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Secondary Handbook

Gardens Campus 2025-2026 Abu Dhabi, United Arab Emirates 1

Welcome to Gardens Campus Your MYP and DP journey starts here. 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 need throughout the year.

Here’s to a fantastic year ahead!

Table of Contents 4 5 6 7 8 9 10 11 12 15 18 19 23 24 25 29 31

School Mission Welcome from the Head of Secondary Our IB Philosophy The Middle Years Programme (MYP) The Diploma Programme (DP) The IB Learner Profile School Leadership Important Contacts The Parent Team Communication Attendance School Uniform Pastoral Care & Student Wellbeing Bring Your Own Device (BYOD) Academic Integrity Use of AI Tools Assessment & Evaluation

Our Mission We Grow People

Our Values Relationships

We build strong connections by working together, solving problems, and ensuring everyone feels they belong.

Excellence

We succeed through hands-on experiences and collaboration with others and our environment.

Aspiration

We value our children’s needs, interests, and voices and allow them to participate actively in their learning.

Welcome from the Head of Secondary Dear Raha Families, It is my great pleasure to welcome you to the Secondary School at Raha Gardens International School. We are a proud IB World School where Relationships, Excellence, and Aspirations shape everything we do. At the heart of our community is a belief in the power of strong, respectful relationships — between students and teachers, families and staff, and among peers. We know that when students feel known, valued, and supported, they flourish. Our commitment to excellence is unwavering. Whether in the classroom, on the sports field, through service, or in creative expression, we strive to nurture confident, curious learners who are equipped to thrive in a complex and changing world. 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 meaningful contributions locally and globally. 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 them to discover who they are and who they wish to become. I look forward to a year of growth, purpose, and shared success.

Warm regards, Laura Osman Head of Secondary Gardens Campus

The International Baccalaureate Established in 1968, International Baccalaureate (IB) programmes are offered in more 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 intercultural understanding and respect. The IB programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right. At Raha we offer three IB programmes: the Primary Years Programme (PYP), Middle Years Programme (MYP) and Diploma Programme (DP). How does the IB define ‘international education’? The International Baccalaureate® (IB) chooses to define ‘international education’ according to the following criteria: Developing citizens of the world in relation to culture, language and learning to live together Building and reinforcing students' sense of identity and cultural awareness Fostering students' recognition and development of universal human values Stimulating curiosity and inquiry in order to foster a spirit of discovery and enjoyment of learning Equipping students with the skills to learn and acquire knowledge, individually or collaboratively, and to apply these skills and knowledge accordingly across a broad range of areas Providing international content while responding to local requirements and interests Encouraging diversity and flexibility in teaching methods Providing appropriate forms of assessment and international benchmarking Read more at ibo.org

The Middle Years 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, fostering skills like critical thinking, creativity, and reflection. Key Elements of the MYP: Learning in Context: Students learn best when lessons are relevant to their lives. Through global themes, they explore topics such as identity, international challenges, and what it means to be open-minded. Conceptual Understanding: Focusing on “big ideas” that cross over subject areas, MYP students explore personal, local, and global issues holistically. Approaches to Learning (ATL): Students build foundational skills for independent learning and apply knowledge in new situations, learning how to learn. Service as Action: Encouraging a sense of community, MYP students engage in service activities, putting classroom learning into action to make a positive impact. Language and Identity: Students study at least two languages, supporting communication skills and intercultural understanding. The MYP challenges students to think globally and act compassionately, preparing them with skills essential for the 21st century. To learn more, please visit www.ibo.org/myp or speak with our MYP Coordinator at Raha.

The Diploma Programme

The IB Diploma Programme (DP) is a two-year course of study for students aged 16 to 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 physical growth. Key Elements of the DP: DP Core: The core includes three unique components that provide students with enriching learning experiences: Extended Essay: Students conduct independent research on a topic of their choice, engaging deeply with a question related to one of their subjects. For global topics, they may take a cross-disciplinary approach. Theory of Knowledge (TOK): In this critical thinking course, students explore how knowledge is constructed and examine the nature of knowing across various subjects. Creativity, Action, Service (CAS): Through CAS, students engage in creative pursuits, physical activities, and community service, fostering personal growth and self-discovery. Six Subject Groups: Students choose subjects from six different groups, ensuring a well-rounded and challenging education that builds essential skills for success. The DP at Raha not only prepares students academically but also encourages them to be well-rounded, thoughtful, and engaged citizens. To learn more, please visit www.ibo.org/diploma or speak with our DP Coordinator at Raha.

The IB Learner Profile The IB learner profile promotes education of the whole person for a life of active, responsible citizenship emphasizing intellectual, personal, emotional and social growth. The attributes and descriptions of the learner profile define the type of learner Raha hopes to develop through its programmes. All members of the Raha Community including students, teachers, administration, support staff and parents strive to develop these qualities.

Attribute

Descriptor

Inquirers

We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.

Knowledgeable

We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance

Thinkers

We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions

Communicators

We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled

We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.

Open–minded

We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.

Caring

We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.

Risk–takers

We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change

Balanced

We understand the importance of balancing different aspects of our lives— intellectual, physical, (spiritual) and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.

Reflective

We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.

Who’s Who at Gardens Secondary Leadership

Laura Osman Head of Secondary

Andrew Tomlinson Deputy Head of Secondary

Rachel Smith Assistant Head of Secondary - Pastoral Care & Wellbeing

Sarah Ledgerwood Assistant Head of Secondary - MYP Coordinator

Aoife Abushaqra Assistant Head of Secondary - DP Coordinator

Executive Leadership

Jan Stipek Principal

Carol Pratt Vice Principal

Simon James Head of Primary

Laura Osman Head of Secondary

Important Contacts 01 02 Absences

absent@ris.ae

Assistant to Head of Secondary

secondaryassistant@ris.ae

Database Administrator

ECP Coordinator

dbadmin@ris.ae (For concerns/issues with Toddle and SchoolsBuddy)

School Nurse nurse@ris.ae

ecp@ris.ae

Parent Team

parent.team@ris.ae

Bus Transport

transportation@ris.ae

Accounts accounts@ris.ae

The Parent Team

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) (National PTA). We work hard to build positive relationships with parents, ensuring that 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 your child's academic and personal growth. 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. Academic Query

Pastoral Query

Subject Teacher

Advisory Teacher

Head of Department

Head of Grade

MYP Ms Sarah DP Ms. Aoife

Head of Pastoral Care Ms Rachel

Deputy Head Mr. Andy Tomlinson

Head of School Ms Laura

Deputy Head Mr. Andy Tomlinson

Head of School Ms Laura

If you have any concerns for the safety of any child, you must immediately contact Ms. Rachel, the Designated Safeguarding Leads for Secondary School or Ms. Carol, the Child Protection Officer at RIS.

Communication PAcademic Queries Course content clarification or concerns Grading policies and criteria Individual student progress and performance Questions regarding assessments, exams, assignments, and homework Special accommodations or considerations for students with specific needs Curriculum planning and course selection guidance Academic support and enrichment opportunities Issues related to classroom dynamics or teaching methods Guidance on subject-specific extracurricular activities, competitions, and events Feedback or concerns regarding a specific teacher's approach to a subject

Subject Teacher

Contact via email

Head of Department

See contacts below

MYP - Ms Sarah Ledgerwood DP - Ms. Aoife

Ms Sarah: SLedgerwood@ris.ae Ms Aoife: AAbushaqra@ris.ae

Deputy Head - Mr. Andy Tomlinson

Mr. Andy: ATomlinson@ris.ae

Head of School - Ms Laura

Ms Laura: LOsman@ris.ae

Department

Head

Department

Head

Physical Education & Athletics

Mr. Ben Davies (BDavies@ris.ae) Mr. Ben Sapwell-West (Bsapwellwest@ris.ae)

Mathematics

Ms. Mari (MTomos@ris.ae)

English

Ms Emma (EZeiler@ris.ae)

Sciences

Ms. Winell (WGous@ris.ae)

Individuals & Societies

Mr Hadi Mansour (HMansour@ris.ae)

Arabic A Arabic B

Mr. Mohammed Elbeltagi (melbeltagi@ris.ae)

Islamic

Mr. Abdellatif (AChokri@ris.ae)

Head of Arabic & Islamic

Dr. Mohammed (MSalameh@ris.ae)

Arts & Performing Arts

Ms. Katee (KVanCampen@ris.ae) Ms. Caroline (CarolineKelly@ris.ae)

Language Acquisition

Ms Amelie Rault (ARault@ris.ae)

Design

Mr. Peter (PMccabe@ris.ae)

Communication Pastoral Queries Attendance concerns or reporting absences Behavioural issues or disciplinary matters Emotional or social well-being of the student Bullying or conflicts with peers Requests for advice on student well-being and development Guidance on extracurricular activities and clubs Support for transitioning to a new grade or school level Concerns related to students' overall adjustment and happiness at school Health and wellness matters (excluding medical conditions) Communication about school policies and procedures Family or personal circumstances affecting the student Advisory Teacher

Contact via email

Head of Grade

See contacts below

Head of Pastoral - Ms. Rachel

Ms Rachel: rachelsmith@ris.ae

Deputy Head - Mr. Andy Tomlinson

Head of School - Ms Laura

Mr. Andy: ATomlinson@ris.ae

Ms Laura: LOsman@ris.ae

Department

Head of Grade

Grade 6

Mr. Walter (WClarke@ris.ae)

Grade 7

Ms. Hannah (HLindo@ris.ae)

Grade 8

Ms. Miranda (MParchoma@ris.ae)

Grade 9

Mr. Liam (LFleming@ris.ae)

Grade 10

Mr. John (JCrowley@ris.ae)

Grade 11

Mr. Kareem (KYouakim@ris.ae)

Grade 12

Mr. James (JGraham@ris.ae)

Grade 12

Ms. Emma (EZeiler@ris.ae)

Attendance Students who arrive after 7:45am are considered late and must visit the front desk in Building A to receive a ‘late slip’ before going to their Advisory classroom. If a student will miss school for any reason their parent must email their Head of Grade and absent@ris.ae

Being Prepared for School What to Bring

Backpack Lunch or canteen money Reusable water bottle Laptop, fully charged, and headphones Device charger Reading book Healthy snacks/lunches Appropriate school uniform

Health and Wellbeing

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 overall well-being. Ensuring your child gets enough rest can significantly enhance their academic performance and social interactions. In addition to sufficient sleep, a healthy breakfast is vital for successful learning during 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, contributing to their overall success at school. Teenagers need support in establishing healthy routines, such as putting their devices 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 throughout the day.

School Uniform Uniform Guidelines Wearing the school uniform is mandatory for all students. The uniform fosters a sense 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 education rather than fashion. If there is a valid reason your child cannot wear the school uniform on a particular day, please inform the Head of Grade in advance to request an exception. Students must also wear trainers or closed shoes to school. Crocs and sandals are not permitted.

MYP Students

DP Students

School Uniform Additional Permitted Items

Footwear

School Uniform Dress Down Guidelines

The below guidelines ensure that all students can enjoy Dress Down Days while maintaining a respectful, safe, and inclusive school environment, with the utmost respect for the UAE and its culture and customs. Permitted Attire: On Dress Down Days, students are encouraged to express their personal style while adhering to the following guidelines: Tops: Casual tops such as t-shirts, blouses, and shirts. These should cover the shoulders and midriff, and not have offensive graphics or language. Bottoms: Jeans, trousers, skirts, and shorts. Skirts and shorts should be of an appropriate length, covering the knees. Trousers should not be overly tight. Footwear: Comfortable, closed-toe shoes such as sneakers or flats. Prohibited Attire: To maintain a respectful and safe environment, the following items are not permitted on Dress Down Days: 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. NO crop tops! Bottoms: No bottoms that expose the knees, including short skirts and shorts. Tight clothing like leggings are not permitted. Footwear: For health and safety reasons, students are not allowed to wear crocs, flip flops, or high heels.

Pastoral Care & Student Wellbeing Behaviour Policy & Student Growth

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 issue consequences according to the severity of the behaviour. 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 appropriate and fair. All incidents are evaluated by the School Disciplinary Committee to ensure that an unbiased and fair consequence is issued. This committee considers all individuals involved and prioritizes the safety, support, and inclusion of each child. 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 and development.

Zero Tolerance for Bullying & Physical Altercations

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. We educate our community to recognize that bullying is not a one-time incident but a 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 for all students. 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 conflict results in a consequence. We emphasize that two wrongs do not make a right, and the only appropriate response is for students to walk away and find an adult to intervene. Ensuring the safety and wellbeing of our students is our top priority, and we are committed to teaching them peaceful and constructive ways to resolve conflicts. 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 behaviour policy, please contact the Head of Pastoral Care, Ms. Rachel.

Bring Your Own Device (BYOD) Technology Purchases

MacBooks and iPads are available for purchase through our school supplier at the Apple Education Discount. You can sign up for access to the e-store here. Additionally, we recommend checking retailers like Carrefour, which often offer competitive prices.

While we do not wish to endorse one brand over another, it is important to note that having similar devices can be beneficial. When students use the same type of device, they can assist each other more effectively, especially when troubleshooting issues. Therefore, we encourage consideration of this factor when choosing a device for your child.

Software and Applications

A variety of apps, programs, and platforms are used in secondary subjects to support learning. Students do not need to purchase any software. When they join the school in August, their teachers will assist them in downloading the Microsoft 365 applications, which are available using their school accounts.

MYP

Toddle EPraise SchoolsBuddy

Microsoft Teams Toddle EPraise SchoolsBuddy

Academic Integrity 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, and a strong sense of fairness. The term ‘Academic integrity’ encompasses the expectation of principled behaviour in all assignments, work, and assessments. Adhering to this policy exemplifies principled 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.

Academic Misconduct by Grade Level

*If work is not resubmitted a mark of zero will be recorded. The 24-hour time frame can only be extended at the teacher’s discretion, in exceptional cases. Any subsequent misconduct in Grade 6 will result in a zero being awarded, parent meeting, suspension from classes and discussions around the suitability of Raha as an appropriate choice of school for the student concerned. Note: If deemed necessary by the teacher/HoG, the student may first need to attend the session conducted by the librarian, before resubmitting the work. This may be due to the student’s lack of understanding about what constitutes acceptable practice in the given scenario.

Academic Integrity

* If work is not resubmitted a mark of zero [0] will be recorded. The 24-hour timeframe can only be extended at the teacher’s discretion, in exceptional cases. Any subsequent misconduct will result in a zero being awarded, a parent meeting, and discussions around the suitability of Raha as an appropriate choice of school for the student concerned. Note: If deemed necessary by the teacher/HoG, the student may first need to attend the session conducted by the librarian before resubmitting the work. This may be due to the student’s lack of understanding about what constitutes acceptable practice in the given scenario

Academic Integrity

* If work is not resubmitted a mark of zero [0] will be recorded. The 24-hour timeframe can only be extended at the teacher’s discretion, in exceptional cases. Any subsequent misconduct will result in a zero being awarded and parent meetings about the student’s suitability as a potential Diploma Programme candidate. Note: If deemed necessary by the teacher/HoG, the student may first need to attend the session conducted by the Librarian, prior to resubmitting the work. This may be due to a lack of student’s understanding about what acceptable practice looks like in the given scenario.

Academic Integrity 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, and a strong sense of fairness.

Definitions and Examples of Academic Misconduct

Plagiarism: Using another person's ideas, words, or work without proper acknowledgment. Examples include copying from the internet without citation, using AI text generators without permission, and presenting someone else’s work as your own. Collusion: Supporting academic misconduct by another student. Examples include allowing another student to copy your work, working collaboratively on individual assignments, and failing to report known incidents of misconduct. Exam Misconduct: Any behaviour that gives an unfair advantage or disadvantage during assessments. Examples include taking unauthorized materials into an exam, communicating with others during an exam, and accessing exam papers before the required date. Duplication of Work: Presenting the same work for different assessments. Examples include resubmitting an assignment from another subject or school, and self-plagiarism detected by Turnitin. Falsification: Making up or changing information to present something as true. Examples include falsifying SA/CAS records, making up research data, and fabricating survey responses. Content Communication: Sharing information about tests and assessments in a manner that provides an unfair advantage to others.

Use of AI Tools 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 ethically and responsibly. Misuse of AI can lead to academic misconduct.

Examples of Inappropriate Use of AI Claiming AI-generated text as your own: Using words, sentences, or ideas provided by AI without proper citation. 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 author or presenter of an idea is. Unsure if AI is appropriate? Ask your teacher: If you are uncertain whether AI tools are 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 reference the tool and include the quote in the reference. 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 more accessible, but students should never claim those words as their own. By using AI ethically, students can enhance their skills while maintaining academic integrity.

Use of AI Tools Over-Editing and Excessive Help When work is over-edited or receives too much help, it might no longer show your own 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 much based on suggestions, it may not reflect your true abilities. It’s important to show your own effort in assignments so that you can grow and learn from the feedback you receive. Over-editing prevents personal skill development because the work no longer shows where you need to improve. Citing and Referencing: 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 expected that students use their research to support their arguments effectively. NOTE: If a teacher thinks that a student might have plagiarised work or used AI in the wrong way, they can ask the student to explain their work by answering questions about it. This helps the teacher make sure the work is really the student's own. According to the BYOD policy, the teacher might also review the student’s search history to find earlier versions of the work. This can help check if the work is original or if 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. Our policy is designed to align with the International Baccalaureate (IB) philosophy and standards, ensuring that our assessment practices are fair, rigorous, and reflective of our educational goals.

Key Features of Our Assessment Policy

Supportive and Continuous Learning: Formative Assessments: These are ongoing assessments such as class tests, quizzes, projects, and presentations that provide immediate feedback to help guide student learning and identify areas for improvement. Summative Assessments: These are end-of-unit or term assessments that evaluate student learning against predefined criteria and learning outcomes. Diverse Assessment Methods: We utilize a variety of assessment methods including written exams, oral assessments, practical work, and projects to capture a comprehensive picture of student performance. Grading and Reporting: Our grading scale is consistent with the IB's seven-point scale, with 7 being the highest. We provide regular feedback through report cards, parent-teacher conferences, and our online portal to ensure that students and parents are well-informed about academic progress. Academic Integrity: We uphold high standards of honesty and integrity in all academic work. Instances of academic misconduct are addressed seriously according to our school’s disciplinary procedures.