MATHEMATICS. The achievement of boys is significantly higher than that of the girls, with greater difference in Year 8 than in Year 4.

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1 AL DIYAFAH HIGH SCHOOL DUBAI TIMMS 2011 REPORT 59 students from Grade 4 and 49 students from Grade 8 participated in the major international assessment, TIMSS (Trends in International Mathematics and Science Study) in MATHEMATICS ADHS s average scale score of 538 and 519 for Grade 4 and Grade 8 respectively. These scores are significantly above the scale centre point of 500. These scores are significantly higher than the average achievement of other schools in Dubai and relatively higher than the achievement of schools following the same curriculum. The achievement of boys is significantly higher than that of the girls, with greater difference in Year 8 than in Year 4. The average score of students in Year 4 and Year 8 is significantly above the overall average achievement score in Dubai in both the content and the cognitive domains. The margin of difference is greater in Year 4 when compared with that of Year 8 indicating better attainment in Year 4.

2 80% of Year 4 students have reached the intermediate benchmark level and above, while the percentage of Year 8 students in the same range of benchmarks is only 71%. Almost 30% of Year 8 students are fall under the low international benchmark indicating basic knowledge in the content domain and lack of application and reasoning skills. A closer look at the student achievement content and cognitive domains in Year 4, a majority of the students can recognise familiar shapes and visualise 2D and 3D shapes. They can interpret graphs and have knowledge of whole numbers, fractions and other basic concepts. However, they are unable solve problems and apply their knowledge to a variety of situations and explain their reasoning. In Year 8, students have fared better in Algebra and Number in comparision to Geometry and Data and Chance. Around 35% of Year 8 students lack application and reasoning skills. They have some knowledge of whole numbers and decimals, operations and basic graphs and can basic mathematical knowledge to a variey of situations which are not complex. They are unable to reason with information and solve problems.

3 Next steps: Review the mathematics curriculum with focus on geometry across all Year groups and algebra in March/April More learning opportunities to be provided for students to apply their knowledge and reason with information. Projects and research topics to include geometry (2D and 3D shapes) and algebra.

4 SCIENCE ADHS s average scale score of 542 and 531 for Grade 4 and Grade 8 respectively. These scores are significantly above the scale centre point of 500. These scores are significantly higher than the average achievement of other schools in Dubai and relatively higher than the achievement of schools following the same curriculum. The achievement of boys is significantly higher than that of the girls, with greater difference in Year 8 than in Year 4. The average score of students in Year 4 and Year 8 is significantly above the overall average achievement score in Dubai in both the content and the cognitive domains. The margin of difference is greater in Year 4 when compared with that of Year 8 indicating better attainment when compared to other student in Dubai in Year 4.

5 TIMMS SCIENCE ACHIEVEMENT OF STUDENTS AGAINST INTERNATIONAL BENCH MARKS The attainment of students with respect to the benchmarks is more or less the same in Year 4 and Year 8. 20% of the students are on the low international benchmarks. In Year 4, 45% of the students demonstrate knowledge and skills related to scientific enquiry. 50% of the students have sound knowledge of the various domains ad communicate the understanding of the concepts. Percentage Year 4 Year 8 Advanced High Intermediate Low

6 In Year 8, about 75% of the students have basic knowledge of concepts of all domains. 40% of students have reached the high and advanced levels in Chemistry and Earth Science. Students need to be trained to interpret data, reason and draw conclusions, evaluate and support arguments Next steps: To include more opportunities for students to engage in scientific enquiry in lessons. To include more opportunities that promote critical thinking; Formative assessments and end of unit tests should focus on the curriculum based assessment focuses.