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Al Ishraq School

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Al Ishraq School
Context
This academic year, Al Ishraq High School, a Foundation-based Educational Institution from Bint Jbeil, has temporarily relocated to Maaroub due to conflict in southern Lebanon. Serving learners aged 5 to 17, it's a skills-based school committed to academic and practical education in a safe environment.Our school has integrated a skills-based approach through: Curriculum Review and Alignment: Full revision of educational plans across all levels, aligning with the Skills Builder framework. Integration of the Eight Essential Skills: Core skills embedded in all subjects with consistent horizontal planning. Teacher Preparation and Training: Targeted training for skill-based strategies and progress tracking. Assessment Tools: Pre- and post-assessments based on skill progression steps. Parental Involvement: Online meeting to explain the program and encourage home support. Monitoring and Feedback: Classroom observations, class council meetings, and feedback for continuous improvement.
Overall impact
The Skills Builder Programme significantly impacted our school. We engaged through structured training (led by our Central Committee, transferring knowledge from last year's Skills Builder training), collaborative planning, and ongoing support. Teachers gained confidence in integrating the eight essential skills into daily lessons. For instance, science teachers focused on Problem Solving, incorporating it into planning, assessing students, and guiding projects. The training helped teachers: Deeply understand the framework and its alignment with our values. Use practical strategies to embed skills across subjects Apply qualitative assessment tools to track student progress. Overall, the program fostered a focused approach to skill-building, enriching teaching and student learning outcomes.
Keep it simple
To ensure consistent use of essential skills language, we adopted a clear approach: Classroom Observations: Administration and core committee conducted regular observations, providing feedback to ensure shared understanding. Classroom Photos: Visual aids like posters highlighted the eight essential skills in simple language across all classes, KG3-Grade 13.. Lesson Plans: Teachers used common skills language from the Universal Framework in lesson plans for consistency. Informal feedback from teachers and students gauged comfort and use of vocabulary. Teachers’ Involvement: A list of active teachers fostered leadership and peer support. Strategic Planning: Our strategic plan included an objective to design and implement an instructional leadership plan focused on the Skills Builder program, supporting 21st-century skill development.
Start early, keep going
The Skills Builder Programme involved students aged 5 to 17. To plan for different ages, we introduced essential skills gradually with age-appropriate language and visual aids, including resources from Skills Builder Hub. We also developed detailed teaching plans tailored to each grade level for progressive skill introduction, practice, and reinforcement. We also ensured lessons built on previous knowledge, maintaining continuity and steady skill growth. This approach established a strong foundation early on and sustained skill development throughout schooling, as reflected in lesson plan samples and pictures. The core committee periodically reviewed plans for consistent, age-appropriate skill integration aligned with the framework.
Measure it
To measure student progress in essential skills, we implemented a structured assessment process using various tools: Anecdotal Records, Checklists, Rubrics, and Student/Peer Self-Assessments. We also used evaluation forms like listening tests, cooperation/problem-solving projects, and performance tasks, all tailored to grade levels. Teachers utilized qualitative progression charts and skill-specific tools to track student development. Evaluation forms were regularly completed to monitor achievements and identify areas for support. Assessment results informed lesson planning and teaching adjustments to meet individual student needs. Regular class council meetings reviewed data for consistent and objective evaluations, leading to accurate final assessments. This fostered ongoing feedback and reflection among teachers, improving teaching methods and student outcomes. For example, Grades 10 and 11 students used a peer-assessment checklist during group cooperation projects and speaking activities. This increased engagement, accountability, and constructive feedback, strengthening peer collaboration.
Focus tightly
To embed Principle 4: Focus Tightly, we prioritized differentiating essential skills teaching to meet diverse student needs, using assessment data for targeted instruction. Evidence includes differentiated lesson plans with scaffolding and extension strategies. Assessment data- formative quizzes, qualitative progression charts, skill-specific rubrics- identified student strengths and challenges, informing personalized support and flexible grouping. Teacher collaboration ensured continuous strategy adjustment based on student progress. Student work samples showcased varied complexity and personal goal-setting, reflecting differentiated learning. Professional development equipped teachers with effective differentiation and assessment techniques. These actions created a focused, responsive learning environment where every student’s growth was intentionally and effectively supported.
Keep practising
To embed Principle 5: Keep Practicing, we consistently reinforced essential skills throughout the curriculum and beyond. We created a well-organized calendar of activities and projects for regular, purposeful skill practice across subjects and extracurricular programs. Projects like Healthy Habits, The Magic Touch, Pollution, and Towards a Safe Earth engaged students in applying teamwork, communication, and problem-solving to real-world challenges. These projects spanned KG3 to Grade 12, ensuring continuous skill reinforcement. Teachers collaborated to integrate skill practice into lesson plans and fostered reflection and discussion to deepen learning. Extracurricular clubs and events offered further platforms for ongoing skill development. By embedding continuous practice across multiple areas, we helped students develop and strengthen essential skills in a sustained and meaningful way, fully embracing the principle of “Keep Practicing.”
Bring it to life
We brought essential skills to life by connecting them directly to our school community and the wider world through meaningful projects. Students applied learned skills in real-world contexts with projects like Healthy Habits, The Magic Touch, Pollution, and Towards a Safe Earth, linking classroom learning to social and environmental issues. For secondary students, community service activities provided opportunities to practice leadership, teamwork, and communication while making a local impact. These experiences fostered responsibility and engagement, showing students the relevance of their skills beyond school. We partnered with local organizations to deepen these connections. Regular opportunities for students to reflect and present their work allowed them to share their growth and celebrate achievements. This approach ensured essential skills were not just taught but truly lived, creating lasting impact.
What's next
Looking ahead, our school plans to strengthen and expand essential skills integration across all grades and subjects. We will continue supporting teachers with ongoing training to improve teaching and assessment. We'll also develop and refine assessment tools for accurate student progress tracking. Building stronger teamwork among teachers, students, and parents is a priority to create a supportive community. New projects and activities, including community partnerships and technology use, will provide more real-life application chances. We'll use assessment data to identify students needing extra help, ensuring everyone receives support. Finally, by including essential skills in our strategic plan, we are committed to long-term progress and continuous improvement, preparing students for success in school and beyond.
Lebanon