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Teacher target :
1-The teacher continues to expand and deepen students’ understanding of analytical and critical skills to enhance learning and intellectual confidence.

Department target :
.Improve depth of student understanding and their ability to articulate oral and written inferences.
Data target :
after data reflection teacher skill gap analysis to take place Ibrahim. Used to inform intervention programs to give students opportunities to improve reading skills, reading aloud, and writing skills.

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to achieve target 1:

i provide students with adaptative resources to improve oral and witting skills.

I deepen students' understanding and expand their knowledge through brainstorming, free discussion, debate among themselves, and shift from the traditional to the creative style.

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My termly growth meetings reflection and next step .

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My termly growth meetings reflection and next step .

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One of the steps that I have taken to raise the development file in the Arabic Language Department within the Academy is to participate as a jury member in the poetry recitation competition and it was a valuable experience that contributed to the selection of creative students to represent our school in poetry competitions outside the Academy and I have designed judging criteria for the competition.

One of the next steps in the field of professional development of the Department of Arabic Language I will provide a training PD for my colleagues under the title "Individual differences and their impact on student progress"

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-I have attended internal PDs such as Marking and feedback and students copybooks expectations and i have followed the strategies in dep.

-I have attended Arabic A lessons observation exaptation PD.

I attended a training workshop through the Wellington Foundation led by the heads of departments and Mays Habiba for the development of Arabs for Arabs through cluster

.

I attended a wso PD entitled Bloom taxomy And adaptive teaching and SEND.

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End of Term 2 refection meeting and next step

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End of Term 2 refection meeting and next step

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Success this term :

Working diligently to instill mindful and critical listening skills - imparting students with a deep understanding of rhetorical concepts to aid them in literary application and analysis - students now possess a degree of freedom in expression, critique, and judgment of what they read and study.

The successes in teaching were as follows: Activating the My First Language platform, which had a great impact on the development of students' reading skills, which helps them understand and analyze the reading, activating direct debates that gain students confidence in their abilities and potentials and develop their argumentative logical thinking, developing the critical thinking skill of students, which leads to the existence of real freedom for the student to express his opinion towards what he reads.

Next Steps:

Teaching target :

Continuing to develop students' reading skills because it is the sole key to understanding and comprehension.

Developing oral reading skills, whether from within the curriculum or outside of it, with both familiar and unfamiliar texts.

Supporting students' writing skills by using writing strategies tailored to each student's abilities and how to enhance writing proficiency.

Department target:

Activating the first language platform and assisting students in building a linguistic repertoire of vocabulary and writing to produce text that meets expectations.

Data target :
Continuously monitoring data to inform planning and adapting planning to the constant changes in student levels, as well as constantly monitoring future student targets.

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Term 2 lesson observation feedback Congratulations

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Term 2 lesson observation feedback Congratulations

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Which areas of the lesson had the most alignment and which areas had the biggest discrepancies, between the observer and the teacher?

·        Engagement: The way you actively engaged students in the lesson was commendable. The variety of interactive activities kept the class attentive and participating.

·        Clarity of Instruction: Your instructions were clear and concise, making it easy for students to understand the objectives and tasks at hand.

·        Student-Centered Approach: I observed your commitment to a student-centered approach, fostering an inclusive and interactive learning environment.

·        Use of Resources: The effective use of educational resources, technology, and visual aids enhanced the overall learning experience for the students.

·        Classroom Management: Your skillful management of the classroom dynamics ensured a positive and conducive learning atmosphere.

·        Your dedication to delivering a lesson of such high caliber does not go unnoticed. You invest time and effort into your teaching methodology, creating an environment that promotes both understanding and enthusiasm for the subject matter.

·        For students’ copybooks

The planning process for writing has appeared in some copybooks.

·        The unit plan in some copybooks is clear in the most of copybooks.

·        Some progress begins to appear in the later stages of the students’ copybooks.

·        There is features of students self-assessment based on success criteria for written work.

·        There is evidence for the four skills in most of copybooks.

·        -there is a clear teacher feedback in some copybooks.

What are the next steps, following this observation?

·        Assessment Strategies: (AFL) More use of varied assessment strategies allowed for a comprehensive understanding of students' comprehension and measure progress.

·        More work on developing the skill of speaking more fluently and smoothly so that students can meet the expectations required of them.

·        For students copybooks:

In some copy books Progress is not clear and need to be stronger in some of copybooks towards the four skills in line with the year expectations. Advice: Ensuring constructive learning that leads to progress

·        Avoid moving to next LO before ensuring students had finished the previous one.

·        Some book CAGs need to be recorded and term 2 targets.

·        Continue to encourage each student's feedback to provide more detailed and challenging feedback

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-Ibrahim ensured the feeling of psychological comfort and rapid integration with the Arabic A team and the department head in a very short time.

-Ibrahim feels appreciated and confident for teaching important group, especially after he led the y12 during KHDA inspection this year

Next steps:

-Focus on priorities, especially students’ evidence of skills in notebooks.

-Heba provides additional support to Ibrahim in the area of Marking & feedback and student guides.

-Ibrahim find students needs to be provided with intervention plans to improve (students gaps in learning ) particularly

Oral and writing skill.

-Encouraging students to read freely, which helps raise their linguistic skills so that they are able to comply with curriculum expectations and enhance learning .

-Ibrahim to contact with Professional coach closely for sharing practice in the Common skills

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T3 Lesson observation feedback and T3/ performance meeting 

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T3 Lesson observation feedback and T3/ performance meeting 

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It was a pleasure to attend Ibrahim T3 lesson observation sharing with Matt James and it follows with a positive feedback meeting & performance meeting as well

The strength in lesson:

·        -The teacher's focus on the department's recommendations and the head of the department's advice was evident in the pre-learning task on grammar and rhetoric, showcasing students' progress in the language. By employing learning strategies to engage students effectively, such as the "Think-Pair-Share" approach, the teacher successfully integrated students into the learning process. Additionally, there was a strong emphasis on oral reading, where teachers corrected students' reading and pronunciation according to the grammatical case endings of the words.

·        The teacher's focus on ensuring that no student falls behind, such as the student Marwan Ahmed.

·        The teacher's questioning deeply inspires students' understanding, encouraging them to share arguments about storytelling techniques.

·        Your positive focus on inclusion is truly commendable. By ensuring that all students, regardless of their learning needs, are engaged and encouraged to participate in discussions about storytelling techniques, you create an inclusive and supportive learning environment. This not only enriches their understanding but also fosters a sense of confidence.

·        One of the most wonderful moments captured by Heba's eyes was seeing the teacher's focus on posing diverse questions related to language, grammar, and rhetoric, along with the students' engagement in answering them, indicates that the learning process is ongoing and continuous.

·        Second of the most wonderful moments captured by Heba's eyes was seeing the teacher's focus on special support students and witnessing Faris and Taha learning with love and participating in the oral debate in front of the class. The teacher was brilliant in guiding the students to express themselves confidently and persuade their classmates with their viewpoints.

·        Teacher uses strategies that very successfully meet the individual needs of students. Teacher has high expectations of all groups of students.

·        Teacher provides very challenging work and excellent.

·        support.

·        Teacher skillfully develops students’ critical thinking, problem-solving, innovation and independent learning skills.

What are the next steps:

·        I recommend adjusting the level of challenge for students with high expectations by considering their pace.

·        This can be achieved by reducing the number of activities, focusing on one or two at most.

·        Additionally, consider modifying the success criteria to include evaluating techniques, ideas, and styles in literary texts instead of requiring students to write a complete story.

·        Furthermore, it's advisable to avoid lengthy writing tasks during observation sessions, as students may write speed does not suit to the time. Alternatively, you could allocate more time for completing assignments.

·        Writing an analytical paragraph focusing solely on evaluating the techniques used, the idea, and the style:

students’ copybooks

The planning process for writing has appeared in some copybooks.

·        The unit plan in some copybooks is clear in the most of copybooks.

·        Some progress begins to appear in the later stages of the students’ copybooks.

·        There is features of students self-assessment based on success criteria for written work.

·        There is evidence for the four skills in most of copybooks.

·        -there is a clear teacher feedback in some copybooks.

For students copybooks:

·        Further work on developing extended writing skills and providing constructive feedback through clearly outlining strengths and areas for improvement is needed.

·        Some book CAGs need to be recorded and term 2 targets.

·        Encourage students to feedback on SIP sheets and write their nest step.

·        Continue to encourage each student's feedback to provide more detailed and challenging feedback!

It was a wonderful & successful year working with Ibrahim as new teacher Welldone !

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Scanned from a Xerox Multifunction Printer

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Scanned from a Xerox Multifunction Printer (003)

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1:Ask open-ended questions that promote deeper exploration of ideas. Enhance their intellectual curiosity, examine and evaluate their personal assumptions in light of opposing views and available evidence.

2:Student innovation has developed key skills that go beyond traditional academic knowledge. It nurtures creativity, critical thinking, problem-solving, and collaboration, all of which are vital in preparing students for the challenges they will face in their personal and professional lives. By engaging in innovative projects and activities, students learn how to approach problems from multiple angles, adapt to changing circumstances, and develop resilience in the face of setbacks.

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Teacher target:

Applying teaching strategies that meet the learning styles of all students and adapting planning to include brainstorming strategy and critical thinking skills to reach creativity and innovation orally and in writing.

Department target :

To provide students with learning experiences to be accountable for their learning.

Data target :

Continuously analyze data to fill gaps to foster and enrich critical learning, creativity and innovation, based on the four existing learning skills of listening, reading, speaking and creative writing.

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-You have prepared internal professional development courses led by the Head of the Department, such as feedback, My self growth and wellbeing, learning objectives, lesson planning, and measuring student progress and achievement.

Your honor the external professional development course under the title

Empowering Teching & Learning with Artificial Intelligence to Enhance Learning and Teaching.

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لم نستطع تحميل الفيديوهات كاملة ؛حيث إن حجم الملف كبير جدا .

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أدلة التعلم القائم على المشروع

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My Growth Goals :Goal 1: Curriculum Intent, Implementation, and Impact

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My Growth Goals :Goal 1: Curriculum Intent, Implementation, and Impact

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-To enable students to articulate the ideas, knowledge, and concepts they learn through creative, critical, and research-based approaches.

-Student outcome Target:

-Student outcome Target: By the end of the academic year, 61% of students in Year 9AF/AAM-2 and 11 Awill achieve better than expected progress.

-After analyzing the data, gaps and areas of weakness will be identified. Based on this, I will develop an intervention plan aimed at improving performance and achieving progress.

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Lessons are sequential and clearly structured

Students’ knowledge and retention of content increase

Apply the six GEMS Essentials in every lesson

Use GEMS Talk and GEMS Culture

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Lessons are sequential and clearly structured

Students’ knowledge and retention of content increase

Apply the six GEMS Essentials in every lesson

Use GEMS Talk and GEMS Culture

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Lessons are sequential and clearly structured

Students’ knowledge and retention of content increase

Apply the six GEMS Essentials in every lesson

Use GEMS Talk and GEMS Culture

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عرض تقديمي أنسنة المدن 1

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Goal 2 : Stakeholder Engagement 2025-2026

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Goal 2 : Stakeholder Engagement 2025-2026

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Build purposeful, proactive home-school partnerships that support learning, by:
• Developing frequent communication with parents regarding their child’s pastoral and academic progress
• Addressing concerns with parents promptly and at the earliest opportunity
• 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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Goal 3:Contribution to School Priorities 2025-2026

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Goal 3:Contribution to School Priorities 2025-2026

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Actively and positively contribute to whole-school priorities and a strong GEMS culture by:
• 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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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 1: "Applying the Six GEMS Essentials in Lessons"

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Goal 1: "Applying the Six GEMS Essentials in Lessons"

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Lessons are sequential and clearly structured

Students’ knowledge and retention of content increase

Apply the six GEMS Essentials in every lesson

Use GEMS Talk and GEMS Culture

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عرض تقديمي ابن الرومي

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Goal 1: "Applying the Six GEMS Essentials in Lessons"

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Goal 1: "Applying the Six GEMS Essentials in Lessons"

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A worksheet template has been uploaded with the aim of organizing the delivery of educational content in a clear and systematic way, supporting the achievement of targeted learning outcomes. This template contributes to diversifying learning activities, enhancing student engagement, and developing their thinking skills through carefully designed questions and exercises.

It also helps facilitate the monitoring of students’ progress and the continuous assessment of their performance, which supports improving the educational process and raising the level of academic achievement.

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Goal 3: Evidence of Contributing to School Priorities

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Goal 3: Evidence of Contributing to School Priorities

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Project Objective: The project aimed to personify the historical transformation of the United Arab Emirates, shifting from the ancestors' life of resilience and struggle (pearl diving and desert life) to the era of renaissance, union, and global leadership. The performance focused on highlighting the "human being" as the core pillar, built by the past to sustain the present.

Impact and Evaluation: The performance received a remarkable response from the audience. Students distinguished themselves through their sincere and moving portrayal of the "Moment of Union," reflecting the success of the pedagogical plan in transforming historical facts into a profound emotional and cognitive experience.

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‪نشاط اليوم الوطني.mp4

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Goal 3: Evidence of Contributing to School Priorities

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Goal 3: Evidence of Contributing to School Priorities

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Student Guidance Project Work Guide: “Impact Makers” (AST)

“Today a mentor… tomorrow a leader”

Mission: Education is a shared responsibility aimed at building a proactive generation.

Educational Philosophy: Investing in the skills of secondary school students to provide academic and leadership support to their peers in lower grades.

Note: This project is still under implementation.

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A parent communication template has been uploaded with the aim of strengthening the effective partnership between the school and the family, in a way that supports monitoring students’ academic and behavioral progress. This template helps organize communication in a clear and continuous manner, conveying information related to the student’s performance, discussing challenges, and working toward appropriate solutions.

It also helps in building a positive relationship based on cooperation and trust with parents, which contributes to improving students’ performance, enhancing their commitment, and achieving the best educational outcomes.

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Goal 1 Evidence :Evidence of Progress in Students’ Notebooks

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Goal 1 Evidence :Evidence of Progress in Students’ Notebooks

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Description: This section showcases selected samples of students' written work and literary analyses, reflecting their advanced proficiency and development in the Arabic language. This evidence highlights:

Comparative Analysis: Students’ ability to conduct systematic comparisons between different poetic texts (e.g., Al-Muqanna al-Kindi and Antarah ibn Shaddad) focusing on themes, style, and rhetorical values.

Literary Criticism and Appreciation: Demonstrating skills in critiquing literary texts, analyzing aesthetic imagery (metaphors and similes), and explaining the impact of rhetorical devices on meaning.

Creative and Essay Writing: Samples of subjective and objective essays (e.g., "Secrets of Success") that display mastery of transitional tools, logical flow of ideas, and persuasive techniques.

Critical Thinking: The transformation of linguistic lessons into emotional and cognitive experiences by extracting human and social values from the studied texts.

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Goal 4: Evidence of Professional Development

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Goal 4: Evidence of Professional Development

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A template for documenting professional development certificates aimed at highlighting continuous efforts in skill development and improving the quality of the educational process.

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A parent communication template has been uploaded with the aim of strengthening the effective partnership between the school and the family, in a way that supports monitoring students’ academic and behavioral progress. This template helps organize communication in a clear and continuous manner, conveying information related to the student’s performance, discussing challenges, and working toward appropriate solutions.

It also helps in building a positive relationship based on cooperation and trust with parents, which contributes to improving students’ performance, enhancing their commitment, and achieving the best educational outcomes.