PRIMARY CURRICULUM

JAS provides a high-quality education based upon the framework of the National Curriculum of England and Wales. Our holistic approach to education fosters respect, tolerance and understanding and enables each child to maximise their academic success and also develop the skills and aptitudes that will allow them to adapt and succeed in a world that is rapidly changing.

The school offers a secure and safe environment where children are challenged in order to gain the necessary skills in academic, social, sporting and aesthetic fields. We emphasise the development of the individual but also encourage students to see themselves as valued and productive members of our school and the wider community.

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We provide a continuous learning journey for our students and in Year 1 students commence the National Curriculum of England and Wales. Effective staff liaison ensures a smooth transition from early years to primary to provide continuity of learning.

The curriculum is mainly delivered through a topic approach with discrete subject lessons where appropriate. This allows children to study in contexts that are meaningful and to make connections across different areas of learning.

There is a strong focus on core subjects of English, mathematics and science. Other subjects comprise geography, history, art, design technology, citizenship and Personal, Social and Health Education, (PSHE).

Primary school students also have lessons taught by specialist teachers in the following subjects; Arabic, Islamic, music, Physical Education (PE), and when using our extensive primary school library.

We also integrate Social Studies into our curriculum across the primary years. This syllabus seeks to inform children about the context in which they live in Dubai, focusing on elements of local culture, local and global issues, the development of Dubai and the UAE and the multicultural nature of society. This supports children in their growth as global citizens.

SUPPORTIVE LEARNING

We believe that supporting children involves everyone and we have robust systems in place to identify children with additional learning needs. Effective support for pupils starts in the daily planning for every classroom lesson. Teachers plan differentiated activities as an integral part of learning and teaching across all phases of the school. This takes the form of extra time to complete a task, different resources, classroom prompts, and/or outcome expectations.

Groupings are also used as appropriate to the needs of learners so these may be ability, mixed ability, pairs or individuals. In addition, further provision supports specific difficulties, e.g. booster groups for reading or maths or extra sessions to develop fine motor skills.

All programmes are based on analysis of students’ needs using assessment data and teachers’ observations and judgements to ensure the most effective support is offered.

Our specialist Oasis Team in the primary school provides appropriate support and liaises closely with class and specialist teachers, senior leaders and parents to ensure effective provision is in place. This takes the form of specialist sessions with learning support staff or in-class support. 

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PRIMARY 

                   ASSESSMENT

Assessment is an integral part of our learning and teaching. It facilitates daily ongoing reviews of individual progress and impacts on planning and target-setting for each child. In each phase of the school, students will have personal learning targets based on assessment outcomes. Our students contribute to self- and peer-assessment to enable them to develop critical personal evaluation skills and become successful and increasingly independent learners.

Throughout the primary phase, we assess the core subjects formally each term and carefully track individual attainment against curricular targets. We also benchmark each year using external, standardised tests for these core subjects. We follow the National Curriculum Standard Assessment protocols and National Curriculum levels are determined by these assessments alongside teachers’ observations to ensure the most accurate judgement of each child’s attainment is communicated to parents in the end-of-year school report.

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In Key Stage 1, we build on the successful learning experiences from Early Years. We follow the National Curriculum for England and Wales. This is a broad and balanced curriculum and our holistic approach develops each child in academic, aesthetic and personal areas of learning. Much of our curriculum is taught through a topic-based approach which ensures purposeful and enjoyable contexts for learning. Subjects covered include English, mathematics, science, geography, history, art, technology, computing, music, PE and Personal, Social and Health Education (PSHE).

English, mathematics and science, as core subjects, are central to our academic programme. In English, we provide an environment rich in variety so our children can develop literacy skills in all aspects of language and communication. This unlocks the door to successful learning across the entire curriculum. In mathematics and science, we develop core knowledge of each subject, carefully scaffolding new learning on secure prior achievement. Deep and embedded learning can be characterised by the ability to then use and apply knowledge and skills in practical, everyday contexts. Developing this proficiency is one of our key aims.

Learning across all curricular areas encourages children to question and enquire. Problem solving and critical thinking are integral to our teaching strategies. Through this approach, we develop not only the skills and knowledge relevant to each subject and instil a zest for learning, but also equip children with the ability to be successful and independent lifelong learners.

KEY STAGE 1 YEAR 1 & YEAR 2

KEY STAGE 2 YEAR 3 TO YEAR 6

In progressing to Key Stage 2, an effective transition programme of liaison and information-sharing ensures that children’s learning develops in a coherent and continuous thread from Key Stage 1.

We recognise the children’s increasing maturity as learners and adapt our curriculum accordingly to develop and encourage more complex subject matter, research skills and enquiry methods. Our curriculum is still organised largely around topics and these are designed to educate children on a range of local and global themes, historical and contemporary, and encourage academic achievement as well as developing effective and responsible world citizens.

Our core subjects ensure a robust academic programme. We also provide comprehensive opportunities for children to excel in sports and music through the main and extra-curricular programmes provided by our specialist teachers. We aim to ensure that as many children as possible have the opportunity to participate and to represent their school.

To ensure attainment and progress are maximised, we formally assess and monitor results termly, in English, mathematics and science. We also benchmark annually against external, standardised tests. This is in addition to the ongoing formative assessment and feedback teachers conduct on a daily basis to ensure effective planning of next steps in learning. As in Key Stage 1, termly results are analysed in depth by teachers and senior leaders to ensure effective programmes and support are in place where required, whether this be to resolve areas of difficulty, or to provide a higher level of challenge. At the end of Year 6, we administer the statutory National Assessments for England which provide the benchmark of attainment.

When JAS students transfer to secondary school, they are well-rounded, independent, knowledgeable and confident learners who are prepared and ready for the next phase of their education.

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