ACADEMIC PLAN LEARNING AT RAHA
Table Of Contents
Message from the Principal
Our Mission, Vision and Values
Our Learning Programme
Our Written Curriculum
Our Taught Curriculum
Our Assessed Curriculum
Inclusion at Raha
Our Commitment to Growth and Innovation
MESSAGEFROM
THEPRINCIPAL
AtRahaInternationalSchool-GardenCampus,webelievelearningis about more than academic success. It is about nurturing curiosity, building character, and helping every student grow into a confident andcompassionateindividual.Thisacademicplanreflectsourshared commitment to relationships, excellence, and aspiration, and offers a clearpictureofhowweshapelearningacrosstheschool.
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 futurewithpurposeandconfidence.
Weinviteyoutoexplorethisplantobetterunderstandthejourneyyour childison.Whethertheyarejustbeginningorpreparingforlifebeyond school,weareproudtowalkalongsidethem—andyou—aspartnersin learning.
Warmregards,
JanStipek Principal
“Weenvisionaconnectedcommunitywhere relationshipssparkgrowth,curiosityfuelslearning,and everylearnerfeelstheybelong” OurMission
OurVision
OurValues
Ourcurriculumisshapedbythreecoredrivers:
RELATIONSHIPS
Webuildstrong connectionsbyworking together,solving problems,andensuring everyonefeelsthey belong
EXCELLENCE ASPIRATION
Weachievedeeper understandingthrough hands-onexperiences andcollaborationwith othersandour environment.
Wevalueourchildren’s needs,interests,and voicesandallowthem toshapetheirlearning andcurriculum
OURLEARNINGPROGRAMME
OURVISIONOFLEARNING
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 moremeaningfulandimpactful
OURRAHAIBFRAMEWORK
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 learningjourneyfromearlyexplorationtoindependent application
WehavedevelopedaprogressionforourlearnersacrossthePrimaryYears Programme(PYP),MiddleYearsProgramme(MYP),andDiplomaProgramme(DP) thatnurturescriticalthinking,self-awareness,andtheabilitytoapplyknowledge inmeaningfulways.
PYP:HowdoIdevelopasalearner?
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 workeffectivelywithothers
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 Throughproject-basedlearning,theygainpracticalexperiencein applyingknowledgeacrosssubjects
DP:WhatwillIdowithwhatIhavelearned?
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, capableofmakingameaningfulimpactbeyondtheclassroom
ThisstructuredprogressionensuresthatstudentsatRahadevelop holistically,gainingtheskills,attitudes,andvaluestosucceedinan ever-changingworld.
OURCURRICULUM
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, whichoutlineshowbeststudentswilllearn;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?", "Howbestwillwelearn?",and"Howwillweknow what we have learned?" we create a dynamic andreflectivelearningenvironment.
Thisholisticapproachensuresthatourstudentsdeveloptheknowledge,skills,and dispositionsnecessarytothriveinanever-evolvingworld,whilemaintaininghigh academicstandardsalignedwithbothIBprinciplesandADEKrequirements.
OURWRITTENCURRICULUM
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 dispositionsneededtothriveinthe21stcentury.
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
OURCURRICULUMFOUNDATION
AtRahaInternationalSchool,ourwrittencurriculumisbuiltonastrongfoundationofknowledge, understanding,andskills Itisdesignedasaspiraledframeworkthatensuresconceptsand competenciesdevelopprogressivelyfromEY1toGrade12 Throughthisstructuredapproach,students revisitanddeepentheirlearningateachstage,makingmeaningfulconnectionsacrossdisciplines Thisprogressionfostersinquiry,criticalthinking,andtheabilitytoapplylearninginreal-world contexts,preparingstudentsforsuccessinanever-evolvingworld
OURCURRICULUMSTRUCTURE
Ourwrittencurriculumispurposefullydesignedtoprovideclarity inlearningexpectationsacrossallgradelevelswhileensuring accessibilitythroughinclusivepractices
AsanIBWorldSchool,ourcurriculumalignswiththeframeworks ofthePrimaryYearsProgramme(PYP),MiddleYearsProgramme (MYP),andDiplomaProgramme(DP),eachwithdistinct approachestostructuringlearning Whileourfoundationof knowledge,understandingandskillsacrosstheschool emphasizesinquiry,conceptualunderstanding,and interdisciplinaryconnections,eachprogrammetailorsitswritten curriculumtomeettheuniquedevelopmentalandcognitive needsofstudentsatdifferentstages.
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, andensuringprogressionandcoherenceinlearning Play-BasedLearningandContinuousProvision(CP): These approaches enable EY students to explore concepts meaningfully, fostering problem-solving, communication, and social skills, while laying a strong foundation for future learningthroughbothstructuredandunstructuredplay.
Action: Action is a core element of the PYP, encouraging students to apply their learning in meaningful ways, from everydaychoicestocommunityinvolvementandadvocacy, fosteringreal-worldimpactbeyondtheclassroom.
PYP Exhibition: A culminating independent project where students showcase their learning journey through research, collaboration,andaction. PrimaryYearsProgramme(PYP):BuildingFoundationsThroughInquiry
MiddleYearsProgramme(MYP):ExpandingKnowledgeThroughInterdisciplinary Learning
EightSubjectGroups: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 educationbeyondtheclassroom InterdisciplinaryUnits(IDU): Purposefully designed crosssubject collaborations that encourage students to integrateknowledgeandskillsfrommultipledisciplines 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,reinforcingtheIB’scommitmenttoglobalcitizenship.
PersonalProject: IntheirfinalMYPyear,studentscomplete their culminating self-directed research project, applying their skills, knowledge and understanding to an area of personalinterest.
DiplomaProgramme(DP):DeepeningUnderstandingThroughSpecialization
Core Components: The DP includes the Theory of Knowledge (TOK), Extended Essay (EE), and Creativity, Activity, Service (CAS), which develop critical thinking, researchskills,andglobalengagement
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 specializationandawell-roundededucation.
Research & Inquiry: The Extended Essay (EE) provides students with university-level research experience, preparingthemforacademicrigor.
Holistic Development: Creativity, Activity, and Service (CAS) ensures students engage in experiential learning beyond academics, fostering personal growth and communityinvolvement.
PATHWAYSFORPERSONALISEDSUCCESS
WhiletheIBcontinuumoffersarobustfoundationforalllearners,we alsorecognisethatsomestudentsbenefitfrompersonalisedor alternativepathways.
ASDANisofferedasaflexible,skills-basedcurriculumtosupport studentsindevelopingindependence,lifecompetencies,and confidenceforpost-schooltransitions
Lookingahead,wearepreparingtointroducetheIBCareer-related Programme(CP)withPearsonBTECLevel3qualifications,offeringa vocationally aligned option for Grades 10–12 These pathways will support UAE National students in meeting Al Thanawiya equivalencywhileremainingopentoalllearners.
*WearecurrentlyintheprocessofapplyingforCPcandidacyandwillkeepourschoolcommunity informedaswemovethrougheachstageofthisexcitingdevelopment
MOESUBJECTSATRAHA
AtRahaInternationalSchool,MinistryofEducation(MOE)subjectsaretaughtinalignmentwith ADEK and UAE national requirements. These subjects are delivered through inquiry-based, culturallyresponsivepracticesthatreflectourIBphilosophywhileensuringfullcompliancewith localstandards
At Raha International School, MOE subjects are designed to meet the requirementsoftheUAEMinistryofEducationandADEK,whileremaining fully aligned with our IB philosophy. The curriculum is inquiry-driven and culturally rooted, ensuring students receive both a globally competitive educationandastrongnationalidentityfoundation.
MOEsubjectplanningisbasedon:
MOE Frameworks: Curriculum maps for Arabic Language, Islamic Education, and Social Studies follow the latest standards and learningoutcomesissuedbytheUAEMinistryofEducation.
IB Integration: All units are concept-based and delivered through inquirytoalignwiththePYP,MYP,andDPframeworks
Vertical Alignment: Each subject is developed with clear progression fromEarlyYears(EY)toGrade12
OURTAUGHTCURRICULUM
AtRahaInternationalSchool,ourteachingapproachisdesignedtocreatemeaningfuland engaginglearningexperiencesforallstudents Wefocuson:
Inquiry-based Learning
Focusedon Conceptual Understanding
Encouragingcuriosityandcriticalthinkingthroughexplorationand high-levelquestioning.
LearningThrough LocalandGlobal Perspectives
Ensuringthatlearningisnotjustaboutfactsbutaboutdeep, transferableunderstanding
Creatingopportunitiesforlearnerstocontextualisetheirlearning, developinternationalmindedness,andenableourchildrento understandtheirplaceintheworldandtheirpowertoshapeitfor good Connectinglearningtoreal-worldissuestodevelop international-mindedness.
FocusedonTeamwork andCollaboration
DifferentiatedtoMeet theNeedsofAll Learners
Informedby Formativeand Summative Assessment
VisibleLearning
Responsive Classroom
Encouragingpeerlearningandcooperativeproblem-solving.
Adaptingteachingmethodstoensureinclusivityandsupport diverselearningstyles
Usingcontinuousassessmentandstructuredevaluationstoguide learningprogress
Ensuringclarityinlearningobjectivessostudentsunderstand whattheyarelearningandwhy.
Creatinginclusive,joyful,andstructuredlearningspaces thatpromoteengagement,responsibilityandwell-being
AsaCIS-accreditedschool,RahaInternationalSchool alignswiththeCouncilofInternationalSchools(CIS) definitionsofhigh-qualitylearningandhigh-quality teaching.Thesedefinitionsguideourpractice,ensuring thatwhatwedesigninourcurriculumanddeliverin classroomsreflectsbothinternationalstandardsandour ownvaluesofrelationships,excellence,andaspiration.
HIGH-QUALITYLEARNINGTAKESPLACE WHENLEARNERS:
Areengaged,motivated,andinspiredtoinquire
Build deep understanding through exploration, reflection, andauthenticconnections
Develop independence, resilience, and transferable skills thatpreparethemforlifebeyondschool
Receive timely, constructive feedback to support growth andgoal-setting
Experienceinclusion,respectfordiversity,andopportunities toactwithagencyintheircommunities
HIGH-QUALITYTEACHINGISEVIDENTWHENEDUCATORS:
Create safe, inclusive, and supportive environments whereeverylearnerfeelsvalued.
Design challenging, purposeful, and concept-driven learningexperiences.
Use a range of strategies and assessments to meet diverseneedsandmonitorprogress.
Model lifelong learning through reflection, collaboration,andadaptability.
Partner with colleagues, students, and families to enhancelearningandwellbeing.
Draw on research, evidence, and professional inquiry tocontinuallyimprovepractice.
TEACHINGEXCELLENCEANDPROFESSIONALDEVELOPMENT
AtRaha,webelievehigh-qualitylearningbeginswithhigh-qualityteaching Oureducators engageinongoingprofessionaldevelopmenttoensuretheirpracticesreflectthelatest researchinpedagogy,curriculumdesign,andstudentwell-being Thiscontinuousgrowth mindsetsupportsacultureofreflectionandexcellenceacrossourschool
AtRaha,ApproachestoLearning(ATL)arecentraltooureducationalphilosophy,equipping studentswiththeskillsnecessaryforsuccessinbothacademicandreal-worldcontexts.More thanjustsubjectknowledge,webelievethatlearninghowtolearnisessentialindeveloping lifelonglearnerswhocanthinkcritically,communicateeffectively,managetheirownlearning, andnavigateanincreasinglycomplexworld. EMBEDDINGATLSKILLSINTOTEACHINGANDASSESSMENT
ATRAHA,WEKNOW LEARNINGISEFFECTIVE WHEN...
Learnersunderstandthepurpose:Learninggoalsareclearandwell-defined Learnersbuildonpriorknowledge:Weconnectnewideastowhatlearnersalready know
Learnersengagewithothers:Weprovidevariousopportunitiesforstudentstointeract andcollaborate learningisanactiveprocess.
Learnersmakeconnections:Keyconceptshelporganiseandlinklearningexperiences throughoutourcurriculum.
Learnersfaceappropriatechallenges:Wetailorlearningopportunitiestomeet individualneedsanddevelopmentalstages.
Learnersreceivetimelyfeedback:Regularassessmentsofferstructuredguidancefor understandingandprogress.
Learnerspractisemeaningfully:Weemphasisedeliberatepracticetoimproveskills andself-awareness.
Learnerstakeownership:Studentshaveopportunitiesforself-directedlearningand makingchoicesintheireducation.
Learnersreflectontheirprogress:Wecreatechancesforlearnerstoplan,monitor, andadjusttheirlearningstrategiesasneeded.
OURASSESSEDCURRICULUM
OURASSESSMENTPRINCIPLES
AtRahaInternationalSchool,assessmentisanintegralpartofthelearning journey,designedtosupportandenhancestudentgrowthratherthanserveas amereendpoint.Rootedinaninquiry-basedapproach,assessmentfosters studentagency,encouraginglearnerstotakeownershipoftheirprogressand reflectontheirlearning.Ourassessmentpracticesstrikeabalancebetween formativeandsummativemethods,ensuringthatstudentsreceiveongoing, meaningfulfeedbackthatguidestheirdevelopment.Byinvolvingstudents, teachers,andparentsinthisprocess,wecreateacollaborativelearning environmentwhereassessmentisnotjustameasureofachievementbuta toolforcontinuousimprovementanddeeperunderstanding
AtRahaInternationalSchool,ourassessmentpractices areguidedbyfourkeydimensionsthatensurea balancedandstudent-centeredapproachtolearning:
AtRahaInternationalSchool,ourassessed curriculumisthoughtfullydesignedtoalign withtheInternationalBaccalaureate(IB) framework,ensuringacohesiveand comprehensiveevaluationofstudent learningacrossallprogrammes PYP,MYP, andDP.
ASSESSMENTINTHEPRIMARYYEARSPROGRAMME(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 ensuresmoothprogressionfromEY1toEY2.
AFL(AssessmentforLearning),AAL(AssessmentasLearning),andAOL(AssessmentofLearning) toencouragestudentagency.
Authentic,real-worldtasksthatconnectconceptualunderstandingtopracticalapplications. Portfoliosandreflectionjournalsasongoingassessmenttoolstodocumentgrowth. Play-basedassessmentsintheEarlyYearsthatpromoteinquiryandcollaboration.
ASSESSMENTINTHEMIDDLEYEARSPROGRAMME(MYP)
IntheMYP,assessmentiscriterion-based,allowingstudentstodemonstratetheirunderstandingin avarietyofways:
Assessmenttasksaredesignedwithclearsuccesscriteriatoensurestudentsunderstandhow toimprove
Commandtermshelpstudentsengageinanalytical,evaluative,andproblem-solvingthinking Formativeassessmentisembeddedindailylearning,providingreal-timefeedback
Summativetasksfocusoninterdisciplinarylearningandinquiry-basedprojects ATL(ApproachestoLearning)skillsareexplicitlyassessed,ensuringstudentsdevelopessential lifeskillsalongsideacademicknowledge
ASSESSMENTINTHEDIPLOMAPROGRAMME(DP)
TheDPassessmentmodelpreparesstudentsforrigorousacademicchallengesbyincorporating: Amixofinternalandexternalassessments,includingessays,presentations,andexams IndependentresearchprojectssuchastheExtendedEssay(EE),wherestudentsapplyinquirybasedlearning
PortfoliosincreativesubjectslikeVisualArtsandMusictoshowcaseprocessandreflection StandardizedIBassessmentcriteriaandgradeboundariestoensureglobalconsistency. ModifiedscaffoldinginDP1toensurestudentsgraduallybuildconfidencebeforeDP2exams.
ENSURINGCONSISTENCYANDGROWTH
Acrossallprogrammes,Rahaprioritizes:
Moderationandstandardizationtoensurefairnessandreliabilityin assessment.
Subjectskill-basedprogression,allowingstudentstobuilduponprior learning
Studentgoal-settingandmetacognitivereflection,helpinglearnerstake ownershipoftheirprogress
Collaborationbetweenteachersandstudentsindesigningassessment tasksthatpromotedeepengagement
INCLUSIONATRAHA
AtRaha,inclusionisfoundationaltohowwedesign,deliver,andevolve our curriculum. It reflects our belief that all learners belong and that diversity of ability, background, language, and learning profile enriches ourcommunity.InclusiveeducationatRahaisbothaphilosophyanda practice: it is visible in how we plan, teach, assess, and adapt for every student.
“AtRaha,curriculumandinclusionworkhand-in-hand: thecurriculumprovidesdirection;inclusionprovidesaccess.”
AnchoredinUniversalDesignforLearning(UDL)
Our inclusion approach is underpinned by the three core principlesofUniversalDesignforLearning(UDL):
Multiple means of engagement: We foster voice, agency, and belonging through identity-affirming teaching and flexiblelearningchoices
Multiple means of representation: We draw on multilingualism, cultural responsiveness, and varied modes ofcontentdeliverytomeetstudentswheretheyare
Multiple means of action and expression: We scaffold learning pathways and create diverse ways for students to showwhattheyknowandcando.
These principles are not theoretical—they are intentionally embeddedinclassroomdesign,planningconversations,and instructionalpractice.
Every educator at Raha takes shared responsibility for learner success. Our curriculum design anddeliveryreflectthisthrough:
Strength-based learning: We identify and build on each student’s capabilities and passions, movingbeyonddeficits
Differentiated experiences: Teachers co-design scaffolded pathways so that students, includingthoseofdetermination,canaccesscorelearningmeaningfully
Cognitive access: Strategies such as visual cues, structured collaboration, and targeted practicehelpreducecognitiveloadandsupportmemory,transfer,andengagement
Voiceandagency:Students are co-constructors of their learning They set goals, reflect, make choices,andinfluencecurriculumpathways
Multilingualism as a resource: We celebrate and integrate students’ home languages and culturesintoeverydayteachingandlearning
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, inquirydrivencurriculum
Ourapproachreflects:
The IB Learner Profile, promoting attributes such asopen-mindedness,care,andintegrity
International-mindedness, encouraging students to understand diverse perspectives and actwithempathy
ApproachestoLearning(ATL)skills,equippingall learners with the tools to think critically, manage themselves,andcollaborateeffectively
Throughinquiry,action,andreflection,studentsgrow both academically and personally ready to contributetoadiverseandinterconnectedworld.
ExpandingPathwaysforSuccess
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 ensurethateverylearnercanthrive
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 socialskills
This evolving approach ensures that all students regardless of their learning profile have access to a meaningful pathway that nurtures confidence, competence,andfutureopportunity,whilesupportingthem to become lifelong learners and global citizens, in line with theIBmission.
Weembracenewideas,educational research,andfeedbacktokeepour curriculumresponsive,inclusive,and future-focused
Together,asalearningcommunity,we remaingroundedinourvalues— relationships,excellence,and aspiration andunitedinourmissionto empowereverylearnertothrivewith curiosity,compassion,andcourage.