Little Flower English 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
24-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. Students’ attendance and participation in distance learning
2. School’s use of multiple platforms and online resources to enable equitable access for all students |
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Areas for development in the Distance Learning Profile |
1. Ensure that the school has well defined guidelines on cyber safety that are clear to students, parents and teachers.
2. Provide students with more opportunities to connect and interact with their peers during distance learning.
3. Improve school’s processes of planning for improvement in both short-term and long-term distance learning. |
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