Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
AND LEARNING
QUALITY INDICATORS
CHILD FRIENDLY BARAABARU SCHOOLS
MALDIVES
Copyright
Ministry of Education, Republic of Maldives
The United Nations Childrens Fund (UNICEF), Maldives
March 2010
Cover design & layout by: BUGLETONE
Photography cradits:
Page 6
MOE/2009/Fauziyya
Page 17
UNICEF Maldives/2004/Pirrozi
Page 22
MOE/2009/Fauziyya
ISBN: 99915-95-67-8
First print 2010
All rights reserved.
No part of this book may be reproduced in any form or by any electronic or mechanical means including information
storage and retrieval systems, without permission in writing from the Ministry of Education and UNICEF.
Acheiveing
All members of the school community are aware of and utilize the national curriculum and/or framework in all Learner centered curriculum / syllabus is
differentiated, and integrates technology
aspects of teaching and learning.
and multi-media.
Curriculum/framework for Pre-K through
All members of the school community
Grade 12 reflects local and international
standards and addresses knowledge and provide input into and evaluate the curriculum / syllabus.
skills for lifelong learning and prepare
students for employment/careers.
All members of the school community
Curriculum/framework is learner centered, discuss benchmarks and objectives of the
curriculum / syllabus.
based on the interests of the child, rel.
evant, and requires active engagement
Planned activities demonstrate respect
of students.
and equality, and value people of other
Curriculum/framework includes a balance cultures, gender, and difference in ability.
of knowledge and skill building benchmarks and indicators.
Teaching and learning materials have
literature and images portraying positive
attitude towards other cultures, gender
and people with special needs
Achieved
Progressing
Annual evaluation of the curriculum/syllabus includes examination of differentiation, Children see the curriculum/ syllabus as
relevance, cultural sensitivity, interests,
relevant, interesting and challenging.
ability, and values.
Children recognize that their input is
Evaluation process determines the extent important to their future and the future of
to which curriculum/ syllabus effectively
others.
supports the learner centred approach
and improvements in student achievement
All revisions to curriculum/syllabus contribute to continous improvement of the
quality of education
Students discuss their performance levels,
and identify their own goals and how they
plan to attain them.
Examples of evidence
The curriculum review process includes a check list to ensure that the curriculum represents relevant historical and contemporary contribution and perspectives of the Islamic
values, culture, traditions, and livelihoods of the country.
Teachers explain the scope and sequence of the curriculum within each grade level and
across grade levels in each content area
Written guideline and a checklist are used prior to purchase any curriculum materials to
ensure that they are free of bias
The curriculum includes integrated thematic units that focus on everyday life applications
Interviews with students and parents verifying their interests are reflected in the curriculum/syllabus and/or framework.
Learner centered curriculum includes schemes, lessons, stages, benchmarks, indicators
appropriate to ability, cultural relevance and interests.
Results from the analysis of student performance in multiple assessments, national
diagnostics tests, and school self-assessments are used in the annual curriculum review
process to build progress in achievement at all levels.
Curriculum /syllabus/framework
Curriculum/syllabus bench marks and standards / indicators
Text book, audio visual materials
Other supplementary materials or instructional materials
Schemes of work, lesson plans
Surveys/interview reports of students/parents
Records/minutes of curriculum planning meetings/coordination meetings
Results of assessments and diagnostic tests
Notes:
Acheiveing
Achieved
Progressing
Emerging
Progressing
Acheiveing
MOE/2009/Fauziyya
Achieved
Examples of evidence
Teachers lesson plans explicitly include differentiated learning objectives, strategies, instructions assessment and support materials that address the needs of all learners.
Teachers lesson plans contain instructional strategies and learning experiences that
address the targeted performance objectives and emphasize critical thinking, problem
solving, understanding and communicating skills.
Teachers lesson plans include measurable learning objectives with appropriate learning
outcomes.
Teachers lesson plans include IEPs, differentiated learning experiences, adaptations,
alignment to national curriculum goals
Instructional collaboration and coordination meetings are held at grade level and/or crossgrades every other week or at least twice a month.
Teachers lesson plans explicitly integrate technology in teaching and learning activities,
where appropriate.
Teachers lesson plans include formative and summative evaluations.
Teachers lesson plans include student and teacher self-assessments, and student portfolios.
Supporting materials are listed and is utilized in an effective way
Interviews of members of the school community determine the views of the parents,
students and other stakeholders.
Teachers lesson plans show students decisions about learning content and pedagogy
with teachers
Notes:
Acheiveing
Achieved
Progressing
School is a model where student differences are recognized and all students
are given opportunities to demonstrate
individual skills and knowledge.
Lessons and learning experiences provide for varying levels and teachers/stuStudent motivation and engagement
dents can choose from different activities/ levels are high and as a result, a high perlessons based on interests/needs.
centage of learning outcomes is achieved
Students express that they feel valued
and respected by teachers and other
members of the school community.
Emerging
Progressing
Acheiveing
Achieved
Examples of evidence
Classroom observations show teachers using instructional strategies that are developmentally appropriate and provide students with tasks that require them to use higherorder thinking strategies
Classroom observations show that all students are actively engaged in the learning activities and tasks.
Classroom observations show that all students can work cooperatively with one another,
with pairs, independently and with different academic ability groups.
It is evident during classroom observations that students have access to the resources
necessary to complete their work
Classroom observations show that students independently use technology for a variety of
purposes
Teachers use appropriate instructional equipment and supplies for students with learning
or physical disabilities.
Students who have difficulty meeting standards are provided with individualized instructional support.
Students are able to explain what they are currently working on when asked.
Classroom observations show teacher communication and movement, interaction with
all students, individual help provided, student activity, students questions and the teacher
knows students by name.
Classroom observations show learning needs of boys and girls are equally met in using
instructional methods
Teachers use materials free from stereotyping and represent male and female, persons
with disabilities, and different racial, ethnic and religious groups.
Classroom and school displays are primarily planned and posted by students
Notes:
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Emerging
Progressing
Acheiveing
Principal, in cooperation with other members of the school community provide and
utilize resource materials for each classroom to effectively support child-centered
teaching and learning at all grade levels.
Resource materials from the local environment are gathered and prepared for
use by students, parents, and/or school
staff.
Teaching and learning resources are diverse, gender neutral, adaptive for all ability levels (struggling/low, average, gifted)
and for all students with disabilities.
11
Achieved
Examples of evidence
Notes:
12
Progressing
Acheiveing
13
Achieved
Emerging
Progressing
Students decide how wall space in classrooms is utilized with teacher guidance
and/or parent assistance.
14
Acheiveing
Achieved
Examples of evidence
Classroom environment
Outdoor areas
Computer rooms
Halls
Gymnasium
Learning corners
Bulletin boards
Notice board for parents
Safety precautions
Records / reports of interviews with students parents and teachers
Notes:
15
Progressing
Acheiveing
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School staff, students and other stakeholders discuss how assessment helps
learning and use the information gathered
to improve teaching and learning
Staff encourage students to become
confident individuals through promoting realistic and challenging goals and
expectations.
Students use assessment results in the
personal planning process, identifying
and setting their own learning goals with
strategies for meeting those goals.
Achieved
Emerging
Progressing
Students are informed of learning objectives and assessment criteria, and often
assist in developing assessment strategies and/or criteria.
Acheiveing
Achieved
UNICEF Maldives/2004/Pirozzi
Guidelines for communicating assessment results to parents are helpful to students without singling them out publicly.
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Examples of evidence
Notes:
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Emerging
Achieved
Progressing
Acheiveing
19
School implements activities and programs for effective transitions from preschool and from one grade level or school
to another.
Co-curricular and career guidance programs are models for other schools and
school communities regionally, nationally
and/or internationally.
Examples of evidence
Notes:
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GLOSSARY
Curricula: Is set of courses of study, or a group of related courses and their content
Glossary 2.1
Glossary 2.3
instruction that engages students in learning the goals and objectives by grade level as
determined by international professional organizations in the content areas (i.e. science
and mathematics) or by international tests. Benchmarks and indicators refers to what
students should know and be able to do at various developmental levels (i.e., secondary
and higher secondary levels).
slightly higher than the level of the child, posing challenging questions, materials, experiences, and carefully supporting learning by closely monitoring the childs performance
and responding to support their growing understanding of a concept or skill.
Student self-evaluation: Students reflect and make judgments about their own performance, knowledge, or skill.
offered at school.
Members of the school community: Refers to children, parents, school staff, per- Teacher self-evaluation: Teachers reflect and make judgments about their own per-
Pre-K: This refers to preschool age children, from birth to age eight years.
formance, knowledge, or skill, partly based upon how successful the children are in
response to their teaching.
National curriculum framework: An organized plan of instruction that engages students Glossary 2.4
in learning the standards, concepts, goals and performance objectives for each grade Resource list: This refers to a list of instructional materials useful for all areas of the
identified at the national and local level. A curriculum often includes scope and sequence, curriculum, with all ages and learning levels of children.
outcomes, and instructional materials alignment documents.
Glossary 2.5
Scheme of work: The scope and sequence of lessons for a given concept in a con- Corners: This refers to well-defined learning centers in the classroom with manipulatent area.
tive materials within reach of children, organized for children to take and return independently.
Syllabus: Refers to a plan of work.
Learning areas: This refers to library, laboratory, outdoor areas, computer room, halls,
Teaching and learning materials: Refers to materials and/or tools to support instruc- gymnasium, field areas, and corners.
tion (i.e. overhead projector, books, learning games, puppets, and calculators).
Glossary 2.6
Assessment for learning: Students know at the beginning of a lesson or unit what
Glossary 2.2
A representative group from the school community: This includes represen- they are expected to learn, work with the teacher to identify what she or he already
tation from each community group including the principal, teachers, PTA, school board knows about the topic and to see where any gaps or misconceptions exist. Together,
and students.
the child and teacher work to determine learning needs, where and how improvement
can take place and document the progress. Assessment takes place throughout the
learning process, and is embedded in that. The assessment may be a learning experi-
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ence at the same time, and has descriptive feedback but not typically a grade.
Assessment of learning: Is measured more often at the end of a lesson or unit of study
simply to assess what is known at the end (summative assessment) and is usually graded,
and sometimes compared to a standard.
drawing or written work documented as a computer file, to be kept as an item in an electronic portfolio.
Formative assessment: Is a measure of what students know and can do during the
National Assessment Policy: This refers to the National Assessment Policy pre-
Summative assessment: Takes place at the end of a unit of study to determine the
MOE/2009/Fauziyya
level of student understanding or skill. Examples: formal tests, final exams, final projects,
term papers, etc. The information is often used in determining a grade, placement, or promotion.
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Ministry of Education
Republic of Maldives