School Inspection Key Findings 2015-2016 (KHDA) | Page 11

Readiness of Indian curriculum schools
to meet their National Agenda targets
This academic year inspectors have focused on four indicators that, when
considered together, provide schools with an indication of the degree of
readiness of each school to meet its National Agenda targets. The following
is a brief summary of the findings for each of these indicators for the Indian
curriculum schools.
1. Awareness and understanding of the National Agenda Parameter by the
school community.
Most schools had developed a good level of awareness amongst
governors, staff, parents and students.

• In the more successful schools, there was a clear understanding of the

National Agenda targets and what needs to be done to achieve them. Clear
support from all stakeholders was evident. In some cases, National Agenda
committees were developed to monitor strategies to meet the targets.

2. Adaptation of the curriculum to include content and skills that underpin
the PISA and TIMSS tests.
The majority of schools were making some form of adaptation to the
curriculum to ensure that students were better prepared to take the PISA
and TIMSS tests.

• The more successful schools adapted the curriculum vertically across year
groups and horizontally across subjects, to ensure better progression and
inclusion of the skills required to succeed in TIMSS and PISA tests.

3. Learning skills with a focus on students’ research skills and use of learning
technologies.
Only a few schools were successfully developing students’ research skills
and use of learning technologies.

• The

more successful schools used teaching strategies that motivated
students to do research, and provided them the necessary resources and
learning skills to do so. For example, ‘flipped learning’ was used in lessons
where students had to research a particular aspect of what they were
learning. They were then expected to prepare, present and explain their
findings to other students.

4. Teaching strategies, especially the promotion of students’ critical thinking.
Only a few schools were successfully promoting critical thinking amongst
their students.

• In the more successful schools, teachers planned activities and skilfully

asked questions to elicit deeper understanding and promote critical thinking.
They included open-ended problems and applications in their lessons and
assessments.

By 2016-2017:
Valid and objective
measures of progress

By the next academic
year, all private schools
in Dubai should have a
clear picture regarding the
progress they are making
towards meeting their
National Agenda targets.
This should be possible
through information
gathered during school
inspections and data
provided by the National
Agenda Parameter. This
data should include:

• The 2015 PISA test
results (together
with the 2009 and
2012 results)

• The 2015 TIMSS test
results (together
with the 2007 and
2011 results)

• Data from
international
and external
benchmarking
assessments

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