The Millennium Education – Pakistan

TME Guidelines & Policies

Develops thinking and analytical skills which will go a long way in helping advanced studies

Continuous Assessment at Roots Millennium Schools is the educational policy in which students are examined continuously over most of the duration of their education, the results of which are taken into account after leaving school. Roots Millennium Schools is using internationally benchmarked tests, giving parents extra trust in the feedback they receive. In Grade I to III pupils are continuously monitored to assess performance and behaviour. These assessments are detailed in “Progress Reports cards”, which are sent to parents twice a year. Monthly progress reports are sent home to keep the parents fully informed about their child’s development. In classes IV to X, assessment is via class tests, sessionals, a terminal and final Examination. For Grade I – III, on the basis of class assignments, monthly progress reports are sent to the parents. These reports are retained in the school.

Final Examination shows the entire year’s work and performance of the child in the class room. Promotions and selections are at the discretion of the School Head whose decision is considered as final. A student who has failed in a class twice may be withdrawn from the school. The School Head can recommend withdrawal if a student’s performance is detected to be weak. Report cards sent to the Parents/ Guardians are not to be retained by them according to assessment & examination Policy of Millennium Education System – also they are returned duly signed to evince that the report cards have been seen.

At RMS there is a sharp awareness of the need to keep the parents fully informed of the progress of their children and of the various developments, which take place. It is understood that it is through Parents / Teacher contact that firm relationships and understandings are established. As such, regular Parent/Teacher meetings are held in the school whereby parents are given an opportunity to come and meet the teachers to discuss progress and other matters pertaining to the welfare of the students. School circulars are issued accordingly.

RMS Assessment & Examination Policy provides students with a constant stream of opportunities to prove their mastery of material and sends the message that everyone can succeed if given enough time and practice. This reduces the anxiety and finality around testing and heightens the emphasis on the learning itself. Advanced students progress through material at their own pace and remain engaged by pursuing more challenging work as they pass out of the basics. In this sense, the standards for such students stretch to help each student maximize potential. Because success is defined on an absolute and individualized basis, students cannot be satisfied with their achievements relative to others; they are encouraged to seek their own course and take responsibility for their learning.

At RMS, there is increased self-awareness for students who, through assessment, come to understand their proficiencies and knowledge gaps. Time and again, we encounter evidence that self-awareness understanding of how one feels, thinks, and learns is one of the most significant factors in professional and personal success. The more continuously we assess our students, the more knowledge they gain about themselves what it takes for them to master something, how they can approach problems differently, what their blind spots are, and how to eliminate them. Roots Millennium Schools, assessment provides early indicators of the likely performance of students, something that is of great help to the students.

Introduction

The Millennium Enhanced Learning and Teaching (MELT) Handbook 2018 is designed to guide teachers in the considered and appropriate application of communication and digital technology to enhance learner engagement in learning, and to enrich teaching in The Millennium Schools.

This policy includes the following content:

  1. The Role of the Teacher for MELT
  2. Core Principles
  3. Enriching the Curriculum
  4. Learner Voice
  5. Millennium Learner Attributes and MELT

Embracing contemporary understandings about enhanced learning and teaching with technology, this policy is a reference for good practice and developmental approaches to teaching aimed at assisting TME teachers to meaningfully incorporate technology into their practice in ways that are underpinned by our commitment to providing the best, and most engaging, learning journey for our learners.

Through engagement with this MELT policy and active consideration of what and how to use technology to facilitate learning and teaching, teachers will be aligning their practice to the Professional Standards Framework for teachers, ensuring the quality of teaching and learning, and this includes the expectation that teachers are committed to continuing professional development (CPD) and regular evaluation of their teaching practice.
This policy document should be read in conjunction with the Millennium Enhanced Learning and Teaching (MELT) Handbook.

Aims of this Policy

  • To promote, develop, support and embed the effective use of technology for learning and teaching
  • To enhance the learner learning experience
  • To provide a framework for effective and relevant use and support of technology within each school, by:
  • Promoting the innovative and inclusive use of technology across subject areas in the curriculum
  • Facilitating the sharing of effective practice within and across schools
  • Enabling flexibility in curriculum implementation and widening opportunities in schools
  • Providing learners with a range of technologies to support learning
  • Encouraging learners to be responsible digital citizens
  • Supporting learners to use digital technology to find, explore, analyse, exchange and present information responsibly and creatively
  • Developing learners’ logical thinking and problem-solving

Role of the Teacher for MELT

All teachers plays an important part in the development of digital learning throughout the whole school. Consequently, opportunities to use ICT and digital materials and resources are provided as a subject-referenced enhancement across the regular curriculum.

All teachers should :

  • Monitor the progression of digital opportunities for learning in their class
  • Monitor the progression of learners’ knowledge, understanding and skills using digital technologies in teaching
  • Make use of digital resources as widely as possible in their teaching
  • Increasing the complexity of contexts in which digital technologies are used
  • Use digital resources to support the development of learner autonomy in learning
  • Use digital resources in their teaching to nurture the skills of enquiry, questioning and information seeking required for lifelong learning
  • Use digital resources to differentiate learning, so that lessons are adapted to cater for individual learner needs
  • Provide learners with access to digital/ ICT resources, including the use of equipment that enables learners to communicate, collaborate and manipulate information electronically
  • Computers, Laptops and iPads
  • The Internet and E-mail
  • Recording devices – Microphones
  • Headphones
  • Television
  • DVD Player
  • Calculators
  • Cameras – including digital video cameras
  • Programmable Toys
  • Interactive Whiteboard
  • Scanner
  • Webcams
  • USB pens

Core Principles

Assessment, Recording and Reporting

Evidence is to be kept to record learners’ progress using ICT and digital resources in their learning. This can include a description of the context of learning (subject/ topics etc.) and:

  • an explanation of how the learners completed the task
  • photographs
  • video clips
  • learners’ saved work
  • Progress of learners’ digital learning experiences should be shared with parents, (using the methods named above).

Acceptable Use of Digital/ ICT Devices

All learners must agree to, and comply with:

  • The primary purpose of the use of personal devices at school is educational
  • Using devices and digital resources for personal reasons should only take place after permission has been given from a teacher
  • Learners shall make no attempts to avoid, overcome or ‘side-step’ the school’s network and other digital security measures
  • Use of personal ICT devices during the school day and in lessons is at the discretion of the teacher, but learners should not expect to use devices/ personal ICT in every lesson
  • Learners must use devices for school related work
  • Learners are not allowed to use their devices outside of lesson time unless they are in the library
  • Playing games, music or other non-school work related activities are not permitted
  • Learners shall not take or distribute pictures or video or any other material relating to learners or school staff without their permission (distribution can be as small as emailing/texting to one other person or as large as posting an image or video online)
  • Learners must check their personal ICT devices daily to ensure they are free from unsuitable material and free from viruses etc. before bringing the device into school
  • It is important that learners are aware of the rules regarding electronic communication and do not cause offence or add needlessly to staff workload

Consequences for Misuse/Disruption

In addition to dealing with misuse/disruption within the remit of this policy, one or more of the following sanctions may apply:

  • Personal ICT/ digital device would be confiscated and kept in the Head Teacher’s office until parent collects it
  • Privilege of using personal ICT devices at school will be removed
  • Privilege of using school network/ devices will be removed
    • Online Safety
  • Learners must not place online (or give to anyone) information that can identify their address or telephone number or those of anyone else at the school
  • Should learners come across any inappropriate material whilst online on the school’s network, they are to inform a teacher immediately
  • Hacking on the school network is a serious offence; learners must not access other people’s work or devices without their permission
  • The use of any recording (video, photographs or audio) will only be done with the express permission of the individual or during a learning activity with the permission of a teacher
  • All recorded material is for learners’ personal use and domain only (e.g. must not be shared or placed in the public domain or any social media.)

Digital learning experiences should:

  • Cater for all learner’s individual needs
  • Increase access to the curriculum content
  • Enhance skills for communication, critical thinking, creativity and collaboration

Health and Safety

  • All electrical equipment should be regularly checked and kept in good working order.
  • Enriching the Curriculum

Pupils should be given opportunities to use digital technology as a resource to support their knowledge and understanding of the cultural, scientific, mathematical, economic, environmental, historical and linguistic characteristics of the curriculum and to develop digital skills when presenting their work.

The “Five E’s” Across the curriculum, at a level appropriate to their ability, learners should develop their digital/ ICT skills to:

Engage Learners should be able to:

  • Make connections between past and present learning
  • Demonstrate interest and thinking
  • Generate their own questions.

Explore Learners should be enabled to:

  • Access and manage data and information
  • Research, select, process and interpret information
  • Investigate, make predictions and solve problems through interaction with digital tools

Explain Learners should be enabled to:

  • Create, develop, present and publish ideas and information using a range of digital media
  • Create information and multimedia products using a range of assets.

Elaborate Learners should be enabled to:

  • Communicate using a range of contemporary methods and tools
  • Share, collaborate, exchange and develop ideas digitally.

Evaluate Learners should be enabled to:

  • Talk about, review and make improvements to work, reflecting on the process and outcome
  • Consider the sources and resources used

Throughout all of this work, learners should understand how to keep safe and display acceptable online behaviour.

Where appropriate, learners will have opportunities to use digital/ICT resources to carry out:

  • Individual work
  • Group activities
  • Pair work

When working on the computer, it is important that all learners are engaged on task and can see the screen comfortably, therefore no more than three children will work together at one computer.

  • Whole class activities

Learners may share in a computer-led activity where an interactive whiteboard, AV projector is used.

All learners should have planned opportunities to use digital/ICT resources at a level appropriate to their ability.

Millennium Learner Attributes and MELT

In line with TME Policy on Learner Attributes, enhanced learning and teaching based in ICT/ digital technologies should foster a successful learning experience which supports the development of key traits which support their development of the Millennium Learner Attributes, These traits include:

Interest in learning

Through MELT, learners should understand that learning is a continuous process and involves both learning about technology as well as the subjects covered in the courses themselves. Learners should develop ways to communicate, develop problem-solving skills, critical thinking as well as their creativity whilst learning through ICT/ digital media.

Inquisitive nature

MELT should encourage learners to speak up and ask questions. Part of the learners’ learning is being able to look for opportunities, both in and outside of class, to find out more about the topics they are studying.

Ability to adapt well to change

The 21stCentury workplace is going through a lot of changes. Learners must learn to cope with having to deal with and adapt to, changes to practices and processes as technologies develop. Learners should have a positive approach to digital and lifelong learning.

Focus on personal goals

Learners should be aware of their personal goals for developing ICT/digital competence as they use MELT approaches in school.

Persistence

Learners should develop the attribute of being persistent and keeping in mind that there will always be challenges that need the persistence to overcome.

Self-direction and Self-efficiency

Learners should develop an independent approach to learning and self-direction in their studies and school life. Learners should start developing good habits with time management and study techniques through MELT.

An open mind

Learners should learn to embrace the diversity represented by the digital world.

Confidence and humility

Both of these traits, working in balance with each other, will positively impact on learners’ digital learning experience. Learners should learn to be confident in their decisions and not to be afraid to ask for help when it is needed.

Respect for the educational process

Learners should understand that learning should be active and requires engagement in order to be fulfilling and meaningful. Through MELT, learners must develop their personal autonomy as learners and experience being in charge of their own learning.

Also, obtaining learners’ views on their use of, and feelings about, technology in learning should be seen as a vital part of learning design. Gathering information from learners is important as it helps teachers make judgements as to whether their learners’ digital learning effectively prepares them for employment in a digital world. It is therefore important, for a really accurate picture of the impact of digital resources on learners, for teachers to be sure to gather the views of all learners.

Teachers must ensure that learners are given a genuine voice in the content, process and outcome of their learning through ICT/ digital media, so they can take ownership of their education. This means that teachers should encourage learners to develop digital portfolios as a means to document and reflect on the development of their digital learning. Digital portfolios have the potential to

  • Increase autonomy
  • Increase experimentation
  • Document the story of learners’ learning
  • Support learners to be metacognitive about their work

Learner Voice

Designing effective digital learning experiences depend on knowing as much as possible about learners and their digital confidence and experience.

Profiling learners helps you understand better:

  • Who the learners are
  • How they learn
  • How confident they are in using technology
  • What personal access they have to digital technologies
  • How they apply those technologies to learning
  • What kind of technologies they value most when learning
 

Also, obtaining learners’ views on their use of, and feelings about, technology in learning should be seen as a vital part of learning design. Gathering information from learners is important as it helps teachers make judgements as to whether their learners’ digital learning effectively prepares them for employment in a digital world. It is therefore important, for a really accurate picture of the impact of digital resources on learners, for teachers to be sure to gather the views of all learners.

Teachers must ensure that learners are given a genuine voice in the content, process and outcome of their learning through ICT/ digital media, so they can take ownership of their education. This means that teachers should encourage learners to develop digital portfolios as a means to document and reflect on the development of their digital learning. Digital portfolios have the potential to

  • Increase autonomy
  • Increase experimentation
  • Document the story of learners’ learning
  • Support learners to be metacognitive about their work
 
 

Introduction

In TME we plan learning and teaching with a view to enabling each student to achieve their highest level of personal achievement. To ensure that this happens, we undertake regular monitoring of the actions we have taken, so that we are able to make an accurate judgement about how effective these actions have been.

Our procedures for monitoring and evaluation give us information we use to make future decisions about the development of our schools.

We monitor systematically across a range of activities and across all subjects within our schools. We do this because we believe that effective monitoring:

  • Promotes excellent learning and teaching throughout our schools
  • Ensures excellent implementation of the TMS curriculums
  • Identifies the strengths and needs for professional development of teachers
  • Offers an opportunity to celebrate progress and success of students and schools
  • Ensures consistency of provision and quality of teaching throughout our schools
  • Ensures that every student is appropriately challenged to reach their full potential

Aims of this Policy

Monitoring and evaluation refer to our commitment to continual self-improvement. In this light, this policy outlines the methods we use to hold ourselves accountable and ensure ongoing improvement in relation to key aspects of our provision.

Focus for Monitoring and Evaluation

Monitoring and evaluation in our schools are part of a planned process and involve a range of different people over the course of the school year. This ensures that all aspects of each school’s performance are systematically and regularly reviewed as part of a regular cycle.

What is monitored?

  • Students’ progress – day-to-day progress in workbooks in line with marking
  • Assessment information
  • Coverage and progression through the curriculum
  • Use of resources
  • Quality of the learning experience
  • Students’ in-class activities
  • Teachers’ effectiveness in engaging learners in learning
  • Classroom organisation
  • Teacher-student relationships
  • Helping teachers identify their strengths and weaknesses

Evaluation

This is the judgement on the effectiveness of the items having been monitored, based on their impact on the quality of learners’ learning. We make evaluations based on reflections of the following fundamental questions:

  • How well are we doing?
  • How well should we be doing?
  • What more can we focus on achieving?
  • What changes and developments must make to raise our achievements?

Monitoring and Evaluation Framework (What is Monitored)

Quality of Provision

  • Planning demonstrates a focus on developing 21st Century skills (communication, collaboration, critical thinking, creative thinking, problem-solving, application of technology) which are being delivered effectively
  • Planning is effective, showing clear learning objectives and outcomes, success criteria and assessment
  • The teaching reflects the learning outcomes, success criteria and assessment, and this is clearly outlined to learners
  • A range of teaching strategies are used which are appropriate to achieving the learning objectives and outcomes. As a result of effective teaching approaches:
    • Challenging tasks are carefully designed to match all students’ learning needs resulting in high levels of engagement throughout the lesson
    • Teachers foster students’ sense of curiosity, creativity and enthusiasm for learning
    • Learners use a range of learning styles throughout lessons and can talk about those approaches that help them learn well
    • Learners are given the opportunity to work independently and collaboratively
    • Learners develop their knowledge, skills and understanding across a range of subjects/content areas
  • The teachers have a very good knowledge of their subject(s) and create a conducive climate for learning.
    As a result of this:
    • All students behave well and show respect for the teacher and their peers
    • Students are encouraged to speak and question with confidence and respect
    • Students display commitment, determination to succeed, independence, self-belief and self-confidence
    • Rewards and sanctions to manage behavior are used consistently, fairly and in a timely manner to create and maintain a positive and safe learning environment for all
    • Students are punctual to lessons
  • The teachers provide opportunities for learners to develop into independent learners.
    As a result of independent learning strategies:
    • Students are curious, enquiring and willing to learn new things
    • Students are able to take risks and make mistakes in their learning
    • Students can persevere with a task or challenge even when it is perceived as being very challenging
    • Students collaborate and discuss in pairs and groups, developing subject specific knowledge/understandings as well as their speaking and listening skills
    • Students are inspired to undertake homework tasks to develop their subject skills and knowledge to a greater depth
  • Suitability and effectiveness of homework (reinforcement activities)
  • Teachers have high expectations for learning from all students.
    As a result of high expectations and challenge in lessons:
    • The previous knowledge, skills and understanding of all learners is seen to be extended within the lesson and over the course of the curriculum implementation
    • Students take the initiative for their learning and participate actively in their lessons
    • Pace and depth of learning is maximised for all students through effective monitoring of learning throughout each lesson and is accurately matched to actions taken in response to observations regarding learners’ progress and feedback
    • Questions asked in lessons are targeted and differentiated to extend and challenge all learners
    • Learners ask questions and seek clarification of the teacher and of each other in lessons

Professional Growth and Development

A well-functioning school requires a leader who:

  • Maintains and further develops own leadership competence through continuing professional development
  • Reflects on, and develops, their own practice as leaders of learning
  • Builds professional networks with other Heads in TME

School Management

A well-functioning school requires a leader who:

  • Manages human, financial and physical resources and organisational structures and strategies to create and maintain the school as a learning organisation
  • Fosters ethical standards of teacher behavior and practice, implements the values of the organization and demonstrates fairnes.
  • Maintains a climate of well-being that enables and supports learning, and ensures the safe functioning of the school on a day-to-day basis

Quality of Leadership

TMS schools need competent individuals who can provide direction, guidance and support in their school’s performance in providing quality learning opportunities for all learners.
In this regard, school leadership needs to be a unifying focus for all staff and activities in a school, providing the impetus for sustained, high-quality provision.
Effective TMS school leadership is monitored against key principles about what is required in order to ensure effective teaching and learning in TMS schools. These principles are:

  • School heads demonstrate a set of core professional values that include commitment to the professional role, inspiring trust, ensuring care, professional integrity and respect for all
  • Having a clear understanding and knowledge of the core work of TME schools, the values, vision and mission of the organization, which forms the foundation for the continuous development of a successful teaching and learning culture in school
  • The ability to manage the school environment, structures and resources in ways that enable the development of a successful teaching and learning culture in school
  • The ability to distribute leadership responsibilities among staff in order to build leadership capacity and effective teams in school, with a view to sustainability and succession planning
  • Demonstrating an understanding that the school head is the lead learner in school, who manages the creation, sharing and review of the strategic vision, ethos and aims of the organisation across the whole of the school provision
  • The ability to inspire and create a commitment to constant improvement through modelling and communicating the practice of reflection and self-evaluation

The principles of leadership are further divided into the following key practice elements that should be regularly monitored:

Leading Learning and Teaching

A well-functioning school requires a leader who:

  • Creates a culture of professional learning among teachers that fosters continuous improvement in teaching and assessment, and students’ learning, as the core function of the school
  • Fosters the development of the full range of teacher professional competences, and works to ensure that teacher professional development provided leads to improved student learning in the school
  • Develops a school ethos and sets school-centric goals to realise the holistic potential of each learner
  • Develops and implements approaches to leadership which promote professional responsibility and accountability
  • Manages the effective implementation of the school curriculums

Leading School Development

A well-functioning school requires a leader who:

  • Establishes and communicates the mission and vision for the school and empowers and supports others in the school in the achievement of these
  • Engages in a continuous process of whole school self-evaluation and designs and implements a strategic school development plan for improvement
  • Builds and maintains relationships with parents and the wider school community
  • Promotes communication within the school and effectively manages challenging and complex situations
  • Manages and leads change

Building Culture, Capacity and Teams

A well-functioning school requires a leader who:

  • Promotes a learning culture that fosters improvement, collaboration, innovation and creativity, and recognises and celebrates teachers’ individual and collective contributions and achievements to the school
  • Builds teams and empowers all teachers to take on, and carry out, leadership roles, in order to build leadership capacity within the school
  • Facilitates the development of learner voice and learner leadership within the school through clubs and societies, and other bodies, such as a learner council.

Achievements and Standards

  • There is a clear focus on assessment of/for learning. As a result of this:
  • Students are clear about the lesson objectives and how outcomes will be evaluated
  • Students can articulate their own short and long term objectives for learning in a lesson and can give examples of how they can effectively work towards them
  • Students engage in open, honest and productive dialogue in class about their learning with teachers and peers
  • Students use self and peer assessment strategies to reflect on/evaluate their learning against success criteria and make suggestions about how to improve their work
  • Students can talk about/demonstrate what they have learned and reflect on what they might need to learn next
  • Students can talk about what they do well and what they find difficult
  • Students, detailed and accurate written feedback enables all learners to understand how well they are doing and how to improve
  • Students respond to written feedback and act on it
  • The standards of work in students books reflects progress is being made in relation to their capabilities
  • In monitoring and evaluation, there should be scrutiny of students’ work to check that it:
    • reflects teachers’ planning
    • shows evidence of progress through the curriculum
    • clearly illustrates TMS expectations on marking and presentation

Personal Development and Well-being of Students

During monitoring and evaluation visits, it should be expected that:

  • Students follow the agreed school rules/learner code of conduct
  • Students participate in extra-curricular activities
  • Students work co-operatively and independently in lessons
  • Students are polite and demonstrate good manners both in school and when on organised visits and field trips
  • Students participate in the life of school, for example, through engagement on the school council, as school representatives etc.

The different aspects of the curriculum should be monitored in the following ways:

  • Audit of curriculum coverage – the subject leads will look at teacher’s planners to check (i) Breadth, balance and relevance of the curriculum (ii) Challenge and progression (iii) Targets relevant to curriculum in the School Development Plan
  • Feedback will be formally given to each teacher
  • This will follow the pattern of:
    • Analysing the assessments and written work of students
    • Examining the timetable
    • Examining plans for the class over time
    • After the documentation has been examined there should be focused observations based upon issues arising
    • Arising from this audit there should be action points, which should relate to learner needs, curriculum progress, and classroom organisation and this could feed into the school development plan where appropriate

How are schools monitored?

Monitoring and evaluation by the head teacher. The head teacher’s role in monitoring is to:

  • Arrange the overall programme and timetable for monitoring each term
    • Ensure planning is effectively monitored
    • Undertake general observations of teaching as well as specific and focused observations of teaching, when required
    • Participate in work scrutiny
    • Discuss successes and areas for improvement
    • Evaluate the implementation of the curriculums and the overall effectiveness of the school

Key aspects of the head teacher’s monitoring and evaluation include:

  • The head teacher supports the monitoring of lesson planning across the curriculum
  • Lesson observation is carried out regularly to inform the extent of the achievement of targets, assessment judgements regarding learners’ progress and to support school development planning. The purpose of observations by the head teacher is to ascertain the overall quality of teaching in the school and to identify particular strengths in teaching as a whole across the school and areas that require improvement. There are occasions and circumstances in school where additional lesson observations are undertaken by head teachers. These are outlined below:
    • The lesson is inadequate
    • The teacher is facing capability issues
    • The teacher is a new teacher
    • The head teacher meets with coordinator(s) to review lesson plans to ensure that they meet the TME requirements for format and quality.
    • Students’ books are reviewed regularly, where the head teacher focuses on standards of presentation and accurate marking/ assessment. The head teacher undertakes this scrutiny of learners’ work in order to assess standards and the progress learners are making.

Implementation of the School Development Plan

Content of the plan

  • Envisions the future
  • Focuses on structured development changes/ improvements
  • Based on a reflection and analysis of school performance and feedback data
  • Connects to specific, desired learner outcomes

Practices and procedures are aligned

  • Connects strategies, goals/ targets and clear measures of success
  • Clearly identifies resources in support of the School Development Plan
  • Builds whole-school commitment and gains head office approval of the School Development Plan

Implementation of the plan

  • Activities being undertaken/ completed
  • Revisions/ additions being made where necessary based on data and feedback

Monitoring and Evaluation by the Subject Leads:

As part of this role, subject leads ensure that:

  • Areas to be monitored are identified so that a complete ‘picture’ is created across all schools, all teachers and all subjects for each academic year
  • The data generated from monitoring and evaluation is collated, analysed and is used to review progress, recognise achievement and inform future planning in the school
  • Key information and data (and analyses of what such data and information indicate) is reported to the Director Academics and are able to lead discussion on how such data can be used to best advantage and improve the school
  • Student performance data is collected, analysed and used to inform school development planning

Other Forms of Monitoring and Evaluation:

  • Annual parent questionnaire
  • PTM’s
  • Formal/Informal meetings and discussions with students

Strategies for Monitoring and Evaluating the Quality of Teaching and Learning

  • Classroom Observation:
    Classroom observation by subject leads should take place on a regular basis, defined by Head Office. The purpose of observation is to address identified issues expressed by head teachers and evident from a review of data sources (stated above). The information gathered during observation is given as feedback as soon as possible after the observation. This should be both supportive and developmental.
  • Review of teaching planning
    Teacher planning is reviewed before observation. Supportive, developmental feedback is provided as soon as possible after the review
  • Review of student’s work
    Student’s work should be reviewed regularly throughout the year on a subject basis. The review is undertaken by curriculum leaders, but can also be undertaken by the school head of school.
  • Discussions/ Interviews
    The views of learners and teachers should be collected. This can be done informally but should always be systematically linked to the overall monitoring and evaluation findings.
  • Recording
    All monitoring activity should be recorded and must identify any action to be taken as a result of the monitoring.

Equal Opportunity Policy of Roots Millennium Schools aims to

  • Offer equal opportunities regardless of race, culture, gender orientation, academic ability, physical ability or class.
  • Provide an environment free from social or cultural prejudice for all members of our school community.
  • Achieve an environment in which members of the school community is respected as individuals and in which the varied experiences of the community enriches the life of the school.
  • TME Equal Opportunities is the responsibility of the whole school community and is reflected throughout the organization of the school.
  • All staff, governors, parents/guardians and pupils are involved in developing, implementing and monitoring the equal opportunities policy and practice.
  • All staff, governors, parents/guardians and pupils regardless of race, ethnicity, disability, gender and socio-economic background, are welcome and is encouraged to participate in the life of the school.
  • Statements of equal opportunity policy are printed in all relevant school documentation e.g. school prospectus, vision statement, policies and in the staff handbook.
  • All governors, staff and pupils receive training in relevant aspects of equal opportunities to ensure their ability to actively support this policy.
  • On acceptance to the school all parents receives information detailing the School’s Behavior Code. This information will be available in languages other than English as appropriate to the school community.
  • The school makes reasonable effort to ensure that meetings are accessible and convenient for all and take into account particular needs and requirements, e.g. physical access, child care and interpreter support.

The school includes in its annual report to parents, information concerning the arrangements made for the admission of Special pupils; the steps taken to prevent disabled pupils from being treated less favourably than other pupils; the facilities provided to assist access to the school by disabled pupils. Progress in this area is documented in the School’s Action Plan. The school recognises its need to celebrate the diversity that exists within its community and ensures that all have the opportunity to respond to the expectations and challenges of the curriculum. It is our school policy to incorporate a balanced view of the world through a multi-cultural approach, to recognise that our pupils are world citizens who will meet a wide variety of cultures throughout their lives, to evaluate our practice to ensure that it is not at the expense of indigenous cultures and to allow children equal access to opportunities according to equal opportunity policy which will equip them for adult life and to achieve challenging expectations

Introduction

This policy acts as a guide to the type of learning environment expected in a TMS school classroom. In this regard, this policy ensures a shared understanding of a positive and constructive learning environment, and ensures consistency throughout all TMS schools. Teachers and learners are expected to value and respect classroom environments which contribute to the values, ethos and standards in The Millennium Schools.

Aim of the Policy

TMS classrooms should support and enrich the learning of all learners. As well as being rich, vibrant and welcoming, the classroom environment is a learning tool, a way of engaging learners, promoting and building the class and school climate for learning. Furthermore, TMS classrooms are places which create a sense of ownership and are used to support and promote learning, as well as celebrating learners’ learning achievements.

In order to realise these ambitions and make our classrooms comfortable and encouraging learning environments, everyone is expected to abide by the following policy statements.

General

  • Everyone in a classroom should be treated with courtesy and respect
  • Biased or prejudicial language of any kind should not be tolerated
  • Classrooms are places where learning conversations happen. As such, teachers should provide support for discussion and dialogue which is structured, where everyone is listened to and everyone has chance to contribute
  • Punctuality is important. Ensure that everyone is on-time for class.
  • There are no breaks during lessons, except for comfort breaks with the express permission of the teacher
  • Except where they are being used as a resource in a lesson, mobile phones should be put on silent or turned off. In the case of an emergency, the teacher and, where necessary, school management, should allow mobile use but only outside of the classroom

The Classroom as a Resource

With thought and planning, an effective classroom environment is used as an interactive resource supporting teaching, learning and assessment. The classroom as a ‘learning environment’ in this policy includes:

  • The visual (display) environment
  • The learning activity organisation (e.g. tables and chairs, book and other equipment storage, ICT resources (e.g. interactive whiteboard) etc.
  • The whole environment, what is frequently referred to as management of learners and activities within the classroom i.e. is the classroom environment well-managed by the teacher for learning
  • The level of light, especially natural light – the classroom should be clean, well-lit and with open (uncluttered) window areas

For all TMS classrooms, the following policy statements apply:

  • All classrooms should be bright, stimulating and welcoming for learners, teachers and visitors
  • Displays need to be tailored to the specific needs of learners, taking account of any additional needs of individual learners
  • The classroom should be an environment to celebrate learner’s achievements in all areas of the TMS curriculum, but especially in writing, in order to boost learners’ self-confidence
  • There should be examples of writing, including quotations, for learners to aspire to
  • All teachers should view classrooms as interactive resources to support teaching and learning effectively, therefore displays and decorations should not be fixed, but should change regularly
  • Teachers should ensure that classrooms are environments which support learner’s learning by providing prompts, models, good examples and information which they can use within their learning on a daily basis
  • Teachers need to ensure that the prompts and examples provided in classrooms are referred to, and added to regularly, so that they do not become ‘invisible’
  • Teachers should always work to develop learner’s ownership of their classroom by involving them in the development and relevance of their working environment
  • The classroom should be seen as a learning environment in school which enables learners, teachers and visitors to gain an insight into the learning taking place in classrooms
  • Within a school, the learning environment of each classroom should be consistent across all classrooms so that the school’s priorities for high-quality learning are visually evident
  • Classrooms should reflect the learning that is taking place, showing work in progress as well as finished work

Expectations of Classroom Use

All classrooms should provide the following at an appropriate level for the age of the learners working in the classroom:

  • Learning objectives, learning outcomes and key questions are to be displayed and referred to in lessons (using, as appropriate, learner’s books/ the classroom displays/ IWB/ whiteboard)
  • Good examples and ideas that are generated during lessons are displayed and referred to as a means to support on-going learning; in this regard, teachers should see the walls of the classroom as ‘working walls’ as part of on-going learning during lessons – ‘working walls’ are short-term, dynamic and well-planned uses of the learning environment
  • Prompts should also be placed around the classroom which support learners’ learning about learning. Such prompts should support learners’ talking and thinking about their learning
  • The teacher should see the classroom learning environment as an opportunity to provide a particular focus on literacy and numeracy. For example, modelled examples of types of writing, examples of learners’ writing, comprehension questions/ideas, word problems, visual models, prompts etc.
  • Learners’ work should be used to affirm features of accomplishment that are desired for their work, particularly the priorities for learning
  • Vocabulary relevant to the focus of learning should be evident in all planned areas of learning
  • There should be an interactive element to displays in the classroom, where learners have the chance to interact with displays either during the main teaching in a lesson or as an activity in their lesson or informally to extend their learning beyond the lesson
  • Interactive aspects of classroom displays should enable learners to use a range of learning styles, for example adding drawings, writing in speech bubbles, etc.
  • Learners work does not need to be mounted, as it is expected to develop rapidly and change frequently
  • Handwriting on wall displays should not contradict the schools Nelson handwriting scheme.

Learners’ Collaborations in Class

The following guidelines are examples of acceptable collaboration between learners in classrooms:

  • To clarify vague or misunderstood points in handouts, textbooks or discussions
  • Discussing or explaining the lesson material
  • Discussing homework to better understand errors made
  • Working on separate tasks to complete a group activity

Attendance and Participation

Class attendance and participation need to be encouraged and managed; all teachers should strive for learners’ active class participation and discussion in all lessons.

Class participation is a very important part of the learning process. A key understanding for TMS teachers if that it is the quality of learners’ contributions and insights that is of true value, rather than the quantity of contributions from learners.

Use the following points to ensure quality contributions:

  • Each learner’s contribution in class should offer a different, unique and relevant perspective to the discussion point
  • Learners’ participation should always be moving discussions, or analysis of answers to questions, forward
  • All contributions should build on other comments
  • Learners’ contributions should always demonstrate some reflective and/or critical thinking

Expectations of Behaviour and Discipline

Teachers should use the following guidelines to create a comfortable and productive learning environment in their classrooms:

  • Lessons should start and end class on time
  • Homework (reinforcement activity) should adequately cover the material and meet the learning objectives
  • Teachers should ensure that learners come to class on time
  • Plan lessons which support ALL learners to be attentive and engaged in class
  • Provide a classroom environment where learners are comfortable to seek help when appropriate

Teachers should set clear rules for learners’ participation and behaviour. These include, but are not limited to:

  • Raising a hand before speaking
  • Listening to others
  • Staying on task
  • Listening to instructions
  • Cooperating with others
  • Not interrupting other learners’ learning
  • No defacing of school property
  • Clean up after activities and keep the classroom tidy
  • Learners should be expected to be organised and prepared for class
  • Respect all ideas given in class
  • Do not criticise anybody’s ideas or thoughts

Use of videos and recordings

At TME we must ensure that time spent by learners in pursuit of an education is wisely and efficiently used. Movies, movie clips and other audiovisual materials are important tools in the educational process that teachers have access to. However, the use of such materials should be limited so that they are appropriately and effectively used in achieving educational objectives that supplement the curriculum being taught.

General selection criteria should include the following:

  • Quality of the overall recording being used
  • Fair and accurate representation of the facts/ principles
  • Any recordings or movie clips used in the classroom should be reviewed before the class and should not include inappropriate language, depictions of violence or any inappropriate behaviour
  • Movies shown in their entirety are not allowed except with prior approval of the School Head
  • Teachers should not show movies as a reward during regular instructional time
  • When such materials are used in a classroom during instructional time, there should be a pre-activity and a written post-activity for learners
  • Ensure age appropriateness

Time Limitations – Teachers should be careful with the use of audiovisual materials and should weigh the value of the AV material against the instructional time it consumes

The Classroom – Display as Celebration

Learners’ work should be celebrated by being displayed in corridors, communal spaces and other shared areas. However, it is expected that the central topics learners are studying will be clear and in evidence within classrooms. This involves display of pupils’ work in core subjects and ICT. To display learners’ work:

  • Work displayed should be named and dated
  • Paintings and photographs should be mounted, as well as written work
  • Captions to explain the learning process, pose questions or provide contextual information should be part of the celebration display. Captions and titles should also be mounted
  • Using boxes, stands and other additions to make parts of the display three-dimensional should be considered as these enhance displays
  • Each class is expected to maintain the display boards that are in corridors within the vicinity of their classroom
  • Displays as celebration of learners’ work should change at least termly. Writing should take priority so that children can see good examples and know that this is valued
  • Displays should belong to the learners and not be ‘fixed dressing’ created by teacher
  • Learners’ work that reflects process does not always have to be the finished product. A good display will stimulate discussion and curiosity and should be changed regularly to maintain this level of interest
  • TMS classrooms should be corporate and consistent. Although it is expected that teachers bring their individualism to classrooms and to learners’ learning, classrooms should represent The Millennium schools’ standards and priorities and not those of individual teachers.
  • Colours should be chosen carefully. Any background mounting should complement a piece of work, not distract from it.
  • Display boards should be edged with border roll or other edging and contain a clear title.
  • All teachers are expected to evaluate their classrooms and whether they are successful as learning environments. Ask: ‘Has the display worked?’ ‘Are the learners using displays or talking about them?’ ‘Is it a useful tool for teaching?’ ‘Has it made learners feel proud?’
  • Monitoring of the implementation of this policy forms part of the lesson observation process conducted by school heads and subject leads.

Introduction

The purpose of the examination and assessment policy is to ensure the planning and management of examinations and assessment is conducted efficiently and in the best interest of learners by providing clear guidelines for all teachers, administrative staff and learners. It is the responsibility of everyone involved in the examination and assessment processes at TMS to read, understand and implement this policy.

Aim of the Policy

  • To provide guidance to teachers and school administration on the collection, analysis and interpretation of information in order to report on the progress of learners
  • To illustrate the ways that assessment at TMS should provide evidence of learner performance according to the curriculum learning outcomes
  • To support assessment as a means for providing feedback to learners in order to support their learning
  • To describe the different forms of assessment such as tests and examinations, projects, oral presentations, performances, investigations, practical work and creative writing that can be used to accommodate different learning style

Assessment: Principles and Practice

At TMS we recognise that teaching and learning, and assessment of learners’ learning, are interdependent. Learning outcomes, which include knowledge and understanding of a subject as well as learners’ cognitive, personal and academic skills, should be explicitly stated for each unit of a course, and these should be the centrepoint around which the whole course is developed and assessed.

Principles

In this light, we believe that the following objectives underpin our assessments:

  • Assessment monitors the progress of learner learning and achievement through a course of learning
  • Assessment produces clear and easy-to-understand feedback for learners, parents, teachers and school management
  • It informs curriculum and assessment review

To realise these objectives, we further recognise that learners:

  • Have differing learning styles
  • Have different learning experiences, expectations and needs
  • Perform differently according to the context of learning
  • Need to know their achievements and areas for improvement in the learning process
  • Should receive feedback that is positive and constructive

Throughout learners’ progress through the curriculum and the teaching of the curriculum, assessment should therefore:

  • Provide, as far as is practical, a wide variety of different assessment opportunities and to be relevant and motivating to learners
  • Use learning objectives and outcomes
  • Be made clear to learners by teachers before assessments begin
  • Measure what learners understand, what they can do and what they know
  • Be both formative (to assist learners in building understanding, skills and knowledge) and summative (to assess learners’ acquired understanding, skills and knowledge)
  • Be on-going and support learners’ reflection on what has been learned and how it has been learned (metacognition)
  • Allow learners to evaluate their progress and be involved in setting targets for their improvement
  • Allow the school to evaluate the measure of success in meeting specific learning objectives as defined by the curriculum
  • Be focused on evaluation of a broad range of concepts, attitudes, understandings and skills
  • Be appropriate to an international and increasingly complex world

In light of these statements, the following principles apply to all assessments at TMS:

Principle 1

Assessment and feedback are integral to supporting effective learner learning. Therefore, assessment should be used to guide learning and provides a key tool for judging performance and the level of learner attainment, both to the learner through formative assessment and feedback and to the school and parents through summative assessment. It is essential, therefore, that well thought-out assessment and feedback is a significant tool for influencing learner learning through guiding a learner’s study practices and rewarding the learner for developing the skills, knowledge and abilities valued by TMS.

Principle 2

Effective and efficient assessment and feedback must be central to each curriculum. In order to maximise the benefits to learners, teachers and school management from effective and efficient assessment, the development of assessment and feedback should be a core part of teachers’ lesson planning. Assessment and feedback should relate clearly and directly to course aims and learning outcomes. Assessment tasks should encourage effective learner learning and should require learners to engage with the subject material through spending ‘time and effort’ on challenging learning tasks.
Furthermore, effective assessment results from teachers ensuring that proper consideration is given to assessment across the entirety of a course, ensuring the amount of assessment is consistent with a reliable and valid achievement profile for each learner. It is therefore important that assessments are scheduled carefully during the academic session and the volume of work required does not overload teachers or learners at any time.

Principle 3

Assessment should be valid, reliable and consistent. This principle requires assessment tasks to be chosen carefully to ensure they assess the outcomes specified in the curriculums and for information about assessment tasks to be clear, explicit, accurate and timely.
Valid assessments are ones that measure all or part of the stated outcomes of a course. A valid form of assessment is one which, as far as possible, measures what it is supposed to measure. For example, it does not assess memory, when it is supposed to be assessing problem-solving.
Reliable assessment will produce the same (or very similar) results with a learner if they were re-tested, meaning it is consistent in its methods and criteria. It is recognised by management that absolute reliability and validity is not possible, but that assessments should aim to meet the highest standards possible across all TMS.

Principle 4

Opportunities for feedback and formative assessment should be included in all courses. Wherever possible learners should have opportunities to receive feedback on their progress and have the opportunity to use that feedback to close any gap between actual and expected performance. Formative feedback from teachers can be written, electronic or verbal, and individual or to a group. Specific formative tasks may be developed such as quizzes or short tests, or teachers may incorporate feedback within their teaching activities.
In some cases, it may be appropriate that formative and summative assessment are combined, for example, an interim assessment before a final end of term summative assessment.

Assessment and feedback are integral to supporting effective learner learning. Therefore, assessment should be used to guide learning and provides a key tool for judging performance and the level of learner attainment, both to the learner through formative assessment and feedback and to the school and parents through summative assessment. It is essential, therefore, that well thought-out assessment and feedback is a significant tool for influencing learner learning through guiding a learner’s study practices and rewarding the learner for developing the skills, knowledge and abilities valued by TMS.

Throughout learners’ progress through the curriculum and the teaching of the curriculum, assessment should therefore:

  • Provide, as far as is practical, a wide variety of different assessment opportunities and to be relevant and motivating to learners
  • Use learning objectives and outcomes
  • Be made clear to learners by teachers before assessments begin
  • Measure what learners understand, what they can do and what they know
  • Be both formative (to assist learners in building understanding, skills and knowledge) and summative (to assess learners’ acquired understanding, skills and knowledge)
  • Be on-going and support learners’ reflection on what has been learned and how it has been learned (metacognition)
  • Allow learners to evaluate their progress and be involved in setting targets for their improvement
  • Allow the school to evaluate the measure of success in meeting specific learning objectives as defined by the curriculum
  • Be focused on evaluation of a broad range of concepts, attitudes, understandings and skills
  • Be appropriate to an international and increasingly complex world

Principle 5

Feedback should be high quality and timely. High-quality feedback is constructive and encourages learner self-assessment, reflection and learners making their own judgements against criteria or standards of achievement. It also helps learners to self-correct and encourages motivation. In particular, high quality feedback is distinguished by how it helps to clarify what the learner’s current performance is against course goals and learning outcomes, recognises and specifies the existing achievements of the learner, and suggests possible strategies to enable the learner to move forward in achieving the goals in areas where they are weak. Feedback should reflect performance on the specific piece of work of a learner and provide forward-looking support for on-going learner learning.

At TMS we recognise that learners need to learn the skills to assess their own work and therefore teachers should consider how best to provide suitable support for learners to enable them to become more proficient in this area.

Principle 6

Forms and methods of assessment and feedback should be varied and appropriate. Teachers should ensure a range of assessment and feedback methods are applied across the courses they teach for both summative and formative assessment. Through using a variety of assessment tasks, learners should be encouraged to draw upon a range of skills and abilities, in addition to their knowledge of the subject taught, to demonstrate their ability to apply their knowledge and understanding in new settings, both individually and in groups. This allows learners to make specific links with the Millennium Learner Attributes (See Millennium Learner Attributes Policy).
Appropriate assessment is assessment which asks the right level of question (for example, knowledge, application of knowledge, and mastery of topic). A range of assessment methods should be used to ensure learners can demonstrate the mastery of their subject in a variety of ways.

Where new methods of assessment are introduced, such as peer assessment or e-assessments, at TMS we consider it essential that learners are given the opportunity to practice the form of the assessment to ensure any assessment is measuring their subject knowledge and skills rather than their proficiency in the assessment method.

Principle 7

Schools will provide the appropriate environment and resources to ensure teachers and learners are supported adequately in assessment. This will take the form of school management ensuring that both teachers and learners have access to clear information about their assessment and feedback.

Principle 8

Roles and responsibilities for both teachers and learners should be communicated clearly. For assessment and feedback to work effectively both teachers and learners must have clear roles and responsibilities to play and these will be clearly displayed or documented before any assessment or displayed outside examination rooms.

The roles and responsibilities should be reinforced by teachers when briefing learners on assessment whether in class or through documentation.

Principle

The school Head/ school coordinator(s) will monitor and evaluate assessment and feedback through appropriate methods. The subject leads in HO will develop appropriate methods for the monitoring and evaluation of implementing these principles.

Practices

The following practices define the assessment of learners as TMS:

  • The purpose of assessment must be made explicit and must be an ongoing part of learners’ learning
  • Assessment must be appropriate, valid, fair, authentic, manageable and time efficient
  • Assessment results must be communicated clearly, accurately, efficiently and meaningfully
  • Assessment should be used to identify areas where learners need support
  • Assessment must develop individual learning, independence and problem-solving skills
  • Assessment must foster motivation and self-confidence

Assessment Guidelines

  • Teachers are responsible for monitoring and carefully managing the workload of learners in conjunction with the TMS annual academic calendar
  • Assessments must be moderated to ensure quality and accuracy of standards
  • Timely notifying of parents in cases of learners’ under-performing is essential
  • Each teacher is required to keep evidence of assessments

Assessment and Feedback Principles

The expectation is that all learners will:

  • Have transparent and clear information about what is being assessed, how they will be assessed and how the information from assessment will be used
  • Be assessed formatively and summatively, in a range of ways that supports their learning across the full spectrum of learning outcomes associated with their courses
  • Receive timely and useful feedback for all assessments (including examinations) that feeds forward into improvement of performance

Examinations Guiding Principles

TMS has well-developed regulations for the conduct of examinations which include statements of what constitutes a breach of these regulations. For examinations, the following principles apply:

  • Learners must be informed of the regulations for examinations and the consequences of breaches in the regulations.
  • Learners must be informed within an appropriate frame of time for each examination session in school, with full details of a particular examination including time, location and duration.
  • The venues for examinations are fit for purpose, properly and suitably prepared and reasonable adjustments are made where appropriate and sanctioned by the school Head.

Written Examinations

  • Proper procedures must be taken to ensure the security of the transport and distribution of the correct examination papers and answer scripts to and from the invigilated examination venue.
  • Procedures must be in place to ensure the appropriate invigilation of examinations, incorporating responsibilities, behaviour in the examination room, procedures for managing the conduct of the written examinations and any potential breaches of the examination protocols.
  • Schools must follow the policy that is in place to deal with unauthorised materials in invigilated examinations. (See TMS Academic Honesty Policy).
  •  All assessment materials are to be kept secure at all times.
  • Non-written Examinations (viva)
  • In some circumstances (e.g. language courses) there may be non-written examination of learners. In this instance teachers must have some recorded evidence of assessment which can be verified subsequently; these methods may include recording, videotaping or third-party written records of assessment. Therefore, for non-written examinations there should be at least two teachers present during an assessment. Detailed records of the assessment should be kept.
  • Collation and Dissemination of Examination Results

The following key principles should be applied to the collation and dissemination of learners results from examination:

  • All assessments are evaluated and marked by the relevant teacher(s) in a fair and consistent manner
  • The results of all elements of examination assessment are recorded in a timely fashion
  • Learners must be informed of the results of their examination in a timely manner
  • Teachers are required to review learners’ examination results to identify areas of further study, reinforcement or extension
  • With the advent of the TMS learning management system, results must be made available online
  • Learners’ results must never be placed on public notice boards
  • Learners’ results should never be given over the phone
  • Learners’ results must never be given to any third party, unless written authorisation by the learners’ parent(s) or guardian is provided

E-Assessment Principles

Overview

This part of the policy outlines the minimum requirements that TMS expects to be met when learners undertake assessment electronically. This is an evolving trend in TMS, especially for IB courses. The principles here are in addition to the principles cited above, which will apply unless otherwise stated:

  • E-assessment may be used for formative or summative examination purposes. All summative assessment must strictly follow the guidelines and protocols of the awarding body using e-assessment or similar regulations provided by Head Office of TMS
  • All teachers involved in the e-assessment process must be familiar with the on-line environment and conditions for effective e-assessment
  • School Heads must ensure that e-assessment is fit for purpose and does not compromise the assessment methodology and the integrity of what is being assessed on courses at TMS
  • Comprehensive school-wide plans should be in place to manage every aspect  of the e-assessment procedure to ensure that the e-assessments are robust, reliable and fair, and that well-defined contingency plans are in place to mitigate against technical failure during an e-assessment
  • Learners must be given access to, and be familiar with, the examination format for all e-assessments, question types and the technology they are to use, prior to the examination

Roles and Responsibilities

  • Schools using e-assessments should ensure that they comply with the appropriate procedures and policies which include the roles and responsibilities of teachers, defined by the awarding body
  • Teachers should have experience of the process of e-assessment and be provided with appropriate training
  • If the e-assessment occurs outside the main exam periods it is the course teacher’s responsibility to ensure that the e-assessment time slot avoids timetable conflicts for learners
  • The course teacher for the e-assessment is responsible for ensuring that learners are aware of contingency arrangements to cover technical failure on the day of a scheduled e-assessment examination
  • Learners sitting e-assessment must be given an opportunity to familiarise themselves with the software before formal assessment takes place
  • Invigilation of e-assessments:
  • Invigilation for e-assessment examinations should replicate normal TMS procedures
  • Results and feedback for e-assessments should not be released to learners until normal school procedures for the receipt, review and validation of marks have been undertaken
  • Schools must ensure that processes are in place to review results from e-assessment as part of the annual monitoring process to facilitate the identification of trends and allow for comparisons across assessment delivery methods in schools

Introduction

A key benchmark we set for ourselves at TMS is the on-going monitoring of our professional attributes as teachers. To this end, we have developed a list of five ‘Teacher Attributes’ which describe the effective characteristics and behaviours expected of a professional educator working in TMS. These five attributes are reflected upon in annual appraisals.

Our expectation is that all TMS teachers should exhibit these professional attributes in all their teaching and interactions throughout the life of the school in which they work. In this way we aim to set the highest standards of teaching in our schools, so that we can be viewed as a role model of excellent provision. These attributes reflect our understanding that we see the work of school Heads and teachers as central to achieving these high standards and excellent provision.

We see these professional attributes not as something to be simply achieved, but as forming a framework for reflection and action towards providing the best education experience for our students.

Aim of the Policy

The attributes of the TMS teacher define the type of teacher that works at TMS, and from this, the TMS teacher attributes provide us with a foundation upon which we base the quality of our provision.

The aims of this policy are to:

  • Recognise the status of TMS teachers as professional educators, as professionals who are confident in their subject knowledge as well as the pedagogy of their subject, and people who are able to sustain their professionalism in all they do.
  • Underline the role of teachers as reflective practitioners, always striving for improvement and change
  • Support teachers as agents of change
  • Set expectations for life in school which support teachers’ interest and motivation, and maintain high levels of morale so as to ensure consistently high levels of provision

The Teacher Attributes

Confident

Confident in teaching their subject and engaging each student in learning, Millennial teachers know their subject well and know how to teach it. They seek to understand their students and their educational needs. They strive to communicate a love of learning and to encourage students to engage actively in their own learning.

Responsible

Responsible for themselves, responsive to and respectful of, others. Millennial teachers are highly professional in their approach to teaching and they are collaborative and supportive. They understand their actions will help shape future generations and they are concerned about the holistic development of every individual they teach.

Reflective

Reflective as students themselves, developing their practice. Millennial teachers are themselves students, seeking to build on and develop their knowledge and skills through a cycle of reflection on practice – involving research, evaluation and adaptation. They support students to become independent and reflective students.

Innovative

Innovative and equippedd for new and future challenges. Millennial teachers are creative, experimenting with new ideas and pursuing an enquiring approach in their teaching. They are open to new challenges, being resourceful, imaginative and flexible. They are always ready to learn and apply new skills and techniques.

Engaged

Engaged intellectually, professionally and socially, ready to make a difference. Millennial teachers are passionate about learning within and beyond the classroom, sharing their knowledge and skills with teachers in the wider educational community.

Teacher Attributes in Practice

All TMS teachers should strive for developing the following qualities:

Attribute 1: Confident

TMS teachers have the intellectual background and emotional characteristics needed to effectively and independently implement their instructional and managerial duties associated with teaching the different levels of students we have at TMS.

This should be evident in the way teachers interact with colleagues and students in school, move about the school campus, use/ manipulate various teaching resources, and perform the actions associated with the duties of their teaching position. A confident teacher is evident in the way he/she interacts with others, meets professional obligations, takes efforts to manage the whole school learning environment and handles problems with a professional attitude. A confident teacher should take pride in his or her professional appearance at all times and present himself/herself in a manner of dress and hygiene which is professionally appropriate to working in a school.

The confident TMS teacher should have excellent oral communication skills. A teacher’s oral communication reflects appropriate clarity, fluency and grammatical correctness, proficient use of Standard English and understandable accent, appropriate formality to any situation and verbal flexibility allowing rephrasing or translating of ideas or questions, especially in teaching where understanding of a topic is key for students. This quality should be evident in all oral interactions of the teacher, including formal interactions with colleagues and parents, as well as in a teacher’s oral interaction with their students in school. A teacher must be able to initiate enough communication to successfully carry out their work responsibilities, such that hiding limitations through non-participation is a negative attribute.  Teachers whose spoken language is grammatically incorrect should seek support and professional development. It is the teacher’s responsibility to make the improvement.
Furthermore, a teacher’s written work should reflect appropriate and accurate spelling, grammar, punctuation, syntax, format, and English usage, and demonstrate organisation and composition that effectively communicate ideas, directions, explanations, lesson plans, messages, and other teaching-related written products.
Information   communications,   such   as   email and messages, should also be considered as a form of professional written communication. Correctness in written English is a basic essential, but clarity, organisation and significance of message are also necessary. Moreover, correctness must be evident in spontaneously produced writing generated by the teacher.

TMS teacher must demonstrate positive attitudes in interactions with other professionals, collaborate with colleagues, relating easily and appropriately to those in authority, and complying with rules and reporting problems with school operations with reference to specific evidence and reasonable courtesy. For this attribute, good working relationships with colleagues at all levels should be evident.
The confident TMS teacher should demonstrate a high degree of rapport, relating easily and appropriately to students and others responsible to him or her, providing leadership or direction while involving others and listening to, and incorporating, their needs and concerns. This should be evident in professional activities in which the teacher is in a leadership or management role, such that over-looking the reactions,  needs,  and involvement of those who are his/her responsibility, finding it difficult to organise, to communicate with, or to direct the activities of a group for which he or she is responsible, and failing to establish a mutually satisfying rapport with those he or she is to teach would be evidence that a teacher cannot undertake their responsibilities in teaching.

Confidence also is dependent on a teacher’s awareness of individual differences, such that a TMS teacher should be able to recognise and empathise with people from a range of backgrounds, and demonstrate sensitivity to social expectations in varied environments. This means that the confident TMS teacher will be aware that the general expectation, at times, can be to require alteration of his or her usual behaviour by changing that behaviour to meet the expectations of others, whether it is in appearance, dress, language, or some other dimension of his or her social presence in school.

Attribute 2: Engaged

The TMS teacher is enthusiastic, displaying energy and enthusiasm, and responding equally appropriately to humour as to difficulties. Therefore, it is expected that teachers will be excited to be in school and continually learning about the teaching profession.  An enthusiastic, humorous approach to teaching leads to increased student engagement, interest and learning, so it is anticipated that a teacher’s level of enthusiasm will be a function of his or her personality. An engaged teacher has a ‘style’, a very clear identity of themselves as a professional.

Attribute 3: Responsible

TMS teachers should work cooperatively with colleagues, school Heads, staff and others they come into contact with in school to realise our ambition to ensure the most effective holistic development of TMS students. To do this, teachers should contribute constructively to team objectives, make constructive suggestions and accept suggestions and handle constructive criticism professionally, and take steps to modify behaviour appropriately.

Evidence of this attribute should be observable in a wide variety of group/team situations in school, from participation in whole group discussions and small group tasks; to questioning and contributing in formal meetings, deparTMSntal and social task-related meetings, and in conversations with colleagues and parents.
TMS teachers are also tactful, recognising the implications of words and actions upon others and avoid situations which offend company/ school rules and norms. Because the TMS teacher serves as an important model to other professionals as well as students and is a key representative of the school, the teacher’s ability to handle a variety of situations with a variety of adult and child individuals in appropriate ways is extremely important.  Therefore, every TMS teacher must be aware of, and compensate for, the feelings and self-esteem of others.

The TMS teacher should be well-organised, monitoring and controlling time, materials, and the achievement of expectations about his/her work. This might mean keeping a calendar so as to not be caught out by missed due dates and coming prepared to meetings or teaching with all appropriate and necessary resources, materials and plans. For the TMS teacher, organisation is therefore a function of personality, so it is expected to take various forms, but will always mean that the TMS teacher is never unprepared. The responsible teacher undertakes and completes assigned tasks, meets school and programme requirements and deadlines, anticipates problems and plans ahead, and adapts to professional standards and policies. This requires the teacher’s awareness of institutional requirements, rules, regulations and schedules, and of the maturity and responsibility to meet such expectations. The seasoned teacher will manage this attribute with ease and promptness. Being familiar with handbooks and curriculum content, attending informational meetings, seeking advice and guidance from management and colleagues, and   complying with stated procedures and schedules are key to this attribute.

Attendance and punctuality are key indicators of the responsible TMS teacher. The teacher should be present and punctual for class and appoinTMSnts, arranging ahead of time with all necessary individuals for unavoidable delays or absences, and should never solicit exceptions for anything except very special and legitimate circumstances.

Responsibility is also connected to professional maturity: The responsible TMS teacher displays poise in task completion and personal interactions, acknowledges his or her own responsibility and accountability, and never attempts to transfer fault or blame to others or to rationalise his or her own inadequate or missing performance.  These should be evident in the teacher’s behaviours in his or her academic activities on school campus and in his or her related responsibilities. Any teacher who fails to prepare to plan for his/her work, to meet a deadline or to fulfil some other responsibility, but who also consistently tries to place the fault on someone else clearly does not demonstrate this attribute. A high level of professional maturity is expected from all teachers.

Attribute 4: Reflective

For all TMS teachers, reflectivity is the backbone of their professionalism. All teachers should recognise, seek and apply the best theories, research and practice in all professional activities in school, and should feel pride to assert his or her intention of becoming the best teacher that s/he can be, demonstrating a commiTMSnt to education as a career. Throughout a teacher’s affiliation with TMS,   the school Head and other members of management will observe whether a teacher demonstrates behaviour that reflects such commitment.

The reflective teacher should exhibit simultaneous awareness of all aspects of the learning environment. This attribute encompasses many intangibles required of the teaching profession, for example, teachers learning to ‘think on their feet’ and have ‘eyes in the backs of their heads’. This means that the TMS teacher is able to effectively balance all requirements of the job.

To be successful in the teaching profession, a teacher must reflect on, and evaluate professional experiences with constructive criticism. This means that the good teacher constantly asks questions about their teaching and of their students’ learning, they review classroom data (e.g. grades and assignment marks) and consider what can be done differently. This attribute is demonstrated through inquiry-based approaches, conversations with colleagues about students, as well as written reflections.

Attribute 5: Innovative

TMS teachers should demonstrate flexibility and patience, displaying a willingness and ability to adapt to changes in events, conditions, activities and tasks, and an overall patience for circumstances and human interactions that occur on a daily basis in schools. The nature of teaching in a classroom and working in a school means that the unexpected should be anticipated as the norm in teaching, so evidence of this attribute should be a teacher’s response to the unexpected, for example, changes in schedules, unexpected requirements, or unplanned challenges such as a team member not completing his or her portion of a work activity.

An innovative teacher is observable through their reactions and facial expressions, conversational tone with colleagues and school administration/management as well as in written responses like emails, messages and professional reflections.

The TMS teacher displays a high degree of creativity, able to synthesise theories and practice into new, personalised adaptations and applications in their teaching. The creative TMS teacher, therefore pursues unusual, unique solutions and insights related to lesson planning, design and presentation of lessons, organisation of the classroom environment, and management of the whole-school learning environment. This quality might be demonstrated by the integration of diverse content within teaching and strategies such as the use of unusual resources, or the use of usual resources in unusual ways and by fresh, spontaneous responses to teaching scenarios.
The TMS teacher also should display a high degree of personal initiative and risk-taking, displaying independence and motivation in undertaking activities and assignments given by management. Teachers should demonstrate this quality by their readiness get involved and attempt the unfamiliar, and, sometimes, fail. All teachers should also show a willingness to assume leadership of his or her own learning rather than waiting for learning to happen.

The Millennium Education is committed to provide a safe environment for all its learners and employees, free from discrimination of any kind and any form of harassment. As per our learner and staff well-being and code of conduct policy we have a formal and fair Harassment and Bullying policy. TME has a zero tolerance policy for any form of harassment in the institute, treats all incidents seriously and promptly investigates all allegations of harassment. Any learner / employee found to have harassed another will face disciplinary action. All complaints of harassment should be reported to and will be taken seriously and treated with respect and in confidence. No one will be victimised for making such a complaint.

AIM OF THE POLICY

The aim of this policy is to ensure that all TME learners and employees are able to learn in a supportive (conducive) environment that is physically and psychologically safe (i.e. all TME learners and employees) can learn and work without fear of being bullied). It is also the aim of this policy to define, in clear terms, the expectations that teachers and other employees have of being valued and supported in their work, such that they too have a physically and psychologically safe environment for working.

This policy outlines what all Millennium schools and colleges are expected to do to prevent/ deal with all forms of harassment and bullying.

In all of our schools and colleges, we aim to adopt anti-harassment and bullying strategies and intervention procedures in order to:

  • To ensure all learners, staff, school administration treat each other with courtesy and respect.
  • To avoid behavior at the campus that may create an atmosphere of hostility or intimidation.
  • Prevent harassment and bullying from taking place and where necessary to act upon complaints of harassment promptly and fairly.
  • Reassure and support who experience harassment or bullying.

The expectations laid out in this policy apply to all working and learning in TME: learners, teachers (full time and visiting faculty), school administration, school leadership, and custodial staff.

1.0 HARASSMENT  

In TME we define harassment as deliberately hurtful behaviour which intimidates, torments or abuses others. Harassment is when the speech or actions are so severe, pervasive, or targeted at particular people that it hinders the learner’s ability to get an education, significantly harms their well-being, substantially interferes with their rights, or intimidates the student because of their identity.

Harassment is especially harmful when learners/employees are harassed due to actual or perceived characteristics such as race or ethnicity, ancestry, color, ethnic group identification, gender expression, gender identity, gender, disability, nationality, religion,  age, or a person’s association with a person or group. This kind of harassment can violate other civil rights laws too. It can be of any kind (having many forms, including cyber-bullying which is the use of communication technologies) and can be carried out by an individual or a group.

This policy recognizes the need for all of us to be aware that harassment can happen at any time. At TME we recognise that harassment in any form might take place and so we proactively seek to guard against it. Consequently, in TME we advocate a whole-school, proactive approach in dealing with any and all forms of harassment as soon as they become evident. This policy also sets precedents for preventing harassment from starting.

1.1 WHAT IS SEXUAL HARASSMENT?

Sexual harassment is unwelcome conduct of a sexual nature which makes a learner feel offended, humiliated and/or intimidated. It includes situations where a learner is asked to engage in sexual activity, as well as situations which create an environment which is hostile, intimidating or humiliating for the recipient. Sexual harassment can involve one or more incidents and actions constituting harassment may be physical, verbal and non-verbal.

Examples of conduct or behaviour which constitute sexual harassment include, but are not limited to:

1.2 Physical conduct  

  • Unwelcome physical contact including patting, pinching, stroking, kissing, hugging, fondling, or inappropriate touching
  • Physical violence, including sexual assault
  • Physical contact, e.g. touching, pinching
  • The use of study threats or rewards to solicit sexual favours

1.3 Verbal Misconduct 

  • Comments on a learner’s private life
  • Sexual comments, stories and jokes
  • Sexual advances
  • Repeated and unwanted social invitations for dates or physical intimacy
  • Sending sexually explicit messages (by phone or by email)

1.4 Non-verbal Misconduct 

  • Display of sexually explicit or suggestive material
  • Sexually-suggestive gestures
  • Whistling
  • Leering

Anyone can be a victim of sexual harassment, regardless of their sex and of the sex of the harasser. TME recognises that sexual harassment may also occur between learners/employee of the same sex. Anyone, including learners and staff members’ who sexually harasses another will be reprimanded in accordance with this internal policy.

1.5 TME HARASSMENT COMPLAINT CELL

Every learner/employee has a right to be heard and if anyone has any concern (academic, non-academic or social), he/she must report to his/her immediate Headmistress/Coordinator/Counsellor or Principal with the guarantee that they will be heard and their concerns shall be addressed with utmost confidentiality. Harassment Complaint Cell is set up by the school / college principal where complaints of abuse or any other forms of harassment can be lodged. Formal verbal or written complaint could be lodged on this Harassment complaint cell, as a first and preliminary step. Resolution through counselling can take place at this first step. The primary purpose of specialized office or cell is to facilitate the policy implementation in letter and spirit.

Any complaint against the school management, the learner can directly email to student confidentiality portal.

1.6 WRITE TO US

TME has a dedicated email address which learners/employees can contact to lodge any complaints or queries regarding harassment, bully, inappropriate behavior or misconduct across the institution on student-confidential@millenniumschools.edu.pk. Any complaint which the learner feels is not catered by the campus appropriately, the learner can directly email to student confidentiality portal.

All complaints must be made from the personal email address of the learner/employee i.e. complaints cannot be made on behalf of other learners/employees, or on social media platforms, or from anonymous or third party accounts. We would like to assure learners/employees that all complaints will be treated with utmost confidentiality and privacy.

1.7 FALSE ALLEGATION

Allegations of harassment made out of malice or with an intent to hurt the reputation of the staff or other learner against whom the complaint is filed are to be dealt with as serious offences. Making malafide allegation of sexual harassment knowing it to be false, whether in a formal or informal way is a serious offense under this policy and action would be taken under TME disciplinary regulations. Any charge found to have been intentionally dishonest or made in willful disregard of the truth, and to malign or damage the reputation however, will make the complainant (student, staff or faculty) liable to severe disciplinary action.

TME recognizes that false accusations of harassment can have serious repercussions. If, after the investigation it is found out that the complainant has maliciously or recklessly made a false accusation, the complainant will be subject to appropriate sanctions, disregard for truth will be treated with the same degree of seriousness and severity as an allegation of harassment itself.

1.8 SANCTIONS AND DISCIPLINARY MEASURES  

Any member staff or learner who is found to have harassed another learner or staff under the terms of this policy is liable to any of the following sanctions:

  • written warning/ explanation
  • suspension
  • dismissal / expulsion
  • liable to criminal / legal proceedings

The nature of the sanctions will depend on the gravity and extent of the harassment. Suitable deterrent sanctions will be applied to ensure that incidents of harassment are not treated as trivial. Certain serious cases, including physical violence, will result in the immediate dismissal of the harasser.

No learner or employee (current or former) is allowed to share any defamatory, offensive or derogatory content against the employer, campus, institution , management or its stakeholders on social and digital media platforms, microblogging, social networking, social bookmarking, and social curation, and wikis, Facebook, twitter, LinkedIn, Reddit, Pinterest, Instagram and any other social media platform.

2.0 BULLYING

2.1 IDENTIFYING BULLYING

The three types of bullying are:

  • Physical (hitting, kicking, pushing, theft/ damage to property, inappropriate physical contact)
  • Verbal (name  calling ,  teasing ,  mocking ,  making  offensive  remarks,  making inappropriate or derogatory comments about someone)
  • Indirect (spreading rumours about people, gossiping, excluding someone from groups or social networking groups, sending inappropriate text/email messages or photographs, a.k.a. ‘cyber-bullying’)

2.2 SIGNS OF BULLYING

Bullying most often becomes apparent when people’s regular behaviour changes. Any changes in behaviour of someone in school should be considered as possible indications of bullying. The following behaviours’ have been listed as a few potential indicators (but not limited to):

  • Refusal or resistance to come to school/ go into class
  • Being anxious in school/class, withdrawal from social groups/ group activities (e.g. class activities or extra-curricular activities) or being unusually quiet in class
  • Failure to produce work on time
  • Producing uncharacteristically poor/ bad work
  • Presenting work that appears to have been spoiled or defaced by others o Belongings (e.g. books, pens etc.) going missing or being damaged
  • Changes (reduction) in self-confidence/ self-esteem
  • Regular symptoms of illness, such as stomach pains, headaches etc.
  • Unexplained cuts and bruises
  • Regular absence from school, erratic attendance or continual late arrival to class o Poor/lack of eye contact and poor (closed) body language
  • Unwillingness/resistance to take part in activities with others

Although there may be other causes for some of the above indications, there should always be an investigation by school management where concerns arise.

2.3 DEGREES OF BULLYING

In TME we use the following ‘degrees of bullying’ as a guide when dealing with incidents in school:

Low-Degree [e.g. Repeated inappropriate or unwarranted criticism in front of others, name- calling and repeated practical jokes, spiteful/ mean rumours, undesirable facial or physical gestures, inappropriate interference with personal belongings, exclusion from group activities].

Medium-Degree [e.g. Organised aggressive behaviour, victimising others, teasing, threatening looks, mimicking others cruelly, encouraging others to socially exclude, causing damage to social reputation/ acceptance].

 High-Degree [e.g. Persistent/ on-going use of abusive/extreme   language towards an individual, physical assaults or repeated threats to cause harm (intimidation), deliberate intentions to engineer situations which exclude individuals from life in school]. 

2.4 WHAT IS NOT BULLYING

Some behaviour in school can be distressing but is not bullying:

  • Mutual conflict between learners
  • This involves a disagreement between learners
  • One-time acts of aggression
  • Social rejection is not bullying unless it involves deliberate and repeated attempts to cause distress, exclude or create dislike by others.

2.5 CYBER BULLYING 

Examples of cyberbullying include:

  • Taking humiliating pictures of another learner and sharing them with others.
  • Verbally abusing another learner by text message.
  • Spreading rumours about a student on social media platforms.
  • Repeatedly sending emails to intimidate or threaten.

Cyber bullying needs to be monitored closely in schools since it:

  • Can be used as an extension of face-to-face bullying that might be taking place.
  • Can enter home/personal space which is normally considered ‘safe’.
  • Can involve a large number of people.
  • Can take place across age groups/ genders.
  • Can include unauthorised, widespread publication of private information or images.
  • Can be used for manipulating others

2.6 PROMOTING THE POSITIVE USE OF TECHNOLOGY IN SCHOOL ( ANTI BULLYING)

All those working in TME understand the increasingly significant role that technology plays in people’s lives and in education. As such, we are committed to ensuring everyone in school understands the benefits and the risks associated with technology. All TME teachers and education managers must strive to equip our learners with the knowledge and skills to be informed and careful users of technology.Therefore, a proactive approach to preventing cyberbullying in TME schools means:

  • Teachers using technology in constructive ways in their teaching.
  • Providing training to teachers in using technology to develop their practice creatively.
  • Support learners’ safe and responsible use of technology whilst in school.
  • Ensuring all learners understand the importance of password security

3.0 WHOLE SCHOOL STRATEGIES FOR DEALING WITH HARASSMENT AND BULLYING

3.1 PREVENTION

School management should create an environment in school where individuals feel safe, care about each other, value and respect each other.

  • Assemblies/ talks about harassment / bullying can be given throughout the academic year.
  • Schools should ensure, a clearly-written information for learners about who to talk to if they have concerns about harassment or bullying.
  • Regular school staff training on identifying and dealing with bullying and harassment.
  • Addressing bullying and cyberbullying as part of the curriculum and PSED programme in early years, and looking for opportunities to address bullying through other curriculum areas.
  • Target attention/ supervision by staff on key times and locations in school.
  • Continuous promotion of the Millennial Learner Attributes in schools.

Introduction

This policy is intended as a guide to all school academic and administrative staff.  It sets out standards and principles of practice which everyone working in TMS  are expected to follow when within, or representing, the School. The underlying purpose is to ensure that the TMS  provides a high quality service to its Student s and other stakeholders in accordance with its Vision, Values and Mission Statements and to promote public confidence in the integrity of the Roots Millennium Schools.

Aim of the Policy

At Roots Millennium Schools we are committed to providing the best quality teaching and learning to raise standards of achievement for all our Student s. This policy summarises expectations and common working practices in our schools in order to provide a robust framework for realising this. It reflects what has been standardised in terms of approach and consistency of education provision across all TMS  schools and makes explicit the best practices to which all of the Roots Millennium schools aspire.

This policy should be read in conjunction with the Teaching and Learning Policy.

Principles of Practice

Providing a conducive learning environment is the purpose of the whole school and is a shared commiTMSnt of all the staff. In this light, at TMS  we recognise that education not only involves children, but also parents and the wider community, and that for the maximum benefit of all, we should work closely together to support learning.

With this in mind, we aim to:

  • provide a supportive, positive, healthy, caring and safe environment for Student s and teachers, which has high expectations and values all members of the school community
  • recognise the needs and aspirations of all individuals in the school and provide opportunities for all Student s to make the best possible progress and attain the highest personal achievements
  • ensure Student s develop as literate, numerate and technologically competent individuals, within a broad, balanced, exciting and challenging curriculum
  • provide rich and varied contexts within schools and experiences for Student s to acquire, develop and apply a broad range of knowledge, skills and understandings
  • provide a curriculum which promotes the moral, social, cultural, physical, intellectual and emotional development of all Student s
  • support Student s to develop as individuals with lively, enquiring minds, good thinking skills, self-respect, self-discipline and positive attitudes
  • encourage all Student s to be enthusiastic and committed Students, and promoting their self -esteem, self-worth and emotional well-being whilst in school
  • develop Student s’ confidence and capacity to learn independently and collaboratively
  • develop enduring values of respect, honesty, integrity, kindness, tolerance, fairness and trust
  • encourage Student s to respond positively to the challenges and opportunities of a rapidly changing world
  • encourage Student s to become active and responsible citizens, contributing positively to society

TMS Ethos

The atmosphere that teachers and students experience in TMS schools are the foundation for standards and practice. This means that all TMS staff should work constructively to contribute to the development of the TMS ethos which is described as follows:

  • Providing a supportive and effective learning environment in which all students can produce their best work
  • Providing a welcoming environment in which courtesy, kindness and respect are fostered
  • Providing an equitable and disciplined learning environment
  • Effective management of professional time
  • Valuing and celebrating students’ success and achievements
  • Teachers regularly reviewing their professional development to ensure a consistently high level of professional knowledge and expertise

Roles and Responsibilities

  • Professional practice is a shared responsibility and everyone within the school community has an important part to play in providing the best experience of education for our students. Everyone in school should be striving to:
  • empower our students as individuals, and to respect their rights and values as individuals and learners
  • foster good relationships between students and between teachers and students, and promote a sense of belonging to, and ownership of, the school
  • provide a safe and well-ordered environment for all students. This means that everyone working in school is aware of health and safety aspects relevant to the school and is focused on making clear, and managing, the behavioural expectations of students whilst on campus and/or in uniform
  • encourage, praise and positively reinforce good relationships, behaviours and work of students
  • contribute as part of a team, supporting and encouraging each another.

Teachers will endeavor to:

  • provide challenging and stimulating lessons that motivate students to strive for the highest standards of achievement
  • ensure that both the content of teaching and approaches to teaching are progressive and innovative
  • be aware of the needs of each student they teach
  • be good role models by demonstrating punctuality, being well-prepared and organized for work
  • keep up-to-date with educational issues and developments
  • provide clear information on school procedures and student progress
  • have a positive attitude to change that can occur in school and, in regard to change initiatives, the continuous development of their own expertise
  • collaborative with colleagues to develop a coherent and consistently high level of professional practice across the entire school

Driven by positive relationships and communication with the school, parents should be encouraged to support their child’s learning by:

  • ensuring that their child attends school regularly, punctually and well-rested so s/he is ready/able to learn
  • ensuring that their child wears the school uniform and brings all necessary equipment and materials they need for their learning
  • participating in scheduled meetings/ discussions arranged regularly by the school concerning their child’s progress and achievement
  • support the school’s homework initiatives (reinforcement activities) and ensuring that the homework assigned is completed on time
  • supporting the school’s initiative to develop children’s independence as individuals and learners as they progress through their school

Through creating a positive and constructive environment for learning, and working collaboratively with parents, the intention is that students will be encouraged to:

  • attend school regularly and punctually
  • be organised and ready to learn, bringing all necessary equipment and materials they need for learning
  • conduct themselves in an orderly manner in line with the expected behaviours of TMS students
  • take increased responsibility, with time and support, for their own learning

Organisation

The learning environment should be managed to effectively facilitate students’ different styles of learning. Therefore, in all schools there should be opportunities made for:

  • whole class teaching
  • small group work
  • one-to-one coaching
  • collaborative learning in pairs or groups
  • independent learning
  • student choice and voice

Therefore, all areas of the school should be considered as part of the learning environment and consequently should be planned for use. This includes the entire school grounds. This will ensure opportunities for a range of practical activities for students, aimed at developing appropriate knowledge, skills and understandings, but in a variety of ways and contexts.

  • individual learning
  • collaborative learning in small groups, or pairs
  • one-to-one learning
  • whole class
  • independent learning
  • self-directed study

Learning Styles

At TMS we understand that students learn in different ways and at different rates. This means that in the course of their learning, they develop their skills through a variety of preferences for learning. These include:

  • investigation and discovery
  • experimentation and experience
  • listening to conversations, discussions, lectures
  • observing demonstrations
  • talking and discussion
  • asking questions (of teachers and peers)
  • practical skills exploration
  • reflection (abstract conceptualisation)
  • repetition
  • problem-solving
  • making choices and decision-making.

These understandings about learning inform teachers’ practice, so that at TMS we know that students learn best when:

  • they are happy and healthy so that they are receptive to learning
  • they are alert and so can feel positive about learning
  • their interest is captured and they feel involved – learning is relevant and stimulating
  • they understand why they are doing a task – it has a clear purpose and objectives
  • they feel safe to learn, in terms of the physical and psychological environments for learning
  • they feel valued as individuals and as learners – teachers demonstrate that they care about them as individuals and learners
  • they are given opportunities in a safe environment to explore and take risks
  • they are actively involved in their learning, making choices and being given opportunities to take responsibility for their own learning
  • they feel they have some choices in their learning and are given opportunities to work with a degree of independence
  • they receive constructive feedback and appropriate levels of praise for their achievements
  • they perceive that the learning environment is well-organised and resources are easily accessible by them
  • they are provided opportunities for learning which are built on their existing knowledge and experience and presented in clearly defined, small steps
  • they have opportunities to discuss their work with peers, to share ideas and opinions, and reflect on what has been learned and how it has been learned
  • the teacher demonstrates subject knowledge, subject pedagogy knowledge and enthusiasm for their subject
  • they have clearly defined targets which are challenging but which they feel they can successfully achieve with hard work and application.

In light of students learning styles, at TMS opportunities should be organised to allow students access to these processes, and for them to develop their own strategies to gain knowledge and skills. This is because we recognise that each student has a unique way of learning and that learning preference is affected by previous experience, competence, confidence, beliefs and values. Therefore, we should ensure that learning is accessed by as many means as possible including:

Teachers should ensure opportunities are available across the entire curriculum for students to develop:

  • Functional numeracy skills
  • Effective communication skills
  • ICT skills
  • Problem-solving skills
  • Skills for working with others
  • Independence and self-direction
  • Collaboration and cooperation skills

Thinking skills should also be incorporated in the implementation of the curriculum. This will include:

  • Creative thinking
  • Skills of enquiry
  • Information processing
  • Logical reasoning
  • Skills for analysis and evaluation
  • Ability to synthesise information from a range of sources

Group work in TME schools can include friendship groups, matched ability groupings or mixed ability groupings, but these should always be organised appropriately to the activity. Collaborative learning is encouraged in all grade levels.

Teaching Standards

TMS teachers make the high quality experience of education of their students their first concern, and accept accountability for achieving this. TMS teachers strive for the highest standards of professional work and of students’ conduct in their classes and around the campus. TMS teachers act with professional honesty and integrity at all times, have strong subject knowledge and pedagogical knowledge, keep their knowledge and skills as teachers up-to-date through seeking out professional development, are self-critical of their work, forge positive professional relationships with colleagues and work with parents in ways which best serve the interests of their students.

Teaching

A TMS  teacher must:

  • Have acceptably high expectations of students they teach. By setting this standard, students are motivated and challenged. High expectations are realised by the teacher as they
  • establish learning environments for students which are interesting and engaging
  • set targets for learning in lessons that challenge all students
  • model the work behaviour and academic attitudes which are expected of students
  • Support student progress and attainment by
  • Taking responsibility for students’ continuous learning
  • Building an awareness, over time, of each students’ capabilities and needs, and using this understanding to plan lessons
  • Guiding students’ reflection on what has been learned and how it has been learned, and the progress they are making in relation to their on-going needs for learning and achieving the curriculum outcomes
  • Bringing a comprehensive understanding of the different ways that students learn and use this knowledge in their planning and teaching
  • Encouraging students to take a responsible attitude to their own work and study (i.e. ownership)
  • Demonstrate good subject and curriculum knowledge, and subject pedagogical knowledge, which means having a secure knowledge of the subject(s) s/he teaches and the prescriptions in the curriculum, and be able to use a range of teaching approaches to engage and support students
  • Make productive use of assessment
  • Know the most appropriate means for assessing the subjects’ curriculum objectives
  • make use of formative and summative assessment to manage students’ progress, set targets and plan lessons
  • Give students regular feedback on their learning, both orally and through written comments on students’ work, and encourage students to respond to, and reflect on, the feedback
  • Manage students’ behaviour as part of ensuring a safe learning environment for all, by
  • Setting and maintaining rules and routines for behaviour in classrooms
  • Taking responsibility for promoting good behaviour around the school
  • Having high expectations of behaviour of all students
  • Ensuring good discipline with a variety of consistent strategies (for example, acceptable sanctions and appropriate rewards)
  • Using approaches to teaching which avoid boredom and which disaffect students, in favour of strategies which involve and motivate students
  • maintaining positive working relationships with students, and being firm but fair in exercising appropriate authority in the classroom
  • Engage with a wide range of professional responsibilities in school, including
  • making a positive contribution to the life and vibrancy of the school
  • developing effective professional relationships with colleagues
  • Accessing appropriate professional development to continuously up-skill and revise practice, responding to feedback from colleagues and management, and requesting advice and guidance from colleagues and mentors
  • communicating effectively with parents with regard to students’ needs, progress, achievements and well-being

Personal and professional conduct

A TMS teacher must be an exemplar of personal and professional conduct at all times. The following statements define the level of conduct expected of a TMS teacher:

  • Teachers acquire a thorough grounding of ethical behaviour as a foundation to their teaching practice
  • Teachers maintain, through reflection, discussion and training, consistently high personal expectations of ethics and professionalism, which are exhibited by:
  • treating students and parents with respect
  • observing proper boundaries of conduct with students
  • safeguarding students’ safety and well-being in school
  • demonstrating tolerance of, and respect for, the rights and opinions of others
  • Educational professionals maintain a professional responsibility and concern for upholding the policies and practices of TMS and the character of the school in which they teach
  • Teachers must have exceptional standards of attendance and punctuality

Standards of Professionalism

  • All staff should make themselves aware of, and should follow at all times, school policies, practices and procedures
  • All staff are expected to behave professionally, demonstrating the highest possible standards as an education professional, at all times
  • All staff should actively cooperate with their colleagues in school, providing support, help and guidance, and enable effective communication throughout the school
  • Staff should never use their position in the school for personal advantage or gain, upholding standards of professional integrity at all times
  • Staff should never use words or actions that may offend others, especially members of the public, or which could bring the school into disrepute or otherwise undermine the perception of the school in the community
  • All staff should not exhibit prejudice or bias in any form
  • Continuing professional development of teachers should be based on the objectives identified in the School Development Plan (SDP). (See the CPD policy).
  • Professional Behaviour
  • Teachers behaving fairly and courteously in all their interactions and communications with students, colleagues and parents
  • Teachers working cooperatively with colleagues and collaborating on their work to ensure that students’ experience of education is coherent and comprehensive
  • Teachers maintaining a positive attitude and encouraging a positive attitude in others as a means to promote a quality learning experience for students and a positive work environment amongst staff
  • Teachers follow a professional dress code that maintains the image of TMS
  • Teachers taking responsibility for the behaviour of students in the classroom, in the school grounds and in the immediate environment outside the school
  • Teachers being familiar with their job requirements as described in their job description
  • All teachers respecting and valuing the rights and opinions of others.This includes:
  • Disciplinary Rules

The following are examples of behaviour which TMS finds unacceptable, which helps to inform standards of professionalism in all schools.  The following list provides an outline of unacceptable behaviours in TMS schools, but unacceptable behaviour should not be seen as limited only to this listing:

  • Any form of physical/verbal misbehaviour directed towards students, colleagues or visitors to the school
  • Theft of money or other people’s property
  • Removal from any school premises of property which is not normally taken away without the authority of the School Head (which is considered as gross misconduct and will be dealt with severely by the school administration)
  • Deliberate falsification of documents, especially students’ work
  • Accepting gifts or gratuities
  • Disregarding rules (for safety and security) affecting the safety of students, other staff or visitors to the school
  • Any act which could result in a legal case against the school
  • Refusal to follow instructions given by management which are clearly fair and reasonable
  • Neglect of duties and responsibilities
  • Unauthorised absence from work
  • Being untruthful or engaging in deception regarding academic reports and documents (e.g. adjusting report cards)
  • Breaking academic or student confidentiality
  • Conduct which brings disrepute or which undermines confidence of the community in TMS

Introduction

Students’ language proficiency is a valued component of TMS. We understand that students’ language (linguistic competence) and communication skills serve as a foundation to their cognitive, emotional and social development in school, and also are essential areas for preparing them for future learning and life. Good language skills are the basis for later academic achievement. Furthermore, having good language skills enable students to discuss their needs, experiences, ideas and feelings about their learning.

TMS is committed to supporting multilingualism as a fundamental part of increasing intercultural understanding and global citizenship.

With these principles in mind, TMS has written this language and speech policy to provide a framework that will ensure that the school’s values and aims in relation to access and multilingualism are reflected in every school’s activities.
With this language and speech policy we define the ways in which we provide support to our schools and teachers for the implementation of its foreign languages provision. It defines four levels of support: two for working languages (English and Urdu) and two for foreign languages (Chinese and German).

Aim of the Policy

By instituting this policy, TMS aims to achieve a common understanding of language learning and communication across all levels of the school. In so doing, this policy provides support and focus for planning, teaching, assessing and curriculum development with respect to languages and communication in all areas of the school.

In terms of languages and communication, TMS aims:

  • To develop students’ communication skills that lay the foundation for future language learning
  • To develop linguistic competence in English and Urdu, extend their knowledge of how language works and explore differences and similarities between languages
  • To enhance students’ awareness of the multilingual and multicultural world and introduce an international dimension to students’ learning, giving them an insight into their own culture and those of others
  • To provide a medium for cross-curricular links and for reinforcement of knowledge, skills and understanding developed in other subjects
  • To foster positive attitudes towards foreign language learning
  • To form a sound basis for further study of languages

Overview of Language Courses

English

  • English (in both written and spoken forms) is the medium of instruction throughout TMS
  • All students study English, including those students who require extra English language learning support
  • All students learn language scope and sequence in line with the Cambridge Primary and Secondary English courses, as well as the IB where this is offered, which are all based on recognised standards. These courses aim to develop the skills of reading, writing, listening, speaking, language foundations, and media literacy through engaging students in learning tasks using authentic contexts and assessments
  • Cambridge IGCSE, English as a Second Language is offered
  • A formative assessment of English language proficiency should be used to determine if a student’s use of English is below the expected level for the grade they are in, or entering. Additional support may be offered by the school to support a student to adjust to the school culture and achieve their grade level expectations for English
  • Progress in the acquisition of English should be regularly reported to parents

Urdu

  • Urdu is taught as a separate subject in schools
  • All teachers should ensure that students have access to developing Urdu proficiency in reading and writing
  • It is important that all students are provided with opportunities to develop confidence and competence with speaking and writing Urdu

Foreign Languages

  • Chinese and German are curriculum additions at TMS
  • Students have regular forty minute lessons of Chinese and German each week, in order to ensure progression and skills development. These lessons are taught by specialist German teachers and native Chinese speakers, supplied by an outside agency (CRI).

The curriculum

  • German and Chinese are the modern foreign languages taught in our school.
    The curriculum that is followed ensures that students are taught to know and understand how to:
  • Ask and answer questions
  • Use correct pronunciation and intonation
  • Remember key vocabulary
  • Interpret meaning
  • Understand basic grammar
  • Work in pairs and groups, and communicate effectively in the foreign language
  • Look at life in another culture
  • During foreign language lessons, students are given the opportunity to work as a class, as individuals and as part of a group. The choice of class organisation is determined by the learning task set by the language teacher. By its nature, foreign language learning should involve a great deal of interaction with visual, auditory and kinesthetic prompts provided by the teacher

Method of Foreign Language Teaching

At TMS we believe in a communicative approach in which all students can actively engage in meaningful communication tasks throughout the school day. In lessons, teachers are instructed to give the greatest emphasis to speaking and listening during teaching episodes, with reading and writing being focused where students engage with texts and activities.

Learning will:

  • have clearly stated objectives which are both measurable and achievable
  • be structured around the development of the four domains of language usage (listening, speaking, reading and writing)
  • be planned by teachers and involve whole class work, small group work, pair work and individual work
  • involve students in practical activities, making language learning as active and variedas possible
  • involve the use of ICT where possible and appropriate
  • generate for students a sense of success and build self-esteem in language use

Teaching and Learning Styles

Throughout their studies at TMS, students have developed a solid grounding in the knowledge of English, including grammatical awareness and knowledge of some grammatical terms. The teaching of Chinese and German takes account of this and consolidates and builds on this work where appropriate. Students should be encouraged to increase their knowledge of how foreign language work and to explore differences and similarities between the languages they are learning and English or Urdu.

Students learn in many ways and to accommodate this, a variety of teaching approaches should be used including songs and rhymes, games, pictures, video and audio material, ICT resources etc.

We should also encourage students to share their experiences of other languages and cultures, and find things out for themselves.
Students should work individually, in pairs, small groups and in whole class situations according to the activity designed by the teacher. Work is mainly oral in the lower grade levels, but an increasing number of reading and writing tasks are included as students progress through the grade levels.

On occasion, teachers should consider having students recorded on audio and video to playback for reinforcement and reflection.
TMS language teachers are expected to use multi-modal approaches for teaching (i.e. visual, auditory, reading and kinaesthetic approaches). Teachers should consider using a physical element in their teaching by adding games, rhymes and songs as these serve to reinforce memory.

For developing communicative competence in foreign languages, teachers must make lessons as enjoyable as possible so that students develop a positive attitude to the learning of the foreign languages.

Planning

The curriculums for Chinese and German are designed to ensure continuity, progression and differentiation.

Assessment

In-class assessments are ongoing and continuous and inform future planning by the course teacher. It will follow the guidelines established in the TMS Assessment and Examination Policy.
Teachers should assess students’ progress informally during lessons, evaluating the progress of each student against the following themes, in this sequence of priority:

  • Proficiency with listening and responding
  • Speaking
  • Reading and Responding
  • Writing

Comments on their progress in Chinese and German should be made in reports to parents

Assessment and Recording

  • Students’ work should be assessed informally on the basis of observation during lessons. This is particularly important for oral work
  • At the end of a piece of work, students should be asked to check each other’s answers, particularly for a listening or reading activity, but the teacher should always mark and comment on the work
  • Very simple comments on students work should be made in the target language of the lesson (i.e. Chinese or German) such as “sehr gut” and longer comments in English
  • Verbal feedback should also given with examples of good practice shared to encourage and motivate students
  • In relation to the four themes, teachers should make regular class assessments which should be used to assess progress against each of the thematic areas. It is left to the discretion of the language teacher to decide the form of these assessments (e.g. vivas, comprehension tests, short essay writing etc.) With the help of these assessments, teachers should set targets for students and be able to summarise the progress of each student before discussing it with parents

Monitoring and Review

Monitoring of the standards of students’ learning and of the quality of teaching is the responsibility of the Foreign Language Coordinator (FLC). The work of the FLC also involves supporting foreign language teachers in the teaching of Chinese and German and providing a strategic lead and direction for foreign languages in schools.

Introduction

Effective teaching relies on the commiTMSnt of teachers to ensure that every Student succeeds. Teachers need to engage students in productive learning, requiring an ability to make learning interesting and relevant. Teachers need to be proficient in building on what students know and in evaluating how well their students are achieving. To do these things, teachers need subject proficiency that supports them in challenging students at the highest level.

Aim of the Policy

To provide guidance to teachers on how to maximise the learning of every student.

Characteristics of Good Teaching are as follows (see appendix 1)

  • Teachers show a good command of the subjects they teach
  • Planned lessons with clear learning objectives and appropriate teaching strategies
  • Interest, encourage and engage students
  • Challenges students and sets high expectations of students
  • Uses methods and resources flexibly to enable all students to learn effectively and make good progress
  • Makes effective use of time in a lesson and insist on high standards of behavior
  • Uses homework activity effectively to reinforce and extend what is learned in class

Characteristics of Effective Learning are as follows (see appendix 2)

  •  Students acquire new knowledge and/or skills, develop their ideas and increase understanding of principles, theories, practices and applications
  • Students show engagement and concentration and are productive throughout lessons
  • Students develop wider skillsets, including communication, critical thinking, collaboration and cooperation, creativity and problem-solving

Characteristics of Assessment for Learning Practice Related to Effective Teaching are as follows (see appendix 3)

  • Students’ work is assessed accurately and fairly, according to TMS expectations
  • Assessment is used to inform planning to meet the learning and development needs of all students.
  • Students understand how well they are doing and how they can

Policy Monitoring

This policy will be monitored by the following people:

  • Head Teachers
  • School Coordinators
  • HO subject leads
  • Teacher Self-Monitoring

Monitoring will be conducted by sampling of students’ work, talking to students and by observing/ talking to teachers. In the first instance it is the class teacher’s responsibility to monitor and evaluate the quality of learning and to reflect on the quality of his/her teaching in the classroom. The Head Teacher and Coordinator will have the overall responsibility for ensuring the quality of teaching and learning across the school

Appendix 1: Teaching

Teachers’ command of the subject

An essential starting point is that teachers’ expertise in their subject is at least at, but ideally beyond, the level required for the courses they teach. A lack of subject knowledge and a deficiency in subject pedagogy are likely to have a negative impact on what students learn and achieve. Teachers also need a good command of the assessment requirements of the awarding body in subjects and courses that are examined or otherwise externally assessed.

Teachers’ knowledge is also demonstrated in the way they:

  • explain concepts and ideas in easy-to-understand ways that students can understand, and answer their questions accurately
  • make the subjects they teach relevant to students by drawing on first-hand experience from a variety of contexts including the world of work and links with other subjects, and supporting students’ capacity to apply what they learn in different situations
  • provide additional challenge for more able students and offer appropriate and useful support for students who need additional support
  • choose and use the most relevant resources to interest and challenge students, and which provide opportunities for students to study independently

Teachers plan lessons with clear learning objectives and relevant and appropriate teaching strategies

Effective lesson plans should reflect the teachers’ understanding of what needs to be learned, and how they will teach it to their students. A teacher’s lesson planning should indicate that thought has been given to how knowledge, understanding and skills are acquired by students. Consequently, it will be judged by how well it supports learning rather than its format or structure.

The learning objectives that a teacher writes should:

  • be clear
  • build on what has gone before
  • be easily understood by students
  • support flexibility in achieving them
  • take account of students’ differing needs

NOTE: Teachers should consider making sure their objectives are S.M.A.R.T.

Planned activities in a lesson should be:

  • aligned to meet the objectives of the lesson
  • intentional, meaningfuland useful.
  • Focused on ensuring Student development and advancement
  • activities that build on previous activities and avoid being repetitive, enabling students to engage with, and develop, their skills, knowledge and understandings in different ways.
  • active, constructive, intentional, authentic, and support students working in cooperative ways.

Effective teachers interest, encourage and engage students

Teachers’ abilities to engage students is seen in students’ attentiveness, how well they engage in activities throughout a lesson, the extent to which they persist with trying to solve problems, and how eager they are to ask and answer questions throughout a lesson. Students’ interest is also evident in the care they show in their written work. A teachers’ own enthusiasm for the subject they teach will strongly influence students’ perceptions regarding it, and their level of interest in the subject. A good teacher will lead imaginative lessons that motivate Students.

A good teacher therefore:

  • manages and motivates reluctant Students
  • relates well to all Students in a class
  • encourages students to try out new tasks and work independently
  • values what students know and say
  • Teaching which does not stimulate interest, encourage or engage is evident where students are easily distracted or spend time off-task in a lesson, or where students see little relevance in what they are doing.

Effective teachers challenge students

Effective teachers have high expectations which extend students intellectually and creatively. Teachers show high expectations by:

  • teaching in ways that match students’ learning needs and help them attain the curriculum targets
  • using higher order questioning that provides challenge and extends students’ thinking
  • modelling subject specific thinking
  • using materials and learning resources creatively and effectively

There is a lack of appropriate challenge in teaching when students are asked to engage in mundane tasks or unnecessary routines and where there is indiscriminate praise or acceptance of work that is not of a good enough. This is evident in students’ work that is always marked right and is too easy.

Teachers use methods and resources that enable students to learn effectively

Methods, resources and organisation of a lesson should result in high standards of work and behaviour. An effective range of methods and resources include:

  • ways of teaching and resources that excite, inspire and motivate students to contribute and develop their ideas
  • multi-modal teaching strategies
  • good explanation, demonstration and questioning that informs deep learning and probes understanding
  • practical work, investigations and problem-solving activities that develop students’ skills and creativity
  • careful grouping of students enabling collaboration
  • good quality materials that help students learn
  • opportunities for students to apply what they learn
  • thoughtful and useful integration of ICT to support learning

Where methods and resources are not being used effectively, they are either over-directed or being used indiscriminately.

Teachers make effective use of time and insist on high standards of behaviour

Good teaching establishes a productive climate for learning so that the focus in a lesson is on learning rather than controlling behaviour in a classroom, and where students’ contributions are valued. A productive climate is one where:

  • a prompt and stimulating start to the lesson;
  • clear and efficient organisation of activities and groups;
  • fair and clear exercise of authority;
  • effective support for students by the teacher or other adults;
  • mutual respect and properly established work habits;
  • relevant activities that engage the interest of the students;
  • an emphasis on self-discipline and mature behaviour;
  • consistent and effective implementation of behaviour management policy

Teachers use homework effectively to reinforce and extend what is learned in class

Homework should always complement work in class, extend students’ learning and support students’ achievement. Homework should:

  • provide challenge
  • be helpful and interesting
  • make reasonable assumptions about students access to resources at home

Appendix 2: Learning

Learning is the outcome of effective teaching combined with students’ ability to persist with learning and their attitudes to school.

Students acquire new knowledge or skills, develop ideas and increase their understanding

There will be times in lessons when teaching will be focused on consolidation of learning (revision), but in most lessons there should be new learning if students are to make progress and achieve. From a series of lessons designed by a teacher, there should also be appropriate coverage of the scheme of work.

Students should:

  • be able to explain confidently and clearly what they have learned in a lesson
  • be creative and show initiative when asked to apply what they have learned to new situations
  • understand how current learning relates to previous work and what might come next
  • ask questions that show a desire to continue to learn

Students show engagement, application, concentration and work productively

Students show interest and understanding when teaching is stimulating. Effective teaching relates new learning to what has already been learned, encourages Students to connect ideas and to think imaginatively and critically. In such circumstances, students will work intently and will consistently produce work of a good standard. Good teaching also encourages students to manage their time well and to complete work in the time available.

Students develop wider skillsets, including communication, critical thinking, collaboration and cooperation, creativity and problem-solving   

Good teaching supports learning as follows:

  • Students are helped to be more self-reliant
  • Students work collaboratively on tasks and share responsibility for completing them
  • Students are encouraged to use their time and make the most of the choices they are given
  • Students are encouraged to plan their time to complete activities, including homework, to prescribed deadlines
  • Students are enabled to select and use the most appropriate tools and equipment for their learning
  • Students are supported to focus on the task and are productive when working independently

Appendix 3: Assessment for Learning Practice Related to Effective Teaching

Teachers assess students’ work thoroughly and constructively

In support of effective teaching, assessment should be used as an informed and planned component of teaching. It should support teachers in understanding students’ strengths and helping teachers to support students in recognising and overcoming their difficulties with learning.

The effective teacher uses assessment strategies as an encouragement for students to comment on and assess their own work, and understand and use the criteria that are being used to assess their work.

Teachers use assessment to inform their planning to meet the learning and development needs of students

Teachers should use assessment to guide their lesson planning through:

  • analysing students’ oral and written responses to questions in order to adjust the pace and methods of teaching
  • review of students’ progress in knowledge and understanding, including whether learning outcomes are being achieved at the end of each chapter/ unit of work, to inform teaching

Teachers should use assessments as opportunities to regularly review and refine the pacing and the instructional methods they are using. For example:

  • Information about students’ progress gathered through assessment should be used as a foundation for checking students’ progress as well as for deciding changes to teaching practice
  • Teachers always follow-through on Student assessments in order to provide the maximum support to students
  • Teachers use assessment as a reliable means for responding to students underachievement

Students understand how well they are doing and how they can improve

For deep learning, students:

  • know that making mistakes always happen and they can be used for improved learning
  • understand that work that is always marked as correct may not be challenging enough for them, and ask for more challenging work
  • have an honest perception of how they are doing in different subjects which is consistent with that of their teachers and what they need to do to improve

To improve the quality of assessment for learning teachers need to :

Involve students in their learning, by

  • Explaining clearly the learning objectives for lessons and activities
  • Sharing assessment criteria with students and showing them how to assess their own learning using the assessment criteria
  • Helping students understand what they have done well and what they need to improve

Model quality in learning by using strategies that

  • Encourage students to listen to the responses of peers to questions
  • Showing students how the assessment criteria have been met in students work
  • Encouraging students to review examples of work that do not meet the assessment criteria to understand what steps can be taken to meet the assessment criteria, as well as using examples of work to illustrate the ways the assessment criteria are being met

Give feedback to students on their work by

  • Focusing on the accomplishment of the task, regularly and while it is still relevant (current)
  • Stimulating students’ own correction of errors or improvements in work
  • Using scaffolding to help students use their knowledge and skills for learning in order to think things through for themselves
  • Giving feedback on progress over a number of attempts regarding their work rather than feedback on a single piece of work
  • Giving students the skills and confidence to ask for help

Develop Student self-assessment and peer assessment

In self-assessment:

  • Students reflect on their own work
  • Students admit to problems without losing confidence
  • Students make judgements about their work in relation to the assessment criteria along with feedback from the teacher
  • Students work out the implications of their achievements and difficulties for future learning

For peer assessment:

  • Give students the ability to share work to allow them to see different ways of doing things in order to extend their own skills sets
  • Help students become clearer about their own expectations as Students through encouraging them to work with peers to explain strengths and weaknesses

Use Effective Questioning

An effective teacher uses targeted questions in their lessons which match their understanding of students’ capabilities. Added to this, they use students’ answers to uncover any misunderstandings and to deepen students’ understanding within the group they are teaching.

The kinds of questions that teachers ask and the way they are asked influences the confidence of students. Teachers should aim to develop a supportive environment in which Student contributions are valued.

Teachers should use questions carefully in relation to their direction (to whom they are asked) and distribution (across the class).
Lower order questions for factual recall should be used to check on previous learning, but these should be minimised and questions that probe the underlying logic or structure of students’ thinking should be used.

There are six types of questions for teachers to use:

Questions to clarify
‘What do you mean by that?’ and ‘Can you give me an example?’

Questions that explore assumptions
‘Why do you think he said that?’

Questions that investigate reasons and their evidence
‘What are your reasons for saying that?’ and ‘What evidence do you base your argument on?’

Questions that explore implications and consequences
‘What might be the consequences of behaving like that?’ and ‘Do you think you might be jumping to conclusions?’

Questions about viewpoints and differing perspectives
‘What would be another way of saying that?’ and ‘How do your ideas differ from X’s?’

Questions about the question
‘How is that question going to help us?’ and ‘Can you think of any other questions that might be useful to ask?’

Give students time to respond to questions. Teachers should have an expectation of thoughtful answers to questions and students should be encouraged to generate further questions of their own.

 Teachers should avoid these common errors when questioning:

  • Asking too many questions at once
  • Asking a question and answering it oneself
  • Asking questions only to students who the teacher knows have the answers
  • Asking a difficult question too early
  • Asking irrelevant questions
  • Always asking the same type of question
  • Not indicating a change in the type of question
  • Not giving students time to think
  • Failing to build on answers

TME Learner Code of Conduct Policy

The utmost priority of our institution is the safety and wellbeing of our learners. The Millennium Education has a clear and formal Learner Code of Conduct policy. Being an international institution, we hope to foster an environment where all learners feel supported, listened to, and safe.

AIM OF THE POLICY

This policy agreement aims to clarify TME position on learners’ conduct and explain the processes and procedures associated with managing and sanctioning learners’ conduct in ways which uphold the professional integrity of those working in TME schools and TME (the company) in its endeavours to provide international standards of education. In the event of a serious breach, criminal misconduct, or where it is believed that the health, safety or welfare of others may be jeopardized by the continuing presence of a learner they will be suspended or withdrawn from the campus admissions register immediately.

TME EXPECTATION FROM LEARNERS

In relation to the core activity of teaching and learning, Learners are expected to:

  • Adopt a diligent and co-operative approach to all aspects of academic life
  • Accept responsibility in creating a supportive Millennial educational community

TME LEARNER CODE OF CONDUCT

Throughout their period of study with The Millennium Education, Learners are expected to abide by the Learner Code of Conduct which is based upon respect for individuals, teachers, management, race, culture, religion, background, property and the environment. The following actions, whether occurring in campus premises or elsewhere, are examples of conduct which is not acceptable to The Millennium Education and may lead to instigation of formal learner disciplinary procedures:

  • TME Learners Conduct which constitutes a criminal offence e.g. assault, theft, fraud, deceit, deception or dishonesty.
  • Plagiarism, Violent, indecent, disorderly, threatening, abusing, intimidating or offensive behaviour or language towards any learner, teacher or member of administration and management
  • Social, racial or any other form of harassment is dealt with strictly. Exemplify the high standards of personal and pro-social behaviour in respect of other learners. Develop and maintain positive relationships in Campus. Learner must work as part of a team to ensure happy and stimulating environment.
  • Misuse, misappropriation, theft or damage of The Millennium Education campus property.
  • TME Learner action, likely to cause injury or to impair Health and safety procedures.
  • TME Learner action, likely to cause injury or to impair electrical, gas and fire safety procedures.
  • TME Learner failure to respect rights of others to freedom of belief and freedom of speech or expression.
  • TME Learner behavior which brings the Institution into disrepute. E.g. such conduct as abusive, anti-social or discourteous behaviour, political or social activism in Campus premises or outside, inconsiderate noise or parking, disregard of the campus parking code, causing litter and especially criminal damage to private property, showing disrespect to campus signs or vehicles.
  • TME Learner disruption of, or improper interference with, the academic, administrative, sporting, social or other activities of the campus.
  • Learner must act as per TME ethos and act in ways that promote positive behaviour in their classrooms and around campus premises.
  • Obstruction of, or improper interference within the campus functionality, duties or activities of any TME Learner, member of staff, or visitor of the Institution.
  • Misuse or unauthorized use of The Millennium Education Campus premises.
  • Learner found violating The Millennium Education Campus study regime / time table.
  • Learner found not wearing The Millennium Education authorized uniform. Learner must always show respect to the teachers, faculty members, members of The Millennium Education school administration and management
  • Learner must not interfere in the functioning of The Millennium Education morning assembly presentations and national anthem.
  • Learner must not cheat in examinations, assignments, assessments or in course work. Any form of plagiarism shall be dealt with firmly.
  • Learner must respect the property of other people and that of The Millennium Education campus and its premises.
  • Learner must not bring illegal substances onto The Millennium Education premises including drugs or alcohol.
  • Smoking is strictly prohibited within The Millennium Education campus buildings, premises and parking areas and is dealt with firmly. A breach to the smoking policy may lead to withdrawal from the admissions register without further notice
  • Learner must not bring The Millennium Education campus reputation into disrepute by posting or publishing any defamatory or derogatory content on social or digital media either in or off campus premises. Learner must abide by reasonable instructions issued by a member of The Millennium Education campus management or administration.
  • Mobile phones are not allowed and are strictly forbidden within The Millennium Education campus premises and buildings. In case of violation of school rules Mobile phones will be taken into custody by the campus administration /Principal and a penalty will be imposed.
  • Female Learner must not wear heels, jewellery, bangles, nail polish, earrings, fancy accessories and other ornaments within The Millennium Education campus premises. Male Learner must not wear cap, hat, unauthorized belt, bandana, boots and other fancy accessories within The Millennium Education campus premises.
  • Individuals (Learner) bringing vehicles, cars, motorcycles onto campus premises must observe parking and speed restrictions and drive with care and consideration for others.
  • Learner must abide by the IT & digital Code of Practice as well as campus Library Code of Practice.
  • Learner must be punctual, latecomers will be fined and any leave of absence (except in case of sickness) must be given in advance in writing to the campus Principal or otherwise the Learner shall be subject to ‘Learner disciplinary procedure’.
  • No Learner will leave campus premises during school hours without the permission of the Branch Head/Principal. TME learner must possess civility and good manners, honesty and truthfulness, and personal discipline as important TME learner attributes.
  • No expensive jewellery, watches, electronic devices including laptops or iPods, pencil cases, stationery items, lunch boxes are allowed to be brought to campus. Campus management & administration will not be responsible for the loss of these articles.
  • Large amount of money (beyond reasonable requirement) should not be brought to the campus. The campus will not be responsible for any loss of clothes, books, money or any other personal property or items.
  • Exchange of video DVD, CD, video games, audiocassettes, magazines books or any such gift item is strictly prohibited. No parcels, lunch boxes, books, stationery etc will be entertained by the campus office during the regular school hours. All Learners must bring along their own personal items once they enter campus premises in the morning.
  • All notebooks used by the learner must be with school monogram, standard authorized notebooks. They are to be kept neat and labelled correctly.
  • Learner must compulsorily take part in all co-curricular and extra-curricular activities organized by the campus. These are especially designed for the overall educational needs and personality development of each child.
  • Each learner is entitled to a copy of the campus Rules and Learner Code of Conduct giving information about the ethos, values and rules of the campus. Each learner is expected to read and be compliant with, the campus Rules and learner Code of Conduct. Furthermore, parents must accept that the campus reserves the right to monitor email communications and internet use for the purpose of ensuring compliance with the campus Rules and Learner Code of Conduct.
  • TME learner must abstain from reckless and malicious allegations against other TME learners, teachers or campus administrative staff.
  •  In an attempt of disciplinary action, the Head of the institute has the final authority to expel, dismiss, suspend or reprimand the learner.
  • No learner or employee (current or former) is allowed to share any defamatory, offensive or derogatory content against the employer, campus, institution management or its stakeholders on social and digital media platforms, microblogging, social networking, social bookmarking, and social curation, and wikis, Facebook, twitter, LinkedIn, Reddit, Pinterest, Instagram and any
    other social media platform.

DISCIPLINARY ACTION AGAINST VIOLATION OF LEARNER CODE OF CONDUCT

Behavior that contradicts The Millennium Education ‘Learner Code of Conduct’ will be dealt through the ‘Learner Disciplinary Procedure’. Any misconduct will be regarded as a breach of the ‘Learner Code of Conduct’ and will be subject to firm action by the campus administration/ Principal, which may lead to fine/ withdrawal/ expulsion/ suspension / fine depending upon the breach of conduct.

WRITE TO US 

In case the learners’ feels they need to report certain incidents and are not heard at campus level, they may register all complaints or queries regarding harassment, bully, inappropriate behaviour or misconduct across the institution by writing to: student-confidential@millenniumschools.edu.pk Please note that all complaints must be made from the personal email address of the learner i.e. complaints cannot be made on behalf of other learners, or on social media platforms, or from anonymous or third party accounts. We would like to assure our learners that all complaints will be treated with utmost confidentiality and privacy.

Every learner has a right to be heard and if anyone has any concern (academic, non-academic or social), he/she must report to his/her immediate Headmistress/Coordinator/Counsellor or Principal with the guarantee that they will be heard and their concerns shall be addressed with utmost confidentiality

Aims of this Policy

The attributes of the TMS learner define the type of learner that TMS hopes will emerge by studying in our schools, a learner who continues to learn well after leaving school. The TMS learner attributes form the common ground on which all TMS schools stand, and contains the essence of what they are about.

The aims of this policy are to:

  • Promote the education of the whole person, emphasising intellectual, personal, emotional and social growth through all domains of knowledge.
  • Focus attention on the dynamic combination of knowledge, skills, independent critical thinking and creative thought as underlying principles of educating the whole person
  • Place the TMS learner attributes at the centre of all we do in our schools
  • Describe a map of a learning journey for all TMS students, focusing attention on the processes and the outcomes of learning
  • To provide a clear and explicit statement of what is expected of students as outcomes of learning

Introduction

The TMS learner attributes are the TMS values and mission statements translated into a set of five descriptions for the 21st Century learner. These attributes should infuse all elements of the education, as well as the culture, provided in all of our schools.

In this light, the policy provides a vision of education. It is a set of ideals of the TMS student that is intended to inspire, motivate and focus the work of school Heads and teachers, with the aim to offer international-standard education. By referring to this policy, it is intended that teachers will be able to draw on a consistent structure of aims and values and an overarching concept of ‘our students’.

The TME learner attributes are important therefore, and lie at the heart of what all schools do, as a clear and concise statement of the aims and values of the education we provide at TMS.

The Learner Attributes

Confident

Confident in working with information and ideas – their own and those of others. Millennials are confident, secure in the knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others.

Responsible

Responsible for themselves, responsive to and respectful of, others. Millennials take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community.

Reflective

Reflective as learners, developing their ability to learn. Millennials understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be lifelong learners.

Innovative

Innovative and equipped for new and future challenges. Millennials welcome new challenges and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking.

Engaged

Engaged intellectually and socially, ready to make a difference. Millennials are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and are receptive to new ideas. They work well independently, but also with others. They are equipped to participate constructively in society and the economy – locally, nationally and globally.

Putting into Practice Actions to Develop Learner Attributes

It is life in school as a whole that provides opportunities for students to develop the TMS learner attributes, brought about through all student activities, both academic and non-academic, for which the school Head and the teachers take responsibility since they all have an impact on student learning.

The values and attitudes of the whole school community underpin the culture and ethos of a TMS school and are significant in shaping the future of our students. In a school that has a commitment to the values and qualities inherent in the Learner Attributes, these values and qualities should be clearly apparent in classroom and assessment practices, the daily life, management and leadership of the school.

As such, school Heads and teachers should use the Learner Attributes to provide a shared vision that will encourage dialogue and collaboration among teachers and management about how to create the best environment for learning in the school.

School Heads must critically evaluate their learning environment and make the changes necessary to enable all its students and teachers to work towards developing the values and qualities of the attributes. Such changes should lead to a truly collaborative learning environment and the strengthening of professionalism among the teachers.

The following questions should be used by school Heads and teachers to check the extent to which teachers, teaching, classrooms and the whole school support students to develop the Learner Attributes:

Classroom practices

  • Is it possible to create more experiences and opportunities in the classroom that support students to be active and independent learners?
  • How much attention do we pay to how students interact with other students in group-work activities?
  • Could we give more time to helping students work effectively as part of a team?
  • Could we create more opportunities to discuss the ethical issues that arise in the subject(s) we teach in our curriculum?
  • How well do we model empathy, compassion and respect for others in our classrooms and around the school?

Assessment

  • Informative assessment tasks, do we provide students with enough opportunities to take intellectual risks, and then support them in taking such risks?
  • To what extent does the range of assessment strategies we use meet the diverse needs of students and encourage creative and critical thinking?
  • Can we provide time for students to reflect on an assessment task and what they have learnt from it?
  • What aspects of student development are we reporting on?

Management and Leadership

  • Do all our teachers see themselves as responsible for the nurturing of lifelong learners?
  • What is the quality of interaction between students and teachers?
  • Does the structure of the school day and the timetable facilitate the development of the learner as a 21st Century learner?
  • Are support structures in place to oversee the personal, social and emotional welfare of students, as well as their academic development?
  • Are students empowered to take responsibility for their own learning?
  • Are we investing appropriately in on-going professional development for our teachers?

Sharing practice

All TMS teachers should be willing to explore and share ideas and practices. In this way, we aim to support our teachers as innovative and creative teachers able to play a significant role in developing learner attributes.

To facilitate the sharing of practices and experiences in the realisation of Learner Attributes, school Heads should provide opportunities for teachers to:

  • Observe each other’s teaching
  • Reflect on, and discuss classroom experiences
  • Read and discuss texts and research on education
  • Experiment with elements of practice
  • Innovate in teaching

Successful implementation of the TMS Learner Attributes in a school should be evident from all teachers experiencing a learning environment in which the aims and values of TMS are strongly evident. We all must strive to put into practice the school ethos.

Monitoring for the TME Learner Attributes

In all schools, teachers are required to assess and report on progress in the development of the attributes of the TMS learner. This must be recognised in report cards and any other records or variety of ways that school Heads choose to add to information about student development.

Each school Head should reflect on the success of the implementation of the Learner Attributes in the school. To support this, all curriculums have been developed to support teachers in addressing the need for developing the Learner Attributes. These attributes should be developed through the approaches that the teachers take to teaching their subjects, and the whole school approach to ‘learning beyond the classroom’, extra-curricular and co-curricular learning.

Gathering Information about Learner Attributes

Listening to what students have to say about their learning should be the starting point for generating records of developing learner attributes. We suggest that schools develop ways for doing this, which might include inventories and other evaluation tools:

Schools should also consider:

Social inventories – these will provide the school with information for assessing students’ social competence (responsibility and respectfulness towards others).

Interest inventories – these offer a variety of insights into students likes and dislikes, interests and lives, which tell us more about their perceived confidence and promote reflection.

From such inventories, teachers should plan learning activities that engage and motivate students and which support their development of our Learner Attributes.

Inventories

Learner inventories provide students with on-going opportunities to reflect on, and talk about, themselves as learners. These opportunities help students to develop their self-knowledge, vocabulary about learning and confidence. They should be used at the beginning of the school year, but they must also be used throughout the students’ courses of study; the frequency of this should be decided by the school Head and the subject teachers, based on local contexts.

Each new chapter of study provides a useful opportunity to explore individual attributes. For example, at the beginning of a new chapter in chemistry, ask students to reflect on, and then order, the following choices about how they will approach their learning of the topics in the chapter:

Profiling Learner Attributes

Schools should use observation and/or assessment information to help identify each student’s developmental level and particular challenges in meeting the expectation we set with the Learner Attributes.

School Heads should consider using a profiling approach (any format – table or other can be used).

Introduction

TMS libraries are intended to provide welcoming, inclusive environments which are central to each school, actively supporting teaching and learning within the school, filled with opportunities and resources, whether paper-based or digital, to encourage each individual student to develop as a lifelong learner, by opening access to resources which support the development of independent learning skills and foster a love and enjoyment of reading in all its forms.

We are committed to offering opportunities for all students to take responsibility for their own learning and recreation, effectively and with enjoyment.

Aim of the Policy

  • To support teaching and learning within the whole school
  • To support and encourage, in partnership with teachers, the development of independent learning skills, helping students to be critical and creative users of information
  • To provide a welcoming and supportive, stimulating and structured learning environment which encourages all students to reach their individual potential
  • To encourage a love and enjoyment of reading and to encourage use of the library by all members of the school community
  • To create opportunities for students to develop their self-confidence as readers, self-respect as consumers of knowledge and sense of responsibility regarding books and book repositories
  • To guide students in their choice of appropriate books for study and leisure
  • To support more able students to access resources that develop the skills, knowledge and understanding they need to access the highest grades in subjects
  • To provide a suitable and flexible environment to host a wide range of enrichment learning experiences for students

Implementing the Policy

To support teaching and learning within the school by:

  • providing pro-active services which are tailored to, and responsive to, the needs of all students in the school
  • providing access to a wide range of targeted and differentiated materials, in a variety of formats [i.e. hard copy, electronic and online] which support learning
  • consulting with the Director Academics and Subject Leads regarding appropriate resources to support curriculum work
  • ensuring that all resources are of excellent quality by applying the standard selection and stock-taking guidelines of TMS libraries
  • auditing stock according to set procedure on the basis of the following criteria: physical condition, currency of information or its potential to mislead, relevance to current curriculum, and frequency of borrowing

To support and encourage, in partnership with teachers, the development of students’ independent research and learning skills by:

  • providing assistance and support to students and staff throughout and beyond the school day
  • working with teachers to plan, organise and deliver appropriate sessions to develop these skills
  • providing support for library-based lessons, the precise nature of this support being determined through discussion with the teachers

To provide a welcoming and supportive, stimulating and structured learning environment which encourages all students to reach their full individual potential

Ensuring maximum access for the whole school community to resources and services, with the library open full the full school day

  • At present, the opening hours are 8:00am to 2.00pm
  • ensuring that trained librarians are present at all times during the library’s opening hours to provide support for all learners and to maintain a safe, purposeful and relaxed environment
  • shelving non-fiction items according to the Dewey Decimal Classification Scheme and shelving fiction items in alphabetical order by author’s surname within that genre
  • ensuring that displays are up-to-date and preferably designed in collaboration with the learners themselves. Displays are a powerful tool for highlighting library resources, services and activities

In order to meet the many and varying demands placed upon it and to maintain the correct, positive learning ethos of the library across the school, it is important that the library does not become:

  • an area for unsupervised learners
  • a punishment area
  • a classroom (other than for enquiry-based lessons, enrichment activities or independent learning lessons)

Use of the Library

  • The use of the library for teachers for research-based lessons and to send small groups of students for research during lessons is encouraged
  • Students sent in small groups or individually for research during lessons must bring a note from the teacher responsible for them, stating the purpose of the visit and the information required. This ensures that the visit is legitimate, purposeful and productive
  • The Library is an area where the whole school community can expect to find and maintain a quiet, not silent, working environment, which is conducive to learning and recognises the needs of all library users. Noisy or disruptive students should be asked to leave

To encourage a love and enjoyment of reading in all its forms and to encourage use of the library by all members of the school community by:

  • providing a range of materials, book and non-book resources, aimed at encouraging and also challenging students to develop their literacy skills through reading for pleasure:
  • fiction books are selected to be of specific interest to students in order to support their recreational reading at all grade levels
  • non-fiction books are selected to support and extend students’ interests, as well as to widen their knowledge and understanding of the world
  • organising library events and activities with the intention of promoting reading and to raise awareness among students and teachers of the value of books
  • creating displays for the library to highlight new stock, particular topics, topical themes, and also students’ work
  • providing opportunities for all members of the school community to share reading experiences

To create opportunities for students to develop their self-confidence, self-respect and sense of responsibility by:

  • encouraging students to contribute feedback and suggestions for use of the library and to help plan and run events in the library under the supervision of the librarian.

Role of the Librarian

The TMS Librarian is considered to be a valuable and contributing member of academic staff in school. In this regard, the librarian is a specialist facilitator with a focus on supporting students’ learning across all grade levels in the school. The aim of our library staff is to collaborate with teachers to support students’ development into effective and independent readers, researchers and learners. The Librarian should be a full-time role in school.

The role of the Librarian is to:

  • collaborate closely, and be proactive in cooperating with, teachers with a view to providing the best standard of resource support services and facilities with the intention of supporting high standards of learning across the whole school
  • provide direction for, and action regarding, the development and promotion of the library to ensure it is valued as a key resource in the school
  • be responsible for the strategic development of the library as well as the day-to-day management of the library
  • ensure that the library supports the curriculum implement across all grade levels in the school in order to enhance the learning experience of every student
  • find and use all opportunities to promote the library and its place in the school
  • manage regular stock-taking, including the identification of out-of-date or damaged books and for the selection of new books and materials 9including non-book materials) to reflect changes in the curriculum and meet students’ needs and interests.

The Librarian is line managed by the National Libraries and Reading Coordinator, based in Head Office.

Procedures

This policy reflects our belief that the TMS library is a central resource that plays a significant role in the academic life of our schools. As such, the librarian needs to ensure a proactive approach to providing a level of support for learning by being focused clearly on needs for learning and anticipating future needs that become apparent in curriculums and other documents.

In order to do this, the librarian should be very knowledgeable in the content/ knowledge requirements, and the study/ research requirements, of the courses offered across the grade levels. This requires the librarian to liaise closely and regularly with teachers to identify necessary resources to support courses. Librarians should support teachers within each subject discipline to make resources and materials recommendations for acquisition.

The librarian is the focal person for ensuring that all resources that are acquired for use in the library are of high quality, general appeal to students in the school, relevant and current with the curriculums being taught. The librarian must also ensure that bias, stereotyping and polarised views are not inadvertently made available to students, requiring the librarian to make a thorough check of all materials and resources before they are acquired.

The librarian must ensure that resources and materials form part of a balanced collection within the school, relevant to the school and grade levels being taught. Therefore, the librarian will need to check that the range of materials available to students is balanced in terms of perspectives displayed and are neutral in opinion (i.e. unbiased), thus providing balanced information, as we feel it is important to enable students to gain a balanced and fair understanding of different cultures and ways of living different from their own.
To be balanced and diverse, TMS library resources should include a range of resources, books and non-books materials to support each topic studied in school, which may include, but is not limited to:

  • General and subject-specific books
  • A ‘Quick Reference’ collection, including a range of dictionaries, encyclopedia and directories
  • Educational games
  • Monitoring and Evaluation of Resources The librarian must constantly examine critically, and review, the quality of its provision and identify areas for improvement in order to be in a position to respond to needs, anticipate and address future needs and ensure the highest levels of satisfaction among students and teachers.

Introduction

At TMS school development planning efforts are focused on action. The school development plan (SDP) ensures that there is cohesion and guidance for the actions that are to be taken. Every school Head is required to seek continuous improvement in the school and account for the school’s performance by undertaking self-assessment followed by planning for improvement, and then reporting on performance and progress.

School self-assessment is vital for the TMS school development plan. The self-assessment enables schools:

  • To direct improvements in the quality of provision within the specific context of the school
  • To recognise and value, and also build on what is working well in the school
  • To identify areas for development in the school and to strategise actions to bring about improvements in those areas
  • To report to the executive leadership and also the school community about the strengths in the work of the school and its priorities for improvement and development

Aim of the Policy

This policy provides a framework for planning continuous school improvement that is focused on:

  • Developing teaching and learning which cultivates a high level of student responsibility for their own learning, so that students are motivated, confident and achieving in their studies
  • Providing a school culture where opportunities for deepening students’ learning and supporting students’ all-round development are embedded in school operations
  • Providing effective support for students’ skill development that impact upon their progression and attainment

Ensuring that all staff liaise and interact effectively with stakeholders and communities to:

  • develop an effective understanding of the quality of learning throughout the school
  • raise the profile of TMS within the communities that the schools serve
  • Supporting school leadership to set high expectations and standards within the school

Guiding Principles

  • We use the following guiding principles to provide a framework for school development planning:

 

The five guiding principles provide the focus for self-assessment and action-planning.

Teaching and Learning

School development planning needs, first and foremost, to be reflective of the desire and intention to set for ourselves the highest standards of teaching in order to realise our expectation for exceptional levels of student learning. Using these principles, school Heads should focus evaluation and reflection on:

  • The achievement of learner outcomes (attainment of subject and curriculum objectives)
  • The students’ experiences of learning in the school which includes reflecting on aspects of the learning environment, students engagement in learning and the extent to which TMS students have ‘learned to learn’
  • Teachers’ practices (preparation for teaching, teaching approaches, management of students and assessment)

Values

We expect our schools to be places where young people are nurtured and challenged, so a self-assessment of a school should include a reflection on the extent to which:

  • The school is open, honest and a place where active communication occurs (teachers and students, teachers and parents, school and community, etc.) Interactions between teachers/staff and students are caring, responsive, supportive, and respectful
  • Teachers and staff are collegial. They support and work collaboratively around the achievement and success of the students
  • Parents and teachers are partners in the life and work of the school. Teachers/ staff, students and families feel that they are contributing to the success of the school
  • Decisions are made with the participation of teachers and school staff
  • Teachers and staff are open to suggestions (from students, families, community)
  • Students trust teachers and staff
  • Morale is high among teachers and staff
  • Teachers, students and families demonstrate school pride and the school is respected and valued by teachers, staff, students, families and the community
  • Families and community members perceive the school as warm, inviting and helpful

Skills

Reflecting on students’ behaviours are seen as measurements of skills attained by students. To do this, the Head teacher needs to identify what student behaviours in their school will indicate what skills have been developed and which still need to be addressed. Furthermore, skills, for TMS, are hard to measure and complex. The following are key points in the self-assessment of skills progression within a school:

Students’ ways of thinking

  • Creativity and innovation
  • Critical thinking, problem-solving and decision-making
  • Learning to learn (metacognition)

Students’ ways of working

  • Communication
  • Collaboration
  • Cooperation

How students use the tools of learning and working

  • Information literacy
  • ICT proficiency

Ways of living in the world of the 21st Century

  • Citizenship
  • Life and living
  • Personal and social responsibility
  • Cultural awareness and competence

Community

The guiding principle of ‘community’ requires schools to focus on the extent to which different groups associated with the school see themselves as partners with the school.

Students

  • Awareness of community
  • Commitment to community service
  • Understanding of course content
  • Involvement with community
  • Self-awareness

Teachers

  • Motivation and attraction to community work
  • Professional development
  • Impact/influence on teaching
  • Awareness of community
  • Barriers and facilitators to working with school communities
  • Satisfaction with experience

Community

  • Satisfaction of partners
  • Sustainability of partnerships
  • Impacts on resources
  • Utilisation and development of funding and income

Leadership

The guiding principle of school leadership is founded on what is required of school leaders to ensure effective teaching and learning in schools. These requirements that need to be self-assessed are:

  • School Heads having a set of core professional values including commitment (to excellence), care (for others), (professional) integrity and respect for all
  • The extent to which a successful teaching and learning culture in school is developed
  • The effectiveness of the management of the school environment and resources to support teaching and learning
  • The extent to which leadership in the school is distributed as part of a long-term strategy to build leadership capacity for sustainability and succession planning
  • Recognition of the school Head as lead learner who manages the creation, sharing and review of the strategic vision, ethos and aims of TMS
  • The extent to which a commitment to constant improvement is created
  • The extent and effectiveness of self-evaluation and reflection by the school Head

The school uses policy documents to drive continuous improvement within school.  These documents drive implementation and revisions in our procedures and practices.

Head teachers MUST be fully aware of each policy document and the content and intent of each policy, in order to successfully complete their annual SDP.

The Role of the School Head

Effective school leadership enables continuously high standards of teaching and high attainments in student achievement. Consequently, school Heads who focus on teachers’ practice can expect the greatest impact on student achievements. By encouraging teachers to operate collaboratively and share their skills and understandings, good school Heads develop and expand quality teaching in the school.

How school Heads allocate school resources also enables student achievement.

As part of the self-assessment process, these aspects of leadership should be measured by the extent to which actions and resources are targeted to maximise student achievement.

  • Head teachers are accountable to the Director (Academics), Director (Community and Outreach), and the Chief Teaching and Learning Officer for the performance of their school and teachers are accountable to the school Head for the progress of their students.
  • School Heads, in collaboration with teachers, are required to undertake self-assessment of the school that results in judgements about the standards of student achievement and the effectiveness of school processes in maximising student achievement.
  • School Heads, in collaboration with teachers, are required to undertake school planning processes that include the development of an annual School Plan, which informs operational planning and classroom planning.
  • School Heads, in collaboration with teachers, are required to write annually a School Report that describes the school’s performance.

Procedures

The school development cycle should mirror the following structure:

Assessment

  • School Heads should reflect on their performance each year, and evaluate the quality of their provision of teaching. From this, they should plan for improvement and strategise actions to realise those improvements. This means that school Heads must self-assess in ways that are based in evidential judgements about student achievement. School Heads should also expect to make such assessments continuously through an academic year, making it a comprehensive process for the school.
  • School Heads, in collaboration with teachers, are required to undertake self-assessment that results in judgements about the standards of student achievement and the effectiveness of school processes in maximising student achievement. For this purpose, school Heads, in collaboration with teachers:
  • Should critically assess data (e.g. report cards) and other evidence related to student achievement and school operations, as a basis for decisions about the actions required to maximise student achievement in the future
  • Should establish a regular and ongoing self-assessment process that provides verifiable judgments about student achievement and school operations
  • Should make student achievement, both academic and non-academic, the central focus of school self-assessment.

Asking the Following Key Questions

School Heads should start the self-assessment process by asking key questions about teaching and learning. These might include the following:

  • How well are we doing?
  • How do we know? What evidence do we have?
  • What are our students achieving (both academic and non-academic)?
  • Are these achievements good enough (given the context)?
  • How can we find out more?
  • What are our strengths?
  • What are our areas for improvement?
  • How can we improve?
  • How will we know if we have been effective in improving student achievement?

To ensure high standards of student achievement, the school Head must ensure that the learning environment is safe and nurturing. Therefore, it is the responsibility not only of school Heads, but also coordinators and teachers, to ensure that thee learning environment in the school is perceived to be safe; this requires good management of student behaviour, and a focus of teacher on actions which support student well-being. Furthermore, attendance, retention and student engagement must be a priority focus for school Heads. This means that student and staff attendance and behaviour statistics are important indicators of the ‘health’ of the school.

PlanningSchool Heads plan by making decisions about the actions required to maximise student achievement. School Heads should consider:

  • What could be done to address the identified need?
  • What does education research and good practice tell us about effective ways of addressing the identified need?
  • Which strategies can be realistically implemented in our school context?
  • How are we responding to student and community needs and addressing policy requirements?

School Heads, in collaboration with teachers, should:

  • Develop and make available before the beginning of a new academic year, a School Development Plan for the academic year in question, that provides a succinct, strategic direction for the operation of the school
  • Include whole school objectives, priorities for teaching and resource acquisition, improvement targets regarding student performance and resources needed in the SDP
  • Make clear reference to, and take account of, TME policies and directions in the development of their SDP
  • Be consistent and realistic in the application of evaluation measures and suitable timeframes
  • Take time to conduct an annual review to inform the SDP
  • Ensure that the SDP details how the School Development Plan will be implemented in each school year

School Heads are expected to operationalise their School Development Plan in ways that best suit the school’s context.

Reporting

School Heads, in collaboration with teachers, should:

  • Publish an annual school report in a form best suited to parents and the local community and submit the document for electronic publication on the TMS website
  • Reporting Format:
  • Operational information (e.g. school name, reporting year, student numbers etc.)
  • Teaching and Learning structured around areas of learning (subject strengths and areas for improvement)
  • Cross-curricular skills (see above)
  • The learning environment (physical environment, implementation of school values etc.)
  • The role of school leadership in leading development

Annual Review

School Heads should:

  • Present to the TMS Directors and Chief Teaching and Learning Officer evidence, analysis and judgements about the standards of student achievement and school operations
  • Respond constructively to feedback resulting from the review
  • Enact any recommendations arising from the review of the annual report

Raising student achievement and setting high expectations of education provision are the focus for school improvement plans and identifying how to measure success. For the school Head this means that the school development cycle is based on assessing the performance of the school in an academic year, planning for improvements and acting on the plans. This must be seen as a continuous process that is central to effective school improvement at TMS.

Therefore, the school development cycle should be seen as an ongoing process by school Heads which needs constant attention. Also, the three components identified in this document should be seen as dynamic and interactive rather than isolated elements in managing school standards. While a process of self-assessment in school, undertaken by the school Head, will lead to planning and implementation, by engaging in a process of continuous self-assessment will support the school Head in recognising and managing changes that naturally occur in plans as a result of strategies being implemented. School Heads should expect their planning decisions to be regularly modified and re-focused.

Action/implementation

Schools act by executing their SDP. School Heads are accountable for ensuring that plans are implemented and then evaluated for their effectiveness in terms of student achievement. It is not sufficient for school Heads to report that a planned strategy was implemented. A process of reflection, review and evaluation is expected so that the schools administration can judge the effectiveness of the implementation strategies.

At TMS, we recognise that some strategies for improvement may take longer to show improved student achievement than the typical school planning cycle. In such cases, the strategy should continue to be monitored for its effect on student achievement. To do this, school Heads should develop specific milestones that provide interim evidence that the strategy is on course and should be continued.

Successful Students

The standards of student achievement, both academic and non-academic, are the central focus of school development planning. School Heads are expected to seek continuous improvement of student achievement and are accountable for their effectiveness in doing so.
While school Heads cannot be held accountable for contextual factors that are outside their control, they are expected to demonstrate that every effort has been made to overcome contextual factors so that students receive the highest quality educational experience.

In reviewing school performance, school Heads must review school operations and practices in relation to their positive or negative effect on student achievement. Data on students’ academic achievement comes from two sources – teacher judgements (evaluations) and systemic testing. It is expected that schools will use both. For teacher judgements to be used with confidence, it is important that school Heads check that these judgements are consistent with test grades.

Introduction

This policy caters for all TMS students, but adds value to the curriculum for gifted and talented students by providing enrichment and challenge activities which will broaden students’ perspectives on learning.

Therefore, the focus of this policy is on inclusions and practices that support students to use higher order thinking skills and problem-solving based learning. Such activities should complement the TMS curriculum with the aim of deepening students’ knowledge and understanding.

The educational experience of students consists of both the formal curriculum and opportunities provided through extra-curricular and co-curricular activities. The enrichment activities provided by our schools should foster and support students’ personal, social, cultural, moral and spiritual development.

Aim of the Policy

This policy defines:

  • Extra-curricular and enrichment activities which play an essential part in enhancing the educational experience of all our students as well as supporting the development of non-cognitive skills and health and well-being
  • How we integrate enrichment activities into our schools to reflect the value we place, not just on academic achievement, but student involvement, enthusiasm and personal development
  • Our intention to provide and expand the provision of:
  • Cultural enrichment e.g. music, drama, art
  • Physical enrichment e.g. sports
  • Intellectual enrichment through various other activities, such as learning an additional language and science activities
  • Community Enrichment e.g. work experience, young enterprise
  • This over-riding aims are:
  • To develop student character and qualities in line with the TMS Learner Attributes Profile (See TMS Learner Attributes Policy)
  • To provide teachers and students with a clear understanding of the role of enrichment within the TMS curriculum and how it can be used to provide opportunities to develop TMS Learner Attributes
  • To broaden the educational experience of all TMS students
  • To provide opportunities to raise student self-esteem
  • To encourage a positive perception by students of school life
  • To raise aspirations and motivation of students
  • This over-riding aims are:
  • To develop learner character and qualities in line with the TME Learner Attributes Profile (See TME Learner Attributes Policy)
  • To provide teachers and learners with a clear understanding of the role of enrichment within the TME curriculum and how it can be used to provide opportunities to develop TME Learner Attributes
  • To broaden the educational experience of all TME learners
  • To provide opportunities to raise learner self-esteem
  • To encourage a positive perception by learners of school life
  • To raise aspirations and motivation of learners

Enrichment Activity Guidelines

General Guidelines

  • Enrichment activities should provide support to the formal curriculum
  • As wide a range of enrichment activities should be provided during the lunchtimes, during school (where these do not detract from implementation of the curriculum), after school and during school holidays
  • Enrichment activities should provide opportunities which support students’ achievement at each grade level
  • The range of activities on offer should provide opportunities for students of all ages, abilities and genders
  • School enrichment activities should be made known to students through notices and publications
  • All students should be encouraged to participate in enrichment activities
  • No student should be prevented from taking part in an enrichment activity

Teachers and Enrichment Activities

TME enrichment activities are dynamic. Therefore, there should always be opportunities for all teachers to contribute ideas for new sessions in every school. Each half term, all teachers should be asked by the school Head what they would like to run or participate in, during the following half term. Activities should be offered to specific grade levels or student groups across the whole age range within a school.

Teachers leading activities must provide the following information regarding their enrichment activities:

  • Overall aims and objectives of the activity
  • A week by week description of what students will do
  • Any costs involved and whether there will be a student contribution
  • Staffing and rooms or other areas in the school required

All students should be encouraged to be involved in the wide range of activities that can be made available.

Students may be catered for within the school by:

  • Ability groupings within classes
  • Providing students with opportunities to participate in enrichment activities within curricular and extra-curricular activities
  • Teacher involvement in the development of enrichment activities to extend learning from the classroom and setting high expectations for achievement

Curriculum Enrichment

Curriculum enrichment at TMS is focused on raising achievement by enabling students to:

  • Build on work done in class and give a real purpose for follow up work within the classroom
  • Work, learn and develop individually
  • Develop good study strategies
  • Support and work cooperatively with others
  • Take part in activities unavailable during the normal school day
  • Develop self-esteem
  • Enjoy a broader range of direct experiences of activities, people and places
  • Develop communication skills in English

Curriculum enrichment at TMS is focused on raising achievement by enabling students to:

  • Build on work done in class and give a real purpose for follow up work within the classroom
  • Work, learn and develop individually
  • Develop good study strategies
  • Support and work cooperatively with others
  • Take part in activities unavailable during the normal school day
  • Develop self-esteem
  • Enjoy a broader range of direct experiences of activities, people and places
  • Develop communication skills in English

Curriculum Enrichment activities at TMS should offer students:

  • Access to the most up to date equipment
  • Teachers to guide, help and support
  • Opportunities to learn new skills through the frequent and progressive use of facilities out of the classroom
  • A range of activities that broaden and strengthen our curriculum
  • Experiential learning through visits and visitors and use of outside spaces in a variety of settings and community spaces
  • Learning for and with creativity
  • Study skills development, especially thinking skills, research skills and problem-solving skills
  • An opportunity to develop and celebrate new skills

In-class Enrichment

There are four main supporting components to the maintenance and development of in-class enrichment at TMS

  • Developing habits of mind
    The aim of every lesson should be to provide a rich experience for the students so that they develop a ‘habit for learning’. To enrich lessons, teachers should embed creativity in lessons, create environments for stimulating questioning and discussion from students, strengthening resilience and persistence with learning, promoting reflection and developing skills for collaboration. This can be achieved in a variety of ways by teachers, from the use of innovative resources, providing exciting challenges and using a variety of teaching styles.
  • Specialist teachers and facilities
    TMS students have opportunities to learn from specialist teachers, including Robotics, STEM classes, sports and foreign languages) throughout the whole school year. For these enrichment activities, TMS has dedicated classrooms and facilities.
  • Activities
    Every day in school there should be a wide range of activities available for students to participate during and after school. The number of activities is continually being added to.
  • Broadening the Curriculum
    Each student should have opportunity available in school to extend their learning into areas beyond the curriculum in ways which develop Learner Attributes.

Introduction

At TMS , we believe that schools are places where our students and their teachers experience a vital part of their lives and are made with the experience of people working constructively to reach important goals. Therefore, the places and experiences we create in our schools have the potential to deliver a positive impact on the communities they are part of, the people we serve, the people we invest in, and those who invest in us.

Our vision is to be the best provider of high-quality education – from early years’ provision to higher education – in Pakistan, and we measure this through the eyes of our stakeholders. We define our stakeholders as those who study in, work in, and use, our buildings, the communities around our schools, our teachers and our partners who collaborate with us to offer beyond-the-norm education.

The purpose of this policy is to formally document and outline our commitment and approach to comprehensive stakeholder engagement. To define this, we at TMS  have developed a commitment statement which defines our stakeholder engagement agenda:

Statement of commitment

As educational professionals we are committed to:

  • Engaging with our stakeholders to develop and maintain positive, productive relationships
  • Ensuring all stakeholders are well-informed and have access to information about our activities
  • Involving our stakeholders in identifying issues which can significantly impact on the work that we do
  • Implementing initiatives that contribute to sustainable development and generate shared value

Aim of the Policy

To do this, we will:

  • Foster an ethos and atmosphere where all parents feel welcome, valued and heard
  • Provide information that is well-presented and easy to read
  • Give parents enough notice to attend Parent Teacher Meetings and other events in school
  • Seek parents’ views and act on them
  • Identify and provide support and encouragement for families
  • Help parents support their children’s learning at home and at school
  • Work with parents in promoting positive behaviour at home and at school
  • Provide a range of activities and resources to stimulate ‘lifelong learning’ for all

Our Objectives for Engaging our Stakeholders

As a responsible provider of quality education we are committed to:

    • Collaborating with stakeholders to identify emerging needs/ interests/ concerns and develop solutions
    • Ensuring that all our actions and activities meet our stakeholders’ needs
    • Identifying material issues in a collaborative way to create value for our schools and our stakeholders
    • Creating community support for our work

Fulfilling this Policy for Stakeholder Engagement

Our stakeholders are identified as the groups and individuals who can influence, or are impacted by, our activities, either directly or indirectly, and include communities and our employees.

Therefore, this Stakeholder Engagement Policy recognises that stakeholder involvement is multi-dimensional and that all stakeholders have a role to play in fulfilling our core priority of educational excellence.

Through this policy, our commitment is to engage openly and authentically with our stakeholders to develop co-operative and mutually supportive relationships.

To achieve this, we will:

  • Conduct our business with integrity and fairness
  • Identify our stakeholders and communicate in a relevant, inclusive, timely and responsive manner
  • Build enduring community relationships that demonstrate mutual respect, proactive engagement, honesty and transparency
  • Assess our social performance through direct consultation with our stakeholders
  • Strive to out-perform our obligations
  • Strive to provide mutually beneficial opportunities with stakeholders
  • Acknowledge stakeholder engagement as a key responsibility for all employees and ensure its integration into our daily school operations

Values That Underpin Our Stakeholder Engagement

Our approach to stakeholder engagement is based on six values. Everything we do is bound by these values and we measure our teachers and management staff against them through our performance. Our values are:

  1. Stakeholder Service
    Across all schools, our external and internal stakeholders’ expectations should drive our priorities. This can be explained as being proud to help and if something does not benefit our stakeholders, we question why we do it.
  2. Innovation
    Whatever a person’s role in school, we question assumptions, challenge the status quo and keep looking for better results. To do this we must draw from each person’s unique knowledge and experience.
  3. Excellence
    We aim to be consistently excellent, rather than occasionally brilliant. This means that we push ourselves constantly to improve and be truly the best.
  4. Integrity
    We act in ways that mean people trust us. We consider the consequences of our actions and deal directly with difficult situations. When we are faced with difficult decisions, we think about what our role models would do.
  5. Respect
    We are aware of our strengths and weaknesses, and value different backgrounds and perspectives. We have high expectations of each other and give people working in the organisation opportunities to shine.
  6. Accountability
    We take responsibility for your own success and that of everyone around us. This means that we seek out opportunities to work together to deliver great experiences for our stakeholders.

Our Stakeholder Engagement Process

Strategies for Success

This policy identifies strategies designed to support all stakeholders as partners so that they have the opportunity, as well as the skills, knowledge and tools, to engage with our core priorities for education.

  • Strategy 1: School Climate
    We must foster and sustain a positive, welcoming school climate in which all stakeholder perspectives are encouraged, valued and heard.
  • Strategy 2: Eliminating Barriers
    Identify and remove barriers to stakeholder engagement that may prevent them from fully participating in our students’ learning.
  • Strategy 3: Tools and Support for Stakeholders
    Helping stakeholders support student learning at home and at school.
  • Strategy 4: Stakeholder Outreach
    Review and expand communication and outreach strategies to share information and strategies to support learning at home and stakeholder engagement in schools.

Stakeholder Engagement Action Plan

Fulfilling the school’s vision of stakeholder engagement requires commitment and action by all of our partners at every level. By far the most significant stakeholder we have is our parents.

Foundations for Parent Engagement

Parents’ engagement matters. Parents care about their children and want to be involved:

    • They want their children to succeed in school and are willing to help in as many ways as possible. Therefore, commitment to our students’ well-being is the driving force behind everything we do in school.
    • Parents expect all of the stakeholders involved with TMS to share this commitment.
    • While parents can find it challenging to play an active role in their children’s education, it is important to meet this challenge so that our students have the support they need to be successful in school and later in life.

Partners in Education

    • Partnerships take sustained and intentional efforts, commitment and action by all at every level in our schools.
    • We should seek to identify and break down barriers to stakeholder involvement and proactively reach out to partners.

School Actions

  • Establish and sustain a positive learning culture and welcoming climate where stakeholder input is welcomed, respected and valued
  • Implement strategies to identify and remove barriers that limit engagement by students, parents and our stakeholders
  • Actively explore and utilise opportunities to further engage stakeholders to support student achievement
  • Review partnerships regularly and seek to expand upon these partnerships to reflect the diversity of our students, parents and the broader stakeholder community
  • Inform students and parents about learning expectations and the student’s academic progress and make efforts to assist parents who are not proficient with English
  • Actively encourage and support stakeholders to share their ideas for improving student achievement to help inform school development plans (see School Development Policy)
  • Monitor school climate (e.g. through surveys, focus groups) to help identify barriers to involvement or issues that should be addressed to foster and support a safe and welcoming learning environment
  • Review and establish self‐ assessment processes to determine the effectiveness of stakeholder engagement strategies
  • To be accessible we will:
    • Be available to stakeholders
    • Provide comprehensive and up-to-date information about our schools
    • Give a tour of schools to any potential stakeholders
    • Help and encourage people to access the TMS website and social media platforms
  • To benefit from constant communication we will:
    • Write the information we send out to stakeholders in a clear way including symbols/ pictures to aid understanding
    • Provide information via social media
    • Use display boards to show what our students have been learning
    • Use rewards, certificates, stickers and awards for attainment, attendance and good behaviour so that our students can share their success at home
    • Ensure we give sufficient notice to stakeholders of events and functions in school
    • Send out a parental questionnaire to seek the views of our parents
    • Ensure that we have a “You said – we did” response to our Parental Questionnaire
    • Provide regular opportunities for stakeholders to meet with teachers at school
  • Involving Parents/ Stakeholders in School, we will:
    • Hold open days at school to encourage parents and stakeholders to share and enjoy the students’ learning, work and life in school
    • Strive to strengthen Parents’/ Stakeholders’ voices (e.g. parental questionnaires, endeavour to ask for constant partner feedback, recording stakeholder experiences at functions and events etc.)
  • Sharing our outstanding practice, we will:
    • Share the good practice of our stakeholder engagement experiences and successes

All students, parents and guardians must observe the following rules and regulation as outlined in this Policy Note regarding Tuition and Fees.

Tuition and Fee, payable in Pak Rupees, for the Academic year is as follows.

  1. A one-time Registration and Admission Fee (non-refundable) will be paid by all new students in full at the time of admission. Security fee is payable at the time of admission and is refundable at the time of withdrawal. Annual Resource Charge for the academic year will be paid in full prior to admission irrespective of joining date. Student ID Card, Learning Management System, Montessori School Bag, School Badge and Prospectus shall be payable at the time of admission.
  2. The Annual Resource Charge, Learning Management System (LMS) Charges and School Computerized student ID Card shall be charged annually.
  3. The Tuition & Fee will be payable on bi-monthly basis in advance for all tiers except examination classes.
  4. The Tuition & Fee for examination year classes of ‘0’ Level, IGCSE, AS & A Levels, and all external Examination programmers shall be paid on Four monthly basis as per the following schedule.

First Payment            :           September – December

Second Payment       :           January – April

Third Payment          :           May – August

  1. For all Admission the monthly Tuition Fee cut-off date is 20th of every calendar month. The monthly tuition fee for the current period shall be charged to all new admission fee bills issued before or on 20th of every calendar month.
  2. The Millennium Education fee for the full year or 12 calendar months (which includes May to August Period) is to be paid in full for all existing and graduating students. (Monthly Lab, ICT, Computer Charges, Robotics and Language Charges are also applicable for the full year or 12 calendar months including May to August Period).
  3. Monthly Tuition Fee, Admission fee, Security ,Annual Resource Charge, Registration fee, ID Card Charge , Prospectus, year Book, School Bag, school badge or ICT/Lab charge and all other charges as per the tuition & fee policy are all subject to review from time to time due to inflationary pressure are subject to increase without prior notice at any time.
  4. Tuition & Fee bills are normally issued with a “DUE DATE” of 10 days. After the expiry of “DUE DATE” the fee Bill can be deposited with the late payment fine which is charged on a daily basis, till the expiry of “VALIDITY DATE” which is normally 5 days from the expiry of the “DUE DATE”. After the expiry of the validity date the fee bill shall not be accepted at the local branch of the bank. The New fee bill will only be issued with an additional fine of Rs. 500/- per fee bill plus the late payment charge incurred till that day.
  5. Students whose fees remain payable after expiry of “DUE/VALIDITY DATE” are issued a periodic reminders and ultimately the “Final Reminder”, thereafter which the student’s name will be struck off the school roll and outstanding name adjusted against security deposit and a re-admission charge shall be levied.
  6. Parents / Guardians defaulting on fee payment, run the risk of making their children /wards liable being struck off the school roll. The security deposit of student is adjusted against the unpaid Tuition & Fee balance. In such cases, re-admission is subject to vacancy and repayment of both the admission fee and security deposit at the prevailing rates.
  7. The security Deposit is refunded in full at the time of the withdrawal of the student or Request for school Leaving Certificate RSLC-001 after completion of studies or otherwise provided that the student has paid all his/her dues and the school has no justifiable claim outstanding.
  8. Fee Bills are issued latest by 25th of the month and sent home through student. It is the responsibility of the parents to inquire from the school’s office if they have not received the fee bill by the 5th of the billing months. All due are paid directly to the Roots Millennium Education Schools specified branch of a local bank. The payment due date and the fee bill validity date is marked on the fee bill, and late-fee is collected by the bank at the time of payment.

NOTE: The late payment charges will not be waived nor reduced in any circumstances

  1. Registration fee, admission fee, annual Resource Charges are non-refundable under any circumstance. For students leaving mid-term, balance payment of tuition fee is not refundable. No refunds for any payments will be made if student is suspended on disciplinary grounds or the student is found in breach of the student code of conduct, and parent or guardian will be liable for property as per the student disciplinary procedure and /or as determined by the school management.
  2. For returning students, all previous dues including any fine must have been cleared. Non-payment or underpayment of dues may result in suspension of enrolment, refusal to CIE/Edexcel international exam registration, refusal to re-register and/or withholding of student of student records.
  3. All dues must be cleared before the Mid Term / Annual Examination to appear in assessment / paper. The Millennium Education reserves the right to hold student’s progress reports, transcripts, examination entries, school leaving and other certificates if the dues have not been cleared.
  4. All parents and guardians are responsible for guaranteeing payment of school dues will read and sign an undertaking for compliance with the TME policies as outlined in the TME Prospectus and Admission Form Pack. The School reserves the right to revise and make alterations to its policies, and fees at any point in time WITHOUT further notice.
  5. All fees must be paid in full as cleared funds by the Due date as specified on the fee bill. Thereafter, late payment charges shall be lived by the designated bank as per the Tuition & fee policy.
  6. In an event of student inter branch or city transfer, the security fee shall NOT be transferred to the region responsible, however there is no admission, registration and/or security charge in an event of inter branch or intercity school transfer within The Millennium Education Nationwide.
  7. There will be no concession or fee waiver for the period that a child may have stayed away from the school, due to illness, social commitments, visit abroad or for any reason.
  8. If the school is closed due to emergency war, epidemic, floods, and earthquake or for any other reason on National, Provisional, District or AJK State Government order for any length of time, parent / guardians shall pay the fees with regularity by the 10th. The salaries to the teaching staff, Faculty, administrative and support staff etc. Have to be paid during the closed period.
  9. There is late payment charge to be levied on fee bill by the bank if the fee is late by the Due date as specified on the fee bill.

On acceptance, the student is issued a fee bill, Tuition & Fee is payable in Pak Rupees for the full academic year. The Following charge is included in the New Admission fee bill.

  • Registration fee (Non refundable)
  • Admission fee (Non refundable)
  • Security fee (Refundable)
  • Tuition fee
  • Information & Communication Technology ICT fee/ Computer fee (were application)
  • Science Laboratory fee (were applicable)
  • Annual Resource Charge
  • Student ID Card
  • Montessori Bag (were application)
  • TME Badge
  • Learning Management System
  • TME Prospectus

NOTE: All admission on or before 5th may every year shall be liable to pay the pay the Annual Resource Charge again in the following September each year. Annual Resource Charge is payable covers stationery, art & craft activities and material, beyond the class room initiatives, open Days,  photocopy of syllabi and learning materials, worksheets, student assessment paper, work plans, school examination, instruction material, Montessori apparatus, EPL Activities and In-house activities for the academic year.

ISSUANCE OF STUDENT ADMISSION SLIP ‘SAS-001’

All parents / guardians responsible for guaranteeing payment of school Tuition & Fee will read and sign an undertaking for compliance with the TME rules and policies as outlined in the TME Prospectus and admission From Pack AFP-001. The School reserve the right to revise and make alterations to its and policies any point in time WITHOUT further notice.

The Millennium Education shall provide a Student Admission slip SAS-001’ or  confirm admission to any student if the parent / guardian has submitted and duly signed the following documents included in the Admission From Pack ‘ at the time admission;

Admission Form Pack is included in the TME  Prospects and (Included Student Admission Form SAF-001, Tuition & Fee Policy TFP-001, Home School Agreement HAS-001, Student Code of Conduct SCC-001, School Uniform Guidelines SUG-001, Admission & Eligibility policy AEP-001, Parent / Guardian Undertaking) duly completed, signed and submitted with the following documents:

  1. 4 recent passport size colored photographs of the student.
  2. Student form ‘B’ copy and / or copy of Original Birth Certificate.
  3. Copy of both parents / Guardians CNIC (Pakistani Nationals only).
  4. Copy of last 2 pages of passport of the parents / guardians (Foreign Nationals Only).
  5. Previous Original school Leaving Certificate.
  6. Copies of your child last school Report and Certificates.

Note: Student shall NOT be allowed to sit in the classroom without submitting the Student Admission Slip “SAS-0011” to Branch Head, School Manager or Duty Teacher on the first day of school / college. (it is the responsibility of the parent / guardian to collect the student admission slip SAS-0011 from the admission office of the local Branch).

RULES PERTAINING TO REQUEST FOR SCHOOL LEAVING CERTIFICATE ‘RSLC-001’

If Parent/Guardian wishes to withdraw the child from the school, “Request for School Leaving Certificate RSLC-001” form must be filled, signed and submitted to the school office. Parents need to submit the Request for SLC Form before or on the 20th of every month or else the fee shall be payable for the next month as per the RSLC-001 Policy. In case the RSLC-001 is applied by the 5th of May, the tuition fee must be paid till the end of the term i.e. uptill August of that specific year. (Please refer to “Request for School Leaving Certificate Form RSLC-001” for more details). The RSLC-001 shall be processed by the Head Office which may take a minimum of 15 working days from the date of application, subject to clearance of Tuition and Fee as per the RSLC Policy.

Furthermore:

  1. If a Student has not attended the school for a period of a month, unless arrangements for such an absence have been agreed with the Branch Head in writing by the parent / guardian.
  2. Student Fees have remained unpaid for two consecutive months.
  • For Students leaving mid-way, balance payment of tuition fee is not refundable.
  1. No refunds for any payments will be made if student is suspended on disciplinary grounds, and parent or guardian will be liable for paying up for any damages caused to the school property as per the student disciplinary procedure and/ or as determined by the School management and shall not be required to give any notice before.
  2. Student has failed in the same class for two consecutive years or, has failed to qualify for promotion on two different occasions in his / her school academic career.
  3. A student shall be deemed to be enrolled in The Millennium School until he/she has completed his/her normal education, having taken his/her final national and International examination (Matric, O Levels, IGCSE, Intermediate, AS’ & A Levels) and all his/her dues with the School have been Finally settled in with case he/she shall be only be considered to be withdrawn after the outstanding fees/other dues (if any) payable up to the last month during which he/she appears for this/her last National and International examination paper, are fully settled. This is valid for student wishing to re-take exams or improvement of grades in any National or International Examination System including Cambridge, Federal, Local and/ or Edexcel Board.
  • For returning student, all previous dues including any fines must have been cleared. Non-payment or underpayment of dues may result in suspension of enrollment, refusal to CIE/Edexcel/Metric / FSc exam registration, refusal to re-register or withholding of student records and progress reports.
  • If the student request for school leaving certificate received before summer vacation and after 5th may every academic year then the parent/ Guardian will have to pay the school tuition and fees in full up to and including August fee, as at this time, school cannot admit any student as this is the examination term and seat will have to remain vacant till the end of the year and the school pays summer vacation salaries to the faculty and staff. (Please refer to request for school Leaving Certificate from RSLC-001 for more details).

In case (i) ,(ii) , (iii), (iv), (v), (vi), (vii) and (viii) above , the outstanding fees shall be adjusted against the security deposit paid to the school, and due, shall be recoverable from the parents / guardian of the student.

RULES PERTAINING TO REQUEST FOR INTER BRANCH TRANFER CERTIFICATE ‘RIBTC-001’

The Millennium Education offers inter-city facility. A student is eligible to apply for Request for inter Branch Certificate RIBTC-001, provided that:

  1. He she has completed twelve months or, at least one academic term, at the branch from which he/she is seeking transfer from.
  2. He/she has cleared all his/her dues in the branch he/she studying and from which he/she is seeking transfer from: and
  3. If a student qualifies for IBTC-001 transfer:
  4. No admission fee and registration fee will be charged by the branch to which the student has been transferred to.
  5. In an event of student inter branch or intercity transferred to, the security fee shall NOT be transferred to the region responsible, however there is no admission and registration charge in an event of inter branch or intercity transfer, the security fee shall NOT be transferred to the region responsible, however there is no admission and registration charge in an event of inter branch or intercity school transfer within The Millennium Education Nationwide.
  • The differential in the security deposit amount in the new branch, to which the student is transferred to, will not be charged. The security deposit will remain the same as was deposited initially at the time admission.
  1. Even if a student is eligible for an inter-city transfer, he/she shall only qualify for the same, subject to availability of a vacancy in the grade, qualification or tier in the requested branch. The decision of the relevant Regional Office or Regional Headmistress will be final in this regard.

If the student needs to be transferred to a different branch or city within The Millennium Education Network nationwide then the student or parents/ Guardians must obtain an inter Branch Transfer Certificate from IBTC-001. (Please refer to Request to inter Branch Transfer Certificate Form IBTC-001 for more details). It is however of the parent/ guardian to check the fee structure of the transferring school/ branch.

Note: Student are advised not to seek transfer in the final two years of their schooling, i.e classes IX and X (Matriculation), and the last two year of O levels, IGCSE Levels and at any time in ‘AS’ or ‘A’ Level studies, as it may hinder their academic performance and results. Also, in the case of Matriculation different Boards have different requirements. As such, The Millennium Education does not take any responsibility for the consequences resulting from transfers during the periods mentioned above.

SIBLINGS DISCOUNT

No concession will be given to the student on account of the fact that there siblings (irrespective of the number) already enrolled in any branch or Campus of the school. TME does not offer any sibling discounts.

REFUND OF SCHOOL TUITION & FEES

TME Tuition & Fee once paid or deposited by the parent / guardian is non-refundable in any circumstances, whatever, minus the security deposit as per TME Tuition and Fee policy.

ACCEPTANCE OF ADMISSION 

TME Admission is subject to your acceptance of our terms and condition as per the admission from pack included in the TME Prospectus, Signed and submitted thereof.

TUITION AND REVIEW

The TME reserves all rights of review and increase in the registration, tuition fee and all other fees, charge and deposit ancillary thereto without prior notice or consent of the parents.

RELOCATION OF SCHOOL BRANCH

The school may shift the premises of any branch of The Millennium Education to another location for any reason and the consent of the parents shall not be necessary in this regard, however an advance notice will be given to parents.

UNIFORM GUIDELINES POLICY FOR GIRLS

  • The Millennium Schools blazers should be worn at all times during winter.
  • The Millennium Schools sash, badge, and computerized ID card must be worn at all times.
  • Girls Kameez / Shirts should be the regulation design and should be worn at the knee level.
  • No fancy kameez and shalwar are allowed other than regulation design.
  • T-Shirts with visible slogans should not be worn under shirts.
  • Shoes should be polished and flat in style (no high heels). They should have no visible markings.
  • Hair should be well kept in a moderate style without streaks or other colors. Styles are not allowed. Shoulder length hair should be tied back off the face or held in a black band.
  • No jewelry, ornaments, and accessories should be worn at any time.
  • No make-up or nail polish should be worn.

UNIFORM GUIDELINES POLICY FOR BOYS

  • The Millennium Schools blazers/jackets/cardigans should be worn at all times during winter.
  • The Millennium Schools belt, badge, and computerized ID card must be worn at all times.
  • Trousers should be standard school trousers in cut and material.
  • No fancy shirt and trouser are allowed other than regulation design.
  • Shirts should be worn tucked in.
  • Ties should be worn down to the waist.
  • Plain school socks should be worn. Shoes should be polished and flat in style. They should have no visible markings.
  • Hair should be neat, clean and of acceptable length. Hair may not cut in any fancy style or be colored, streaked or be tied.
  • Earrings and jewelry are not permitted.
  • No cap, hat, and bandana are allowed at any time.