Computer Department 2019

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

Class and Using the Using Advance Using class and Introduci Introduction of
object concept of concept of objects concept in ng class class
inheritance multiple problem java and
and abstract classes and objects
class and solving solving
solving real problems using class
life and objects
problems concepts

Functions Applying Applying Using concept Learning how to Using Using function
the concept different of function declare a function, blocks in
of function types of overloading ready scratch
recursion to function how to call a
solve Return type function and how made
real life function and to define a function
problem void functions
functions to
solve in Visual
problem
Baisc like

random
functions ,
power
function



COMPUTER SCIENCE

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

Very Good

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

School internal

 In Phase 2 Most students attain levels that are above curriculum examinations
standards. This was possible by challenging our learners with higher results

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

increase the performance level of the students. Modifications in
 In Phase 4 Most students attain levels that are above curriculum Curriculum trek

standards. Grade 10 ICSE board examination result shows that 100 %

 of students attain above curriculum expectation and 1 student scored Note books
 100% in ISC board exams.
Project work
In Phase 2 and 3 a large majority of SEND students attain levels that (model making)
are above their set target. In phase 4 all SEND students attain levels
above curriculum expectations. Lesson plans
Most SEND students are supported with shadow teachers they are
helped with Artificial Intelligence enabled virtual tutor to reinforce

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 levels

that are above national and international standard, while a large Board results

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
analysis
• In lessons and in their recent works, most students from phases 2, 3 Scratch.mit.edu
and 4 demonstrate levels of knowledge, skills and understanding that Code.org
are above curriculum standards. Google
Students develop and apply a wide range of skills to great effect in Classroom
conceptual understanding, problem solving and application and
mental computation. Skill based
worksheets
• Most of the students showed consistency in their skill grades across
the phases. ICSE & ISC
board
• Besides hands-on activities and related online games, thinking skills examination
of students are activated through Mental activity at the beginning of results March
most of the Computer lessons to meet age-related expectations. 2018

1.1.4 Trends in attainment over time.

 Over past fouryears, in phase 2 and phase 3, the attainment of most
students has been consistently above national and international
standards.

1.2 Progress

1.2.1 Progress of students, including those with special educational needs,
against their starting points and over time.

• SEND students showed good progress in Computer over the last two Result Analysis –
years. Internal and external assessment information indicates that a SEND progress
large majority of students make better than expected progress in from entry level
relation to individual starting points and the curriculum standards. in April 2016 to
March 2018.
• In Phase 4 Grade 10 showed outstanding performance and efforts to

further increase the average score of grade 9 is ongoing through School
assessment data
various strategies including modifications in teaching and learning analysis

activities and Individual Education Plans through target setting. ICSE board
examination
 Most of the students make significant progress as measured against results.
appropriate learning objectives. This is confirmed through ongoing Lesson
progress checks at regular and appropriate intervals during almost all Observation
lessons. Students’ self-assessment and teachers’ tracking sheet data. Individual
reflects the gradual progression of the pupils and gaps, if any, are student tracking.
addressed immediately. This is also evident from their class work,
worksheets, discussions and interaction within the classrooms.

1.2.2 Progress in lessons

• In lessons, a large majority of students make better than expected Lesson Plans.

progress in relation to appropriate learning objectives aligned with the Lesson

expected curriculum standards.
• Students at all levels show consistent progress in lessons as their skills Observations

showed progress over the last three years especially in phase 3 & 4. In Quizzes
phase 2, inquiry based learning through innovative activities are Remedial classes
initiated to enhance their application and problem solving skills.

• Pre-tests (oral or written) are conducted before teaching the topics to

assess the students’ previous knowledge. This helps teachers in

planning their lessons effectively. Post-tests are conducted after the

completion of the topics to measure progress.

• Students are evaluated through multiple or continuous comprehensive

assessment which include projects, oral questioning and worksheets.

1.2.3 Progress of different groups of students

• Most groups of students make better than expected progress. School

• Both boys and girls have made consistent progress in over the last two assessment data.

years. In Phase 2 and 3, large majority of boys and girls are above ICSE board

expected curriculum, where as a large majority of boys and girls examination.

showed marginal progress in Phase 4 and it is evident from the

external examinations. Curriculum track

• SEN students showed good progress in Computer over the last two Research Projects.
years. Internal and external assessment information indicates that a

large majority of students make better than expected progress in Presentation
relation to individual starting points and the curriculum standards. In
 In all phases most of the gifted students made remarkable progress. making
Gifted students are provided with advanced levels of educational
opportunities such as challenging worksheets, research work, peer Digital painting
teaching, solving problems from reference books and independent Interactive
quizzes.

learning.



SIP
Department Improv

TARGETED TIME SCALE RESOURCES PERSON STRATE
OBJECTIVES
RESPONSIBLE BE EMP

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which lead to
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in all worksheets
for toppers of
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ICT
vement Plan 2019-20

EGIES TO SUCCESS REVIEW OF STATUS NEW
SUCCESS TARGET
PLOYED CRITERIA
2019-20
conducting Observation of Monthly On going
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focus on
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skills can be
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as per the syllabus resources teachers software a
for lab practices syllabus.

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skills in students September Code.org teachers skills by o
by giving them Scratch.mit
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club.

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students to take External teachers house
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and classes using the updated and
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ion







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.