GC Secondary School Parent Handbook

SecondarySchool ParentHandbook

Welcome to Secondary

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OurSchoolMission

ThisyearourSchoolMissionissimpleyetpowerful; WeGrowPeople Ourcommitmenttoeachand everymemberorourschoolcommunity

Ms.Tara,ourHeadofSecondary,wishesawarm welcometoallofourstaffandstudents Weplanto makethisthebestyearatRahayet!

TWehighlightthekeyprinciplesoftheIBphilosophy: inquiry-basedlearning,international-mindedness, theLearnerProfile,andholisticeducationthrough developmentoftheATLs. OurIBPhilosophy

BriefIntroductiontotheMYP

AbriefintroductionottheMiddleYearsProgramme, andlearnmoreaboutconceptualunderstanding A moreindepthlookattheMYPcanbefoundinthe section“ALookattheMYP”.

AbriefintroductionottheDiplomaProgramme,and learnmoreaboutconceptualunderstanding.Amore indepthlookattheDPcanbefoundinthesection“A LookattheDP” BriefIntroductiontotheDP

LearnmoreaboutthehistoryoftheIBanditsunique approachtoeducation.

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Ourschooliscomprisedofexceptionalleaderswho worktogetheracrossallareasoftheschoolto ensurealignmentwithourmission,vision,and educationalgoals OurSchoolLeaders

Thissectioncoverskeyaspectsofdailylifeinoursecondaryschool, includingthetimetable,campusmap,AdvisoryTeacherrole,school calendar,attendancepolicies,schooluniformguidelines,andBYOD (BringYourOwnDevice)requirements ADayinSecondarySchool 26 31

Thissectiondetailsourcommitmenttopastoralcareand studentwellbeing,focusingonthesupportsystemsinplaceto nurturestudents'emotional,social,andacademicgrowth, ensuringasafeandinclusiveenvironmentforall. PastoralCare&StudentWellbeing

StudentLeadershipatRaha 34 35

Wehaveawidevarietyofstudentleadershipcouncils, providingopportunitiesforstudentstotakeonleadership roles,contributetotheschoolcommunity,anddevelopskills inareassuchasgovernance,wellbeing,arts,andsports.

OnFridays,ourstudentsexperienceatextendedAdvisory lessoncalledTutorial,whichprovidesadditionalsupportfor academicgrowth,personaldevelopment,andreflection, fosteringstrongerstudent-teacherconnections TutorialLessons(Fridays)

OurHouseTeamsystemisinknownasOSRAH,whichmeans“family” inArabic,emphasizingthesenseofcommunity,belonging,and teamworkthattheseteamsfosteramongstudentsacrossallgrade levels

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Thissectionprovidesanoverviewofthekeycommunication channelswithintheschoolandlistsessentialcontacts, ensuringthatstudents,parents,andstaffknowwhomto reachouttoforvariousneedsandsupport Communication

ThissectionoffersacomprehensiveexplorationoftheMiddleYears Programme(MYP),detailingitscurriculumframework,assessment strategies,interdisciplinarylearningapproach,andhowitprepares studentsfortheDiplomaProgramme(DP)andbeyond ALookattheMYP

LearnmoreaboutthesubjectgroupswithintheMiddleYears Programme(MYP),providinganoverviewofthecoursesoffered, theirobjectives,andhowtheycontributetoawell-rounded, interdisciplinaryeducation. MYPSubjects

ExplanationofKey&RelatedConcepts

KeyconceptsareacriticalcomponentoftheMYP They supportininfosteringdeepunderstanding,interdisciplinary connections,andcriticalthinkingacrossallsubjectareas.

GlobalContextsintheMYP,refertothewaysinwhichour teachersconnectlearningtoreal-worldissuesand perspectives,helpingstudentsdevelopaglobalmindsetand applytheirknowledgeinmeaningfulways GlobalContexts

Learnmoreabouttheuseofrubricsandassessmentcriteriainthe MYP,andhowtheyguidestudentlearning,provideclear expectations,andensureconsistent,fairevaluationofstudent progressacrossallsubjects

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ThissectionoutlinestheAchievementLevelsusedintheMYP, describinghowstudentperformanceismeasuredagainst specificcriteria,withlevelsrangingfrom1to8,reflectingtheir understanding,skills,andoverallprogress AchievementLevelsintheMYP

Thissectiondetailsthespecificassessmentcriteriaforeachsubject groupintheMYP,explaininghowstudentsareevaluatedinareas suchasknowledge,skills,understanding,andapplicationacross differentdisciplines MYPCriterionbySubjectGroup

ServiceasAction(SA)

DiscoverhowServiceasAction(SA)integratescommunity servicewithlearningintheMYP,encouragingstudentsto engagewiththeircommunities,developempathy,andapply theirknowledgetomakeapositiveimpact.

ExploretheDiplomaProgramme(DP),itsrigorousacademic framework,corecomponentsliketheExtendedEssay,Theoryof Knowledge,andCreativity,Activity,Service(CAS),andhowit preparesstudentsforsuccessinhighereducationandbeyond. ALookattheDP

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UnderstandthestructureoftheDiplomaProgramme(DP), includingitssixsubjectgroups,corecomponents(Extended Essay,TheoryofKnowledge,CAS),andhowstudentstailor theirstudiestoalignwiththeiracademicandcareergoals DPStructure

ExplorethesixsubjectgroupswithintheDiplomaProgramme(DP), coveringLanguageandLiterature,LanguageAcquisition,Individuals andSocieties,Sciences,Mathematics,andtheArts,eachofferinga rangeofcoursestosuitdiversestudentinterestsandgoals DPSubjectGroups

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LearnaboutHigherLevel(HL)andStandardLevel(SL)coursesin theDP,includingthedifferencesindepth,workload,and assessment,andhowstudentschoosetheirHLandSLsubjectsto alignwiththeiracademicstrengthsanduniversityaspirations HL&SLCourses

ExplorethecorecomponentsoftheDP:theExtendedEssay(EE), TheoryofKnowledge(TOK),andCreativity,Activity,Service(CAS), whicharedesignedtoenrichstudents'learningexperiences,foster criticalthinking,anddevelopwell-rounded,reflectiveindividuals TheCore

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Assessment&DiplomaRequirements

UnderstandtheassessmentmethodsintheDP,includinginternal andexternalevaluations,andlearnabouttherequirementsfor earningtheIBDiploma,includingminimumscores,subject completion,andsuccessfulcompletionofthecorecomponents.

Discoverourcomprehensiveuniversitycounselingservices,designed toguidestudentsthroughthecollegeapplicationprocess,from selectingsuitableuniversitiestopreparingapplications,ensuringthey makeinformeddecisionsabouttheirhighereducationpathways. UniversityCounseling

Learnabouttheequivalencystandardsandcourse pathwaysthataligntheDPwithnationaleducationsystems, ensuringstudentsmeetlocalgraduationrequirementswhile pursuingtheIBDiploma EquivalencyandCoursesPathway

ExploretheMinistryofEducation(MOE)subjectsofferedalongsidethe IBcurriculum,focusingonhowtheycomplementtheDP,meet nationaleducationrequirements,andsupportstudentsinachieving equivalencyandbroadereducationalgoals ALookattheMOESubjects

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Gaininsightsintotheassessmentandevaluationmethodsused acrossourcurriculum,includingformativeandsummative assessments,gradingpolicies,andhowfeedbackisusedto supportstudentgrowthandachievement Assessment&Evaluation

Understandourhomeworkpolicies,designedtoreinforceclassroom learning,developtimemanagementskills,andensureabalanced approachtostudentworkloadandwell-being HomeworkintheMYP

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AcademicIntegrityPolicy

LearnaboutourAcademicIntegrityPolicy,whichemphasizesthe importanceofhonesty,responsibility,andethicalbehaviorinall academicwork,outliningexpectationsandconsequencesto upholdtheintegrityofourlearningcommunity.

Hello,From theHeadof Secondary

DearRahaFamilies,

WelcometoanexcitingandtransformativeyearinourSecondarySchool!At RahaInternationalSchool,wetakeprideinfosteringanenvironmentwhere studentsnotonlyachievegreatacademicsuccessbutalsogrowintowellroundedindividuals.Whetheryouarejoiningusforthefirsttimeorreturning tocontinueyourjourney,weappreciateyourtrustandcommitmenttoour vibrantcommunity.

AsanInternationalBaccalaureateWorldSchool,wearededicatedtothe principlesoftheMiddleYearsProgramme(MYP)andtheDiploma Programme(DP).Ourfocusisondevelopingstudentswhoareinquisitive, knowledgeable,andcompassionate.Webelieveinpersonalizedcareand supporttohelpeachstudentreachtheirfullpotential.Ourhighexpectations forlearnersarematchedbyourdedicationtoprovidingexceptionalsupport, ensuringthateverystudentcanpursuetheiracademicgoalsandshinein theirareasofinterest.

AtRaha,westrivetoofferdiverseopportunitiesforstudentstoexcel,whether inacademics,sports,arts,design,orservice.Weencourageourstudentsto beproactive,reflective,andengagedintheirlearning,preparingthemfor thechallengesandopportunitiesofthefuture.

Thishandbookisyourgo-toresourcefornavigatinglifeatRaha,witha particularfocusonthesecondarysection.Inside,youwillfindvaluable informationtohelpyousupportyourchild’sjourney.Pleasereadit thoroughlyandrefertoitasneeded.

Here’stoayearofgrowth,achievement,andmemorableexperiences!

Warmregards,

Ms.TaraManson

HeadofSecondary

OurPhilosophy

TheLearner

Weseeeverychildascapable,inquisitiveandcreativewiththerightto benurturedinasafe,supportiveenvironment.

TheTeaching&Learning

Oureducationalapproachisinformedbyresearch,supportingour beliefthatsecondarystudentsthrivethroughinquiry,criticalthinking, andactiveengagementinacollaborativeenvironment.We emphasizetheimportanceofstudentagency,encouraginglearnersto takeownershipoftheireducationaljourney.

InourMYPandDPprograms,teachersactasfacilitators,guidingand mentoringstudentsthroughapedagogyofinquiryandreflection.We fosteranenvironmentwherestudentsareencouragedtoask questions,explorevariousperspectives,anddeveloptheirown understandingofcomplexconcepts.

Byprovidingasupportiveandstimulatingenvironment,weaimto developwell-roundedindividualswhoarepreparedforthechallenges ofhighereducationandbeyond.Ourcommitmenttohigh expectations,bothforourlearnersandourselves,ensuresthatwe deliverpersonalizedcareandampleopportunitiesforeachstudentto shine,nomattertheirinterestsoracademicgoals.

OurPhilosophy

TheLearningCommunity

Wevaluethecultureanddiversityofourlearningcommunity.

Weseerelationshipsandconnectionstobecentraltolearning.There isasharedcommitmenttomaintainingrespect,opendialogueand collaborationwithfamilies.

TheHome

Weviewparentsasvitalpartnersintheirchild’seducationaljourney. Researchshowsthatapositiverelationshipbetweenhomeandschool isoneofthestrongestindicatorsofacademicsuccess.Effectivehomeschoolpartnershipsleadtoimprovedstudentoutcomes,including higheracademicachievement,betterbehaviour,andenhancedsocial skills.

Parentssupporttheschoolbyfosteringanenvironmentathomethat valueseducation,encouragingcuriosity,andreinforcingtheprinciples andvalueswecultivateatschool.Byworkingtogether,wecreatea holisticsupportsystemthatnurtureseveryaspectofachild's development,ensuringtheythrivebothacademicallyandpersonally.

IBLearnerProfile

TheIBlearnerprofilepromoteseducationofthe wholepersonforalifeofactive,responsible citizenshipemphasizingintellectual,personal, emotionalandsocialgrowth.Theattributesand descriptionsofthelearnerprofiledefinethetypeof learnerRahahopestodevelopthroughits programmes.AllmembersoftheRahaCommunity includingstudents,teachers,administration,support staffandparentsstrivetodevelopthesequalities.

Approachesto Learning(ATLs)

ApproachestoLearning(ATL)skillsareessential componentsoftheMYP(MiddleYearsProgramme) andDP(DiplomaProgramme)curricula.ATLskillsare designedtohelpstudentsdevelopkeycompetencies infiveareas:thinking,communication,social,selfmanagement,andresearchskills.Theseskills enhancestudents'abilitytolearneffectivelyand independently,preparingthemforacademic successandlifelonglearning.ByfocusingonATL skills,weaimtoequipstudentswiththetoolsthey needtonavigateanever-changingworldwith confidenceandresilience.

The Learner Profile Approaches to Learning

Approachesto Learning(ATLs)

IntheMYP,studentsbuildontheskillstheybegandevelopinginthe PYP,demonstratingprogressionthrougheachyearofthe programme.ATLskillsaredividedintofivemajorcategories: Thinking Social Research

Self-Management

Communication

Thesecategoriesarefurtherdividedinto10clustersandskill indicators.Theindicatorsclarifyexpectationsforeachcategoryand outlinespecificwaysthatstudentscanshowmasteryineachof theseareas Thiscanbebetterunderstoodwiththevisualabove

Approachesto Learning(ATLs)

Weareexcitedtosharethatwehavesurveyedallmembersofour schoolcommunity,includingstudents,parents,teachers,andstaff, todevelopourCoreSkillsFocusforthe2024-2025academicschool year.Thiscollaborativeeffortisaimedatensuringthatour educationalstrategiesarealignedwiththeneedsandaspirationsof ourentireschoolcommunity.

Basedonthesurveyresults,wehaveidentifiedseveralcoreskillsthat willbeourfocusfortheupcomingacademicyear.Theseskills includearelistedinabove.

Wearecommittedtointegratingthesecoreskillsintoourcurriculum andextracurricularactivities.Webelievethatthisfocusoncoreskills willnotonlyenhancethelearningexperienceforourstudentsbut alsoequipthemwiththetoolstheyneedtosucceedinallaspectsof theirlives.

TheMiddleYears Programme(MYP)

RahaInternationalSchooloffersa balancedandacademically challengingeducationdesigned todevelopindependentlearners andglobalcitizens.FromGrade6 toGrade10,ourcurriculumis basedontheInternational Baccalaureate'sMiddleYears Programme(MYP).TheMYP caterstostudentsaged11to16, providingaframeworkthat encouragesstudentstomake practicalconnectionsbetween theirstudiesandtherealworld.

TheMYPisdesignedtobuilduponstudents'intellectualand personaldevelopment.Itfocusesontheholisticdevelopment ofthestudentasaninquirer,bothintheclassroomandinthe broaderworld.Ourstudentsengageinrigorouscoursework acrosseightsubjectgroups.

YoucanlearnmoreabouttheMYPinthe“ALookattheMYP” sectionofthishandbook.Additionally,pleasevisit www.ibo.org/myporcomeandmeetourMYPCoordinator,Mr. Vaughan(VKitson@ris.ae).

TheMiddleYears Programme(MYP)

ConceptualunderstandingisacentraltenetoftheMYPandinvolves graspingoverarchingprinciplesthatcanbeappliedacrossvarious subjectsandreal-worldsituations.Unlikerotememorization,which focusesonrecallingspecificfacts,conceptualunderstandingenables studentstoconnectideas,thinkcritically,andsolvecomplexproblems. Thisapproachiscrucialindevelopingadaptable,lifelonglearnerswho cannavigateanever-changingworld.

Considertheconceptof"systems."Thisconceptcanbeexploredin multiplesubjects:

Science:Studentsmightstudyecosystems,understandinghow differentorganismsinteractwithinabiologicalsystem.

Mathematics:Theycouldexplorenumbersystems,learningabout thestructureandpropertiesofdifferentmathematicalsystems Individuals&Societies:Studentsmightexaminepoliticalsystems, analyzinghowdifferentformsofgovernmentfunctionandimpact society.

Byexploringtheconceptofsystemsacrossthesesubjects,students canunderstandhowsimilarprinciplesapplyinvariouscontexts.

TheDiploma Programme(DP)

RahaInternationalSchooloffers abalancedandacademically rigorouseducationdesignedto cultivateindependentthinkers andglobalcitizens.FromGrades 11to12,ourcurriculumfollowsthe InternationalBaccalaureate's DiplomaProgramme(DP).The DPcaterstostudentsaged16to 19,providingachallenging frameworkthatpreparesthem forhighereducationandbeyond.

TheDPemphasizesbothbreadthanddepthofknowledge. Studentsengageincourseworkacrosssixsubjectgroups. Thisdiversecurriculumallowsstudentstodevelopawellroundedacademicfoundationwhilepursuingareasof personalinterestatahigherlevel.Inadditiontosubjectspecificlearning,theDPincorporatesthreecore componentsthatfosterholisticdevelopment. YoucanlearnmoreabouttheDPinthe“ALookattheDP” sectionofthishandbook.Additionally,pleasevisit www.ibo.org/dporcontactourDPCoordinator,Ms.Aoife (AAbushaqra@ris.ae).

TheDiploma Programme(DP)

ThefocusonconceptualunderstandingintheDPdifferentiatesit significantlyfromothercurriculathatemphasizefactsandcontent memorization.Thisapproachfostersadeeperandmoreflexible understandingofknowledge,preparingstudentsforarapidlychanging world.

DepthOverBreadth:

DPApproach:TheDPprioritizesdepthofunderstandingoverthe breadthofcontent.Studentsareencouragedtoexplorekey conceptsingreatdetail,fosteringacomprehensiveunderstanding ofthematerial.Thisinvolvescriticalanalysis,synthesisofideas, andtheapplicationofknowledgetonewandunfamiliarsituations. TraditionalCurricula:Manytraditionalcurriculafocusoncoveringa widerangeoftopics,oftenleadingtosuperficialunderstanding. Studentsaretypicallyrequiredtomemorizefactsanddetails,which maynotpromotelastingcomprehensionortheabilitytoapply knowledgeeffectively.

International Baccalaureate

Establishedin1968,InternationalBaccalaureate(IB)programmesareofferedin morethan4,000schoolsworldwide.

TheIBMission

TheInternationalBaccalaureate(IB)aimstodevelopinquiring,knowledgeableand caringyoungpeoplewhohelptocreateabetterandmorepeacefulworldthrough interculturalunderstandingandrespect.

TheIBhasahard-earnedreputationforhighstandardsofteaching,pedagogical leadershipandstudentachievement,workingwithschools,governmentsand internationalorganizationstodevelopchallengingprogrammesofinternational educationandrigorousassessment.

Theseprogrammesencouragestudentsacrosstheworldtobecomeactive, compassionateandifelonglearnerswhounderstandthatotherpeople,withtheir differences,canalsoberight

HowdoestheIBdefine ‘internationaleducation’?

TheInternationalBaccalaureate®(IB) choosestodefine‘international education’accordingtothefollowing criteria:

Developing citizens of the world in relation to culture, language and learningtolivetogether

Buildingandreinforcingstudents' senseofidentityandcultural awareness

Fosteringstudents'recognitionand developmentofuniversalhuman values

Stimulatingcuriosityandinquiryin ordertofosteraspiritofdiscovery andenjoymentoflearning

Equippingstudentswiththeskillsto learnandacquireknowledge, individuallyorcollaboratively,andto applytheseskillsandknowledge accordinglyacrossabroadrangeof areas

Providinginternationalcontentwhile respondingtolocalrequirementsand interests

Encouragingdiversityandflexibilityin teachingmethods

Providingappropriateformsof assessmentandinternational benchmarking

MichaelBloy Principal

MattO'Dowda HeadofPrimary

CarolPratt Vice-Principal

TaraManson HeadofSecondary

OurLeaders

DeputyHeadsofSchool

AndrewTomlinson DeputyHeadofSchool Grades10-12

LauraOsman DeputyHeadofSchool Grades6-9

AndrewTurner DeputyHeadofSchool Data&Assessment

RachelSmith HeadofPastoralCare

AoifeAbushaqra DPCoordinator

JayJudge HeadofInclusion

VaughanKitson MYPCoordinator

OurLeaders

Ourleadershipteamisdedicatedtoshapingthelivesof ourstudentsbyprovidingthebestpossiblelearning environment.Wearecommittedtofosteringasafeand inclusiveschoolcommunitywhereeverystudentfeels valuedandsupported.Ourleadersstriveforacademic andpersonalexcellence,settinghighexpectationsfor themselves,ourstaff,andourstudents.Webelieveinthe importanceofdevelopingwell-roundedindividualswho arepreparedforthechallengesofthefuture.By cultivatingacultureofmutualrespectandhigh achievement,weensurethateachstudenthasthe opportunitytothriveandreachtheirfullpotential.

ADayin Secondary School

Ourgatesopenat7:30amwithstaffsupervisiononschoolgrounds.

TheNationalAnthemplaysat7:45ameachmorning.At7:40am,allstudents willbedirectedtotheirAdvisorylesson.Theymustbeintheiradvisorylesson by7:45amtostandattentivelyandpayrespecttotheUAENationalAnthem. Yourchildisconsideredlateiftheyenterschoolafter7:45am.Students arrivingbetween7:45and8:00am,mustreporttotheSecondaryAssistant inHblockforalateslip.Ifstudentsarriveafter8:00am,theymustreportto themainreceptiontocollectayellowlateslip.Latestudentswillnotbe permittedintoclasswithoutalateslip.

EachdaystartswithAdvisoryClass,wherestudentsmeetwiththesame cohortandtheirAdvisoryteacher.TheroleoftheAdvisoryistoprovidea consistentsupportsystem,helpingstudentswithacademicguidance, personaldevelopment,andfosteringasenseofcommunity.

Lesson1beginsat8:00am.Eachlessonis55minutesinduration.The scheduleincludestwolessonsfollowedbya20-minutebreak,twomore lessonsfollowedbyaone-hourlunch,andtwofinallessons.

Allstudentsaredismissedat3:00pm.Busstudentsmustmaketheirway quicklytothebustoavoiddelays.Thebusesleavepromptlyat3:10pmwith noexceptions.Allstudentsmustleavecampusby3:15pm,unlesstheyare attendinganECP.

TheRoleof Advisory Teachers

WhileAdvisoryTeachersshare somesimilaritieswithPYP HomeroomTeachers,theirroleis morenuancedandintegralto ensuringtheholistic developmentandwell-beingof eachstudent.

Advisory Advisory Teachers Teachers

PrimaryResponsibility: Advisoryteachersare dedicatedtotheoverall academic,emotional,and socialwell-beingoftheir students.Theyplayacrucial roleinfosteringasupportive andnurturingenvironment.

FrequencyofInteraction: Advisoryteachersmeetwith theirstudentseachmorning tostartthedayonFridayfor anextendedAdvisoryperiod knownasTutorial,ensuring consistentandmeaningful interactions.

Focus:Thefocusisholistic, encompassingacademic guidance,personal development,socialskills,and emotionalsupport.

KeyRoles KeyRoles

Advisoryteachersensure thateachstudenthasa consistentpointofcontact withintheschool.This teacherknowsthestudent wellandcanmonitortheir overallprogress.

Advisoryteachershelp studentssetacademic goalsanddevelopeffective studyhabits.

Advisoryteachersfacilitate activitiesanddiscussions thatpromotepersonal growth,self-awareness, andresilience.They encouragestudentsto reflectontheirexperiences andsetpersonalgoals. Advisoryteacherslead groupactivitiesthatbuild socialskills,teamwork,and asenseofcommunity.They addresstopicssuchas empathy,communication, andconflictresolution.

Anadvisoryteacher doesn'tjustteach subjects;theyteach studentshowto navigatelifewith confidence,resilience, andasenseofpurpose.

SchoolMap

Grades1-4

SchoolCalendar

WholeSchoolcalendar:

Attendance

Studentswhoarriveafter8amare consideredlateandmustvisitthefront deskinABlocktoreceivea‘lateslip’ beforegoingtotheirhomeroom.

Ifastudentwillmissschoolforany reasontheirparentmustemailtheir HeadofGradeandabsent@ris.ae

BeingPreparedforSchool

HealthandWellbeing

Ahealthyamountofnighttimesleepfor secondaryschoolstudentsis8-10hours. Adequatesleepiscrucialforteenagers' cognitivefunction,emotionalregulation, andoverallwell-being.Ensuringyourchild getsenoughrestcansignificantly enhancetheiracademicperformance andsocialinteractions

Inadditiontosufficientsleep,ahealthy breakfastisvitalforsuccessfullearning duringtheschoolday.Anutritious breakfastprovidestheenergyandfocus neededforstudentstoengageeffectively intheirstudiesandparticipateactivelyin class Encouraginghealthyeatinghabits supportsstudents'physicalandmental health,contributingtotheiroverall successatschool.

Teenagersneedsupportinestablishing healthyroutines,suchasputtingtheir devicesawayforthenight,goingtobed early,andeatingbreakfast.Helpingthem developthesehabitscanmakea significantdifferenceintheirdaily performanceandlong-termhealth Promotingaconsistentsleepschedule andreducingscreentimebeforebedcan improvesleepqualityandduration.

Likewise,ensuringtheystarttheirdaywith abalancedbreakfastsetsapositivetone forlearningandengagementthroughout theday.

WhattoBring

Backpack

Lunchorcanteenmoney

Reusablewaterbottle

Laptop,fullycharged,and headphones

Devicecharger

Readingbook

Healthysnacks/lunches

Appropriateschooluniform

School

Uniform

Wearingtheschooluniformismandatoryforallstudents Theuniform fostersasenseofbelongingandschoolpride,whilealsoensuringa distraction-freelearningenvironment.Itpromotesequalityamong studentsandhelpstomaintainafocusoneducationratherthan fashion

Ifthereisavalidreasonyourchildcannotweartheschooluniformona particularday,pleaseinformtheHeadofGradeinadvancetorequest anexception.

Ondress-downdaysorspiritdays,itisimportantthatstudentsadhere toguidelinestoensureclothingisculturallyandschool-appropriate. Thisincludesavoidingclothingwithprofanity,itemsthatcontradict schoolorIslamicculture,topsthatdonotcoverthemidriffwhenhands areraisedabovethehead,tightclothing,andsimilarattire Failureto complywiththeseguidelineswillresultinstudentsbeingsenthometo change.

DressDown

Guidelines

ThebelowguidelinesensurethatallstudentscanenjoyDressDown Dayswhilemaintainingarespectful,safe,andinclusiveschool environment,withtheutmostrespectfortheUAEanditscultureand customs.Thankyouforyourcooperationinadheringtothese guidelines

PermittedAttire:

OnDressDownDays,studentsareencouragedtoexpresstheir personalstylewhileadheringtothefollowingguidelinestoensurea respectfulandappropriateschoolenvironment:

Tops:Studentsmaywearcasualtopssuchast-shirts,blouses,and shirts.Theseshouldcovertheshouldersandnothaveoffensive graphicsorlanguage.

Bottoms:Studentscanwearjeans,trousers,skirts,andshorts.Skirts andshortsshouldbeofanappropriatelength,coveringtheknees Trousersshouldnotbeoverlytight

Footwear:Comfortable,closed-toeshoessuchassneakersorflats arepermitted

ProhibitedAttire:

Tomaintainarespectfulandsafeenvironment,thefollowingitemsare notpermittedonDressDownDays:

Tops:Notopsthatexposeshoulders,suchastanktopsorsleeveless shirts.Topsshouldalsocoverthemidriff,evenwhenhandsareheld straightupabovethehead.NOcroptops!

Bottoms:Nobottomsthatexposetheknees,includingshortskirts andshorts Tightclothinglikeleggingsarenotpermitted

Footwear:Forhealthandsafetyreasons,studentsarenotallowed towearcrocs,flipflops,orhighheels.

TomaintainDressDownDays,itisimportant forourstudentstoadheretothese guidelines.Failuretodosowillresultinthe studentbeingsenthometochange.

BringYourOwnDevice(BYOD)

TechnologyPurchases:

MacBooksareavailableforpurchasethrough ourschoolsupplierattheAppleEducation Discount.Youcansignupforaccesstotheestorehere..Theonlinestoreiscurrentlybeing updatedandwillfeaturethelatestmodelsby thesecondweekofJuly2024.

Additionally,werecommendchecking retailerslikeCarrefour,whichoftenoffer competitiveprices.

Mostofoursecondarystudentsprefer MacBookAirlaptops Whilethesemaybe moreexpensivethanotherPCs,our experienceshowsthattheytendtolast significantlylonger.

SoftwareandApplications:

Avarietyofapps,programs, andplatformsareusedin secondarysubjectsto supportlearning.Studentsdo notneedtopurchaseany software.Whentheyjointhe schoolinAugust,their teacherswillassistthemin downloadingtheMicrosoft 365applications,whichare availableusingtheirschool accounts

Whilewedonotwishtoendorseonebrandoveranother,itisimportant tonotethathavingsimilardevicescanbebeneficial.Whenstudents usethesametypeofdevice,theycanassisteachothermore effectively,especiallywhentroubleshootingissues.Therefore,we encourageconsiderationofthisfactorwhenchoosingadeviceforyour child.

Pastoral Care

Inoursecondaryschool,PastoralCareisanin commitmenttostudentwellbeing,ensuringth thesupporttheyneedtothriveemotionally,so y, y. AsanMYPandDPschool,werecognizetheuniquechallengesand developmentalneedsofstudentsaged11to18.

PastoralcareatRahaencompassesawiderangeofservicesand supportsystemsdesignedtonurturethewholestudent Thisincludes personalandacademicguidance,emotionalsupport,andfosteringa positiveschoolculturewhereeverystudentfeelsvaluedandrespected.

Ms.Rachel,ourHeadofPastoralCare,overseesthiscrucialarea.She workscloselywiththeHeadsofGrade,whoareresponsiblefor overseeingpastoralcareateachgradelevel.Together,theyensurethat everystudenthasaccesstotheresourcesandsupporttheyneedto navigatetheireducationaljourneysuccessfully

Ourpastoralcaresystemincludesregularcheck-ins,mentoring,and tailoredsupportplanstoaddressindividualneeds.Wealsofocuson creatingasafeandinclusiveenvironmentwherestudentscanbuild strongrelationshipsanddevelopresilience.

Throughourcomprehensivepastoralcareprogram,weaimtocreatea nurturingenvironmentthatsupportsacademicexcellenceandpersonal growth,helpingstudentstobecomewell-rounded,confident,and capableindividuals.

Formoreinformationorspecificconcernsregardingpastoralcare, pleasecontactMs.RachelortheHeadofGradeforyourchild’syear level.

Behaviour Policy& Student Growth

Attimes,studentsmayactinwaysthatdonot alignwithourbehaviourpolicy.Werecognize thatmakingmistakesisanaturalpartof growingup,andwebelievethatschoolshould beasafeenvironmentwherestudentscan learnandgrowfromtheirmistakes.When behaviouroccursthatdoesnotalignwithour behaviourpolicy,weissueconsequences accordingtotheseverityofthebehaviour.

ConsequencesaredefinedbyLevels1to4, withLevel4beingthemostsevere.Eachlevel hasprogressiveconsequencesassignedtoit, ensuringthatresponsesareappropriateand fair.AllincidentsareevaluatedbytheSchool DisciplinaryCommitteetoensurethatan unbiasedandfairconsequenceisissued.This committeeconsidersallindividualsinvolved andprioritizesthesafety,support,and inclusionofeachchild.

Ourgoalistoensurethateverystudenthas therighttocometoschoolfeelingsafe, supported,andincluded.Byaddressing behaviouralissuesthoughtfullyandfairly,we helpstudentsunderstandtheimpactoftheir actionsandencouragepositivegrowthand development.

Zero Tolerancefor Bullying& Physical Altercations

Bullying Bullying

Wetakeazero-tolerance approachtobullying.Bullyingis definedasrepeatedaggressive behaviourthatinvolvesarealor perceivedpowerimbalance.This canbephysical,verbal,or emotionalharmdirectedata student,anditisnever acceptable.Weeducateour communitytorecognizethat bullyingisnotaone-time incidentbutapatternof behaviourthatcanhaveserious emotionalandpsychological effects.Anyreportsofbullyingare thoroughlyinvestigated,and appropriateconsequencesare issuedinlinewithourbehaviour policytoensureasafeand supportiveenvironmentforall students.

Physical Physical Altercations Altercations

Wealsomaintainazerotolerancepolicyforphysical altercations.Regardlessof whetherachildistheinstigator orrespondingtoaggression, anyformofphysicalconflict resultsinaconsequence.We emphasizethattwowrongsdo notmakearight,andtheonly appropriateresponseisfor studentstowalkawayandfind anadulttointervene.Ensuring thesafetyandwellbeingofour studentsisourtoppriority,and wearecommittedtoteaching thempeacefulandconstructive waystoresolveconflicts.

Student Wellbe

AtRahaInternationalSchool,studentwellbeingisa ng theemotional,social,andphysicalhealthofourstu dto creatingasafe,welcoming,andsupportiveenviron n thriveacademicallyandpersonally.Ourproactiveapproachincludesfosteringa cultureofkindness,respect,andinclusivity,ensuringeverystudentfeelsvalued andrespected.

Ourcomprehensivepastoralcaresystemisintegraltosupportingstudents' emotionalandsocialneeds.Thissystemensuresthatstudentshaveaccessto theguidanceandsupporttheyneed.Additionally,eachdaybeginswithan AdvisoryClass,wherestudentsbuildstrongrelationshipswiththeirpeersand teachers,receivingacademicandpersonalguidance.

Wehavededicatedschoolcounselorstoprovideprofessionalsupport:Ms.Katie forGrades6-8andMr.DarrenforGrades9-12.Theyareavailableforindividual counselingsessionstohelpstudentsnavigateemotionalandsocialchallenges. Studentscanscheduleappointmentsdirectlywiththemforconfidentialsupport.

Topromotestudentwellbeing,weimplementbullyingpreventionprograms, healthandwellnessactivities,andencourageactiveparentalinvolvement.These initiativeseducatestudentsonempathy,respect,andconflictresolution,while alsosupportingphysicalhealthandmentalwellness.WealsouseFridayTutorial Lessonstopromotestudentwellbeingonanongoingbasis.

Webelievethatstudentagencyisvitalforsupportingwellbeing.Empowering studentstotakeanactiveroleintheirlearningandcommunityenhancestheir senseofownership,motivation,andself-efficacy.Weoffernumerousstudent leadershipcouncils,suchastheStudentRepresentativeCouncil,Wellbeing Ambassadors,ArtsLeadershipCouncil,AthleticLeadershipCouncil,andmore!By fosteringstudentagency,weensurethatstudentsfeelvalued,respected,and supported,whichsignificantlycontributestotheiroverallwellbeing.

Stu adershipCouncils

Webelieveinfosteringasenseofagencyandownership amongourstudents,empoweringthemtomakemeaningful contributionsanddeveloptheirleadershipskills.Tosupportthis commitment,wehaveestablishedseveralstudentleadership councils.Thesecouncilsprovidestudentswithopportunitiesto takeonresponsibilities,advocatefortheirpeers,and contributepositivelytoourschoolcommunity.

OverviewofCouncils

1.StudentRepresentativeCouncil(SRC)

Mission:Toprovideourstudentswithavoice throughgrade-levelrepresentatives,fostering effectivecommunicationandadvocacytoimprove theoveralllifeofourstudentsatRaha.TheSRCaims tocreateapositiveandinclusiveschoolcommunity byaddressingstudentconcerns,promoting student-ledinitiatives,andenhancingtheschool environment.

2.AthleticLeadershipCouncil(ALC)

Mission:Topromoteapositiveandinclusivesports cultureandhealthylivingthrougheffective communication,advocacy,andactiveparticipation. TheALCaimstosupportsportsforall,regardlessof individualabilities,ensuringthateverystudenthas theopportunitytoparticipateandbenefitfrom athleticactivities.

OverviewofCouncils

3.CulturalLeadershipCouncil(CLC)

Mission:Topromoteapositiveandinclusivecultural environmentanddeepentheunderstandingof diversetraditionsthrougheffectivecommunication, advocacy,andactiveparticipation.TheCLCaimsto celebratethediversityofourschoolcommunity, fosteringanenvironmentwhereallcultural backgroundsarerespectedandvalued.

4.AcademicLeadershipCouncil(ALC)

Mission:Tofosteraninclusiveanddynamic academicenvironmentbyadvocatingforstudent needs,encouragingpeermentorship,and promotingdiverselearningopportunitiesthrough effectivecommunicationandactiveparticipation. TheALCaimstosupportacademicexcellence, ensurethatstudentshaveaplatformtovoicetheir ideasandconcerns,andenhancetheoverall learningexperienceatourschool.

5.WellbeingAmbassadorsLeadershipCouncil(WALC)

Mission:Tocultivateapositiveandsupportive schoolculturebyadvocatingforstudentwellbeing, encouraginghealthylifestyles,andpromoting mentalandemotionalhealth.

OverviewofCouncils

6.WelcomeLeadersCouncil(WLC)

Mission:Tocreateawarmandinclusiveschoolculture bywelcomingnewstudents,promotingfriendships,and ensuringeverystudentfeelsvaluedandsupported througheffectivecommunicationandactive participation.

7.CreativeArtsLeadershipCouncil(CALC)

Mission:Tofosterapositiveandinclusiveartsculture withtheaimtopromotetheartswithintheschool, encouragingcreativityandartisticexpression,and instillingthebeliefthatallindividualscanbecreatorsof art.

8.AcademicSocietiesLeadershipCouncil(ASLC)

Mission:Tofosteravibrantandintellectually stimulatingenvironmentthataimstosupportstudents giftedinspecificacademicareas,providing opportunitiesforadvancedstudiesandcareer exploration.Theystrivetoconnectstudentswith communityexperts,fosteringanetworkthatenhances learningandbringscutting-edgeknowledgetoRaha.

9.EmiratiCulturalLeadershipCouncil(ECLC)

Mission:Tofosteradeepappreciationand understandingofEmiraticultureandheritage,ensuring thatournationalidentityiscelebratedandintegrated intoourschoolcommunity.

TutorialLessonsoccureveryFridayasan extendedAdvisoryLesson.Thesesessions areakeycomponentofourpastoral program,designedtosupportour studentsinbecomingwell-roundedIB learners

PurposeofTutorialLessons

Tutorialisinstrumentalin fosteringasupportiveand inclusiveschoolenvironment. Theyhelpstudentsbuild strongrelationshipswiththeir peersandteachers,develop criticallifeskills,andgainthe confidencetofacechallenges bothinsideandoutsidethe classroom

Theprimarygoalofthesetutoriallessonsisto promotetheoverallwellbeingandpersonal developmentofourstudents.Byaddressinga varietyofimportanttopics,weaimtoequipour studentswiththeknowledge,skills,andvalues necessarytonavigatethecomplexitiesoftoday's worldandtothrivebothacademicallyand personally

Thesegroupsremainconsistent,providingasense ofcommonalityandcontinuityasstudents progressthroughtheschoolyears.Thisstructure helpsmaintainstablepeerrelationshipsand supportsacohesivelearningenvironment.

During our tutorial lessons, we cover a widerangeoftopicsthatareessentialfor the holistic development of our students. Someofthekeytopicsinclude: BullyingPrevention SocialMediaLawsintheUAE HowtoStaySafeOnline Emotional&MentalHealth HealthyRelationshipsWithOthers

OSRAH

Whatisit? Whatisit?

OSRAHmeans“family”inArabic,which isimportantbecausewewantatightknitschoolcommunity.TheOSRAH systemisanintegralpartofourschool culture,designedtobuildcamraderie, fosterasenseofbelonging,and supporttheholisticdevelopmentofour students.

HouseTeams HouseTeams

Houseteamsaregroupsthatall studentsandstaffmembersbelongto, creatingsmallercommunitieswithin ourlargerschoolenvironment.These teamsaredesignedtopromoteschool spirit,teamwork,andfriendly competition.Eachhouseteam embodiesthespiritofOSRAH, encouragingeveryonetosupportand upliftoneanother,muchlikeafamily.

Examples

Intramuralsportsatlunch suchasbasketball,football, dodgeball,andmore!

Culturaleventssuchas talentshows,musicand danceperformances,and artcompetitions

Academicchallengessuch asquizzes,debates,spelling bees,etc

Communityserviceprojects Wellbeingactivitiesthat promoteasupportive environment

Communication

Effectivecommunicationisessentialtofostering positivehome-schoolrelationshipsatRaha InternationalSchool.Wearecommittedtomaintaining open,transparent,andrespectfullinesof communicationbetweenstudents,parents,andstaff. Bykeepingfamiliesinformedandengaged,wework togethertosupporteachstudent'sacademicand personalgrowth,ensuringacollaborativeandcohesive schoolcommunity.

Lines of Communication

Research consistently shows that strong home-school relationships are one of the highest predictors of academic achievement for children (THE EDUCATION HUB) (National PTA). We work hard to build positive relationships with parents, ensuring that clear lines of communication are maintained. This partnership plays a pivotal role in your child's success, allowing for swift resolution of any concerns or queries you may have. When you have an inquiry or concern, we ask that you follow the established lines of communication. Skipping steps may result in missing out on connecting with the individual who has the most information about the situation. Effective communication fosters a strong partnership and helps us work together to support your child's academic and personal growth.

Meeting face-to-face with our educators allows you to meet the person who cares deeply about your child and who shares the same goals you have for their success. Together, we can provide the support your child requires to thrive at school and beyond.

AcademicQueries

Coursecontentclarificationorconcerns

Gradingpoliciesandcriteria

Individualstudentprogressandperformance

Questionsregardingassessments,exams, assignments,andhomework

Specialaccommodationsorconsiderationsfor studentswithspecificneeds

Curriculumplanningandcourseselectionguidance

Academicsupportandenrichmentopportunities

Issuesrelatedtoclassroomdynamicsorteaching methods

Guidanceonsubject-specificextracurricular activities,competitions,andevents

Feedbackorconcernsregardingaspecificteacher's approachtoasubject

Academic Queries

Ifastepisskippedinour communicationprocess,youmay missconnectingwiththeindividual wholikelyhasthemostinformation aboutthesituationathand.

HeadsofDepartment

Department Head

Physical Education& Athletics

ArabicA ArabicB

Mr.BenDavies(BDavies@ris.ae)

Mr.BenSapwell-West (Bsapwellwest@ris.ae)

Mr.Abdalla(ADahak@ris.ae)

Ms.Mona(Mkamel@ris.ae)

Islamic Mr Abdellatif(AChokri@risae)

HeadofArabic&

Islamic

Language Acquisition

Dr.Mohammed(MSalameh@ris.ae)

Ms.Kathryn(KLonergan@ris.ae)

Ms.Mari(MTomos@ris.ae) English

Mr.Walter(WClarke@ris.ae) Sciences

Ms.Winell(WGous@ris.ae)

Individuals&Societies

Arts& PerformingArts

Design

Mr.Luke(LClarke@ris.ae)

Ms.Katee(KVanCampen@ris.ae)

Ms.Caroline(CarolineKelly@ris.ae)

Mr.Peter(PMccabe@ris.ae)

PastoralQueries

Attendanceconcernsorreportingabsences

Behaviouralissuesordisciplinarymatters

Emotionalorsocialwell-beingofthestudent

Bullyingorconflictswithpeers

Requestsforadviceonstudentwell-beinganddevelopment

Guidanceonextracurricularactivitiesandclubs

Supportfortransitioningtoanewgradeorschoollevel

Concernsrelatedtostudents'overalladjustmentand happinessatschool

Healthandwellnessmatters(excludingmedicalconditions)

Communicationaboutschoolpoliciesandprocedures

Familyorpersonalcircumstancesaffectingthestudent

Linesof Communication

Ifastepisskippedinour communicationprocess,youmay missconnectingwiththeindividual wholikelyhasthemostinformation aboutthesituationathand.

HeadsofGrade

Department

Grade6

Grade7

Grade8

Grade9

Grade10

Grade11

Grade12

Head

Ms.Hannah(HLindo@ris.ae)

Ms Miranda(MParchoma@ris.ae)

Mr.Liam(LFleming@ris.ae)

Mr John(JCrowley@ris.ae)

Mr.Kareem(KYouakim@ris.ae)

Mr.James(JGraham@ris.ae)

Ms Emma(EZeiler@ris.ae)

"Together,wecanachieve greatthingsforour children.Byunitingour effortsandsharingour strengths,wecreatea nurturingenvironment whereeverychildcan flourishandreachtheirfull potential."

StudentSupport

Personaloremotionalconcernsaffectingthestudent'swell-being

Mentalhealthsupportorreferrals

Academicorcareerguidanceandplanning

Copingstrategiesforstress,anxiety,orotherchallenges

Specialeducationneedsassessmentandsupport

IndividualizedEducationPlans(IEPs)oraccommodations

Inclusiveeducationpracticesandresources

Transitionplanningforstudentswithspecialneeds

LanguagedevelopmentandsupportforstudentslearningEnglishasanAdditional Language

StrategiesforacademicsuccessinanEnglish-speakingenvironment

Culturaladjustmentandintegration

Enrichmentopportunitiesforgiftedandtalentedstudents

Differentiatedinstructionandcurriculumoptions

Guidanceonextracurricularactivitiesandcompetitionsforadvancedlearners

Careercounsellorsforuniversityapplicationguidance,collegeapplications,etc.

Formsof Communication

WeeklyUpdates:Weprovideweekly updatesthrough"RahaReminders, " ourschoolnewsletter,tokeepyou informedaboutschoolevents, importantdates,andgeneralschool news.

Emails:Wealsosendemailstoshare informationandimportantupdates.It iscrucialforparentstoreadthese emailstostayinformedaboutschool mattersandensuretheydonotmiss anyimportantannouncements.

Toddle:Wearecurrentlynavigating theuseofToddleasourprimary platformforparent-teacher communication.Toddlesupports variouscommunicationfeatures suchasmessaging,scheduling meetings,andsharingstudent progress.Middleandseniorleaders, aswellasteachers,canuseToddleto contactparentsdirectly.Additionally, Toddleallowsustoaddressspecific groups,ensuringthat communicationsaretargetedand relevant.Aswelearnmoreaboutthis newplatform,wewillshareany changestocommunicationchannels.

Parents can always contact any staff member through their school email. This direct line of communication ensures that parentscaneasilyreachoutwithquestionsorconcerns.

By utilizing these communication tools, we aim to create a transparent and supportive environment where parents feel connectedandinvolvedintheirchild'seducation.

Academic Programs& Policies

WelcometotheAcademicProgramsandPoliciessection. Here,weprovidedetailedinformationaboutthesubjects offeredatoursecondaryschool,ourassessmentand evaluationmethods,andhomeworkexpectations.This sectionaimstogiveyouacomprehensiveunderstanding ofoureducationalapproach,ensuringthatstudents receiveabalancedandchallengingeducationthat supportstheiracademicandpersonalgrowth.

TheMYP ALookAt

TheMiddleYearsProgramme(MYP)issometimes referredtobyitslevels,MYP1toMYP5,and constituteslearnersinGrades6to10.This programisdesignedtobuildupontheknowledge andskillsstudentshaveacquiredintheirearlier yearsofeducationandpreparesthemforthe challengesoftheDiplomaProgramme(DP)in Grades11and12.TheMYPframeworkencourages studentstomakepracticalconnectionsbetween theirstudiesandtherealworld,fosteringcritical thinking,inquiry,andreflection

R A H A

M Stru

SubjectGroups:

TheMYPincludeseightsubjectgroups:

LanguageandLiterature

LanguageAcquisition

IndividualsandSocieties(I&S)

Sciences

Mathematics

Arts

PhysicalandHealthEducation(PHE)

Design.

Thisensuresthatstudentsreceiveabalancededucationacross variousdisciplines.

InterdisciplinaryLearning:

TheMYPemphasizesinterdisciplinarylearning,encouraging studentstomakeconnectionsbetweensubjectsandapplytheir knowledgeinreal-worldcontexts.Thisapproachhelpsstudents developcriticalthinkingandproblem-solvingskills.

ConceptualUnderstanding:

CentraltotheMYPisthedevelopmentofconceptual understanding.Studentsexplorekeyconcepts(suchaschange, communication,andsystems)andrelatedconceptsspecificto eachsubject.Thishelpsstudentsunderstandbigideasandtheir applicationsacrossdifferentsubjects.

MYPSt ture

ApproachestoLearning(ATL):

TheMYPfocusesondevelopingessentialskills,knownasApproachesto Learning(ATL).Theseincludethinkingskills,communicationskills,social skills,self-managementskills,andresearchskills.ATLskillshelpstudents becomeeffectivelearnersandpreparethemforfutureacademic challenges.

GlobalContexts:

TheMYPintegratesglobalcontextstomakelearningmorerelevantand meaningful.Studentsexploresixglobalcontexts:Identitiesand Relationships,OrientationinSpaceandTime,PersonalandCultural Expression,ScientificandTechnicalInnovation,Globalizationand Sustainability,andFairnessandDevelopment.Thesecontextshelpstudents understandtherelevanceoftheirstudiestothewiderworld.Moredetailis providedonpage58.

ServiceasAction:

ServiceasActionisacorecomponentoftheMYP,encouragingstudentsto engageincommunityserviceanddevelopasenseofsocialresponsibility.It helpsstudentsapplytheirlearninginpracticalwaystomakeapositive impactontheircommunities.

PersonalProject:

Inthefinalyear(MYP5),studentscompleteaPersonalProject.Thisisan independentresearchprojectthatallowsstudentstoexploreatopicof personalinterestindepth.Itdemonstratestheirabilitytomanageand executeasignificantpieceofwork,fosteringindependenceandselfdiscipline.

Scope&SequenceDevelopment

AtRahaInternationalSchool,wedevelop thescopeandsequenceofour curriculumwithintheMYPframework.This involvescreatingdetailedplansthat outlinethecontent,skills,andassessment criteriaforeachsubjectandgradelevel. Oureducatorsalignthecurriculumwith theIBstandardswhileincorporatinglocal andnationaleducationalrequirements. Additionally,webenchmarkourstandards againstinternationallyrenowned curricula,ensuringthatourstudentsare preparedtomeetglobalacademic expectations.Wealsohavetheflexibility tomakeadjustmentstosuittheunique needsofourlearners,providinga personalizedandeffectiveeducational experience.

ByunderstandingtheMYP's structure,parentscanbetter appreciatehowthis comprehensiveframework supportstheirchildren's academicandpersonalgrowth, preparingthemforthe challengesoftheDiploma Programmeandbeyond.Inthe followingsections,wewilldelve deeperintothespecificsubjects, assessmentcriteria,rubrics,and thekeyandrelatedconceptsthat formthefoundationoftheMYP

MY ects

Language&Literature

Thissubjectgroupfocusesondevelopingstudents'abilitiesinreading,writing,andanalyzing texts Studentsstudyliteraturefromavarietyofculturesandtimeperiods,enhancingtheir understandingoflanguageanditsimpactonhumanexperience Theaimistofosteralovefor readingandeffectivecommunicationskills

LanguageAcquisition

LanguageAcquisitionhelpsstudentslearnadditionallanguages,promotingmultilingualismand interculturalunderstanding Studentscanchoosefromarangeoflanguagesofferedattheir school Thecourseemphasizeslistening,speaking,reading,andwritingskills,anditencourages studentstoexploredifferentculturesthroughlanguage.

Individuals&Societies(I&S)

Thissubjectgroupincludessubjectslikehistory,geography,economics,andsocialstudies It encouragesstudentstoexplorehumansocieties,theirstructures,andinteractions.Thefocusis ondevelopingcriticalthinkingskillsandunderstandingthefactorsthatshapeculturesand civilizations.

Sciences

TheSciencessubjectgroupencompassesbiology,chemistry,physics,andintegratedscience courses.Studentsengageinscientificinquiry,experimentation,andanalysis.Theaimisto developanunderstandingofscientificconceptsandprocesses,andtoappreciatetheroleof scienceineverydaylife.

MY ects

Mathematics

MathematicsintheMYPisdesignedtobuildstudents'mathematicalunderstanding,reasoning, andproblem-solvingskills Thecurriculumcoversabroadrangeoftopics,includingalgebra, geometry,statistics,andcalculus Itencouragesstudentstoapplymathematicalconceptsto real-worldsituations

Arts

TheArtssubjectgroupincludesvisualarts,performingarts,andmusic Studentsexplore creativityandself-expressionthroughvariousartisticforms Theaimistodevelopan appreciationfortheartsandtounderstandtheprocessesinvolvedincreatingandpresenting art

Physical&HealthEducation

Thissubjectgrouppromotesphysicalwell-beingandahealthylifestyle Itincludesphysical activities,sports,andhealtheducation Studentslearnabouttheimportanceofphysicalfitness, teamwork,andmaintainingahealthybodyandmind

Design

DesignintheMYPinvolvespracticalandcreativeproblem-solving Studentslearntodesignand createproducts,systems,andsolutionstomeetspecificneeds Thecourseemphasizesthe designcycle,whichincludesinvestigating,planning,creating,andevaluating

KeyandRelated ConceptsintheMYP

TheMiddleYearsProgramme(MYP)usesa frameworkofkeyandrelatedconceptsto structureteachingandlearning,ensuringthat studentsdevelopadeepandmeaningful understandingofsubjects.Thisapproachhelps studentstoconnectideasacrossdifferent disciplines,thinkcritically,andapplytheir knowledgeinvariouscontexts.

KeyConcepts

Keyconceptsarebroad,organizing,powerfulideasthathaverelevancewithin andacrosssubjectsanddisciplines,providingconnectionsthatcantransfer acrosstimeandculture Theseconceptsguidetheexplorationofrelated conceptsandprovideaframeworkforconceptualunderstanding.Teachers usekeyconceptsfromtheirownsubjectgroup(s) aswellaskeyconcepts fromothersubjectgroups toplandisciplinaryandinterdisciplinaryunitsof inquiry.Teachersidentifyonekeyconceptthatdrivestheunit’sdevelopment. Theseconceptsarenotonly“key”inthesenseofbeingimportant;theyalso provideakey awayintoabodyofknowledgethroughstructuredand sustainedinquiry

Thereare16keyconceptsintheMYP:

ExplanationofKey Concepts

Aesthetics

Change

Communication

Communities

Connections

Creativity

Culture

Development

Form

GlobalInteractions

Identity

Logic

Perspective

Relationships

Systems

Time,Place,and Space

Thestudyofbeautyandtaste,exploringwhatmakes somethingbeautifulorpleasing

Understandingtheprocessandimpactofchangeinvarious contexts.

Theexchangeandinterpretationofinformationandideas

Groupsofindividualswhosharecommoninterestsor environments

Linksbetweenvariousideas,concepts,oraspectsoflife.

Thegenerationofnewandinnovativeideas

Sharedbeliefs,values,andpracticesofagroup.

Progressionandgrowthovertime.

Theshapeandstructureofsomething.

Relationshipsandexchangesbetweendifferentpartsofthe world

Thequalities,beliefs,andexpressionsthatmakeanindividual orgroupunique.

Reasoningconductedaccordingtostrictprinciplesofvalidity.

Viewingsituationsfromdifferentangles.

Connectionsandinteractionsbetweenpeopleorthings

Complexnetworksofcomponentsthatworktogether

Understandingthecontextandenvironmentinwhichevents occur.

RelatedConcepts

Relatedconceptsarediscipline-specificand providedepthtothekeyconcepts.Theyhelp studentsexplorekeyconceptsinspecific contextsandsubjectareas.Relatedconcepts promotedepthoflearningandaddcoherence totheunderstandingofacademicsubjectsand disciplines.Theyaregroundedinspecific subjectsanddisciplinesandareusefulfor exploringkeyconceptsingreaterdetail

Inquiryintorelatedconceptshelpsstudentsdevelopmorecomplexand sophisticatedconceptualunderstanding.Relatedconceptsmayarisefromthe subjectmatterofaunitorthecraftofasubject itsfeaturesandprocesses.For eachunit,teachersidentifytwoormorerelatedconceptsthatextendlearning, leadtodeeperunderstanding,orofferanotherperspectivefromwhichto understandtheidentifiedkeyconcept(s).

Language&Literature

LanguageAcquisition(Phase1-2)

LanguageAcquisition(Phase3-4)

Argument Audience Bias Context

Empathy Idiom Inference PointofView

Purpose StylisticChoices Theme Voice

Individuals&Societies

Causality Choice Culture Equity

Globalization Identity Innovation& Revolution Perspective

Power Processes Resources Sustainability

Sciences

Balance Consequences Energy Environment

Evidence Form Function Interaction

Models Movement Patterns Transformation

Mathematics

Change Equivalence Generalization Justification

Measurement Models Patterns Quantity

Representation Simplification Space System

VisualArts

Audience Boundaries Composition Expression

Genre Innovation Interpretation Narrative

Presentation Representation Style VisualCulture

PerformingArts

Audience

Genre

Design

ImportanceofKeyandRelatedConcepts

TheintegrationofkeyandrelatedconceptsintheMYP frameworksupportsinterdisciplinarylearningand helpsstudentsdevelopacohesiveunderstandingof knowledge.Byexploringtheseconceptsacrossvarious subjects,studentscanseetheconnectionsbetween differentareasofstudyandapplytheirlearningin broadercontexts.Thisapproachpromotescritical thinking,creativity,andtheabilitytotransferknowledge andskillstonewsituations.

Byunderstandingandutilizingkeyandrelated concepts,MYPstudentsarebetterequippedto navigatecomplexideasandchallenges,preparing themfortheacademicrigoroftheDiplomaProgramme (DP)andbeyond.Thisconceptualframeworkis essentialforfosteringlifelonglearnerswhocanthink independentlyandengagewiththeworldin meaningfulways.

GlobalContextsintheMYP

Globalcontextsareafundamental componentoftheMiddleYearsProgramme (MYP)thathelpframestudents'learningand makeitmorerelevantandmeaningful. Theyprovidealensthroughwhichstudents exploreandunderstandtheworld,linking classroomlearningtoreal-worldissuesand challenges.

WhatareGlobalContexts?

Globalcontextsguidetheteachingandlearningprocessbyencouraging studentstomakeconnectionsbetweentheirstudiesandtheworld aroundthem.

TherearesixglobalcontextsintheMYP:

HowTeachersUse GlobalContexts

Teachersintegrateglobalcontextsintotheir planningandinstructiontohelpstudentssee therelevanceoftheirlearning.When designingunits,teachersselectaglobal contextthatalignswiththekeyandrelated conceptsoftheunit.Thiscontextual frameworkguidesstudentsinexploringand understandingthesubjectmatterthrough real-worldapplications.Byframinglessons withinaglobalcontext,teachersencourage studentstoaskquestions,investigateissues frommultipleperspectives,andconnect theirlearningtobroadersocietalandglobal themes.Additionally,globalcontextsare usedtodevelopinterdisciplinaryunits, allowingstudentstoapplyknowledgeand skillsacrossdifferentsubjects,enhancing theirunderstandingandfosteringcritical thinking.

ImportanceofGlobalContextsforLearners

Globalcontextsarecrucialforlearnersastheymakeeducation morerelevantandengagingbylinkingclassroomlearningtorealworldissues.Thisconnectionhelpsstudentsseethepractical applicationoftheirknowledge,whichincreasestheirmotivation andinterestinlearning.Exploringglobalcontextsalsoenhances criticalthinkingskills,asstudentsanalyzecomplexproblems, considerdiverseperspectives,andformwell-informedopinions. Moreover,understandingglobalcontextsfostersglobalawareness, helpingstudentsappreciatetheinterconnectednessoftheworld andtheimpactoftheiractionsonaglobalscale.Thisholistic developmentcultivatesempathy,ethicalreasoning,andasense ofresponsibility,preparingstudentstobethoughtful,proactive globalcitizens.

InterdisciplinaryUnits (IDUs)intheMYP

InterdisciplinaryUnits(IDUs)area fundamentalaspectoftheMiddleYears Programme(MYP)thatencouragestudents tomakeconnectionsacrossdifferent subjectareas,fosteringaholistic understandingofknowledge.IDUsinvolve theintegrationofcontent,skills,and conceptsfromatleasttwodifferent disciplines,enablingstudentstoexplore complexissuesandideasina comprehensiveandmeaningfulway.

HowIDUsWork

InanIDU,teachersfromdifferentsubjectareascollaboratetodesign andimplementunitsthatcombinetheirdisciplines.Theseunitsare centeredaroundasharedthemeorinquiryquestion,andtheyare structuredtoencouragestudentstoapplyknowledgeandskillsfrom multiplesubjectstoinvestigateandsolvereal-worldproblems.For example,ascienceandhumanitiesIDUmightexploretheimpactof climatechangeonhumansocieties,requiringstudentstousescientific dataandhistoricalanalysistounderstandtheissue

Teachersfromdifferentsubjectsworktogethertoplantheunit,aligning theirobjectives,assessments,andlearningactivitiestoensurecoherence andintegration Duringimplementation,studentsengageinlearning activitiesthatspanmultiplesubjects,applyingconceptsandskillsfrom eachdisciplinetoexplorethecentraltheme Thisofteninvolvesresearch, project-basedlearning,andcollaborativework.

AssessmentinIDUsisdesignedtoevaluatestudents'abilitytointegrate andapplytheirlearningacrossdisciplines.Thisincludesbothformative assessments,whichprovideongoingfeedback,andsummative assessments,whichevaluatethefinaloutcomesoftheunit.

Studentsarerequiredtoparticipateinaminimumofone interdisciplinaryunit(IDU)peryear.Thismeansthatoverthecourseof thefive-yearMYP,studentswillengageinatleastfiveIDUs.

InquiryintheMYP

Inquiry-basedlearningisattheheartofthe MYP.Ittransformstheeducational experiencebyencouragingstudentstobe curious,thinkcritically,andengagedeeply withtheirlearning.Here’sanexplanationof whatinquirylookslikeintheMYPandhowit benefitsyourchild’seducation

WhatisInquiry-Based Learning?

Inquiry-basedlearningisadynamicandstudent-centeredapproach wherestudentstakeanactiveroleintheirownlearningprocess.Rather thanpassivelyreceivinginformation,studentsareencouragedtoask questions,investigate,andexploretopicsofinterest.Thismethod promotesdeeperunderstandingandretentionofknowledgeby connectinglearningtoreal-lifecontextsandpersonalexperiences.

ExamplesofInquiry-BasedLearning

Science:

Studentsmightinvestigatetheimpactofpollutiononlocal ecosystemsbycollectingandanalyzingwatersamples.Theydevelop hypotheses,conductexperiments,andpresenttheirfindings.

IndividualsandSocieties:

Inaunitonancientcivilizations,studentscouldexplorehow geographicalfeaturesinfluencedthedevelopmentofsocieties.They mightcreatemaps,buildmodels,orwritereportsbasedontheir research.

LanguageandLiterature:

Studentsmightexaminethemesofjusticeandmoralityinliterature bycomparingdifferenttextsandperspectives.Theyformulate questions,engageindiscussions,andwriteanalyticalessays.

Arts:

Invisualarts,studentsmightexplorethequestion,"Howdoartists expressidentity?"Theyresearchdifferentartists,createtheirownart pieces,andreflectonhowtheirworkcommunicatestheirpersonal identity.

Rubrics& AssessmentCriteria

intheMYP

AssessmentinboththeMYPandtheDPis designedtoinformteachingandlearning, providinginsightsintostudents'content knowledgeandskills,andguidingtheir progresstowardsmastery.TheMYPusesa criterion-relatedassessmentapproach, whichisevaluatedonan8-pointscalefor eachsubjectgroup.Thesecriteriareflect distinctlearningobjectivesandofferdetailed descriptorsforachievementlevelsfrom0to 8,ensuringconsistentandobjective assessments.

Overview:

IntheMYP,eachsubjectgrouphasspecificassessment criteriadesignedtoreflectthedistinctlearningobjectivesof thatsubject.Eachcriterionisassessedonan8-pointscale, providingdetaileddescriptionsforeachlevelofachievement from0to8toensureconsistentandobjectiveassessment. Thecriteriaarealignedacrosssubjectstoassesssimilarskills, specifiedforeachcontentarea:Youcanlearnmoreaboutthe specificassessmentcriteriaonpage65.

ThegoalsofassessmentintheMYParetosupportand encouragestudentlearningbyprovidingfeedbackonthe learningprocess,informandimproveteachingpractices,offer opportunitiesforstudentstoexhibitskilltransferacross disciplines,promotepositiveattitudestowardslearning, deepenunderstandingofsubjectcontent,andfosterthe developmentofcriticalandcreativethinkingskills.

AchievementLevelsintheMYP

I chMYPsubjectgroup,learningobjectives espondtoassessmentcriteria.Eachcriterionhas tpossibleachievementlevels(1through8). hersmustgathersufficientevidencefroma eofassessmenttaskstoenablethemtomakea essionalandinformedjudgementguidedbythe riatodetermineastudent’sachievementlevel ordingtohowwellthestudenthasdemonstrated teryofthepublishedcriteria.

Teachersadopta“bestfit”modelwhenusingtheachievementlevel descriptors.The"bestfit"modelisakeyprincipleintheIBassessment philosophy,particularlywithintheMYP.Thismodelensuresthatstudents' gradesaccuratelyreflecttheircurrentlevelofachievementbyemphasizingthe mostaccuraterepresentationoftheirabilitiesovertime.Thismodelconsiders arangeofevidenceratherthanrelyingonasingleassessment.It acknowledgesthatlearningisaprocessandthatstudentsmaydemonstrate theirhighestlevelsofachievementatvariouspointsthroughouttheirlearning journey.

Unliketraditionalmodelsthatmightrelyheavilyonend-of-termorhigh-stakes exams,the“bestfit”modelincorporatescontinuousassessment.Thismeans regularevaluationthroughvarioustasksthatreflecttheongoinglearning process.

IntheMYP,students'performanceisassessedusingcriterion-relatedrubrics. Theserubricsevaluatespecificskillsandknowledgeareas,andeachcriterion (CriterionA, B,C,D)isassessedonan8-pointscale.Theoverallperformance inasubjectisdeterminedbycombiningtheachievementlevelsfromdifferent criteriatogenerateatotalscore,whichisthentranslatedintoagradeusing predefinedgradebands.(seenextpagefordetails)

Eachcriterionisassessedatleasttwiceperacademicyear,andthelevels achievedintheseassessmentsareusedtodeterminethefinallevelforeach criterion.Tocalculatethetotalachievementscoreforasubject,thefinallevels forallfourcriteriaareaddedtogetherforascoreoutof32totalpoints available.Thattotalnumberofpointsisthentranslatedusinggradebandsinto afinalgradeonascaleof1to7.Thesegradeboundariesareperiodically reviewedandadjustedbasedonglobalperformancedata

AchievementLevelsintheMYP

Sumof Assessed Criteria

28-32 7

24-27 6

Produceshigh-quality,frequentlyinnovativework Communicates comprehensive,nuancedunderstandingofconceptsandcontexts. Consistentlydemonstratessophisticatedcriticalandcreative thinking.Frequentlytransfersknowledgeandskillswith independenceandexpertiseinavarietyofcomplexclassroomand real-worldsituations

Produceshigh-quality,occasionallyinnovativework Communicates extensiveunderstandingofconceptsandcontexts. Demonstrates criticalandcreativethinking,frequentlywithsophistication. Uses knowledgeandskillsinfamiliarandunfamiliarclassroomandrealworldsituations,oftenwithindependence

19-23 5

15-18 4

Producesgenerallyhigh-qualitywork Communicatesextensive understandingofconceptsandcontexts Demonstratescriticaland creativethinking,sometimeswithsophistication.Usesknowledgeand skillsinfamiliarclassroomandreal-worldsituations,and,with support,someunfamiliarreal-worldsituations.

Producesgoodqualitywork.Communicatesbasicunderstandingof mostconceptsandcontextswithfewmisunderstandingsandminor gaps Oftendemonstratesbasiccriticalandcreativethinking Uses knowledgeandskillswithsomeflexibilityinfamiliarclassroom situations,butrequiressupportinunfamiliarsituations.

10-14 3

6-9 2

Producesworkofanacceptablequality.Communicatesbasic understandingofmanyconceptsandcontexts,withoccasionally significantmisunderstandingsorgaps Beginstodemonstrate somebasiccriticalandcreativethinking Isofteninflexibleintheuse ofknowledgeandskills,requiringsupporteveninfamiliarclassroom situations.

Producesworkoflimitedquality.Expressesmisunderstandings or significantgapsinunderstandingformanyconceptsandcontexts. Infrequentlydemonstratescriticalorcreativethinking Generally inflexibleintheuseofknowledgeandskills,infrequentlyapplying knowledgeandskills.

1-5 1

Producesworkofverylimitedquality.Conveys manysignficant misunderstandingsorlacksunderstandingofmostconceptsand skills.Veryrareldemonstratescriticalorcreativethinking.Very inflexible,rarelyusingknowledgeorskills

SubjectGroup

Criterion

A Analyzing Comprehending Spoken&Visual Text Knowing& Understanding Knowing& Understanding

B Organizing Comprehending Written&Visual Text Investigating Inquiring& Designing

C ProducingTexts Communicatingin ResponsetoText Communicating Processing& Evaluating

D UsingLanguage UsingLanguagein SpokenorWritten Form ThinkingCritically Reflectingonthe ImpactsofScience

Criterion

A Knowing& Understanding Knowing& Understanding Knowing& Understanding Inquiring& Analyzing

B Investigating Patterns Planningfor Performance DevelopingSkills DevelopingIdeas

C Communicating Applying& Performing ThinkingCreatively Creatingthe Solution

D ApplyingMathin Real-LifeContexts Reflecting& Improving Performance Responding Evaluating

ServiceasAction(SA)

AspartoftheMiddleYearsProgramme(MYP),weare committedtodevelopingwell-roundedstudentswho notonlyknowledgeableandinquiringbutalso ngandreflectiveglobalcitizens.Akey ponentofthisholisticapproachisServiceas on acore entsto wingth -world stera towardsot

LearningObjectives

Becomemoreawareoftheirown growth

Undertakechallengesthatdevelo Discuss,evaluate,andplanstude Persevereinaction

Workcollaborativelywithothers Developinternational-mindedne engagement,multilingualism,an understandingprojectsthattack Considertheethicalimplications

ServiceasActionIS: doingsomethingtohelpmaketh helpyourlocal/globalcommunit meetinganeedinyourcommmu somethingthatyoucareabouta supervisedbyanadult alignedwiththelearningobjectiv

ServiceasActionISNOT: anassessment choresathome simple,repetitivework agrade formoney

DirectService

leadingahomeworkclub peercoachingforasport

creating an organized clean up of a communityspace

leadingaschoolevent/activity

IndirectService

helping to lead an event such as recyclingproject helpingtofundraise COP28

working with a pet shelter or animal welfaregroup

Overseasservicetrips

organizing an activity to raise awareness about something such as apresentation,podcast,orsimilar

LearningSkills

AtRaha,LearningSkillsarean essentialcomponentofour educationalprogram,designed toequipstudentswithvital informationfluencyskills necessaryforin-depthlearning. Weequipourteacherswiththe skillsneededtofosterlearning skillsintheirspecificsubjectson adailybasis.

Collaborative Collaborative Approach Approach

Acollaborativeapproach involvingbothanIBteacher librarianandsubjectteachersis utilizedtoeffectivelyteachmedia literacyskillsandstrategies.The inclusionofavertically articulatedinformationfluency continuumensuresconsistency instyleandexpectationacross subjectsateachgradelevel. Theseclassesactasminiworkshopsfocusingonindividual skills.

Ourteachersreceiveregular professionaldevelopmenton howtoexplicitlyteachLearning Skillsintheirspecificsubjectarea, suchassettingeffectivestudy plans,preparingforsummative assessments,managingtime efficiently,anddeveloping strategiesforactiverevision. Theseskillsareessentialin helpingstudentssucceed academicallyandbecome independent,lifelonglearners.

Skills Skills Development Development

TheskillsdevelopedintheMYP aredesignedtobeversatile, servingasa‘toolbox’that studentscanapplytovarious classroomexperiences,thereby enhancingtheiracademic achievement.

Theseskillsinclude: InformationFluency: Proficiencyinusingdigital toolsandtechnologiestofind, manage,andcommunicate information.

Evaluatingthecredibility, accuracy,andrelevanceof information. Learningandadaptingtonew toolsandtechnologiesas theyevolve. Effectivelypresentingand sharinginformationinvarious formats.

Recognizingandrespecting intellectualpropertyrights andproperlycitingsources. Understandingandcritically evaluatingmediacontentand itssources.

Analyzingandinterpreting datatodrawmeaningful conclusions.

Maintainingacademic integritybybeing accountableforone’swork andensuringitmeetsethical andscholarlystandards.

LearningSkills

Learningskillsarethekeys tounlockingalifetimeof knowledge.Whenstudents mastertheseskills,they gaintheabilitytoadapt, thinkcritically,andthrive inanever-changingworld.

Reading Reading Growth& Growth& Enjoyment Enjoyment

Withinthisprogram,students willalsohavetheopportunity toincreasetheirLexile Measure(readinggrowth) overtimebypracticing leveledcomprehension regularly.Westronglybelieve thatbeingabletoread, understand,anduse informationisafundamental skillunderpinningall subjects.

Additionally,ourLearning Skillsprogramencourages studentstodevelopaloveof reading.Thereisallocated timeforsilent‘off-device’ reading,allowingstudentsto enjoyliterature,supporttheir curricularstudies,orpractice anotherlanguage.

Byintegratingthese criticallearningskills intoourcurriculum, weaimtoenhance ourstudents' academic experiencesand preparethemfor futuresuccessinan increasinglydigital andinformation-rich world.

TheDP ALookAt

TheDiplomaProgramme(DP)oftheInternational Baccalaureate(IB)isdesignedforstudentsin Grades11and12,typicallyaged16to19.TheDP buildsontheskillsandknowledgeacquiredduring theMiddleYearsProgramme(MYP),preparing studentsforhighereducationandbeyond The programencouragesstudentstodevelopcritical thinking,inquiry,andreflectionskills,fosteringa well-roundedandglobally-mindedapproachto learning. R A H A

DPStructure

SubjectGroups:

TheDPincludessixsubjectgroups:

Group1:StudiesinLanguageandLiterature

Group2:LanguageAcquisition

Group3:IndividualsandSocieties(I&S)

Group4:Sciences

Group5:Mathematics

Group6:TheArts

Studentsmustchooseonesubjectfromeachofthegroups.

TheCoreComponents

Inadditiontothesixsubjectgroups,theDPincludesthreecoreelements thatarecentraltothephilosophyoftheprogramme:

TheoryofKnowledge(TOK):

Aninterdisciplinarycoursethatchallengesstudentstoquestionthe basisofknowledgeandreflectonhowtheyknowwhattheyclaimto know.

ExtendedEssay(EE):

A4,000-wordresearchpaperonatopicofthestudent'schoice, allowingforindependentresearchandin-depthstudy.

Creativity,Activity,Service(CAS):

Requiresstudentstoengageinarangeofactivitiesalongsidetheir academicstudies.CASencouragesstudentstopursuecreative interests,physicalactivities,andcommunityservice,promoting personalandinterpersonaldevelopment.

St e

ApproachestoLearning(ATL):

TheDPcontinuestofocusondevelopingessentialskills,knownas ApproachestoLearning(ATL).Theseincludethinkingskills, communicationskills,socialskills,self-managementskills,and researchskills.ATLskillshelpstudentsbecomeeffectivelearnersand preparethemforfutureacademicchallenges.

ConceptualUnderstanding:

ConceptualunderstandingintheDPinvolvesgraspingoverarching principlesandideasthatapplyacrossvarioussubjectsandreal-world situations,enablingdeeperlearningandcriticalthinkingbeyond memorizationoffacts.

Subject-SpecificConcepts

Eachsubjectareaincludesessentialconceptsthatarecentralto understandingandmasteringthecurriculum.Theseconceptshelp frametheknowledgeandskillsstudentsneedtodevelop,providinga foundationfordeepandmeaningfullearning.

DP ctGroups

Group1:Language&Literature

Thissubjectgroupfocusesondevelopingstudents'understandingandappreciationof languageandliteratureintheirfirstlanguage Itincludesthestudyofvarioustextsfromdifferent genres,periods,andcultures ThecourseoptionswithinthisgroupincludeLanguageA: Literature(includingaself-taughtoptioninstudents’mothertonguelanguage)andLanguage A:LanguageandLiterature.Studentslearntoanalyzeandinterpretliterature,exploringthemes, characters,andstylistictechniques.Theaimistoenhancestudents'criticalthinkingand communicationskills,fosteringadeepappreciationforliteraryandnon-literaryworks.This grouphelpsstudentsarticulatetheirthoughtsclearlyandengagewithcomplextexts,preparing themforfurtheracademicstudiesandpersonalgrowth.

Group2:LanguageAcquisition

LanguageAcquisitioninvolveslearninganadditionallanguage,promotingmultilingualism andinterculturalunderstanding.ThissubjectgroupofferscoursessuchasLanguageB(for studentswithsomepreviousexperienceofthelanguage)andLanguageabinitio(for beginners).Thecurriculumfocusesonlistening,speaking,reading,andwriting,withan emphasisonpracticallanguageuse.Throughthisstudy,studentsgaininsightintoother cultures,fosteringempathyandglobalcitizenship.Theabilitytospeakmultiplelanguagesis increasinglyvaluableinaglobalizedworld,makingthissubjectgroupessentialforpersonaland professionaldevelopment.

Group3:IndividualsandSocieties(I&S)

Thissubjectgroupincludesdisciplinessuchashistory,geography,economics,psychology, globalpolitics,andbusinessstudies.Itaimstodevelopstudents'understandingofhuman societies,theirstructures,andprocesses.Studentsexplorehowindividualsandgroupsinteract, howsocietiesdevelop,andhowtheyaddresscomplexissueslikegovernance,conflict,and economicsystems.Thisgroupfosterscriticalthinking,analyticalskills,andadeeper understandingoftheworld.Byexaminingpastandpresentevents,studentslearntoappreciate thediversityandcomplexityofhumanexperience,preparingthemforresponsibleglobal citizenship

DP ctGroups

Group4:Sciences

TheSciencesgroupofferssubjectslikebiology,chemistry,physics, sportsscience, computer science,designtechnology,andenvironmentalsystemsandsocieties Thesecourses emphasizescientificinquiry,experimentation,andtheapplicationofscientificprinciples Studentsdevelopanunderstandingofthenaturalworld,learningtothinkcriticallyandsolve problemsusingscientificmethods.Thissubjectgroupfostersanappreciationfortheroleof scienceinsocietyanditsimpactonourdailylives.Throughpracticalexperimentsand theoreticalstudy,studentsgaintheskillsneededtopursuefurtherstudiesandcareersin scientificfields,contributingtoadvancementsintechnologyandinnovation.

Group5:Mathematics

MathematicsintheDPisdesignedtodevelopstudents'mathematicalknowledge,skills,and understanding.Itoffersvariouslevelsofstudytocatertodifferentstudentabilitiesandinterests, includingMathematics:AnalysisandApproaches(MathsAA)andMathematics:Applications andInterpretation(MathsAI).Thecurriculumcoverstopicssuchasalgebra,calculus,statistics, andprobability,emphasizingproblem-solving,logicalreasoning,andcriticalthinking. Mathematicsisintegraltounderstandingandnavigatingtheworld,makingitacrucial componentoftheDP.Itpreparesstudentsforfurtheracademicpursuitsandreal-world applicationsindiversefields.

Group6:TheArts

TheArtsgroupincludessubjectssuchasvisualarts,music,theatre,andfilm.Thissubject groupencouragesstudentstoexploreandexpresstheircreativity,developingtechnicalskills andadeepappreciationforthearts.Studentslearnaboutdifferentartistictraditionsand practices,engageincreativeprocesses,andproducetheirownartworks.Thecurriculum emphasizescriticalanalysis,reflection,andtheculturalsignificanceofthearts.Byfostering creativityandself-expression,thissubjectgrouphelpsstudentsdevelopawell-rounded education,enhancingtheirabilitytothinkinnovativelyandappreciatetheroleoftheartsin society.

HL & SL Courses

Higher Level (HL):

HL courses involve 240 teaching hours. They provide greater depth and breadth of study, often requiring more complex assessments and a higher level of understanding.

Students typically take three HL courses, depending on their strengths and interests.

Standard Level (SL):

SL courses involve 150 teaching hours. They cover the core content of a subject but with less depth than HL courses.

Students typically take three SL courses. Minimum Requirements:

Students must take at least three HL courses and three SL courses. Alternatively, they can take four HL courses and two SL courses, but no more than four HL courses are recommended.

Choosing Subjects

Students must choose one subject from each of the six groups.

They can choose an additional subject from groups 1-5 (Lang & Lit, Language Acquisition, I&S, Sciences, or Mathematics), instead of a group 6 subject (The Arts) if they prefer

Not all subjects are offered at both HL and SL at every school Students should consult with their DP coordinator to understand which courses are available at our school. Couse offerings each year are always subject to demand and scheduling.

TheCoreComponents oftheDP

TheIBDPincludesthreecorecomponentsthatareessentialtoits educationalphilosophyandaimtodevelopwell-rounded students ThesecomponentsareTheoryofKnowledge(TOK),the ExtendedEssay(EE),andCreativity,Activity,Service(CAS). Eachcoreelementisdesignedtoenrichstudents'educational experiencesbyfosteringcriticalthinking,independent research,andpersonaldevelopment Thesecomponentsare uniquetotheIB,settingitaheadofothercurriculums

TheoryofKnowledge(TOK)

TOKisaninterdisciplinarycoursethat challengesstudentstoreflectonthe natureofknowledgeandhowweknow whatweclaimtoknow Itencourages criticalthinkingaboutknowledgeacross variousdisciplinesandcultures.

TheTOKessayisaformal,externally assessedwrittenworkof1,600words Studentsselectoneofsixprescribedtitles providedbytheIBanddevelopawellstructuredargumentthatexplores knowledgequestionsandissuesrelatedto thechosentitle Theessayrequires studentstodemonstratecriticalthinking, analysis,andreflectiononthenatureof knowledge.

StudentsalsotakepartinaTOK exhibition,whichisaninternally assessedcomponentwherestudents createanexhibition.TheTOKexhibition requiresstudentstoselectoneprompt fromalistprovidedbytheIB Students thenchoosethreeobjectsorimagesthat theybelievebestrepresenttheconcepts exploredbytheprompt.Theymustexplain howtheseobjectsorimagesarelinkedto thepromptandtheconceptsofTOK.

ForExample...

Astudentmightexploretheknowledge question,"Towhatextentdoethical considerationsinfluencescientific research?"Thiscouldinvolveanalysing casestudies,engagingindiscussions, andwritingessaysthatexaminethe intersectionofethicsandsciencefrom differentperspectives.

TheExtendedEssay

TheEEisa4,000-wordresearchpaper thatallowsstudentstoinvestigateatopic ofpersonalinterestindepth This componentfostersindependentresearch skillsandprovidesanopportunityfor studentstoengageinrigorousacademic inquiry TheEEisexternallyassessed This meansthatwhilestudentsworkontheir essaywithguidancefromasupervisor withintheirschool,thefinalessayissentto externalIBexaminersforevaluation.

Eachstudentisassignedasupervisorwho providesguidancethroughoutthe researchandwritingprocess.The supervisorhelpsthestudentrefinetheir researchquestion,developtheir methodology,andstructuretheiressay However,thesupervisordoesnotassess thefinalessay.

Thefinalessay,alongwiththestudent's reflections,isuploadedtotheIB's electronicsystem

StudentstypicallyworkontheirEEovera periodofapproximatelyoneyear.This timelineallowsforthoroughresearch, drafting,revising,andfinalizingofthe essay,ensuringthatstudentscanproduce awell-structuredanddeeplyresearched pieceofwork.

TheEEprocessrequiresconsistenteffort andtimemanagement.Studentsare encouragedtoworksteadilythroughout theyeartoavoidlast-minuterushes. Regularmeetingswiththesupervisorare crucialforreceivingongoingfeedback andsupport

ForExample...

Astudentinterestedinenvironmental sciencemightwriteanEEon"The ImpactofUrbanizationonLocalWater Quality."Thestudentwouldconduct primaryresearch,suchastestingwater samplesfromdifferentareas,and secondaryresearch,likereviewing scientificliteratureonurbanizationand waterpollution Theessaywouldinclude theirfindings,analysis,andconclusions

Creativity,Activity, Service(CAS)

CASaimstodevelopstudents'personal andinterpersonalskillsthrough experientiallearning CASencourages studentstobecomewell-rounded individualsbyengaginginactivities beyondtheacademiccurriculum.

Creativity: Involvesartsandotherexperiences thatinvolvecreativethinking.This couldincludeactivitieslike participatinginatheaterproduction, creatingapieceofart,orstartinga newclubatschool.

Activity: Physicalexertioncontributingtoa healthylifestyle,complementing academicwork Examplesinclude playingasport,participatingin outdooractivities,orengagingin fitnessprograms.

Service:

Anunpaidandvoluntaryexchange thathasalearningbenefitforthe student.Serviceactivitiesmightinvolve volunteeringatalocalcommunity center,participatinginenvironmental clean-upprojects,ororganizingevents toraiseawarenessforacause.

StudentsengageinCASthroughoutthe entiretwoyearsoftheDP AlthoughtheIB doesnotspecifyaminimumnumberof hours,manyschoolsrecommendstudents spendapproximately150hoursonCAS activitiesoverthetwoyears,ensuringa balancedapproachtocreativity,activity, andservice

StudentsmustundertakeatleastoneCAS projectthatlastsforasignificantperiod (typicallyamonthormore).Theprojectshould integratecreativity,activity,andservice elementsandinvolvescollaborationwiththeir peers

StudentsarerequiredtoreflectontheirCAS experiencesregularly.Reflectionscanbewritten, oral,visual,orthroughotherformsthatcapture thestudent'sthoughtsandlearningprocess

CASisinternallyassessedbytheschool'sCAS coordinatorandsupervisors.Theyprovide guidance,monitorprogress,andensurethat studentsmeettherequirements

AssessmentintheDP

SubjectAssessments

ExternalAssessments

WrittenExaminations:1.

TheassessmentintheDPis designedtomeasure students'understandingand skillsthroughacombination ofinternalandexternal assessments.The assessmentprocessis comprehensive,involving varioustypesofevaluationsto ensureafairandbalanced measurementofstudent performance.

Thesearetheprimarymethodofassessmentformost subjects,usuallyconductedattheendofthetwo-year program(Mayexamsession).

Examstypicallyincludemultiple-choicequestions, short-answerquestions,andextended-response questions.

Forexample,ahistoryexammightincludeessay questionsanalyzinghistoricalevents,whileaMathsexam mightinvolvesolvingcomplexproblems.

EssaysandResearchPapers:2.

Extendedwrittentasksthatassessastudent'sabilityto research,analyze,andarticulatetheirunderstandingofa topic.

Forexample,theEE,a4,000-wordresearchpaperona topicchosenbythestudent.

AssessmentintheDP

GradingScale

EachDPsubjectisgradedonascale from1to7:

AssessmentintheDP

SubjectAssessments

InternalAssessments

Coursework&Projects:1.

Theseincludepracticalwork,investigations,and projectscompletedduringthecourse.

Forexample,asciencestudentmightconductandreport onexperiments,whileanArtsstudentmightproducea portfolioofcreativework.

OralAssessments:2.

Oralexamsandpresentationsassessstudents'speaking andlisteningskills.

Forexample,inalanguagecourse,studentsmightbe assessedontheirabilitytoconverseinthetarget languageorpresentonaliterarytopic.

PracticalWork:3.

Thisincludeslaboratoryworkinsciencesor performance-basedtasksinarts. Forexample,abiologystudentsmightbeassessedon theirpracticalskillsthroughlabexperiments.

DiplomaRequirements

DiplomaRequirements

CorePoints

Studentscanearnupto3additional pointsbasedontheircombined performanceinTOKandtheEE: Amaximumof3pointscanbe awardedforexcellent performanceinboth.

TotalPoints:TobeawardedtheIBDiploma,studentsmust achieveaminimumof24pointsoutofapossible45(including upto3corepoints).

PassRequirements:Studentsmustmeetcertainminimum performancestandards,includingaminimumnumberofpoints inHLcoursesandcompletionofallcorecomponents.

SubjectPoints:

Studentsmustaccumulateatleast12pointsfromtheir HigherLevel(HL)courses.

Studentsmustaccumulateatleast9pointsfromtheir StandardLevel(SL)courses.

Ascoreof2inanyHLsubjectmeansthestudentcannotbe awardedthediploma,regardlessoftheiroverallscore.

MinimumScores:

Studentswhoscorelessthan24pointsoverallwillnotbe awardedthediploma.

Ascoreof1inanysubjectmeansthestudentcannotbe awardedthediploma,regardlessoftheiroverallscore.

Ascoreof2inmorethanoneStandardLevel(SL)subject meansthestudentcannotbeawardedthediploma.

TheFinalGrade

Thefinalgradeisthesumof ointsfromthesixsubjects ndthecorepoints(TOKand ). udentscanachieveupto42 ointsfromtheirsixsubjects, pto3additionalpointsare vailablefromtheTOKandEE assessments,foratotal possiblepointsof45points.

TheIBDPfinalgradereflectsastudent's performanceacrossarigorousand comprehensiveassessmentsystem.

AchievingtheIBDiplomademonstrates astudent'sabilitytomeethigh academicstandardsanddevelopskills incriticalthinking,research,andselfmanagement,preparingthemforfuture academicandprofessionalsuccess.

University Counseling

AtRaha,ourUniversityCounsellingprogramis dedicatedtoguidingstudentsthroughtheirhigher educationjourney.Ourexperiencedcounsellors providepersonalizedsupport,helpingstudents exploretheiroptions,prepareapplications,and makeinformeddecisionsabouttheirfuture.Weoffer arangeofresourcesandworkshopstoensureevery studentiswell-preparedforuniversityadmissions andbeyond.

UniversityCounselling

OurUniversityCounsellingprogramis dedicatedtoguidingstudentsthroughtheir highereducationjourney.Herearesomekey aspectsofourprogram:

AssignedCounsellors:Allhighschool studentsandtheirfamiliesareassigneda universitycounsellortoassistwithhigh schoolcourseselectionanddevelopinga personalizeduniversityplan Earlier secondarygradestudentsandtheir familiescanalsoaccessanyuniversity counsellorasneeded.

NightSchoolProgram:OurcomprehensiveNightSchoolProgram coversoverfortycountries,detailinguniversities,courses,entrance requirements,andapplicationprocedures.Duringthetwo-yearDP, studentsandfamiliesareexpectedtoattendtheNightSchoolsessions foreachoftheirpossibledestinations.Updatedannually,thesesessions arescheduledjustbeforetheuniversityapplicationcycleopensforthat country.Allsessionsareheldat6:00pmonThursdays.TheNightSchool SchedulewillbereleasedinAugustviaemail.

CareerServicesModel:Intheacademicyear2024-25,ouruniversity counsellorsarelaunchinganewCareerServicesModelinpartnership withourparents.Thisinitiativeaimstoeducateallsecondarystudents andfamiliesaboutcareersandthefast-pacedchangesinthe workforce.Weseekparentswhocanprovideinternshipsforourhigh schoolstudentsorarewillingtobeguestspeakersabouttheir professions.Pleasecontactouruniversitycounsellorsifyoucan contributetothiseffort.Formoreinformation,reachouttoMr.Brianto viewaLoomexplainingtheCareerServicesModel.

Equivalency& CoursesPathway

Navigatingtheeducationallandscapecanbe complex,especiallywhenconsideringthedifferent pathwaysavailabletostudentsastheyprogress throughtheiracademicjourney.Atourschool,westrive toprovideclearandcomprehensiveguidanceto ensurethateachstudentcanachievetheiracademic andcareeraspirations.Thisincludesunderstanding equivalencyandcoursepathwaysthatalignwithboth nationalandinternationalstandards.

Equ ncy

Equivalencyreferstotheprocessofaligningourschool'scurriculumandacademic achievementswiththestandardssetbytheMinistryofEducation(MoE)intheUAE. Thisensuresthatourstudents'qualificationsarerecognizedbothlocallyand internationally,providingthemwiththeflexibilitytopursuehighereducationorcareer opportunitiesintheUAEandabroad Equivalencyiscrucialforstudentswhoaimto transitionsmoothlybetweendifferenteducationalsystemsandensuresthattheir academicachievementsmeetthenecessaryrequirementsforgraduationandfurther education.

PathwaystoEquivalency

FirstTrack:

ObtaintheInternationalBaccalaureateDiploma.

Note:IslamicStudiesisnotcountedasoneoftherequiredsubjectstoobtainthe diploma.

SecondTrack:

Pass6subjectsfromtheInternationalBaccalaureate(IBSubjectCertificate), excludingIslamicStudies.

Meetthefollowingconditions:

MinimumGrade:Achieveatleastagradeof3ineachsubject

OverallGrade:Attainaminimumoverallgradeof21.

CoreSubjects:Passthecoresubjects(English,Mathematics,andascience subject)ateitherHigherLevel(HL)orStandardLevel(SL).

AdditionalRequirements:

ThesubjectsmustbewithintheapprovedlistsoftheInternationalBaccalaureate Organization.

Obtainthefinalcertificate,schoolmarks,andIBcertificationstampedbythe MinistryofEducationandtheInternationalBaccalaureatecertificationin Switzerland

Co Pathway

AtRahaInternationalSchool,weoffertheIBCoursesoptionasaflexiblealternativeto thefullInternationalBaccalaureate(IB)DiplomaProgramme Thispathwayisdesigned tocatertothediverseneedsofourstudents,providingthemwitharigorousacademic experiencewhileofferingmoreflexibilityintheirstudies.

KeyFeatures

FlexibilityinCurriculum:

NoCoreRequirements:UnlikethefullDiplomaProgramme,IBCoursesstudentsare notrequiredtocompletetheCorecomponents,whichincludeCreativity,Activity, Service(CAS),theExtendedEssay(EE),andTheoryofKnowledge(ToK).

NoHigherLevelSubjectsRequired:StudentsdonotneedtotakeHigherLevel(HL) subjects,allowingthemtofocusonStandardLevel(SL)courses

2.SubjectRequirements:

SixSubjects:Coursesstudentsmustenrollinsixsubjects,whichcoverabroad rangeofdisciplines.ThesesubjectsaretakenalongsidefullDiplomaProgramme students,ensuringacomprehensiveeducationalexperience

3.StudyPeriods:

HLandToKStudyPeriods:DuringlessonsfocusedonHLcontentorToKclasses, Coursesstudentshavestudyperiods.Thistimecanbeusedforindependentstudy, completingassignments,orseekingadditionalsupportfromteachers.

WhoShouldConsidertheIBCoursesOption?

TheIBCoursesoptionissuitableforstudentswho:

DoNotNeedtoPasstheFullDP:StudentswhomaynotrequirethefullDiplomafor theirfutureplanscanoptforCoursestofocusonspecificsubjectsofinterest

StrugglingtoMeetDPRequirements:Studentswhomayfinditchallengingtomeet thepassinggradeof24pointsforthefullDiplomacanbenefitfromtheCourses pathway.Thereducedrequirementscanhelpthemachieveahigheroverallscore.

TheMOE ALookAt

InAbuDhabi,ourschoolintegratessubjects mandatedbytheMinistryofEducation(MOE)with theInternationalBaccalaureate(IB)curriculum. Thisapproachensuresthatstudentsreceivea comprehensiveeducationthatmeetsboth nationalstandardsandinternational expectations.MOEsubjectsincludeArabic Language,IslamicEducation,UAESocialStudies, andMoralEducation. R A H A

MOESubjectsExplained

1.ArabicLanguage:

Objective:Developproficiencyinthe Arabiclanguage,focusingonreading, writing,listening,andspeakingskills

Content:Literature,grammar, vocabulary,andcomposition.

IslamicEducation:

Objective:Provideknowledgeand understandingofIslamicprinciples, teachings,andvalues.

Content:Quranicstudies,Hadith,Islamic law,andhistory.

UAESocialStudies:

Objective:Enhanceunderstandingofthe UAE'shistory,geography,andsociopoliticalstructure.

Content:UAEhistory,geography, government,andeconomic development.

MOEAssessments:

Examinations:Writtenexamsthattest knowledgeandunderstandingofthe subjectmatter.

ProjectsandAssignments:Practical workthatallowsstudentstodemonstrate theirlearningthroughresearchand application.

OralPresentations:ParticularlyinArabic LanguageandIslamicEducation,where studentspresenttheirunderstanding verbally.

MoralEducation:

Objective:Promoteethical andmoralvalues,focusingon characterdevelopmentand civicresponsibility.

Content:Ethics,personaland socialresponsibility,cultural diversity,andglobal citizenship.

MinistrySubjects

TheArabicDepartmentfollowstheMinistry ofEducation(MoE)curriculumwithinthe InternationalBaccalaureate(IB) framework.Thecurriculumaimstodevelop students'ApproachestoLearning(ATL)skills andIBLearnerProfileAttributesthrougha holisticapproach Arabic,Islamic,and SocialStudiesunitsareoftenlinkedtoUnits ofInquiry,MEXopportunities,andthe NationalIdentityMark(NIM).Gradesare reportedtotheAbuDhabiDepartmentof EducationandKnowledge(ADEK)attheend ofeachterm,withapassinggradeof60%.

AssessmentDetails

ArabicA&B:

SkillsAssessed:Reading,Writing,Speaking,Listening.

GradeDistribution:

Listening:10%

Speaking:10%

Reading:50%

Writing:30%

2.IslamicA&B:

Focus:Quranrecitation,memorization,understandingtheHadith, andapplyingtheseteachingsinreal-lifecontexts.

GradeDistribution:

HolyQuranRecitation:25%

HolyQuranMemorization:10%

Project:20%

WrittenSummativeAssessment1:20%

WrittenSummativeAssessment2:20%

NobleHadithUnderstanding:5%

3.SocialStudiesA&B:

Focus:HistoryoftheUAEanditssurroundingregion,assessed throughwrittenandperformancetasks.

GradeDistribution:

Test1:20%

Test2:20%

TotalTests:40%

PerformanceTasks:60%

MinistrySubjects

Moral,Social,andCulturalStudies

Delivery:Taughtbyhomeroomteachers onceweekly.

Content:Combinesmoraleducationand socialstudies,aimingtodevelopawellroundedunderstandingofsocietalvalues andculturalheritage

KeyPointsforParents

ThecurriculumalignswithbothMoEstandardsandIBprinciples. Regularassessmentsensurestudents'continuousprogressinArabic, Islamic,andSocialStudies.

Holisticdevelopmentisemphasized,integratingmoralandsocial valuesintoeverydaylearning.

Thecurriculumisdesignedtofosterastrongnationalidentitywhile preparingstudentstothriveinaglobalcontext.

ImportanceofMOESubjects

AsresidentsoftheUnitedArabEmirates,itisessentialforstudentsto haveacomprehensiveunderstandingofthecountry’slanguage,culture, religion,andhistory.TheMinistryofEducation(MOE)subjectsplaya crucialroleinfosteringthisunderstanding.LearningArabicisvitalfor integratingintoUAEsociety,enablingstudentstocommunicate effectivelyandunderstandculturalnuances IslamicEducationprovides insightsintotheIslamicfaith,thefoundationoftheUAE’sculturaland societalnorms,promotingmoralvaluesandethicalbehaviour Understandingtheseprinciplesisessentialforrespectfulandharmonious livingintheUAE UAESocialStudieseducatesstudentsabouttherich historyandheritageoftheUAE,cultivatinginformedandresponsible citizenswhoappreciatethecountry’sjourneyandachievements.Moral Educationemphasizesthedevelopmentofethicalvalues,social responsibility,andpersonalintegrity,shapingstudentsintowell-rounded individuals.

Thesesubjectsarefundamentaltotheholisticdevelopmentofstudents, providingtheknowledgeandskillsnecessarytothriveinamulticultural anddynamicsocietywhilepreservingandappreciatingthenation’srich heritageandvalues.Bymasteringthesesubjects,studentsenhancetheir academicandprofessionalprospectsandcontributemeaningfullytothe UAE’svibrantcommunity.

NationalIdentityPolicy

Wearedeeplycommittedtonurturinga strongsenseofUAENationalIdentity amongourstudents.Werecognizethe importanceofembeddingthevalues, traditions,andculturalheritageofthe UnitedArabEmiratesintooureducational framework Throughourcomprehensive curriculum,weaimtocultivateaprofound appreciationandunderstandingofthe nation'srichhistoryandculturallegacy.Our policyisdesignedtoensurethatstudents notonlylearnabouttheirheritagebutalso developagenuinesenseofprideand belongingtotheirnationalcommunity.

KeyConcepts

PromotingNationalValues:Integratingstoriesandexamplesofthe UAE'shistoryandheritageintothecurriculum,emphasizingthespirit ofunity.

ArabicLanguage:EmphasizingArabicasthefoundationofnational identityandagatewaytounderstandingEmiraticultureandheritage. IslamicEducationandValues:EnhancingIslamicvaluesintegralto theUAE'ssocialfabricbydiscussingethicsandbehavioursthatreflect thesevaluesindailylife.

SocialStudiesandHeritage:Expandingstudents'knowledgeofthe UAE'sculturalandsocialheritage,includingtraditions,arts,and customs,andtheirimpactonnationalidentity.

CommunityEngagement:Encouragingparticipationineventsthat promotenationalbelongingandpride,suchasNationalDayandFlag Day.

UtilizingTechnology:Leveragingtechnologytodelivereducational contentthatreinforcesnationalidentityusingrelevantdigital platforms.

LocalCommunityIntegration:Fosteringpartnershipswithlocal institutionstoprovideeducationalexperiencesthatdeepenstudents' understandingofnationalidentity.

Throughtheseinitiatives,weaimtoensurethatourstudentsdevelopa robustnationalidentity,groundedinthevaluesandtraditionsoftheUAE, andcarrythispridewiththemthroughouttheirlives

Assessment& Evaluation

Atoursecondaryschool,wearecommittedto providingacomprehensiveandtransparent assessmentandevaluationpolicythatsupports studentlearningandachievement.Ourpolicyis designedtoalignwiththeInternational Baccalaureate(IB)philosophyandstandards, ensuringthatourassessmentpracticesarefair, rigorous,andreflectiveofoureducationalgoals.

Assessment& EvaluationPolicy

KeyFeaturesofOurAssessmentPolicy

1.

SupportiveandContinuousLearning:

FormativeAssessments:Theseareongoing assessmentssuchasclasstests,quizzes, projects,andpresentationsthatprovide immediatefeedbacktohelpguidestudent learningandidentifyareasforimprovement. SummativeAssessments:Theseareend-of-unit ortermassessmentsthatevaluatestudent learningagainstpredefinedcriteriaandlearning outcomes.

DiverseAssessmentMethods:2. Weutilizeavarietyofassessmentmethods includingwrittenexams,oralassessments, practicalwork,andprojectstocapturea comprehensivepictureofstudentperformance.

3.

GradingandReporting:

OurgradingscaleisconsistentwiththeIB's seven-pointscale,with7beingthehighest.We provideregularfeedbackthroughreportcards, parent-teacherconferences,andouronline portaltoensurethatstudentsandparentsare well-informedaboutacademicprogress.

AcademicIntegrity: 4. Weupholdhighstandardsofhonestyand integrityinallacademicwork.Instancesof academicmisconductareaddressedseriously accordingtoourschool’sdisciplinaryprocedures.

DifferencesBetweenMYP&DP

MiddleYearsProgramme(MYP):1.

b.

a. Criteria-BasedGrading:Studentsareassessed againstspecificcriteriaforeachsubjectgroup, promotingadeeperunderstandingofcontent andskills.

c.

InternalAssessments:Conductedbyteachers, includingvariousformativeandsummative assessments.

InterdisciplinaryUnits(IDUs):Studentsengage inprojectsintegratingmultiplesubjectareas, fosteringholisticlearningandcriticalthinking.

DiplomaProgramme(DP):2.

a. CoreComponents:IncludesTOK,EE,andCAS, whicharecrucialfortheoveralldiplomascore.

c.

InternalANDExternalAssessments:DPstudents undertakeinternalassessments,suchas courseworkandoralexams,aswellasexternal assessments,includingfinalexamsandthe ExtendedEssay,markedbyIBexaminers.

b. HigherLevel(HL)andStandardLevel(SL): StudentschoosethreetofoursubjectsatHLand twotothreeatSL,allowingfordeeper specializationinareasofinterest.

Feedback

Tosupportstudentlearning,teachersprovide feedbackonassessmentswithintwoworking weeks.Thisfeedbackisdetailedandconstructive, helpingstudentstounderstandtheirstrengths andareasforimprovement.Attimes,forspecial circumstances,thetwo-workingweektimeframe cannotbeadheredto.Inthesecases,teachers mustseekapprovalfortheirrespective Coordinatorandcommunicatethisinadvanceto studentsandparents.

Thisisduetothecomplexnatureofassessments withintheIB.Someassessments,particularly thoserequiringextensivemarkinganddetailed feedback,maytakelongertograde.Additionally, atpeakassessmenttimesintheyear,suchasthe endofterms,thevolumeofassessmentscanbe high,makingitchallengingtoreturnallfeedback withintwo-workingweeks.

Homeworkin theMYP

Atoursecondaryschool,wearecommittedto providingacomprehensiveandtransparent assessmentandevaluationpolicythatsupports studentlearningandachievement.Ourpolicyis designedtoalignwiththeInternational Baccalaureate(IB)philosophyandstandards, ensuringthatourassessmentpracticesarefair, rigorous,andreflectiveofoureducationalgoals.

HomeworkintheMYP

OurMYPHomeworkPolicyisdesignedto ensurethathomeworkispurposeful, meaningful,andalignswithourbeliefthat learningshouldextendbeyondthe classroom.Werecognizetheimportanceof balanceinastudent'slifeandaimto integrateacademicrigorwithholistic development

Rationale&Beliefs

Webelievethathomework,whenassigned withdeliberatepurpose,ismeaningful, relevant,andengaging,promotinginquiry anddeeplearning.Homeworkshouldbe learner-centric,constructive,andallowfor metacognition.Researchindicatesthat thequalityofhomeworkhasagreater impactonlearningoutcomesthanthe quantity.

HomeworkGuidelines:

Ourguidelinesaregroundedinextensive research,leadingustorecommend specifictimeallocationsforhomework eachday

MYP1:Upto60minutes

MYP2-4:Upto90minutes

MYP5:Upto120minutes

Itisimportanttonotethatwhilewestrive toadheretotheseguidelines,theremay bepeaktimes,suchasduringproject completionsorassessmentperiods,when homeworkmightslightlyexceedthese recommendations Conversely,therewill bedayswithlittletonohomework, ensuringstudentshavetimeforrestand extracurricularactivities

Gu Principles

PurposefulLearning:Homeworkwillonlybeassignedifit directlycontributestostudentlearning.Itshouldreinforce classroomconcepts,promotecriticalthinking,and encourageindependentlearning.

LimitedQuantity:Homeworkwillbekepttoareasonable minimum,ensuringthatstudentscancompleteitwithina reasonabletimeframe.Quantitywillbebasedongradelevel andindividualstudentneeds.

DiverseActivities:Homeworkmayinvolvearangeof activitiessuchasresearch,projects,readings,reflections, discussions,andproblem-solvingtasks.

BalancedLife:Studentsareencouragedtoengagein activitiestheyenjoyafterschool,includingsports,family time,andrest,ensuringabalancedlifestyle.

No'Checkbox'Activities:Homeworkshouldnotbemere completiontasksortime-fillers;itshouldsignificantly contributetothelearningprocess.

OptionalHomework:Teacherswillprovideoptional homeworkforstudentswishingtopracticeskills,reinforce understanding,orextendtheirlearning.Thisisnot mandatoryandisdesignedtoaccommodateindividual learningpreferences.

Mea ul HomeworkExamples

MeaningfulHomeworkExamples

Problem-Solving:Encouragingstudentstoidentifyandsolve real-worldproblems.

Pre-LoadingLearning:Preparingforsubsequentclassactivities. InterdisciplinaryConnections:Connectingconceptsacross subjectstodeepenunderstanding.

ResearchandInquiry:Conductingresearchrelatedto classroomlearning.

Student-DesignedHomework:Allowingstudentstodesigntheir ownhomework,cateringtotheirneedsandinterests.

ClarifyingtheAssessmentNatureoftheMYPforParents

MYPassessmentsinvolveacontinuouscycleofformativeand summativeevaluations.Homeworksupportstheseassessmentsby providingopportunitiesforongoinglearningandpreparationfor summativetasks.

FormativeTasksatHome:Preparatoryactivities,reflective exercises,andpracticetasksthatreinforcelearning.

SummativeTaskPreparation:Homeworkrelatedtoresearch, drafting,andrevisingprojects,ensuringthoroughexplorationof topics.

Wh esthe ResearchSay?

Excessivehomeworkcannegativelyimpactwell-beingandmaynot significantlyenhanceacademicachievement.Effectivehomeworkis meaningful,purposeful,andreinforceslearningobjectives

QualityOverQuantity:Effectiveassignmentsaredesignedtobe engagingandpurposeful,emphasizinglearningovertheamountofwork. ParentalInvolvement:Moderateinvolvementsupportsindependent learningandresponsibility.It'simportanttoapproachthissupportina waythatfostersindependenceandresponsibility.Parentinvolvement mayinclude:

EstablishRoutines:Helpyourchildsetupaconsistenthomework routine Designateaspecifictimeeachdayforhomeworktoensureit becomesaregularpartoftheirdailyschedule.

CreateaConduciveEnvironment:Provideaquiet,well-lit,and comfortablespaceforyourchildtoworkontheirhomework.

EncourageIndependence:Encourageyourchildtotakeresponsibility fortheirhomework.Whileit'sokaytoofferhelpwhenneeded,it's essentialtoletthemcompletetheirassignmentsontheirownto developproblem-solvingandcriticalthinkingskills.

MonitorProgress:Keeptrackofyourchild'shomeworkassignments anddeadlines.Regularlycheckintoseeiftheyneedanyresourcesor guidancebutavoidcompletingtasksforthem..

BalancedApproach:Flexiblepoliciesaccommodateindividualneeds, promotingpersonalizedlearningexperiences.

Mov eyondRote Repetition

Here'swhyrepetitivepracticedoesn'talignwithourphilosophyandhowit differsfrommorefactually-basedcurriculumsliketheBritishcurriculum:

UnderstandingRoteRepetition

Roterepetitioninvolvesrepetitivepracticeaimedatmemorizingfactsor procedureswithoutnecessarilyunderstandingtheunderlyingconcepts. Thismethodmightincludetaskslikefillingoutworksheetswiththesametype ofproblemormemorizingvocabularylistswithoutcontext.

WhyRoteRepetitionFallsShortintheMYP

FocusonInquiryandUnderstanding:TheMYPemphasizesinquiry-based learning,wherestudentsexploreconceptsdeeplyandunderstandthe principlesbehindthem.Roterepetitiondoesn'tfosterthecriticalthinking andproblem-solvingskillsthatarecentraltotheMYP.

DevelopmentofKeySkills:TheMYPaimstodevelopATLskills,whichare bestcultivatedthroughengaging,varied,andmeaningfultasksrather thanrepetitivedrills.

EncouragingHigher-OrderThinking:Effectivelearninginvolveshigherorderthinkingskillssuchasanalysis,synthesis,andevaluation Rote tasksoftenlimitstudentstolower-orderthinkingskills,likerecallandbasic comprehension,whichdonotsupportthecomplexunderstandingneeded forsuccessintheMYP.

HomeworkintheDP

OurDPHomeworkPolicyisdesignedto ensurethathomeworkispurposeful, meaningful,andalignswithourbelief thatlearningshouldextendbeyondthe classroom.Werecognizethe importanceofbalanceinastudent's lifeandaimtointegrateacademic rigorwithholisticdevelopment

Rationale&Beliefs Webelievethathomeworkshouldbe assignedwithdeliberatepurpose, promotinginquiry,relevance,and engagement.IntheDP,wherecontent depthandcriticalthinking requirementsintensify,homeworkis vitalforenhancingoveralllearning outcomes.Homeworkshouldbe learner-centric,thought-provoking,and conducivetometacognition

Researchindicatesthatthequalityof homeworkhasagreaterimpacton learningoutcomesthanthequantity.

HomeworkGuidelines:

IStudentsareexpectedtospend significantlymoretimeonhomework comparedtotheMYP Thisincrease reflectstheDP’sgreateracademicrigor andtheneedfordeeperengagementwith complexconcepts

RecommendedTime:DPstudentsare generallyexpectedtospendnomorethan 2-3hourspernightonhomework Thisisa guidelineratherthanastrictrule,withthe actualtimevaryingbasedonindividual needs,subjectrequirements,and upcomingassessmentsorprojects.

Itisimportanttonotethatwhilewestrive toadheretotheseguidelines,theremay bepeaktimes,suchasduringproject completionsorassessmentperiods,when homeworkmightslightlyexceedthese recommendations.Conversely,therewill bedayswithlittletonohomework, ensuringstudentshavetimeforrestand extracurricularactivities.

Gu Principles

PurposefulLearning:Homeworkreinforcesclassroom instructionandintegrateswithcoreIBcomponents, includingtheExtendedEssay,TheoryofKnowledge,andCAS. Itshouldpromotecriticalthinkingandindependentlearning. QuantityandRigor:GiventheDP'sacademicrigor, homeworkwillbejudiciouslyassignedtobalance comprehensivepreparationwithstudentwell-being. TeacherswilladjustexpectationsduringIBassessmentsto maintainequilibrium.

DiverseActivities:Homeworkmayinvolveresearch, projects,readings,reflections,problem-solvingtasks,writing, exploration,andcreativetasks,supportingDPcurriculum coreelementsandlong-termsuccess.

BalancedLife:Studentsareencouragedtoengagein activitiestheyenjoyafterschool,suchassports,familytime, dinners,walks,andrest.Abalancedlifestyleisintegralto studentwell-beingandsuccess.Forextracurricularactivities involvingcompetitiveeventsortravelthataffecthomework completion,studentsshouldcommunicatewiththeir teachersaheadoftimeforproperplanning.

DPstudentsoftenrequiresupportinmanagingschool-life balance.

Ke rences fromMYP

DepthandComplexity:DPhomeworkinvolvesdeeper contentandhighercriticalthinkingrequirementscompared toMYP.

CoreComponents:DPhomeworkintegratesmorewithcore IBcomponentsliketheExtendedEssay,TheoryofKnowledge, andCAS.

QuantityandRigor:DuetotherigorousnatureoftheDP, homeworkexpectationsareadjustedtobalance comprehensivepreparationandstudentwell-being.

Conclusion

OurHomeworkPoliciesaredesignedtoensurethathomework ismeaningful,manageable,andrelevant,promotingaholistic educationalexperiencethatpreparesstudentsforsuccessin theIBandtheirfutureendeavors.

Fordetailedguidelinesandsupport,parentscanrefertoour detailedHomeworkPoliciesorspeaktotheirrespectiveMYPor DPCoordinator.

Academic Integrity

OurAcademicIntegrityPolicyisdesignedto promoteprincipledbehaviourinallassignments, work,andassessments.Itemphasizesthe importanceofindividualandoriginalefforts, fosteringacommunityofhonestyandfairness. Upholdingacademicintegrityisessentialfor demonstratingtheIBvalueswecherish,including integrity,honesty,andastrongsenseoffairness.

DefinitionsandExamples ofAcademicMisconduct

Plagiarism:

Usinganotherperson'sideas,words,orworkwithout properacknowledgment.

Examplesincludecopyingfromtheinternetwithout citation,usingAItextgeneratorswithoutpermission, andpresentingsomeoneelse’sworkasyourown.

Collusion: Supportingacademicmiscon student.

Examplesincludeallowingano yourwork,workingcollaborati assignments,andfailingtore misconduct.

ExamMisconduct:

Anybehaviourthatgivesanu disadvantageduringassessm Examplesincludetakingunau anexam,communicatingwith exam,andaccessingexampa requireddate.

DuplicationofWork: Presentingthesameworkfor Examplesincluderesubmitting anothersubjectorschool,and detectedbyTurnitin.

Falsification: Makinguporchanginginform somethingastrue.

ExamplesincludefalsifyingSA/CASrecords,making upresearchdata,andfabricatingsurveyresponses.

ContentCommunication: Sharinginformationabouttestsandassessmentsin amannerthatprovidesanunfairadvantageto others.

UseofAITools

AItoolscanbeusedtoenhancelearningbut mustnotreplaceessentialskill-building aspectsofassignmentsintendedfor summativeassessments.

Studentsmustclarifywiththeirteacherifthe useofAItoolsispermittedforataskand properlyacknowledgeanyAI-generated content.

TeachingStudentstoUse AIToolsAppropriately

Intoday'srapidlyevolvingtechnologicallandscape,artificial intelligence(AI)toolshavebecomeincreasinglyintegratedinto educationalpractices.Atourschool,wearecommittedtoteaching studentshowtouseAItoolsappropriatelyandethicallytoenhance theirlearningexperience.

ObjectivesofTeachingAIToolUsage

OurprimaryobjectivesinteachingstudentsaboutAItoolusageare to:

EnhanceLearning:UseAItoolstosupportandimprove understandingofsubjectmatter.

1. DevelopCriticalThinking:Encouragestudentstocritically evaluatetheinformationprovidedbyAItools. 2. PromoteEthicalUse:EnsurestudentsuseAItoolsresponsibly, givingpropercreditandacknowledgingtheiruse.

4.

3. FosterDigitalLiteracy:Equipstudentswiththeskillsneededto navigateandutilizedigitalresourceseffectively.