Teaching and Learning Policy

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Table of Contents

1. Rationale
2. Principles of Teaching and Learning at AFS
3. Organization of Curriculum, Teaching and Learning
4. Homework (KG1 – Grade 6)
5. Supporting Teaching and Learning at AFS
6. Expectations of AFS Community Members

1. Rationale

1.1 At Al Fajer Private School (AFS) we make meaningful connections for all students across all subjects, with a cross-curricular focus firmly embedded. Guided by our values — loyalty and integrity; intellect, optimism and creativity — we expect students to develop and show a sense of self-discipline whether working independently or in collaboration with others. In doing so, we actively promote the common good and respect for those of different faiths, cultures and beliefs, preparing our students for life as global citizens.

1.2 Teaching and learning at AFS should uphold the vision and mission of the school (see the Statement of School Aims & Ethos Policy). To that end, this policy outlines the expectations for teaching and learning at AFS. Ultimately, teaching and learning should be planned, delivered, evaluated and followed up so that the school's vision — a vibrant community where learning is joyful, genuine and empowering; a school where learning extends beyond walls [NEEDS AFS INPUT: school to confirm official vision wording — site copy pending approval] — is embedded in everyday classroom practice.

1.3 The curriculum at AFS is designed to provide a broad, balanced, exciting and creative education that meets the needs of all our students from KG1 to Grade 6. It is based on American curriculum standards [NEEDS AFS INPUT: which standards AFS follows] together with Bahrain Ministry of Education requirements (Arabic, Islamic Studies, Citizenship). The full curriculum aims, the subject offer and time allocations, the social-emotional learning (SEL; formerly PSHE in the source policy) program, enrichment provision and the Aspirations & Community Awareness section are set out in the Whole-School Curriculum Policy. This policy focuses on pedagogy — how teaching and learning happen in our classrooms. (The curriculum-aims list, the SEL block, the subject-hours table and the careers content that appeared in the source version of this policy have been consolidated into, or replaced within, the Whole-School Curriculum Policy to remove duplication.)

1.4 Our students are offered a wide range of experiences, "first-hand" where possible, to extend their understanding of themselves, the community they live in and the world in which they live. Knowledge, skills, attitudes and values are developed to prepare our students for the next stage of learning. We believe that effective learning takes place when there is considerable emphasis on active involvement, with opportunities to talk both imaginatively and expressively to explain and clarify thinking.

2. Principles of Teaching and Learning at AFS

2.1 Teachers should develop the skills, confidence and perseverance of students, allowing them to develop as independent and inquisitive learners.

2.2 Teaching and learning should be informed by evidence.

2.3 Teachers should actively seek new methods of teaching, motivating and challenging students.

2.4 Teaching and learning should be respectful of the abilities and needs of individual students; of the customs and culture of Bahrain; and of the opinions, beliefs and traditions of all.

2.5 Teaching is enhanced by the use of technology, but not subservient to it.

2.6 All teachers are language teachers. In our bilingual program, every teacher shares responsibility for developing students' command of English across the curriculum and, in partnership with our Arabic teachers, for valuing and reinforcing Arabic across school life.

2.7 Teachers are encouraged to be reflective practitioners, self- and peer-evaluating their performance and development needs, and sharing best practice to enhance the learning experience for all.

2.8 Planning for curriculum implementation ensures that the 5 Cs are adhered to:

2.8.1 Challenge

2.8.2 Clarity

2.8.3 Consistency (Collaboration)

2.8.4 Creativity

2.8.5 Cross-curricular opportunities

2.9 The professional relationship between students and teachers enables students to develop holistically and academically. Through regular assessment, learning objectives and individualized target setting, students and teachers reflect on progression, using formative assessment to identify next steps and summative assessment to inform data points and consolidate learning. (The expectations of students and teachers are set out once, in Section 6.)

3. Organization of Curriculum, Teaching and Learning

3.1 The school is organized into three grade bands:

3.2 The curriculum overview for each grade is shared with families and highlighted at the beginning of each term, when curriculum meetings are held for parents. The curriculum is successfully implemented to ensure students' progression in knowledge and skills as well as promoting opportunities for students to enjoy the learning experience.

3.3 Planning for Curriculum Delivery

3.3.1 At AFS we believe that planning is an integral part of the teaching and learning process. Planning is aided by previous and ongoing assessments of the children. Assessments allow teachers to plan work for classes, groups and individual children, enabling their next steps of learning to be catered for.

3.3.2 As a bilingual school in the Kingdom of Bahrain, we plan primarily from the school's curriculum standards (see 1.3), while keeping learning rooted in Bahrain's culture and open to the world. Lessons are frequently adapted to show respect for, and an understanding of, the country in which we live and the different cultures and backgrounds of the students who attend the school. Unit-plan and program-level planning is reviewed at least annually, informed and influenced by team evaluation, the knowledge and abilities of teachers, student data, and the latest updates from the Kingdom of Bahrain Ministry of Education.

3.3.3 English and math are planned from the school's curriculum standards; Arabic, Islamic Studies and Citizenship follow the Ministry of Education curricula. At each grade band, teachers plan appropriately for the age group. Teachers produce medium- and short-term plans which are saved on the school's shared planning drive [NEEDS AFS INPUT: confirm AFS's shared planning platform/drive] and are available for colleagues to access. Short-term planning is agreed by lead teachers and coordinators using assessment for learning to inform new plans, including success criteria that are shared with the students in a manner appropriate to their age.

3.3.4 Short-Term Planning. Weekly and daily planning is completed as necessary by the individual teacher, grade-level team or subject team, and must take into account the previous learning and achievements of the children, the range of needs and abilities within the class, and the different ways in which children learn. The following must be carefully planned:

3.3.4.1 The aim of the lesson — the learning objective — which should be specific, achievable, related to previous teaching and learning, and should provide for the acquisition of knowledge, skills and understanding as appropriate, including 21st-century skills.

3.3.4.2 The groupings of children — ability groups, friendship groups, mixed ability, pairs or whole class — as selected by the teacher, as appropriate.

3.3.4.3 The resources required — perhaps to create interest, to stimulate (via a display), to aid teacher explanation, to support learning, or to provide extension activities. There is no need to list the resources generally found within a well-resourced elementary classroom.

3.3.4.4 The activity or activities — which should address the learning objective, take account of students' prior learning and outline the role of the teacher in the context. Activities should also stretch and challenge children working at a higher level through key higher-order questioning and feedback.

3.3.4.5 The adult focus — the focus of all adult support, teacher and teaching assistant, must be included in short-term planning.

3.3.5 When planning each lesson, teachers should bear in mind the following:

3.3.5.1 Learning objectives and success criteria should be shared with the students at the beginning of each lesson and at other important points during the lesson, especially during the plenary.

3.3.5.2 Records of a student's previous learning should inform the planning for new learning.

3.3.5.3 The range of needs and abilities within the class should be recognized.

3.3.5.4 Consideration should be given to a range of recognized teaching techniques and approaches which reflect differentiation according to student needs.

3.3.5.5 Technology should be used where appropriate.

3.4 The Learning Environment

3.4.1 Classrooms are well-resourced, calm and welcoming spaces in which young children feel safe to try, talk and take risks in their learning. Displays are used to create interest, support and scaffold learning, reinforce the school's values and celebrate students' work. Every member of the class contributes to an environment conducive to learning, in line with the Behavior, Rewards & Sanctions Policy.

3.5 Monitoring, Assessment and Feedback

3.5.1 Assessment and feedback follow the principles of the Assessment, Feedback & Reporting Policy.

3.5.2 Teachers regularly assess students' understanding, attainment and progress, both formatively and summatively, against the school's curriculum standards; Renaissance STAR 360 assessments (Early Literacy, Reading and Math) provide benchmark checkpoints three times a year.

3.5.3 Lessons include opportunities for teacher-, self- and peer-assessment of student work.

3.5.4 Students should receive regular and timely feedback on their work by a variety of methods, verbal and written, appropriate to their age. This should inform them of next steps to improve and progress.

3.5.5 Feedback should identify positive elements of work as well as areas for improvement. [NEEDS AFS INPUT: the source policy referenced a separate Marking/Grading Policy, which is not in the current AFS policy set — create one or fold grading conventions into the Assessment, Feedback & Reporting Policy]

3.5.6 Termly assessment data is collected, analyzed and used for providing interventions and support, and for a review of planning. In addition, teachers meet with members of the leadership team to discuss students' progress and to track their current levels of attainment, putting in support as necessary to help their future development.

3.5.7 Some feedback is made public through our rewards system and through regular celebrations of achievement shared with families. [NEEDS AFS INPUT: confirm AFS's rewards system and parent-communication channels]

4. Homework (KG1 – Grade 6)

4.1 At AFS, homework is short, purposeful and age-appropriate. It builds early habits of independent learning and consolidates classwork — above all, daily reading — without cutting into young children's family time and play. The school week runs Sunday – Thursday, and homework is set accordingly.

4.2 Suggested time bands. [NEEDS AFS INPUT: the bands below are a proposal adapted from the source school's elementary bands — confirm AFS's homework expectations before publication]

4.3 Daily reading — in English and Arabic — is the heart of AFS homework at every age. [NEEDS AFS INPUT: confirm whether Accelerated Reader / STAR Reading practice forms part of the home-reading program]

4.4 Teachers set homework that students can complete independently, and monitor and review expectations across the grade bands. Parents support best by providing a quiet moment, reading together and celebrating effort; any concerns about homework should be raised with the child's homeroom teacher.

4.5 Beyond homework, all students are encouraged to play, read for pleasure, take part in sports, arts and clubs, and help at home — age-appropriate habits that build the character our values describe.

5. Supporting Teaching and Learning at AFS

5.1 Supporting Students

5.1.1 Classroom teachers, homeroom teachers, subject and grade-level coordinators [NEEDS AFS INPUT: confirm AFS academic leadership roles below the Principal], the school counselor [NEEDS AFS INPUT: confirm AFS's counselor provision] and the school leadership team share and discuss student data and feedback to ensure that timely and relevant support is provided for those students who need it.

5.1.2 Students are encouraged to ask for support from teachers and other staff whenever they need it.

5.1.3 Additional lessons and small-group support are provided as and when determined appropriate by teachers.

5.1.4 Every teacher supports each student's intellectual, social, moral, physical and personal development.

5.2 Developing Teaching Practice

5.2.1 Teachers regularly reflect on their own practice and the lessons that they deliver.

5.2.2 Teachers can request cover in order to observe other lessons as part of their own professional development, as appropriate.

5.2.3 The school provides professional development and in-service training opportunities throughout the year: free, funded, part-funded and covered as appropriate, with dedicated staff development days and opportunities for peer collaboration. [NEEDS AFS INPUT: confirm AFS's staff-training provider — the source school used a commercial training platform, which has not been carried over]

5.2.4 Teachers are encouraged to develop confident use of the school's learning platform. [NEEDS AFS INPUT: confirm AFS's learning platform and any associated teacher-certification pathway — the source school's platform branding has not been carried over]

5.3 Reflection and Evaluation

5.3.1 All students are encouraged to regularly self-evaluate their attainment, progress and attitude to learning.

5.3.2 Parent–teacher conferences are used as opportunities for self-evaluation and reflection.

5.3.3 All teachers are expected to regularly self-evaluate their performance; they formally do so as part of their performance management.

5.3.4 Lesson observations, learning walks, the school's monitoring and evaluation procedures and student feedback inform teacher reflection.

5.3.5 Opportunities for improvement, for both students and teachers, are deemed a natural, healthy and necessary part of the learning process — not deficient performance.

5.3.6 Teachers are encouraged to evaluate school policies and practices, and to provide feedback to help the school continually improve.

5.4 Formal Observations

5.4.1 Formal observations take place for one of three reasons: the probation period, performance management, or professional development.

5.4.2 For formally observed lessons, teachers must plan using the school's official lesson-plan template (internal document).

5.4.3 For formal observations, reviewers must observe, evaluate and document using the school's official lesson-observation form (internal document).

6. Expectations of AFS Community Members

To support effective teaching and learning, it is expected that:

6.1 Students

6.1.1 Actively participate in their own learning, reflect on it, and share responsibility for their attainment and progress.

6.1.2 Behave in a way conducive to their own and others' learning, adhering to the school's Behavior, Rewards & Sanctions Policy.

6.1.3 Complete all work to the best of their ability, and strive to extend their own learning.

6.1.4 Take a proactive approach to keeping up with work and preparing for classroom assessments.

6.1.5 Arrive on time for lessons — prepared, motivated and focused.

6.1.6 Respect and support others in the classroom.

6.2 Teachers

6.2.1 Uphold the vision, mission and principles of AFS.

6.2.2 Are familiar with school policies and apply them consistently and fairly.

6.2.3 Diligently plan, deliver and reflect upon unit plans, programs of study and lessons.

6.2.4 Are informed about their students and plan for them accordingly.

6.2.5 Prepare for, and are on time for, all lessons.

6.2.6 Clearly communicate learning objectives, success criteria and activity instructions to students.

6.2.7 Differentiate work to support all students' learning.

6.2.8 Provide assessment opportunities as directed in the Assessment, Feedback & Reporting Policy.

6.2.9 Ensure their subject and curriculum knowledge is up to date, participate in professional development, and share best practice with peers.

6.2.10 Model the behavior, attitudes and work ethic that the school hopes all students develop.