Teaching and Learning

Al Salam sets out a set of Core Competencies for staff and a Learner Profile, which both promote the qualities of Aspiration, Agency, Agility and Altitude.

Teachers in our schools have direct responsibility for the quality of their provision for students. Ultimately, their work is judged by the learning that takes place, the outcomes and qualifications that the students achieve, and the character that students develop.

Al Salam expects all its teachers to contribute wholeheartedly and, before work even begins in the classroom, teachers should reflect international standards by:

  • conducting themselves as responsible professionals and adults

  • organising themselves well

  • providing a role model in terms of punctuality, responsibility, punctuality and demeanour

  • working well in teams, whether as the leader or as a contributor

  • adopting a positive mindset that believes that all students can do well and that teaching can always be improved

  • respecting the students and colleagues at all times

  • supporting the school management and administration

  • keeping up to date in their specialisms and in teaching techniques

  • planning learning activities with clear objectives and desired outcomes in mind

  • being open in informing parents and in seeking support and feedback from them

Al Salam expects teachers inside the classroom to generate work that is authentic and meaningful for the students. There is room for teachers to start from a more traditional teacher-led approach or a more modern student-centred approach but, above all else, Al Salam is looking for teachers to be challenging and adaptive. They should ensure:

  • students make progress in keeping with, or ahead, of international standards

  • there is good pace and behaviour in the classroom that helps ensure students make good use of time, and stay ‘on task’ with work of appropriate quality

  • good learning of concepts and higher-order skills that underpin deeper learning

  • good opportunities for students to respond within lessons

  • plenty of two-way feedback between students and teachers

  • variation in content, pace, task, support or outcome for students of different capabilities (differentiation)

  • students gain help with ‘organisers’ and guides that help them understand and remember the most important ideas

  • formative assessment takes place, to help each student and their teacher understand how the individual is doing