1 Parent Handbook 2019-2020
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
1
Parent Handbook 2019-2020
2
Summary of Term Dates 2019-20
Winter Term 2019
Day of Arafah & Eid Al Adha Saturday 10 to Tuesday 13 August
Staff Return to work Sunday 25 August
Hijra New Year Saturday 31 August
First Day of Term 1 Sunday 1 September
Important dates for students:
Sunday 1 – 5 Sept (whole week)
Sunday : No buses
FS : Staggered start
Group A 8:15 am – 10:00 am and Group B 11:00 am – 12:45 pm
whole week
All new students of Y1 – 13 only
8.30 am – 10.30am with class teachers/HOY
9:00 am Exec presentation for new parents of Y1 – Y13 in the Sports
hall.
10.30 am Students picked up from class/canteen
Monday : Buses running
All students in – normal school hours Y1 – Y13 – 7:45 am – 2:15 pm
Secondary School assemblies across year groups / students stay in tutor
groups
FS2 – Year 2 go to classrooms
KS 2 – Quad
Y7 – 10 – Shaded courts
Y11 – 13 – Classrooms
Tuesday & Wednesday:
Normal school hours - 7:45 am - 2:15 pm
Thursday:
Normal school hours - 7:45 am - 12:45 pm
Mid-Term Break Sunday 24 to Thursday 29 October
UAE National Day Monday 2 December
Prophet Mohamed Birthday Tuesday 3 December
Last day of Term 1 Thursday 12 December
First Day of Winter Break Sunday 15 December
Martyrs Day Saturday 30 November
Spring Term 2020
First day of Term 2 Sunday 5 January
Mid- Term Break Sunday 9 to Thursday 13 February
First Day of Ramadan Friday 20 March
Last Day of Term 2 Thursday 27 March
First Day of Spring Break Sunday 29 March
Summer Term 2020
First Day of Term 1 Sunday 12 April
Last Day of Ramadan Saturday 25 April
Eid AL Fitr Sunday 24 to Tuesday 26 May
Last Day of Term 3 Thursday 2 July
First Day of Summer Break Sunday 5 July
Last Day of school for Students Thursday 2 July
*All Islamic holidays may change are subject to official announcement from the Ministry of Education (MOE).
3
No. CON TEN TS Page Number
1 Summary of Term Dates 1
2 Welcome Letter from the Principal/CEO 3
3 School Security Identification Badges 4
4 Our Vision 5
5 CIA USPs 6
6 GEMS Core Values 7
7 The Staff Directory 9
8 Academic Calendar 2018-19 15
9 School day timings 16
10 Routines for the beginning and end of the school day 16
11 CIA Activities 17
12 Our Expectations: Home School Parent Agreement 18
13 Our Code of Conduct 18
14 School Transport Services (STS) 19
15 School House System 20
16 Student Leadership opportunities 20
17 Home school communications and ‘My Learning’ Platform 21
18 Parental Engagement Opportunities 22
19 Student Attendance and Absence 22
20 Uniform and Dress Code Policy 23
21 School Stationery requirements 24
22 Health and Well Being 25
23 The School Curriculum 26
24 The Foundation Stage Curriculum 26
25 Key Stage 1 and Key Stage 2 Curriculum 27
26 The Secondary Curriculum 31
27 Key Stage 4 and 5 – Years 12 and 13 31
28 Student Progress and Attainment 33
29 Student Support Services & MAat 34
30 Educational Visits Outside the School 35
31 Homework 35
32 Digital Learning 36
33 Arabic, Islamic Studies, UAE Social Studies and Moral Education 37
34 Anti-Bullying Guidance 37
35 Health, Safety & Environment 37
Appendices
Contents
A. Academic Calendar 2019-20 i
B. Home School Agreement & Photography and Use of Work Permission ii
C. Clinic Policy & Guidelines iii
B. Medical and Health Information Form vii
D. Registrations and Admissions process vi
E. My Learning Parents Portal Guide (English & Arabic) vii
F. Digital Citizenship and Cyber Safety Use Agreement viii
G. Bring Your Own Device (BOYD) User Agreement (Primary and Secondary) ix
H. Threads School Uniform Guide with prices x
4
Dear Parent Welcome to the GEMS Cambridge International School. Our vision is to provide an outstanding world class education for all of the students in our care. We know what matters and what makes a difference to learning and staff at all levels promote a culture of inclusion, ambition, challenge, support and achievement for all that is totally student centred. Children are our priority and our expectations and support allow every child to excel. We create amazing opportunities for students and collaborate effectively with parents, who are our most valued partners. This helps us continually build on what we are doing and often takes us into new territory. Every child and member of staff is a current double Guinness World Record Holder and we aim to break more records each year. We are an extremely impressive high performing non-
selective school that goes above and beyond all expectations to support personal excellence. Getting to really know each child in our care is essential and we assess and use assessment information to improve learning. Our highly effective globally trained international body of teachers understand the essential characteristics needed to deliver effective learning and they provide a truly inclusive international community where collaboration results in personal excellence. We always use the most cutting edge international research to develop our own bespoke professional development programme. Our strength lies in our many different faces of success – academic, leadership, sporting, creative or innovation – we find it, nurture it and celebrate it. We are a big school that celebrates the little things that can change students’ lives forever and we are exceptionally proud of our student ambassadors who have the potential to be world leaders.
Our students lead the school during ‘Take over Day’, and we host visits from NASA, Manchester City FC and visit world leading universities such as Harvard. Everything is possible at Cambridge. In Year 6 we deliver the Cambridge Award, focused on student Creativity, Innovation and Enterprise. Our secondary students attended the Model United Nations event at Harvard University, where they debated with students from around the world, and were awarded first prize in the international essay competition. Innovation competition first prizes include the Idea Factor Competition organised by Abu Dhabi University and the Future Intelligence Programme sponsored by Emirates Islamic Bank. Sporting successes have included over 35 winning or second placed teams in Emirate and UAE competitions, 492 medals won by the swim squads, two male athletes being ranked in the top five outstanding performers at the UAE Teen Sports Awards and winners and runners-up at the World Ju Jitsu Championships.
The GEMS Core values of Leading through Innovation, Pursuing Excellence, Growing by Learning and Global Citizenship are embedded in our delivery of the National Curriculum for England, IGCSEs and A Levels. We are respectful and inclusive, celebrating diversity and are committed to the well-being of people and of the environment. We are open-minded, creative, resilient, reflective, and passionate and determined in embracing and driving positive change being ethical in our actions and accountable for them. The GEMS Cambridge International School exceeds international expectations and accelerated progress is the norm in a learning environment that is safe, happy and vibrant. The inspirational leadership team have established an aspirational vision for all students which is shared by all. Partnerships with parents are very strong and the Governing Board is both supportive and appropriately challenging to ensure our school continually improves. We work closely with ADEK and are proud to support their implementation of innovative educational policies, plans and programs that aim to achieve the objectives of national development in accordance with the highest international standards. Our outstanding PISA and
My Identity Inspection judgements are evidence of this. Being part of the Cambridge and GEMS family is the best investment you will ever make in your child’s future.
Kelvin Hornsby GEMS Cluster Lead CEO/Principal The GEMS Cambridge International School – Abu Dhabi
5
School Security Identification Badges Policy 64 of the Private Schools Policy & Guidance Manual 2014-2015 (English Version), the School commits to safeguarding its students and staff through issuing new parents with Temporary Access Identity cards which must be on display for the security team to check when leaving or accessing all entrance points. The Temporary Access Identity cards carry the family’s unique identity number and remain the property of the School. These items are not transferrable and are valid until such time Parent/Guardian access
cards have been prepared. It is the Parents/Guardians’ responsibility to provide the College with their up to date photographs prior to joining the School. Replacement items are available due to malfunction, however should a Parent/Guardian misplace or lose an access card, substitutes are chargeable. The School will issue two access cards to parents free of charge and will prepare a maximum of two additional access cards for designated guardians at a chargeable rate of 50 dhs each.
6
Our Vision
“Premium experience and an investment in personal excellence”
CIA is an international, world class school
delivering the highest possible standards
of care, teaching and learning and leadership. Students are prepared and
are confident to compete globally with
their peers and make outstanding
progress on their journey to become
leaders for the future.
7
CIA USPs
1. CIA is a happy school with a caring ethos
permeating through it with students’ well-being at its heart
2. A truly inclusive international community where the student contribution to school life reflects the development of their leadership
qualities
3. Extensive local, national and international links enable a range of high quality cultural, sporting, creative and innovative experiences to be offered
4. The very effective learning environment
enables all students to contribute fully to the UAE National Agenda
5. Highly developed stakeholder relationships result in the optimisation of student potential and performance
8
2. The GEMS Core Values
9
10
4. Staff Directory: The Educational and Administrative Teams
GEMS Cambridge International School Leadership, Admin and Teaching Staff Contact Information
No. The Executive Leadership Team Email ID
1 Mr. Kelvin Hornsby GEMS Cluster Lead & CEO/Principal [email protected]
2 Mr. David Craggs Head of Secondary [email protected]
3 Hazel Govender Head of Primary [email protected]
Senior Leadership Secondary
1 Mrs. Josie Woods Deputy Head of Secondary (HPL) [email protected]
2 Mr. Phil Harwood Assistant Head Teacher 6th Form [email protected]
3 Mr. Foued Mahouachi Assistant Head Teacher [email protected]
4 Mr. Alan Robinson Assistant Head Teacher [email protected]
5 Mr. James Hyland Assistant Head Teacher (HPL) [email protected]
Senior Leadership Primary
1 Mrs. Kimberley Teakle-May Deputy Head of Primary KS1 (HPL) [email protected]
2 Mr. Carl Bourke Deputy Head of Primary KS2 (HPL) [email protected]
3 Mr. Andrew Lett Assistant Head Teacher Data & Assessment [email protected]
4 Miss. Tammy Elimlahi Assistant Head Teacher ELL [email protected]
5 Miss. Michelle Cronin Assistant Head Teacher Phonics [email protected]
6 Mr. Ryan Critchlow Assistant Head Teacher Innovation [email protected]
7 Miss. Stacy McHale Assistant Head Teacher [email protected]
Whole School Senior Leadership
1 Mrs. Khadidja Bessoltane Deputy Head Teacher Community & Culture [email protected]
2 Mrs. Kholoud Jamal Assistant Head Teacher Arabic & Islamic [email protected]
3 Mrs. Sarah Oliver-Browning Assistant Head Teacher Student Support [email protected]
Admin
1 Sarah Louise Brown Executive Assistant to the CEO/Principal [email protected]
2 Ann Cherian HR Manager [email protected]
3 Miss. Arlene Oyand HR Assistant [email protected]
4 Mrs. Divya Marshall Data Manager & Examinations Officer [email protected]
5 Miss. Noor Elmakadma Parent Relations Executive (PRE) [email protected]
6 Miss. Margaret Muindi Receptionist [email protected]
7 Mrs. Maria Magtibay Data [email protected]
8 Miss. Huda Jamous Registrar [email protected]
9 Mrs. Doaa Ismaiel Government Relations Executive (GRE) [email protected]
10 Mr. Binoy Mudilikulam School Nurse clinic [email protected]
11 Mrs. Vandana V.V Mohan School Nurse [email protected]
12 Mrs. Aliaza Bispo Ayah [email protected]
13 Mrs. Nithin Das Librarian [email protected]
14 Mr. Vaishakh Jayakumar Store Manager [email protected]
15 Mr. Deepak Mathew Manager of School Operations [email protected]
16 Mr. Tom George Asst. Manager of Facilities [email protected]
17 Mr. Hasan Pial Khoka Supervisor [email protected]
18 Mr. Xavier Joseph ICT Engineer [email protected]
19 Mr. Nitin George Assistant ICT Engineer [email protected]
20 Mr. Renjith Assistant ICT Engineer [email protected]
21 Mr. Dhanesh Mohanan Accountants Officer [email protected]
22 Mr. Alex Scaria Assistant Accountant [email protected]
23 Mr. Rakesh Parambath Cashier [email protected]
24 Mr. Pratheek Bengrodi Cashier [email protected]
25 Mr. Siraj Ali Public Relations Officer [email protected]
26 Mr. Abdullah Ali Salah Al Hashmi Government Relations Administrator [email protected]
Arabic Department (Whole School)
1 Mrs. Alia Krouny Social Studies A Teacher Primary/Secondary [email protected]
2 Mrs. Aida Barakat Arabic B Teacher Primary [email protected]
3 Mr. Amad Jumah Mfarij Arabic A + B Teacher Primary/Secondary [email protected]
4 Mr. Ahmed Mohamed Hajaj Arabic A Teacher Secondary [email protected]
5 Mrs. Atheer Kheir Teacher in Charge Arabic A + B Primary [email protected]
6 Mrs. Eman Hamdan Abdelshafy Arabic B Teacher Primary [email protected]
7 Mrs. Enshrah Moustafa Mahmoud Nassef Islamic A Teacher Primary [email protected]
8 Mrs. Esra Mohamed Arabic A + B Teacher Primary [email protected]
9 Mrs. Ethel Marie Entrampas Pentacio Teacher in Charge Moral Education Primary/Secondary [email protected]
10 Mrs. Fouzia Zafar Islamic Studies B Teacher Primary [email protected]
11 Mrs. Ghada Mohamed Salama Mohamed Social Studies A Primary/Secondary [email protected]
12 Mrs. Ghadeer Hamed Arabic B Teacher Primary [email protected]
11
13 Mr. Hadjer Lakehal Arabic A Teacher Secondary [email protected]
14 Mrs. Halima Babkr Social Studies Teacher Primary/Secondary [email protected]
15 Mr. Hany Abo Alhaggag Ahmed Arabic A + B Teacher Secondary [email protected]
16 Mrs. Hiba Alkade Arabic A + B Teacher Primary [email protected]
17 Mrs. Hind Jumaah Social Studies A Teacher Primary/Secondary [email protected]
18 Mr. Hussin Ahmed Hussin Tawfek Islamic Studies A Primary/Secondary [email protected]
19 Mrs. Jaklin Alzerouni Arabic A + B Teacher Primary [email protected]
20 Mrs. Jeehan Aziz Arabic A Teacher Primary [email protected]
21 Mrs. Jumanah Zain Al Abedin Arabic A + B Teacher Secondary [email protected]
22 Kama Shahin Arabic A + B Teacher Primary [email protected]
23 Mrs. Marwa Najed Arabic A + B Teacher Primary [email protected]
24 Mr. Mahmoud Samir Moustafa Khabir Islamic A Teacher Secondary [email protected]
25 Mrs. Momenah Hussain Ali Al Wadidiy Islamic A Teacher Primary [email protected]
26 Mr. Mohamed Abdelmoneim Mohamed Arabic A + B Teacher Primary/Secondary [email protected]
27 Mr. Mohamed Ahmed Mohamed Teacher in Charge Arabic A + B Secondary [email protected]
28 Mr. Mohamed Hussain Bakri Arabic A + B Teacher Primary/Secondary [email protected]
29 Mr. Mohamed Jaber Talaat Arabic A + B Teacher Primary/Secondary [email protected]
30 Mrs. Noha Rayyan Arabic A Teacher Primary [email protected]
31 Mr. Osama Ali Khalaf Alfukaha Arabic A + B Teacher Primary/Secondary [email protected]
32 Mrs. Rama Naeem Arabic A + B Teacher Primary [email protected]
33 Mrs. Rania Al Tahir Elamin Islamic Studies A Teacher Primary/Secondary [email protected] 34 Mr. Ramzi Jdieh Hatem Arabic A + B Teacher Primary [email protected]
35 Mrs. Rehab Al Hosseiny Aly Ibrahim Arabic A Teacher Primary [email protected]
36 Mrs. Reham Elsayed Akel Abdalla Islamic Studies A Teacher Primary [email protected]
37 Mrs. Seema Thakur Islamic Studies B Teacher Primary/Secondary [email protected]
38 Mrs. Soha Abd Elaim Mohamed Farghaly Social Studies A + B Teacher Secondary [email protected]
39 Mrs. Soma Dutta Teacher in Charge of MyIdentity Primary/Secondary [email protected]
40 Mrs. Somaia Mamdouh Abdelaziz Hafez Islamic Studies A Primary/Secondary [email protected]
41 Mr. Sukoor Mohammad Ali Islamic Studies B Teacher Primary/Secondary [email protected]
42 Mrs. Usma Faisal Islamic B Teacher Primary/Secondary [email protected]
Head of Years Primary
1 Mrs. Kyle Jade Smith FS2 [email protected]
2 Miss. Laura Murphy Year 1 [email protected]
3 Mr. Richard Orme Year 2 [email protected]
4 Miss. Toni Goodhew Year 3 [email protected]
5 Mrs. Linda Duddy Year 4 [email protected]
6 Miss. Nicola Smith Year 5 [email protected]
7 Miss. Suzy Lunny Year 6 [email protected]
Secondary Specialist Leaders
1 Mrs. Louise Nixon Director of English [email protected]
2 Mr. Aonghus Hanna Director of Mathematics [email protected]
3 Mrs. Nadia Qureshi Director of Science [email protected]
4 Mr. Ryan Howell Director of Sports [email protected]
5 Mrs. Claire Stanton Head of Dept. Business Studies [email protected]
6 Mr. Islam Ashraf Head of Dept. ICT [email protected]
7 Mrs. Medha Bajaj Head of Dept. Secondary Art [email protected]
8 Mr. Gavin Greenaway Head of Dept. Performing Arts [email protected]
Primary Specialist Subject Teachers
1 Mr. Marvin Ugay Music Teacher [email protected]
2 Mrs. Marwa Hossny Music Teacher [email protected]
Head of Years Secondary
1 Mr. Theo Govender Year 7 [email protected]
2 Mrs. Caroline Critchlow Year 8 [email protected]
3 Mrs. Soha Abd Elaim Year 9 [email protected]
4 Mr. Niall Morrissey Year 10 & 11 (Head of KS 4) [email protected]
Secondary Specialist Subjects
No. Department Team Email ID
Mrs. Louise Nixon [email protected]
Ms. Riya Agnihotri [email protected]
English Mr. Trevor Buckley [email protected]
Mr. Alan Robinson [email protected]
Mrs. Lucy Harwood [email protected]
Mrs. Emer Kirk [email protected]
Ms. Jolanta Rygiel [email protected]
Miss. Farzanah Rahman [email protected]
Miss. Kate Butler [email protected]
Ms. Anu Muthalaly [email protected]
12
Sciences
Mrs. Nadia Qureshi [email protected]
Mr. Petrus De Wet [email protected]
Mrs. Jacqueline Smith [email protected]
Science Miss. Selena Oguz [email protected]
Mrs. Shirin Ali Magar [email protected]
Mrs. Twaiba Sherman [email protected]
Mr. Felix Okombo [email protected]
Mrs. Rebecca Buckley [email protected]
Mrs. Saima Iqbal [email protected]
Humanities
Mr. Phil Harwood [email protected]
Mr. Niall Morrissey [email protected]
Humanities Mr. Olasunkanmi Odubiyi [email protected]
Mr. Samuel Sebuufu [email protected]
Miss. Georgina O’Connor [email protected]
Performing Arts
Drama & Performing Arts Mr. Gavin Greenaway [email protected]
Miss. Daniella Williamson [email protected]
Modern Foreign Languages
French Mrs. Liliya Kebabi [email protected]
Mr. Foued Mahouachi [email protected]
Miss. Kamdom Florence [email protected]
Mathematics
Mathematics
Mr. Aonghus Hanna [email protected]
Mr. David McGovern [email protected]
Mrs. Susan Chacko [email protected]
Mrs. Chantelle De Wet [email protected]
Mr. KT Anand [email protected]
Mr. Murali Bhimavarapu [email protected]
Mr. Chris Murphy [email protected]
Miss. Leah Harkin [email protected]
Mr. Theo Govender [email protected]
P.E.
Mr. Ryan Howell [email protected] Mr. James Hyland [email protected] Mrs. Jennifred Koen [email protected]
P.E. Miss. Dara Broe [email protected] Mr. Christopher Muies [email protected]
Mr. Midhun Sudhakar [email protected]
Mr. Tinu Tampi [email protected]
Mrs. Caroline Critchlow [email protected]
Miss. Sinead O’Neill [email protected]
ICT
Mr. Islam Ashraf [email protected]
Mr. David Craggs [email protected]
Mrs. Riya Priyadarsini [email protected]
Mr. Jun Mendoza [email protected]
Miss. Liezl Stevens [email protected]
Business Studies
Business Studies
Mrs. Claire Stanton [email protected]
Mr. Shahid Sayed [email protected]
Miss. Liezl Stevens [email protected]
Ms. Anu Muthalaly [email protected]
13
Year 7 Form Tutors
Mr. Theo Govender Section Head of Year [email protected]
1 Mr. Murali Bhimavarapu A [email protected]
2 Mr. C Muies B [email protected] 3 Mr. Petrus De Wet C [email protected]
4 Mr. Gavin Greenaway D [email protected]
5 Mr. Felix Okombo E [email protected]
6 Mrs. Greshma Jacob F [email protected]
7 Mrs. S Chacko G [email protected]
8 Mrs. Liliya Kebabi H [email protected]
9 Mrs. Robyn Scott I [email protected]
Year 8 Form Tutors
Mrs. Caroline Critchlow Section Head of Year [email protected]
1 Mr. J Mendoza A [email protected]
2 Mr. Nideesh Jayan B [email protected] 3 Mr. D JV Vurren C [email protected] 4 Mr. Olasunkanmi Odubiyi D [email protected]
5 Mr. Samuel Sebuufu E [email protected] 6 Miss. Farzana Rahman F [email protected]
7 Mrs. Chantelle De Wet G [email protected]
8 Ms. Anu Muthalaly H [email protected]
9 Mr. Mohammed Nazir I [email protected]
Year 9 Form Tutors
Mrs. Soha Abdm Section Head of Year [email protected]
1 Miss. Danielle Williamson A [email protected] 2 Mr. Chris Murphy B [email protected] 3 Mr. Shahid Sayed C [email protected]
4 Mr. Caoihmin Doherty D [email protected] 5 Miss. Kamdom Florence F [email protected] 6 Miss. Georgina O'Connor G g.o'[email protected] 7 Mrs. Rebecca Buckley H [email protected]
Year 10 Form Tutors
Mr. Niall Morrissey Section Head of Year [email protected] 1 Ms. J Rygiel A [email protected]
2 Mrs. Michelle Brecken B [email protected]
3 Mr. Trevor Buckley C [email protected]
4 Mr. K Thomas D [email protected]
5 Mrs. Medha Bajaj E [email protected] 6 Mrs. Saima Iqbal F [email protected] 7 Mrs. Riya Agnihotri G [email protected] 8 Mrs. Liezl Stevens H [email protected]
Year 11 Form Tutors
Mr. Niall Morrissey Section Head of Year [email protected]
1 Mrs. Nadia Qureshi A [email protected]
2 Miss. Leah Harkin B [email protected]
3 Mr. Aonghus Hanna C [email protected]
4 Mr. Ousama Tarik D [email protected] 5 Mrs. Louise Nixon E [email protected]
6 Mrs. Emer Kirk F [email protected]
7 Ms. Selena Oguz G [email protected]
Sixth Form Tutors
Mr. Phil Harwood Section Head of Year [email protected]
1 Mrs. Jackie Greenaway 6th Form A [email protected] 2 Mr. David McGovern 6th Form B [email protected]
3 Mr. Islam Ishraf 6th Form C [email protected] 4 Mrs. L Harwood 6th Form D [email protected]
5 Mrs. Claire Stanton 6th Form E [email protected]
14
Primary
Foundation Stage 2
1 Miss. Orla O' Donoghue FS2A [email protected]
2 Miss. Ava Yana FS2B [email protected]
3 Mrs. Sara Abid FS2C [email protected]
4 Mrs. Popy Taylor FS2D [email protected]
5 Miss. Cristina Pacana FS2E [email protected]
6 Mrs. Asma Ansari FS2F [email protected]
7 Miss. Kate Butler FS2G [email protected]
8 Mrs. Sajna Yusuf FS2H [email protected]
9 Mrs. Sana Farooq Haider FS2I [email protected]
10 Mrs. Kimberley Teakle-May FS2J [email protected]
11 Mrs. Safa Thodi FS2K [email protected]
12 Mrs. Kyle Jade Smith FS2L [email protected]
13 Mrs. Mahima Kishore FS2M [email protected]
Year 1
1 Mrs. Rumina Manickam 1A [email protected]
2 Mrs. Anamaria Popescu 1B [email protected]
3 Miss. Laura Murphy 1C [email protected]
4 Mrs. Johanne Hogan 1D [email protected]
5 Mrs. Sumbal Naveel 1E [email protected]
6 Mrs. Nausheen Khan 1F [email protected]
7 Mrs. Ileana Alzou 1G [email protected]
8 Mrs. Nazia Shaikh 1H [email protected]
9 Mrs. Pushp Sikka 1I [email protected]
10 Miss. Michelle Cronin 1J [email protected]
11 Mrs. Khawla Al Shargabi 1K [email protected]
12 Miss. Katie Lourdan 1L [email protected]
13 Mrs. Victoria Ridgeway 1M [email protected]
Year 2
1 Miss. Kate Giles 2A [email protected]
2 Miss. Lourdes Manilli 2B [email protected]
3 Miss. Carolyne Githaiga 2C [email protected]
4 Mr. James Gorman 2D [email protected]
5 Miss. Tammy Elimlahi 2E [email protected]
6 Mrs. Verme Tang 2F [email protected]
7 Mr. Richard Orme 2G [email protected]
8 Mrs. Neha Walia 2H [email protected]
9 Mrs. Sunitha D'Souza 2I [email protected]
10 Miss. Mavis Welman 2J [email protected]
11 Mrs. Fideliza Barraca 2K [email protected]
Year 3
1 Miss. Toni Goodhew 3A [email protected]
2 Miss. Janelle Benitez 3B [email protected]
3 Miss. Ashleigh Sutherland 3C [email protected]
4 Mrs. Shelja Kaura 3D [email protected]
5 Mrs. Lovella Canois 3E [email protected]
6 Mr. Prem Singh 3F [email protected]
7 Mr. Darragh Connolly 3G [email protected]
8 Miss. Kiran Karne 3H [email protected]
9 Mrs. Stacy McHale 3I [email protected]
10 Mrs. Chrizette Gouws 3J [email protected]
Year 4
1 Mr. James Garden 4A [email protected]
2 Mrs. Ruth Tijano 4B [email protected]
3 Miss. Reena Singh 4C [email protected]
4 Mr. Martin Ndicha 4D [email protected]
5 Mr. Stephen Russell 4E [email protected]
6 Mrs. Linda Duddy 4F [email protected]
7 Miss. Annie Muthalaly 4G [email protected]
8 Mr. Ryan Critchlow 4H [email protected]
9 Miss. Alina Thalik 4I [email protected]
10 Mr. Victor Sule 4J [email protected]
11 Mr. Monray Gilbert 4K [email protected]
12 Mrs. Asra Sultana 4L [email protected]
15
Year 5
1 Miss. Nicola Smith 5A [email protected]
2 Miss. Lionela Labiste 5B [email protected]
3 Mrs. Asma Deshmukh 5C [email protected]
4 Mrs. Zendy Codero 5D [email protected]
5 Mr. David Nangle 5E [email protected]
6 Mr. James Miley 5F [email protected]
7 Mrs. Sheeba Ruban 5G [email protected]
8 Miss. Mary O'Leary 5H [email protected]
9 Mrs. Rukhshana Khalid 5J [email protected]
10 Mr. Andrew Lett 5I [email protected]
Year 6
1 Ms. Carmen Beukes 6A [email protected]
2 Mrs. Tabssum Ansari 6B [email protected]
3 Mr. Schalk Roos 6C [email protected]
4 Miss. Diasym Orat 6D [email protected]
5 Ms. Connie Baral 6E [email protected]
6 Mr. Carl Bourke 6F [email protected]
7 Miss. Suzy Lunny 6G [email protected]
8 Miss. Rita Howell 6H [email protected]
9 Mrs. Tazneen Chanda 6I [email protected]
10 Mr. Robert Nixon 6J [email protected]
16
5. School Calendar
17
5. School timings Access to the school begins from 7:15 am. All students must be in their classroom by 7:30 am. The UAE National Anthem plays at 7:35 am and registration takes place at 7:40 am. We ask that all parents are at school at least 5 minutes before pick up time. The timings of our school day are as follows:
Year
Level
Day of the
Week
School Begins School Finish
FS2 Sunday to
Wednesday
Option 1: 07.45 am 2.15 pm (Thursdays at 12:45 pm) Option 2: 07:45 am 12:00 Midday (Sun to Wed and Thurs at 12:45 pm)
*this academic year, Please note the change in FS2 timings after the half term break, week beginning Sunday 27 October
1 - 13 Sunday to
Wednesday
7.45 am 2.15 pm (Thursdays at 12:45 pm)
FS2 – 13 Tuesday and
Wednesday
7.45 am 3.15 pm (Timetabled CIA Activities*)
Students have a 30 minute break and 30 minute lunch time per day. Buses arrive at school by 7:30 am and depart 2:15 pm. We also offer a bus service for students once their CIA Activities have finished. This is only applicable for those students who are already registered to the bus service. Students will be dropped to a central hub location. Parents of non-bus users must make alternative arrangements on days their child(ren) take part in CIA Activities.
*Throughout the term there will be extended days on Tuesday and Wednesday with timetabled CIA Activities for all – Model United Nations, Duke of Edinburgh International Award, Student Council meetings, Committee meetings, Senior Prefects meetings, additional weekly assemblies to share key information, homework clubs and prep, performing arts, drama, music, inter-house competitions – the school day will operate from 7:45 am to 3.15 pm. These days will run from week three in each term until two weeks before the end of term. The specific dates being from:
• Term 1 - Tuesday 24 September to Wednesday 27 November • Term 2 - Tuesday 21 January to Wednesday 11 March • Term 3 – TBC due to Ramadan timings
6. Routines for the beginning and the end of the school day Entrance to the school begins at 7.15am. We ask that all parents park their cars at allocated parking zones and follow the school’s safeguarding safety policy and the road safety laws on the commercial road outside the school. Common courtesy and consideration of everyone’s safety and wellbeing is expected at all drop off and pick up times. 6.1 Adult to Adult Policy Students from FS2 to Year 2, must be handed by the class teacher to parent or guardian who is over the age of 18 years.
Students should be taken to class by the parents/guardian and handed to the class teacher. 6.2 Drop Off and Pick-Up Procedures for non-bus users Entrance to the school starts at 7:15 am. All students must be in class by 7:30 am. FS2 parents must pick up their children from their class teacher at the end of the day if they do not use the bus service.Years 3 to 6 students will gather at the daily collection point(s) to be met and collected by their parent / adult at the end of each school day.
6.3 Late Pick Ups In the unlikely event that you are going to be late to pick up your child, you must call the school. Students will be waiting in the Primary Meeting Room (late room) this is room number G080)) with a staff member. In the
18
event that you do not call the school, we will call you. 6.4 Pick Up Buses depart at 2:15 pm. Upon arrival at the allocated drop off point, all students must be met by an adult. If an adult isn’t there to pick up the child, then they are brought back to the school where the parents will be called and asked to collect them. 7. CIA Activities
CIA Activities, will run from week three in each term until two weeks before the end of term. The specific dates being from:
• Term 1 - Tuesday 24 September to Wednesday 27 November • Term 2 - Tuesday 21 January to Wednesday 11 March • Term 3 – TBC due to Ramadan timings
CIA Activities start early each term and are held on Tuesday and Wednesday from 2:15 pm to 3:15 pm. CIA Activities are an opportunity for students to work in groups in a variety of areas including academic,
sporting, cultural, language, visual arts and performing arts activities. Information on termly CIA Activities will be sent out to all families prior to the term’s activities
Pick up: All students must be met by their parents or guardians at the allocated collection point. We ask that all parents or guardians be there at 3:15 pm in readiness for the child(ren). Students who are already bus users may use the buses after CIA Activities. Buses will be available at 3:30 pm. All parents of non-bus users must wait at the drop off.
19
8. Our expectations and Home School Agreement At the GEMS Cambridge International School – Abu Dhabi, we aim to create a culture of learning where students are happy, enthusiastic, motivated and ambitious. It is important to provide a secure, caring and stimulating environment for all students, and encourage mutual respect, support and collaboration between all adults and students. This home-school agreement is designed to ensure that we all understand our responsibilities and can agree to work collaboratively towards the same goals to continue to develop our culture of learning constructively. The School will:
Care for all students’ safety and well-being. Endeavour to challenge and meet the needs of all students, to achieve their full potential. Maintain a high standard of education with a broad and balanced curriculum. Communicate curriculum overviews and provide strategies for supporting progress at home through
parent engagement workshops and documentation. Monitor and report students’ progress and effort throughout each academic year. Arrange Parent Evenings to discuss progress and effort. Contact parents if there are cause for concerns or reasons for congratulating regarding attendance,
attainment, progress, behaviour and attitude to learning.
Provide information to parents about school policies, news and activities through the ‘My Learning’ platform, including regular newsletters, open days, annual school events and opportunities to become involved in school community life.
Maintain regular contact with parents or guardians and respond to enquiries within 24 hours during the working week.
As a Parent, I will:
Ensure that my child arrives at school on time (before 7.30 am) and is picked up promptly at the end of the school day or after their ECAs have finished at 3:15 pm.
Maintain the highest possible level of attendance for my child, with a minimum of 97% per term. Ensure that I (or the adult collecting my child(ren)) will wear the CIA parent visitor badge whilst on site. Support my child(rens) academic and social development by following their progress at school, discussing
with them what they are learning, and monitor any homework as per school policy. Support the school’s policies regarding attendance, uniform, equipment, homework and behaviour. Attend Parents Evenings to discuss progress and targets for improvement. Ensure that school fees are paid on time. I do / I do not (please circle your preference/ do not leave blank) give my permission to GEMS
Cambridge International School – Abu Dhabi, to use photographic or video images of my child for the school.
As a Student, I will:
Maintain the highest possible level of attendance, with a minimum of 98% per term and be punctual to lessons.
Bring all of the equipment I need for each day.
Complete my class work and homework to the best of my ability. Share what I am learning with my parents at home and discuss any concerns. Follow the school’s behaviour policy both in school and in the community. Be interested to learn about and respect others people’s cultures, beliefs, customs, festivals, traditions
and feelings. Embed the GEMS Core Values. Speak to a trusted adult if I am worried, unhappy or in difficulty for any reason. Deliver any communication between my parents and school without delay. Take care of all school property including laptops as a fine will be incurred damaged. Leave all personal valuables at home or take full responsibility for their safe-keeping if brought into the
school.
9. Our Code of Conduct - “The CIA Way” Aims and Expectations:
The aims of the school are reflected in our school behaviour policy. We value each child as an individual and aim to promote self-esteem and encourage
respect for others. All students actively display and demonstrate our core competencies.
20
We aim to be a happy, caring community and to provide a welcoming supportive environment in which everyone involved with CIA can feel proud.
We aim to provide a broad, balanced and challenging curriculum where our expectations encourage each child to recognise and achieve his or her full potential.
We aim to utilise children’s natural enthusiasm and curiosity and promote positive attitudes to learning, through quality teaching.
We aim to demonstrate and develop tolerance, kindness and consideration for others in all our relationships.
Our ‘CIA Way’ rules play a key role in ensuring that our students show respect for one another and the environment they work in. The rules emphasise the importance of consideration for others and the need to strive to do our
best at all times. The high standards of behaviour we expect at the GEMS Cambridge International School – Abu Dhabi, requires self-discipline and an understanding that the atmosphere we wish to create demands mutual respect and is the responsibility of all involved. We encourage students to develop sensible attitudes and to think about others as they learn within the class room and move about the school and playground. There are incentives and rewards for students at CIA, including:
• In class and across the school leadership opportunities • Student Council Meetings • Committee Meetings
• Senior Prefect Meetings • Homework Club and Preparation • Performing Arts • Drama • Music ((Primary only) • Inter-house Competitions • Harvard Model United Nations • The Duke of Edinburgh International Award • Additional weekly assemblies • Celebration assemblies • GEM of the Day and GEM of the Week Certificates
• End of Year prize awards • Principal/CEO Awards • House points system • Communication to parents (e.g. phone calls, emails and
MyLearning) • Students acknowledged in recognition for outstanding in personal progress.
10. School Transport Services (STS) Bright Bus is our service provider for families wanting their child/ren to be transported to and from school by bus.
A Customer Care Executive of Bright Bus is available at our school to support students and parents, and the representatives at the central office are always available to support you. To find out more about the Bright Bus routes, costs, policies, safety procedures, etc. please visit their website at www.stss.ae or call 800STSS (8007877). Important:
Please note that the school transport services bus home after school activities is only for already registered bus users. Parents of non-bus users must make their own arrangements on days their Year 1 – Year 11 students take part in specific sports teams and clubs.
GPS and Electronic Attendance System - all buses are installed with this system which monitors the
movement of students every day when they board and depart from the buses. Video Surveillance System – all buses are fitted with purpose built, durable and tamper-proof Digital
Video Recorders. Student ID card – it is mandatory for students to carry ID cards and get it scanned when boarding and
disembarking from the buses. Students are not allowed to travel on the buses without ID cards. This is to ensure the safety of the students.
The wearing of seat belts is mandatory.
21
Student Bus Behaviour Code – students are expected to adhere to the Bus Behaviour Code, which must be signed by the student and the parent.
The drop off of students during the return trip – in order to ensure the safety of students we will issue Parent ID cards to our parents/ the adult who picks up the child/ren.
Our Bright Bus school representative is – Yousuf Abdulazeez: [email protected]. The Bright Bus rate list is provided below:
11. School House System School Houses are a way for students to meet and they develop fun, pride and community cohesion. Throughout the year there are a wide variety of opportunities for students to gain house points and compete in academic, sporting, cultural and fun activities as well as acknowledging the best house at key events, and at the end of the year prize giving.
Our CIA school houses are named after birds of prey. Each symbolise the following qualities: perseverance, strength, teamwork and grace.
Red = Hawks Blue = Falcons Green = Kestrels Yellow = Eagles
Each student wears their GEMS CIA House colour kits for PE, swimming and sports days. At the time of registration, students are assigned to a house and siblings will be assigned to the same House. Once House teams have been allocated, students will not be allowed to change. 12. Developing Student Leadership Skills As the year progresses, our students have the opportunity to develop their leadership skills. Our vision is for all students to be a leader in some way throughout their time at the GEMS Cambridge International School. Opportunities could include:
• In class leadership and responsibilities for all students • Joining the School Council • Head Boy and Head Girl • Student Ambassadors • Sports Captains • House Captains
22
• Invitations to working groups/committees • Leadership Academy • Cultural and Performing Arts Leadership
• The Duke of York iDEA Award
13. Home School Communication and ‘My Learning’ Platform
Queries or concerns: We are more than happy to answer any questions you may have regarding your child's progress or personal development in school. Discussions are most valuable when appointments are made in advance with the class teacher. If you need to see your child's class teacher, please request an after school appointment by emailing the teacher directly. Emails are a very good method of contacting staff. The staff email addresses are made up of the teacher’s initial of their first name, followed by a full stop and then the teacher’s surname, followed by “[email protected]” for example, “[email protected]”.
There is a clear line of communication within the school for any queries or issues:
First contact your class teacher If the issue needs further discussion then the Head of Year or Head of Department will be the next step
in the chain of communication If necessary the senior leadership team will be your port of call
Key Methods of Communication:
The CIA Chatter, Newsletters and Principal Vlogs – are regularly emailed home and are also available on the ‘My Learning’ platform.
GEMS ‘My Learning’ platform (See more details on ‘My Learning’ in the Appendix) Meet the Teacher Evening- Early in the first Term, to involve parents in the Year’s activities. Parents Evenings – which are used to provide parents with specific information regarding their child’s
progress and learning (days and times are indicated in the termly calendar and an appointment system is operated).
Student End of Year reports - you will be provided with a summary of your child’s progress, attainment and achievements over the year.
Curriculum Information Booklets and engagement sessions to meet with our specialist staff. Parent Engagement sessions provide opportunities for parents to meet with Assistant Head Teachers and
other relevant staff to discuss curriculum, teaching and learning and related issues. Key Email Addresses:
Executive Assistant Sarah Louise Brown [email protected]
Parent Relations Executive Noor Elmakadma [email protected]
FoH Reception Margaret Muindi
Registrar
Admissions Secretary
Government Relations
Executive (GRE) (ADEK Liaison)
Huda Jamous
Karla Gilbert
Doaa Ismael
School Nurses Ayah
Mrs. Vandana V.V Mohan Mrs. Ann Bincy George Mr. Binoy Mudilikulam Aliaza Bispo
[email protected] [email protected] [email protected]
Director of Business Development
Jason Loach
Cashiers
Rakesh Parambath and Pratheek Bengrodi
[email protected] [email protected]
HR Manager HR Assistant
Ann Cherian Arlene Oyando
23
My Learning
My Learning is the school’s digital learning platform through which we communicate all aspects regarding life in our school to our children, parents and staff. All information regarding the children’s learning and assessment, homework, as well as school information, school reports, grades, calendars, events etc. can be found on My Learning. My Learning can only be accessed by enrolled parents using their unique username and password which is provided by the school when the child is admitted. Further information on My Learning (in Arabic and English formats) and how to access this platform can be found in the Appendices. 14. Mobile Phones
Mobile phones are not to be used by students on the school site or on school buses. If there is an emergency and the child needs to access a phone, they may ask their teacher who will then approve this and send the student down to the administration area to make the call. We ask that parents have their phone on silent when in the school. 15. Bring Your Own Devices The BOYD initiative was introduced in 2018-19 academic year to KS2. 16. Parental Engagement Opportunities
Cambridge Colleagues We are developing our Cambridge Colleagues Association. The Committee meet once a month to discuss ‘Fun’ raising opportunities such as National Day, International day, movie night, bake sales, sports day, school discos, etc. Please see the termly calendars for dates and times of meetings. Any queries, please contact the PRE at: [email protected]. 17. Reports and Target Setting
Term 1 – throughout the academic year, there will be several events held across the different year groups and activities taking place, including Parents Evenings and progress update and full reports being made available.
The Parents Evening in term 1 is a 1:1 session with your child’s teacher. Term 3 - a full end of year report will be sent home during the summer term. Parents can make an appointment at any stage in order to meet with their child’s teacher to discuss any
issues in their child’s progress. 18. Late Arrivals We expect students to arrive punctually at school and we place great importance on developing punctuality as a sign of respect towards others in the community. Persistent lateness will be followed up by the senior leadership team and where necessary, the Principal. We understand that there may be infrequent situations when you are unavoidably delayed and if this is the case, please call the school by 7:30 am to inform our reception team of your
child’s lateness. If students arrives after 7:45 am he/she must go to the Reception desk to collect a ‘Late Note’ before joining his/her class. This ensures that the reception team marks your child as ‘present’ and this register to ensure that the school has an accurate record of which student is on site in case of an students are on site in case of an emergency. If the student arrives at class and does not have this ‘Late Note’ from reception, the teacher will ask them to return to reception to complete this essential safety process. 19. Student Absence Regular attendance and punctuality are a pre-requisite for pupil achievement and a vital preparation for adult life. Absence is monitored carefully and all unexplained absences are followed up.
24
Parents should not automatically expect that leave will be permitted by the school. The leadership team of the school will carefully consider a parent’s request, and take into account the child’s current educational needs and attendance record. If a child is absent for any reason, parents should email their child’s class teacher before the start of school or telephone
the reception. The form or class teacher will forward emails to the front desk as part of the recording system. 19.1 Sickness: If your child is unwell, please keep him/her at home until they are well enough to return to school. This is particularly important to prevent the spread of communicable disease. Please call the school office before 7:30 am explaining your child’s illness and reason for absence. As part of our first response procedures, should you not have called the school by the time registers are taken we will attempt to contact you to ascertain where your child is and why they are absent. We ask that for attendance and safety reasons that all parents inform us of any change to their personal circumstances or work details.
All students are required to do PE unless there is a valid medical reason and a doctor’s note should be provided. Should a note not be provided, they will be expected to take part in the lesson assisting the class teacher with coaching and officiating (where possible). If the parent feels their child should not take participate in a PE lesson, they should provide a note to the teacher to explain why. 19.2 Early Departure from school The process to remove your child from school early is as follows:
• Regular attendance and punctuality are required, the minimum expectation being 97%. Early departure from school is not acceptable without a valid reason, due to the disruption to not only your child’s learning, but also
that of their peers. In the event of an emergency, the parent must contact reception in order for us to support the family ’needs.
• In the event that your child has to leave school early on the day, please ensure that you report at reception where the receptionist will give you an exit pass in order to leave the site.
19.2.1 Early Departure from school (emergency): In the case of an emergency, if you do wish to collect your child early from school, the class teacher must be informed and a response received before 11:30 am on that day.
Un-notified Absence:
If your child is away from school for whatever reason, please ensure that you inform the class teacher by email. If we do no hear from you, the first day of absence, shall result in a courtesy email to you to enquire as to the reason why. The second day will result in a phone call from the class teacher and the third day shall be a follow-up call by a senior leader.
19.3 Planned Absence:
• Planned absence from the school is actively discouraged. Medical appointments for example, should happen outside of school hours.
• Applications for absence for more than three days should be made to the Principal/CEO by letter well in advance.
The letter should be signed, dated and a contact telephone number and email address provided. The letter should be handed into the school reception desk at least two weeks before the leave has been planned otherwise it will be considered as unauthorised absence.
• A member of the school leadership will contact the parent to discuss or confirm the approval of the request. • Permission will only be given for valid reasons such as a serious medical issue or a family bereavement. Other
requests will be evaluated on a case by case basis. • A student’s attendance record will be monitored closely and included as part of the interim and end of year
reports. If a student’s attendance record falls below 98% then a member of the Senior Leadership will arrange an appointment with the student’s parent/guardian.
20. Appearance:
Personal appearance is very important and a high standard of personal appearance is expected of all students at all times, both inside the school campus and outside in the local community when on school based trips. Our students are ambassadors and what they do and say and how they look and conduct themselves is of great importance.
25
20.1 Uniform:
Full and correct uniform must be worn in, and whilst travelling to and from the school. This also applies to extra-
curricular after school activities and travelling home on all school trips. Full uniform must be worn to all parent teacher consultations and other formal school events.
Shirts/blouses should be of an appropriate size. All students’ shirts should be properly tucked in at the waist at
all times. Leggings must not be worn. Burgundy tights is a core uniform and is part of the CIA school uniform (please
refer to the Threads School Uniform in the Appendices). Shorts can be worn from FS2 to Year 6. Ties are worn year round and should be tied and worn covering the fastened top button. *Shoes should be polished regularly. When sweaters are not being worn they should not be tied around the waist. School uniform and personal items are the responsibility of the students and their family. Please ensure that all
items of clothing and personal possessions are clearly labeled.
20.2 *Footwear
Black leather shoes only. Trainers of any kind are not part of the school uniform and must not be worn with formal school uniform unless students have P.E. 20.3 Hairstyles:
Girls – hair should be tied back fully off the face. The sensible use of hair accessories is acceptable to keep hair
orderly and neat e.g. school coloured Alice band, hairband, clips, slides, elastic bands, scrunchies are permitted. Make-up and all nail polish may not be worn by any student.
We request no coloured gel, wax or mousse etc. be used when styling hair and no exaggerated styles or cuts. All Students – we request that hair must be of a natural colour and must not be dyed. We also request hair style
itself is neat and modest. If the students’ hairstyle contravenes any of the above requirements, the student will be requested to amend this with immediate effect and if this is not possible they will be required to remain at home until such time as their hair has returned to an acceptable condition.
20.4 Our Uniform Provider – Threads Threads is the uniform provider for the school and provide a full range of uniform for purchase from the Threads store temporarily located in the school’s Primary Sports Hall beginning the third week of August through to the second week of September. The physical store is situated on the Ground Floor (Shop Number 12), Capital Mall, Abu Dhabi. The stores opening hours are from 8:00 am to 3:00pm Sunday to Thursday. Refer to the school’s Uniform Guide in the Appendices.
For further information, please visit the Threads website: www.threadsme.com.
21. Basic Stationery Equipment requirements Stationery Packs can either be paid for at the school through the Cashier’s desk. Students are more than welcome to bring along their own personal stationery items as well. Such as pencils, pens, coloring pencils, pencil case etc. These items are the responsibility of the students at all times and should be clearly labelled by their parents. Please note: All students are expected to provide all their own equipment and be responsible for making sure they have what they need for their lessons and for their homework. The school is able to assist in the purchase of appropriate stationery within the Primary and Secondary phases.
All students should have a clearly named pencil case containing:
Black, blue, red and green pens- students will write in blue or black pen in all lessons, pencils will not be used for writing
HB pencils Pencil eraser Pencil Sharpener Highlight pens Ruler 30cm Scientific calculator
Pair of Compasses Protractor USB with name printed on it
26
Tippex / liquid paper are not allowed in school In addition to stationery, all students are to have the following on a daily basis:
A full, clean school uniform with all items named. An appropriate school bag labelled with your child’s name.
A labelled snack box/small cooler box with healthy food for break times if not buying from the dining room. A labelled drinks bottle. FS and year one students: a change of underwear in the event of an accident. In the event that your child
does have an accident, you may be called and asked to come and collect your child. On PE and swimming days students will need appropriate kit and towel, goggles, swimming cap and a bag
for their wet clothes. All items need to be labelled. Care of School Books: Your child will come home regularly with books on loan from the school. This includes reading books, text books, library books, instructional/levelled readers, etc. All families are accountable and responsible for these books. If a book is lost or damaged there will be a charge to replace it.
22. Break and Lunch times
All students have two set break times per day for eating and play. All students are supervised at all times. And a range of activities are provided by staff for students during break times.
Food from Home:
Students can bring their own snack from home for break time and can purchase food from the dining room
for lunch (see below). Please provide your child with a nourishing, healthy snack. Please ensure any drink brought into school is
in an unbreakable container. Water is always available to the students throughout the day and all students are permitted to have their
own personal water bottle in the classroom. Food Restrictions:
Nuts (including peanut butter and nut bases muesli/snack bars) are not allowed in school, as we have a number of students with severe allergies.
As we are based in a Muslim country and have a number of Muslim students and families, we do not permit
pork products in our school. We encourage a healthy eating policy and consequently do not permit chocolate, sweets, chips/crisps, fast
food (hamburgers, pizza, fried chicken), energy drinks (Powerade, Gatorade) or fizzy drinks (coke, Pepsi, Sprite, 7-Up et al) in school.
23. Birthdays If your child is celebrating a birthday during term time and you wish to celebrate with his/her class, please provide individually wrapped cupcakes or treats. These will be sent home in the students snack boxes and their parents will decide if they enjoy them or not. Parents can contact the class teacher with regards to their child’s birthday celebrations. Celebration food is to be distributed at the end of the day. 24. Health and Wellbeing
School Medical Team / Clinic: We have 2 HAAD qualified school nurses who play an active part in the life of the school. All required medical records are to be deposited with the Nurse. You will be informed if your child has visited the clinic and shall be called if you must collect your child from the clinic. If you are asked to pick up your child, it is because they are unwell and may be putting the health of themselves or others at risk. We ask that a family member is at the school within 30 minutes of a call being received from our medical team. Our school nurses can be contacted directly on 02 510 4343 ext. 523 and at: [email protected] 24.1 Medical Needs: It is the parents’ responsibility to inform us of all medical needs. Please complete the Medical Information Form (compulsory) in the appendices and return it to school at least one week before your child’s first day.
27
If any medical needs develop while your child is at CIA, it is your responsibility to inform us immediately so that we can ensure that the appropriate provision and care is available. 24.2 Medicines:
Should your child need to take some medicine during the school day, this should be handed to the school nurse first thing in the morning and collected from her at the end of the day. The nurse will administer the correct dosage at the appropriate time. The medicine should be in a plastic bag clearly labelled with your child’s name and class. 24.3 Emergency Contact Details:
Once your child has started at CIA, it is the parents’ responsibility to provide us with all current direct and emergency contact details. 24.4 Personal Wellbeing needs:
Should your child have any personal needs that may have an impact on their wellbeing that our staff need to be mindful of such as: family bereavement, parental separation/split. Please contact your child’s class teacher or appropriate member of the Senior Leadership team. 24.5 Evacuation and Emergency Management: We have extensive policies and procedures in place for our school with respect to fire, natural disaster and emergency lock down procedures. We have regular emergency drills with all staff and students. For visitors safety we ask all people to sign in at the front gate/desk and wear a visitors badge at all times. In the event of an emergency, parents will be expected to come to collect their child directly from the school or the evacuation point.
25. School Curriculum The GEMS Cambridge International School – Abu Dhabi offers a broad and balanced curriculum programme that provides the best possible education to meet the needs of learners according to their talents and strengths. Our curriculum design will excite students and will provide learners with vibrant and creative learning environments that encourage challenge, curiosity and choice. Our highly qualified educators will create a learning programme that is culturally rich, relevant and enjoyable for all learners. Students at the GEMS Cambridge International School will be active learners immersed in student-centered programmes.
Our school the National Curriculum for England, GCSEs and A Levels and our learning is broken into stages below.
25.1 Foundation 2 Stage Curriculum In Foundation Stage 2 we nurture independent, confident and resilient learners who respond to challenge and aspire to reach their full potential. We aim to develop self-worth, mutual respect and enjoyment in the process of learning. These qualities are vital in preparing our learners for the diverse challenges of tomorrow. The Early Years Foundation Stage is a very important phase as it lays the
foundations for your child’s future learning. At GEMS Cambridge International School, the children’s early years’ experience is fun, active, exciting and engaging with a happy, secure environment where they feel confident to express themselves, explore, make choices and take risks. Our Foundation Stage curriculum is based on the Early Years Foundation Stage (EYFS) Curriculum. The EYFS framework describes how early years practitioners should work with children in their care to support development and learning. It describes how all concerned can make sure that your child achieves the most they can in their
Foundation Stage (FS)
Primary (Key Stage 1)
Primary (Key Stage 2
Secondary (Key Stage 3)
Secondary (Key Stage 4)
6th Form (Key Stage 5)
FS 2
Year 1 Year 2
Year 3
Year 4 Year 5 Year 6
Year 7
Year 8 Year 9
Year 10
Year 11
Year 12
Year 13
28
earliest years of school life. The EYFS is structured into 7 areas of learning and development, which helps to guide our teachers in planning and assessment. Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through these 7 areas. These 7 fields are categorised into prime areas and specific areas.
The 3 prime areas: Personal, Social and Emotional Development Physical Development Communication and Language
These prime areas are those most essential for your child’s healthy development and future learning; they underpin all that we do in FS2. The 4 specific areas:
Literacy (phonics, reading and writing) Mathematics (number, calculating and shape, space and measure) Understanding the world
Expressive arts and design The prime areas will help the children to develop the 4 specific areas. Whilst importance is placed on academic achievement, children are also taught social skills which encourage respect for other people, their religions and cultures. Students’ individual needs are identified and programmes are developed to extend talents and develop areas of need. Our dedicated and experienced team of teachers and full-time teaching assistants provide the highest standards for care, learning and development of students from the very first day the children arrive at GEMS Cambridge International School. Children in FS2 learn by playing and exploring, being active and through creative and critical thinking; learning
experiences take place both indoors and outdoors. Every child develops at their own pace; Therefore by getting to know your child, observing their play, talking and playing with them, the teachers at CIA can assess learning and plan exciting experiences, which are appropriate for their developmental needs and interests. Learning is exciting, multisensory, collaborative and fun. 25.2 Key Stage 1 and 2 Curriculum: Year 1 - 6 Our Key Stage 1 and 2 Curriculum is based on the National Curriculum for England and Wales (NCfE). https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculum
This sees students receiving class based and some specialist subject teaching. The National Curriculum for
England is a broad and balanced curriculum applied in over 150 countries across the world. It is based on a
structured and broad framework that outlines expected levels of
achievement through all stages of a student's school life. In addition
to development of specific skills and competencies, the curriculum
emphasises thinking skills, enquiry, creativity, planning and other
skills needed to meet the challenges of the future.
The teaching programme for Years 1 and 2 is lively, engaging and designed to meet the identified needs of all our students. The programme corresponds to Key Stage 1 of the National Curriculum for England. Through our student centered and motivating learning opportunities, we develop creative, confident and inquisitive learners. Full time teaching assistants in Year 1 and 2 help to ensure all students have excellent opportunities to access each activity and
achieve their full potential. Students begin to ‘learn how to learn’ and programmes are based on children’s identified learning preferences. Digital Learning is extensively integrated into all learning enhancing and inspiring learners and learning. Hands on, experiential learning will be a core component of the daily life for all of our students across all year levels. The Key Stage 2 programme of study aims to produce creative, focused and competent learners who take on greater ownership and understanding of their learning. Students begin to ‘learn how to learn’ and programmes are based on students identified learning preferences. Students continue to develop social and communicative skills so that they are confident in their ability to work with others, to lead and to be contributing citizens within
29
the school and beyond. ICT and Digital Learning is an integrated feature again in Key Stage 2 with technology being utilised to enhance and extend both teaching and learning.
Students have an input into the planning and evaluation of their own learning and will review progress against personal targets that they set for their own learning.
Specialised sports, music and performance opportunities increase allowing students to have a variety of broad
experiences whilst being able to specialise in areas of strength and talent.
Subjects taught in Key Stage 1 and 2 (Years 1-6) are:
English Mathematics Science Computing- Information and Communication
Technology (ICT) / Digital Learning
Design and Technology History Geography Art and Design Personal, Social and Health education UAE Social Studies and Moral Education Music - Specialist teacher Physical Education (PE) - Specialist teacher Arabic Language - Specialist teacher Islamic Studies - Muslim students only - Specialist teacher
25.2 Innovation in the Primary Curriculum Innovation is a key area within the primary curriculum. The school launched Bring Your Own Device across KS2 in 2018-19 academic year, year and this allowed learners a multitude of new experiences. During BYOD portion of the school day, student’s research, design, analyse and evaluate a range of content. Having their own devices in school offer the opportunity to our students to learn in a format that is safe and that they are comfortable with giving them the option to use these programs and applications outside the classroom. Some of the things your child/dren may participate in include using green screen technology, augmented reality, QR codes, blogging, vlogging, and taking part in interactive lessons using a range of educational apps. Innovation does not just stop with technology. We take a holistic approach when planning the curriculum and learners are given opportunities to develop many different skills. Our students have taken part in the GEMS
Cambridge Garden Projects, enterprise initiatives and the fantastic Cambridge Awards in Year 6. Whether it be selling products grown in the garden or interviewing for the school social media feeds, we try to give a real purpose to learning and these innovative schemes led by our practitioners hones students critical thinking and problem solving skills, setting the children on their journey to becoming a 21st Century High Performance Learners. 25.3 Bring Your Own Devices (BYOD) Since the School introduced BYOD, all students in KS2 are required to bring their own devices to school to support their individual learning. Learning using a device that students are familiar and comfortable learning on engages them in activities and helps them overcome barriers in language and understanding. Using this technology in school allows teachers to promote student led activity based learning that improves students’ enquiry skills, innovation and independence. As a school we do not specify on the type of devices students should use, this
allows parents the freedom to make this decision which aligns our teaching practice in the classroom with the best, evidence-based practice. In academic year 2018-19, students have used apps and websites with interactive classroom tools and augmented reality. The resources we use on the BYOD days are uploaded to My Learning so that the parents can access them at home and the relationship between home and school is closer. 25.4 Science Curriculum in Primary Science at Cambridge International School is one of the most exciting and practical subjects and, as a result, is a real joy for teachers and students. Children love the chance to learn through being totally hands-on and finding things out for themselves — the perfect way to understand the world around them. A positive primary science
30
experience is also key to encouraging future generations to not only study science at secondary school, but also potentially to follow it as a career. In the Foundation Stage 2, science is included within the Understanding the World area of learning. As with other learning in EYFS, your child will mainly learn about science through = play – which objects float and sink during water play, for example. Activities such as these will help your child to develop important skills such as
observation, prediction and critical thinking. The content of science teaching and learning is set out in the 2014 National Curriculum for primary schools in England. Within this, certain topics and areas are repeated across year groups, meaning that children may revisit a particular topic in each year of primary school but with increasing difficulty and with a different focus each time. For example, the area of animals, including humans is examined in every single year group, with a very clear progression of knowledge and understanding over the six years; In Year 1 this involves: looking at the human body, recognising animal groups and sorting these animals. By Year 6, this will have developed into knowing the internal structure of the human body in relation to circulation, classifying living things based on more complex characteristics and exploring scientific research into this classification.
25.5 Pastoral Care - Behaviour ‘Rewarding positive behaviour with positive attention’ At Cambridge International School we aim to value and respect one another, irrespective of age, gender, religious beliefs or nationality. We expect students, staff and parents to work together to achieve the highest standards of behaviour within and beyond the school. We model and promote positive behaviour at every opportunity. We encourage each student to take responsibility for themselves and others, their learning and the environment. High standards of behaviour are the norm. As a result, students continually receive praise for their efforts in the form of Dojo Points, GEMS of the Day, GEMS of the Week, GEMS of the Term and GEMS of the Year as well as Head Teacher and Principal
Awards. It is our aim to notify parents of praiseworthy efforts as well as problems. Isolated incidents of unsatisfactory behaviour are dealt with firmly and fairly, in accordance with the behaviour policy which can be found on MyLearning. If a problem persists, then parents will be invited to come to school to share our concern. Should matters not be resolved satisfactorily, or the school does not receive the cooperation of the child or the support of the family, then the option of an internal isolation and/or an external exclusion from the school may be exercised. In very rare cases, it may be necessary to permanently exclude a child from school. 25.6 My Identity
The My Identity Framework is an ADEK framework, which has been integrated across the curriculum. It is a concrete step toward strengthening the social fabric for young people in Abu Dhabi. As Vision 2030 aims to keep the community secure and stable, the My Identity Framework has been initiated as one important step toward fostering loyalty and belonging in Abu Dhabi; and this is why this program is significant. The framework consists of six themes: Language, Culture, Community, Citizenship, History and Values. Its main aims are to:
Deepen national identity of Emirati students and foster appreciation, value and respect of UAE identity amongst expatiates
To strengthen and consolidate loyalty and belonging to the UAE Link national identity with local, Arabic and Islamic roots Reinforce national identity through active, inquiry-based learning linked to Emirati history, culture and values Provide students with varying levels of depth about national identity Promote national identity consistently ensuring student achieve the Abu Dhabi 2030 vision. 25.7 Phonics and phonics Intervention
This year we are introducing a new and exciting phonics scheme, Read, Write, Inc. This scheme teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step using fun and exciting resources. Each child will be assessed regularly and lessons will be personalised in order to meet their needs.
31
Children who require additional support in reading are assisted through regular and effective phonic interventions. The interventions will either be led by a trained phonics teacher or through an innovative and personalised school approved educational video that have been created by experienced phonics teachers. Regular progress is monitored through Success Tracker cards by the class teacher. Just like their phonics lessons the students are taught to hear sounds, blend and segment sounds and to teach them how to assess their own understanding of a
topic at their pace. Read, Write, Inc. parent workshops will be available throughout the year in order for parents to support with phonics at home. 25.8 The Cambridge Book Race The Cambridge Book Race is an exciting competition between the Year 1 to 6 year groups. Students are expected to read fiction and non-fiction books at home and perform reviews to their class. Students receive a token for every book that they read. At the end of the academic year the class with the most tokens in each year group wins a prize. The Cambridge Book Race promotes a love of reading at home, developing speaking and listening skills and an excitement to learn new things. Children can choose to review books in any language and on any
topic. The book race results will be displayed in primary phase corridors.
25.9 The Royal Spelling Bee The Royal Spelling Bee is an external competition that our students from across the Primary phase are provided with a booklet of age related spellings to practice and learn. The first round of the competition takes place in school and consists of a simple spelling test and then an activity based on the words the children have been learning. Winners then go through to compete at the Emirates level. This year one of our Year 5 students and one of our Year 1 students were crowned winners of Abu Dhabi and will represent the Emirate at the national level. 25.10 Assessments
In Primary School our teachers and leadership team use a wide array of assessment tools. There are formal
assessments, such as written tests and assessed pieces of writing, and informal such as observations by your
child’s class teacher or teaching assistants. The work that is completed in class is also used for teacher assessment.
These assessment tools are used to inform planning for the individual student, group of students or the class as
a whole.
25.11 English In English, our main ways of assessing student’s learning is through teacher assessment of Big Writing and Guided Reading sessions. Big Writing requires students to complete a writing task independently. For example, students may spend 2 weeks learning how to write a non-chronological report such as a newspaper. They would learn the language styles, punctuation used and the format. They would then be asked to plan and write their own newspaper report based on what they have learnt. They will also be required to edit and improve their work.
25.12 Guided Reading Guided Reading takes place in groups and last approximately 25 minutes. Students read the same book and work
with their class teacher. The teacher will ask probing questions to support the students learning but also to allow them to assess their ability to decode words and their comprehension of what they have read. Three times a year the students complete a spelling and grammar assessment and a reading assessment.
25.13 Mathematics
In Maths the children are questioned at the start of each topic to identify areas which require focus. Students spend a number of weeks learning about the topic and all the concepts involved. At the end of the unit they complete a short test to check their understanding and to identify areas that need further support. As with English, the class teacher uses observation of independent, paired and group work to give them an accurate picture of what a child can do. This also includes practical activities, for example, when learning about Measures, students are expected to use a range of equipment such as weighing scales, measuring cylinders and rulers. 25.14 Science In Science students are questioned before each new topic in order to determine what they already know and what
it is they would like to find out about from the topic. You may have seen this in your children’s books as a KWL grid (Know/Want to Know). The L (Learnt) is competed after the topic and allows children to celebrate their progress and developments in knowledge. As in maths, students complete an end of topic assessment. This allows our curriculum leaders to ensure that our curriculum is designed around the needs of our children. In a similar
32
way to maths, in science students are also judged on their ability to plan and carry out practical investigations and experiments. Enquiry based learning gives them an opportunity to apply their subject knowledge and understanding to a specific real life situation. For example, when testing the absorbency of paper to design a new type of kitchen towel.
From September 2019, we are very excited to tell you that we are introducing a new way to share your children’s development and progress with you: Learning Ladders is a new online programme which will allow you to communicate even more effectively with your child’s class teacher. You will be able to view when your child has mastered a new skill and further steps they need to take to continue to improve. More information will be sent to you and parent training workshops will be delivered to help you use it to its full potential from the start of next term. 26. The Secondary Curriculum Secondary School Curriculum: Years 7-11 Our Secondary Curriculum provides uninterrupted continuation from our primary programme, and a very clear progression pathway for our GCSE Courses. We place high value on our curriculum being balanced, stimulating and fostering an academic culture which encourages students to become independent enquirers’ thinkers, and learners who read widely, challenge and question. We aim to develop character in our students by ensuring
our provision, both curricular and extra-curricular fully engages students in their learning, and that students are confident in developing and applying a range of skills which will ensure they can further their knowledge and enthusiasm across the academic, artistic, cultural and sporting disciplines. The following subjects are taught in Secondary:
English Language and English Literature Mathematics Sciences: Biology, Physics, Chemistry
Geography Modern Foreign Languages Performing Arts Physical Education
Art Design History Computing
ICT Business Studies Arabic A and B Moral Education
UAE Social Studies
All students are encouraged to participate in wider learning opportunities through the many clubs, societies and curricular group projects. All students are given the opportunity enjoy wider artistic, sporting and cultural events, including day and residential trips to complement in-school learning.
26.1 Key Stage 4 and Key Stage 5 – Years 12 & 13 Our key aim at the GEMS Cambridge International School is to provide each and every one of our students with a broad and balanced Key Stage 4 and 5 curriculum that is tailored to their needs which will include a range of opportunities beyond their Sixth Form education. The Abu Dhabi Department of Education and Knowledge (ADEK) recognises the following list of subjects which can be considered for promotion / equivalency for Years 12 and 13 (A Level programme). ADEK
will add further subjects to this list which will be communicated to the students, teachers and parents when this information becomes available.
33
These subjects are:
1. English 2. Physics 3. Biology4. General Science
5. French Language 6. Mathematics 7. Chemistry 8. Economics 9. Business Studies10. Accounting 11. Sociology 12. English Literature 13. History14. Psychology 15. Art & Design 16. Computer Science 17. Dietetics & Health
18. Genetics 19. Geography 20. Information Technology
27. Identifying Student Needs We utilise a variety of assessment and evaluation methods to identify children’s needs, strengths and next learning steps. 27.1 Foundation Stage:
Observations Learning tasks 1 to 1 task time with the teacher Self-evaluation from the student Partnership with parents in terms of learning at home Learning portfolio
27.2 KS1 and 2: (Years 1-6):
GL Assessments Start of year baseline standardised assessments – GL and CAT4 Phonics screening test - KS1 Running records In class tasks Spelling tests Bookwork Writing samples- Big Writing Teacher observations Self and Peer assessment End of Key Stage Assessments
34
27.3 Secondary:
CAT 4 / GL Assessments Baseline assessment in subjects Learning Walks Class assessment End of term tests End of topic tests Bookwork Teacher observations Self and Peer assessment
GCSE Examinations
AS & A Level Examinations
27.4 Foundation Stage – Assessing Development Our teaching staff monitors FS2 children’s development closely. We use the bands from Development Matters statements which align with the Early Years Foundation Stage Curriculum EYFS. http://www.foundationyears.org.uk Children’s progress is evidenced in Student Learning Profiles.
27.5 KS1, KS2 and Secondary School Learning Expectations: Progress an Attainment We evaluate each student’s progress and attainment regularly throughout the year, against National Curriculum benchmarks.
Attainment is the expected level of achievement by the end of the academic year. Progress is the child’s expected rate of development.
27.6 Tracking Student Progress and Attainment
We track students’ individual and collective progress and attainment through the use of assessment software. We use EYFS tracker, GL Assessments and SIMS. Data is anlaysed, areas of strength celebrated and areas of need addressed. This software allows us to show you clearly where your child is at in comparison to age related expectations. 27.7 Assessment for learning (AFL) and Differentiated Learning
Assessment is only purposeful when it guides future learning. On a daily basis, students are reviewing past and present learning whilst also looking at future learning so that they are continually creating links to their progress and attainment. Individual learning goals are shared with parents once a term and reviewed frequently in class. Termly reports of progress and attainment are distributed to parents.
27.8 Planning to meet Learning Needs Once the needs of the students have been identified, our staff develop curriculum plans to track students’ progress at a pace so that they are at/above expected attainment. Across all subjects, learning is differentiated to meet the needs of the learner. Teachers plan collaboratively so that there is consistency across year levels and Key Stages. 28. Quality Assurance of Teaching and Learning We have high expectations and our focus is on that of ‘outstanding’. We implement a rigorous performance management system. Staff are regularly observed by their peers, line managers and school leadership team.
Professional development ensures that our teachers are at the leading edge within teaching. Student data is collected and analysed regularly by staff and the leadership team.
35
28.1 Annual Internal Review The school undergoes its annual GEMS Education Internal Review to ensure that the quality of learning, teaching and leadership meets the expectations of the GEMS Core Values, ADEK Framework and the UAEs Vision 2021.
28.2 Annual External Expectation The school is inspected by ADEK who ensure that the quality of learning, teaching and leadership is world class. You can download copies of the evaluation criteria and process by visiting: www.adek.abudhabi.ae. 29. Student Support Services (Special Education Needs (SEN)) and More Able and Talented (MAaT) Students
To ensure that the most appropriate level of support is put in place for students, the ‘Wave System’ of Provision is used. Students with additional needs will be classified as requiring support at either Wave 1, 2 or 3.
Wave 1 – every teacher is expected to differentiate the learning in their classroom to meet all the needs of all the students.
High quality and differentiated teaching and learning in the classroom will be sufficient and help address any additional needs that they may have.
They are not included on the SEN register. Instead they will receive short term, targeted interventions, which will be delivered by the class teacher or a Teacher Aide.
Wave 2 – some students will require additional support in order to make progress or overcome a particular barrier to learning. This support may only be short term and/or in specific areas such as,
English, Mathematics, or areas of social development. Wave 3 - Students requiring long term or intensive support are moved to Wave 3 intervention when it has been determined that the student has not made significant progress unless additional provision is made and without this the student is
likely to fall farther behind his or her peers as the year progresses. A formal diagnosis is required to place students
on Wave 3 provision. An Individual Education Plan (IEP) is developed in consultation
with appropriate partners including the Parents, Class teacher and Student Support
Services and Student (where appropriate). The IEP will identify the student’s individual
needs and ensure a programme of intervention is delivered to target these needs.
29.1 More Able Students Students who are identified as More Able and Talented have their needs met by a differentiated programme in class and withdrawal/extension possibilities with other MAaT students. Students will be challenged and extended at curriculum levels appropriate to their advanced identified needs and will have opportunities to apply their learning. We offer Curriculum extension opportunities across many areas of the curriculum. 29.2 Tracking Student Progress and Attainment
We track students’ individual and collective progress and attainment through the use of assessment software. We use EYFS tracker, GL Assessments and SIMS. Data is anlaysed, areas of strength celebrated and areas of need addressed. This software allows us to show you clearly where your child is at in comparison to where they should be and provides us with a cumulative record of their achievements over time. 29.3 Assessment for Learning (AFL) and Differentiated Learning Assessment is only purposeful when it guides future learning. On a daily basis, students are reviewing past and present learning whilst also looking at future learning so that they are continually creating links to their progress and attainment. Individual learning goals are shared with parents once a term and reviewed frequently in class. Termly reports of progress and attainment are distributed to parents.
36
29.4 Planning to meet student needs Once the needs of the students have been identified, our staff develop curriculum plans to track students’ progress at a pace so that they are at/above expected attainment. Across all subjects, learning is differentiated to meet the needs of the learner.
Teachers plan collaboratively so that there is consistency across year levels and Key Stages.
29.5 English Language Learners (ELL) All ELL learners will receive differentiated levels of support. Primarily these are Wave 1 and Wave 2 support as identified in the above SEN section. We expect all families of ELL students to be speaking, writing and reading English at home to encourage proficiency. We also look to offer the opportunity for student’s to develop their skills in English through the Young Learners Cambridge course. 30. Educational visits outside the school Educational trips outside the school grounds enhance the curriculum and connect our children with real life contextualised learning. All EOTS field trips are purposeful, cost effective and
planned. Safety is always at the heart of any trip along with well-prepared plans and communication from CIA staff. Parents are given consent forms to sign to give permission for their child to attend the field trip. 30.1 GEMS Global Connect Exchange programme
There are so many great opportunities for our students. The Cambodia
trip takes place in October, Nepal in February, the return leg of the
Kampala Exchange, the Harvard, New York,
Boston and Washington visits, Switzerland ski
trip, Nepal and Nairobi, Seattle Space Camp,
Silicon Valley, Manchester City visit and a Georgia
ski trip. The
experiences are a
great way to
enable our students to grow by learning in new
environments and also make them aware of the world
around them - becoming global citizens.
31. Homework Our aims of Homework at CIA:
To provide students with opportunities to consolidate, reinforce and revisit their learning To provide students with the opportunity to learn prior to a lesson enabling a deeper learning experience Ensure a variety of approach in learning key skills between home and school
To foster independent learning, to inspire students and enhance classroom learning Encourage pupils to develop long term strategies for future needs To extend learning and challenge beyond the classroom
In addition to regular homework activities some daily routines are recommended to support the student’s on-going learning. Details on how these can take place will be provided by year groups. Homework can be accessed by students and families via the My Learning platform.
37
32. Digital Learning Our students will have access to laptops, tablets, iMacs and iPads. Each class will have access to computer and interactive whiteboards/LED’s.
Our specialist computing teachers support students to access the Computing Curriculum in the classroom, in our Mac Suite, in the TV studio and the Recording studio. When needed, students will be able to bring along their own learning devices to support them in their learning. We teach students how to safely use the internet for learning, communicating and sharing.
33. Abu Dhabi Idea Factor competition Abu Dhabi University (ADU) annual Idea Factor Innovation competition welcomes high school students across the UAE to present their entrepreneurial ideas amongst youth with a view to create a positive and
lasting impact on individuals and businesses in the UAE. The four categories included Smart City and Innovation Technology, Business Sustainability, Health and Wellbeing as well as Social Innovation. 115 teams participated from 35 schools across the UAE with students from GEMS Cambridge International School - Abu Dhabi awarded 1st place for their enterprise idea ‘Quench’ in the Health and Wellbeing category. 34. Arabic
All students from FS2 onwards learn Arabic:
Arabic A - Arabic for Arabs - Taught in full Arabic Arabic B - Arabic for non-Arabs. Taught in English and Arabic
Our aim is to enable each student who are learning Arabic to have communicate it as part of their daily life in and outside of school. We have assessment and examinations for students in Arabic which will help us to monitor student progress and attainment throughout the year. We use the Ministry of Education Curriculum for KS1 and KS2. We also use Arabic stories to teach students to read and write. We use internet, smart boards and wipe boards. 34.1 Ministry of Education Arabic Exams The Ministry of Education Arabic Exams are compulsory examinations to ensure equivalency of the secondary
education certificate in Year 12. This is mandatory for all students who wish to continue education in the UAE or intend to seek employment in the UAE. Parents must complete a Letter of Undertaking if they do not wish their child/ren to sit for this exam. Once they have discussed options with the Assistant Head teacher of Arabic and Islamic. 34.2 Arabic IGCSE Year 11 students prepare for the IGCSE exam in Arabic is once a week during the CIA Activities and home study and revision. This subject is also offered as an AS Level. 35. Islamic Studies
Islamic is taught to all Muslim students in the school from FS2 onwards:
Islamic A - Taught in Arabic Islamic B - Taught in English/Arabic
We want every Muslim student at CIA to learn the basic knowledge of the religion. We use the ministry curriculum, workbooks and text books for KS1, KS2. Our aim is to acknowledge all Muslim students regarding the pillars of Islam, the Islamic faith and morals, and which the student is able to efficiently apply to life. To increase the knowledge of Islam we share with the students the stories of the prophets, manners of living a Muslim's life, the five pillars of Islam and the faith of others.
38
We also pay attention to the religious occasions such as Eid Al-Iftar and Eid Al Adha, so that the students realise their importance and value. When teaching Islamic studies, we use Islamic stories to teach students about Islam. For this purpose we use the internet, smart board and white board to name a few. In every lesson we recite Surahs of the Quran and explain the meaning about them in detail.
36. Moral Education, UAE Social Studies Moral Education is not integrated into Arabic or Islamic Studies. It is a separate stand-alone subject and is taught as such. This subject commenced in September 2017. 36.1 Moral Education Moral Education is introduced to students between Years 2 to Year 13 and is designed to prepare students in with the UAE’s Vision 2021, which seeks to create “an ambitious and confident people, a strong federation, a competitive economy and a good quality of life in a generous and sustainable environment”.
We use an innovative and an interactive approach, which is intended to develop young people of different nationalities and ages by enhancing their knowledge of universal principles and values which will reflect shared human experiences. This program helps our students to explore various issues related to everyday life and learning, taking advantage of shared cultural values of diverse societies and cultures that coexist in the UAE. 36.2 My Identity The UAE aims to lead as world forerunners, creating a generation of the highest scientific, professional and ethical standards. This includes deepening the national identity of our Emirati students cultivated in Arab and Islamic traditions and fosters appreciation, value and respect of UAE identity amongst our global students. 37. Anti-Bullying Guidance
At the GEMS Cambridge International School, we operate a zero tolerance for any form of bullying. We ensure that students are aware which member of staff they can speak to. This could be a class teacher or any member of staff in whom they have confidence in. Should a case of bullying arise, the class teacher will be the initial contact and upon investigation other senior members of the leadership team, may support in resolving the issues. The school combats bullying in the long term by:
1. Raising awareness of the problem and discussing with children an agreed list of unacceptable
Behavior (evidence shows that rising awareness reduces, not increases bullying).
2. Promoting pro-social behaviour. Both (1) and (2) can be discussed in group sessions on a regular basis, or dealt with whenever an opportunity presents itself in normal class teaching time.
38. Health, Safety and Environment Health and Safety is a main priority at the school. We aim to ensure this process is in place for all students, staff and visitors. The school complies with the polices, rules and regulations in accordance with GEMS Education, ADEK HSE and the Abu Dhabi Civil Defence
38.1 Visitors Visitors must ensure that they adhere to the school’s health and safety requirements: 38.2 Sign in when entering the school premises and sign out when exiting 38.3 Parents must wear their name tags at all times. Visitors must wear badges/stickers at all times and
ensure that they wear the appropriate lanyard, in line with the school’s lanyard requirements
39
38.4 Remain within their permitted areas and not to approach any children, without prior management
approval 38.5 Be aware and adhere to the school specific emergency procedures
38.6 Report any health and safety incidents to the school 38.7 Car parking
Drive with caution and very slowly at all times in the CIA car park Maximum speed limit 5 km per hour – LOOK OUT FOR CHILDREN.
Related Documents
