Skills Builder Global

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Al-Abrar School

Context

Nestled in Beirut, Lebanon, Al Abrar Secondary School is committed to fostering a deep passion for learning from early childhood till graduation through a careful designed curriculum that equips each student with the necessary knowledge, skills, and personal qualities to seize lifelong opportunities, smoothly transitioning to university and beyond. With respect to this academic year, a focused implementation of the Skills Builder approach has been marked, building upon groundwork laid in the previous year and promoting integration with core skills endorsed by the British Council. Through participation in the Skills Builder Global Accelerator, our goal was to enhance educators' understanding of the approach and systematically develop students' skills using refined tools and methodologies.

Overall impact

Throughout this academic year, we embraced an elevated sense of responsibility to systematically implement the Skills Builder program in our classrooms and begin gathering evidence of its impact on both our students and educators. The committee established during our inaugural year in the Global Accelerator program continued its weekly meetings to oversee the school's progress. Meanwhile, subcommittees comprising educators from each educational cycle focused this year on integrating new teachers and organizing innovative events for the preschool cohort. Equipped with a deeper understanding of the approach, we reviewed last year's curriculum mapping to identify areas for better integration and delivery of essential skills. Subsequently, we curated new resources and activities to introduce and teach these skills effectively. Additionally, parents played a more significant role this year by engaging in activities with their children at home and then evaluating their progress, helping us assess the impact of skill instruction on their children's knowledge and behavior through evaluation forms. These collaborative efforts propelled us forward, leading to a more significant impact on essential skills for both educators and learners.

Keep it simple

In our pursuit of simplicity, our focus this year remained firmly on imparting essential skills. We redesigned displays across the campus to introduce new educators to the program through tailored activities. We developed model lesson plans and conducted training workshops for all educators. We carefully gathered feedback from both educators and students to assess the program's implementation. Moreover, we acknowledged students and educators who demonstrated excellence in teaching and practicing these skills, and we recognized their efforts and achievements. Utilizing the Skills Builder Home zone, we involved parents in project communications. The main committee met regularly to review the classroom implementation of skills. Furthermore, we conducted observations and learning walks to assess the implementation of the approach. Essential skills were seamlessly integrated into our school's policies and curriculum. We shared a comprehensive presentation outlining our journey with the program with other schools within our network, along with curriculum mapping to assist them in incorporating skills into their own programs.

Start early, keep going

The program extended to all educational cycles within the school, promoting a comprehensive approach to skill development. In the secondary cycle, we made a concerted effort to strengthen skill acquisition throughout the academic year. Educators received additional support through training sessions, with cycle teams concentrating on making skills accessible to learners of different ages.

Measure it

Throughout the year, we conducted two types of assessments. One aimed to assess students' prior knowledge of the skills introduced in each cycle, focusing on listening and speaking in languages, while the other skills were integrated into various subjects. Individual assessments were carried out for each student, with cycle committees meeting to review class-level assessments. We utilized a variety of offline and online tools, including the Skills Builder Hub and offline individual-student assessments, to support these evaluations. Educators used the assessment results to develop additional activities for students, providing a mix of support and challenge to ensure each student reached their full potential.

Focus tightly

At the beginning of the year, the committee's main goal was to ensure the successful implementation of the Skills Builder Universal Framework in classrooms, with educators explicitly teaching relevant steps to their students. This objective was met through intensive training, development of model lessons, discussions on lesson plans, observations of teaching sessions across various subjects, and provision of feedback. We actively sought student feedback, allowing their input to inform program assessment. Additionally, the organizational committee at Al-Mabarrat was invited to participate in our leadership meeting to discuss our approach and seek recommendations for implementing it in other Al-Mabarrat schools next year.

Keep practising

Throughout the academic year, our school's celebrations and events were centered primarily around essential skills. Equipped with comprehensive training, educators showcased heightened creativity across all subject areas. Collaborating with students and parents, they developed scripts, projects, and other materials emphasizing the importance of essential skills, which were then presented at various school events such as the AUB, science fair at LU, Spring festival, and school fair. Notably, instructors in art, drama, and sports played a crucial role in training students for these performances. This year, students were tasked with researching essential skills and reflecting on their significance in their lives as students and future professionals, particularly at the secondary school level. By focusing on these skills, we are effectively preparing our students for a bright future.

Bring it to life

Throughout the academic year, elementary students adeptly demonstrated the application of skills through practice. They curated exhibitions elucidating diverse career paths, employing skills such as listening, creativity, and leadership (in the case of painters). Across all grades, students showcased skill application at science and math fairs, utilizing leadership, teamwork, creativity, and communication skills. Events and projects spanning various subject areas provided platforms for students to apply these skills. Many students participated in interschool competitions and earned accolades for their proficiency in implementing diverse skills. Kindergarten students, with parental assistance, presented a play illustrating essential skills. This year, we showcased our efforts to other schools within the Al-Mabarrat network, addressing their inquiries and motivating them to embark on their own skills-building journey. With the support of the organizational committee, we organized an online introductory session for all schools to familiarize them with the program, supplemented by a PowerPoint presentation for principals.

What's next

"At our school, we're planning several steps to improve skills development: Improve Existing Programs: We'll review and enhance current programs like Skills Builder based on feedback and data. Try New Methods: We'll explore fresh teaching techniques and global standards to boost skill acquisition. Training for Teachers: We'll provide training sessions for teachers to enhance their teaching and assessment methods, beginning with listening skills and aiming for high standards. Involve the Community: We'll work closely with parents, local groups to give students practical learning opportunities. Ensure Equity: We'll make sure all students have equal access to skill development, addressing any disparities in outcomes. Use Data: We'll use data to make decisions and regularly assess student progress. Support Transitions: We'll help students smoothly transition to the next phase of their education or their careers. These steps aim to create a culture of lifelong learning and prepare students for the future. The exact approach will depend on each school's needs.

Lebanon