Teaching, Learning and Assessment are three interconnected processes which help support the teacher (and parents) in providing the most relevant and application techniques to support individual children in their learning.
Teachers at Reach British School don’t just teach ‘the curriculum’ – they teach the individual children in their care. This means that their knowledge of each individual child, groups of individual children and the whole-class are all taken in account when teachers plan their lessons. They build up a profile of each student through their observations of the child and through their analysis of student’s work. They consider how the student learns (do they have particular interests, do they like particular activities, are they quiet or more outgoing, what is their current English language level and / or mother tongue level?) This information helps teachers understand how students learn and what motivates them. Conversations with the children themselves and their parents can also help support teachers in understanding how each child learns, which supports them in preparing lessons which maximise learning time. Through weekly collaborative planning sessions teachers share ideas about planning effective lessons and they monitor the progress children make closely, adapting their sequence and timings spent on particular topics to respond to children’s needs. Teachers focus closely on whether what they have taught, children have actually learnt! Children mature and progress at different rates and teachers need to be mindful that each child is challenged to their level and not pushed too hard before they are developmentally ready to tackle particular concepts. This is very important for ensuring that students feel success in their learning and do not begin to feel inadequate. Learning is not a race and we can not expect all children to make the same rates of progress as others. Learning should not be seen as a competitive sport, we should be instilling a love of learning and developing risk-taking and a ‘have a go’ approach. When children are anxious, worried or lack motivation they simply will not learn.
As a significant number of our students are Arabic native speakers, teachers teaching the National Curriculum of England and teachers teaching Arabic, UAE Social Studies and Islamic try and support students’ learning by teaching similar concepts and / or content areas at the same time. This is especially effective in pre-KG and KG1, where teachers teach the same thematic units and teach students vocabulary words in both languages to aid understanding. This is not always possible in primary and secondary school, where our curriculums have not been written in conjunction with each other. Nonetheless, where possible, this is attempted and is highlighted in teacher’s yearly plans.
We believe that children learn best when they:
This should be organised to ensure that children
Social, physical, creative and academic achievements are celebrated in many ways as an on-going process in all aspects of school life, by:
All classrooms should have
Tables and chairs are arranged for:
Storage units are arranged to
Display in the school should be used to create an attractive and stimulating environment. The work displayed should be of a high standard and use both 2D and 3D in a variety of media and be changed frequently. It should include work on different aspects of the curriculum and reflect the individual child's efforts as well as ability. Ideally, Mathematics and Science displays should stimulate discussion and be accompanied by children's questions and answers. Sometimes they can be 'interactive'.
Routines and Rules Routines and rules in the classroom contribute to a healthy learning environment. To be effective they should be
All rules should result in the children knowing the boundaries of behaviour and are set within the terms of The Behaviour for Learning Policy.