GC Secondary School Parent Handbook

Welcometo GardensCampus

YourMYPandDPjourneystartshere

Welcome to the Secondary Parent Handbook! We created this guide to make your experience smooth and enjoyable. Please take the time to read it carefully and keep it handy for any questions or guidance you might needthroughouttheyear.

WelcomefromtheHeadofSecondary OurIBPhilosophy

TheMiddleYearsProgramme(MYP)

TheDiplomaProgramme(DP)

WhatisanIBEducation?

SchoolLeadership

ADayinSecondarySchool

PastoralCare&StudentWellbeing

StudentLeadershipatGardens

TutorialLessons(Fridays)

OSRAH

AchievementLevelsintheMYP

MYPCriterionbySubjectGroup ServiceasAction(SA)

ALookattheDP

DPStructure

DPSubjectGroups

HL&SLCourses

TheDPCore

Assessment&DiplomaRequirements

UniversityCounselling

Equivalency&CoursesPathway

ALookattheMoESubjects

Assessment&Evaluation

HomeworkintheMYP

AcademicIntegrityPolicy

WeGrowPeople

Relationships

Webuildstrongconnectionsbyworkingtogether,solvingproblems,and ensuringeveryonefeelstheybelong.

Excellence

Wesucceedthroughhands-onexperiencesandcollaborationwithothersand ourenvironment.

Aspiration

Wevalueourchildren’sneeds,interests,andvoicesandallowthemto participateactivelyintheirlearning

Welcomefromthe HeadofSecondary

DearRahaFamilies,

Welcome to an exciting and transformative year in our Secondary School! At Raha International School, we take pride in fostering an environment where students not only achieve great academic success but also grow into well-rounded individuals. Whether you are joining us for the first time or returning to continue your journey, we appreciateyourtrustandcommitmenttoourvibrantcommunity.

AsanInternationalBaccalaureateWorldSchool,wearededicatedtotheprinciplesof theMiddleYearsProgramme(MYP)andtheDiplomaProgramme(DP).Ourfocusison developing students who are inquisitive, knowledgeable, and compassionate. We believe in personalized care and support to help each student reach their full potential Our high expectations for learners are matched by our dedication to providingexceptionalsupport,ensuringthateverystudentcanpursuetheiracademic goalsandshineintheirareasofinterest.

At Raha, we strive to offer diverse opportunities for students to excel, whether in academics,sports,arts,design,orservice.Weencourageourstudentstobeproactive, reflective, and engaged in their learning, preparing them for the challenges and opportunitiesofthefuture

This handbook is your go-to resource for navigating life at Raha, with a particular focus on the secondary section. Inside, you will find valuable information to help you supportyourchild’sjourney Pleasereaditthoroughlyandrefertoitasneeded

Here’stoayearofgrowth,achievement,andmemorableexperiences!

Warmregards,

LauraOsman HeadofSecondary GardensCampus

TheInternational Baccalaureate

Establishedin1968,InternationalBaccalaureate(IB)programmesareofferedinmore than 4,000 schools worldwide The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through interculturalunderstandingandrespect.

The IB programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences,canalsoberight

At Raha we offer three IB programmes: the Primary Years Programme (PYP), Middle YearsProgramme(MYP)andDiplomaProgramme(DP).

HowdoestheIBdefine‘internationaleducation’?

The International Baccalaureate® (IB) chooses to define ‘international education’ accordingtothefollowingcriteria:

Developingcitizensoftheworldinrelationtoculture,languageandlearningtolive together

Buildingandreinforcingstudents'senseofidentityandculturalawareness

Fosteringstudents'recognitionanddevelopmentofuniversalhumanvalues

Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoymentoflearning

Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broadrangeofareas

Providing international content while responding to local requirements and interests

Encouragingdiversityandflexibilityinteachingmethods

Providingappropriateformsofassessmentandinternationalbenchmarking

Readmoreatiboorg

TheMiddleYears Programme

The MYP is designed for students aged 11 to 16 (Grades 6 to 10), aiming to help them grow in their understanding of themselves and their role within the community This program encourages students to make connections between their studies and the world,fosteringskillslikecriticalthinking,creativity,andreflection.

KeyElementsoftheMYP:

Learning in Context: Students learn best when lessons are relevant to their lives

Through global themes, they explore topics such as identity, international challenges,andwhatitmeanstobeopen-minded

ConceptualUnderstanding:Focusingon“bigideas”thatcrossoversubjectareas, MYPstudentsexplorepersonal,local,andglobalissuesholistically.

Approaches to Learning (ATL): Students build foundational skills for independent learningandapplyknowledgeinnewsituations,learninghowtolearn

Service as Action: Encouraging a sense of community, MYP students engage in serviceactivities,puttingclassroomlearningintoactiontomakeapositiveimpact.

Language and Identity: Students study at least two languages, supporting communicationskillsandinterculturalunderstanding.

The MYP challenges students to think globally and act compassionately, preparing them with skills essential for the 21st century. To learn more, please visitwww.ibo.org/myporspeakwithourMYPCoordinatoratRaha.

TheDiploma Programme

TheIBDiplomaProgramme(DP)isatwo-yearcourseofstudyforstudentsaged16to 19 (Grades 11 and 12), preparing them for university and life beyond Known for its academic rigor and balanced approach, the DP is recognized and respected by top universities worldwide. The program promotes intellectual, social, emotional, and physicalgrowth.

KeyElementsoftheDP:

DP Core: The core includes three unique components that provide students with enrichinglearningexperiences:

Extended Essay: Students conduct independent research on a topic of their choice, engaging deeply with a question related to one of their subjects. For globaltopics,theymaytakeacross-disciplinaryapproach.

Theory of Knowledge (TOK): In this critical thinking course, students explore how knowledge is constructed and examine the nature of knowing across varioussubjects.

Creativity, Action, Service (CAS): Through CAS, students engage in creative pursuits, physical activities, and community service, fostering personal growth andself-discovery

SixSubjectGroups:Studentschoosesubjectsfromsixdifferentgroups,ensuringa well-roundedandchallengingeducationthatbuildsessentialskillsforsuccess.

TheDPatRahanotonlypreparesstudentsacademicallybutalsoencouragesthemto be well-rounded, thoughtful, and engaged citizens. To learn more, please visitwwwiboorg/diplomaorspeakwithourDPCoordinatoratRaha

OurPhilosophy

TheLearner

Weseeeverychildascapable,inquisitiveandcreativewiththerighttobenurturedin asafe,supportiveenvironment

TheTeaching&Learning

Our educational approach is informed by research, supporting our belief that secondary students thrive through inquiry,criticalthinking,andactiveengagement in a collaborative environment. We emphasize the importance of student agency, encouraginglearnerstotakeownershipoftheireducationaljourney.

In our MYP and DP programs, teachers act as facilitators, guiding and mentoring students through a pedagogy of inquiry and reflection We foster an environment where students are encouraged to ask questions, explore various perspectives, and developtheirownunderstandingofcomplexconcepts.

By providing a supportive and stimulating environment, we aim to develop wellrounded individuals who are prepared for the challenges of higher education and beyond Our commitment to high expectations, both for our learners and ourselves, ensuresthatwedeliverpersonalizedcareandampleopportunitiesforeachstudentto shine,nomattertheirinterestsoracademicgoals.

TheLearningCommunity

Wevaluethecultureanddiversityofourlearningcommunity.

We see relationships and connections to be central to learning. There is a shared commitmenttomaintainingrespect,opendialogueandcollaborationwithfamilies

TheHome

Weviewparentsasvitalpartnersintheirchild’seducationaljourney Researchshows that a positive relationship between home and school is one of the strongest indicatorsofacademicsuccess.Effectivehome-schoolpartnershipsleadtoimproved student outcomes, including higher academic achievement, better behaviour, and enhancedsocialskills.

Parents support the school by fostering an environment at home that values education, encouraging curiosity, and reinforcing the principles and values we cultivate at school. By working together, we create a holistic support system that nurtures every aspect of a child's development, ensuring they thrive both academicallyandpersonally.

TheIB LearnerProfile

The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth Theattributesanddescriptionsofthelearnerprofiledefinethetypeoflearner Rahahopestodevelopthroughitsprogrammes AllmembersoftheRahaCommunity including students, teachers, administration, support staff and parents strive to developthesequalities.

Approachesto Learning(ATLs)

AtGardens,theIBApproachestoLearningareacoreelementofboththeMiddleYears Programme (MYP) and the Diploma Programme (DP) These skills empower students to become independent, lifelong learners who can adapt to challenges and opportunitiesinarapidlychangingworld.

KeyATLSkillAreas:

ThinkingSkills

Students develop critical, creative, and reflective thinking skills to solve problems, analyzeinformation,andgeneratenewideas.

CommunicationSkills

Theseskillshelpstudentsexpressthemselvesconfidentlyandeffectivelyinavarietyof modes,includingspeaking,writing,andusingtechnology.

SocialSkills

Collaboration is key Students learn to work effectively with others, develop empathy, andresolveconflictsinconstructiveways.

Self-ManagementSkills

Students build organization, time management, and emotional resilience, helping themtosetgoals,stayfocused,andperseverethroughchallenges

ResearchSkills

The ability to find, evaluate, and use information responsibly is central to success. Studentslearntoformulatequestions,gatherdata,andpresentfindingseffectively.

IntheMYP:

TheATLframeworkiswovenintoallsubjects,helpingstudentsapplytheseskillsacross disciplines and contexts It lays the foundation for independent inquiry, ensuring studentscanlearnhowtolearnandapproachproblemsholistically

IntheDP:

The ATL skills continue to evolve as students tackle more advanced and specialized academic work. These skills are vital for success in the DP Core components, such as the Extended Essay, Theory of Knowledge, and CAS, and are excellent preparation for universitystudiesandbeyond.

ByfocusingonApproachestoLearning,theIBencouragesstudentstodevelopnotjust knowledge, but the skills and habits needed to thrive in a complex, interconnected world.

Approachesto Learning(ATLs)

Weareexcitedtosharethatwehavesurveyedallmembersofourschoolcommunity, including students, parents, teachers, and staff, to develop our Core Skills Focus for the 2024-2025 academic school year This collaborative effort is aimed at ensuring that our educational strategies are aligned with the needs and aspirations of our entireschoolcommunity.

Basedonthesurveyresults,wehaveidentifiedseveralcoreskillsthatwillbeourfocus fortheupcomingacademicyear Theseskillsincludearelistedinabove

We are committed to integrating these cor skills into our curriculum and extracurricularactivities.Webelievethatthisfocusoncoreskillswillnotonlyenhance thelearningexperienceforourstudentsbutalsoequipthemwiththetoolstheyneed tosucceedinallaspectsoftheirlives

Who’sWhoat Gardens

SecondaryLeadership

RachelSmith AssistantHeadof Secondary-Pastoral

AndrewTomlinson DeputyHeadof Secondary

SarahLedgerwood AssistantHeadof Secondary-MYP Coordinator

AoifeAbushaqra AssistantHeadof Secondary-DP Coordinator

ADayin Secondary

Ourgatesopenat7:30amwithstaffsupervisiononschoolgrounds.

The National Anthem plays at 7:45 am each morning At 7:40 am, all students will be directed to their Advisory lesson. They must be in their advisory lesson by 7:45 am to stand attentively and pay respect to the UAE National Anthem. Your child is consideredlateiftheyenterschoolafter7:45am.Studentsarrivingbetween7:45and 8:00am, must report to the SecondaryAssistant in H block for a late slip. If students arrive after 8:00 am, they must report to the main reception to collect a yellow late slip Latestudentswillnotbepermittedintoclasswithoutalateslip

Each day starts with Advisory Class, where students meet with the same cohort and their Advisory teacher. The role of the Advisory is to provide a consistent support system, helping students with academic guidance, personal development, and fosteringasenseofcommunity

Lesson 1 begins at 8:00 am. Each lesson is 55 minutes in duration. The schedule includes two lessons followed by a 20-minute break, two more lessons followed by a one-hourlunch,andtwofinallessons.

Allstudentsaredismissedat3:00pm Busstudentsmustmaketheirwayquicklytothe bus to avoid delays. The buses leave promptly at 3:10 pm with no exceptions. All studentsmustleavecampusby3:15pm,unlesstheyareattendinganECP.

TheRoleof AdvisoryTeachers

TheRoleofAdvisoryTeachers

While Advisory Teachers share some similarities with PYP Homeroom Teachers, their role is more nuanced and integral to ensuring the holistic development and wellbeingofeachstudent

PrimaryResponsibility: Advisory teachers are dedicated to the overall academic, emotional, and social well-being of their students. They play a crucial role in fosteringasupportiveandnurturingenvironment.

Frequency of Interaction: Advisory teachers meet with their students each morning to start the day on Friday for an extended Advisory period known as Tutorial,ensuringconsistentandmeaningfulinteractions

Focus: The focus is holistic, encompassing academic guidance, personal development,socialskills,andemotionalsupport.

KeyRoles

Advisory teachers ensure that each student has a consistent point of contact withintheschool.Thisteacherknowsthestudentwellandcanmonitortheiroverall progress.

Advisory teachers help students set academic goalsanddevelop effective study habits

Advisory teachers facilitate activities and discussions that promote personal growth, self-awareness, and resilience They encourage students to reflect on theirexperiencesandsetpersonalgoals.

Advisory teachers lead group activities that build social skills, teamwork, and a senseofcommunity.Theyaddresstopicssuchasempathy,communication,and conflictresolution

Anadvisoryteacherdoesn'tjustteachsubjects;they teachstudentshowtonavigatelifewithconfidence, resilience,andasenseofpurpose.

Attendance

Students who arrive after 8:00am are considered late and must visit the front desk in BuildingAtoreceivea‘lateslip’beforegoingtotheirhomeroom

IfastudentwillmissschoolforanyreasontheirparentmustemailtheirHeadofGrade andabsent@ris.ae

BeingPreparedforSchool

WhattoBring

Backpack

Lunchorcanteenmoney

Reusablewaterbottle

Laptop,fullycharged,andheadphones

Devicecharger

Readingbook

Healthysnacks/lunches

Appropriateschooluniform

HealthandWellbeing

A healthy amount of nighttime sleep for secondary school students is 8-10 hours Adequate sleep is crucial for teenagers' cognitive function, emotional regulation, and overallwell-being.Ensuringyourchildgetsenoughrestcansignificantlyenhancetheir academicperformanceandsocialinteractions.

Inadditiontosufficientsleep,ahealthybreakfastisvitalforsuccessfullearningduring the school day. A nutritious breakfast provides the energy and focus needed for students to engage effectively in their studies and participate actively in class. Encouraging healthy eating habits supports students' physical and mental health, contributingtotheiroverallsuccessatschool.

Teenagersneedsupportinestablishinghealthyroutines,suchasputtingtheirdevices away for the night, going to bed early, and eating breakfast. Helping them develop these habits can make a significant difference in their daily performance and longterm health. Promoting a consistent sleep schedule and reducing screen time before bed can improve sleep quality and duration Likewise, ensuring they start their day with a balanced breakfast sets a positive tone for learning and engagement throughouttheday.

SchoolUniform

Wearingtheschooluniformismandatoryforallstudents Theuniformfostersasense of belonging and school pride, while also ensuring a distraction-free learning environment. It promotes equality among students and helps to maintain a focus on educationratherthanfashion.

Ifthereisavalidreasonyourchildcannotweartheschooluniformonaparticularday, pleaseinformtheHeadofGradeinadvancetorequestanexception.

Ondress-downdaysorspiritdays,itisimportantthatstudentsadheretoguidelinesto ensure clothing is culturally and school-appropriate This includes avoiding clothing with profanity, items that contradict school or Islamic culture, tops that do not cover the midriff when hands are raised above the head, tight clothing, and similar attire. Failure to comply with these guidelines will result in students being sent home to change.

Studentsmustalsoweartrainersorclosedshoestoschool Crocsandsandalsarenot permitted

DressDownGuidelines

The below guidelines ensure that all students can enjoy Dress Down Days while maintaining a respectful, safe, and inclusive school environment, with the utmost respectfortheUAEanditscultureandcustoms.

PermittedAttire:

On Dress Down Days, students are encouraged to express their personal style while adheringtothefollowingguidelines:

Tops: Casual tops such as t-shirts, blouses, and shirts. These should cover the shouldersandmidriff,andnothaveoffensivegraphicsorlanguage.

Bottoms: Jeans, trousers, skirts, and shorts. Skirts and shorts should be of an appropriatelength,coveringtheknees Trousersshouldnotbeoverlytight

Footwear:Comfortable,closed-toeshoessuchassneakersorflats

ProhibitedAttire:

Tomaintainarespectfulandsafeenvironment,thefollowingitemsarenotpermitted onDressDownDays:

Tops: No tops that expose shoulders, such as tank tops or sleeveless shirts Tops should also cover the midriff, even when hands are held straight up above the head.NOcroptops!

Bottoms:Nobottomsthatexposetheknees,includingshortskirtsandshorts.Tight clothinglikeleggingsarenotpermitted.

Footwear: For health and safety reasons, students are not allowed to wear crocs, flipflops,orhighheels

BringYour OwnDevice(BYOD)

TechnologyPurchases

MacBooks are available for purchase through our school supplier at the Apple EducationDiscount.Youcansignupforaccesstothee-storehere.

Additionally, we recommend checking retailers like Carrefour, which often offer competitiveprices.

MostofoursecondarystudentspreferMacBookAirlaptops.Whilethesemaybemore expensive than other PCs, our experience shows that they tend to last significantly longer

While we do not wish to endorse one brand over another, it is important to note that havingsimilardevicescanbebeneficial.Whenstudentsusethesametypeofdevice, they can assist each other more effectively, especially when troubleshooting issues Therefore,weencourageconsiderationofthisfactorwhenchoosingadeviceforyour child.

SoftwareandApplications

variety of apps, programs, and platforms are used in secondary subjects to support learning.Studentsdonotneedtopurchaseanysoftware.Whentheyjointheschoolin August, their teachers will assist them in downloading the Microsoft 365 applications, whichareavailableusingtheirschoolaccounts

PastoralCare& StudentWellbeing

We are committed to providing comprehensive student wellbeing and pastoral care to ensure each student's emotional, social, and academic success.

PastoralCare

In our secondary school, Pastoral Care is an integral part of our commitment to studentwellbeing,ensuringthateachstudentreceivesthesupporttheyneedtothrive emotionally, socially, and academically. As an MYP and DP school, we recognize the uniquechallengesanddevelopmentalneedsofstudentsaged11to18

Pastoral care at Raha encompasses a wide range of services and support systems designed to nurture the whole student. This includes personal and academic guidance, emotional support, and fostering a positive school culture where every studentfeelsvaluedandrespected

Ms. Rachel, our Head of Pastoral Care, oversees this crucial area. She works closely with the Heads of Grade, who are responsible for overseeing pastoral care at each gradelevel.Together,theyensurethateverystudenthasaccesstotheresourcesand supporttheyneedtonavigatetheireducationaljourneysuccessfully.

Ourpastoralcaresystemincludesregularcheck-ins,mentoring,andtailoredsupport plans to address individual needs. We also focus on creating a safe and inclusive environmentwherestudentscanbuildstrongrelationshipsanddevelopresilience.

Through our comprehensive pastoral care program, we aim to create a nurturing environment that supports academic excellence and personal growth, helping studentstobecomewell-rounded,confident,andcapableindividuals.

Formoreinformationorspecificconcernsregardingpastoral care,pleasecontactMs RachelortheHeadofGradefor yourchild’syearlevel

RachelSmith AssistantHeadof Secondary-Pastoral

PastoralCare& StudentWellbeing

BehaviourPolicy&StudentGrowth

At times, students may act in ways that do not align with our behaviour policy. We recognize that making mistakes is a natural part of growing up, and we believe that school should be a safe environment where students can learn and grow from their mistakes. When behaviour occurs that does not align with our behaviour policy, we issueconsequencesaccordingtotheseverityofthebehaviour.

Consequences are defined by Levels 1 to 4, with Level 4 being the most severe. Each level has progressive consequences assigned to it, ensuring that responses are appropriateandfair AllincidentsareevaluatedbytheSchoolDisciplinaryCommittee toensurethatanunbiasedandfairconsequenceisissued.Thiscommitteeconsiders allindividualsinvolvedandprioritizesthesafety,support,andinclusionofeachchild.

Our goal is to ensure that every student has the right to come to school feeling safe, supported, and included By addressing behavioural issues thoughtfully and fairly, we help students understand the impact of their actions and encourage positive growth anddevelopment.

ZeroToleranceforBullying&PhysicalAltercations

We take a zero-tolerance approach to bullying. Bullying is defined as repeated aggressive behaviour that involves a real or perceived power imbalance This can be physical, verbal, or emotional harm directed at a student, and it is never acceptable Weeducateourcommunitytorecognizethatbullyingisnotaone-timeincidentbuta pattern of behaviour that can have serious emotional and psychological effects. Any reports of bullying are thoroughly investigated, and appropriate consequences are issued in line with our behaviour policy to ensure a safe and supportive environment forallstudents

We also maintain a zero-tolerance policy for physical altercations. Regardless of whether a child is the instigator or responding to aggression, any form of physical conflictresultsinaconsequence.Weemphasizethattwowrongsdonotmakearight, and the only appropriate response is for students to walk away and find an adult to intervene Ensuringthesafetyandwellbeingofourstudentsisourtoppriority,andwe arecommittedtoteachingthempeacefulandconstructivewaystoresolveconflicts.

By adhering to these policies, we aim to create a school environment where every student feels safe, respected, and valued. For more detailed information on our behaviourpolicy,pleasecontacttheHeadofPastoralCare,Ms Rachel

PastoralCare& StudentWellbeing

StudentWellbeing

AtGardensCampus,studentwellbeingisatoppriority,encompassingtheemotional, social, and physical health of our students We are committed to creating a safe, welcoming,andsupportiveenvironmentwherestudentscanthriveacademicallyand personally. Our proactive approach includes fostering a culture of kindness, respect, andinclusivity,ensuringeverystudentfeelsvaluedandrespected.

Ourcomprehensivepastoralcaresystemisintegraltosupportingstudents'emotional andsocialneeds Thissystemensuresthatstudentshaveaccesstotheguidanceand support they need Additionally, each day begins with an Advisory Class, where students build strong relationships with their peers and teachers, receiving academic andpersonalguidance.

We have dedicated school counselors to provide professional support: Ms Katie for Grades 6-8 and Mr Darren for Grades 9-12 They are available for individual counseling sessions to help students navigate emotional and social challenges. Studentscanscheduleappointmentsdirectlywiththemforconfidentialsupport.

To promote student wellbeing, we implement bullying prevention programs, health and wellness activities, and encourage active parental involvement These initiatives educate students on empathy, respect, and conflict resolution, while also supporting physical health and mental wellness. We also use Friday Tutorial Lessons to promote studentwellbeingonanongoingbasis.

Webelievethatstudentagencyisvitalforsupportingwellbeing Empoweringstudents to take an active role in their learning and community enhances their sense of ownership, motivation, and self-efficacy. We offer numerous student leadership councils, such as the Student Representative Council, Wellbeing Ambassadors, Arts Leadership Council, Athletic Leadership Council, and more! By fostering student agency, we ensure that students feel valued, respected, and supported, which significantlycontributestotheiroverallwellbeing

KatieBryant G6-8Counsellor

DarrenHarrison G9-12Counsellor

StudentLeadership Councils

We believe in fostering a sense of agency and ownership among our students, empowering them to make meaningful contributions and develop their leadership skills. To support this commitment, we have established several student leadership councils.Thesecouncilsprovidestudentswithopportunitiestotakeonresponsibilities, advocatefortheirpeers,andcontributepositivelytoourschoolcommunity.

OverviewofCouncils

1.StudentRepresentativeCouncil(SRC)

Mission: To provide our students with a voice through grade-level representatives, fostering effective communication and advocacy to improve the overall life of our students at Gardens Campus The SRC aims to create a positive and inclusive school community by addressing student concerns, promoting student-led initiatives, and enhancingtheschoolenvironment.

2.AthleticLeadershipCouncil(ALC)

Mission: To promote a positive and inclusive sports culture and healthy living through effectivecommunication,advocacy,andactiveparticipation.TheALCaimstosupport sports for all, regardless of individual abilities, ensuring that every student has the opportunitytoparticipateandbenefitfromathleticactivities.

3.CulturalLeadershipCouncil(CLC)

Mission: To promote a positive and inclusive cultural environment and deepen the understanding of diverse traditions through effective communication, advocacy, and activeparticipation.TheCLCaimstocelebratethediversityofourschoolcommunity, fosteringanenvironmentwhereallculturalbackgroundsarerespectedandvalued.

4.AcademicLeadershipCouncil(ALC)

Mission:Tofosteraninclusiveanddynamicacademicenvironmentbyadvocatingfor student needs, encouraging peer mentorship, and promoting diverse learning opportunitiesthrougheffectivecommunicationandactiveparticipation.TheALCaims to support academic excellence, ensure that students have a platform to voice their ideasandconcerns,andenhancetheoveralllearningexperienceatourschool

5.WellbeingAmbassadorsLeadershipCouncil(WALC)

Mission: To cultivate a positive and supportive school culture by advocating for student wellbeing, encouraging healthy lifestyles, and promoting mental and emotionalhealth

StudentLeadership Councils

6.WelcomeLeadersCouncil(WLC)

Mission: To create a warm and inclusive school culture by welcoming new students, promoting friendships, and ensuring every student feels valued and supported througheffectivecommunicationandactiveparticipation.

7.CreativeArtsLeadershipCouncil(CALC)

Mission:Tofosterapositiveandinclusiveartsculturewiththeaimtopromotethearts within the school, encouraging creativity and artistic expression, and instilling the beliefthatallindividualscanbecreatorsofart.

8.AcademicSocietiesLeadershipCouncil(ASLC)

Mission: To foster a vibrant and intellectually stimulating environment that aims to support students gifted in specific academic areas, providing opportunities for advanced studies and career exploration. They strive to connect students with community experts, fostering a network that enhances learning and brings cuttingedgeknowledgetoGardensCampus.

9.EmiratiCulturalLeadershipCouncil(ECLC)

Mission: To foster a deep appreciation and understanding of Emirati culture and heritage, ensuring that our national identity is celebrated and integrated into our schoolcommunity.

TutorialLessons

Tutorial Lessons occur every Friday as an extended Advisory Lesson. These sessions are a key component of our pastoral program, designed to support our students in becomingwell-roundedIBlearners

Tutorial is instrumental in fostering a supportive and inclusive school environment. They help students build strong relationships with their peers and teachers, develop critical life skills, and gain the confidence to face challenges both inside and outside theclassroom

PurposeofTutorialLessons

The primary goal of these tutorial lessons is to promote the overall wellbeing and personaldevelopmentofourstudents.Byaddressingavarietyofimportanttopics,we aimtoequipourstudentswiththeknowledge,skills,andvaluesnecessarytonavigate thecomplexitiesoftoday'sworldandtothrivebothacademicallyandpersonally

These groups remain consistent, providing a sense of commonality and continuity as studentsprogressthroughtheschoolyears Thisstructurehelpsmaintainstablepeer relationshipsandsupportsacohesivelearningenvironment.

TopicsCovered

During our tutorial lessons, we cover a wide range of topics that are essential for the holisticdevelopmentofourstudents Someofthekeytopicsinclude:

BullyingPrevention

SocialMediaLawsintheUAE

HowtoStaySafeOnline

Emotional&MentalHealth

HealthyRelationshipsWithOthers

GlobalCitizenship

TimeManagement&StudySkills

OSRAH

OSRAH means “family” in Arabic, which is important because we want a tight-knit school community The OSRAH system is an integral part of our school culture, designed to build camaraderie, foster a sense of belonging, and support the holistic developmentofourstudents.

HouseTeams

House teams are groups that all students and staff members belong to, creating smallercommunitieswithinourlargerschoolenvironment.Theseteamsaredesigned to promote school spirit, teamwork, and friendly competition. Each house team embodiesthespiritofOSRAH,encouragingeveryonetosupportandupliftoneanother, muchlikeafamily

Examples

Intramuralsportsatlunchsuchasbasketball,football,dodgeball,andmore!

Cultural events such as talent shows, music and dance performances, and art competitions

Academicchallengessuchasquizzes,debates,spellingbees,etc

Communityserviceprojects

Wellbeingactivitiesthatpromoteasupportiveenvironment

OSRAHTeams

RedLynx

PurpleFalcon

OrangeScorpion

GreenOryx

YellowFox

BlueShark

Communication

Effective communication is essential to fostering positive home-school relationships at Raha International School We are committed to maintaining open, transparent, and respectful lines of communication between students, parents, and staff By keeping families informed and engaged, we work together to support each student's academic and personal growth, ensuring a collaborative and cohesive school community.

Research consistently shows that strong home-school relationships are one of the highest predictors of academic achievement for children (THE EDUCATION HUB) (NationalPTA).Weworkhardtobuildpositiverelationshipswithparents,ensuringthat 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 yourchild'sacademicandpersonalgrowth.

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.

AcademicQuery

PastoralQuery

Communication

PastoralQueries

Attendanceconcernsorreportingabsences

Behaviouralissuesordisciplinarymatters

Emotionalorsocialwell-beingofthestudent

Bullyingorconflictswithpeers

Requestsforadviceonstudentwell-beinganddevelopment

Guidanceonextracurricularactivitiesandclubs

Supportfortransitioningtoanewgradeorschoollevel

Concernsrelatedtostudents'overalladjustmentandhappinessatschool

Healthandwellnessmatters(excludingmedicalconditions)

Communicationaboutschoolpoliciesandprocedures

Familyorpersonalcircumstancesaffectingthestudent

Communication

AcademicQueries

Coursecontentclarificationorconcerns

Gradingpoliciesandcriteria

Individualstudentprogressandperformance

Questionsregardingassessments,exams,assignments,andhomework

Specialaccommodationsorconsiderationsforstudentswithspecificneeds

Curriculumplanningandcourseselectionguidance

Academicsupportandenrichmentopportunities

Issuesrelatedtoclassroomdynamicsorteachingmethods

Guidanceonsubject-specificextracurricularactivities,competitions,andevents

Feedbackorconcernsregardingaspecificteacher'sapproachtoasubject

Communication

StudentSupportQueries

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.

Communication

FormsofCommunication

Weekly Updates: We provide weekly updates through "Raha Reminders," our school newsletter, to keep you informed about school events, important dates, and general schoolnews

Emails: Wealsosendemailstoshareinformationandimportantupdates Itiscrucial for parents to read these emails to stay informed about school matters and ensure theydonotmissanyimportantannouncements.

Toddle: We are currently navigating the use of Toddle as our primary platform for parent-teacher communication Toddle supports various communication features such as messaging, scheduling meetings, and sharing student progress. Middle and senior leaders, as well as teachers, can use Toddle to contact parents directly. Additionally, Toddle allows us to address specific groups, ensuring that communicationsaretargetedandrelevant Aswelearnmoreaboutthisnewplatform, wewillshareanychangestocommunicationchannels

Parents can always contact any staff member through their school email. This direct line of communication ensures that parents can easily reach out with questions or concerns

By utilizing these communication tools, we aim to create a transparent and supportive environment where parents feel connected and involved in their child's education.

AcademicPrograms &Policies

Welcome to the Academic Programs and Policies section Here, we provide detailed information about the subjects offered at our secondary school, our assessment and evaluation methods, and homework expectations. This section aims to give you a comprehensive understanding of our educational approach, ensuring that students receive a balanced and challenging education that supports their academic and personalgrowth.

ALookattheMYP

The Middle Years Programme (MYP) is sometimes referred to by its levels, MYP1 to MYP5, and constitutes learners in Grades 6 to 10. This program is designed to build upon the knowledge and skills students have acquired in their earlier years of education and prepares them for the challenges of the Diploma Programme (DP) in Grades 11 and 12 The MYP framework encourages students to make practical connectionsbetweentheirstudiesandtherealworld,fosteringcriticalthinking,inquiry, andreflection.

SubjectGroups:

TheMYPincludeseightsubjectgroups.Thisensuresthatstudentsreceiveabalanced educationacrossvariousdisciplines.

LanguageandLiterature

LanguageAcquisition

IndividualsandSocieties(I&S)

Sciences

Mathematics

Arts

PhysicalandHealthEducation(PHE)

Design

InterdisciplinaryLearning:

The MYP emphasizes interdisciplinary learning, encouraging students to make connections between subjects and apply their knowledge in real-world contexts Thisapproachhelpsstudentsdevelopcriticalthinkingandproblem-solvingskills

ConceptualUnderstanding:

Central to the MYP is the development of conceptual understanding. Students explorekeyconcepts(suchaschange,communication,andsystems)andrelated concepts specific to each subject This helps students understand big ideas and theirapplicationsacrossdifferentsubjects.

ALookattheMYP

MYPStructure

ApproachestoLearning(ATL):

The MYP focuses on developing essential skills, known as Approaches to Learning (ATL). These include thinking skills, communication skills, social skills, selfmanagement skills, and research skills ATL skills help students become effective learnersandpreparethemforfutureacademicchallenges

GlobalContexts:

The MYP integrates global contexts to make learning more relevant and meaningful. Students explore six global contexts: Identities and Relationships, Orientation in Space and Time, Personal and Cultural Expression, Scientific and Technical Innovation, Globalization and Sustainability, and Fairness and Development. These contexts help students understand the relevance of their studiestothewiderworld.

ServiceasAction:

ServiceasActionisacorecomponentoftheMYP,encouragingstudentstoengage incommunityserviceanddevelopasenseofsocialresponsibility.Ithelpsstudents apply their learning in practical ways to make a positive impact on their communities.

PersonalProject:

In the final year (MYP 5), students complete a Personal Project This is an independent research project that allows students to explore a topic of personal interestindepth.Itdemonstratestheirabilitytomanageandexecuteasignificant pieceofwork,fosteringindependenceandself-discipline.

ScopeandSequenceDevelopment

AtGardensCampus,wedevelopthescopeandsequenceofourcurriculumwithinthe MYP framework This involves creating detailed plans that outline the content, skills, and assessment criteria for each subject and grade level Our educators align the curriculum with the IB standards while incorporating local and national educational requirements. Additionally, we benchmark our standards against internationally renownedcurricula,ensuringthatourstudentsarepreparedtomeetglobalacademic expectations Wealsohavetheflexibilitytomakeadjustmentstosuittheuniqueneeds ofourlearners,providingapersonalizedandeffectiveeducationalexperience

By understanding the MYP's structure, parents can better appreciate how this comprehensive framework supports their children's academic and personal growth, preparing them for the challenges of the Diploma Programme and beyond. In the followingsections,wewilldelvedeeperintothespecificsubjects,assessmentcriteria, rubrics,andthekeyandrelatedconceptsthatformthefoundationoftheMYP

ALookattheMYP

MYPSubjects

LanguageandLiterature:focusesondevelopingstudents'abilitiesinreading,writing, and analyzing texts. Students study literature from a variety of cultures and time periods, enhancing their understanding of language and its impact on human experience Theaimistofosteraloveforreadingandeffectivecommunicationskills

Language Acquisition: helps students learn additional languages, promoting multilingualismandinterculturalunderstanding.Studentscanchoosefromarangeof languagesofferedattheirschool.Thecourseemphasizeslistening,speaking,reading, and writing skills, and it encourages students to explore different cultures through language

Individuals & Societies (I&S): includes subjects like history, geography, economics, andsocialstudies.Itencouragesstudentstoexplorehumansocieties,theirstructures, and interactions. The focus is on developing critical thinking skills and understanding thefactorsthatshapeculturesandcivilizations

Sciences: encompasses biology, chemistry, physics, and integrated science courses. Students engage in scientific inquiry, experimentation, and analysis. The aim is to developanunderstandingofscientificconceptsandprocesses,andtoappreciatethe roleofscienceineverydaylife

Mathematics: is designed to build students' mathematical understanding, reasoning, and problem-solving skills. The curriculum covers a broad range of topics, including algebra, geometry, statistics, and calculus. It encourages students to apply mathematicalconceptstoreal-worldsituations.

Arts: includes visual arts, performing arts, and music Students explore creativity and self-expression through various artistic forms. The aim is to develop an appreciation fortheartsandtounderstandtheprocessesinvolvedincreatingandpresentingart.

Physical&HealthEducation: promotes physical well-being and a healthy lifestyle It includes physical activities, sports, and health education Students learn about the importanceofphysicalfitness,teamwork,andmaintainingahealthybodyandmind.

Design:involvespracticalandcreativeproblem-solving.Studentslearntodesignand create products, systems, and solutions to meet specific needs. The course emphasizes the design cycle, which includes investigating, planning, creating, and evaluating

ALookattheMYP

KeyandRelatedConceptsintheMYP

TheMiddleYearsProgramme(MYP)usesaframeworkofkeyandrelatedconceptsto structure teaching and learning, ensuring that students develop a deep and meaningfulunderstandingofsubjects.Thisapproachhelpsstudentstoconnectideas across different disciplines, think critically, and apply their knowledge in various contexts

KeyConcepts

Key concepts are broad, organizing, powerful ideas that have relevance within and across subjects and disciplines, providing connections that can transfer across time and culture These concepts guide the exploration of related concepts and provide a framework for conceptual understanding Teachers use key concepts from their own subject group(s) as well as key concepts from other subject groups to plan disciplinary and interdisciplinary units of inquiry. Teachers identify one key concept that drives the unit’s development. These concepts are not only “key” in the sense of being important; they also provide a key a way into a body of knowledge through structuredandsustainedinquiry

Thereare16keyconceptsintheMYP:

Aesthetics: The appreciation of beauty and the way artistic expressions influence emotions,perceptions,andculture

Change: The process of transformation over time, highlighting patterns, causes, and consequencesinvariouscontexts.

Communication: The exchange of information and ideas through diverse forms and methods,fosteringunderstandingandcollaboration

Communities: Groups of people with shared values, cultures, or goals, and the interactionswithinandbetweenthem.

Connections: The relationships and links between ideas, people, and disciplines, fosteringholisticunderstanding

Creativity: The generation of novel ideas or solutions, encouraging innovation and imaginativeproblem-solving.

Culture: The shared beliefs, traditions, and values that shape the identity and practicesofagroupofpeople

Development:The process of growth, evolution, and progress in individuals, societies, orsystemsovertime.

ALookattheMYP

Development:The process of growth, evolution, and progress in individuals, societies, orsystemsovertime.

Form: The shape and structure of objects, ideas, or systems, and how these impact theirfunctionandpurpose.

Global Interactions: The interconnectivity between people, societies, and the environment,anditsinfluenceonlocalandgloballevels.

Identity: The unique characteristics, beliefs, and values that define an individual or group.

Logic:Thestructuredreasoningprocessusedtoanalyzerelationships,solveproblems, andevaluateideas

Perspective:Thewayindividualsorgroupsperceiveandinterprettheworldbasedon theirexperiencesandcontexts.

Relationships: The connections between individuals, groups, or ideas, and their influenceononeanother

Systems: Organized frameworks or structures with interrelated components that functiontogethertoachieveapurpose.

Time, Place, and Space: The contextual dimensions of events, environments, and ideas,emphasizingtheirinterdependenceandimpact

RelatedConcepts

Relatedconceptsarediscipline-specificandprovidedepthtothekeyconcepts.They help students explore key concepts in specific contexts and subject areas Related concepts promote depth of learning and add coherence to the understanding of academic subjects and disciplines. They are grounded in specific subjects and disciplinesandareusefulforexploringkeyconceptsingreaterdetail.

Inquiryintorelatedconceptshelpsstudentsdevelopmorecomplexandsophisticated conceptualunderstanding Relatedconceptsmayarisefromthesubjectmatterofa unit or the craft of a subject its features and processes. For each unit, teachers identify two or more related concepts that extend learning, lead to deeper understanding, or offer another perspective from which to understand the identified keyconcept(s)

RelatedConceptsbySubjectGroup

Language&Literature

Audience

Imperatives Character Context Genres

Intertextuality PointofView Purpose Self-expression

Setting Structure Style Theme

LanguageAcquisition(Phase1-2)

Accent Audience Context Conventions Form Function Meaning Message Patterns Purpose Structure WordChoice

LanguageAcquisition(Phase3-4)

Accent Context Conventions Empathy

Function Idiom Meaning Message

PointsofView Purpose Structure WordChoice

LanguageAcquisition(Phase5-6)

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

ALookattheMYP

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 Boundaries Composition Expression

Genre Innovation Interpretation Narrative

Play Representation Role Structure

Physical&HealthEducation

Adaptation Balance Choice Energy

Environment Function Interaction Movement

Perspectives Refinement Space Systems

Design

Adaptation Collaboration Ergonomics Evaluation

Form Function Innovation Invention

Markets&Trends Perspective Resources Sustainability

ALookattheMYP

ImportanceofKeyandRelatedConcepts

The integration of key and related concepts in the MYP framework supports interdisciplinary learning and helps students develop a cohesive understanding of knowledge Byexploringtheseconceptsacrossvarioussubjects,studentscanseethe connections between different areas of study and apply their learning in broader contexts.Thisapproachpromotescriticalthinking,creativity,andtheabilitytotransfer knowledgeandskillstonewsituations.

By understanding and utilizing key and related concepts, MYP students are better equipped to navigate complex ideas and challenges, preparing them for the academic rigor of the Diploma Programme (DP) and beyond. This conceptual framework is essential for fostering lifelong learners who can think independently andengagewiththeworldinmeaningfulways.

GlobalContextsintheMYP

GlobalcontextsareafundamentalcomponentoftheMiddleYearsProgramme(MYP) that help frame students' learning and make it more relevant and meaningful They provide a lens through which students explore and understand the world, linking classroomlearningtoreal-worldissuesandchallenges.

Global contexts guide the teaching and learning process by encouraging students to makeconnectionsbetweentheirstudiesandtheworldaroundthem.

TherearesixglobalcontextsintheMYP:

ALookattheMYP

HowTeachersUseGlobalContexts

Teachersintegrateglobalcontextsintotheirplanningandinstructiontohelpstudents see the relevance of their learning When designing units, teachers select a global context that aligns with the key and related concepts of the unit This contextual framework guides students in exploring and understanding the subject matter throughreal-worldapplications.Byframinglessonswithinaglobalcontext,teachers encourage students to ask questions, investigate issues from multiple perspectives, andconnecttheirlearningtobroadersocietalandglobalthemes.Additionally,global contexts are used to develop interdisciplinary units, allowing students to apply knowledge and skills across different subjects, enhancing their understanding and fosteringcriticalthinking.

ImportanceofGlobalContextsforLearners

Global contexts are crucial for learners as they make education more relevant and engaging by linking classroom learning to real-world issues This connection helps students see the practical application of their knowledge, which increases their motivation and interest in learning. Exploring global contexts also enhances critical thinking skills, as students analyze complex problems, consider diverse perspectives, and form well-informed opinions. Moreover, understanding global contexts fosters global awareness, helping students appreciate the interconnectedness of the world andtheimpactoftheiractionsonaglobalscale Thisholisticdevelopmentcultivates empathy, ethical reasoning, and a sense of responsibility, preparing students to be thoughtful,proactiveglobalcitizens.

InterdisciplinaryUnits(IDUs)intheMYP

Interdisciplinary Units (IDUs) are a fundamental aspect of the Middle Years Programme (MYP) that encourage students to make connections across different subject areas, fostering a holistic understanding of knowledge IDUs involve the integration of content, skills, and concepts from at least two different disciplines, enabling students to explore complex issues and ideas in a comprehensive and meaningfulway.

HowdoIDUswork?

InanIDU,teachersfromdifferentsubjectareas collaborate todesignandimplement unitsthatcombinetheirdisciplines Theseunitsarecenteredaroundasharedtheme or inquiry question, and they are structured to encourage students to apply knowledge and skills from multiple subjects to investigate and solve real-world problems. For example, a science and humanities IDU might explore the impact of climate change on human societies, requiring students to use scientific data and historicalanalysistounderstandtheissue

ALookattheMYP

Teachers from different subjects work together to plan the unit, aligning their objectives, assessments, and learning activities to ensure coherence and integration. During implementation, students engage in learning activities that span multiple subjects, applying concepts and skills from each discipline to explore the central theme.Thisofteninvolvesresearch,project-basedlearning,andcollaborativework.

Assessment in IDUs is designed to evaluate students' ability to integrate and apply their learning across disciplines. This includes both formative assessments, which provide ongoing feedback, and summative assessments, which evaluate the final outcomesoftheunit

Studentsarerequiredtoparticipateinaminimumofoneinterdisciplinaryunit(IDU) peryear.Thismeansthatoverthecourseofthefive-yearMYP,studentswillengagein atleastfiveIDUs

InquiryintheMYP

Inquiry-based learning is at the heart of the MYP It transforms the educational experience by encouraging students to be curious, think critically, and engage deeply with their learning. Here’s an explanation of what inquiry looks like in the MYP andhowitbenefitsyourchild’seducation.

Whatisinquiry-basedlearning?

Inquiry-basedlearningisadynamicandstudent-centeredapproachwherestudents take an active role in their own learning process Rather than passively receiving information, students are encouraged to ask questions, investigate, and explore topics of interest. This method promotes deeper understanding and retention of knowledgebyconnectinglearningtoreal-lifecontextsandpersonalexperiences.

Examplesofinquiry-basedlearning

Science: Students might investigate the impact of pollution on local ecosystems by collecting and analyzing water samples. They develop hypotheses, conduct experiments,andpresenttheirfindings.

IndividualsandSocieties:Inaunitonancientcivilizations,studentscouldexplorehow geographical features influenced the development of societies They might create maps,buildmodels,orwritereportsbasedontheirresearch.

Language and Literature: Students might examine themes of justice and morality in literature by comparing different texts and perspectives They formulate questions, engageindiscussions,andwriteanalyticalessays

Arts: In visual arts, students might explore the question, "How do artists express identity?"Theyresearchdifferentartists,createtheirownartpieces,andreflectonhow theirworkcommunicatestheirpersonalidentity.

ALookattheMYP

Rubrics&AssessmentCriteriaintheMYP

Assessment in both the MYP and the DP is designed to inform teaching and learning, providing insights into students' content knowledge and skills, and guiding their progress towards mastery. The MYP uses a criterion-related assessment approach, which is evaluated on an 8-pointscale for each subject group These criteria reflect distinctlearningobjectivesandofferdetaileddescriptorsforachievementlevelsfrom 0to8,ensuringconsistentandobjectiveassessments.

Overview

In the MYP, each subject group has specific assessment criteria designed to reflect thedistinctlearningobjectivesofthatsubject Eachcriterionisassessedonan8-point scale, providing detailed descriptions for each level of achievement from 0 to 8 to ensureconsistentandobjectiveassessment.Thecriteriaarealignedacrosssubjects toassesssimilarskills,specifiedforeachcontentarea:Youcanlearnmoreaboutthe specificassessmentcriteriaonpage65.

ThegoalsofassessmentintheMYParetosupportandencouragestudentlearningby providing feedback on the learning process, inform and improve teaching practices, offer opportunities for students to exhibit skill transfer across disciplines, promote positive attitudes towards learning, deepen understanding of subject content, and fosterthedevelopmentofcriticalandcreativethinkingskills

AchievementLevels

In each MYP subject group, learning objectives correspond to assessment criteria. Eachcriterionhaseightpossibleachievementlevels(1through8). Teachersmustgathersufficientevidencefromarangeofassessmenttaskstoenable them to make a professional and informed judgement guided by the criteria to determine a student’s achievement level according to how well the student has demonstratedmasteryofthepublishedcriteria.

Teachers adopt a “best fit” model when using the achievement level descriptors. The "best fit" model is a key principle in the IB assessment philosophy, particularly within theMYP Thismodelensuresthatstudents'gradesaccuratelyreflecttheircurrentlevel of achievement by emphasizing the most accurate representation of their abilities over time. This model considers a range of evidence rather than relying on a single assessment. It acknowledges that learning is a process and that students may demonstrate their highest levels of achievement at various points throughout their learningjourney

Unliketraditionalmodelsthatmightrelyheavilyonend-of-termorhigh-stakesexams, the “best fit” model incorporates continuous assessment. This means regular evaluationthroughvarioustasksthatreflecttheongoinglearningprocess.

ALookattheMYP

In the MYP, students' performance is assessed using criterion-related rubrics. These rubricsevaluatespecificskillsandknowledgeareas,andeachcriterion(CriterionA,B, C, D) is assessed on an 8-point scale The overall performance in a subject is determinedbycombiningtheachievementlevelsfromdifferentcriteriatogeneratea total score, which is then translated into a grade using predefined gradebands (see nextpagefordetails).

Each criterion is assessed atleasttwiceperacademicyear, and the levels achieved in these assessments are used to determine the final level for each criterion To calculate the total achievement score for a subject, the final levels for all four criteria are added together for a score out of 32totalpointsavailable.That total number of pointsisthentranslatedusinggradebandsintoafinalgradeonascaleof1to7.These grade boundaries are periodically reviewed and adjusted based on global performancedata

ALookattheMYP

AchievementLevelsintheMYP

28-32 7

24-27 6

Produceshigh-quality,frequentlyinnovativework.Communicates comprehensive,nuancedunderstandingofconceptsandcontexts. Consistentlydemonstratessophisticatedcriticalandcreative thinking.Frequentlytransfersknowledgeandskillswith independenceandexpertiseinavarietyofcomplexclassroom andreal-worldsituations.

Produceshigh-quality,occasionallyinnovativework Communicatesextensiveunderstandingofconceptsandcontexts Demonstratescriticalandcreativethinking,frequentlywith sophistication Usesknowledgeandskillsinfamiliarand unfamiliarclassroomandreal-worldsituations,oftenwith independence

19-23 5

15-18 4

Producesgenerallyhigh-qualitywork.Communicatesextensive understandingofconceptsandcontexts.Demonstratescriticaland creativethinking,sometimeswithsophistication.Usesknowledge andskillsinfamiliarclassroomandreal-worldsituations,and,with support,someunfamiliarreal-worldsituations.

Producesgoodqualitywork.Communicatesbasicunderstanding ofmostconceptsandcontextswithfewmisunderstandingsand minorgaps.Oftendemonstratesbasiccriticalandcreative thinking.Usesknowledgeandskillswithsomeflexibilityinfamiliar classroomsituations,butrequiressupportinunfamiliarsituations.

10-14 3

6-9 2

Producesworkofanacceptablequality Communicatesbasic understandingofmanyconceptsandcontexts,withoccasionally significantmisunderstandingsorgaps Beginstodemonstrate somebasiccriticalandcreativethinking.Isofteninflexibleinthe useofknowledgeandskills,requiringsupporteveninfamiliar classroomsituations.

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

1-5 1

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

ALookattheMYP

CriterionbySubjectGroup

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

ALookattheMYP

ServiceasAction(SA)intheMYP

As part of the Middle Years Programme (MYP), we are committed to developing wellroundedstudentswhoarenotonlyknowledgeableandinquiringbutalso caring and reflective global citizens. A key component of this holistic approach is Service as Action

SA is a core aspect of the MYP that encourages students to engage in community service activities, allowing them to apply their classroom learning to real-world contexts. It is an opportunity for students to foster a sense of responsibility and empathytowardsothers.

LearningObjectives

Becomemoreawareoftheirownstrengthsandareasforgrowth

Undertakechallengesthatdevelopnewskills

Discuss,evaluate,andplanstudent-initiatedactivities Persevereinaction

Workcollaborativelywithothers

Develop international-mindedness through global engagement, multilingualism, andinterculturalunderstandingprojectsthattackleglobalissues Considertheethicalimplicationsoftheiractions

ServiceasActionIS: doing something to help make the world a better place or help your local/globalcommunity meetinganeedinyourcommmunity somethingthatyoucareaboutandare passionateabout supervisedbyanadult alignedwiththelearningobjectives

Examples

DirectService leadingahomeworkclub peercoachingforasport

creating an organized clean up of a communityspace leadingaschoolevent/activity

Advocacy

organizing an activity to raise awarenessaboutsomethingsuchas apresentation,podcast,orsimilar

ServiceasActionISNOT: anassessment choresathome simple,repetitivework agrade formoney

IndirectService helping to lead an event such as recyclingproject helpingtofundraise COP28

working with a pet shelter or animal welfaregroup overseasservicetrips

ALookattheMYP

LearningSkillsintheMYP

At Gardens, Learning Skills are an essential component of our educational program, designed to equip students with vital information fluency skills necessary for indepthlearning.Weequipourteacherswiththeskillsneededtofosterlearningskillsin theirspecificsubjectsonadailybasis

CollaborativeApproach

AcollaborativeapproachinvolvingbothanIBteacherlibrarianandsubjectteachers is utilized to effectively teach media literacy skills and strategies. The inclusion of a vertically articulated information fluency continuum ensures consistency in style and expectation across subjects at each grade level These classes act as miniworkshopsfocusingonindividualskills

Our teachers receive regular professional development on how to explicitly teach Learning Skills in their specific subject area, such as setting effective study plans, preparing for summative assessments, managing time efficiently, and developing strategies for active revision These skills are essential in helping students succeed academicallyandbecomeindependent,lifelonglearners.

SkillsDevelopment

TheskillsdevelopedintheMYParedesignedtobeversatile,servingasa‘toolbox’that students can apply to various classroom experiences, thereby enhancing their academicachievement

TheseskillsincludeInformationFluency:

Proficiency in using digital tools and technologies to find, manage, and communicateinformation

Evaluatingthecredibility,accuracy,andrelevanceofinformation

Learningandadaptingtonewtoolsandtechnologiesastheyevolve. Effectivelypresentingandsharinginformationinvariousformats.

Recognizingandrespectingintellectualpropertyrightsandproperlycitingsources.

Understandingandcriticallyevaluatingmediacontentanditssources

Analyzingandinterpretingdatatodrawmeaningfulconclusions

Maintainingacademicintegritybybeingaccountableforone’sworkandensuring itmeetsethicalandscholarlystandards.

ALookattheMYP

Learningskillsarethekeystounlockingalifetimeofknowledge.Whenstudentsmaster these skills, they gain the ability to adapt, think critically, and thrive in an everchangingworld

ReadingGrowthandEnjoyment

Within this program, students will also have the opportunity to increase their Lexile Measure (reading growth) over time by practicing leveled comprehension regularly. We strongly believe that being able to read, understand, and use information is a fundamentalskillunderpinningallsubjects

Additionally, our Learning Skills program encourages students to develop a love of reading. There is allocated time for silent ‘off-device’ reading, allowing students to enjoyliterature,supporttheircurricularstudies,orpracticeanotherlanguage.

Byintegratingthesecriticallearningskillsintoourcurriculum,weaimtoenhance our students' academic experiences and prepare them for future success in an increasinglydigitalandinformation-richworld.

ALookattheDP

TTheDiplomaProgramme(DP)oftheInternationalBaccalaureate(IB)isdesignedfor students in Grades 11 and 12, typically aged 16 to 19. The DP builds on the skills and knowledge acquired during the Middle Years Programme (MYP), preparing students for higher education and beyond. The program encourages students to develop critical thinking, inquiry, and reflection skills, fostering a well-rounded and globallymindedapproachtolearning

SubjectGroups:

The DP includes six subject groups Students must choose one subject from each of thegroups.

Group1:StudiesinLanguageandLiterature

Group2:LanguageAcquisition

Group3:IndividualsandSocieties(I&S)

Group4:Sciences

Group5:Mathematics

Group6:TheArts

TheCoreComponents

In addition to the six subject groups, the DP includes three core elements that are centraltothephilosophyoftheprogramme:

TheoryofKnowledge(TOK):

An interdisciplinary course that challenges students to question the basis of knowledgeandreflectonhowtheyknowwhattheyclaimtoknow.

ExtendedEssay(EE):

A 4,000-word research paper on a topic of the student's choice, allowing for independentresearchandin-depthstudy.

Creativity,Activity,Service(CAS):

Requires students to engage in a range of activities alongside their academic studies. CAS encourages students to pursue creative interests, physical activities, and community service, promoting personal and interpersonal development.

ALookattheDP

DPStructure

ApproachestoLearning(ATL):

The DP continues to focus on developing essential skills, known as Approaches to Learning(ATL).Theseincludethinkingskills,communicationskills,socialskills,selfmanagement skills, and research skills ATL skills help students become effective learnersandpreparethemforfutureacademicchallenges

ConceptualUnderstanding:

Conceptual understanding in the DP involves grasping overarching principles and ideas that apply across various subjects and real-world situations, enabling deeperlearningandcriticalthinkingbeyondmemorizationoffacts

Subject-SpecificConcepts

Each subject area includes essential concepts that are central to understanding andmasteringthecurriculum.Theseconceptshelpframetheknowledgeandskills students need to develop, providing a foundation for deep and meaningful learning

DPSubjectGroups

Group1:Language&Literature

This subject group focuses on developing students' understanding and appreciation of language and literature in their first language. It includes the study of various texts from different genres, periods, and cultures. The course options within this group include Language A: Literature (including a self-taught option in students’ mother tongue language) and Language A: Language and Literature. Students learn to analyzeandinterpretliterature,exploringthemes,characters,andstylistictechniques. Theaimistoenhancestudents'criticalthinkingandcommunicationskills,fostering a deep appreciation for literary and non-literary works. This group helps students articulate their thoughts clearly and engage with complex texts, preparing them for furtheracademicstudiesandpersonalgrowth

Group2:LanguageAcquisition

Language Acquisition involves learning an additional language, promoting multilingualism and intercultural understanding This subject group offers courses such as Language B (for students with some previous experience of the language) andLanguageabinitio(forbeginners).Thecurriculumfocusesonlistening,speaking, reading,andwriting,withanemphasisonpracticallanguageuse.Throughthisstudy, students gain insight into other cultures, fostering empathy and global citizenship. The ability to speak multiple languages is increasingly valuable in a globalized world, makingthissubjectgroupessentialforpersonalandprofessionaldevelopment

ALookattheDP

Group3:IndividualsandSocieties(I&S)

This subject group includes disciplines such as history, geography, economics, psychology, global politics, and business studies It aims to develop students' understanding of human societies, their structures, and processes Students explore how individuals and groups interact, how societies develop, and how they address complex issues like governance, conflict, and economic systems. This group fosters critical thinking, analytical skills, and a deeper understanding of the world. By examining past and present events, students learn to appreciate the diversity and complexityofhumanexperience,preparingthemforresponsibleglobalcitizenship

Group4:Sciences

The Sciences group offers subjects like biology, chemistry, physics, sports science, computer science, design technology, and environmental systems and societies. These courses emphasize scientific inquiry, experimentation, and the application of scientific principles Students develop an understanding of the natural world, learning to think critically and solve problems using scientific methods. This subject group fosters an appreciation for the role of science in society and its impact on our daily lives. Through practical experiments and theoretical study, students gain the skills needed to pursue further studies and careers in scientific fields, contributing to advancementsintechnologyandinnovation

Group5:Mathematics

Mathematics in the DP is designed to develop students' mathematical knowledge, skills, and understanding. It offers various levels of study to cater to different student abilitiesandinterests,including Mathematics: Analysis and Approaches(MathsAA) andMathematics:ApplicationsandInterpretation(MathsAI) Thecurriculumcovers topics such as algebra, calculus, statistics, and probability, emphasizing problemsolving, logical reasoning, and critical thinking. Mathematics is integral to understanding and navigating the world, making it a crucial component of the DP. It preparesstudentsforfurtheracademicpursuitsandreal-worldapplicationsindiverse fields

Group6:TheArts

The Arts group includes subjects such as visual arts, music, theatre, and film. This subjectgroupencouragesstudentstoexploreandexpresstheircreativity,developing technical skills and a deep appreciation for the arts Students learn about different artistictraditionsandpractices,engageincreativeprocesses,andproducetheirown artworks. The curriculum emphasizes critical analysis, reflection, and the cultural significance of the arts. By fostering creativity and self-expression, this subject group helps students develop a well-rounded education, enhancing their ability to think innovativelyandappreciatetheroleoftheartsinsociety

ALookattheDP

HigherLevelandStandardLevelCourses

HigherLevel(HL):

HLcoursesinvolve240teachinghours. They provide greater depth and breadth of study, often requiring more complex assessmentsandahigherlevelofunderstanding Students typically take three HL courses, depending on their strengths and interests.

StandardLevel(SL):

SLcoursesinvolve150teachinghours. TheycoverthecorecontentofasubjectbutwithlessdepththanHLcourses StudentstypicallytakethreeSLcourses

MinimumRequirements:

StudentsmusttakeatleastthreeHLcoursesandthreeSLcourses. Alternatively,theycantakefourHLcoursesandtwoSLcourses,butnomorethan fourHLcoursesarerecommended.

ChoosingSubjects

Studentsmustchooseonesubjectfromeachofthesixgroups. They can choose an additional subject from groups 1-5 (Lang & Lit, Language Acquisition,I&S,Sciences,orMathematics),insteadofagroup6subject(TheArts) iftheyprefer

Not all subjects are offered at both HL and SL at every school. Students should consultwiththeirDPcoordinatortounderstandwhichcoursesareavailableatour school.Courseofferingseachyeararealwayssubjecttodemandandscheduling.

TheCoreComponentsoftheDP

The IBDP includes three core components that are essential to its educational philosophyandaimtodevelopwell-roundedstudents ThesecomponentsareTheory ofKnowledge(TOK),theExtendedEssay(EE),andCreativity,Activity,Service(CAS) Each core element is designed to enrich students' educational experiences by fostering critical thinking, independent research, and personal development. These componentsareuniquetotheIB,settingitaheadofothercurriculums.

TheoryofKnowledge(TOK)

TOKisaninterdisciplinarycoursethatchallengesstudentstoreflectonthenatureof knowledge and howweknowwhatweclaimtoknow It encourages critical thinking aboutknowledgeacrossvariousdisciplinesandcultures

ALookattheDP

TheTOKessayisaformal,externallyassessedwrittenworkof1,600words.Students select one of six prescribed titles provided by the IB and develop a well-structured argument that explores knowledge questions and issues related to the chosen title The essay requires students to demonstrate critical thinking, analysis, and reflection onthenatureofknowledge.

Students also take part in a TOK exhibition, which is an internally assessed component where students create an exhibition. The TOK exhibition requires students to select one prompt from a list provided by the IB Students then choose three objects or images that they believe best represent the concepts explored by the prompt.Theymustexplainhowtheseobjectsorimagesarelinkedtothepromptand theconceptsofTOK.

ForExample...

A student might explore the knowledge question, "To what extent do ethical considerations influence scientific research?" This could involve analysing case studies, engaging in discussions, and writing essays that examine the intersection of ethicsandsciencefromdifferentperspectives.

TheExtendedEssay

The EE is a 4,000-word research paper that allows students to investigate a topic of personal interest in depth. This component fosters independent research skills and providesanopportunityforstudentstoengageinrigorousacademicinquiry TheEEis externally assessed This means that while students work on their essay with guidance from a supervisor within their school, the final essay is sent to external IB examinersforevaluation.

Each student is assigned a supervisor who provides guidance throughout the research and writing process The supervisor helps the student refine their research question, develop their methodology, and structure their essay. However, the supervisordoesnotassessthefinalessay.

The final essay, along with the student's reflections, is uploaded to the IB's electronic system

Students typically work on their EE over a period of approximately one year. This timeline allows for thorough research, drafting, revising, and finalizing of the essay, ensuringthatstudentscanproduceawell-structuredanddeeplyresearchedpieceof work

The EE process requires consistent effort and time management. Students are encouragedtoworksteadilythroughouttheyeartoavoidlast-minuterushes.Regular meetingswiththesupervisorarecrucialforreceivingongoingfeedbackandsupport.

ALookattheDP

ForExample...

A student interested in environmental science might write an EE on "The Impact of Urbanization on Local Water Quality." The student would conduct primary research, such as testing water samples from different areas, and secondary research, like reviewing scientific literature on urbanization and water pollution. The essay would includetheirfindings,analysis,andconclusions.

Creativity,Activity,Service(CAS)

CASaimstodevelopstudents'personalandinterpersonalskillsthroughexperiential learning.CASencouragesstudentstobecomewell-roundedindividualsbyengaging inactivitiesbeyondtheacademiccurriculum.

Creativity: Involves arts and other experiences that involve creative thinking. This could include activities like participating in a theater production, creating a piece of art, orstartinganewclubatschool.

Activity:

Physical exertion contributing to a healthy lifestyle, complementing academic work. Examples include playing a sport, participating in outdoor activities, or engaginginfitnessprograms.

Service:

An unpaid and voluntary exchange that has a learning benefit for the student Service activities might involve volunteering at a local community center, participating in environmental clean-up projects, or organizing events to raise awarenessforacause.

Students engage in CAS throughout the entire two years of the DP Although the IB does not specify a minimum number of hours, many schools recommend students spend approximately 150 hours on CAS activities over the two years, ensuring a balancedapproachtocreativity,activity,andservice.

Students must undertake at least one CAS project that lasts for a significant period (typically a month or more) The project should integrate creativity, activity, and serviceelementsandinvolvescollaborationwiththeirpeers.

StudentsarerequiredtoreflectontheirCASexperiencesregularly.Reflectionscanbe written, oral, visual, or through other forms that capture the student's thoughts and learningprocess

CAS is internally assessed by the school's CAS coordinator and supervisors. They provideguidance,monitorprogress,andensurethatstudentsmeettherequirements.

ALookattheDP

AssessmentintheDP

The assessment in the DP is designed to measure students' understanding and skills through a combination of internal and external assessments. The assessment process is comprehensive, involving various types of evaluations to ensure a fair and balancedmeasurementofstudentperformance

GradingScale

ExternalAssessments

WrittenExaminations:

These are the primary method of assessment for most subjects, usually conductedattheendofthetwo-yearprogram(Mayexamsession)

Exams typically include multiple-choice questions, short-answer questions, andextended-responsequestions. Forexample,ahistoryexammightincludeessayquestionsanalyzinghistorical events,whileaMathsexammightinvolvesolvingcomplexproblems.

EssaysandResearchPapers:

Extended written tasks that assess a student's ability to research, analyze, and articulatetheirunderstandingofatopic

For example, the EE, a 4,000-word research paper on a topic chosen by the student.

ALookattheDP

InternalAssessments

Coursework&Projects:

These include practical work, investigations, and projects completed during thecourse.

Forexample,asciencestudentmightconductandreportonexperiments,while anArtsstudentmightproduceaportfolioofcreativework

OralAssessments: Oralexamsandpresentationsassessstudents'speakingandlisteningskills. Forexample,inalanguagecourse,studentsmightbeassessedontheirability toconverseinthetargetlanguageorpresentonaliterarytopic.

PracticalWork:

Thisincludeslaboratoryworkinsciencesorperformance-basedtasksinarts For example, a biology students might be assessed on their practical skills throughlabexperiments.

CorePoints

Studentscanearnupto3additionalpointsbasedontheircombinedperformancein TOKandtheEE.Amaximumof3pointscanbeawardedforexcellentperformancein both.

DiplomaRequirements

Total Points:TobeawardedtheIBDiploma,studentsmustachievea minimumof24 pointsoutofapossible45(includingupto3corepoints).Studentsmustmeetcertain minimum performance standards, including a minimum number of points in HL coursesandcompletionofallcorecomponents

SubjectPoints:

Studentsmustaccumulateatleast12pointsfromtheirHigherLevel(HL)courses. Students must accumulate at least 9 points from their Standard Level (SL) courses

Ascoreof2inanyHLsubjectmeansthestudentcannotbeawardedthediploma, regardlessoftheiroverallscore.

MinimumScores:

Studentswhoscorelessthan24pointsoverallwillnotbeawardedthediploma

A score of 1 in any subject means the student cannot be awarded the diploma, regardlessoftheiroverallscore.

A score of 2 in more than one Standard Level (SL) subject means the student cannotbeawardedthediploma.

Thefinalgradeisthesumofpointsfromthesixsubjectsandthecorepoints(TOKand EE) Students can achieve up to 42 points from their six subjects, up to 3 additional points are available from the TOK and EE assessments, for a totalpossiblepointsof 45points.

UniversityCounseling

At Gardens, our University Counseling program is dedicated to guiding students through their higher education journey. Our experienced counsellors provide personalizedsupport,helpingstudentsexploretheiroptions,prepareapplications,and make informed decisions about their future We offer a range of resources and workshops to ensure every student is well-prepared for university admissions and beyond.

Our University Counseling program is dedicated to guiding students through their highereducationjourney Herearesomekeyaspectsofourprogram:

Assigned Counsellors: All high school students and their families are assigned a university counsellor to assist with high school course selection and developing a personalized university plan. Earlier secondary grade students and their families canalsoaccessanyuniversitycounsellorasneeded.

Night School Program: Our comprehensive Night School Program covers over forty countries, detailing universities, courses, entrance requirements, and application procedures. During the two-year DP, students and families are expected to attend the Night School sessions for each of their possible destinations. Updated annually, these sessions are scheduled just before the universityapplicationcycleopensforthatcountry Allsessionsareheldat6:00pm onThursdays TheNightSchoolSchedulewillbereleasedinAugustviaemail

Career Services Model: In the academic year 2024-25, our university counsellors are launching a new Career Services Model in partnership with our parents. This initiative aims to educate all secondary students and families about careers and the fast-paced changes in the workforce We seek parents who can provide internships for our high school students or are willing to be guest speakers about theirprofessions.Pleasecontactouruniversitycounsellorsifyoucancontributeto

Equivalency& CoursesPathway

Navigating the educational landscape can be complex, especially when considering thedifferentpathwaysavailabletostudentsastheyprogressthroughtheiracademic journey. At our school, we strive to provide clear and comprehensive guidance to ensure that each student can achieve their academic and career aspirations. This includes understanding equivalency and course pathways that align with both nationalandinternationalstandards.

Equivalency

Equivalency refers to the process of aligning our school's curriculum and academic achievements with the standards set by the Ministry of Education (MoE) in the UAE This ensures that our students' qualifications are recognized both locally and internationally,providingthemwiththeflexibilitytopursuehighereducationorcareer opportunities in the UAE and abroad. Equivalency is crucial for students who aim to transition smoothly between different educational systems and ensures that their academicachievementsmeetthenecessaryrequirementsforgraduationandfurther education

PathwaystoEquivalency

FirstTrack:

ObtaintheInternationalBaccalaureateDiploma.

Note: Islamic Studies is not counted as one of the required subjects to obtain the diploma.

SecondTrack:

Pass 6 subjects from the International Baccalaureate (IB Subject Certificate), excludingIslamicStudies.

Meetthefollowingconditions:

MinimumGrade:Achieveatleastagradeof3ineachsubject.

OverallGrade:Attainaminimumoverallgradeof21

Core Subjects: Pass the core subjects (English, Mathematics, and a science subject)ateitherHigherLevel(HL)orStandardLevel(SL).

AdditionalRequirements:

The subjects must be within the approved lists of the International Baccalaureate Organization

Obtain the final certificate, school marks, and IB certification stamped by the Ministry of Education and the International Baccalaureate certification in Switzerland

Equivalency& CoursesPathway

CoursesPathway

AtGardensCampus,weofferthe IB Courses optionasaflexiblealternativetothefull International Baccalaureate (IB) Diploma Programme This pathway is designed to cater to the diverse needs of our students, providing them with a rigorous academic experiencewhileofferingmoreflexibilityintheirstudies.

KeyFeatures

1.FlexibilityinCurriculum:

NoCoreRequirements:UnlikethefullDiplomaProgramme,IBCoursesstudentsare not required to complete the Core components, which include Creativity, Activity, Service(CAS),theExtendedEssay(EE),andTheoryofKnowledge(ToK).

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

2.SubjectRequirements:

Six Subjects: Courses students must enroll in six subjects, which cover a broad range of disciplines These subjects are taken alongside full Diploma Programme students,ensuringacomprehensiveeducationalexperience

3.StudyPeriods:

HL and ToK Study Periods: During lessons focused on HL content or ToK classes, Coursesstudentshavestudyperiods Thistimecanbeusedforindependentstudy, completingassignments,orseekingadditionalsupportfromteachers

WhoShouldConsidertheIBCoursesOption?

TheIBCoursesoptionissuitableforstudentswho:

DoNotNeedtoPasstheFullDP:StudentswhomaynotrequirethefullDiplomafor theirfutureplanscanoptforCoursestofocusonspecificsubjectsofinterest.

Struggling to Meet DP Requirements: Students who may find it challenging to meet the passing grade of 24 points for the full Diploma can benefit from the Courses pathway The reduced requirements can help them achieve a higher overallscore.

ALookatthe MoESubjects

In Abu Dhabi, our school integrates subjects mandated by the Ministry of Education (MoE) with the International Baccalaureate (IB) curriculum This approach ensures thatstudentsreceiveacomprehensiveeducationthatmeetsbothnationalstandards and international expectations. MoE subjects include Arabic Language, Islamic Education,UAESocialStudies,andMoralEducation.

MoESubjectsExplained

ArabicLanguage:

Objective:DevelopproficiencyintheArabiclanguage,focusingonreading,writing, listening,andspeakingskills

Content:Literature,grammar,vocabulary,andcomposition

IslamicEducation:

Objective: Provide knowledge and understanding of Islamic principles, teachings, andvalues

Content:Quranicstudies,Hadith,Islamiclaw,andhistory

UAESocialStudies:

Objective: Enhance understanding of the UAE's history, geography, and sociopoliticalstructure.

Content:UAEhistory,geography,government,andeconomicdevelopment

MoralEducation:

Objective: Promote ethical and moral values, focusing on character development andcivicresponsibility.

Content: Ethics, personal and social responsibility, cultural diversity, and global citizenship

MoEAssessments

Examinations: Written exams that test knowledge and understanding of the subjectmatter.

Projects and Assignments: Practical work that allows students to demonstrate theirlearningthroughresearchandapplication.

Oral Presentations: Particularly in Arabic Language and Islamic Education, where studentspresenttheirunderstandingverbally

ALookatthe MoESubjects

The Arabic Department follows the Ministry of Education (MoE) curriculum within the International Baccalaureate (IB) framework. The curriculum aims to develop students' Approaches to Learning (ATL) skills and IB Learner Profile Attributes throughaholisticapproach.Arabic,Islamic,andSocialStudiesunitsareoftenlinked to Units of Inquiry, MEX opportunities, and the National Identity Mark (NIM) Grades arereportedtotheAbuDhabiDepartmentofEducationandKnowledge(ADEK)atthe endofeachterm,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,andapplying theseteachingsinreal-lifecontexts

GradeDistribution:

HolyQuranRecitation:25%

HolyQuranMemorization:10%

Project:20%

WrittenSummativeAssessment1:20%

WrittenSummativeAssessment2:20%

NobleHadithUnderstanding:5%

3.SocialStudiesA&B:

Focus:History of the UAE and its surrounding region, assessed through written andperformancetasks.

GradeDistribution:

Test1:20%

Test2:20%

TotalTests:40%

PerformanceTasks:60%

Moral,Social,andCulturalStudies

Delivery:Taughtbyhomeroomteachersonceweekly.

Content:Combinesmoraleducationandsocialstudies,aimingtodevelopawellroundedunderstandingofsocietalvaluesandculturalheritage

ALookatthe MoESubjects

KeyPointsforParents

ThecurriculumalignswithbothMoEstandardsandIBprinciples

Regular assessments ensure students' continuous progress in Arabic, Islamic, and SocialStudies.

Holistic development is emphasized, integrating moral and social values into everydaylearning.

The curriculum is designed to foster a strong national identity while preparing studentstothriveinaglobalcontext

ImportanceofMoESubjects

As residents of the United Arab Emirates, it is essential for students to have a comprehensiveunderstandingofthecountry’slanguage,culture,religion,andhistory. The Ministry of Education (MOE) subjects play a crucial role in fostering this understanding. Learning Arabic is vital for integrating into UAE society, enabling students to communicate effectively and understand cultural nuances. Islamic Education provides insights into the Islamic faith, the foundation of the UAE’s cultural and societal norms, promoting moral values and ethical behaviour Understanding theseprinciplesisessentialforrespectfulandharmoniouslivingintheUAE.UAESocial Studies educates students about the rich history and heritage of the UAE, cultivating informed and responsible citizens who appreciate the country’s journey and achievements Moral Education emphasizes the development of ethical values, social responsibility,andpersonalintegrity,shapingstudentsintowell-roundedindividuals

Thesesubjectsarefundamentaltotheholisticdevelopmentofstudents,providingthe knowledge and skills necessary to thrive in a multicultural and dynamic society while preservingandappreciatingthenation’srichheritageandvalues.Bymasteringthese subjects,studentsenhancetheiracademicandprofessionalprospectsandcontribute meaningfullytotheUAE’svibrantcommunity

NationalIdentityPolicy

WearedeeplycommittedtonurturingastrongsenseofUAENationalIdentityamong our students. We recognize the importance of embedding the values, traditions, and culturalheritageoftheUnitedArabEmiratesintooureducationalframework.Through our comprehensive curriculum, we aim to cultivate a profound appreciation and understandingofthenation'srichhistoryandculturallegacy Ourpolicyisdesignedto ensure that students not only learn about their heritage but also develop a genuine senseofprideandbelongingtotheirnationalcommunity.

UAENational Identity

NationalIdentityPolicy

WearedeeplycommittedtonurturingastrongsenseofUAENationalIdentityamong our students We recognize the importance of embedding the values, traditions, and culturalheritageoftheUnitedArabEmiratesintooureducationalframework.Through our comprehensive curriculum, we aim to cultivate a profound appreciation and understandingofthenation'srichhistoryandculturallegacy.Ourpolicyisdesignedto ensure that students not only learn about their heritage but also develop a genuine senseofprideandbelongingtotheirnationalcommunity

KeyConcepts

Promoting National Values: Integrating stories and examples of the UAE's history andheritageintothecurriculum,emphasizingthespiritofunity.

ArabicLanguage:EmphasizingArabicasthefoundationofnationalidentityanda gatewaytounderstandingEmiraticultureandheritage.

Islamic Education and Values: Enhancing Islamic values integral to the UAE's social fabric by discussing ethics and behaviours that reflect these values in daily life

Social Studies and Heritage: Expanding students' knowledge of the UAE's cultural and social heritage, including traditions, arts, and customs, and their impact on nationalidentity.

Community Engagement: Encouraging participation in events that promote nationalbelongingandpride,suchasNationalDayandFlagDay

Utilizing Technology: Leveraging technology to deliver educational content that reinforcesnationalidentityusingrelevantdigitalplatforms.

Local Community Integration: Fostering partnerships with local institutions to provide educational experiences that deepen students' understanding of national identity

Throughtheseinitiatives,weaimtoensurethatourstudentsdeveloparobustnational identity, grounded in the values and traditions of the UAE, and carry this pride with themthroughouttheirlives.

Assessment& Evaluation

In our secondary school, we are committed to providing a comprehensive and transparent assessment and evaluation policy that supports student learning and achievement.OurpolicyisdesignedtoalignwiththeInternationalBaccalaureate(IB) philosophy and standards, ensuring that our assessment practices are fair, rigorous, andreflectiveofoureducationalgoals

KeyFeaturesofOurAssessmentPolicy

SupportiveandContinuousLearning:

Formative Assessments: These are ongoing assessments such as class tests, quizzes, projects, and presentations that provide immediate feedback to help guidestudentlearningandidentifyareasforimprovement.

Summative Assessments: These are end-of-unit or term assessments that evaluatestudentlearningagainstpredefinedcriteriaandlearningoutcomes.

DiverseAssessmentMethods:

We utilize a variety of assessment methods including written exams, oral assessments, practical work, and projects to capture a comprehensive picture ofstudentperformance.

GradingandReporting:

OurgradingscaleisconsistentwiththeIB'sseven-pointscale,with7beingthe highest. We provide regular feedback through report cards, parent-teacher conferences, and our online portal to ensure that students and parents are well-informedaboutacademicprogress.

AcademicIntegrity:

We uphold high standards of honesty and integrity in all academic work. Instances of academic misconduct are addressed seriously according to our school’sdisciplinaryprocedures.

Assessment& Evaluation

DifferencesbetweenMYPandDP

MiddleYearsProgramme(MYP):

InternalAssessments:Conductedbyteachers,includingvariousformativeand summativeassessments.

Criteria-Based Grading: Students are assessed against specific criteria for eachsubjectgroup,promotingadeeperunderstandingofcontentandskills.

InterdisciplinaryUnits(IDUs):Studentsengageinprojectsintegratingmultiple subjectareas,fosteringholisticlearningandcriticalthinking

DiplomaProgramme(DP):

Internal AND External Assessments: DP students undertake internal assessments, such as coursework and oral exams, as well as external assessments, including final exams and the Extended Essay, marked by IB examiners

Core Components: Includes TOK, EE, and CAS, which are crucial for the overall diplomascore.

Higher Level (HL) and Standard Level (SL): Students choose three to four subjectsatHLandtwotothreeatSL,allowingfordeeperspecializationinareas ofinterest

Feedback

To support student learning, teachers provide feedback on assessments within two working weeks. This feedback is detailed and constructive, helping students to understand their strengths and areas for improvement. At times, for special circumstances, the two-working week timeframe cannot be adhered to. In these cases, teachers must seek approval for their respective Coordinator and communicatethisinadvancetostudentsandparents

This is due to the complex nature of assessments within the IB. Some assessments, particularlythoserequiringextensivemarkinganddetailedfeedback,maytakelonger tograde.Additionally,atpeakassessmenttimesintheyear,suchastheendofterms, the volume of assessments can be high, making it challenging to return all feedback withintwo-workingweeks

Homework intheMYP

In our secondary school, we are committed to providing a comprehensive and transparent assessment and evaluation policy that supports student learning and achievement.OurpolicyisdesignedtoalignwiththeInternationalBaccalaureate(IB) philosophy and standards, ensuring that our assessment practices are fair, rigorous, andreflectiveofoureducationalgoals

Our MYP Homework Policy is designed to ensure that homework is purposeful, meaningful, and aligns with our belief that learning should extend beyond the classroom. We recognize the importance of balance in a student's life and aim to integrateacademicrigorwithholisticdevelopment

Rationale&Beliefs

We believe that homework, when assigned with deliberate purpose, is meaningful, relevant, and engaging, promoting inquiry anddeep learning. Homework should be learner-centric, constructive, and allow for metacognition. Research indicates that the quality of homework has a greater impact on learning outcomes than the quantity.

HomeworkGuidelines

Ourguidelinesaregroundedinextensiveresearch,leadingustorecommendspecific timeallocationsforhomeworkeachday.

MYP1:Upto60minutes

MYP2-4:Upto90minutes

MYP5:Upto120minutes

Itisimportanttonotethatwhilewestrivetoadheretotheseguidelines,theremaybe peak times, such as during project completions or assessment periods, when homework might slightly exceed these recommendations. Conversely, there will be days with little to no homework, ensuring students have time for rest and extracurricularactivities

GuidingPrinciples

Purposeful Learning: Homework will only be assigned if it directly contributes to studentlearning.Itshouldreinforceclassroomconcepts,promotecriticalthinking, andencourageindependentlearning.

Limited Quantity: Homework will be kept to a reasonable minimum, ensuring that studentscancompleteitwithinareasonabletimeframe.Quantitywillbebasedon gradelevelandindividualstudentneeds.

Homework intheMYP

Diverse Activities: Homework may involve a range of activities such as research, projects,readings,reflections,discussions,andproblem-solvingtasks.

Balanced Life: Students are encouraged to engage in activities they enjoy after school,includingsports,familytime,andrest,ensuringabalancedlifestyle

No'Checkbox'Activities:Homeworkshouldnotbemerecompletiontasksortimefillers;itshouldsignificantlycontributetothelearningprocess.

OptionalHomework:Teacherswillprovideoptionalhomeworkforstudentswishing to practice skills, reinforce understanding, or extend their learning This is not mandatoryandisdesignedtoaccommodateindividuallearningpreferences.

MeaningfulHomeworkExamples

Problem-Solving:Encouragingstudentstoidentifyandsolvereal-worldproblems.

Pre-LoadingLearning:Preparingforsubsequentclassactivities

Interdisciplinary Connections: Connecting concepts across subjects to deepen understanding.

ResearchandInquiry:Conductingresearchrelatedtoclassroomlearning.

Student-Designed Homework: Allowing students to design their own homework, cateringtotheirneedsandinterests.

ClarifyingtheAssessmentNatureoftheMYPforParents

MYP assessments involve a continuous cycle of formative and summative evaluations Homework supports these assessments by providing opportunities for ongoinglearningandpreparationforsummativetasks

FormativeTasksatHome:Preparatoryactivities,reflectiveexercises,andpractice tasksthatreinforcelearning.

SummativeTaskPreparation:Homeworkrelatedtoresearch,drafting,andrevising projects,ensuringthoroughexplorationoftopics

Homework intheMYP

WhatDoestheResearchSayAboutHomework?

Excessive homework can negatively impact well-being and may not significantly enhance academic achievement Effective homework is meaningful, purposeful, and reinforceslearningobjectives.

Quality Over Quantity: Excessive homework can harm well-being and may not significantly improve academic performance. Effective homework is engaging, meaningful,andreinforceslearningobjectives

Parental Involvement: Moderate support helps develop independence and responsibility.Parentscan:

Establishconsistenthomeworkroutines. Createaquiet,comfortableworkspace. Encourageindependencewhileofferinghelpwhenneeded Monitorprogresswithouttakingovertasks

Balanced Approach: Flexible policies that consider individual needs promote personalizedandeffectivelearningexperiences.

MovingBeyondRoteRepetition

Here'swhyrepetitivepracticedoesn'talignwithourphilosophyandhowitdiffersfrom morefactually-basedcurriculumsliketheBritishcurriculum:

UnderstandingRoteRepetition

Roterepetitioninvolvesrepetitivepracticeaimedatmemorizingfactsorprocedures without necessarily understanding the underlying concepts. This method might include tasks like filling out worksheets with the same type of problem or memorizing vocabularylistswithoutcontext

WhyRoteRepetitionFallsShortintheMYP

FocusonInquiryandUnderstanding:TheMYPemphasizesinquiry-basedlearning, where students explore concepts deeply and understand the principles behind them Rote repetition doesn't foster the critical thinking and problem-solving skills thatarecentraltotheMYP.

Development of Key Skills: The MYP aims to develop ATL skills, which are best cultivated through engaging, varied, and meaningful tasks rather than repetitive drills

Encouraging Higher-Order Thinking: Effective learning involves higher-order thinking skills such as analysis, synthesis, and evaluation. Rote tasks often limit students to lower-order thinking skills, like recall and basic comprehension, which donotsupportthecomplexunderstandingneededforsuccessintheMYP.

Homework intheDP

Our DP Homework Policy is designed to ensure that homework is purposeful, meaningful, and aligns with our belief that learning should extend beyond the classroom. We recognize the importance of balance in a student's life and aim to integrateacademicrigorwithholisticdevelopment

Rationale&Beliefs

We believe that homework should be assigned with deliberate purpose, promoting inquiry, relevance, and engagement. In the DP, where content depth and critical thinking requirements intensify, homework is vital for enhancing overall learning outcomes.Homeworkshouldbelearner-centric,thought-provoking,andconduciveto metacognition

Researchindicatesthatthequalityofhomeworkhasagreaterimpactonlearning outcomesthanthequantity.

HomeworkGuidelines

Students are expected to spend significantly more time on homework compared to the MYP. This increase reflects the DP’s greater academic rigor and the need for deeperengagementwithcomplexconcepts

RecommendedTime:DPstudentsaregenerallyexpectedtospendnomorethan2-3 hours per night on homework. This is a guideline rather than a strict rule, with the actual time varying based on individual needs, subject requirements, and upcoming assessmentsorprojects.

Itisimportanttonotethatwhilewestrivetoadheretotheseguidelines,theremaybe peak times, such as during project completions or assessment periods, when homework might slightly exceed these recommendations. Conversely, there will be days with little to no homework, ensuring students have time for rest and extracurricularactivities

GuidingPrinciples

Purposeful Learning: Homework reinforces classroom instruction and integrates with core IB components, including the Extended Essay, Theory of Knowledge, and CAS.Itshouldpromotecriticalthinkingandindependentlearning.

Quantity and Rigor: Given the DP's academic rigor, homework will be judiciously assigned to balance comprehensive preparation with student well-being. TeacherswilladjustexpectationsduringIBassessmentstomaintainequilibrium.

Homework intheDP

Diverse Activities:Homeworkmayinvolveresearch,projects,readings,reflections, problem-solving tasks, writing, exploration, and creative tasks, supporting DP curriculumcoreelementsandlong-termsuccess.

Balanced Life: Students are encouraged to engage in activities they enjoy after school, such as sports, family time, dinners, walks, and rest A balanced lifestyle is integral to student well-being and success. For extracurricular activities involving competitive events or travel that affect homework completion, students should communicatewiththeirteachersaheadoftimeforproperplanning.

DPstudentsoftenrequiresupportinmanagingschool-lifebalance

KeyDifferencesfromtheMYP

DepthandComplexity: DP homework involves deeper content and higher critical thinkingrequirementscomparedtoMYP

CoreComponents:DPhomeworkintegratesmorewithcoreIBcomponentslikethe ExtendedEssay,TheoryofKnowledge,andCAS.

QuantityandRigor:Due to the rigorous nature of the DP, homework expectations areadjustedtobalancecomprehensivepreparationandstudentwell-being.

Our Homework Policies are designed to ensure that homework is meaningful, manageable, and relevant, promoting a holistic educational experience that preparesstudentsforsuccessintheIBandtheirfutureendeavors.

For detailed guidelines and support, parents can refer to our detailed Homework PoliciesorspeaktotheirrespectiveMYPorDPCoordinator.

AcademicIntegrity

Our Academic Integrity Policy is designed to promote principled behaviour in all assignments, work, and assessments. It emphasizes the importance of individual and original efforts, fostering a community of honesty and fairness Upholding academic integrity is essential for demonstrating the IB values we cherish, including integrity, honesty,andastrongsenseoffairness.

DefinitionsandExamplesofAcademicMisconduct

Plagiarism:

Usinganotherperson'sideas,words,orworkwithoutproperacknowledgment.

Examples include copying from the internet without citation, using AI text generatorswithoutpermission,andpresentingsomeoneelse’sworkasyourown.

Collusion:

Supportingacademicmisconductbyanotherstudent.

Examples include allowing another student to copy your work, working collaboratively on individual assignments, and failing to report known incidents of misconduct

ExamMisconduct:

Any behaviour that gives an unfair advantage or disadvantage during assessments.

Examples include taking unauthorized materials into an exam, communicating withothersduringanexam,andaccessingexampapersbeforetherequireddate

DuplicationofWork:

Presentingthesameworkfordifferentassessments.

Examplesincluderesubmittinganassignmentfromanothersubjectorschool,and self-plagiarismdetectedbyTurnitin

Falsification:

Makinguporchanginginformationtopresentsomethingastrue.

Examples include falsifying SA/CAS records, making up research data, and fabricatingsurveyresponses.

ContentCommunication:

Sharing information about tests and assessments in a manner that provides an unfairadvantagetoothers.

AcademicIntegrity

UseofAITools

AItoolscanbeusedtoenhancelearningbutmustnotreplaceessentialskill-building aspectsofassignmentsintendedforsummativeassessments.

StudentsmustclarifywiththeirteacheriftheuseofAItoolsispermittedforataskand properlyacknowledgeanyAI-generatedcontent

In today's rapidly evolving technological landscape, artificial intelligence (AI) tools havebecomeincreasinglyintegratedintoeducationalpractices.Atourschool,weare committed to teaching students how to use AI tools appropriately and ethically to enhancetheirlearningexperience

TeachingStudentstoUseAIToolsAppropriately

OurprimaryobjectivesinteachingstudentsaboutAItoolusageareto: Enhance Learning: Use AI tools to support and improve understanding of subject matter.

Develop Critical Thinking: Encourage students to critically evaluate the informationprovidedbyAItools

Promote Ethical Use:EnsurestudentsuseAItoolsresponsibly,givingpropercredit andacknowledgingtheiruse.

FosterDigitalLiteracy:Equipstudentswiththeskillsneededtonavigateandutilize digitalresourceseffectively