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مثال عطاء رمضان ، البي

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مثال عطاء رمضان ، البيع الخيري

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Charity: collect donations in Ramadan, baking trips, encourage students to give back to Community, teaching them how to work on their behaviours.

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التخطيط الذي يتم بين ا

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التخطيط الذي يتم بين المعلمات في نفس المرحلة كما يكون محدد بموعد ثابت

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وحدات البكالور

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وحدات البكالوريا الدولية تدعم مفهوم التعرف على ثقافات أخرى غير المحليه من خلال البحث والاستكشاف

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collaborating in weekly meeting , discussing and sharing ideas and feedback from the observation sessions

learning support team

guided reading sessions : teachers collaborate together through working with below , on and above level learners

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عن طريق الاجتماعات الا

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عن طريق الاجتماعات الاسبوعية

او خلال التطوير المهني خلال كل اسبوع

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من خلال الاجتماعات الد

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من خلال الاجتماعات الدورية الأسبوعية مع المعلمات في نفس المرحلة و الميسرات

التطوير المهني الأسبوعي

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من خلال الوحدات التي ت

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من خلال الوحدات التي تقدم وحدة كيف نعبر عن انفسنا من نحن

ومن خلال القصص التي تقدم ويطرح من خلالها مشاكل عالمية ونبحث عن حل ونبدي رأينا

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global mindset through discussing international issues: global citizenship, UOI where we are in time and place , discussing some environmental issues

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هناك اجتماعات اسبوعية 

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هناك اجتماعات اسبوعية لمناقشة الخطط ويتم اضافة تعليق الميسرة

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We assess without scores, with no red pen. We focus on improving the students' levels not gaining the most scores.

Assessment is an ongoing proces it is not a test and it is not final.

We include all students in a class regardless their different learning styles and different needs.

We use proper and respectful language. No racism. Manners are essential. We respect everyone.

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Voice: Students are consistently provided with opportunities to express their thoughts and concerns. Their voices are valued, and they are encouraged to share. They grow up as unique individuals who are recognized for their contributions.

Choice: Students are never obligated to follow a singular path; they are offered various options that keep them engaged and interested in their learning.

Ownership: Students take responsibility for their actions and understand the importance of setting personal boundaries.

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الاختيار: يختار النشاط

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الاختيار: يختار النشاط الي يحبه ويفضله

المسؤولية في التقييم: يقيم اداءه بعد الكتابه

الرأي: الداء رأيه في القصة في النشاط

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The three agency that we focus on is ownership, voice and choice. Where students have their own choices to choose , they are able to express their own thoughts and viewpoints. Most importantly they have a choice in the way they learn.

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We are giving the students choices and they have voice in making their choices and learning in their own way.

Ownership+ voice+choice

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Ownership, voice, and choice are the main components when it comes to promoting student agency. This can be implemented in simple ways, like allowing students to chose between options, encouraging goal setting, facilitating discussions (to enhance creativity), and incorporating student interaction.

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Student agency :

Voice

Choice

ownership

Self . Assessment

Assessments should be in relation to the learners context

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Self assessment: students can self evaluate themselves.

Students also give and share opinions with the respect to other’s opinions.

Students get to make choices in different ways during the school day.

Students can freely and safely express their feelings and point of views.

Students are responsible for their own actions and choices.

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الطالب مسؤل عن

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الطالب مسؤل عن تعلمه في تطبيق ما تم تعلمه خلال روتينه اليومي

الطالب لديه حريه الاختيار مثل اختيار لعبه يفضلها

الطالب يعبر عن رأيه وما عجبه في القصه

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Voice Choice Owenership

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-At Ruya, we do not put scores on students scripts. This is because we want to see each students level and to see their improvement each step of the way. This aligns with the IB policy.

-Our school welcomes inclusion and moves away from having an environment of exclusion by making each child feel welcomed and get education that they deserve.

-Academic honesty -we encourage them to do their own original work.

-Students uses proper languages and are respectful at school

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مراعاة مشاعر الطلاب 

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مراعاة مشاعر الطلاب

وتهيئة بيئة صحية تعليمية متكاملة تلبي احتياجاتهم

المحافظة على كل جوانب الطفل من ناحيته صحته النفسية و الغذائية و التعليمة

توفير فريق دعم للطلاب الذين يواجهون صعوبات

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قبول الطلاب بم

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قبول الطلاب بمختلف مستوياتهم

النزاهه الأكاديمية وعدم نسب أعمال أخرى لنفسه

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احترام الحقوق ونسبها ل

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احترام الحقوق ونسبها لاصحابها عن استخدام قصص او بحوث

قبول جميع الطلاب وجميع احتياجتهم

التقييم مستمر لتطوير الطلاب

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Assessment: assessment arent graded, no red pens or crosses are used, in order to maintain a positive attitude and environment in class.

Academic honesty: teaching students to reserve rights and respect others work and effort.

Language: the school accepts everyone, uses formal language with students and teachers.

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SCHOOL policy :

*Supporting students needs .

*Assessments policy

*inclusion policy

*Academic honesty: students need to reflect and rephrase ideas . Take responsibility and the initiative to fulfill and accomplish their works by themselves .

*language : clear , standard , polite

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The school policies help and support teachers both professionally and socially. It guides teachers and other educational professionals by providing clear and structured guidelines for behavior, classroom management, and instructional practices. By having a structured environment, this promotes school consistency, ensuring that teachers know what is expected in terms of discipline, grading, and communication with parents. Additionally, policies support teachers in their professional development, as this helps them safeguard their responsibilities. Overall, this is beneficial for teachers, students, and the school management as it fosters a supportive and positive school culture.

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Inclusion policy - some kids are special and they need special care, and including all kids allows to create an environment enriching and supportive so ans to accommodate all children, without any indifferences.

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أنها تعتمد على تقييم ا

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أنها تعتمد على تقييم الأفراد لأنفسهم وتقييم الأقران .. ولا تعتمد بشكل كبير على الاختبارات الورقية في التقييم بل هناك مناقشات ومناظرات ومشاريع ومقالات ومقابلات نعمل اختبارات مسح لتحديد مستوى الطلاب في بداية الترم ، ويوجد اختبارات تكوينية خلال الفصل الدراسي لتحدد المعلمة هل تريد اثراء الدروس أو استبدال طريقة التدريس ويوجد اختبارات ختامية في نهاية الفصل

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-Assessments are done in different styles; we have Peer assessments, teachers student assessments.

-Teachers just don't just give assessments, we use the assessments to set smart goals and track the students progress through assessments.

-Diagnostics test are also done.

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التقييم الذاتى - تقييم

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التقييم الذاتى - تقييم الطلاب بعضهم البعض - تقييم الطلاب- تقييم المعلم- تقييم بدايه العام

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Assessments are not only based on papers but also research, experiments, orally in class.

Formative assessments are on going assessments for learning and we also do summative assessments that are final assessments of learning. There is also diagnostic tests given at the beginning of each year to assess each students level. Map tests are worldwide assessments given to students to rate and compare them with different students worldwide.

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التقييم غير محدد بالور

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التقييم غير محدد بالورقة والقلم

كما يمكن للأطفال تقييم بعضهم بعضًا

التقييم الأولي لملاحظة التطوير وتغيير الاستراتيجيات بما يناسب مستوى الطلاب

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Students are not taught just to assess - the results are used to create smart goals suitable for the kids. They are also given more than just paper work, maybe in the form of projects or activities.

Assessments are not uni directional. Students get a chance to assess each other, their teachers and themselves.

Formative and Summative assessments.

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Assessments : different forms ( project based , interview , research , experience )

Formative and summative assessments.

Diagnostic test .

Map test .

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تكون في جميع الاتجاهات

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تكون في جميع الاتجاهات

الطالب يقيم نفسه

الطلاب يقيمون بعضهم

المعلمة تقييم الطلاب

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There are different forms of assessments, as it varies based on its method of delivery and its goal. For example, assessments can be directed towards the student but not directly by the teacher. Rather, it is assessing the students indirectly by student to student collaboration, interactions, and learning.

Assessments can be in the form of fluency assessments, guided reading sessions, formative assignments, and even universal tests like the Map Test.

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Self assessment

Different forms of assessment other than paper forms (projects)

Formative assessments and summative assessments

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Informal

-Through toddle

-During the class

Formal assessments

-Feedback on report cards

-Constructive feedback on summative assessments.

-Parent meetings

-Formal classroom observation, where feedback is given to educators.

-Lesson plan reflections

-Peer observation, visiting other teachers classes.

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formative assessment and summative assessment are combined together.

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Formal: Parents meeting, report cards, homework feedback, reflection on other teachers lesson plans, peer observation, class observation, صيدة حلوة , teacher evaluation, comments on toddle.

Informal: smile, word, instant feedback to the student, class observations.

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Feedbacks could be both formal and informal. For example, formal feedbacks include: report cards, feedback (notes, suggestions, etc.) on written assessments and Toddle. Reflection section where students are given the opportunity to reflect on their learning experiences. Additionally, teacher’s evaluations are formal feedbacks.

Informal feedbacks are presented in the form of verbal suggestions and recommendations to students. This can be given during class activities or with students in one-on-one sessions. Observations between teachers are also considered informal feedbacks.

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Formal feedback is given by report cards, comments and notes on the assessment sheets, feedback and reflection on Toddle, parent-teacher meetings, feedback written on the homework sheets and classwork.

Other kind of feedback could be the comments we give students in the class, an eye contact, a smile or a hand gesture during the lesson. Motivational phrases to students.

Feedback to teachers are provided by peer observation, formal and informal class observations. Quick feedbacks from admins to teachers for an activity. Also admins provide a صيدة حلوة for teachers.

Teachers evaluation.

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للطلاب تغذية راجعة غير

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للطلاب تغذية راجعة غير مباشرة ابتسامة ، تشجيع بالكلام

اجتماعات للأهل أو رسائل تودل تغذية راجعة مباشرة

المعلمات بعد كل عطاء تبادل الملاحظات

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الطلاب : عن طريق التقا

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الطلاب : عن طريق التقارير ، أو الواجبات ، أو التعليق على ورقة الاختبارات ، بعد الإجابات أو أثناء الحصة ،

الأولياء : اجتماعات مع الأهل ، الاتصال ، اجتماع اونلاين تيمز أو تودل ، تقارير نهاية الترم .

المعلمات : الزيارات التبادلية ، المناقشة و الحوار ، تبادل الاستراتيجات و الوسائل

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الطلاب: ابتسامة كلمة ع

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الطلاب: ابتسامة كلمة عبارة على كراسته

الأولياء: المحادثه على تودل، الاجتماعات

المعلمات: مناقشة معلمات المادة بعد اعطاء الدرس عن نقاط القوة والضعف

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Feedback about students : through report cards.

For teacher : we reflect on our lesson plans and on UOI session on Toddle. , also through peer observations and formal classroom observation.

Evaluation standards .

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For students:-

In classroom settings

Report Cards

Parent Teacher Meetings

Homework Feedback