HANDBOOK Year 10 & 11 “Let Your Light Shine”
2 At Diyafah International School we aim to: • Foster a learning community of motivated staff and students, engaged in best teaching and learning practices through extensive use of technology. • Develop young individuals who think, question and are curious through enquiry, challenge and project-based learning. • Create responsible global citizens utilizing a curriculum based on principles of studentcentred learning. • Promote holistic learning in order to encourage academic excellence, physical, psychological and spiritual growth. • Through our own systems and practices, nurture each Diyafah student to have a social conscience and concern for the environment. School Motto: 'Let Your Light Shine’ We are committed to a holistic based education in a caring and enlightened environment. We aim to foster creative thinking, courage of convictions and a positive attitude to draw out the highest potential in every student’s mind, spirit and body. Mission Vision We value every child as a contributor and nurture each to 'Let Their Light Shine' and be a beacon to others in an ever-changing, complex society. Our core values enshrine: • Critical and Creative Thinking - To create successful, lifelong learners. • Courageous Conviction - To create confident, caring individuals. • Ethical Leadership - To create effective, constructive contributors. • Calm Understanding - To create responsible, compassionate citizens who value peace in a multicultural, challenging world. Values
Head of Secondary School Welcome ........................................... 5 Key Stage 4 Coordinator's Welcome ............................................ 6 The Diyafah Difference .................................................................... 9 The School Day 2025-26 ................................................................. 10 The Secondary Cafeteria & Healthy Eating ................................ 11 School Uniform .................................................................................. 12 Year 10 & 11 School Bag ................................................................ 13 Student Code of Conduct ................................................................ 14 Student Well-Being............................................................................ 15 UAE National Identity ...................................................................... 17 School Library ................................................................................... 18 Year 10 + 11 Programmes ............................................................. 19 Subject Options ................................................................................ 20 IGCSE Options Booklet AY2025-26 .............................................. 20 Arabic Language in Years 10 + 11 ............................................... 21 Islamic Studies in Years 10 + 11 ................................................... 24 UAE Social Studies A in Year 10 ................................................... 24 Assessment in Years 10 & 11 ........................................................ 25 UAE Ministry of Education – Meeting Equivalency ................... 26 Homework .......................................................................................... 28 Attendance & Punctuality ............................................................... 29 Student Leadership .......................................................................... 30 Duke of Edinburgh 2025-26 ........................................................... 32 Safeguarding ..................................................................................... 34 IT – Bring Your Own Device ............................................................ 36 Sports Programme ........................................................................... 37 Lunchtime physical activity – “fast 15!” ..................................... 38 Enhancing the Curriculum in Y10 & Y11 ...................................... 40 Field Trips ........................................................................................... 40 Extra-Curricular Club ....................................................................... 41 Life After Year 11 ............................................................................ 42 School Fees and Admissions .......................................................... 43 School Bus Transport ...................................................................... 44 contents
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5 Head of Secondary School Welcome Dear Parents and Students, It gives me immense pleasure to welcome you to Key Stage 4, where you will embark on one of the most significant milestones of your secondary schooling journey. Over the past three years, I have had the privilege of working closely with many of you, and I am now excited to continue this partnership as we navigate the iGCSE years together. Our core strength lies in our experienced teachers, who are dedicated to supporting you whenever you need it. Their undivided commitment and untiring dedication have consistently ensured outstanding results in past iGCSE exams. From CCA support lessons to break-time coaching, our teachers are always available to guide and assist you. You are never alone in this journey towards success. Research suggests that students who develop a habit of independent learning on a regular basis achieve greater success. While active engagement in the classroom is crucial, having a regular independent learning plan is equally important. To maximize your academic potential, consider incorporating the following strategies: 1. Gain Knowledge and Understanding Actively: Take the initiative to explore topics beyond the classroom. Read widely, watch educational videos, and engage with various learning resources to deepen your understanding. 2. Answer Exam-Style Questions: Practice makes perfect. Regularly answering exam-style questions will help you familiarize yourself with the format and improve your ability to respond effectively under timed conditions. 3. Self-Assess Using Solutions: Evaluate your answers against provided solutions to identify areas of improvement. This practice will help you understand your mistakes and learn how to correct them, fostering sustained and deeper understanding of the topics learnt. In addition to academic support, we offer a wide range of extracurricular activities designed to enrich your school experience and help you develop a well-rounded skill set. We encourage all students to take full advantage of these opportunities to explore their interests and talents. As we embark on this new chapter, I urge you to stay curious, work hard, and remain open to new experiences. Remember, the journey to success is a collaborative effort, and together, we can achieve great things. Let's make these iGCSE years remarkable and memorable. Paul Livingston Head of Secondary Page-5
6 Key Stage 4 Coordinator's Welcome Key stage 4 is a time to take our knowledge obtained in Key Stage 3 and apply it for our GCSE exams. Students have the opportunity to choose their optional subjects, ranging from ICT, Food and Nutrition, Design Technology, Economics and many more. It is an opportunity for students to really tap into their passions and areas of academic strengths to ensure success in their GCSE exams. Following many discussions with myself and Mr. Paul Livingston throughout the previous academic year, students will have chosen subjects that are in line with their future career prospects. And if our students have a change of heart, we do allow them to change subjects within the first month of Year 10, to allow students to better align themselves with future career goals. The preparations for our GCSE exams begin right away in Year 10. With such a wide curriculum to cover across all subjects, teachers will move at a brisk pace to ensure that students are prepared with time to spare in Y11, allowing additional time for revision before their exams. To assist our students in Key Stage 4, approaching the time of exams, we offer subject specific support during our Personal Enrichment Programme and additionally at breaktimes to ensure each and every student can reach their full academic potential. Although Key Stage 4 is very exam focused, we still want our students to pursue their hobbies and interests, which can be done through participation in the many group events and competitions that run throughout the year, such as the Science Fair, Enterprise Competitions, Poetry Recitation and many more. Our athletic students will also have the opportunity to represent their school on one of our many sports teams. My aim is Key Stage 4 co-ordinator is to guide our students in the right direction and help them to make informed decisions about their future. I hope to empower students to become well-rounded ladies and gentlemen that are empathetic, respectful and compassionate to their peers and teachers. Students in Key Stage 4 know that my door is always open and I am always available to lend an ear no matter how small their problems may seem. Together, with parents, we will encourage our Key Stage 4 students to always let their light shine. Key Stage 4 Coordinator Page-6
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9 The Diyafah Difference Your child is at the heart of everything we do at Diyafah International School. We care not only about their academic attainment and progress but also about their personal, social and emotional well-being. We believe that every child is unique. We understand that every child is different. We realise that every child deserves the opportunities to blossom at their own pace. So, what is the Diyafah Difference? The difference is that every child gets an equitable opportunity in every event, every competition and every programme. Be it the model United Nations conference, The Diyafah Debate or the Student Leadership opportunities. We create these opportunities because we are committed to the development of the whole child. We believe that by fostering collaboration, communication, critical thinking and creativity, we are paving the way for producing responsible global citizens, who care about humanity, the environment and society. Competitions / Programme Leadership Opportunities Model United Nations (DISMUN) Organising committee: DISMUN Diyafah Debate Judges Panel (Diyafah Debate) Winnie D’ Cunha Public Speaking Contest Public Speaking Coordinators Science Fair/ STEM week Student Council Annual Trade Day Prefect Board International Day Subject Deputies Robert Frost Poetry Writing Contest Playground Pals Litfest Poetry for All Contest Fazza Team Chevron Reader’s Cup House Team Leadership Litfest Creative Writing Contest Deputy House Captaincy Minecraft Competition School Sports Team Leadership COBIS Century International Maths C o m p e titio n Organising Committe–eDiyafah Debate COBIS Century International Science C o m p e titio n Diyafah Secondary News COBIS Century International Art CompetitionEco-Team Leaders Diyafah Green Club School Representatives Innovation/ Technology Challenge School Tour Guides Peter Jones Foundation World Scholar’s Cup Family Fun Fair Pi Competition Swimming E-sports championship ADEK National Identity Art Competition
10 The School Day 2025-26 The school timetable and school day has changed slightly for the 2025-26 academic year. There is now a single timetable across the whole school, facilitated by the creation of separate cafeterias in the secondary and primary schools. The harmonisation of the timetable means that we can optimise the time of specialist teachers, who cover classes in both the primary and secondary schools (or the EYFS and primary classes). The class (primary) and form (secondary) time has been re-set to the end of the school day, so that class and form tutors can review the day with their students, check on homework activities, and deal with any issues that may have arisen through the day. The school day starts with an assembly for Years 10 and 11 in the Winnie D'Cunha Hall at 7.45 am. Students arriving after 7.45am will be marked as late, unless they are travelling on a school bus. Arrival time for all students is between 07.30am and 07.45am each day. Upon arrival, Years 10 and 11 students should go straight to their form room, where the Form Tutor will be present from 07.30am. Students will be accompanied to Assembly in the Winnie D'Cunha Hall for a 7.45am start. School ends at 3.00 pm on Monday to Thursday and 11.50 am on Friday.
11 The Secondary Cafeteria & Healthy Eating Location: Secondary Ground Floor (Room no. SG-18) Features: Healthy options and tables for students to sit and eat Timings Morning: 7:30am to 7:45am Mid-Morning: 9:55am to 10:20am Afternoon: 12:20pm to 12:45pm Healthy Eating 2025-26 One of the school's themes in 2025-26 is 'Healthy Eating'. Secondary students will have exclusive use of the cafeteria facilities in the secondary building, as we are creating a separate primary school cafeteria system. Ms. Wendy have been working with the cafeteria vendors to ensure that there are plenty of healthy options available from the cafeteria each day. We have removed high-sugar content foods, as the effects on health and metabolism are well documented. We ask parents who provide their children with food not to include nuts in any form, as there are students with highly sensitive nut allergies. We also request parents not to provide high-sugar food or snacks, energy drinks or soft/sugary drinks. Healthy Eating for Young Teenagers at School Teenagers are in a critical growth phase requiring adequate nutrients to support physical and mental development. Proper nutrition provides sustained energy levels and enhances cognitive function, improving academic performance and concentration. It is important students receive the key nutritional components of fruits and vegetables, whole grains, and proteins. Healthy eating tips for school would be fruit, yoghurt, sandwiches, or whole grain crackers instead of sugary or processed foods and plenty of drinking water throughout the day. We encourage students to make healthier choices and give nutrition lessons in our Food Technology classes Students are informed what a healthy choice would be and to look for healthier options in our school canteen if they are regular visitors to the canteen. By fostering a supportive environment and educating young teenagers on the benefits and practices of healthy eating we can play a pivotal role in establishing lifelong healthy habits. Collaboration between teachers, parents and children is key to promoting a nutritious and enjoyable diet for learners. Diyafah International School is a 'NUT FREE' zone. Sample items from the Secondary Canteen
12 School Uniform Year 10 and 11 students are required to wear school uniform on all days except those days where there is a PE class, where students may come to school in the school PE uniform. PE uniform comes in four colours, which represent the colours of the House system: Email: retail@sumeruindustries.com Tel: +97125585665 x 118 Uniforms are available for purchase in school or visit this website https://diyafahinternationalschool.com/uniform
13 Year 10 & 11 School Bag Student Bag Weight (ADEK Health & Safety Policy 2025-2026) Following the ADEK Policy on limited school bag weight, we ask Parents to check their child’s bag to ensure it is within the correct weight for Health & Safety Purposes. The ADEK bag-weight guidelines recommend the safe weight for school bags for Year 10 & 11 children will not exceed 10 kilograms. Students should keep only their essential stationery supplies in their bag as this is one way to lighten the load in the school bag. Types of Bag Guidelines: • A student's school bag shall not exceed 5-10% of a child's body weight when packed (considering individual factors such as the student's overall health, physical strength, and any existing health conditions) to avoid adverse effects on their spine or body. • Trolley bags are not recommended. • Use ergonomic school bags with individualized compartments for books and equipment. • Bags should have wide, padded, adjustable straps that fit the student's body. • Weigh the child's school bags to ensure they are not too heavy. • Raise students' awareness about proper school bag use. • For Year 6 students, bags should small enough to fit into the cubby holes for storage We recommend that Pupils should only carry in their school bag the following: • Lunch box (or carried separately). • Water bottle. • Pencil case – ideally this should stay in school. • Home readers only on those days required. School conducts bag weight checks each term.
14 Student Code of Conduct UAE Federal Law (Wadeema's Law) and local (ADEK) come together in Diyafah International School's Code of Conduct for Students: I HAVE THE RIGHT TO I HAVE THE RESPONSIBILITY TO Be happy at school and be treated fairly, with understanding, respect, and politeness. Treat others with understanding, tolerance and respect; speak courteously, and follow staff directions. Learn all that I can. Attend school regularly and punctually. Behave in class and not disturb learning of others. Complete class work, homework. Feel safe and have my property treated with respect Respect school property and that of other people. Behave sensibly and safely in the classroom, playground, at sport, on field trips and travelling to and from school. Have a clean and tidy school. Care for the school environment and keep it clean. Put litter in the garbage bins. Participate in school activities if I have abided by this code of behaviour. Participate actively in the school events. Behave appropriately in school and community setting so that I bring credit to the school. Represent my school with pride at all times. Wear the school uniform correctly and with pride. Enjoy success and recognition. Value my own achievements and positively acknowledge the achievements of others. This Code of Conduct outlines the rights and responsibilities for each student, setting out clear expectations as to how to behave, with the intention of reinforcing the values and of Respect, Compassion and Global Understanding.
15 Student Well-Being Fostering well-being among Year 10 and 11 students at Diyafah International School involves creating a supportive environment that addresses their academic, emotional, social, and physical needs. Diyafah implements strategies to enhance the well-being of these students: Academic Support • Personalised Learning Plans to accommodate different learning styles and needs. • Academic Counselling: we offer regular sessions with counsellors to help students set and achieve academic goals. • Mentoring sessions with teachers. Emotional and Mental Health • Counselling Services - access to a counsellor for one-on-one sessions. • Mindfulness and stress management awareness sessions through our social worker to help students cope with academic pressure. • Peer Support Programs - peer mentoring and support groups where students can share their experiences and offer mutual support. Social Well-Being Personal Enrichment - extracurricular Activities – we offer a variety of clubs, sports, and arts programs in Secondary to help students explore interests and build social connections and support for the IGCSE subjects. We strive to engage students in community service to build empathy, teamwork, and a sense of purpose whenever possible following ADEK guidelines. Our dedicated social worker is available to support students if they require one-toone sessions with parental consent. Life Skills focus – every week there is a focus on a different life skill e.g. on communication, responsibility, confidence, which are supported through the weekly assemblies and imbedded through cross-curricular planning.
16 Physical Health Physical Education classes through structured PE classes including swimming and after school sports activities. Healthy Eating Initiatives: Promoting healthy eating habits by providing nutritious options in the cafeteria and educating students about balanced diets. This is also facilitated through the food technology classes. Regular health check-ups and workshops on topics like sleep hygiene, exercise, and personal care. Safety and Environment Our Anti-Bullying policy implements and enforce strict measures to create a safe and supportive school environment. Diyafah is a no-bullying zone. Social Media danger awareness sessions and on-line etiquette is continuously happening throughout the school year, in assemblies, ICT classes and form classes. Diyafah has online firewalls in place and the use of devices is monitored carefully. Mobile phones are not allowed in school. We have designated areas where students can go if they need a break or feel overwhelmed. We foster strong communication between the school and parents to ensure a supportive home environment through our weekly year group newsletters, form tutor contact with parents and face-to-face meetings if required. Career and Future Planning 1.Career Counselling: we provide guidance on future career paths, college applications, and vocational training. 2.Work Experience Opportunities: we continuously strive to facilitate internships or job shadowing programs to give students real-world experience following ADEK guidance. 3.Skill Development Workshops: we provide opportunities/workshops on resume writing, interview skills, and other career-related topics. Monitoring and Evaluation We conduct surveys to assess student well-being and gather feedback on school programs. Our student council also conducts an internal survey with their peers on student well-being. Diyafah has a wellbeing committee, including staff, members of the student leadership team and parent council members to regularly review and improve well-being initiatives. Teachers are given ongoing training related to wellbeing and mental health. By Integrating these strategies, Diyafah International School can create a nurturing environment that supports the holistic well-being of its Year 10 and 11 students, helping them to thrive academically, physically, emotionally, and socially.
17 UAE National Identity The UAE National Identity encompasses the unique characteristics, values, traditions, and cultural heritage that define the people of the United Arab Emirates. It is a sense of belonging and pride in the nation's achievements, history, and vision for the future. The UAE National Identity blends traditional values and customs with modernity and progress. This is taught through Arabic lessons, cross-curricular in other subjects and national events which happen throughout the year. Students will also go on a UAE cultural field trip during the year to immerse themselves in the culture.
18 School Library Library services and activities include one-to-one orientation, book borrowing, use of the conference rooms and computers for studying, oral book reviews, informal book talks, book recommendations, competition for monthly top book borrowers, daily activities that change every month, arts and crafts activities, Info hunt and Mystery book activity, Little Librarian, and Book fairs twice a year. Little Librarians We are done with the first 3 batches of our Little Librarians. Here's what our Little Librarians said about their experience: "It was very fun to learn these new skills and apply them in the Library" -Tvisha Shah ; "It was amazing, it was so amazing that I looked forward to Mondays to volunteer" -Leena ; "It was fun and a new experience. I interacted with other students a bit and overall I would do it again" -Dara ; "It was a heart-warming experience and it was also fun!" -Zahra The tasks undertaken by the Little Librarians include creating posters, acting as Activity Masters for solving daily puzzles, shelving books, assisting students in looking for books, recommending to-read books, assisting in doing daily puzzles, stamping and sticking barcode stickers on new books, checking in and out books.
19 Students follow a combination of core, compulsory subjects and optional subjects. The range of options depends on student interest as well as staffing considerations. iGCSE or GCSE courses are the standard English General Certificate of Secondary Education courses which students in England and Wales follow, and which current Year 9 Diyafah International School students will follow when they join Year 10. These courses are tried and tested over many years and have been developed for the international market. Our Subject Specialist teachers have researched the components and requirements of different Examination Boards and have selected the ones they think best suits the interests of their potential students. This information is detailed in the subsequent pages. Courses are two years in length with most having final examinations at the end of Year 11 – May/June 2025. Grades awarded at the end of Year 11 were, until recently in England, letters A* - G grades. However, this has and continues to change. Most subjects have now adopted a grading system of numbers 9 – 1, with 9 being the highest and 1 being the lowest grade. Grade 4 is considered a Standard Pass, for the purposes of ADEK equivalency. CORE Subjects Year 10 + 11 Programmes • Accounting • Art & Design • Business Studies • Computer Science • Design & Technology • Economics • Environmental Management • Food and Nutrition • Geography • History • Information Communication Technology • Psychology • Spanish • Triple Science (instead of Double Science -Core) Students choose 3 of the following subjects, in addition to the Core subjects. The following iGCSE subjects are compulsory – all students must take these: • English Language (First & Second Language) • Mathematics • Science – Double Award (Biology, Chemistry & Physics) In addition, the following subjects are compulsory, as students must study these non-iGCSE courses as part of the UAE National Curriculum: • Arabic Language (First & Second Language) • Islamic Studies (for Muslim students) - Ministry of Education accredited • Physical Education OPTIONAL Subjects
20 In Year 11, both Arab and non-Arab students are required to study Arabic A & B, which is a mandatory subject provided by the Ministry of Education. Additionally, students have the option to select the board Arabic course. In order to fulfill specific university admission criteria, some students may receive recommendations from their teachers to pursue Cambridge Arabic. It is important to note that teachers engage in discussions with students to determine the most suitable choice for each individual. Given the fact that students will have an element of choice in what they study at Key Stage 4, parents and the students themselves will be supported and guided throughout this process in Year 9 by Specialist Staff and the Career Counsellor. IGCSE minimum requirements Generally, a grade 4 and above will be expected to be granted access into most iGCSE optional subjects. However, certain components within some subjects are very complex, hence basic requirements are naturally higher. Subjects like Computer Science, ICT, Business and Triple Science will require a minimum of grade 5 in their respective KS3 subjects and in English and/or Mathematics as supporting subjects. Additionally, to gain entry to Triple Science, a grade 5 and above will be required from Year 9 end of year results. Students entering Year 10 and who are new to the British Curriculum will automatically be registered for Double Science without the option of choosing Triple Science, unless there is external standardised assessment data (GL Progress Test in Science) with an above average score (Standard Age Score 110+ or Stanine Score of 5+). With regards to Mathematics, to gain entry into Further Pure Mathematics at iGCSE level, an End of Year Stanine in year 9 must be an 8 or 9. Subject Options IGCSE Options Booklet AY2025-26 Click link: https://bit.ly/3W6keeW
21 Arabic Language in Years 10 + 11 The Arabic language curriculum of Year 10 and Year 11 is comprehensive and designed to provide a rich learning experience. The curriculum goes beyond language instruction by incorporating elements related to the Arabic language, real-life situations, and UAE heritage. We believe in a skill-based approach that emphasizes the practical application of Arabic in reallife situations. One of the key features of our Arabic curriculum is the meaningful integration of Arabic language skills with other subjects. We have carefully planned cross-curricular links that allow students to apply their Arabic language skills in various contexts. This approach not only enhances their Arabic proficiency but also promotes a deeper understanding of other subjects. Throughout their Arabic lessons, students have ample opportunities to practice standard Arabic. All our Arabic teachers use standard Arabic language during their lessons, providing students with consistent exposure and practice. This helps students become more comfortable and confident in using standard Arabic both inside and outside the classroom. The Arabic department believes in providing students with meaningful opportunities and learning experiences beyond the classroom. We offer a range of extra-curricular activities that allow students to further practice and develop their Arabic language skills. For instance, we employ a strategy where everyone communicates using standard Arabic in designated activities. Additionally, our senior graduation projects often focus on the Arabic language, providing students with a platform to showcase their mastery of Arabic. We also have an Arabic Club, organise PEP competitions, and hold a public speaking competition to encourage students to excel in their Arabic language abilities. Assessments Assessment is an integral part of our Arabic curriculum. We have both formative and summative assessments to evaluate students' progress and proficiency. Formative assessments are designed to provide students with opportunities to use various skills and evaluate their abilities in using Arabic in different contexts. These assessments contribute 30% towards the overall grade. Summative assessments, on the other hand, evaluate multiple aspects of language mastery and carry a weightage of 70% towards the final grade. This comprehensive assessment approach ensures that students' language skills are thoroughly evaluated and provides a holistic view of their progress.
22 It is our committed to providing a dynamic and engaging Arabic curriculum that prepares our students to become proficient Arabic speakers and fosters a deep appreciation for the language, UAE History, and UAE heritage. We believe that by incorporating real-life situations, meaningful cross-curricular links, and rigorous assessments, we can equip our students with the necessary skills to excel in the Arabic language and beyond. IGCSE Arabic in Year 11 In Year 11, students have the opportunity to pursue Cambridge IGCSE qualifications in Arabic. We offer two options: Cambridge IGCSE Arabic First Language (0508) and Cambridge IGCSE Arabic Foreign Language (0544). It is worth noting that, Cambridge IGCSE Arabic First Language (0508) is designed for students whose first language is Arabic. This course is comprehensive and caters to students who are proficient in Arabic. It focuses on further developing students' reading, writing, listening, and speaking skills in Arabic. The curriculum covers a wide range of literary and non-literary texts, enabling students to engage critically with various forms of Arabic literature. Cambridge IGCSE Arabic Foreign Language (0544) is designed for students who are learning Arabic as a second language. This course is suitable for students who are not native Arabic speakers but wish to develop their Arabic language skills. The curriculum focuses on practical communication skills, including reading, writing, listening, and speaking. It enables students to effectively communicate in Arabic and understand Arabic texts in various contexts. By offering both Cambridge IGCSE Arabic First Language (0508) and Arabic Foreign Language (0544), we ensure that our students have the opportunity to further develop their Arabic language skills and meet the necessary qualifications for university admissions. We aim to prepare our students for academic success and provide them with a strong foundation in the Arabic language, which is essential for their future endeavours. University Requirements for Native Arabic Students It is important to note that the Cambridge IGCSE Arabic First Language (0508) qualification is often a mandatory requirement for admission to some universities in Arab countries. We understand the significance of this requirement and strive to support our students in making the best choice based on their university destinations. The Arabic department provides guidance and assistance to help students select the optimum option to meet their university requirements and future aspirations. Please note that specific university requirements may vary, and it is advisable for students to keep updated with the specific requirements of their desired universities to make informed decisions regarding their choice of Arabic qualification.
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24 Islamic Studies in Years 10 + 11 The Islamic Studies curriculum is meticulously designed to provide students with a rich and comprehensive understanding of Islamic principles, values, and history. We believe in not only imparting knowledge about the Islamic faith but also guiding students on how to apply its teachings in their daily lives. A key focus of our Islamic Studies program is to promote tolerance and respect for others. We emphasize these values throughout the curriculum, covering various topics such as Quranic studies, Hadith (sayings and actions of Prophet Muhammad), Fiqh (Islamic jurisprudence), Aqeedah (Islamic creed), and Islamic history. Through exploring these subjects, students gain a deep understanding of core Islamic principles such as compassion, empathy, and the importance of peaceful coexistence with individuals from diverse beliefs and backgrounds. Assessment plays an integral role in our Islamic Studies curriculum. We employ both formative and summative assessments to evaluate students' progress and understanding. Formative assessments, constituting 30% of the overall grade, are ongoing and designed to monitor students' development throughout the academic year. These assessments provide continuous feedback, enabling students to improve and stay engaged with the material. Summative assessments, which make up 70% of the total grade, are conducted at the end of instructional periods to evaluate students' comprehensive understanding and mastery of the content. This balanced approach to assessment ensures that students receive a well-rounded education in Islamic Studies, preparing them to be knowledgeable, tolerant, and responsible individuals in their communities. The Islamic department at Diyafah International School is dedicated to providing a comprehensive Islamic Studies curriculum that not only imparts knowledge but also nurtures students' understanding, respect, and application of Islamic principles. Through a wellstructured curriculum and a balanced approach to assessment, we strive to equip our students with the necessary tools to lead a fulfilling and morally conscious life in accordance with Islamic teachings. UAE Social Studies A in Year 10 In Year 10, we offer UAE Social Studies in Arabic as part of our curriculum at Diyafah International School. Social studies and national education, as an integrative science, encompass various social and human sciences that contribute to preparing a generation capable of confidently addressing life's challenges and striving towards the highest goals. Our goal is to enhance students' sense of responsibility in preserving the capabilities, wealth, and achievements of our generous nation, and to help them achieve the visions and goals set forth.
25 For this to be achieved, the principle of complementarity was adopted in building the social studies and national education curriculum. It integrates subjects such as history, geography, national education, economics, and sociology, while also establishing connections with other subjects and disciplines. We consider the latest developments, national scientific and educational initiatives, and advanced international events to ensure that our curriculum provides positive experiences and perceptions that contribute to building well-rounded and balanced thinking in students. The Social Studies and National Education book for Year 10 is based on several foundational guidelines. These include the federal strategy, the UAE's Vision 2021, and its national agenda. We have also incorporated the Unified National Framework for Curriculum and Evaluation Standards, the Document of the founding builder of the United Arab Emirates, the Matrix of martyrs, and Emirati traditions. These foundations serve as guiding principles in constructing a comprehensive and relevant curriculum that aligns with the goals and aspirations of the United Arab Emirates. Assessments Assessment is a crucial component of our UAE Social Studies A curriculum. We employ both formative and summative assessments to evaluate students' progress and understanding. Formative assessments, which account for 30% of the overall grade, are ongoing and designed to monitor students' development throughout the academic year. These assessments provide continuous feedback, enabling students to improve their understanding and remain engaged with the material. Summative assessments, constituting 70% of the total grade, are conducted at the end of instructional periods to evaluate students' comprehensive understanding and mastery of the content. This balanced approach to assessment ensures that students receive a well-rounded education in UAE Social Studies A, empowering them to become knowledgeable, responsible, and active contributors to their communities. Assessment in Years 10 & 11 Assessments are a central aspect of students' learning and progress. The purpose of all forms of assessment at Diyafah International School is to ensure that all students make outstanding progress. Information derived from quality assessments indicate exactly what a student needs to do to improve and guides the teacher in the construction of future lessons or the adaptation of lessons as they are being delivered. Formative assessments: Whilst summative assessments are essential, particular emphasis is placed on the use of formative assessment. Feedback is designed to maximise learning, enabling students to see how progress can be made. Teachers will set targets and students will be encouraged to achieve these, and this involves independent learning outside the classroom as well as in-class work. Our teachers use a range of assessment for learning techniques like self-assessment, open/closed questions, thumbs, think, pair and share, in-class written tasks etc...to understand if students have made progress. This understanding is used to inform planning.
26 Students will also complete assignments and unit tests periodically to ensure they are well prepared for their summative examinations. Target grades In Year 10 and year 11 target grades are set during the first term considering the grades achieved in the previous years and based on CAT4 predicted grades. These will be used throughout the course as an internal progress and attainment measure. Summative Assessments Formative assessment will be ongoing in all subjects but in November all subjects will carry out a more formal summative assessment. This will enable subject staff, form tutors and the key stage coordinator to provide appropriate advice about how any necessary improvements might be made at an early stage. Mock Examinations: The year 11 students will appear for a mock examination in March. This provides the students an opportunity to prepare well and practice their examination techniques before appearing for the all-important AS/A Level examinations in May-June. The predicted grades will be based on students' performance in the mock examinations. UAE Ministry of Education – Meeting Equivalency According to the Ministry of Education decree (889) for private schools that apply the British educational system, the following requirements must be met to equalise the high school certificate to the UAE Ministry's secondary school certificate (without defining any track): 1.The student must complete the Year 13 (Grade 12) or equivalent. 2.The student must pass 5 GCSE or IGCSE courses with grades: (A *, A, B, C, D) or (3 to 9). These 5 courses must include: a.Mathematics b.One of the science subjects (Physics, Chemistry, Biology) or Combined Science Subject c.One of the following two English subjects: either English Language or English literature. 3.Students must pass two (2) subjects in GCE Advanced Level in one of the success grade scales: (A *, A, B, C, D) or equivalent grades. 4.Islamic Education and Arabic Language are not counted in both levels. 5.Subjects studied should be chosen from the list defined by the relevant Ministry regulations. It is worth noting that, the school consistently offers ongoing support and guidance to both students and parents throughout their educational journey.
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28 Homework The Importance of Independent Learning and Homework Introduction: At Diyafah International School, independent learning and homework play a vital role in fostering academic growth and personal development. Independent learning builds critical thinking, time management, and self-discipline, empowering students to take responsibility for their education. Homework reinforces classroom learning, allowing students to consolidate knowledge, deepen understanding, and reflect on their progress. These practices prepare learners to excel in future challenges, aligning with our vision of nurturing confident, independent individuals. By fostering collaboration among students, teachers, and parents, we create a supportive environment that values consistent effort and lifelong learning, enabling every learner to reach their full potential. Aims: Homework is generally set for the following purposes: 1. Enable students to revise what was learnt in class. 2. Apply knowledge and understanding to further enhance learning. 3. Complete research and project work (over a few weeks). 4. Prepare for assessments using revision materials. Expectations: Students are expected to • Present homework neatly. • Do it independently. • Complete on time. Marking: While some homework like projects and assignments will be marked by the teacher in detail, most homework will be self-assessed with the support of the teachers. With an answer key or a rubric, self-assessment is proven to be the most powerful tool to enhance and deepen learning as students can see what exactly went well and how they could improve. Homework schedule: Homework schedules are shared by the Key Stage leaders in weekly communication with parents to ensure that students that the work is manageable and equitable. Teachers share homework assignments in the weekly document and upload the necessary. Sample homework schedule Parent involvement is very important, and homework provides parents with an opportunity to be involved in their child's education and monitor their progress. For more details, kindly refer to this link: https://bit.ly/3Z6Qr75
29 We are committed to giving our students the best education and preparation for the adult world and attendance of 95% and above is an essential part of this. School attendance directly impacts a student's academic success, personal development, and future opportunities. Regular attendance helps students stay on top of lessons, build consistent knowledge, and engage in activities that foster social and emotional growth. Missing school can result in gaps in learning, making it harder to keep up with coursework and develop key skills. Additionally, being present in school encourages discipline, responsibility, and a sense of commitment—qualities that are valuable in both education and later life. For more details, kindly refer to this link: https://bit.ly/3AyWlVo Attendance We are committed to giving our students the best education and preparation for the adult world and attendance of 95% and above is an essential part of this. School attendance directly impacts a student's academic success, personal development, and future opportunities. Regular attendance helps students stay on top of lessons, build consistent knowledge, and engage in activities that foster social and emotional growth. Missing school can result in gaps in learning, making it harder to keep up with coursework and develop key skills. Additionally, being present in school encourages discipline, responsibility, and a sense of commitment—qualities that are valuable in both education and later life. For more details, kindly refer to this link: https://bit.ly/3AyWlVo Punctuality
30 Student Leadership Student leadership roles offer a great opportunity for Year 10 and 11 students to develop skills and contribute to their school community. Student Leadership Designated Roles Head Boy and Head Girl will act as role models for other students and represent and assist the school at official functions and events. Vice Head Boy and Vice Head Girl will assist the head boy and head girl in their duties and step in for the head boy or girl when necessary. Prefects – the role of a prefect is to maintain discipline and uphold school roles. They will also assist teachers with administrative tasks and mentor and support younger students. Eco Green Team Leaders will lead initiatives to promote environmental sustainability in the school and raise awareness about environmental issues among students. School House Captains and Vice-Captains These roles are integral in building a strong, cohesive, and spirited house community, fostering leadership skills, motivating their teams and enhancing the overall school experience for students. House Captains – serve as the primary student leaders of their respective houses, representing their house in school events, assemblies and meeting. They will participate and work with teachers in the organisation and coordination of house activities including sports events, competitions and social events. Vice House Captains will assist the house captain in their duties and step in when the captain in unavailable. They will also help with the organisation and execution of house events and activities.
31 The Selection Process The selection process is an extensive one involving staff and students, which begins almost immediately at the beginning of the Academic year. Students will draft a letter to their key stage coordinator as to why they think they would make a good leader and how they would contribute to the greater good of the school and are shortlisted by the coordinators. Students will then have the opportunity to vote for the leader through a Microsoft 'forms' process from the list of final candidates. Once the students are chosen in a designated role at the beginning of the school year, they will have their first Student Leadership meeting where their roles and responsibilities will be outlined and will prepare for the Student Investiture which is one of the school's big events held during the month of October. Each leadership team will be facilitated and guided by designated staff during the year. All student leadership roles will enhance leadership, communication and organisational skills as well as build confidence and develop public speaking abilities. Encouraging Year 10 and 11 students to take on these roles can greatly benefit both the individuals and the school community as a whole.
32 Duke of Edinburgh 2025-26 We are excited to announce the upcoming Duke of Edinburgh (DofE) opportunities available to our students in Secondary at Diyafah International School. This opportunity is limited to students who are 14+ years old, have a minimum attendance of 95%, and must demonstrate good behaviour and a positive attitude both inside and outside the classroom. What is involved in the Duke of Edinburgh Award? The DofE is a prestigious and highly regarded scheme that supports the personal development of young people. This program is designed to encourage students to challenge themselves, develop new skills, and contribute to their communities, all while having fun and making new friends. It is recognized globally and offers young people the opportunity to engage in various activities across four sections: Volunteering, Physical, Skills, and Expedition. The Duke of Edinburgh Awards are made up of three levels, from Bronze to Gold. The Gold Award is universally recognised by universities around the world as a key differentiator in undergraduate admissions. Employers, worldwide, value the Duke of Edinburgh Awards as proof that an individual has the skills, determination, enthusiasm and resilience to make a success. Put simply, the Duke of Edinburgh Awards are highly valued and help you stand out from the crowd.
33 For our students, the Bronze Award is the first level they can participate in. It involves undertaking activities in each of the four sections, with the aim of building confidence, resilience, and leadership skills. Upon successful completion, students will receive a certificate and a badge, which are highly valued by future employers and educational institutions. This is a fantastic opportunity for your child to develop important life skills, explore new interests, and take on meaningful challenges. We encourage all students who are eager to push their boundaries and make a positive impact to apply. Duke of Edinburgh Coordinator: Andrew Austin
34 The school's Designated Safeguarding Lead is Ms Wendy: The Assistant Designated Safeguarding is the Key Stage 3 Coordinator: Diyafah International School is dedicated to providing a secure and nurturing environment where the safety and well-being of our students are paramount. With an outstanding ADEK grading for safeguarding we uphold rigorous standards to ensure that every child feels physically and emotionally protected. At Diyafah, safeguarding isn't just a priority – it is our commitment to fostering an environment where students can learn, grow and thrive with confidence. Effective safeguarding encompasses a range of measures and practices designed to protect all children from harm, abuse, and neglect within the school environment. Here are our key components and best practices for safeguarding. Policy and Procedures – We have a detailed safeguarding policy for identifying and responding to concerns about a child's safety, which is updated regularly. Staff Training – All staff, including teachers, teaching assistants and support staff receive training on safeguarding policies and child protection issues. We have a designated safeguarding lead who is trained to manage and respond to safeguarding concerns. Safe Environment – We ensure that all areas of the school's physical environment are safe with rigorous checks on buildings, playgrounds, and classrooms. Curriculum and Education – Children will learn about personal safety, healthy relationships, healthy eating well-being, online safety, and how to seek help if they feel anxious or unsafe in any way. We follow the ADEK (Abu Dhabi Education and Knowledge) policies with relation to keeping children safe. Reporting and Response – Diyafah International School has clear procedures for staff to report any concerns about a child's welfare. All reports are taken seriously and responded to promptly following all best practice guidelines. Parental Involvement – We maintain open communication with parents and caregivers about keeping children safe and encourage their involvement in reinforcing safety messages at home. Children's Voice – We strive to create an environment where children feel safe to express their concerns and know that their voices are heard and respected and implement ageappropriate ways for children to give feedback about their feelings of safety and wellbeing at school.
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