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Deira International School
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The Distance Learning Evaluation is designed to create a shared set of expectations around distance learning, and to enable parents to make the right education choice for their children. This Evaluation was carried out through discussions with school leaders, review of students’ work, observation of online lessons, and feedback from parents, students and teachers.
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| Summary of Findings |
The school’s Distance Learning Profile, as evaluated by KHDA, on
12-May-2020
was:
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The table below provides an overview of the status of development of each Theme.
This is represented by three colours, green for Developed, amber for Partially Developed and red for Not Developed. |
| ZONE-A |
ZONE-B |
ZONE-C |
| Students’ distance learning and wellbeing |
Teaching and monitoring students’ learning |
Leading and managing students’ learning |
| Attendance and participation |
| Safeguarding |
| Learning opportunities |
| Equity of access |
| Wellbeing |
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| Planning and delivery |
| Sharing intended learning outcomes |
| Distance learning programme |
| Monitoring and assessing learning |
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| Agility |
| Contingency |
| Communication and engagement |
| Resources management |
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| Positive features of the Distance Learning Profile |
1. The opportunities for students to participate in a range of different approaches and activities in a safe virtual learning environment
2. The monitoring and assessment of learning, and feedback to students
3. A well planned distance learning programme |
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| Areas for development in the Distance Learning Profile |
1. Extend the opportunities for students to collaborate in groups and participate actively together during the virtual lessons, and to experience a better balance of screen time and other activities.
2. Continue to monitor and review punctuality at the start of virtual lessons, and the deadlines for submission of assessed work to allow a greater flexibility for students’ working patterns.
3. Ensure parental concerns are addressed promptly, consider ways of increasing parents’ access to information about their children’s learning, and encourage the development of parents' support networks.
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