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Teaching and Learning Curriculum Guide
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Jbs curriculum booklet dec 2010

Jan 13, 2015

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Taaleem

Detailed description about the curriculum on offer at Jumeira Baccalaureate School, Dubai, United Arab Emirates
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Page 1: Jbs curriculum booklet dec 2010

Teaching and LearningCurriculum Guide

Page 2: Jbs curriculum booklet dec 2010

Grades 11 and 12

Diploma Subjects

Assessment for the DP is by externally marked examinations, which students sit at the end of Grade 12. They will also be expected to complete regular pieces of course work. The following subjects are likely to form the basis of the JBS Diploma Programme:

Group1 Language A1* English

Group 2 Language B Arabic B, Arabic A2, French, German

Group 3 Individuals and Society Business and Management, Geography, History

Group 4 Experimental Sciences Physics, Chemistry, Biology, Design Technology

Group 5 Mathematics Mathematics, Mathematical Studies

Group 6 The Arts Visual Arts

* English for most students.

Additional core requirements

In addition, all students undertake 3 core subjects. Theory of Knowledge (TOK) challenges the student to develop a personal mode of thought and a coherent approach to learning. CAS (creativity, action, service) encourages students to adopt a balanced life outside the academic realm. The Extended Essay provides the opportunity to investigate a topic of interest using research and writing skills of a high standard.

From Grade 9, we will prepare our students for the process of applying to universities around the world. We will support them as they complete the relevant application forms and provide guidance as they consider their career options.

Teaching and Learning - JBS Curriculum Guide

Content Page

Grade Levels 2

Primary Overview 3

Kindergarten to Grade 5 4-5

KG 1 and 2 6

Primary School, Grades 1 and 2 7-8

Primary School, Grades 3, 4 and 5 9

Secondary School

Middle Years and Diploma Programme, Grades 6 to 12 10

Growing independence and learner profile 11

Grades 6 to 10: the Middle Years Programme (MYP) 12

The MYP Octagon 13

MYP subjects at JBS 14-15

IB Diploma Programme (DP) 16

The Diploma Programme Model 17

Grades 11 and 12 18

Teaching and Learning - JBS Curriculum Guide

18

Page 3: Jbs curriculum booklet dec 2010

17 2

Grade Levels

Teaching and Learning - JBS Curriculum Guide

The Diploma Programme Model

Teaching and Learning - JBS Curriculum Guide

Page 4: Jbs curriculum booklet dec 2010

3 16

Primary overview

Our new K—5 curriculum is organised according to the International Primary Curriculum (IPC), which places particular emphasis on international mindedness and is therefore very relevant for our students, who are coming from diverse backgrounds and cultures.

The curriculum is enriched to reflect the rich culture of the United Arab Emirates and specifically of Dubai. Knowledge of science, humanities, art, design and ICT are structured according to the IPC.

The study of two of our core subjects English and Maths is structured according to the Literacy and Numeracy Strategies taken from the National Curriculum for England and Wales, and delivered in daily “stand alone” lessons. Skills and knowledge developed in this way are then used in the IPC units in a practical way to solve problems and consolidating knowledge and understanding of language and number,

For Arabic, our third core subject, native Arabic speakers are taught in the medium of Arabic in a variety of Arabic, Humanities and Islamic Studies lessons, for up to a quarter of their instruction time. Students developing Arabic as a second language are attending daily lessons in Arabic taught by specialists, while also developing their knowledge of local culture and language in their homeroom lessons with their first language Arabic speaking peers.

We offer French throughout the primary school at advanced and emerging level. Children are assessed according to English National Curriculum and European Union standards.

Tracking student progress

Individual progress is monitored in a number of ways, including standardised benchmark assessment tests upon entry, regular international achievement tests and objective assessments of student potential. Expectations are very high, and children have every opportunity to progress as individuals.

Assessment and monitoring help identify special strengths and areas for improvement so that all student needs can be appropriately addressed. As the talents of able children emerge, enrichment opportunities are provided both in class and via special activities. Similarly, if students are found to require additional support with their learning, a range of assistance is used to help ensure optimum progress.

Teaching and Learning - JBS Curriculum Guide

International Baccalaureate’s Diploma Programme (DP)

Learning environment

Our aim in Grades 11 and 12 is to develop intellectual curiosity, critical thinking, creativity, adaptability, powers of analysis, communication skills and independent work habits while preparing students for entry into tertiary education by following the IB Diploma Programme.

The Diploma as a university preparatory course

The International Baccalaureate’s Diploma Programme is a demanding pre-university course of study and is a comprehensive two-year international curriculum that generally satisfies most countries’ requirements for completion of secondary education and university entrance.

Students study six subjects, three at ‘Higher’ Level and three at ‘Standard’ Level. Each student becomes proficient in their own and one other language, studies mathematics and follows at least one subject that exemplifies the study of human behaviour and one other that exemplifies the process of scientific inquiry. The sixth subject is chosen from the arts, another language, humanity or a second science. The Diploma course is challenging both on an academic level and in terms of the very active commitment that it requires. Students must be committed not only to studying conscientiously, but also in a variety of ways, cooperating with others, making presentations in class, becoming critical and creative thinkers, and becoming compassionate world citizens. The Diploma emphasises the development of the whole student - physically, intellectually, emotionally and ethically.

Teaching and Learning - JBS Curriculum Guide

Page 5: Jbs curriculum booklet dec 2010

15 4

Kindergarten to Grade 5

Learning support and EAL

Our Learning Support and English as an Additional Language (EAL) provision offers support to a small number of students in groups or on a one-to-one basis, as deemed most appropriate. This complements work done in class and there are regular opportunities for parents and staff to meet and review progress.

A well-rounded primary education

While academic achievement is central to the school’s work, the social, emotional, creative and physical development of each primary child is of equal importance.

JBS offers an extensive programme of Extra-Curricular Activities (ECAs), including a full range of competitive and recreational sports activities. We also offer a developing instrumental tuition programme, encompassing a variety of instruments and voice, with every child having the opportunity to learn to play a musical instrument and to perform for fellow students as well as parents.

Each section of the Primary school stages a performance at different times of the year, which provides an opportunity for children to work together collaboratively, build their confidence and enjoy shared success and recognition. School concerts and presentations are also important. In addition, all children have access to a range of facilities including a swimming pool, large sports hall, a main and separate media centre, a large music room, a grass sports pitch and a Primary ICT suite.

Teaching and Learning - JBS Curriculum GuideTeaching and Learning - JBS Curriculum Guide

Page 6: Jbs curriculum booklet dec 2010

5 14

MYP subjects at JBS

Subject overview

We currently aim to offer the following MYP subjects:

Language A: English and Arabic Language B: Arabic, German, FrenchScience: Biology, Chemistry, PhysicsHumanities: History, Geography Technology: Information Technology and Design TechnologyArts: Visual Arts and Performing ArtsMathematicsPhysical EducationIslamic A and B as well as Cultural Studies are taught in addition to the MYP Octagon.

The MYP Personal Project

The Personal Project is a significant piece of work produced over an extended period of time. We will start this process in May of Grade 9 and complete it in March of Grade 10. It is designed to be personal to the student and a product of the student’s own initiative and creativity.

The Project should be seen as the culminating activity of the Middle Years Programme tying together the techniques and strategies contained in Approaches to Learning (ATL). The project demonstrates the personal abilities and skills required to produce an extended piece of work.

Final MYP assessment

This takes place at the end of the programme to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project. Teachers set written, oral and practical assessment tasks and apply the prescribed assessment criteria defined for each subject group.

Students who meet all the MYP requirements will be able to obtain an IB validated MYPcertificate at the end of Grade 10.

Teaching and Learning - JBS Curriculum Guide

Kindergarten to Grade 5

Learning environment

The Kindergarten caters for our youngest children, aged 3 to 6 years old, in two year groups, KG 1 and 2. Their classrooms are accommodated in ideal facilities set around an outdoor play area. In exciting and secure indoor and outdoor learning environments, all children are able to enjoy:

A stimulating and diverse curriculum provision that caters for individual needs, based on a sound knowledge of child development Play-based activities and learning through first hand, meaningful experiences A family-feel atmosphere, in which parental involvement is encouraged and appreciated Access to high quality sports facilities and specialist teaching staff A strong and trusting partnership between home and school An excellent pupil/teacher ratio with a teacher’s assistant in each class

Individual monitoring

Children receive the individual attention they need to make progress along the “stepping stones” of learning, as identified in the Kindergarten Curriculum. They are given expert assistance to acquire the fundamental skills that they will need to become effective learners as they progress throughout the school. Class sizes are maximum 20 students for KG1 and 22 in KG2.

Teaching and Learning - JBS Curriculum Guide

Page 7: Jbs curriculum booklet dec 2010

13 6

The MYP Octagon shows the main areas that we focus on from Grade 6 to 10. At the centre are the five Areas of Interaction. The first and arguably the most important of these is ‘Approaches to Learning’, regarded as essential for acquiring knowledge effectively, while learning how to learn. There are four other Areas of Interaction: Community and Service, Human Ingenuity, Environments and Health and Social Education.

Around the outside of the MYP curriculum model are the eight subject areas. At JBS we will embrace the philosophy of the MYP by offering a truly holistic education, keeping our students as broadly educated as possible throughout the 5 years of the programme. This broad education means our students take at least one subject from each of the eight areas.

KG 1 and 2

English Curriculum

The Kindergarten English Curriculum is planned to reflect the requirements of the EYFS (Early Years Foundation Stage) guidelines and The National Literacy Strategy. Learning is largely cross-curricular, flowing throughout the following six areas of learning, as appropriate:

Literacy, language and communication Mathematical development Knowledge and Understanding of the world Creative development Physical development Personal and social development

Our youngest students explore these six areas of learning each day through very carefully structured activities and purposeful play. KG2 classes are built on the experience gained in KG1, developing the early communication, literacy and numeracy skills that prepare young children for Primary School. Children also develop their confidence by taking part in regular Primary School assemblies.

French

All KG students have access to French at an appropriate level.

Arabic CurriculumAll KG students have daily lessons in Arabic while all students are exposed to Arabic culture, games, music and language in their homeroom lessons.

Progress and assessment

Teachers and support staff, through discussion and observation, make detailed assessments of each child’s progress, keeping careful records that build a comprehensive picture over the course of the year. Many of these records include sample work and photographs, which are available for parents to discuss. A number of activities are be planned towards the end of KG2to help aide a smooth transition from KG to Grade 1 of the Primary School.

The MYP Octagon

Teaching and Learning - JBS Curriculum GuideTeaching and Learning - JBS Curriculum Guide

Page 8: Jbs curriculum booklet dec 2010

7 12

Primary School, Grades 1 and 2

Learning environment

Our Primary programme in Grades 1 and 2, for 6 to 8 year olds, provides a broad and balanced curriculum to engage our students and challenge them academically. A smooth transitionto a rather more formal structure at this stage of the primary school helps to add appropriate challenge to the children's learning and ensures that children progress in all areas of our curriculum, particularly in the core subjects of English, Mathematics, Science and Arabic. French also forms an important part of the curriculum.

Grades 1 and 2 classrooms are bright, spacious and well resourced. Housed in close proximity to the Primary library and within easy access to a stimulating outdoor play area and the rest of the school, the environment is ideally suited to the needs of children of this age. All students have the opportunity to enjoy presenting their work to parents, through celebration assemblies that are regularly built into the timetable. The maximum long-term class size is 25, though occasionally 26 will be allowed on a short-term basis.

Curriculum

Children are taught for the most part by their class teacher, who is responsible for delivering the English and Mathematics programmes, guided by the National Literacy and Numeracy Strategies from England. Each class studies cross-curricular topics that require the application of Literacy and Numeracy skills, while also drawing on the skills and knowledge associated with Science, Art and Design, Technology, Geography, History, and ICT. The International Primary Curriculum (IPC) is used throughout the Primary School to structure our teaching and learning. French forms an important part of the curriculum, both for advanced users of the language and for non-speakers of French.

Our Arabic programme is taught to both native speakers and students who are learning the subject as an additional foreign language. Examples of children's work that demonstrate their Arabic learning and their study of local culture are displayed throughout the school. Up to 25% of teaching Arabic, Islamic and Social Studies is delivered in Arabic, for those children who use Arabic as their first language.

Specialist subjects

French, Arabic, Arabic Social Studies, PE, and Music are taught by specialist staff. Muslim students are also taught Islamic Studies by specialist teachers.

Grades 6 to 10: the Middle Years Programme (MYP)

Learning environment

On joining the secondary school in Grade 6, students are placed in mixed ability classes. They will have many of their lessons in these classes, but in the core subjects of English, Mathematics and Arabic, we think that students progress far better if they are grouped with children of similar ability and experience, so that they move fast enough to achieve their potential, yet not so fast that they get left behind.

The MYP Curriculum

During the first three years of the MYP, all students follow a broad-based and balanced curriculum by commencing a programme of study shaped by the International Baccalaureate.

Teaching and Learning - JBS Curriculum GuideTeaching and Learning - JBS Curriculum Guide

Page 9: Jbs curriculum booklet dec 2010

Growing independence and learner profile

Pastoral care and expectations of behaviour

As in other Taaleem schools, the aim of the Health and Social Education programme is to develop students as valuable and valued members of society, people who understand themselves and others. Beyond the taught curriculum, in Taaleem schools we recognise the importance of developing the whole child as responsible members of the community. Each student is placed in a home room group. The home room teacher will quickly develop a relationship with each student and check each student’s social well-being and academic progress regularly. We want to make sure that each student is getting the most out of what JBS offers.

We have a clear behaviour management policy, which spells out our behavioural expectations of students. Positive action is affirmed and celebrated in a variety of ways, while students who choose to ignore or overlook the school’s expectations will find themselves subject to a variety of consequences.

International Baccalaureate Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Students are therefore expected to develop as inquirers, and open-minded thinkers, who are principled, caring, balanced and reflective. They need to learn how to take sensible risks and continually develop their communication skills.

11 8

Progress and Assessment

Student progress is regularly assessed and careful records are kept to monitor how each child is progressing towards achieving their target levels by the end of the year. End of year assessments are carried out by staff to assist in measuring individual progress in the core subjects, according to curriculum criteria and levels.

As children prepare to move into Grades 3 and 4, they will again follow a carefully planned programme of transition to ensure that continuity of learning is maintained and progression monitored. An important part of our mission is to create a 'family-feel' learning environment and all staff will be known to all students. Many opportunities enable children to work alongside other students and with teachers other than their homeroom teacher. Therefore movement into a new class at the beginning of each academic year will happen naturally and ensure continuity of learning.

Teaching and Learning - JBS Curriculum Guide Teaching and Learning - JBS Curriculum Guide

Page 10: Jbs curriculum booklet dec 2010

9 10

Primary School, Grades 3, 4 and 5

Learning environment

Students, aged 8 to 11 in Grades 3 to 5, are encouraged to take greater responsibility for their own learning, preparing them for the subject specialist teaching of the secondary school, which will open in September 2011.

Curriculum

The curriculum in Grades 3 to 5 is evenly weighted so that each student has the opportunity to excel academically and creatively in their own way. The core subjects of English, Mathematics, Science, Arabic and Social Studies continue to be a central focus within the context of a broad and balanced curriculum and the teaching of French by specialist teachers continues. Class sizes are the same as in Grades 1 and 2.

We continue to use the Numeracy and Literacy Strategies from England to teach Maths and English, while Science, History, Geography, ICT, Design Technology, Art & Drama are taught using the framework of the International Primary Curriculum, supported by the English Literacy Strategy. Presentation and performance skills are further developed through school productions as well as in other years, through celebration assemblies.

French, Arabic, Social Studies, PE, and Music are taught by specialist staff, and Islamic Studies continue for Muslim children. Progress and Assessment

Progress continues to be monitored by staff and standardised tests used for this purpose. Individual target setting becomes increasingly important and students become aware of their own learning targets and progress towards their goals. Self assessment is used to motivate and challenge children to reach their full potential. End of year assessments, as with other age ranges, help measure attainment in the core subjects of English, Mathematics and Arabic.

Additionally in Grades 3 to 5, students take objective international assessments in Mathematics, English and Science, the outcomes of which will be benchmarked against global standards. These results, combined with teacher assessments, will determine each student’s progress in the core subjects.

The step into the secondary school after Grade 5 will be a significant one. Students will be prepared during the course of the whole year for the demands of the secondary school, by participating in a range of activities to help them make the transition successfully. We will devise our own assessment tools of Arabic for children as they reach the end of the Primary School.

Teaching and Learning - JBS Curriculum Guide Teaching and Learning - JBS Curriculum Guide

International Baccalaureate’s Middle Years and Diploma Programme Grades 6 to 12

Overview

Our secondary school, comprising the Middle Years (Grades 6 to 10) will open in September 2011, with the Diploma Years following in September 2012. It is our aim to provide students in Grades 6 to 12 with a stimulating and purposeful curriculum, leading to qualifications which are internationally recognised for entry into higher education or employment. The curriculum framework for Grades 6 to 10 will be the International Baccalaureate’s Middle Years Programme (MYP).

In Grades 11 and 12 the curriculum will centre on the Diploma Programme (DP) of the International Baccalaureate. The maximum long-term class size is 25, but there will be many smaller groups, particularly in Grades 9 to 12 and in the core subjects of English, Mathematics, Science and Arabic from Grade 6 onwards.

Learning support, EAL, setting and gifted education

Taaleem Learning Support staff aim to provide all students with equal access to the curriculum and every aspect of school life, helping students to achieve their full personal potential while challenging their talents, both in and outside the classroom. Teaching of English and Mathematics is set by ability throughout the secondary school. Arabic is set by understanding ability. Teaching will be for both, native and non-native students of Arabic.

Holistic learning and academic rigour

At JBS we want the best of both worlds: a holistic approach that encourages students to see the links between subject areas, and the development of knowledge and skills within recognised academic disciplines. We do not see any contradiction in this - quite the reverse. It is a natural way to learn. Assessment will be both “for learning” - conducted to identify strengths and areas for improvement, and to assess achievement. While the skills students build within each subject also will be assessed and applied in inter-disciplinary units.

Page 11: Jbs curriculum booklet dec 2010

9 10

Primary School, Grades 3, 4 and 5

Learning environment

Students, aged 8 to 11 in Grades 3 to 5, are encouraged to take greater responsibility for their own learning, preparing them for the subject specialist teaching of the secondary school, which will open in September 2011.

Curriculum

The curriculum in Grades 3 to 5 is evenly weighted so that each student has the opportunity to excel academically and creatively in their own way. The core subjects of English, Mathematics, Science, Arabic and Social Studies continue to be a central focus within the context of a broad and balanced curriculum and the teaching of French by specialist teachers continues. Class sizes are the same as in Grades 1 and 2.

We continue to use the Numeracy and Literacy Strategies from England to teach Maths and English, while Science, History, Geography, ICT, Design Technology, Art & Drama are taught using the framework of the International Primary Curriculum, supported by the English Literacy Strategy. Presentation and performance skills are further developed through school productions as well as in other years, through celebration assemblies.

French, Arabic, Social Studies, PE, and Music are taught by specialist staff, and Islamic Studies continue for Muslim children. Progress and Assessment

Progress continues to be monitored by staff and standardised tests used for this purpose. Individual target setting becomes increasingly important and students become aware of their own learning targets and progress towards their goals. Self assessment is used to motivate and challenge children to reach their full potential. End of year assessments, as with other age ranges, help measure attainment in the core subjects of English, Mathematics and Arabic.

Additionally in Grades 3 to 5, students take objective international assessments in Mathematics, English and Science, the outcomes of which will be benchmarked against global standards. These results, combined with teacher assessments, will determine each student’s progress in the core subjects.

The step into the secondary school after Grade 5 will be a significant one. Students will be prepared during the course of the whole year for the demands of the secondary school, by participating in a range of activities to help them make the transition successfully. We will devise our own assessment tools of Arabic for children as they reach the end of the Primary School.

Teaching and Learning - JBS Curriculum Guide Teaching and Learning - JBS Curriculum Guide

International Baccalaureate’s Middle Years and Diploma Programme Grades 6 to 12

Overview

Our secondary school, comprising the Middle Years (Grades 6 to 10) will open in September 2011, with the Diploma Years following in September 2012. It is our aim to provide students in Grades 6 to 12 with a stimulating and purposeful curriculum, leading to qualifications which are internationally recognised for entry into higher education or employment. The curriculum framework for Grades 6 to 10 will be the International Baccalaureate’s Middle Years Programme (MYP).

In Grades 11 and 12 the curriculum will centre on the Diploma Programme (DP) of the International Baccalaureate. The maximum long-term class size is 25, but there will be many smaller groups, particularly in Grades 9 to 12 and in the core subjects of English, Mathematics, Science and Arabic from Grade 6 onwards.

Learning support, EAL, setting and gifted education

Taaleem Learning Support staff aim to provide all students with equal access to the curriculum and every aspect of school life, helping students to achieve their full personal potential while challenging their talents, both in and outside the classroom. Teaching of English and Mathematics is set by ability throughout the secondary school. Arabic is set by understanding ability. Teaching will be for both, native and non-native students of Arabic.

Holistic learning and academic rigour

At JBS we want the best of both worlds: a holistic approach that encourages students to see the links between subject areas, and the development of knowledge and skills within recognised academic disciplines. We do not see any contradiction in this - quite the reverse. It is a natural way to learn. Assessment will be both “for learning” - conducted to identify strengths and areas for improvement, and to assess achievement. While the skills students build within each subject also will be assessed and applied in inter-disciplinary units.

Page 12: Jbs curriculum booklet dec 2010

Growing independence and learner profile

Pastoral care and expectations of behaviour

As in other Taaleem schools, the aim of the Health and Social Education programme is to develop students as valuable and valued members of society, people who understand themselves and others. Beyond the taught curriculum, in Taaleem schools we recognise the importance of developing the whole child as responsible members of the community. Each student is placed in a home room group. The home room teacher will quickly develop a relationship with each student and check each student’s social well-being and academic progress regularly. We want to make sure that each student is getting the most out of what JBS offers.

We have a clear behaviour management policy, which spells out our behavioural expectations of students. Positive action is affirmed and celebrated in a variety of ways, while students who choose to ignore or overlook the school’s expectations will find themselves subject to a variety of consequences.

International Baccalaureate Learner Profile

The aim of all IB programmes is to develop internationally minded people who, recognising their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

Students are therefore expected to develop as inquirers, and open-minded thinkers, who are knowledgeable, principled, caring, balanced and reflective. They need to learn how to take sensible risks and continually develop their communication skills.

11

Teaching and Learning - JBS Curriculum Guide

Page 13: Jbs curriculum booklet dec 2010

7 12

Primary School, Grades 1 and 2

Learning environment

Our Primary programme in Grades 1 and 2, for 6 to 8 year olds, provides a broad and balanced curriculum to engage our students and challenge them academically. A smooth transitionto a rather more formal structure at this stage of the primary school helps to add appropriate challenge to the children's learning and ensures that children progress in all areas of our curriculum, particularly in the core subjects of English, Mathematics, Science and Arabic. French also forms an important part of the curriculum.

Grades 1 and 2 classrooms are bright, spacious and well resourced. Housed in close proximity to the Primary library and within easy access to a stimulating outdoor play area and the rest of the school, the environment is ideally suited to the needs of children of this age. All students have the opportunity to enjoy presenting their work to parents, through celebration assemblies that are regularly built into the timetable. The maximum long-term class size is 25, though occasionally 26 will be allowed on a short-term basis.

Curriculum

Children are taught for the most part by their class teacher, who is responsible for delivering the English and Mathematics programmes, guided by the National Literacy and Numeracy Strategies from England. Each class studies cross-curricular topics that require the application of Literacy and Numeracy skills, while also drawing on the skills and knowledge associated with Science, Art and Design, Technology, Geography, History, and ICT. The International Primary Curriculum (IPC) is used throughout the Primary School to structure our teaching and learning. French forms an important part of the curriculum, both for advanced users of the language and for non-speakers of French.

Our Arabic programme is taught to both native speakers and students who are learning the subject as an additional foreign language. Examples of children's work that demonstrate their Arabic learning and their study of local culture are displayed throughout the school. Up to 25% of teaching Arabic, Islamic and Social Studies is delivered in Arabic, for those children who use Arabic as their first language.

Specialist subjects

French, Arabic, Arabic Social Studies, PE, and Music are taught by specialist staff. Muslim students are also taught Islamic Studies by specialist teachers.

Grades 6 to 10: the Middle Years Programme (MYP)

Learning environment

On joining the secondary school in Grade 6, students are placed in mixed ability classes. They will have many of their lessons in these classes, but in the core subjects of English, Mathematics and Arabic, we think that students progress far better if they are grouped with children of similar ability and experience, so that they move fast enough to achieve their potential, yet not so fast that they get left behind.

The MYP Curriculum

During the first three years of the MYP, all students follow a broad-based and balanced curriculum by commencing a programme of study shaped by the International Baccalaureate.

Teaching and Learning - JBS Curriculum GuideTeaching and Learning - JBS Curriculum Guide

Page 14: Jbs curriculum booklet dec 2010

13 6

The MYP Octagon shows the main areas that we focus on from Grade 6 to 10. At the centre are the five Areas of Interaction. The first and arguably the most important of these is ‘Approaches to Learning’, regarded as essential for acquiring knowledge effectively, while learning how to learn. There are four other Areas of Interaction: Community and Service, Human Ingenuity, Environments and Health and Social Education.

Around the outside of the MYP curriculum model are the eight subject areas. At JBS we will embrace the philosophy of the MYP by offering a truly holistic education, keeping our students as broadly educated as possible throughout the 5 years of the programme. This broad education means our students take at least one subject from each of the eight areas.

KG 1 and 2

English Curriculum

The Kindergarten English Curriculum is planned to reflect the requirements of the EYFS (Early Years Foundation Stage) guidelines and The National Literacy Strategy. Learning is largely cross-curricular, flowing throughout the following six areas of learning, as appropriate:

Literacy, language and communication Mathematical development Knowledge and Understanding of the world Creative development Physical development Personal and social development

Our youngest students explore these six areas of learning each day through very carefully structured activities and purposeful play. KG2 classes are built on the experience gained in KG1, developing the early communication, literacy and numeracy skills that prepare young children for Primary School. Children also develop their confidence by taking part in regular Primary School assemblies.

French

All KG students have access to French at an appropriate level.

Arabic CurriculumAll KG students have daily lessons in Arabic while all students are exposed to Arabic culture, games, music and language in their homeroom lessons.

Progress and assessment

Teachers and support staff, through discussion and observation, make detailed assessments of each child’s progress, keeping careful records that build a comprehensive picture over the course of the year. Many of these records include sample work and photographs, which are available for parents to discuss. A number of activities are be planned towards the end of KG2to help aide a smooth transition from KG to Grade 1 of the Primary School.

The MYP Octagon

Teaching and Learning - JBS Curriculum GuideTeaching and Learning - JBS Curriculum Guide

Page 15: Jbs curriculum booklet dec 2010

14

MYP subjects at JBS

Subject overview

We currently aim to offer the following MYP subjects:

Language A: English and Arabic Language B: Arabic, German, FrenchScience: Biology, Chemistry, PhysicsHumanities: History, Geography Technology: Information Technology and Design TechnologyArts: Visual Arts and Performing ArtsMathematicsPhysical EducationIslamic A and B as well as Cultural Studies are taught in addition to the MYP Octagon.

The MYP Personal Project

The Personal Project is a significant piece of work produced over an extended period of time. We will start this process in May of Grade 9 and complete it in March of Grade 10. It is designed to be personal to the student and a product of the student’s own initiative and creativity.

The Project should be seen as the culminating activity of the Middle Years Programme tying together the techniques and strategies contained in Approaches to Learning (ATL). The project demonstrates the personal abilities and skills required to produce an extended piece of work.

Final MYP assessment

This takes place at the end of the programme to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the Personal Project. Teachers set written, oral and practical assessment tasks and apply the prescribed assessment criteria defined for each subject group.

Students who meet all the MYP requirements will be able to obtain an IB validated MYPcertificate at the end of Grade 10.

Teaching and Learning - JBS Curriculum Guide

Page 16: Jbs curriculum booklet dec 2010

15 4

Kindergarten to Grade 5

Learning support and EAL

Our Learning Support and English as an Additional Language (EAL) provision offers support to a small number of students in groups or on a one-to-one basis, as deemed most appropriate. This complements work done in class and there are regular opportunities for parents and staff to meet and review progress.

A well-rounded primary education

While academic achievement is central to the school’s work, the social, emotional, creative and physical development of each primary child is of equal importance.

JBS offers an extensive programme of Extra-Curricular Activities (ECAs), including a full range of competitive and recreational sports activities. We also offer a developing instrumental tuition programme, encompassing a variety of instruments and voice, with every child having the opportunity to learn to play a musical instrument and to perform for fellow students as well as parents.

Each section of the Primary school stages a performance at different times of the year, which provides an opportunity for children to work together collaboratively, build their confidence and enjoy shared success and recognition. School concerts and presentations are also important. In addition, all children have access to a range of facilities including a swimming pool, large sports hall, a main and separate media centre, a large music room, a grass sports pitch and a Primary ICT suite.

Teaching and Learning - JBS Curriculum GuideTeaching and Learning - JBS Curriculum Guide

Page 17: Jbs curriculum booklet dec 2010

3 16

Primary overview

Our new K—5 curriculum is organised according to the International Primary Curriculum (IPC), which places particular emphasis on international mindedness and is therefore very relevant for our students, who are coming from diverse backgrounds and cultures.

The curriculum is enriched to reflect the rich culture of the United Arab Emirates and specifically of Dubai. Knowledge of science, humanities, art, design and ICT are structured according to the IPC.

The study of two of our core subjects English and Maths is structured according to the Literacy and Numeracy Strategies taken from the National Curriculum for England and Wales, and delivered in daily “stand alone” lessons. Skills and knowledge developed in this way are then used in the IPC units in a practical way to solve problems and consolidating knowledge and understanding of language and number,

For Arabic, our third core subject, native Arabic speakers are taught in the medium of Arabic in a variety of Arabic, Humanities and Islamic Studies lessons, for up to a quarter of their instruction time. Students developing Arabic as a second language are attending daily lessons in Arabic taught by specialists, while also developing their knowledge of local culture and language in their homeroom lessons with their first language Arabic speaking peers.

We offer French throughout the primary school at advanced and emerging level. Children are assessed according to English National Curriculum and European Union standards.

Tracking student progress

Individual progress is monitored in a number of ways, including standardised benchmark assessment tests upon entry, regular international achievement tests and objective assessments of student potential. Expectations are very high, and children have every opportunity to progress as individuals.

Assessment and monitoring help identify special strengths and areas for improvement so that all student needs can be appropriately addressed. As the talents of able children emerge, enrichment opportunities are provided both in class and via special activities. Similarly, if students are found to require additional support with their learning, a range of assistance is used to help ensure optimum progress.

Teaching and Learning - JBS Curriculum Guide

International Baccalaureate’s Diploma Programme (DP)

Learning environment

Our aim in Grades 11 and 12 is to develop intellectual curiosity, critical thinking, creativity, adaptability, powers of analysis, communication skills and independent work habits while preparing students for entry into tertiary education by following the IB Diploma Programme.

The Diploma as a university preparatory course

The International Baccalaureate’s Diploma Programme is a demanding pre-university course of study and is a comprehensive two-year international curriculum that generally satisfies most countries’ requirements for completion of secondary education and university entrance.

Students study six subjects, three at ‘Higher’ Level and three at ‘Standard’ Level. Each student becomes proficient in their own and one other language, studies mathematics and follows at least one subject that exemplifies the study of human behaviour and one other that exemplifies the process of scientific inquiry. The sixth subject is chosen from the arts, another language, humanity or a second science. The Diploma course is challenging both on an academic level and in terms of the very active commitment that it requires. Students must be committed not only to studying conscientiously, but also in a variety of ways, cooperating with others, making presentations in class, becoming critical and creative thinkers, and becoming compassionate world citizens. The Diploma emphasises the development of the whole student - physically, intellectually, emotionally and ethically.

Teaching and Learning - JBS Curriculum Guide

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Grade Levels

Teaching and Learning - JBS Curriculum Guide

The Diploma Programme Model

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Grades 11 and 12

Diploma Subjects

Assessment for the DP is by externally marked examinations, which students sit at the end of Grade 12. They will also be expected to complete regular pieces of course work. The following subjects are likely to form the basis of the JBS Diploma Programme:

Group1 Language A1* English, Arabic A

Group 2 Language B Arabic B, French, German

Group 3 Individuals and Society Business and Management, Geography, History

Group 4 Experimental Sciences Physics, Chemistry, Biology, Design Technology

Group 5 Mathematics Mathematics, Mathematical Studies

Group 6 The Arts Visual Arts

* English for most students.

Additional core requirements

In addition, all students undertake 3 core subjects. Theory of Knowledge (TOK) challenges the student to develop a personal mode of thought and a coherent approach to learning. CAS (creativity, action, service) encourages students to adopt a balanced life outside the academic realm. The Extended Essay provides the opportunity to investigate a topic of interest using research and writing skills of a high standard.

From Grade 9, we will prepare our students for the process of applying to universities around the world. We will support them as they complete the relevant application forms and provide guidance as they consider their career options.

Teaching and Learning - JBS Curriculum Guide

Inside cover

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