CIS ACCREDITATION SERVICE
Schipholweg 113
2316 XC Leiden
Netherlands
t
+31 (0)71 524 3300
e
accreditation@cois.org
url
www.cois.org
19th January 2012
Mr Mark Leppard
Principal
Doha College
PO Box 7506
Doha
State of Qatar
Dear Mark,
Award of CIS Accreditation
On behalf of the Board of Trustees of the Council of International Schools, the CIS
Accreditation Service and its Advisors have now completed their study of the October
2011 report submitted by the CIS Visiting Team to your school. Board Members have
also considered the recommendation of the Visiting Team and that of the CIS
Accreditation Service and its Advisors with regard to your school’s status within the
accreditation process.
I am pleased to inform you that the decision of the Board was to award accreditation
to Doha College, Qatar with immediate effect. Warmest congratulations to you, your
staff, and the entire school community on this achievement.
In reaching their decision, Board Members took into account the fact that the Visiting
Team commended:

The School for its positive climate and genuine sense of community amongst
students, staff, school leadership and the Board of Governors.

The College Administration for undertaking a number of initiatives to ensure
regular reviews of Philosophy and Objectives, such as the 3-year review from
the 2011-2012 academic year - the products of these existing and future
reviews being widely displayed and published.

The Board of Governors and Leadership Group for ensuring the inclusive
process that exists with regards to the planning of the new campus.

The Board of Governors and the Leadership Group for investment in ICT
throughout the school.

The Principal and the Leadership Group for their strong leadership, ensuring
the consistent recruitment and promotion of high quality staff, adoption of
good practices, and the setting of a clear direction for staff towards
excellence.

The Leadership Group for the overall thorough and high level of Student
Support Services that are already in place.

The Leadership Group and the Staff for consistently setting the tone in order
to have high expectations for student behaviour and for very positive staffstudent relationships.

The Department Heads and the Subject Coordinators for their leadership and
passion in creatively driving forward the curriculum.

The Staff for their strong sense of collegiality and commitment to the vision
and purposes of the school.

The Students for their inspiring displays across the school that reflect the
learning process and their hard work.

The Students for their outstanding behaviour, courtesy, confidence and
respect.
Although the Visiting Team clearly viewed the school very positively, it made many
recommendations. The school will need to address these in the coming years, and
CIS suggests that particular attention should be given to the recommendations that:
o
The Board of Governors and the Leadership Group continue to appreciate
and encourage the value of building upon local culture and resources in
school programmes as a part of the Philosophy and Objectives 3-Year review
started in 2011-12.
o
The Board of Governors consider the creation of additional spaces for the
Primary School to bridge the five-year gap between the present situation and
completion of the new school building.
o
The Leadership Group establish a procedure that strengthens cross-curricular
horizontal integration across the Secondary School.
o
The Leadership Group review processes of creating differentiation within the
curriculum.
o
The Leadership Group consider the advantages and disadvantages of
extending the teaching of Arabic as an MFL to the Secondary School.
o
The Leadership Group implement a professional development programme on
ICT skills for all Primary staff, based on need. Specialist ICT teachers’ needs
for professional development should be regularly reviewed and acted upon.
o
The Health and Safety Department and Art Department relocate the kiln,
which currently is a major safety hazard for the school, to an area that meets
fire safety standards and codes.
o
The Board of Governors implement fresh ideas to take account of parent
opinions.
o
The Leadership Group ensure that all job descriptions are complete for all
staff.
o
The Library staff develop more resources, especially for electronic media,
professional development, and material about the local culture.
You may now publish the fact that Doha College, Qatar has been accredited by the
Council of International Schools. Moreover, the school’s name will immediately be
included on the list of accredited institutions on the CIS website. An official CIS leaflet
entitled “Your Child is at an Accredited School” is available for distribution in your
school community if you wish. If this is of interest to you please contact the
Accreditation Service at accreditation@cois.org
To celebrate the granting of accreditation, a plaque and certificate will be awarded to
the school. Staff from the Accreditation Office will contact you with more information
on this topic.
The next routine stage of the accreditation process requires the college to submit the
First Report on Progress & Planning (FRPP) on 1st October 2013. Guidance on how
to write the FRPP can be found in Chapter Four of the booklet “Accreditation
Decisions and Subsequent Procedures” which will be sent to you from the
Accreditation Office.
Please do not hesitate to contact your Regional Accreditation Officer Serene Lai
serenelai@cois.org or me if there is any point on which you would like further
clarification.
Once again, congratulations to all at Doha College on achieving CIS accredited
status. Also thank you for piloting initial collaboration between CIS, BSME and an
inspection agency.
Yours sincerely,
Gerry
Dr. Gerry Percy
Director of Accreditation Services
Council of International Schools (CIS)
c.c.
Chair of the Board of Governors, Doha College
Please note:
You should have already received the Visiting Team Report to which this letter refers. If this is
not the case, please contact the CIS Accreditation Office accreditation@cois.org to request a
copy.
CIS ACCREDITATION
VISITING TEAM REPORT
BASED ON 7TH EDITION OF THE CIS ACCREDITATION GUIDE
Name of School:
DOHA COLLEGE
QATAR
Dates of Visit:
21 – 27 October 2011
Name of Team Chair:
Terrence Hamilton
Name of Co-Chair:
Margaret Halıcıoğlu
TABLE OF CONTENTS
Page
Number
3
Introduction
Preamble
4
Visiting Team comments on Part One of the Self-Study Report
7
Section A:
Philosophy and Objectives
13
Section B:
Curriculum
B1
B2
-
Primary Curriculum……………………………………
Secondary Curriculum…………….…………………..
16
22
Sub-Sections:
B3 - Primary and Secondary English …………………...
B4 - Mathematics …………………..……………………...
B5 - Vertical Science ………………….………………….
B6 - History……………………...…………………………..
B7 - Geography……………………………………………..
B8 - Modern Foreign Languages………………………..
B9 - Design and Technology ………………..……………
B10 - ICT………………………………………..…………….
B11 - Art ……………………………………………………
B12 - Music………........................…………………………
B13 - Drama........................……………………………...…
B14 - Physical Education...........................................……
B15 - Business Studies.....................................................
B16 - Psychology...............................................................
B17 - Media........................................................................
B18 - PSH(C)E...................................................................
26
31
36
41
46
50
55
60
65
70
75
80
85
89
93
98
Section C:
Governance and Management
103
Section D:
Staff
109
Section E:
Student Support Services
114
Section F:
Resources
120
Section G:
Student and Community Life
125
List of Major Commendations
129
List of Major Recommendations
131
Team Comments with respect to Part Three of the Self Study
132
Concluding Statement
133
Team List
135
Doha College, Qatar
2
INTRODUCTION
In July 2003 the Council of International Schools (CIS) took over responsibility for the
Accreditation Service which the European Council of International Schools (founded in
1965) had been offering to schools since 1970. CIS is an independent, non-profit,
membership organization of approximately 500 international schools in approximately 110
countries throughout the world. It serves the interests of some 340,000 young people, a
constituency which represents many nationalities with varied cultural, religious, and
linguistic backgrounds. CIS also includes universities and colleges to which students from
international schools apply.
Presently over 150 CIS member schools have been granted accredited status following a
directed comprehensive self-study and a rigorous, thorough evaluation by a Visiting Team,
which found them to meet the CIS Standards for Accreditation. Accredited schools are
subject to regular monitoring through routine progress reports and visits, and they must
undergo a full re-evaluation every ten years. CIS accreditation is accepted throughout the
world, including in the USA through the recognition program of the National Association of
Independent Schools (NAIS).
The school evaluation program consists of three main stages: the self-study conducted by
the professional staff and other members of the school community, the evaluation by the
visiting team, and the follow-up program carried out by the school under CIS monitoring to
implement the findings of the self-study and the valid recommendations of the visiting
team.
CIS recognizes that schools which are different may be equally good. The fundamental
premise of the accreditation program is that an educational institution must be evaluated in
terms of the CIS Standards for Accreditation and the degree to which is the school is
putting its own Philosophy and Objectives into practice. The school’s Philosophy and
Objectives statement is therefore a vital document, and it should express the principles
which guide the governing body, school management and professional staff in their efforts
to meet the needs of the students enrolled. The visiting team’s observations on the
school’s philosophy are found in Section A of this evaluation report.
As the responsible body for matters of evaluation and accreditation, the CIS Board of
Trustees charges visiting teams with the responsibility of assessing the degree to which
evaluated schools are putting their own Philosophy and Objectives into practice and the
extent to which they are meeting the published Standards for Accreditation.
Doha College, Qatar
3
PREAMBLE
Doha College, Qatar, is an independent, self-supporting, non-profit organization funded by
fees and charges, and by donations operating under the sponsorship of the British
Embassy, Qatar. As a co-educational, English language medium, international school in
Doha, the school currently has approximately 1228 students between the ages of 3 to 18
years on the roll (Pre-School to Year 13). The school opened in 1980 to meet the demand
for a British style Secondary education in Doha. In 1988, the school moved to its present
site. In 2004, Doha College Primary and Doha College merged to form one school – Doha
College. Currently, the school is located on a 30,000m2 site. In April 2011, the Supreme
Education Council (SEC) of Qatar granted the College 50,000m2 of land to build a new
school. Preparations for the new building are progressing and the scheduled completion is
set for September 2014/2015.
The Board of Governors (BoG) is the governing body of the school. The BoG by
constitution is to be composed of between 11 and 20 members and currently is made up of
15. Five are elected by the Governors, five are elected by the parent body, the British
Embassy delegates one member, the staff elects two members (one from Primary and one
from Secondary staff) and the balance is made up of co-opted members appointed by the
Governors. The BoG has in place a process of self-assessment.
The Principal is the Chief Education Officer and is responsible for the management of the
College and in this is supported by a College Leadership Group. The Principal is
accountable to the BoG which annually set targets for the Principal that are formally
reviewed at the end of the annual cycle. The school budget is prepared by the College and
approved by the BoG. Ernst and Young prepares a regular Auditors Report; the last report
is dated October 2009.
The school’s current Philosophy and Objectives statements were prepared by the then
Principal in 2004. This was reviewed formally, and a shortened version was adopted by
the Leadership Group in June 2008. The statements are shared with staff, students and
parents. Subsequent reviews have involved the broader College community. The action
and development planning process of the College translates the Philosophy and
Objectives into practice. The Philosophy and Objectives are all within the spirit of the
United Nations Universal Declaration of Human Rights.
The College enjoys good facilities on its campus, the care for which a coordinating
Campus Administrator is in place. The Primary School of 344 students has its own selfcontained building. The ‘main building’ houses the Secondary School (total 844) and some
shared specialist rooms with the Primary School. There is a newly constructed extension
for many Sixth Form facilities which includes classrooms, offices and a 400-seat new
auditorium. In addition to classrooms, specialist rooms and two Libraries, the school has a
large sports facility, an outdoor all-weather pitch and a 25 metre outdoor swimming pool.
There is extensive ICT and teaching and learning technology throughout the school which
includes interactive whiteboards in all classrooms, laptop carts and PC’s in the Library.
The ICT support team comprises 4 servicing all campuses. TV screens in the hallways
communicate school events and information to students and staff.
There is careful consideration given to the provision of health care, including emergency
services. There are two full-time nurses and well-appointed on-site clinics. Evacuation
procedures are widely posted and practised. There is an emergency contact network in
place which is annually tested to contact all families and staff associated with the college.
Doha College has a Virtual Learning Environment (VLE) built on the ‘moodle platform’
which has completed its pilot stage. There are protocols in place to administer and monitor
Doha College, Qatar
4
college academics and student work from an electronic learning environment and
comprehensive online network should there be staff or student absence due to illness, or
should quarantine be in effect for the College resulting in temporary closure.
The student body of 1228 represents 53 nationalities: the largest national groups being
British, Indian and Australian. The Qatari student population represents 10% of the total.
The College employs 175 total temporary and permanent staff as of October 2011. Of this
total ‘payroll’ staff, 7 are full time members of the Leadership Group, 83 are full time
permanent teaching staff and there are 2 permanent part time teachers representing 1.175
full-time teacher equivalents. There are 15 full-time teacher assistants and learning
support assistants, and 4 part-time teacher assistants which represent 2 full-time staff
equivalents. In addition, there are 16 temporary staff. All contracts are in compliance with
the Qatar Labour Law. The overall teacher-student ratio is 1:16 in the Primary School and
1:12 in Secondary. The academic staff represents 8 nationalities, with the largest national
group being British (90%), followed by Australian and Irish. Turnover of staff has greatly
reduced over the years since 2008-2009. The teaching staff is included in the development
of the school which has created a strong sense of dedication and ownership at all levels.
There is a clearly defined and effective system of appraisal of staff. There are strong links
between the teacher evaluation process, professional development and Performance
Development. The College has professional development and training provision for all
staff. The current budget for this represents 1.6% of the payroll budget. The College
outsources food services, security, bus transport and maintenance/cleaning. These
services are coordinated by the school Leadership Group. The Student Council has input
into food service provision.
The curriculum is based on the National Curriculum of England and Wales. At KS4, this
leads to the (I)GCSE examinations and at KS5 follows the AS/A-Level programmes. In
addition, the college enters students for the UK SAT’s at KS2. To support student learning,
ESL is available. Learning Support from specialist teachers is available. There is one
University Guidance Counsellor. There is a Gifted and Talented policy provision, although
not fully developed at this stage. Doha College has a reputation of producing excellent
examination results. The figures from 2010-2011 academic year for I(GCSE) show 94% of
the students achieved 5 or more A*-C grade and 66% gained 10 or more A*-C grade. For
the A-level results 12% achieved A*and 78% gained A*-C grade. 90% of students gained
places at their first choice universities.
The College Philosophy states that they aim to educate the whole child by offering a range
of activities that are not mandatory but strongly encouraged and accessible to all students
through the After-School Activities programme. These include a range of sporting, cultural
and academic options e.g. Dubai Exchange, BSME events and others. In addition, the
College offers certain activities on a long-term basis: MUN, International Awards Trips,
World Challenge Trips, interschool competition, curriculum study trips from half-day
excursions to one week residential trips and International Awards such as the Duke of
Edinburgh Award. Debating is particularly strong and has a long tradition at Doha College.
Currently, the College is the World Debating champion. The College ensures that the
students experience and express internationalism and inter-cultural awareness through a
wide range of activities. There is a very high student participation rate in the varied extra
curricular activities.
House representation is strongly encouraged to give students a further sense of identity at
the College. There are House competitions in sports, swimming and music. There are a
wide range of opportunities for student representation, government and leadership. There
are Primary and Secondary School Student Councils which both act as a mouthpiece for
Doha College, Qatar
5
student opinion and organize events for the student body. There is a Head Boy and Head
Girl in both Primary and Secondary Schools, as well as Deputy Head Students. These
students are appointed and are called upon to perform a range of public responsibility
roles. They have in the past made presentations at Board meetings and at Parent/
Governor forums. They are supported by form representatives and by prefects who are
Year 12 and 13 students who volunteer to take on extra responsibilities. There are also
elected House Captains, one male and one female, in each class from Year 6 upwards,
who provide leadership for each of the six Houses linked to the House competitions.
The channels for communication between College and parents are varied, regular and
comprehensive. These include written, electronic, telephone and face-to-face media.
These include, but are not limited to, Welcome packs for new student families, Parent
Open Evenings, a regular reporting schedule and the External Relations Office. There is a
wide range of school publications that aim to facilitate the flow of information to students
and parents, such as monthly newsletters. There is a link with parents also through the
Friends of Doha College group which has a role similar to a PTA or Parents Association in
other schools.
The College approached CIS in 2008 with a view to entering the accreditation process.
The Preliminary Visit was carried out by representatives of CIS and a report produced,
dated January 2010, adhering to the 7th Edition of the accreditation protocol. The SelfStudy period was undertaken and the Self-Study Report was completed in December
2010. The Team visit followed between October 21 and 27, 2011.
The College ensured that the visit was well-organized before our arrival and throughout
our stay. The College made available to the Visitors excellent materials which assisted the
Team in its preparatory work before arriving at Doha College and through the week’s work
at Doha College. The Self-Study was candid and had been undertaken with seriousness of
purpose. This report, and the supporting evidence that was available, enabled the Visiting
Team to develop rapid insights into the educational institution. The entire Team wishes to
congratulate the College community on its achievement in this regard.
The Team arrived on Thursday, with an informal meeting on Friday afternoon 21 October.
Saturday morning was based at the College for familiarization, welcomes and a light
reception to meet the school community. Saturday afternoon had more formal working
sessions. Sunday to Wednesday was spent observing the school in action and generating
Team Reports. A school emergency evacuation exercise was successfully carried out on
Wednesday morning. The Visitors’ Report was finalized with the full Team on Thursday
morning, with finishing touches on Thursday and Friday. On Thursday, 27 October there
was an exit briefing with the Principal.
There were certain general impressions common to each member of the Team, and in this
Preamble we wish to emphasis four of these:
1.
2.
3.
4.
the creative use of space;
the enthusiastic, talented and dedicated staff;
the happy, articulate and engaged students;
the wide use of technology to enhance teaching, learning through school
communication and communication with families and the wider community.
I trust the report we have produced will be helpful to the College in its drive for continuous
improvement and excellence.
Respectfully submitted to the CIS Accreditation Committee,
Doha College, Qatar
6
Terry Hamilton
CIS Chair.
Doha College, Qatar
7
PART 1
THE SURVEYS
The CIS Self-Study surveys were completed by members of the Doha College community
during the time period 20 February-16 March 2010: students in Years 5-13, the Board of
Governors (BoG), parents, staff and alumni all had the opportunity to participate in the
survey. The results were collated by the Endicott Centre for Research and Development of
Endicott College. The five different groups in the Doha College community responded to
statements, which were linked to the Standards and Indicators published by CIS.
This report follows the format of Doha College’s Self-Study surveys report which examined
the survey results according to the five groups’ responses. Since Doha College did not
take into consideration the six alumni responses, this report also does not consider the
responses, due to the lack of data available for this group of the community.
The table below indicates the response rate for these surveys:
Students Board of Governors Parents as % of students Staff
81.6%
60%
14.9%
46%
Student Surveys
The Survey was completed by 724 students in Years 5-13. The vast majority of students
expressed that their teachers were knowledgeable about their subjects (91.3%), that
teachers knew how to teach (85.1%), that teachers’ expectations for students were clear
(89.4%) and that their teachers used a variety of teaching methods (78.7%). Fewer
students, however, felt that their learning styles were taken into account (52.8%). Only
56.2% of students expressed that they knew where to go for learning support and 51.5%
felt comfortable talking to Guidance Counsellors, with a wide range of responses, from
only 35.4% of Year 10 students feeling comfortable, up to 78.6% for Year 11 students.
Many students were happy with the computers and software available (86.9%) but the
level of student satisfaction with the helpfulness of the Library staff decreased
dramatically, in general, as the students got older, e.g. only 37.7% of Year 12 students
found the Library staff helpful, compared with 93.9% of Year 5 students.
The majority of students stated that they knew what to do in an emergency (82.5%) and
that they felt safe at school (83.7%) and on school trips (92.1%). However, there was
considerable dissatisfaction with meals, only 37.3% enjoying eating at school; with the
toilet and washing facilities, 36.6% considered them adequate; and with the bus service, a
44.2% satisfaction rate.
Quite consistently across Year groups, students considered Doha College to be a
welcoming and friendly place (77.2%), with good student respect for staff (75.0%), staff
respect for students (71.0%), and student mutual respect (67.3%).
Board of Governors Surveys
The Survey was completed by 9 members of the Board of Governors (BoG), seven of
whom have 2-5 years Board experience and two of whom have served for one year.
The BoG unanimously agreed with the clarity, effectiveness and appropriateness of the
Philosophy and Objectives statement, with the acknowledgment of their involvement in the
creation of the statement and with the fact that the statement was translated into practice.
There was similar unanimity for most statements in Sections A and B of the Survey,
although only 33.3% of the BoG agreed that there was alignment between the Philosophy
Doha College, Qatar
8
and Objectives statement and the United Nations Universal Declaration of Human Rights.
In Section C, the BoG showed strong confidence in their financial planning of Doha
College, in funds being well-managed, in there being a co-operative and effective
relationship between the BoG and the Principal, and in their observance of legal and
ethical principles within the school community. In general, the BoG agreed that the
financial resources of the school could sustain a sound educational programme, the only
possible area for improvement being for the school to consider culturally appropriate
means of raising additional funds (44.4%) The BoG acknowledged unanimously that the
Principal provided leadership for the school programme, that he promoted an atmosphere
of collaboration and friendship, and that he had direct access to the BoG.
Regarding BoG training and transparency, only 22.2% of the BoG agreed to there being a
performance appraisal system in place for them; 66.7% agreed that there was a BoG
Policy Manual and that training was organized for the BoG; and only 44.4% commented
that BoG decisions were published.
The BoG unanimously approved of the provision for adequate staff development, as well
as evaluation and accountability of staff. Regarding Student Support Services, only 33.3%
accepted that school policies allowed for a comprehensive ESL programme. In general,
the BoG believed that Doha College met safety requirements.
Parent Surveys
108 parents completed the Survey, 14.9%, which is a very small proportion. However,
there were parental responses from every Year group, ranging from two responses from
parents of Pre-School children, up to 25 responses from parents of Year 8 children.
Most parents seemed to be clear on the Philosophy and Objectives of Doha College.
85.2% expressed that their child was experiencing internationalism and interculturalism.
In general, the parents seemed very happy with the curriculum being offered at Doha
College. 35.2% commented that the local culture enriched their children’s learning. It
appears that a significant number of parents would like more frequent and more thorough
reporting on their children’s progress and help with the interpretation of standardized
achievement tests: 58.3% were satisfied with the reporting of progress and 59.3% stated
the school helped them understand the test results.
60.2% of the parents believed that the BoG provided the school with sound direction;
continuity and effective support and 79.6% expressed satisfaction with the Principal’s
leadership. However, less than half the parents were aware of Doha College’s financial
plans (45.4%), although 66.7% of parents believed the school to be financially secure, and
the vast majority of parents were content with the information they receive about their own
financial obligations for the schooling of their children. 38.9% of parents agreed that school
policies were changed only after due deliberation, which suggests there is some parental
dissatisfaction in this area.
In general, parents seemed content with the teaching staff, both their qualifications
(70.4%), their professionalism (77.8%) and their encouragement of their child to speak
English in class (82.4%). 59.3% of parents were satisfied with the effectiveness of the
guidance and counselling processes. Only 39.8% of parents commented that Doha
College suggested options for exceptionally talented students.
Parents felt secure in the knowledge that their child was safe on campus (93.5%), while on
school trips (89.8%) and while being transported to/from school (75.9%). 59.3% of parents
stated that they had received a School/Parent Handbook. Only 30.6% of parents stated
Doha College, Qatar
9
that their child frequently ate in the school cafeteria and 23.1% stated they were satisfied
with the nutritional level of the food being provided at school.
Parents acknowledged that Doha College was a welcoming and friendly place (85.2%),
that they were aware of consequences for inappropriate behaviour (91.7%) and that there
was a good teacher-student relationship (92.6%). In general, the parents seemed content
that the curricular and co-curricular programmes serve the needs and interests of their
children. However, only 29.6% of parents had been invited to share their cultural heritage
with the school, which can be a way of promoting intercultural and international
awareness.
Staff Surveys
68 members of staff completed the survey, 61 of these were academic staff and 7 support
staff. 60.3% of these people had been working at Doha College between 2 and 10 years.
There was strong support for the school’s statement of Philosophy and Objectives (94.1%)
and the belief that students were experiencing internationalism and interculturalism
through the school curriculum and activities (88.2%).
Staff unanimously agreed that they adjusted their teaching to the varied needs of the
students and 78.8% felt the curriculum to be appropriate for all students. Regarding the
documentation of the curriculum, while it specifies learning outcomes (95.2%), includes
information about teaching materials and resources (92.1%) and indicates assessments
(96.8%), only 46.0% of staff stated that there were references to links across disciplines.
58.1% of staff stated that they met regularly with colleagues from other school divisions or
year groups, yet only 37.1% stated that they met regularly with colleagues to discuss
cross-curricular links.
Regarding professional development, 65.6% stated that the school provided what was
appropriate to student needs and 66.7% stated that the school encouraged and supported
an individual’s professional development. 54.4% stated they were satisfied with
professional development opportunities and 47.6% agreed that they had input in the
planning of such opportunities. Only 33.8% stated that the school Library contained
materials to enhance professional growth.
54.1% agreed that paraprofessional support was available if needed, and 95.5% found the
support staff helpful and efficient. Only 33.3% stated that the school had helped them to
learn strategies to support students who needed English language support and only 44.3%
agreed that the school provided adequate support for such students. The majority of staff
recognized that appropriate technical resources and adequate texts and materials were
available. 93.7% of the staff believed that there were opportunities for high ability students
to extend and enrich their learning in class.
94.1% of staff confirmed that the Principal was the recognized leader of the school, and
70.1% agreed that the BoG provided the school with sound direction, continuity and
effective support. Less than half the staff commented on their having input into the
school’s educational and financial plans (45.3%), and only 44.6% of staff were aware of
the school’s educational and financial plans. However, 76.5% stated that they trusted the
financial stability of the school and 61.8% believed that the finances were well-managed.
72.1% accepted that the BoG and the school management acted legally and ethically and
57.4% felt the BoG would be supportive if there were unjust criticism or exploitation of
staff.
Most teachers stated that they were content with the staff-student ratio (82.1%), that they
got regular feedback on their teaching (72.6%), that appraisals were conducted fairly and
Doha College, Qatar
10
in writing (88.2%), and that they were able to communicate their needs to the school
management (85.3%). 54.4% agreed that they were reasonably compensated for their
work.
Whilst the vast majority of staff were satisfied with Doha College’s health and emergency
procedures (82.4%), 57.6% felt effectively prepared to deal with a medical emergency.
However, staff stated that they felt adequately informed of student health issues (93.7%).
There were some staff concerns about the cafeteria, with only 51.9% considering it to be a
welcoming place and only 42.6% of staff were satisfied with the overall physical condition
of the school.
Unanimously, staff reported they enjoyed working with colleagues and that students
respected teachers.
Alumni Surveys
Only 6 alumni completed the Survey. Since this is such a small response rate, the results
have not been examined by Doha College nor by the Visiting Team.
CONCLUSIONS
The Surveys show that Doha College is a very welcoming place, with high levels of
respect and contentment amongst all members of the community, with trust in its
emergency and safety procedures and with the Principal widely recognized as the leader
of the school. They show that there is confidence in the financial security of the school.
From the overall Survey responses, information which was gathered nineteen months
before the Team Visit, the following are some suggested areas for review, some of which
are already in the process of being addressed:

Links across disciplines need to be improved.

A significant number of students feel that their learning styles are not fully taken into
account which conflicts with the staff’s perception that they are seriously
considered.

The BoG, while widely accepted as providing sound direction, continuity and
support, needs to create its own evaluation system. In addition, consideration could
be given to involving staff more in financial planning processes, to changing policies
after more deliberation (parental response showed a concern in this area), and to
finding more culturally appropriate means of raising extra funds.

Professional development of staff could be more effective in terms of staff
involvement in planning.

There is a large discrepancy between parents’ perceptions of support for
exceptionally talented students and teachers’ perceptions, which needs to be
addressed.

Many staff members feel that there is inadequate support for those students who
need extra support in the English language, echoed by many members of the BoG
who believe policies are not in place for such support.

There is a wide range of comfort levels for students talking to Guidance
Counsellors.
Doha College, Qatar
11

Students are unhappy with the standard of the cafeteria, the toilets and washing
facilities and the bus service. Parents and staff share the concern over the cafeteria
facilities.

All staff at Doha College could benefit from more orientation in the use of Library
materials and resources, and with more professional development publications
available.

Doha College could benefit from developing contacts with its alumni.
It is the opinion of the Visiting Team that the opinion surveys fulfilled their intended
purpose: they illuminated issues and successes, and caused self-reflective discussion and
actions, including the development of further student surveys and some student
assemblies which focused on specific areas needing development.
Doha College, Qatar
12
PART TWO
SECTION A: PHILOSOPHY AND OBJECTIVES
Rating
E, M or D
1.
2.
3.
4.
5.
The School shall have a clear and effective written statement of
its Philosophy and Objectives, appropriate for the students it
serves.
The School’s Philosophy and Objectives shall be generally
known, understood and accepted by the governing body, school
management, staff, parents, and students.
There shall be procedures which enable the School to
determine its degree of success in putting its Philosophy and
Objectives into practice.
The School’s Philosophy and Objectives shall lead the School
to act within the spirit of the United Nations Universal
Declaration of Human Rights.
The Philosophy and Objectives shall commit the School to
promoting international and inter-cultural experiences for its
students.
M
E
M
M
M
COMMENTS:
2. The Visiting Team has changed this from M to E in light of further developments which
have occurred since the completion of this Self-Study Report section in December 2010.
The Vision, Mission and Core Values are widely published and displayed imaginatively,
and periodic review of these involving the broad school community is well under way.
3. The Visiting Team has changed this from D to M in light of the significant planning and
progress which has occurred since the completion of this Self-Study Report section in
December 2010. A range of procedures have been implemented and planned for in the
near future that will satisfy this Standard.
Doha College, Qatar
13
SECTION A: PHILOSOPHY AND OBJECTIVES
OBSERVATIONS
Doha College’s current Vision, Mission and Core Values statements were approved by the
Board of Governors during the 2008-2009 academic year. The process of reviewing the
current statements was started in September 2007 and involved all stake holders. The
Philosophy and Objectives are driven by the Vision statement ‘To be recognized as one of
the leading international schools in the world’. The Mission and Core Values incorporates
the value placed by the school on Students Come First, a commitment to excellence and
the role of internationalism and interculturalism, all within the spirit of the United Nations
Universal Declaration of Human Rights. The Visiting Team appreciates the school’s
awareness of the need to build local culture into curriculum resources and into the wider
educational experience so as to align Mission and Core Values more closely with the local
context.
The statements are widely published and displayed in the school and in the school’s
documentation and publications. The school is developing a process to further
communicate the Vision, Mission and Core Values and to translate it into practice through
a range of strategies.
The school is aware that they need to maintain a rigorous process to assess the ongoing
effectiveness of the Philosophy statements in the life of the school. This will form part of a
3 year review of these statements and their use starting in the 2011-2012 academic year
and is seen as being in tandem with the School Building Plan. Such a review will pay
attention to issues such as clarity of statements, assessing and monitoring effective
implementation and dissemination of the statements to the whole community and, where
appropriate, is working towards making implicit statements more explicit in teaching and
student learning, planning and practice. As a part of this review, attention will be given to
adopting a range of strategies to be used to assess the effectiveness of the Philosophy
and Objectives.
Doha College is a selective entry school. It is clearly stated in the school’s Admission
Policy that English is expected to be the first language of the student. Admission is based
on a range of evidence including informal and formal assessments and reports from
previous schools, where appropriate, for all Year levels, and interviews. Application of a
Cognitive Ability Test (CAT) occurs for students from Year 5 to Year 11. Care is taken to
ensure that the school can and will provide appropriate support for the needs of those
students admitted in alignment with the school’s Philosophy. To this end, the CAT scores
also allow for the tracking of students’ academic standards once they are admitted into
school. Access into Year 12 is through set entry criteria. Key Stage leaders, Heads of Year
and the Student Services Team are involved in the Admissions process, as appropriate.
Learning Support prospective students will be accepted as long as the school feels that
they are able to support the child. This is influenced by the child’s need, numbers in the
class and the availability and accessibility of staff to support the child. There is a Learning
Support Department headed by the Enhanced Learning Coordinator. ESL support is
provided for a small number of students who require English language support.
Doha College, Qatar
14
SECTION A: PHILOSOPHY AND OBJECTIVES
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the College Administration for undertaking a number of initiatives to
ensure regular views of Philosophy and Objectives, such as the 3-Year
review from the 2011-2012 academic year, and that the product of these
existing and future reviews are widely displayed and published.
2.
the College Administration for the attention taken to assess the
appropriateness of school support services in the admission procedure for
prospective students.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the BoG and the Leadership Group continue to appreciate and encourage
the value of building upon local culture and resources in school
programmes as a part of the Philosophy and Objectives 3-Year review
started in 2011-12.
2.
the Leadership Group ensure that issues identified in reviews of
Philosophy and Objectives are disseminated to the whole community and,
where appropriate, continue working towards making implicit statements
more explicit, notably in teaching and student learning, planning and
practice.
3.
the Leadership Group continue to adopt a range of strategies to be used to
assess the effectiveness of the Philosophy and Objectives statements in
all aspects of the school.
Doha College, Qatar
15
SECTION B.1:
PRIMARY CURRICULUM
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
E
E
M
M
M
E
M
M
E
E
E
E
E
COMMENTS:
1. This grading is upheld.
2. This grading is upheld.
3. This grading is upheld.
7. This Standard is upgraded to E in light of the extensive in-house professional
development that is organised with the Subject Coordinators.
10. This grading is upheld.
11. This grading is upheld.
Doha College, Qatar
16
12. This grading is upheld.
13. This grading is upheld.
14. This grading is upheld.
Doha College, Qatar
17
SECTION B.1:
PRIMARY CURRICULUM
OBSERVATIONS
Doha College Primary School follows a modified National Curriculum for England and
Wales. The curriculum is made up of English, Maths, Science, Humanities, Library, Art/DT,
ICT, Physical Education, French, Arabic and Music.
The Primary teaching staff are well-qualified and dedicated, demonstrating a high level of
care and concern for their students. The Primary School is led by the Head of Primary who
works alongside a Deputy Head of Primary. A new Deputy Head has been recruited for the
vacant position and will start in January 2012. There is a middle management structure of
Subject Coordinators who are encouraged to be semi-autonomous. Coordinators have
taken on more responsibility in recent times for running Professional Development
meetings and working with staff through observation and discussion. This is in addition to
the formal school Performance Management programme which is taken on constructively
and is embedded in the Primary School. The Visiting Team has been impressed by the
strong leadership and management right through the Primary School. This underpins what
the Visiting Team believes to be an impressive Primary teaching team.
The Primary School is two form entry, starting with Pre-school to Year 6. Teachers are all
qualified, with the school also employing specialist teachers for the teaching of ICT,
Physical Education, Music and in the Library. All classes from Pre-school to Year 2 have a
full-time teaching assistant, with Years 3-6 sharing one between the two classes. Whilst
there is no formal learning support department, the whole school Enhanced Learning
Coordinator has recently worked extensively with the Primary staff, both teachers and
assistants, to implement classroom strategies for children with specific learning needs.
The Primary school has a consistent approach to planning. All teachers are expected to
prepare long, medium and short-term planning which is prepared online and written onto a
standard planning format. The planning articulates clear Learning Objectives and
Outcomes with details of the learning activities.
Differentiation is articulated on the planning as an extension to support differentiation
within year groups: Years 3-6 set for both Literacy and Numeracy, Year 2 follow after the
Christmas holiday. As a point for further discussion, the Visiting Team suggests looking at
the appropriateness of setting as low as Year 2 and 3 within the overall context of their
age-appropriate needs. This initiative though does deserve credit. However, the Visiting
Team observed on a number of occasions the same activities being taught between the
classrooms. Differentiation through questioning was seen but overall differentiation was
happening by outcome. The Visiting Team recommends a fuller range of differentiated
activities and teaching strategies be applied across the set groups. It was also noted that
planning documentation does not appear to allow for support differentiation which needs to
be taken account of, and indicated, on the planning. The suggestions with regards to
differentiation are meant for further development and not to detract from the excellent
standard of planning that has been developed over the last few years.
Although the National Curriculum is followed, teachers have been mindful to look for ways
to modify the curriculum to make it more contextually meaningful for the children.
Examples of this are examining how the Romans and Vikings conquered areas of the
world including the Middle East, and planning specific Qatar-related topics. To
demonstrate the serious approach of the school to develop local links, each teacher has
this theme as one of the professional development targets for this academic year.
Doha College, Qatar
18
The overall quality of the teaching and learning is reflected in some outstanding displays.
Space is of a premium and the Primary staff deserves praise for making the whole school
look attractive, displaying the work that is generated through the lessons. Work is usually
mounted with a learning objective and the child’s name attached to their work. There were
also some good ‘working walls’ which included literacy and numeracy support. In reference
to the school’s Mission Statement, the Visiting Team would also suggest using display
boards to challenge and promote thinking skills.
The Primary Library is small but well-organised. Despite congestion, there is a broad
selection of books supporting the curriculum and individual reading. A small amount of
literature supporting the multicultural and international thinking or the culture of the host
country was found. There was little space for study but there was an attractive area to read
together. Three trolleys of laptops are stored in the Library for use in classes. The Library,
despite the lack of space and materials, is a warm and comfortable place to be and is
conducive to learning.
Further to this, the school has a developing reading scheme which has underpinned the
high standard of teaching English reading comprehension skills. However, more
investment is needed to extend the range of material which could also support the
multicultural and international focus of the school. The Visiting Team observed the use of
phonics being taught and was impressed by the Early Years teachers building strong
foundations for teachers to extend as the children move through the Primary School.
The well-being of the children is monitored at all times by a caring and supportive staff.
There is a small medical bay with a full-time Nurse in attendance. The school has a
Behaviour Policy which is implemented and followed by the staff. Student behaviour is
excellent and the discipline is based on positive reinforcement and clear expectations
together with constant role modelling and recognition of appropriate behaviour. Students
are continually praised for good manners, proper procedures, kindness, effort and
achievement. Consequently, student behaviour individually and in groups is maintained at
a high standard. An excellent and timely example of this was the fire drill conducted on
this visit.
Class sizes, although reasonable, are as large as they can be in the space available. This
is particularly noticeable as the children get older. The students have learned to work in a
restricted space and tolerate the close proximity of others. This is another example of the
spirit and collegiality amongst all who share the Primary School.
All students participate in assemblies. The assembly hall is very well-prepared and
resourced for this with quiet music, good lighting, ICT support and comfortable
surroundings. The students from Reception onwards enter assemblies in a quiet and
respectful manner and enjoy participating. The “Star Assemblies” celebrate achievement in
learning and provide inspiration to all. Parents proudly attend “Star Assemblies” and time
is given to them after presentations to be with their children for a few minutes before they
return to class. A wonderful idea! It is also pertinent at this stage to commend the
enthusiastic and creative approach to teaching Music, which includes the school choirs, by
the Music department.
Clear expectations are communicated to parents and students. Parents have attended
workshops which encourage practical involvement in their child’s learning. Close
communication with parents is maintained concerning day-to-day curriculum, events and
procedures through message boards, newsletters, emails and other forms. In addition to
these forms of communication, the Visiting Team suggests improving the electronic
Doha College, Qatar
19
communication through the website, introducing class pages which could be contained
within a secure learning platform.
Although adequate in number, the classrooms are small and all additional space is utilised
in some way for storage and display, which in turn makes student overflow from the
classroom still more difficult. The classroom storage is an issue and there is little space for
children to move about or to develop learning areas. Outside play space is also minimal
and at times unsuitable due to climate, which means students remain for further periods in
the small rooms. There are some shared dedicated areas but pressure on these is
considerable. The Primary School is able to operate by using the sport and assembly
spaces in the Secondary School, without which its operation would be seriously curtailed.
A large proportion of students are involved in extracurricular activities which are run by the
Primary staff. There are approximately thirty clubs on offer and they are enthusiastically
taken up by the students. These activities promote positive interactions between students
from different cultural backgrounds and in some cases may involve older students from the
Secondary School offering support. The Primary staff deserves every praise for offering
such an extensive programme where it is recognised that some staff do more than one
club a week.
Doha College, Qatar
20
SECTION B.1:
PRIMARY CURRICULUM
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Leadership Team of the Primary School for their strong leadership,
ensuring good practice and setting a clear direction towards excellence
2.
the Leadership Team and Primary teaching staff for the consistent quality of
long, medium and short-term planning.
3.
the Primary staff for using every available space to share the children’s work
in an attractive and stimulating way.
4.
the Primary students for their outstanding behaviour, manners and courtesy.
5.
the Primary staff for engaging so enthusiastically in a high quality after-school
club programme.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the teaching team use a fuller range of differentiated activities and teaching
strategies to be applied across the set groups; support differentiation needs
to be taken account of and indicated on the planning.
2.
the Primary Leadership Team invest in developing the reading scheme and
books that support the school’s Mission statement of incorporating local
culture and internationalism.
3.
the Leadership Group explore the possibility of extending the use of the
internet/website to develop an online electronic learning platform to include
class pages.
4.
the BoG consider the creation of additional spaces for the Primary School to
bridge the five-year gap between the present situation and completion of the
new school building.
Doha College, Qatar
21
SECTION B.2:
SECONDARY CURRICULUM
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
M
M
M
M
M
M
M
M
M
E
E
M
E
M
COMMENTS:
10. A variety of methods are used to fully meet and exceed this Standard.
11. Peer review and self-assessment are used widely in the school, effectiveness of
teaching and learning is regularly reviewed.
13. The Visiting Team upholds this rating.
14. This Standard is met.
Doha College, Qatar
22
SECTION B.2:
SECONDARY CURRICULUM
OBSERVATIONS
In Years 7 to 13, the Doha College curriculum is based around the National Curriculum for
England and Wales. Primary students take CAT exams for entry to the Secondary School.
Key Stage 3 assessments take place in all subjects at the conclusion of Year 9. There are
external examinations for all students in Year 11, the (I)GCSE. In Grades 12 and 13, they
take A/S levels and A levels respectively. There are presently 795 students on register in
the Secondary section and 61 full-time staff. The school day consists of 5 one-hour
lessons within a 14 day schedule. Staff are encouraged to teach multi-part lessons in
which the objectives are clearly explained to the students. As well as assessment of tasks
by teaching staff, emphasis is also placed upon peer and self-assessment. There are a
significant number of extra-curricular activities, of which staff are required to lead a
minimum of one. High profile activities such as MUN, other debating societies, and The
Duke of Edinburgh Award Scheme are organised for the students.
A strongly developed Departmental System supports the work of existing and new staff,
and teachers are encouraged to attend courses, although the location of the school in
Qatar sometimes makes this a challenge. In-house INSET is done where possible and a
clear process is followed whereby criteria are applied to assess individual staff training
needs. Staff going on courses may also be asked to visit schools near to the course
location, in order to observe practices in other places.
In many subject areas, the curriculum utilises the local community and culture in order to
produce a varied and relevant experience for children living in the region; there are a
number of very impressive, high profile, curriculum-linked events in this regard. However,
the Visiting Team felt that more could be done in utilising the community and region to
enhance the curriculum, especially in regard to utilising the internationalism of the student
body, the parent body and the special nature of the region and country of Qatar.
Doha College has a highly qualified, experienced, dedicated and enthusiastic Secondary
staff. There is widespread delegation of responsibility throughout the Secondary staff: this
encourages ownership of the curriculum and helps spread workload. The House system is
well-developed, students are enthusiastic about their contribution to ‘healthy competition’,
and there are many ways in which students can represent their Houses.
The curriculum is extensively documented, but with differing levels of complexity. In some
areas, for example, the development of learning skills is a ‘stand-alone’ and described in
detail; in other areas, skills may be mentioned within other sections of the documentation.
The Visiting Team felt that the absence of a common format for documentation made it
difficult or even almost impossible, to have a full overview of the extent and quality of the
documented curriculum. Also, the method by which each Department files its
documentation could be more transparent. These issues of format and accessibility to the
documented curriculum may also make attempts to create vertical and horizontal
articulation much more demanding; the monitoring of curriculum development will also be
much more time-consuming. There is some reference in the documentation to
differentiation for lower ability students and extension work for more able students. The
school’s curriculum offers a large number of subjects, both compulsory and optional. The
Visiting Team noted that very few students take two foreign languages and that the
teaching of Arabic does not yet have a high profile in the school.
Doha College, Qatar
23
Facilities are extensive with, for example, dedicated Sixth Form space, and well-equipped
sports facilities and swimming pool. The specialised teaching rooms are well-equipped.
There is a considerable amount of technical support given to staff teaching most of the
specialist subjects. Considering the size of the school, there is a relatively small collection
of Library books in the Secondary Library, which has limited space. The Visiting Team was
disappointed with the overall number of books and the lack of books about regional,
international and cultural issues. However, the Visiting Team recognises this limitation is
understood by the Leadership Group.
Although the school buildings are now a number of decades old, the technology available
is generally good and has been updated where necessary. The vast majority of
classrooms have interactive whiteboards and beamers. There are numerous notice boards
displaying high quality work in the corridors.
There are ‘End of Key Stage’ assessments up to Year 9 and external examinations for
students in Years 11 to 13. The Assessment Policy gives guidelines and requirements for
assessment but does not stipulate the regularity of assessment – this is left to the
Departments to decide upon. The staff are able to decide which external exams to use and
are seen to debate this carefully in order to come up with the most suitable syllabus for
their purposes. The scheduling of the external exams is a challenge but is administrated
by a full-time Examinations Officer.
Curriculum documentation includes some reference to skills and content that Year 7
students could have covered in the Primary School. Most Departments have documented
links between work done in the Primary which could act as a foundation for Secondary
work. There does not appear to be an assessment of skills required by the Year 6 students
that would enable easy transition into the Secondary section.
There is a clear desire to use varied teaching strategies, with each lesson being divided
into different sections and teachers make clear the aims of each lesson. A wide variety of
technologies and teaching methods are used. Teachers are very informed and
knowledgeable in the subjects that they teach.
There is regular informal contact with parents as necessary, and a published schedule for
formal reporting with targets. Each student receives a ‘summary’ report, then meets the
Form Tutor on ‘Monitoring Day’. The student then receives another ‘summary’ report halfway through the year and a full report is issued before the end of the year. Each student
has a target to work towards in each of their subjects. The reporting schedule is ‘spread’
through the year to facilitate report writing for staff.
The expansion and move of the school into new premises will present challenges and
opportunities related to the curriculum. There will be an opportunity to improve the
Library/Media Centre, and create a school for a larger school population with the
appropriate storage spaces and facilities for disabled children and staff.
Doha College, Qatar
24
SECTION B.2:
SECONDARY CURRICULUM
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Leadership Group and teaching Staff for implementing the ‘Broad and
Balanced’ Curriculum with a great number of extracurricular opportunities,
which provides a very thorough learning experience for the students.
2.
the staff for their energy, professionalism and commitment that enables the
students to fulfil their potential in the school.
3.
the Leadership Group for providing ongoing and relevant INSET training for
all staff, both in-school and around the world.
4.
the Leadership Group for delegating responsibilities widely amongst the staff
to give ownership of the management of the curriculum to as many
individuals as possible.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Leadership Group establish a procedure that strengthens cross-curricular
horizontal integration across the Secondary School.
2.
the Leadership Group ensure continuum of studies between Primary and
Secondary, especially between Years 6 and 7.
3.
the Leadership Group consider the possibility of developing a media centre
with a multi-facetted approach.
4.
the Leadership Group review processes of creating differentiation within the
curriculum.
5.
the Leadership Group review the provision of languages other than English,
taught within the curriculum.
Doha College, Qatar
25
SECTION B.3:
PRIMARY AND SECONDARY ENGLISH
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
E
E
M
M
M
M
M
M
E
E
E
E
M
COMMENTS:
1. The need to include assessment focuses and learning skills in Key Stage 3 planning, as
identified in the Self-Study report, is being met.
2. Planning in both the Primary and Secondary Schools is detailed, comprehensive and
consistent.
3. Differentiation is evident in setting, and regular and consistent assessment and tracking
allows staff to respond to students’ needs.
5. Good attempts to meet this Standard are spoken of but insufficient evidence was seen
to award an E.
Doha College, Qatar
26
8. Attempts are made to be creative and varied in lesson delivery but space constraints
limit the way in which learning styles are catered for. The new building should address
some of these issues.
9. The Primary School aims to have a Teaching Assistant in every class by 2014.
10. Learning objectives are made clear to all students at the start of every lesson, and
open and direct reference is made in lessons to standards of individual achievement that
could be improved. Regular contact with parents is also maintained.
11. Assessments are regular, thorough and widely reviewed.
12. The curriculum is constantly under review in both Primary and Secondary Schools and
many improvements have been made since the Self-Study took place.
13. See above two comments.
14. While reporting of results is consistent with whole-school policy and widely shared
among all stakeholders, it was felt by the Visiting Team that more could be done in this
area.
Doha College, Qatar
27
SECTION B.3:
PRIMARY AND SECONDARY ENGLISH
OBSERVATIONS
English is both the language of instruction at Doha College and a stand-alone subject. In
the Primary School it is timetabled for five classroom hours a week, with one extra hour in
the Library. Within this time, there is allocation for spelling and handwriting, free-writing
and a fortnightly session on reading comprehension. Guided reading occurs weekly, and
children use take-home readers and are encouraged to record reading in homework
diaries. The Jolly Phonics programme has recently been introduced in the Pre-School.
Learning objectives are taken from the National Curriculum for England and Wales, and
setting is in place from term two of Year 2 onwards. Shared resources for lesson delivery,
such as teacher-made interactive whiteboard presentations, show evidence of parity
between teaching colleagues.
In the Secondary School, time allocated to English varies according to year group, with
Year 9 receiving an hour less than other Key Stage 3 groups. A fortnightly timetable also
restricts the continuity of contact time, especially where classes are split between two
teachers, although school timetable planning has taken steps this year to improve this. In
Key Stage 4, students are prepared for the AQA examinations (specification A) in English
Language and English Literature GCSE, although the Department is considering a move
to the IGCSE. This would, they believe, better prepare their students for the A-Level,
enhance study skills and also provide more classroom teaching time, which is currently
compromised by controlled assessments. The Second Language IGCSE is being phased
out.
In Key Stage 5, students sit the AS and A2 levels of Literature in English for the
Cambridge International Examination Board. Setting is periodically reviewed following
assessments up to the end of Key Stage 4.
Planning documentation is detailed and comprehensive throughout the school. In the
Primary School, the format of planning documentation is consistent from Years 1 to 6, with
only some slight differences in the Pre-School. Year group colleagues collaborate on
planning, shown by parity in the content of simultaneous lessons, and differentiation is in
evidence in questioning techniques, speed of delivery, by outcome and, in Key Stage 2, in
the provision of teaching assistant support. Consistent cross-curricular links, in particular
with Humanities subjects, are evidenced in displays across year groups.
In the Secondary School, planning documentation is also detailed and comprehensive
and, since the Self-Study, a template document has been introduced to ensure
consistency across all schemes of work. Schemes of work are also being rewritten to
include specific assessment focuses and Personal Learning and Thinking Skills.
Regular departmental meetings ensure that there is both horizontal and vertical alignment
in Key Stages 3, 4 and 5, and it is clear that there is much cooperation throughout the
Department, as well as between other Departments, on a more informal basis.
Links between the Primary and Secondary curriculum appear to be ad hoc and
opportunistic, though creative and enjoyable nonetheless. The two Schools do
communicate, however, to ensure there is no overlap in the use of texts.
In both Primary and Secondary, attempts are made to reference both the culture of the
host country and the multiculturalism of the school community. The quality and quantity of
books promoting other cultures, including the host culture of Qatar, is, however, lacking in
Doha College, Qatar
28
both the Primary and Secondary Libraries. This is something that the school intends to
address as it prepares to move to larger premises.
Varied assessment practices are in evidence across the two sections of the school. In
Primary, new assessment procedures have recently been introduced in Reading and
National Curriculum levels are awarded to written learning in accordance with the Ros
Wilson criteria. These termly summative assessments, along with CAT scores and
entrance test results, are entered into the School Information Management System (SIMS)
and are recorded in children’s continual assessment folders. Each term, the subject leader
for English moderates and analyses the results and at the end of the year final grades are
communicated to parents in an annual written report.
Assessment for Learning is well embedded across both Primary and Secondary, being
evident in lesson delivery, as well as in varied forms of marking. Both children and adults
praise and set targets using the ‘three-stars-and-a-wish’ system in Primary, while in
Secondary students are trained to peer mark against levelling and exam criteria, and to
compare their assessments to teacher assessments.
The SIMS is also in use in Secondary to track student results, where end-of-Key Stage
achievements are above UK national averages in both Key Stages 3 and 4. Parents are
informed of assessment results in regular termly written reports and the Board of
Governors is kept informed of departmental results through regular presentations.
Assessment is both regular and constructive to learning across Key Stages 3 to 5.
However, in Key Stage 4, activities in other areas of the curriculum can sometimes detract
from the support needed by students during their Controlled Assessments.
Speaking and listening strategies for learning, which foster many of the school’s core
values, are widely in evidence across the school. Instructional practices are mainly
classroom-based and, owing to the constraints of space, cater less to kinaesthetic learning
styles. Attempts are made to be creative in lesson delivery and activities, however, and
there is a very good rapport between students and teachers.
The needs of students for whom English is an additional language are few and far
between, owing to Doha College’s selective admissions policy, but where they do occur,
focused adult support is provided in certain areas of the curriculum. The Secondary
English team feel they would benefit, however, from dedicated departmental ESL support
with writing in lower-achieving sets. In the Primary section, children must be able to
socially interact with fluency in English on entry to the school. Where some support is
needed, it is provided by Teaching Assistants.
A variety of co- and extra-curricular activities to support the English curriculum take place
throughout the school, ranging from writing clubs and author visits to poetry recitals and
verse-writing competitions.
In the area of professional development, weekly staff meetings in Primary are sometimes
linked to English skills and practices. The staff have also worked with Ros Wilson.
In Secondary, some members of the English Department have received online training in
the Cambridge International Exams AS/A Literature. The Head of Department also
attended a course on the standardisation of coursework in January 2011, which other
team members will also attend in 2012.
Doha College, Qatar
29
SECTION B.3:
PRIMARY AND SECONDARY ENGLISH
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Primary Teaching Staff for their close collaboration on planning and
teaching, leading to parity across year groups and consistent horizontal
articulation of the curriculum.
2.
the Secondary Teaching Staff for their close collaboration, and for the
developments made and ongoing in curriculum revision and the consistency
introduced to planning.
3.
all teachers of English across the school for firmly embedding speaking and
listening strategies into teaching and learning, consistent with many of the
school’s Core Values.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Leadership Group address timetabling issues which have led to Year 9
receiving one hour less a week of English in comparison to other Key Stage
3 year groups.
2.
the Primary Library follow through on plans to improve and increase its
multicultural resources.
3.
the Leadership Group consider the effect of other curricular activities on the
classroom contact time of students in English in Key Stage 4.
Doha College, Qatar
30
SECTION B.4:
MATHEMATICS
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
E
E
E
M
E
E
E
E
E
E
E
E
M
COMMENTS:
1. This grading is upheld as the department offers a challenging curriculum, meeting the
needs of all students, with regular opportunities to reward all students.
2. This has been upgraded from an M to an E as the curriculum is very well documented.
3. This grading is upheld as there are a wide variety of practices that exist to meet the
individual needs of the students.
4. This grading was changed from an M to an E as there is sufficient evidence to show that
the vertical and horizontal articulation in the Department is above the Standard.
6. Varied learning experiences are offered at all Key Stages through curricular and cocurricular activities.
Doha College, Qatar
31
7. Staff regularly attend courses locally and abroad and the expertise gained is shared with
the rest of the staff at Department meetings.
8. This grading has been changed from an M to an E, as a wide variety of approaches are
evident.
9. This grading has been changed from an M to an E, as the Department is wellresourced.
10. This grading was changed from an M to an E, as a wide variety of communication
methodologies are employed.
11. Regular assessment, excellent external results, analysis of results and review of the
curriculum have led to constant improvement.
12. The curriculum is constantly reviewed and updated by teachers.
13. Assessment data is analysed regularly, shared with others in the Department and used
to adjust sets and teaching approaches.
14. This grading was lowered from an E to an M, as the recording and reporting meets this
Standard.
Doha College, Qatar
32
SECTION B.4:
MATHEMATICS
OBSERVATIONS
Mathematics is seen by the Department as an essential tool for life and the Primary “Maths
Policy” and the Secondary “Aims for Mathematics” wholeheartedly support this, as well as
supporting the Philosophy, Vision and ethos of the College. The Mathematics Department
operates from Early Years through to Sixth Form. There are 16 class teachers in Primary
that are supported by 12 teacher assistants, whilst in the Secondary, there are 9 full-time
and 2 part-time teachers. There is great staff stability within the Department and a strong
sense of collegiality.
In Pre-School and Reception a Maths session occurs each day but varies in length. From
Year 1 to Year 6 they have one hour daily. In Years 7 to 13 there are between 6 and 10
lessons in a two week cycle, each 60 minutes long.
The Department follows the National Curriculum of England and Wales throughout the Key
Stages, with students studying IGCSE Mathematics, GCSE Statistics and FSMQ
Additional Mathematics at Key Stage 4, and ‘A’ Level Mathematics and Further
Mathematics at Key Stage 5.
In the Primary School, the 16 classrooms are used and there is also a central resource
area. In the Secondary School, there are eight dedicated Maths classrooms and small
computer room with 7 computers available. This computer room is used by students during
break-time and students doing extension activities.
Resources include a variety of text and resource books, interactive whiteboard software
and a range of equipment for experiments involving data collection. The Department gave
a presentation to the Board of Governors last year in which they requested greater IT
provision. This was granted and has resulted in the Primary School receiving three laptop
trolleys (shared with other Departments) and the Secondary school received its own
dedicated set of laptops. This has greatly enhanced the teaching and learning of
Mathematics. This growing Department does, however, require additional space. Their
requests have been made known to Management and they are confident that they will be
taking into consideration in the new building.
The curriculum is very well-documented in the Primary School. It does not use one core
scheme, but adapts from a variety of resources to meet the specific needs and learning
styles of the students. Detailed weekly plans (which include IT resources as well as
consolidation and extension work) are on the College public network.
The Secondary documentation is thorough but the Department aims to further improve the
schemes this year. There was evidence that this was in process.
Classes are set from Year 1 through to Year 12 to facilitate differentiation. In the
Secondary School, the less able classes have slightly fewer students to allow for more
attention to be given to each student.
The Mathematics Department is keen to show the relevance and application of their
subject not only through their classroom offering but also through a number of other
activities. Examples include Super Maths Learning Day and Inter-House competitions and
Introduction to Fibonacci. There was evidence that efforts were being made to include the
local culture and diversity into the curriculum. While this is a particular focus for the
Doha College, Qatar
33
Primary School this year, the Secondary School has already been involved in a number of
projects, for example, Tessellations and Islamic Art.
Subject meetings are planned on a regular basis in each of the Primary and Secondary
Schools and while formal communication between the two sections of the school can be
strengthened, the Department has demonstrated good vertical continuity both within and
across the phases. The Primary and Secondary staff work together on Super Learning
Days as well as Transition Day, and Secondary school staff teach some Year 6 classes
towards the end of the year. Good efforts are also being made to integrate other subjects
within the curriculum, particularly on Super Learning Days as well as with the Geography,
Physics and Art Departments in the Secondary School.
Assessment is firmly embedded throughout the school, is both summative and formative
and includes peer and self-assessment. Class work, homework and tests are referenced
to the National Curriculum. Tracking data is analysed and any pupils experiencing difficulty
are identified and the necessary action taken. The Department provides a varied
curriculum which supports and challenges students across the ability range. Attainment of
individual students is regularly monitored, recorded and tracked and this is used as part of
the Department’s setting policy in order to provide a curriculum designed to challenge the
individual student’s varied developmental, academic, social and emotional needs.
Students receive feedback through comments on pieces of work, the new student email
system set up this year and by going through assessments with their teachers and noting
areas that need their particular attention. Parents receive information through formal
reports, Monitoring Day and emails. While there are slight variations in the frequency and
method of reporting across the phases, students and their parents are kept well-informed.
Students with learning needs are supported not only by the differentiated programme
across the school, but also by teacher assistants in the Primary School. There are a few
students in the Secondary School have their own facilitator (not provided by the school).
Students with visual needs are also supported with the use of IT.
Staff regularly attend courses locally and abroad and the expertise gained is shared with
the rest of the staff at Department meetings.
It is evident that this Department has worked hard over the years to produce a worthwhile
curriculum throughout the school.
Doha College, Qatar
34
SECTION B.4:
MATHEMATICS
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Primary Maths Department for their very comprehensive schemes of
work.
2.
the Secondary Maths Department for their initiatives in developing cross
curricular links.
3.
the Maths Department for their efforts in collaborating together to provide a
curriculum that has good vertical and horizontal coordination.
4.
the Board of Governors for providing the Department with their IT requests.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
The Leadership Group take due cognisance of the space requirements for the
Mathematics Department.
2.
The Secondary Department continue with making their scheme of work more
comprehensive.
3.
The Primary Department make greater provision in their curriculum for the
inclusion local culture and diversity.
Doha College, Qatar
35
SECTION B.5:
VERTICAL SCIENCE
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
E
M
M
E
M
E
M
E
M
M
E
M
COMMENTS:
1. All Science curricula are based around the National Curriculum of England and Wales.
Custom-written schemes of work have been formulated to take into consideration the
school’s Mission and Vision, and student assessment policies.
3. Staff use appropriate strategies to engage all types of learners. Schemes of work
include a wide range of activities to ensure different learning styles are accommodated.
6. Essential life skills are covered through all years as they inherently form part of the
curriculum.
8. Teachers use a wide range of learning environments to engage students, and
incorporate a range of learning styles into lessons to cater for the needs and abilities of all
students.
Doha College, Qatar
36
10. A wide range of communication is used with parents and students.
13. Effective and appropriate analysis of results takes place that leads to consequent
revision of methodology and curriculum.
14. This standard was changed from an E to an M, as their recording, analysis and
reporting meets this Standard.
Doha College, Qatar
37
SECTION B.5:
VERTICAL SCIENCE
OBSERVATIONS
Science is offered throughout the school from Pre-School to Year 13. In Primary there are
2 lessons of one hour each, every two weeks. In KS3 there are six, one-hour lessons per
week and in KS4 and KS5 it varies between 10 and 15 lessons per two week cycle
(depending on the course), each lesson being one hour. All Science curricula at Doha
College are based around the National Science Curriculum of England and Wales.
Custom-written schemes of work have been formulated to take into consideration the
school’s Mission and Vision, student assessment policies and how the school records and
reports student achievement.
In Primary, the class teachers are responsible for teaching the Sciences, and in
Secondary, there are 14 full-time and 2 part-time specialist teachers to teach KS3 Science,
KS4 Coordinated Science, Biology, Physics and Chemistry. There are also three
laboratory technicians in the Secondary School.
In KS4, students need to choose between Coordinated Science and taking all the separate
Sciences. In KS 5, students can choose a combination of the separate Sciences.
In Primary, teachers use their classrooms to teach Science. There is a resources area
where the Science equipment is stored. The Primary staff feel that the teaching of Science
will be greatly enhanced if a Primary Science laboratory was made available. In Secondary
there are 4 prep room facilities, a chemical store and 12 laboratories in which most of the
Science lessons are taught. The Department is well-resourced as far as scientific
equipment and teacher resources are concerned and it continues to improve year on year.
They have recently acquired a set of laptops in a laptop trolley which has enhanced the IT
offering in this subject. Some staff have recently attended a laboratory safety course and
subsequent to their return, the Head of Department has ensured that the laboratories are
compliant with safety standards. Teachers adhere to the safety requirements when
performing practicals with the students.
There is a large bank of electronic resources that have been collected in all year groups
and Science disciplines. Most schemes of work include long and medium-term planning of
scope and sequence, teaching methodologies and links across disciplines. Some schemes
of work require the addition of curriculum materials, resources and cross-curricular
references. Most schemes of work are well-documented and many indicate assessment
for learning opportunities and strategies to engage all types of learners. Schemes of work
include a wide range of resources and activities to ensure learning styles are developed.
Essential life skills are covered through all years as they inherently form part of the
curriculum.
Teachers of KS1 and KS2 meet regularly to discuss the smooth transition from KS1 to
KS2, as do the teachers of KS3, KS4 and KS5, to discuss the smooth transition from each
of those Key Stages to the next. Vertical articulation breaks down between KS2 teachers
of Primary and KS3 teachers of Secondary. Teachers in Primary of KS1 and KS2 meet
regularly with colleagues in other discipline areas to strengthen links between Science and
other subjects. Teachers of Science in Secondary do not meet regularly with teachers of
other subject areas. Cross-curricular links still do occur, some of which is documented in
schemes of work; however, no formal meetings occur.
There is some acknowledgement of the local culture and diversity and the Primary has this
as a focus for this year. They have incorporated this in their Inspire Workshops Plan to
Doha College, Qatar
38
include local culture in their Super Learning Day this year. The Secondary have found it
difficult to enter local competitions and go on excursions to local commercial research
centre and factories.
All Science staff are provided with external professional development opportunities to
assist in designing and developing the curriculum, particularly those delivered by
examining bodies. Science staff have been attending courses and some internal
professional development has taken place during department meetings. Science staff have
had difficulty in finding out about pilot innovations and current Science pedagogy being
practised in the UK.
Doha College provides paraprofessional support in the form of Learning Support
Assistants, Librarians, Administration staff and a Resources Manager. In Secondary, there
are also Laboratory Technicians. Not all these staff members are as qualified as the
Department would like them to be to effectively perform their duties. In Primary, throughout
the course of the academic year, a variety of coffee mornings and Inspire Workshops take
place, where expectations are communicated in a less formal way and parents can get
practically involved in their child’s learning.
In Secondary, the Science learner outcomes are shared during parent evenings, option
evenings, using grade and full written reports and more informally by email, verbally,
written in the Secondary student planners or in the Primary children’s homework diaries, or
by telephone calls. “Monitoring Day” at the beginning of each academic year reviews
individual student progress in Science and sets academic targets which are then reviewed
later in the year. Grading standards are communicated to Secondary students verbally by
teachers, within schemes of work on the Doha College website, using VLE for Secondary
students and by use of the National Curriculum of England and Wales or by examination
boards and their websites. In Primary, age-appropriate methods are used to communicate
standards and expectations, like smiley faces, thumbs up, stamp charts, peer assessment
and “two stars and a wish”. Teachers in both Primary and Secondary set lesson objectives
at the beginning of the lesson and review the achievement of those objectives at the end.
A variety of formative assessment methodologies (including AFL) are used within the
Science subject area. Summative assessments take place regularly and results are
analysed to identify trends. Assessments are used to inform short-term Science planning,
setting and departmental planning. The effectiveness of these assessment methods are
discussed, reviewed and modified. Schemes of work are reviewed and updated at least
annually to improve teaching and learning. In Secondary, the Science Department uses
CAT scores as indicators to set classes and make judgements about student ability
compared to others of a similar age. The Secondary Science Department makes use of
past paper questions, examiners’ reports and mark schemes to accurately ascertain
student achievement. The Secondary Science Department is set challenging grade targets
by Senior Management at the beginning of the academic year. They complete a
Department review at the end of each academic year to report an analysis of student
achievement in KS examinations. The Science Department reports formally to parents, as
per the whole-school policy.
Doha College, Qatar
39
SECTION B.5:
VERTICAL SCIENCE
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Science Staff for their collegiality and hard work in
improving the offering in the department.
2.
the Primary Science Department for their initiatives with their
informal communication with parents.
3.
the Leadership Group for providing the funding to refurbish
eight of the laboratories and continually resource the
department with scientific equipment.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Science Staff plan specific meetings so that effective
vertical (particularly between KS2 and KS3) and horizontal
articulation can take place.
2.
the Leadership Group consider incorporating a Primary
Science laboratory in the new building.
3.
the Science Staff continue to upgrade their schemes of work
to include curriculum materials, resources and cross
curricular references.
Doha College, Qatar
40
SECTION B.6:
HISTORY
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
M
E
E
M
M
M
M
E
E
E
E
M
E
M
COMMENTS:
2. The Visiting Team has seen evidence of a comprehensively documented curriculum.
3. The Visiting Team saw clear evidence that the curriculum design directly impacts
positively on the needs of students.
8. A range of approaches and teaching strategies are employed that recognize diverse
learning styles.
9. There is evidence the school provides excellent support and resources.
10. Documentation is extensive and effective.
Doha College, Qatar
41
11. The effectiveness of teaching and learning is regularly assessed.
13. The results of student assessment are used to revise curriculum and methodologies on
a continuing basis.
14. The Visiting Team changed this from E to M, in light of the fact that while recording and
reporting is sound, further development in this area is recommended.
Doha College, Qatar
42
SECTION B.6:
HISTORY
OBSERVATIONS
The History Department’s curriculum clearly reflects the school Philosophy in its objectives
and policies, its design, implementation, assessment and review. The Department has
made particular efforts to implement the Doha College Mission Statement and specifically
aims:


to develop students’ understandings of one another as members of a local, national
and global community that will have confidence and opportunity to build their own
bridges to the World;
to empower students through a range of learning styles and methodologies,
including the application of Information Communications Technology (ICT) skills.
Throughout the school the National Curriculum for England and Wales, is followed in
History with some modifications. KS4 follows the UK designated course offered by the
(I)GCSE. In KS5, all students have the opportunity to undertake the A-Level.
In the Primary School, History is taught by all class teachers coordinated by a Subject
Leader. There is in place a Primary History Policy which is clear, explicit and effective. There
is an emphasis on a cross-curricular approach where possible. There are 4 specialist History
teachers in the Secondary School. History is a part of the compulsory core curriculum in
Years 7-9. It becomes an optional subject in Years 10-13 for (I)GCSE and A-Levels.
The Visiting Team noted that, since the Self-Study report, the History Department has
further incorporated the host country’s local history into the curriculum. In the Primary
School, this is further ahead as the subject lends itself to the wider cultural and geographic
Qatari context. At Secondary level, the Government has instructed that this will happen but
it is prudent on the History Department’s part to wait upon future instructions and guidance
from the Government authorities in this regard. However, the Department is willing and
proactively discussing how and where in the sequencing of the programme, units of Qatari
historical studies would or could be placed. It is appreciated that there are also further
opportunities for the curriculum to utilise the cultural diversity within the school community.
The History Department is investigating ways to further strengthen vertical and horizontal
articulation within the documentation and courses to enhance continuity within and
between school divisions. The Head of History and the Subject Leader for History in
Primary intend to meet more regularly.
The Visiting Team supports the History Department’s reflections on the desirability of a
more varied approach to PD, although this is already taking place through internal inset
initiatives in the Primary and Secondary School e.g. using the Super Learning days.
The Visiting Team has seen a variety of student learning activities that reflect both the
diversity of the specific subjects and the range of teaching strategies implemented to
improve student learning outcomes across the Department. Some of the examples of the
range of learning activities are clearly and proudly displayed in classrooms and corridors
which include: research work, individual essays, group and whole class projects, oral
reports, field trips, practice reports, practice tests and model making. Teaching and
learning is enhanced by the extensive use of appropriate technology.
In addition, students within the History Department have the opportunity to participate in a
broad range of co-curricular activities that support and extend their learning opportunities.
These opportunities can include day and international trips. The Department makes an
Doha College, Qatar
43
attempt to develop in its students those skills and abilities which prepare them to be
confident local and national members of the international community.
Information regarding the learning expectations and student progress is very wellcommunicated to parents and students through a variety of modes. The Secondary School
has a range of booklets available including (I) GCSE and A-Level booklets for parents and
students.
The Department engages in a process of critical reflection to review and develop the
History curriculum within the appropriate guiding frameworks. Individual staff members
are responsible for the development and recording of their programmes in a centralised
Department data base.
Doha College, Qatar
44
SECTION B.6:
HISTORY
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Primary School for the Primary History Policy it has in place which is
clear, explicit and effective.
2.
the Primary School and the Secondary History Department for the realistic
approach they have taken in approaching the sensitive area of integrating
Qatari history into the programme.
3.
the History Department for the extensive use of appropriate technology which
enhances teaching and learning.
4.
the History Department for the educational opportunity it offers to Secondary
students through its international trips.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
both divisions of the school continue to enhance the articulation of the History
curriculum.
2.
the Leadership Group and the History staff continue to investigate a more
varied approach to staff professional development.
Doha College, Qatar
45
SECTION B.7:
GEOGRAPHY
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
E
E
M
E
E
E
E
E
E
E
E
E
M
COMMENTS:
1. The curriculum very closely reflects the school’s Philosophy.
2. Very comprehensive documentation of the curriculum, clearly exceeding the
expectations.
3. Very strong curriculum design provides for all aspects of this Standard.
5. There is widespread usage of the cultural diversity of the host country and school
community.
6. Great emphasis is put on skills relevant to lifelong learning.
7. All members of the Geography team are fully trained.
Doha College, Qatar
46
8. Curriculum documentation shows a great desire to use as many varied teaching
methods as possible.
9. The Department is very well-resourced.
10. The targets procedure and very regular contact, where necessary, with individual
parents, shows that this takes place very regularly.
11. The Head of Department places importance on regular review of teaching and
learning.
12. An experienced staff continually reviews the curriculum.
13. Student assessment inputs into curriculum revision.
14. Records are available to all appropriate members of the school community. The
Department follows school policy on this Standard.
Doha College, Qatar
47
SECTION B.7:
GEOGRAPHY
OBSERVATIONS
Doha College has a well-qualified and very dedicated, enthusiastic group of staff teaching
Geography. The staff have attended numerous INSET courses. The Head of Department
has had the opportunity to evaluate possible external exam courses by attending training
sessions on those courses under consideration. The Visiting Team noted the great
dedication and the outstanding ability of the Head of the Department to lead the
Department to achieve high standards of teaching and learning. The Department has a
comprehensive ‘Classrooms and Corridor Display Policy’ and has PowerPoint
presentations for most aspects of the Geography courses.
In the Primary section, Geography topics are taught within the Primary curriculum as a
whole, usually in tandem with historical issues. The Primary Geography-related work is
thoroughly documented with aims, resources and differentiation described. In the Primary
section, the staff plan together and share geographical resources.
In the Secondary section, Geography is taught as a specialist subject. There are 4
specialist teachers in the Secondary section. The amount of lessons of Geography a
student is taught increases with each grade, and up to a maximum of 5 lessons per week
in Years 12 and 13. In the Secondary section, there is an emphasis on teaching ‘Active’
lessons using appropriate technology to the fullest extent. The Visiting Team was very
impressed by the varied classroom activities and the use of technology in the Geography
classrooms during the visit. The Geography classrooms are very well decorated with
student work, high quality posters and displays that have been produced by the students.
The subject area is comprehensively documented, the Schemes of Work are
comprehensive, with links to resources and differentiation tasks. Some of the Schemes of
Work are not yet completed; this may be understandable, considering their
comprehensiveness.
Cross-curricular planning is done informally; this could be minuted in meetings and added
to the documentation. Some cross-curricular activities happen during the school year. The
Department closely follows the whole-school policy regarding reporting and contact with
parents. The grades that the students achieve are recorded by the students in Geography
portfolios and by the teaching staff on the internal assessment database.
There are a number of quite high profile fieldwork activities. It may be possible to
encourage relevant individuals to be guest speakers in school. The environmental impacts
of rapid population growth/urban expansion in the desert are given emphasis, and the
desert is used extensively as a ‘fieldwork resource’.
Doha College, Qatar
48
SECTION B.7:
GEOGRAPHY
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
The Geography Department, especially the Head of the Department, for
their enthusiastic implementation of a number of innovative projects that
enhance student learning.
2.
the Geography staff for using technology to the fullest extent to give
students informative and enjoyable lessons.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Geography staff continue with the production of the comprehensive
schemes of work to ensure that these are complete before the teaching of
these units begins.
2.
the Geography staff document cross-curriculum activity to ensure the
recording of the activities for coming years.
Doha College, Qatar
49
SECTION B.8:
MODERN FOREIGN LANGUAGES
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
M
D
M
M
M
E
M
E
M
E
M
M
M
M
COMMENTS:
2. The new curriculum materials had only arrived recently at the school and therefore the
material made available to the Visiting Team did not confirm the Self-Study’s rating of an
M.
4. Standard 4 is identified in the Self-Study as being an area for improvement, and the
Visiting Team agreed. That said, the Team noticed clear evidence of vertical articulation as
the students progress within the Secondary School.
6. The evidence for Standards 3 & 6 was not demonstrated in the material made available
to the Visiting Team and therefore does not provide a clear indicator of the exact role MFL
plays in the development of lifelong learning skills. Nevertheless, classroom observation
made it almost immediately apparent that students in MFL lessons are inquisitive learners
Doha College, Qatar
50
on their way to becoming critical thinkers. Moreover, across the Department, the teachers
painstakingly ensure that no students are excluded from the learning process.
11. The Visiting Team agreed that the school’s assessment of learning exceeded the
required Standard, but felt that evidence of assessment of teaching could be more
thorough.
12. Curriculum revisions do take place based on both these criteria – for example a piloted
curriculum will shortly be dropped, as it fails to meet the Department’s requirements. That
said, evidence of finer tuning was not well enough documented to convince the Visiting
Team that the Indicators for these Standards are clearly exceeded.
13. Curriculum revisions do take place based on both these criteria – for example a piloted
curriculum will shortly be dropped, as it fails to meet the Department’s requirements. That
said, evidence of finer tuning was not well enough documented to convince the Visiting
Team that the Indicators for these Standards are clearly exceeded.
14. The Visiting Team changed this from E to M, in light of the fact that while recording and
reporting is sound, further development in this area is recommended.
Doha College, Qatar
51
SECTION B.8:
MODERN FOREIGN LANGUAGES
OBSERVATIONS
Doha College has a healthy and thriving Modern Foreign Languages (MFL) Department.
The Department is staffed by an enthusiastic team whose members are committed to their
teaching and deliver a varied and stimulating curriculum. Moreover, the standard of their
own spoken and written language is consistently at least very good, if not excellent.
The Department follows the National Curriculum for England and Wales. There are
comprehensive schemes of work provided by the publishers of the textbooks used but they
do not allow for tailoring of the curriculum as part of an ongoing process. As a result, it was
not immediately straightforward to ascertain how clearly curriculum design caters for the
various individual needs of students, classes and teachers. That said, lesson observation
indicated that the students are used to being stimulated and challenged in equal measures
in a targeted and individualised fashion. It is clear that an ethos of taking responsibility for
one’s own learning prevails amongst the students of Doha College. While this is clearly a
significant help to teachers of MFL in meeting the students’ learning needs, it is also a
factor that reflects successful consideration and implementation of the measures required
to conform to the school’s Mission statement. Across the Department, the teachers
painstakingly ensure that no students are excluded from the learning process. As far as
social and emotional needs are concerned, the teaching of MFL consistently deals with
themes and topics that encourage student reflection across a range of relevant areas.
Of benefit to vertical articulation in the MFL Department is the consideration that the
member of staff responsible for drafting the departmental Self-Study is now working in the
Primary section of the school. It is clear that such articulation has been a consideration for
the Department since the implementation of the Self-Study but continues to require
attention.
The cultural diversity of Qatar and the school community is a significant factor in
enhancing the educational experiences of students and the Visiting Team approved of the
teaching of Arabic from Year 3 in the Primary section. As another example, native
language German students are put to effective use in German lessons, while at the same
time receiving support in English as a Foreign Language. Regular exchange visits with the
local Lycée Français take place, and annual school trips are organised on a rotational
basis to Paris and Madrid. A yearly trip to Berlin is scheduled to begin in Easter 2012.
Given the school’s location, it might be expected that Arabic be offered as an MFL in the
Secondary section of the school. Nevertheless, the teaching of three foreign languages
(French, German and Spanish) at the beginning of the Secondary School is a genuine
asset that prepares students particularly well for future learning and creates real
opportunities for eventual workplace mobility. The selection of an MFL at GCSE is not
compulsory, although 60-70% of students tend to do so. This is unusual for a selective,
international school – 89% of UK independent schools make the study of an MFL
compulsory. (Source: CiLT)
As far as teaching strategies are concerned, established techniques such as choral
repetition and traditional “match ‘em up” exercises are allied with interactive whiteboard
activities, the use of which was confident and clearly thoroughly embedded in the
Secondary section of the Department. The impression formed was of a team who is
experienced in the use of modern technology to support the learning of MFL and does so
when it feels such tools consolidate the objective of the lesson, rather than simply because
they are available. Regardless of methodology, kinaesthetic, visual and auditory learning
Doha College, Qatar
52
styles were all successfully taken into consideration. The whole Department is clearly wellresourced and staff have taken responsibility for making their classrooms stimulating and
conducive to effective learning. As far as use of the target language was concerned, the
Visiting Team felt that this was a clear area for improvement across the team.
Classrooms are well-equipped but class sizes, particularly in the junior years of the
Secondary School, can be relatively large considering the nature of the institution and
numbers in comparable international schools. The Department ensures, though, that
excellent classroom management diminishes the effect of this disadvantage.
Communication within and without the Department is clearly excellent. Traditional
channels such as reports and homework diaries are supported by regular but considered
use of emails to all staff, students and parents.
As part of the appraisal process, there are annual observations of members of the team by
the Head of Department. This is adequate but could be improved upon.
More transparency in the curriculum model information across the team could facilitate
curriculum revisions but it was clear from classroom observation in both Primary and
Secondary that a significant amount of thought has gone into current educational thinking
and methodology. Teachers were consistently on their feet throughout their lessons and
some taught with the door open. Colour coding of masculine/feminine nouns/adjectives
was common practice across the Department. The classrooms were arranged in such a
fashion as to encourage communication between students when appropriate, yet allowing
them to concentrate when necessary. All classrooms, without exception, were bright and
cheerfully decorated with impressive quantities of outstanding student work on display.
Doha College, Qatar
53
SECTION B.8:
MODERN FOREIGN LANGUAGES
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the members of the Modern Foreign Languages Department on the
productive atmosphere that they consistently maintain throughout their
lessons and for the consistent display of excellent work in and around the
Department.
2.
the members of the Modern Foreign Languages Department on sustaining
an exemplary level of personal spoken and written foreign language(s).
3.
the Primary section of the Department on the successful introduction of
Arabic at a very young age.
4.
the Head of Department for successfully driving provision of three foreign
languages at entry to the Secondary level.
5.
the Head of Department for his leadership in maintaining constructive
channels of communication with the relevant stakeholders.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the members of the Department consider engaging in some form of peer
observation.
2.
the members of the Department supplement the existing schemes of work
with documentation detailing changes and alternative additional resources.
3.
the Head of Department formalise procedures for enhancing vertical and
horizontal articulation across all areas of the school.
4.
the members of the Department consider ways in which more target
language teaching could be implemented.
5.
the Leadership Group consider the advantages and disadvantages of
extending the teaching of Arabic as an MFL to the Secondary School.
6.
the Leadership Group consider the reintroduction of a compulsory MFL at
GCSE.
Doha College, Qatar
54
SECTION B.9:
DESIGN AND TECHNOLOGY
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
M
D
M
E
M
E
M
M
M
E
E
M
COMMENTS:
1. The Visiting Team upholds this rating.
3. The authors of the Self-Study awarded the category a D since it was felt that there was
“no SEN support and the environment does not account for physical disabilities.” While the
Visiting Team concedes that these are both significant matters and areas for improvement,
this should not obstruct the Department from meeting standard 3, particularly given that all
Indicators for that Standard were deemed to be widely implemented in the Self-Study.
4. The Visiting Team shares the position indicated by the conclusions of the Self-Study
that there is much room for improvement in articulation in both directions.
6. See observations.
Doha College, Qatar
55
8. It would be difficult to plan the successful D&T lessons delivered at Doha College
without fully taking into consideration the learning styles and needs of students. Lesson
observation and discussion with students convinced the Visiting Team that the creativity
required of the subject and the low teacher-student ratios at the upper end of the school
are both indicative of a wide implementation of this Standard.
10. There is clearly a reasonable amount of communication of expectations between staff
and students/parents but the Visiting Team was not convinced that the evidence presented
in the Self-Study (project booklets/outlines and feedback) constitutes an exceptional
implementation of Standard 9.
12. Following lesson observation and discussion with key members of the Department, the
Visiting Team agrees that educational thinking, pedagogy and the results of student
assessment are key considerations when revising the curriculum.
13. Following lesson observation and discussion with key members of the Department, the
Visiting Team agrees that educational thinking, pedagogy and the results of student
assessment are key considerations when revising the curriculum.
Doha College, Qatar
56
SECTION B.9:
DESIGN AND TECHNOLOGY
OBSERVATIONS
The Design and Technology (D&T) Department consists of an enthusiastic and particularly
well-resourced team whose objectives are clearly aligned with those of Doha College’s
Mission statement, in particular with regard to the development of confidence, creativity
and intellect. This is evidenced by the effective implementation of more holistic styles of
learning than can traditionally be seen in other curricular areas. Teaching begins in Year 6
and continues as a feature of the school-wide curriculum until Year 9 after which it
becomes a GCSE option chosen by approximately 20% of the students. It is also offered
at AS and A2 level.
The Department has recently undergone a change of leadership and it was made clear
that two priorities were to continue to modernise the subject and to broaden its appeal by
“bringing it into the 21st century” and shedding the somewhat old-fashioned image of pure
craftwork in favour of a more complex set of attributes that appeal more to the ideals of
student-centred learning (e.g. textile design and product development).
The curriculum is thoroughly documented. The staff have access to clear and welldesigned schemes of work developed from the National Curriculum for England and
Wales. Based on lessons observed and evidence attached to the Self-Study, it is clear that
the teaching of D&T provides for the full range of students’ needs. Study is often
interactive and social, with consistent practical peer review witnessed across age ranges.
When questioned, students understood and appreciated the benefits of such peer
assessment. Also noteworthy and effective was the inclusion and explanation of
assessment criteria at an appropriate point in the project workbooks.
The schemes of work in place are designed to function sequentially, and the Visiting Team
was pleased to note that a certain amount of energy had gone into improving vertical
articulation, particularly between Primary and Secondary areas. An example of good
practice includes the planned provision of Secondary students as student mentors in a
“Super Learning” day in the Primary section. Little evidence of cross-curricular interaction
was presented but it was recognised that there was plenty of scope for such articulation,
particularly with IT and Art, which are housed in the same building.
As the Self-Study points out, local sources/architecture are used as a source of inspiration
in GCSE courses. Primary students venture into local surroundings and consider the
immediate geographic context of the school. Secondary plans involve making best use of
University City, a local facility which houses design companies which, it is hoped, will be
able to provide product designers to visit the school and contribute to the programme.
Moreover, it was agreed that the move to a new campus could present a unique
opportunity for student involvement within the design context.
Given the creative nature of the course, the diversity of the cultural backgrounds of
students studying D&T provides much of the inspiration for their work. The Visiting Team
also noted that the manner in which the course is delivered provides a successful scaffold
to the development of the skills necessary for lifelong learning. The Self-Study reported
that the school “develops creative, individual learners through utilising and developing
students’ confidence in the process of trial and error rather than by rote”. The Visiting
Team also observed an emphasis upon teaching a deeper understanding of the practical
importance of careful planning.
Doha College, Qatar
57
While a certain amount of staff training does take place in D&T, the Visiting Team felt that
members of the Department would appreciate and benefit from wider opportunities for
professional development, particularly with the planned purchase of a 3D design software
package.
The Self-Study made it particularly clear that teaching, storage and work areas are felt to
be inadequate. The occupation of the new campus presents an excellent opportunity in
this regard. While industrial safety standards appear to have been met, it was indicated
during an interview that the Head of Department felt that the location of the band saws was
less than ideal. From a Health and Safety perspective, it was nonetheless noted that
adequate measures had been implemented by the Department to minimise the risk of
injury.
The Visiting Team was pleased to note that concerns previously voiced in the Self-Study
about descriptors for effort and attainment had become redundant following an internal
review. On a similar note, the curriculum at KS3 has been altered in order to make it more
balanced in terms of the skills honed.
Doha College, Qatar
58
SECTION B.9:
DESIGN AND TECHNOLOGY
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Design and Technology Team for their commitment to a range of learning
styles in support of the school’s Mission statement.
2.
the Design and Technology Team for making assessment criteria so evident
to students in their project workbooks.
3.
the Head of Department for his determination to modernise the perception
and content of the curriculum.
4.
the Head of Department for his plans to broaden the appeal of the subject,
thereby catering to a wider cross-section of interests with the planned
introduction of textile design as a component at GCSE.
.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Head of Department investigate and plan horizontal articulation between
D&T, Art and ICT.
2.
the Leadership Group consider strategies for increasing the amount of
professional development available to staff.
3.
the Head of Department ensure that he sustains the liaison with the Building
Steering Committee committed to by the authors of the Self-Study.
Doha College, Qatar
59
SECTION B.10:
ICT
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
E
M
M
M
M
E
E
M
E
M
E
M
COMMENTS:
1. This grading is upheld as the ICT curriculum throughout the school reflects the school’s
Philosophy, Objectives and policies.
3. This grading is upheld as there is clear evidence through the student outcomes
indicated in the planning that the varied developmental, academic, social, physical and
emotional needs of the students are met.
4. The rating has been changed from D to M. There are weaknesses with both vertical
curriculum alignment and enhancing cross curricular links. However, they have been
acknowledged and are being addressed. This, and the fact that both 4c and 4d are widely
implemented, warrants the change.
Doha College, Qatar
60
8. The rating has been changed from M to E. All areas under this Standard are widely
applied. (8d is not applicable). 8c, which applies to the use of varied materials and
technology to suit individual needs, is done to a high standard.
9. The rating has been changed from M to E. In the commendations, the high standard of
teaching and the money spent on ICT investment is deservedly mentioned. Other factors
in this Standard are all very positive.
11. This grading is upheld, as clear evidence was observed of peer review and project
work particularly in the Secondary School. Assessment tools are also being introduced in
the Primary School, with anecdotal evidence being regularly collected.
13. The rating has been changed from an M to an E, due to constant revision of the ICT
curriculum.
14. The rating for standard 14 has been changed from E to M. The general reporting
structures in place are currently being reviewed by the school as a whole, with ways being
sought to improve transparency and accountability. Therefore this change has been made
in line with the school’s progressing initiative.
Doha College, Qatar
61
SECTION B.10:
ICT
OBSERVATIONS
The school has a clear vision and focus for the teaching of ICT which is aligned to the
school’s Mission statement. The school has invested and continues to invest heavily in
ICT. The school operates a three year rolling programme for replacement. There are wellresourced computer classrooms in both the Primary and Secondary Schools. The Primary
classroom has 24 functioning computers. In addition to this, there is a common area
between the Year 5 classrooms where 5 more computers are stationed for use. There are
also three in the Primary Library. To support the use of ICT as a tool for learning, 36
laptops are available exclusively for use across the Primary School. Further to this, there
are interactive whiteboards in most classrooms, with the remaining having projector
facilities.
The Secondary School has 3 ICT classrooms. Each classroom has 25 functioning
computers. In addition to this, there is an Interactive whiteboard/projector in each
classroom.
In both schools, each classroom has a computer for use by the teacher. Printing facilities
are available as required throughout the school. All software and accessories are
reasonably available to support the entire ICT curriculum.
There is a clear programme for the teaching of ICT. In the Primary School teaching starts
with Pre-School students, who receive a 30-minute lesson weekly which rises to 60
minutes for all other Primary classes. These lessons are taught by a qualified Primary
teacher with ICT as a specialisation. With the investment in laptops for use in the Primary
classrooms, it was felt that some Primary staff members need further professional
development to facilitate more consistent use of ICT within the taught curriculum. In the
Secondary School, children in Key Stage 3 receive 2 hours of specialist teaching, rising to
2.5 hours in Key Stage 4, and 5 hours in Key Stage 5. There are three full-time specialists,
and one part-time ICT teacher in the Secondary School.
In the Primary School, the National Curriculum for England and Wales is followed. On
entering the Secondary School, the children follow the National Curriculum for KS3 which
can lead to the taking of the IGCSE. In KS5, the children can prepare for AS and A2
Levels. As a reflection of the obvious commitment of the ICT teachers, it is praiseworthy
how the Department have taken on and approached the changing from the 100% DIDA
course work approach to the IGCSE 100% examination. In preparing the children for these
examinations, it is recognized that teachers need to be aware of and up-to-date with new
developments. Therefore, it is advisable that the professional development needs for
teachers should be regularly reviewed.
The planning for ICT is well-documented in both schools. There has been a clear
improvement in the quality of planning from previous years and this should be
commended. Planning and the content will need to be reviewed on an ongoing basis to
take account of learning needs and lesson reflection. Planning has clear learning
objectives with outcomes and a range of stimulating and challenging activities,
differentiated as appropriate. The planning allows for strong sequential development for
children’s learning as they move through the school. To strengthen sequential planning
further there is a need to develop stronger links between the Primary and Secondary
Schools to meet the transition needs of children.
Doha College, Qatar
62
With the investment in ICT throughout the school, the school needs to develop ways of
ensuring access to and the use of ICT tools to further the quality of other subject- based
lessons. It should be noted that there is evidence of informal contact between teachers but
that this needs to be strengthened to become more effective.
There are a number of assessment strategies that are used. These include formal testing,
self-assessment, peer review and project work. There is an emphasis on Assessment for
Learning which is shown in planning documents and is taken into account for lesson
planning and differentiation purposes. Differentiation is usually indicated for extension
purposes but would benefit from support needs being allowed for. In the Primary School,
two new assessment tools have been introduced for different Key Stages since the
completion of the Self-Study. These will lead to further enhancing the quality of
assessment in the Primary School.
Doha College, Qatar
63
SECTION B.10:
ICT
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Board of Governors and the Leadership Group for its investment in ICT
throughout the school.
2.
the highly skilled and committed ICT teaching team for developing and
driving forward an excellent ICT Department which was evident from the
quality teaching and learning seen at the school.
3.
the ICT Teachers for the design of the curriculum and the quality of the
planning that originates from it, including the learning objectives, outcomes
and differentiated activities.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Leadership Group implement a professional development programme on
ICT skills for all Primary staff, based on need. Specialist ICT teachers’ needs
for professional development should be regularly reviewed and acted upon.
2.
the ICT Staff formalise a plan for stronger transition links between the
Primary and Secondary Schools.
3.
the ICT Department formalise a plan to improve the use of ICT within subjectbased lessons.
4.
the ICT Teachers include differentiation for both support and extension
groups on planning documents.
Doha College, Qatar
64
SECTION B.11:
ART
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
E
E
M
M
E
M
E
M
E
E
E
E
E
COMMENTS:
1. The Visiting Team has changed this from M to E, due to the obvious evidence that the
Art curriculum reflects the school’s Philosophy and Objectives. Examples of this can be
seen around the entire school, especially in the exemplar sketchbooks and journals that
are displayed alongside their work.
2. The curriculum is documented in great detail and available to all staff.
3. The Visiting Team has changed this from an M to an E, due to the successful
implementation of sketchbooks and art journals, which challenge students through
constant written and verbal feedback from their teacher, themselves and their peers.
Doha College, Qatar
65
6. The curriculum and instruction continuously equips students with the skills and abilities
necessary for lifelong learning, especially through the consistent feedback and Harvard
University’s Visible Thinking approach.
8. Diverse learning styles are quickly identified and are acknowledged through individual
feedback from Art teachers.
10. Evidence has shown that teachers communicate clear expectations to students on a
regular basis and periodically for parents.
11. The Art journals are an outstanding tool for assessing effectiveness of teaching and
learning.
12. Curriculum revisions are made on a regular basis, while taking into consideration
current educational thinking and pedagogy, such as the implementation of Harvard
University’s Visible Thinking approach.
13. Student assessments are continuously used to evaluate and revise curriculum and
methodology.
14. The Art journals are an excellent tool for measuring student performance. Teachers
use them for providing continual feedback on their projects.
Doha College, Qatar
66
SECTION B.11:
ART
OBSERVATIONS
At Doha College, a range of opportunities is provided to students to experience, appreciate
and reflect upon the Visual Arts. The Art curriculum strongly reflects the Philosophy and
Objectives of the school, which is evident by the creative work displayed throughout the
facilities. The faculty are inspired by their work and by the outcomes of their students. It is
obvious they have a passion for their subject.
The Primary School does not have a separate facility for Art lessons; instead they
incorporate them into their homeroom classes. One staff member oversees the Art
curriculum in the Primary School. They coordinate planning meetings and training for
other Primary teachers in creative development. Students have one hour of Art a week.
Due to the size of the classrooms, the Primary teachers have expressed a strong need for
more work and storage space, especially for three-dimensional activities. Currently they
are storing their materials in the corridor, next to the kitchen. Lack of space is a consistent
problem around the whole Primary School, however, they are using the space provided
very effectively and in an organized manner.
The Secondary School shares a building with DT and ICT. There are three Art teachers in
the Secondary School, all having the necessary qualifications. The classrooms are very
spacious and have proper equipment and fixtures for their projects. They also have an
area on the main floor to display large amounts of work, one example being the Art
exhibition held at the end of the year for students and their families. A main concern for
the Visiting Team is the current location of the kiln, which is in a small room, adjacent to a
classroom, providing very little ventilation. It poses a major safety violation at the school
and the use of it must be discontinued until it has been relocated to a safer location.
Curriculum documents are written in great detail and available at any time to share with
other staff and members of the school. The objectives are clearly stated as well as the
assessment methods used to determine if they were met. Planning documents also
include a list of resources and their locations. They have ample supply of materials and an
assortment of new equipment purchased this past year, especially for photography. They
purchased advanced photographic equipment, editing software and lighting. The excellent
photography displays in the Sixth Form building are a result of having this new equipment.
The school is currently piloting new software called e-LASTIC, which would serve as a
portfolio or exhibition tool for students’ artwork.
Art teachers differentiate their lessons, especially through the use of the art journals. They
are an excellent teaching and learning strategy that also support successful lifelong
learning. During their lessons, teachers offer an extension activity in order to challenge
students. This is recorded in their planning documents. Another way they challenge
students is by suggesting different methods of using their tools. While this puts more limits
on their project, evidence proves that it improves their creativity and enhances the final
outcome. Students receive feedback regularly as they are developing their work.
Naturally, the different learning styles are met in Art lessons, through the extensive amount
of visuals, materials and technology. A number of fantastic PowerPoint presentations for
various artists and art forms are available for teachers to use on a shared file. Students
are also expected to create their own PowerPoint presentations of their work.
The Primary School meets weekly to plan and prepare for Art lessons for the following
week. Other disciplines are discussed in these meetings in order to strengthen links
among them. There is some evidence of vertical curriculum alignment, especially with the
Doha College, Qatar
67
introduction of the sketchbooks in the Primary School. These sketchbooks will be
continued from Pre-School through Year 13. This clearly shows the progression of each
child’s work and artistic skills.
The Secondary School internally includes multi-disciplinary experiences, such as with ICT
and languages, but does not meet regularly with colleagues in other disciplines. The
Visiting Team suggests that the Leadership Group provide more opportunities for the
development of horizontal initiatives in the Secondary School to include the Art
Department more.
The school has recently included the local culture in their studies by holding a Qatar
cultural day where artwork is displayed throughout every classroom and in the corridors.
Some Secondary students chose to do their Art and Photography projects in the local
villages around Doha. Their extensive work is on display in the Sixth Form building. Two
Contemporary Art museums have opened up in the last couple of years, allowing students
more opportunities to experience art from regional or local artists. Every year some
students from Years 10-13 take a trip to New York in order to experience a wider variety of
artwork, especially since Doha has a limited number of art galleries.
Professional development is encouraged by the Leadership Group and funding has been
provided for some staff to take classes in photography. Teachers have also received
training in the current software and equipment ordered by the school.
The school provides a range of approaches and teaching strategies to meet the needs of
diverse learning styles. One such approach is the Project Zero: Visible Thinking routines
developed by Harvard University. This encourages collaborative work, discussions, peer
assessment and using multi-sensory approaches to Art.
The Art Department has an effective assessment method in place. The students are
trained to keep journals throughout the development of the projects. Students regularly
receive assessment from their teachers as well as from their peers. Evidence of this is in
their art journals, where they must write down thoughts and understandings of their
progress. Students are trained in making judgments about their work, using critical thinking
skills, overcoming obstacles by finding solutions and ultimately persevering in their work.
Parents are regularly informed about their child’s progress, one example being on the
Monitoring Day. Parents visit their child’s classrooms and discuss their work with their
teacher.
Doha College, Qatar
68
SECTION B.11:
ART
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the staff of the Art Department for their collegiality, dedication and passion for
their subject.
2.
the students for their inspiring displays across the school that reflect the
learning process and their hard work.
3.
the staff for using technology to strengthen their lessons and create new
opportunities for students to develop their individual creativity.
4.
the staff for their implementation of the Art journals due to the variety of ways it
measures student progress.
5.
the staff for their progression towards strengthening the vertical alignment of
the curriculum, especially through the use of sketchbooks from Pre-School to
Year 13.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Health and Safety Department and Art Department relocate the kiln, which
currently is a major safety hazard for the school, to an area that meets fire
safety standards and codes.
2.
the Leadership Group and Secondary Art staff establish stronger links across
disciplines through more frequent meetings of the staff.
3.
the Leadership Group provide adequate storage facilities in the Primary School
for the vast amount of materials and equipment required by the Art
Department.
Doha College, Qatar
69
SECTION B.12:
MUSIC
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
M
D
E
M
D
M
M
M
E
M
M
E
M
M
COMMENTS:
2. This has been changed from an M to a D. While the Primary School’s Music curriculum
is comprehensively documented, the Secondary School’s is a work in progress and needs
to be completed.
3. Due to the way in which the Music teachers design their lessons, often incorporating
group work, there are many opportunities for differentiation and extension activities.
4. This has been changed from a D to an M; vertical articulation is clearly apparent in both
divisions of Doha College, although more liaison from Year 6 to Year 7 is suggested by the
Visiting Team. The Secondary teachers collaborate closely for horizontal collaboration
within the Department. However, there are limited cross-curricular projects.
Doha College, Qatar
70
5. Arabic music is not included in the curriculum.
9. This has been changed from an M to an E. The Music Department at Doha College is
extremely well-resourced.
12. All three teachers are reviewing the curriculum on an ongoing basis.
Doha College, Qatar
71
SECTION B.12:
MUSIC
OBSERVATIONS
Music is a compulsory subject in Early Years-Year 9: Early Years –Year 6 students have
one 60-minute period of Music, as well as 30 minutes of singing practice per week; Years
7-8 have two hours every fortnight and Year 9 has three hours every fortnight. Music is an
elective for Years 10-11, with five hours per fortnight; there are currently six students in
Year 11. Music is also offered in the Sixth Form, one hour per day, with four students in
Year 11.
There is one full time Music teacher in the Primary School, who has a dedicated Music
room, with a large range of musical resources, including keyboards, pitched and unpitched
percussion instruments, microphones, an amplifier, a drumkit and an electric piano. Music
is clearly an important part of the Primary School, with singing and other music-making
taking place in morning assemblies. There is one full-time and one part-time (0.5) Music
teacher in the Secondary School, with their own two-floored Secondary Music Block,
comprising two teaching rooms (each with a grand piano), 4 practice rooms, an office, a
store room, a small recording studio and a small computer room containing 10 computers.
In addition, there is a technician available who appears to spend most of his time in the
Music area and some time in Drama; in Music, he works with students wanting to use the
recording studio, and also repairs some of the instruments, as needed. There is a large
range of classroom musical instruments available in the Secondary Music block, including
keyboards, electric guitars, amplifiers, microphones, pianos, classical guitars, pitched and
non-pitched percussion instruments, plus two pieces of Music software: “Sibelius” and
“Cubase”. Funding has recently been approved by the Friends of Doha College, a
voluntary parents’ group, for a set of steel pans. The store cupboard contains a significant
number of unused orchestral instruments: violins, clarinets, flutes, trumpet, and so on. In
addition, there are electric pianos in both assembly halls. It is the opinion of the Visiting
Team that the Music Department is extremely well-equipped with appropriate resources.
Secondary students have the opportunity to have instrumental music lessons after school
which have to be paid for: piano, flute, voice and strings. These lessons are given by
outside musicians who do not contribute to extra-curricular music groups. Primary students
currently have no opportunity for instrumental lessons at Doha College. The extracurricular Music activities and range of performances further enhance the Music
educational opportunities available: KS1 choir, KS2 choir, Secondary Choir, rock bands,
string group and a recorder group. The Secondary Music teachers are keen to build up a
school orchestra, which would both increase the profile of Music in the school and afford
excellent opportunities for ensemble playing. Some after-school clubs have difficulty
getting enough members, due to the abundance of after school clubs competing for
membership. It was suggested by the teachers that the current structure of the school day
is restricting the number of Music extra-curricular opportunities: if there were to be one
longer break during the day, then extracurricular activities could take place at that time, as
well as after school.
There is the opportunity for students from the Primary and Secondary Schools to
sometimes work alongside for extracurricular events; for example, Secondary school
students provide the music for the Primary School’s annual Poetry Evenings, and there is
further collaboration in the annual Winter Concert. All three Music teachers expressed an
interest in meeting together more frequently to further integration. There is limited crosscurricular integration.
Doha College, Qatar
72
Lessons observed by the Visiting Team showed a lot of group work, use of classroom
instruments and use of the Music practice rooms in Secondary. Assessment levels and
student outcomes were clearly stated by the teachers. Students appeared to be
enthusiastic to be in the Music area. The Primary singing practice sessions conducted
according to Key Stage levels in the Old Hall were a delight to observe. However, Arabic
Music is not incorporated into the Music curriculum at all.
It should be noted that all three members of staff are new to Doha College this academic
year and they should be congratulated for their immediate enthusiastic involvement in the
multi-faceted work of the Department. The Primary School Music teacher is revising the
written curriculum as she goes along, based on her predecessor’s fully documented
curriculum. The Secondary Music teachers are collaborating to create their own new
curriculum, documenting as they go along, rather than using what limited documentation
currently exists. The Visiting Team is optimistic that the full documentation of the
Secondary Music curriculum will happen during this academic year. The most recent
curriculum departmental review document (2011-2012) highlighted the need to increase
the uptake of GCSE Music, which would lead into AS and A-level Music. Increasing the
uptake in such examination classes would enhance the delivery of Doha College’s
Mission, especially related with the development of “confidence, creativity and intellect”.
Members of the Secondary Music Department suggested that it is the parents who need to
be convinced that Music courses at the upper end of the School have equal value to other
subjects, although they are actively targeting Year 9 students to try and encourage them to
choose Music as one of their GCSE subjects. The need to raise the status of Music in the
school was echoed by a number of Doha College students.
Doha College, Qatar
73
SECTION B.12:
MUSIC
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Music teachers for their enthusiasm, dedication and drive both inside
and outside the classroom.
2.
the Board of Governors and the Leadership Group for providing the support
to equip the facilities so well, enabling many opportunities for music-making
to happen.
3.
the Music teachers for their developing vertical integration and cooperation
between Primary and Secondary Schools.
.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Leadership Group and the Secondary Music teachers ensure the full
documentation of the curriculum.
2.
the Music teachers include aspects of local musical culture in their lessons.
3.
the Leadership Group and the Secondary Music Teachers investigate ways
to raise the status of Music as an examination subject
4.
the Leadership Group and the Music Teachers investigate ways to support
the creation of a school orchestra, which may include the expanded
provision for instrumental lessons at Doha College.
Doha College, Qatar
74
SECTION B.13:
DRAMA
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
E
M
E
E
E
M
E
E
E
E
E
M
COMMENTS:
1. Many principles of the school’s Mission and many of the school’s Core Values are
evidently addressed in Drama lessons.
2. The curriculum is very comprehensively documented but there is inconsistency in both
the format and inclusion of key skills etc. (see Observations).
3. Curriculum developments have been thoughtful and mindful of many student needs.
5. Much effort has been made to include multicultural elements in curriculum revisions.
6. See comment for Standard 1.
Doha College, Qatar
75
7. Exam-related training courses have been attended to cover the new specification GCSE
and the new A-level introduced.
9. The Department is well-resourced and has a full-time support technician, shared only
within the Music department.
10. The Department communicates with parents in line with the school’s policies, and
expectations are made clear to students.
11. Assessment for Learning is well-embedded into lessons and the Department has a
growing awareness of its exam performance relative to other areas of the curriculum.
12. Schemes of Work have been specifically written by the Department and exam courses
changed to suit students’ needs.
13. See comment for Standard 12.
14. The Drama Department follows the school’s policy on reporting.
Doha College, Qatar
76
SECTION B.13:
DRAMA
OBSERVATIONS
Drama is taught as a stand-alone subject from Years 7 to 13. It is compulsory to the
curriculum in Key Stage 3, and optional in Keys Stages 4 and 5. Students are taught in 60minute lessons. There is an annual school show, which is rehearsed and produced during
after-school hours, as well as other extracurricular provisions such as an international
theatre trip, visits to Arts festivals, dance performances at international film festivals and
the hosting of dance and drama competitions. The Drama Department has also forged
links with other schools in Qatar, as well as the local amateur dramatics society.
In recent years, there has been a focus on raising the academic profile of Drama among
the parents, for example at Year 9 options evenings, and as a result there are currently
nineteen and thirteen students in Years 10 and 11 respectively.
The Department staff comprises two full-time members, although Music and English
teachers were recently drafted in to cover maternity leave. The Philosophy and Mission of
this Department is that shared by everyone in the school’s Mission and Core Values. In
addition, this Department highlights and continually refers to the “5 C’s”: creativity,
communication, cooperation, coordination and confidence, all of which are clearly
displayed in classrooms, and which work towards preparing students for lifelong learning.
The curriculum is comprehensively documented with Schemes of Work that have been
written in recent years by existing staff members, with reference to the National Curriculum
for England and Wales. These schemes are reviewed regularly and revised or changed as
needs demand or as worthwhile cross-curricular opportunities occur.
There is
inconsistency between planning templates used by the two teachers but this is not a
mandate of the school and all plans are detailed and user-friendly, as proved by their use
during cover periods. Consistent inclusion of skills, techniques, vocabulary and learning
styles may prove useful in both vertical and horizontal curriculum mapping, however. there
is little recorded planning for differentiation, other than by outcome.
Opportunities for planned assessment activities incorporating both peer and teacher
assessments and covering a variety of drama skills are regularly recorded, and students
are aware of assessment criteria. During lessons, immediate feedback and evaluation is
given orally after performances by both peers and teachers alike. These interactions are
open and honest, and harbour a good sense of respect and integrity in line with the
school’s Core Values. The Head of Department is developing an awareness of horizontal
comparison of results with other subjects and written reports to parents each term inform
of progress.
Horizontal links are forged in informal meetings with other Departments, the results of
which are evident in planning, such as the Year 8 unit of work about Evacuees and the
Year 9 unit about Bullying. Attempts have also been made to draw on the cultural diversity
of the student community in schemes on Dances from the World and Bollywood. A
conscious effort to appeal in equal measure to boys and girls is also evident.
Links with the Primary section are few owing to time constraints, although the Head of
Drama has been involved in the Primary shows. There are also plans this year to include
Years 5 and 6, alongside Years 7 and 8, in the Junior Rock Challenge. However, as there
is no formal inclusion of Drama in the Primary curriculum, staff may want to think about
meeting with colleagues in the Primary School to consider opportunities for transitionDoha College, Qatar
77
linked activities that introduce key skills, while at the same time reinforcing speaking and
listening.
Provision of Drama at Key Stage 5 has recently been reviewed and the curriculum
changed to provide a more academic A-level course suitable for all students, not only
those with a vocational wish to join the Performing Arts industry. As a result, the number
of students taking A-level has increased from 2 to 8 in the past two years. The school is
also delivering the new specification GCSE course and teachers have recently attended a
GCSE Drama training course.
The resources provided by the school for delivery of the curriculum are good and include
performance space, sound and light equipment and the support of a Music and Drama
Technician. However, as the theatre is used for many activities, a dedicated rehearsal
space is not available.
Doha College, Qatar
78
SECTION B.13:
DRAMA
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Head of Drama for her dedication, time and energy given to her
students and to the development of Drama at Doha College.
2.
the full-time Drama staff for raising the profile of Drama at Doha College.
3.
the full-time Drama staff for creating schemes of work relevant to students’
needs.
4.
all Drama teaching staff for their explicit focus on Assessment for Learning
in ways that prepare the students for lifelong learning.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the full-time teaching Drama staff take steps to include the same details in
their planning.
2.
the Leadership Group allocate time for the Head of Drama to meet with the
Head of English in Primary and look at ways to develop vertical curriculum
alignment.
Doha College, Qatar
79
SECTION B.14:
PHYSICAL EDUCATION
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
E
D
E
E
E
E
M
E
E
E
E
M
COMMENTS:
1. The grading was upheld as the curriculum, in its content, design, implementation,
assessment and review, reflects the school’s Philosophy well.
3. The grading was upheld as the curriculum is varied. There is an extensive whole-school
sporting extracurricular programme that includes inter-house competitions and inter-school
fixtures and some of the Secondary classes are set.
4. There is little evidence of vertical articulation and although some horizontal articulation
occurs in the Primary School, there is none in the Secondary School.
5. This grading is upheld as, within the context of the school, the local culture and the
diversity is being incorporated into the curriculum.
Doha College, Qatar
80
6. This grading is upheld as the PE Department offers students an opportunity to perform
different roles i.e. as coach, referee and player. Fun activities and sport for excellence are
offered.
7. The grading is upheld as provision for CPD is excellent.
8. The grading is upheld as teaching occurs in groups as well as individually. Examples
are shown through demonstrations as well as having teacher led and student led activities.
10. All lessons are clearly planned with a learning outcome that students know and
understand. Levels of attainment are also posted in the PE notice boards.
11. Assessment is on-going and an appraisal system is fully in place.
12. Revision is on-going.
13. All units of work are revised at the end of each year. All lessons are evaluated so as
planning can take place for the next year. Secondary students’ levels are also tracked
using the Mark Book System.
14. The Visiting Team changed this from E to M in light of the fact that while recording and
reporting is sound, further development in this area is recommended.
Doha College, Qatar
81
SECTION B.14:
PHYSICAL EDUCATION
OBSERVATIONS
PE is taught from Pre-School through to Year 13 using the National Curriculum for
England and Wales with adaptations due to culture and climate. There are two PE
teachers in the Primary and four in the Secondary school. Lessons are 60 minutes in
duration and there are two lessons per week for core PE throughout the school (optional
for Years 12 and 13) whilst for students who choose to do PE in GSCE and GCE there are
an additional 5 and 10 lessons respectively per two-week cycle. Lessons are done in their
Year groups, except in Year 8 and 9, where they are set according to ability.
The curriculum aligns itself well with the school’s Philosophy and Vision. The schemes of
work are very thorough and account for differentiation and the diversity of students that are
in the school community. It applies varied approaches and strategies to impart relevant life
skills to the students. Primary School use the Super Learning Days to create some crosscurricular links, however, some work still needs to be done to ensure greater integration,
particularly in the Secondary School where they have found it logistically difficult to
coordinate horizontal curriculum links.
The curriculum is reviewed annually and is the responsibility of the Head of Department to
see that it is done. Notes are made during the year regarding any changes they wish to
make for the following year.
The Primary and Secondary School teachers meet weekly during non-contact lesson
times. For the Primary staff, in particular, this constitutes a large proportion of their small
allocation of non-contact time. Whilst no formal meetings occur between Primary and
Secondary Coordinators, communication between these phases of the school, as well as
within the Department, is greatly facilitated by the shared office, email and the use of a
planning calendar. Communication and cooperation between Primary and Secondary has
improved over the last few years, since a new Primary School Coordinator has been in
post.
Assessments are done at the end of every cycle (about 6 weeks) when students are
graded according to the KS indicators or GCSE/GCE Schemes. Students are made aware
of the different level requirements during lessons, and records of their progress are kept
on a spreadsheet. The Primary School is in the process of introducing topic booklets for
the students that contain level descriptors, targets as well as self, peer and teacher
assessment. The Secondary School will be embarking on a similar project this year.
Feedback to parents regarding the progress of their children is good and the parents are
contacted either using the student planner, by telephone or via email, should there be a
particular problem.
Lessons observed were very well-structured and differentiated, and teachers had good
control over the students. It is a school target this year to include more local culture and
diversity into the curriculum. The PE Department has been using their dance modules to
effect this and has been sensitive to the local culture in their planning by offering less
strenuous sports (like table tennis) during Ramadan, separating genders for swimming and
allowing more conservative swimming wear for girls for the swimming lessons. Interaction
with local schools has been minimal as the local teams are often much better than those of
Doha College (due to the large numbers of students in the schools) which results in
competitions being too one-sided. Furthermore, there have been problems in the past with
poor behaviour from the local students at such events which made interaction and control
difficult for the Doha College staff.
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The facilities are very good and include a swimming pool, an astro surface (an athletics
track, tennis and netball courts), a large multipurpose hall, a smaller hall, a fitness suit, a
gym, two classrooms and the hire of the rugby club facilities (which has another pool that
the Primary School uses due to its shallow depth). Staff commented that there is high
demand on the available space, particularly indoors space, which needs to be used in
times when the weather is too hot. They would ideally like another two multipurpose halls,
with division facilities (curtains) so that concurrent activities can occur in the same venue.
There is also a high demand on the current facilities after school, not only with their own
sports programme and tournaments, but also by outside groups who make use of them.
The school is well-resourced with equipment and instructional material to effectively deliver
the curriculum. Equipment needs to be ordered well in advance due to the long delays in
getting it imported. Getting equipment repaired is also problematic as local expertise is not
available.
There are no assistants to help in setting up and packing away equipment for lessons and
staff also have to oversee the use of the facility after school. Not only is this timeconsuming but it has also led to problems with regards to controlling the use of equipment.
CPD requests by the Department have always been granted. The PE staff do a lot of afterhours work, organising afternoon sport events, tournaments and going on tours. There is a
feeling amongst the staff that this is not fairly acknowledged and they feel this could be
eased if they were taken off the timetable for PD instead of attending courses after hours
or on weekends.
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SECTION B.14:
PHYSICAL EDUCATION
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
The PE Department for their comprehensively documented curriculum.
2.
the Primary PE Department for their initiative in developing the Assessment
for Learning topic booklets.
3.
the Leadership Group for resourcing the Department with all the equipment
needed to effectively deliver the curriculum.
4.
the PE Department for effectively incorporating valuable lifelong skills into the
curriculum.
5..
the PE Staff for their dedication and commitment to providing a worthwhile
and relevant curriculum and extra-curricular offering.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Leadership Group provide opportunity for relevant Departments to meet
to effectively articulate the curriculum horizontally.
2.
the Leadership Group apportion timetabled sessions for PE Staff to meet on a
regular basis.
3.
the Leadership Group take the increasing need for more indoor facilities into
consideration when planning the building of the new school.
4.
the Leadership Group consider employing a staff member to assist the PE
Department with managing the equipment and use of the facilities.
5.
the Leadership Group investigate ways of compensating the PE Staff who
have large after hours loads.
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SECTION B.15:
BUSINESS STUDIES
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
M
M
E
E
E
E
E
E
M
E
E
M
COMMENTS:
1. The curriculum very closely reflects the school’s Philosophy.
5. There is widespread usage of the cultural diversity of the host country and school
community.
6. Great emphasis is put on skills relevant to lifelong learning
7. All members of the Business Studies and Economics team are fully trained.
8. Curriculum documentation shows a great desire to use as many varied teaching
methods as possible.
9. The Department is very well resourced.
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10. The targets procedure and very regular contact with individual parents, where
necessary, shows that this takes place very regularly.
12. An experienced staff continually reviews the curriculum.
13. Student assessment inputs into curriculum revision.
14. The Department follows school guidelines on this Standard.
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SECTION B.15:
BUSINESS STUDIES
OBSERVATIONS
The Doha College Business Studies and Economics Department offers GCSE Business
and IGCSE Economics to Year 10 and 11 students, and a number of A/S and A-levels in
Business Studies, Applied Business Studies and Economics to students in Years 12 and
13. The subject is a popular choice for students, due to the fact that many of the parents
have a ‘business background’ and the Department is justifiably seen to gain high results in
the external examinations. The Business Studies and Economics staff endeavour to use a
variety of different teaching styles in order to ensure an interesting and enjoyable delivery
of the subject content. The resources available are extensive and the close proximity of
the Business Study/Economics classrooms enables convenient use of common resources.
The Department has four classrooms, all in one block, that is separate from the rest of the
school buildings and opening onto one landing. This gives a feeling of the Department
being very unified and the teachers clearly work as a close team who support each other
and communicate frequently.
There are 25 computers in the classrooms and a number of laptops.
There are quite high profile co-curricular projects organised by the Business Studies and
Economics Department: ‘Mini Enterprise’, ‘Dragons Den’ and ‘The Planning of Events’.
These projects involve both Primary and Secondary students. However, the Visiting Team
felt that more could be done in terms of establishing horizontal links across the subject
areas.
The Department utilises the community in a number of different ways in order to enrich the
curriculum. The Department Head is the College’s ‘Community Partnership Coordinator’,
with a wealth of experience and having established many contacts in Doha and the
surrounding region over a number of years.
The Department closely follows whole school policy on reporting and communication with
parents. The Business Studies and Economics staff have all had recent training in the
syllabuses that they teach, the latest during an INSET training given by the Business
Studies Chief Examiner who visited the College.
The Business Studies and Economics Department have changed syllabi several times
over the last few years, this being the result of the syllabuses changing and the desire to
have challenging courses in the school. The Business Studies and Economics staff now
expect changes to be limited, thus enabling a stable period of consolidation in the
curriculum. An action plan envisages the production of more comprehensive curriculum
documentation in the future; this Action Plan is close to completion and will be presented
to the Leadership Group in November 2011. The curriculum documentation, although
comprehensive, does not yet clearly show the work being done at specific times within the
school year.
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SECTION B.15:
BUSINESS STUDIES
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Business Studies and Economics Staff for using a great number of
different teaching strategies to make the learning process stimulating for
students.
2.
the Business and Economics Staff for carrying through a number of high
profile projects involving both lower Secondary and Primary students.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Business Studies and Economics Staff work to establish and document
horizontal articulation across the curriculum,
2.
the Business Studies and Economics Staff make clear in the documentation
the sequence and timing of units of study through the school year.
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SECTION B.16:
PSYCHOLOGY
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
E
D
M
E
E
E
E
E
E
M
E
M
COMMENTS:
1. The Psychology staff follow the school’s Philosophy very closely.
3. The Psychology staff follow the A/S and A-level syllabus in Years 12 and 13. This
challenges the students. The nature of the subject means it is closely linked to social and
emotional needs of students.
4. There are presently no links with other areas that enable vertical or horizontal
integration.
6. The subject content lends itself to this Standard.
7. The Psychology staff are very well-provided with ongoing professional development.
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8. The dedicated Psychology staff provide a very stimulating learning environment.
9. The teaching of Psychology in Years 12 and 13 requires relatively little resource input.
10. The Psychology staff closely follows school policy here and there is extensive grading
of student performance.
11. The Psychology staff use worldwide exam results to benchmark achievement.
13. The results of both coursework and final exam results are used to modify the schemes
of work.
14. The Psychology staff follow the school’s reporting system.
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SECTION B.16:
PSYCHOLOGY
OBSERVATIONS
At Doha College, Psychology is taught at A/S level and A-level. The entry requirement is
two GCSE ‘B’ grades from Mathematics, English or Science.
Lessons take place one hour per day per class and there are weekly assessments based
on past examination questions. There are four classes, two doing A/S and two doing Alevel. Forty students are taking the Psychology classes presently. Just one member of the
Doha staff teaches Psychology.
There is no horizontal articulation with any other subject areas within the school.
Psychology is not taught in Years 7 to 11, therefore it is a challenge for the Psychology
staff to have to teach all aspects of the subject in Years 12 and 13.
Parents are kept fully informed about the progress of Psychology students as per the
school’s overall policy on parent communication.
Schemes of work have been prepared and are used to guide the teaching.
Further utilisation of the local culture would enhance the delivery of Psychology. The
Visiting Team saw some evidence of this. The teaching staff has taken the initiative of
setting up a semi-formal group with two Psychology teachers in other Doha schools.
In the teaching of Psychology, the behaviour of varying cultural groups is relevant;
however, cultural diversity and its effect on human behaviour may be sensitive issues to
deal with in this geographical locality.
Assessment is based largely on essay-type answers. While it was suggested that varied
and practical resources are not required when studying the subject, the Visiting Team
suggests that there be some review of this teaching philosophy in order to further enhance
learning.
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SECTION B.16:
PSYCHOLOGY
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Teaching staff for making contact with the other Psychology teachers in
Doha which enhances the student learning needs.
2.
the Psychology teacher for his enthusiasm and clear desire to teach the
subject in a way that prepares the students for lifelong learning.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Psychology teaching staff investigate ways to articulate the current Year
12 to 13 curriculum with the Secondary curriculum as a whole.
2.
the Psychology teacher research further possibilities by which the varied
constituents of the local community can contribute to Psychology issues in
order to support student understanding of different cultures.
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SECTION B.17:
MEDIA
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
E
M
E
M
E
E
M
E
E
E
M
E
M
M
COMMENTS:
1. The Visiting Team agrees that the tailored and well-documented curriculum is “designed
to give students a lot of creative freedom to pursue their own particular interests” without
abandoning more conventional academic aims.
3. The Visiting Team agrees that the tailored and well-documented curriculum is “designed
to give students a lot of creative freedom to pursue their own particular interests” without
abandoning more conventional academic aims.
5. Local links are exemplary.
6. An expectation of critical thinking is an incessant, core strand of all the teaching
witnessed.
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8. The Visiting Team witnessed evidence of all these standards being exceeded – see
observations.
9. The Visiting Team witnessed evidence of all these standards being exceeded – see
observations.
10. The Visiting Team witnessed evidence of all these standards being exceeded – see
observations.
12. The Visiting Team witnessed evidence of all these standards being exceeded – see
observations.
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SECTION B.17:
MEDIA
OBSERVATIONS
Media Studies is a small yet lively Department within Doha College which is offered as a
subject at A/S and A-level and this school year has seen the introduction of GCSE Media
Studies as well as a Media module within the English Department at KS4.
While the one-man Department obviously thrives on the “maverick” reputation of the
subject and even turns this perception to his advantage in stimulating and motivating his
students, it is also clear that the position of the course within the wider curriculum is
appreciated and that there are clear and demanding expectations of what students should
achieve.
The curriculum clearly reflects the school Philosophy and Mission statement. Concepts
learned, such as a critical appreciation of different media outlets, are essential skills for
young people who hope “to make a valued contribution to our global society.”
As well as being comprehensively documented, the curriculum also patently caters for the
various needs of students, with particular reference made to the social and developmental
domains. Careful use is made of the media to which the students are exposed and this
dovetails neatly with that which they can expect to encounter as young adults (broadsheet
newspapers, more serious news sources and more agenda-driven use of social networks).
The integration of the study of Media into KS4 English is an excellent demonstration of
successful vertical articulation, providing the Department the opportunity not only to
prepare students but also to adapt the curriculum in advance to meet students’ future
requirements. Conversely, lesson observation also documented impromptu horizontal
articulation with English, which corroborated the Visiting Team’s understanding that this is
standard practice in this context.
There exists an impressive range of links with local culture. Students from throughout the
school participate in the QMUN festival as Arabic language presenters and reporters but
also in the context of their Media Studies. There exist close links with the Doha Film
Institute. The Department has sought to establish firm links with Al-Jazeera but has yet to
succeed. It goes without saying that access to such a topical and relevant global player in
a local context would be the icing on the cake of the Media Department’s already
impressive network of local contacts.
It is an expectation of the examining bodies, AQA and OCR, that the schemes of work
incorporate reflection on contemporary events. The courses as they are delivered, then,
can be deemed to be somewhat unique in that they require learners to be globally
responsive to their social, political and economic context. This is clearly an asset as far as
lifelong learning is concerned.
It was reported in the Self-Study assessment as well as observed by the Visiting Team
that there exists within the Media Studies Department a breadth of teaching and learning
styles, with particularly clear evidence of learning by trial and improvement in the filmmaking witnessed as well as ample inductive teaching.
The Department is particularly well-resourced, with high level D-SLRs, camcorders, iMacs
and professional standard software used, not just in Media Studies but also in Media within
English. These resources have also been used on occasion by Departments such as
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Modern Foreign Languages and Drama. The classroom is spacious and a range of
appropriate reference works is available to students.
Communication with parents and students of expectations is clear and traditional channels
of communication are supported with email and, in the case of the students, efficient use
of the social network Twitter. On top of this, a high quality blog has been published, which
is regularly populated with relevant and stimulating media content such as video, print and
online commentary. Perhaps the most impressive and educationally sound feature of the
latter is a link to subject-specific blogs that every Year 12 and 13 student is required to
maintain.
It was agreed that an area for improvement is the frequency of staff appraisal, which has
not yet taken place on an annual basis. Peer mentoring has featured intermittently but the
Head of Department noted that his experience of it had been positive. A plan for further
professional development has also been conceived.
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SECTION B.17:
MEDIA
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Head of Department on the impressive network of local contacts
reinforcing the delivery of the curriculum and supporting the school’s Vision.
2.
the Head of Department on the quality and relevance of his blog as well as
those of his students.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
1.
Recommendation
2.
the Leadership Group involve the Head of Department in the proposed pilot
of the peer mentoring scheme.
the Head of Department seek Leadership Group support in establishing a link
with Al-Jazeera should further individual effort prove fruitless.
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SECTION B.18:
PSH(C)E
Rating
E, M or D
1.
2.
3..
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
The curriculum, in its content, design, implementation,
assessment and review, shall reflect the school’s philosophy,
objectives and policies.
The curriculum shall be comprehensively documented.
Curriculum design shall provide for the varied developmental,
academic, social, physical and emotional needs of students.
The curriculum shall be articulated vertically and horizontally
throughout the school to ensure continuity within and among
divisions and disciplines.
The curriculum shall utilise the cultural diversity of the host
country and the school community to enhance the educational
experiences of students.
The curriculum shall develop those skills and abilities which will
prepare students for lifelong learning.
The school shall provide ongoing professional development to
improve implementation of the curriculum.
The teaching staff shall implement the curriculum through a
range of approaches and teaching strategies that recognise
diverse learning styles.
The school shall provide appropriate support and resources to
implement the curriculum.
Teachers shall establish and communicate clear expectations to
students and parents.
The school shall regularly assess the effectiveness of teaching
and learning.
Curriculum revisions shall be made on a regular basis after
consideration of current educational thinking and pedagogy.
Administrators and teachers shall use the results of student
assessment to evaluate and revise curriculum and methodology
on a continuing basis.
The school shall record, analyse and report to appropriate
members of the school community the results of school and
student performance.
M
M
E
M
M
E
M
E
E
E
M
M
M
M
COMMENTS:
3. The Visiting Team changes Standard 3 from M to E due to the outstanding behaviour
and attitudes of the students, a clear reflection of a balanced curriculum.
6. The Visiting Team changes Standard 6 from M to E because of the range of themes
and topics it covers in the curriculum. The content is valuable to the overall development
of the students as people and citizens.
8. The Visiting Team changes standard 8 from M to E due to the multitude of ways staff
implements the curriculum, while catering to a variety of learning styles.
9. The staff has many resources related to the curriculum, including media resources to
emphasize each theme. Their equipment is more than suitable for the successful delivery
of the curriculum.
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10. Learner outcomes are made clear during the assemblies when they introduce a new
theme.
Expectations are established in parent meetings and in formal/informal
communication.
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SECTION B.18:
PSH(C)E
OBSERVATIONS
The Personal, Social and Health Education (PSHE) staff has done a terrific job of
implementing their subject into the registration portion of the school day. Each topic is
covered for two weeks along with any housekeeping agendas. The skills taught are
directly in line with the school’s Philosophy and Objectives. The success of the
programme can be clearly seen in the behaviour and attitudes of the students. The goal of
the PSHE is to equip students with the necessary skills for healthy living, both physically
and emotionally, and to be responsible and active citizens.
The Visiting Team found a considerable amount of curriculum planning documents that
clearly outlined the scope and sequence for the subject, defined learning outcomes,
methodology and a list of teaching materials and resources. There is no formal
assessment made for this subject, however, the curriculum indicates that assessments are
done by the individual and peers. Teachers in the Primary School collect observations
and progress of students’ social and emotional development. This information is shared
with Secondary staff prior to beginning Year 7. Administration and teachers also work
closely with the main feeder school to collect documentation of their students’ social and
emotional progress.
Teachers offer a balanced curriculum starting in Pre-School to Year 13. Pre-School to
Year 6 offer a spiral curriculum under the SEAL approach that covers topics such as “New
Beginnings”, “Saying ‘no’ to Bullying”, “Going for Goals” and more. A variety of teaching
styles are adapted to meet the diverse needs of the students. Teachers do this through
routines such as circle time, Drama, discussions and inviting guest speakers.
The subject naturally includes several multi-disciplinary experiences and activities due to
the nature of its content. Teachers meet on a weekly basis to plan and develop the
activities to reinforce the themes presented in the assemblies. There is still a lot of
potential for stronger horizontal alignment of the subject.
Teachers have created several opportunities for students to share their cultural
backgrounds, especially of the host country. Last year the school held a Qatar cultural
day. Qatari students wore traditional clothes and other students wore the traditional
clothes of their culture. The school brought in local foods for students to try, and artwork
was displayed around the school. The Primary School has initiated workshops called
INSPIRE, where parents can come in and create crafts with the students or share about
important issues like recycling. One such example is students making Arabic lamps and
other local crafts.
The Leadership Group have provided several opportunities for professional development
and training in the subject. Teachers were trained on the SEAL approach during their staff
meetings. Heads of Year have received training in counselling skills due to a higher
demand for more support. One guest came to the school to collaborate with teachers on
creating dynamic circle times and addressing behaviour management issues.
The staff coordinate assemblies for each term to introduce a theme or to recognize
outstanding achievement among the students. Their achievements win House points for
an end-of-term competition. Other attempts to create a stimulating learning environment
include holding sporting events, musical performances, field trips and other activities
throughout the school year.
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The school has a variety of resources related to the curriculum, especially in the Primary
Library. Staff can explore more options for books and media that develop the themes in
greater detail, also with a focus on current events. In terms of technology, all assembly
halls are equipped with a projector, sound and lighting equipment, sufficient for holding
meetings of the student body. They just recently built a new, fully-equipped assembly hall
in the Sixth Form building in order to meet the demand for more space.
Student performance is reported through a variety of ways. Periodically the school holds
Monitoring Days where they meet with the Form Tutor/Class Teacher to discuss any
support the student may need. Goals are established to improve student performance
throughout the year. Parent evenings provide another opportunity to exchange information
about their child’s progress specifically in each subject. More informally, parents receive
emails and text messages when appropriate.
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SECTION B.18:
PSH(C)E
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the students and staff for encouraging parents to participate in the PSHE
programme of the School.
2.
the Administration and staff for developing dynamic assemblies to introduce
and celebrate themes from PSHE and for recognizing the achievements and
talents of their students.
3.
the staff for teaching skills that produce students with positive behaviour and
important values necessary to be good citizens.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the staff explore different ways to display the themes of their curriculum
around the school.
2.
the Administration and staff explore the potential of PSHE and different ways
to extend the themes horizontally.
3.
the staff develop more resources that explore the PSHE themes in greater
detail and in light of current events.
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SECTION C: GOVERNANCE AND MANAGEMENT
Rating
E, M or D
1.
The governing body shall be so constituted, with regard to
membership and organisation, as to provide the school with
sound direction, continuity and effective support.
M
2.
There shall be a co-operative and effective working relationship
between the governing body and the school head.
M
3.
The school head, although accountable to a higher authority,
shall be the responsible leader of the school.
E
The school shall have educational and financial plans for the
short, medium and long term, with strategies for accomplishing
the school’s goals and for assessing the effectiveness of the
actions taken.
E
The school shall observe legal and ethical principles in all its
dealings with the school community.
E
The governing body shall have clearly formulated policies set
out in a policy manual to give consistency and order to its
operations, and it shall ensure that these policies are
understood by the school community.
M
The financial resources of the school shall be capable of
sustaining a sound educational programme, consistent with its
stated philosophy and objectives, and of providing for the longterm stability of the school.
E
The management of the school’s finances shall be, at all times,
in accordance with the standards which operate in the host
country and shall be consistent with best practice in
international schools.
E
Parents or others enrolling students shall be informed in
advance of the precise nature and scope of the financial
obligations and be given an estimate of the total expenses.
E
4.
5.
6.
7.
8.
9.
COMMENTS:
3. This standard is upgraded from M to E as there is clear evidence that the Principal is the
responsible leader of the school.
4. This grading is upheld as the Visiting Team has seen clear evidence of sound financial
management which is evident over the short, medium and long-term. Accounts are audited
annually, with the school following all legal financial requirements asked of it.
5. This grading is upheld as the constitution of the governing body ensures that
procedures are in place to prevent legal and financial mismanagement.
7. This grading is upheld as stated above.
8. This grading is upheld as stated above
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9. This grading is upheld as the school has clearly set out procedures for informing parents
of fees which are agreed and set in a timely manner by the board. This grading is further
upheld for reasons stated in Standards 4 and 5.
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SECTION C: GOVERNANCE AND MANAGEMENT
OBSERVATIONS
Doha College was founded in 1980 on its current site. The school was set up to offer a
British style education serving both the expatriate and local communities. In 1994, Doha
College merged with Doha Independent School leading to the offering of an international
education for children from 3-18. English is the official language of the school and the
language of instruction. Doha College operates under the sponsorship of the British
Embassy on a not-for-profit basis.
Doha College is governed by a Board of Governors (BoG). The BoG shall usually consist
of five members elected by the Governors, five elected by the parent body and one by the
Staff Association of which all have full voting rights. The Deputy Head of the Mission of the
British Embassy is automatically a full voting member. Sponsor Governors may also be
elected as well as temporary Board members at the discretion of the Board. The Board will
elect its own Chairman. The total number of Governors shall be at least eleven and no
more than twenty. The BoG currently has 15 members.
The key roles of the Board of Governors are:




providing guidance and support to the leadership group
ensuring fiscal accountability
setting strategic direction and vision
ensuring accountability, transparency and ethics in all areas
monitoring and evaluating school performance.
The school has been and remains firmly solvent. The BoG deserves great credit for
ensuring a fiscally responsible approach to the running of the school. The school
accounts are audited annually by Ernst and Young chartered accountants. The school
is now in a strong position to pursue its strategic goal of building a brand new campus
by 2016.
The BoG usually meets twice a term to discuss the running of the school. Within the
BoG there are three main committees which are known as the Doha Management
Committee, Funding and New Build. These meet in addition to full Board meetings. This
is a new structure that has been put in place this academic year. The full Board
meetings have largely focused on the building of the new campus. It should be noted
that the opinions of the leaders of the school and in turn the opinions of their staff, have
been sought and given strong prevalence. This is a good example of the overall
relationship between the BoG and the Leadership Group which is constructive and
productive. However, whilst the plans for the building of the new school are important
and are discussed at full Board meetings, it was felt it made them too long and in need
of better structure to become more productive. Therefore after the new committee
formation commented on above beds in, this should lead to more efficient and
productive meetings.
Concerns were raised during the Self-Study that the BoG is not always aware of their
roles and functions as Members of the Board. There has been a lot of improvement in
this area. However, a comprehensive Board Policy Manual is yet to be completed with
clear guidelines of induction for new Board members. This needs to be prepared with a
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‘lines of authority document’ which should be shared with all concerned parties to
enable lines of responsibility to be clear and unambiguous.
There have also been concerns articulated by some staff that they are generally
unaware of BoG members and that they are not visible and active within the school.
Whilst this is an issue that can be improved upon, it is worthy of note that several of the
Primary teachers were able to identify members of the Board who are also known to the
Primary children as ‘Link Governors’ or ‘VIPs’. Governors are assigned to classrooms
and have come in to talk and spend time with the children of that class. Plans are being
laid for this initiative to be extended in the Secondary School and we are confident that
this extension will be initiated soon.
The Principal is accountable to the BoG. The Principal has started his fifth year in this
position. He is considered visible and approachable by the staff and recognised as the
effective leader of Doha College. However, as of yet there is no formal job description
prepared for the Principal or any formal means of evaluating his performance on an
annual basis.
The Principal has in place a Leadership Group who is widely seen as working alongside
the Principal in providing strong and principled leadership. The team consists of the
Principal, the Heads of the Secondary and Primary Schools, Vice Principals and the
Business Manager. The Leadership Group usually meets twice weekly. The Leadership
Group has put in place a five-year development plan to take the school through to the
planned date for completion of the new campus. Within the plan there are references to
timelines and accountability. The Visiting Team believes the development plan to be
ambitious but carefully thought out, providing an excellent programme of school
improvement, with clear structure and accountability for the running of the school over
this time period. All financial spending is derived from this plan. An example of the
proactive approach to school improvement the Leadership Group has researched and
identified relevant Board training opportunities for the BoG.
The school leaders have an organised schedule of meetings and briefings that allow for
in-house professional development and the sharing of school-wide issues. The staff
generally feel they can approach their Heads of School and discuss their issues and
feel listened to.
Within both schools there is a well devised Middle Management structure to ensure the
proper management and progression of the curriculum as well as the pastoral care of
the children, particularly within the Secondary school. Subject leaders are given
allocated budgets to spend and are trusted to do so. The Visiting Team considers the
Middle Management structure to be very effective in a supportive role; in particular, the
Heads of Department and Subject Coordinators appear to be doing an outstanding job.
There is a wide spread of in-house professional development which Coordinators run.
In the Primary School it is worthy of note that there is a comprehensive programme of
observations related to performance management, as well as Subject Coordinator and
peer observations. This is all done in a collegial .atmosphere with the sharing of ideas
and good teaching practice.
There has been very positive progress with Governance and Management issues. This
has been recognised and acknowledged in all areas of school life, which includes the
small sample of parents interviewed. However, one of the areas of concern is the
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seemingly low level of parent participation and involvement within the school. An
example of this was the very low level of response (14.9%) to the parent survey. Whilst
recognising the transient nature of international schools, the Visiting Team believes that
the Leadership Group can do more to open up the school and take account of parent
opinions. Therefore the Visiting Team recommends that the BoG and Leadership Group
seek new ideas and employ a more creative approach to engage parent participation.
We also believe that as parent participation improves further, the Leadership Group
should seek ways to engage a wider circle of parents to participate in the decisionmaking process surrounding new and future ventures.
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SECTION C: GOVERNANCE AND MANAGEMENT
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the BoG for the sound and fiscally responsible management of school funds
which has allowed the school to plan for the building of the new campus.
2.
the BoG and Leadership Group for ensuring the inclusive process that
exists with regards the planning of the new campus. Opinions are sought
from teachers to ensure design is best-suited to the needs of the children.
3.
the Leadership Group for their strong but collegial management of all staff
empowering them to take responsibility for their areas of work.
4.
The Department Heads and the Subject Coordinators for their leadership
and passion in creatively driving forward the curriculum.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the BoG, in consultation with the Leadership Group, engage a competent
external body to provide consistent additional training and advice to the
BoG together with the creation of an up-to-date induction policy for new or
additional BoG members.
2.
the Leadership Group conduct an urgent review and make sure all job
specifications are complete for all staff both academic and administration.
3.
the BoG implement fresh ideas to take account of parent opinions.
4.
the BoG and Leadership Group ensure the participation of a larger number
of parents in the decision-making process regarding new and future
ventures.
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SECTION D:
STAFF
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
The school shall have management, teaching and support staff,
sufficient in numbers and with the qualifications and
competencies to carry out satisfactorily the school’s
programmes, services and activities.
The school head shall ensure that there is a co-operative
working relationship with all staff to facilitate proper utilisation of
their abilities.
Staff shall act professionally in carrying out all their duties and
responsibilities.
There shall be written and available personnel policies and
practices for all staff.
All staff shall be employed under written contracts which state
the principal terms of agreement between members of staff and
the governing body, and which provide for adequate salaries,
and fringe benefits.
There shall be a clearly defined and effective system of
appraisal of staff, based on pre-determined and explicit criteria.
The school shall have a programme of professional
development for staff related to appraisal procedures and other
priorities identified by the school.
E
E
E
M
E
E
E
COMMENTS:
1. This grading was moved from an M to an E. Since the writing of the Self-Study, the
school has exceeded this Standard.
2. The Principal has embarked on extensive consultation with staff over the last few years.
The structure allows for the free flow of information both vertically and horizontally. Staff
are very positive, respect the Principal as leader and find him very approachable.
3. There are high expectations of the staff not just from management but from themselves,
resulting in high performances and dedication across all Key Stages.
5. Written contracts are produced that are in accordance with Qatari Labour laws. All
aspects are fully in place.
6. The grading was raised from an M to an E. Staff appraisal has been recently reviewed,
with staff input, and implementation has taken place.
7. Increasing amounts of funding are available for staff development which is considered a
priority in the school.
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SECTION D: STAFF
OBSERVATIONS
Doha College has a management, teaching and support staff of 145 people, 37% of which
are support staff. The majority of the staff are British (90%) with the rest being made up of
Australian (2%), Irish (2%), American, Jordanian, Italian, Spanish and Tunisian. The staff
has 7 people in the Leadership Group, 85 teachers and 53 support staff (which include 15
teaching assistants and Learning Support staff, 2 Librarians, 3 ICT technical staff and 2
Nurses). The student to teacher ratio is 16:1 in the Primary and 12:1 in the Secondary.
When teaching vacancies occur, positions are advertised on the TES online, in local
newspapers and on the school website. Support staff positions are advertised locally,
internationally (where appropriate) and on the school website.
New staff arriving at the school are assigned a ‘buddy’ who is responsible for showing
them around and helping them get settled in. Orientation of new staff takes place before
the term commences and includes familiarising them with the school and informing them
about living in the host country. Staff the Visiting Team spoke to found the process to be
informative, supportive and useful and they also appeared to be happy with their
accommodation. They also found that their contractual terms and conditions were properly
adhered to, that the recruitment process was transparent and that the school complied
with the promises it had made to them. The Visiting Team observed that staff appeared to
be very happy in their work, proud of, and dedicated to, the school Mission and the
students in their care.
Since the appointment of the current Principal (2006), there has been a substantial decline
in the number of staff leaving which has created more stability for the school. The SelfStudy report identified that a greater sense of purpose has been established with clear
terms of reference for staff and a Board of Governors (BoG) who are now working closely
together to drive the school towards its Vision. Staff also feel that stability in the
management and the employment of competent staff has further contributed to the staff
stability. It is widely felt that credit needs to be given to the Principal who has initiated and
driven the positive changes.
There are plans to engage additional staff to cater for the increase in numbers anticipated
in the Sixth Form (due to the larger numbers in KS3 and KS4) and to ask the BoG for an
additional admissions person and an additional member of the Leadership Group. During a
meeting with a group of parents, the Visiting Team was made aware of their desire to have
a trained School Counsellor on site to deal with student issues and it is the Team’s
understanding that Doha College has already responded to that and made application to
the BoG for the appointment of someone into that position.
The staff were integrally involved in the formulation of the Vision and Mission which has
greatly contributed to the sense of purpose and ‘ownership’ that the staff have towards the
future of the school.
There is a significant commitment by staff in promoting international and intercultural
experiences for students, both within the curriculum and the extracurricular programme
which includes the International Award, sports exchanges, school trips, etc.
Security, transport, maintenance and catering are contracted out and they therefore do not
form part of the staff, although there are two maintenance personnel that have been
employed by the school to liaise with the contracted groups.
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The College is committed to providing up-to-date technology. This has been wellsupported by the BoG who continue to provide funding to maintain the IT facilities. These
include several IT suites, internet and wireless access throughout the school and latterly, a
number of mobile laptop trolleys.
Staff are paid regularly and in accordance with the published remuneration packages.
Teaching staff who undertake additional responsibilities receive compensation, and the
remuneration scales are displayed in the Human Resources Policy Manual (HRPM).
Teaching staff are initially recruited on a two-year fixed term contract with renewal on an
annual basis. Appropriate guarantees of employment and job security are offered to staff
and this is supported by a policy of offering continuation of employment at the end of the
contracted period.
The employment contract is in compliance with the Qatar Labour Law and as such is
written in both English and Arabic. The contracts contain a comprehensive set of clauses.
The employment contract is issued to all staff and amended accordingly based on their
employment status (full or part-time, permanent or temporary, casual, support or teaching
staff). Four original contracts are signed by the Principal on behalf of Doha College and by
the employee. One remains with the employer, one with the employee; one is submitted
to the Supreme Education Council (SEC) and one to the Labour Department. Contracts
are issued on an indefinite or fixed-term basis, dependent on the role.
Staff are employed either on the basis that they are a local hire or a sponsored employee.
The salary scales for both groups are exactly the same and there is no differentiation in
pay with regards to nationality (as is the case with some companies in Qatar). The local
hire staff do get fewer benefits, as they are usually married and thus get similar benefits on
their spouse’s contract. The local hire contracts are drawn up in full compliance with the
Qatari Labour Law, and recently the school has voluntarily added an additional medical
benefit to their package. All salary scales are published on the school’s intranet. Support
staff salaries were recently reviewed and the new scales were implemented in September
2010.
The policies and procedures for staff are contained in The Human Resources Handbook,
which has been updated and placed on the school intranet. The Human Resources Policy
Manual has also been updated and is also found on the school intranet. Contracts, terms
and conditions and related documents are in place and complied with. Staff have
recognised the commitment to Continued Professional Development (CPD) and
Performance Development (PD) where they have overwhelmingly supported its
introduction and development. There is a Performance Development Policy for all staff
where the cycle is clearly explained. Staff had input in its development and recently a staff
survey revealed that they are happy with the revision. Performance review forms relating
to this, as well as classroom observation documentation, are compiled and placed in staff
records. The expectations of staff are made clear in the ‘Standards of Conduct Policy’ (Feb
2011). The appraisal process is in place across the school. Staff have commented that
some policies are not clear and also on the need to have professional development
publications available in the Library. The writing-up of job descriptions and policies
continues to be a work in progress.
The school has a commitment to providing Continued Professional Development for all
staff and a substantial budget is in place (1.6% of payroll). Staff are frequently sent on
courses both locally and abroad. Staff development is also provided for from within the
school to improve standards of teaching and learning. Regular staff meetings for all
sections are scheduled across the school including some which are cross-phase. Staff
have indicated that they wish to become more involved in CPD planning.
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The school is designated as a Centre of Excellence by EDEXEL, and teachers from other
schools in the region come to Doha College to train. Consultants and guest speakers
provide in-service opportunities through workshops and other programmes to Teaching
Staff and Teaching Assistants. In the Primary School visiting authors and Ofsted
Inspectors have worked with staff. The school participates in BSME conferences and interschool competitions which further enhance professional development and the status of the
school in the community. The school also visits and works with the staff of other local
schools and encourages joint ventures with feeder primary schools, including reciprocal
theatrical and musical opportunities. Doha College has taken steps to establish itself as a
training point for teachers in the region.
There are high expectations of the staff, not just from Management but from themselves,
resulting in high performances across all Key Stages. This continues to develop with time.
The CPD programme as well as the hire of good staff has resulted in year-on-year
improvement in academic results.
The Leadership Group is committed to continue to include staff in the decision-making of
the school. Suggestion boxes have been introduced and the BoG and Leadership Group
will be involving staff in the planning of the new build for Doha College.
There are clear structures within the teaching staff at Doha College. Apart from the
Leadership Group, there are Subject Departments, Heads of Houses, Key Stage Leaders
and Middle Leaders. There is a Staff Association which used to act as a liaison between
the staff and BoG but there are now two staff representatives on the BoG, so the purpose
of the Association has changed. It is now more of a social function coordinating group.
BoG working groups also have staff representation. Greater staff representation at BoG
level has resulted in more transparency within the school. These structures create
opportunity for staff involvement in decision-making and the free flow of information both
vertically and horizontally.
Staff appear to be very supportive of what the school is doing and a cheerful, purposeful
environment permeates the school environment.
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SECTION D: STAFF
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the staff for their strong sense of collegiality and commitment to the Vision
and purposes of the school.
2.
the Principal for his leadership and vision in taking the school forward.
3.
the Leadership Group for the consistent recruitment and promotion of high
quality staff.
4.
the Leadership Group for a strong induction programme and an employment
transparency.
5.
the Leadership Group for its vision in aiming to provide professional
development beyond the confines of the school, into the host country and
towards the international teaching fraternity.
6.
the BoG for their increasing financial allocation to professional development
for the training of staff.
RECOMMENDATIONS
The Visiting Team recommends that
Number
Recommendation
1.
the Leadership Group ensure that all job descriptions are complete for all
staff.
2.
the Leadership Group identify personnel policies that still need to be
completed or revised and commit to time frames for their completion.
3.
the Leadership Group
development for staff.
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obtain
113
additional
resources
on
professional
SECTION E: STUDENT SUPPORT SERVICES
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
There shall be effective procedures for identifying the learning
needs of students, both at admission and thereafter.
If children with learning or other disabilities or remedial needs
are admitted, the school shall provide specific curricula and
programmes to meet those needs.
The school shall have the trained special needs personnel
needed to serve students with identified learning disabilities.
There shall be effective practices to address the needs of
students of exceptionally high ability, achievement, and/or
talent.
If students whose native or first language is not English (and
whose English is not sufficiently developed to follow the full
school curriculum) are admitted, the school shall provide
English Language Support ELS.
The school shall provide appropriate guidance services,
including academic and personal counselling as well as
career/tertiary education advice for secondary students.
The school shall work cooperatively with parents and keep them
informed of the academic and social development and progress
of their children.
The school shall provide opportunities for students to take all
appropriate tests, including those for admission to institutions of
higher education, and shall assist parents and students in
processing required application materials.
The school shall provide adequate health care, and shall insure
provisions for emergencies on-site and at school functions
which take place away from the school premises.
The school shall have a health policy which includes collection
of medical information for all staff and students, immunisation
against common diseases and the maintenance of
comprehensive records.
E
M
E
M
M
M
E
E
E
E
COMMENTS:
1. The Student Support Services at Doha College offer a comprehensive set of strategies
for supporting students’ learning needs.
3. The staff employed to support learning needs were well-trained and adequate in
number.
6. The Guidance Services on offer are already excellent; the appointment of a School
Counsellor will complete the team.
7. The school makes every effort to include parents and keep them informed of issues
relevant to their children.
8. For its part, the school exceeds this Standard in every way.
9. There were no perceived problems or shortfalls with Health and Safety at the College.
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10. Records appear comprehensive and securely stored on the SIMS database.
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SECTION E: STUDENT SUPPORT SERVICES
OBSERVATIONS
Students at Doha College are supported in a variety of ways within the school community.
Doha College is a selective school, so there are procedures in place during the
Admissions process to assess potential students’ learning aptitudes. From Year 5
onwards, all applicants are required to take Cognitive Ability Tests (CAT), and to provide
information from previous school reports and any public examinations taken. For
applicants in Years 2 to 4, the school administers formal reading, writing and maths tests,
and in the Early Years and Year 1, an informal assessment and parental interview takes
place. Students are also retested at the end of Year 6 for entry to Year 7, and the school’s
development plan aims to have 100% acceptance of Doha College’s Year 6 students by
2014.
After placement has occurred, Learning Support is available to any student who does not
make “expected progress, in line with their classmates and National Curriculum
expectations”. A clear referral system is in operation in which Class Teachers, Tutors,
Subject Teachers or Key Stage Leaders may raise concerns with the Enhanced Learning
Coordinator (ELC), who then assesses the student. This process involves both parents
and teachers, and work is monitored over an agreed period of time. If intervention is
necessary, students are placed on the Learning Support Register and an Individual
Education Plan (IEP) is devised, in the first instance in consultation with the student
involved. When the Visiting Team witnessed this process, it was impressive to see the way
in which the ELC both put the student at ease while speaking frankly with him about his
learning strengths and limitations. The IEP is presented to parents for input and then
entered into the School’s Information Management System (SIMS), to which all teachers
have ready access. Regular reviews of its use and effectiveness are then planned.
Dedicated Learning Support Assistants (LSAs) are also employed to support students in
specific areas of the curriculum, all of whom are prepared for their roles by the ELC.
Where necessary, they also provide personalised learning courses for students on a
reduced timetable, for example coaching in typing because of dyslexia.
In the Primary School, class teachers plan for differentiated learning, and Teaching
Assistants (TAs) provide focused support. There is no specific coordinated Enhanced
Learning Support in Primary; it has been phased out in favour of the placement of TAs
across the school. This follows extensive training by the ELC for all Primary staff in
developing strategies for the classroom. Staff spoke highly of these sessions in feedback
forms.
The ELC is also in the process of drawing up an affiliated list of outside tutors who, it is
intended, will work in cooperation with Doha College staff to provide better value added.
The foundation of this project has both legal and financial implications for the school but
the financial safeguards it could bring for parents are considerable given the costly nature
of seeking specialist help in Qatar.
At the opposite end of the spectrum, there is currently no whole-school policy for gifted
students. However, one that aims to combine and coordinate efforts already occurring has
been drafted and sent to the Board of Governors (BoG) for approval. IEPs for higherattaining students are planned as part of future practice, which will be of great benefit to
them given the school’s Mission and drive for excellence.
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It was thought by parent representatives that the appointment of a School Counsellor
could help in the identification of exceptional talents among the student body. They also
felt that this appointment was necessary to support the social and emotional care of their
children at school. The school has already responded to these needs and submitted a
proposal for employment of a qualified Counsellor.
Most differentiation witnessed in lesson planning and delivery focused on extension for
higher-attaining students and some extra-curricular activities attempt to extend students
towards high achievement. The school’s Debating Team has been national champion, for
example, and a number of national sportsmen and sporting champions have come from
both the Primary and Secondary sections.
There is no English Language Support Department, although the Self-Study refers to a
programme to assist students “who need short-term support”. Given that a level of English
sufficient to access the curriculum is a pre-requisite of entry to both divisions of the school,
this level of provision is appropriate. In the Primary School, TAs are available to support
with comprehension in every class in the Early Years and Key Stage 1, and are shared
between classes in each year group in Key Stage 2.
In the Secondary School, a dedicated assistant has recently been employed to provide a
programme of enhanced English language support for a high-ability student entering Year
10. Second language students are also encouraged to take the English Language GCSE,
rather than the English Language and Literature course, as the Second Language IGCSE
is phased out. Some staff in the Secondary English Department also expressed a wish for
assistance with writing skills in lower-attaining sets.
In addition, because it is stipulated that English be the language of communication and
instruction, there is no emphasis on encouraging the maintenance of skills in other native
languages, contrary to the suggestions of Indicator 5e in Section E. Parent representatives
supported the school code of conduct in respect of this, saying that students go to Doha
College to develop skills in English, and that a Mother Tongue focus would be both
undesirable and inappropriate. An emphasis on Arabic only as a Mother Tongue language
is planned for the Secondary curriculum next year, although this is owing to government
dictates.
Provision for students with physical disabilities is poor on the school’s current site; new
building specifications will address this shortfall. No policy currently exists at the school
with regard to this, although to date there has been little practical need for one. The
Leadership Group is, however, aware that it is lacking.
The school has a Student Services team comprising Form Tutors/Class Teachers, Heads
of Year, Key Stage Leaders, School Nurses and a vocationally qualified Careers Guidance
Counsellor (CGC), who together offer a very comprehensive in-house emotional, social
and academic guidance and counselling service for students. All Heads of Year have
undergone professional development in adolescent counselling. Students, who spoke
highly of the support they receive from a wide cross-section of staff, may self-refer or be
referred by any of the aforementioned. Currently, referrals do not happen beyond this team
to outside agencies because of language barriers and a lack of appropriate services
available in Qatar. Sixth Form Prefects act informally as mentors to younger students and
some also help out regularly in classrooms of the Primary division.
A review of behaviour and the canvassing of parent opinion regarding rewards and
sanctions took place prior to the Preliminary Visit. Today, achievement is recognised in a
variety of ways: House points, awards, letters to parents, in-class systems and the
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prospect of badges of responsibility to name but some. Similarly, a dip in academic
performance or behaviour is dealt with: warnings, detentions, exclusions, student
interviews, daily reports, peer talks in corroboration with teachers, and letters home.
Regular progress checks are made on new pupils and official Settling-In Reports are sent
to parents alongside interim comments by email. All student records are stored on the
SIMS and are backed up in hard copy, and there is widespread confidence throughout the
school community in the confidentiality of these records.
Year 9 and Year 11 students are supported to take their options in careers lessons, which
are accompanied by parents’ evenings. University applicants can attend advisory
workshops during free periods, and the CGC is also working to forge links with a Dutch
University in Qatar. During the Team Visit, by chance a small university fair was arranged
in collaboration with the education services organisation, Global Vision; with the exception
of one staff parent, there were no parents present at this event. Parents are kept abreast
of university application procedures in presentations on “Monitoring Day”, which are also
shared electronically, and are informed of and about careers events and workshops in
newsletters and by email. Representatives of the parent body stated dissatisfaction at the
level of inclusion in school services regarding transition to tertiary education but it was
emphasised by the school that in Years 12 and 13, the onus of communication is placed
on the students, representatives of whom felt happy with the level of advice, assistance
and support offered by the school.
Parents also suggested that the school provide a mechanism by which they can contact
each other and expressed a desire for more timely communication in a number of areas.
They did acknowledge, however, that the recent inclusion of staff school email addresses
on the website was an improvement and that the school makes every effort to
communicate and inform the parent body on many issues. The Visiting Team also
witnessed a variety of attempts to keep parents informed and acknowledges the school’s
open door policy in which Form Tutors and Class Teachers are the first port of call.
Staff Nurses are on hand in both the Primary and Secondary Schools. The Nurse in
Secondary operates an open-door policy to children, students, staff and parents alike. In
the absence of a School Counsellor, some students often seek her for pastoral care and
she works closely with the Heads of Year regarding this. The Nurse in Primary has
attended training in Incident Investigation, Risk Assessment and HSE Awareness during
the past academic year. There is no Doctor affiliated to the college but law does not
require this. First Aid boxes are situated throughout the school (at least one on every
corridor) and annual First Aid training is offered to staff. A list of First Aiders is also
displayed alongside First Aid provisions. Medical records are recorded on SIMS and
updated regularly.
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SECTION E: STUDENT SUPPORT SERVICES
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the ELC for her effort and enthusiasm in working effectively and
cooperatively with both students and staff.
2.
the staff for the extremely positive rapport and nurturing relationships they
foster with a broad cross-section of the student body.
3.
the Leadership Group for the overall thorough and high level of Student
Support Services that are already in place.
4.
the Leadership Group for its work to improve the services on offer, namely
in the drafting of a Gifted & Talented policy and the steps taken so far to
appoint a School Counsellor.
5.
the students for the positive way in which they respond to efforts made in
support of their social and emotional wellbeing and academic success.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Leadership Group investigate whether the provision of English
Language Support needs to be increased in some subject areas of the
Secondary School.
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SECTION F: RESOURCES
Rating
E, M or D
1.
2.
3.
4.
5.
6.
7.
8.
9.
The school shall provide or arrange for such services as are
required in support of its programme offerings, and shall ensure
that these services with respect to food, security, transportation,
cleaning, and others meet acceptable standards of safety and
comfort.
Personnel employed to provide student services shall be
adequate in number, have appropriate qualifications, and
receive sufficient training to perform their functions effectively.
The school shall meet safety requirements of the local
authorities and of the accrediting association(s).
Written rules and policies governing access to and use of
school resources shall be available to the school community.
The school grounds, buildings, technical installations, basic
furnishings, and supporting equipment shall be adequate for
effective support of the total school programme.
The school's Information and Communication Technology (ICT)
shall appropriately support the school's operations.
The library/media centre shall be conveniently accessible, be of
adequate size, and have sufficient staff and resources to meet
the educational needs of students and staff.
The library/media staff shall provide an ongoing programme of
instruction in effective use of resource materials and equipment,
and shall apply appropriate policies for library use and the
means of assessing effectiveness.
The facilities shall be maintained and operated in a manner that
assures the safety and comfort of students and staff.
E
E
E
E
M
E
M
M
E
COMMENTS:
1. The Visiting Team changed it from an M to an E due to the exceptionally high
standards of cleanliness, transportation service, nutritional food options and security.
2. The school has a sufficient amount of personnel to provide Student Services, all having
appropriate qualifications and training.
3. The school meets all safety requirements of the host country and they use best practice
in addition to what is required of them.
4. All policies are available electronically to personnel, parents and students.
6. The school has excellent ICT provisions for the school.
7. The Visiting Team changed it from E to an M due to the consistent demand for more
space and professional development materials for teachers.
9. The school has an effective system for maintaining a school that operates under high
safety standards for students and staff.
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SECTION F: RESOURCES
OBSERVATIONS
Doha College has a Primary School, located in a self-contained building, while also using
the IT, performing arts and sports facilities in the main building. Secondary comprises
most of the main building and Sixth Form, which is located in a new extension at the rear
of the main building. Included is an assembly hall holding up to 400 seats. The school
has two canteens, where an outsourced catering company provides light meals for the
students. The school also has a sports hall, Art/DT/ICT building and a swimming pool.
They have access to the Rugby Club next to the school, where students participate in
Physical Education during school hours. In the middle of the campus there is an allweather sports pitch.
The Primary School has four shaded playgrounds. Due to increased security measures,
the size of the playgrounds has had to be decreased in order for another wall to be built
around the outside of the main wall. The Secondary grounds have several shaded
common areas where students can socialize and eat snacks. The school has done an
outstanding job of providing resources that protect students from the extremely hot
climate. Young students are required to wear hats when they are outside playing. There
are water stations positioned all around the school. Plastic cups are readily available if
they do not have their water bottle.
All areas of the school have air-conditioning units. These are inspected on a monthly
basis. Efforts from the Primary School Student Council have been made to reduce the
energy used by the school. One project was to convince the school to shut off the airconditioning every evening. Some efforts have been made to reduce energy use, but the
Leadership Group and teachers can encourage it even further.
The school hires a catering company to provide meals for mostly Secondary students and
staff, but increasingly for the Primary. The menu is reviewed each term by the Vice
Principal of Student Services and by the Student Council. The canteens are supervised
during break times by teachers through a rotational duty roster. There is plenty of seating
in the canteens with an option for more. There is sufficient space for food preparation, as
they only make small items. Most food items are provided by the catering company. The
food was healthy and nutritious and the students seem to like it. Local food options are
also available. Staff who prepare and serve food receive medical examinations every year
and have recently been ISO accredited.
Less than 50 percent of the students utilize the transportation services provided by the
school. The school has a contract with a bus company that operates under Qatar safety
standards. The company provides the vehicles, qualified drivers and monitors for students.
The bus monitor ensures the safety and security before the students arrive to school and
after they have left the premises. The buses appeared to be safe and reliable. The
security company provides road guard duty during drop-off and pick-up. They wear proper
safety vests and place traffic cones strategically to control the traffic around the school’s
perimeter. The areas designated for drop-off and pick-up are quite congested. The school
may want to consider other options for traffic control. The remainder of students get to
school by private means.
Security services are also arranged on a contractual basis. Security is posted at all the
entrances of the complex. The main entrance to the Primary School and Secondary
School both have doors that can only be unlocked from the inside by pressing a button,
which prevents students from leaving the premises during school hours. Additionally,
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guests cannot come into the school without being given entry from staff working in the
front office. Only staff have the code to get inside the building.
The school appears to be kept to high cleaning standards. A new contractor was hired for
the 2011-2012 academic year due to the dissatisfaction of their previous contractor.
Bathrooms have tracking documents that cleaners are required to sign every time they
clean the bathroom. The floors are cleaned on a regular basis and safety signs are posted
to warn anyone passing by. There are garbage containers positioned around the school,
which contributes to less litter around the premises.
The school has an exceptional ICT technical support team. Due to the amount of ICT
equipment, their job is critical to the smooth running of all ICT systems. They frequently
update a professionally-designed website for the school. High levels of security are
adhered to, especially for admissions, staff and financial matters. In addition to these
features there is also a Virtual Learning Environment. More information about that can be
found in the ICT Curriculum report. Over 50% of the students actively use this
programme, as well as many teachers.
There are two Libraries, one in the Primary and one in the Secondary School. Each one
has a full-time Librarian. It is important to mention that the Secondary Librarian has only
been on staff for a month. She is working strenuously to bring the Library up to better
standards. The Library has three extension reading rooms in the Sixth Form building, a
Library courtyard, and a computer suite. Only the Secondary Librarian has a work area
inside the Library. She is also exploring different ways to use the space more effectively.
The Library has over 15,000 books; however, some staff have expressed a need for more
subject-related materials. There is also a need for more materials related to professional
development. Very few books are available about the host country and culture.
Their system for organization includes using a Library automated system. Though it is
effective for tracking materials, it is not very child-friendly. The Library staff are meeting
with experts on the Oliver automated system to explore the system’s full potential. The
Librarian supports the curriculum by giving students an orientation of the Library and
location of the materials they will be using for their unit of study.
The Secondary Librarian is in the process of labelling all the bookshelves so that students
can find materials more easily and for returning books properly. Although some sections
were labelled and organized well, others were neglected. This could present a problem if
students are trying to track specific materials for their research. The Library currently does
not have subscriptions to online media, e-books or other electronic data.
Both the Primary and Secondary Libraries are in need of more storage and display space.
Plans are being made for this in their new facility. Efforts are being made to make the
Secondary Library more colourful and child-friendly.
The kiln, located in the Art building, is an area of immediate concern. The Health and
Safety Officer has assured the staff and the Visiting Team that it will be moved before the
end of the year. It needs to be relocated to an area with good ventilation that meets fire
safety and codes before it may be used.
The sports facilities are large and well-equipped. Some maintenance issues were
undetected and should be repaired if the budget allows for it. The swimming teachers are
all CPR, First Aid and Lifeguard certified. There is proper safety equipment in the pool
area, including life savers, poles and a spinal board. The chemical levels of the pool are
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monitored on a daily basis by a contractor working with the school. They have sufficient
space for storage of their equipment.
Last year the school put in a new fire system. The previous system could not locate the
fire, while the new one can. The whole school has the same system, except for the Sixth
Form building. It runs on a different system but can still detect the location of the fire. The
systems get a maintenance check once a month. The contractors in charge of this
oversee the cleaning of the detectors and smooth operating of the system. The Sixth
Form building is equipped with a sprinkler system. Though there is not a sprinkler system
in the main Secondary building or in the Primary, they are planning to have one put into
the new facility.
The buildings are equipped with proper emergency exits, all indicated by an illuminated
sign. Each room has a map of the school outlining the route for evacuation from that
position. Fire hydrants are available in every classroom, and other fire safety equipment
is equally recognizable and available around the whole school. First Aid kits are available
in all areas and they can be located by the maps in each room. There are lists available
around the school of all teachers certified to do First Aid. The school runs a First Aid
course for staff every year.
The Visiting Team conducted a fire drill to which students and staff responded promptly. It
was obvious that they were confident of the procedure. The Visiting Team met with the
Health and Safety Officer after the drill to provide feedback and suggestions for future
evacuations. Overall, the Visiting Team thought the evacuation and accountability
procedures were run very smoothly.
The school meets all safety regulations of the Qatari government, which is a requirement
for them to receive the school’s education licence. The Health and Safety Officer has
planned training for a group of teachers to become fire marshals. New teachers have
undergone induction for the Health and Safety education of the school, fire evacuation
procedures and lockdown procedures.
The Health and Safety Officer has induction
planned for all other teachers by the end of the year. Overall, the school demonstrates
sound health and safety procedures and those of general good practice.
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SECTION F: RESOURCES
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the Leadership Group and ICT Staff for providing high quality technology
and the expertise to oversee the smooth running of the equipment and
programme.
2.
the cleaning staff for presenting a school that meets high standards of
cleanliness.
3.
the students and staff for executing a successful emergency fire
evacuation, while adhering to all fire safety procedures.
4.
the Leadership Group for providing a catering service which supports a
healthy and balanced diet.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Health and Safety Officer discontinue the use of the kiln until it is
relocated to an area that meets safety standards and codes.
2.
the Library staff develop more resources, especially for electronic media,
professional development and material about the local culture.
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SECTION G: STUDENT AND COMMUNITY LIFE
Rating
E, M or D
1.
2.
3.
4.
5.
6.
Relationships among the school management, staff and
students shall be ethical, and shall be characterised by fairness
and mutual respect among individuals and between groups.
The school shall have processes and forums to enable students
and parents to remain well informed on all appropriate issues of
school life.
The school shall have effective processes which enable
students and parents to offer appropriate input before important
decisions are made.
The curricular and/or co-curricular programme shall serve the
broad needs and interests of the student body.
The school shall actively promote intercultural and international
awareness.
Residential services shall serve the best interests of all
boarding students and staff.
E
E
M
E
M
N/A
COMMENTS:
1. The Visiting Team upholds the rating, due to its observance of outstanding relationships
in the school.
2. The Visiting Team upholds the rating, due to the many examples of information being
shared with students and parents.
4. The Visiting Team upholds the rating due to the wide range of opportunities for students
both inside and outside the classroom.
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SECTION G: STUDENT AND COMMUNITY LIFE
OBSERVATIONS
The students at Doha College are a credit to the school. The Visiting Team was
consistently struck by their friendliness, courtesy and excellent behaviour. Staff and the
Leadership Group play an important role in this with their consistent enforcement of
behavioural high standards. Expectations are explicitly stated in various school
publications, e.g. the Doha College Organiser 2011-2012 includes the Code of Conduct,
Rewards Policy, Sanctions Policy and the Uniform Appearance Policy. Sixth Form
students have their own formal contract which outlines expectations for the school to meet
and for the students to meet, as well as the complaints procedure and the disciplinary
procedure. There is evident respect between staff and students, and mutual respect
between students. The Visiting Team noted the very positive interactions between the
Leadership Group and the staff.
The daily tutorial or assembly is an efficient way to inform students of announcements.
Well-displayed notice boards around the school also provide much information.
Handbooks are provided for different sections of the school. The student-produced
newspaper “Majlis”, the annual Yearbook and student-authored articles for the monthly
parental newsletters are all examples of how students are involved in disseminating
information. The school website is also a wealth of information for students and parents
alike. Parents are informed of their child’s academic progress through termly reports and
through termly parent meetings: in the first term, this takes the form of a Monitoring Day,
where the parent and child meets the Form Tutor/Class Teacher for a 15-minute interview
to review all lessons and to set targets for the year. This year, email has been used much
more for teacher-parent communication with teachers’ school email addresses now
available on the website. Also this year, all students from Year 3 upwards have been given
a Doha College email address, which will facilitate electronic messages.
The Leadership Group often invites written feedback on school issues from different
members of the school community, feedback which is then reviewed and acted upon, as
appropriate. This can take the form of surveys or the use of the suggestion box for parents
on the school website. Two teachers are on the Board of Governors (BoG) which aids
communication between the BoG and the staff. Members of the BoG acted upon the
Primary School students’ personal invitations to visit them at school, with one governor
allocated for each class. A similar initiative is being attempted in the Secondary School,
with a governor for each Year group. Such a move would increase the potential
communication between the BoG and other members of the school community. Planning
for the new building is an example of how the opinions of all constituents have been
gathered, with a series of meetings showing the proposed architectural designs.
There are abundant opportunities across the school for students to take on extra
responsibility and to develop in non-academic ways: for example, Prefects are expected to
contribute to the monitoring of the general behaviour in the school. Sixth Form Prefects
can be approached by younger students who may be struggling with a social or personal
issue; the Prefects take these matters to those responsible for pastoral care, if necessary.
There are also two House Captains in every tutor group, Sports Captains, and a Head Boy
and Head Girl in the Primary School and in the Secondary School. All such students have
their own badges which are worn with pride. There is an active Primary School Student
Council, a growing Secondary School Student Council, and a group of five committees in
the Sixth Form, run by the Sixth Form Prefects, focused on areas of concern and interest
to them, such as the Communications Committee and the Social Committee. The Sixth
Form centre is a very spacious and well-designed area for the Sixth Formers to use in their
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free time. Some of the rooms have been designed by the students themselves and include
a common room, reading rooms and study rooms, as well as lots of space for the display
of their excellent photography work. Consistently, students reported that there are many
teachers they could approach if they wanted to share an issue with them or make
suggestions. On a number of occasions, the Visiting Team observed Prefects showing
prospective parents and students around the school, which is a measure of trust which the
Leadership Group has for members of the student body.
There is a House system in place across the school, with six Houses. Students and
teachers are assigned to a House and there is friendly rivalry between the six groups.
From Year 7 upwards, form groupings are decided according to Houses and each form
group has a male and a female House Captain. Students are rewarded with House points.
There are a number of Inter-House competitions throughout the year, including sports and
music activities.
There is a wide range of curricular and extra-curricular opportunities available to the
students of Doha College. Some of these activities encourage interculturalism as well as
internationalism, e.g. the Silver International Award for Young People trip to the
Himalayas. Indeed, there are many school trips abroad throughout the year, requiring
teaching staff to take on considerable extra responsibility for the care of children away
from home. Use of local culture is a focus of the Primary School this academic year. It was
suggested by some members of staff that interculturalism and internationalism
automatically occurs because of the multicultural nature of the student body. However, the
Visiting Team considers that a more deliberate approach to this issue would help lead
towards the fulfilment of Doha College’s Vision statement.
There is an extensive list of extracurricular clubs being offered after school; each teacher
is required to offer one club (with some teachers doing more than one) and all students are
strongly encouraged to participate in at least one club. The Debating Society and Model
United Nations are examples of two very successful clubs. There are many sporting
activities offered and there is an annual Secondary School full-scale drama production as
well as lots of other opportunities for performance in drama and music throughout the
school and throughout the year.
The Friends of Doha College is a whole-school parental volunteer group which meets
approximately once a month in order to plan fund-raising events such as car boot sales,
quiz nights and the annual Friends of Doha College Ball. The Business Manager is
currently working with them, so there is direct contact with the Leadership Group through
him. They reach the parent body through email, their own page on the school website and
information included in the school newsletters.
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SECTION G: STUDENT AND COMMUNITY LIFE
COMMENDATIONS
The Visiting Team commends:
Number
Commendation
1.
the students for their outstanding behaviour, courtesy, confidence and
respect.
2.
the Leadership Group and the staff for consistently setting the tone in order
to have high expectations for student behaviour and for very positive staffstudent relationships.
3.
the Senior Prefects in the Sixth Form for their commitment to whole-school
initiatives and involvement.
4.
the BoG and the Leadership Group for the provision of the excellent Sixth
Form centre facilities.
5.
the staff for the provision of wide-ranging extracurricular activities and many
trips abroad.
6.
the Friends of Doha College parent group for fund-raising initiatives.
RECOMMENDATIONS
The Visiting Team recommends that:
Number
Recommendation
1.
the Staff build on their current work for creating deliberate opportunities for
internationalism and interculturalism.
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During the final Team meeting, each section of the report was reconsidered and those
commendations and recommendations which were believed to be of particular importance
were identified. They are listed in the following pages.
LIST OF MAJOR COMMENDATIONS
(Quoted verbatim from the Sections concerned under the appropriate section heading)
The Visiting Team commends:
A-
Philosophy and Objectives
1. the College Administration for undertaking a number of initiatives to ensure regular
views of Philosophy and Objectives, such as the 3-year review from the 2011-2012
academic year, and that the product of these existing and future reviews are widely
displayed and published.
B1: Primary
1. the Leadership Team of the Primary School for their strong leadership, ensuring
good practice and setting a clear direction towards excellence.
2. the Leadership Team and Primary Teaching Staff for the consistent quality of long,
medium and short-term planning.
B2: Secondary Curriculum
4. the Leadership Group for delegating responsibilities widely amongst the staff to give
ownership of the management of the curriculum to as many individuals as possible.
B10: ICT
1. the Board of Governors and the Leadership Group for its investment in ICT
throughout the school.
B11: Art
2. the students for their inspiring displays across the school that reflect the learning
process and their hard work.
B17: Media
1. the Head of Department on the impressive network of local contacts reinforcing the
delivery of the curriculum and supporting the school’s Vision.
B18: PSH(C)E
3. the staff for teaching skills that produce students with positive behaviour and
important values necessary to be good citizens.
C – Governance and Management
2. the BoG and Leadership Group for ensuring the inclusive process that exists with
regards the planning of the new campus. Opinions are sought from teachers to
ensure design is best-suited to the needs of the children.
4. The Department Heads and the Subject Coordinators for their leadership and
passion in creatively driving forward the curriculum.
D - Staff
1. the staff for their strong sense of collegiality and commitment to the Vision and
purposes of the school.
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2. the Principal for his leadership and vision in taking the school forward.
3. the Leadership Group for the consistent recruitment and promotion of high quality
staff.
E – Student Support Services
3. the Leadership Group for the overall thorough and high level of Student Support
Services that are already in place.
G – Student and Community Life
1. the students for their outstanding behaviour, courtesy, confidence and respect.
2. the Leadership Group and the staff for consistently setting the tone in order to have
high expectations for student behaviour and for very positive staff-student
relationships.
5. the staff for the provision of wide-ranging extracurricular activities and many trips
abroad.
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LIST OF MAJOR RECOMMENDATIONS
(Quoted verbatim from the Sections concerned under the appropriate section heading)
The Visiting Team recommends:
A-
Philosophy and Objectives
1. the BoG and the Leadership Group continue to appreciate and encourage the value
of building upon local culture and resources in school programmes as a part of the
Philosophy and Objectives 3-Year review started in 2011-12.
B1: Primary Curriculum
4. the BoG consider the creation of additional spaces for the Primary School to bridge
the five-year gap between the present situation and completion of the new school
building.
B2: Secondary Curriculum
1. the Leadership Group establish a procedure that strengthens cross-curricular
horizontal integration across the Secondary School.
4. the Leadership Group review processes of creating differentiation within the
curriculum.
B8: Modern Foreign Languages
5. the Leadership Group consider the advantages and disadvantages of extending the
teaching of Arabic as an MFL to the Secondary School.
B10: ICT
1. the Leadership Group implement a professional development programme on ICT
skills for all Primary staff, based on need. Specialist ICT teachers needs for
professional development should be regularly reviewed and acted upon.
B11: Art
1. the Health and Safety Department and Art Department relocate the kiln, which
currently is a major safety hazard for the school, to an area that meets fire safety
standards and codes.
B14: Physical Education
4. the Leadership Group consider employing a staff member to assist the PE
Department with managing the equipment and use of the facilities.
C – Governance and Management
3. the BoG implement fresh ideas to take account of parent opinions.
D – Staff
1. the Leadership Group ensure that all job descriptions are complete for all staff.
F – Resources
2. the Library staff develop more resources, especially for electronic media,
professional development and material about the local culture.
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TEAM COMMENTS WITH RESPECT TO PART THREE OF THE SELF STUDY
The Visiting Team commends the entire school community for requesting and undertaking
the ‘ journey’ of seeking Accreditation from CIS, and preparing well for the visit. The quality
of the Self-Study and the recognition that this in itself is a powerful tool in the school’s
drive for excellence attests to the school’s seriousness of purpose.
There is a high degree of congruence between the findings of the Self Study and those of
the Visiting Team and these are reflected in the major Commendations and
Recommendations of the Team.
In relation to the specific findings as outlined in the school’s Statement of Conclusions, the
Visiting Team supports the following major conclusions: the existence of a clearly articulated Vision, Mission and Core Values;
 the substantial resource-base present at the school which provides a sound
foundation for learning;
 the embracing of technology as a tool to enhance students’ capacity to access and
engage with knowledge and to create and share their responses to what they have
understood;
 the sound financial position of the school;
 the sense of community that is prevalent at the school;
 the ability of the school to recruit and retain well-qualified and experienced staff.
The Visiting Team wishes to emphasise the following, drawn from its own observations
and from the School’s conclusions.
The Visiting Team endorses the findings that curriculum documentation and its articulation
is not always consistent across the whole school, although very well-developed in many
areas.
Although the school fully embraces the necessity for assessment for learning,
differentiation and providing students with the skills to be truly independent, critical and
collaborative learners, it is recognised that there is still work to be done if these aims are to
be achieved.
The Visiting Team wants to strongly reiterate the school opinion that the current Vision,
Mission and Core Aims are widely implemented and serve as the basis for the school’s
operations.
The Visiting Team recognises the substantial resource base present at the school which
provided an excellent foundation for learning yet the Team is aware that space is at a
premium. This will continue to be a challenge and will not be easily resolved until the
proposed building project is completed in 2016.
The Visiting Team wishes to endorse the findings that there is a positive school climate
and a genuine sense of community amongst students, staff, school leadership and the
Board of Governors. This can only be enhanced with attention to wider consultation and
collaboration, particularly on issues which affect parents and students.
It is clear that the school took this process seriously, and will take follow-up activities
seriously, as already indicated by the start in the present academic year of a 3-Year
Development Plan which empowers and embraces the entire community in the drive for
excellence.
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CONCLUDING STATEMENT
Doha College, Qatar, feels that the Self-Study stage of the Accreditation process has been
already beneficial. As Chair of the Visiting Team I confirm that progress has been made
following the Preliminary Visit Report of January 2010 and the completion of the Self-Study
report in December 2010, and that initiatives have effectively been put into place. It was a
pleasure to visit a school that has entered into the Accreditation process with such
commitment and enthusiasm. Doha College is expecting still more benefits to arise from
this Team Report. If the recommendations it contains are carefully interpreted and
converted into action plans within manageable timelines, the results should be very
positive. It will be noticed that the Team’s main recommendations centre on, but are not
limited to, the issues of:
1. Encouraging the school to investigate further building upon local culture and resources
in school programmes.
2. Encouraging the focus on strengthening cross-curricular horizontal integration across
the school.
3. Exploring further the use of current space for the time period between the present
situation and completion of the new school building.
4. Considering strategies to maximise the engagement with parent opinions.
Doha College has set a challenging yet credible Vision and Mission for itself. It has made
significant progress in putting into action its philosophic objectives. An ambitious building
plan is seen as the physical manifestation of this overarching Vision and Mission. Along
this path, the school will return to these Aims and Objectives and review them on a
continuous basis, in light of future realities and ever changing needs.
Once again, I would like to thank everyone at Doha College, and in particular Paul Young,
Vice-Principal-Curriculum and Julia Beddoes, Executive Assistant to the Leadership Team,
for the excellent way in which the Visiting Team was prepared prior to its arrival in Doha,
and then received and looked after while in Doha.
Special thanks goes to Mark Leppard, Principal of Doha College, for his warm and open
welcoming, and support during our visit. The Visiting Team felt an open spirit of
cooperation was apparent from all staff members during the Visit. The Visiting Team was
impressed by the materials sent to them and those awaiting them when they arrived.
Following the reporting by the Chair and Co-Chair to the Principal and the Leadership
Group on Thursday, it was appreciated that the teachers felt the Visiting Team had
operated in a professional manner and had quickly recognised the major issues of the
school. It was a pleasure also to work with colleagues from BSME and BSO, led by Colin
Dyson and his team, and I appreciated the liaison, empathy and effective support clearly
evident between our two groups working in Doha College at the same time.
As CIS Chair, I was privileged to work with an eclectic group of colleagues who were
intelligent, collegial, highly professional and hardworking. Each team member brought
complementary and congruent skills to the cohort which enriched the Team’s output. In
particular I would like to thank my Co-Chair, Margaret Halicioglu, and our Team Secretary,
Nuket Burduroglu Ergelen, for their constant support and good humour throughout the
week. The Team’s synergy and cohesion has successfully produced an incisive and
comprehensive Report which we are confident will in itself be helpful to the College for its
drive for continuous improvement and excellence.
Doha College, Qatar
133
On behalf of the Visiting Team, I wish Doha College every success for the future in its
drive for excellence.
Terry Hamilton
Team Chair - CIS
Doha College, Qatar
134
TEAM LIST
Terry Hamilton
Hanoi International School
Vietnam
CIS Chair
Margaret Halicioglu
Robert College
Turkey
Co-Chair
Adrian Motta
Enka Schools
Turkey
CIS Team Member
Tessa Oakley
The International School of the Hague
The Netherlands
CIS Team Member
Keith Jackson
St Dominic's International School
Portugal
CIS Team Member
Luke Osborne
Lycee Alphium Zuoz
Switzerland
CIS Team Member
Rick Greener
International School of Cape Town
South Africa
CIS Team Member
Clive Frank
Bonn International School
Germany
CIS Team Member
John Bastable
International Community School
Jordan
BSME Team Member
Nuket Burduroglu Ergelen
Robert College
Turkey
CIS Team Secretary
Doha College, Qatar
135
HOW ACCREDITATION
BENEFITS STUDENTS
Having received the award of CIS International
Accreditation, your child’s school joins a
community of schools worldwide that are
dedicated to providing a high quality education in
an international context. Over 340 schools worldwide now hold accredited status with the Council
of International Schools.
CIS Accreditation is recognised by the National
Association of Independent Schools (USA) as a
bona fide accrediting agency and by various other
government and non-government agencies in a
number of countries.
CIS Accredited Schools have demonstrated their
commitment to international education and
continual improvement. Colleges and universities
acknowledge that a CIS Accredited School meets
globally recognized standards and promotes
qualities and skills that they are seeking in students
CIS supports over 1,050 International School
and Higher Education Member Institutions
with an integrated portfolio of world-class,
professional and competitive services including:
International School Accreditation Service
Teacher Recruitment Service and Fairs
School Leadership Search Service
Student Recruitment Tours for Universities
CIS Forum on International University Admission
and Guidance
International Education Resources
Doha College
Schools throughout the world recognize CIS
Accreditation, and the education received by the
student, as meeting an international standard.
Doha, Qatar
“The award of Full Accreditation Status provides us
with the recognition and credibility which reassures
parents and students of our school’s commitment to
the best practices in education.”
Sr. Anne Marie Hill, Head of School,
Marymount School, France
Your Child Attends an
Accredited School
Council of International Schools
Schipholweg 113, 2316 XC Leiden, The Netherlands
+31 (0) 71 5243300 info@cois.org
www.cois.org
CHARACTERISTICS OF A CIS
ACCREDITED SCHOOL
The award of CIS International Accreditation
demonstrates:
• The school is devoted to its mission. It cares enough
about what it does to seek validation by a recognised
accreditation authority.
• The school knows itself. It has thought deeply
about the services it offers to students, family and
community.
• The school is student-orientated. Its philosophy
of education is suitable for the students on roll
and encompasses the development of the whole
individual.
• The school keeps its promises. It promises only
what it can deliver.
• The school accepts objective assessment. It is
prepared to open its doors periodically to regular
evaluation by the school community and by outside
experienced evaluators.
• The school is constantly seeking to improve its
performance in curricular and other areas.
• The school plans for the future. As part of
the on-going nature of the evaluation process,
accredited schools are continually planning future
developments.
Accreditation ensures that the school meets rigorous
criteria and standards in the following areas:
• Philosophy and Objectives
• Curriculum
• Governance and Management
• Staff
• Student Support Services
• Resources
• Student and Community Life
“The students we see coming from CIS accredited schools by and large - are bright, curious, worldly and have a passion
for learning. The best predictor of academic success at Trinity
is taking, and succeeding in, a rigorous secondary school
curriculum, which is what we know CIS accredited schools
offer.”
Eric Maloof, Director of International Admissions,Trinity University, USA
ACCREDITATION
REQUIREMENTS
WHAT IS THE COUNCIL OF
INTERNATIONAL SCHOOLS?
To achieve international accredited status the
school was required to:
• Meet stringent entry requirements, verified by a
visit to the school by a CIS Accreditation Officer, to
determine the school’s readiness for the accreditation
process
• Carry out an in-depth self-study over a significant
time period aimed at strengthening the school’s
programmes and operations
• Host a Visiting Team of peer evaluators from
international institutions
• Demonstrate that the school delivers that which it
promises in its own philosophy and objectives
• Demonstrate that it meets the rigorous Criteria and
Standards for Accreditation established by CIS
• Commit to continuing action to address
recommendations arising from the internal and
external evaluations and thus demonstrate dedication
to on-going school improvement.
The Council of International Schools (CIS) is a
non-profit membership organisation that provides
services to elementary and secondary schools and
higher education institutions around the world that
have the following in common:
• a desire to provide students with the knowledge,
skills and abilities to pursue their lives as global
citizens; and
• a commitment to high quality education.
To achieve this goal, CIS schools must infuse
international and intercultural perspective into their
programmes so that students can move forward with
the attitudes and understanding that will provide
them with a solid base wherever their studies or
work may take them. Elementary and secondary
school members must further commit to undertaking
an ongoing quality assurance process to enhance
student learning.
Over 340 schools
worldwide have
achieved CIS
International
Accreditation
status.
GLOBAL REACH
Europe
112
Schools
North
America
9 Schools
Central
& South
America
27 Schools
Africa
30 Schools
Asia
92 Schools
Middle
East
33 Schools
Visit www.cois.org and click Accreditation in the top menu to see the full list of Accredited Schools.
Australasia
43 Schools