Academic Policy

A. Describing the Standards

The Early Years Section (Playgroup to Class Kindergarten) The following summarises the learning goals that we expect the majority of LSS students to achieve by the end of Kindergarten.

Islamiyat

By the end of the KG, students will:

• Identify and use social skills in play and other contexts.
• Demonstrate an ability to use problem-solving skills in a variety of social contexts.
• Demonstrate a beginning understanding of the diversity in individuals, families, schools, and the wider community.
• Demonstrate a sense of identity and a positive self-image.
• Demonstrate independence, self-regulation, and a willingness to take responsibility in learning and other activities.
• Demonstrate an awareness of their surroundings.
• Demonstrate awareness of personal hygiene.
• Make appropriate choices and accept challenges positively.
• Memorise and recite first three Kalimahs, a few Surahs and Duas.
• Identify the moral of inspirational stories and relate them with real life experiences.
• Know about the last Holy Prophet (PBUH) and a few prophets of Allah.

English

By the end of the KG, students will:

• Communicate effectively by talking, listening and speaking to others for a variety of purposes and in a variety of contexts.
• Use reading strategies that are appropriate for beginning readers in order to make sense of a variety of texts such as class readers, story books.
• Communicate in written form by constructing simple sentences, using strategies that are appropriate for beginners.
• Demonstrate an awareness of individual letter sounds from a –z and diagraphs such as sh, ch, th and identify them in words.
• Blend and segment sounds to read and write simple words.
• Recognise word patterns (e.g., rhyming words and word families) in stories, poems and songs.

Mathematics

By the end of KG students will:

• Count numbers up to 100 and identify what comes before and after a particular number.
• Compare quantities using appropriate vocabulary.
• Compare objects according to their thickness, height, length, and capacity using appropriate language.
• Add and subtract one digit numbers.
• Read clock time using appropriate vocabulary such as o’ clock and half past.
• Name and describe, two-dimensional and three-dimensional shapes.
• Sort/ classify objects according to own criteria, i.e., their shape size or colour.
• Recognise simple fractions and divide 2d shapes in halves and quarters.
• Collect data and present it in simple bar graphs and pictograms.

Science & General Knowledge

By the end of KG students will:

• Demonstrate awareness of own country and National identities.
• Demonstrate some understand of the global world such as neighbouring countries of Pakistan, oceans and continents.
• Show awareness of safety rules such road safety, safety at home etc.
• Know about important religions and respect others beliefs.
• Recognise the national and religious festivals celebrated around the world.
• Recognise different types of pollution and be able to suggest simple solution to pollution.
• Demonstrate scientific inquiry skills such as questioning, planning, predicting, observing and communicating.
• Demonstrate an understanding of the natural world and the need to care for and respect the environment.
• Recognise and name parts of plant and human body.
• Explore their senses through free exploration and teacher lead activities.
• Develop awareness of different types of animals, their needs and key characteristics.
• Investigate and talk about the characteristics and functions of some common materials, and use these materials safely.
• Identify different types of forces through experimentation.
• Recognise and safely use some common forms of technology, e.g., using calculators, use paint options in computer to express own ideas, playing online games (numbers or words), etc.

JUNIOR SCHOOL (Class 1 to 5)

The summaries of learning goals below describe what we expect the majority of LSS students to achieve by the time they have come to the end of class 5 i.e. of Junior School.

ENGLISH

• Pupils talk and listen with confidence in an increasing range of contexts. Their talk is adapted to the purpose: developing ideas thoughtfully, describing events, in complete sentences and conveying their opinions clearly. They begin to vary their expression and vocabulary. They listen carefully to discussions, making contributions and asking questions that are responsive to others’ ideas and views. They use some of the features of Standard English vocabulary and grammar.
• Pupils show understanding of a range of texts, selecting essential points and using inference and deduction where appropriate. In their responses, they identify key features, themes and characters and select sentences, phrases and relevant information to support their views. They understand that texts fit into historical and literary traditions. They retrieve and collate information from a range of sources.
• Pupils’ writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Brainstorm for ideas, following set layouts and using variations in sentence formation. Vocabulary choices are imaginative and words are used precisely. Sentences, including complex ones and paragraphs are coherent, clear and well developed. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.

MATHEMATICS

• In order to explore mathematical situations, carry out tasks or tackle problems, pupils identify the mathematical aspects and obtain necessary information. They calculate accurately, using ICT where appropriate. They check their working and results, considering whether these are sensible. They show understanding of situations by describing them mathematically using symbols, words and diagrams. They draw simple conclusions of their own and explain their reasoning.
• Pupils use their understanding of place value to multiply and divide whole numbers and decimals. They order and compare, add and subtract negative numbers in context. They use all four operations with decimals. They solve simple problems involving ratio and direct proportion. They calculate fractional or percentage parts of quantities and measurements, using a calculator where appropriate. (Note: At primary level, use of calculator is limited as per the applicability permitted by the curriculum). They construct, express in symbolic form and use simple formulae involving one or two operations. They use brackets appropriately. They use and interpret coordinates in all four quadrants.
• When constructing models and drawing or using shapes, pupils measure and draw angles to the nearest degree and use language associated with angles. They know the angle sum of a triangle and that of angles at a point. They identify line symmetry in 2D shapes. They convert one metric unit to another. They make sensible estimates of a range of measures in relation to everyday situations.

SCIENCE

• Pupils decide appropriate approaches to a range of tasks, including selecting sources of information and apparatus. They select and use methods to obtain data systematically. They recognise hazard symbols and make, and act on, simple suggestions to control obvious risks to themselves and others. They use several techniques to present data such as tables, line graphs, bar graphs, pie charts, etc., infer from the numerical data and resultantly draw conclusions from them. They analyse findings to draw scientific conclusions that are consistent with the evidence. They communicate these using scientific and mathematical conventions and terminology. They evaluate their working methods to make practical suggestions for improvements.
• Pupils describe processes and phenomena related to organisms, their behaviour and the environment, drawing on abstract ideas and using appropriate terminology, for example the main functions of plant and animal organs and how these functions are essential. They explain processes and phenomena, in more than one step or using a model, such as the main stages of the life cycles of humans and flowering plants. They apply and use knowledge and understanding in familiar contexts, such as different organisms being found in different habitats because of differences in environmental factors. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as the classification of living things. They describe applications and implications of science, such as solving some of the health problems that arise when organ damage occurs.
• Pupils describe processes and phenomena related to materials, their properties and the Earth, drawing on abstract ideas and using appropriate terminology, for example the weathering of rocks. They explain processes and phenomena, in more than one step or using a model, such as the deposition of sediments and their formation into rocks. They apply and use knowledge and understanding in familiar contexts, such as identifying changes of state. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as basing separation methods for mixtures on physical and chemical properties. They describe applications and implications of science, such as the uses of metals based on their specific properties or the benefits and drawbacks of the use of fossil fuels.
• Pupils describe processes and phenomena related to energy, forces and space, drawing on abstract ideas and using appropriate terminology, for example ‘balanced forces’. They explain processes and phenomena, in more than one step or using a model, such as the length of a day or a year. They apply and use knowledge and understanding in familiar contexts. They recognise that both evidence and creative thinking contribute to the development of scientific ideas, such as objects being seen when light from them enters the eye. They describe applications and implications of science, such as the ways sound can be produced and controlled, for example in musical instruments.

Value added teaching in curriculum through Holy Quran’s teaching

Nazra classes

• Class 1 till 8,students will periodically attend Nazra classes where a certified Mufti will teach them Holy Quran with Tajweed, correct the five times prayers and help them in learning basics Quranic Duas.

Prep School (Class 6 to 7)

• These summaries of learning goals below describe what we expect the majority of LSS students to be achieving by the time they have come to the end of class 8, i.e. of Prep School.

Class 8 as Pre O level stage

• In LSS, class 8 will serve as Pre-Cambridge stage and students will study O level syllabus form class 8.
• LSS students will appear in 3 minor subjects Pakistan Studies, Urdu and Islamiat) in M/J CAIE in class 9 and for 5 major subjects(Mathematics, English, Physics, Chemistry and Biology) in M/J CAIE in class 10. Thus class 10 will be the O level passing out class.

ENGLISH

• Pupils maintain and develop their talk purposefully in a range of contexts. They structure what they say clearly, express their ideas clearly, contribute and collaborate during peer discussions, using apt vocabulary and appropriate intonation and emphasis. They make a range of contributions that show they have listened perceptively and are sensitive to the development of discussions. They use Standard English confidently in a range of situations, adapting as necessary.
• Pupils’ responses show their appreciation of, and ability to comment on, a range of texts, and they evaluate how authors achieve their effects through the use of linguistic, structural and presentational devices. They select and analyse information and ideas, and comment on how these are conveyed through different texts. They learn diversity of variant literature in which texts from different times and cultures have influenced literature and society.
• Pupils show creativity in the way they select specific features or expressions to convey effects and to interest the reader. Their narrative writing shows control of characters, events and settings, and shows variety in structure. In non-fiction, they express ideas through authentic structures clearly and present them coherently, anticipating and addressing a range of different viewpoints. Their use of vocabulary and grammar enables fine distinctions to be made or emphasis achieved. Their writing shows a clear grasp of the use of punctuation and paragraphing.

MATHEMATICS

• Pupils develop and follow alternative approaches. They compare and evaluate representations of a situation, introducing and using a range of mathematical techniques. They reflect on their own lines of enquiry when exploring mathematical tasks. They communicate mathematical or statistical meaning to different audiences through precise and consistent use of symbols that is sustained throughout the work. They examine generalisations or solutions reached in an activity and make further progress in the activity as a result. They comment constructively on the reasoning and logic, the process employed and the results obtained.
• Pupils solve problems that involve calculating with powers, roots and numbers expressed in standard form. They choose to use fractions or percentages to solve problems involving repeated proportional changes or the calculation of the original quantity given the result of a proportional change. They evaluate algebraic expressions and formulae and calculate one variable given the others. They manipulate expressions; algebraic formulae solve equations, find common factors and multiply two linear expressions. They solve inequalities in one and two variables. They draw and interpret graphs of linear equations and graphs that model real situations.
• Pupils understand and use congruence and mathematical similarity. They calculate lengths, areas and volumes. They enlarge shapes by a fractional scale factor, and appreciate the similarity of the resulting shapes.

SCIENCE

• Pupils recognise that different strategies are required to investigate different kinds of scientific questions, and use scientific knowledge and understanding to select an appropriate strategy. In consultation with their teacher they adapt their approach to practical work to control risk. They record data that are relevant and sufficiently detailed, and choose methods that will obtain these data with the precision and reliability needed. They analyse data and begin to explain, and allow for, anomalies. They carry out multi-step calculations and use compound measures, such as speed, appropriately. They communicate findings and arguments, showing awareness of a range of views. They evaluate evidence critically and suggest how inadequacies can be remedied.
• Pupils demonstrate extensive knowledge and understanding related to organisms, their behaviour and the environment. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating cellular structure of organs to their associated life processes. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, for example environmental data from fieldwork. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed, for example the short-term and long-term effects of environmental change on ecosystems. They describe and explain the importance of a wide range of applications and implications of science, such as relating photosynthesis and respiration to changes in the atmosphere and growth of crops.
• Pupils demonstrate extensive knowledge and understanding related to materials, their properties and the Earth. They use and apply this effectively in their descriptions and explanations, identifying links between topics, for example relating mode of formation of rocks to their texture and mineral content. They represent common compounds by chemical formulae and use these formulae to form balanced symbol equations for reactions. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts, such as describing chemical reactions, classifying them and suggesting how new substances could be made. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed. They describe and explain the importance of a wide range of applications and implications of science.
• Pupils demonstrate extensive knowledge and understanding related to energy, forces and space, for example the passage of sound waves through a medium. They use and apply this effectively in their descriptions and explanations, identifying links between topics. They interpret, evaluate and synthesise data from a range of sources and in a range of contexts. They show they understand the relationship between evidence and scientific ideas, and why scientific ideas may need to be changed, such as the developing understanding of the structure of the solar system. They describe and explain the importance of a wide range of applications and implications of science, such as relating the dissipation of energy during energy transfer to the need to conserve limited energy resources.

B. MEASURING THE ACHIEVEMENT OF STANDARDS

B.1 LSS-Level At the end of each of the three levels described above, LSS intends a procedure of system-wide standardised testing to check the numbers of students who are attaining the target standards set above.
Standards at O levels/ Matric will continue to be monitored by the overall pass rates and associated grade levels in the CIE/Balochistan Board examinations.
There are no formal end-of-term assessments in the early year classes). In Playgroup, Nursery and KG classes, assessment is totally informal – there are no written tests.
In classes 1 and 2, no end-of-term examinations are given either at mid-year or end of year. In these classes, written assessments are occasionally given throughout the year.
Assessment aspects have also been discussed in the Subject and Curriculum Policy and the Assessment and Examinations Policy. B.2 Individual Student Level Classes 3 to O levels (Formal assessment commences from class 3, onwards) Each timetabled subject works at each level towards a set of learning goals and has associated assessment which measures student achievement according to the following set of grades:-
A* 90-100%
A 80-89.9%
B 70-79.9%
C 60-69.9%
D 50-59.9%
E 40-49.9%
U 39% or less
b.i) This will apply to all LSS levels (class 3 to O levels/Matric)
b.ii) Standards at O Levels/ Matric will be monitored by the overall pass rates and associated grade levels in the CIE/ Board examinations.
B.2.a) Continuity
The above grade scales (from A* to U) will also apply to O-Level and A Level in-house assessments. Results pertaining to CIE exams, nevertheless, will continue to be directed by point b. ii above.
B.2.b) Pass/ Fail
Where the concept of “pass-fail” is applicable, LSS promotion and detention policy will be followed for the academic year 2020-21 onwards (till the revision of promotion policy): Class 3 – 6 is overall 50% and Class 7 onwards is overall 60%).
B.2.c) Grade Description
Each of the grades has a generic description:-
A*

• Outstanding work consistently at a conceptual depth well beyond that expected at the student’s particular level of schooling;
• Mastery of all goals expected at this particular level of schooling; and
• Mastery of many goals well beyond those expected at this particular level of schooling.

A

• Work that has many outstanding features which are generally at a conceptual depth well beyond that expected at the student’s particular level of schooling; but not wholly consistent in this.
• Mastery of all goals expected at this particular level of schooling; and
• Mastery of some goals well beyond those expected at this particular level of schooling.

B:

• More than competent work with some outstanding features, and comfortably at a conceptual level exceeding that expected at the student’s particular level of schooling; and
• Mastery of all goals expected at this particular level of schooling.

C:

• More than competent work generally and comfortably at a conceptual level expected at the student’s particular level of schooling.
• Mastery of almost all goals expected at this particular level of schooling.

D:

• Competent work but just reaching the conceptual standard expected at the student’s particular level of schooling.
• Mastery of the great majority of goals expected at this particular level of schooling.

E:

• Fails to reach the level of competence required to be classified as D; but falls only marginally short.
• Mastery of the goals expected at this particular level of schooling is short of being complete.

U:

• Clearly and by some margin fails to reach the level of competence required to be to be classified as pass.
• Mastery of the goals expected at this particular level of schooling is well short of being complete.

C. Promoting the Achievement of Standards

• LSS has become convinced by the world-wide evidence that extensive use of formative assessment (“assessment for learning”) often leads to substantial gains in student mastery of academic standards.
• (http://www.teacherstoolbox.co.uk/T_BlackandWilliam.html;Hattie J 2009 Visible Learning; a synthesis of over 800 meta-analyses relating to achievement London: Routledge).
• Each subject has responsibility for detailed guidelines on how through formative assessment (AFL) the achievement of learning goals is to be accelerated.