Doha College - Parent Handbook 2023-2024

DOHA COLLEGE

Parent Handbook 1

CONTENTS MESSAGE FROM THE PRINCIPAL

4

ETHOS AND VISION 5 LEADERSHIP GROUP 6 ACADEMIC AND PASTORAL LEADERS

7

KEY STAGE LEADERS

8

HEADS OF SERVICE 9 OUR STORY 10,11 OUR BOARD OF GOVERNORS

12,13

TERM DATES 2023 - 2024

14

SCHOOL TIMINGS 15 FEE SCHEDULE FOR THE YEAR 2023-2024

16,17

SAFEGUARDING 18 CAMPUS MAP 19 EQUIPMENT AND GADETS 20 ATTENDANCE AND PUNCTUALITY

21

HOUSE SYSTEM 22 MEDICAL TEAM 23 CONTACTING SCHOOL

24,25

SCHOOL SECURITY AND SAFETY

26

CO-CURRICULAR ACTIVITIES

27

REPORTING AND ASSESSMENT

28

CLASS SIZES 29 PRAYER FACILITIES 29

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CONTENTS PICK-UP AND DROP-OFF MAP

30

DIGITAL LEARNING 31 DIVERSITY, EQUALITY AND INCLUSION

31

WELL-BEING 32 WELCOME FROM COO

33

DC INSTRUMENTAL MUSIC

34

MOCKINGBIRD PERFORMING ARTS

35

EVOLUTION SPORTS

36

EVO ACTIVE 37 MEALS AND HEALTHY EATING

38

STUDENT BUS SERVICE

39

UNIFORM AND SUPPLIER

40,41,42,43

LOST PROPERTY 43 FRIENDS OF DOHA COLLEGE

44

WELCOME FROM THE HEAD OF PRIMARY

45

EYFS CURRICULUM 46,47 PRIMARY CURRICULUM 48,49 WELCOME FROM THE HEAD OF SECONDARY

50

THE SECONDARY CURRICULUM

51,52

6TH FORM CURRICULUM

53,54

COMPULSORY SUBJECTS

55,56,57

UNIVERSITY DESTINATIONS

58,59

CONTACT US 60

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MESSAGE FROM THE PRINCIPAL It has been a turbulent time for schools and students over the past two years. As we emerge from the most restrictive elements of COVID-19 regulations, we can look forward to seeing the very best features of the Doha College community once again to the fore. It is community which makes Doha College such a special place. Staff, students and parents share a commitment to the greater good of the community, striving for individual success, but at the same time supporting one another and valuing the achievements of all. Students at the College, supported by our outstanding teaching and support staff, are encouraged to aim high in all that they do. Our status as an accredited High Performance Learning School is a testament to the importance we place on setting high standards and striving for continuous improvement.

“

Here at Doha College we encourage our students to be humble, taking pride as much in the achievements of others as they do in their own successes. We urge students to display loyalty, to each other, to the College and to our values.

”

We believe that our students should develop a strong, valuesbased character. Values are the foundations of a school, the spirit and the ethos which bind a community together. Here at Doha College we encourage our students to be humble, taking pride as much in the achievements of others as they do in their own successes. We urge students to display loyalty, to each other, to the College and to our values. We want students to develop resilience and have the ability to meet and overcome challenges with confidence and discretion. Character stems from the ability to live by a set of values. Through this, our community is strong and each individual is valued.

You can be sure that, at Doha College, children receive an outstanding education, inside and outside the classroom.

They will be challenged to go further than they think they can go. They will be given the confidence to try new things and not to fear failure. They will learn new skills. They will learn compassion, and will be taught to think critically about the world around them. Above all, they will be supported by caring and dedicated staff, whose job it is to help students overcome challenges and face the future with humble confidence.

We very much look forward to welcoming you to Doha College, to see for yourself what makes us such a special community.

DAVID TONGUE Principal

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ETHOS AND VISION VISION To enable personal growth, instil a passion for learning and create aspirational minds.

MISSION With the growth-mindset philosophy of High Performance Learning, we develop confidence, creativity and intellectual curiosity in a safe, caring and inclusive environment for our students to make a lasting contribution to global society.

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LEADERSHIP GROUP

David Tongue

David Lish

Principal

Chief Operating Officer

Ruth Whymark

Jerome Scafe

Senior Vice Principal

Senior Vice Principal

Head of Primary

Head of Secondary

The Leadership Group (LG) at Doha College leads and drives forward all areas of school activity: whether it be teaching and learning, pastoral care and all curriculum enhancing aspects of education in the Primary and Secondary schools, staff development, the College’s business operations as well as the sporting and drama academies. Together with their teams across the College, LG defines the general direction according to the strategic plan by inspiring, motivating, and empowering the community of students, parents, and staff. LG take the lead in setting, implementing and realising the school’s Development Plan, devise strategies to support school improvement, and ensure that the daily running of Doha College is underpinned by our values and motto.

Uzma Zaffar Vice Principal - Quality Assurance Executive Designated Safeguarding Lead

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ACADEMIC AND PASTORAL LEADERS ACADEMIC

Derek Watson

Matthew Corke

Deputy Head of Academic Primary,

Deputy Head of Academic Secondary,

Designated Safeguarding Lead

Designated Safeguarding Lead

PASTORAL

Danielle Price

Nicholas Taylor

Deputy Head of Pastoral Primary,

Deputy Head of Pastoral Secondary,

Designated Safeguarding Lead

Designated Safeguarding Lead

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KEY STAGE LEADERS PRIMARY

Scott McDermid

Lisa Finighan

Assistant Head

Assistant Head

Assistant Head

Years 1 and 2

Years 3 and 4

Years 5 and 6

Shainaz Dalvi

SECONDARY

David Kane

Gemma Stroud

Sarah Jackson

Assistant Head

Assistant Head

Assistant Head

Key Stage 3

Key Stage 4

Key Stage 5

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HEAD OF SERVICES

Sunita Mathew

Elanie Fest

Susan Smith

Head of Admissions

Director of Finance

Head of Human Resources

Isaac Thomas

Toyan Greaves

Carys Kelly

Head of IT

Head of Marketing

Head of Communications

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Doha College opens its swimming pool, which nurtured and trained many great swimmers. including the great Nada Arakji.

His Highness Sheikh Tamim bin Hamad Al-Thani, now the Emir of Qatar, joins Doha College for the first two years of his secondary education.

1997 1996

Doha College becomes one of the first schools in the Middle East to feature on the internet.

A new dimension is added to an already outstanding school – its 6th Form block that housed impressive facilities including an auditorium and an IT room with over 30 computers at the time.

1992

1988 Sheikh Jassim bin Khalid bin Ahmed AlThani carries out the ceremonial groundbreaking of “Doha Independent School” - the Primary arm of Doha College - which would later fully merge with its parent school.

HRH Princess Anne carries out the ceremonial concrete pouring at the Al Waab construction site on 16 February 1988, in the presence of Qatari and British dignitaries.

1987

1986

1980

2004

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A beacon of Doha College’s commitment to community initiatives, the now-traditional Doha College 5K and 10K Race had its first edition in November 2011.

201

HRH Prince Charles meets with excited Doha College students at the British Embassy. He is deeply committed to championing environmental and sustainable causes, an issue close to the hearts of our students.

201

HRH Princess Diana made sure to visit Doha College during the tour of the Middle East she undertook with Prince Charles in November 1986. Here she is in one of the classrooms, chatting to awestruck students.

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After receiving permission in February 1980, Doha College opened in September of that year in a 10-room villa on Salwa Road. In those seven months, Principal Sheila Porter led a team of parents and staff to raise funds, refurbish the villa, make desks and blackboards, order books and so much more. It opened with 85 pupils, 8 full-time and 10 part-time staff. By the end of the second year, the College doubled its number of pupils and continued to flourish.

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Our Story Doha Independent School (Primary) and Doha College (Secondary) merge on 1 September 2004. This allows the College to become a centre of excellence for students, throughout their school life.

09

2022

Doha College supports Qatar’s bid to host the 2022 FIFA World Cup. The students made a very persuasive case, proving the suitability of Qatar to host this world-class event. Imagine their elation when Qatar was announced as the host!

2021 A historic milestone Doha College moves into its new home, the stateof-the art 90,000 sqm campus, fit for the forward-looking students and staff of today.

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13

015

Conference room inaugurated as The Bentley Room, to celebrate the phenomenal contribution of ex Chair of The Board Tim Bentley, who was instrumental in delivering the new campus.

HRH Princess Sophie, Countess of Wessex, visits Doha College in October and meets with many students. She is the global ambassador for the Duke of Edinburgh International Award, a self-development programme of high emphasis at our school.

2016

To mark its 40th anniversary and the move to the new campus, Doha College rejuvenates its identity. The sails in the logo represent a transformative journey, while the gold represents excellence and the sandy tones of our host country.

Doha College becomes the first school in Qatar to be awarded an Eco-Schools Green Flag from the Foundation for Environmental Education. The school’s Eco Committee officially hoisted the Green Flag to mark the occasion in a ceremony.

Return to 100% face-toface teaching, a firstever in the new campus, as the COVID-19 pandemic restrictions ease

2020

2019

Doha College breaks ground at the new Al Wajba construction site, heralding a new age for international British education in Qatar.

2018

Doha College receives the highly prestigious distinction of being the first ever to be awarded the status of HPL World Class Award School.

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OUR BOARD OF GOVERNORS Dear Parents, On behalf of the Board of Governors of Doha College, it is my pleasure to welcome you and your family to the Doha College community.

Let me start by saying that you’ve absolutely made the right choice for your child(ren)! Over the course of its 40+ years, DC has developed into the pre-eminent British curriculum school in Qatar, and is recognised as one of the top British international schools worldwide.

Our Board of Governors are the guardians of the vision, mission, values, and brand of Doha College.

We offer support, guidance, and oversight to the Leadership Group, helping to develop strategic planning, goals, sustainability, and enhance policies and procedures that ensure Doha College remains Qatar’s market leader, delivering an outstanding education within a safe, happy, and secure environment.

Doha College’s academic achievements are well known, however DC is about much more than that. Through our focus on High Performance Learning (HPL), we aim to provide the very highest quality of formative experiences for your child(ren); to develop lifelong attitudes, skills, and capabilities that will hold them in good stead wherever they may go and whatever they may do after they leave DC. Most importantly, despite its size, DC is a close-knit community of students, parents, and staff pulling together in the same direction and supporting each other to develop your child(ren) to be the best version of themselves that they can be. “It takes a village”, as Hilary Clinton famously and astutely wrote.

The DC community collectively ensures that the development (academic and otherwise) and well-being of its students is the highest priority.

As you will have seen, we have invested in a state-of-the-art and future-proof campus that will further enhance the learning ecosystem for the coming decades, and we truly hope you and your child(ren) will take maximum advantage of it going forward.

Once again, a very warm welcome to DC. Yours,

EDUARDO VIEIRA

Chair of the Board of Governors

Our Board of Governors can be contacted via the Clerk to the Board at the following:

Contact: Clerk to the Board of Governors E: clerktotheboard@dohacollege.com

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Eduardo Vieira

Taylor Carta

Lisa Ethridge

Chair of the Board

Vice-Chair

Joseph Macari

Board Member

Board Member

Alexandra Norman

Rajiv Thakrar

Matthew Heaton

Mark Dowds

Board Member

Board Member

Board Member

Board Member

Roscoe Banks

Chris Hefford British Embassy Representative

Sarah Taylor

Kati Cooper

Board Member

Primary Teacher Governor

Parent Governor

Ayeesha Lall Parent Governor

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TERM DATES 2023 - 2024 AUTUMN TERM 2023 Tuesday 22 August

Term commences

Sunday 22 to Thursday 26 October

Half-term

Thursday 14 December

Last day of school

Monday 19 December - Sunday 1 January

Winter break (incl Qatar National Day)

SPRING TERM 2024 Tuesday 2 January

Term commences

Sunday 11 February – Thursday 15 February

National Sports Day and Half term

Sunday 31 March

Easter holiday

Thursday 4 April

Last day of school

Sunday 7 to Thursday 18 April *

Eid Al Fitr and Spring break

SUMMER TERM 2024 Sunday 21 April

Term commences

Thursday 13 June

Last day of school

Sunday 16 – Tuesday 18 June **

Eid Al Adha and Summer break

*Dates may be subject to change in line with official holidays in Qatar or MoE

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SCHOOL TIMINGS

*

The school week in Qatar runs from Sunday to Thursday and each day is structured to keep students active with time to socialise with their peers, enjoy lunch, and engage with the co-curricular activities.

PRIMARY SCHOOL TIME

ACTIVITY

7:15 am – 7:30 am

Soft start

7:30 am – 8:20 am

Lesson 1

8:25 am – 9:15 am

Lesson 2

9:20 am – 09:35 am

First break

9:35 am – 10:25 am

Lesson 3

10:30 am – 11:20 am

Lesson 4

11:25 am – 12:05 pm

Second break

12:05 pm – 12:55 pm

Lesson 5

1:05 pm – 1:50 pm

Lesson 6

2:05 pm – 3:05 pm

CCAs

SECONDARY SCHOOL TIME

ACTIVITY

7:20 am – 7:30 am

Registration

7:35 am – 8:25 am

Lesson 1

8:25 am – 9:20 am

Lesson 2

9:20 am – 09:40 am

First break

9:40 am – 10:30 am

Lesson 3

10:35 am – 11:25 am

Lesson 4

11:25 am – 12:10 pm

Second break

12:10 pm – 1:00 pm

Lesson 5

1:05 pm – 1:55 pm

Lesson 6

2:05 pm – 3:05 pm

CCAs

* From August 2023

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FEE SCHEDULE FOR THE YEAR 2023-2024 Primary School (FS1 and FS2) Tuition fee per term

QR 13,064

Capital Charge

QR 8,000

Primary School (Years 1 to 6) Tuition fee per term

QR 13,717

Capital Charge

QR 8,000

Secondary School (Years 7 to 11) Tuition fee per term

QR 23,379

Capital Charge

QR 5,000

Secondary School 6th Form (Years 12 and 13) Tuition fee per term

QR 24,947

Capital Charge

QR 5,000

FEE DESCRIPTION Capital Charge: Payable per student each academic year with the autumn term fees or the term in which the student joins Doha College.

Seat Booking Fee: Non-refundable fee to accept the offer of a place at Doha College or confirm enrolment for the following academic year. The cost is fully offset against the fees for the first term for that academic year.

Registration Fee: A non-refundable one-off fee for every child enrolling with Doha College.

Stationery Deposit: A once-off charge to cover the cost of lost or damaged Doha College property, including text books and/or instruments, in the possession of a student. The stationery deposit is due on acceptance of a placement offer for new students and will be refunded upon the student leaving and all property having been returned to Doha College.

DOHA COLLEGE INCOME VS EXPENDITURE Doha College is a not-for-profit school that invests its fees in quality staff and infrastructure. We recruit and retain highly qualified teachers with a proven track record in education. We also invest in state-of-the-art facilities and technology, so that students can learn in a safe and stimulating environment.

We believe that these investments are essential to providing students with the best possible education. We are committed to providing students with a world-class education in a safe and supportive environment.

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ADDITIONAL NOTES

Joining Fees Seat Booking Fee

QR 2,000

Registration Fee

QR 3,650

Stationery Deposit

QR 1,000

Term

Due date

Autumn Term

22 August 2023

Spring Term

2 January 2024

Summer Term

21 April 2024

Doha College has three terms per academic year.

Tuition fees for each term is payable on/before the first day of term.

Tuition fees are inclusive of exercise books, paper as deemed necessary by staff plus the loan of standard textbooks.

There are no extra charges other than for breakages, loss of/or damage to Doha College property, external examination fees, trips, extracurricular activities and/or for materials required in practical classes.

Note: Fees should be submitted on or before the due date. Fees additional to those described above are payable in respect of certain matters. These include but are not limited to (I) GCSE and A-Level examination entry fees, costs for trips and visits, optional instrumental tuition, iPad, and learning support for certain students. Such additional fees will be payable separately.

Salaries and Other Staff Costs 56% Interest payment 7% Rent 9% Repairs & Maintenance 3% Educational Supplies 2% IT Expenses 1% Other Expenses 4% Depreciation 18%

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SAFEGUARDING PRIMARY

If you have any concerns about the health, safety or well-being of any student at Doha College, please speak to one of the following immediately:

Uzma Zaffar Derek Watson

Shainaz Dalvi

Lisa Finighan

Executive DSL

Deputy DSL

Deputy DSL

Deputy DSL

Doha College is committed to safeguarding and protecting all students and expects all staff and visitors to share this commitment. This means we aim to protect all children from harm or injury and allow them to develop safely, free from abuse or neglect.

Danielle Price DSL

Scott McDiarmid Klelia Antoniou Deputy DSL

Ruth Whymark Deputy DSL

SECONDARY

Deputy DSL

Ayeesha Lall Matthew Corke

David Kane

Gemma Stroud

Deputy DSL

Deputy DSL

Deputy DSL

Nicholas Taylor

Safeguarding Governor safeguardinggov@dohacollege.com

SCAN FOR THE SAFEGUARDING BOOKLET

DSL

Louise Kotek

Jerome Scafe

Deputy DSL

Deputy DSL

Deputy DSL

dc.click/safeguarding

ACADEMIES

Sarah Jackson

Thomas Westmoreland

James Mwale

David Wallace

Jane Williams

DSL

Deputy DSL

Deputy DSL

Deputy DSL

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Vehicle Gate

Nurses Station

Prayer Room

PG Pedestrian Gate

VG

VG3

Wheelchair Access

PG2

S1

S2

S3

Secondary

VG4

S6

S5

S4

VG2

CE T RAL HUN B A MA ND RECEIN PTIO N

PG3

P1

P2

PG3

S2

P3

ary

SPO

PG1

P4

MU GA

P5

P4

SP1

Prim

VG1

SP2

RE -

RTS CEN T

4G

REC EPT IO

N

PIT CH

FM

PG6

VG5

EQUIPMENT AND GADGETS Each day, students should have a pencil case with pens and pencils of various colours, ruler, eraser and a glue stick.

All students from Year 3 onwards must have an iPad. The iPad should be similar to a 10.9” iPad with 256 GB storage, Wi-Fi enabled and support latest IOS (iPad 10th Gen). Minimum Specification- 9.7” iPad with 128 GB storage, Wi-Fi enabled and support latest IOS. It is also recommended to have a cover and integrated keyboard. The iPad will need to be handed into the school to have the MDM security measures installed for school use.

CALCULATOR The recommended calculators can easily be recognised if they have the word ‘NATURAL’ or ‘CLASSWIZ’ written somewhere on the calculator. Below is a list of recommended calculators, all of which are Casio:

Acceptable Old Design (NATURALV.P.A.M.)

fx-95ES PLUS

Most recommended fx-991ES PLUS

(2nd edition)

(2nd edition) fx-570ES PLUS

(Years 7-9 only)

(2nd edition)

New Design

fx-991CW (latest model) fx-570CW (latest model) fx-991EX fx-570EX

The ‘most recommended’ calculators have extra functions which are useful in A Level.

In Qatar, the model numbers may differ slightly.

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ATTENDANCE AND PUNCTUALITY Doha College believes that every child matters, should feel welcome, and have the ability to thrive within the College. There is a strong feeling of community various student committees to ensure that students have a say in the College and are a vital part of its growth and development. Attendance is key to this. If students are not in school, they cannot benefit from our dedicated teachers and all the additional clubs, activities and events that happen throughout the year. The school has a lot to offer and we encourage all students to be fully involved.

There is a clear link between good attendance and high academic standards. For our students to gain the greatest benefit from their education, it is vital they attend regularly and every child should be at school, on time, every day the school is open unless the reason for absence is unavoidable. Promoting regular attendance and helping to create a pattern of regular attendance is everybody’s responsibility – parents, pupils and all members of Doha College staff.

To achieve this, we will: • • •

Monitor attendance.

Report to parent/carer’s termly on their child’s attendance.

Raise awareness with parents, pupils, and staff on maintaining positive attendance levels across Doha College.

A child’s attendance falling below 95% during any academic term could affect renewal of enrolment for the following academic year. A five percent absence equates to approximately eight to nine school days.

If your child is absent for any reason, please inform the class teacher/form tutor as soon as possible, and also copy in the front office at frontofficestaff@dohacollege.com who oversee the management of registers.

Attendance policy: https://www.dohacollege.com/discover/our-policies

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HOUSE SYSTEM

Primary school House colours

Secondary school House colours

Every student at Doha College is a member of a House. The House system forms an integral part of our community as encourages healthy competition in academic, sporting, and cultural spheres; enabling students to collaborate and make friends across all year groups.

The House system is aimed at developing student participation and celebrating success in several House activities both curricular and co-curricular. Competitions are hugely enjoyed throughout the year.

The House system presents the opportunity to reward work within and beyond a classroom setting, while developing values of cooperation and teamwork among students and staff.

Student achievements are celebrated through a reward system. House points are awarded throughout the year, recognising not only academic success but also sporting achievement, effort, attendance and good progress and certificates are presented on reaching key milestones.

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MEDICAL TEAM The health and safety of students at Doha College is a key priory. There are clear procedures for the administration of first aid and full time nurses in both Primary and Secondary. Our nurses are registered holding current practicing certificates and remain onsite during school hours and for after-school activities.

Megan Geldenhuys Head School Nurse

When a student is unwell or injured at school, the nurse will be responsible for their care. Parents will be informed of any serious illness/injury by telephone.

Email or Class Dojo (in Primary) will be used to communicate minor any illness/ injury.

All care provided to a student will be documented. Incidents/accidents will be documented in an incident report book.

In the event of an emergency, an ambulance will be called and parents will be notified immediately by telephone. The Facilities, Health and Safety Manager or designated member of the Leadership Group will be notified of all serious injuries/incidents.

Hannilyn Amararon School Nurse

SICK LEAVE AND MEDICAL CERTIFICATES For any period of absence more than three continuous school days, a medical fit-for-school / doctors certificate is required for your child to return to school.

The only exemption for this is a pre-explained absence notified at least one school day prior for instances such as the following : • • •

Religious holiday/celebration.

Funeral or wedding.

Appointment which can be evidenced.

Neha Kumar School Nurse

Please note, a medical certificate for a student cannot be written by a family member. Please email the medical certificate to your child’s class teacher /form tutor on return.

Simona Marin School Nurse

Nursing policy: https://www.dohacollege.com/discover/our-policies

Denise Terol School Nurse

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CONTACTING THE SCHOOL At Doha College, you will hear us talk frequently about the educational triangle between student, parent, and staff to ensure every child’s educational journey and experience is wholly supported every step of the way. One of the most critical aspects of this educational triangle is communication. Doha College has effective and robust channels of communication to ensure parents receive accurate information or speak to the relevant member of staff swiftly.

Class Teacher

Vice Principal – Head of Primary

Head of Year

Deputy Head Academic

Assistant Head

Deputy Head Pastoral

The method and channels of communication differ slightly between Primary and Secondary. You will notice that Primary has additional methods of communication. This approach is to provide our Secondary students with the independence and responsibility in their role of communication between teacher and parent. There will, of course, be times when this is not appropriate, and below highlights the points of contact for varying situations.

POINTS OF CONTACT FOR PRIMARY. If you have any questions or queries, please do not hesitate to contact us, we are more than happy to help. In relation to your child’s learning, your first point of contact is the class teacher. You can speak to the teacher at drop-off or pick-up, via email or by sending a message on Class Dojo.

We are hopeful you will receive all the information you require, however if you require further clarification, please contact your child’s Head of Year. It is important to note that the class teacher and Head of Years are teaching each day, however their response will be as prompt as possible. If your query is urgent or you require a response immediately due to its nature, please contact the Assistant Head Teacher for your child’s key stage. The Deputy Head Teachers for Pastoral and Academic are also available should you require their assistance, and following on from this, the Head of Primary.

CONTACTING THE SCHOOL ADDITIONAL PRIMARY COMMUNICATION TOOLS

1) Class Dojo – The app allows daily informal communication between parents and the class teacher.

Class Dojo is where you will be able to see pictures of your child’s learning, access ‘text message’ type communication to and from staff who teach your child, monitor behaviour rewards, and receive class specific information and reminders about events.

2) Reading journal – At the beginning of the academic year, each child is provided with a reading journal. This is a record of the reading that is taking place across each week.

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POINTS OF CONTACT SECONDARY.

FRONT OFFICE • Attendance

FORM TUTOR

• Punctuality

• Well-Being

• General information

• Safeguarding • Attendance • Behaviour issues • Punctuality • General concerns • Celebrating achievement

HEAD OF YEAR • Well-Being

PARENTS

• Safeguarding SUBJECT TEACHER • Subject specific concerns • Curriculum • Assessment

• Whole school Academic issues • Celebrating achievement • Whole school behaviour issues

• Homework • Classroom behaviour issues

COMMUNICATION TOOLS WHOLE SCHOOL

1. Parent Portal - This is where you will be able to access, parent letters, timetables, and your child’s reports etc.

2. Email and phone calls – These channels of communication will be used on a one-to-one or small group basis for specific topics or concerns, such as absences and trips. It will be used throughout the year as an when necessary.

3. SchoolsBuddy – This platform is used for the registration of after-school Co-Curricular Activities (CCAs) and parent afternoon consultations.

4. Text message – Doha College uses a text messaging service that issues SMS messages. This is often used to issue urgent information quickly to parents, therefore please ensure you provide the school with your most upto-date mobile number should it change following the admissions process of your child(ren).

5. All other queries – If you have a query or a question not related to your child’s learning and not sure where to direct it, please email enquiries@dohacollege.com and we will send this to the individual responsible who will then contact you directly.

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SCHOOL SECURITY AND SAFETY The objective of the CCTV Policy is to provide guidance in relation to good practice in the use of CCTV (closed circuit television) and to detail the controls necessary to ensure compliance with the United Kingdom’s Data Protection Act 2018 (the UK’s implementation of the General Data Protection Regulation (GDPR) as well as Qatar Law No. 9 regulating the use of security and surveillance CCTV cameras.

At DC we have security cameras across the campus. The purpose is for: • Protecting the health and safety of employees, students, and visitors on the sites.

• Monitoring the security of the sites and property.

• The prevention, investigation, and detection of disciplinary offences in accordance with the College’s disciplinary procedures.

CCTV policy: https://www.dohacollege.com/discover/our-policies

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CO-CURRICULAR ACTIVITIES Duncan McDermid Director of Co-Curricular Activities

Co-curricular activities (CCAs) play a key role in a student’s life at Doha College and we are fortunate to benefit from excellent sporting, music, and theatre facilities at our campus. There is also a strong programme of community action, including the ECO schools project, Model United Nations, DofE and our charities committee.

Each term, students have a wide choice of CCA activities to choose from, including physical, creative, cultural, and academic activities. These activities play a huge part in a student’s personal development and success at Doha College, and are considered an integral part of what makes our students such well-rounded global citizens moving forwards.

activities play a “ Co-curricular key role in a students life at Doha

College. The emphasis of CCAs is on variety, inclusion, and encouraging students to explore new activities, cultivate new interests, and develop a variety of skills.

“

As part of the CCA programme, Doha College offers a wide range of trips and visits to a variety of destinations across the globe. Recent visits have included history trips to Iceland and Russia, Duke of Edinburgh expeditions to Nepal, ski trips to Switzerland, international sports tours and much more.

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REPORTING AND ASSESSMENT Assessment plays an integral part in the teaching and learning at Doha College. Assessment for learning takes the form of informal formative assessment that is ongoing within each lesson. It helps identify areas of strength and provides next steps for each student. This type of assessment can be an observation, targeted questioning quizzes, self-assessments, or focused tasks.

Assessment of learning is summative assessment which takes a ‘snap shot’ of learning at key points in the academic year. This type of assessment may be a test, a quiz, or an extended piece of writing.

In addition to these internal assessments, we also carry out externally validated assessment through providers such as GL Assessment.

This combination provides us with a rich data set to ensure every student is supported to reach their full potential.

Reporting take place regularly throughout the year with a combination of grade reports and written reports. Across the year we combine the assessments outlined above with a depth of pastoral knowledge of each student to provide an insight into academic success alongside a holistic view of every student.

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CLASS SIZES We are proud of our small class sizes which allows our staff members to create a nurturing environment for our students.

The class sizes in EYFS range from 18-24 while all other year groups in Primary and Secondary are set at 24. Classes in the 6th Form range from 14-16 students per class. Our class sizes are normally capped at 24, however can go up to 26 to accommodate siblings and, or staff children.

Staff to student ratio : All classes in Early Years.

Key Stage 1 and Lower Key Stage 2 have a dedicated teaching assistant. A teaching assistant is shared between two classes for Key Stage 2 classes.

PRAYER FACILITIES There is a prayer room for the students to access during the day.

Principles of Islamic conduct are to be observed in the prayer room at all times and is exclusively a place to pray. All users must therefore respect these requirements at all times.

•

•

•

• • •

Clean areas must be maintained by all users, including removal of shoes before walking into the prayer room. Shoes must be stored in areas provided.

Islamic principles of cleanliness should be followed in all parts of the prayer room and associated areas i.e. (ablution areas and toilets).

While using the ablution facilities, please be mindful of other users and keep water use to a minimum in order to reduce the risk of slippages.

Modesty and appropriate dress should be observed in the prayer room at all times.

Prayers must be conducted in a way that does not disturb others offering their prayer.

Please ensure that any mobile devices are switched off or on silent mode.

• •

• • • •

Please respect other users and enter and leave the room quietly.

Eating, drinking, and sleeping are not permitted within the prayer room in order to uphold the sanctity of the facilities.

Personal belongings, valuables, and money should not be left in the room.

A male must not enter the female prayer room.

A female must not enter the male prayer room.

Any social events and recreational activities are strictly forbidden in the prayer room.

29

VG 4

PG 3

PG 4

Secondary

VG 5

PG 2

VG 3

Centr al Hub

PG 5

As tro

MU

GA

tur

f VG

6

Pit ch

VG 2

PG 6

PG 1 VG

1 Woqod Petrol Station

VEHICLE ACCESS GATES

PEDESTRIAN ACCESS GATES

VG 1

Visitor access and staff entrance

PG 1

Not in use

VG 2*

Secondary drop-off and pick-up (external parking)

PG 2

Not in use

VG 3

Staff entrance

PG 3

Not in use

VG 4

FS1, FS2, Year 1 and Year 2 vehicle entrance (parking inside campus)

PG 4

FS1, FS2, Year 1 and Year 2 drop-off and pick-up

VG 5

FS1, FS2, Year 1 and Year 2 vehicle exit

PG 5

Not in use

VG 6*

Staff entrance

PG 6

Years 3 - 6 drop-off and pick-up

30 *(Closed to vehicles during drop-off and pick-up)

DIGITAL LEARNING Doha College is an iPad school, and all students from Years 3 to 13 shall bring their iPad to school every day.

Technology is fully integrated into teaching and learning and Doha College students show a high degree of digital literacy from an early age.

INDEPENDENT ENQUIRERS

Students use digital learning devices to work independently as part of a research or enquirybased activity.

COLLABORATIVE PARTICIPANTS

Students use digital learning devices to work with each other, or with their teacher, to achieve a common goal.

RESPONSIBLE USERS

Students are aware of their role in ensuring that their device is used responsibly within the school community.

ORGANISED SCHOLARS

Digital learning devices are used to further engage and engross students in the learning process.

Students use their digital learning device to successfully organise their schoolwork and facilitate success.

INNOVATIVE LEADERS

DIGITALLY LITERATES

ENGAGED LEARNERS

Students lead in technology.

They use their device to generate new ideas and foster a sense of innovation in others.

Students are able to develop expertise in digital literacy, across a wide range of platforms.

CREATIVE EXPLORERS

Digital learning devices are used to foster a sense of creativity through exploration of ideas and concepts.

EQ

I TY AN UAL D

IN CLU

S I ON

D IVERSI TY ,

DIVERSITY AND INCLUSION

COMMITTEE

Doha College is committed to actively tackling bias, prejudice, and discrimination, promoting equal opportunities and good relations between all DC students, staff, parents and the community as a whole. Doha College recognises the benefits of having a diverse school community where students and staff are equally respected and valued. We seek to eliminate discrimination, advance equality of opportunity, and foster good relations between everyone within our community. Doha College is an anti-racist, anti-discriminatory school that has a zero tolerance for bullying, harassment, or victimisation within the College and its community.

DEI policy: https://www.dohacollege.com/discover/our-policies

31

WELL-BEING AT DC Doha College believes that well-being sits at the heart of everything it does with students. Each child is unique, and although there is no set level of what well-being should be, each child should be helped to reach their full potential as an individual.

As a school we aim to help every child learn how to cope with the trials and experiences they will face as they move through the school, become young adults, and confident members in the community.

Students will have different experiences and needs at different times in their lives, and it is important the right support is in place at each stage when needed.

We ensure that well-being: o

is child-focused - it ensures students and their family are at the centre of decision-making, with support available to them.

o

is based on an understanding of the well-being of a child in their current situation - it takes into consideration the wider influences on a child and their developmental needs when thinking about their well-being, so that the right support can be offered.

o

is based on tackling needs early - it aims to ensure needs are identified as early as possible to avoid bigger concerns or problems developing.

o

Requires joined-up working - it is about the child, parents, and the services they needed working together in a co-ordinated way to meet the specific needs and improve their well-being.

Life can be stressful and learning to cope with those stresses is key to a student’s well-being.

Some students will do this naturally, others will need more help, support and strategies to do this. Regular well-being surveys are conducted with all students.

Doha College aims to prevent and support the effects of adverse childhood experiences (ACEs) such as bullying, abuse (physical, emotional, sexual, or neglect), and growing up with mental illness or lack of family support. By doing this we hope to reduce impacts later in life such as chronic health problems, depression, substance abuse, or other concerning behaviours.

SAFE INCLUDED

RESPONSIBLE

HEALTHY

Well-being Wheel

RESPECTED

ACHIEVING

NURTURED

ACTIVE

As a guide to what well-being should be, Doha College follows the eight well-being indicators which are commonly referred to by their initial letters - SHANARRI. (safe, healthy, achieving, nurtured, active, respected, responsible, and included). These indicators help all staff to appreciate a common understanding of what can be used to ensure a child’s well-being is influenced holistically through each area.

32

WELCOME FROM THE CHIEF OPERATING OFFICER

As the Chief Operating Officer of Doha College, my responsibility is to lead the non-teaching professionals who provide support to the institution. This includes educational support staff, such as Learning Support Assistants and Classroom Teaching Assistants, as well as business support staff, like finance, admissions, HR, marketing, health and safety, facilities, and IT. Our support staff members come from diverse backgrounds and possess various skills and expertise.

However, they share a common dedication to Doha College, a passion for their work, and a clear understanding that their efforts contribute to the success of the students. We are confident that our strategic planning and careful management will enable us to overcome any challenges that may arise for independent schools, both locally and globally.

With the guidance of our experienced and committed Board of Governors and staff members, we will continue to adapt to future needs while upholding the core values of Doha College.

With your support, we look forward to a very bright future for our institution.

David Lish Chief Operating Officer

33

ACADEMIES DC Instrumental Music

Learning to play an instrument is tremendous for cognitive development and engages the brain in a multifaceted manner. Qualifications can be gained through ABRSM and RSL Awards – valuable for university entrance points in the long term. It also provides excellent opportunities for students to join forces with their peers for recitals, concerts and productions.

The Instrumental Music Programme is managed by talented and enthusiastic musicians who are highly qualified specialists in their field, and drawn from a broad international base. They teach skill development, technique, music reading and improvisation. Materials and repertoire are appropriately selected for each student, tailored to levels and targets.

34

Mockingbird Performing Arts Imagination takes flight!

Confidence soars!

Mockingbird Performing Arts, is dedicated to bringing high quality and affordable drama, musical theatre and performing arts classes to the community.

Jane Williams Director of Mockingbird Academy

We provide young people with a foundation of vital skills to succeed in school and throughout life and provide students with several fundamental abilities, including self-esteem, confidence, creative thinking, acting skills, public speaking skills, as well as leadership, and teamwork skills. Whether your child has an active interest in performing, or simply wants to make new friends and explore the development of important attributes, Mockingbird is the perfect choice.

35

Evolution Sports Qatar Tommy Westmoreland Founder and General manager

QATAR’S LARGEST MULTI-SPORTS YOUTH COACHING PROVIDER Under the umbrella of Doha College, Evolution Sports began in 2007 to enable youngsters from all social and cultural backgrounds the opportunity to enjoy playing organised football in Qatar. Today, the academy is in multiple locations, including Al Wajba, West Bay, The Pearl, and Abu Hamour. Evolution Sports has evolved into an award-winning multi-sports youth coaching provider that includes soccer, swimming, basketball, and netball and has seen over 10,000 youngsters participate.

“

SOCCER

SWIMMING

NETBALL

BASKETBALL

ARCHERY

FENCING

DEVELOPING THE PERSON BEFORE THE PLAYER

”

36

Holiday Camps and Clinics Evolution Sports is renowned for providing exceptional holiday camps throughout the year, ensuring that children can continue to have fun and stay engaged outside of term time. Our camps are highly regarded for their incredible activities and engaging programmes, making them the perfect choice for parents who want their child(ren) to have an unforgettable experience.

Whatever your aim; losing a little weight, toning up or getting fit, there’s a fitness programme at Evo to suit you. Our outstanding team of coaches will guide and support you on your journey.

Activate your fitness

We offer several membership packages, there’s no registration, no contract or hidden fees. Simply choose an offer that works for you and become part of the Evo Active community at DC today!

Our Youth Strength & Conditioning programme lays the groundwork for young athletes by honing in on essential strength and stability. It supports their physical growth and health throughout the school year, contributing significantly to their overall well-being.

d www.evosportsqatar.com n +974 4407 6772 e info@evosportsqatar.com

37

MEALS AND HEALTHY EATING We have a no-nut policy at Doha College and no nut products are allowed under any circumstances as some students are highly allergic.

At Doha College we: • Encourage students to eat a healthy and balanced diet.

• Educate students about a healthy lifestyle, e.g. diet, fitness, personal hygiene, and the importance of a good night’s sleep.

We give students a better understanding of how healthy living can benefit their learning. We promote healthy snacks/lunch boxes but still allow treats, so that the concept of ‘everything in moderation’ is understood.

We truly believe that with a good breakfast, regular exercise, and a balanced diet, students are better equipped to succeed. Increased energy levels will help a child academically as their concentration levels will rise.

FOOD • Your child should eat a filling breakfast before s/he comes to school.

• Your child should be provided with balanced nutritious snacks for the day.

• Students in EYFS have access to their snack as and when they require to eat and drink throughout the day.

• Years 1 – Year 13 have two allocated snack times throughout the school day and should bring enough food to last both break times. If s/he has an afterschool activity, an additional snack, should be brought.

• Chocolate bars, sweets, and fast food are not permitted as part of a child’s snack.

• Your child should be encouraged to eat a range of fruit and vegetables throughout the day.

• Children are not allowed to swap food from their snack boxes with others.

DRINKS • Your child should bring a water bottle to school every day. This can be refilled from any of the water coolers in school.

• Students are allowed to bring juice, water or milk as part of their snack. Flavoured milk is discouraged and fizzy drinks are not permitted.

TREATS Although treats and sweets are not allowed as part of your child’s daily snack, in certain cases such as party days or bake sales, it is permitted. We want students to realise that treats are acceptable in moderation.

38

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Getting to school and back is easier than

Hop on the bus

1, 2, 3!

TRI LOGISTICS

SCAN TO

N CALL

An ISO and OHSAS Certified Company

5990 7193

OR EMAIL info@trilogistic.com

* For illustration purpose only.

39

UNIFORM CODE AND SUPPLIER SUPPLIER ZAKS UNIFORMS E: info@zaksstore.com T: +974 4450 6939 W: www.zaks.me EYFS EYFS

Primary Primary Year 1 - Year 6 Year 1 - Year 6

Secondary Secondary Year 7 - Year 10 Year 7 - Year 10

6th Form 6th Form

Online Store: www. zaksstore.com/shop/ dohacollege

PRODUCT CATALOGUE: https://issuu.com/ dohacollege/docs/dohacollege-uniform-catalogue

P.E. Uniform P.E Uniform

Navy Sweater Navy Sweater for Primary and Secondary

Black Sweater for 6th Form Navy Sweater for 6th Form

EYFS UNIFORM BOYS

GIRLS

• DC branded polo t-shirt • DC branded Bermuda short • White socks • Trainers • DC branded cap

• DC branded polo dress • Shorts for under the dress • White socks • Trainers • DC branded cap

Additional items for winter

Additional items for winter

• DC branded V-neck sweater

• DC branded V-neck sweater

Accessories

Accessories

• Water bottle

• Water bottle

DC branded items (optional)

DC branded items (optional)

• Book bag

• Book bag

40

YEARS 1 TO YEAR 6 UNIFORM BOYS

GIRLS

• DC branded shirt • DC branded navy-blue Bermuda shorts/trouser • Navy or black socks • Navy or black shoes

• DC branded shirt • DC branded navy blue skirt/trousers • Navy or black socks/tights • Navy or black shoes

Additional items for winter

Additional items for winter

• DC branded V-neck sweater

• DC branded V-neck sweater

PE Kit

PE Kit

• DC branded blue air-cool t-shirt • DC branded blue air-cool shorts • DC branded jogging bottoms • White socks • Trainers with non-marking soles • DC branded swim shorts

• DC branded blue air-cool t-shirt • DC branded blue air-cool shorts • DC branded jogging bottoms • White socks • Trainers with non-marking soles • DC branded swim suit

PE Accessories

PE Accessories

• Goggles • Pool shoes • DC branded swimming cap • Navy rash vest (optional) • Towel

• Goggles • Pool shoes • DC branded swimming cap • Towel Accessories

• DC branded cap • Water bottle

• DC branded cap • Water bottle • Black or blue hair ties / bands / clips only

DC branded items (optional)

DC branded items (optional)

• Backpack • PE bag

• Backpack • PE bag

PRODUCT CATALOGUE: https://issuu.com/dohacollege/docs/doha-college-uniform-catalogue

41

YEARS 7 TO YEAR 11 UNIFORM BOYS

FS 1 Age 3

• DC branded shirt • DC branded trousers • Navy or black socks • Black shoes

• DC branded shirt • DC branded skirt (to knee or lower) or DC branded

Additional items for winter

Additional items for winter

• DC branded V-neck sweater

• DC branded V-neck sweater

PE Kit

PE Kit

• DC branded blue air-cool t-shirt • DC branded blue air-cool shorts • DC branded jogging bottoms • White socks • Trainers with non-marking soles • DC branded swim shorts • Navy rash vest (optional)

• DC branded blue air-cool t-shirt • DC branded blue air-cool shorts • DC branded jogging bottoms • White socks • Trainers with non-marking soles • DC branded swimsuit

PE Accessories

PE Accessories

• Goggles • Pool shoes • DC branded swimming cap • Football shin pads • Towel

• Goggles • Pool shoes • DC branded swimming cap • Football shin pads • Towel

DC branded items (optional)

DC branded items (optional)

• School bag • PE bag • DC branded cap

• School bag • PE bag • DC branded cap

FS2 Age 4

EYFS

GIRLS

Y1 Age 5

Y2 Age 6

tailored trousers

• Navy or black socks • Black shoes

Y3 Age 7

KEY STAGE 1

Y4 Age 8

Y5 Age 9 KEY STAGE 2

PRIMARY

Y6 Age 10

Y7 Y9 Y8 Age 11 Age 12 Age 13 KEY STAGE 3

Y12 Y13 Y10 Y11 Age 14 Age 15 Age 16 Age 17

42

KEY STAGE 4

SECONDARY

KEY STAGE 5 6TH FORM

6TH FORM UNIFORM BOYS

GIRLS

• DC branded white shirt • DC branded trousers • Navy or black socks • Black shoes

• DC branded white shirt • DC branded skirt (knee length or lower) / DC branded

Additional items for winter

Additional items for winter

• DC branded black V-neck sweater

• DC branded black V-neck sweater

PE Kit

PE Kit

• DC branded blue air-cool t-shirt • DC branded blue air-cool shorts • DC branded jogging bottoms • White socks • Trainers with non-marking soles • DC branded black or navy swim shorts • Navy rash vest (optional)

• DC branded blue air-cool t-shirt • DC branded blue air-cool shorts • DC branded jogging bottoms • White socks • Trainers with non-marking soles • DC branded black or navy swim shorts • Navy rash vest (optional)

PE Accessories

PE Accessories

• Goggles • Pool shoes • DC branded swimming cap • Football shin pads • Towel

• Goggles • Pool shoes • DC branded swimming cap • Football shin pads • Towel

DC branded items (optional)

DC branded items (optional)

• School bag • PE bag

• School bag • PE bag

tailored trousers (not jeans)

• Navy or black socks • Black shoes

LOST PROPERTY Primary : All Primary school lost property will be stored within the Year group hubs. If a student has lost an item, they should check within the lost property bins within the hub in the first instance. We will hold termly events where lost property items will be displayed and can be claimed.

Secondary : All Secondary school lost property will be stored in the Key Stage 3 student welfare office (S3 ground floor). If a student has lost an item, they should attend the Key Stage 3 office in the first instance. We will hold termly events where lost property items will be displayed and can be claimed.

43

FRIENDS OF DOHA COLLEGE Friends of Doha College is a parent-led volunteer initiative with the aim to build an inclusive and welcoming school community.

Through their events, FDC actively raises funds which are used to purchase additional resources and facilities to enrich the educational experience and overall well-being for all students and the Doha College community.

FDC also provides volunteer support at various school events throughout the year.

MEET THE TEAM

Dalia Lofty

Chiara Piccarreta

Farah Sabih

Chair

Vice-Chair

Secretary

Afreen Nagaria

Gökçe Şancı

Treasurer

Marketing

EMAIL FDC@DOHACOLLEGE.COM

FDC FACEBOOK PAGE CLICK HERE

If you are a Doha College parent who is interested in volunteering, please contact us via dc.click/fdc

44

WELCOME FROM THE HEAD OF PRIMARY

It is with great pleasure that I welcome you to Doha College.

Located in Al Wajba, since 2020 and situated within stunning grounds and first-class facilities, Doha College has been proudly educating in Qatar for over 40 years.

An education at Doha College Primary is holistic. We have built a bespoke knowledge-rich, skills-led curriculum which provides growth and challenge for all. We inspire students to reach their full potential and actively make a positive difference to the lives of others. We encourage our students to explore the extraordinary number of enriching opportunities on offer and reach for the highest standards in all that they do - in their character and behaviour for learning, as well as their academic outcomes. We are immensely proud of the achievements of all students and, in equal measure, we celebrate their outstanding academic results, future destinations, excellence in the performing arts, sporting endeavours, and service to others. With hard work, effort, and fortitude, there is a strong belief that there is no limit to what can be achieved.

We celebrate and embrace the international and multicultural backgrounds of our students, who come from around the world. In keeping with our Doha College core values, we facilitate the sharing of these diverse experiences and perspectives, placing an emphasis on critical thinking and global citizenship. We want our students to recognise that a positive difference can be made to the world around them.

Our teachers are our greatest asset, and our students benefit immensely from outstanding relationships with staff they trust and who go the extra mile to put children first.

Our students love being at Doha College Primary - it is a happy, supportive, and vibrant place full of challenge, opportunity and spirit!

Ruth Whymark Senior Vice-Principal – Head of Primary rwhymark@dohacollege.com

45

THE EYFS CURRICULUM The EYFS curriculum is delivered over two years (FS1 and FS2) and provides a positive, stimulating and supportive environment, enabling children to achieve high levels of emotional wellbeing and engagement. Being confident and feeling secure in a learning environment promotes learning.

In EYFS, students explore, discover and develop their skills through a play-based approach and the principles of High Performance Learning, which includes skills such as innovation, creativity, enquiry, and problem-solving. Children initiate their learning and also learn through focused teacherled activities.

Many additional attributes such as respect, establishing positive relationships, fostering the cultivation of ideas and becoming active, independent learners are also encouraged through seven key identified areas for development:

• Personal, social and emotional development • Communication and language • Physical development • Literacy • Mathematics • Understanding the world • Expressive arts and design

Early Years Foundation Stage (EYFS)

Primary

School year

FS1

FS2

1

2

3

4

5

6

Student’s age at the beginning of school year

3

4

5

6

7

8

9

10 46

PERSONAL, SOCIAL AND EMOTIONAL DEVELOPMENT We aim to develop high levels of wellbeing by supporting our students to make positive relationships with adults and other children, manage their feelings and behaviour and develop self-confidence and awareness.

Children learn to play co-operatively, taking account of one another’s ideas and show sensitivity to the needs and feelings of others.

They also develop the confidence to try new activities, have a go and plan their learning.

COMMUNICATION AND LANGUAGE Through imaginative play, games and stories, children naturally develop listening, attention, understanding and speaking skills. We ensure our students are engaged and listen attentively, understanding how to respond appropriately. Children follow instructions and answer questions about their experiences, expressing themselves effectively and developing their narratives and explanations by connecting ideas.

PHYSICAL DEVELOPMENT We actively encourage knowledge and understanding of the importance of good health and develop skills to manage basic hygiene and personal needs. Children are taught to handle equipment and tools appropriately and are enabled to develop good control and coordination.

these through challenges and purposeful play, and learning to recognise numerals and count.

Exploration in areas such as time, measuring, money and shapes are critical. Students will also focus on practising estimation and finding totals, using mathematical vocabulary and solving problems. Children apply knowledge and skills to identify mathematical problems based on their interests and fascinations.

UNDERSTANDING THE WORLD Children are curious and enquire about the world, people, communities and technology.

We promote learning by making observations, talking about features and recognising similarities and differences. The importance of identifying varieties of technology being used and the purpose of its selection is also nurtured.

EXPRESSIVE ARTS AND DESIGN Children develop their creativity by singing songs, making music, dancing, and experimenting with changing them. By practising and exploring various techniques, tools and materials, students can engineer and construct with a purpose in mind. They are enabled to make choices and select resources independently to achieve their goals. Children develop their imagination by representing their ideas, thoughts and feelings in original ways through design and technology, art, music, dance, role-play and stories.

LITERACY Students are taught phonics every day in FS1 through play and in FS2 using the Read Write Inc. (RWI) programme. Children are enabled to practise, apply and master their reading and writing skills through the continuous provision of role play. In addition, each classroom contains inspiring and stimulating library areas and access to the school library resource.

MATHEMATICS Children are taught mathematical skills and have access to practise and apply

47

PRIMARY CURRICULUM Doha College Primary follows the National Curriculum for England, providing an education for children between the ages of 3 and 11, covering EYFS to Year 6.

It provides a broad and balanced curriculum that enables all students to achieve their full potential and ensures an excellent basis for skills required in later life.

Our Primary fosters an environment where students feel comfortable and happy, which leads to success and where the education, care, happiness and wellbeing of every student is a priority.

Early Years Foundation Stage (EYFS)

Primary KEY STAGE 2

KEY STAGE 1

School year

FS1

FS2

1

2

3

4

5

6

Student’s age at the beginning of school year

3

4

5

6

7

8

9

10 48

3 CORE SUBJECTS

Mathematics English

Science

7 FOUNDATION SUBJECTS

Geography

History

DT

Art

Music

PE

Computing

KEY STAGE 1 (YEARS 1 AND 2)

KEY STAGE 2 (YEARS 3 TO 6)

Children in Key Stage 1 are taught through an approach called ‘IDL’. Interdisciplinary Learning (IDL) is an engaging pedagogy that develops a mastery approach with the Early Learning Goals and the National Curriculum at its core and is underpinned by rigorous and responsive assessment.

The IDL approach students become familiar with in Key Stage 1 is continued into Key Stage 2 and spans across the core and foundation subjects.

It is the development of authentic and meaningful learning opportunities that enable autonomy and ensure high levels of creativity and engagement in which learners are challenged.

Across Key Stage 1, children have autonomy in their learning to choose their area of focus and decide how they want to demonstrate their understanding.

This stage consists of three core subjects:

MATHEMATICS Mathematics is based on a spiral curriculum which includes numbers, shapes, space and measures.

ENGLISH In Year 1, English focuses on the development of phonics to teach reading and writing through our Read, Write Inc. Programme.

In Year 2, these skills are developed further by focusing on key texts to support reading and writing. We also focus on the development of spelling skills by teaching common exception words and spelling patterns.

SCIENCE We teach science as part of our interdisciplinary approach to learning in an engaging and exciting way.

In addition to the three core subjects, seven foundation subjects are also taught through an IDL approach:

• Geography • History • Design Technology (DT) • Art • Music • Physical Education (PE) • Computing.

For example, if a Year 3 class is studying the Stone Age, their core text in English would be based around this topic. This approach allows us to immerse students in a chosen genre and fully develop their understanding of this.

Children engage in diverse learning contexts ranging from the rainforest and space to sound and the Vikings. Doha College students are given ownership of their learning, and teachers work tirelessly to ensure that each child can develop their interests within these broad topics.

Mathematics in Key Stage 2 at Doha College is based on the principles of teaching for mastery. This means we believe in all children having the opportunity to work at the appropriate standard for their age group. It also means that we do not believe in grouping children by ability. Our maths lessons are highly dynamic and allow teachers and pupils to differentiate based on a learner’s performance in an individual task rather than in a predetermined group.

We have invested significantly in resources, and these play a fundamental role in acquiring new mathematics learning at every stage in the school. Every lesson in mathematics includes opportunities for our students to think more deeply about their learning. They are often challenged to apply their mathematical knowledge and skills in a range of contexts.

LANGUAGES Language continues to be developed throughout Key Stage 2 with Arabic and also the addition of French. Arabic lessons are taught by specialist Arabic teachers, and lessons are split according to native and non-native Arabic speakers. French lessons are delivered by the class teacher in Year 3 and then by a French specialist for Years 4 to 6.

Doha College is well placed in the exciting and vibrant Qatar.

To identify with our location in the Middle East, Arabic is taught from Year 1 and continues through all Key Stages in Primary.

49

WELCOME FROM THE HEAD OF SECONDARY I am delighted to welcome you to the Doha College family.

Empowering young people, developing a sense of global citizenship, and growing academic curiosities are at the heart of everything we do for our students.

We provide the very best education and see it as our responsibility to nurture life-enhancing traits which allow our students to shine in an ever-increasingly competitive world. There are infinite learning opportunities at Doha College, and this is found in all facets of school life, not just in the classroom.

We are proud of our respectful community, where students and staff are safe, happy, and valued, with unashamedly sky-high aspirations.

Doha College Secondary is a remarkable setting where academic excellence combines with a vibrancy emanating from the plethora of sporting and co-curricular activities we offer all students.

Jerome Scafe Senior Vice Principal - Head of Secondary jscafe@dohacollege.com

50

THE SECONDARY CURRICULUM Doha College has an outstanding Secondary, with students encouraged to play a full and active role in all areas of school life. Students have the opportunity to be part of a well-established and globally renowned British international school, where the emphasis is on every student reaching their full potential in preparation for the next stage in their adult life.

The Secondary school follows the National Curriculum for England, providing an education for children between the ages of 11 and 18, covering Years 7 to 13.

With an emphasis on academic excellence, careful attention is given to students’ individual learning needs with regular monitoring and tracking as students’ progress through Secondary.

SENIOR SCHOOL AGE 11–18

11

12

13

14

15

Senior

YEAR 7

KEY STAGE 3

16

17

6th Form

YEAR 8

YEAR 9

YEAR 10

YEAR 11

YEAR 12

18

Higher education/ Employment

YEAR 13

KEY STAGE 4

KEY STAGE 5

GCSE Exams at the end of Year 11

A Level and BTEC Exams at the end of Year 12 and 13

UNIVERSITY

51

COMPULSORY SUBJECTS KEY STAGE 3 (YEARS 7 TO 9)

KEY STAGE 5 (YEARS 12 AND 13)

The curriculum for Key Stage 3 (Years 7 to 9) offers a wide range of subjects, allowing students to identify where their interests and talents lie.

At Doha College, we pride ourselves on ensuring every student has the opportunity to reach their full potential.

Our 6th Form has a positively balanced ethos of hard work and commitment, balanced with enjoyment for the final years at school.

The subjects studied at this level include: CORE

ADDITIONAL SUBJECTS

English

French*

Mathematics

Spanish*

Science

Arabic*

Physical Education

Art

PSHE

Computer Science

Qatar History

Design Technology Drama Music Geography History Qatar History Cultural Studies

* Languages Select

Islamic Studies

Our 6th Form curriculum is diverse and students can choose from a variety of subject options.

Years 12 and 13 students follow a curriculum leading to a General Certificate of Education (GCE) qualification at Advanced Subsidiary (AS) Level at the end of Year 12 and Advanced (A) Level and/or Applied A Level at the end of Year 13.

In Year 12, students are required to take four AS subjects.

Most students continue with three subjects in Year 13 (A2 Level).

Subjects offered at AS and A Levels are:

KEY STAGE 4 (YEARS 10 AND 11) At the end of Year 9, students choose the subjects they wish to progress with at GCSE and (I)GCSE examination level during Key Stage 4. All students at this level must study the four core subjects of Mathematics, English, Science (students must choose at least two sciences from Biology, Chemistry and Physics) and Physical Education. For students following two science subjects, a further four optional subjects can be chosen. Students choosing to study Biology, Chemistry and Physics are able to take three optional subjects to study.

CORE

ADDITIONAL SUBJECTS

English

French

Mathematics

German

Science

Spanish

Physical Education

Arabic Geography History

At the end of Year 11, most students will sit a total of ten GCSE/(I)GCSE examinations, which are globally recognised.

We have a dedicated and experienced team who help prepare students to be successful in their examinations as well as life after school. Our careers advisor supports students to make the best choice about their future destination and tutors provide the support and encouragement needed to get there.

Business Economics Fine Art Photography Drama Music Design Technology

• Arabic • Art • Biology • Business • Chemistry • Computer Science • Design Technology • Drama and Theatre Studies • Economics • English Language • English Literature • French

• Further Mathematics • Geography • History • Mathematics • Media • Music • Photography • PE • Physics • Psychology • Sociology • Spanish

In addition to our clear focus on examinations and ensuring students progress from Doha College to their chosen next path, we also place importance on fully rounded students.

With opportunities in leadership, supporting the community, exposure to universities and engagement with workplaces, a Doha College student leaves us at the end of Key Stage 5 fully prepared to take their next step.

Muslim students are required to select Islamic Studies and students of Arab nationalities are required to select Native Arabic as a mandatory subject option.

Computer Science Physical Education Media BTEC Islamic Studies Sociology

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6 FORM CURRICULUM TH

At Doha College, we pride ourselves on ensuring every student has the opportunity to reach their full potential. Our 6th Form has a positively balanced ethos of hard work and commitment, balanced with enjoyment for the final years at school.

We have a dedicated and experienced team who help prepare students to be successful in their examinations as well as life after school. Our careers advisor supports students to make the best choice about their future destination and tutors provide the support and encouragement needed to get there.

Our 6th Form curriculum is diverse and students can choose from a variety of subject options.

6TH FORM SCHOOL AGE 16–18

16

17

6th Form

YEAR 12

18

Higher education/ Employment

YEAR 13

UNIVERSITY

KEY STAGE 5 A Level and BTEC Exams at the end of Year 13

53

Years 12 and 13 students follow a curriculum leading to a General Certificate of Education (GCE) qualification at Advanced Subsidiary (AS) Level at the end of Year 12 and Advanced (A) Level and/or Applied A Level at the end of Year 13.

In Year 12, students are required to take three or four AS subjects. Most students continue with three subjects in Year 13 (A2 Level).

Subjects offered at AS and A Levels are:

• Arabic • Art • Biology • Business • Chemistry • Computer Science • Design Technology • Drama and Theatre Studies • Economics • English Language • English Literature • French

• Further Mathematics • Geography • History • Mathematics • Media • Music • Photography • PE • Physics • Psychology • Sociology • Spanish

Mentoring Through the mentoring scheme, 6th Formers have the opportunity to mentor students in our Primary and are paired to a class to assist the teacher on a weekly basis. They can also mentor lower school students in numerous subjects.

Committees 6th Form students at Doha College take a very active, vocal and influential role in school life, and managing committees is one facet. This allows for the development of positive attributes including shared responsibiltily, collaborative learning, peer support and leadership to name a few. Our committees range from the following:

• Charities Committee • Digital and Communications Committee • Eco Schools Committee • DEI Committee • Social Committee • Wellbeing Committee

W

In addition to our clear focus on examinations and ensuring students progress from Doha College to their chosen next path, we also place importance on fully rounded students.

With opportunities in leadership, supporting the community, exposure to universities and engagement with workplaces, a Doha College student leaves us at the end of Key Stage 5 fully prepared to take their next step.

DIGITA L

UAL

I TY AN

D

S I ON

COMMITTEE

EQ

CLU

EPQ Project Students can participate in an Extended Project Qualification (EPQ) at the end of Year 12. This is a project selected by a student on a topic beyond the curriculum and is worth Uniform Mark Scheme (UMS) marks equivalent to half an A Level. It is completed in the first term of Year 13 to support and complement an application to university.

D COMMUN AN

IN

As well as delivering a first-class academic education, at Doha College we also believe in developing our 6th Form beyond the curriculum. As well as our extensive ECA programme, we also provide enhanced enrichment opportunities to fully prepare our students for life after school:

COMMITTEE

ON ATI IC

ENRICHMENT

E L L B E I NG

D IVERSI TY ,

KEY STAGE 5 (YEARS 12 AND 13)

COMMITTEE

CHA

R I TI ES

COMMITTEE

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THREE COMPULSORY SUBJECTS According to Circular 11 from the Ministry of Education and Higher Education, community schools like Doha College, has mandated from September 2022, to deliver the three compulsory subjects in Qatar, Arabic, Islamic Studies and Qatar History, within the main curriculum and in the exact format prescribed regarding the number of lessons and teaching material used.

Students who are not native Arabic speakers or who are not Muslim will participate in alternative subjects such as Global Citizenship in Primary and Cultural Studies in Secondary. More details will be provided when you look at the year group timetable overviews.

The number of hours mandated for each of these subjects have been outlined in the tables below.

PRIMARY 2023-24

Qatar History and Citizenship

Islamic Studies

Native Arabic

2 hours - MOEHE Curriculum for Arabic speakers or adapted MOEHE Curriculum using approved resources for non-native Arabic speakers

4 hours - MOEHE Curriculum

FS1 FS2 Year 1 Year 2

1 hour -MOEHE Curriculum*

Year 3

*Delivered in Arabic for all native Arabic speakers

Year 4 Year 5

*Delivered in English for non-native Arabic speakers

Year 6

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SECONDARY 2023-24

Qatar History and Citizenship

Year 7

1 hour -MOEHE Curriculum*

Year 8

*Delivered in Arabic for all native Arabic speakers

Year 9

*Delivered in English for non-native Arabic speakers

Year 10

Islamic Studies

Native Arabic

2 hours - MOEHE Curriculum for Arabic speakers or adapted MOEHE Curriculum using approved resources for non-native Arabic Speakers

4 hours - MOEHE Curriculum

2 hours - MOEHE Curriculum for Arabic Speakers or IGCSE Islamic Studies or alternative compliant curriculum for non-Native Arabic speakers

IGCSE native Arabic

For 2023-24 only 2 hours - MOEHE Curriculum and IGCSE Islamic Studies for Arabic speakers* or IGCSE Islamic Studies for English speakers Year 11

IGCSE native Arabic

For 2024-25 and beyond 2 hours - MOEHE Curriculum for Arabic speakers or IGCSE Islamic Studies or alternative compliant curriculum for non-native Arabic speakers Year 12

2 hours - MOEHE Curriculum

AS native Arabic

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During the time in the timetable when native Arabic is taught, students who are not from an Arabic-speaking country will be in alternative language options (Years 7 - 9) or their alternative subject option in Year 10 upwards.

During the time in the timetable when Muslim students are taught Islamic Studies, non-Muslim students will be timetabled for Cultural Studies lessons (Years 7 - 9) or an alternative subject option in Year 10 upwards.

Details regarding the above changes for Year 9 moving into Year 10, and Year 11 moving into Year 12 have already been shared to parents.

DO YOU HAVE A PASSPORT FROM AN ARABIC SPEAKING COUNTRY?

YES

NO

Arabic language will be a subject you must take as an iGCSE

Are you Muslim?

Options choices 1

NO

YES

Options choices 1 One of your options will be iGCSE Islamic Studies delivered in English

Remaining option choices

You will now proceed to the general options process including science

Are you Muslim?

NO

YES

Remaining option choices

Options choices 2 One of your options will be iGCSE Islamic Studies delivered in English

Remaining option choices

You will now proceed to the general options process including science

You will now proceed to the general options process including science

Remaining option choices

You will now proceed to the general options process including science

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Recent University Destinations United Kingdom • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Aberystwyth University Aston University Aston University Birmingham Bath Spa University Birmingham City University Brighten and Sussex Medical School Brunel University Buckinghamshire New University Cardiff University Coventry University Durham University Edgehill University Edinburgh Napier University Glasgow Caledonian University Goldsmiths Heriot-Watt University Heriot-Watt University Imperial College London Keele University Kent and Medway Medical School King’s College London Kingston University Lancaster University Leeds Beckett University Leeds Metropolitan University Leeds Trinity University Liverpool Hope University Liverpool John Moores University London School of Economics & Political Science London South Bank University Loughborough University Manchester Metropolitan University New college of the Humanities Newcastle University Nottingham Trent University Oxford Brookes University Plymouth University Queen Mary University, London Queen’s University, Belfast Royal Central School of Speech & Drama, University of London Royal Conservatoire of Scotland Royal Holloway, University of London Royal Holloway, University of London St Georges, University of London Staffordshire University

Australia • • • • • • • •

University of Queensland University of Melbourne Monash University (Kuala Lumpur Campus) University of Western Australia University of New South Wales – UNSW Curtain University Bond University University of Sydney

United States • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Swansea University University College London University of Aberdeen University of Bath University of Birmingham University of Bournemouth University of Bradford University of Brighton University of Bristol University of Cambridge University of Central Lancashire University of Chester University of Creative Arts University of Dundee University of East Anglia UEA University of Edinburgh University of Essex University of Exeter University of Glasgow University of Gloucestershire University of Greenwich University of Hertfordshire University of Hull University of Kent University of Leeds University of Leicester University of Lincoln University of Liverpool University of London Institute – Paris University of Manchester University of Middlesex University of Nottingham University of Portsmouth University of Reading University of Sheffield University of Southampton University of St. Andrews University of Stirling University of Strathclyde University of Surrey University of Sussex University of the Arts London University of the Highlands & Islands University of the West of England University of Warwick University of Wales, Trinity St David University of Westminster University of Worcester University of York

• • • • • • • • • • • • • • • • • • • •

Lebanon • •

American University of Beirut Notre Dame University

Netherlands • • • • • • • • •

Erasmus University, Amsterdam Leiden University Hogeschool van Amsterdam University of Twente University of Amsterdam TU Eindhoven Vrije Universiteit Amsterdam University of Groningen Radboud University

• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

American Air Force Academy Amherst College Baylor University Bentley University Boston College Boston University Brandeis University Brown University California Institute for the Arts California Institute of Technology California Polytechnic State University Carnegie Mellon University (USA) Case Western Reserve University Colby College Colorado State University Global Campus Columbia University in the City of New York Connecticut College Cornell University Dartmouth College Drexel University Duke University Emory University Fordham University Georgetown University Georgia Institute of Technology Harvard Indiana University Bloomington Iowa State University of Science & Technology John Hopkins University Massachusetts Institute of Technology USA New York University Northeastern University Northwestern University Nova Southeastern University Ohio State University Main Campus Pennsylvania State University Penn State Abington Pratt Institute, New York Princeton University Purdue University Rice University Southern Methodist University

• • • • •

• •

Stanford University Stony Brook University Swarthmore College Texas A & M Texas A&M University Penn State Harrisburg The University of Texas at Austin University of Arizona University of Austin, Texas University of California Berkeley University of California Davis University of California Irvine University of California Santa Barbara University of California Boulder University of California Los Angeles University of California San Diego University of Central Florida University of Chicago University of Illinois University of Illinois at Urban Champaign University of Maryland, College Park University of Massachusetts Amherst University of Massachusetts Lowell University of Michigan Ann Arbor University of North Carolina at Chapel Hill University of Notre Dame University of Southern California University of Virginia Main Campus University of Washington, Seattle University of Wisconsin University of Wisconsin Madison University of Wisconsin Madison Vanderbilt University Virginia Polytechnic Institute and State University Wright State University Yale University

• • • • • • • • •

University of Guelph University of Lethbridge University of Manitoba University of Ottawa University of Toronto University of Waterloo Vancouver Island University Western University York University

• • • • • • • • • • • • • • • • • • • • • • • • • • • •

Canada • • • • • • • • • • • • • • • • • •

Brock University Carleton University Concordia University Dalhousie University King’s University College at Western University Lakehead University McGill University McMaster University OCAD University Queen’s University Ryerson University Ryerson University Sheridan College Trent University University of Alberta University of British Columbia University of Calgary University of Dalhousie

Ireland • • • • •

Royal College of Surgeons University College Dublin Trinity College Dublin University College Cork National University of Ireland Galway

58

University Destinations -Continued Qatar • • • • • • • •

Academic Bridge Programme in Qatar Carnegie Mellon University in Qatar Georgetown University of Foreign Service Northwestern University in Qatar Qatar University Texas A & M in Qatar Weill Cornell University in Qata Hamad Bin Khalifa University

South Africa

Germany

• •

•

University of Cape Town Stellenbosch University

Carl Benz School of Engineering

Hungary

New Zealand

•

•

Semmelweis University

University of Auckland

Malaysia

Pakistan

•

•

University of Nottingham (Malaysia campus)

Lahore University of Management Science (LUMS)

Italy

Bulgaria

Egypt

• • •

•

• •

Italian School of Medicine Polytechnic University Turin Politecnico di Milano

University of Plodiv

The American University in Cairo New Giza

Abu Dhabi

Sri Lanka

India

•

•

• •

New York University – Abu Dhabi

Colombo Medical Facility

Japan

Singapore

• •

•

Osaka University Ritsumeikan University

(I) GCSE 2021/22

A LEVEL 2021/22

Vellore Institute of Technology Christ University (Deemed to be an university)

National University

74+26+K 88+12+K98+2+K99+1+K 42+58+K 74+26+K92+8+K98+2+K

97%

A*

A*-A

A*-B

A*-C

74.2%

88.3%

98.2%

99.6%

A*

A*-A

A*-B

A*-C

41.6%

74.3%

91.9%

98.4%

OF OUR STUDENTS GO ONTO HIGHER EDUCATION AT GLOBAL UNIVERSITIES AND COLLEGES, STUDYING A WIDE RANGE OF SUBJECTS

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CONTACT US We are located in Al Wajba, a location that is accessible by vehicle or our school bus service, with a shorter drive time than you might anticipate.

Scan the QR code below to access our campus in your preferred navigation application.

TRAVEL TIMINGS • Al Waab 23-25 Mins • Al Gharafa 11-12 Mins • Lusail 25-27 Mins • Al Rayyan 5-6 Mins • Corniche 17-18 Mins • The Pearl 22-25 Mins

du c

Mall of

Qatar

Al Ray

yan Al Ja

• West Bay 15-19 Mins

deed S

t

• Abu Hamour 21-25 Mins y Exp ha

Do

*

F Ring

Estimated time of arrival based on Google maps algorithm

Rd

d

R wa Sal

NEED MORE INFORMATION? Doha College

+974 4407 6777

PO Box 7506, Doha, State of Qatar

enquiries@dohacollege.com www.dohacollege.com

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