Home/Student Life/High School/High School Programme Overview

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.


In my capacity as the CAS coordinator, I enjoyed the experience of interacting with students closely outside of the classroom environment. It has been a personal journey of self-discovery and hope to inculcate in students the same.

Our school offers a strong IB CAS program that includes participation in MUN events around the world and many service opportunities like Dubai Cares, Once upon a dream. The emphasis in CAS is on helping students to develop their own identities in accordance with the ethical principles embodied in the IB mission statement and the IB learner profile. Possibly, more than any other component in the Diploma programme. CAS contributes to the IB’s mission to create a better world. This programme encourages students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

Some of EISM’s best events include the PINK DAY, The Pink Walkathon, Barbecue event which was done to raise funds for Mauritius , EISMUN, F1 in schools, Dubai Marathon, World scholar’s cup etc.

Students who have been actively involved in the CAS program need special mention. Sanaiya who rallied her team to organize the Barbecue event, Deveena Sood, Iqra, Hiba, Vivek, Pranav and the pink team for their dedicated efforts in organizing the Pink walkathon , Devina Luthra, Vanya and their team for the Valentine’s Day event is worthy of mention. Stages that are set up during these events were efficiently managed by Armin, Oliver and Emmanuel. Vishal and his MUN team who run the EISMUN conference have set an example to the juniors. Miriam and Nurul successfully completed the Mauritius Donations with their untiring efforts in campaigning for the cause by collecting clothes, books and toys.

The much awaited Mauritius trip by our CAS students was both exciting for the students who developed empathy and compassion for the people in need. We have gone from one to three projects and have made a real difference to the community. Work has ranged from digging new drains, making concrete play areas, painting the inside and outside of the school; building fences and create a better environment for the students to work in.

CAS is tracked by not only the CAS Coordinator but also the Form Tutors. They make sure that the information uploaded by students on managebac is relevant and updated on a regular basis.

I hope that all CAS students embrace their own cultures and are open and responsive to other cultures and views which will help us to create a better and more peaceful world. They should rise to new challenges to gain as much as possible out of this excellent program.

- MRS Roopa Kannan

CAS Coordinator 12 & 13


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. 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.

General objectives

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

The programme is spread over 2 years.

In French and Spanish language B, students will develop 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 Spanish.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 the understanding of detailed texts and spoken interaction, using a whole range of the language resources and texts as a stimulus for discussion. Writing skills are also developed. Plenty of opportunities are offered to students to learn more about French and Spanish cultures in this course as well as achieving competencies in comprehension and productive skills.

House Camp - Cultural Quizzes