I would like to extend a warm welcome to you to Amity International School.
MICHAEL SPEIRS
Deputy Head Upper Primary mspeirs@amityabudhabi.ae
WILKINSON Deputy Head Upper Primary oullman@amityabudhabi.ae ONDINE ULLMAN
Assistant Head Upper Primary bwilkinson@amityabudhabi.ae
My name is Michelle Nayler and I am the Head of the Upper Primary School. My experience spans over 20 years, teaching and leading in a variety of excellent schools around the globe. I have worked in maintained and independent schools in the UK as well as British International Schools in Bangkok and Tokyo. I am now entering my sixth year at Amity and always enjoy the welcome as I walk through the doors into a vibrant buzz of learning and positivity.
With children’s learning at the centre of my ethos, I am passionate about teaching, learning and innovation, drawing on my previous experiences.
Having studied Psychology at University, I enjoy reading child developmental research and current best practices in education; fostering a culture of learning for all in our community.
The Upper Primary Curriculum has been curated to combine traditional pedagogy with innovative methods to drive the highest academic standards for all our students. By delivering a broad and enriching programme, children are encouraged to make links with their learning and study concepts in great depth, thus allowing them to fully embed knowledge and skills.
The curriculum is centred around topics that lead to the students' immersion in what they are discovering. It is underpinned by skills for success such as collaboration, creativity and critical thinking. We embed these skills into our curriculum and through our entrepreneurship programme, culminating in real-life opportunities to showcase business acumen.
I look forward to meeting with you during the course of the academic year and wish you and your families every success.
Warm regards, Michelle Nayler
AIMS AND ETHOS
AIMS AND ETHOS
We strive to produce well-educated, tolerant and intellectually curious individuals who are ready to take a full, active and positive role in the life of their local, national and international community.
Our aim is for every child to reach their full potential and have the opportunity to excel in a range of subjects. We strive to ensure that every child is challenged and we pride ourselves on delivering an excellent education.
We fundamentally believe that children can only excel and achieve when they are happy. Pastoral care is the cornerstone of our provision and we strive to ensure every child feels safe, happy and secure in our community. We work with the children daily and monitor their academic, social and emotional wellbeing.
To prepare students for an ever- changing, fast-paced world, we encourage growth in all aspects of their lives. That is why we provide an all-round education that allows students to develop intellectually, academically and socially, both inside and outside of the classroom.
WELLBEING
We want our School to be a place where children experience a nurturing and supportive environment that has the potential to develop self-esteem and give positive experiences for overcoming adversity and building resilience.
The well-being and happiness of all our students is our main priority and lies at the heart of all we do. We know that to achieve and ourish, every student needs to feel respected, valued and able to celebrate their uniqueness and individuality. We recognise how important mental health and emotional well-being are to our lives, in just the same way as physical health, and the impact of well-being upon learning and achievement.
We believe passionately in creating an environment that is caring, safe and, above all, kind, and that well-being is equally as important as academic success. One cannot be achieved without the other.
We promote positive mental health and well-being that aims to help children become more resilient, happy and successful and to prevent problems before they arise.
The school approach encompasses several aspects in creating an open, positive and supportive environment for all pupils:
• Strong pastoral systems
• Positive relationships
• Personal, Social, Emotional, Moral & Health Education/Mindfullness
• Promoting Physical Health and Extra Curricular activities
• Promoting resilience
• Early identi cation of students who have well-being or mental health needs
• Supporting and training sta
UPPER PRIMARY CURRICULUM
Our Primary School curriculum is designed to develop inquisitive, independent thinkers with a love of learning. We understand that the curriculum, both within taught lessons and beyond them, should create an environment where questioning, academic risk-taking, divergent thinking and the freedom to learn from mistakes are all encouraged. Our curriculum will develop in our students these qualities: responsibility, independence and a sense that learning can excite and invigorate throughout life.
We strive for all children to enjoy learning and make it as much fun and as meaningful and relevant as possible. We o er children an excellent education in a safe, calm, creative, inclusive and stimulating environment.
Every child is valued as an individual; we aim to nurture well rounded, respectful and con dent children who will develop skills for life-long learning.
We nurture our children on their journey and encourage them to be creative, unique, openminded and independent individuals, respectful of themselves and of others in our school, our local
BEHAVIOUR
community and the wider world.
We strongly believe in the development of key skills that are embedded into all areas of the curriculum.
In addition, teachers plan highly engaging learning opportunities that are matched to the relative starting points of all pupils.
We take our responsibility to prepare children for life in modern society very seriously and ensure that the fundamental British Values are introduced, discussed and lived out through the ethos and work of our school.
Home learning
Home learning expectations vary between lower and upper primary. In upper Primary we use online platforms to support learning : Century Tech, Accelerated Reading, Times Table Rockstar.
https://www.century.tech
https://ttrockstars.com
We actively promote and encourage positive behaviour and supportive relationships between our students.
We follow a positive behaviour and anti-bullying policy. Sta and children within the school use kindness, encouraging language, and praise both in lessons and around school, so that positive behaviour is instantly recognised.
Children in the Upper Primary are awarded Dojo and House Points for demonstrating excellent behaviour, promoting the school values and actively participating in their learning. The children are very enthusiastic about their Dojo points.
Those children who display exemplary e ort in either their behaviour, their schoolwork or individual targets are awarded the Star of the Week award. They are presented with a certi cate and their e ort is celebrated in our weekly assembly.
Our school values (Collaboration, Diversity, Inspiring Excellence, Togetherness) encourage children to celebrate their di erences whilst being compassionate and respectful towards each other.
We follow a value-based approach to learning which seeks to promote an educational philosophy based on valuing self, others and the environment.
Each month, the whole school community work on and celebrate a key value together. Sta praise the children who follow these values and encourage the children who need support to reach their value goals. We believe that this approach to learning promotes positive behaviour and good relationships.
TimeTable
TIMETABLE
This is an exciting time for us all, and we hope you are looking forward to the start of the school year as much as we are. During the rst few weeks your child will be adjusting and settling in. The Academic Team will be on hand to work with you to ensure that the transition will go as smoothly as possible.
Below is an example timetable for a typical day in Primary. Children in Year 5 and Year 6 will also have Modern Foreign Languages on their timetables. Arrangement for
Equipment
EXPECTATIONS
Children are required to bring a labelled water bottle and lunch box (if they are bringing packed lunch). They will also require a labelled book bag to collect books from the library. Stationery is provided however, if they would like to bring one pencil case with pens, pencils, rubber, ruler and sharpener they are welcome.
Uniform
Uniform is an important aspect of student life at Amity. It creates a sense of belonging and being part of a community. Children are expected to wear the school uniform without adaptations. Hair ties/bands/clips should be simple, non-distracting and with no unnecessary adornments. Shoes must be all black and polishable. Trainer-style shoes are not acceptable.
• All uniform items should be clearly labelled with
• Children should wear a sun hat at all times when outside. We have a ‘no hat, no play’ policy.
• We recommend applying sun cream before school.
Logos are not allowed. Children in Year 3 to Year 6 must always wear their tie in school (it may be removed when playing on the eld).
• On PE days, children come to school dressed in their PE kit and sports shoes.
• Please also check our Bag Policy
THE HOUSE SYSTEM
THE HOUSE SYSTEM
Before starting at Amity International Upper Primary School, all pupils are allocated to one of the four houses :
Hosn, Jahili, Mezyad and Murabba.
The main purpose of the house system is to develop a sense of identity and belonging and to celebrate our achievements. It allows students, and sta , to feel more connected and involved with the community around them. The House System facilitates discussions between the most junior and most senior of school, fostering a friendly competitive spirit along the way.
We host a number of events throughout the year to exercise enjoyment of friendly competition. These
BYOD Year 3 - 6
BYOD
Years 3 - 6
We operate a Bring Your Own Device Programme in Year 3 - Year 6.
BYOD is a solution where pupils bring their own device to school to use in their day-to-day classwork and learning.
Please see the below document for information on the Device & Purchase Guide
BYOD Explained
At Amity we are dedicated to a learning environment that gives pupils access to appropriate technology that enhances learning, unlocks potential and connects learners locally and globally. We acknowledge the importance and benefits of integrating digital technologies into the classroom and believe that implementing a Bring Your Own Device (BYOD) programme will enable us to provide an even richer learning experience for our pupils, ensuring that they develop the knowledge and skills that they will need to meet the challenges of an ever changing future.
The BYOD agreement has been designed to ensure that all members of the school community are given the opportunity to develop the necessary skills to thrive, as we move further into the digital age.
Pupil-centered learning is a key value of our curriculum and the use of BYOD supports this philosophy by giving pupils more opportunities to take responsibility for their own learning and to access learning whenever and wherever they wish.
How does it support learning?
Pupils have been born in a time when the ubiquity of digital technologies is becoming a reality. For them, technology is part of the environment, not just a resource as it was for their parents. Our aim is for pupils to get the best out technology and use it as a tool to support and enhances their learning. We aim to embed the use of digital technologies into the school curriculum, where it is appropriate and bene cial to teaching and learning.
Digital Technologies will enable us to:
• Deliver creative, engaging and innovative learning experiences which meet the needs pupils.
• Nurture creativity, curiosity and innovation, communication and collaboration.
• Encourage pupils to be inquisitive learners.
• Facilitate access to learning when and where needed.
• Individualise teaching and support.
• Promote critical thinking, problem solving and decision making.
• Communicate and share learning and achievements with parents and the community.
• Create informed local and global citizens who are socially and personally responsible, and future-ready.
Co-curriculum - upper PRIMARY
CO-CURRICULUM
Students have access to a wide range of activities which allow them to challenge themselves creatively, physically and academically.
We are proud of the state-of-the-art facilities that we are able to o er to students, such as 540-seat auditorium, 400m athletics track, boathouse, Olympic-size swimming pool, learner pool, dance studio, art rooms, IT suites, and more. These incredible facilities, coupled with our teacher’s knowledge and enthusiasm, provide the perfect setting for the outstanding development of our young actors, artists, athletes, dancers, musicians, sailors, swimmers, along with various other specialisms and areas of interest. Co-Curricular Activities (CCAs) take place during or after school.
Students enjoy a variety of activities, trips, visits and events, designed to enhance their cognitive, physical, emotional and social development skills, as well as enrich their lives whilst studying at Amity. A wide variety of activities are available to the students to ensure they explore multiple interests and learn valuable skills that reach
MATTHEW MILLER Director of Sport & Co-curricular mmiller@amityabudhabi.ae
beyond the curriculum.
Clubs and societies run by our teachers are free of cost. Programmes run by external providers are paid. Students register for activities at the beginning of every term.
KEEPING UP TO DATE WITH YOUR CHILD'S SCHOOL LIFE
We have an Open Door policy, and we encourage parents to contact us whenever they have a concern or they need support with anything.
Parent-Teacher Consultations (PTCs)
Throughout the year Parents have the opportunity to discuss their child’s progress and wellbeing with their teacher. It is very important that parents attend PTCs.
Should you be unable to attend on those days, we are always willing to arrange a mutually convenient time for an appointment to discuss any concerns you may have.
Assessment
Useful Contacts
fsreception@amityabudhabi.ae
nurse@amityabudhabi.ae cashier@amityabudhabi.ae
We employ a range of assessment measures to track pupil’s progress and benchmark them against international standards and age-related expectations. We are driven by the fundamental belief that all children have the potential to develop and improve. We assess internally in a variety of ways using responsive teaching methods: feedback, discussion, quizzes, comprehensions are just a few techniques used daily. In addition to this we use a number of external assessment tools in Year 3 to Year 6.GL standardised assessment for English Mathematics and Science take place annually and feed into the attainment grades reported to parents.
All of our information will be shared on Class Dojo or emailed directly to you. Please make sure you have given us the correct email address for contacting you, and you update us if your details change.
To help inform you of the topics your children will be completing, you will receive Curriculum Overviews and Infographics outlining the connecting topics over half terms and terms.
Parent Workshops
We hold Parent Workshops and Open Mornings on di erent topics.
Academic Reports
At the end of each term, reports are sent home to show the students’ progress. However, please feel free to make an appointment if there is anything you would like to discuss.
6. GL
INCLUSIVE EDUCATION
We aspire to provide an inclusive and holistic education provision to all our pupils.
At Amity School, we are committed to cultivating a supportive ethos throughout our community. This commitment is in our values and culture, ensuring all our pupils feel welcomed, accepted, safe, and valued. We aim to create an environment where every student can thrive, regardless of background or individual needs. Inclusivity is at the heart of everything we do. We believe every student has the right to feel a sense of belonging. From the moment a child walks through our doors, they are greeted with warmth and acceptance. This welcoming atmosphere is foundational to our educational philosophy. When students feel safe and valued, they are more likely to engage in their learning and reach their potential.
Understanding each student's strengths and needs is essential. We use various assessment tools to identify these aspects. By doing so, we tailor our educational approaches to better support each student. This individualised attention helps students meet academic standards and develop self-confidence.
We provide comprehensive support for students with Additional Learning Needs (ALNs), including individualised education plans, specialised teaching assistants, and access to educational tools and technologies. Collaboration is vital to our approach. We work closely with parents, carers, and external professionals to ensure each student receives comprehensive support.
SHAIHZAD
KHAN Head of Inclusion skhan1@amityabudhabi.ae
Our Inclusion Team:
• Work with small groups and individual pupils
• Support core skills, social skills, sensory needs and specific learning differences.
• Implement individualised education plans and action plans.
• Promote positive solutions to overcome barriers to learning.
• Support classroom accommodations and differentiation.
• Work in partnership with parents and hold regular review meetings.
• Work collaboratively with teachers, pupils, pastoral teams, school counsellors, Educational Psychologists, occupational therapists and other outside agencies.
• Enable pupils to make their best academic and personal progress possible through tailored provision, encouragement and support.
• Follow the School Inspection Framework set out by the Ministry of Education, UAE and also the United Kingdom Special Education Needs and Disability Code of Practice (2014).
EAL SUPPORT
We have a dedicated, well- resourced EAL Department who support pupils who are new to English, or are continuing to develop their competency in English and therefore require additional support in their acquisition of the language of instruction.
Personalised Approach
EAL support is differentiated based on a learner’s proficiency in English. This assessed by an EAL teacher when they begin school and subsequently tracked each term.
The primary focus of the EAL Team is to ensure that all pupils learning English as an additional language are given the opportunity to fully access the curriculum and overcome any barriers to learning. This is achieved by developing both their social and cognitive language skills, as well as their reading and writing skills through the use of specific EAL software, which strongly promotes the use of a learner ’s home language, practical activities and structured lessons. EAL support ranges from personalised provision in class or withdrawal of 1:1 or small groups with a dedicated member of the EAL team.
New students will be approached by the EAL Team at the beginning of the Term to assess their English Language level to identify the learning support required.
Justyna Skowronski jskowronski@amityabudhabi.ae
Head of EAL
Our main aim is to ensure that all EAL pupils have an environment in which they can thrive both socially and academically.
If your child is learning English as an additional language, one of the most valuable ways you can support your child at home is to develop their literacy skills in their first language before learning to read in a second one. Translating curriculum content and homework in your first language is another great way to develop vocabulary and comprehension.
