The third academic term has officially begun in schools across the country, alongside the implementation of a distance learning system that provides a safe and supportive environment aimed at enhancing student wellbeing and engagement.
The Ministry of Education has distributed a detailed distance learning guide to school administrations for the third term. The guide outlines key objectives, principles, and organizational frameworks that ensure uninterrupted learning for all students. It also includes well-structured and flexible schedules featuring appropriate educational activities, while emphasizing continuous communication and collaboration with parents.
As part of the plan, the Ministry has specified the number of weekly lessons for each educational stage. Kindergarten students will have 15 lessons per week, with three sessions each day from Monday to Friday, and each lesson lasting 30 minutes.
For Cycle 1 students (Grades 1 and 2), the total is 23 lessons per week, with five lessons daily from Monday to Thursday and three lessons on Friday. Each lesson is 35 minutes long.
Students in Grades 3 and 4 will also attend 23 lessons weekly, following the same daily structure, but with each lesson extended to 40 minutes.
In Cycle 2, students will have 27 lessons per week, with six lessons daily from Monday to Thursday and three on Friday, each lasting 40 minutes. Meanwhile, Cycle 3 students will attend 28 lessons weekly, with six lessons from Monday to Thursday and four on Friday, also with a duration of 40 minutes per lesson.
Schools promptly activated the system upon receiving official instructions. Students and parents had already been informed of start dates in advance, and approved schedules were shared ahead of time, ensuring a smooth and well-organized transition to distance learning.
The learning model is built on an integrated approach that combines live virtual classes عبر digital platforms, independent learning where students complete tasks on their own, and offline activities. In addition, recorded learning materials are provided, allowing students to revisit lessons at any time. This balanced model helps support learning while reducing extended screen time.
Schools are closely monitoring student attendance and participation through organized systems that track engagement in virtual classes, completion of assignments, and interaction on digital platforms. Daily records are maintained, and ongoing communication with parents ensures that any challenges students face are addressed promptly.
In terms of assessment, schools are applying flexible and varied evaluation methods that help track students’ understanding and progress, in line with approved policies. There is a clear focus on both formative and formal assessments to support learning and measure achievement.
For students of determination, schools remain committed to providing the necessary educational support throughout the distance learning period, ensuring inclusivity and addressing individual learning needs.
Schools are also incorporating practical and physical activities into the distance learning framework to boost engagement and develop applied skills. Clear guidelines and recorded materials are provided to help students carry out these activities safely at home.
At the same time, schools continue to prioritize students’ quality of life and overall wellbeing during distance learning, supporting both their physical and mental health while encouraging active participation in the learning process.
