Gulf Indian High 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
23-June-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. Behaviour and participation of students
2. Planning and delivery of distance learning focused on the development of independent enquiry skills
3. Management of resources |
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Areas for development in the Distance Learning Profile |
1. Increase opportunities for high quality peer-to-peer interactions during lessons.
2. Use assessment information more effectively to inform lesson objectives and teaching strategies.
3. Provide informative feedback to students on their work and encourage self-assessment to deepen and extend learning. |
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