NMSAction Plan Nov18-Nov 19

SCHOOL ACTION PLAN
November 2018 to November 2019

Priority 1: To accelerate students’ progress across all language skills in Arabic, ensure that
1a.the Arabic curriculum is further enriched
1b. personalized challenge and effective support is provided.
(PS 1.1 & 1.2)

IMPLEMENTATION EVALUATION

Localized Actions Timescale Persons Impact indicators Monitoring & Review
Nov 2018 responsible ( with dates)
1a. Curriculum Enrichment: ongoing
• Use the GEMS Arabic Curriculum Framework as a standard Arabic HOD, SLT The Arabic curriculum is aligned to the
to realign the current Arabic curriculum for its better age Nov 2018 Line Manager and KHDA requirements for Arabic B.
appropriate transaction. ongoing
• Improve the listening, speaking, writing and reading Digital Leader
(language) skills in Arabic of all students.
Evidence of enhanced listening June 2019
Listening: skills by almost all students tracked June 2019
• Use of videos on Edpuzzle through use of Nearpod, Quizlet,
• Use of Flipgrid to record and listen Education Perfect.
Almost all students are able to apply the
Speaking: skills they have acquired to
• Embed activities like Show & Tell, role plays, Read Aloud, unfamiliar situations.
debates in Arabic lessons.
• Provide speaking opportunities in Arabic at all Assemblies
and further develop roles of Arabic mascots- Tariq &
Sahil.
• Use of Scratch/ Tynker/ Minecraft for digital story telling.
• Participate in external events (choral recitation,
elocution)
• Extend vocabulary through ‘Word of the Day’ announced
through school PA system and uploaded on My Learning.
• Introduce conversational Arabic in Kindergarten

Reading: Almost all students’ read at ‘good’ or April 2019
• Embed the Reading Programme through Literature better than expected levels. Fluency and
studies including poetry (Nabati), stories (Hakawati)and April 2019 comprehension is at ‘good’ levels across
extended vocabulary. ongoing almost all students. This is established
from tracking through:
• Timetabled use of Maktabat Arabia (Arabic Library); Jan 2019
tracking students’ reading through Asafeer. ongoing

• Introduce Arabic Reading Journal to track students’ Reading Journal: Shows at least 20% June 2019
reading comprehension of familiar and unfamiliar texts improvement against starting point.
and range of other reading materials Asafeer tracker: Shows at least 60 %
students are reading and
Writing: Nov 2018 comprehending.
ongoing Learning Tracker: Shows almost all
• Laterally align and vertically integrate the genres of students make better than expected
writing for different grades; incorporate Big Write in progress over the year.
Arabic.
Atleast 60% students show good or
• Use of rubrics to guide the writing process. better levels of writing proficiency as
• Use One Note for collaboration and effective feedback required by curriculum standards.

1b. Personalized challenge and effective support: Ongoing 80% of teachers are proficient in use of
• Curriculum provision based on the number of years of the data for personalized planning and this
students’ language experience and appropriate to their Jan 2019 is established through the Quality Cycle.
needs and interests. ongoing Almost all students make at least good
• Establish effective use of data to inform planning through progress in almost all lessons.
the Learning Tracker to track students’ Arabic language April 2019
skills. ongoing All Arabic teachers gain MIE Educator
• Triangulate internal assessments data with IBT and Status.
observations from the learning tracker. In most lessons, most teachers optimize
• Provide booster lessons after school hours for low technology to ensure good progress
achieving students. among almost all students.
• Create IEPs and modify curriculum for students of
determination.
• Equip Arabic teachers with technology skills that promote
interest and engage students in lessons

Priority 2: Upskill all teachers EVALUATION
2a. to use assessment data to personalize learning for students
2b. including students of determination and Timescale Persons Impact indicators Monitoring & Review
2c. Gifted and Talented Nov 2018 responsible (with dates)
(PS 3.2) ongoing
Head of Quality Cycle indicates that 80% of April 2019
IMPLEMENTATION Jan 2019 Assessments, teachers are highly skilled in scaffolding April 2019
Subject Leaders instructional activities, effectively
Localized Actions accessing each student’s zone of
proximal development (ZPD).
2a. Facilitate the learning ethos of the school to provide
for a personalized learning environment. All Math & Science teachers of Grades 5
to 9 use the Litmus Tracking tool with
• Establish the Learning Tracker to track students’ links to TIMSS and HOTs questions to
progress in skills across all subjects and ensure apply in-depth information from
that it is effectively used to inform planning. students’ learning and modify planning
to accelerate progress.
• Pilot the Litmus Tracking Tool in Grades 5 to 9,
Math and Science Using data from the learning tracker
and along with CAT 4 learning
• Ensure, focused teacher training through PD (in- strategies, 80% teachers build
house certification for lesson observation responsive lesson plans in alignment
feedback on effective use of data in lessons) with learning statements.

• Effective use of class profile document as a ARTs indicate that almost all students
transition tool for new teachers to understand make better than expected progress.
the students’ capabilities.
Students are well-informed of their
• Continue the use of ‘accelerated reader tests’ in targets and next steps with diagnostic
English to check reading progress towards the feedback from 80% teachers through
end of every phase OneNote

• Use of Microsoft OneNote for effective Head of Inclusion IEPs are effectively used in all subject
personalized feedback through tools like inking areas, enabling all students of
and immersive reader determination to receive high quality
support in lessons across all areas of
2b. Ensure that determined students receive effective learning.
personalized support resulting in at least very good progress
The Inclusion Governor works closely
• Non-specialist teachers contribute to the structure and with school leaders to validate impact of
content of IEPs, co-creating them with the Head of provisions and ensure that outcomes
Inclusion, to make them fit for purpose are rigorously monitored.

• LSAs are effectively involved in co-creating the IEPs and
they are trained to support students through all areas of
learning

• Heads of Sections play an intrinsic role in monitoring the
provision for determined students, quality assuring this
through learning walks and lesson observations with
Inclusion Governor

2c. Thorough review of the provision for G&T students including Jan 2019 G&T coordinator All G& T students are provided with April 2019
3a. G&T policy appropriate challenge in lessons and the
3b. Flowchart for identification based on KHDA definitions same is evident through learning
3c. ALP for students identified as G&T outcomes.
3d. Focused teacher training to provide effectively for Through focused provisions like GATE,
G&T G&T students receive augmented
3e. Enriched curriculum provision (including GATE learning opportunities that challenge
program) for G&T students their thinking.

Priority 3: Ensure consistency in the quality of teaching across all phases, with a focus on improving students’ critical thinking skills. EVALUATION
(PS 3.1 and 1.3)

IMPLEMENTATION

Localized Actions Timescale Persons Impact indicators Monitoring & Review
April 2019 responsible ( with dates)
3a. Review curriculum time At least 70% of lessons across all phases June 2019
• Re-structure lesson timings with block lessons in Nov 2018 Vice Principal and are rated very good or better with
core subjects across all phases that allows April 2019 Head of effective plenaries in lessons, ample April 2019
teachers to build in secure opportunities to scope for questioning and formal
develop critical thinking skills. Assessments closure of lessons.

3b. Upskill teachers and develop consistency of teaching quality Vice Principal and Digitized lesson plans and class profiles
through: Digital Leader created allow teachers to access best
practices across the grade and derive
• Focused lesson observations on use of for their cohort of students.
assessment data to personalize learning Personalized ‘Next Steps’ devised for all
students via appropriate technology
• Regular monitoring of teaching for effective tools through effective use of
learning through learning walks, lesson assessment data.
observations and students’ work scrutiny
Digital Leader and All new teachers understand the June 2019
• Teachers offer effective opportunities especially Subject Leaders teaching and learning expectations
in the Primary, for students to take responsibility effectively through the interactive
for their own learning. online PD modules.
In 80% of lessons most students use
• Online modules on DSIB framework, advanced technology to develop skills of
Assessments, Innovation, Inclusion and Health innovation and creativity.
and Safety for new teachers as part of their
onboarding programme

• Further embed use of technology in lessons to
enhance learning. Ensure that most teachers
earn their MIE and Apple Distinguished Educator
status.

Priority 4: Fortify the curriculum further to promote wider range of skills (leadership, inter and intrapersonal skills), challenge, relevance and personalization.
(PS 4)

Localized Actions Timescale Persons Impact indicators Monitoring & Review
responsible (with dates)

4a. Review the KG timings April 2019 Head of Most KG students confidently use ICT June 2019
Kindergarten and Digital Learning resources. June 2019
• Extend KG2 timings from 11.30 am to 1.30 pm to provide All KG students independently explore a
more time for a broader and more balanced creative Head of range of techniques, resources and
curriculum in the Early Years, including public speaking, Secondary. materials to support their learning
drama, life skills and sports (karate, cricket and tennis) for across the curriculum.
all KG students.
Phase 4 curriculum nurtures a wide
4b. Review the secondary and senior secondary curriculum based April 2019 range of talents and aptitude of senior
on the revised syllabus from CBSE. students, providing scope for students
to choose public speaking, art, music,
• Create an integrated curriculum for Phase 4 from 7.30 am sports and adventure.
to 3.30 pm to include more opportunities for enrichment
activities within school hours.

• Extend the Duke of Edinburgh International Awards to
Grade 9

4c. Revamp the primary and middle-school curriculum to provide April 2019 PACT (Afterschool The extended range of co-curricular June 2019
for activities) activities reinforces students’ self-belief
April 2019 coordinators allowing them more opportunities to
• Embedded drama lessons preparing students for Trinity confidently present themselves
College Speech and Drama certification To be offered individually and collaboratively.
April 2020
• Introduce ARC Skills (Skills 21) in Grades 6 and 7 Vice Principal Lesson Plan template revamped to June 2019
• Introduce Indian classical dance and music in the primary include wellbeing descriptors. Almost all
Principal and students demonstrate positive
afterschool activities IGCSE working attitudes, evident through their
committee proactive learning and conduct at all
4d. Promote Wellbeing and Islamic values across all phases times.
through registration lesson activities and mindful planning across
all subject areas. Analysis from Dubai Student Wellbeing Census Students have the option to study the Review KHDA application
addressed through sessions conducted by the Counsellor and in IGCSE program after completion of status by June 2019
MEP lessons. Physical Education classes to include sessions on Grade 8. This allows us to quality assure
Nutrition, Anatomy and Mental Health. the curriculum offered from KG to
Grade 8, as internationally competent,
4e. Develop the IGCSE pathway from Grade 9 allowing multiple pathways: CBSE or
IGCSE.

Priority 5: Ensure accuracy of self- evaluation based on internal and external data, focusing on impact rather than provision.
(P.S. 6.2)

Localized Actions Timescale Persons Impact indicators Monitoring & Review
5a. Create Subject Action Plans for scholastic and co- scholastic January 2019 responsible (with dates)
subjects with key areas of improvement outlined.
March, June, Subject leaders Staff members are fully involved in
5b. Monitor and review school improvement action plan at least October 2019 systematic self-evaluation.
three times a year. Key priorities of focus and development
identified in all areas, including
Assessments, Inclusion, Early Years and
co – curricular subjects.
Review of the priorities at least three
times in the year.

Senior Leadership All recommendations from the previous
Team inspection report are included in the
Action Plan.
Key priorities are identified from
internal and external data and Subject
Action Plans, and included in the Action
Plan.
Action Plan is monitored and reviewed
at least three times a year.
Procedures are amended if necessary to
meet standards.

5c. Assign Local Advisory Board members to oversee different April 2019 Vice Principal LAB members review the Action Plan
priorities in the Action Plan and analyse performance. ongoing and provide their insights.
LAB members conduct Learning Walks
and provide detailed feedback on
impact of provision on student
outcomes which influences the school
Self-Evaluation.