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Middle Stage

Middle Stage

Middle school started the academic year through Distance Learning with a lot of vigor and enthusiasm across the grades. A perfect planning, organizing and executing ideas have paved way for the smooth running of phase 3 in the academic year, 2020 – 2021. The strength of middle school ranges up to three hundred and eighty one students and 35 teachers and the ratio is 1: 10.


The curriculum for the upper Primary stage covers English, Hindi, French, Mathematics, Physics, Chemistry, Biology (under Science), History and Civics, Geography (under SST), Computer Science, Art, Music and Dance.

  • In English, focus is on oral and written expression, in a creative manner. This help develop a sense of appreciation and critical vision for different forms of literature among the students.
  • Emphasis on second language learning at this stage is to hone the skills and develop an interest in Language and literature.
  • The focus of Mathematics learning at this stage is to consolidate and expand the learning through problem solving techniques.
  • In Science, the focus on understanding the issues and concerns of different areas and things around us. Inquiry based learning is widely practiced.
  • In Social Studies, two core areas, History and Civics and Geography, have been identified.
  • In Computer Science, curriculum focuses on acquisition of knowledge and skills in ICT so as to enable students to use common software applications and technology to access and utilize information.
  • The emphasis on Art, Music and Dance at this stage is on development of creative expression and expression through visual art forms.
  • There is a gradual progression through the middle school to meet requirements of the CISCE board.
  • The curriculum reflects the national agenda parameters, particularly emphasizing innovation, mindfulness, reading skills, STEM programs, UAE Social Studies and Moral education programs.
  • The curriculum is aligned to meet the requirements of international benchmarking including TIMSS and PISA. It is also enriched with links to EXPO 2021 and UN Sustainable Development Goals.
  • The JSS Enrichment and Happy Thursday programs extend depth and choice through a wide range of activities.
  • Most of the curriculum is delivered via collaborative learning enabling students to learn at their own pace.
  • Almost all students are encouraged to experiment and innovate. This is facilitated by teachers ensuring support and challenge.
  • Almost all students are aware of their responsibilities to the environment and due importance is given to environment related activities.
  • Almost all students embrace the concept that they are global citizens. They are knowledgeable about and value UAE culture and society.
Learning Skills

In Phase 3, Most students

  • are enthusiastic learners and confidently explore learning.
  • work collaboratively which enhances their peer learning, social, emotional and personal skills.
  • can reflect on their learning and are keen to negotiate individual targets to improving their learning skills.
  • make connections between their areas of learning and the real world. They are keen to embrace learning in real life situations.
  • are innovative, demonstrate critical thinking skills and research skill.
Teaching for effective learning
  • Teachers are well qualified with strong subject knowledge enabling them to plan lessons catering to every child’s need.
  • Teachers across phases collaborate, share good practices, discuss innovative approaches and check for inclusiveness ensuring a well engaged class
  • Lessons cater to individual needs of SEND students ensuring their curriculum expectations are met.
  • Teachers include a variety of resources and teaching – learning strategies to ensure effective learning.
  • Teachers have high expectations and are committed to helping each child reach his potential, leading to increased self-confidence.
  • In collaborative sessions, assessment data is used to modify the curriculum and inform teaching.
  • Assessment data analysis is used to make modifications to the curriculum and the teaching and learning processes.
  • Formative assessment is actively used by teachers to meet the academic needs and the personal and social development of students.
  • Large majority of the students can interpret internal and external assessment data and, in consultation with teachers and parents, set targets for their progress.
  • Students can monitor their work and that of others to meet success criteria.
  • Constructive feedback is given to students to inform the next steps to improve their learning.
  • A continuous tracking process, monitors progress against learning objectives and subsequent gap analysis informs teaching.