• GEMS World Academy (GWA) is an inclusive, international IB World School for students aged 2-18.

• Admission prioritizes diversity and inclusion, considering demographics, siblings, and academic needs.

• Gifted, EAL, SEND, and various talents have specified admission capacity limits (2.5-10% per category).

• Admission includes interviews for Early Years and Diploma Programme (DP) students.

• Waitlist operates for grades at capacity; selections are based on inclusion policies.

• Grade placement follows UAE Ministry guidelines, with minimal acceleration or retention.

• Students of determination/SEND are admitted under equal conditions, with individualized support if necessary.

• Arabic and Islamic studies are mandatory for specific students according to UAE law.

• Placement assessments ensure readiness for the program and may include language support.

• Admission decisions rest with the Principal/CEO, and appeals are handled formally.

Assessment evaluates student achievement, focusing on both content and the learning process. It informs curriculum review, teaching effectiveness, and student progress. Teachers use a variety of tools in relevant, engaging contexts as part of a continuous planning and reporting cycle.

Strategies:

• Formative and summative assessments help track prior knowledge and progress.

• Methods include observation, performance, process-focused assessments, open-ended tasks, and self-/peer-assessment.

Tasks & Tools:

• Students show understanding through compositions, investigations, performances, and presentations.

• Assessment tools: anecdotal records, continuums, rubrics, exemplars, and checklists.

● Compositions

● Investigations

● Research

● Performances

● Presentations through various media

● Learning Journals

● Reflections

● Tests/Quizzes

Protocols:

• Progress is tracked on Managebac and Isams.

• Data submission deadlines support moderation and student interventions.

Exam Schedule:

• September: Grades 1, 3, 5, 7, 9, 11 (CAT4, NGRT, Arabic ABT)

• January: Grades 1-10, 12 (NGRT, Mock exams)

• March: Grade 10 (E-Assessment Mocks)

May/June: Grades 10-12 (E-Assessments, World Exams)

• Title: Inclusion Policy (CPA_3.1)

• Last Reviewed: June 2023

• Purpose: Aligns with IB and KHDA requirements; focuses on inclusive education for all students, especially those with special educational needs (SEN).

Mission and Aims

• Vision: To provide a fully inclusive education, ensuring all students, including those with disabilities, can thrive.

• Goals: Early identification of needs, collaboration with parents, and monitoring progress to support students' learning and success.

Legislation and Guidance

• Adheres to UAE laws promoting the rights of individuals with disabilities, ensuring equitable access to education.

• Reflects guidance from various educational frameworks and strategic plans aimed at inclusion and support for diverse learners.

Roles and Responsibilities

• Governance: Inclusion Governor oversees inclusion issues and reports to the governing board.

• Leadership: Divisional Principals and the Director of Inclusion manage the strategic development and operational implementation of the Inclusion Policy.

• Staff Roles:

  • Classroom Teachers: Responsible for adapting teaching methods to meet diverse needs and ensuring a supportive environment.

  • Support Staff: Include Inclusion Specialists and Learning Support Assistants, who help implement strategies and support individual students.

Support Systems

• Identification of Needs: Structured processes for assessing and addressing the needs of students with disabilities and English Language Learners (ELL).

• Graduated Support: Levels of support ranging from quality-first teaching to individualised programs based on student needs.

Evaluation and Improvement

• Ongoing evaluation of the effectiveness of SEN provision, training for staff, and collaboration with external agencies to enhance support.

Conclusion

The policy aims to foster an inclusive culture, ensuring every student can participate fully in the educational process, thereby contributing to their overall development and lifelong learning.

EAL Programme Exit Criteria: Students in the English as an Additional Language (EAL) programme must show positive progress in their language development, assessed through WIDA Model and standardized tests. An EAL teacher will determine readiness to exit based on WIDA scores (4.0 or higher) or Cambridge English Proficiency (B2 or higher). Exited students will be monitored for two years.

Alternative Pathways Programme: This programme is designed for students needing significant modifications to access the general curriculum. It includes:

• Self-contained classes for core subjects using multisensory methods.

• Inclusive settings with co-teaching from specialists based on Individual Education Plans (IEPs). Students are reevaluated annually for the best educational path.

Entry and Exit Criteria for Alternative Pathways: Entry requires students to have prior support levels and specific diagnostic indicators. Exiting is based on improved standardized test scores and the ability to meet minimum IB programme requirements.

Support Levels for Students of Determination:

• Level 1: Standard instruction in general classrooms, focusing on quality teaching and IEP goals.

• Level 2: Targeted support with small group activities and possible IEP enhancements.

• Level 3: Individualized support for students with significant needs, often requiring withdrawal from regular classes.

Transitioning Between Support Levels: Teachers refer students needing extra help to the Student Support Services, following KHDA guidelines. The process involves assessing needs, planning interventions, and reviewing effectiveness regularly.

Assessment Accommodations: All assessments are adapted according to individual needs, ensuring fair evaluation for students with learning challenges.

Exiting Learning Support Services: Students may exit when they meet grade-level requirements and can function independently in regular classrooms, with parental involvement in the decision.

Staff Training and Expertise: Staff receive specialized training in areas like behavior management, special educational needs coordination, and mental health.

Evaluating SEN Provision: The school evaluates its support effectiveness through progress reviews, monitoring, and feedback from various stakeholders.

Complaints About SEN Provision: Parents should first contact the Inclusion Champion with concerns, escalating to the Academy’s Complaints Policy if unresolved.

The policy emphasizes inclusivity, tailored support, and collaboration among teachers, parents, and external agencies to meet students' diverse needs.

1. Holistic Language Learning: Language is essential for intellectual, social, and emotional development, with an emphasis on multilingualism.

2. Inquiry-Based Approach: Teachers integrate language instruction across the curriculum, fostering critical thinking and effective communication.

3. Differentiation: Teachers collaborate to address students’ diverse literacy needs and provide support through differentiated activities.

4. Reading Instruction: Reading is taught daily across subjects, focusing on accuracy, fluency, and comprehension to build vocabulary and critical thinking.

5. Writing Instruction: Writing is integrated into all subjects for different purposes, supporting student expression, organization, and communication of ideas.

6. Visual Language: Students learn to interpret visual texts, using various approaches to make meaning and interdisciplinary connections.

7. Mother Tongue and Host Country Language: The school promotes the development of students’ mother tongue and offers Arabic from grades 1 to 9.

8. EAL (English as an Additional Language) Support: GWA provides EAL support through pull-out and in-class assistance, helping students develop academic English skills.

9. Language Acquisition Programs: French, Spanish, and Arabic are offered, with students progressing through phases of language acquisition in the MYP and DP programs.

10. Ongoing Policy Review: The language policy is regularly reviewed and communicated, ensuring alignment with educational goals and best practices.

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1. Mother Tongue Support: The school encourages the maintenance and development of students' mother tongue for cognitive growth and to strengthen cultural identity. Opportunities for developing the home language are provided during the curriculum and as part of enrichment activities after school.

2. Arabic Language Requirements: Students from Arabic-speaking countries are required to study Arabic, while non-Arabic-speaking students study Arabic B until Grade 9. In the Diploma Programme (DP), students from Arabic-speaking backgrounds must study Arabic B (SL or HL), with different levels of Arabic available for all students.

3. Support for English Language Learners (EAL): The school offers structured support for students needing assistance in learning English. The EAL programme focuses on developing both social and academic English proficiency, providing in-class and pull-out support for students requiring extra help.

4. Language Learning in the Primary Years Programme (PYP) and Middle Years Programme (MYP): In addition to English and Arabic, students can study French or Spanish. These programmes ensure students progress in language acquisition based on their proficiency levels.

5. Diploma Programme (DP) and Career-Related Programme (CP) Options: DP students can continue studying the languages they learned in the MYP or choose new languages at different levels. The school also offers a self-taught literature programme for students wishing to study their mother tongue as part of their diploma. CP students must complete a language development portfolio as part of their coursework.

6. Language Policy Review: The language policy is regularly updated, and the school community is informed to ensure alignment with educational goals and student needs. The school uses the MLA citation style and encourages students to maintain academic integrity in their work.