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Appropriate learning opportunities are given embedding UAE culture across units, which helps learners develop a deeper understanding of the UAE.

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Curriculum allows students to be innovative and enterprising with several opportunities to show creativity and social contribution

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A termly review of the curriculum to ensure very good provisions aligning and bridging the gaps from the previous term’s external and internal assessments.

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Teachers are highly able to show that modification in the curriculum to meet the needs of all groups of students.

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Cross-curricular links are relevant and planned to carefully meet and assist the students to make connections in their learning.

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The curriculum provides older students with sufficient choices that will develop their talents and aspirations.

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The English curriculum is well-balanced and complies with the authorised curriculum body (National Curriculum of England) and the national statutory requirements.

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The curriculum shows clear and effective progression within terms and years. It meets the needs of all groups of students.

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Includes plans on how to link each unit to the UAE and its culture.

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Explicitly shows plans for integrating Enterprise, Innovation and Research in units.

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Fast Track for High Achievers and G&T (Peeling Method)

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Fast Track for High Achievers and G&T (Peeling Method)

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The English curriculum offers students a wealth of choices within the English subject, including a diverse array of literature, writing styles, and literary analysis options. Additionally, we provide opportunities for students to engage in creative writing, debate, journalism and other English-focused activities such as spelling competition, speaking competitions and other activities that enable them to cultivate their talents and aspirations in the realm of English language and literature.

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This document outlines the progression of the National Curriculum for Year 1 up to Year 9.

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Sample Enterprise, Innovation and Research Plan for Students

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Sample Enterprise, Innovation and Research Plan for Students

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Year 4 - Word Business

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Mentions Gaps from previous years and will include gaps for the current term/unit to next term/unit.

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We are thrilled to introduce a brand-new initiative that will ignite a love for reading and learning within our school community: the "Read Before You Leave" programme.

This programme is designed to inspire and challenge our students to explore the world of literature, broaden their horizons, and cultivate a lifelong love for reading. It's a journey through books that will not only enhance academic skills but also encourage personal growth and enrichment.

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Shows unit-wise progression from Year 1 - 6

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Learning Plans with Scaffolds for different groups of students

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Learning Plans with Scaffolds for different groups of students

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Literature and their Cross-curricular links

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Literature and their Cross-curricular links

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Drama (Y4-6) and Performing Arts (Y1-3) Lessons

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Drama (Y4-6) and Performing Arts (Y1-3) Lessons

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*PIRLS Curriculum framework added and mapped into the Y3 LTP. This will be carried on to the next years for the students to be ready to take the PIRLS assessment.

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Shows reading progression across school

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*Organise regular events where students can showcase their innovative projects, creative works or social initiatives.
*Student work publication (as mentioned in the Writing Policy)

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* conducting a thorough curriculum mapping exercise. Identify key concepts, skills, and topics in each subject area that could naturally overlap with others.
*Encourage collaboration among teachers from various subjects.
* interdisciplinary projects that require students to apply knowledge and skills from multiple subjects.

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* Arrange for guest speakers, field trips, or cultural events that offer students direct exposure to UAE's culture.
* Monitor the effectivity of the mapped UAE culture integration -- regular meetings with team and student experience survey.

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An analysis on the GL Assessment shows that Spelling is the weakest skill of our students compared Grammar, Punctuation and Reading Comprehension; spelling lessons are done not as memorisation but targetted spelling strategies for students.

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*Train teachers on data analysis and data collection and to identify specific student needs and areas where curriculum adjustments are required.
*Monitor Peeling method in classes - share best practises.
*Emirati programmes for English (and English lessons)
*Add more opportunities for Boys to take part in reading and book selections.

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Sample for Y1

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Sample Y1 - Sequence Planning (can be modified by the teacher)

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Sample Y1 - Sequence Planning (can be modified by the teacher)

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The curriculum is meticulously structured to ensure seamless progression and proper sequencing. Policies governing reading, writing, handwriting, and spelling maintain this progression.

Years 1-3 focus on exposure to diverse texts, nurturing language skills and a love for reading. In Years 4-6, our emphasis shifts to depth, encouraging in-depth literary analysis and critical thinking. Our Individualized Education Plans (IEP), Global Learning Programs (GLP), and Behavioral Support Plans (BSP) ensure continuity alongside the cohort, guaranteeing a well-sequenced and progressive curriculum. This approach equips our students with essential skills and the ability to delve deeply into language and literature, setting a strong foundation for their future learning.

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*to establish platforms for students to showcase their creative writing, journalistic endeavours, and literary analyses. This could include a school literary magazine, a blog, (or a dedicated section in the school newsletter) providing students with a wider audience for their work.
*to enhance our extracurricular activities related to English language and literature. This includes organizing more writing workshops, literary clubs, and debate teams.

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*refine our teaching strategies to provide more targeted support for diverse learning needs within each year group.
*continue identifying gaps in learning - identifying and preteaching prerequisite skills for mastery.

*OUTCOME: meets the needs of all students.

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In our primary English curriculum, we carefully balance language proficiency and literary exploration. In the crucial early years of Year 1 and 2, we prioritise phonics instruction to build strong foundational language skills. Along with phonics, they are exposed to a diverse range of texts, fostering comprehensive reading and comprehension abilities (VIPERS). Our curriculum gradually transitions to literature-based learning, encouraging deep analysis and the application of language skills in real-world contexts. This balance ensures that primary students receive a holistic English education that equips them with the necessary skills for academic success and beyond.

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* promotes innovation and challenge
*OUTCOME: fulfils all the requirements of the school’s authorised / licensed curriculum and the national statutory requirements.