Detailed description about the curriculum on offer at Jumeira Baccalaureate School, Dubai, United Arab Emirates

1. Teaching and Learning
Curriculum Guide

2. Teaching and Learning - JBS Curriculum Guide
Content Page
Grade Levels 2
Primary Overview 3
Kindergarten to Grade 5 4-5
KG 1 and 2 6
Primary School, Grades 1 and 2 7-8
Primary School, Grades 3, 4 and 5 9
Secondary School
Middle Years and Diploma Programme, Grades 6 to 12 10
Growing independence and learner profile 11
Grades 6 to 10: the Middle Years Programme (MYP) 12
The MYP Octagon 13
MYP subjects at JBS 14-15
IB Diploma Programme (DP) 16
The Diploma Programme Model 17
Grades 11 and 12 18

3. Teaching and Learning - JBS Curriculum Guide
Grade Levels
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4. Teaching and Learning - JBS Curriculum Guide
Primary overview
Our new K—5 curriculum is organised according to the International Primary Curriculum (IPC),
which places particular emphasis on international mindedness and is therefore very relevant
for our students, who are coming from diverse backgrounds and cultures.
The curriculum is enriched to reflect the rich culture of the United Arab Emirates and
specifically of Dubai. Knowledge of science, humanities, art, design and ICT are structured
according to the IPC.
The study of two of our core subjects English and Maths is structured according to the Literacy
and Numeracy Strategies taken from the National Curriculum for England and Wales, and
delivered in daily “stand alone” lessons. Skills and knowledge developed in this way are then
used in the IPC units in a practical way to solve problems and consolidating knowledge and
understanding of language and number,
For Arabic, our third core subject, native Arabic speakers are taught in the medium of Arabic
in a variety of Arabic, Humanities and Islamic Studies lessons, for up to a quarter of their
instruction time. Students developing Arabic as a second language are attending daily lessons
in Arabic taught by specialists, while also developing their knowledge of local culture and
language in their homeroom lessons with their first language Arabic speaking peers.
We offer French throughout the primary school at advanced and emerging level. Children
are assessed according to English National Curriculum and European Union standards.
Tracking student progress
Individual progress is monitored in a number of ways, including standardised benchmark
assessment tests upon entry, regular international achievement tests and objective
assessments of student potential. Expectations are very high, and children have every
opportunity to progress as individuals.
Assessment and monitoring help identify special strengths and areas for improvement
so that all student needs can be appropriately addressed. As the talents of able children
emerge, enrichment opportunities are provided both in class and via special activities.
Similarly, if students are found to require additional support with their learning, a range
of assistance is used to help ensure optimum progress.
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5. Teaching and Learning - JBS Curriculum Guide
Kindergarten to Grade 5
Learning support and EAL
Our Learning Support and English as an Additional Language (EAL) provision offers support
to a small number of students in groups or on a one-to-one basis, as deemed most appropriate.
This complements work done in class and there are regular opportunities for parents and staff
to meet and review progress.
A well-rounded primary education
While academic achievement is central to the school’s work, the social, emotional, creative and
physical development of each primary child is of equal importance.
JBS offers an extensive programme of Extra-Curricular Activities (ECAs), including a full range
of competitive and recreational sports activities. We also offer a developing instrumental
tuition programme, encompassing a variety of instruments and voice, with every child having
the opportunity to learn to play a musical instrument and to perform for fellow students as
well as parents.
Each section of the Primary school stages a performance at different times of the year,
which provides an opportunity for children to work together collaboratively, build their
confidence and enjoy shared success and recognition. School concerts and presentations
are also important. In addition, all children have access to a range of facilities including
a swimming pool, large sports hall, a main and separate media centre, a large music room,
a grass sports pitch and a Primary ICT suite.
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6. Teaching and Learning - JBS Curriculum Guide
Kindergarten to Grade 5
Learning environment
The Kindergarten caters for our youngest children, aged 3 to 6 years old, in two year groups,
KG 1 and 2. Their classrooms are accommodated in ideal facilities set around an outdoor play
area. In exciting and secure indoor and outdoor learning environments, all children are able
to enjoy:
A stimulating and diverse curriculum provision that caters for individual needs,
based on a sound knowledge of child development
Play-based activities and learning through first hand, meaningful experiences
A family-feel atmosphere, in which parental involvement is encouraged and appreciated
Access to high quality sports facilities and specialist teaching staff
A strong and trusting partnership between home and school
An excellent pupil/teacher ratio with a teacher’s assistant in each class
Individual monitoring
Children receive the individual attention they need to make progress along the “stepping
stones” of learning, as identified in the Kindergarten Curriculum. They are given expert
assistance to acquire the fundamental skills that they will need to become effective learners
as they progress throughout the school. Class sizes are maximum 20 students for KG1 and
22 in KG2.
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7. Teaching and Learning - JBS Curriculum Guide
KG 1 and 2
English Curriculum
The Kindergarten English Curriculum is planned to reflect the requirements of the EYFS (Early
Years Foundation Stage) guidelines and The National Literacy Strategy. Learning is largely cross-
curricular, flowing throughout the following six areas of learning, as appropriate:
Literacy, language and communication
Mathematical development
Knowledge and Understanding of the world
Creative development
Physical development
Personal and social development
Our youngest students explore these six areas of learning each day through very carefully
structured activities and purposeful play. KG2 classes are built on the experience gained in KG1,
developing the early communication, literacy and numeracy skills that prepare young children
for Primary School. Children also develop their confidence by taking part in regular Primary
School assemblies.
French
All KG students have access to French at an appropriate level.
Arabic Curriculum
All KG students have daily lessons in Arabic while all students are exposed to Arabic culture,
games, music and language in their homeroom lessons.
Progress and assessment
Teachers and support staff, through discussion and observation, make detailed assessments
of each child’s progress, keeping careful records that build a comprehensive picture over the
course of the year. Many of these records include sample work and photographs, which are
available for parents to discuss. A number of activities are be planned towards the end of KG2
to help aide a smooth transition from KG to Grade 1 of the Primary School.
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8. Teaching and Learning - JBS Curriculum Guide
Primary School, Grades 1 and 2
Learning environment
Our Primary programme in Grades 1 and 2, for 6 to 8 year olds, provides a broad and balanced
curriculum to engage our students and challenge them academically. A smooth transition
to a rather more formal structure at this stage of the primary school helps to add appropriate
challenge to the children's learning and ensures that children progress in all areas of our
curriculum, particularly in the core subjects of English, Mathematics, Science and Arabic.
French also forms an important part of the curriculum.
Grades 1 and 2 classrooms are bright, spacious and well resourced. Housed in close proximity
to the Primary library and within easy access to a stimulating outdoor play area and the rest
of the school, the environment is ideally suited to the needs of children of this age. All students
have the opportunity to enjoy presenting their work to parents, through celebration
assemblies that are regularly built into the timetable. The maximum long-term class size is 25,
though occasionally 26 will be allowed on a short-term basis.
Curriculum
Children are taught for the most part by their class teacher, who is responsible for delivering
the English and Mathematics programmes, guided by the National Literacy and Numeracy
Strategies from England. Each class studies cross-curricular topics that require the application
of Literacy and Numeracy skills, while also drawing on the skills and knowledge associated
with Science, Art and Design, Technology, Geography, History, and ICT. The International
Primary Curriculum (IPC) is used throughout the Primary School to structure our teaching and
learning. French forms an important part of the curriculum, both for advanced users of the
language and for non-speakers of French.
Our Arabic programme is taught to both native speakers and students who are learning the
subject as an additional foreign language. Examples of children's work that demonstrate their
Arabic learning and their study of local culture are displayed throughout the school. Up to 25%
of teaching Arabic, Islamic and Social Studies is delivered in Arabic, for those children who
use Arabic as their first language.
Specialist subjects
French, Arabic, Arabic Social Studies, PE, and Music are taught by specialist staff.
Muslim students are also taught Islamic Studies by specialist teachers.
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9. Teaching and Learning - JBS Curriculum Guide
Progress and Assessment
Student progress is regularly assessed and careful records are kept to monitor how each
child is progressing towards achieving their target levels by the end of the year. End of year
assessments are carried out by staff to assist in measuring individual progress in the core
subjects, according to curriculum criteria and levels.
As children prepare to move into Grades 3 and 4, they will again follow a carefully planned
programme of transition to ensure that continuity of learning is maintained and progression
monitored. An important part of our mission is to create a 'family-feel' learning environment
and all staff will be known to all students. Many opportunities enable children to work alongside
other students and with teachers other than their homeroom teacher. Therefore movement into
a new class at the beginning of each academic year will happen naturally and ensure continuity
of learning.
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10. Teaching and Learning - JBS Curriculum Guide
Primary School, Grades 3, 4 and 5
Learning environment
Students, aged 8 to 11 in Grades 3 to 5, are encouraged to take greater responsibility for their own
learning, preparing them for the subject specialist teaching of the secondary school, which will
open in September 2011.
Curriculum
The curriculum in Grades 3 to 5 is evenly weighted so that each student has the opportunity
to excel academically and creatively in their own way. The core subjects of English, Mathematics,
Science, Arabic and Social Studies continue to be a central focus within the context of a broad and
balanced curriculum and the teaching of French by specialist teachers continues. Class sizes are
the same as in Grades 1 and 2.
We continue to use the Numeracy and Literacy Strategies from England to teach Maths and
English, while Science, History, Geography, ICT, Design Technology, Art & Drama are taught using
the framework of the International Primary Curriculum, supported by the English Literacy Strategy.
Presentation and performance skills are further developed through school productions as well as
in other years, through celebration assemblies.
French, Arabic, Social Studies, PE, and Music are taught by specialist staff, and Islamic Studies
continue for Muslim children.
Progress and Assessment
Progress continues to be monitored by staff and standardised tests used for this purpose.
Individual target setting becomes increasingly important and students become aware of their own
learning targets and progress towards their goals. Self assessment is used to motivate and
challenge children to reach their full potential. End of year assessments, as with other age ranges,
help measure attainment in the core subjects of English, Mathematics and Arabic.
Additionally in Grades 3 to 5, students take objective international assessments in Mathematics,
English and Science, the outcomes of which will be benchmarked against global standards.
These results, combined with teacher assessments, will determine each student’s progress
in the core subjects.
The step into the secondary school after Grade 5 will be a significant one. Students will
be prepared during the course of the whole year for the demands of the secondary school,
by participating in a range of activities to help them make the transition successfully.
We will devise our own assessment tools of Arabic for children as they reach the end
of the Primary School.
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11. Teaching and Learning - JBS Curriculum Guide
International Baccalaureate’s Middle Years and Diploma Programme
Grades 6 to 12
Overview
Our secondary school, comprising the Middle Years (Grades 6 to 10) will open in September 2011,
with the Diploma Years following in September 2012. It is our aim to provide students in Grades 6
to 12 with a stimulating and purposeful curriculum, leading to qualifications which are internationally
recognised for entry into higher education or employment. The curriculum framework for Grades 6
to 10 will be the International Baccalaureate’s Middle Years Programme (MYP).
In Grades 11 and 12 the curriculum will centre on the Diploma Programme (DP) of the International
Baccalaureate. The maximum long-term class size is 25, but there will be many smaller groups,
particularly in Grades 9 to 12 and in the core subjects of English, Mathematics, Science and Arabic
from Grade 6 onwards.
Learning support, EAL, setting and gifted education
Taaleem Learning Support staff aim to provide all students with equal access to the curriculum
and every aspect of school life, helping students to achieve their full personal potential while
challenging their talents, both in and outside the classroom. Teaching of English and Mathematics
is set by ability throughout the secondary school. Arabic is set by understanding ability. Teaching
will be for both, native and non-native students of Arabic.
Holistic learning and academic rigour
At JBS we want the best of both worlds: a holistic approach that encourages students to see
the links between subject areas, and the development of knowledge and skills within recognised
academic disciplines. We do not see any contradiction in this - quite the reverse. It is a natural
way to learn. Assessment will be both “for learning” - conducted to identify strengths and areas
for improvement, and to assess achievement. While the skills students build within each subject
also will be assessed and applied in inter-disciplinary units.
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Growing independence and learner profile
Pastoral care and expectations of behaviour
As in other Taaleem schools, the aim of the Health and Social Education programme is to
develop students as valuable and valued members of society, people who understand
themselves and others. Beyond the taught curriculum, in Taaleem schools we recognise
the importance of developing the whole child as responsible members of the community.
Each student is placed in a home room group. The home room teacher will quickly develop
a relationship with each student and check each student’s social well-being and academic
progress regularly. We want to make sure that each student is getting the most out of what
JBS offers.
We have a clear behaviour management policy, which spells out our behavioural expectations
of students. Positive action is affirmed and celebrated in a variety of ways, while students
who choose to ignore or overlook the school’s expectations will find themselves subject
to a variety of consequences.
International Baccalaureate Learner Profile
The aim of all IB programmes is to develop internationally minded people who, recognising
their common humanity and shared guardianship of the planet, help to create a better and
more peaceful world.
Students are therefore expected to develop as inquirers, and open-minded thinkers, who are
knowledgeable, principled, caring, balanced and reflective. They need to learn how to take
sensible risks and continually develop their communication skills.
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13. Teaching and Learning - JBS Curriculum Guide
Grades 6 to 10: the Middle Years Programme (MYP)
Learning environment
On joining the secondary school in Grade 6, students are placed in mixed ability classes.
They will have many of their lessons in these classes, but in the core subjects of English,
Mathematics and Arabic, we think that students progress far better if they are grouped with
children of similar ability and experience, so that they move fast enough to achieve their
potential, yet not so fast that they get left behind.
The MYP Curriculum
During the first three years of the MYP, all students follow a broad-based and balanced
curriculum by commencing a programme of study shaped by the International Baccalaureate.
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The MYP Octagon
The MYP Octagon shows the main areas that we focus on from Grade 6 to 10. At the centre
are the five Areas of Interaction. The first and arguably the most important of these is
‘Approaches to Learning’, regarded as essential for acquiring knowledge effectively, while
learning how to learn. There are four other Areas of Interaction: Community and Service,
Human Ingenuity, Environments and Health and Social Education.
Around the outside of the MYP curriculum model are the eight subject areas. At JBS we will
embrace the philosophy of the MYP by offering a truly holistic education, keeping our students
as broadly educated as possible throughout the 5 years of the programme. This broad education
means our students take at least one subject from each of the eight areas.
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15. Teaching and Learning - JBS Curriculum Guide
MYP subjects at JBS
Subject overview
We currently aim to offer the following MYP subjects:
Language A: English and Arabic
Language B: Arabic, German, French
Science: Biology, Chemistry, Physics
Humanities: History, Geography
Technology: Information Technology and Design Technology
Arts: Visual Arts and Performing Arts
Mathematics
Physical Education
Islamic A and B as well as Cultural Studies are taught in addition to the MYP Octagon.
The MYP Personal Project
The Personal Project is a significant piece of work produced over an extended period of time.
We will start this process in May of Grade 9 and complete it in March of Grade 10. It is designed
to be personal to the student and a product of the student’s own initiative and creativity.
The Project should be seen as the culminating activity of the Middle Years Programme tying
together the techniques and strategies contained in Approaches to Learning (ATL). The project
demonstrates the personal abilities and skills required to produce an extended piece of work.
Final MYP assessment
This takes place at the end of the programme to determine the levels individual students
have achieved in relation to the stated objectives for each subject group and for the Personal
Project. Teachers set written, oral and practical assessment tasks and apply the prescribed
assessment criteria defined for each subject group.
Students who meet all the MYP requirements will be able to obtain an IB validated MYP
certificate at the end of Grade 10.
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International Baccalaureate’s Diploma Programme (DP)
Learning environment
Our aim in Grades 11 and 12 is to develop intellectual curiosity, critical thinking, creativity,
adaptability, powers of analysis, communication skills and independent work habits while
preparing students for entry into tertiary education by following the IB Diploma Programme.
The Diploma as a university preparatory course
The International Baccalaureate’s Diploma Programme is a demanding pre-university course
of study and is a comprehensive two-year international curriculum that generally satisfies
most countries’ requirements for completion of secondary education and university entrance.
Students study six subjects, three at ‘Higher’ Level and three at ‘Standard’ Level. Each student
becomes proficient in their own and one other language, studies mathematics and follows
at least one subject that exemplifies the study of human behaviour and one other that
exemplifies the process of scientific inquiry. The sixth subject is chosen from the arts,
another language, humanity or a second science. The Diploma course is challenging both
on an academic level and in terms of the very active commitment that it requires. Students
must be committed not only to studying conscientiously, but also in a variety of ways,
cooperating with others, making presentations in class, becoming critical and creative thinkers,
and becoming compassionate world citizens. The Diploma emphasises the development of the
whole student - physically, intellectually, emotionally and ethically.
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The Diploma Programme Model
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Grades 11 and 12
Diploma Subjects
Assessment for the DP is by externally marked examinations, which students sit at
the end of Grade 12. They will also be expected to complete regular pieces of course work.
The following subjects are likely to form the basis of the JBS Diploma Programme:
Group1 Language A1* English, Arabic A
Group 2 Language B Arabic B, French, German
Group 3 Individuals and Society Business and Management, Geography, History
Group 4 Experimental Sciences Physics, Chemistry, Biology, Design Technology
Group 5 Mathematics Mathematics, Mathematical Studies
Group 6 The Arts Visual Arts
* English for most students.
Additional core requirements
In addition, all students undertake 3 core subjects. Theory of Knowledge (TOK) challenges
the student to develop a personal mode of thought and a coherent approach to learning.
CAS (creativity, action, service) encourages students to adopt a balanced life outside
the academic realm. The Extended Essay provides the opportunity to investigate a topic
of interest using research and writing skills of a high standard.
From Grade 9, we will prepare our students for the process of applying to universities around
the world. We will support them as they complete the relevant application forms and provide
guidance as they consider their career options.
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