TEACHING MATTERS

TEACHING MATTERS
ABU DHABI SCHOOL MODEL E-NEWSLETTER FOR KG, C1 & C2
K
G
C
1
C
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Welcome to Issue 14
of Teaching Matters
supporting the successful implementation of the ADSM across
KG, Cycle 1 and Cycle 2 schools.
As the 3rd edition of Abu Dhabi Reads sweeps across the
Emirate, in this edition of Teaching Matters we share instances of literacy across the curriculum from classrooms
across all regions of the Emirate. We take a look at the
various professional learning communities across all regions, in the shape of
Regional
Network
Meetings. The new
Sheikh Zayed Desert
Learning Center in Al
Ain Zoo is also featured in this edition.
As always, general
best practice is shared
by teachers and Education Advisors.
Assalamu’alaikum and welcome to the 14th issue of
Teaching Matters.
In the recent Leadership
Forum (3rd May), H.E. Dr
Amal Al Qubaisi, Director
General of ADEC, spoke
inspirationally to schools
leaders. An insightful reminder to us all, of our
transformative roles in our
students’ lives and the
ADEC Reform.
On behalf of ADEC Executive Director of School Operations, Mr Mohammed
Salem Al Dhahiri, and Regional Directors, Mr Salem
Al
Katheeri
and
Mr
Mussllam Mohamed Balkaam Al Ameri, I would like
to express our appreciation
to all of you for your continued effort in schools.
Dr. Ahmed Deria,
Division Manager,
School Administration
How can I contribute? Teachers and EAs are encouraged to share their experiences, ideas
and successes with the Teaching Matters Newsletter team. If you have something you would
like to contribute to future editions of Teaching Matters, please email:
KG
[email protected] or
[email protected]
Cycle 1 [email protected]
Cycle 2 English [email protected]
Cycle 2 Maths [email protected]
Cycle 2 Science [email protected]
Al Gharbia contributions should be submit- Abu Dhabi contributions should be submitted
ted to [email protected]
to [email protected]
Editor [email protected]
The next edition of the newsletter will be an opportunity to celebration some of your key
achievements this academic year. The deadline for contributions for the next edition will be
announced soon. Thank you for reading and sharing your experiences, ideas and successes!
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Page 1
T H I S
CONTENTS
Pages 3 - 4
KG
Poetry, song and drama at Al
Ghadeer’s Got Talent show;
Speaking and Listening at Al Dewan KG; Teacher Inquiry to Enhance Teaching and Learning; Data Wall; Extending Communities
and Enhancing Learning.
Pages 5 - 7
Cycle 1
Mezyad School use a Thematic
Approach to Abu Dhabi Reads;
Ensuring
students
Success
through a Balanced Literacy Approach; Salahuddin Al Ayyoubi
School sets sights high.
Pages 8 - 9
C2 English
Experiential learning = fun, interesting and relevant programmers;
Teacher Perspectives - PLC experience; Regional Network Meetings
as PLCs.
Pages 10
C2 Mathematics
Al Ain Regional Network Meeting;
Mathematics EMT Planning Day in
Abu Dhabi. Curriculum and assessment updates.
Pages 11 - 12
C2 Science
Education Programmes at the
Sheikh Zayed Desert Learning Centre (Al Ain Zoo); Science that
WOWs!; Lions and Tigers (Science
in the Wild).
Pages 13
ADEC Calendar
E D I T I O N
Learning is fun, at Al Ain Zoo!
(From the Al Ain Zoo Education Centre)
Al Ain Zoo has a long tradition of offering curriculum-based education
programmes to schools. We currently welcome over 45,000 school
students providing curriculum-based programmes designed to suit
individual school requirements.
We are proud to announce the
development of the Sheikh
Zayed Desert Learning Centre.
This new facility is one of the
most significant developments
in
zoo-based
education
worldwide. The Centre takes
forward the vision of Sheikh
Zayed, founder of our nation,
and celebrates the desert at the
heart of UAE life and culture.
The story of the desert is told in
a fully integrated way, using Archaeology, History, Geology and the
Natural Sciences to give powerful insights into the past, present and
future of our arid lands. The story is told in exhibitions, education
programmes and in a powerful cinematic experience in our Feature
Theatre.
We will now be able to offer two kinds of powerful educational
experiences to schools. Groups will have the opportunity to take part in
carefully designed activity–based learning programmes in the Zoo itself
and/or in the purpose built Sheikh Zayed Learning Centre. All our
programmes will be delivered in environments designed to inspire and
entertain young minds. This inspiration is provided by exciting
interactive exhibits in the Sheikh Zayed Desert Learning Centre and by
the animals in the Zoo
The programmes that we offer have been designed to link with the
ADEC Cycle 1, 2 and 3 curriculum. Programmes are available for prePrimary, Primary, Middle and High School students.
The programmes we offer are designed to be cross-curricular. We have
24 programme themes to choose from, and can offer both half and full
day options, to include both a visit to the Zoo and to the Learning
Centre.
The new Al Ain Zoo programmes focus on conservation biology, general
science, environmental science and life science. The Sheikh Zayed
Desert Learning Centre programmes focus on the late Sheikh Zayed’s
vision for sustainability and conservation, and can be used to teach
Geography, Geology, General Science, Biology, Mathematics,
Environmental Science, History and Culture. We offer programmes
focused on Mathematics, English, Business and Tourism Studies.
More information is contained in this edition of Teaching Matters.
Exam Specifications for all Subjects can be found on the portal:
Curriculum & Assessment > Assessment Related Documents >
T3 2015 Exam Specifications
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Page 2
K I N D E R G A R T E N
Song, Poetry and Drama
at Al Ghadeer’s Got Talent
Students at Al Ghadeer KG
(Shuaibah, Al Ain) had the
opportunity to show their
talents during the school’s
talent show in March.
During the 2014/15 school
year, Al Ghadeer School has
been
implementing
a
creative way of meeting
their SIP goal of increasing
speaking and listening in
Arabic and English for all
students.
Students from
KG1 and KG2 performed as a
whole class, small group or
individually, during the talent
show.
Students
sang,
recited
poetry
and
performed dramatic plays in
both Arabic and English.
Speaking & Listening
at Al Dewan KG
‘Mr Bear’ was introduced to the KG and
Cycle 1 students and their parents at
the beginning of trimester 2.
Mr Bear was immediately loved by the
all. Students now eagerly wait to see
who the lucky student will be, to take ‘Mr
Bear’ home for the weekend.
The level of participation by the
parents
who
have taken this
homework project on board has
exceeded
our
expectations.
Parents
have
been taking Mr
Bear on visits to
neighboring
Emirates
and
even family weddings, as well as
All parents were invited to participate in the semi-finals. The school’s helping their child to document the
administrative staff in partnership with the GEMS trainer worked as judges in weekend’s activities.
deciding 3 finalists from each grade level. The parents of the finalists were invited
the following week to watch their children become stars on the school’s stage.
Mr Bear has helped to enhance and deThe school also invited guests from the wider community, which included velop students’ speaking and listening
Principals from other schools, as well as members of the Parent Council skills in both Arabic and English. They are
Committee who served as guest judges. Special thanks and recognition is owed keen to share their weekend experiences
to Miss Deborah Monnin and Miss Othaiba Al Neyadi for their unenviable task of with their peers every Sunday during
selecting the winner.
literacy circle time.
The goal of the Al Ghadeer’s
Got Talent Show
was
twofold: firstly, to increase
Speaking and Listening skills
(as per the Irtiqa’a recommendations) and secondly, to increase community
involvement in school-wide activities.
Al Ghadeer’s Got Talent was a huge success, as it encouraged students to perform
During trimester 3, we will be developing
and show their talents with an emphasis on improving their speaking and
students’ critical thinking skills and enlistening.
couraging them each week to ask quesWe are grateful for the creativity and planning of the Speaking and Listening tions to the student who took Mr Bear
committee at Al Ghadeer who organized this incredible event.
home for the weekend. As a stepping
stone, we will continue to use the Talking
Magdalena Swito, KG2 Teacher, Al Ghadeer KG
Partners strategy, so that the students
can assist each other in thinking of questions to ask.
Mr. Bear is
here to stay
in KG and Cycle 1
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Page 3
K I N D E R G A R T E N
Extending Communities,
Enhancing Learning
Students from Al Zayediyyah Secondary Girls School welcomed Al
Aweal KG students on the 23rd of April for an unforgettable
experience. Ms Iman Khalid a (Grade 12, English teacher) led a cohort
of colleagues and students to partner, author and illustrate
personalized, culturally relevant books for Al Awael KG students.
The collaboration began with professional networking between the
English HoF at Al Awael KG, Ms Aminah-Foluke Knight and Ms Iman
Khalid. They discussed the scarcity of culturally relevant story books
and possible solutions to addressing this concern. Thus, the
partnership was formed.
The girls from Al Zayediyyah School worked with pride and
meticulousness to transform classrooms into activity centres for KG
students.
They
created a range of
centres
for the
students to engage
in literacy activities.
These included a
story
corner,
a
cupcake
making
station,
puppet
shows,
photo
booths, puzzles and
face painting, to
name a few.
One of the activities
that Al Zayediyyah
girls arranged for the
KG students was an
interviewing session,
in which KG students
were
asked
questions
about
their
favourite
colour, what they
wanted to be when
they grew up, and
their
favourite
activity.
Their
responses to the
questions will be
added
to
their
personalized stories.
Students from both schools eagerly await the completion of the
stories. Al Awael KG will host Al Zayediyyah students in their school
at the end of the Abu Dhabi Reads campaign.
Al Zayediyyah girls will provide gifts to the Al Awael KG students, by
presenting the books they created along with an audio CD of the
book. KG students are excitedly working on creating “thank you”
cards for Al Zayediyyah girls who are likely to become their new
favourite authors!
Data Wall
It is incumbent upon teachers to show how students
are developing throughout the year. Teacher assessments of students demonstrate accountability to
parents and administrators, show learning gaps, and
guide future planning. Most young children are naturally competitive, so we have chosen to harness that
competitive spirit through our Data Wall. Our data
wall focuses on colours, shapes, counting aloud and
writing numerals. These topics were chosen because
they are based on learning outcomes or ageappropriate knowledge. Many of the topics chosen
are included in the daily class review. Children are
assessed individually or during computer lab time,
library time, small group time or during circle time.
The data supports the teacher in understanding
which skills to focus on with the children during
small group time. Data is also shared with parents to
help them support their children at home.
Elizabeth Jones and Fatima Mufta Al Aryani,
Al Zayediyyah KG
Teacher Inquiry to Enhance
Teaching and Learning
All of the teachers at Zakher KG have been engaged
in a Teacher Inquiry Processes to enhance teaching
and learning. The Teacher Inquiry strand was chosen
by the School Leadership Team and delivered by
Tamkeen. The SLT has guided teachers through the
process of Teacher Inquiry by supporting teacher
research and presentations. Teachers are expected
to publish their findings.
We have found the TESOL Arabia forum a
particularly useful one to present our findings in the
areas of bilingual co-teaching and developing a
Community of Practice. We have presented both
locally in Al Ain and at the international conference
TACON 2015 held in Dubai in March. We invite you to
read the abstract for our publication, which will be
published in Volume 16 of the Middle Eastern and
African Journal of Educational Research. This can be
found at www.majersite.org. (Title: Leading
Learning to support bilingual co-teaching at
kindergarten level in the UAE).
Aminah-Foluke Abeo Knight,
Head of Faculty, Al Awael KG
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Dr. Anna Dillon, Diane Salazar,
and Refaa Al Otaibi - Principal, Zakher KG
Page 4
C Y C L E
1
Mezyad School take a Thematic Approach to Abu Dhabi Reads
This year, Mezyad School in Al Ain has made a strong collaborative effort to
enhance student learning for the Abu Dhabi Reads Campaign. Each grade
level chose a bilingual book to be the focus theme for the current unit of
work.
Teachers from all subjects collaborated as a grade level team and planned
around the chosen book. Subjects included Arabic, English, Mathematics,
Science, Social Studies, Islamic Studies, Music, Art, P.E. and Technology.
Grade 1 chose to focus on the book, The Very Hungry Caterpillar. Everyone,
including the classroom assistants, got involved by decorating the hallways
with artwork and scenes from the book.
Grade 2 decided to focus their thematic planning on the book, The Gruffalo.
Some examples of the unit include discussing animals in the book that are
mentioned in The Qur’an, during Islamic Studies lessons, comparing the
habitats of the desert and the forest in Social Studies, learning songs about
animals and their sounds in music, and much more.
We were excited to come together as a school to plan these units where children will not only have fun reading, but grow
as learners in all areas.
Ryanne Jones, Head of Faulty, Mezyad School, Al Ain
Ensuring Student Success through a Balanced Literacy Approach
Al Sadarah School has reported great success this year with its launch of a Balanced Literacy
Approach, a system that meets students’ academic and behavioral needs. It begins every
morning with an interactive review of phonemes and graphemes, coupled with themerelated vocabulary to put the sounds into context. This consistent review emphasises the
correct pronunciation of each phoneme and has positively impacted student reading and
decoding.
After the phoneme review, students move with their whiteboards and markers to the front
of the classroom for a 10 minute interactive literacy session, focusing on targeted phonemes,
sight words and sentence reading and writing. In this shared writing activity, teachers lead,
prompt and control the pace of the session, drawing on students’ prior learning and
encouraging them to anticipate, predict and use talking-partners. Teachers are also able to
effectively monitor student progress and behavior, celebrating exemplar work throughout
the session.
From here, students return to colour-coded differentiated groups and actively participate in
two 15 minute sessions, the first of which is a guided and independent writing session, the
second, a guided and independent reading section. In each of these activities, students work
in groups for 15 minutes on a differentiated task for a particular outcome, each activity
catered to the group’s individual needs and level. During these sessions, the teacher spends
15 minutes with one particular group—rotating every day—and gives students the one-toone and small group attention according to their learning needs. Groups are created based
on ongoing assessment data, so they are fluid, allowing students to move up or down
accordingly. After each 15 minute session, a small plenary is held to reinforce and assess the
learning concept, as well as celebrate daily victories.
In this program, each student is able to achieve success at their level with continuous support to move forward. Students
are highly engaged throughout the differentiated interactive sessions, resulting in fewer disruptions in the classroom. Due
to the whole-school approach of this initiative, assessment data has shown academic progress and improved student
behavior across the school. Al Sadarah School is paving the way to make every student successful.
Nicolas Wavrin, Al Sadarah School
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Page 5
C Y C L E
Integrated and Consistent Approaches
in Arabic and English Literacy
Leonard Bloomfield theorised that “the acquisition of
language is the greatest intellectual feat any of us will ever
be required to perform.” Bloomfield's initiation to
linguistic research soon evolved to multilingual studies, as
the twentieth century began its shift into an intertwined
global network and inspired the creation of bilingual
education for students around the world.
In 2010, ADEC introduced bilingual education in all Abu
Dhabi public schools. This was a significant shift from the
previous structure, which taught Arabic and English as
two disconnected subject areas. In this manner, ADEC has
introduced bilingual education in a gradual manner, as
explained in the Abu Dhabi School Model (ADSM).
Putting Bloomsfield’s bilingual education theory into
practice at Al Sadarah School, we decided to take certain
measures to ensure that Arabic and English teaching
supported each other, as shown in the examples below.
1
The success of this balanced literacy program is that it
provides our students with consistent expectations in
both languages and helps create a positive working
rapport between EMTs and AMTs. Student behavior has
also greatly improved, echoing the features of the Kounin
Model, which theorizes that teacher pedagogy is the most
effective way to prevent negative behavioural issues from
taking place. Furthermore, teacher pedagogy has evolved,
incorporating more hands-on activities.
Al Sadarah School came to a realization that consistent
and integrated strategies were needed in Arabic, as well
as English. By growing and strengthening Arabic language
proficiency, students’ English language development also
benefitted. By using these initiatives, students at Al
Sadarah School are making significant steps to becoming
contributing members of the UAE’s future knowledgebased society.
Abraham Abougouche, Academic Vice Principal,
Al Sadarah School
School-wide Vocabulary Themes
Picture Word Inductive Model (PWIM)
We have used thematic approaches in our classrooms
before. The difference this time, however, was its explicit
purpose and grand scale. Each period, teachers start their
lesson by introducing a common set of words in both Arabic
and English. Language teachers then use these words as
writing prompts for phonetic development or vocabulary
development. At the end of each theme, Al Sadara School
hosts an Open Day for parents and families to join in and
take part in several games and activities designed to
improve language development.
Students in our younger grades have been exposed to a
pedagogical approach focused on balanced literacy. The
literacy program we chose is called the Picture Word
Inductive Model (PWIM), which takes an inductive approach
to teaching reading and writing and focuses on developing
students in the area of vocabulary, phonics and writing.
Teaching Matters - Issue 14 - May 2015
The program follows a scripted model for teachers to follow
and allows students and teachers to be aware of what is
happening. The script is as follows:
1. Review the school-wide vocabulary words each day.
2. Using the PWIM picture, segment each phonetic sound
of the vocabulary words.
3. Students go to the carpet area and read, say and write
each word. Students segment each word and explicitly
focus on phonemes and graphemes.
4. Students are divided into groups and assigned various
differentiated tasks. This allows the teacher an
opportunity to sit with a target group and provide
guided instruction.
ADSM eNewsletter
Page 6
C Y C L E
1
Salahuddin Al Ayyoubi School sets sights high
Thanks to the kindness and collaborative spirit of Al Sadara School, we at Salahuddin Al
Ayyoubi School have a story to share. The leadership team at Al Sadara School believes
in improving reading skills and routines across Al Ain, and have consequently opened
their doors to share their practices with other schools.
Imagine six groups of boys independently working on skill-appropriate tasks, while a
teacher quietly leads guided reading with a target group. The teacher is working on
giving this group specific strategies to help them develop their reading. This is the
scene at Al Sadara School. It has been a ongoing process to move towards this type of
instruction, but we are beginning to see the benefits from our own Balanced Literacy
Program and the increased engagement among the boys when reading.
In the spring of 2014, a literacy team at Salahuddin was formed to discuss our student
achievement, share best practices, research ideas and begin to formulate the outline of
“What a Literacy lesson at Salahuddin should look like”. By late June, Arabic & English
guidebooks were created for each teacher to provide a specific template of
expectations and serve as literacy materials. During trimester 1, we increased PD
sessions directly related to literacy, which also served as a trial period for this teacher
constructed guideline. Based on classroom observations and teacher planning records,
the SLT and Literacy Team recognised the need to change course and utilise a more
standardised and sequential approach to phonics instruction across the school. During
late trimester 1, after hearing about the successes being realized at Al Sadara School,
we scheduled two visits, to allow members of the SLT, Arabic and English teachers to
see the Balanced Literacy Programme in practice.
Using key elements of the Al Sadara model, we restructured our schedule to allow for
longer blocks of instructional time for EMTs. All teachers are committed to reviewing
the grapheme and phonemes in grades 1-5 daily. Arabic and English staff worked to
create monthly shared vocabulary to support both the English and Arabic curriculum
(Science vocabulary in trimester 2 and Culture and Heritage words in trimester 3). All teachers were provided full colour
posters, PowerPoint presentations and student whiteboards to support the practice and review of the shared vocabulary.
Using the Picture Word Induction Model (PWIM) vocabulary words are reviewed and used for speaking, listening and
writing exercises daily in all Arabic and English classrooms. Arabic teachers extract the required phonics elements from the
words/pictures to ensure outcomes are being covered, while English teachers utilise at least ten minutes of the Collins Big
Cat Phonics DVD to standardise and follow a sequential approach to phonics instruction. Teachers have also found
opportunities to use their own creativity to meet the requirements of the outcomes and eSIS assessment. Enthusiasm for
reading has increased and we have students practicing their fluency at home for an upcoming school-wide reading
competition. Finally This has helped our Arabic and English teams grow as collaborative professional partners. We have
planned together to improve the teaching and learning of reading for all students at Salahuddin School. Thank you, Al
Sadara School, for sharing your journey and helping us along ours!
Deb Hughes, Head of Faculty, Salahuddin Al Ayyoubi School
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
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C 2
E N G L I S H
On 19th and 22nd April, English EMTs in the region were delighted to
experience the sights and sounds of a new educational wonder in the
garden city of the UAE, Al Ain. The majestic building that graced the grounds
of Al Ain Zoo held us captivated. The awe and wonder in the new Learning
Centre was revealed to the EMTs.
Experiential learning:
fun, interesting and relevant
programmes
Information from Al Ain Zoo
Our programs include:

Student, teacher and instructor booklets
that include curriculum links, outcomes
and objectives for each programme;

Hands-on activities and experiments;

Research opportunities,
and debates;

Pre and post-visit ideas for your classroom;

Access to state-of-the-art resources and
equipment;

Guided and
options;

Instruction
by
experienced
and
knowledgeable education officers and
specialists.
self-guided
questionnaires
programme
For more information about the programmes
we offer, please call: Discovery and Learning
Department; Al Ain Zoo: 03 – 799 2444;
First opened in 1969, Al Ain Zoo has drawn in visitors, both local and
international for many years. In recent months, much talk has surrounded
the developing structure in a far corner of this long standing establishment.
The new Sheikh Zayed Desert Learning Centre stands proudly awaits its
opening. As one walks towards the Learning Centre, its curves rise above
the horizon, and yet blend beautifully into the natural environment, much
like the surrounding sand dunes of the desert. The Teachers from ADEC
were treated to viewing the Education Centre. An entirely new approach
that will transform the experience for both students and educators in the
following academic year.
Each child receives a pre-visit booklet designed to develop vocabulary and
increase awareness of what to expect before visiting. During the visit, the
teacher and education officer will guide students through the educational
experiences. Collaborative learning will take place with no more than 30
students per group. The bilingual experience is based around discovery
learning and hands-on experiences.
The atmosphere and environment of the zoo lends itself well to writing
tasks. Imagine seeing, feeling and hearing the sights and sounds to inspire
poetry. Information gathering for procedural text, as well as advertising and
persuasive writing may be incorporated into activities centered around a
visit to Al Ain Zoo. Inspiration meets the learner at every turn.
Leanne Shay, Education Advisor, Al Ain
English NSM
teachers gather
at the Al Ain Zoo
for English relevant learning experiences
Alternatively, send an email to Discovery and
Learning Department:
[email protected], or contact the Sheikh
Zayed Desert Learning Centre; Al Ain Zoo: 03 7992404 / 03-7992421;
Or send an email to Sheikh Zayed Desert
Learning Center: [email protected]
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
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C 2
E N G L I S H
Al Gharbia’s Cycle 2 English
Regional Network Meetings
The idea of a Professional Learning Community (PLC) is not a new educational
concept. The term first emerged among US researchers as early as the 1960s when
the practice was offered as an alternative to the isolation endemic in the teaching
profession. In recent years, they have been described by some as the most
promising strategy for sustained, substantive school improvement.
A PLC is commonly defined as a group of educators who meet regularly, share
expertise, and work collaboratively to improve teaching skills and the academic
performance of students. PLCs as Regional Network Meetings (RNMs) for subject
teachers allow for user-specific and needs-based support and development in a
caring and professional environment. Similar to Al Ain’s Regional Network
A teacher’s experience of the
Meetings, the Cycle 2 English PLC in the Western Region aims to support the
Al Gharbia Regional
effective implementation of the ADSM and help teachers overcome day-to-day
Network Meeting
challenge. Moreover, it provides a strong network within which teachers can
collaborate on a variety of tasks, as well as receive further guidance and direction
When I moved to Abu Dhabi (Al Gharbia),
in line with ADEC’s vision and goals.
I was unsure of what to expect as far as
After securing permission from the Al Gharbia Zone Office, Cluster Managers and professional communities. So, I was
Administrators, we began meeting weekly after school. School administrators delighted to learn that I would be
were especially cooperative in arranging timetables to allow teachers to complete meeting weekly with other Cycle 2 English
their daily teaching in time to attend the network meetings. Regional Network teachers in the region. From the first
Meetings in Al Gharbia have now been running since September 2014.
meeting I knew this was going to be a
great experience. The weekly English PLC
This experience is unique because we have teachers from several different schools
in Mirfa, Ruwais, Sila, Beda Mottowa, Ghayathi and Madinet Zayed. Many teachers is a place that we are able to share
drive more than an hour in one direction to attend and participate, thus providing experiences, thoughts and challenges. As
an educator in a foreign land, these
us with a regional perspective, as well as diverse range of school perspectives.
meetings have become a safe haven
A highlight for the group was an afternoon with Nina Carter, P12 Curriculum Senior where colleagues with shared and
Specialist (English), who provided feedback on the curriculum and shared different perspectives can commune.
examples of student work. Other practices include examining student work using
the Critical Friends protocols, model lessons, sharing best practices, review of We have covered everything from LOs to
eSIS, sharing professional articles and general teacher support.
behavior to ISTs, and more. The structure
of the meetings, all thanks to our
Collectively, the group identified five strengths of the PLC experience:
wonderful EA, has been free flowing, yet
directed with purpose. We are given
 Opportunity to authentically collaborate with peers
topics of discussion that focus on our
 Common and shared experience of working in the Western Region
needs in our current situations. We
 Direct access with key stakeholders
analyze student work using protocols
 Protected time (after school without typical school “interruptions)
that are beneficial to us all and share
 A relaxed, caring and respectful Environment
feedback that generates new ideas. I
Regional Network Meetings (RNMs) are an example of how we can provide have found this weekly PLC to be the
teachers with non-traditional means of professional learning, while striving to most valuable rollercoaster ride I have
advance the achievement of our students and our commitment to the profession.
taken in a long time.
Dr. Sherrish Holloman,
Education Advisor, Al Gharbia
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Kareem Ba McCullough,
Al Abaas School for Boys, Ruwais
Page 9
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M A T H E M A T I C S
Curriculum and Assessment Updates
It is anticipated that your Grade 6 classes will be studying the 6MD1
Measurement unit, for which the Grade 6 Measuring Our School GIS
Investigation is to be administered.
Grade 7 students should be studying the 7N4 Probability unit at this
stage.
Al Ain’s Cycle 2 Mathematics
Regional Network Meeting
The Mathematics RNM was held at Sultan Bin Zayed School on April 15th and
16th.
Our special guest, Mr Ashraf (from The
Future Schools) delivered a presentation
entitled “Alternative Strategies for Numeracy” in which he demonstrated and
modeled strategies for division, multiplication facts and mental mathematics.
Both grade 6 and 7 teachers appreciated
this session.
As always, please consult your Education Advisor and curriculum
document for further help and guidance regarding the ADSM curriculum, assessment and pedagogical approaches.
Mathematics EMT Planning Day in Abu Dhabi
Teacher-led workshops were widely accepted and appreciated, following feedback received from the surveys. Many
thanks to:
As part of the professional development week at the end of trimester 2, a group of Mathematics EAs organised a day during which
Mathematics EMTs could collaborate and plan lessons for trimester
3. The session was broken into three segments:


1. Curriculum Reading and Creating Resources: This was to ensure
teachers planned appropriate lesson activities that achieved the
curriculum standard.



2. Trimester 3 Curriculum Cooperative Planning: Teachers worked
collaboratively from a range of schools to produce rich quality learn- 
ing opportunities for students to benefit from. This work was collated by the EAs running the training and uploaded to the EMT share- 
point on the ADEC portal.
Sannye Jones: Interactive Foldables
Jacqueline Burns: Tech Savy Teaching
Mohammed Adbe: Manipulatives for
grade 6
Betina Fuentes: Multiple Intelligences
Mariah Johnson: Language and
Mathematics
Samantha Moodley: Manipulatives
for grade 7
Dr. Joseph Jengo: Critical Thinking
3. Peer Reviewing: Teachers conducting a peer review of the resources created to highlight constraints or any perceived issues that
may occur in delivery.
Some of the feedback from the teachers who attended included:
“Professional dialogue was noteworthy, especially when looking at
assessments and the learning outcomes therein - a very helpful process” and “the chance to network with other peers and conduct a professional development session, which has a direct impact on classroom
practice.”
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
Page 10
C 2
S C I E N C E
Sheikh Zayed Desert Learning Centre Programs –‫برامج مركس الشيخ زايد لعلوم الصحراء‬
– ‫الموضوع الرابع‬
– ‫الموضوع الثالث‬
- ‫الموضوع الثاني‬
– ‫الموضوع األول‬
Theme #4
Theme #3
Theme #2
Theme #1
‫انتنمٍة انبشزٌة وانثقبفة‬
Culture & human
development
(SZP4)
‫انصرىر وانتزبة‬
Rocks & soil
‫مىقعنب عهى كىكب األرض‬
Our place on the
Earth
‫ انغالف انجىي‬،‫األرض‬
‫وانفضبء‬
Earth, Atmosphere &
Space
(SZM3)
‫انتنىع انبٍىنىجً وانبٍئبت‬
‫انصعبة‬
Biodiversity in
challenging
environments
(SZS3)
(SZM4)
‫مزكش انشٍد ساٌس نعهىو‬
‫انصحزاء كىجهة سٍبحٍة‬
The SZDLC as a
tourist destination
(SZS4)
(SZP3)
‫حبنة انطقس وانمنبخ‬
Weather & Climate
(SZP2)
‫انمىاز‬
Materials
‫االستسامة‬
Sustainability
‫انمنبظز انطبٍعٍة‬
Landscapes
(SZM2)
(SZM1)
‫المرحلة االعدادية‬
‫الحلقة الثانية‬
Preparatory –
Cycle 2
‫انطبقة واالستسامة‬
Energy &
sustainability
‫انمٍبه واالستسامة‬
Water &
sustainability
‫المرحلة الثانوية‬
Secondary
(SZS2)
(SZS1)
(SZP1)
‫المرحلة االبتدائية‬
‫الحلقة األولى‬
Primary –
Cycle 1
Science that WOWs!
On April 20th and 21st, Cycle 2 Science teachers felt like kids as they were
given a chance to experience two new educational programs being offered
by the Al Ain Zoo Learning and Discovery Department.
Presently open only to schools, the Sheikh Zayed Desert Learning Centre
provides enrichment activities in five exhibits that explain, stimulate and
support curriculum-based objectives, in which students experience
wonderful interactive and exploratory activities. Various learning styles are
accommodated in a group setting. In the Feature Theatre, the 30 minute
introductory film, ‘Vision of the Arabian Desert’, sets the stage in delivering a
cultural experience that will instill awe in all visitors. Whether you are
brushing sand away from fossils or encountering bats in the caves of Jebel
Hafeet at the ‘Abu Dhabi Deserts Over Time’ exhibit, or contemplating the
great wisdom and vision of Sheikh Zayed displayed on his honoring Tribute
Wall, your eyes open wide in wonder. You can discover ways to reduce your
ecological footprint and sustain non-renewable resources in the ‘Looking to
the Future’ exhibit. There is also the ‘Abu Dhabi Living World and People of
the Desert’ exhibits! Content covering the four themes and three age groups
(listed above) may be tailored to suit specific teacher and student needs.
Before and after visit materials are provided designed to facilitate teaching
professionals.
The Al Ain Zoo Education Programme is scheduled to open in September
2015. It contains content on: living things, food chains/webs and animal
conservation for Cycles 1, 2 and 3. Again, education officers will expand
young minds through engaging activities that encourage hands-on
exploring of the animal world. If desired, students may get up close and
personal in feeding live meerkats, feel skeletal vertebrae of whales, examine
teeth and claw remains of lions or the very long skin shed by boas!
State-of-the-art scientific equipment may be accessed to collect data that then can be transmitted to school
computers for graphing and analysis, using the student, teacher and instructor booklets provided (in English or
Arabic). You may want to visit the center more than once, as the learning objectives change over the course of
the school year. Book early and make the most of the myriad learning experiences. For more information about
the programmes, call: 03-799 2444 or email: [email protected]
Patricia George, Grade 6 and 7 Science Teacher, Al Refa’a School, Al Hayer
Teaching Matters - Issue 14 - May 2015
ADSM eNewsletter
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Theme – ‫الموضوع الرابع‬
#4
‫انمحبفظة عهى انحٍىانبت انعزبٍة‬
Arabian animal
conservation
(ZP4)
‫انتغٍز انمنبذً وانمنبطق‬
‫األحٍبئٍة‬
Climate change &
biomes
(ZM4)
S C I E N C E
Al Ain Zoo Program Options – ‫البرامج التعليمية لحديقة الحيوانات بالعين‬
Theme – ‫الموضوع الثالث‬
Theme - ‫الموضوع الثاني‬
Theme – ‫الموضوع األول‬
#3
#2
#1
‫انطعبو وانعبزات انغذائٍة‬
Feeding habits & food
‫االتصبل وانتىاصم‬
Communication
‫انكبئنبت انحٍة‬
Living things
(ZP3)
(ZP2)
(ZP1)
‫انحٍىانبت انعزبٍة‬
Arabian animals
‫انعالقبت انغذائٍة‬
Feeding relationships
‫انعمهٍبت انحٍبتٍة‬
Life process
(ZM3)
(ZM2)
(ZM1)
‫قظ انزمبل‬
The Sand Cat
‫اإلنتقبء انطبٍعً وانتطىر‬
Natural selection &
evolution
(ZS2)
‫صحة انحٍىانبت ورعبٌتهب‬
Animal health &
welfare
(ZS1)
‫حسائق انحٍىانبت وصىن‬
‫انطبٍعة‬
Zoo conservation
(ZS4)
Lions, Tigers and Bears,
oh my!
The recent teachers’ day out at
the Al Ain Zoo was more than
the
usual
gazing
and
observation
of
animal
behaviors.
We were engaged by the
educational team from the zoo
and
its
new
offerings
incorporated into the Learning
and Discovery program.
Visits to the zoo have two
options: teacher directed or
zoo facilitated. The zoo facility
provides a more meaningful
trip with tailor made, activitybased hands-on opportunities
within the zoo. A visit to the
new "Sheikh Zayed Desert
Learning Center" was included
within the visit. The center is a
new 21st Century state-of-theart facility with interactive
activities that support ADEC’s
curriculum in a fun and
engaging way! It supports
cross-curricular
learning,
including History, Culture,
Science,
English
and
Mathematics. Al Ain Zoo is well
worth a visit, as we continually
prepare our students for global
learning!
(ZS3)
‫المرحلة االبتدائية‬
‫الحلقة األولى‬
Primary – Cycle
1
‫المرحلة االعدادية‬
‫الحلقة الثانية‬
Preparatory –
Cycle 2
‫المرحلة الثانوية‬
Secondary
Science in the Wild
To prepare for more hands-on, student-centered learning
opportunities, Cycle 2 Science teachers converged at the
Al Ain Zoo on 20th and 21st April. The Zoo’s education
department, under new director David Dixon, unveiled its
revamped comprehensive education plan and gave an
eye-opening tour of its stunning new expansion project,
the impressive Sheikh Zayed Desert and Wildlife Center,
which will also include a Wild Animal park. Once
completed, the park is touted to be even bigger than San
Diego’s park, in California. Although open to student
tours, the facility is slated to open to the public in
December 2015. Teachers were advised to liaise with the director, rather than
traditional channels to schedule visits and activities.
Sharon Fontaine,
Al Shiyam School
Teaching Matters - Issue 14 - May 2015
Teachers were led through
many
hands-on
learning
experiences, and discussed the
many possibilities to guide
students through learning
outcomes in a cross-curricular
approach, with the center’s
teaching staff (all of whom are
fluent in English and Arabic).
Students of all age groups will
be able to enjoy the hands-on
discovery in the classroom
settings, as well as get to take
an exploratory walk through
the zoo’s exhibits. EMTs were
excited
about
the
investigations and observations
that can be carried out at the
zoo.
Mohsin Khasimmud, Al Bayan School
ADSM eNewsletter
Page 12
2014/2015 School Calendar
Sun Mon Tue Wed Thu
Fri
Sat
Sun Mon Tue Wed Thu
1
2
3
4
5
6
5
6
7
8
9
10
[No Exam sessions specified - awaiting MoE decisions for G12]
Fri
Sat
Sun Mon Tue Wed Thu
Fri
Sat
Sun Mon Tue Wed Thu
7
8
11
12
Fri
Sat
Sun Mon Tue Wed Thu
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Fri
Sat
30
31
30
Principals & Tchrs
Aug-14
Sep-14
1
2
3
4
Eid Al Adha
Oct-14
1
2
3
Nov-14
1
2
3
Jan-15
Feb-15
1
2
3
4
1
2
3
4
1
29
5
6
7
8
9
10
11
12
13
14
15
16
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20
21
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24 25
26
27
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31
1
2
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23
24
25
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28
29
6
7
8
9
10
11
12
13
29
30
31
30
XTR G8&9 14-15; G10&11 14-17
4
5
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
25
26
27
28
Prophet's b'day
PD week Teachers & P/VPs
1
2
3
4
5
6
7
8
9
10
T2 starts
11
12
13
14
15
16
17
18
19
20
21
22
23
24
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
5
6
7
8
9
10
11
12
13
14
PD week contin.
Apr-15
28
4
EMSA 3-11
Mar-15
T1 Starts
27
Hijra New year
National Days
Dec-14
Sun
2
15
16
17
18
19
20
21
22
T3 Starts
23
PD week Teachers & P/VPs
24
25
26
27
28
29
30
31
20
21
22
23
24
25
26
27
28
29
30
27
28
29
29
30
31
EMSA 12
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16 17
18
19
20
21
22
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24
25
26
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
17 18 19
20
21
22
23
24
25
26
27
28
18
19
Isra' wal Miraj
May-15
Jun-15
1
2
3
4
Last Day Teachers
Resit exams G6-12
Jul-15
1
2
3
4
5
6
7
8
9
10
11
12
Starts approx
13
14
15
16
Last day students
School Holidays
Islamic Holidays
Eid Al Fitr
Ramadan
T3 Examinations
Resit Exams
Non-teaching days
Reports issued T1 & T2
Maximum Teaching days: 75 + 55 + 60 = 190 (IF no days lost to examinations or other days declared holidays)
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XTR G8-11
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