Overview of UK Curriculum
The mission of our school is to provide high quality education aimed at nurturing the development of the "total child" concept, while emphasising a solid foundation in the basic subject areas.
Broadly based on the National Curriculum of England, these subjects are introduced mainly through topics on a cross curricular basis. For effective teaching and learning, a wide variety of teaching styles are used.
To facilitate this, children are taught as a whole class, individually or in groups. Depending on the type of work to be covered, these groups are linked by ability, personality, or other criteria.
- To offer a broad, balanced, challenging curriculum, as well as fulfilling the National Curriculum, develops confidence, aesthetic awareness, sense of fair-play, sound moral values and self-esteem.
- To provide first hand experiences that encourage the pupil to question, investigate and seek solutions.
- To develop a home/school partnership as a basis for successful education in which the parents share responsibilities with the school and play a major part as co-educators of their child.
- To develop the child's confidence, self-knowledge, skills and attitudes towards learning which will enable him/her to grow towards being a caring, responsible member of the wider community.
- To enhance our pupils' awareness and appreciation of cultures, including their own.
Students will be educated to the highest standards in a warm, friendly, secure and conservative environment. The environmental conditions to learning are further achieved by the school's healthy and balanced emphasis on discipline and fostering respect by all, for all.
Early Years Provision at ISCS Nad al Sheba; building strong foundations
Foundation Stage 1 & 2
At the International School of Creative Nad al Sheba, we follow the Early Years Foundation Stage (EYFS) framework. Within this framework there are four guiding principles which shape our practice:
- Every child is a unique child, who is constantly learning and can be resilient, capable, confident, and self-assured.
- Children learn to be strong and independent through positive relationships.
- Children learn and develop well in enabling environments with teaching and support from adults, who respond to their individual interests and needs and help them to build their learning over time. Children benefit from a strong partnership between practitioners and parents and/or carers.
- Children develop and learn at different rates. The framework covers the education and care of all children in early years provision, including children with special educational needs and disabilities (SEND).
EYFS learning and development requirements:
Our curriculum encompasses seven total areas of learning and development. All areas of learning and development are important and are inter-connected.
The first three areas are particularly important for building a strong foundation of igniting children’s curiosity and enthusiasm for learning, forming relationships, and thriving. These are called the prime areas:
- Communication and language
- Physical development
- Personal, social, and emotional development
The next four areas help children strengthen and apply the prime areas. These are called the specific areas:
- Understanding the world
- Expressive arts and design
Throughout their time in Foundation Stage two (FS2), our children partake in an ambitious curriculum, designed in a sequential way, to ensure progress towards the end of reception goals. These goals are defined as Early Learning Goals (ELGs); The descriptors for these can be found following this link.
Our curriculum incorporates learning through play, learning by modelling adults, observing each other, as well as through guided learning and direct teaching. It is also important to highlight that our plans are flexible, allowing us to respond quickly to children’s new interests and / or needs.
Weaving throughout the EYFS curriculum at ISCS Nad al Sheba, are three Characteristics of Effective Learning.
- Playing and exploring; children investigate, and experience things, and ‘have a go’
- Active learning; children concentrate, and keep on trying, if they encounter difficulties, and enjoy achievements.
- Creating and thinking critically; children create and develop their own ideas, make links between ideas, and develop strategies for doing things.
These elements underpin how we reflect on each child’s development, and adjust our practice accordingly. Supporting children in their individual learning behaviour, and observing the context of children’s play is essential.
‘What children learn is important, but how children learn is even more important, if they are to become learners in today’s society.’
At ISCS Nad Al Sheba, we are committed to providing a challenging curriculum, with high expectations.
Students in the Primary phase follow the National curriculum of England, and through a rich, diverse and exciting curriculum, our students develop into well rounded, confident learners, pursuing ‘excellence’ in all that they do.
Students are instructed in the following academic subjects:
- Social Studies
- Moral Education
- Islamic Studies
- Physical Education
Learning in the Primary phase at ISCS, encourages all children to ask questions. Therefore, critical thinking and problem solving are integral to our teaching strategy, as it is through this approach, that we instil a zest for learning.
Throughout Primary, links are made across the curriculum to ensure students are taught through a holistic methodology, which recognises that the learning experience is greatly enriched when subjects are not taught in isolation.
Key Stage 1 (Years 1 and 2)
Key Stage 1 is an important bridge between the Foundation Stage, and the more rigorous content taught in Key Stage 2. We ensure students are equipped with a strong foundation, to ensure a smooth transition into Key Stage 2. Phonics and Mathematics are provided daily, to further students’ reading, writing, and problem-solving skills.
Key Stage 2 (Years 3 to 6)
In Key Stage 2, our students explore subjects in more detail, allowing them to extend and challenge their learning. The development of leadership and independent learning skills are an integral part of the learning modules, for students of Years 3 to 6.
As students' progress throughout Key Stage 2, we ensure that they are adequately prepared by the end of Year 6, for the best possible transition to our Secondary school.
Our vision is excellence rooted in faith. We have high expectations for all of our students, as we want them to excel academically, socially and morally. We want all of our students to be ready to learn, to show mutual respect to one another and to feel safe within school. Ultimately, we want our students to develop as happy and successful young people who are future ready.
Our Secondary curriculum is broad and balanced and provides opportunities for students to develop a wide range of knowledge and skills. We teach the international UK national curriculum which is underpinned by our virtues curriculum.
Key Stage 3 (Years 7 to 9)
At Key Stage 3 we follow the Pearson iLower Secondary curriculum which is aligned to the UK National curriculum standards. The lower Secondary curriculum offers our students an international perspective, scaffolds learning and supports student progression to key stage 4. Alongside the core MOE subjects, key stage 3 students' study: English, Maths, Science, IT, Humanities, Global Citizenship, Design and Technology, Art and PE.
Key Stage 4 (Years 10 to 11)
At Key Stage 4 our ‘Pathways for Success’ aim to support our students' interests, career aspirations and progression to Post 16. We offer a range of Pearson IGCSEs and a selection of BTECs. Our core KS4 subjects are English. Maths, Science, IT and PE. Students then select at least two option subjects.
- Core: English Language A/ English as a Second Language, Maths higher/foundation, Science double/triple, IT, PE.
- MOE subjects.
- Option subjects: Global Citizenship, Design and Technology, Psychology, Business, Art, English Literature, Geography.
We are a Pearson examination centre, with approval to deliver IGCSEs, A levels and BTEC qualifications.KS 4 Booklet
Key Stage 5 (Years 12 and 13)
Our Key Stage 5 curriculum builds on our key stage 4 ‘Pathways for Success’, by supporting student progression to university or to the world of work. We offer a range of Pearson A-levels and BTEC qualifications. Students complete a core programme of Study skills, Extended Project Qualification (EPQ) and the Duke of Edinburgh (DOE) alongside their A-levels/BTECs.
We have embedded Accelerated Reader and Timetable Rockstarz into our curriculum in order to develop students' literacy and numeracy skills.
We are an approved Duke of Edinburgh (DOE) Award Centre and offer the award to students in Year 9 and above. Students can participate in a wide range of after-school enrichment activities.KS 5 Booklet
Virtues is at the heart of our curriculum, it ensures that the academic skills imparted to our students are grounded in strong morals.
In today's world, ensuring students contextualise their knowledge, in line with their life goals, social capital, and spiritual development, has never been so important.
Our Virtues curriculum ensures that all subjects have Islamic principles permeated through them, to benefit from opportunities that expand students’ knowledge, character, and spiritual development.
English Language Learners (ELL) Support
We recognise and value the positive benefits of bilingualism, and multilingualism. The term English as an additional language (EAL), refers to when a learner has been exposed to a language other than English, during early childhood, and continues to be exposed to this language at home, or in the community.
Our student body comprises 80% of EAL students, therefore, we have established provisions for EAL students to ensure they can access the English National curriculum, providing where appropriate, intervention for students to address barriers in learning.
For students who need further support, please contact the Inclusion Team, for information on the extra packages available at our school.
Please find the admission policy for SEND students, amongst the policies listed below, which details the admission process for all students, including pupils of determination.
Maharat Learning Center
The International School of Creative Science, Nad Al Sheba, is proud to have an established partnership with the Maharat Learning Center, in Dubai, which has been established to provide children, and young adults with special educational needs, the tools and strategies they require to access and succeed in mainstream education. Maharat Learning Center is a smart learning organisation, equipped with the latest, state-of-the-art technology, for learning and teaching.
BYOD Policy (Bring Your Own Device)
All students come to school with their own devices. The BYOD system in the Primary and Secondary school provides all students with innovative opportunities to research and create.
Digital Citizenship is a taught skill, covered in our homeroom sessions, ensuring we are developing responsible users, who may use their devices independently, and effectively.
We believe in the potential for effective use of technology in lessons, to transform teaching and learning, as well as prepare our students to develop their digital literacy.
At ISCS Nad Al Sheba, course delivery methodology is based on world-class teaching strategies, and best practises, with the aim to:
- Assist students to discover and maintain interests, to realise their full potential.
- Ensure total development of children through “Purposeful Play” strategies at the Foundation Stage.
- Build self-confidence and self-awareness, enabling independent learning.
- Establish a firm foundation of knowledge, skills, and understanding, of the core curricula subjects, such as Language Arts, Mathematics, Social Studies, and Science, through an enriched cross-curricula that integrates Art, PE, and ICT.
Teachers at ISCS
- Implement diversity and identify potential in each student, to enable realisation of their full potential
- Collaborate openly with parents, so they may actively contribute to their child’s learning
- Provide a safe and secure environment, supporting our culture, morals, and values
- Incorporate the latest technology, to address different learning styles, and maintain optimal enthusiasm levels for students
- Assess students with regular feedback, building an atmosphere of safe, and positive learning