One School’s Journey of Implementing DUcKS to Improve Student Learning

In an era where educational frameworks are continuously evolving to better serve student learning, Al Rayan International School (ARIS) has taken a bold step forward by implementing the DUcKS model—Dispositions, Conceptual Understandings, Knowledge, and Skills—developed and introduced in all Principals' Training Center courses. This model has been integrated into their curriculum, and their journey offers valuable insights into how intentional curriculum design can lead to deeper student engagement, meaningful learning, and a transformation in assessment practices.

Identifying the Need for Change

At the core of this initiative was the school’s commitment to holistic child development. The leadership team recognized that traditional models focusing solely on knowledge and skills left gaps in students’ ability to connect learning to real-world applications. By shifting to a DUcKS approach, the school sought to integrate conceptual understanding and dispositions to foster more reflective, engaged, and self-directed learners.

Prior to DUcKS, the school had relied on a traditional 2D curriculum framework, using structured knowledge and skills-based standards. However, the need for a more interconnected and comprehensive approach led them to integrate International Baccalaureate (IB) elements, particularly from the Primary Years Programme (PYP) and Middle Years Programme (MYP). This shift enabled the school to transition to a 3D curriculum, where understandings and dispositions played a crucial role alongside knowledge and skills. In this new framework, knowledge and skills serve as stepping stones toward deep and transferable conceptual understandings.

The Implementation Process

The transition to DUcKS was a structured yet iterative process. The ARIS team worked collaboratively to reframe their unit planners, ensuring that every learning engagement connected back to conceptual understandings and student dispositions. Each unit was crafted with one or two conceptual lenses, enabling students to explore interconnected concepts that would guide their learning journey over a six-week period.

A major aspect of this shift was ensuring assessments aligned with the DUcKS framework. The school moved away from traditional testing and adopted contextual assessments such as Role, Audience, Format, Topic, and Strong Verbs (RAFTS ) and Goal, Role, Audience, Situation, Product, Standard (GRASPS). These assessments encouraged students to engage in authentic tasks that required the application of their knowledge, skills, and conceptual understandings within real-world scenarios.

Furthermore, the school embedded DUcKS into instructional practices by aligning teaching strategies with assessment methods. Skills were explicitly taught, and conceptual understandings were reinforced through inquiry-based and concept-driven lessons, as well as metacognitive activities. The practice of backward planning was emphasized to ensure that the ultimate goals were always in mind, preparing students with the necessary skills for success. The addition of self-assessments using “I can” statements allowed students to reflect on their progress in developing key dispositions such as risk-taking, inquiry, and perseverance, always connecting skills to specific strategies to make them less abstract for students.

Challenges and Overcoming Resistance

As with any significant educational shift, the school faced challenges in implementing the DUcKS framework. One primary hurdle was changing the mindset of parents who were accustomed to traditional grading systems. Without numerical scores, many parents struggled to interpret their children's progress. In response, the school launched extensive parent education initiatives, including workshops and a program called “ARISversity,” which provided in-depth insights into the school’s approach to assessment and competency-based learning.

Additionally, many new teachers encountered challenges when transitioning from a content-driven model to an inquiry-based, conceptual framework. Some educators initially found the DUcKS model to be time-consuming and complex, particularly those who were accustomed to rigid curricula. To support this transition, the school integrated professional development programs focused on concept-based curriculum design, assessment literacy, and coaching strategies. 

An important aspect of this support was adopting an early adopters approach, where teachers skilled in concept-based learning served as guides for their colleagues. Their classrooms were vibrant, showcasing what is often referred to as "screaming walls," filled with student work that articulated their conceptual understandings through phrases like "We understand that..." and demonstrated skill application through graphic organizers and “I can” statements. This visual representation of student learning not only celebrated progress but also reinforced key concepts. This collaborative environment fostered a culture of shared learning and growth among the staff.

Impact on Student Learning

The implementation of the DUcKS framework has yielded significant results. In the PYP, students demonstrated higher engagement with their assessments, often unaware they were being formally evaluated. These inquiry-based assessments allowed them to showcase their understanding in ways that transcended memorization and rote learning. Furthermore, these assessments provided clear evidence of students' knowledge and conceptual understandings by asking them to present factual examples of the concepts under study. This was followed by reflective questions that encouraged them to articulate transferable conceptual understandings.

Incorporating reflective sessions at the end of the assessments helped students transition from factual thinking to deeper conceptual thinking, significantly enhancing their overall learning experience. Throughout the PYP Exhibition (PYPX) process and presentations, it was evident that students achieved deep conceptual understanding, demonstrating their ability to connect ideas and think critically. Their enthusiasm and engagement not only enhanced their learning experience but also showcased their growth as independent learners.

The connections between skills and strategies in PYPX were particularly noteworthy. Before engaging in research or interviews, students explored the specific skills involved and connected them to targeted strategies. This process included turning these strategies into "I can" statements, providing clarity on how to effectively demonstrate each skill. Students applied the skills, reflected on their application, and demonstrated process-based understandings to grasp the underlying reasons and methods related to the skills.

This approach promoted a greater sense of ownership and awareness regarding the application and importance of the skills themselves. As a result, students took improved action, demonstrating a proactive approach stemming from their PYPX experiences.

In the MYP, anecdotal evidence and student reflections indicate a deeper level of conceptual understanding. Teachers reported that students transitioning from PYP to MYP were better prepared for the analytical demands of the curriculum. Furthermore, the school observed an improvement in student well-being, as assessments no longer felt like high-stakes exams but instead meaningful demonstrations of learning.

The Role of Coaching in Sustaining DUcKS

To ensure consistency and sustainability, the school is now focusing on embedding DUcKS within its coaching framework. Instructional coaches specializing in areas such as literacy, socio-emotional learning, and concept-based instruction are being introduced to support teachers in refining their practices. Using a coaching model inspired by Jim Knight’s Impact Cycle, teachers have opportunities to engage in voluntary coaching cycles tailored to their professional growth needs. A key focus is on co-teaching and modeling opportunities with the coaches, revolving around DUcKs. This collaborative approach allows teachers to see practical applications of DUcKs in action, enhancing their understanding and implementation of these strategies in their classrooms.

Looking Ahead

As the school continues to refine its use of DUcKS, the next steps include:

• Strengthening instructional coaching cycles to support ongoing teacher development.
• Expanding alignment between PYP and MYP to ensure seamless progression in conceptual learning.
• Enhancing parent education initiatives to reinforce understanding of competency-based assessment.

The school’s journey serves as an inspiring example of how intentional curriculum design and assessment reform can lead to a more meaningful and engaging learning experience for students. By prioritizing dispositions, conceptual understandings, knowledge, and skills, they have created a framework that not only supports academic achievement but also nurtures lifelong learners prepared for the complexities of the modern world.