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School Curriculum And Assessment

Primary , Middle And Secondary School Curriculum 2018 - 19 (Phase 2, 3 & 4: Grades 1-10)

At The Indian Academy Dubai our aim is to draw upon the best elements of the Curriculum combined with the depth and range of subjects that are based on age appropriate learning goals. Good education not only has to develop character and a sense of value, but must also strike a balance between the scholastic and non-scholastic areas. With this in mind, we aim to provide a wide range of extra-curricular activities to cater to the needs of all students.

The Primary Curriculum at TIA is driven by the natural curiosity amongst children as per appropriate age group. At Primary level, we integrate the curriculum with NCERT (National Council of Education, Research and Training).They share their experiences and ideas, enhance their sense of discipline and varied existence of community through interactions with different kinds of people and objects in their neighbourhood and environment. The curriculum recognizes the importance of developing the full potential of the child. It seeks to develop children spiritually and morally and to foster in each child an ethical sense that enables him/ her to acquire values on which they should base choices and form attitudes; it endeavors to equip children with the knowledge and skills that will serve them not only in their lives as children but later as adults; itis concerned to develop their capacity for creative expression and response; and it promotes their emotional and physical development.

At this stage, between childhood and teenage, a greater ability for abstract thinking emerge in children. The focus on inquiry based learning continues, as do parallel in-depth explorations of subjects – Arabic , Islamic Studies, Biology, Physics and Chemistry; algebra, geometry and arithmetic; history, civics, geography; language and literature appreciation; art and music; and sports, which often culminate into integrated projects.

The shift from a theme-based approach to a more specialized and focused understanding of concepts in varied disciplines helps students gain insights into their areas of interest. Teachers, students and parents continue to be partners in the learning process as they explore and make connections across subjects, develop critical thinking and apply their knowledge to real-life situations. The acquisition of new knowledge is made more meaningful through opportunities to apply it. Projects, exhibitions, presentations or field trips ensure that the learner finds many avenues to see the theory in practice.

Part 1
Part II – A
Part II – B
(Attitudes & Values towards)
Life Skills
Part III
Arabic Art and Craft Teachers Self Awareness
English Music & Dance School-mates Critical Thinking
Hindi / French Drama & Role Play School programmes Creative Thinkingr
Mathematics Physical Education Environment Decision Making
Science General Knowledge Value System Problem Solving
Indian Social Studies
UAE Social Studies
Physical education Effective Communication
Islamic / Value Education Art and craft Inter Personal Relationships
Information & Communication
Technology (ICT)
Library Dealing with stress
Managing emotions
  • Age-specific learning targets.
  • A well- planned and carefully organized classroom and outdoor environment.
  • Effective system for planning, assessing and recording student’s progress.
  • Regular monitoring and evaluating of the curriculum provision being offered to children.
  • Attention to the processes of student’s learning, e.g. by encouraging them to observe, question and investigate.
  • Integrated teaching through themes and projects
  • Activities are done in collaborative ways
  • Differentiated learning: learning plans that cater to at least three levels of learners in a class.
  • Presentation at the end of themes and projects
  • Weekly assemblies led by students.
  • Technology integration: Use of technology like iPads allows growthfor powerful differentiation and gives every student the opportunity to work at his/her pace and level,e.g. Flip classes, Powerpoint presentations, assisting the teacher/ working independently in class for IT skills.
  • Library: a center for encouraging reading and opportunity to learn about different kinds of information.
  • Field trips: Children visit places in their neighbourhood, interact with local communities and has a glimpse at their cultural lifestyles. These trips provide loaded stimuli from the immediate environment to allow observation, investigation, exploration, questioning and documentation of the children’s unique discoveries in many ways.
  • Students across grades work on activities together, enabling younger ones to learn from their seniors and the older ones to learn soft skills like leadership, teaching etc.
  • Community connections: to facilitate regular interactions with the community through different activities thus instilling in them the value of being a responsible citizen through activities such as World Labour Day, Ramadan Charity, Bake Sale, Breast Cancer awareness, Sponsor a child etc( Community Enrichment Programme).
  • Music and movement: to provide the children the rhythm to engage in creative dance movements and singing, during music session, special assemblies and special days.
  • Art and craft: integral to the way children learn and how they give shape to their imaginations of things around them and their experiences which makes a great way to connect to the child.
  • Learning support: We believe in giving equal opportunities to all students and accept students regardless of any specific learning difficulty. Students with learning difficulties receive support either through direct contact with the counselling department on a regular basis or indirectly with the counselling   department liaising with subject teachers. Based on formal and informal observations ILPs (for wave 2) and IEPs (for wave 3 students) are drawn. The Resource Room is equipped with resources to support the SEN students.
  • Gifted and Talented: Teachers routinely try to stretch and challenge the most able students in every lesson rather than have dedicated lessons for them. Where possible, and appropriate, setting by ability in certain subjects will aid the provision of subject matter at a pace appropriate to the teaching group: e.g. Pupil Enrichment Programme, Proficiency in International Examination (IBT ACER).
  • Remedial teaching: help to accelerate the learning process. Remedial classes and activity clubs (Literacy, Science and Math club, MAD science, Cooking, Abacus and personality / communication clubs).
  • Pupil Enrichment Programme: PEP helps to promote confidence and communication skills, higher order thinking, calculation skills and awareness about preserving nature, creativity and physical development. Pupil enrichment enhances and makes the students competent.
  • Physical education, games, swimming and mass PE: children are guided by trained professionals to develop team work, coordination, independence and confidence.
  • Extended learning opportunities in the form of workshops and guest lectures.
  • Subject specific week activities and celebrations e.g. Science week, English week, Arabic week etc.
  • Parental involvement: parent and grandparent volunteers accompany children on field trips and help a theme come alive with their visit, inputs and experiences.

The process of assessment starts with the Base Line Test, which is in the beginning of the academic year, and is used to set the targets for each subject. This test is based on the skills required in the current grade.The other assessments and evaluation are based on Scholastic and Non Scholastic Attainments. This is reflected in the mid-term review report and the end of term evaluation report cards.

Scholastic attainment includes Formative and Summative Assessment.

Formative Assessment – Taken during the process of learning, these assessments are broadly spread out as: • Assessment for Learning (AFL) which occurs while the concept/lesson is in progress. • AFL also occurs at definite stages based on agreed criteria as per the requirement for student learning which is judged by the teacher. Assessment for Learning (AFL) is an integral part of classroom transactions and is conducted while a concept/lesson is in progress and can also be done through self or peer assessment, oral/written quiz, multiple choice questions, group activities, classroom interactions, class work, homework, class participation and other teacher based assessments done in class that give regular feedback to students for the next steps towards improvement and involve them in their own learning. Assessment evidence is obtained through teacher based assessments done in class, which are formally graded and records of achievement are based on agreed criteria between the teacher and student. This is done through a series of • Home/Class Assignments • Oral /Written Quizzes • Self/Peer assessments • Group activity/Presentations • Projects/Worksheets • Class Tests/Multiple Choice Questions/Descriptive Tests/Skill Based Tests

External assessments – Taken during the process of learning, these assessments are broadly spread out as: • CAT4 • GL – PTM & PTE and NGRT

Summative Assessment – Summative Assessments or Assessment of Learning (AOL) are conducted at the end of each academic term. These are governed by a formal design of question paper that focuses on specific Chapters/Units/Concepts. The types of questions used for this can be Multiple Choice, Very Short Answer Questions, Short Answer Questions, and Long Answer Questions which test Knowledge, Understanding, Application, Communication and Higher Order Thinking Skills. Assessment evidence obtained through these summative assessments is also used to gauge student’s learning. Results of formative tests are shared with students on an ongoing basis while term end results containing both formative and summative assessments is shared by way of formal report cards during the Open House at the end of Term I and Term II. Self assessment: Besides the Formative and Summative assessments, we also encourage our students to self-assess their learning. It encourages pupils to take responsibility for their own learning. In addition to the above mentioned assessments, the students also undergo external standardised examinations.

Co- scholastic attainment includes – Physical Education, Art, Music and other activities.

Overall evaluation is consolidated on the basis of performance in Formative and Summative Assessment conducted through the Academic year.

Self assessment: Besides the Formative and Summative assessment, we also encourage our students to self-assess their learning. It encourages pupils to take responsibility for their own learning

In addition to above mentioned, the students also undergo external examinations IBT-ACER/ ASSET/ Spelling bee.

Pupil will also be taking TIMSS / PISA

Weightage and Time Schedule for Assessment
Primary School (Grades 1 to 4)
Term 1
Term 2
April to October
November to March
Type of Test Weightage Time Schedule Type of Test Weightage Time Schedule
Formative I 25% June Formative III 25% December
Formative II 25% October Formative IV 25% March
Total 100%
Middle School (Grades 5 to 8)
Term 1
Term 2
April to October
November to March
Type of Test Weightage Time Schedule Type of Test Weightage Time Schedule
Formative I 10% May Formative III 10% December
Formative II 10% September Formative IV 10% February
Summative I 30% October Summative II 30% March
Total 100%
Primary School (Grades 1 to 4)
Middle School (Grades 5 to 8)