attention to students’ acquisition of critical thinking, reasoning, problem solving, enquiry, interpretation and application of knowledge. Science Where appropriate, students’ attainment and progress will be evaluated in their: knowledge and understanding of physical, life, earth and space sciences scientific thinking, enquiry and investigative skills practical and laboratory skills ability to draw conclusions and communicate ideas application of science to technology, the environment and society. Inspectors will pay close attention to students’ acquisition of critical thinking, reasoning, problem solving, enquiry, interpretation and application of knowledge. UAE social studies Inspectors will pay close attention to a number of areas. National identity Citizenship Government Values and ethics The individual and society The national economy Early years When inspecting provision in the early years, inspectors will judge children’s attainment and progress in key subjects using child-developmental outcomes that are typically found in quality early years curricula and that form the foundations of literacy, numeracy, and personal and social development. 22  United Arab Emirates School Inspection Framework 2015-2016 23  United Arab Emirates School Inspection Framework 2015-2016 1. Students’ achievement 1.1 Attainment Elements 1.1.1 Attainment as measured against authorised and licensed curriculum standards 1.1.2 Attainment as measured against national and appropriate international standards 1.1.3 Knowledge, skills and understanding, especially in the key subjects 1.1.4 Trends in attainment over time Brief descriptors Outstanding Very Good Good Acceptable Weak Very Weak 1.1.1 Attainment as measured against authorised and licensed curriculum standards Most students attain The large majority The majority of students Most students attain Less than three- Few students attain levels that are above of students attain attain levels that are levels that are in quarters of students levels that are in curriculum standards. levels that are above above curriculum line with curriculum attain levels that are line with curriculum curriculum standards. standards. standards and a few at least in line with standards. are above. curriculum standards. 1.1.2 Attainment as measured against national and appropriate international standards In external In external In external In external In external examinations In external examinations, most examinations, a large examinations, the examinations, most less than three-quarters examinations, only a students attain levels majority of students majority of students students attain of students attain levels few students attain that are above national attain levels that are attain levels that are levels that are in line that are at least in levels that are in line and international above national and above national and with national and line with national and with national and standards. international standards. international standards. international standards. international standards. international standards. 24  United Arab Emirates School Inspection Framework 2015-2016 1.1.3 Knowledge, skills and understanding, especially in the key subjects In lessons and in their In lessons and in their In lessons and in In lessons and in their In lessons and in their In lessons and in recent work, most recent work, a large their recent work, the recent work, most recent work, less their recent work, students demonstrate majority of students majority of students students demonstrate than three-quarters of only a few students levels of knowledge, demonstrate levels of demonstrate levels of levels of knowledge, students demonstrate demonstrate levels of skills and understanding knowledge, skills and knowledge, skills and skills and understanding levels of knowledge, knowledge, skills and that are above understanding that understanding that that are in line with skills and understanding understanding that are curriculum standards. are above curriculum are above curriculum curriculum standards. that are at least in in line with curriculum standards. standards. line with curriculum standards. There are standards. significant gaps in students’ knowledge and weaknesses in their skills and understanding. 1.1.4 Trends in attainment over time Over the past three Over the past three Over the past three Over the past three Over the past three Over the past three years, the attainment years, the attainment years, the attainment years, the attainment years, the attainment years, only a few of most students has of a large majority of a majority of of most students of most students has students have attained been consistently of students has students has been has been broadly in been consistently levels that are in line above national and been consistently above national and line with national and below international with national and international standards. above national and international standards, international standards. standards or has varied international standards. international standards. or has improved considerably. significantly. 25  United Arab Emirates School Inspection Framework 2015-2016 The quality of attainment illustrated below would. Over the previous three years, the school has maintained be evaluated as outstanding. or improved high standards of attainment for the majority of students. Attainment is now broadly above the expected. Most students’ work, as measured against the school’s levels. curriculum standards, is consistently above the age-related levels. The quality of attainment illustrated below would. Using external and other appropriate benchmarks, most be evaluated as acceptable. students’ results are above international standards.. Most students’ work, as measured against the school’s curriculum levels, is broadly in line with age-related standards.. Most students demonstrate high levels of knowledge and understanding shown in the consistently very high quality. In relation to benchmarks used by the school, most students’ of their work, which is above international standards. For test and external examination results are at least in line with their age, they have excellent skills in literacy, numeracy and international standards. technology..Most students demonstrate knowledge, skills and. Over the previous three years, the school has maintained understanding in line with curriculum and international consistently high standards of attainment for most students. standards. For their age, they demonstrate basic competency in literacy, numeracy and technology. The quality of attainment illustrated below would be evaluated as good.. There may be variation from year to year in external test results but, overall, students’ attainment is broadly in line. The majority of students’ work, as measured against with curriculum and international standards. the school’s curriculum levels, is above the age-related standards.. In relation to benchmarks used by the school, the majority of students’ test and external examination results are above international standards.. The majority of students demonstrate knowledge, skills and understanding that are above curriculum and international standards. For their age, they have well developed skills in literacy, numeracy and technology. 26  United Arab Emirates School Inspection Framework 2015-2016 27  United Arab Emirates School Inspection Framework 2015-2016 1.2 Progress Elements 1.2.1 Progress of students, including those with special educational needs, against their starting points and over time 1.2.2 Progress in lessons 1.2.3 Progress of different groups of students Brief descriptors Outstanding Very Good Good Acceptable Weak Very Weak 1.2.1 Progress of students, including those with special educational needs, against their starting points and over time Internal and external Internal and external Internal and external Internal and external Assessment information Assessment information assessment information assessment information assessment information assessment information indicates that less than indicates that only a indicates that most indicates that a large indicates that the indicates that most three-quarters of the few students make the students make better majority of students majority of students students make the students make the expected progress in than expected progress make better than make better than expected progress in expected progress in relation to individual in relation to their expected progress in expected progress relation to individual relation to individual starting points and the individual starting points relation to individual in relation to their starting points and the starting points and the curriculum standards. and the curriculum starting points and the individual starting points curriculum standards. curriculum standards. standards. curriculum standards. and the curriculum standards. 1.2.2 Progress in lessons In lessons, most In lessons, a large In lessons, the majority In lessons, most In lessons, only a In lessons, only a students make majority of students of students make students make majority of students few students make better than expected make better than better than expected expected progress in make expected expected progress in progress in relation to expected progress in progress in relation to relation to appropriate progress in relation to relation to appropriate appropriate learning relation to appropriate appropriate learning learning objectives appropriate learning learning objectives objectives aligned with learning objectives objectives aligned aligned with the objectives aligned with aligned with the the expected curriculum aligned with the with the expected expected curriculum the expected curriculum expected curriculum standards. expected curriculum curriculum standards. standards and a few standards. standards. standards. make better progress. 28  United Arab Emirates School Inspection Framework 2015-2016 1.2.3 Progress of different groups of students All groups* of students Most groups* of The majority of groups* All groups* make At least one significant There is significant make better than students make of students make at least expected group* of students does disparity in progress expected progress. better than expected better than expected progress, although not make the expected rates between the progress. progress. there may be some progress. different groups* of unevenness in progress students. between groups*. * “groups” refers to those identified under the section “Judging students’ attainment, progress and learning skills” 29  United Arab Emirates School Inspection Framework 2015-2016 The quality of progress illustrated below would The quality of progress illustrated below would be evaluated as outstanding. be evaluated as acceptable. Internal and external assessment information shows that, Internal and external assessment information indicates that, in relation to their assessed starting points, most students in relation to their starting points, most students reach the reach higher levels of attainment than predicted. predicted levels of attainment. Most students make significant gains in their knowledge, Most students make gains in knowledge, skills and skills and understanding, as measured against the learning understanding, as measured against the learning objectives objectives in lessons. They make links between subject areas in lessons. A few students make links to prior knowledge demonstrating high levels of competence and applying their but a majority may lack confidence in applying their skills in skills successfully in everyday and unfamiliar contexts. everyday contexts. All groups of students, including those with special Most groups of students, including those with special educational needs and low attainers, make similarly strong educational needs and low attainers, make expected progress. progress. The quality of progress illustrated below would The quality of attainment and progress illustrated be evaluated as good. below is unlikely to be acceptable. Internal and external assessment information indicates that, Students are working at a level below what is expected for in relation to their starting points, the majority of students their ages. reach higher levels of attainment than predicted. Students’ key skills in literacy, numeracy and technology are The majority of students make notable gains in knowledge, so limited that they find it difficult to work co-operatively or skills and understanding, as measured against the learning independently. objectives in lessons. They make links to prior knowledge and are confident in applying their skills in everyday contexts. The rate of students’ progress is too slow and a significant minority of students do not make the progress of which they The majority of groups of students, including those with are capable. Few students are able to apply their skills and special educational needs and low attainers, make similarly knowledge in everyday contexts. strong progress. Not all groups of students, including those with special educational needs and low attainers, make sufficient progress. 30  United Arab Emirates School Inspection Framework 2015-2016 31  United Arab Emirates School Inspection Framework 2015-2016 1.3 Learning skills Proportions of students: except where specifically stated, the descriptors that follow do not make reference to proportions of students. It is expected that the learning skills described will be typical of those generally displayed by students in different phases of a school. Elements 1.3.1 Students’ engagement in, and responsibility for, their own learning 1.3.2 Students’ interactions, collaboration and communication skills 1.3.3 Application of learning to the world and making connections between areas of learning 1.3.4 Innovation, enterprise, enquiry, research, critical thinking and use of learning technologies Brief descriptors Outstanding Very Good Good Acceptable Weak Very Weak 1.3.1 Students’ engagement in, and responsibility for, their own learning Students are Students are keen Students enjoy learning Students have positive Students are easily Students are very easily enthusiastic and to learn and take and take increasing attitudes toward distracted and work distracted and work take responsibility for responsibility for their responsibility for their learning and can only with their teachers’ only with constant their own learning in own learning. They own learning. They work for short periods direction. Students teacher direction. They sustained ways. They know their strengths know their strengths without their teachers’ rarely reflect on the do not show interest focus well and reflect on and weaknesses and and weaknesses and intervention. They may quality of their learning in learning. They do their learning to evaluate act purposefully to take steps to improve. be passive learners, but and consequently they not evaluate the quality their strengths and improve. they know what they are unsure how to of their learning and weaknesses accurately. have learned and how improve their work. consequently they They take targeted to improve their work in do not know how to actions to improve. general terms. improve their work. 32  United Arab Emirates School Inspection Framework 2015-2016 1.3.2 Students’ interactions, collaboration and communication skills Students interact Students interact and Students interact and Students can work Students work together Only a few students and collaborate very collaborate purposefully collaborate well in productively in groups only with teacher can interact and effectively in a wide and productively in a range of learning although the quality supervision. They find work together at an range of learning a range of learning situations. They of their interactions is it difficult to interact acceptable level and situations to achieve situations to achieve communicate their varied and collaboration and to discuss and communicate their agreed goals. They common goals. They learning clearly. is limited. They communicate their learning. communicate their communicate their communicate their learning. learning very clearly. learning effectively. learning adequately. 1.3.3 Application of learning to the world and making connections between areas of learning Students consistently Students regularly Students make clear Students make a few Students find it difficult Only a few students make meaningful make meaningful connections between connections between to make connections are able to make connections between connections between areas of learning and areas of learning between areas of connections between areas of learning and areas of learning and relate these to their and relate these in learning and to relate areas of learning and use these to deepen relate these well to their understanding of the simple ways to their knowledge to their relate knowledge to their understanding of understanding of the world. understanding of the understanding of the their understanding of the world. world. world. world. the world. 1.3.4 Innovation, enterprise, enquiry, research, critical thinking and use of learning technologies Students are innovative Students are innovative Students are Students can do basic Students find it Only a few students and enterprising. and enterprising. enterprising. They research with teachers’ difficult to do basic, can find things out They are independent They use enquiry and can find things out direction. They use independent research independently and use learners and can research skills, and for themselves and learning technologies or use learning learning technologies find things out for learning technologies use technologies to in limited ways to technologies effectively. effectively. Critical themselves using a effectively. Critical support their learning. support their learning. Critical thinking and thinking and problem- variety of different thinking and problem- Critical thinking and Critical thinking and problem-solving skills solving skills are not sources. They use solving skills are key problem-solving skills problem-solving skills are underdeveloped features of learning. learning technologies features of learning. are common features of are developing features features of learning. independently and learning. of learning. very effectively. Critical thinking and problem- solving skills are intrinsic features of learning. 33  United Arab Emirates School Inspection Framework 2015-2016 The quality of learning skills illustrated below Students demonstrate proficiency in finding out new would be evaluated as outstanding. information and are able to apply successfully their critical thinking to tasks. They are innovative and creative. They Students are motivated and eager participants in their hypothesise and draw inferences with ease and so their learning. They are actively involved in their own learning and abilities to solve problems are excellent. Their work will development, and show increasing skills as learners and often reflect maturity and independence of thought and they assessors of their own learning. Students are very aware of readily find things out for themselves by using books and their progress and strengths in learning. The questions they other resources, including technology. Through the effective ask show they are making important connections between use of different sources of information, students are able to new learning and what they already know. They are reflective make accurate and appropriate conclusions and present and analyse learning situations in order to discover the best their learning with confidence. solutions. Their independence shows itself particularly in the ways they use technology. The quality of learning skills illustrated below would be evaluated as good. Students choose the best ways to complete tasks within group and individual settings both in leading and supporting Students have a genuine interest in learning. They are their peers. Through effective collaboration with others, by actively involved and sustain concentration in lessons. They contributing ideas and listening to one another, students are taking increasing responsibility for their own learning and demonstrate high levels of skills as independent thinkers and assessment of it, and are capable of working productively on learners, and achieve common goals. their own. They do not need much guidance from teachers and use resources, including technology, sensibly to support Skills, knowledge and understanding acquired are applied their work. Students know how well they are doing in their confidently and accurately to new learning contexts. Students work. They readily understand what they need to improve demonstrate success in applying their skills to problems and how they might succeed. reflecting real life situations, both familiar and unfamiliar. They make connections between their learning in different parts of Students are comfortable working together with others. They the curriculum. They are successful, confident, responsible are well aware of the benefits that group work produces, learners. although they may not always initiate collaborative activity. Students have learned not only to listen other students’ views but also to analyse them and respond to them thoughtfully. Their own contributions are pertinent and helpful to others. 34  United Arab Emirates School Inspection Framework 2015-2016 Students understand the connections between the different Students work collaboratively in familiar groups. Whilst strands of learning. They appreciate how language underpins working in groups or teams, at times students lack the skills their learning of science, for example, and how sport is linked they need to co-operate and produce good work. They do to health education. Similarly, students can apply aspects of not always understand the importance of listening to each their learning to the world beyond school. As a result, they other in order to make meaningful contributions. recognise their own knowledge and skills in these different contexts. Students acquire knowledge and skills from a range of contexts but their understanding may be less well developed. Students are resourceful and able to find things out for Consequently, students will only demonstrate success in themselves in a range of ways, including books and their learning in familiar contexts where they are required to technology, although they sometimes take information at repeat a procedure. When required to apply their learning to face value without interpreting it enough. They can think new contexts, they may need high levels of support. for themselves and their reflection is productive, although it may lack depth or insight. They solve problems competently, Students demonstrate age-appropriate research and skills whether they are working individually or with others. in technology but rarely exhibit independent thinking or problem-solving skills. They tend to rely on adults. The quality of learning skills illustrated below would be evaluated as acceptable. The quality of learning skills illustrated below is unlikely to be acceptable. Students occasionally take responsibility for, and are active in, their own learning. They do what teachers ask of them A substantial proportion of students is not engaged in lessons but may often be passive listeners or watchers, or undertake and students are unable to explain what they are doing. tasks which do not require much thought. While the majority Students are unable to work collaboratively. of students work well in the absence of close supervision, others lack motivation or are easily distracted. They know Students do not apply what they have learned in key subjects what they need to do to improve, although a minority may to other aspects of their work. They do not recognise be unclear. Students have only a general awareness of their connections between what they are learning and the world progress and strengths as learners. beyond school. Students’ thinking skills are not developed well, and so students struggle to find things out and solve problems for themselves. Their skills in using learning technologies are weak. 35  United Arab Emirates School Inspection Framework 2015-2016 2. Students’ personal and social development, and their innovation skills Proportions of students: Except where specifically stated, the descriptors that follow do not make reference to proportions of students. It is expected that the personal and social development and students’ innovation skills will be typical of those generally seen in different phases of a school. 2.1 Personal development Elements 2.1.1 Attitudes 2.1.2 Behaviour 2.1.3 Relationships 2.1.4 Adoption of safe and healthy lifestyles 2.1.5 Attendance and punctuality Brief descriptors Outstanding Very Good Good Acceptable Weak Very Weak 2.1.1 Attitudes Students have very Students have positive Students have positive Students demonstrate Students are willing, Students demonstrate positive and responsible and responsible attitudes. and responsible attitudes. responsible attitudes and although they may often negative attitudes. They attitudes. They They are self-reliant. They They are self-reliant and a developing self-reliance. be insecure and lack ignore critical feedback demonstrate strong self- seek and respond very respond well to critical They appreciate critical self-reliance. They do not and often respond reliance and thrive on well to critical feedback. feedback. feedback. respond well to critical adversely to it. critical feedback. feedback. 36  United Arab Emirates School Inspection Framework 2015-2016 2.1.2 Behaviour Students are consistently Students are frequently Students usually Students respect and The poor behaviour of Students demonstrate self-disciplined and self-disciplined and demonstrate self- follow school rules in a few students disrupts intimidating behaviour. respond very well to respond well to others. discipline and respond and out of lessons. They lessons and /or causes They are sometimes others. They resolve They work together well to others. Bullying is are courteous to others. difficulties around the disrespectful towards difficulties in mature ways. to resolve differences. rare. Students’ positive Students’ behaviour school. Students’ others and property. Bullying is extremely rare. Bullying is very rare. behaviour prevails generally contributes to a behaviour results in Students’ behaviour Their exemplary behaviour Students’ very positive throughout the school. safe and orderly learning a disorderly learning may result in an unsafe is influential across the behaviour contributes to community, although there community and incidents learning community and school. a harmonious learning may be a few incidents of of bullying are frequent. incidents of bullying are community. bullying. commonplace. 2.1.3 Relationships Students are sensitive Students are sensitive to Students understand the Students are aware of the Students are not Students are not aware of and show empathy to the the needs and differences needs and differences of needs and differences sufficiently aware of the the needs and differences needs and differences of of others and consistently others, and readily help of others. As a result, needs and differences of others. As a result, others. They always help help each other. As each other. As a result, relationships amongst of others. As a result, relationships amongst each other. As a result, a result, relationships relationships amongst students and with staff are relationships amongst students and with staff are relationships amongst amongst students and students and with staff are courteous. students and with staff are often not respectful and students and with staff with staff are respectful respectful and cordial. not always respectful. can be discourteous. are very respectful and and considerate. considerate. 2.1.4 Adoption of safe and healthy lifestyles Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students demonstrate Students demonstrate excellent understanding secure understanding of sound understanding of general understanding limited understanding of poor understanding of of safe and healthy living. safe and healthy living. safe and healthy living. of safe and healthy safe and healthy living. safe and healthy living. They consistently make They usually make wise They make appropriate living. They may make They make inappropriate They make inappropriate wise choices about their choices about their own choices about their own inconsistent choices about choices about their and unsafe choices own health and safety. health and safety. They health and safety. They their own health and own health and safety, about their own health They frequently initiate and initiate or participate in participate in activities that safety. They occasionally and rarely participate in and safety, and do not participate in activities that activities that promote safe promote safe and healthy participate in activities that activities that promote safe participate in activities that promote safe and healthy and healthy lifestyles. lifestyles. promote safe and healthy and healthy lifestyles. promote safe and healthy lifestyles. lifestyles. lifestyles. 2.1.5 Attendance and punctuality Attendance is at least Attendance is at least Attendance is at least Attendance is at least Attendance is less than Attendance is less than 98%. Students are 96%. Students almost 94%. Students usually 92%. Students generally 92%. A minority of 90%. A large minority punctual to school and always arrive at school arrive at school and to arrive at school and to students consistently of students consistently lessons. and to lessons on time. lessons on time. lessons on time. arrive late at school and/or arrive late at school and to to lessons. lessons. 37  United Arab Emirates School Inspection Framework 2015-2016 The quality of personal development illustrated The quality of personal development illustrated below would be evaluated as outstanding. below would be evaluated as good. Students have a very strong sense of personal responsibility Students have positive and responsible attitudes and need and show independence of mind. They are proactive and little reassurance. They are self-reliant but may not be risk- resilient, and are not averse to taking risks. They thrive on takers. They respond well to critical feedback. giving and receiving critical feedback. Students’ behaviour is positive, and they are courteous to Students’ attitudes to school and to others result in excellent adults and other students. They exercise self-control and behaviour. Students are self-disciplined, respond very well follow school rules. Consequently, the school is safe and to their peers and adults, and resolve difficulties in mature orderly. ways. Students enjoy excellent relationships with staff. Student-staff relationships are friendly and respectful. Students report that they feel safe, valued and supported Students are sensitive to the needs of others, including and this, in turn, leads to effective relationships amongst those with special educational needs, and extend help when students. They show genuine concern for, empathy towards a request is made. and tolerance of, others. Students take the lead in relating to others, including those with special educational needs, both Students have positive attitudes toward healthy eating and socially and in their school work. maintaining active lifestyles. They follow the school’s advice by selecting healthy choices for snack and meals. Most are Students have a strong commitment to following a safe active, willing participants in physical education classes and and healthy lifestyle. They show responsibility by explaining sports. the reasons for, and encouraging others in, making healthy eating choices and taking regular exercise. Attendance is at least 94%, and almost all students are punctual in arriving at school and for lessons throughout the Levels of attendance are at least 98%. Students are school day. punctual in arriving at school and for lessons throughout the school day. Students are aware of the need for good attendance, recognising the link between their attendance and achievement. 38  United Arab Emirates School Inspection Framework 2015-2016 The quality of personal development illustrated The quality of personal development illustrated below would be evaluated as acceptable. below is unlikely to be acceptable. Most students have responsible attitudes. They are able Students show little sense of personal responsibility or to make decisions for themselves although they may often initiative. need reassurance. They appreciate critical feedback. There is bullying or intimidation and lessons are disrupted by Students’ behaviour is respectful. Rules and values are students. Students report that they do not always feel safe clearly stated, understood and followed. Consequently, the in social areas and around the school. school is a safe and orderly environment for all students. High levels of alienation and disenchantment characterise Student-staff relationships are based upon mutual respect. the relationships in the school. Students show little respect They are productive and supportive. The students co-operate for teachers or peers. Students are insufficiently aware of the well with others, including those with special educational needs, rights and differences of others, including those with needs, and report that they feel safe, valued and supported special educational needs. by staff in the school. Students regularly disregard the advice they are given about Students understand the reasons for making healthy eating their well-being. choices and taking exercise. Although a few may make Attendance is less than 92%. Learning and teaching time is unwise choices about food and exercise, in general, they compromised through poor time-keeping. follow the advice available. Attendance is at least 92% and almost all students are punctual to school and lessons. 39  United Arab Emirates School Inspection Framework 2015-2016 2.2 Understanding of Islamic values and awareness of Emirati and world cultures Elements 2.2.1 Students’ appreciation of the role and values of Islam in UAE society 2.2.2 Respect for the heritage and culture of the UAE 2.2.3 Understanding and appreciation of their own and other world cultures Brief descriptors Outstanding Very Good Good Acceptable Weak Very Weak 2.2.1 Students’ appreciation of the role and values of Islam in UAE society Students have an Students have a secure Students have a clear Students have an Students have a limited Students rarely appreciate excellent appreciation and appreciation and appreciation and adequate appreciation appreciation and or understand how understanding of how understanding of how understanding of how and understanding of how understanding of how Islamic values influence Islamic values influence Islamic values influence Islamic values influence Islamic values influence Islamic values influence contemporary UAE contemporary UAE contemporary UAE contemporary UAE contemporary UAE contemporary UAE society. society. society. society. society. society. 2.2.2 Respect for the heritage and culture of the UAE Students fully respect Students are very Students are Students have a basic Students have only a Students rarely and appreciate the knowledgeable and knowledgeable and knowledge of the superficial knowledge demonstrate knowledge heritage and culture that respectful of the appreciative of the heritage and culture that of the heritage and of the heritage and underpin and influence heritage and culture that heritage and culture that underpin and influence culture that underpin and culture that underpin and contemporary life in the underpin and influence underpin and influence contemporary life in the influence contemporary life influence contemporary life UAE. They initiate and contemporary life in contemporary life in the UAE. They participate in a in the UAE. in the UAE. involve themselves in a the UAE. They involve UAE. They participate in a few cultural activities. range of cultural activities. themselves in a range of range of cultural activities. cultural activities. 2.2.3 Understanding and appreciation of their own and other world cultures Students demonstrate an Students demonstrate Students demonstrate Students demonstrate a Students have limited Students rarely have excellent understanding, a deep understanding, a clear understanding, basic understanding and understanding and an understanding or awareness and awareness and awareness and appreciation of their own appreciation of their own appreciation of their own appreciation of their own appreciation of their own appreciation of their own and other world cultures. and other world cultures. and other world cultures. and other world cultures. and other world cultures. and other world cultures. 40  United Arab Emirates School Inspection Framework 2015-2016 Understanding of Islamic values and awareness Understanding of Islamic values and awareness of Emirati and world cultures illustrated below of Emirati and world cultures illustrated below would be evaluated as outstanding. would be evaluated as good. Students’ understanding and appreciation of Islamic values Students demonstrate a clear understanding of Islamic are excellent. Students appreciate the relevance and impact values and how they influence contemporary society in the of these values on everyday life in the UAE and reflect upon UAE. They can provide a variety of examples of how these key messages in relation to their own lives and experiences. values influence people’s lives. Where appropriate, students conscientiously put into practice Emirati heritage and culture is appreciated by students. what they learn from their awareness of Islamic values. They can discuss the history, literature, arts, celebrations Emirati heritage and culture are very well known to, and and sports of the UAE. understood by, students who recognise their importance, Students have a clear understanding and appreciation of relevance and value to people in the UAE. Students can talk their own culture and can describe the aspects in which in detail about the cultural activities in which they have taken their culture is similar to, and different from, a variety of other part. cultures. They demonstrate interest in learning more about Students fully appreciate and celebrate their own culture. other cultures. They embrace opportunities to interact with They show experience and knowledge of cultural diversity students from other cultures in their school and their local and breadth, including music, art and literature from around community. the world. They are very aware of common elements between cultures. 41  United Arab Emirates School Inspection Framework 2015-2016 Understanding of Islamic values and awareness Understanding of Islamic values and awareness of Emirati and world cultures illustrated below of Emirati and world cultures illustrated below is would be evaluated as acceptable. unlikely to be acceptable. Students demonstrate a basic level of understanding of Students have no, or only a superficial, knowledge and Islamic values. They have a secure understanding of the understanding of Islamic values. relevance and impact of these values on everyday life in the Students have little knowledge and understanding of the UAE but need support to apply key messages to their own traditions of the UAE, and of the multi-cultural nature of lives and experiences. modern UAE. Emirati heritage and culture are known to, and understood Students have a limited understanding of their own culture by, students who recognise their value to the people of the and very little awareness of other cultural influences from UAE. around the world. Students know about their own culture and celebrate it from time to time. However, their understanding may be in isolation from other cultures. They are aware of cultural diversity from around the world but may have a limited knowledge of it. They are aware of common elements between cultures. 42  United Arab Emirates School Inspection Framework 2015-2016 43  United Arab Emirates School Inspection Framework 2015-2016 2.3 Social responsibility and innovation skills Elements 2.3.1 Community involvement, volunteering and social contribution 2.3.2 Work ethic, innovation, enterprise and entrepreneurship 2.3.3 Environmental awareness and action Brief descriptors Outstanding Very Good Good Acceptable Weak Very Weak 2.3.1 Community involvement, volunteering and social contribution Students are proactive Students participate Students understand Students are aware of Students have limited Students rarely and responsible willingly in activities that their responsibilities as their responsibilities in awareness of their show awareness of members of the school have positive effects members of a school the school community. responsibilities in the their responsibilities and wider communities. on the school and community and some Their involvement as school. They have in the school. Very As volunteers, students wider communities. take on key roles. Their volunteers within the little involvement in the few participate as purposefully and As volunteers they regular and constructive local community is local community as volunteers. frequently initiate and sometimes initiate activities as volunteers beneficial but irregular. volunteers. lead activities. Their and lead activities to benefit the school and social contributions make worthwhile social wider communities. have positive effects on contributions. the wider community. 44  United Arab Emirates School Inspection Framework 2015-2016 2.3.2 Work ethic, innovation, enterprise and entrepreneurship Students show Students show a very Students show a Students enjoy work Students lack a positive Students lack a positive an excellent work positive work ethic. positive work ethic. but may lack initiative. work ethic. They rely work ethic, creativity ethic. They are They are innovative They sometimes They can be creative too much on adults to and initiative. highly resourceful, and creative, and take the initiative and and enjoy taking part in help them. They are not innovative and creative. successfully initiate and make independent projects but often rely confident in suggesting They readily take manage projects. decisions. They have on others when making ideas and making initiatives, manage creative ideas and enjoy decisions and rarely decisions. their own projects developing their own take the lead. and make reasoned projects. Students’ creativity and decisions. Some initiative are limited. students undertake entrepreneurial actions that have significant social benefits. 2.3.3 Environmental awareness and action Students care for Students care for Students care for their Students take care Students show little Students demonstrate their school and are their school and seek school and take part of their immediate concern for their a disregard for their successful in improving ways to improve its in activities to improve surroundings and are surroundings and have surroundings. They its environment. environment. They are its environment. aware of important a limited awareness of have very limited Some initiate and active in supporting They participate in environmental issues. important environmental awareness of important many others take schemes that contribute schemes that promote Students participate issues in relation to environmental issues part in schemes that to sustainability and sustainability and in a limited range of sustainability and such as sustainability contribute effectively conservation locally conservation locally and activities that support conservation. They and conservation. to sustainability and and in the wider world in the wider world. sustainability and do not take sufficient conservation in the environment. conservation in their action to improve their local and wider world local and wider world surroundings. environment. environment. 45  United Arab Emirates School Inspection Framework 2015-2016 The quality of social responsibility and innovation The quality of social responsibility and innovation skills illustrated below would be evaluated as skills illustrated below would be evaluated as outstanding. good. Students are responsible and contribute actively to the life Students understand their responsibilities to the life of the of the school and wider communities, including volunteer school. Some students are proactively involved. Students activities. They undertake responsibilities in school through have a well-developed sense of civic responsibility and well-judged and planned arrangements. Students show contribute to the wider community in a variety of ways, care and consideration for others and demonstrate active including volunteer activities. Students know that their citizenship. They have a very positive effect on the school opinions are appreciated by staff and so are happy to offer and wider community. Their opinions are valued by the constructive ideas to influence the direction of the school. school and often influence its development. Most students show consideration and empathy to other students, including those with special educational needs. Students have an excellent work ethic. Some lead others confidently and have creative and very practical ideas. Students have a positive attitude to work and take pleasure Through well-planned projects and enterprise activities that from purposeful activity. They demonstrate resilience in have significant social impact, students acquire key skills to completing tasks. They are generally reliable and active innovate and be creative. They make informed economic participants, and sometimes lead by example. They generate decisions. good ideas but need help to carry them through. They make sensible and relevant economic decisions. Students show an insightful understanding of environmental sustainability. They actively seek ways to care for and to Students are well aware of environmental issues, including improve their school environment and are successful in their sustainability. They participate in projects to improve their projects. They initiate or take part in schemes to support school environment and sometimes initiate them. They also conservation beyond school and understand that economic take part in projects beyond school that promote ecological decisions affect the sustainability of the environment. awareness and conservation. 46  United Arab Emirates School Inspection Framework 2015-2016 The quality of social responsibility and innovation The quality of social responsibility and skills illustrated below would be evaluated as innovation skills illustrated below is unlikely to be accept