HANDBOOK Year 7 “Let Your Light Shine”
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 Page-2
Head of Secondary School Welcome .................................................... 6 Key Stage 3 Coordinator's Welcome ..................................................... 7 The Diyafah Difference ............................................................................ 9 Year 7 Curriculum at Diyafah International School ........................... 10 The School Day 2025-26 ......................................................................... 11 The Secondary Cafeteria & Healthy Eating ........................................ 12 Year 7 School Uniform ............................................................................ 13 Year 7 School Bag .................................................................................... 14 Student Code of Conduct ....................................................................... 15 UAE National Identity .............................................................................. 16 School Library ........................................................................................... 17 The Core Curriculum in Year 7: English + Mathematics + Science + Arabic + Islamic Studies .......................................................................... 18 English ......................................................................................................... 18 Accelerated Reader .................................................................................. 18 Mathematics .............................................................................................. 19 Science ........................................................................................................ 20 Computing .................................................................................................. 20 IT - Bring Your Own Device in Year 7 .................................................... 21 Learning Arabic in Year 7 ........................................................................ 23 Islamic Studies in Year 7 .......................................................................... 24 Assessment in Year 7 ............................................................................... 26 Enhancing the Curriculum in Year 7 ...................................................... 28 Diyafah Debate ......................................................................................... 28 Winnie D'Cunha Public Speaking Competition ................................... 28 Reader's Cup .............................................................................................. 28 Poetry for All .............................................................................................. 28 Robert Frost Poetry Recitation Contest ............................................... 29 Oxford University Press Story Writing Competition ........................... 29 Model United Nations .............................................................................. 29 e-Sports ....................................................................................................... 30 Green Team ................................................................................................ 31 contents
contents Green Team .......................................................................................... 31 Business & Enterprise ........................................................................ 31 Enterprise Week and Trading Day .................................................. 32 Arabic Language Competitions ....................................................... 33 Spanish ................................................................................................. 35 French ................................................................................................... 36 ICT & Computing ................................................................................ 36 Personal Enrichment Programme (PEP) ........................................ 38 Science ................................................................................................. 39 Experiential Learning Opportunities .............................................. 39 Mathematics ....................................................................................... 40 Inter-House Sport in Year 7 .............................................................. 41 Sports Programme .............................................................................. 42 Lunchtime physical activity – “fast 15!” ........................................ 43 Homework ............................................................................................ 44 Attendance & Punctuality ................................................................ 45 Safeguarding ...................................................................................... 46 Parent & Students' Testimonies ...................................................... 48 School Fees and Admissions ............................................................ 49 School Bus Transport ........................................................................ 50
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Head of Secondary School Welcome Dear Parent, It is my great pleasure to welcome you and your child to our secondary school, where your child will explore, experience, and learn responsibility, independence, and collaborative learning through a robust curriculum. Our teachers are our greatest assets, and they share our vision of holistic development for the children. They are qualified, experienced, and dedicated to helping our students succeed academically in IGCSE and beyond. As your child makes this important transition, you should expect some challenges, especially over the next three months. They will need to adjust to about 12 different teachers, manage information from various subject teams, bring the necessary learning materials, follow the timetable, and meet homework deadlines. Your support will be crucial during this period. Your child's form tutor will be your first line of contact, ensuring that you are supported as well. Opportunities Galore! At Diyafah, we believe in education that extends beyond textbooks and classrooms. Our commitment to your growth as a well-rounded individual—confident, courageous, thoughtful, and responsible—is reflected in the diverse range of activities we have planned throughout the year. These activities are not merely extracurricular; they are integral to your holistic development. Whether through sports, arts, community service, or leadership roles, each activity is designed to nurture your talents, foster teamwork, and encourage personal growth. By actively engaging in these experiences, you will not only excel academically but also cultivate essential life skills that will serve you throughout your life. Embrace these opportunities to explore new interests, deepen your learning, and discover your passions as you strive to become the best version of yourself. Reading Matters! Research consistently shows that students who read regularly—ideally at least 20 minutes a day—tend to excel academically. I encourage you to make reading a daily habit. Reading not only fuels your imagination but also enhances your knowledge, understanding, and opens doors to countless opportunities. Take advantage of Accelerated Reader, our premier digital reading resource, to enrich your reading journey and broaden your horizons. As they break out of their comfortable cocoon and embark on their academic journey, I want to emphasize that your child is our priority. We believe every child is unique; every child possesses distinct skills and talents; therefore, every child deserves every opportunity. I assure you that every decision we make is centered around your child, their learning, and their well-being, so they grow up to be confident, creative, and responsible individuals. I am eagerly looking forward to the new academic year and wish your child every success. Paul Livingston Head of Secondary Page-6
Key Stage 3 Coordinator's Welcome Dear Students and Parents, We are delighted to welcome you to Year 7— an exciting chapter in your educational journey. Our commitment is to provide a nurturing environment that supports both academic excellence and personal growth. Here's what you can expect: Academics: • Curriculum: Year 7 offers a rich curriculum spanning core subjects like English, Mathematics, Science, Humanities, Languages, and the Arts. Our passionate teachers are dedicated to fostering curiosity, critical thinking, and a love for learning. • Study Skills: We empower students with essential study skills, time management techniques, and effective note-taking strategies. These skills will serve them well throughout their academic career. • Homework and Assessments: Regular homework assignments and assessments help students consolidate their learning and track progress. Pastoral Care: • Form Groups: Each student belongs to a tutor group led by a caring form tutor. These groups provide a supportive network where students can discuss any concerns, celebrate achievements, and build friendships. • Well-Being: We prioritize student well-being. Our pastoral team is here to listen, guide, and ensure a positive school experience. • Transition Support: Moving to secondary school can be daunting. We ease this transition by organizing orientation sessions, buddy systems, and peer mentoring. Communication: • Tutors: Your child's tutor is your first point of contact. They will keep you informed about your child's progress, attendance, and well-being. • Parent Meetings: End of term parent meetings allow you to discuss your child's development with subject teachers and tutors. • School Updates: Stay connected through our newsletters, school voice, website, and social media channels. • We look forward to a fantastic year filled with growth, laughter, and memorable experiences. Together, we'll nurture confident, resilient, and well-rounded individuals. • Warm regards Kesigan Govender Key Stage 3 Coordinator Page-7
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 Competition Organising Committee – Diyafah Debate COBIS Century International Science Competition Diyafah Secondary News Diyafah Green Club Eco-Team Leaders Innovation/ Technology Challenge School Representatives Peter Jones Foundation School Tour Guides World Scholar’s Cup Family Fun Fair Pi Competition Swimming E-sports championship Page-9
Year 7 Curriculum at Diyafah International School National Curriculum Subjects (England) • English (Pearson) • Maths (Pearson) • Science (Pearson) • History • Geography • Art and Design • Music • Physical Education • Information Computer Technology • Global Citizenship (Pearson) • French • Spanish • Design Technology • Food Technology Ministry of Education Subjects (United Arab Emirates) • Accelerated Reader from Renaissance – using the UK's leading digital reading platform to replace Literacy Planet. • Arabic (A – Native speakers & B – non-native speakers) • Islamic Studies (A – Muslims & B – non-Muslims) • UAE Social Studies (A – Arabs & B – non-Arabs) • Moral Education Page-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 Year 7 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, Year 7 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. Page-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 2024-25 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 Page-12
Year 7 School Uniform Year 7 students are required to wear school uniform on all days expect 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 Page-13
Year 7 School Bag Page-14 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 7 children will not exceed 6 to 8 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.
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. Page-15
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. Page-16
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. Page-17
The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping students with a strong command of the spoken and written language, and to develop their love of literature through widespread reading for enjoyment. Pearson resources, which are directly aligned to these curriculum objectives, are the backbone of the curriculum. Our teachers enhance skill development by promoting critical thinking, high-order reading skills, creative writing, listening and speaking skills. Accelerated Reader: What is Accelerated Reader (AR)? Accelerated Reader (AR) is a reading program used at our school to encourage and support your child's reading development. It helps students in Key Stage 3 become better readers by: • Providing access to a wide variety of books: AR has a huge library with something for everyone, from thrilling adventures to fascinating non-fiction. • Personalizing their reading journey: Your child will take a "Star Reading" test to determine their reading level and then choose books that match their abilities and interests. • Motivating them to read regularly: After finishing a book, your child will take a short quiz to check their understanding. They earn points for correct answers, which can contribute to individual and class goals. • Tracking their progress: AR provides detailed reports on your child's reading activity, including their reading level, books read, and quiz scores. This helps teachers and parents monitor their progress and provide support. How can I support my child with Accelerated Reader? Encourage regular reading: Make time for reading at home, even just 15-20 minutes a day can make a big difference. • Talk about books: Discuss the books your child is reading. Ask them questions about the characters, plot, and their opinions. • Help them choose books: Guide your child to select books that are challenging but not frustrating. Their teacher can help with this too. • Celebrate their achievements: Praise their effort and progress in AR. Celebrate milestones like reaching reading goals or earning a certain number of points. • Access AR at home: Many AR quizzes can be taken online. Ask your child's teacher for information on how to access AR from home. The Core Curriculum in Year 7: English + Mathematics + Science + Arabic + Islamic Studies English Page-18
Understanding the Reports You will receive regular reports on your child's progress in AR. These reports may include: • Zone of Proximal Development (ZPD): This is your child's ideal reading range. Books within this range are challenging enough to promote growth but not too difficult to discourage them. • ATOS book level: This indicates the difficulty level of a book. • Points Earned: Points are awarded based on the length and difficulty of the book and the quiz score. • Percentage of correct answers: This shows how well your child understood the book. Working Together We believe that a strong partnership between home and school is essential for your child's success. By working together, we can help your child develop a love of reading and achieve their full potential in AR. If you have any questions or concerns about Accelerated Reader, please don't hesitate to contact your child's teacher. Diyafah International School is committed to fostering a love of reading in all our students. We believe that Accelerated Reader is a valuable tool in achieving this goal. Mathematics Mathematics is an interconnected subject in which students need to be able to move fluently between representations of mathematical ideas. The programme of study for Year 7 is organised into domains which appear to be distinct but which in fact are related in the concepts and domain specific language that is used, building upon mathematical knowledge and understanding that was developed in Year 6 with the aim of enhancing connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. Students will apply their mathematical knowledge in science, geography, computing and other subjects across the Year 7 curriculum. Page-19
Science The principal focus of science teaching in Year 7 is to develop a deeper understanding of a range of scientific ideas in the subject disciplines of biology, chemistry and physics. Students should begin to see the connections between these subject areas and become aware of some of the big ideas underpinning scientific knowledge and understanding. At Diyafah International School, learning of science is driven by working scientifically which promotes investigative skills, critical analysis and evaluation. Computing The Year 7 computing curriculum at Diyafah International School, aligned with the English National Curriculum, provides a comprehensive introduction to essential computing concepts and skills. Students delve into the foundational principles of computing, gaining insights into computer hardware, software, and their interactions, establishing a robust base for future learning. Digital literacy is a focal point, instructing students in safe and responsible internet use, including discerning reliable online information, and understanding digital footprints. This equips students with essential skills to navigate the digital world confidently and ethically. Programming fundamentals form a core component, introducing students to algorithms, sequencing, selection, and iteration. They apply these concepts using languages like Scratch or Python, fostering problem-solving skills and a creative mindset. The curriculum also emphasizes computational thinking, teaching students to break down complex problems, identify patterns, and devise solutions, skills valuable across disciplines and Page-20
further learn Microsoft products such as Word, Mail Merge, PowerPoint, and operating systems, enhancing their digital skills, and preparing them for future academic and professional endeavours. Creativity and innovation are encouraged through designing digital artifacts like animations and games, allowing students to express themselves creatively and explore technology's creative potential. Collaboration and communication skills are honed through group work, promoting digital citizenship and responsible engagement in the digital world. The Year 7 computing curriculum at Diyafah International School, aims to cultivate confident, creative, and digitally literate individuals. By providing a solid foundation in computing concepts and skills, the curriculum prepares students for success in an increasingly digital world. IT - Bring Your Own Device in Year 7 Diyafah International School integrates a greater use of technology in school via Bring Your Own Device (BYOD) policy. Students of Year 7 will be permitted to bring a laptop to school to enhance their learning. Please note that iPads, Tablets and Mobile Phone/Notebooks are not permitted as part of the BYOD Policy. Laptop minimum specifications: Latest Windows Operating System, RAM: 8 to 16 GB, Processor: i5 and above, Hard disk: SSD 500 GB or higher. Parents, please note that the students are fully responsible for their own device coming in fully charged for the School day. School will not hold responsibility for any loss or damage. Page-21
Students will be required to register their device with Diyafah I.T. The passwords for registered students will be sent to their School official email via Microsoft 365 Premium for Education. BYOD - Terms and Conditions & Guidelines: 1. Students must take full responsibility for their devices while at school. Devices must be stored in a secure location. Devices are stored at owner's risk. 2. Each student will be given a unique password which should not be shared with other students. 3. All Students must be aware of and abide by the 'Misuse of BYOD in School' policy. 4. A paid antivirus software like Trend Micro, Norton or McAfee must be active. 5. Students will use Microsoft 365 Premium A5 License for Education in school – supplied by the school. This includes MS Teams subscription which will be used for online learning. 6. A school sticker placed on the device allows a device entry into School. 7. Devices to be used with the guidance of teachers, in and around the classrooms only. Devices cannot be used during assessments, unless otherwise directed by a teacher. 8. Students must access the device via the School Internet Firewall are not allowed to download any VPN or proxy websites. 9. Students may not record/upload images (still or moving) of other students or members of staff. 10.Use of social media platforms during school hours is prohibited. 11.Devices should be fully charged at home and should be capable of lasting a full School Day without recharging. 12.The school management reserves the right to discipline the students and disconnect devices or disable services without notification if devices are misused. Page-22
Learning Arabic in Year 7 At Diyafah International School, the Arabic curriculum is comprehensive and broad, designed to immerse students in a rich and diverse linguistic experience. The Arabic curriculum aim is to engage students in real-life situations, ensuring they can effectively apply their language skills beyond the classroom. At Diyafah International School, we are committed to providing an Arabic language education that is both challenging and supportive, preparing our students to become proficient and culturally aware speakers of Arabic. Tailored Learning for Non-Arabs The Arabic language curriculum recognises the diverse learning needs of our non-Arab students, accommodating both those who use Arabic as a second language and those learning it as a foreign language. Hence, it is thoughtfully designed to cater to different proficiency levels, ensuring that every student can progress at a comfortable pace. Innovative Instructional Design Our instructional approach for teaching Arabic, whether to Arab or non-Arab students, is rooted in modern educational practices. We employ project-based learning, technology-enhanced lessons, and student-centred activities to create an engaging and effective learning environment. This dynamic methodology helps students connect with the language on a deeper level, making learning both fun and meaningful. Skill-Based and Life-Oriented Curriculum The Arabic curriculum at Diyafah International School is skill-based, with a clear focus on practical language use. We emphasise “language for life,” ensuring that students can understand and communicate effectively in various contexts. The overall goal is to equip our students with the skills they need to navigate real-world situations confidently and competently using the Arabic language. Page-23
Integrating Culture as a Core Component Recognising the high-context nature of the Arabic language and the significance of UAE national identity, we integrate culture as the fifth essential skill of language learning. This cultural immersion helps students appreciate the nuances and richness of the Arabic-speaking world, fostering a deeper understanding and respect for UAE traditions and customs. Platform Integration: Enhancing Engagement and Progress We leverage cutting-edge platforms such as Kam Kalima, Alef Ba Ta, and Language Nut to supplement our curriculum. These platforms play a crucial role in enhancing student engagement, facilitating learning, and monitoring progress. Through interactive exercises, multimedia resources, and personalised feedback, students are motivated to actively participate in their language acquisition journey. Islamic Studies in Year 7 Islamic Studies are a compulsory element of the UAE's Ministry of Education curriculum, and are designed for students of the Muslim faith. Islamic Studies A is classified for Muslim students from the GCC and is taught in Arabic. Islamic Studies B is classified for Muslim students from the rest of the world. When Islamic Studies (A+B) are being taught, non-Muslim students are engaged in Global Citizenship lessons. At Diyafah International School, the Islamic department view teaching Islamic principles not merely as an academic subject but as a way of life. Our approach extends beyond classroom lessons, emphasising the integration of faith into daily routines and interactions. By nurturing a holistic understanding of Islam, we empower students to embody its teachings in their actions, decisions, and relationships. Whether it's practicing kindness, honesty, or gratitude, our goal is to inspire values that become intrinsic to their character. Through prayer, community service, and reflection, students learn that being a good Muslim extends beyond rituals—it's about living with purpose, compassion, and integrity. Page-24
Interactive Learning Environment Our dedicated Islamic teachers create an interactive learning environment where students explore the stories of prophets, learn about Islamic history, and understand the significance of moral values. By encouraging questions, discussions, and active participation, learning is both meaningful and enjoyable. Noble Character Development The Islamic program at Diyafah introduces noble character traits such as compassion, honesty, and empathy. Emphasising kindness, respect, and responsibility, we encourage students to apply these values in their daily lives. Character development is integral to our educational philosophy, fostering well-rounded individuals. Quranic Studies and Spiritual Growth At Diyafah International School, we deeply care about teaching Quran recitation and fostering a genuine connection with the divine words of the Quran. Our commitment extends beyond the classroom, emphasizing not only correct pronunciation but also understanding, reflection, and spiritual growth. Through patience, encouragement, and reverence, we guide our students toward a lifelong love for the Quran. Prayer and Rituals In terms of prayer and rituals, students learn the proper way to perform ablution (wudu) and actively participate in congregational prayers. We teach them the significance of each prayer, guiding them in developing a personal connection with Allah. Prayer is not merely a ritual; it's a spiritual practice that enriches their lives and strengthens their faith. Immersion in Islamic Art and Culture Going beyond the curriculum, students delve into Islamic art, calligraphy, and architecture. By immersing themselves in the rich cultural heritage of the Muslim world, they gain an appreciation for diversity and creativity. Understanding the beauty of Islamic art connects them to their heritage and inspires creativity. Community Service and Impact Islamic program in Diyafah International School actively encourages students to contribute to their community. Through service projects, they learn the importance of helping others and making a positive impact. We firmly believe that serving others is an essential part of living an Islamic life and instils a sense of responsibility and compassion. The Islamic curriculum at Diyafah goes beyond mere rote memorisation of verses and prayers. We emphasize a holistic approach that integrates knowledge, character development, and practical application. Students engage in discussions, critical thinking, and ethical reflections, fostering a deep understanding of their faith. Page-25
Year 7 Assessments We use assessments to inform ourselves, our students and their parents on how learning is going. There are a variety of assessments that we use to provide feedback. We use this feedback to plan for next-steps progression and to ensure that the level of challenge and support is at the right level for each student. Baseline assessments – used at the beginning of the academic year and sometimes used at the beginning of a new unit of learning, baseline assessments inform teachers what a student already knows and can do. Baseline assessments are then used, often in conjunction with External Standardized Assessments, to plan learning programmes which are designed on the 'Goldilocks' principle of teaching & learning: not too hard, not too easy, just right for each student. Formative assessments – help form a view of what a student has learned and act as feedback to the teacher(s) as to how successful a student's learning is. Formative assessments happen at regular intervals – they should be considered as “check-ups” on learning progress. Formative assessments include things like spelling tests, Maths tests (times-tables), end-of-unit tests (Pearson – English, Maths, Science, Computing, Global Citizenship). Summative assessments – take place at the end of a period or block of learning. Summative assessments summarize what learning a student has acquired over a period of time. Contrary to popular belief, summative assessment does not just happen at the end of each term. The National Curriculum of England requires summative assessments to be conducted at the end of each block of learning. Examples of summative assessments include: Pearson end of term assessments, Pearson end of year assessments, Arabic language assessments and End-of-Unit Assessments. Summative assessments (summary of learning) are often used in a formative way (feedback) to plan next steps in learning. External standardised assessments – Year 7 students Every 2 years, students at Diyafah International School sit the CAT4 assessments during Term 1 At the end of the school year, Year 7 students sit external, standardised assessments in the form of GL Progress Tests in Mathematics and English (NB. GL Progress Test in Science not available for Y7). Baseline + Formative + Summative + External Standardised Assessments help teachers plan the most appropriate learning programme for each student. Assessment in Year 7 Page-26
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Enhancing the Curriculum in Year 7 There are a wide range of activities, experiences and competitions that students can engage with in Year 7 to enhance their learning, including: Diyafah Debate Diyafah Debate was first organised in April 2015 and has been one of the most anticipated events in secondary school. The competition focusses on further enhancing students' skills in critical reading and writing. The programme is linked with one of the main units in English across the English curriculum, i.e., writing to persuade and argue. While all the students participate in the first rounds of the events in the classrooms, the top performers compete in the inter-house grand finale. In addition to promoting collaboration and teamwork, the event enhances public speaking skills, self-confidence and, above all, enables the students to understand different perspectives. Winnie D'Cunha Public Speaking Competition This annual competition is an individual event, where all students are welcome to participate. Students are given a topic of relevance an hour before the event and their task is to persuade the audience. The public speaking contest aims to improve students' speech writing, research and critical thinking skills. Speech writing is one of the most important forms of writing in key stages 3 and 4. Reader's Cup Diyafah International School Readers' Cup is organised every year with the aim of promoting love for reading and literature. Students read a book chosen by the Emirates Literature Festival and participate in a Teams Quiz. The top performers get an opportunity to represent the school in the Chevron Readers' Cup, organised by the Emirates Literature Festival. Poetry for All Poetry for All is a school level poetry recitation competition. Students rehearse and practice one of the given poems and recite it in front of an audience. They are also expected to comment critically on the poem they recite. Page-28
Robert Frost Poetry Recitation Contest As part of creative writing, this competition encourages students to write poetry on the given topic of national and international significance. All participants get a chance to recite the poem to an audience, and the best poet represents Diyafah International School in the national competition. Oxford University Press Story Writing Competition In line with the topic of Emirates Litfest OUP Story writing competition, every year a number of Diyafah International School students submit their creative writing for this national level competition. Diyafah student, Charles Vitug, won the first prize in this competition in 2022. We encourage our year 7 students to make use of this opportunity. Model United Nations Model United Nations conferences provide an opportunity for students to learn about global issues, international relations, and the functioning of the United Nations. By participating in these activities, students improve their communication skills, including public speaking, persuasion, and the ability to articulate their thoughts and ideas effectively. In MUN conferences, students take on roles as delegates representing different countries. This experience allows them to develop leadership skills such as diplomacy, negotiation, teamwork, and decision-making. MUN conferences bring together students from different schools and locations, providing an excellent platform for networking and making new connections. Students can interact with peers who share similar interests and build relationships that can last beyond the conference. Overall, joining a Model United Nations conference in Year 7 can offer numerous benefits, including enhanced knowledge, improved public speaking skills, critical thinking development, leadership growth, global awareness, networking opportunities, and increased confidence. Page-29
e-Sports Diyafah participates in the COBIS Daigon E-Sports Global Challenge, an international e-sports competition organised by COBIS (Council of British International Schools) in collaboration with Daigon, an e-sports platform. This event brings together students from various COBIS member schools around the world to compete in a range of esports games. Key features of the COBIS Daigon E-Sports Global Challenge include: 1. Global Participation – schools from different countries and regions participate, fostering a sense of international community and sportsmanship among students. 2. Variety of Games – the competition includes a selection of popular e-sports games, which may vary each year based on trends and student interests. 3. Skill Development – students have the opportunity to develop and showcase their gaming skills, strategic thinking, teamwork and sportsmanship. 4. Educational Benefits – the challenge also emphasizes the educational aspects of gaming, such as problem-solving, collaboration, and digital literacy. 5. Recognition and Awards – participants and winners receive recognition and awards, which can include certificates, trophies and other prizes. The event provides a platform for students to engage in healthy competition, enhance their e-sports abilities and connect with peers globally through a shared interest in gaming. Diyafah has achieved success in 2023-2024 with a group of year 7 students winning first prize in their age bracket globally. Page-30
Green Team Throughout the year, the Green Team engaged in numerous activities that fostered environmental awareness and sustainability while developing essential skills. Given its significance, COP28 in Dubai remained a central theme throughout all our initiatives. Teamwork and collaboration were emphasised through bottle organising and bowling games at the Term 1 fun fair, promoting bottle recycling and communication skills. Students took on leadership roles in the recycling arts competition by project planning, delivering presentations, and judging the winners of the competition. Environmental knowledge was enhanced through documentary viewings, nature walks identifying local flora and fauna, and participation in UAE-wide competitions like the Mai Dubai Eco T-shirt Design and BIC pens Eco Drawing Competition. The team also visited Jubail Island Mangroves to learn about at-risk ecosystems. Energy-saving stickers were also placed around school, encouraging students to switch off the lights whilst rooms were not in use. We were also part of a campaign by the Department of Energy, educating students on how to save energy.with a group of year 7 students winning first prize in their age bracket globally. Business & Enterprise Enterprise PEP Club A dedicated after school enterprise club is run by the department to foster the spirit of innovation and entrepreneurship among Secondary students. Hands-on activities, insights into shark tank, dragon's den, pitch making competition, and a range of activities form a part of these sessions. This year, two Year 7 students, Manha Waqar and Niththila Sureshkumar were a part of this club, and they later turned their learning into a practical experience while participating in the Trade Fair Event. Joining the club and initiatives related to Enterprise helps foster the spirit of entrepreneurship among students right from Year 7 through to later in life. Peter Jones Foundation Peter Jones Tycoon Competition is a program organized by the Peter Jones Foundation which is a platform that provides learners a chance to explore their creativity, problemsolving, critical thinking and enterprising skills. The Tycoon Competition is open to 5- to 18-year-old students (ideally from Years 4 to 13), students in teams of 4 to 8 (KS 1-4) and between 3 to 5 (KS 5) must register their interest by submitting their original business plan (this must be for a new business, an original idea must be conceived by students) in a template provided by the organizers based on the different key stage. This program will ensure that the very thought of entrepreneurship and innovation gets reaped into the minds of students as they enter the Secondary school! Page-31
Enterprise Week and Trading Day Enterprise Week Enterprise Week bridges the gap between school and workplace. As a part of curricular and extra-curricular development, a dedicated week is scheduled in the calendar which incorporates a range of enterprise related activities. During the week, Secondary students develop and hone their research and entrepreneurial skills, learn about pricing, sales and advertising as well as find sustainable ways to make money. They spend the week working out their ideas and the week's efforts culminate in a schoolwide fair where classes compete to sell their products to the school community. Collaboration between students is another key feature of Enterprise Week. Students need to work together and listen to each other's ideas. They need to be flexible and be open to criticism of their own ideas. The week's learning is child-led: teachers are there to assist but not lead. This builds student confidence, strengthens skills in teamwork and, for some, in leading others. Enterprise Trading Day takes place as part of Enterprise week's closing ceremony. Secondary students participate in the event wherein they set up stalls offering varied merchandise and services to fellow students, staff and parents, all while having fun and creating memories that will last a lifetime! Participants will look dapper as they are allowed to come dressed in formal business attire, learn to handle customers with grace and tact and get involved in heavy marketing to ensure they achieve the goals they set for trading! The day promises to be fun and is an effective way to provide children with an insight into entrepreneurship and the way businesses work. The event is also engaging and rewarding for children with different levels of academic ability and there are lots of life lessons to be learned. Page-32
Arabic Language Competitions At Diyafah International School, the Arabic department encourages our students to actively participate in various Arabic language competitions. These competitions not only enhance their language skills but also boost their confidence and foster a love for the Arabic language. It is worth noting that participation in various Arabic language competitions profoundly enriches our students' learning experience at Diyafah International School. These competitions provide unique opportunities for students to engage deeply with the Arabic language, enhancing their reading, writing, and analytical skills. Arab Reading Challenge The Arab Reading Challenge is a renowned initiative aimed at promoting reading and literacy among students across the Arab world. At Diyafah International School, we enthusiastically encourage our students to participate in this transformative competition. The challenge inspires students to read extensively, develop a love for literature, and enhance their comprehension and critical thinking skills. Through their participation, students are exposed to a diverse range of books and genres, broadening their intellectual horizons and fostering a lifelong passion for reading. The Arab Reading Challenge not only celebrates academic excellence but also cultivates a deep appreciation for the cultural and intellectual heritage of the Arab world. Arabic Readers Cup The Arabic Readers Cup is a prestigious competition that promotes extensive reading among students. Our students are encouraged to participate in this competition, where they engage with a wide range of Arabic literature, enhancing their comprehension and critical thinking skills. Participation in the Arabic Readers Cup helps students develop a deeper appreciation for Arabic literature and its diverse genres. Create in Arabic Competition The Create in Arabic competition focuses on Arabic creative writing, providing students with an opportunity to showcase their storytelling abilities. We are proud to announce that our students have consistently achieved high scores in this competition. Remarkably, one of our students emerged as the winner, demonstrating exceptional creativity and command of the Arabic language. This achievement highlights the talent and dedication of our students and the effectiveness of our Arabic curriculum. Page-33
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