COMPUTER DEPARTMENT

Sequential Curriculum plan
2019-20

Topic I II III IV V VI

Digital The child The child The child can The child use and The child The child can
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understan and edit software on of programs on a analyze programming
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p y& content degree of the applications.
Computer communic using a independence. informati
science ation range of on found The child can
tools. technology. The child can The child can in discuss likely
The child recognize the discuss the internet and potential
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keep challenges. technologies. unacceptable appropria digital
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while to keep technology. use. visual basic
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y. using a the Microsoft the basics of demonstr interfaces using
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ing using
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Sequential Curriculum plan
2019-20

Topic XII XI X IX VIII VI

Input Applying Application Using Introduction of Applicatio Introduction on
output java input of input Input/output java input output n in scratch using
statemen output output statements for statements Visual blocks
ts statement statements solving Basic with If else blocks in
If else to solve in solving problems Basic problems in Graphical scratch
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ts problems problems using statements interface scratch
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real life different Applying array visual
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types of statements arrays 2) Bubble Applying
loops in solving arrays in
problems a) Linear sort Visual
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the 2 sorting and
dimension searching b) Binary sort
arrays in technique in search
solving java.
problems

Strings Applying Using java Breaking and Applying sorting Using Introduction to
the strings coding combining techniques in string string variables
functions counting strings and strings variables
to count frequency solving in Visual
frequency of letters problems on it a) Linear sort Basic
of letters and words b) Bubble
and word in sentence
in sort
paragraph. c) Selection

sort

Class and Using the Using Advance Using class and Introduci Introduction of
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Functions inheritance multiple solving using java and
and classes and class and objects
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to solve solve function
real life problem
problem



COMPUTER SCIENCE

Phase 1 Phase 2 Phase 3 Phase 4
NA Very Good
Attainment Very Good Very Good
Emirati students’ NA Very Good
attainment NA
Progress
Very Good Very Good
Emirati Students’ Progress NA
SEN Students’ Progress
Very Good

1.1.1 Attainment as measured against authorized and licensed Evidence
curriculum standards source

 In Phase 2 Most students attain levels that are above curriculum School internal

examinations
standards. This was possible by challenging our learners with higher results
order thinking situations and inquiry based learning to enhance their

problem solving and critical thinking skills. ICSE board
examinations
 In Phase 3 the majority of students attain levels that are above result March
curriculum standards. Curriculum was modified with greater focus 2018.
on differentiated teaching strategies and inquiry based learning to
increase the performance level of the students.

 In Phase 4 Most students attain levels that are above curriculum Modifications in
standards. Grade 10 ICSE board examination result shows that 100 % Curriculum trek
of students attain above curriculum expectation and 1 student

scored 100% in ISC board exams. Note books
 In Phase 2 and 3 a large majority of SEND students attain levels that

are above their set target. In phase 4 all SEND students attain levels Project work
above curriculum expectations. (model making)

 Most SEND students are supported with shadow teachers they are

helped with Artificial Intelligence enabled virtual tutor to reinforce Lesson plans
the understanding of ICT topics. Teachers modified teaching and

learning expectations appropriately using differentiated teaching

strategies for children with special educational needs.

 Constructive feedback is periodically given through formal and

informal assessments, assignments, through class work and home

work evaluation and diagnostic remarks are given to guide them to

the next level of learning.

.

1.1.2 Attainment as measured against national and appropriate
international standards

 In external examinations, most of the students in Phase 2 attain Board results
levels that are above national and international standard, while a
large majority in phase 3 and majority of students in Phase 4 attain
levels that are above national and international standards.

 Teachers modified curriculum with greater focus on differentiated
task and teaching methods to enhance their problem solving and
critical thinking skills, there by aiming to rise higher than the
expected international standard.

 Student attainment in Computer is achieved through cooperative
learning, problem solving methods like reduction to simpler
situations. This helps the students acquire a thorough knowledge,
understanding and application of coding concepts in their daily life.

1.1.3 Knowledge, skills and understanding, especially in the key subjects Skill based data
 In lessons and in their recent works, most students from phases 2, 3 analysis
and 4 demonstrate levels of knowledge, skills and understanding Scratch.mit.edu
that are above curriculum standards. Code.org
Students develop and apply a wide range of skills to great effect in Google
conceptual understanding, problem solving and application and Classroom
mental computation.
 Most of the students showed consistency in their skill grades across Skill based
the phases. worksheets
 Besides hands-on activities and related online games, thinking skills
of students are activated through Mental activity at the beginning of ICSE & ISC board
most of the Computer lessons to meet age-related expectations. examination
results March
1.1.4 Trends in attainment over time. 2018
 Over past fouryears, in phase 2 and phase 3, the attainment of most
students has been consistently above national and international Result Analysis –
standards. SEND progress
from entry level
1.2 Progress in April 2016 to
1.2.1 Progress of students, including those with special educational needs, March 2018.
against their starting points and over time.

 SEND students showed good progress in Computer over the last two
years. Internal and external assessment information indicates that a
large majority of students make better than expected progress in
relation to individual starting points and the curriculum standards.

 In Phase 4 Grade 10 showed outstanding performance and efforts to

further increase the average score of grade 9 is ongoing through School
various strategies including modifications in teaching and learning assessment data
activities and Individual Education Plans through target setting. analysis
 Most of the students make significant progress as measured against
appropriate learning objectives. This is confirmed through ongoing ICSE board
progress checks at regular and appropriate intervals during almost examination
all lessons. Students’ self-assessment and teachers’ tracking sheet results.
reflects the gradual progression of the pupils and gaps, if any, are Lesson
addressed immediately. This is also evident from their class work, Observation
worksheets, discussions and interaction within the classrooms. data.
Individual
1.2.2 Progress in lessons student tracking.
 In lessons, a large majority of students make better than expected
progress in relation to appropriate learning objectives aligned with Lesson Plans.
the expected curriculum standards.
 Students at all levels show consistent progress in lessons as their Lesson
skills showed progress over the last three years especially in phase 3 Observations
& 4. In phase 2, inquiry based learning through innovative activities
are initiated to enhance their application and problem solving skills. Quizzes
 Pre-tests (oral or written) are conducted before teaching the topics Remedial classes
to assess the students’ previous knowledge. This helps teachers in
planning their lessons effectively. Post-tests are conducted after the School
completion of the topics to measure progress. assessment data.
 Students are evaluated through multiple or continuous ICSE board
comprehensive assessment which include projects, oral questioning examination.
and worksheets.
Curriculum track
1.2.3 Progress of different groups of students
 Most groups of students make better than expected progress. Research
 Both boys and girls have made consistent progress in over the last Projects.
two years. In Phase 2 and 3, large majority of boys and girls are
above expected curriculum, where as a large majority of boys and Presentation
girls showed marginal progress in Phase 4 and it is evident from the making
external examinations. Digital painting
 SEN students showed good progress in Computer over the last two Interactive
years. Internal and external assessment information indicates that a quizzes.
large majority of students make better than expected progress in
relation to individual starting points and the curriculum standards. In
 In all phases most of the gifted students made remarkable progress.
Gifted students are provided with advanced levels of educational
opportunities such as challenging worksheets, research work, peer
teaching, solving problems from reference books and independent
learning.





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ICT
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ICT DEVELOPMENT
PLAN 2016-2020

Updated:
August 2019
Sanjeev Khattri
HOD Computer Science

ICT DEVELOPMENT
PLAN 2016-2019

AMBASSADOR SCHOOL DUBAI ICT DEVELOPMENT
PLAN 2016-2019

In Ambassador School Dubai we believe in the value that ICT can add to learning
and teaching in all areas of the curriculum both within and outside normal school hours.
The intelligent use of this technology by teachers can have a demonstrable and positive
effect upon student’s attitudes, achievement and self-esteem. ICT will make a
substantial contribution to whole school improvement as well as enabling the school to
work collaboratively with its community, both locally and internationally.

Aims

1. To use ICT in raising standards in literacy and numeracy;

2. To ensure ICT is used to improve access to learning for students with a diverse
range of individual needs, including those with SEND and disabilities;

3. To use ICT as a means of enabling learning to take place more easily beyond the
bounds of the formal school organization and outside the school day – and of
enhancing the quality of such experiences;

4. To recognize achievement at all levels through a range of academic and vocational
qualifications and to ensure that ICT capabilities are developed as essential skills
for participation in today’s society.

5. To ensure all staff and students can competently and confidently make effective
use of ICT in enhancing teaching and learning across all subjects and ages, inside
and outside the curriculum;

6. To use ICT to effectively support the management of the school and as a tool for
whole-school improvement;

Objectives

1.
a. To make effective use of the existing ICT infrastructure in improving learning at all
levels and in all areas of the curriculum.
b. To provide access to high quality ICT facilities in every classroom.
c. To further develop the school website as the ‘shop window’ of the school and to
celebrate the success of students.
d. To enable all staff and students to safely and effectively use the internet both to
access resources and to publish their own materials
e. To use ICT to increasingly encourage students to take responsibility for their own
learning
f. To make the school’s ICT facilities available for community use outside normal school
hours.
g. To provide training for all staff in making effective use of ICT resources in
improving learning.
h. To provide a level of technical support that will maintain the confidence of all users.

2.
a. To encourage the use of ICT to raise standards in literacy
b. To encourage the use of ICT to raise standards in numeracy.

3.
a. To enhance the effectiveness of school communication systems through efficient
use of email
b. To use ICT to improve the efficiency of the school.
c. To use ICT to track each students’ progress towards challenging learning targets.
d. To further develop the electronic student reporting system.
e. To use integrated curriculum and management information systems to help the
schools monitor individual student’s progress for assessment for learning
f. To investigate the use of document imaging systems to reduce the volume of
stored paper records.

4.
a. To set-up a framework for developing e-learning.
b. To use ICT to develop the International Dimension of the school through video
conferencing
c. To investigate ways of improving the information portal for parents.

5.
a. To provide access to vocational ICT courses and qualifications.
b. To provide a framework to implement ICT for all students.

Vision for the future: Developing an E-learning Strategy

This will be an evolving, proactive strategy. We need to imagine the teaching and learning
environment we are aiming for over the next three years, and the capabilities it should have, but
driven by e-learning:

• Empower learners – Students of all ages could take more responsibility for what and how they
learn, achieving their personal learning goals, with more active learning,

• Be creative and innovative –Developing new ways of teaching and learning for the 21st-
century to make teaching more creative,

• Offer flexibility – To adapt to the needs of all learners, wherever and however they need to learn,
on site, at home or anywhere with on-line access.

• Achieve better value – To achieve improved quality and economies of scale, school managers
can develop innovative ways of deploying their resources, exploiting e-learning alongside other
teaching methods,

E- learning is important for Ambassador School because it can improve the quality of the learning
experience, and extend the ‘reach’ of every teacher and student.

Specifically it should provide:

• Individualized learning – e-learning can provide an individualized learning experience for all
learners, including those who are disadvantaged, disabled, exceptionally gifted, have special
curriculum or learning needs.

• Personalized learning support – An electronic portfolio of students learning which may include
personalized information, advice, and guidance to help students find the support they need, with
seamless transition to the next stage of their learning.

• Collaborative learning – To develop the cognitive and social skills of communicating and collaborating,
e-learning offers a wide range of online environments from school, home, to work with and learn from
other individuals or groups of learners as well as teachers.

• Tools for teachers and learners to innovate – e-learning enables teachers and learners to be
innovative, creating and to share ideas by offering a wide range of design tools.

• Flexible study – flexible learning on demand, anytime or anywhere, blending traditional
and innovative methods to meet students’ needs at home and school, or possibly in a
community leisure venue can be achieved by e-learning.

• Online communities– we must provide safe environment for online communities over internet
can bring students, teachers, specialist communities, experts, interest groups together to share
ideas and good practice, contributing to new knowledge and learning. At the same time we must
provide a safe environment for those involved.

‘All Learners Achieve Their Full Potential’.

Current Position

The Curriculum.

ICT is seen as a key element underpinning learning in all subjects. Students
receive direct instructions to develop their ICT skills and are encouraged to apply
and further develop what they have learnt in the context of everyday lessons.

o All students in grades 1 to 8 have one timetabled lesson a week of “ICT” which
guarantees them time on the network with a specialist teacher to support them.

o In Glade 9, and 10 there are several Computer Applications (ICT) groups of
students.

o In Grade 11 and 12 there are two Computing groups in each year studying
Computer Science . Computer Science was introduced in April 2016

The Facilities.

Ambassador School Dubai has a wide range of high quality ICT facilities extending
over ground and 1st floor. The two floor are connected by high speed broadband
connection.

• The vast majority of the rooms on both floors are connected by cable while
the bulk of the rooms have at least one router outlet.

• The ICT facilities are a mix of dedicated network rooms and departmental
suites of computers. From April 2016 both floors have been operating on a
common platform . Interactive whiteboards have been installed within the
past four years and these have had a major impact on the quality of teaching
and learning.

• All teachers have access to their home directories from anywhere in the
school Network.

• A professional e-mail system is in place for staff and admin staff.

An extensive administration system spans both in floors and between floors. This
is a separate network but connectivity is available at network management level

• In April 2015 a new administration system was introduced which
encompasses all aspects of pupil records, registration, assessment and
reporting into one integrated package. All aspects are now fully functional.

•
Internet access is provided by the Etisalat via a dedicated 100Mb link which
feeds into school. All laptops & PCs on both floors have Internet access.

• A mobile computer lab containing laptop was introduced in april 2016
• A major upgrade to photocopying facilities has resulted in e-copying becoming

available to departments so that documents can be scanned directly into shared
areas thus avoiding paper and copying costs.

• High quality projection facilities have been installed in whole School,
Boardroom . This has improved the quality of presentations for both
students and staff.