My teaching philosophy is entwined with learners’ inquiry, communication and reflection as a language teacher. I believe learning is highly effective and long-term only if knowledge is constructed through experience and engagement. My experience of teaching English to undergraduate students in India has influenced me to blend the socio-cultural context effectively that shapes language learning, especially through social interaction with others. Likewise, Daniels (2001) discusses that social and cultural environments influence learning. And according to Daniels (2001), one of the key concepts of Vygotsky's is the role of language in learning, particularly through guided activities. Learning becomes more effective if students are engaged in interactions and collaborations. Hence, based on my observations, learners demonstrate real learning when they are involved in discussions, analyse the texts, and apply concepts instead of acquiring information passively. Likewise, the Primary Years Programme (PYP) focuses on student-centred and inquiry-based learning (International Baccalaureate [IB], 2018).

For instance, in the pre-reading section of the lesson, I initiate discussions based on the theme and then introduce the lesson once they are in a position to relate themselves to the context and concepts of the lesson. And sometimes, I either encourage students to role-play their favourite character of the drama or their perspective of the poem/story through a drawing at the end of the lesson. Many of the discussions and activities require learners’ critical engagement with text, characters, plot and themes to express their perspectives. Wertsch and Toma (1995) also explain that actual learning is shaped by a socio-cultural framework. I strongly believe these learning practices reflect the PYP approach to developing conceptual understanding and higher-order thinking skills (IB, 2018). Therefore, I adapt activity-based and inquiry-oriented approaches that encourage learners to interpret, evaluate, and express the world around them through the lens of the poet, author or the text itself.

Furthermore, I value the significance of language for communication and learning, which aligns with one of the PYP's important focuses of learning approaches. Hence, I motivate learners to articulate their opinions, ideas and feelings for meaningful interactions. Overall, my teaching philosophy is inclined to IB principles while emphasizing the necessity to further progress student-centred and inquiry-driven learning environment within the structured IB PYP framework.

“EIS – Jumeirah provides a safe yet challenging environment which develops in our students an intercultural sensitivity and responsibility towards the people and environment of our local and global community” (Emirates International School, 2025).

It is evident that various academic and co-curricular initiatives or activities conducted by the school involve students in real-world contexts through transdisciplinary and inquiry-based approaches that lead to meaningful progression and relevant learning across year levels. Indeed, Emirates International School – Jumeirah demonstrates the IB learning expectation structured across six transdisciplinary themes, including Who we are, How the world works, and Sharing the Planet (Emirates International School – Jumeirah, n.d.). Hence, the school’s mission clearly aligns with the IB PYP Programme Standards and Practices (IB, 2018).

This practice is well demonstrated at Emirates International School – Jumeirah through collaboration amongst students, teachers and parents. The school conducts parent-teacher conferences regularly to provide reports on the progress of the student, which ensures learning is a shared responsibility between the school and the wider community (Emirates International School – Jumeirah, n.d.). Hence, the school reflects the IB in partnerships that support student learning and development. 

Moreover, IB expectation aligns with the practices of the Emirates International school culture that supports intercultural understanding and respect for diversity (IB, 2018). Consequently, the development of global-mindedness contributes to understanding relationships better, acknowledging cultural identity, and becoming a responsible human through themes such as Who we are and Sharing the planet.

Alongside, collaboration in the learning process becomes more effective when students engage in inquiry-based activities. Many such interactions and shared understanding support the development of a learning community when students engage with others and construct knowledge meaningfully. Therefore, the IB PSP reflects in the culture of Emirates International School – Jumeirah by building a collaborative, inclusive and globally-minded learning community. In addition, the school culture supports academic and personal development as they integrate parents’ involvement, teacher support and students’ inquiry-based learning that demonstrates the PYP framework.

In addition, Emirates International School – Jumeirah follows the IB curriculum from Early Years to Year 13 and is rated as ‘Very Good’ by the KHDA. Also, in the Early Years Programme, the school integrates the elements of UK Early Learning Goals within the IB Framework that demonstrates keen responsibility towards the educational requirements and developmental needs

Moreover, the POI demonstrates horizontal and vertical alignment because learning is organised across year levels to extend conceptual understanding. This guarantees that students are provided with a balanced and holistic curriculum that incorporates knowledge, skills, and understanding. The transdisciplinary themes of the curriculum also interconnect each subject, ensuring students’ reflection on real global issues and developing an understanding of the concepts.

Alongside, the school must inform its schedule and curriculum to enable learners to make proper connections across their learning as per the IB Programme Standards and Practices. The school must demonstrate that the curriculum is influenced by an understanding of students’ prior knowledge, identities, backgrounds, needs and contexts (International Baccalaureate, 2018). And to support students’ progress, IB philosophy is incorporated into the curriculum planning, and teachers mutually work to share best practices that design learning experiences.

Similarly, the POI “follows learning throughout the year and across all year groups”, which develops the understanding of key concepts through transdisciplinary themes that allow learners to gain deeper knowledge and make clear connections across learning experiences. This curriculum organisation practice supports meaningful and interconnected learning among students. Therefore, the Programme of Inquiry demonstrates the curriculum structure that ensures connection across year levels and subjects.

Overall, the curriculum in Emirates International School -Jumeirah strongly aligns with the IB expectations, since it offers a well-organised, progressive, and concept-based learning approach. The evidence of collaborative planning is clearly demonstrated at Emirates International School – Jumeirah in the whole-school culture of collaboration. The Programme of Inquiry is used to ensure coherence across the PYP to enable meaningful learning experiences that indicate the IB mission.

In comparison to Emirates International School – Jumeirah with IB Learning-Assessment standard, the school adopts internationally recognised assessment methods only. The scheduled Assessments are conducted in September, January and May, which highlights the key points in the academic year. Apart from this method, formative informal assessments are carried out through classroom-based activities. Different assessment approaches are incorporated to evaluate students’ understanding in various contexts which indicates the alignment with IB practice. In this regard, teachers need to monitor, document and analyse students' progress using multiple formative assessment methods and scheduled assessments simultaneously. Therefore, in relation to IB standard practice, continuous assessment and reporting system is evident at Emirates International School - Jumeirah.

However, clear evidence stipulating efficient documentation procedures or the use of assessment statistics to design consequent learning experience is not publicly specified. Hence, instructional planning based on solid data cannot be confirmed completely although alignment with IB expectations is indicated.

On the other hand, assessment practices are embedded within the transdisciplinary Programme of Inquiry which demonstrates alignment with IB standard practice at Emirates International School – Jumeirah.  Interestingly, mere memorization or fact-based assessments are not entertained instead learning and assessment are through inquiry-based concepts. And in order to support the evaluation based on conceptual understanding, students learning is designed around transdisciplinary themes and key concepts.

Furthermore, the school communicates assessment information through formal reports to parents in parent-teacher conferences which is conducted twice a year. This ensures that the parents or guardians are informed about the IB learning expectation and outcomes which aligns with the programme standard practice of approaches to assessment.

In conclusion, Emirates International School – Jumeirah has followed and implemented evaluation practices and continuous assessment as per the IB framework. However, there would transparency in documents and information if the student’s assessment data is statistically analysed to improve and strengthen learning outcome. This implementation would enhance the role of assessments, especially in teaching-learning outcomes as per IB framework.

Daniels, H. (2001). Vygotsky and pedagogy. Routledge Falmer.

International Baccalaureate. (2014). Programme standards and practices. International Baccalaureate Organization.

International Baccalaureate. (2018). The primary years programme: A basis for practice. International Baccalaureate Organization.

International Baccalaureate. (2025). Primary Years Programme: From principles into practice. International Baccalaureate Organization.

Emirates International School – Jumeirah. (n.d.). About the school.

Emirates International School – Jumeirah. (n.d.). Connect with EISJ.

Emirates International School – Jumeirah. (n.d.). Parents teachers conferences. https://eischools.ae/jumeirah/parents-teachers-conferences

Emirates International School – Jumeirah. (n.d.). Primary Years Programme (PYP).

Emirates International School – Jumeirah. (n.d.). Programme overview.

Emirates International School – Jumeirah. (n.d.). Student life.

Emirates International School – Jumeirah. (n.d.). The IB PYP: A guide for the EIS community.

Emirates International School – Jumeirah. (2025). Whole school assessment policy 2025–26. https://eischools.ae/storage/app/documents/1750152956-WholeSchoolAssessmentPolicy2025-26.pdf

Emirates International School – Jumeirah. (2025). Yearbook 2025. https://eischools.ae/temp/1765360213-yearbook_2025_.pdf

Wertsch, J. V., & Toma, C. (1995). Discourse and learning in the classroom: A sociocultural approach. In L. P. Steffe & J. Gale (Eds.), Constructivism in education (pp. 159–174). Lawrence Erlbaum Associates.