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.
- Along with curricular choices such as English, ICT, Math, Science, Arabic, Hindi/French, Islamic/Life skills, UAE SST, Dance, Music, ME; we also offer ZFABLAB where students choose from among creative and innovative clubs such as coding, painting, Master Chef Junior, Robotics and HIFZ during the instructional time.
- Wellness being the heart of everything done in Primary, the department has also integrated ‘Happiness and Wellbeing’ in the curriculum, which follows a child centered approach keeping their wellness at the center of everything.
- At this transition stage, 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.
- 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 learners find many avenues to see theory in practice.
- Planned activities within the curriculum enable students to identify their strengths, skills and ambitions so they may make informed choices that are best suited for them.
- The Secondary School Curriculum at TIAD follows the guidelines of the Central Board of Secondary Education, New Delhi and is approved by the Ministry of Education, UAE.
- We offer Science, Commerce and Humanities with a range of curricular choices to cater to the customized needs of students at the exit phase.
- In Secondary school, we acknowledge the fact that subjects like Languages, Mathematics, Science and Social Science help the cognitive development of the child and therefore, require a greater academic emphasis.
- 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 acquire various skills, building self-regulation, sense of enterprise, aesthetic sensibilities and sportsmanship.
Subject choices for Grades 11 & 12
The subject choices that students make in the last 2 years of their school education can make a significant impact in the course options available at universities. The combination of subject choices caters to the requirement for eligibility to a specific course or program, and it is important that the individual subject selection compliments the combination allowing the students to pursue their passion for a specific field.
Science Group 1:
- English Core
Science Group 2:
- English Core
- Computer Science/Psychology/Physical Education
- English Core
- Business Studies
- Marketing/Computer Science/Psychology/Physical Education/Math
- English Core
- Any two subjects from: Computer Science/Psychology/Physical Education
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.