Welcometo GardensCampus
YourMYPandDPjourneystartshere
Welcome to the Secondary Parent Handbook! We created this guide to make your experience smooth and enjoyable. Please take the time to read it carefully and keep it handy for any questions or guidance you might needthroughouttheyear.
WeGrowPeople
Relationships
Webuildstrongconnectionsbyworkingtogether,solvingproblems,and ensuringeveryonefeelstheybelong.
Excellence
Wesucceedthroughhands-onexperiencesandcollaborationwithothersand ourenvironment.
Aspiration
Wevalueourchildren’sneeds,interests,andvoicesandallowthemto participateactivelyintheirlearning
Welcomefromthe HeadofSecondary
DearRahaFamilies,
It is my great pleasure to welcome you to the Secondary School at Raha Gardens InternationalSchool.
WeareaproudIBWorldSchoolwhereRelationships,Excellence,andAspirationsshape everythingwedo.
At the heart of our community is a belief in the power of strong, respectful relationships betweenstudentsandteachers,familiesandstaff,andamongpeers. Weknowthatwhenstudentsfeelknown,valued,andsupported,theyflourish.
Ourcommitmenttoexcellenceisunwavering Whetherintheclassroom,onthesports field, through service, or in creative expression, we strive to nurture confident, curious learnerswhoareequippedtothriveinacomplexandchangingworld.
The IB Middle Years and Diploma Programmes form the foundation of our academic and personal development journey. Through these, our students grow as principled thinkers, compassionate leaders, and reflective learners empowered to make meaningfulcontributionslocallyandglobally
Most importantly, we are a school of aspiration. We believe every young person has the potential to achieve greatness, and our role is to challenge, support, and inspire themtodiscoverwhotheyareandwhotheywishtobecome
Ilookforwardtoayearofgrowth,pu
Warmregards,
LauraOsman HeadofSecondary GardensCampus
TheInternational Baccalaureate
Establishedin1968,InternationalBaccalaureate(IB)programmesareofferedinmore than 4,000 schools worldwide The IB aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through interculturalunderstandingandrespect.
The IB programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences,canalsoberight
At Raha we offer three IB programmes: the Primary Years Programme (PYP), Middle YearsProgramme(MYP)andDiplomaProgramme(DP).
HowdoestheIBdefine‘internationaleducation’?
The International Baccalaureate® (IB) chooses to define ‘international education’ accordingtothefollowingcriteria:
Developingcitizensoftheworldinrelationtoculture,languageandlearningtolive together
Buildingandreinforcingstudents'senseofidentityandculturalawareness
Fosteringstudents'recognitionanddevelopmentofuniversalhumanvalues
Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoymentoflearning
Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broadrangeofareas
Providing international content while responding to local requirements and interests
Encouragingdiversityandflexibilityinteachingmethods
Providingappropriateformsofassessmentandinternationalbenchmarking
Readmoreatiboorg
TheMiddleYears Programme
The MYP is designed for students aged 11 to 16 (Grades 6 to 10), aiming to help them grow in their understanding of themselves and their role within the community This program encourages students to make connections between their studies and the world,fosteringskillslikecriticalthinking,creativity,andreflection.
KeyElementsoftheMYP:
Learning in Context: Students learn best when lessons are relevant to their lives
Through global themes, they explore topics such as identity, international challenges,andwhatitmeanstobeopen-minded
ConceptualUnderstanding:Focusingon“bigideas”thatcrossoversubjectareas, MYPstudentsexplorepersonal,local,andglobalissuesholistically.
Approaches to Learning (ATL): Students build foundational skills for independent learningandapplyknowledgeinnewsituations,learninghowtolearn
Service as Action: Encouraging a sense of community, MYP students engage in serviceactivities,puttingclassroomlearningintoactiontomakeapositiveimpact.
Language and Identity: Students study at least two languages, supporting communicationskillsandinterculturalunderstanding.
The MYP challenges students to think globally and act compassionately, preparing them with skills essential for the 21st century. To learn more, please visitwww.ibo.org/myporspeakwithourMYPCoordinatoratRaha.
TheDiploma Programme
TheIBDiplomaProgramme(DP)isatwo-yearcourseofstudyforstudentsaged16to 19 (Grades 11 and 12), preparing them for university and life beyond Known for its academic rigor and balanced approach, the DP is recognized and respected by top universities worldwide. The program promotes intellectual, social, emotional, and physicalgrowth.
KeyElementsoftheDP:
DP Core: The core includes three unique components that provide students with enrichinglearningexperiences:
Extended Essay: Students conduct independent research on a topic of their choice, engaging deeply with a question related to one of their subjects. For globaltopics,theymaytakeacross-disciplinaryapproach.
Theory of Knowledge (TOK): In this critical thinking course, students explore how knowledge is constructed and examine the nature of knowing across varioussubjects.
Creativity, Action, Service (CAS): Through CAS, students engage in creative pursuits, physical activities, and community service, fostering personal growth andself-discovery
SixSubjectGroups:Studentschoosesubjectsfromsixdifferentgroups,ensuringa well-roundedandchallengingeducationthatbuildsessentialskillsforsuccess.
TheDPatRahanotonlypreparesstudentsacademicallybutalsoencouragesthemto be well-rounded, thoughtful, and engaged citizens. To learn more, please visitwwwiboorg/diplomaorspeakwithourDPCoordinatoratRaha
TheIB LearnerProfile
The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth Theattributesanddescriptionsofthelearnerprofiledefinethetypeoflearner Rahahopestodevelopthroughitsprogrammes AllmembersoftheRahaCommunity including students, teachers, administration, support staff and parents strive to developthesequalities.
Who’sWhoat Gardens
SecondaryLeadership
AndrewTomlinson DeputyHeadof Secondary
RachelSmith AssistantHeadof Secondary-Pastoral Care&Wellbeing
SarahLedgerwood AssistantHeadof Secondary-MYP Coordinator
AoifeAbushaqra AssistantHeadof Secondary-DP Coordinator
TheParentTeam
Communication
Effective communication is essential to fostering positive home-school relationships at Raha International School We are committed to maintaining open, transparent, and respectful lines of communication between students, parents, and staff By keeping families informed and engaged, we work together to support each student's academic and personal growth, ensuring a collaborative and cohesive school community.
Research consistently shows that strong home-school relationships are one of the highest predictors of academic achievement for children (THE EDUCATION HUB) (NationalPTA).Weworkhardtobuildpositiverelationshipswithparents,ensuringthat clear lines of communication are maintained. This partnership plays a pivotal role in your child's success, allowing for swift resolution of any concerns or queries you may have When you have an inquiry or concern, we ask that you follow the established lines of communication Skipping steps may result in missing out on connecting with the individual who has the most information about the situation. Effective communication fosters a strong partnership and helps us work together to support yourchild'sacademicandpersonalgrowth.
Meeting face-to-face with our educators allows you to meet the person who cares deeply about your child and who shares the same goals you have for their success. Together, we can provide the support your child requires to thrive at school and beyond.
AcademicQuery
PastoralQuery
Communication
PAcademicQueries
Coursecontentclarificationorconcerns
Gradingpoliciesandcriteria
Individualstudentprogressandperformance
Questionsregardingassessments,exams,assignments,andhomework
Specialaccommodationsorconsiderationsforstudentswithspecificneeds
Curriculumplanningandcourseselectionguidance
Academicsupportandenrichmentopportunities
Issuesrelatedtoclassroomdynamicsorteachingmethods
Guidanceonsubject-specificextracurricularactivities,competitions,andevents
Feedbackorconcernsregardingaspecificteacher'sapproachtoasubject
Communication
PastoralQueries
Attendanceconcernsorreportingabsences
Behaviouralissuesordisciplinarymatters
Emotionalorsocialwell-beingofthestudent
Bullyingorconflictswithpeers
Requestsforadviceonstudentwell-beinganddevelopment
Guidanceonextracurricularactivitiesandclubs
Supportfortransitioningtoanewgradeorschoollevel
Concernsrelatedtostudents'overalladjustmentandhappinessatschool
Healthandwellnessmatters(excludingmedicalconditions)
Communicationaboutschoolpoliciesandprocedures
Familyorpersonalcircumstancesaffectingthestudent
Attendance
Students who arrive after 7:45am are considered late and must visit the front desk in BuildingAtoreceivea‘lateslip’beforegoingtotheirAdvisoryclassroom
IfastudentwillmissschoolforanyreasontheirparentmustemailtheirHeadofGrade andabsent@ris.ae
BeingPreparedforSchool
WhattoBring
Backpack
Lunchorcanteenmoney
Reusablewaterbottle
Laptop,fullycharged,andheadphones
Devicecharger
Readingbook
Healthysnacks/lunches
Appropriateschooluniform
HealthandWellbeing
A healthy amount of nighttime sleep for secondary school students is 8-10 hours Adequate sleep is crucial for teenagers' cognitive function, emotional regulation, and overallwell-being.Ensuringyourchildgetsenoughrestcansignificantlyenhancetheir academicperformanceandsocialinteractions.
Inadditiontosufficientsleep,ahealthybreakfastisvitalforsuccessfullearningduring the school day. A nutritious breakfast provides the energy and focus needed for students to engage effectively in their studies and participate actively in class. Encouraging healthy eating habits supports students' physical and mental health, contributingtotheiroverallsuccessatschool.
Teenagersneedsupportinestablishinghealthyroutines,suchasputtingtheirdevices away for the night, going to bed early, and eating breakfast. Helping them develop these habits can make a significant difference in their daily performance and longterm health. Promoting a consistent sleep schedule and reducing screen time before bed can improve sleep quality and duration Likewise, ensuring they start their day with a balanced breakfast sets a positive tone for learning and engagement throughouttheday.
SchoolUniform
UniformGuidelines
Wearingtheschooluniformismandatoryforallstudents.Theuniformfostersasense of belonging and school pride, while also ensuring a distraction-free learning environment. It promotes equality among students and helps to maintain a focus on educationratherthanfashion.
Ifthereisavalidreasonyourchildcannotweartheschooluniformonaparticularday, pleaseinformtheHeadofGradeinadvancetorequestanexception.
Studentsmustalsoweartrainersorclosedshoestoschool.Crocsandsandalsarenot permitted
MYPStudents
SchoolUniform
UniformGuidelines
Wearingtheschooluniformismandatoryforallstudents.Theuniformfostersasense of belonging and school pride, while also ensuring a distraction-free learning environment. It promotes equality among students and helps to maintain a focus on educationratherthanfashion.
Ifthereisavalidreasonyourchildcannotweartheschooluniformonaparticularday, pleaseinformtheHeadofGradeinadvancetorequestanexception.
Studentsmustalsoweartrainersorclosedshoestoschool.Crocsandsandalsarenot permitted
DPStudents
SchoolUniform
Footwear
SchoolUniform
DressDownGuidelines
The below guidelines ensure that all students can enjoy Dress Down Days while maintaining a respectful, safe, and inclusive school environment, with the utmost respectfortheUAEanditscultureandcustoms.
PermittedAttire:
On Dress Down Days, students are encouraged to express their personal style while adheringtothefollowingguidelines:
Tops: Casual tops such as t-shirts, blouses, and shirts. These should cover the shouldersandmidriff,andnothaveoffensivegraphicsorlanguage.
Bottoms: Jeans, trousers, skirts, and shorts. Skirts and shorts should be of an appropriatelength,coveringtheknees Trousersshouldnotbeoverlytight
Footwear:Comfortable,closed-toeshoessuchassneakersorflats
ProhibitedAttire:
Tomaintainarespectfulandsafeenvironment,thefollowingitemsarenotpermitted onDressDownDays:
Tops: No tops that expose shoulders, such as tank tops or sleeveless shirts Tops should also cover the midriff, even when hands are held straight up above the head.NOcroptops!
Bottoms:Nobottomsthatexposetheknees,includingshortskirtsandshorts.Tight clothinglikeleggingsarenotpermitted.
Footwear: For health and safety reasons, students are not allowed to wear crocs, flipflops,orhighheels
PastoralCare& StudentWellbeing
BehaviourPolicy&StudentGrowth
At times, students may act in ways that do not align with our behaviour policy. We recognize that making mistakes is a natural part of growing up, and we believe that school should be a safe environment where students can learn and grow from their mistakes. When behaviour occurs that does not align with our behaviour policy, we issueconsequencesaccordingtotheseverityofthebehaviour.
Consequences are defined by Levels 1 to 4, with Level 4 being the most severe. Each level has progressive consequences assigned to it, ensuring that responses are appropriateandfair AllincidentsareevaluatedbytheSchoolDisciplinaryCommittee toensurethatanunbiasedandfairconsequenceisissued.Thiscommitteeconsiders allindividualsinvolvedandprioritizesthesafety,support,andinclusionofeachchild.
Our goal is to ensure that every student has the right to come to school feeling safe, supported, and included By addressing behavioural issues thoughtfully and fairly, we help students understand the impact of their actions and encourage positive growth anddevelopment.
ZeroToleranceforBullying&PhysicalAltercations
We take a zero-tolerance approach to bullying. Bullying is defined as repeated aggressive behaviour that involves a real or perceived power imbalance This can be physical, verbal, or emotional harm directed at a student, and it is never acceptable Weeducateourcommunitytorecognizethatbullyingisnotaone-timeincidentbuta pattern of behaviour that can have serious emotional and psychological effects. Any reports of bullying are thoroughly investigated, and appropriate consequences are issued in line with our behaviour policy to ensure a safe and supportive environment forallstudents
We also maintain a zero-tolerance policy for physical altercations. Regardless of whether a child is the instigator or responding to aggression, any form of physical conflictresultsinaconsequence.Weemphasizethattwowrongsdonotmakearight, and the only appropriate response is for students to walk away and find an adult to intervene Ensuringthesafetyandwellbeingofourstudentsisourtoppriority,andwe arecommittedtoteachingthempeacefulandconstructivewaystoresolveconflicts.
By adhering to these policies, we aim to create a school environment where every student feels safe, respected, and valued. For more detailed information on our behaviourpolicy,pleasecontacttheHeadofPastoralCare,Ms Rachel
BringYour OwnDevice(BYOD)
TechnologyPurchases
MacBooks and iPads are available for purchase through our school supplier at the AppleEducationDiscount.Youcansignupforaccesstothee-storehere.
Additionally, we recommend checking retailers like Carrefour, which often offer competitiveprices.
While we do not wish to endorse one brand over another, it is important to note that havingsimilardevicescanbebeneficial Whenstudentsusethesametypeofdevice, they can assist each other more effectively, especially when troubleshooting issues Therefore,weencourageconsiderationofthisfactorwhenchoosingadeviceforyour child.
SoftwareandApplications
Avarietyofapps,programs,andplatformsareusedinsecondarysubjectstosupport learning Studentsdonotneedtopurchaseanysoftware Whentheyjointheschoolin August, their teachers will assist them in downloading the Microsoft 365 applications, whichareavailableusingtheirschoolaccounts.
AcademicIntegrity
OurAcademicIntegrityPolicy
is designed to promote principled behaviour in all assignments, work, and assessments.Itemphasizestheimportanceofindividualandoriginalefforts,fostering a community of honesty and fairness. Upholding academic integrity is essential for demonstrating the IB values we cherish, including integrity, honesty, and a strong senseoffairness
Theterm‘Academicintegrity’encompassestheexpectationofprincipledbehaviourin allassignments,work,andassessments.Adheringtothispolicyexemplifiesprincipled behaviour and responsibility, embodying the ideals of the IB values we uphold. Principled students will always act with integrity and honesty and a strong sense of fairness
AcademicMisconductbyGradeLevel
*Ifworkisnotresubmittedamarkofzerowillberecorded.The24-hourtimeframe canonlybeextendedattheteacher’sdiscretion,inexceptionalcases.
Any subsequent misconduct in Grade 6 will result in a zero being awarded, parent meeting,suspensionfromclassesanddiscussionsaroundthesuitabilityofRahaasan appropriatechoiceofschoolforthestudentconcerned.
Note: If deemed necessary by the teacher/HoG, the student may first need to attend thesessionconductedbythelibrarian,beforeresubmittingthework Thismaybedue to the student’s lack of understanding about what constitutes acceptable practice in thegivenscenario
AcademicIntegrity
* If work is not resubmitted a mark of zero [0] will be recorded. The 24-hour timeframecanonlybeextendedattheteacher’sdiscretion,inexceptionalcases.
Anysubsequentmisconductwillresultinazerobeingawarded,aparentmeeting,and discussions around the suitability of Raha as an appropriate choice of school for the studentconcerned.
Note: If deemed necessary by the teacher/HoG, the student may first need to attend thesessionconductedbythelibrarianbeforeresubmittingthework Thismaybedue to the student’s lack of understanding about what constitutes acceptable practice in thegivenscenario
AcademicIntegrity
* If work is not resubmitted a mark of zero [0] will be recorded. The 24-hour timeframecanonlybeextendedattheteacher’sdiscretion,inexceptionalcases.
Any subsequent misconduct will result in a zero being awarded and parent meetings aboutthestudent’ssuitabilityasapotentialDiplomaProgrammecandidate.
Note: If deemed necessary by the teacher/HoG, the student may first need to attend thesessionconductedbytheLibrarian,priortoresubmittingthework.Thismaybedue to a lack of student’s understanding about what acceptable practice looks like in the givenscenario.
AcademicIntegrity
Our Academic Integrity Policy is designed to promote principled behaviour in all assignments, work, and assessments. It emphasizes the importance of individual and original efforts, fostering a community of honesty and fairness Upholding academic integrity is essential for demonstrating the IB values we cherish, including integrity, honesty,andastrongsenseoffairness.
DefinitionsandExamplesofAcademicMisconduct
Plagiarism:
Usinganotherperson'sideas,words,orworkwithoutproperacknowledgment.
Examples include copying from the internet without citation, using AI text generatorswithoutpermission,andpresentingsomeoneelse’sworkasyourown.
Collusion:
Supportingacademicmisconductbyanotherstudent.
Examples include allowing another student to copy your work, working collaboratively on individual assignments, and failing to report known incidents of misconduct
ExamMisconduct:
Any behaviour that gives an unfair advantage or disadvantage during assessments.
Examples include taking unauthorized materials into an exam, communicating withothersduringanexam,andaccessingexampapersbeforetherequireddate
DuplicationofWork:
Presentingthesameworkfordifferentassessments.
Examplesincluderesubmittinganassignmentfromanothersubjectorschool,and self-plagiarismdetectedbyTurnitin
Falsification:
Makinguporchanginginformationtopresentsomethingastrue.
Examples include falsifying SA/CAS records, making up research data, and fabricatingsurveyresponses.
ContentCommunication:
Sharing information about tests and assessments in a manner that provides an unfairadvantagetoothers.
UseofAITools
At Raha, we encourage students to use AI tools to support skill development, such as generating practice questions or brainstorming ideas However, students must use AI ethicallyandresponsibly MisuseofAIcanleadtoacademicmisconduct
ExamplesofInappropriateUseofAI
ClaimingAI-generatedtextasyourown:Usingwords,sentences,orideasprovidedby AIwithoutpropercitation.
Using unverified information from AI: Relying on AI to provide factual information or references without verifying their accuracy. As an IB student, it’s expected that you evaluate sources for credibility and bias, so it’s essential to know who the original authororpresenterofanideais.
UnsureifAIisappropriate?Askyourteacher:IfyouareuncertainwhetherAItoolsare acceptable for a particular assignment, always check with your teacher before using them.
Referencing AI use in assessments: If AI is used for any assessed work, you must referencethetoolandincludethequoteinthereference
Students should also note that using AI-powered grammar correction tools that autocorrect entire sentences or paragraphs can be considered plagiarism, as it involves presenting generative text as your own. AI tools can help make resources moreaccessible,butstudentsshouldneverclaimthosewordsastheirown
By using AI ethically, students can enhance their skills while maintaining academic integrity.
UseofAITools
Over-EditingandExcessiveHelp
Whenworkisover-editedorreceivestoomuchhelp,itmightnolongershowyourown level of skill. This makes it harder for your teacher to give you feedback that can help you improve If someone else rewrites large parts of your work, or if you change so muchbasedonsuggestions,itmaynotreflectyourtrueabilities
It’simportanttoshowyourowneffortinassignmentssothatyoucangrowandlearn from the feedback you receive. Over-editing prevents personal skill development becausetheworknolongershowswhereyouneedtoimprove.
CitingandReferencing:
Students should understand that in many assessments, failing to clearly reference sources or include in-text citations weakens the academic quality of their work. It is expectedthatstudentsusetheirresearchtosupporttheirargumentseffectively NOTE:
IfateacherthinksthatastudentmighthaveplagiarisedworkorusedAIinthewrong way,theycanaskthestudenttoexplaintheirworkbyansweringquestionsaboutit. Thishelpstheteachermakesuretheworkisreallythestudent'sown.
According to the BYOD policy, the teacher might also review the student’s search historytofindearlierversionsofthework Thiscanhelpcheckiftheworkisoriginalorif the student relied too much on AI tools, which could stop them from developing their skills.
Assessment& Evaluation
In our secondary school, we are committed to providing a comprehensive and transparent assessment and evaluation policy that supports student learning and achievement.OurpolicyisdesignedtoalignwiththeInternationalBaccalaureate(IB) philosophy and standards, ensuring that our assessment practices are fair, rigorous, andreflectiveofoureducationalgoals
KeyFeaturesofOurAssessmentPolicy
SupportiveandContinuousLearning:
Formative Assessments: These are ongoing assessments such as class tests, quizzes, projects, and presentations that provide immediate feedback to help guidestudentlearningandidentifyareasforimprovement.
Summative Assessments: These are end-of-unit or term assessments that evaluatestudentlearningagainstpredefinedcriteriaandlearningoutcomes.
DiverseAssessmentMethods:
We utilize a variety of assessment methods including written exams, oral assessments, practical work, and projects to capture a comprehensive picture ofstudentperformance.
GradingandReporting:
OurgradingscaleisconsistentwiththeIB'sseven-pointscale,with7beingthe highest. We provide regular feedback through report cards, parent-teacher conferences, and our online portal to ensure that students and parents are well-informedaboutacademicprogress.
AcademicIntegrity:
We uphold high standards of honesty and integrity in all academic work. Instances of academic misconduct are addressed seriously according to our school’sdisciplinaryprocedures.