The curriculum we offer in the Primary Years is based upon the National Curriculum (NC) in England. The internationally renowned curriculum is taught in over 150 countries worldwide.
Two major ‘Key Stages’ define the National Curriculum for England at Primary level:
Key Stage One, (KG 2 and Grade 1 or UK Year 1 and 2)
Key Stage Two, (Grades 2, 3, 4, and 5 or UK Years 3 to 6).
The Early Years Foundation Stage (EYFS) is a curriculum delivered and assessed over a two-year period.
Areas of learning
Children will mostly be taught through games and play. The areas of learning are:
communication and language
personal, social and emotional development
understanding the world
expressive arts and design
Specific learning in the EYFS Curriculum
Reading: Children read and understand simple sentences. They use phonics knowledge to decode regular words and read them aloud accurately. They also read some common irregular words. They demonstrate understanding when talking with others about what they have read.
Writing: Children use their phonics knowledge to write words in ways which match their spoken sounds. They also write some irregular common words. They write simple sentences which can be read by themselves and others. Some words are spelt correctly, and others are phonetically plausible.
Numbers: Children count reliably with numbers from 1 to 20, place them in order, and say which number is one more or one less than a given number. Using quantities and objects, they add and subtract two single-digit numbers and count on or back to find the answer. They solve problems, including doubling, halving, and sharing.
Shape, Space, and Measures: Children use everyday language to talk about size, weight, capacity, position, distance, time, and money to compare quantities and objects and solve problems. They recognise, create, and describe patterns. They explore the characteristics of everyday objects and shapes and use mathematical language to describe them.
Understanding the World
People and Communities: Children talk about past and present events in their own lives and the lives of family members. They know that other children don’t always enjoy the same things and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities, and traditions.
The World: Children know about similarities and differences in relation to places, objects, materials, and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes.
Technology: Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Expressive Arts and Design
Exploring and using Media and Materials: Children sing songs, make music and dance, and experiment with ways of changing them. They safely use and explore a variety of materials, tools, and techniques, experimenting with colour, design, texture, form, and function.
Being Imaginative: Children use what they have learnt about media and materials in original ways, thinking about uses and purposes. They represent their own ideas, thoughts, and feelings through design and technology, art, music, dance, role-play, and stories.
Adult led and child-initiated activities cover a blend of the above, with more emphasis being placed on the prime areas of learning in the earlier stages of EYFS.
The approach used is a play-based environment with a balance of an adult-led and child-initiated context. Multisensory experiences in an indoor and outdoor learning environment focus on engaging children’s natural curiosity and develop children with a holistic learning approach.
Phonics and early language development are supported in the Early Years through the encouragement of a bilingual environment.
We hold the belief that a good Early Years education is essential as it is both a distinct stage in its own right and a firm foundation for future learning and development.
The Early Years Foundation Stage is considered an essential part of a child’s education, preparing children for the National Curriculum. It is a curriculum designed for children aged 3 to 5 years of age.
The philosophy underpinning EYFS is that learning is planned and structured with an emphasis on play and motivating activities. Children have the opportunity to play, talk, experiment, and repeat and reflect.
Play in the Early Years
We encourage children to play. Play is vital for learning and enables children to explore a variety of experiences, make choices, and solve problems. Children will play freely and will take part in carefully planned and structured play activities, both indoors and outdoors.
We believe that children develop and learn in different ways and at different rates. All learning is valued and interlinked. Every child matters, and we encourage children to be strong and independent by developing secure and safe relationships with adults in their environment.
By the end of the reception year (KG 1), children will be assessed alongside the national average for children in the United Kingdom and levelled appropriately.
Parental consultations are held every term to inform on a child’s progress, which is accompanied by a termly written report.
Your child’s well-being is at the heart of our Early Years Foundation Stage.
Our Curriculum in Primary (KG 2 to Grade 5)
Supporting your Child’s Needs
Partnership with Parents
The school understands the importance of establishing effective relationships with parents in ensuring the children achieve their full potential. Parental involvement is actively encouraged.
Staff ensures that parents are well informed about the curriculum their child is experiencing through-
Yearly meeting with Key Stage leaders to outline the curriculum.
Weekly newsletters and posts on ClassDojo.
Weekly homework activities.
We strive to keep parents informed at all times. Teachers and visiting providers will regularly provide parent workshops to inform and help parents understand how their children learn. Phonics, guided reading, internet safety and pupil welfare are a few of the workshops delivered at our school.
Inclusion in BSR
In our school, we believe that all children matter. We give our children every opportunity to achieve their best. We do this by taking account of our children’s range of life experiences and culture when planning their learning.
Throughout every grade, we set realistic and challenging expectations that meet the needs of our children, so that all will access the curriculum.
English as an Additional Language
Students are taught through the medium of English and expected to attain a high standard to enable them to graduate to RAK Academy, International Secondary School after Grade 5. Those students whose first language is not English may require additional support in order to acquire the necessary level of language for a British Curriculum School. For this reason, we invest extra personnel and resources throughout the school in order to support these students.
Special Education Needs (SEN) and Inclusion
Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. RAK Academy acknowledges its responsibility to meet the needs of all our students through policy and practice. The Inclusion Programme is an intervention, which offers children with mild or moderate learning difficulties and/or disabilities, additional support. We regularly review all cases to ensure that the school has the resources to meet each student’s needs. The Inclusion Team supports the class teacher with in-class differentiation and can provide specialist provision in the dedicated resource classroom. If the situation arises, in which the school feels, after its best efforts in all areas of support and provision, that individual student’s needs cannot be met, then the school is duty bound to inform the parents accordingly.
Parents are encouraged to approach staff at the earliest opportunity if they are at all concerned about any aspect of their child’s school life.
Each Key Stage sets out which subjects are to be studied and the content of each subject. Teachers have some flexibility in how subjects are taught. Running alongside the curriculum is an assessment system. We measure student attainment and progress against clear Age-Related Expectations (Objectives).
It is a broad, balanced and relevant curriculum delivered through the medium of English and covering a wide range of subject and developmental areas. Assessment is an on-going process. Progress and attainment can be tracked year on year from Primary to Secondary level.
At the British School Al Rams, we ensure students benefit from a complete learning experience through the careful planning of lessons and experiences by our British trained teachers. We aim to provide students with both the knowledge and skills needed to achieve and progress, whilst embedding our RAKA values and attitudes throughout their learning journey. We focus on ensuring all students develop as individuals; encouraging students to develop higher order thinking approaches to their learning, thus developing students as life-long learners.
As part of the learning experience all lessons are carefully planned to incorporate challenge, pace and direction. Teachers use a variety of approaches including pupils working individually, in small groups and participating in whole class activities, which are carefully differentiated to suit the individual needs of all students. Our teaching style is not dependent on published texts. Rather we introduce new concepts using a range of stimulus and a variety of resources appealing to the different learning styles of our students. We use inquiry as well as multidisciplinary learning approaches to encourage high-level engagement from our students.
Our curriculum mirrors the National Curriculum taught in England ensuring all students are taught the wide range of knowledge and skills across its varying subjects. We use the same planning, resources and assessments to teach, support and track our students. The major benefit of this is that we can measure students’ achievement and progress against the UK national averages.
We have Whole School Curriculum Plans, which serve as a framework for teaching and learning, ensuring consistency in the delivery of its content across classes and grade levels. On-going formative assessment takes place throughout the year to track the progress of each student. Summative assessments take place at the end of each year to measure student progress on an annual basis, all of which is reported back to parents to keep them well informed of their child’s progress.
We want all children to experience success and enjoyment of learning. The school aims to achieve high standards in teaching and learning within a happy, ordered and structured environment based on mutual respect and consideration for others. We have planned a school curriculum to support this aim based upon the requirements of both the UAE Ministry of Education and National Curriculum for England & Wales for students aged five to eleven (Key Stages 1 and 2) and the Early Learning Goals for Foundation Stage students.
Our school curriculum plans to provide opportunities for all students to learn and achieve. It also intends to promote students’ moral, social, and cultural development and to prepare students for the opportunities, responsibilities and experiences of life.
Arabic, Islamic Studies, Arabic Social Studies and Moral Education
Foreign private schools and community schools should be committed to teach four compulsory subjects which are: Islamic Education, Arabic Language, Social Studies and Moral Education, as follows:
Islamic Education is taught to Muslim students (as per the curriculum prescribed by the Ministry) for Arabic and Non-Arabic speaking students.
The school teaches Arabic language for Arabic and Non-Arabic speaking students (as per the Ministry Approved Curriculum) and this is compulsory for students up to Grade 12.
The school teaches Social Studies (as per the Ministry Approved Curriculum) for all Arabic speaking students in the medium of Arabic.
The number of weekly class periods for the three compulsory subjects is as follows:
Islamic Education A (KG 2 and Grade 2): 3 periods per week
Islamic Education A (Grades 3 – 5): 2 periods per week
Arabic Language A (Pre - K - Grade 5): 5 periods per week
Social Studies (Grades 1 - 5): 1 period per week
Moral Education (Grades 1 - 5): 1 period per week
This is as per MOE Circular, June 2018. These periods are no less than 40 minutes and are taught only by professional and qualified teachers.