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High School Programme Overview

Arabic A

Department: Arabic A
HOD: Chaden Al Khaiat
HOD contact:
• Subject (s) Covered by Department
- As the Arabic department at EISM, we stand in a unique position. Dubai is the fusion of old and new, of languages from around the world and the traditional Arabic tongue. We aim to show our students the nuances of a language crucial to their identity in today’s global world, while also developing their appreciation for other languages and cultures.
- It is great pleasure for us in the Arabic A department at EISM to have that opportunity to teach this great language to our students and have the chance to deliver its honorable message. We are proud to immerse a new generation of students in this eloquent language every year.
- We are delivering Arabic Language following the Ministry of Education standards, and benchmarks depending; this in line with Middle Years Program vision and framework of learning that encourages students to become creative, critical and reflective thinkers. We are encouraging students to make connections between their studies in traditional subjects and the real world. It fosters the development of skills for communication, intercultural understanding and global engagement-essential qualities for young people who are becoming global leaders.
• Aims of Department
- Make our students love Arabic language, use it in their daily life to express themselves, and their ideas and be proud of their mother tongue.
- Improve our students’ attainment and progress in Arabic.
- We are working to guide our students down a path of success, utilizing a variety of learning techniques to aid them in their journey. We are trying to engage students through visual, aural and kinesthetic means; recognizing our young learners as individuals each with a distinct route to their goals. -
• Overview of Curriculum 7-11
- The curriculum in this stage is depending on MoE standards; in line with Middle Years Program.
- The curriculum is aiming to develop students’ attainment in all language skills (Listing, speaking, reading, writing and grammar) by exposing students to a variety of texts (including stories and informational reports) in order to enrich their knowledge, vocabularies, eloquence taste, and also to develop critical thinking and encourage free expression and creativity.
- We are aiming to achieve that through different activities inside the classroom and outside, to match students’ needs and suit their desires.
• Overview of Curriculum 10 & 11 ( Academic year 2015-2016)
- In this stage the curriculum is continuing in achieving its aims depending on Ministry of Education standards, and benchmarks; in line with Edexcel IGCSE (Arabic 1st language).
- More chances for independent learning, provided by devolving thinking ,social, communication, self-management, and research skills using media, and ICT.
• Overview of Curriculum 12 & 13
- The curriculum in this final stage is still depending on MoE standards in year 12; in line with International Baccalaureate program.
- The curriculum is aiming to make our students to be lifelong learners, the course is supported in ways that are consistent with the IB learner profile and the pedagogical principles that underpin the IB programs: the promotion of critical- and creative thinking skills, and learning how to learn.
- The student will go through variety core topics: Communication and media, Global issues, Social relationships, Cultural diversity, Customs and traditions, Health, Leisure, Science and technology.

Department of Business & Economics

The aim of the department is to offer students the opportunity to explore how economics and business is integral to the world around them. To facilitate this we offer the following courses:
International Baccalaureate in Economics
The study of economics is essentially about dealing with scarcity, resource allocation and the methods and processes by which choices are made in the satisfaction of human wants. As a dynamic social science, economics uses scientific methodologies that include quantitative and qualitative elements.
The course emphasizes the economic theories of microeconomics, which deal with economic variables affecting individuals, firms and markets, and the economic theories of macroeconomics, which deal with economic variables affecting countries, governments and societies. These economic theories are not to be studied in a vacuum—rather, they are to be applied to real-world issues. Prominent among these issues are fluctuations in economic activity, international trade, economic development and environmental sustainability.
The ethical dimensions involved in the application of economic theories and policies permeate throughout the economics course as students are required to consider and reflect on human end-goals and values. The economics course encourages students to develop international perspectives, fosters a concern for global issues, and raises students’ awareness of their own responsibilities at a local, national and international level. The course also seeks to develop values and attitudes that will enable students to achieve a degree of personal commitment in trying to resolve these issues, appreciating our shared responsibility as citizens of an increasingly interdependent world.
At both standard level and higher level, candidates are required to study four topics: microeconomics, macroeconomics, international economics and development economics with some sub-topics within these reserved solely for higher level. These sections are assessed by two examinations at standard level and three examinations at higher level.
In addition to the examinations, candidates must submit an internal assessment. Both standard level and higher level economics students must produce a portfolio of three commentaries based on articles from published news media.
International Baccalaureate in Business Management
The business management course is designed to develop students’ knowledge and understanding of business management theories, as well as their ability to apply a range of tools and techniques.
Students learn to analyse, discuss and evaluate business activities at local, national and international levels.
The course covers a range of organizations from all sectors, as well as the socio-cultural and economic contexts in which those organizations operate. The course covers the key characteristics of business organization and environment and the business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real world examples and case studies.
The course encourages the appreciation of ethical concerns at both a local and global level. It aims to develop relevant and transferable skills, including the ability to: think critically; make ethically sound and well-informed decisions; appreciate the pace, nature and significance of change; think strategically; and undertake long term planning, analysis and evaluation
MYP Business
As the name suggests, the course studies how businesses function and looks at the work that various departments, such as marketing, finance, human resources, and production carry out. The course also looks at how outside activities affect businesses, and in turn, how businesses react to these; for example, the effect of changes in government policy, competition and demand, and also ethical issues – such as ‘green trading’. In addition, the A-Level draws together the business functions and the external environment to study the objectives and strategies that businesses adopt.
You will learn about the important decisions that businesses face in modern, competitive, and often global, environments. Topics such as:
• ‘How businesses advertise and price their goods’
• ‘The production method that best suits the product’
• ‘Why a call centre may relocate to China’
• ‘Marketing strategies a company should use’
• ‘Why firms might merge’
• ‘The characteristics of a good manager’
• ‘How a firm’s final accounts are compiled’
• ‘How a firm could increase its cash flow’
Although the course is very broad it does not teach you how to run your own business or to become the next Richard Branson! However, it will equip you with the knowledge to appreciate how modern, successful companies operate.
MYP Economics
Economics is concerned with the key issues facing us today, including globalisation, pollution and poverty. It is essentially about choice: why different sorts of people and groups of people, such as governments, have to make choices; the choices that they make, and the consequences of those choices. The work of economists transforms our lives – if you are a firm, consumer, worker, homeowner or the government you are concerned with, and affected by, Economics. Economics teaches students to think logically and to use theories to understand how economies operate. You will be taught methods used by economists and how to understand issues such as inflation, unemployment, pollution, demand and supply, exchange rates, interest rates, and the difficult decisions the UK Government face when they attempt to steer the economy in a chosen direction.
Not a day goes by without issues relating to economics being reported in the media:
• ‘The UK’s recession will be long and deep’
• ‘Worst economic downturn since 1945’
• ‘Government puts VAT back up to 17.5%’
• ‘Chancellor puts 50% tax on top earners’
• ‘Government borrowing rockets to £178 billion’
• ‘Passengers to pay pollution tax on flights’
• ‘The value of the pound plummets against the Euro’
• ‘Price of petrol rises to over £1 a litre’
• ‘Exports fall as global slump tightens its grip’
• ‘Unemployment reaches 12 year high’
• ‘UK house prices start to rise’
• ‘Bank of England slashes interest rates to record low of 0.5 %’
Studying economics can be compared to studying medicine. Medical students learn about the human body, what can go wrong and how to remedy it. Economics students learn how an efficient economy, and markets in the economy, should work; how market failure can occur and how governments can seek to improve economic performance.
Competitions and extracurricular opportunities
Students at all levels are given the opportunity to showcase their talents both within the department and in the wider community. MYP students create in-depth investigations into topics of their choice from which they prepare presentations, displays etc. These are often judged within the department as a whole and the best displayed around the school. IBDP students often take part in Business Challenges against other Dubai based schools. The majority of these are organised by local and international universities, offering top prizes. Diploma students have been holders of the Business Challenge Cup on several occasions.



CAS (Creativity Action and Service) is at the heart of the IB program. It sets clear learning outcomes for students to meet and day by day students are empowered to make a positive change in their own lives or the lives of others. I always hoped that my second career would be to save the World and with the work of an army of CAS students behind me I now feel I’m closer to my dream.

The learning experiences that each student gains is invaluable. They need to work alone, in grouse and with outside charities and agencies.

Some of our best days in school include CORE day, Breast Cancer Awareness Week, Movember, MUN, The Green Team and the infamous Mauritius Trip.

One of the 8 learning outcomes is to ‘show initiative’ and there are some student who have gone above and beyond;

Kevin Bargout created his own Italian cooking classes for his peers. Each week he worked on a different Italian dish, provided the plan and ingredients and even made cooking videos. The students that took part gained creativity hours.

Khayti Bhatia along with her team set up and ran EISM’s very own TED X Youth. The evening was extremely well run and very informative. It really did show how amazing our students are.

NourAltunji is so passionate about helping other that she has set up her own charity called ‘Once Upon a Dream’. She has been an inspiration to many who have joined her afterschool activity to creating ideas and events to raise money and awareness.

CAS is tracked by not only the CAS Coordinator but also the Year 12 and 13 Forn Tutors. They make sure that studenst are up to ate an dthat all information in their refectiosnand CAS questios is up to date and relevant.

I hope that all CAS students learn to take risks, use their initiative, make a difference and rise to all challenges to gain as much value as possible out of this excellent program.

Miss Sarah Wakeling

CAS Coordinator  12& 13

Dubai Marathon

Every year we have a large group of students that help run the water stations at the Dubai Standard Charter Marathon. It is a great event where students get to see world record holders and elite athletes compete.


Pink week is a whole week of activities to raise awareness for Break Cancer and raise money to support Breast Cancer Arabia. The whole school takes part in the Pink Walk around the lake, year 12 compete in a pink challenge where they create an edible pink treat to sell, face painting, Pink Balloons and posters and leaflets are distributed.

Mauritius Trip

Our annual trip to Mauritius is the trip of a life time. It has been running for 8 years and each year it grows from strength to strength. We have gone from one project to three projects and have made a real difference to the community. Work has ranged form digging new drains, making concrete pay areas, panting the inside and outside of the school, building fences, and making each school look a better environment for students to work in. Every EISM student that has attended the trip has found it to be the most rewarding experience and always wish to go back.


Summary of Drama MYP/IGCSE

Themes covered:

  • Devising from a variety of stimuli
  • Physical Theatre
  • Improvisation
  • Using Drama Mediums such as props, lighting and costumes
  • Writing about live theatre performances
  • Group performance with an audience


  • Students are regularly assessed on their practical skills development, knowledge and understanding of theatre practices, written evaluations of devised work, and personal engagement.
  • Once each year, a six hour practical lesson is video recorded in order to be externally assessed. Students must then write about the work they completed in the session under ‘controlled conditions’ within the school. Both the practical work and written work, on these occasions, make up 60% of the student’s final grade.
  • Students must write a 2000 word essay about a live theatre performance that they will go to see outside of school.
  • At the end of year 11, students must perform in an extended piece of drama, either devised around a theme, or based on a scripted play text. This is externally assessed and makes up 40% of the final grade for this course.

Why study Drama?

Drama is the making and communicating of meaning involving performers and audiences, engaging in a suspension of disbelief. It provides a medium for personal exploration, social criticism, celebration and entertainment. It is explored through the dimensions of Forming, Presenting, and Responding.

Drama helps pupils to explore, shape and communicate their sense of identity and understanding of the world, while providing opportunities to develop self-confidence and adaptability. It provides students with a range of skills transferable to a variety of pathways. Now and in the future, drama supports workers who are innovative thinkers, adept communicators and excellent team players.

 Take Action Take Drama


Aims of Department

The High School English Department at EISM aims to provide students with the analytical and creative tools necessary for empowered language use and access. The mastery of reading, writing and analysis of English are skills that will enable students to maximise their academic potential across all subject areas while also enabling them to explore and comprehend events, historical periods, places, relationships, customs and cultures through the written word. In this age of digital communication and surrounded by the omnipresent power of the media, the EISM High School English Department encourages students to consider language critically while using it effectively and purposefully. Through this kind of study, students will also develop an appreciation for various literary genres and text-types.

Overview of the curriculum: MYP and DP

In the MYP students will study various poems, novels, films and dramas, developing their appreciation for and understanding of myriad literary forms. They will also consider the language of media and learn how to consider language with critical awareness. Years 7-9 develop general language skills, while years 10 and 11 will prepare students for their final MYP examination comprising of essays and analyses of various pieces of literature and texts. These examinations will be considered in light of one of the Global Contexts, and students will be guided to access texts with the prescribed context in mind. Students will be assessed according to MYP criteria (analysis, production, organisation and language). Texts studied include “River Boy” by Tim Bowler, “Holes” by Louis Sachar and “Unique” by Alison Allen-Grey.

In the DP, students studying Language and Literature will study internationally acclaimed pieces of literature and various text-types. The two-year course is divided into 4 parts: Language in Cultural Context, Language and Mass Communication, and two Literature components, one consisting of poetry and the other of novels. For each unit, students are guided in a close analysis of texts and will produce Written Tasks and Further Oral Assessments. The Independent Oral Commentary and written examinations will be based on skills acquired over the course of the 4 parts. Authors studied include William Shakespeare, Dennis Brutus, Albert Camus and J.M. Coetzee.


The High School English Department throw a week-long birthday party for Shakespeare once a year during which students learn about the Bard and develop an understanding of and appreciation for his work. They also learn about Shakespearean language and this era of history. The week culminates in an explosion of Shakespearean festivities lining the English corridor: a spectacle enjoyed by students and teachers alike.


Individuals and Societies Overview (Geography, History, Psychology)

Aims of the Department: In the Individuals and Societies Department, our aim is to develop inquiring, analytical, evaluative and conscious minds, through thought provoking tasks, assessments, debates, and Socratics.  Our classrooms are cooperative learning environments where diplomacy, personal responsibility and leadership naturally thrive. 

Service in Action: Within the Individuals and Societies Department, students are continuously challenged to become involved in the community through links developed in the curriculum.  These opportunities involve Charitable Endeavours, Humanities Week, workshops with SURGE, trips to DEWA and many more. 

Ecoschools and Green Team:  Within the Individuals and Societies department, our staff has embedded components for the development of the Ecoschools initiative and the Green Team.  Student initiation and strong curricular links are vital to both of these components and this is fostered through 2 weekly Ecoschools meetings and 1 weekly Green Team meeting.  Both initiatives involve 7-13 students.  

Curriculum Overview: In Geography, students are given opportunities to explore the natural, social and economic worlds around them, providing an understanding of our world both locally and globally. 


Term 1

Term 2

Term 3

MYP Year 1

Us, them and Everyone

Key Concept: Identities

Global Context: Identities and Relationships

Statement of Inquiry: How our character is influenced by the places we’re from


Water, Water, Everywhere

Key Concept: Global Interactions

Global Context: Scientific and Technical Innovation

Statement of Inquiry: We use our water resources in different ways, which impacts our environments differently

Weather and Climate

Key Concept: Time, place and space

Global Context: Scientific and Technical Innovation

Statement of Inquiry: weather conditions change depending on location

Those Pesky Mosquitos

Key Concept:   Time, place and space

Global Context:   Orientation in Time and Space

Statement of Inquiry:    Different Diseases can be found in different places around the world



MYP Year 2

Shake, Rattle and Role

Key Concept:   Change

Global Context:   Scientific and Technical Innovation

Statement of Inquiry:    How could we manage the environments around us

What Biome do I call home?

Key Concept:   Systems

Global Context: Globalization and Sustainability

Statement of Inquiry:    How do we survive the extremes?


Key Concept: Change

Global Context: Fairness and Development

Statement of Inquiry: How can tourism be the key to development

MYP Year 3

On the move

Key Concept: Systems

Global Context:   Fairness and Development

Statement of Inquiry:  we move as a result of push and pull factors



Key Concept:  Global Interactions 

Global Context:   Globalization and Sustainability

Statement of Inquiry: The impacts of globalization are different depending on the relationship between countries

A Brave New World

Key Concept: Systems

Global Context: Scientific and Technical Innovation

Statement of Inquiry: Our garbage is making its way around the world

Big City Bright Lights

Key Concept: Change

Global Context: Orientation in Time and Space

Statement of Inquiry: Cities develop in different ways

MYP Year 4

Geographic Pioneers

Key Concept: Time, place and space 

Global Context: Orientation in Time and Space

Statement of Inquiry: Who are the Geographic innovators


Hazardous Environments

Key Concept:   Time, place and space

Global Context:   Fairness and Development

Statement of Inquiry:   Different Locations Deal with Hazards differently 

What happens on our coasts

Key Concept: change

Global Context: Scientific and technical innovation

Statement of Inquiry:Our coasts are dynamic environments


How we manage our biomes

Key Concept: systems

Global Context: globalization and sustainability

Statement of Inquiry: we manage our environments differently

Developing our Environments

Key Concept: Global Interactions

Global Context: Personal and Cultural Expression

Statement of Inquiry: Tourism is a curse and a blessing



MYP Year 5

Resource extraction

Key Concept: Global Interactions

Global Context:   Fairness and Development

Statement of Inquiry:   We extract resources and manage that process in different ways 

Trade, aid and Exchange

Key Concept:   Systems

Global Context:   Identities and Relationships

Statement of Inquiry:    The global economic environment is changing 


Pioneering and Discovery

Key Concept: Time, place and space

Global Context:   Students apply their own 

Statement of Inquiry:   We extract resources and manage that process in different ways 


DP Year 1

Paper 1- Populations in Transition

Paper 2- Oceans and their coastal margins

Paper 1- Disparities in Wealth and Development

Paper 2- Oceans and their coastal margins

Paper 1- Patterns in Environmental Quality and Sustainability

Paper 2- Geography of Food and Health

DP Year 2

Paper 1- Patterns in Resource Consumption

Paper 2- Geography of Food and Health/Leisure, sport and Tourism

Paper 2- Leisure, sport and tourism

Paper 3- measuring global interaction, changing spaces, economic interactions and flows, environmental change, sociocultural exchanges, political outcomes, global interactions at the local level


Curriculum Overview: In History, students are given opportunities to explore historic perspectives, and attitudes.  This is done through the development of historic skills like bias, source analysis for origin, purpose and limitations, and historiography.


Term 1

Term 2

Term 3

MYP Year 1

Us, them and Everyone

Key Concept: Identities

Global Context: Identities and Relationships

Statement of Inquiry: How our character is influenced by the places we’re from


Water, Water, Everywhere

Key Concept: Global Interactions

Global Context: Scientific and Technical Innovation

Statement of Inquiry: We use our water resources in different ways

Past Civilizations

Key Concepts: Systems

Global Context: Identities and Relationships

Statement of Inquiry: what makes a civilization civilized?

Medicine Through Time

Key Concept: Change

Global Context: Orientation in Time and Space

Statement of Inquiry: Are we getting better over time?

MYP Year 2

The Road to Expansion

Key Concept: Time, place and space

Global Context: Personal and Cultural Expression

Statement of Inquiry:  Why do empires expand?


Who’s In Charge Here?

Key Concept: Global Interactions

Global Context: Globalization and Sustainability

Statement of Inquiry: How does imperialism impact on the colonies?

Better here or there?

Key Concept: Change

Global Context: Fairness and Development

Statement of Inquiry: some colonies are better off independent

MYP Year 3

Time has changed all wounds

Key Concept: Change

Global Context: Scientific and Technical Innovations

Statement of Inquiry: Our fight has changed over time

Why fear the red?

Key Concept: Systems

Global Context: Identities and Relationships

Statement of Inquiry: Why do governments change after world conflict

Ethics in Conflict

Key Concept: Global Interactions

Global Context: Orientation in Time and Space

Statement of Inquiry: All is fair in love and war


MYP Year 4


Global Context: Globalization and Sustainability

Statement of Inquiry:  Superpowers, empires and super-national alliances and organizations


Significant Individuals

Global Context: Scientific and Technical Innovation

Statement of Inquiry: changes in surgery and in the understanding of disease causes

War & Peacekeeping

Global Context: Globalization and sustainability

Statement of Inquiry: a world is divided by its super powers


Independence and National Identity

Global Context: Fairness and Development

Statement of Inquiry: A divided Union: Civil rights in the USA

Rights and Social Protest

Global Context: Fairness and Development

Statement of Inquiry: A divided Union: Civil rights in the USA


Trade, aid and Exchange

Global Context: Globalization and Sustainability

Statement of Inquiry: A World Divided- superpower relations (Marshall Aid)

MYP Year 5

Intellect & Ideologies

Global Context: Identities and Relationships

Statement of Inquiry: dictator development in Germany



Global Context: Scientific and Technical Innovation

Statement of Inquiry: Scientific and Technical Innovation

Medicine and Health

Global Context: Scientific and Technical Innovation

Statement of Inquiry: our medical knowledge and understanding has expanded since the mid-nineteenth century


Daily Life

Global Context: Personal and Cultural Expression

Statement of Inquiry: after the development of a dictatorship in Germany changed household and daily life

Daily Life

Global Context: Personal and Cultural Expression

Statement of Inquiry: after the development of a dictatorship in Germany, social, cultural and artistic developments were effected

DP Year 1

Communism in Crisis 1976-89

Origins and development of authoritarian and single-party states

DP Year 1

The Cold War

Aspects of the history of Europe and the Middle East


Curriculum Overview: In Psychology, students are given opportunities to develop an understanding of how psychological knowledge is generated, developed and applied.  This allows students a greater understanding of themselves and human behaviour.  This is done through the study of biological, cognitive, and sociocultural influences on behaviour. 


Term 1

Term 2

Term 3

DP Year 1

Intro to Psychology

Biological Level  of Analysis

Socio-Cultural  Level  of Analysis

Cognitive l Level of Analysis

Internal Assessment

DP Year 2

Abnormal Psychology

Qualitative Research Methods (HL only)

Developmental Psychology (HL only)

Qualitative Research Methods (HL only)



Aim and Objective of IED at EISM.

(51-56وَمَا خَلَقۡتُ ٱلۡجِنَّ وَٱلۡإِنسَ إِلَّا لِيَعۡبُدُونِ (

“I did not create the Jinns and the human beings except for the purpose that they should worship Me.”

1. To raise the standard of teaching and learning of Islam to enable our students to achieve gradually good and outstanding status.

Good Teaching, learning and Assessment

1. Strong focus on students developing the skills of enquiry, critical thinking and reflection is increased.

2. Students are given questions based on enquiry, critical thinking and challenges.

3. Students work in groups to make independent research, posters and present work in front of class.

4. For raising the expectations, we introduce essay writing by which students do independent research during each term from 500 words to 2000 words according to the grades.

5. As every year we will arrange talks and trips on various topics and occasions such as Ramadan, Eidain, Seerah of Prophet Muhammad (PBUH), IsrawalMeiraj, Hajj, Ashoora, Hijrah, and UAE National Day and choose very significant topics to link with these events, such as serving the humanity. Studentsare provided with worksheets on each occasion for reflection.

6. We have started sharing the good practices for increasing various ways of critical thinking.

7. We raise the standard and higher level of expectation from the students through the above mentioned steps.

Some of the CO-Currcular Activities

Eid-ul-Adha Mubarak Gifts

Thursday16th of October 2014Islamic Education Department EISM HS

Celebrating Eid-Ul-Adha with a difference

This year the Islamic Education Department (High School) organized to celebrate Eid-Ul-Adha by collecting gift bags for distribution to all security and cleaning personnel at Emirates International School (Meadows). It was a time for joy for the cleaners as they were happy to receive a range of different gifts from boxes of chocolate to perfume. The students were also happy to give out gifts to the cleaners who work hard every day to keep our school neat and tidy.  Starting with a lovely recitation of the Holy Quran by a Grade 8 student, many students took part in saying short speeches about how Islam teaches us to care for all around us and

Cultural activities of Emirates International School Meadows

Islamic Education Department EISM

Report of Islamic Trip toSimahatush-Shaikh Syed Ali Al-Hashmi advisor to President of UAE H.H. Sheikh Al-Khazna Farm and Majlis  5-2-2015 Thursday

We are pleased to inform you that The Department of Islamic Education has arranged a special trip and assembly on the subject of Remembering the Prophet (SAW) of love and mercy and importance of hospitality in the Arab Culture.” for all Muslim students of Year 10 on Thursday,   5th of February 2015 from 8:00am to 4:00 pm. 

The students were very pleased to experience the   Arab cultural food which was served to all students by Al-Sheikh Ali Al-Hashmi.  The purpose of the trip was to learn the Seerah of Prophet Muhammad (PBUH),   to meet with the renowned scholar of UAE, visit the historical places in the area and appreciate the beauty of the pure atmosphere of the desert.   This is part of our Islamic Studies curriculum of Seerah of Prophet Muhammad (PBUH).

Islamic New Year and Hijrah Assembly

Thursday 6th of November 2014/1436H

This year the Islamic department has organized a trip to Al Farooq Omar IbnulKhattab Islamic centerfor an assembly on the topic of Hijra led by the Grand mufti in the Department of Islamic Affair and charitable work in Dubai, Dr. Muhammad Ayada Al –Kobaisi.

Our students became aware of the importance of the event of Hijrah in the history of Islam.  Students of EISM showed a great interest in the talk given by Shaykh Dr. Muhammad AyyadaAlkobaisi. Students also gave the answers of the question raised by Dr. Alkobaisi. He explained the importance of showing kindness to the needy in our society.   Allah has mentioned in SuratulAnbiya about the importance of showing mercy in the society.

Information Technology

Aims of Department

Information Technology is a tool for learning and the key for raising standards across a wide range of subjects. Students use IT at Emirates International School to communicate and handle information and present it in a variety of ways. They use computer models to explore and test the answers to questions. They apply the principles and concepts of ICT and computer science, including abstraction, logic and algorithms in their IBDP years.Students in the secondary and higher secondary write computer programs to solve a variety of problems and they use the available technologies in a responsible, competent, confident and creative way.

The aims and objectives of the Information Technology Department can be summarised as follows:

  • implementation of the IT Development plan to ensure that we have the necessary resources and staffing available to deliver each pupils entitlement
  • ensuring coverage of the MYP and IB Programme as a minimum standard and integration with the Independent Curriculum through our own planning of the curriculum
  • using the IT MYP Unit Planson Managebac
  • making provision to ensure that all pupils have access to the curriculum, either through specialist aids, software or support
  • providing training for staff to ensure they are confident to deliver the curriculum
  • monitor the delivery of IT in school to ensure its effectiveness
  • regular reviews of IT  to ensure it continues to meet the needs of our pupils and reflects the changing trends in technology
  • celebrating success in the use of IT
  • giving all pupils the opportunity to:
    • use IT with purpose and enjoyment
    • develop the necessary skills to exploit IT
    • become autonomous users of IT
    • evaluate the benefits of IT and its impact on society
    • achieve the highest possible standards of achievement
    • apply their knowledge of IT in different curriculum subjects
    • use IT to communicate information, find things out and make things happen
    • use IT to develop partnerships beyond the school

Overview of the Curriculum:  MYP

Design technology aims to develop a high level of design literacy by enabling students to develop critical-thinking and design skills, which they can apply in a practical context.Students learn that Design and Technology is an all-encompassing discipline in which direct links are made with other subjects and daily life contexts and scenarios.MYP design also helps to prepare students for overall success in the DP, and connects directly with their participation in creativity, action, service (CAS) and the extended essay.

What is MYP Design?

MYP design challenges all students to apply practical and creative thinking skills to solve design problems; encourages students to explore the role of design in both historical and contemporary contexts; and raises students’ awareness of their responsibilities when making design decisions and taking action. The MYP expects all students to become actively involved in, and to focus on, the whole design process rather than on the final product/solution.

Inquiry and problem-solving are at the heart of MYP design. The subject group requires the use of the design cycle as a tool that provides the methodology used to structure the inquiry and analysis of problems, the development of feasible solutions, the creation of solutions, and the testing and evaluation of the solution. In MYP design, a solution can be defined as a model, prototype, product or system that students have developed and created independently.

Aims of MYP Design

The aims of all MYP subjects state what a teacher may expect to teach and what a student may expect to experience and learn. These aims suggest how the student may be changed by the learning experience.

The aims of MYP design are to encourage and enable students to:

  • enjoy the design process, develop an appreciation of its elegance and power
  • develop knowledge, understanding and skills from different disciplines to design and create solutions to problems using the design cycle
  • use and apply technology effectively as a means to access, process and communicate information, model and create solutions, and to solve problems
  • develop an appreciation of the impact of design innovations for life, global society and environments
  • appreciate past, present and emerging design within cultural, political, social, historical and environmental contexts
  • develop respect for others’ viewpoints and appreciate alternative solutions to problems
  • act with integrity and honesty, and take responsibility for their own actions developing effective working practices.
  • promote effective cooperation and respect for individual differences when responding to technological challenges.

MYP Design and Technology takes a developmental approach, from simple, short units of work in MYP Years 1 and 2 to complex, longer units of work in the MYP Years 3 to 5. From skills development to skills applied to design situations. The focus changes from working at individual components of the Design Cycle to working with all components of the Design and Technology Cycle simultaneously. The course also develops from using models to explore concepts to tackling real-life issues in creative and unique ways. The flexible nature of the Design and Technology curriculum empowers students, providing them with numerous opportunities for expression of ideas and opinions. Students reflect on their achievements, recognise strengths and areas for improvement, and enhance future learning experiences. Students are supported as independent thinkers, while still showing mutual respect for the viewpoint of others. Moreover, students feel comfortable that technology is more than a means to an end, but a way of thinking and doing used to improve the quality of life.

It is important to note that, while the design cycle includes several successive stages, it is an iterative and cyclical process. When using the design cycle, students will often need to revisit a previous stage before they can complete the stage they are currently working on. Solving design problems is not always a linear process.

Although the key of design activity centres on the process, the outcome is always the product that functions in order to solve the initial design problem or challenge.

Learning Support

The Learning Support Department

The Learning support department is there to support any student who has a specific learning difficulty or disability, which affects their learning and access to the curriculum.  At EISM we are committed to an inclusive education system and support students with many and varied learning difficulties. 

Referrals for Learning Support come mainly from teachers, and occasionally parents.  Students will be assessed by a member of the team and observed in class.  After all the information has been gathered a decision will be made about the need for support.  This will involve parents and students if they are of sufficient understanding.  Confidentiality is very important but we do share information with staff in order to ensure the student’s needs are met.

The services offered by the learning support department are as follows:

  • Withdrawn classes
  • Use of IT programs to support learning
  • In class support
  • Shadows
  • Reading recovery in primary school
  • Accommodations for examinations – Extra time/laptop/breaks/scribe/reader in High School
  • Counseling
  • Mentors

In addition the Learning Support Department is very happy to offer advice, details of available services in the community and links to professionals. 

Please feel free to drop by if you have any concerns about your child in school; we are always happy to listen and offer solutions or advice.

Debbie Qudsiyeh

Head of Department for Learning Support


Mathematics Department

In the past, teaching objectives in Mathematics were limited to having students’ memorized facts and obtain skill in manipulating and calculating numbers. Memorizing of rules and mechanical manipulation of numbers were considered sufficient. Today we emphasize skill in compilation as well as skill in mastery of ideas and understanding of operations.

Aims of math’s department:

•   To empower our students to achieve their mathematical potential therefore enabling our students to meet their academic, professional, and personal goals.

•   To raise a group of mathematicians who can think logically and approach real life problems in analytical and creative ways.

•   To place Mathematics in context, which demonstrates its relevance to pupils and life in general?

•  To present Mathematics in a variety of ways which will enable each pupil to learn with interest and pleasure?

•  To develop an atmosphere of enthusiasm and consistent effort within our classrooms.

Middle Years Program (MYP)

In the Middle Years Program (MYP), mathematics promotes both inquiry and application, helping students to develop problem solving techniques that transcend the discipline and that are useful in the world beyond school.

The MYP mathematics framework encompasses number, algebra, geometry and trigonometry, statistics and probability.

Students in the MYP learn how to represent information, to explore and model situations, and to find solutions to familiar and unfamiliar problems. These are skills that are useful in a wide range of arenas, including social sciences and the arts.

What is the significance of mathematics in the MYP?

MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities to address further courses in mathematics, as well as to prepare those students who will use mathematics in their studies, workplaces and everyday life.

Mathematics provides an important foundation for the study of sciences, engineering and technology, as well as a variety of application in other fields.

How is mathematics structured in the MYP?

MYP mathematics can be tailored to the needs of students, seeking to intrigue and motivate them to want to learn its principles. Students see authentic examples of how mathematics is useful and relevant to their lives and be encouraged to apply it to new situations.

In the MYP, the topics and skills in the framework for mathematics are organized so that students can work at two levels of challenge:

Standard mathematics, which aims to give all students a sound knowledge of basic mathematical principles while allowing them to develop the skills needed to meet the objectives of MYP mathematics

Extended mathematics, in which the standard mathematics framework supplemented by additional topics and skills, providing greater breadth and depth.

Mathematical studies SL

This course is available only at standard level, and is equivalent in status to mathematics SL, but addresses different needs. It has an emphasis on applications of mathematics, and the largest section is on statistical techniques. It is designed for students with varied mathematical backgrounds and abilities. It offers students opportunities to learn important concepts and techniques and to gain an understanding of a wide variety of mathematical topics. It prepares students to be able to solve problems in a variety of settings, to develop more sophisticated mathematical reasoning and to enhance their critical thinking. The individual project is an extended piece of work based on personal research involving the collection, analysis and evaluation of data. Students taking this course are well prepared for a career in social sciences, humanities, languages or arts. These students may need to utilize the statistics and logical reasoning that they have learned as part of the mathematical studies SL course in their future studies.

Mathematics SL

This course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration.

Mathematics HL

This course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems.

Modern Foreign Languages

The learning of a new language provides valuable educational, social, communicative and literacy skills that lay the foundation for further language studies. A new language is a window open to the world and to other cultures. It helps students develop their interests and curiosity in the similarities and differences between themselves and others. It also helps in extending their communication skills and enhances self-esteem.

Choice of languages

At the Emirates International School – Meadows (EISM), we offer three foreign languages: French and Spanish taught from Year 7 to Year 13 and German for Year 11and 13, although the latter is being phased out. Arabic as an additional language is now part and parcel of MFL Department.Its teaching will follow the same pattern as French and Spanish.

Aims of Department

The Modern Foreign Languages Department is committed to the promotion of languages, focusing on developing linguistic skills and awareness of the countries where French, Spanish and German are spoken.

The teaching that we privilege at EISM is based on a communicative approach. It involves constantly the participation of the students and the use of authentic documents.

We endeavor to ensure that the target language is constantly used in teaching.


At the completion of the secondary education, students will be able to:

  • Communicate effectively in a foreign language
  • Read independently easy books, newspapers and magazines in the target language
  • Understand simple or extended conversations between native speakers
  • Write simple/extended paragraphs
  • Understand how other languages work
  • Continue their studies at the university in the target language
  • Understand the culture and civilization of the countries where the language is spoken
  • Develop the understanding of themselves and their own culture
  • Form a sound base of the skills and vocabulary necessary for further study, work and leisure
  • Promote wider learning skills (literacy, analysis, memorizing…)
  • Encourage positive attitudes towards foreign language learning

Overview of Curriculum of Years 7-9

The MYP Language Acquisition course aims to encourage students to:

• gain competence in another language

• develop appreciation for other languages and cultures

• adopt skills for additional language learning

Students are assessed on the MYP criteria:

Criterion A: comprehending spoken and visual text

Criterion B: comprehending written and visual text

Criterion C: communicating in response to spoken, written and visual text

Criterion D: using language in spoken and written form

Students are assessed according to their level of proficiency. The MYP curriculum has established a set of 6 phases which determines the level at which the student is. Each phase contains the four criteria above and the acquisition of relevant skills.

Formative and summative assessment methods are used to determine how much of the learning expectations have been met.

Overview of Curriculum of Years 10 & 11

In MYP Years 4 and 5, students continue learning the same language and are given their final assessments whereby their learning is measured against the achievement charts published by the IB as an international standard.

Overview of Curriculum of Years 12 & 13

Language B – High Level / Standard Level in French, Spanish and German

Theprogramme is spread over 2 years.

In French, Spanish and German language B, students will develop on their language acquisition in the four language skills: listening, speaking, reading and writing. Students cover a range of written and spoken material, which will extend from everyday oral exchanges to literary texts (for HL) and which will be related to the specific language speaking communities concerned. They will learn how to communicate clearly and effectively in a range of situations, demonstrating linguistic competence and intercultural understanding.  They will also use the language to express their ideas with accuracy and fluency.

In higher levels,students understand and use works of literature written in French and German.They aim at mastering the four skills.

Years 12 and 13   French and Spanish Ab Initio SL

IB/ab initio provides an opportunity for students to study the language at a beginner level for two years at IB Standard Level. Students should have no previous experience with the language or have studied MYP phase 1 or 2.  The ab initio course focuses on spoken interaction, using a whole range of the language resources and texts as a stimulus for discussion. Listening, speaking, reading and writing are all developed. Plenty of opportunities are offered to students to learn more about French and Spanish cultures in this course.

DELF Examinations

They offer students the opportunity to measure their competence against external standards. DELF is also the certificates that open the doors of French universities to candidates who have studied up to Year 13 in a language other than French.


Every year, a trip to Paris is organized forYear9 and 10. In the company of teachers, students visit a large number of the many Parisian landmarks such as the Museum of Louvres, The Centre Pompidou, Notre Dame de Paris, Disney world, etc.  They also visita French school to meet with their peers. They have the opportunity to discuss a variety of subjects, exchanging ideas and opinions with them.

Languages Day 

MFL Department celebrates every year languages. This year, it was naturally related to the importance of languages. An appeal for volunteers was made and parents responded enthusiastically. The purpose was to have parents teach other languages than those offered in school. This year’s event has become a valuable opportunity for our students to discover new dimensions of languages beyond the traditional learning framework and have a feel of the wealth and diversity of languages and their cultures.In this manner, Korean and Japanese languages were taught.A Japanese calligraphy workshop was organised too.This activity was warmly welcomed and everyone participated with enthusiasm. Moreover,two chefs joined the group. They told the students about their passion, the art of cooking and the languages communication requirement in their professional lives.


Aims of the Department

The Music Department aims to encourage the performance, composition and appraisal of music, promoting creativity and collaborative learning through various music-making activities.

The Department aims to be active in the production of concerts, in forging links with parents and the community, and in offering students a plethora of performance opportunities for the development of vocal and instrumental skill.

Overview of the curriculum

In all Grade Levels students learn how to use the basic elements of music to perform and create music.

Grade 7 students look at the Instruments of the Orchestra, developing melodies, identifying timbres, and controlling tempo and dynamics.

Grade 8 students look at Popular Music, understanding structures including verse/chorus and ground bass, layering textures and developing harmonies.

Grade 9 students look at Film Music, including the role of sound effects, the use of ostinatos, melodies and rhythms in creating moods and atmospheres, and synchronizing audio and video.

Grade 10 and 11 students complete 2 performances (one solo, one ensemble), 2 compositions and study music from the following 4 areas: Western Classical Music, 20th Century Music, Popular Music and World Music.

Grade 12 and 13 students follow the IB HL or SL Music course. This includes producing a portfolio of performance recordings (20 minutes) and 3 compositions (3-6 minutes each), and studying 2 set works and Music History from 1400 to the present day.

Extra Curricular

Meadows Band is a pop/rock/classical fusion band for all instrumentalists. They perform at all major events during the year. The Music Department along with the Drama and Arts Departments recently organized our first international trip to London earlier this year.


The Department hosts a number of exciting events in the School Calendar including the Winter Concert takes place in December, the Spring Fair in April and the ‘Not Idle’ talent show in June.

There are numerous Morning Concerts throughout the year arranged informally with the Music Department.

Physical Education

Physical Education at EIS Meadows

Sport and physical activity play an important part in EISM school life contributing to the development of the total education of the whole child in both the curriculum and through the ASA (after school activities). Throughout their time at EISM, our students have the opportunity to be involved in many different sports and clubs, regardless of ability. We currently offer over 20 different physical activities, with our teams playing more than 120 fixtures during the year in the DASSA leagues (Dubai Affiliated School Sports Association). We run an extensive outdoor education programme with a camping/hiking trip for each grade and a ski trip to Switzerland. We also have a House Programme which allows students to compete in 5 different sports and various academic events. The benefits of sport and physical activity are considerable and well documented. We hope that all students will leave EISM with a desire to continue taking part in regular exercise in an activity or sport they have discovered in their time here.

The primary aim of the PE Department is to encourage the development of ‘intelligent performers’ and to encouragestudents to understand the importance of a balanced, healthy lifestyle. The course also focuses on thedevelopment of social skills and tools to enhance their personal engagement.


  • To provide opportunity for all students to enjoy participation in sport and exercise and an appreciation and understanding of the value of physical education and its relationship to ahealthy, balanced lifestyle.
  • To provide each individual with the opportunity to reach their full athletic potential and their optimal level of physical fitness with an interest in lifelong participation in sport and exercise.
  • The skills and understanding necessary to participate successfully in a variety of physical activities,for example, learning, practicing, refining, adapting, thinking, and interacting.
  • The ability to reflect critically on all aspects of physical education, including being a critical performer alongside developingeffective communication strategies including verbal, non-verbal and written.
  • An understanding of international perspectives on physical activity, sport and health education.
  • To develop personal qualities (e.g. determination, concentration, self-discipline, confidence, teamwork, etc.).

Overview of the Curriculum.

The aims of the MYP are achieved through participation in a wide variety of activities and sports. The following areas are all studied-

Year 7 – Fitness/ Parkour/Leadership/ Track and Field/ Football/ Swimming Strokes/ Rounders

Year 8- Fitness/ Parkour/Leadership/ Track and Field/ Rugby/ Swimming Fitness/ Rounders

Year 9- Fitness/ Sports Education- Basketball Franchise/ Track and Field/ Trampolining/ Badminton/ Personal Survival

Year 10- Fitness- Gym Instructor/ World Games/Track and Field/ Boxing/ Aquathon/ Rounders

Year 11- Fitness- Personal Exercise Programme/ Football-Analysis of Performance/ Track and Field/ Kick Boxing/ Aquathon/ Rounders


Subject (s) Covered by Department



Environmental Systems and Societies (ESS)


Sports Exercise and Health Science

Aims of Department

To encourage pupils to think creatively and be resourceful, through processing information, reasoning, questioning and evaluating, to solve scientific problems.

To provide a broad and balanced science education to all.

To provide, through well-constructed studies of investigative and practical activities, a science education which enables the learner to appreciate science as a human activity, know and understand how science operates, know and understand scientific concepts and principles and to be able to analyzing and solve problems.

To develop knowledge and skills that are relevant to the study and practice of science, useful in everyday life and that encourages safe practice.

To stimulate curiosity, interest and enjoyment in science and in the methods of enquiry.

To stimulate an interest in, and care for, the environment.

To promote an awareness that the study and practice of science are cooperative and cumulative activities subject to social, economic, ethical, political, environmental and cultural influences and limitations.

To promote a greater self-awareness and a positive attitude of personal responsibility for health.

To enable all students to work independently, and to take more responsibility for their own learning.

To encourage group activity, through discussions, projects and practical activities.

To encourage pupils to develop personal qualities guided by the IB Learner profile.

To use laboratory equipment safely and efficiently.

In addition, the Science program supports the development of essential literacy skills, through discussion and the use of scientific vocabulary and terminology; ICT skills, through using data logging and various presentation methods.

Overview of Curriculum 7-9

Science is a core subject and is an obligatory course that is taken by all the students at this level. In line with the program which the school follows, the science department follows the MYP program. Students learn knowledge for Biology, Chemistry, Environmental Science, Earth Science and Physics. Skills relating to Inquiry and Design, Processing and Evaluation are developed as well as the ability to reflect on the impacts of Science.

Assessment for Science courses in all years of program(7-11) is criterion –related, based on four equally weighted assessment criteria: Criterion  A: Knowing and Understanding, Criterion  B:Inquiring and designing,Criterion  C:Processing and evaluating, Criterion  D: Reflecting on the impact of Science.

Overview of Curriculum 10 & 11

Science is a core subject and is an obligatory course that is taken by all the students at this level. In line with the program which the school follows, the science department follows the MYP program. Students learn knowledge for Biology, Chemistry and Physics. Skills relating to Inquiry and Design, Processing and Evaluation are developed as well as the ability to reflect on the impacts of Science.

Students seeking IB MYP results for MYP Sciences complete an on-screen examination in which they can demonstrate their achievement of subject group objectives. Successful results can contribute to student’s attainment of the IB MYP Certificate. This verification of learning assures accurate and consistently-applied standards for all the students.

Overview of Curriculum 12 & 13

The IB diploma program is followed at this level.

This is a two year program and the syllabus outline, objectives and requirements are all provided by the International Baccalaureate Organization (IBO).

At this level every student should opt for at least one of the offered Science subjects in the School. The options are: Biology, Chemistry, Environmental Systems and Societies, Physics and Sports Exercise and Health Science.

Biology, Chemistry and Physics are offered at both higher and standard level and Environmental Systems and Studies as well as Sports Exercise and Health Science are offered at standard level.

The option to take two IB Sciences is also available.

During the 2 year program students continue to develop practical skills and as a culminating task they complete an individual investigation. The assessment criteria are personal engagement, exploration, analysis, evaluation and communication. This investigation is internally assessed and externally moderated and makes up their IA which counts for 20% of their final grade.

Students also embark on a group 4 project which encourages collaborative work from individuals from all the science disciplines and emphasizes the interrelatedness of these sciences.

Science Fair:

Science Fair is always one of the most exciting events at EIS-M; not only for students but for teachers as well! Every year Science department hosts the Science Fair whereby students show their passion and love for Science. In this event, students are given opportunity to showcase their scientific knowledge and approaches. They investigate a specific question or problem using defined steps of the Scientific method.

Taking part in this event not only lets our students apply their knowledge in unfamiliar situations but also give them the opportunity to become a team player.

It is always impressive to see the amount of growth and development of our Year 7 students, who, develop scientific investigations to answer engaging and thoughtful research questions. Our Year 8,9 and 10 students further amaze us with their ideas and their ability to present their projects with professionalism and clarity.

Field trips:

We are aware of the fact that “Children’s ways of learning are as different as the colors of the rainbow”. That’s why our emphasis will be placed on providing a learning environment where every child experiences success. In our school Science is taught with a high level of hands-on practical works aims at making the subjects both relevant and exciting. Local excursions and overseas field trips enhance the classroom experiences for students in many classes.

Environmental System and Society integrates the Geography and Science interdisciplinary courses of study at the diploma level of IB.  The students get an opportunity through this field of study to collect data related to the flora and fauna of the ecosystem they are living in and also the interrelationship between the biotic and abiotic component of the ecosystem. The visit to the beaches in Dubai or the Mangrove areas to collect relevant data provides them information about the changes in land profiles due to wave action and human impact and the feasibility study that is done every year by the students not only helps them to do the environmental impact assessment but also analyze and assess the changes due to the interference and changes in the climatic condition.

The highlight of the Science department is the students trip to NASA space camp, Huntsville, Atlanta, USA, Where the students experience the space shuttle missions, rocket launching, diving under 40 feet of water to feel near zero gravity, the astronauts’ suits and many many more.

At the end of the course students are honored to receive graduation certificates from NASA.

During their visit to the US the students also get a chance to visit Magical Kingdom, Disney Theme Park, Universal Studios and many more places. Sounds like a fun!!!

Here in our Science classes we visit other places and meet up with other Scientist around the world via videoconferencing too. This year the Yr9 Science class learned about microorganisms and diseases that affect quality of life and life expectancy. In order to do research, the students used videoconferencing to speak with a doctor who provided expert insight on the issue. Later the doctor skyped into our lesson and helped assess the students by questioning them on the presentations they did based on their research."