THE WESTMINSTER SCHOOL DUBAI

One Team One Mission One Vision

Staff Handbook
Academic Year 2013 2014

Small Changes Significant Impact!

CONTENTS 1. 2. 3. 4. Foreword by Principal Vice-Principals Note Global Education Management Systems The Westminster School, Dubai 1. Statement of School Aims 2. Language Policy 5. 6. Administrative Structure Curriculum 1. Academic Program 2. Aims of Subjects and Mission Statements 7. The Teacher Job Description Teaching and Learning Policy Duties and Responsibilities Class Cover and Leave Details Marking of Notebooks Four Part Lesson GEMS External Professional Development 2013-2014 Appraisal Lesson Observation Form 8. 9. 10. 11. 12. 13. House System Awards System Class Council Pastoral Care Student Discipline Policy Examination System Administration Cycle Check-List for Invigilators 14. School Policies

FOREWARD FROM THE PRINCIPAL

VISION: SMALL CHANGES SIGNIFICANT IMPACT The Westminster School, part of the GEMS Network, is one of the largest international schools in the GCC Region offering a British Curriculum to over 72 different nationalities. It is a place of inspiration and aspiration based on the GEMS core values of the urgent belief that improving education is the key to shaping a sustainable future for ourselves and those around us.

MISSION: ONE TEAM ONE VISION ONE MISSION EDUCATIONAL VISION IN MOTION: The Westminster School, every year, represents a fresh start for our students to do their very best, to learn new things and to soar academically.
It is important to keep in mind, as a teacher, proficiency comes with practice. We dont learn to teach. Rather, we learn from our teaching. As Teachers you will continue to refine your expertise through professional relationships and conversations with colleagues, which expands your knowledge, and through applying and adapting information and strategies within the context of your own classrooms. This resource material is intended to help and support you. These resources have not been designed to test your knowledge and skills, but rather to provide you with additional information as you grow and develop within the profession. Consult this handbook whenever you are in doubt about procedures and responsibilities, thus contributing in your own unique way to the everchanging educational culture in the life of Westminster. Wishing you all the very best in your future endeavors with us at Westminster School-Dubai.

Kingston Gilbert

Principal / CEO

Welcome to The Westminster Team!

5000 students-70 nationalities, 300 teachers and 150 support staff is what makes The Westminster a unique and challenging school. To ensure that all of us are able to meet the challenges, a handbook has been devised. This handbook provides information and guidelines to all the teachers. Feel free to consult this handbook whenever you are in doubt about procedures, responsibilities and any other matter. This is with a view to improving communication and promoting best practices in the fast-paced, professional environment at The Westminster and to ensure that you become a part of this one team, one vision and one mission!. Moreover, this will assist you to settle down quickly into the various routines that underpin our school. However, no handbook can capture all the different routines and expectations that are prevalent in any school. For anything not covered in this handbook, please consult your Phase Leader.

Vijayakumari Sathyan Vice Principal

GEMS

GEMS, Global Education Management Systems, provide management services that optimize academic performance and educational efficiency of private schools. GEMS is a member of the Varkey Group, a name synonymous in the region for a network of international schools that have provided high quality, holistic education for more than thirty years. As a result, GEMS has a unique multi-curricular capability, combined with school models that are specifically designed to meet the needs of various market sectors, from mid-market to the premium segment. GEMS is equipped to provide management expertise specifically tailored for the following curricula: The National Curriculum for England American Curriculum International Baccalaureate Program Indian Curriculum (CBSE, ICSE) Regional Curriculum

GEMS schools provide educational programs aimed at attaining high standards of educational excellence. Four distinct Core Values are part of the educational programs in all GEMS schools. Global Citizenship, Growing by Learning, Pursuing Excellence and Leading through Innovation, which emphasizes Information and Communication Technology (ICT). Key to attainment of these goals are the GEMS training and development programs for school staff, which are conducted regularly in the GEMS schools. These training programs are regular and you will be invited to attend these in order to: a) develop your own professional skills and b) continue the overall development of The Westminster School. A GEMS school provides the assurance of all-round, high quality education, success-proven methods, quality practices and a friendly and stimulating learning environment where students are given opportunity to realize their full potential.

MISSION STATEMENT: ONE TEAM, ONE VISION, ONE MISSION!

The Westminster School is an international school which came into existence on the 1 st of September, 1995. The School follows the National Curriculum for England and prepares students to take the IGCSE (Year 11), the AS Level (Year 12) and A Level (Year 13) Courses of the Universities of Cambridge and Edexcel (UK). The philosophy, objectives and aims of the school are geared towards preparing the students to meet the demands of the 21st century. As an international school, TWS promotes understanding and respect for the individuals growing up in a multicultural environment. English is the first language of the School and a high level of oral and written English usage is demanded of students in all years. The optional subjects offered as Second Language from Year 3 to Year 11, Arabic as First/Foreign Language, French and Urdu, Environment Management may be offered instead of a Second Language. In addition, Arabic is a compulsory subject up to Year 12 and is a mandatory requirement for students seeking admission into Universities in the U. A. E. Islamic Education also compulsory up to Year 12, is taught in Arabic for Arab students and in English for Non-Aras. Social Studies is taught as a subject up to Year 9. Diversified academic and extra-curricular activities are child-oriented providing ample opportunity for all-round development of the students. The Westminster School inculcates a strong sense of value in keeping with tradition and a progressive outlook, thus enabling pupils to equip themselves to become successful global citizens.

STATEMENT OF SCHOOL AIMS

Our Purpose Our school has ambitious educational aims and a strong commitment to achieve them. We believe that by stating our policies clearly and having high expectations of our teachers and students we can work together to create a successful and stimulating working environment. We are committed to co-operation, planning, discussion and teamwork. WE believe that this should be a learning school where each of us appreciates that things can always be improved. The GEMS Core Values play a pivotal role in all our undertakings. Global Citizenship Growing by Learning Pursuing Excellence Leading through Innovation

Our Objectives We intend: To provide a stimulating, safe and supportive environment, in which all of our students can aim for success. To provide opportunities for all our students to reach the best levels of achievement of which they are capable To help our students gain a broad education and achieve excellent examination results in preparation for entering universities anywhere in the world To enable students to fully develop their skills in Communication To develop sporting, cultural and social skills To help our students become active and responsible global citizens, aware and interested in society. To provide our students with strong moral values, especially tolerance and understanding of different cultures and religions To celebrate cultural and religious diversity, creating a truly international school environment. To provide our students and their parents with regular, honest information on their academic progress and to give guidance on how the partnership of school and family can help students to improve.

LANGUAGE POLICY THE USE OF ENGLISH IN THE SCHOOL Most parents have chosen our school because they want their children to become fluent in English. Majority of them do not speak English at home. Therefore, English should be given priority. Fluency in English is the key to students success in the rest of the curriculum, in their external examinations and in preparation for entry to University Courses. Their success will depend not only on the quality of teaching and learning in English but also the fluent use of English throughout the day in school. Each of these factors requires careful planning and execution. All teachers have a responsibility to enhance students skills in listening, speaking, reading and writing in English. English Lessons The teaching of English language skills, known as literacy or ELS is given priority. 30% of the teaching time is allotted for teaching of English in Lower Primary and 25% of the time in the Upper Primary. It is imperative that students become literate as early as possible so that they can benefit fully from their experience at school at different stages. It is observed that the level of understanding of the English language varies among students. It is the task of the teacher to work effectively with each student and encourage and motivate them to reach the required standards set by the school. Following the pattern of the National Curriculum for England the students should be able to achieve a high standard in all ELS skills Reading, Writing, Listening and Speaking by the time they reach the age of 11. The aims of teaching English at The Westminster School include: To enable students to read and write confidently, with understanding. Encourage reading as a means to improve vocabulary and build a store of words with their meanings, enabling students to identify and correct their mistakes develop proper spelling patterns the use of phonetics for spelling the syllable waythrough sound and pronunciation of words encourage students to reproduce their reading Fiction or Non-Fiction in their writing in order to further develop their skills To be able to understand and appreciate poetry Make students familiar with narrative writing and verse, keeping in mind the plot, characters and setting. Emphasize the importance of planning their work, making a draft and editing their own writing Time Management both in the classroom, homework and in examinations is vital to success Encourage the use of technical vocabulary, idioms and phrases to be able to understand the subjects in the curriculum
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To develop their power of imagination, creativity and critical awareness

These skills will be further fostered as the student progresses to the higher stages, however the time allocated will be reduced to provide for a wider range of subjects included in the curriculum. It is therefore the teachers responsibility to plan and structure classroom teaching to meet the above stages. English across the Curriculum: English language skills dramatically improve when they speak English throughout the day, for example, on the playground, in the hallways, on the bus or while communicating with friends. This enhances the study of English in a natural and automatic way. Teachers of all subjects must find ways to encourage and promote the use of English. The following techniques should be used: Teachers to permit communication only in English at all times Teachers to ensure that every student is given the opportunity to speak during each lesson Students to speak or answer in whole sentences Students to give explanations or read aloud their work to the class/group Vocabulary specific to the subject & key words to be carefully taught and used Each teacher to correct inaccuracies in spoken & written English (within reason and using sensitivity and discretion) Students to be seated in such a way as to create mixed-language groups

Teachers should use every opportunity to speak to students in English, even outside the Classroom environment, although it is not appropriate or acceptable to punish students for speaking in their mother tongue. All school activities, sports and daily communication with students should be conducted in English.

Administrative Structure

The Curriculum

Academic Program

Subject Domains

Mission Statements

Learning Resources

Extra-Curricular Program

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IGCSE CURRICULUM GUIDE

The IGCSE is essentially a 2 year program for 14-16 year students in Year 10. The Westminster School, however, in order to provide a better foundation begins its IGCSE program in Year 9.

The IGCSE has 5 syllabus groups Group 1 Languages (1st Language, 2nd Language, Foreign Language) Group 2 Humanities and Social Science Group 3 Sciences Group 4 Mathematics Group5 Creative, Technical and Vocational discipline Currently, The Westminster School offers the following subjects in each group: Group 1 English as 2nd Language Arabic as 1st Language Foreign Languages: French, Urdu, Arabic Group 3 Biology Physics Chemistry Group 5 Computer Studies Business Studies Accounting Group 4 Mathematics Group 2 Economics

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The ICE (International Certificate of Education) requires study of: Two subjects from Group 1 One subject from Group 2 One subject from Group 3 One subject from Group 4 One subject from Group 5 One subject from any of the Group IGCSE Grading System

IGCSE Examinations are graded from A to G, an A* awarded to candidates who attain a distinction. Entries can be made at two levels, Extended and Core. Extended candidates are eligible for grades A* to E whilst Core candidates are only eligible for grades C to G. Candidates who fail to reach the necessary standard for the award of a grade are given a U.

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THE WESTMINSTER SCHOOL, DUBAI

IGCSE Programme Commencing in Year 9 (2013-2016)

Name of the Student: ... Year / Sec: ......................... (Please put a tick Compulsory Subjects in the appropriate boxes)

1.
2. 3. 4.

English as a Second Language Mathematics Islamic Studies Computer Studies or or

or

First Language English

Life Skills Information and Communication Technology Qualified Not Qualified

5.

Ministry Arabic

Second Language (Select any one of the following subjects by ticking against the name of the subject) 1. 2. 3. 4. 5. 6. Arabic as Foreign Language (EDEXCEL ) Urdu French Arabic as First Language (IGCSE) Environmental Management Travel and Tourism

Optional Subjects (Select ONE of the groups listed below. Put a tick () against the group)

GROUP A

GROUP B

GROUP C1

GROUP C2

GROUP C3

GROUP D

1.Physics

1.Accounting

1.Physics

1.Physics

1.Physics

1.Sociology

2.Chemistry 3.Biology

2.Business Studies 3.Economics

2.Chemistry 3.Accounting

2.Chemistry 3.Business Studies

2.Chemistry 3. Economics

2.Business Studies 3.Economics

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Subjects offered after SchoolArt and Design Important Points to remember: All students select 9 subjects in Year 8 and study them in Year 9. Ministry Arabic and Islamic Studies are compulsory up to Year 12. In Year 10, all students appear for two IGCSE subjects (English as a Second Language or First Language English and one of the Second Languages) and any extra subject not in the curriculum. The remaining subjects of the IGCSE curriculum will be attempted at the end of Year 11. If any group has less than 20 students that option will not be considered.

Please note No subject changes are permitted after a choice is made in Year 8. No subject changes are permitted after a choice is made in Year 9/10/11. There will be a qualifying exam for students who opt for English as First Language

Parents Signature Students Signature.

Kingston Gilbert Principal / CEO

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AS / A LEVEL PROGRAMME

Advanced Level (A Level) is one of the most recognized qualifications around the world. The A-Level qualification is accepted for entry into Universities, Institutes of Higher Education and Military Schools. This qualification is equally important for young candidates who opt for employment. We offer General Certificate of Education (GCE) at Advanced Level (A Level) as a two year program. The first year (Year 12) is the Advanced Subsidiary Level (AS) and the second year (Year 13) is a continuation to complete the A-Level program. They are both graded on a scale of A to E. We offer the following subjects:

Mathematics Physics Chemistry Biology Economics Business Studies Accounting English ICT Psychology Sociology

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MISSION STATEMENTS
ENGLISH
Mission Statement Making Words Work Effective use of English as a means of practical communication Ability to understand and impart information Provide a sound basis for further development of English skills.

ARABIC FIRST LANGUAGE

Mission Statement Spreading culture through a classical language Develop ability to communicate accurately, appropriately and effectively Develop sense of style and audience Develop ability to analyze, synthesize, make inferences, order facts and present opinions.

ARABIC SECOND LANGUAGE

Mission Statement Communicating in a Foreign Tongue Ability to communicate effectively in practical situations. Provide a basis for further development of Arabic skills.

FRENCH
SANS FRONTIERES ~ (without boundaries) Making French the language without frontiers Sharing in the culture of France To improve communication

ISLAMIAT (Islamic Education)

Mission Statement Applying principles of Islam in daily life Information, understanding and application

ECONOMICS
Mission Statement Grooming Future Economists Develop an understanding of economic terminology, principles and basic theory. Gain an awareness of the economies of developed nations. Learn to handle simple data, economic analysis, evaluate information.

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BIOLOGY
Mission Statement Strive to develop a scientific attitude and become responsible Global Citizens An understanding of the concerns and basic principles of Biology. Develop abilities and skills in characteristics and classification of living organisms, organization and maintenance of the organism, development of the organism and continuity of life and relationships of organisms with one another and their environment.

CHEMISTRY
Mission Statement Actions and Reactions bring about Changes and Results Develop an understanding of the basic principles of Chemistry Develop scientific abilities and skills in Chemistry in everyday life An understanding that scientific applications are both beneficial and detrimental

PHYSICS
Mission Statement Finding the how and why of the Physical World Develop an understanding of the basic principles of Physics Develop scientific abilities and skills in Physics in everyday life An understanding that scientific applications are both beneficial and detrimental

MATHEMATICS
Mission Statement Training minds to produce smart solutions Develop a feel for numbers, patterns and relationships Develop skills in problem solving, presenting and interpreting results Ability to communicate and reason logically

COMPUTER STUDIES
Mission Statement Training minds to be Techno-savvy Develop an understanding of the principles that enable information technology to assist in solving problems Develop an understanding of the social implications of computing. Ability to use the tools of computing word processing, spreadsheets and databases. Develop a knowledge of the jargon of computing to understand technical descriptions of hardware and software.

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BUSINESS STUDIES
Mission Statement Training Future Entrepreneurs Develop and understand the role and purpose of business activity in the public and private sectors and factors that influence business decisions, activities, outputs. Develop an understanding of how major types of business organizations are established, operated and regulated Develop an understanding of the concepts and techniques used in business Develop skills in numeracy and enquiry.

ACCOUNTING
Mission Statement Accounting with Accountability Develop an understanding of the theory and concepts of accounting and their application in business situations Develop skills in recording, reporting, presentation and interpretation of financial information.

ENVIRONMENTAL MANAGEMENT
Mission Statement One Life, One Chance, One Planet Lets save it Develop awareness of environmental issues Practice of sustainable development leads to better environmental standards

GP
GLOBAL PERSPECTIVE Mission Statement- Strive to Cultivate Research Aptitude through Enquiry and Awareness Developing an awareness of various global issues Enabling students to critically think and reflect on any social issue. Promoting research skills through investigation and formulate solutions. Create global citizens through collaborative learning

PSYCHOLOGY
Mission Statement- "Understanding Human Behaviour"

Develop an understanding of the basic concepts, theories, findings, and ethical issues of psychology Develop the ability to evaluate and convey the evidence for claims regarding human behaviour.

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SOCIOLOGY
The Subject of Sociology is committed to the principles of a liberal education and to assisting students in learning to "think sociologically" in order to define, analyze, and understand human behavior. Preparing them to understand the structures and patterns upon which everyday life rests. To interpret social patterns and relationships from multiple perspectives. A critical understanding of multicultural perspectives and experiences as well as the emerging interdependencies among members of the global community.

CURRICULUM MANAGEMENT
Purpose / Aims The process of Curriculum Management has helped the teaching fraternity in: The Administration and development of the curriculum components teaching strategies, assessment and resources Gathering information about areas of responsibility, to think strategically, to create an ownership culture with clear direction and communication. Helping the teaching staff find methods to pool resources, share good practices and acquire new skills and at the same time identify the existing gaps that can be reenhanced by training sessions to deliver quality service to students Introduction, development and implementation of common standards, systems, ideas, proposal and procedures that are communicated effectively to all staff members to create positive impact on teaching and learning process Strengthening measurable goals and objectives tied to the mission statement of the school Developing skills in communication, professionalism, scientific reasoning, critical thinking, team-work and commitment.

LEARNING RESOURCES AND EXTRA-CURRICULAR PROGRAMME Apart from 182 purpose-built LEARNING BAYS for all academic subjects, The Westminster School has a multi-purpose auditorium-The Multi-Plus, which has been enhanced to include special lighting effects and a state of the art sound system. Booking of the Multi-Plus is done by the Heads of Section who refer to the Head of Performing Arts. Various other facilities offered to the students are: SCIENCE LABORATORIES The school has six well equipped and well maintained laboratories for Physics, Chemistry and Biology.

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IT AND MULTIMEDIA FACILITIES The school has six Computer Laboratories with internet connection and multimedia facilities. Sophisticated Audio Visual Equipment and Resources are extensively used to enhance the teaching learning process. Each classroom has a multi-media projector and screen. The school is equipped with a full-fledged audio-visual room, exclusively for the Teaching Staff, equipped with the latest hardware and software. Besides these it has facilities like Promethean Boards, Scanners and Multi-Media projector. These facilities enable the staff to research and prepare their lessons using multi-media. The Sixth Form Suite has a WIFI laboratory equipped with three Apple Mac Computers and four Mac Books. Students are allowed to use their own laptops. Meetings are held in the Digital Bay by the Staff and Students. iPads are available for students to work on. Conferences, Classes, workshops are held in the Red Room. Curriculum Hub

LIBRARY

Senior Library- Learning & Resource Centre We have a well-stocked Library with a well-equipped ICT section. The Subject Reference, General reference, Personal Development and the renowned authors Fictions are available in the Senior Library. Multiple copies of the latest published books as well as books in high demand are available. All the books and documents are arranged aesthetically for the easy accessibility of the students. Students from Year 6 to 10 have regular library period in every week and Year 11-13 also have using the library during the Core Value periods. Book Review presentations are conducting to get awareness on latest published books. Reading Challenge activity is implemented to motivate the students reading habits and awarding Certificates for the best readers in every Academic Year. The Senior Library is a 21 st Century workplace where knowledge and skills are horned to create a successful learning community. Multiple Intelligence based Subject Project presentations are conducting in the Senior Library on a regular basis part of the curriculum based learning. In the Multiple Intelligence based Projects, students not only learn content more deeply but also learn how to take responsibility and build confidence, solve problems, work collaboratively, communicate ideas, encourage leadership and be creative innovators. In this way TWS school library is truly a Learning & The Activity Room provides an ideal atmosphere for recreation and learning for students from the infant school. Resource Centre.

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DISCOVERY ROOM The Discovery Room in the FS forms a very vital part of childrens education in the FS of TWS as it is the Role Play area. Role play is a very important part of the growing up of children of the Foundation stage and beyond. It forms as the basis of storytelling, writing and social development and gives children the opportunity to enact real life situations where they can practice their learning, develop their creativity in a fun way. Role play is an essential part of creativity and contributes to the Prime Area goal of Communication and Language. It enriches the vocabulary of children immensely and they develop their own narratives and explanations by connecting events and ideas thus enhancing the speaking skills of the individual. Social interaction, taking turns and sharing are an important part of role play which enables children to develop their social skills. Offering children opportunities to explore the role of adults in the real world contributes to their understanding of ordinary life. Skills such as using the phone, making meals, shopping and taking care of others is practiced here by children without any anxiety. Writing in role when making lists, labels, letters and appointments and taking names allows children with their emergent writing. Counting things, checking, selling and buying make them aware of numbers and their uses. There are 3 different types of Role Play: Domestic Play: where hoe and family are at the center. Transactional Play: where goods, services and advice are exchanged for money. Imagined Play: In their imaginary world where they have never visited. The Discovery Room is therefore a place where children discover themselves.

CURRICULUM HUB TEACHERS RESOURCE CENTRE The Curriculum Hub or the Teachers Resource Centre is designed to collect all information and resources required to deliver the curriculum of TWS in one place. Resources and data of each subject or a group of subjects are uploaded on each computer. Some exclusive software with limited user license are also installed on these computers. Every member of staff has access to these machines and data can be retrieved or used according to their convenience. All members can also upload data or resources after approval from their respective Heads of Subjects. It is an elibrary in its infant stage. The availability of an Apple Mac gives an added advantage to create a video or any other digital designing. The various data available now on the computers are Vision of the Department for TWS, Staff, What is the National Curriculum?, What is IGCSE?, Syllabus Break up, Unit Plans, Daily Lesson Plans, Resources (topic wise), Useful Web sites with subject blog site, Previous Years Grade, Traffic Lights and Predicted Grades, Good Practices and Model Lessons, Field Trip reports, List of students gifted in the subject and how they are supported and Support given to LA students, etc. In the future, there are plans to develop this centre into a Virtual Teaching Centre.

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ART/STUDIO AND MUSIC ROOMS The school has a well-equipped Art Studio and three Music rooms to encourage budding artists and musicians. PE The Sports Program is one of the strong aspects of TWS. The outdoor facility includes three basketball courts, volleyball / throw ball courts, cricket pitch and athletics / football / hockey field. The multi-plus indoor facility includes two badminton courts and table tennis courts. He school also provides provision for gymnastics and karate. A variety of sports, games and competitions keep the school active throughout the year.

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1] Class Teachers National Curriculum Level Sheet: General Ability ()

National Curriculum Levels (TA)

Name of Student
Pupil One CL

English

Maths

Science

ICT

Green Amber Red

T1

T2

CL

T1

T2

CL

T1

T2

CL

T1

T2

Pupil Two

Pupil Three Pupil Four

Tips Use NC Level Descriptors to make a judgement/Use pupils work to guide / Seek help if unsure / 1 st box-CL-Current level/T-Expected target level at the end of the year / T1-level at the end of term one-ditto for T2/Green-HA Student, Amber-MA, Red-LA

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Job Description

Responsibilities and Duties

Class Cover and Leave Details

Marking of Notebooks

Four Part Lesson

GEMS External Professional Development 2013-2014

Appraisal

Lesson Observation Form

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THE TEACHER
JOB DESCRIPTION The Westminsterian Teacher should be: Trained Enthusiastic Able & Pro-active Creative Hardworking Efficient Responsible & Resourceful

Other than the above she/he is responsible for: Delivering the curriculum, keeping in mind the needs of the students with the aim to improve standards of student learning and achievement. Maintaining discipline, providing guidance Permitting students to go out of the class during school time with a permission slip. Co-operating in the preparation of lesson plans, teaching aids, display boards, assisting in school events, house division and student council. Monitoring condition of classroom equipment and furniture and materials provided by the School. Participating in the Special Programs of the school, Parent Consultation days, invigilation duties, creating and maintaining records and reports.

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STAFF DUTIES AND RESPONSIBILITIES 1. Should be PUNCTUAL to: School Class Assemblies and Events Class Cover Arrival, break, dispersal, test and examination duties Staff meetings Other assigned duties. 2. Duties outside teaching hours include: Lesson preparation Marking Setting Home Learning Assignments on GLG Student evaluation Registers Academic Reports Display Boards Extracurricular programs House Activities Excursions Field Trips Reporting about liaison and communication with parents, providing student reports as required. LEARNER PROFILE Must be maintained for each student and updated regularly.

SCHOOL DIARY Declaration forms to be collected by the end of first week of school Attendance to be marked everyday online in the Core Value Period. All Transfer Certificates (TC) and strike off (s/o) cases are to be updated regularly. Communication pages to be used effectively. Diary to be used for positive reinforcement and as well as corrective measures.

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STUDENT ASSEMBLIES Assemblies should focus on the GEMS Core Values

EXCURSIONS AND FIELD TRIPS Ministry approval must be obtained well in advance Circular to be sent to parents duly signed by the head of the school Activities and games must be planned in advance in consultation with students and the Head of Department Water and First Aid kit to be carried along MSO/Assistant Admin Officer and Transport Foreman to be informed in advance (minimum 3 days) about school trips, events and outdoor activities.

STANDARDS A teacher must adhere to the standards expected in: Quality of teaching Handwriting Board work Maintenance of books Quality and presentation of work Discipline Uniform Display boards Events Section/School Dress Code

MINIMUM DISPLAY EXPECTED IN EACH CLASSROOM:

Class List House List Class Time-Table GEMS Core Values Class Council Class teacher/list of subject teachers Class allocation Transport List Samples of Students work GEMS Charter

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ADDITIONAL DISPLAY IN CLASSROOMS Student of the month Monthly Newsletter News/Quiz/Latest events in school Display material to be updated regularly Class Mission Statement Class Blog Rubric Technical terms in each subject. Break Duty Planner

SETTING OF QUESTION PAPERS Must include knowledge, understanding and application based questions covering the range of abilities, more able to less able Questions must be skill based and some questions open-ended Standardized format and font Mark scheme to be entered Final copy to be taken after approval

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THE FOUR PART LESSON

Know the structure of the Four Part Lesson and why is it important: PART 1 The sharing of the objective and outcome of the lesson. A starter activity to engage the learners and a link to previous learning. PART 2 Introduction/explanation /modeling of new learning PART 3 The differentiated activity PART 4 The plenary a review/assessment of the learning that has taken place Reflection and impact on the next teaching session. Some ideas on how to share objectives and outcomes Have them displayed for each lesson on a whiteboard Have them displayed on the interactive board for each session when you are using them. Use different colors for objective and outcome Make sure you talk about the objective with the class get the students to discuss them do they understand it?

During the learning session, Stop the children during the activity to remind them of the learning objective This can be done more than once to reinforce what the children are learning in the session The students can talk about to a peer to discuss what they have been learning What should the task/activity be like?

A variety of tasks and activities can be used for example: Independent work from a text book Group discussions and feedback to the class collaborative work should be encouraged. Paired discussion after a question has been asked The aim is to include all students in their learning.

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Plenaries The last part of the lesson in where you should assess The students learning in the lesson (this does not mean a test!) They could discuss with their partner what they have learnt and feedback They could do the above as a group They could give you 5 new things they learned There are literally hundreds of ways of doing this

For any lesson to be successful, there are some elements required from the teacher in addition to the structure. These may include, amongst others: Punctuality by teacher and students Multi-disciplinary approach do not just shout! Why not smile! Voice variation do not speak in monotone Make your voice interesting, contrast loud, quiet. Use your voice as a tool to interest and motivate. Be positive. Be consistent in your approach. Always do what you say you will do. Encourage students Home learning assignments should be returned within one week. Make positive comments on written assignments. Treat students as individuals Be fully prepared for the lesson. Clean the board/put your computer away at the end of the lesson.

No-one would deny that the teacher sets the tone for the lessons and it is your professional responsibility to provide maximum learning opportunities in a pleasant environment ensuring maximum learning for all students. PROFESSIONAL CONDUCT OF STAFF A teacher should have a lot of personal integrity and should conduct herself/himself in accordance with the mission and objectives of the school. They must display a friendly attitude towards all/ They must use English as the language of communication at all times They should be polite and respectful. They should be punctual. They should not use abusive language. They should not use mobile phones in school during working hours. Smoking has to be avoided in the school, at all times. Teachers must restrict making personal calls except in an emergency.
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The staff room should be kept neat and tidy. Speaking loudly, quarreling or using abusive or obscene language in the staff room must be avoided. School equipment should be used carefully and only for official purposes. Teachers must be neatly dressed in comfortable, mostly formal, attire appropriate to the profession and the culture at the school and the country.

What is termed as misconduct? Late coming Inefficiency or Negligence of duty Hitting a pupil Use of obscene/abusive or rude language. Insubordination and defiance of Law and Order. Non-co-operation with colleagues. Theft, fraud, misappropriation of cash or property, giving or accepting bribes Intentionally providing wrong information to authorities. Inappropriate attire.

Actions taken in case of misconduct: Censure, firstly verbal and then in writing followed by possible dismissal. Withholding increments and gratification Suspension for a specified period pending further action Removal from service.

I touch the future. I teach.

Christa McAuliffe

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CLASS COVER AND LEAVE DETAILS

Teacher availing leave must inform their respective Head of Section who will inform Cover in-charge before 7:30 a.m. who will in turn allot the necessary cover for the teacher / teachers. If the Head of Section fails to do so, they will have to make their own arrangements for cover for that day. To facilitate this, all Head of Sections must give their mobile numbers to their respective teachers. Teachers who are assigned various duties for internal school functions need to be given cover, if required. To make this possible the Events Manager / Head of Section must give the list of names one week in advance to cover in-charge as all school functions are listed in the school planner. Many teachers are given permanent duties for all school functions. Head of Sections must make a list of such teachers and send the names to cover in-charge at the beginning of the academic year to facilitate cover arrangements. If five or more teachers are absent on the same day, the Cover in-charge may give teachers present in the school more than one cover regardless of the number of teaching periods for that day or week. Those teachers who have medical appointments specifically for visa renewal will do so only after the school hours. No provision for cover will be made for this purpose. Six days of Casual Leave may be availed of, for the whole year provided these do not exceed more than two days per month and are not combined with the weekend o Medical Leave 15 days with full pay 30 days with half pay o Medical leave may be granted on the submission of a medical certificate endorsed by the Ministry of Health. If leave exceeds the number of days permitted, then a salary reduction will be made accordingly. From KG to Year 4, the cover duty will be made directly by the Head of Section. This will include teachers of Arabic, Music, Arts, Computer Studies and Islamic Education. In case of extended leave, the Head of Section must inform Cover in-Charge if there should be any replacement or substitute teacher. In the case of teachers attending CPD (Continuing Professional Development), the PD Coordinator must give a list of names with teachers subjects to Cover-in-Charge who will in turn allot teachers of that subject to take over their classes with the purpose of teaching the topic / subject. Teachers are reminded that all cover given must be accepted willingly so that the students are in no way jeopardized by any teacher/s absence. The respective Head of Section should inform Cover-in-charge about any newly appointed teacher or teacher who has resigned.

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MARKING NOTEBOOKS
AUDIT AREA
1. Marking frequency

(1) OUTSTAN DING

Very regular. Marked within a week of student completing the assignment. Evidence that all work is acknowledged, signed and dated. High quality of presentation with all work. Shows objective/ outcome/date clearly written. Evidence of worksheets used often, to provide differentiated work. Plenty of evidence of independent work too. Evidence of frequent written input by students in notebooks. (Regular homework recorded in books). Range of comments identifying students strengths/areas of improvement on each piece of work. Targets identified with T. and set on all pieces of work. Personalised targets relating to the next steps required for progress are set with evidence of guidance always given. Recognition of when targets are met and new targets are set or if targets are not met, further support is provided.

(2) GOOD
Regular. Usually marked within a week of student completing the assignment.

(3) ADEQUATE
Not very regular. Marked within a week to a fortnight of the student completing the assignment. Evidence that most work is acknowledged with signature and date. Inconsistent quality of presentation. Objective /Outcome/date generally recorded. Some evidence that the teacher expects it to be written. Occasional evidence of worksheets mainly used as whole class activities. Occasional evidence of independent work seen.

(4) UNSATISF ACTORY

Irregular. Marking shows over a fortnights gap from the date of completion of the assignment. Most work is unmarked.

2.

3.

All work acknowledged with Signature & Date. Learning Objectives/ Outcomes and date written. Student presentation. Reliance on worksheets/ Evidence of independent work

Evidence that almost all work is acknowledged, sometimes without signature or date. Good quality of presentation with almost all work. Shows objective/outcome/date. Marking clearly identifies the missing element if any. Occasional evidence of worksheets, used to provide differentiated work. Other times used for the whole class. Evidence of independent work seen too. Evidence of regular written input by students in notebooks. (Some homework recorded in books). Range of comments identifying students strengths/areas of improvement on almost all piece of work. Targets identified with T. and set on almost all pieces of work. Personalised targets relating to the next steps required for progress are set with evidence of guidance given for most work. Recognition of when targets are met and new targets are sometimes set.

Quality of presentation is mostly poor. Objective /Outcome/date often missed and no teacher follow up. Worksheets used as the main source of work. Hardly any independent work seen.

4.

5.

Sufficient work set CW/HW ( dependent on year group and subject ) COMMENTS (Positive comments / areas to improve in written on all pieces of work, target/s set) Targets set with guidance for the students to be able to achieve targets Targets followed up

Evidence of written input by students in notebooks. (Occasional homework recorded in books).

Little evidence of written input by students in notebooks (little homework recorded in books). If present comments are rarely positive or are short non-specific ones such as good. Little or no evidence of targets seen.

6.

7.

Limited range of nonspecific comments such as good, well done or comments relating to presentation and the occasional detailed comment. Targets evident on most pieces of work Personalised targets relating to the next steps required for progress are set with occasional evidence of guidance.

Little or no evidence of targets or if targets are set there is no guidance.

8.

Recognition of achievement of targets occasionally noted.

Little or no evidence of follow up of targets seen.

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To award outstanding, clear evidence must be provided (preferably photocopied samples) Department / Teacher: .. Subject: .... Class: .... Number of books: .... Signature of Teacher:

Remark: Target: (Max 2) ..... Head of Subject / Head of Section / ... Signed . Date Head of Secondary

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GEMS External Professional Development 2013 - 14 Background GEMS PD team has set out clear procedures for effective registration, enrolment and cancellation of PD programs which are fundamental in providing quality support to schools. These Registration & Cancellation Guidelines provide schools with clear processes and expectations for GEMS brokered and organized PD. PD Program communication GEMS PD team will base the central PD calendar around the collective needs identified and analyzed from school plans and inspection reports. This holistic view of GEMS PD will be published as the annual PD Brochure. In addition, the PD weekly communique will be emailed by 08:00 every Monday. This includes general weekly notices and details PD opportunities 6 weeks in advance. Registration process: Participants submit registrations online via GEMS Oasis after taking internal approval from HOS / Vice Principal / Principal. Once participants-register online, PD Coordinators will receive an email notification. PD Coordinators will log into Oasis and approve or reject the registration. The Oasis system automatically produces certificates for attendance, once each participant completes the online evaluation and KTAA (Key Take-Away and Action) forms. GEMS PD team occasionally places a ceiling on the maximum number per workshop or per school. Some popular sessions are repeated too. Once the online registration is closed, names for the waiting list will be held on the OASIS system and automatically included in the event of a cancellation. Guidelines for registrations What Online Registrations AND Approvals for participants Confirmation of registered names and numbers to trainer Cancellation of Participants When 7 days prior to workshop 5-7 days prior to workshop At least 3 days prior to the workshop Action Registrations CLOSED Registrations no longer accepted

Non-attendees without an acceptable reason will be charged for catering Cancellation can be done online via OASIS

Note : There are times when exceptional circumstances may require adjustment to the above dates.

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What GEMS PD Team and schools expect from the participants: Register online as per the guidelines Attend each workshop as registered Wear professional attire to all workshops Arrive at least 15 minutes prior to the start time of the workshop Positive participation in the workshop Professional attitude and courtesy towards the trainer Complete the online Evaluation Form Complete online Key Take Away and Action Form Print or save their online Certificate of Attendance

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APPRAISALS
Appraisals in the Westminster School are important and on-going. What are the components of appraisal? Punctuality Teaching in accordance with the goals and objectives of the curriculum. Subject knowledge Appropriate teaching methods and strategies. Class management which includes student participation, discipline, motivation of students. Time management Recapitulation of previous work Effective use of teaching resources Questioning on subject Marking quality Assignments Assessments Value added achievement Evidence of differentiation Integration of ICT APPRAISAL GUIDELINES Teacher (appraisee) to meet with appraiser (Vice-Principal, Head of Section, HOS) to discuss targets. Prior to this, the appraisee will complete a form of self-appraisal which will prepare the ground for a pre-appraisal interview. During this interview, targets will be agreed upon after discussion between appraisee and appraiser. An observation / appraisal time will be decided. An achievable time will be set for targets. During this time, the Heads of Section, Head of Subject or colleague or Coach can assist the teacher in working towards achieving targets. Reference may be made to other senior managers and the objective is to assist the teacher to add value to her teaching. Appraisal will not be linked to salary increments. Teachers will not be appraised in their first year in the GEMS school but will meet individually with the Principal or Vice Principal for an initial review of their performance before the end of their probationary period as per the M.O.E. The appraiser may require to look at any documents i.e. teacher record of work, evidence of student report writing etc. In the event of professional disagreement between appraiser and appraisee, the Principal or person nominated by him will adjudicate and this decision will be final.

The whole point of appraisal is to evaluate and support Teaching and Learning. It is designed to be friendly, professional is to be considered to be a part of Professional Development.

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Acquire new knowledge whilst thinking over the old, and you may become a teacher of others Confucius

Lesson Observation Form

When you are observed teaching, the appraiser will use an E-Observation Form or Observation Form like the one on Appendix . The idea underpinning the form is that the lesson will tell a story. The lesson (or part of the lesson) will be graded on the KHDA scale of 1 4. These grades are as follows: Grade 1. 2. 3. 4. Descriptor Below expectations / unsatisfactory Satisfactory / acceptable Good Outstanding

Further details about the grade descriptors may be found on the KHDA website www.khda.gov.ae The lesson evaluation will include comments/judgements on the quality of provision being witnessed by the appraiser. These form the basis of the development points for you as a teacher and to serve as a reference point to underpin the progress you make that will be secured by the time of the following evaluation. You will be invited into discussion in evaluating the lesson and you will get an opportunity to agree the targets with the appraiser. These will form part and should be included in your Staff Development Folder that you have been given separately. Please remember, that appraisal is only part of the process that forms part of your development as a teacher at The Westminster School. We also expect you to undertake self-evaluation at different points of the year. Remember also that coaching will take place during the course of the year and you may well be involved in this process also. In order to make the appraisal process fully effective, we ask that you prepare the ground by answering the following questions: 1. What aspects of my teaching have I been particularly pleased with this year? 2. What aspects of my classroom teaching have I been concerned about? 3. Has this been to do with planning, execution or relationships? 4. What have been my main tasks and responsibilities, other than teaching? 5. What have I done particularly well? 6. What have I done that could have been better? 7. Has this involved work on my own or as part of a team? 8. What do I think I might be doing over the next two years that is new? 9. What skills might this involve me using?

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The House System

Awards System

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The House System How does it help? The House System is an essential aspect of school life. By its nature and operations, it fosters a spirit of co-operation and healthy competition and a sense of loyalty to the House and consequently, to the institution. Most important the House System gives a focused approach to each student while incorporating the core values of the Varkey Group of Schools. The Houses: The students are divided into four Houses which are named below along with their mottos:

Working together in the House : Each house is headed by a Captain and Vice-Captain who takes their guidance from a House Advisor for Boys and Girls. These office bearers assist in maintaining student discipline and promote active participation in academic and extra-curricular activities. The House Advisors oversee the duties and activities of their houses. Each Key Stage has a Coordinator for each House who coordinates the activities and reports to the Hose Advisors. Each teacher in a Key Stage is affiliated to a certain house and works in an advisory capacity, assisting the House Advisors and Coordinators. Students wear a smart house uniform on the days they have Physical Education. The students learn to work together in harmony, irrespective of nationality or creed, thereby fostering the core value of World Citizenship. By coming together in a House, students develop the qualities necessary for the growth of a healthy personality of sharing, co-operation, taking responsibility, working in harmony, putting the house before self and excelling all tasks undertaken. This is an excellent platform to identify future leaders and help them hone their talents.

Adding value House activities: House meetings are held from time to time to plan for various activities. House assemblies are held which incorporate the core values of GEMS. A number of In-house and Inter-house competitions are organized throughout the year. The teachers affiliated to each house are expected to assist in all of these and will
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be in charge of at least one activity. Members must try and chalk up as many points for the house in order to help the house win the trophy at the end of the year. The guidelines for awarding house points are discussed later. Competitions A great way to collect house points! Outdoor sports Athletics Basketball Cricket Gymnastics Hockey Throw ball Volleyball

Were all good sports! Indoor sports Wits, strategy and agility we have it all!
Badminton Carom Chess Table Tennis

In-house competitions (Subject to approval of House Advisors) Inter-house competitions

Art Competition Athletics Craft Creative Writing Debate Declamation

Elocution Group Singing Quiz Spelling Bee Qirat Recitation

Art and Craft Drawing out our budding artists..

Drawing Painting Craft

Literary We can speak, write and argue well!

Creative Writing Choral Recitation Debate Declamation Elocution Quiz Spelling Bee

Individual singing Group singing

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Music Thank you for the music. AWARDS SYSTEM MISSION STATEMENT: To recognize and reward! THE RMI PRINCIPLE: Recognize Motivate Effort, Talent, Performance Students to perform to their maximum best and to make The BEST, BETTER Incorporate Core Values of GEMS in the day to day life of the students

Awards why do we need them? In keeping with the changing trends of education in the twenty first century. The Westminster School promotes positive reinforcement of the underlying core values in all spheres of the school curriculum. How it works: This system places the student at the core of the House System. Each student contributes positively to the collective points of the house while simultaneously achieving points for him/herself. Outstanding students in any discipline are awarded a certificate of merit. This not only ensures that students work hard and with more enthusiasm, especially to see their house emerge victorious, but also achieves higher levels of discipline. This system places emphasis on the development of the child both in school by the teachers and at home by the parents, therefore making peers, teachers and parents pro-active. Such a positive outcome is a direct reflection of the philosophy of the school Making the best better. Those who educate children well are more to be honored than parents, for these only gave life, those the art of living well. - Aristotle Guidelines for awarding House Points The Award System will encompass all areas of school life namely academics, sports, activities, Competitions and conduct. Rewards work better than punishment and help boost morale, thus having a far-reaching impact. This is a good place to start in order to prepare the leaders for tomorrow.

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AREA TO BE AWARDED HOUSE POINTS ACADEMICS SPORT ACTIVITIES AND COMPETITIONS GOOD CONDUCT OUTSTANDING PERFORMANCE, EFFORT ETC DISCRETIONARY AWARD

HOW TO AWARD ACADEMICS SPORTS INTER-HOUSE 1ST Place 2nd Place 3rd Place 4th Place 10 Points 7 Points 5 Points 3 Points Points to be calculated on consolidated mark sheet based on overall total obtained House Summary to be made If Houses have unequal numbers in section, average could be calculated (See Sample Sheet)

S.NO.

NAME

ACADEMICS

SPORTS

ACTIVITIES

CONDUCT

TOTAL

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INTER-SCHOOL AND OTHER 1ST Place 2nd Place 3rd Place 4th Place 20 Points 15 Points 10 Points 5 Points

INSTRUCTIONS FOR CALCULATION OF HOUSE POINTS FOR ACADEMICS Academics House Points to be calculated as on the cut-off date on the basis of the First Term/First Mock Examination. Add the following columns to the consolidated mark sheet of your class:

Total House House Points Calculate the House Points according to the Ready Reckoner Add a House-wise Summary at the bottom of the consolidated sheet and fill in all details. Submit the mark sheet to the Head of Section on the date specified.

SAMPLE SHEET House: ____________________

SPORTS / INTER-HOUSE ACTIVITIES

POSITION FIRST SECOND THIRD FOURTH PARTICIPATION POINTS +10 +7 +5 +3 +3

INTER-SCHOOL ACTIVITIES
POSITION FIRST SECOND THIRD FOURTH PARTICIPATION POINTS +20 +15 +10 +5 +5
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INTER-SCHOOL ACTIVITIES
GRADE 40-50 50-60 60-70 70-80 80-90 90-100 HOUSE ALPHA BETA GAMMA SIGMA 7 SUBJECTS 280-350 350-420 420-490 490-560 560-630 630-700 ACADEMICS 8 SUBJECTS 320-400 400-480 480-560 560-640 640-720 720-800 SPORTS 9 SUBJECTS 360-450 450-540 540-630 630-720 720-810 810-900 CONDUCT POINTS +3 +6 +9 +12 +15 +18 TOTAL

ACTIVITIES

GUIDELINES FOR RECORDING OF HOUSE POINTS 1.) Subject Teacher Submits Form 2 with House Points (if any) to Class Teacher by every Wednesday Points will be awarded for Good Conduct, Outstanding Performance and Effort. (Note:A subject teacher may award a maximum of 1 House Point in his/her subject to any one student in a class) 2.) Class Teacher Displays one chart for each house in the classroom (see Form1) Receives Form 2 by every Wednesday with House Points awarded for Good Conduct, Outstanding Performance and Effort from Subject Teachers. Adds points on class charts every Saturday Completes and submits Form 3 to the respective Heads of Sections every Saturday. 3.) Head of Section Moderates (if required) Files Form 3 from the Class Teachers Co-ordinates Class Teachers Appoints Coordinators Assigns Discretionary House Points in consultation with Vice Principal

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4.) Grade Level Coordinator + Assistant Collects House Points file from respective Heads of Sections and updates the Display Board on the floor every Sunday during the test period. Fills Form 4 for each House and submits to Head of Sections. 5.) House Master / House Mistress Collects Form 4 from each Heads of Sections Consolidates House Points Updates Main Board Files Form 4 6.) Vice Principal Monitors, moderates and overviews Discretionary Awards

*Be sparing in giving points 1, 2 or 3 may be given

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Student Leadership / Class Council

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48

49

PASTORAL SYSTEM

What does Pastoral System mean? Pastoral system can be defined as the holistic approach and support given to students to meet their individual needs and skills. AIMS AND OBJECTIVES OF THE WESTMINSTER PASTORAL CARE SYSTEM The Westminster Pastoral care system aims to: Develop strong home-school links Chalk out procedures for monitoring and evaluating the schools delivery of pastoral care Guide the students to be responsible members of the school community Work towards creating an amiable atmosphere in school Develop the students confidence Offer sympathetic, confidential and effective support and guidance to students Empower students with basic skills and experiences that will enable them to develop their latent talent Enable students to adapt, adjust and become responsible citizens

All the above are broadly focused on 2 areas: Whole School policy areas Pupil-level policy areas A. Whole School Policy Areas Rewards: Linked to the House System, students are awarded points for academics, sports, extra-curricular activities, community services, core values, teacher discretion. Sanctions: A consistent policy of a verbal warning followed by written warnings with appropriate sanctions is in practice for students misconduct in buses, other disciplinary problems, not wearing proper uniforms, etc. Attendance: The students to be made aware of the rules, regulations and consequences that may arise of unauthorized and unnecessary absence. Punctuality: In keeping with the high standards set by the school, pupils are guided to be disciplined and be punctual at all times. Bullying: Teachers must provide a support system whenever necessary to root out the bullying that may arise on rare occasions. Home Learning: The home-school link extends on a daily basis through the assignment given. This further helps in making the student self-reliant. Assemblies: Organized in school provide opportunities for the students to develop their personality, by training in communication skills etc and also serve as a platform to enthuse the students to act in accordance with the core values of the school.
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B. Pupil level areas Uniform: The pastoral system will ensure that the students are smartly turned out as appearance reflects and sets standards for the school. Be properly equipped for lessons: With the help of the teachers, the students will be properly equipped for lessons; the slow learners and others whenever necessary may further benefit by additional classes in the afternoon. Behavior within lesson: The pastoral care will aim to maintain a disciplined and cordial classroom. Relationships and behavior out of lessons, but within the school: The Pastoral system will highlight and categorize the many and varied features that influence a students learning capacity. Behavior out of school which impacts on performance in school : Teaching in citizenship right from the early stages will ensure that the students become responsible members of the society.

All the above factors are achieved through various means mentioned above and a few others such as: House System which will encourage a sense of belonging in both the students and the teachers and develop a healthy competitive spirit. Career Counseling which will help students to make the right choice for higher education. Two Way Communication with Parents The school diary will serve as a means to maintain a two-way effective communication with parents.

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Student Behavior Discipline Policy

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DISCIPLINE POLICY
The Westminster School aims to create an environment where everyone feels safe, secure and valued thus providing an environment for children to learn effectively. It is important that everyone in school: Is treated with kindness and respect Acts with consideration towards others, making sure that their words and actions do not cause offence or inconvenience to anyone. Behaves courteously, being polite and helpful at all times Is friendly and co-operative Is honest and truthful

Teachers have a vital role in promoting good behavior in school. They need to understand each class situation and work towards creating a healthy environment. They can particularly help by Encouraging children to develop a sense of self-worth, respect and tolerance for others. Taking an active interest in their childrens academic and social progress at school. Being flexible and able to modify disciplinary standards according to situation. Specifying and providing appropriate rewards/punishments for performance and behavior in the class.

In order to help the school develop an appropriate environment for all children, it is essential that teachers discourage their children from behaving in any of the following ways: Disobedience Hitting and kicking Foul language (and swearing) Unkind remarks Damaging property Answering back, rudeness or aggression Stealing Biting and spitting Truancy Racist or sexiest comments or behavior Bullying Kind words can be short and easy to speak, but their echoes are endless Mother Teresa

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DISCIPLINARY POLICY SANCTIONS For Minor Infractions: Stage 1: Counselling for the first lapse Verbal warning Note in the diary to the parents to take corrective action Every note sent by the teacher has to be acknowledged by the parent Warning by the Phase Managers.

*Failure to heed these steps will result in sanctions/definite consequences Sanctions Positive: Negative: Loss of privileges (examples) Break detention Sitting out during PE class Denial of field trips Removal from sports teams (sit out for a match) Detention (after school) Student sent home (in case of late coming and breaking the dress code) Spend time during break in helping staff maintain discipline Some form of community service Note of apology to teacher Write an assignment or essay to reflect upon

The parent is to be informed and should be asked to collect their ward from the school immediately, unless there is a valid written request from the parent to excuse the student. (Where a student has served 2 detentions for minor infringements we move to Stage 2 of the disciplinary policy) Sanctions can be decided and imposed by the teacher at every step (depending upon the seriousness of the misconduct and its frequency) negative sanctions to be imposed only with the concurrence of the Head of Section /Head Teacher.

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For major infractions Stage 2 Step 1: Inform parent. Issue letter and send to parent. Obtain an acknowledgement and place in the file. Step 2: Bring to the notice of Phase Manager and the disciplinary committee. Step 3: Verbal warning and counseling (inform student she/he is on probation) Step 4: Refer to the Vice Principal/Principal, when the first three steps fail. Suspension (may also accompany Step 1 depending upon the serious nature of the misconduct, in which case the incident is to be reported to the Vice Principal / Principal). Step 5: A daily report on the students conduct and behavior is placed in the students file by the class teacher and the students signature obtained. The teacher should also keep the Principal and the parent apprised of the situation and behavior of the student on a regular basis. Step 6: Expulsion Minor behavior infringements Inside the class: Punctuality: Late arrival Skipping assembly/lesson. Returning late to class after break. PE or other optional classes. Frequent leave-taking without leave letter from parents.

Dress Code: Boys: Wearing cap, sunglasses, earrings, or other accessories not permitted under the dress code. Pants or trousers worn below the waist (not fitted at the waist with a belt). Shirt-not tucked in. Tie and belt not worn at all times inside the school. Hair cut / beard trimming. Wearing jackets in winter. (other than stipulated by the school) Not wearing neat and proper uniform.

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Girls: Behavior: Talking in class. Littering Chewing gum Eating in class when the lesson is on Speaking in languages other than English on the school premises. Wearing flashy jewelry, accessories, nail polish. Shoes, socks and hair bands, not in conformity with the dress code. Wearing jackets in winter. (other than stipulated by the school) Tie and belt not worn at all times in the school.

Academic requirements: Failure to buy/bring notebooks or textbooks to class. Note books not covered and labeled. Failure to complete class or home learning assignments. Failure to submit notebooks for checking/late submission o Not bringing the school diary o Not recording home learning assignments.

Major behavior infringements

In the classroom: Fighting, bullying, intimidation and violence. Use of obscene language or gestures. Bringing indecent posters, magazines to school Defacing desks, chairs or walls Insolent or abusive behavior towards any member of staff. Bringing and using mobiles phones, hand held devices and music devices. Engaging in trading cassettes, CDs or other articles. Bringing and bursting fire crackers Stealing Lying Malpractices in the examination Erasing/wiping out comments or remarks by teachers. Head of Section or Vice Principal in the School diary or notebooks. Forging signature of the parent.

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In the Computer Lab: Willful destruction of school property breaking expensive equipment. Stealing material Downloading and installing objectionable material. Deleting material and spoiling the system and the software.

In the library: In the bus: Intimidation, bullying and violence Vandalism ripping up seats Graffiti Littering throwing litter outside and inside the bus Insolent behavior towards members of the staff Inappropriate behavior towards other students Using obscene language and gestures Using/changing buses without due permission Talking in the library. Tearing pictures and articles from books and magazines. Vandalism Tampering with the books.

Steps taken for repeated misconduct: Complaint of misconduct from teacher travelling on the bus Repeated complaint on a second instance Misconduct on the third instance Misconduct for the fourth time

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Examinations

Examination Administration Cycle

Checklist for Invigilators

58

EXAMINATION ADMINISTRATION CYCLE

Check the dates of the examinations and tests from the calendar. Any changes will informed by the Subject Leader. Department: The subject leader will hold departmental meetings every week. Discuss the syllabus for the exams Check if the portion covered shows horizontal uniformity. Appoint teachers for setting the question papers Provide the teachers any further instruction specific to the subject Allocation of marks will be decided The formats for front pages for Weekly Tests or Term Examinations is attached.

Question Paper: Al blue print of the Question Paper should be shown to the subject leader. All the questions should be neatly typed using Times New Roman Font of size 12 Weekly assessment papers to be submitted one week before the test date to the Subject leaders for final approval. Term assessment to be submitted four weeks before the date of the examination

Submission of Question Papers: Papers should be submitted on or before the date of submission mentioned. Should include the Syllabus paper signed by co-teachers Mark scheme to be submitted along with the question paper All other accessory material requirement details

General Instructions for Setting a Question Paper: To check if adequate weightage is given to questions based on knowledge, understanding and application. In Key Stages 1 and 2, 50% weightage should be given equally for knowledge and application based questions. In Key Stages 3 and 4 (Year 7-10) weightage to be 30% for knowledge, 40% for understanding and 30% for application Years 11/12/13 weightage should be given as per the syllabus requirement Difficulty level should be 40% - Easy, 40% Normal and 20% challenging.

Question papers are checked by the Subject Leaders for: Content, style, pattern, differentiation
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Knowledge/Content/Application based distribution of questions Factual errors Distribution of marks CHECKLIST FOR INVIGILATORS

WEEKLY/TERM ASSESSMENTS Boards should indicate the Subject, Start Time and End Time Check whether a seating plan of the room is displayed Complete the Attendance Register Inform the Phase Manager if a Candidate arrives late Be vigilant, move around the room and do not leave the room for any reason. Do not give any information to candidates about corrections in the question papers, unless advised by the Phase Leader. Supervise the candidates at all times to prevent any malpractice, if any found, these should be brought to the notice of the Phase Leader. Ensure no candidate leaves the room until the exam has ended Inform the candidates to stop writing at the end of the time duration. At the end instruct candidates: To check whether the required information has been entered on their scripts To check whether the answers are correctly numbered To check if they have attached any supplementary sheets to the main scripts. If so, the number of additional sheets to be indicated in the column provided. Collect all the scripts and unused stationary before candidates leave the examination room Arrange the scripts in order and handover to the Examinations Coordinator of each section

GENERAL ANNOUNCEMENTS TO BE MADE BEFORE COMMENCEMENT OF EXAMINATIONS To instruct the students to complete the details given (name, grade, section etc) on the answer paper To draw their attention to the Instruction to the Candidates page on the question paper To inform them that they are permitted to use only blue or black ink To inform the candidates about the time of commencement of the examination and the time allotted for completion of the examination To instruct the students to handover any unauthorized materials to the invigilators.

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61

The Westminster School Child Protection Policy

GEMS/The Westminster School is concerned about the welfare and safety of all its pupils and works to create an atmosphere in which pupils feel secure and are able to communicate their feelings. If our Child Protection Policy is successful, Child Protection concerns that arise will be dealt with as sensitively and effectively as possible. Records will be accurate and securely stored and the information will be forwarded when it is in the best interests of the child. AIMS To provide clear direction to staff of The Westminster School about expected codes of behavior in dealing with Child Protection issues. To make explicit the schools commitment to the development of good practice and sound procedures so that child protection concerns and referrals are handled sensitively, professionally and in ways that support the needs of the child. To integrate Child Protection issues into the curriculum and day to day learning experience of the Students. To take account of policies in related areas such as behavior and anti - bullying. DEFINITIONS: (Taken from the document, Working Together to Safeguard Children DFES 2006). a) Neglect - The persistent or severe neglect of a child which results in impairment of health or development b) Physical Abuse - Actual or likely physical injury to a child, or failure to prevent physical injury or suffering c) Sexual Actual or likely exploitation of a child by involvement in sexual activities without informed consent or understanding, or that which violate social taboos or family roles d) Emotional actual or likely severe adverse effects on the emotional and behavioral development of a child by persistent or severe emotional ill-treatment or rejection e) Potential abuse situations where children may not have been abused but where social and medical assessments indicate a high degree of risk that they might be abused in the future, including situations where another child in the household has been abused, or where there is a known abuser f) Bullying - any persistent and uninvited behavior which insults, hurts or intimidates someone (includes cyber bullying).

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Some signs of possible abuse include: (These are not exhaustive or necessarily indicative of abuse). (Taken from the document, Working Together to Safeguard Children DFES 2006). a) Neglect constant hunger or tiredness; frequent lateness or absence, poor personal hygiene, untreated medical problems; running away, stealing, low self-esteem. b) Physical - unexplained injuries/bruises; improbable or evasive excuses, untreated injuries; fear of treatment or medical help, fear of physical contact, fear of going home, over aggressive or defensive tendencies, fear of removing clothes, bites, lashes, facial injuries. c) Sexual - Tendency to cling, tendency to cry, genital itching, acting like a baby, distrust of familiar adults, wetting and/or soiling, fear of undressing, throat infections, depression, fearful/panic attacks. d) Emotional Physical, emotional, developmental delay; over-reaction to mistakes; tearful, fear of losing, fear of parents being contacted, stealing, thumb-sucking, rocking, anxiety, Munchausen Syndrome by proxy (If a parent of child deliberately fabricates or induces illness in that child). Signs may include; perceived illness, doctor shopping, enforced illness, fabricated illness, poisoning e.g. with salt, induced seizures, suffocation, bleeding, rashes, tampering with vomit/urine. Child may exhibit unusual or unnaturally prolonged illness; symptoms/signs have a temporal association with mothers presence, mother unusually at ease in Hospital environment, multiple illnesses/similar symptoms in family, unexplained death of siblings.

FRAMEWORK Working together Under the Children Act, 1989 requires all schools in the UK to follow procedures for protecting children from abuse. Schools in the UAE are also expected to ensure that they have appropriate and reasonable procedures in place for responding to situations in which they believe that a child has been abused or is at risk of abuse these procedures should also cover circumstances in which a member of staff is accused or suspected of abuse. DFES Circular Working Together to Safeguard Children (2006) places the following responsibilities on all schools. Staff should be alert to signs of abuse and know to whom they should report any concerns or suspicions. Designated Teachers should have responsibility for coordinating action within the school Each member of staff should receive regular Child protection training appropriate to her/his role. Schools should have procedures, of which all staff is aware, for handling suspected cases of abuse of pupils, including procedures to be followed if a member of staff is accused of abuse.

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ROLES AND RESPONSIBILITIES The Designated Team The Designated Team for Child Protection consists of one representative from each Learning Bay. The list of representatives is given on the last page. Their role will be To ensure that each member of staff is familiar with school guidelines for identifying and reporting abuse, including allegations of abuse against staff To ensure that the school operates an effective child protection policy To ensure that each member of staff receives a foundation training in child protection To be responsible for coordinating action and liaising with other agencies and Support services over child protection issues; In consultation with the Child Protection Officer at GEMS Corporate office assist in enquiring into allegations of child abuse. To follow, as appropriate, recommendations made by the Child Protection Officer at GEMS Corporate office To be aware of the Every child matters document and the What to do if youre worried a child is being abused documents (See further reading at the end of the policy) To support and advise staff on child protection issues generally. To ensure they have had up to date training. To monitor the attendance and development of children who have given cause for concern To disseminate relevant information to the appropriate staff e.g. to class teachers or Teaching Assistants (TA). To complete CP records and send onto new schools (where relevant) To maintain accurate and secure child protection records in chronological order.

Class Teachers Class teachers will, in most cases, be the first person that a concern is raised by. They will collate detailed/accurate/secure written records of concerns and liaise with the Head of Section. The School Doctor Their role is to ensure that relevant information obtained in the course of their duties is communicated to the Head of Section. Types of injuries, attendance and frequency are recorded.

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The Responsibilities of the Staff a) Each member of staff has a responsibility to identify and report suspected abuse and to ensure the safety and wellbeing of the pupils in her/his school. In doing so they should seek advice and support as necessary from the Head of Section who in turn will communicate with a designated team, consisting of representatives from foundation stage, primary & secondary. b) Staff is expected to provide a safe and caring environment in which children can develop the confidence to voice ideas, feelings and opinions. Children should be treated with respect within a framework of agreed and understood behavior. c) Every member of the staff is expected to: Be aware of signs and symptoms of abuse Report concerns to the Head of Section as appropriate Keep clear, dated, factual and confidential records of child protection concerns. APPOINTMENT OF STAFF The school will, when appointing staff, take account of the guidance issued by GEMS corporate office and observe the following safeguards: Ensure that documentation sent out to potential candidates will make it Clear that child protection is a high priority of the school and that rigorous checks will be made of any candidate before appointments are confirmed; Ensure that a reference as to the suitability of a candidate to work with children will always be obtained from the last employer; Request at interview an account of any gaps in their interviewees career/employment history Ensure that staff already living in Dubai when applying for posts will be asked to supply a certificate of good conduct or similar from the Dubai police. Staff and helpers who have recently moved to Dubai will be asked to produce a certificate of good conduct (or national equivalent) from the authorities representing the countries from which they have recently moved. Police Clearance form (appendix 2) is attached to this document

ALLEGATIONS AGAINST STAFF If a child, or parent, makes a complaint of abuse against a member of staff, the person receiving the complaint must take it seriously and immediately inform the Head of Section. Any member of staff who has reason to suspect that a pupil may have been abused by another member of staff, either at school or elsewhere, must immediately inform the Head of Section. A record of the concerns must be made, including a note from a witness who witnessed the incident or allegation.

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The Principal will not investigate the allegation itself, or take written or detailed statements, but will assess whether it is necessary to refer to the Child Protection Officer at GEMS Corporate office in accordance with the child protection procedures. If the Principal decides that the allegation warrants further action through child protection procedures, a referral must be made directly to the Child Protection Officer at GEMS Corporate office. If the allegation constitutes a serious criminal offence, it will be necessary to contact the Child Protection Officer (who at present is Ms. Margaret Atack, Director of International Schools GEMS) at GEMS Corporate office before informing the member of staff. If it is decided that it is not necessary to refer to the Child Protection Officer at GEMS Corporate office the Principal will consider whether there needs to be an internal investigation. If the concerns are about the Principal, the Child Protection Officer at GEMS Corporate office must be contacted directly. STAFF CONTACT WITH PUPILS In order to minimize the risk of accusations being made against staff as a result of their daily contact with pupils, staff should ensure that they consider the following points of guidance (taken from Principles for Safe Working Practice for the Protection of Children and Staff in Education Settings. (Feb 2005)) Staff is responsible for their own actions and behavior and should avoid any conduct which could lead to any reasonable person to question their motivation and intentions. Staff should work, and be seen to work in an open and transparent way (especially when working with individual pupils). Staff should not allow pupils to visit their place of residence. Staff should discuss and/or take advice promptly from their line manager or Another senior member of staff over any incident, which may give rise to concern. Records should be made of any such incident and of decisions made/further actions agreed and the Principal should be informed. Staff should be aware that breaches of the law and other professional guidelines could result in criminal or disciplinary action being taken against them. The Westminster School Procedures Any member of staff concerned about a child must inform a Head of Section immediately. The member of staff must record information regarding the concerns on the same day. The recording must be a clear, precise, factual account of the observations. The Head of Section will consult the Designated Team who will decide whether the concerns should be referred to the Child Protection Officer at GEMS Corporate office. If it is decided to make a referral to the Child Protection Officer at GEMS Corporate office, this will be done, if necessary, without prior
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discussion with the parents. If a referral is made to the Child Protection Officer at GEMS Corporate office, the Designated Team will ensure that a written report of the concerns is sent to them within 48 hours. Particular attention will be paid to the attendance and development of any child who has been identified as at risk. If a pupil who has been identified as at risk, changes school, the Principal will inform the Child Protection Officer at GEMS Corporate office and consider the transfer of appropriate records to the receiving school. When to be concerned Staff should be concerned if a pupil: has any injury which is not typical of the bumps and scrapes normally associated with childrens activities; Regularly has unexplained injuries; Frequently has injuries, even when apparently reasonable explanations are given; offers confused or conflicting explanations about on how injuries were sustained; exhibits significant changes in behavior, performance or attitude; indulges in sexual behavior which is unusually explicit and/or inappropriate to his or her age; discloses an experience in which he or she may have been significantly harmed.

Dealing with a disclosure

If a pupil discloses that he or she has been abused in some way, the member of staff should: listen to what is being said without displaying shock or disbelief; accept what is being said; allow the child to talk freely; reassure the child, but not make promises which it might not be possible to keep; not promise confidentially, as it might be necessary to refer the case to the Child Protection Officer at GEMS Corporate office reassure the pupil that what has happened is not her/his fault; Stress that it was the right thing to speak about it. listen, rather than ask direct questions; ask open questions rather than leading questions; not criticize the perpetrator; explain what has to be done next and who has to be told.

Recording disclosure When a pupil has made a disclosure, the member of staff should:

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make some brief notes as soon as possible after the conversation. (enclosed please find the format) this will be kept strictly confidential and will be handed over to Head of Section. not destroy the original notes in case they are needed by a court record the date, time, place and any noticeable non-verbal behavior and the words used by the child; draw a diagram to indicate the position of any bruising or other injury;record statements and observations, rather than interpretations or assumptions.

Support for pupils and staff The Principal will make all reasonable attempts to protect and otherwise support pupils who have disclosed information about possible child abuse incidents. Dealing with a disclosure from a child is likely to be a stressful experience. The member of staff concerned should consider seeking support for herself/him and discuss this with the Head of Section. CONFIDENTIALITY Members of staff have access to confidential information about pupils in order to undertake their everyday responsibilities. Staff is expected: To treat information they receive about pupils in a discreet and confidential manner. If they are in any doubt about sharing information they hold or which has been requested of them, seek advice from the Head of Section. To be cautious when passing information to others about a pupil.

RECORDS and MONITORING Well maintained records are essential for good Child Protection practice. Concerns and disclosures should be recorded in writing by the member of staff who receives them and forwards them to the Head of Section without delay. The Head of Section in consultation with the Designated Team will then decide on further action and any appropriate monitoring program for the pupil. Records are stored in a dedicated filing system maintained by the Designated Team. When pupils with records in this filing system move on to another school the Principal is responsible for transferring information judged to be relevant to the childs next school. A confidential list of children whom the school has concerns about will be submitted to the Principal. A sample of the format is attached to this document (appendix 3) STAFF TRAINING Every member of staff should receive Child Protection training as part of the CPD program. Staff should be informed of any changes subsequently made to this.

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CHILD PROTECTION AND THE CURRICULUM The school curriculum is important for the protection of children. We aim to ensure that curriculum development meets the following objectives (these are often met through the PSHE and citizenship curriculum): Developing pupils self-esteem; Developing communication skills; Information about all aspects of risk; Developing strategies for self-protection; Developing a sense of the boundaries between appropriate and inappropriate behavior in adults; Developing non-abusive behavior between pupils. FURTHER READING 1989 UN Convention on the Rights of the child 1989 The Childrens Act 1999 Working together to safeguard children 2000 Framework for the Assessment of Children in Need and their Families 2000 National Care Standards 2002 Education Act 2003 Every Child Matters 2003 What to do if youre worried that a child is being abused 2004 Safeguarding Children in Education 2005 Guidance for safe Working practice for the protection of Children and Staff in Educational Settings. 2006 Working Together to Safeguard Children. 2007 Safeguarding Children and Safer Recruitment in Education.

SYNOPSIS What to do if you are told of abuse: Stop and listen. Take notes and keep (verbatim) Do not interrupt Do not be judgemental Do not promise confidentiality - staff must not work in isolation, but offer discretion. Avoid leading questions/coaxing, pressurizing Note concerns about going home, now that she/he has spoken up Inform the Head of Section promptly who will ask for a verbatim written record with time and persons present
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Discretion should be maintained in the staff room.

Never think it cannot happen Do not work in isolation What happens next? Member of staff with suspicion/concern/ disclosure informs Head of Section The Head of Section gathers information. All subsequent concerns are reported and recorded by the designated team. Where action is required they will either monitor, or refer to the Child Protection Officer at GEMS Corporate office where: When in need of serious health or immediate welfare attention the child should be taken to the school doctor. When allegations are made against a member of staff The Designated team is told in the usual way. A written record will be asked for. It should be signed and dated. The Child Protection Officer at GEMS Corporate office is informed by the Principal. The member of staff may be suspended pending further investigations. Useful websites:
1. 2. 3. 4. www.teachernet.gov.uk/wholeschool/familyandcommunity/childprotection/schools/examplepolicy http://www.child-to-child.org/about/childprotection.htm http://www.everychild.org.uk/media/documents/Child_Protection_Policy.pdf http://us.camfed.org/child-protection.html

Date: 15/06/2013 To be reviewed on 15/06/2014

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THE WESTMINSTER SCHOOL - DUBAI

Name of student ______________________________________ Teacher__________________________ Contact___________________________

Year________________

Date______________ Follow up____________ Parent Name_____________________________

Type of Concern Health Behavioral Academic Social/Emotional Learning Disability

Personal Report Developmental Milestones Family background Interaction

Pervious Interventions Student Conference Other Parents Contact Disciplinary Action Testing

Reported to ___________________________________ Describe your concern

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Contents
Definition of Special Educational Needs School Philosophy Identification & Assessment Partnership Gifted and Talented Roles and Responsibilities Review of Policy

Page
3 5 6 7 8 9

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Definition of SEN Special Educational Needs (SEN) are needs that are different from those of the majority of students. They include those who need additional support or challenge in their learning. Special educational needs could mean a child has difficulties with: all of the work in school reading, writing, numeracy or understanding information expressing themselves or understanding what others are saying making friends or relating to adults complying with school rules organizing themselves Some kind of sensory or physical needs that may affect them in some or all school activities. A child must not be regarded as having a learning difficulty solely because the language or medium of communication at home is different from the language in which she or he is or will be taught

Type of need

Description (compiled from a range of international best practice and using the DSIB Definition and UAE "school for all" guidance). Behaviour that presents a barrier to learning Emotional problems such as depression, eating disorders, attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD), and syndromes such as Tourette's

Behavioral, Social, Emotional

Sensory and Physical Including Blindness or partial sight Deafness or partial hearing Deafness and blindness Disabilities arising from conditions such as congenital deformities, spina bifida and/or hydrocephalus, muscular dystrophy, cerebral palsy, brittle bones, haemophilia, cystic fibrosis or severe accidental injury. It is important to state that there is no necessary direct correlation between the degree of physical disability and the inability to cope with the school curriculum, apart from the elements involving physical activity.

Students with severe physical disability may have minimal special educational needs, while those with minimal physical disability may have serious learning needs

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Speech and Language Disorders

This does not include students with additional language needs

Expressive language disorder problems using oral language or talking. The students understanding of language is likely to exceed his/her ability to communicate with the spoken word. Receptive language disorder problems understanding oral language or in listening. Global language disorder difficulties with both receptive and expressive language. Global language disorders affect both the understanding and use of language.

Communication and Interaction

Autistic Spectrum Disorders (ASDs) are neurological disorders that are characterized by difficulties with social communication, social interaction, social imagination and flexible thinking. Aspergers Syndrome is thought to fall within the spectrum of autism, but with enough distinct features to warrant its own label. It is characterized by subtle impairments in specific areas of development. There is no clinically significant delay in cognitive development or in language acquisition. However, students with Aspergers syndrome often have communication difficulties.

Learning

Specific Learning Difficulty (SpLD) specific difficulties with any of the following:

Reading, writing, spelling Using numbers General Learning Difficulty 1 below average general intellectual functioning often reflected in a slow rate of maturation, reduced learning capacity and inadequate social adjustment. General Learning Difficulty 2 significant learning difficulties which have a major effect on participation in the mainstream school curriculum, without support.

Profound and Multiple Learning Difficulty (PMLD) complex learning needs resulting in severely impaired functioning in respect of a basic awareness of themselves, the people and the world around them. They may include physical disabilities or a sensory impairment. A high level of adult support is likely to be required.

Gifted Students

Gifted students are those with academic ability or potential which places them significantly above the average for their year group in

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one or more areas of academic achievement. These students would demonstrate performance which is distinct from their peers. Talented Students Talented students are those who demonstrate outstanding ability in creative achievement, such as art, music, dance or sport, and whose performance in these aspects is significantly above average.

Down syndrome

Students who have a congenital disorder resulting in three copies of chromosome 21. This affects speech, understanding, vision and the development of manual dexterity. Although there are commonalities in their physical appearance and mental abilities, symptoms in those with Down syndrome are on a continuum of mild to severe. Down syndrome generally results in a slower mental and physical development than normal.

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Overall school philosophy

The Westminster school embraces the following principles Providing high quality education to all the children who attend the school. The school has high expectations of effort and success from all children. We believe that our children, including those identified as having additional needs have a common entitlement to a broad and balanced academic and social curriculum, based on the national curriculum and for pre- school children the early years/ foundation stage curriculum. Which is accessible to them, and to be fully included in all aspects of school life TWS is committed to inclusion. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties. The special educational needs of children will be met, where appropriate, in mainstream settings, otherwise in a withdrawal setting We will respond to learners in ways which take account of their varied life experiences and needs. We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners: English language learners (ell) Learners with additional needs Those who are gifted and talented Where appropriate, the views of the child should be sought and taken into account; Parents have a vital role to play in supporting their childs education;

Objectives To continually monitor the progress of all pupils, to identify needs as early as possible and
to provide support, while maintaining the balance of the mainstream class

To signpost support for pupils with additional learning needs (including g or t) through
external agencies.

To facilitate access to the curriculum through differentiated planning by class teachers, and
SEN support staff as appropriate.

To provide specific input, match to individual needs, in addition to differentiated classroom

provisions, either with the school or through external agencies, for those pupils recorded as having additional needs.

To promote positive receptions of pupil with additional needs within the school community,
so that inclusive provision is positively valued and accessed by staff and parents/carers.

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 To enable children to move on from us as well equipped as possible in the basic skills of
literacy, numeracy and social independence to meet the demands of post- 16 school life and learning.

To form strong partnerships between all stakeholders so that the childs learning and
emotional well-being are optimally supported;

To give the children a voice in planning and in decisions that affect them. To have an open door policy with the support of staff and parents. To make information on additional needs available to staff and parents.

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Identification and assessment

We recognize the importance of identification as early as possible, followed by intervention for any child who may have special education needs. Identification is carried out through the 3 wave model. Please see appendix 1. Movement from 1 wave 2/3 can be triggered by: 1. Assessment of learning All the children undergo the schools normal assessment procedures that are implemented at different times of the year. These will include: Weekly assessments Teachers own individual assessments in all subjects End of term assessments including assessments made against National Curriculum Statements of Attainment Mock examinations Learning Profiles 2. Assessment for learning All school staff, regardless of grade or section, have a responsibility to identify those who may have particular learning needs. TWS graduated approach to SEN identification and provision is detailed on TWS inclusion flow chart (see appendix 2)

Partnership
We recognize that in order for pupils with special needs to progress a key issue is partnership. TWS works together with others to promote inclusion for all children. These include: 1. Partnership 2. Class teachers 3. Specialist staff 4. School medical office 5. School management 6. External agencies 7. Feeders ant transfer schools

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Gifted and Talented

The school acknowledges that given its size there will be students who may be classified as gifted and talented. As a result, it is the teachers responsibility to ensure that such students are identified, and their needs duly planned for. Again, this will be done with and through the Head of Year / Section / Subject Coordinator. Thus, teachers at The Westminster School will: Create a classroom climate that supports the development of high achievement risk taking, high flying Approach lessons understanding that teaching is not about learning the knowledge and skills needed to pass an exam, but is about creating a community of learners Focus on the needs of individuals and make use of the strengths and unique talents that gifted and talented students possess Devise learning for the students concerned that is intellectually challenging and encourages high-order thinking.

The school has a separate register for the identification of those with particular talents. Those who may be differently abled physically. The school does have a small number of children who may face particular challenges physically. It is the Head of Sections responsibility to monitor their day-to-day provision / care / physical wellbeing. Such children are encouraged to participate in all aspects of school life including Physical Education. The Children are treated no differently from others in the school. At present, there are no children who need particular and specific wheelchair access.

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Roles and Responsibilities

Gems and the Leadership Team The development and monitoring of the school's work on inclusion will be undertaken by GEMS Heads Office and the Leadership Team. Subject Leaders Ensure they are monitoring progress and through differentiation promote inclusion within the planning of their subject. Specialist and Class Teachers Need to be aware of and act on the inclusion Policy. SEN Department These roles are described in the separate job descriptions: SENCo Counsellor

Medical Staff To work with all the staff to promote the inclusion of all the children

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Monitoring and review

This policy has been discussed and agreed by the TWS teaching staff and leadership teams for implementation

Signed Date .. SEN Coordinator

Signed Date .. Deputy Head of Secondary

Signed Date . Principal

Policy review date ..

Key development tasks to implement and maintain the policy:

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The Westminster School

Dubai

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THE WESTMINSTER SCHOOL - DUBAI

Overview: KHDA Acceptable overall school judgement Teaching and Learning satisfactory and good in the Sixth Form Name and Role General Targets to work towards

School

Corporate

Initial Review Date: Carried out by :

Agreed & Signed

Outcome of review:

Objectives met/not met (inc if appropriate reasons for not meeting objectives)

Signed (reviewer) Signed (post holder)

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Name and Role

Notes from in year discussions

Notes from end of year discussions

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Teaching and Learning Policy

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CONTENTS:

1. INTRODUCTION 2. BASIC EXPECTATION 3. UNDERSTANDING THE PRINCIPLES OF EFFECTIVE TEACHING & LEARNING 4. AN OUTSTANDING TEACHER 5. TEACHING FOR EFFECTIVE LEARNING EXPECTATION STRATEGIES TO MONITOR AND REVIEW THE QUALITY OF TEACHING & LEARNING TEACHING OBSERVATION PROTOCOL 6. PERSONAL AND PROFESSIONAL CONDUCT 7. CONCLUSION

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Introduction

In the 21st Century, informative societies need independently and creatively thinking individuals who can solve problems and manage their learning process and also need schools which educate these individuals (UNESCO 2003). 21st Century multidisciplinary Individual Learning let the learners make most decisions about their learning rather than relying on their teachers to do it for them. Independent study is not at all isolated or unaided learning or operating without the assistance of teachers, it is about sharing ideas, problems and working together to resolve these problems. This ultimately develops skills and attributes with technological and scientific awareness, adaptability to manage complexity with self-direction, creativity to take risk, high order thinking with sound, resourcing teaming and collaborating with global awareness, personal and social responsibilities, interactive communication to think critically and creatively. The policy outlines the Westminster schools philosophy and a pproach to teaching and learning. The document highlights general principles in terms of how teaching should be creatively planned for structured and evaluated in light of what all pupils-regardless of their ability, age or gender should learn as a result of teaching.

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Basic Expectations:
We expect our teachers to: Have a secure knowledge of what is to be taught and learned Command a broad spectrum of teaching strategies and skills

Understand the principles of effective teaching and learning In addition we expect our teachers to: Aspire to be Outstanding teachers Work hard and enjoy the success it brings Understand and share the vision and mission of the School Model high expectations at all times Work as a complete team Enforce standards Meet performance targets Implement the GEMS core values in all aspects of the School

We expect all teachers to aim to be Outstanding practitioners What is an outstanding teacher? Expectations: The teacher has high expectations of all students. The teacher engages and motivates students and engenders high levels of enthusiasm and commitment to learning. that teaching is very well matched to individual needs. The teacher is very knowledgeable in their subject and area of learning and highly effective in teaching them. No time is wasted and the teacher sets challenging tasks that are closely matched to specific learning needs. Literacy and Numeracy: The teacher takes every opportunity to develop basic skills such as reading, writing, communication and numeracy. Interventions and Support: Interventions are well-judged and have notable impact on the quality of learning. Assessment: Assessment is consistently accurate. The teacher systematically and effectively checks students understanding throughout lessons. Marking and Feedback: Marking and constructive feedback from both the teacher and student and of a consistently high quality. Students Progress and Learning: Individual students and groups of students make well above expected progress over time. Students Attitude to Learning: Students are resilient and confident and are developing as Independent Learners. Students are given ample time for reflection and are required to think deeply.
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Planning, Expertise and Activities: The teacher plans with great care to ensure

National Standards for Teachers

These Standards apply to all teachers regardless of their career stage and define the minimum level of practice expected of teachers. Senior Leaders and Phase Leaders will assess qualified teachers against the standards to a level that is consistent with what should reasonably be expected of a teacher in the relevant role and at the relevant stage in their career. Teachers make the education of their students their first concern and are accountable for achieving the highest possible standards in work and conduct. Teachers act with honesty and integrity; have strong subject knowledge, keep their knowledge and skills as teachers up to date and are self-critical; forget positive professional relationships; and work with parents in the best interests of their students. PART ONE: TEACHING FOR EFFECTIVE LEARNING A teacher must: 1. Set high expectations which inspire, motivate and challenge students: o Establish a safe and stimulating environment for students, rooted in mutual respect o Set goals that stretch and challenge students of all backgrounds, abilities and dispositions o Demonstrate consistently the positive attitudes, values and behavior which are expected of students. 2. Promote good progress and outcomes by students: o Be accountable for students attainment, progress and outcomes o Plan teaching to build on students capabilities and prior knowledge o Guide students to reflect on the progress they have made and their emerging needs o Demonstrate knowledge and understanding of how students learn and how this impacts on teaching o Encourage students to take a responsible and conscientious attitude to their learning 3. Demonstrate good subject and curriculum knowledge: o Have a secure knowledge of the relevant subject (s) and curriculum areas, foster and maintain students interest in the subject o Demonstrate a critical understanding of developments in the subject and curriculum areas, and promote an attitude of scholarship o Demonstrate an understanding of and take responsibility of promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teachers specialist subject

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o If teaching early reading, demonstrate a clear understanding of systematic synthetic phonics o If teaching early mathematics, demonstrate a clear understanding of appropriate teaching strategies 4. Plan and teach well-structured lessons: o Impart knowledge and develop understanding through effective use of lesson time o Promote a love of learning and childrens curiosity o Set home assignments and plan other out-of-class activities to consolidate and extend the knowledge and understanding of students have acquired o Reflect systematically on the effectiveness of lessons and approaches to teaching o Contribute to the design and provision of an emerging curriculum within the relevant subject area (s) 5. Adapt teaching to respond to the strengths and needs of all students: o Know when and how to differentiate appropriately, using approaches which enable students to be taught effectively o Have a secure knowledge of how a range of factors can inhibit students ability to learn and how best to overcome these o Demonstrate an awareness of the physical, social and intellectual development of children and know how to adapt teaching to support students education at different stages of development o Have a clear understanding of the needs of all students, including those with special educational needs; those with high ability; those with English as an additional language; those with disabilities; and be able to use and evaluate distinctive teaching approaches to engage and support them. 6. Make accurate and productive use of assessment: o Know and understand how to use assess the relevant subject and curriculum areas including statutory assessment requirements o Make use of formative and summative assessment to secure students progress o Use relevant data to monitor progress, set targets, and plan subsequent lessons o Give students regular feedback, both orally and through accurate marking and encourage students to respond to the feedback

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7. Manage behavior effectively to ensure a good and safe learning environment: o Have clear rules and routines for behavior in classrooms and take responsibility for promoting good and courteous both in classrooms and around the school, in accordance with the schools behavior policy o Have high expectations of behavior and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly o Manage classes effectively, using approaches which are appropriate to students needs in order to involve and motivate them o Maintain good relationships with students, exercise appropriate authority and act decisively when necessary.

8. Fulfil wider Professional responsibilities: o Make a positive contribution to the wider life and ethos of the School. o Develop effective professional relationships with colleagues, knowing how and when to draw on advice and specialist support o Deploy support staff effectively o Take responsibility for improving teaching through appropriate professional development, responding to advice and feedback from colleagues communicate effectively with parents with regard to students achievements and wellbeing. o Skilled in their use of questions. Strategies to Monitor and Review the Quality of our Teaching and Learning The evidence used to review the quality of teaching and learning: Observations of lessons and discussion with teachers and students about observations. Some joint (two staff to moderate) observations and related discussions. Regular learning walks/drop-ins. Discussions with students about their work and their experience of teaching time. Discussions with staff about teaching. Department and individual analysis of the views of students, parents and staff (I know my class, My Voice, etc). Work scrutiny and consideration of marking with quality of comments. Teacher planning scrutiny. Scrutiny of student progress terminal results, on-going assessment, and other data. All subjects are reviewed each Term.

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Frequent Subject Leaders meeting in making effective judgements, including some moderations judgements.

Teaching Observation Protocol The Senior Leaders are committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will: Carry out the role with professionalism, integrity and courtesy; Evaluate objectively; Report accurately and fairly; Respect the confidentiality of the information gained.

Teaching observation is understood by the Senior Leaders to be important for the purposes of appraisal and evaluating the standards of teaching and learning within the School. The following protocol will apply to teaching observations:

Classroom observation will be undertaken in the majority by those qualified teachers who aspire for Outstanding. In addition, in the school, the classroom observation will only be undertaken by those who have appropriate professional skills and training and who can provide constructive oral and written feedback. Written feedback will be provided within five working days of the observation taking place. The written record of feedback will include the date on which the observation took place, the lesson observed and the length of the observation. Teachers will have access to all written accounts of the observations after their lessons. All formal teaching observations are integrated as part of the monitoring and review process. In any academic year all teachers will be observed for the following reasons: o Monitoring of learning by SLT/GEMS Consultants o Appraisal by line Manager From these observations CPD/support needs of teachers are identified for the term ahead. Learning Walks, linked to specific subject areas, also take place on a regular basis. Teachers are also encouraged to voluntarily, or be directed to (if identified with weaknesses), take part in peer to peer observations in order to secure good or outstanding levels in their teaching. The Observation process is based on the current DSIB framework, and involves elements of student engagement and literacy assessment. All Observers should do at least one paired observation to ensure common practice.

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In each of the monitoring of learning two-week observation periods, no warning will be given. Appraisal observations are agreed at least one-day prior to the observation between the reviewer and reviewee. The observations are recorded on a matrix chart to identify the level of support different teachers need to become outstanding practitioners.

PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

A Teacher is expected to demonstrate consistently high standards of personal and professional conduct. The following statements define the behavior and attitudes which set the required standard for conduct throughout a teachers career. Teachers uphold public trust in the profession and maintain high standards of ethics and behavior, within and outside school, by: o Treating students with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teachers position o Having regard for the need to safeguard students well-being, in accordance with statutory provisions and GEMS standards o Showing tolerance of and respect for the rights of others o Not undermining fundamental UAE Islamic values and cultural norms, individual liberty and mutual respect and acceptance of those with different faiths, beliefs and nationalities o Ensuring that personal beliefs are not expressed in ways which exploit students vulnerability or might lead to controversial discussions Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach and maintain high standards in their own attendance and punctuality. Teachers must have an understanding of, and always act within, the GEMS frameworks which set out their professional duties and responsibilities.

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Assessment Policy

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THE WESTMINSTER SCHOOL - DUBAI Contents Rationale Principles of Assessment The Westminster Schools Strategies Assessment in Arabic Assessment Cycle The Learning Profiles Moderation Pupils with Particular Learning Needs Targets Setting and Pupil Target Setting Tracking Evidences of Assessment Recording (APP) Marking Guidelines Reporting to Students/Parents Roles and Responsibilities Home School Links Monitoring and Review Appendices Examples of Proformas used in the school
National Curriculum Leven Sheet Level Descriptors (The World) Target Prediction Sheet (Secondary) Marking Audit (Primary & Secondary) Assessment Calendar (Primary & Secondary)

Page 2 2 4 4 5 7 8 8 8 9 9 9 10 10 11 13 13 14

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RATIONALE: Assessment is the process of identifying, gathering and interpreting information about the on-going progress in students learning. Assessment design should provide students with the stimulus to learn in depth, to apply their developing skills and knowledge in new situations, challenge and change their ways of thinking and doing. Student engagement is enhanced by including opportunities for students to: negotiate and have choices in at least some of their assessment tasks with some guidance, assess their own performance standards specify the nature and focus of feedback that they require to improve and enhance their performance act on the feedback provided by peers, experts and teachers to enhance their learning and their performance impact positively on student learning

Principles of Assessment: 1. Assessment tasks should be diverse Assessment practices should be inclusive and support principles of equality, catering for both individual and group diversity. It should be recognized that all assessment models have limitations and a capacity to disadvantage to certain students. Every effort should be made to minimize such disadvantage by using a variety of assessment techniques. The language of assessment in The Westminster School avoids gender, racial, cultural or other language bias. 2. Assessment should be used for both formative and summative purposes Formative assessment helps students and staff to identify strengths, weaknesses, and ways to improve and enhance learning attainment. Summative assessment provides information to judge the extent to which a student has achieved outcomes relevant to the qualities in a course or program. In short, we assess to define each child's ability in terms of what the child knows, understands and can apply so as to plan: To reveal children's strengths and weaknesses. To ensure early identification of children with particular learning needs. To inform future planning and target setting. to ensure continuity and progression in our work with the children. To communicate accurate information about the child that is useful to teachers, pupils, parents, and other educational agencies. To comply with GEMS requirements. 97

3. Good assessment requires clear articulation of purpose, requirements, standards and criteria: Assessment works best when students have a clear understanding of assessment expectations. Assessment criteria in particular needs to be understandable and explicit so that students know what is expected of them for each assessment task. 4. Good assessment practice allows students to receive timely feedback on their learning: High quality feedback is clear and constructive, and enables students to make sensible judgements about modifying aspects of their academic performance in order to meet the objectives of a course. Such feedback should enable students to understand their level of development of the required skills, their mastery of the understandings embedded in the assessment activity, and how their performance in each domain could be improved in subsequent learning activities. Thus feedback at The Westminster School can include: model answers to questions verbal comments from teaching staff, both individually and to the whole class verbal comments on presentations and participation in class discussions preliminary assessment task advice face-to-face assessment task discussion, individually, and in groups written feedback comments regarding drafts and assessment tasks Where possible, some expectation should be built into the assessment design and grading process such that students acknowledge and act on the feedback provided. Where possible, some expectation should be built into the assessment design and grading process such that students acknowledge and act on the feedback provided. (Please see Staff Handbook for more specific guidance on marking) 5. Assessment methods should be valid, reliable and consistent Every effort should be made to ensure that assessment methods are valid and reliable, recognizing that professional judgement is a significant and reasonable element in indicators of achievement. However, it is also reasonable that such judgement is regularly subjected to peer review and discussion. Moderation (including external moderation where appropriate) of both the setting and marking of assessment tasks should therefore be established to improve the validity and 98

reliability of assessment methods. Program teams will develop and implement appropriate moderation to ensure inter-assessor and intra- assessor consistency in judgments made about student achievement and the quality of feedback given in and across courses.

6. Good assessment practices should promote ethical academic conduct Ethical academic conduct is both a staff and student responsibility. Good assessment design can both educate students about appropriate academic conduct and minimize academic misconduct. The Westminster Schools Strategies for Assessment The school uses a range of assessment techniques to gauge the extent of students learning. These include: Observation - watching the children on task. Questioning/discussion with the children. Photographing/videoing/audio taping work in progress. Examining and evaluating children's written work. Marking children's work, according to the marking policy of The Westminster School. Teacher devised tests for areas such as spelling, tables. Baseline assessment when children enter the Foundation Stage. At end of Nursery and Reception Baselines using the Early Years Profile. Assessment is built into planning and takes place both during each topic/ at the end of a topic and Half term's work. Weekly plans show assessment focus with an asterisk and any relevant comments on the reverse, or added to individual records.

Assessment in Arabic As well as the weekly assessments of children in measuring their progress in Arabic, the school introduced the GEMS Arabic Language Framework that is being used in all GEMS schools. This is a set framework from Grades 1 - 9 where children are assessed in their use of Arabic and graded against particular efficiency levels. For example, Emergent - E1 through to Advanced - A2. Further details may be found in the GEMS document, GEMS Arabic Language Framework.

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Assessment Cycle (Primary / Secondary School):

Date September

Section Foundation Stage Primary

Secondary

Sixth Form

Action Commence Early Years Profile with early baseline assessment of the children on entry to the school. Teachers become au fait with students previous National Curriculum assessments / plan work accordingly. Year 6 Learning Profile started. Assessing Pupil Progress module (APP) begins monitoring progress. Some students undertake re-sit of internal examinations as per Ministry requirements. All subject teachers become au fait with students previous National Curriculum assessments /teachers internal examination evaluations from Summer exams and plan work accordingly. Secondary teachers carefully evaluate predictions for IGCSE. Learning Profiles started for Years 7, 8,9,10 and 11. APP begins monitoring progress. Teachers become aware of students IGCSE results. Sixth Form Learning Profile started APP begins monitoring progress. Formative Assessments in various subjects start First meeting with parents to discuss progress. Sharing of the APP data with students and parents (October Interim). Subject Heads of Subjects collate IGCSE predictions and share with Head of Assessments and SLT Team. Early Years Profiles start to be completed given childrens progress. Continuous Assessments National Curriculum sheet first term completed. Parent Consultation Day.
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October

Primary / Secondary

December

Foundation Stage Primary

Secondary

Summative Assessments National Curriculum sheet completed for mid-year-Year7/8 Learning Profiles for first term completed. Parent Consultation Day.

January

Primary Secondary

Updation of APP by teachers. Students complete Learning Profiles ready for Second Term. Updation of APP by teachers. Subject Heads of Departments collate ICGSE predictions and share with Head of Assessments and SLT Team. Sharing of the APP data with Parents (February Interim).

February

March

Foundation/ Primary/ Secondary Primary / Secondary Primary / Secondary Sixth Form Foundation Stage Primary

April

Mock Examinations/Evaluations carefully shared with students. Learning Profiles completed for the final push Parent Consultation Day for Primary and Secondary Students. Sharing of APP with Parents (May Interim) Evaluation of Mock Examination results. Completion of Learner profiles. Early Years Profiles completed/shared with childrens next form teacher. Summative Assessments/National Curriculum Level sheets completed / Year 6-7 Learning Profile commenced. Teachers and subject heads make careful evaluations of results. Board Examinations for Years 10, 11, 12 and 13. Summative Assessments for Years 7,8,9 and 10. Teachers and Head of Subjects make careful evaluation of results. Results of Summative Assessments collated, shared and agreed with the KHDA. Teachers carefully share information with students next form teacher. Parent Consultation Day for Parents All Learning Profiles completed with pupils own evaluation of their Academic Year duly recorded for Year 9/10. Head of Subjects collate IGCSE predictions and share with Head of Assessments and SLT Team. Results of Board Examinations collated/shared with Corporate Office/evaluated internally by Heads of Subject and matched
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May

Secondary / Sixth Form June Primary / Secondary

August

Secondary

with earlier predictions. Each Head of Subject disseminate this information in terms of successes and further areas of development.

At The Westminster School, Nursery and Reception will complete records based on Desirable Outcomes. If some children complete the Desirable Outcomes record in Reception, then a National Curriculum record may be started. From Year 1 onwards, individual class record sheets in terms of the levels that each child reaches are completed twice a year - at the end of the Winter break and at the end of the academic year. These are kept for the core subjects (including ICT). They are passed to the childs next teacher before the end of the academic year so that the childs new teacher has a baseline from which to commence their daily planning. Teachers may well keep their own informal notes to assist filling in school records and in sharing information with parents. Learning Profiles During the Academic Year 2009/10, the a Learning Profile was designed and devised for Sixth Form students. The main emphasis of this was to give the students more opportunities, with assistance from their class teachers, to start evaluating their own learning in terms of their successes and what the next steps may be to accelerate their learning. These profiles were then adapted to be used in Years 6/7 (joint), 8, 9, 10 and 11 from the start of the Academic Year 2010 / 11. As with the Sixth Form, the principles behind these profiles are to enable the students to set their targets for improvement, evaluate where they have succeeded and what they need to do next, monitor their attendance, and, at the end of the year, explore what they have done well and where they still need to improve. The Learning Profile gives scope for the students to explore notions of the GEMS Core Values, think about the Arab culture and the UAE and to work in teams in sharing these views. Further aims in using the profile will be to engage with Parents on the outcomes within the profile, give them scope to make a contribution and to extend its use with the students.

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Moderation : Regular moderation takes place each term. Cross phase groups analyze children's work against National Curriculum level descriptors and Desirable Outcomes. During the summer term, teachers are involved in formal Teacher assessments, staff throughout the school participate in the moderation of work, to assist staff to make final judgements. Pupils with particular learning needs It is the individual teachers responsibility to monitor, gauge and evaluate the learning of students who may have particular learning needs. Those with particular talents or gifts are highlighted on the schools Gifted and Talented register that is kept by the various heads of sections. At the end of each term, teachers evaluate the examination results of the students to gauge those in the class who may require additional support, or those that have excelled and who also may require an extra \level of differentiation in the work that they undertake. Target Setting and Pupil Target Setting: Target = Prediction + Challenge Teaching is characterized by high expectations and striving for the highest possible standards. Target setting is a vehicle by which standards can be improved. It involves three important aspects school targets, cohort targets and individual targets. School targets Data analysis outcomes are used as starting points to identify areas of strengths and weakness in the school. From the review, staff development issues, resource issues and intervention groups are identified and plans are made to bring about improvement. Cohort targets Teachers /Coordinators / Heads data analysis information is used to make predictions about how pupils / students should perform over time. Teachers track the class or cohorts progress in relation to these predictions. They make interventions at class and cohort level so that pupils can achieve what is expected of them. Pupil Targets APP pupil targets are set three times a year ( October, February and May) for all the subjects in primary and Secondary School. In Secondary School pupils performance evaluated, and targets set in terms of the students potential in terms of A*-A at IGCSE examinations.

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Tracking:
Internal School Tracking documents (APP) are to be completed by all teachers and data will be updated three times a year, October, February and May. Standard tracking sheets agreed by individual departments and key stages. Assessment Evidence: Each teacher at the school is required to constantly keep student evidence to inform assessment. Some of this evidence will include, but not limited to the following: Assessment files for each child Teachers mark book Sample assessments eg writing Core subject records Test results Students books (including descriptive comments and guidance for improvement) Evidence of targets as agreed in collaboration by students and teachers Teachers notes of Observation Record of interviews with parents Class target sheets Peer and self-assessment evidence. Recording: Recording is consistent and effective when all teachers maintain accurate and useful records pertaining to a childs learning and behavior. Teachers should: Keep detailed records and regularly review pupils baseline data, their effort, attainment, strengths and areas of development, as well as their completion of class work and homework, lesion attendance and lesson punctuality. They should make records readily available to interested parties. Use their subject knowledge and records and take into account all relevant criteria when making summative assessments about pupil attainment. Use these records and their schemes of work to plan the learning opportunities for pupils and in line with the schools guidelines, prepares reports on pupils progress.

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Marking Guidelines:
At the school our focuses are: To enable students to develop a better understanding of their own strengths and weaknesses across the curriculum. To enable students to see when they have met with success and how to build on their achievements. To enable students to set personal targets to improve their work. To use marking as an instructive tool. To use a consistent marking policy based on Key Stage levels. Reporting to students Feedback on students learning is most effective when: Feedback involves both learners and teachers giving and receiving feedback about the teaching and learning process, Students are clear about what is expected of them and what they can expect from the teacher. Students should expect feedback they receive to explain what they have done well, and where and how they can improve. This feedback should be done as soon as the work is completed. In some cases teachers will use pre-made stamps or stickers to reflect teacher comments. Learning objective and learning outcomes are used as a benchmark for the teachers oral and written feedback. They should be shared and made clear to the students in advance of attempting the task. Students receive regular and detailed feedback on their learning which is constructive, informative and focused so that they understand how they are progressing and what steps they need to take to improve. Oral feedback will be the most frequent and interactive form of feedback in their lessons. Feedback also includes comments from peers and from self-assessment as well as from teachers. Students need to be shown how to assess and evaluate their own and their peers work. Reporting to Parents: Parents are invited to attend Parent Consultation Days, each term as stipulated in the school calendar, during which staff discuss progress and targets for their child. In the summer term, parents receive a report on their childs progress for the academic year. Parents receive their childs National Curriculum assessments, giving both Teacher Assessments and how well the students have performed in terms of Ministerial expectations (Arabic, for example). Parents are given the opportunity to discuss the contents of the report in the summer term Open House. Reporting for Transition Whether a student is transferring to another class, key stage or school, transition reports will be made available to ensure smooth transfer to the new learning environment.

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ROLES AND RESPONSIBILITIES

The Assessment Policy, its planning, its implementation within and across departments, recording and effective use of all assessments in the Primary and Secondary school is monitored and evaluated by Head of Assessment (Examinations Manager), assisted by the Curriculum Coordinator. Principal and Heads of Sections It is the responsibility of the various Heads of Section (Foundation Stage, Years 1 and 2, 3 and 5, 5 and 6, 7 and 8 boys and girls) to ensure that all procedures are adhered and closely followed. They in consultation with Professional Development Co-ordinator check that all new teachers closely follow the schools procedures. Curriculum Coordinator It is the responsibility of Curriculum Coordinator, to review, monitor and evaluate all departmental issues of the Assessment Policy within the context of primary and secondary school development planning and self evaluation. Heads of Subjects: It is the responsibility of Heads of Subject to apply and embed the principles of the School Assessment Policy within their own departmental practice. They should formulate and maintain a departmental policy on Assessment which may be the whole School policy. Good practice in terms of departments can be clearly identified through: consistent departmental planning assessment tasks fully integrated with Schemes of Work shared learning outcomes standardized marking constructive feedback assessment data used to inform teaching and learning assessment data regularly and consistently recorded assessment data used for regular reporting regular self assessment by pupils and staff. liaison with Head of Year/Subject teacher re individual pupil performance as required

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Liaison with External and Internal School Examination officers re-entries for all examinations effective organization resetting/marking internal examinations, monitoring and evaluation of all departmental assessment practice and outcomes. Subject Teachers It is the responsibility of Subject Teachers to: implement departmental/whole School policies on Assessment, evaluating their implementation mark in accordance with departmental policy in a positive, accurate, meaningful and diagnostic style. compile and maintain individual pupil records report to pupils, parents and staff on individual and group progress(October/January/June) liaise with Head of Department / Year Teacher re individual pupil support as required Year Teachers It is the responsibility of Year Teachers to: liaise with Heads of Subjects/Senior staff/Subject teachers concerning individual pupil progress report to parents as required re individual pupil progress produce Overview statements for Reports in January and June conduct with Senior staff formal overview of pupil performance twice yearly after internal examinations Examinations Manager It is the responsibility of the External Examinations Manager to liaise with appropriate staff/ pupils/ parents/examination boards regarding all aspects of external assessments. This role has particular responsibility for AS/ A level Examinations. Deputy Examinations Manager It is the responsibility of the Assistant to assist the Examinations Manager in the normal procedures of the examinations. Internal Exams coordinators at Section levels has the responsibility for the organization and invigilation of internal school Examinations.

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Home School Links-Parental Engagement Teachers should communicate their marking policy and procedures with their parents. Where parent helpers work, to extend students learning e.g. on projects, teachers will ensure that helpers are made aware of the expectations from a piece of work. Teachers will need to liaise with parent helpers during and after tasks so that they are aware of how individuals have performed. Parent helpers should not be expected to write comments on students work. Teachers will keep in contact with parents through recording in the students diaries or by parent/teacher consultations. Monitoring and Review Monitoring of the standards of the students work is the responsibility of the teacher and management team. Advice, support and suggestions will be available from the SLT, Curriculum and Year Heads for all members of staff to support their work with the student Monitoring of the marking of pupils work takes place by sample throughout the year.

Policy Review This policy will be reviewed after 12 months POLICY APPROVAL This policy has been updated in June 2013 and will be reviewed within 12 months.

..(Signed) ,,(Position) ..(Date)

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Secondary School: Predicted Grades Year __________ Academic Year _________________

Overall A* - C Subject A* A B C D E F G U

English Maths Biology Chemistry Physics Urdu French Arabic First Arabic Foreign C / Studies ICT Economics Accounting Env. Man

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MARKING Assessment Calendar 2013 2014 Primary and Secondary

W/B 12/9 19/9 26/9 3/10 10/10 APP for all students to be completed by the end of the term. Prioritize new chn first.

24/10

Assessment Week (Secondary) Data Collection 1 All subjects APP data to be inputted into GLG TT. Reports to Head of School/Sections/Subjects/Assessment Release of APP data to parents (21st October 2013) Assessment Week (Secondary) Sharing of APP data with parents and students Parent Consultation Day-Wednesday 24th October.

31/10 7/11 14/11 21/11 28/11 5/12 12/12

19/12 9/1 16/1 23/1 30/1 6/2 13/2 18/2

Assessment Week (Secondary) First term Summative Assessment commences First term Summative Assessment ends. Recording of data onto GLG Reports generated, shared with Head of School/Sections/Subjects/Assessment Parent Consultation Day 19th December, 2013 END OF FIRST TERM

Assessment Week (Secondary)

27/2 6/3 13/3 20/3 27/3

Data Collection 2 All subjects APP data to be inputted into GLG TT. Reports to Head of School/Sections/Subjects/Assessment. Release of APP data to parents

Parent Consultation Day 20th March, 2013 Assessment Week (Secondary)

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Assessment Calendar 2013-2014 Primary and Secondary

3/4 24/4 1/5

Data Collection 3 All subjects APP data to be inputted into GLG TT. Reports to Head of School/Sections/Subjects/Assessment Release of APP data to parents 1st May 2013

8/5 15/5 22/5 29/5 2/6 9/6 16/6 26/6

Assessment Week (Secondary) Second Term Assessments commences. Reports to Head of School/Sections/Subjects/Assessment Wednesday 26th June Parent Consultation Day.

The APP is to be used, as they are in-line with the statements on GLG TT. These will be used both formatively as well as summative to assess writing 3 times throughout the year. All NEW children starting in September will have their written work levelled by the end of the 4th week (4th October) and inputted onto GLG TT. The work can be in their books or on a piece of paper. The NC level will come from a selection of pieces of work, this input of data will happen three times during the year. Late arrivals (October onwards) ALL NEW children to be assessed within 3 weeks of when they arrive, its up to the class teacher to ensure that this is completed and data to be inputted onto TT. Reports to parents should comment on the most recent piece of work that has been assessed, compared with previous work. APP Assessment inputted 3 times per year and released three times a year during the month of October, February and May.

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The energy for internal school renewal comes from the discrepancy that members of the school community feel between where they are and where they would like their school to be

Introduction

but also arrive at the school extremely willing but in some cases lack the knowledge and understanding of how best to plan and The following pages outline the schools teach elements of the National Curriculum. The following approach to Professional Development at The diagram could usefully describe the journey of a Teacher at the Westminster School. It is the schools aim as Westminster School. well as GEMS to provide teachers with high quality professional development and lifelong We aim to get teachers to the Second Nature level as soon as learning to keep them up-to-date with current possible. knowledge and awareness on teaching pedagogy to help shape their daily practice. No- How? one would argue that one of the key elements in developing a school lies in the way it develops Professional Development at The Westminster School teachers to enable them to keep abreast of commences as soon as a teacher enters the school. educational developments in their area of interest and expertise. A teaching staff that seem themselves as learners offers great potential to develop the students themselves as effective learners. It can be argued that it is the teachers responsibility to develop their own action plan for their professional development. However, in doing so the school also has a responsibility to ensure that any professional development is of the highest quality and reflects both the teachers professional needs and those of the school. One of the challenges The Westminster School faces is the training of Teachers who not only total over 300 but also arrive at the school extremely willing but in some cases lack the knowledge and understanding of how best to plan and teach elements of the National Curriculum. The following diagram could usefully describe the journey of a Teacher at the 113

Help!

Have A Go

Hit and Miss

Second Nature

Relative Mastery

Sound

Westminster School.

All teachers regardless of their experience are introduced at the start of the new Academic Year to the day-to-day routines of the school and their department/phase of the school. They are also introduced to the GEMS Professional Development program and encouraged to take an active part in this. They are provided with the required textbooks/stationary/Staff Handbook/teachers planner and how the subject they are to teach is planned and assessed. Each teacher is given their own Planning Folder which the Head of Year/Phase will guide them through in terms of its use and how they are expected to keep it up-to-update. They are assigned a buddy or coach for the year. The purpose of this is to provide support for the teacher whether this be pastorally or professionally. Within the first month at school, the teacher will be observed teaching using the observation form (appendix one) and feedback given. All teachers are expected to engage in Professional Development activities on a once-a-week basis but new teachers will also have their own program running alongside this to complement provision. Each member of staff has their own Professional Development file that again, they are expected to keep relevant and upto-date. Where appropriate, teachers will observe colleagues teach. This will primarily be at The Westminster School but may occasionally include visits to other schools within the GEMS network. Each week GEMS provide the school with a regular timetable of INSET and other professional development opportunities, prior from approval from their The energy for internalafter school getting renewal comes the discrepancy respective Phase Leader/Phase Manager. These include those for Arabic and Islamic. All Teachers are encouraged to attend these. However, they are also expected to disseminate to colleagues the learning outcomes of these sessions if they attend. In short, professional development work may be through any of the following: Subject/Section Department The Westminster School Staff Conference held twice a year to check. The GEMS network of schools including leadership and MA programs organized by Corporate Office. Cambridge Examination Board updates on subjects KHDA Other schools in Dubai.(However, if interested, this has to be channeled through Corporate Office) For the Academic Year 2013/2014, each section/department has its own program of activities that focus teachers professional development around the main areas of the schools development. These are : Teaching and learning Use of ICT to stimulate learning Promoting pupils understanding of Islamic education in their day-to-day lives Use of assessment information in planning learning/evaluating pupils progress against National Curriculum benchmarks/marking Inclusion-particularly the devising and using IEPs to guide learning of those with SEN/G & T. Parental engagement Priorities identified by particular sections/departments.

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The most distinctive of these very good teachers is that their practice is the result of careful reflection. They themselves learn lessons each time they teach, evaluating what they do and using these self-critical evaluations to adjust what they do next time. (Why colleges succeed, Ofsted 2004)

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