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Teaching and Learning Target Evidence T2- 2025-2026

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Teaching and Learning Target Evidence T2- 2025-2026

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Students experienced and benefited from lessons that consistently implemented Teach Like a GEM strategies across all subjects and year groups."

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Department Action Plan Target Evidence 2025-2026 -T2

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Department Action Plan Target Evidence 2025-2026 -T2

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"Students actively competed and enjoyed reading, showing motivation and progress while engaging with Arabic stories in the reading challenge."

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Actively seek opportunities for professional development and build expertise in less developed areas, demonstrating progress through targeted training, certifications, or applied projects (See Teachers’ Pathway to World Class).

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Goal 3: Contribution to School Priorities

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Goal 3: Contribution to School Priorities

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• Demonstrating measurable impact on school-wide improvement and community engagement
• Maintaining exemplary levels of attendance and punctuality as a model of professional conduct and The GEMS Way

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Developing frequent communication with parents regarding their child’s pastoral and academic progress
• Showcasing and celebrating excellence in the classroom with parents
• Following up on high expectations when not met linked to Be a GEM and Learn Like a GEM.

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This is a scene of a conversation between two friends in the mall, talking about what they should do, and thus, developing their speaking skills. This prepares them for the real world, promoting clear pronunciation and extended vocabulary.

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Students are actively participating in the Reading Challenge by selecting books, reading independently, and completing their challenge passports to track their progress.

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My Termly Growth meetings: Reflection and Next steps 2025-2026

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My Termly Growth meetings: Reflection and Next steps 2025-2026

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Reflections

1. Data analysis, book checks and assessment results evidence a clear raise in Y10 GL/ABM2

2. TLAG techniques improved students’ writing & speaking skills though deeper scaffolding and more challenging and developed criteria.

3. Speaking skill taken beyond classroom doors and show cased in national day

4. Lead of national day performance in department

5. Launched department Arabic Reading Challenge

Next Steps

1. Integrate READ Like a gem in Arabic B department ( lesson planning (guided reading) -bulletin boards- assemblies-library visits- tutor (TBC) - UAE reading challenge- KHDA documentation)

2. continue empowering 3 main targets

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Students are actively participating in the Arab Reading Challenge.

They complete and summarize books using the ABT Reading Platform.

This supports the department’s goal of extending reading capabilities through guided reading and vocabulary development.

Encourages meaningful engagement in school-wide literacy events.

Enhances participation in the UAE National Reading Challenge.

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Department Action Plan Target Evidence 2025-2026 -T1

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Department Action Plan Target Evidence 2025-2026 -T1

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Students extended the department’s speaking capabilities by delivering confident Arabic speeches during the National Day celebration.

They used language, storytelling, and expressive skills effectively.

These skills were developed through the ABT Reading Platform and Guided Reading lessons.

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Farah & Mahveen National day Speech In Arabic

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Applies TLAG by making learning active, visual, and collaborative.

Engages students through a creative, map-based task.

Helps students use transport vocabulary in meaningful, real-world contexts.

Builds confidence in communicating their travel ideas clearly.

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Here it is rewritten as bullet points:

Students applied TLAG by self-checking their writing against clear criteria.

This process supported them in taking ownership of their work.

It helped them improve their writing in a purposeful and focused way.

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Teaching and Learning Evidence 2025-2026-T1

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Teaching and Learning Evidence 2025-2026-T1

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Enhanced students’ learning by re-activating their understanding of the writing mark criteria.

Helped students approach the lesson with clearer focus.

Increased their confidence at the start of the lesson.

Strengthened their awareness of how to improve their writing performance.

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Targeted data analysis and personalized support helped Year 10GL/ABM2 students improve and reach 61% above curriculum expectations.

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-Goal 1: Teaching and Learning Target 2025-2026

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-Goal 1: Teaching and Learning Target 2025-2026

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Goal 1A: Curriculum Intent, Implementation, and Impact (To ensure implementation of teach like a gem TLAG in all Arabic Y9&10 Ministry and GCSE lessons).

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Goal 1B: Curriculum Intent, Implementation, and Impact (Extend departments' reading and speaking capabilities by promoting students' reading & speaking skills in all school events & competitions using stories from ABT Reading Platform & Guided Reading lessons)

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Goal 1C: Curriculum Intent, Implementation, and Impact (Year 10GL/ABM2 students to achieve 61% above curriculum expectations using data analysis, class charts, go 4 school data based on students' books)

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Monitoring progress through standards-based assessments allowed for timely interventions and better tracking of student growth. The tailored assessments for Year 9 and 10 provided a clearer picture of students’ skill levels, leading to more focused instruction and improved learning outcomes.

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Targeted reading sessions and the library visit boosted student motivation and engagement, especially among finalists, enhancing the department’s overall reading culture and competition readiness.

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Using data from Class Charts, Go 4 Schools, and assessments, targeted support was provided to Year 10GL/ABM2. This led to improved performance, with many students moving above expectations. Continued data tracking and parental engagement will support further progress.

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Focus on developing leadership skills, enhancing instructional design, and staying updated through PDs

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Coordinator Role:

Lead regular team meetings and use data to guide planning.

Promote peer observations and quality feedback.

Teaching Journey:

Reflect on lessons and use student feedback.

Join PDs and apply new strategies like project-based learning.

Next Steps:

Use reflection tools, gather feedback, and set a personal goal.

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Develop speaking & Writing skills on department level in KS3 & KS4.

Evidence of progress in most classes to minimum VERYGOOD progress (61%)

Develop CFUs Y9,Y10

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Term 3- Growth plan Target- Evidence- Term 3 Assessment

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Term 3- Growth plan Target- Evidence- Term 3 Assessment

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Monitoring students` progress using standers and assessments to ensure students are on track and creating tailored and challenging assessments for Year 9 & 10 to accurately measure students` skill levels and learning outcomes.

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Monitoring students` progress using standers and assessments to ensure students are on track and creating tailored and challenging assessments for Year 9 & 10 to accurately measure students` skill levels and learning outcomes.

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Trip Reason for the Visit: Students visited the Mohammed bin Rashid Library to foster a deeper appreciation for reading, explore a world-class literary space, and engage with a wide range of Arabic and multilingual books that support their academic and personal growth.                                                                                                              Following the visit, students expressed greater enthusiasm for reading and learning. They were inspired by the library’s vast resources and modern design, which led to increased reading engagement, improved research skills, and more meaningful participation in classroom discussions.

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Term 3 - Action Plan Evidence- Shaikh Mohammad Bin Rashid Library 

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Term 3 - Action Plan Evidence- Shaikh Mohammad Bin Rashid Library 

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Term 3- Action plan Evidence- Arab Reading Challenge

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Term 3- Action plan Evidence- Arab Reading Challenge

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Hussain Ali Mazahir has advanced to the finals of the UAE Reading Challenge, a testament to his dedication. He and WSO will be officially recognized at the final event, with WSO proudly ranked among the top 14 finalist schools in Dubai for the Non-Arab category.

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Enhance the department’s reading capabilities by actively preparing for the UAE Reading Challenge and the school’s internal reading competition. Prepare students—especially finalists—through scheduled reading sessions. Additionally, organize a visit to the Mohammed bin Rashid Library to further inspire and support students’ reading journey.

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Year 7GL/ABM3 students to achieve 65% above curriculum expectations using data analysis, class charts, go 4 school data based on students' books & assessments.

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To improve personalized teaching for lower achieving students by scheduling speaking sessions with peer mentorships for Ministry and GCSE students.

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Extend departments reading capabilities by promoting the UAE Reading Challange/ school Reading Competition and preparing students by integrating scheduled reading sessions using stories from ABT Reading Platform. Specifically based on topics discussed in class, using standard Arabic.

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Year 7GL/ABM3 students to achieve 65% above curriculum expectations using data analysis, class charts, go 4 school data based on students' books.

# data[].attributes.body
Develop speaking skill on department level in KS3 & KS4.

Evidence of progress in most classes to minimum VERYGOOD progress (61%)

Develop CFUs Y9,Y10

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Developed speaking skill drastically in Y10AF/ABM1 and ministry planning.

Launching of UAE reading challenge on department level with great student engagement.

ABT Internation speaking competition success and participation.

Development of GCSE SOW & Assessments.

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Term 2- Reading Challange (تحدي القراءة العربي)

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Term 2- Reading Challange (تحدي القراءة العربي)

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Term 1 - Faseeh Al Dad- Speaking International Competition- Secondary award 

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Term 1 - Faseeh Al Dad- Speaking International Competition- Secondary award 

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Speaking International Competition ( Faseeh Al dad)

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T1- Action Plan -To improve adaptive teaching and personalization in Y9 & 10 curriculum + GCSE

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T1- Action Plan -To improve adaptive teaching and personalization in Y9 & 10 curriculum + GCSE

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Success Criteria

Use assessment data to inform teaching strategies and identify individual student needs.
Regularly analyze student performance data to adjust plans and interventions.
Develop a curriculum that allows for flexibility in pacing and content delivery.
Create individualized learning plans based on students’ strengths, weaknesses, and interests.

Actions

Set specific, measurable goals for each student and regularly review and update these plans.
Implement adaptive learning that adjust content and difficulty based on student performance.

Training, development and support

Encourage collaboration and sharing of best practices among teachers.

1.3b Further evolve opportunities for students to apply their learning skills inde...

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 Term 1 -Action Plan Target - To provide students with greater levels of challenge in oral and written skills so that all groups can initiate dialogue and discussions using standard Arabic along with reading and listening skills.

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 Term 1 -Action Plan Target - To provide students with greater levels of challenge in oral and written skills so that all groups can initiate dialogue and discussions using standard Arabic along with reading and listening skills.

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Success Criteria

- Create a classroom environment rich in Arabic language resources, including books, audio materials, and visual aids.
- Implement activities that promote active use of Arabic, such as debates, group discussions, and presentations.
- Use role-playing and simulations to practice real-life communication scenarios.
- Encourage students to use NON-ARABS Platform for reading, writing and speaking practice.

Actions

- Encourage students to participate in external competitions (such as Arabic Reading Challenge and ABT International Speaking Competition, by providing practice and necessary resources.
- Engage students in advanced debates

Training, development and support

Attend ongoing training for teachers in effective language teaching strategies and the use of technology in language instruction.
Parental Involvement:
Organize events and activities that involve parents and the community in promoting the use of standard Arabic (Arab Got Talent)
(Reading Competition)

1.3b Further evolve opportunities for students to apply their learning skills inde...

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T1- Data Target - Year 9ABM3 students to achieve 75% above curriculum expectations using data analysis, class charts, go 4 school data and students' books.

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T1- Data Target - Year 9ABM3 students to achieve 75% above curriculum expectations using data analysis, class charts, go 4 school data and students' books.

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Success Criteria

1- Personalized Learning Plans:
Develop individualized learning plans that cater to the specific needs and strengths of each student. This includes differentiated instruction and targeted interventions.
2-Regular Monitoring and Feedback:
Implement a system for continuous assessment and feedback. This could involve formative assessments, regular CFUs, and progress tracking to ensure students are on the right path.

Actions

Use of Data:
Collect and analyze data from assessment.
Use data to identify trends, strengths, and areas for improvement.
Adjust teaching strategies and interventions based on data insights.
Enrichment Opportunities:
Offer interventions, clubs, and competitions that align with students’ interests and strengths.
Provide advanced coursework for students who excel in certain areas.
Set up mentoring programs where challenge students can support

Training, development and support

Attend session in identifying and addressing students’ academic and personal challenges.

3b Spread best practices evident in the school, including the use of assessment in...

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To Enhance critical thinking skills in planning & lessons to develop further debate and presentation speaking skills.

To implement targeted intervention strategies for students who are struggling.

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To develop creative ideas and strategies which engage students in writting skills focusing on writing from memeory and less dependency on translation support, dictionalries and class resources and visuals.

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1.I need to further build effective and consistent assignments for home learning.

2. Improved but to further develop SOW and planning by creating tasks that provide choice to students of all abilities and based on student- led.

3. Accomplished and achieved challenging CFU + summative assessments for all skills- speaking, listening, writing and reading based on higher curriculum expectations & moderation with other schools to ensure high quality.

4.Built strong and challenging term 3 assessments and secured transition from Y5&6.

6.Embedded and developed opportunities for students that carry out deep scaffolding.

7.Highly developed lessons to the real world meaningfully & students put in scenarios.

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1.To build more effective and consistent assignments for home learning.

2. To improve SOW and planning by creating tasks that provide choice to students of all abilities and ti be based on student- led.

3. To have challenging CFU + summative assessments for all skills- speaking, listening, writing and reading based on student class data not just curriculum expectation.

4.To build strong and challenging term 3 assessments and to secure transition from Y5&6.

5. To work closely & individually with GCSE teacher to improve GCSE planning for all of the 5 units (Y9 to 11).

6.To embed opportunities for students to carry out deep, well-conceived independent research in lessons and at home, and that scaffolding is put in place to ensure they do this well.

7.To link all lessons to the real world meaningfully & students put in scenarios.

8. To exchange best practice (skill practice) with other schools, for example, WIS (students to share good writing, good reading, poems, songs, or novels).

9. To host moderation (curriculum and assessment) with another school to exchange best practices.

10.To deliver a CPD on adaptive teaching & Intervention.

11. Improve ABT in planning & Sow

12. Student feedback ( less stress on CFU- more use of technology)

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. High ability students have a role in supporting students who are not able to read during intervention planned sessions during break and lunch. (Shadow teacher)

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Microsoft Forms is a web-based application that allows you to:

Create and share online surveys, quizzes, polls, and forms.

Collect feedback, measure satisfaction, test knowledge, and more.

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Explore templates

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Microsoft Forms - Free tool to create online surveys, forms, polls, and quizzes

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Use Microsoft Forms to easily create online surveys, forms, quizzes and questionnaires. AI powered, free survey tool from Microsoft.

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Secondary Student Feedback Survey (Mrs. Alchammat Y7 set 2) (office.com)

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Microsoft Forms - Free tool to create online surveys, forms, polls, and quizzes

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Use Microsoft Forms to easily create online surveys, forms, quizzes and questionnaires. AI powered, free survey tool from Microsoft.

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Students' collaboration

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. Enhanced adaptive teaching in classes by using the starting points strategy.

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. Improved SOW and planning by creating tasks that provide choice to students of all abilities.

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. Regular collaboration and sharing of good practice with HOD, team. Students work together to improve attainment. Our next step is to maintain good attainment and achieve very good progress next year in the KHDA inspection.

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3. Students are working on challenging GCSE tasks that cover stronger content and can use their skills in unfamiliar tasks related to real life.

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1.  Reading interventions: Improvement in student reading comprehension and phonetics.   

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. High ability students have a role in supporting students who are not able to read during intervention planned sessions during break and lunch. (Shadow teacher)

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1.To build more effective and consistent assignments for home learning.

2. To improve SOW and planning by creating tasks that provide choice to students of all abilities and ti be based on student- led.

3. To have challenging CFU + summative assessments for all skills- speaking, listening, writing and reading based on student class data not just curriculum expectation.

4.To build strong and challenging term 3 assessments and to secure transition from Y5&6.

5. To work closely & individually with GCSE teacher to improve GCSE planning for all of the 5 units (Y9 to 11).

6.To embed opportunities for students to carry out deep, well-conceived independent research in lessons and at home, and that scaffolding is put in place to ensure they do this well.

7.To link all lessons to the real world meaningfully & students put in scenarios.

8. To exchange best practice (skill practice) with other schools, for example, WIS (students to share good writing, good reading, poems, songs, or novels).

9. To host moderation (curriculum and assessment) with another school to exchange best practices.

10.To deliver a CPD on adaptive teaching & Intervention.

11. Improve ABT in planning & Sow

12. Student feedback ( less stress on CFU- more use of technology)

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1. Reading interventions: Improvement in student reading comprehension and phonetics.

2. High ability students have a role in supporting students who are not able to read during intervention planned sessions during break and lunch. (Shadow teacher)

3. Students are working on challenging GCSE tasks that cover stronger content and can use their skills in unfamiliar tasks related to real life.

4.Home learning assignments have been set weekly (still need consistent teacher monitoring.

5. Term 1 assessment (strength and improvements) points already used in enhancing term 2 planning.

6. GCSE weekly PowerPoints and resources have been updated for all of the 5 units- planned through Y9 to 11.

7.Best practice with MFL is exchanged for example adaptive teaching &SIP sheet.

8. Regular collaboration and sharing of good practice with HOD, team. Students work together to improve attainment. Our next step is to maintain good attainment and achieve very good progress next year in the KHDA inspection.

9. Enhanced adaptive teaching in classes by using the starting points strategy.

10. Improved SOW and planning by creating tasks that provide choice to students of all abilities.

11.GCSE Intervention: Improvement in students` writing and comprehension skills.

12. Student feedback (very positive feedback], average 8 and above which is brilliant)

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Evidence towards my Growth target- Term 2

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Evidence towards my Growth target- Term 2

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Reading and improving my knowledge about Adaptive teaching. 

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Reading and improving my knowledge about Adaptive teaching. 

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From bestselling author Peter Westwood, this new edition of Inclusive and Adaptive Teaching provides a considered approach to meeting the ongoing challenge of inclusive teaching in the classroom and offers a range of strategies for good practice.

This comprehensive resource promotes a fully inclusive approach to teaching and outlines the necessary adaptations and accommodations that are often required in order to address the needs of the very diverse population of students now to be found in most classrooms. Drawing on the ever-evolving practices of inclusive education and research into learning theories, Westwood describes useful, evidence-based strategies for adapting curriculum content, learning activities, assessment and resource materials.

Fully updated to reflect cutting-edge international research and teaching practices, this new edition gives additional focus to the role of digital technology, differentiation, the teaching of STEM subjects and support for inclusivity in higher education.

Accessible chapters in this new edition present:

principles, aims and issues in providing inclusive schooling;

sound pedagogical practices for adapting curriculum content;

evidence-based methods for teaching mixed-ability classes;

ideas for designing and modifying teaching materials;

ways of implementing inclusive assessment of learning.

Each chapter contains an up-to-date list of online and print resources easily available to teachers who wish to pursue topics in greater depth. This is an invaluable resource for both practising and trainee teachers and teaching assistants, as well as school principals, school counsellors and educational psychologists.

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Inclusive and Adaptive Teaching | Meeting the Challenge of Diversity i

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From bestselling author Peter Westwood, this new edition of Inclusive and Adaptive Teaching provides a considered approach to meeting the ongoing challenge of

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1-Attended Adaptive teaching CPD (Wednesday- BLP GEMS School)

2- Attended Inclusion CPD (Wednesday- BLP GEMS School

3- Reading and researching for Adaptive teaching online strategies (Best Practice)

4-Reading (The Interactive Class by Joe & Kristin Merrill)

which answer questions on how I can maximize technology in making the best online learning class for my students.

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The PISA research says that 'adaptive instruction' is one of the approaches most positively correlated with student performance. Matt Bromley looks at what adaptive teaching entails and how to deliver it

One of my former students - I'll call him John - contacted me recently. He wanted to update me on what he'd been doing since I last taught him nearly a decade ago.

I've acquired a group of students like John who get in touch from time to time to tell me how they're getting on. It is one of the greatest privileges afforded to a teacher: to see, first-hand, the impact you have on young people's lives and how your actions continue to shape those lives long after they leave school.

John was in a class I regularly cite on training courses. If you have heard me talk about teaching English to "bottom set boys on a Friday afternoon", then know that John was one of those boys.

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Adaptive teaching explained: What, why and how pedagogy classroom teachers curriculum differentiation Teachers Standards PISA

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The PISA research says that 'adaptive instruction' is one of the approaches most positively correlated with student performance. Matt Bromley looks at what adaptive teaching entails and how to deliver it

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WSO-WIS collaborative curriculum, creating SOW and sharing planning for Y9&10.

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1. I am grateful to have my wonderful HOD, team, and students who worked together to attain good attainment, and our next step now is to maintain good attainment and achieve (very good) progress next year.

2. Established a benchmark assessment suitable for all levels ( years of study)

3. Enhanced adaptive teaching in classes by using the starting points strategy.

4. Improved SOW and planning by setting challenging tasks.

5.Developed and exchanged experience during the planning meeting with Wis and lead planners.

6. Supported the HOD with evidence during inspection week.

7. Shared good teaching practices with the team.

8.launched Reading Intervention sessions.

9-launched Reading competition.

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1. To work on reducing students' numbers who are not able to read Arabic through intervention, library classes, and teacher assistant support in class.

2. To improve reading intervention classes delivered by higher-ability students. (student as teacher)

3.Using a variety of reading texts from the GCSE to cover (stronger content and related to real life).

4.To build a stronger file for home learning.

5. To exchange best practices (skill practice) with other schools, for example, WIZ (students to share good writing, good reading, poems, songs, or novels).

6. To use term 1 assessment (strength and improvements) points to enhance term 2 planning.

7. To work one-on-one with the GCSE teacher to improve GCSE planning for all of the 5 units planned through (Y9 to 11).

8. To host moderation (curriculum and assessment) with another school to exchange best practices.

9.Exchanging best practice with MFL

10.To deliver a CPD on adaptive teaching & Intervention.

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T&L To improve adaptive teaching and personalization.

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T&L To improve adaptive teaching and personalization.

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- Using socrative to establish students starting point

(This traget to be evidenced more in T2)

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Every Tuesday after school students practice GCSE assessments.

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Increased Library visits for classes who require more engagement in the reading skill.

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Intervention TT put in place for individual students to support and aid them during lunchtime. Teachers rotate on weekly basis.

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Raising profile of reading skill - Oct 3rd - Guest Speaker - Mariam Alswidi - Importance of Reading

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Raising profile of reading skill - Oct 3rd - Guest Speaker - Mariam Alswidi - Importance of Reading

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Arabic Reading guest speaker

Arabic B department hosted a guest speaker talked to the students about the importance and significance of speaking and reading Arabic as a second language.

The presentation covered various aspects, including:

1. The role of reading in improving language proficiency.

2. Strategies to encourage and enhance Arabic reading skills.

3. Recommended reading materials and resources.

4. Personal experiences or success stories related to language learning and reading.

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T&L Target - Nov 6th- Reading Competition 

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T&L Target - Nov 6th- Reading Competition 

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This competition is all about reading for pleasure and improving Arabic reading skills. This competition will help students read more during specific period than they would at any other time!

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Year 9ABM1 students to achieve 75% above curriculum expectations using data analysis, class charts, go 4 school data and students' books.

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Interventions and monitoring lists developed to target those students that need support in weakest skills and provide them with all tools to aid in progress.

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To raise profile of reading in the department.

To improve adaptive teaching and personalization in Y9 & 10 curriculum + GCSE