RISGC Academic Plan

LEARNING AT RAHA ACADEMIC PLAN

Table Of Contents 03

Message from the Principal

04

Our Mission, Vision and Values

05

Our Learning Programme

07

Our Written Curriculum

11

Our Taught Curriculum

15

Our Assessed Curriculum

17

Inclusion at Raha

19

Our Commitment to Growth and Innovation

MESSAGE FROM THE PRINCIPAL At Raha International School - Garden Campus, we believe learning is about more than academic success. It is about nurturing curiosity, building character, and helping every student grow into a confident and compassionate individual. This academic plan reflects our shared commitment to relationships, excellence, and aspiration, and offers a clear picture of how we shape learning across the school.

Our curriculum is grounded in the International Baccalaureate (IB) framework, aligned with the accreditation standards of the Council of International Schools (CIS), and fully compliant with the requirements of ADEK and the UAE Ministry of Education. From the early years to the diploma level, it is designed to grow with our learners, encouraging inquiry, developing deep understanding, and preparing them for the future with purpose and confidence.

We invite you to explore this plan to better understand the journey your child is on. Whether they are just beginning or preparing for life beyond school, we are proud to walk alongside them—and you—as partners in learning.

Warm regards, Jan Stipek Principal

Our Mission

Our Vision “We envision a connected community where relationships spark growth, curiosity fuels learning, and every learner feels they belong”

Our Values Our curriculum is shaped by three core drivers:

RELATIONSHIPS

EXCELLENCE

ASPIRATION

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

We achieve deeper understanding through hands-on experiences and collaboration with others and our environment.

We value our children’s needs, interests, and voices and allow them to shape their learning and curriculum.

OUR LEARNING PROGRAMME OUR VISION OF LEARNING

At Raha International School, we believe that learning should be a journey of discovery, much like developing story. Our curriculum is designed to build knowledge progressively, ensuring that students connect prior learning with new concepts. We emphasize conceptual coherence, ensuring subjects are interconnected and cumulative, fostering deep understanding rather than rote memorization. Context matters—students grasp subjects more effectively when they follow a logical, thematic, or progressive structure. This approach not only enhances retention and engagement but also allows students to see their learning as an evolving narrative, making it more meaningful and impactful.

OUR RAHA IB FRAMEWORK Structuring our curriculum as a narrative in our Raha IB context is especially important to ensure that concepts, skills, and knowledge are spiraled through PYP, MYP, and DP, allowing students to revisit and deepen their understanding over time. ​At Raha International School, our International Baccalaureate (IB) framework is designed to support a student’s learning journey from early exploration to independent application.

We have developed a progression for our learners across the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP) that nurtures critical thinking, self-awareness, and the ability to apply knowledge in meaningful ways.

PYP: How do I develop as a learner?

In the PYP, students begin their journey by developing foundational

skills

in

inquiry,

critical

thinking,

and

communication. Through exploration, they learn to ask questions, solve problems, and reflect on their learning.

Collaboration and self-management are emphasized, ensuring students build independence and learn how to work effectively with others.

MYP: Who am I as a learner?

As students transition into the MYP, they refine their ability to categorize and apply their skills in increasingly complex ways.

Metacognition becomes a key focus, allowing learners to reflect on their skill development and strategically approach challenges.

Through project-based learning, they gain practical experience in applying knowledge across subjects.

DP: What will I do with what I have learned?

In the DP, students apply their skills and knowledge in real-world contexts, preparing for future academic and career pathways. They engage in advanced inquiry, research, and reflection, using their metacognitive skills to assess their learning journey and develop independence. Through this, they become self-directed learners, capable of making a meaningful impact beyond the classroom.

This structured progression ensures that students at Raha develop holistically, gaining the skills, attitudes, and values to succeed in an ever-changing world.

OUR CURRICULUM The Raha IB curriculum is designed to ensure that learners construct meaning through a balanced and interconnected approach to education. Grounded in the International Baccalaureate framework, our curriculum is structured around three essential components: the written curriculum, which defines what we want students to learn; the taught curriculum, which outlines how best students will learn; and the assessed curriculum, which determines how we measure and reflect on learning progress.

These components work in harmony to foster inquiry-driven, student-centered learning experiences. By continuously cycling through these questions—"What do we want to learn?", "How best will we learn?", and "How will we know what we have learned?"—we create a dynamic and reflective learning environment.

This holistic approach ensures that our students develop the knowledge, skills, and dispositions necessary to thrive in an ever-evolving world, while maintaining high academic standards aligned with both IB principles and ADEK requirements.

OUR WRITTEN CURRICULUM Our written curriculum at Raha is framed by the International Baccalaureate continuum of Primary Years, Middle Years, and Diploma Programmes. Our standards merge the IB Scope & Sequences and Disciplinary Guides with UK Curriculum requirements. This structure ensures that we target international benchmarks of attainment and make progress visible in our classrooms while also allowing our students to develop a balance of the knowledge, skills, and dispositions needed to thrive in the 21st century.

Additionally, our written curriculum is strengthened by alignment with the ADEK (Abu Dhabi Department of Education and Knowledge) framework, which provides clear guidelines and expectations for curriculum design, assessment, and student outcomes. By integrating ADEK's standards with our existing framework, we ensure that our curriculum is not only globally relevant but also locally compliant, fostering a high standard of academic excellence and holistic student development.

OUR CURRICULUM FOUNDATION

Knowledge

Understanding

Skills

Facts, information topics, disciplinary ideas and curriculum standards

Big main ideas lasting information how concepts connect and transfer

Strategies, processes ATLs and the attributes of the IB learner profile

At Raha International School, our written curriculum is built on a strong foundation of knowledge, understanding, and skills. It is designed as a spiraled framework that ensures concepts and competencies develop progressively from EY1 to Grade 12. Through this structured approach, students revisit and deepen their learning at each stage, making meaningful connections across disciplines.

This progression fosters inquiry, critical thinking, and the ability to apply learning in real-world contexts, preparing students for success in an ever-evolving world.

OUR CURRICULUM STRUCTURE Our written curriculum is purposefully designed to provide clarity in learning expectations across all grade levels while ensuring accessibility through inclusive practices.

As an IB World School, our curriculum aligns with the frameworks of the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP), each with distinct approaches to structuring learning. While our foundation of knowledge, understanding and skills across the school emphasizes inquiry, conceptual understanding, and interdisciplinary connections, each programme tailors its written curriculum to meet the unique developmental and cognitive needs of students at different stages.

Want to learn more about each IB programme?

Click the information icon to watch our parent workshop recordings.

Primary Years Programme (PYP): Building Foundations Through Inquiry How the world works Sharing the planet .P. P.S

St.

Ma th

s

.

.M

Programme of Inquiry

.A

T.E

E

S.

c.

Where we are in place and time

How we organize ourselves

Language

So

Programme of Inquiry: The curriculum is structured around six broad themes that connect learning across 6 subject areas, fostering big-picture thinking, real-world application, and ensuring progression and coherence in learning.

Play-Based Learning and Continuous Provision (CP): These approaches enable EY students to explore concepts meaningfully, fostering problem-solving, communication, and social skills, while laying a strong foundation for future learning through both structured and unstructured play.

Action: Action is a core element of the PYP, encouraging students to apply their learning in meaningful ways, from everyday choices to community involvement and advocacy, fostering real-world impact beyond the classroom.

PYP Exhibition: A culminating independent project where students showcase their learning journey through research, collaboration, and action.

The Arts

Who we are

How we express ourselves

Middle Years Programme (MYP): Expanding Knowledge Through Interdisciplinary Learning

Language and Literature Physical and Health Education

Language Acquisition

Global Contexts

Individuals and Societies

Sciences Action

Service

The Arts

Maths Design

Eight Subject Groups: The curriculum ensures breadth and depth across disciplines while promoting interdisciplinary learning.

Global Contexts: Learning is framed around real-world issues, allowing students to see the relevance of their education beyond the classroom.

Interdisciplinary Units (IDU): Purposefully designed crosssubject collaborations that encourage students to integrate knowledge and skills from multiple disciplines.

Service as Action: As an extension of classroom learning, students engage in community service projects that apply their knowledge in meaningful ways. Through action, they develop empathy, social responsibility, and leadership skills, reinforcing the IB’s commitment to global citizenship.

Personal Project: In their final MYP year, students complete their culminating self-directed research project, applying their skills, knowledge and understanding to an area of personal interest.

Diploma Programme (DP): Deepening Understanding Through Specialization Core Components: The DP includes the Theory of Knowledge (TOK), Extended Essay (EE), and Creativity, Activity, Service (CAS), which develop critical thinking, research skills, and global engagement.

Subject Group Structure: Students select courses across six subject groups, with a mix of Higher Level (HL) and Standard Level (SL) subjects, allowing for both specialization and a well-rounded education.

Research & Inquiry: The Extended Essay (EE) provides students with university-level research experience, preparing them for academic rigor.

Holistic Development: Creativity, Activity, and Service (CAS) ensures students engage in experiential learning beyond academics, fostering personal growth and community involvement.

Studies in Language and Literature

Individuals and Societies

Language Acquisition

TOK EE

CAS

Sciences

Maths

The Arts

PATHWAYS FOR PERSONALISED SUCCESS While the IB continuum offers a robust foundation for all learners, we also recognise that some students benefit from personalised or alternative pathways.

ASDAN is offered as a flexible, skills-based curriculum to support students in developing independence, life competencies, and confidence for post-school transitions.

Looking ahead, we are preparing to introduce the IB Career-related Programme (CP) with Pearson BTEC Level 3 qualifications, offering a vocationally aligned option for Grades 10–12. These pathways will support UAE National students in meeting Al Thanawiya equivalency while remaining open to all learners. *We are currently in the process of applying for CP candidacy and will keep our school community informed as we move through each stage of this exciting development.

MOE SUBJECTS AT RAHA At Raha International School, Ministry of Education (MOE) subjects are taught in alignment with ADEK and UAE national requirements. These subjects are delivered through inquiry-based, culturally responsive practices that reflect our IB philosophy while ensuring full compliance with local standards.

Subject

Delivery

Arabic Language

Arabic A for native speakers and Arabic B for non-natives, EY1– Grade 12

Islamic Education

For Muslim students, taught from EY1–Grade 12

UAE Social Studies

Taught from Grade 1–Grade 9, based on MoE learning outcomes

Moral Education

Integrated across the curriculum, reinforcing character, empathy, and ethics

All MOE subjects are: Mapped vertically and reviewed annually Supported by age-appropriate, inquiry-based strategies Assessed using MOE-aligned standards and reporting formats

How are MOE subjects developed at Raha?

At Raha International School, MOE subjects are designed to meet the requirements of the UAE Ministry of Education and ADEK, while remaining fully aligned with our IB philosophy. The curriculum is inquiry-driven and culturally rooted, ensuring students receive both a globally competitive education and a strong national identity foundation.

MOE subject planning is based on: MOE Frameworks: Curriculum maps for Arabic Language, Islamic Education, and Social Studies follow the latest standards and learning outcomes issued by the UAE Ministry of Education.

IB Integration: All units are concept-based and delivered through inquiry to align with the PYP, MYP, and DP frameworks.

Vertical Alignment: Each subject is developed with clear progression from Early Years (EY) to Grade 12.

Assessment and Documentation Student performance in MOE subjects is assessed using standards aligned with the MOE curriculum. All reports and transcripts are issued in compliance with ADEK documentation protocols.

Support and Coordination The school provides guidance to families throughout the equivalency application process and collaborates directly with ADEK to ensure that students meet all academic and procedural requirements. This comprehensive approach ensures that Arab students graduate from Raha with the credentials needed for local university admissions, government recognition, and future educational opportunities.

Equivalency Pathway for Arab Nationals Raha International School ensures that Arab students— particularly those intending to pursue higher education in the UAE —are supported in meeting the requirements for the General Secondary Certificate Equivalency (Al Thanawiya Al Amma).

To meet equivalency requirements, students must: Be enrolled in Arabic A and (if Muslim) Islamic Education A from Grades 10 to 12 Complete UAE Social Studies through Grade 9 Present official transcripts for Grades 10–12 Submit all documentation as required by ADEK and the Ministry of Education We assess MOE subjects using standards aligned to the national curriculum and support families throughout the equivalency application process. This ensures that students graduate from Raha with the credentials needed for university admission and national recognition.

OUR TAUGHT CURRICULUM

At Raha International School, our teaching approach is designed to create meaningful and engaging learning experiences for all students. We focus on:

Inquiry-based Learning

Encouraging curiosity and critical thinking through exploration and high-level questioning.

Focused on Conceptual Understanding

Ensuring that learning is not just about facts but about deep, transferable understanding.

Learning Through Local and Global Perspectives

Creating opportunities for learners to contextualise their learning, develop international mindedness, and enable our children to understand their place in the world and their power to shape it for good. Connecting learning to real-world issues to develop international-mindedness.

Focused on Teamwork and Collaboration

Encouraging peer learning and cooperative problem-solving.

Differentiated to Meet the Needs of All Learners

Adapting teaching methods to ensure inclusivity and support diverse learning styles.

Informed by Formative and Summative Assessment

Using continuous assessment and structured evaluations to guide learning progress.

Visible Learning

Ensuring clarity in learning objectives so students understand what they are learning and why.

Responsive Classroom

Creating inclusive, joyful, and structured learning spaces that promote engagement, responsibility and well-being.

As a CIS-accredited school, Raha International School aligns with the Council of International Schools (CIS) definitions of high-quality learning and high-quality teaching. These definitions guide our practice, ensuring that what we design in our curriculum and deliver in classrooms reflects both international standards and our own values of relationships, excellence, and aspiration.

HIGH-QUALITY LEARNING TAKES PLACE WHEN LEARNERS: Are engaged, motivated, and inspired to inquire.

Build deep understanding through exploration, reflection, and authentic connections.

Develop independence, resilience, and transferable skills that prepare them for life beyond school.

Receive timely, constructive feedback to support growth and goal-setting.

Experience inclusion, respect for diversity, and opportunities to act with agency in their communities.

HIGH-QUALITY TEACHING IS EVIDENT WHEN EDUCATORS: Create safe, inclusive, and supportive environments where every learner feels valued.

Design challenging, purposeful, and concept-driven learning experiences.

Use a range of strategies and assessments to meet diverse needs and monitor progress.

Model lifelong learning through reflection, collaboration, and adaptability.

Partner with colleagues, students, and families to enhance learning and wellbeing.

Draw on research, evidence, and professional inquiry to continually improve practice.

TEACHING EXCELLENCE AND PROFESSIONAL DEVELOPMENT At Raha, we believe high-quality learning begins with high-quality teaching. Our educators engage in ongoing professional development to ensure their practices reflect the latest research in pedagogy, curriculum design, and student well-being. This continuous growth mindset supports a culture of reflection and excellence across our school.

At Raha, Approaches to Learning (ATL) are central to our educational philosophy, equipping students with the skills necessary for success in both academic and real-world contexts. More than just subject knowledge, we believe that learning how to learn is essential in developing lifelong learners who can think critically, communicate effectively, manage their own learning, and navigate an increasingly complex world.

MAPPING ATLS ACROSS THE CURRICULUM At Raha, ATLs are systematically mapped across our curriculum, ensuring that they are not taught in isolation but are woven into every unit of inquiry and subject discipline. In the PYP, ATLs are integrated into transdisciplinary units, allowing students to practice and refine skills through authentic, inquiry-based experiences. In the MYP, ATLs are linked to subject-specific criteria and interdisciplinary learning, helping students develop skills in increasingly complex and discipline-specific contexts. By the time students enter the DP, ATLs are applied at a higher level, particularly through independent research projects such as the Extended Essay (EE) and Theory of Knowledge (TOK), ensuring that students can critically engage with knowledge, reflect on their learning processes, and manage complex tasks independently.

EMBEDDING ATL SKILLS INTO TEACHING AND ASSESSMENT To ensure that students internalize and apply ATL skills, we explicitly teach and model them within lessons, projects, and assessments.

Teachers at Raha: Design learning experiences that make ATL development visible, embedding skill-building opportunities into daily lessons.

Use reflection tools and self-assessment frameworks to help students recognize their strengths and areas for growth.

Provide structured opportunities for students to set personal learning goals related to ATL development.

Incorporate ATL skill assessment in both formative and summative evaluations, ensuring that students receive meaningful feedback on their progress.

Through this approach, assessment is not just about measuring content knowledge but also about evaluating the process of learning itself. By explicitly teaching and assessing ATL skills, we enable students to develop self-awareness, resilience, and a growth mindset, equipping them with the skills needed to thrive beyond the classroom.

AT RAHA, WE KNOW LEARNING IS EFFECTIVE WHEN...

Learners understand the purpose: Learning goals are clear and well-defined.

Learners build on prior knowledge: We connect new ideas to what learners already know.

Learners engage with others: We provide various opportunities for students to interact and collaborate—learning is an active process.

Learners make connections: Key concepts help organise and link learning experiences throughout our curriculum.

Learners face appropriate challenges: We tailor learning opportunities to meet individual needs and developmental stages.

Learners receive timely feedback: Regular assessments offer structured guidance for understanding and progress.

Learners practise meaningfully: We emphasise deliberate practice to improve skills and self-awareness.

Learners take ownership: Students have opportunities for self-directed learning and making choices in their education.

Learners reflect on their progress: We create chances for learners to plan, monitor, and adjust their learning strategies as needed.

OUR ASSESSED CURRICULUM OUR ASSESSMENT PRINCIPLES At Raha International School, assessment is an integral part of the learning journey, designed to support and enhance student growth rather than serve as a mere endpoint. Rooted in an inquiry-based approach, assessment fosters student agency, encouraging learners to take ownership of their progress and reflect on their learning. Our assessment practices strike a balance between formative and summative methods, ensuring that students receive ongoing, meaningful feedback that guides their development. By involving students, teachers, and parents in this process, we create a collaborative learning environment where assessment is not just a measure of achievement but a tool for continuous improvement and deeper understanding.

At Raha International School, our assessment practices are guided by four key dimensions that ensure a balanced and student-centered approach to learning:

Monitoring

Measuring

Reporting

Documenting

Monitoring Progress: Continuous feedback is embedded in day-to-day learning to inform teaching decisions and support individual student needs.

Documenting Growth: Students use portfolios, reflections, and learning journals to demonstrate their development over time and take ownership of their learning journey.

Measuring Achievement: Clear success criteria, including rubrics, IB grading standards, and teacher evaluations, are used to assess student understanding and skill application.

Reporting & Communication: Progress is shared through parent-teacher conferences, studentled conferences, and formal progress reports, ensuring transparency and collaboration among all stakeholders.

TYPES OF ASSESSMENT AT RAHA Assessment for Learning (AFL): Uses formative feedback, observations, and reflections to guide student progress in real-time.

Assessment as Learning (AAL): Encourages student self-assessment and goal-setting, fostering independence and self-regulation.

Assessment of Learning (AOL): Includes summative assessments such as projects, portfolios, and standardised tests (Progress, CAT4, PASS and NGRT tests, among others) to measure student achievement.

ADDITIONAL ASSESSMENT PRACTICES AT RAHA Peer and Self-Assessments – Encourages students to reflect on their learning and take ownership of their progress.

Rubrics and Success Criteria – Clearly outlines performance expectations, ensuring transparency and consistency in evaluation.

Transdisciplinary and Interdisciplinary Assessments – Promotes connections across subjects, allowing students to apply their knowledge in meaningful, real-world contexts.

This structured approach ensures that assessment at Raha is purposeful, student-centred, and aligned with IB principles, fostering continuous growth and deeper learning.

ASSESSMENT ACROSS OUR IB PROGRAMMES At Raha International School, our assessed curriculum is thoughtfully designed to align with the International Baccalaureate (IB) framework, ensuring a cohesive and comprehensive evaluation of student learning across all programmes—PYP, MYP, and DP. At Raha International School, our assessment practices are purposeful, student-centered, and aligned with IB principles to ensure that learning is meaningful and progression is evident from EY1 to Grade 12. We assess three key elements: Knowledge – The facts, concepts, and subject-specific content students need to acquire.

Understanding – How students connect and apply knowledge in different contexts.

Skills – The cognitive, social, and self-management skills students develop to become independent learners.

ASSESSMENT IN THE PRIMARY YEARS PROGRAMME (PYP) In the PYP, assessment is used as a tool for learning rather than just a measure of learning. We integrate: Observation-based assessments in the Early Years to track developmental milestones and ensure smooth progression from EY1 to EY2.

AFL (Assessment for Learning), AAL (Assessment as Learning), and AOL (Assessment of Learning) to encourage student agency.

Authentic, real-world tasks that connect conceptual understanding to practical applications.

Portfolios and reflection journals as ongoing assessment tools to document growth.

Play-based assessments in the Early Years that promote inquiry and collaboration.

ASSESSMENT IN THE MIDDLE YEARS PROGRAMME (MYP) In the MYP, assessment is criterion-based, allowing students to demonstrate their understanding in a variety of ways: Assessment tasks are designed with clear success criteria to ensure students understand how to improve.

Command terms help students engage in analytical, evaluative, and problem-solving thinking.

Formative assessment is embedded in daily learning, providing real-time feedback.

Summative tasks focus on interdisciplinary learning and inquiry-based projects.

ATL (Approaches to Learning) skills are explicitly assessed, ensuring students develop essential life skills alongside academic knowledge.

ASSESSMENT IN THE DIPLOMA PROGRAMME (DP) The DP assessment model prepares students for rigorous academic challenges by incorporating: A mix of internal and external assessments, including essays, presentations, and exams.

Independent research projects such as the Extended Essay (EE), where students apply inquirybased learning.

Portfolios in creative subjects like Visual Arts and Music to showcase process and reflection.

Standardized IB assessment criteria and grade boundaries to ensure global consistency.

Modified scaffolding in DP1 to ensure students gradually build confidence before DP2 exams.

ENSURING CONSISTENCY AND GROWTH Across all programmes, Raha prioritizes: Moderation and standardization to ensure fairness and reliability in assessment.

Subject skill-based progression, allowing students to build upon prior learning.

Student goal-setting and metacognitive reflection, helping learners take ownership of their progress.

Collaboration between teachers and students in designing assessment tasks that promote deep engagement.

INCLUSION AT RAHA At Raha, inclusion is foundational to how we design, deliver, and evolve our curriculum. It reflects our belief that all learners belong—and that diversity of ability, background, language, and learning profile enriches our community. Inclusive education at Raha is both a philosophy and a practice: it is visible in how we plan, teach, assess, and adapt for every student.

“At Raha, curriculum and inclusion work hand-in-hand: the curriculum provides direction; inclusion provides access.”

Anchored in Universal Design for Learning (UDL) Our inclusion approach is underpinned by the three core principles of Universal Design for Learning (UDL): Multiple means of engagement: We foster voice, agency, and belonging through identity-affirming teaching and flexible learning choices.

Multiple means of representation: We draw on multilingualism, cultural responsiveness, and varied modes of content delivery to meet students where they are.

Multiple means of action and expression: We scaffold learning pathways and create diverse ways for students to show what they know and can do.

These principles are not theoretical—they are intentionally embedded in classroom design, planning conversations, and instructional practice.

RESPONSE TO LEARNER DIVERSITY Every educator at Raha takes shared responsibility for learner success. Our curriculum design and delivery reflect this through: Strength-based learning: We identify and build on each student’s capabilities and passions, moving beyond deficits.

Differentiated experiences: Teachers co-design scaffolded pathways so that students, including those of determination, can access core learning meaningfully.

Cognitive access: Strategies such as visual cues, structured collaboration, and targeted practice help reduce cognitive load and support memory, transfer, and engagement.

Voice and agency: Students are co-constructors of their learning. They set goals, reflect, make choices, and influence curriculum pathways.

Multilingualism as a resource: We celebrate and integrate students’ home languages and cultures into everyday teaching and learning.

Inclusive by Desing Inclusion is embedded at the heart of the IB philosophy. At Raha, we align our practices with this belief, ensuring that every student can access, engage with, and thrive in a challenging, inquirydriven curriculum.

Our approach reflects: The IB Learner Profile, promoting attributes such as open-mindedness, care, and integrity.

International-mindedness, encouraging students to understand diverse perspectives and act with empathy.

Approaches to Learning (ATL) skills, equipping all learners with the tools to think critically, manage themselves, and collaborate effectively.

Through inquiry, action, and reflection, students grow both academically and personally—ready to contribute to a diverse and interconnected world.

Expanding Pathways for Success While our core IB framework supports a wide range of learners, we recognise that some students benefit from personalised pathways beyond the Formal IB progression.

In response, Raha continues to evolve its provision to ensure that every learner can thrive.

Most recently, we have introduced the ASDAN programme, which provides a flexible, skill-based curriculum that supports functional independence, personal growth, and meaningful post-school transitions—developing core competencies that align closely with the IB Approaches to Learning such as self-management, communication, and social skills.

This evolving approach ensures that all students— regardless of their learning profile—have access to a meaningful pathway that nurtures confidence, competence, and future opportunity, while supporting them to become lifelong learners and global citizens, in line with the IB mission.

OUR COMMITMENT TO GROWTH AND INNOVATION At Raha, we view our curriculum not as a static document, but as a living, evolving framework that grows alongside our students, staff, and community. We are committed to ongoing reflection, innovation, and professional collaboration, ensuring that our learning programmes continue to meet the needs of our diverse learners in an ever-changing world.

By continuously reviewing our curriculum, assessment practices, and student outcomes, we ensure alignment with IB standards, ADEK expectations, and the aspirations of our community.

We embrace new ideas, educational research, and feedback to keep our curriculum responsive, inclusive, and future-focused.

Together, as a learning community, we remain grounded in our values— relationships, excellence, and aspiration—and united in our mission to empower every learner to thrive with curiosity, compassion, and courage.