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| Kingdom of Saudi Arabia Ministry of Education Al-Taif International School |
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An education that is full of opportunities and experiences, one that focuses on individual differences, one that is easily accessible, one that highly promotes achievement and progression for all students, and one that guides the students to reach their full potential are among the goals that the school management, families, and guardians at Al-Taif International School want to accomplish. They believe that every student has the right to a well-rounded education that encourages continuity, growth, and the uniqueness of each person.
Therefore, Al-Taif International School has made great efforts to design an academic plan that suits the demands and requirements of both the Saudi and British curricula. For the purpose of this policy, the Saudi curriculum covers the following areas: Arabic, Islamic Studies, and Saudi History. On the other hand, the British curriculum covers the following: English, science (physics, chemistry, and biology), mathematics, computing, geography and social studies.
To assist students in their academic pursuits across a broad range of expertise.
To teach all subjects in a way that makes clear how they relate to the students' own experiences and how important they are to them even as adults. Additionally, a big emphasis is put on students learning through real-world experience so that their learning has value.
To make sure that all students' learning objectives and methods are clearly stated, and that activities are precisely matched to each student's unique age, aptitudes, and needs and abilities.
The school must offer a curriculum that helps each student reach their full potential.
The curriculum must assist the students in enhancing their learning abilities and methods.
The learning environment must be attractive and stimulating, and it must be healthy and engaging.
The school must make sure that the tasks given to the students and the students themselves are compatible.
The curriculum must acknowledge the significant contribution that parents make to their children's education and make every effort to promote parental participation in the learning process. The families of our students are an integral part of the school community.
The curriculum must respect and take into account the culture, religion, and ethnicity of the students.
Be adaptive; solve problems in different situations; and be able to work individually and as a part of a group.
Become successful decision makers and learn how to make reasoned judgments.
To assist students in their academic pursuits across a broad range of expertise.
Start making a set of moral rules for them to follow, like being honest, sincere, and taking responsibility for their actions.
Be expected to conduct themselves honorably and respectably and learn to accept accountability for their actions.
Be proud of their school.
Learn how to tolerate, respect, and admire the thoughts and abilities of others.
Refuse and reject all sexist and racist views and attitudes.
Understand how to use concepts of number, measurement, shape, and space, as well as processing data, to reason mathematically and solve problems in a range of contexts.
Be able to speak and write clearly and correctly for a variety of reasons, as well as listen and, for some kids, read for a variety of reasons.
Be given the chance to use technological skills and knowledge to solve problems.
Possess the ability to express their thoughts and feelings via various types of art and be developing the necessary skills to foster their creativity and originality.
Recognize the links between personal, local, national, and global events, as well as the geographical, historical, and social aspects of the local environment and the national heritage.
Learn how to apply the basic rules of safety, hygiene, and health in their daily life.
Correcting mistakes and providing constructive criticism are crucial.
Aim to avoid overcorrecting in order to avoid discouraging kids. Returning a piece of work marked in red ink is disheartening.
Striking a balance between accuracy and respect for the feelings of the students.
In order to prevent (overcorrection), attempt to concentrate on specific errors. (For example, proper punctuation, grammar, spelling, etc.)
Employ corrective codes.
As stated earlier, marking is the basis of the relationship between the teacher and the student. We have a policy of marking assignments and homework on a regular basis, both during and after completion.
Marking should be viewed as a positive and constructive activity and it should not be a record of what is right and what is wrong.
In the age of digital technology, we are aware of the crucial role that home-school collaboration plays in providing high-quality education. Students are no longer thought of as passive learners. Instead, all schools are obligated to give the children the resources and the materials they need to support them at home and help them reinforce the material they have learned in class. We also think it is crucial for parents and guardians to support learning at home because it provides students with opportunities to apply their newly acquired skills in real-world contexts, such as using money, making shopping lists, finding items they may have used in class, recognizing social sight vocabulary outside, practicing road safety, recycling, or engaging in other activities related to the current area of study. Finally, parents' cooperation and support are the key elements that lead the school and their children to success.
Assessment is when the school judges the student's academic progress.The focus is on student’s learning
and the outcomes of teaching.
Types of assessment employed at the ATIS:
Formal Assessment: it is when teachers give their students formal reports to tell them whether they were successful or not.
Informal Assessment: collecting information about students' performance under normal classroom conditions. Systematic observation must be carried out for effective informal assessment.
Formative Assessment: providing feedback to learners through both formal and informal assessment as well as information on their progress throughout a course.It implies the observation of the process of learning.
Summative Assessment: at the end of each course where the focus is on learners receiving a grade for
their work without feedback.
Objective Assessment: When the opinion of the person marking a test is not required to assess learners because the questions have only one correct answer, the test is considered objective. (MCQs, T&F, Fill in the blanks, Matching, etc.)
Subjective Assessment: When the opinion of the person marking the test is needed to make a decision on the quality of the work being assessed. (Stories, compositions, interviews, conversations, etc.)
Alternative Assessment: it includes…
performance-based assessment (how well a learner can perform on a practical real-world task). For example:
Team projects: asking a group of students to work in a team to teach them how to plan, research, discuss and make presentations.
Essays: evaluating student’s comprehension of a topic where they need to write, describe, analyze,
search and summarize.
Demonstrations: giving students the chance to show their skills in an area of study.
Portfolios: enabling students to show their work through files collected over time.
Journals: they show a learner's thoughts, feelings, reactions, assessments, ideas, or progress towards
goals. Structure, form, or correctness are not emphasized.
Self-and peer- assessment: learners are encouraged to monitor and check their own progress.
