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2.1 - The school is actively working to make the learning community more inclusive.

2.1.1 Admissions Policy

2.1.2 Inclusion Policy

2.1.3 Safeguarding Policy

2.1.4 Code of Conduct

2.1.5 Nationalities Percentages

2.2 - The guidance of qualified professionals and groups is being sought to ensure that policies, programs, and practices align with the stated Vision for diversity and inclusion.

2.2.1 External PD connected to Wellbeing by Teachers

PD

Teacher Reflection

2.2.2 List of External Support Groups used at CIS

2.2.3 Parent Feedback about using Groups

2.2.4 IVEI Wellbeing Support

2.3 Individuals in the community are taking deliberate measures to become more interculturally sensitive.

2.3.1 Wellbeing Committee Members and Initiatives

2.3.2 Tolerance Related Events (Cultural)

Event

Focus

Photos

Impact Statements

2.3.3 IB Learner Profile – tolerance/Open-minded

Examples of students learning through IBLP

Examples of students learning about cultures, perspectives, etc.

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5.1 - Students have access to professional counselors for personal and group sessions.

5.1.1 Counselors at CIS

Names

Roles and Responsibilities

5.1.2 Counselor timetables

5.1.3 Counsellor Case Load

5.1.4 Evidence of Student Engagement

Meeting minutes

Documents from meetings

Data showing impact

5.2 - The counseling staff is involved in designing and implementing an advisory or social/emotional curriculum. Students are supported in their university selection and applications

5.2.1 Wellbeing Curriculum

Scope and Sequence

Planning

Photos

Student work

Impact statements by students

5.2.2 Careers/University Pathway Curriculum

5.2.3 Careers Guidance Evidence

Planning

Meeting minutes

Student work

Data showing impact

Student Impact statements

5.2.4 University Enrollment Data

First Choice

Second Choice

Scholarships

Etc.

5.3 - The school is implementing instructional programs to support social and emotional development

5.3.1 Wellbeing Curriculum

Scope and Sequence

Planning

Photos

Student work

Impact statements by students

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4.1 - The school is working on developing more systematic ways to help students successfully transition between divisions, which might include orientation days, buddy systems, and skills sessions. Students, parents, and staff express some satisfaction with these efforts.

4.1.1 Student Transition Experiences

Plan

Photos

Student Feedback

Teacher Feedback

4.1.2 Parent Workshops for Transition

Calendar

Planning

Photos

Documents from Meetings

Parent Impact Statements

4.1.3 Reflect, Impact statements from Teachers, Students and Parents regarding positive transition systems in place

4.2 - Students transitioning into and out of the school are offered basic support, but there is a growing realization that transient communities need more formalized opportunities to support people during transitions, as well as those who lose friends and colleagues when they transition

4.2.1 IVEI Transition Policy (Out of School)

4.2.2 IVEI Admissions Policy

4.2.3 New Student Procedures

4.2.4 Leaving Student Procedures

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3.1 - The school is investing in professionals with expertise in learning support and EAL.

3.1.1 Inclusion Teacher organizational chart

3.1.2 Inclusion Related PD

3.2 - There is a whole-school focus on ensuring that all admitted learners are succeeding. While the community admits there is room to improve, efforts are underway and are beginning to have a positive Impact on learners.

3.2.1 Inclusion numbers

3.2.2 Learning Support Case studies showing impact of support

3.2.3 NEASC Data aligned to Inclusion Students

3.2.4 NEASC Survey Comments connected to Inclusion

3.2.5 SoD Learning of Students samples

Planning

Student Work

Assessment

Progress Data

3.2.6 EAL Learning of Students

Planning

Student Work

Assessment

Progress Data

3.2.7 Inclusion Policy

3.2.8 Progress and Attainment Data for EAL and SoD

3.3 - Intervention systems for students of support

3.3.1 NEASC Survey Data aligned to Inclusion

3.3.2 NEASC Survey Comments aligned to inclusion

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1.1 - There is a growing awareness by the school community that wellness is an important focus area for the school’s development.

1.1.1 Definition of Wellbeing

1.1.2 Wellbeing and Behaviour Policies

1.1.3 Wellbeing Workshops with Parents

1.1.4 Wellbeing PD with Teachers

1.1.5 NEASC Survey Data

1.1.6 NEASC Survey Comments connected to Wellbeing (Teachers, Leaders, Student, Parents)

1.2 - Teachers or mid-level leaders may be leading an effort to improve well-being at the school.

1.2.1 Wellbeing Committee Members

1.2.2 Wellbeing Teacher Ambassadors

Members

Initiatives

Minutes

1.2.3 ES Student Council

Members

Initiatives

Photos

Impact Statements by Students

1.2.4 ES Caring Club

Members

Initiatives

Photos

Impact Statements by Students

1.2.5 SS Wellbeing Student Actions

Members

Initiatives

Photos

Impact Statements by Students

1.3 - There are increasing opportunities and systematic programming to support every person’s well-being.

1.3.1 You HQ Data

Student Engagement

Student Work

Data

Analysis

1.3.2 Color Monster Evidence

Student Engagement

Student Impact Statements

1.3.3 Teacher PD for Wellbeing

1.3.4 Wellbeing Curriculum

Scope and Sequence

Lesson Planning

Photos from Lessons

Wellbeing Goals by Students

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1.13 - Phase 2 - color monster, students use this system to monitor behavior and emotions

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1.13 - Phase 2 - color monster, students use this system to monitor behavior and emotions

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3.1.1 Inclusion Team organizational chart

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3.1.1 Inclusion Team organizational chart

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3.2.2 Case study for student with social/emotional and communication needs

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3.2.2 Case study for student with social/emotional and communication needs

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Case study for student with communication needs

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Phase 1 students read the story the color monster to learn about emotions. Students then made their own to put on our behavior chartt

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Leuven scale is completed three times a year in phase 1

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Leuven scale is completed three times a year in phase 1 to monitor wellness

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KG1 example of behavior tracker used in class

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1.13 Phase 1 Color Monster Evidence Student Engagement Student Impact Statements 

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1.13 Phase 1 Color Monster Evidence Student Engagement Student Impact Statements 

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1.14 Students interviewing staff about their background and migration stories. 

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1.14 Students interviewing staff about their background and migration stories. 

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We Started the year with a fun, creative tie-dye activity that brought the teachers together! As they design their own unique pieces, laughter and conversation flow, fostering connections and collaboration. This colorful experience has set a positive tone for a supportive and unified school community!

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KG2 students taking turns saying nice things to each other during a lesson about choosing kindness

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Students learned what behaviors would make them a good friend

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Students learned about the importance of communication for their well being

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wellbeing importance of communication (1)

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Students made a Kelso puppet in their wellbeing lesson to encourage positive choices

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2024-2025 CIS Scope and Sequence - PSPE - KG1

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2024-2025 CIS Scope and Sequence - PSPE - KG2

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1.13 - Tolerance related events- Phase 1 -International day

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1.13 - Tolerance related events- Phase 1 -International day

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1.13 - Tolerance related event -Phase 1- International day

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1.13 - Tolerance related event -Phase 1- International day

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1.13- Tolerance related events -phase 1 - UAE national day

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1.13- Tolerance related events -phase 1 - UAE national day

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1.13 - Tolerance related events - Phase 1 - UAE national day

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1.13 - Tolerance related events - Phase 1 - UAE national day

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1.14 - IB learner profile - openminded - phase 1

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1.14 - IB learner profile - openminded - phase 1

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EYFS assembly

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Ongoing document. Curriculum updated and modified regularly by phase leaders and deputy head.

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1.13 - Restorative circle using color monsters - Phase 1

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1.13 - Restorative circle using color monsters - Phase 1

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evidence for parent well being workshops

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NEASC Survey Analysis connected to Wellbeing and Inclusion

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NEASC Survey Analysis connected to Wellbeing and Inclusion

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NEASC Survey Analysis for Inclusion, Diversity and Wellbeing

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2.1.5 Nationality Percentages for Students (07/03/25)

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2.1.5 Nationality Percentages for Students (07/03/25)

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Nationality Count for Students 07th March

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3.2.6 A Word Mat for a Farsi student with the most used vocabulary for Unit 4. (Translated from English to Farsi (Mother tongue) - Grade 2A

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3.2.6 A Word Mat for a Farsi student with the most used vocabulary for Unit 4. (Translated from English to Farsi (Mother tongue) - Grade 2A

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This word mat was created for a student who was new to the UAE, her mother tongue being Farsi. She had started learning English when she joined us at the start of the academic year. We created a word mat to aid her in the understanding of the vocabulary that we used in every subject.

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1.15 Wellbeing Curriculum - Elementary Wellbeing Scope and Sequence

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1.15 Wellbeing Curriculum - Elementary Wellbeing Scope and Sequence

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Scope and Sequence

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1.15 Wellbeing Curriculum - Elementary Goal Setting - Grade 2

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1.15 Wellbeing Curriculum - Elementary Goal Setting - Grade 2

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1.15 Wellbeing Curriculum - Elementary Goal Setting - Grade 2 

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1.15 Wellbeing Curriculum - Elementary Goal Setting - Grade 2 

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1.13 - Restorative circle using color monsters - Phase 2

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1.13 - Restorative circle using color monsters - Phase 2

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3.2.2 Case study for learning support intervention for Math in SS

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3.2.2 Case study for learning support intervention for Math in SS

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Case Study SOD student support for Math in SS

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3.3.1 NEASC survey data aligned with Inclusion and Wellbeing

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3.3.1 NEASC survey data aligned with Inclusion and Wellbeing

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NEASC Survey Analysis for Inclusion, Diversity and Wellbeing

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2.1.5 Nationality Percentages for Teachers (07/03/25)

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2.1.5 Nationality Percentages for Teachers (07/03/25)

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3.2.5 Phase 3 SOD Student work and engagement in Science

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3.2.5 Phase 3 SOD Student work and engagement in Science

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1.11 SS students hosting CIS got talent, including our amazing SOD students

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1.11 SS students hosting CIS got talent, including our amazing SOD students

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Abdulla and Maryam performing at CIS Got Talent.MP4

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1.14 EAL/Language B students learning about each other's cultures, communities, and lifestyles

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1.14 EAL/Language B students learning about each other's cultures, communities, and lifestyles

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3.2.6 EAL groupwork project for integration with SL students (Psychology Phase 4) EAL student paired with SL students to create and present a collaborative research project

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3.2.6 EAL groupwork project for integration with SL students (Psychology Phase 4) EAL student paired with SL students to create and present a collaborative research project

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3.2.6 EAL students doing hands on learning in Design

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3.2.6 EAL students doing hands on learning in Design

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3.2.6 Play Based Learning with Language Partners

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3.2.6 Play Based Learning with Language Partners

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Personalized timetable for wave 3 inclusion student in KG1

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3.2.6 Flexible Grouping for EAL Students

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3.2.6 Flexible Grouping for EAL Students

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3.2.5 Student's graphic organizer to aid with structure of writing. 

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3.2.5 Student's graphic organizer to aid with structure of writing. 

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3.3.6 Phase 4 English modified curriculum EAL exam - project based

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3.3.6 Phase 4 English modified curriculum EAL exam - project based

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3.2.6 Student working as part of a group with language buddy (Russian) 

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3.2.6 Student working as part of a group with language buddy (Russian) 

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Wave 3 student using now and then. Student was writing his name and rewarded after with playdough.

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3.2.5 Visual vocabulary wall to support SOD students understand key words from new unit.

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3.2.5 Visual vocabulary wall to support SOD students understand key words from new unit.

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3.2.6 Small group pull out for EAL student using manipulatives to help with Math skills.

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3.2.6 Small group pull out for EAL student using manipulatives to help with Math skills.

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3.2.6 one to one provision from LSA to support EAL and AEN student 

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3.2.6 one to one provision from LSA to support EAL and AEN student 

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3.3.6 Peer and CRA Support for Phase 3 EAL

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3.3.6 Peer and CRA Support for Phase 3 EAL

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Phase 3 EAL student collaborates with peer and CRA, using visual poster with clear images to enhance communication and support learning journey. This inclusive approach fosters understanding and promotes a sense of belonging within our classroom community.

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3.3.6 Phase 3 EAL differentiated learning lesson plan - Math

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3.3.6 Phase 3 EAL differentiated learning lesson plan - Math

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3.3.5 Phase 3 Arabic - Grade 6 student is fully engaged in his Arabic listening test. With headphones on to accommodate his needs he carefully listens, processes, and selects the correct answers. His use of technology enhances his learning experience, making the assessment both interactive and effective.

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3.3.5 Phase 3 Arabic - Grade 6 student is fully engaged in his Arabic listening test. With headphones on to accommodate his needs he carefully listens, processes, and selects the correct answers. His use of technology enhances his learning experience, making the assessment both interactive and effective.

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Sultan, Grade 6 Arabic differentiated SOD

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1.10 Phase 3 - student proudly participating in the Arabic Writing Competition across all Innoventures Schools. 

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1.10 Phase 3 - student proudly participating in the Arabic Writing Competition across all Innoventures Schools. 

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3.3.5 Phase 3 Arabic - actively applying his new vocabulary. With thoughtful feedback, he's on the path to mastering language skills and expressing ideas effectively. 

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3.3.5 Phase 3 Arabic - actively applying his new vocabulary. With thoughtful feedback, he's on the path to mastering language skills and expressing ideas effectively. 

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1.11 Phase 4 IB English Project based learning - gothic horror unit awards for best presentation involving Head of Secondary

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1.11 Phase 4 IB English Project based learning - gothic horror unit awards for best presentation involving Head of Secondary

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3.3.6 Phase 4 Differentiated lesson planning - business 

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3.3.6 Phase 4 Differentiated lesson planning - business 

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3.3.6 Phase 3 - MFL differentiated learning activities for EAL students to facilitate vocabulary acquisition

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3.3.6 Phase 3 - MFL differentiated learning activities for EAL students to facilitate vocabulary acquisition

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MFL differentiated learning activities for EAL

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3.3 Modified assessment SOD/EAL Math Phase 3

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3.3 Modified assessment SOD/EAL Math Phase 3

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Adam_Modified Investigation_criterion B Grade 7 - math

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1.8 Wellbeing team Weekly wholeschool Shout Out emails

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1.8 Wellbeing team Weekly wholeschool Shout Out emails

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1.8 Wellbeing team weekly whole school update emails and initiatives

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1.8 Wellbeing team weekly whole school update emails and initiatives

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2.2.1 Wellbeing team PD attendance to aid in promoting emotional help and understanding in schools - involving our school emotional wellbeing application, YouHQ

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2.2.1 Wellbeing team PD attendance to aid in promoting emotional help and understanding in schools - involving our school emotional wellbeing application, YouHQ

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YouHQ Professional Development wellbeing team

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1.8 Wellbeing team PD attendance to aid in promoting emotional help and understanding in schools - involving our school emotional wellbeing application, YouHQ - workshop summary

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1.8 Wellbeing team PD attendance to aid in promoting emotional help and understanding in schools - involving our school emotional wellbeing application, YouHQ - workshop summary

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Summary of Workshops - youHQ Live in Dubai - 15th November 2024

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Megan Lake Grade 11 Lang B-EAL Lesson Plan Term 1 Obs

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English Department: Mainstream Worksheet for the story - The-Tell-Tale Heart by Edgar Allan Poe 

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3.3.5 Learning of Students - Mainstream Worksheet for Grade 10 - Phase 4 - English Department 

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3.3.5 Learning of Students - Mainstream Worksheet for Grade 10 - Phase 4 - English Department 

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Phase 4 - Grade 10 - Mainstream Worksheet for the short story - The-Tell-Tale Heart by Edgar Allan Poe

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3.3.6 EAL Image Differentiation Physical Education

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3.3.6 EAL Image Differentiation Physical Education

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1.8 Introducing the wholeschool wellbeing team

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1.8 Introducing the wholeschool wellbeing team

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English Department - Grade 10B Abdullah Bin Haider Modified Formative/Ongoing Assessment The-Tell-Tale Heart. 

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3.3.5- SoD Learning of Students - Student Work - Phase 4 - Grade 10B

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3.3.5- SoD Learning of Students - Student Work - Phase 4 - Grade 10B

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Modified Assessment Worksheet planned for the student with differentiated needs. Verbal and Written Feedback of the work shared with the student to improve and for next steps in learning.

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Grade 10B Abdullah Bin Haider Modified Formative Ongoing Assessment The Tell Tale Heart

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English Department: Grade 10B Abdullah Bin Haider Summative Assessment Sci-fi opening chapter

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3.3.5 - SoD Learning of Students - Phase 4 - Grade 10B - Summative Assessment - English Department 

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3.3.5 - SoD Learning of Students - Phase 4 - Grade 10B - Summative Assessment - English Department 

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Students were asked to write the opening chapter of a Science Fiction novel using a wide range of the key features of Writing to Describe/ Narrate. Your chapter should create a mysterious and exciting feeling in the reader.

Abdullah Bin Haider: Provisions of Support

Additional/Scaffolding support was extended to Abdullah to complete the assessment. Furthermore, verbal and written feedback was shared with the student to further improve writing/story telling skills (EBI) and was appreciated for the effort for (WWW) What Went Well in the assessment.

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Grade 10B Abdullah Bin Haider Summative Assessment Sci-fi opening chapter

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English Department: Teacher Feedback on Student Work

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3.3.5 SoD - Learning of Student - Phase 3- Managebac Feedback on Summative - English Department

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3.3.5 SoD - Learning of Student - Phase 3- Managebac Feedback on Summative - English Department

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Phase 3 Grade 8 Irene Student SOD Teacher Feedback Student Work

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3.2.2 Case study for learning support intervention in ES

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3.2.2 Case study for learning support intervention in ES

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Students were guided to complete the monohybrid cross shown in the third picture. The SoD students first received guided practice, followed by step-by-step scaffolding to understand the concepts of homozygous and heterozygous. This was then reinforced with guided practice for constructing Punnett squares.

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4.1.1 Grade 5>6 Transition Information Session (Students)

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4.1.1 Grade 5>6 Transition Information Session (Students)

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Transition information assembly with Grade 5 students and parents - hosted by our current grade 6 and 7 students.

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1.2 Anti-drug and vaping Seminar with Dubai Police 

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1.2 Anti-drug and vaping Seminar with Dubai Police 

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We had a representative guest speaker from Dubai Police discuss the harmful effects of drugs, vaping and cyber bullying for our High School students.

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Grade 5 students got to experience a Secondary science lesson with Mr. Nabil as part of our Secondary School taster week.

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4.1.1  Student Feedback from Secondary Taster Lessons

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4.1.1  Student Feedback from Secondary Taster Lessons

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A selection of exit tickets with student feedback on the recent secondary taster lessons.