Skills Builder Global

This content was written by

Al-Abrar School

Context

Al Abrar Secondary School in Beirut, Lebanon, fosters a love for education from early childhood through graduation, equipping students with essential skills and character for university and beyond. This year, the school deepened its Skills Builder Global Accelerator program, integrating essential skills across the curriculum with guidance from the British Council. They also shared their experience with other schools, extending their impact. Despite regional conflict, the program provided healing, hope, and resilience, encouraging students to communicate, listen, express themselves, stay positive, and plan ambitiously for the future.

Overall impact

This year, Al Abrar Secondary School made significant progress with the Skills Builder program. The main committee held weekly meetings, and subcommittees integrated new teachers and organized activities for preschool learners. Curriculum mapping was refined to improve skill delivery. The Skills Builder universal framework guided educators, promoting consistent pedagogy and aligning planning with skill-building goals. This framework, readily accessible, became a practical tool for lesson design and instructional coherence. The teaching staff experienced a positive impact, adopting a common professional language that fostered collaboration and creativity. This led to engaging, student-centered activities that aligned with core competencies and encouraged teamwork, positivity, and skill application. The collaborative environment boosted staff morale and reinforced the program's value in promoting academic and personal growth. Despite ongoing conflict, the school remained committed, using the program to help students listen empathetically, express emotions, stay hopeful, and set goals, transforming it into a vital support system for emotional, mental, and social development.

Keep it simple

The Skills Builder program was effectively integrated through practical, visible actions. Informative displays introduced new educators to the framework, making essential skills visible. Model lessons and targeted training ensured consistent classroom application, while feedback mechanisms from students and teachers refined the program. Excellence in skill-building was celebrated. Parents were engaged through the Skills Builder Home Zone, reinforcing skills at home. Observations and learning walks monitored implementation, and skills were embedded into school policies and curriculum for long-term sustainability. The school prioritized a consistent language around skill development through regular training, staff meetings, and professional development. Observational follow-ups supported staff in aligning instructional practices. The school also shared its journey with other Al-Mabarrat institutions, providing presentations, curriculum maps, and resources to support framework adoption.

Start early, keep going

The Skills Builder program successfully expanded to all educational cycles, from kindergarten to secondary students, ensuring age-appropriate and contextually relevant skill development. Secondary activities promoted deeper engagement with real-world skill applications. Training sessions supported consistent implementation and instructional quality across all levels. Despite varying developmental stages, the school maintained a unified approach, providing equitable opportunities for all students to develop essential skills. This continuity reinforced skill development as a long-term, progressive process, fully integrated into the school's educational vision and pedagogical practice.

Measure it

Al Abrar Secondary School used various tools to assess essential skill development. Initial assessments gauged prior knowledge in listening, speaking, and problem-solving within language subjects. Other skills were assessed through integrated activities in science, mathematics, civics, and arts. Individual formative assessments and structured classroom observations were conducted. Cycle-level committees reviewed class results for consistency and progress. Peer and self-assessment practices, including guided reflections, encouraged student ownership and critical evaluation. Parental involvement, through the Skills Builder Home Zone, enriched the evaluation. The school used offline tools and the Skills Builder Hub for tracking, planning, and reflection. Teachers used the Hub checklist to measure skill progression and identify areas for reinforcement, reflecting on assessment outcomes to inform instructional steps. This reflective approach enabled targeted support and enrichment. Looking ahead, the school will embed essential skills into classroom-based assessments and formal examinations to standardize skills-based evaluation across all subjects and grade levels.

Focus tightly

At the start of the academic year, the school committed to explicit instruction of the Skills Builder Universal Framework. Intensive training equipped teachers with strategies for embedding essential skills. Model lessons across all subjects demonstrated skill integration and were showcased during open days for parents. Teachers were encouraged to observe skill-based teaching and implement feedback. Members of the Al-Mabarrat organizational committee participated in leadership meetings to extend the program to other schools. Dedicated time was allocated for direct teaching of essential skills, connecting them to real-life contexts like educational field trips where students applied speaking, listening, teamwork, and problem-solving. Skills were integrated into the curriculum's thematic structure, with performance tasks demonstrating mastery. All learners received direct instruction, adapted to their developmental stage. Active student interaction, including peer and self-assessment, reinforced skill development. The presence of two teachers in most classrooms allowed for differentiated support and timely intervention for low-achieving students, fostering an inclusive environment for skill development.

Keep practising

Essential skills became a central focus in school events, classroom practices, and creative projects. Teachers and students collaborated on presentations and performances for occasions like Teacher’s Day and graduation. Students also applied skills during external events such as university visits and inter-school fairs. In art, drama, and sports, instructors reinforced essential skills through creative, performance-based, and team-oriented activities. Secondary students reflected on the relevance of these skills in their lives and aspirations. Opportunities for practice were integrated into various subjects: civics used listening activities and debates to enhance speaking skills and problem-solving, while language subjects incorporated problem-based learning tasks requiring creativity, teamwork, and strategic thinking. In the arts, collaborative projects culminated in performances and exhibitions, where students practiced public speaking. Science fairs showcased a full range of essential skills, including listening, presenting, teamwork, critical thinking, and purposeful communication, highlighting students' ability to act as creative, goal-oriented teams.

Bring it to life

Throughout the year, students actively applied essential skills in authentic, real-life contexts. Elementary students organized career exhibitions, demonstrating leadership, communication, and presentation skills. Science and math fairs showcased creativity, teamwork, and problem-solving. Kindergarteners, with parental support, engaged in skill-focused, center-based activities. Many students participated in interschool competitions, earning recognition for their skill application. The school shared its progress with other Al-Mabarrat institutions through presentations and online sessions. Intentional efforts bridged classroom learning with the wider community and professional sectors. Students engaged in activities connecting them to local professionals and workplaces (fire station, market, bakery), demonstrating the relevance of essential skills in everyday life and various career fields. These opportunities reinforced the purpose of education and encouraged learners to consider how their developing skills contribute to the community and prepare them for future employment.

What's next

Looking ahead, Al Abrar Secondary School is committed to deepening its focus on essential skills development by building on current successes and embracing new growth opportunities. With the implementation of the updated Skills Builder Universal Framework 2, teaching and learning will be further aligned for consistency, progression, and impact across all grade levels. A renewed emphasis will be placed on refining existing programs using feedback and data, while exploring innovative global practices for meaningful skill acquisition. Targeted professional development will support educators in improving instructional and assessment strategies, starting with listening skills and expanding across all essential skills. The school will strengthen partnerships with parents, local organizations, and employers to provide authentic, real-world learning opportunities. Equity remains a priority, ensuring all students have access to high-quality skill development. Data-driven decision-making will be enhanced through a structured assessment framework that tracks student progress and informs planning. The graduation of the first cohort of Grade 12 students, prepared for university and the wider world, will be a key milestone. These students will serve as Skills Ambassadors, carrying forward the framework's principles and transmitting essential skills to their communities.

Lebanon