Imam Al-Hassan Secondary School, one of Al-Mabarrat’s educational institutions, is a nurturing and inclusive learning environment situated in Beirut, Lebanon. Guided by its mission and vision, the school strives to instill a lifelong passion for learning, starting from preschool through secondary levels. The curriculum is designed to empower students with the knowledge, skills, and values necessary for lifelong opportunities, success in higher education, and readiness for the workforce. However, this year we worked on adapting and planning skills in addition to creativity, listening, speaking, and problem-solving skills.
This academic year, however, presented an exceptional challenge, the outbreak of war. Despite the difficult circumstances, the school remained committed to its mission. We immediately transitioned to an online learning model across all classes. For students unable to access live online sessions, the school provided offline alternatives including pre-recorded video lessons, Power Point explanations, activity sheets, and answer keys. This ensured learning continuity despite disrupted access to traditional schooling.
After the war, the school extended support to students who had lost parents or homes. Teachers affected by the war were also supported. Recognizing the emotional toll on the school community, we implemented psychological support activities for students, parents, and staff to help release emotional burdens and re-establish a sense of safety and normalcy.
Following our initial research and meetings with Skills Builder consultants, an administrative team was formed to lead the implementation. The principal and cycle directors worked with coordinators to share the program with teachers and parents, using meetings and whatsapp communications.
Teachers received training and assessment tools aligned with the Skills Builder Framework. Students were assessed, curricula were mapped to identify missing skills, and hub resources were integrated. The project was launched with a school-wide event titled “Constructing Our Skills,” creatively introducing the program to students and teachers alike.
As a result, students learned to associate daily behaviors with specific sub-skills. Teachers, too, developed an awareness of embedding these skills in lesson plans and activities, strengthening the interactive nature of teaching and learning. Parents were also informed and encouraged to participate in their children’s skill development journey.
This year marked our second comprehensive implementation of the Skills Builder program. We assigned adapting and planning skills for all cycles. Both skills were aligned with the previous skills (creativity, listening, speaking, and problem-solving). A detailed weekly timetable ensured systematic coverage, supported by curriculum mapping and hub activities.
Flipped classroom models encouraged at-home learning. Parents were informed of their support role in this process. Students also reflected on their learning, showing clear evidence of progress. Despite the interruption caused by war, the commitment to skill-building remained steady. Students even went on to earn gold medals at the Al-Mabarrat Spring Festival, showcasing skills in planning, adapting, problem-solving, creativity, speaking, and listening.
Differentiated and social-emotional practices supported diverse student needs, helping accelerate lasting skill acquisition.
Essential skills were embedded in a variety of school activities, from drama and sports to subject-focused days such as Arabic Day, English Day, and Math Day. Cycle three and secondary students collaborated with the Lebanese Red Cross and engaged in social services like supporting women entrepreneurs, selling their handmade goods within the school community.
Career awareness visits to universities such as AUB, USAL, USG, and Antonine further connected students with real-world opportunities and professional pathways.
Students actively participated in competitions, including Science Fair, Spring Festival, LAUSM competition at the Lebanese American University where students got position papers, diplomacy and policy awards. In addition, cycle three students ranked first in the Read and Compete competition which was done among all Al Mabarat schools. Another secondary student got a reward from Microsoft after sharing in an IT competition. Skills were also visible in musical performances and celebrations such as Teacher’s Day, Mother’s Day and national events across all cycles.
Next year, we aim to integrate the remaining essential skills across the provision. Embedding the Skills Builder framework within our curriculum policy (UBD) will allow broader participation in regional competitions.
Training new staff and students is a priority. Additionally, we plan to promote digital literacy alongside essential skills.
Finally, we aspire to expand community awareness of the importance of essential skills, striving for a future where every learner is a skilled human in a skillful environment, even in times of hardship and crisis. We aim at being members in the Skills Builder team and train teachers in other schools.
