Primary , Middle And Secondary School Curriculum 2021 - 22 (Phase 2, 3 & 4: Grades 1-12)
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 TIAD is driven by the natural curiosity amongst children as per their appropriate age group. We integrate the curriculum with NCERT (National Council of Education, Research and Training) along with International Benchmark and National Agenda Priorities. 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; it is concerned to develop their capacity for creative expression and response; and it promotes their emotional and physical development.
Along with Curricular choices such as English, ICT, Math, Science, Arabic, Hindi/French, Islamic/ Lifeskill, UAE SST, Dance, Music, ME; we also offer ZFABLAB where students choose the creative and Innovative clubs such as CODING, STEAM, Speech and Drama, PAINTING and Language club during the instructional time.
Wellbeing being the heart of everything done at Primary, the department has also integrated ‘Happiness and Wellbeing’ in their curriculum, which stages child centred approach and keeping their wellness at the centre of everything we do.
At this stage, between childhood and teenage, a greater ability for abstract thinking emerges in children. It focuses on developing independent learners who are prepared to succeed in high school and beyond. At the middle school level, we combine academic consistency with an extensive range of extra-curricular activities to meet the students’ need for learning and development at this stage. 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; Value Education 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.
The Secondary School Curriculum at The Indian Academy follows the guidelines of the Central Board of Secondary Education, New Delhi and is approved by the Ministry of Education, UAE.
In Phase 4 we acknowledge the fact that subjects like language, Mathematics, Science and Social science help the cognitive development of the child and, therefore, require a greater academic emphasis.
Further, we also envision the all-round development of students in consonance with the
holistic approach to education and therefore, emphasize integration of co-curricular domains with curricular activities in an equitable manner.
In operational sense, the secondary curriculum is learner-centered with school being a place where students would be acquiring various skills; building self-concept, sense of enterprise, aesthetic sensibilities and sportsmanship. Therefore, for the purpose of fostering core competencies in learners, we ensure that the curriculum encompasses all major learning areas.
For revamping the conventional system, a set of custom designed, choice and aptitude-oriented skill course is offered to Phase 3 and Phase 4 students. In harmony with the visions of NEP 2020 and CBSE, for the holistic and professional development of our students, NSDC (National Skill Development Council) approved syllabus are being followed for the conduct of these courses. They transcend beyond the four walls of classrooms during these activity-enriched sessions and reflective assessments.
Islamic Education is compulsory for all Muslim students from Grade 1 onwards according to Ministry of Education guidelines. Failure to attend or achieve a satisfactory grade in Islamic Studies will jeopardise the student’s promotion at the end of the academic year and no exemption will be given to any Muslim student.
All students at TIAD will attend Arabic classes from Grade 1.
Failure to attend or achieve a satisfactory grade in Arabic Language will jeopardise the student’s promotion at the end of the academic year and no exemption will be given to any student.
Part II – A
Part II – B
(Attitudes & Values towards)
|Arabic||Art and Craft||Teachers||Self Awareness|
|English||Performing Art||School-mates||Critical Thinking|
|Hindi / French||Physical Education||School programmes||Creative Thinking|
|Science||Value System||Problem Solving|
|Indian Social Studies
UAE Social Studies
|Islamic / Value Education||Inter Personal Relationships|
|Information & Communication
|Dealing with stress|
|Moral Education||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
- Collaborative activities
- Differentiated learning: catering to the needs of all learners.
- Culmination at the end of every project/ theme through presentations.
- Weekly assemblies led by students.
- Technology integration in all subjects.
- Library as a live resource to support research and learning.
- Field trips: Enriched curriculum based on educational visits and enquiry-based research is the hallmark of the enriched curriculum.
- Community connections: to facilitate regular interactions with the community through different activities thus instilling in them the value of being a responsible citizen through projects 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 connects 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 Sahaya centre on a regular basis or indirectly with the counselling department liaising with subject teachers.
- Remedial teaching: help to accelerate the learning process. Remedial classes and activity clubs (Literacy, Science and Math club, HomeScience, Speech and Drama, Gavels club).
- 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, Math week and Al-Aa’lam etc.
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.
External assessments such as TIMSS, PISA, PIRLS, ASSET, GL Assessments are an integral part of the curriculum.