English Language Arts

Coordinator: Rami Ghoussainy and Mr. Mark Angelo Subaldo

English language arts, K–12, focuses on the process by which we learn and use language. Students increase their communication abilities through reading, writing, speaking, and listening experiences that are related to and reinforce one another. Instruction respects the home language of students and builds from this base the English language skills needed to communicate effectively.

All students enrolled in the school receive English language classes as well as access to the core curriculum. The curriculum sequence is designed to provide systematic, sequential instruction to promote high levels of English language proficiency in the domains of speaking, listening, reading, and writing, and to foster the development of both academic language skills and social communication.

The curriculum has been designed to

  • Provide students with a firm base in English through the development of listening, speaking, reading, and writing skills.

  • Develop students' competence in English to achieve academically in all content areas.

  • Develop students' competence in English to communicate in social settings.

  • Promote understanding, respect, and appreciation for the traditions and values of the United Arab Emirates.

  • Provide exposure to and affirmation of the multicultural nature of the United Arab Emirates.

Grades 4-12 English Course description

Standard 1: Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Standard 2: Language for Literary Response and Expression Students will read and listen to oral, written, and electronically produced texts and performances from American and world literature; relate texts and performances to their own lives; and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language that follows the accepted conventions of the English language for self-expression and artistic creation.

Standard 3: Language for Critical Analysis and Evaluation Students will listen, speak, read, and write for critical analysis and evaluation. As listeners and readers, students will analyze experiences, ideas, information, and issues presented by others using a variety of established criteria. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to present, from a variety of perspectives, their opinions and judgments on experiences, ideas, information and issues.

Standard 4: Language for Social Interaction Students will listen, speak, read, and write for social interaction. Students will use oral and written language that follows the accepted conventions of the English language for effective social communication with a wide variety of people. As readers and listeners, they will use the social communications of others to enrich their understanding of people and their views.

Curriculum Topics Major Literary Genres Short Stories:

1. Define the elements of a short story. For example: point of view, theme, plot, characterization
a.  Recognize the effects the literary elements have on the development of a story
b.  Create short stories

2. Novels:

  • a. Recognize how the lives of individual authors are reflected in the literature

  • b. Discuss various literary elements including plot development and characterization

  • c. Interpret themes and appraise how the literature affects student understanding of the world in which they live

  •  d. Compare literary works Dramatic Plays

  • e. Theatrical Elements: To explain the importance of theatrical elements

3. Poetry:

  • a. Students will understand the structure of various forms of poetry, for example, sonnet, limerick, free verse, etc.

  • b. Compare different poetic forms and how the techniques of the poets affect his or her poems.

4.  Vocabulary Skills: Students will study given vocabulary word lists as well as words retrieved from the various reading genres and apply them to their written work.

5. Writing: Using expository writing, students will respond to literature read, discussed and analyzed in class and understand how to compose written assignments which illustrate student knowledge of MLA formatting.

6. Grammar Skills: Students will apply skills in grammar to exercises and/or to writing composed by students.

7.Public Speaking: From among the various types of speech, (demonstrative, informative, persuasive) students will review basic public speaking skills and apply their knowledge to the actual preparation and presentation in a public speaking forum.


Reading and Writing:


Al Ittihad National Private School in Al Ain recognized reading and writing as a challenge due to the increase use of social media and technology. Thus, a set of aims are outline below to emphasize the importance of reading and writing in both English and Arabic languages.

  • Encourage students to read English and Arabic via online resources available.

  • Enhance students skills and strategies to enable them to independently construct and gain gest from all informational tests.

  • Challenge students to read and critically analyze literary terms.

  • Promote all types of reading and writing and for a variety of purposes and audiences.

  • Give opportunities for students to enable them to present their work accurately and to communicate well.

  • Promote knowledge about words, concepts, and text structure to construct meaning from texts.

  • Plan, draft, edit, revise, and publish their works to share their ideas.

  • Fluent readers and writers require facile control over elements of the processes.

  • Expose students to a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.

  • Enhance research on issues and interests by generating ideas and questions, and by posing problems.

  • Direct students to gather, evaluate, and synthesize data from a variety of sources to



Coordinators: Dr. Mushtaq Malik

Mathematics is broadly defined as the study of numbers. The Al Ittihad National Private School’s mathematics program is designed to provide fundamental skills and to educate each student to his or her optimum potential by developing his or her ability to understand and use mathematics. The curriculum is planned to present the content and structure of mathematics to meet the needs of a career-oriented society.

The student outcomes for the mathematics program reflect the best knowledge of the growth and development of children, the needs of the children in our community, and the mathematical content that is critical to teach based on California State Standards and the standards developed by the Common Core.

Throughout mathematics instruction, students use reasoning, communications skills, appropriate manipulative materials and technology to make connections with real-life problem solving situations. Teachers focus instruction on the learning outcomes using a variety of strategies and methods. Teachers may provide instruction on outcomes children have not learned from previous grade levels or provide extra practice on the grade level outcomes children have not yet mastered. Teachers may also provide instruction to extend learning beyond the grade level outcomes.

Teachers use performance assessments matched to the outcomes to measure the progress of individual students to plan for continuing instruction based on results.

The goal of the mathematics program for students in grades K-12 is for students to develop a firm understanding of mathematics concepts, strategies, and algorithms. It is the expectation that students will be able to apply, generalize, and extend their knowledge of mathematics. Students will become fluent with mathematics and will be able to make connections within the discipline of math and to other disciplines

Thus, across grades K–12, students build an understanding of the content, the conceptual strands of mathematics: number sense and operations; functions and algebra; measurement, geometry, and data analysis, Calculus; and statistics and probability. In addition, they develop proficiency in the mathematical processes: quantitative literacy, computational fluency, problem solving, using representations, using reason and proof, communicating, and making connections. The processes are the tools and habits of mind people use when solving problems.



Coordinators: Mr. Raed Fakher Eddin

Science may be broadly defined as the study of facts, principles, and theories that describe the world around us and as a set of processes by which people systematically acquire and refine this knowledge. Science literacy requires, then, that students understand not only the fundamental concepts of science but also the ways in which scientific information is generated and refined and the historical development of key theories. They should understand the limits of scientific knowledge and grasp what distinguishes science from non-science.

Students must go beyond the simple knowing of facts to the development of a level of conceptual understanding that enables them to use and apply what they have learned. A student demonstrates conceptual understanding by representing a concept in multiple ways (through words, or by designing graphs or charts pictorially or mathematically, as appropriate) and by using a concept accurately to explain observations and make predictions. Both aspects of understanding—representing and explaining—are required to achieve science literacy.

The relationship between evidence and explanation is key to how science works. There is no single set of steps that constitutes the scientific method; rather, there are different traditions in different scientific fields about what is investigated and how. All traditions require evidence, logic, and good arguments, and involve hard work and imagination. There is an array of investigative skills that are essential if one is to deepen conceptual understanding and appreciate how new knowledge is produced. These skills include observing, predicting, classifying, inferring, measuring, questioning, hypothesizing, experimenting, interpreting data, and constructing and explaining models.

Students learn these skills firsthand by participating in scientific inquiry, moving beyond traditional laboratory work and conducting different kinds of investigations: controlled experiments; systematic observations, such as field studies; designs, such as building models or creating inventions; and non-experimental research studies, which use multiple sources such as print, the Internet, and computer databases. Working both as part of a team and individually, a student progresses to investigations that are increasingly systematic and quantified, and which culminate in oral and written reports that demonstrate the ability to communicate technical material in a clear, logical manner to a variety of audiences. By the time students are taking high school courses, they should demonstrate the ability to frame a question, design an approach, gather and analyze data, describe sources of error, write a technical report, and respond to critiques.

Therefore, Teachers of Science at the school have several goals as follows:

  • Teachers of science plan and implement a science program that is inquiry-based. They develop short and long-term goals; adapt curricula to student interest, experiences, and abilities; align curricular targets to assessments; and collaborate with other teachers within the across grade levels and subject areas.


  • Science teachers guide and facilitate learning by encouraging and supporting student inquiries; facilitating student discussion about scientific ideas; encouraging students to become personally responsible for learning; responding appropriately to individual differences and diversity in the classroom; and modelling scientific methods and skills, curiosity, and openness to new and/or different ideas.


  • Science teachers participate in ongoing self and student assessment. They utilize multiple types of assessments to continually gather data related to student development and progress. Assessment data, when appropriate, is communicated effectively to students, other teachers, parents, policy makers and the general public. Student data should be used to reflect and improve teaching practices to meet the needs of all the learners in the classroom.


  • Science teachers structure time for extended investigations, create a supportive and safe learning environment for children, and make science tools (technology, equipment, materials, and print resources) available and accessible to students.



Arabic Language

Coordinators: Ms. Hunaida Iskandar

The Arabic Language Curriculum described in this section is designed to help students learn to communicate effectively in the mother-tongue language. Major emphasis is placed on developing students’ ability to comprehend what they hear and read and to express their thoughts orally and in writing. In addition to developing their com­munication skills, students will develop awareness of and appreciation for their own culture and other cultures.

The Arabic language instructional program is aligned with the Abu Dhabi Education Council and is designed to help students:

  • Understand an educated native speaker conversing about topics of general interest and speaking in such media as news broadcasts, plays, movies, and telecasts.

  • Speak fluently and comprehensibly on a range of topics.

  • Understand directly, without translating, the content of nontechnical writing, selected works of literature, and articles of general interest from periodicals.

  • Write comprehensibly for formal and informal purposes.

  • Develop awareness of the cultures of people speaking the world language.


Islamic Studies Curriculum and Quran


Coordinators: Mr. Mohammad Jasem


The primary objective of the school is to introduce and instill the main teachings of Islam as prescribed by the Abu Dhabi Education Council. The school uses a very structured approach to teach Islam as a way of life. Students will, inshaAllah, have a grasp of the following:

  • Faith & Worship: Articles of Faith, Five Pillars and Worship of Allah.

  • Salaat: Goal is to make sure children know how to perform the salaat before they get to an age when it becomes mandatory. Children in the 4th grade and higher are expected to know how to perform Salaat.

  • Teaching of the Quran: Basic Teachings of Islam as mentioned in the Quran; Islamic morals and manners in light of the Quran and the Hadith.

  • Recitation/Reading Quran: The objective of the school is to facilitate students in the reading of the Quran. Children in the 4th grade and higher are expected to be able to read Quran.

  • Memorization of Surahs & Hadiths: Memorize assigned surahs and Hadiths related to salaat and everyday affairs.

  • Introduction to Hadith: Introduction to the science of Hadith and some important Ahadith.

  • Introductory Fiqh: Introduction to basic fiqh.

  • Introduction to the Prophets: Stories of the Prophets for smaller children.

  • Seerah: Life history of the Prophet Muhammad (pbuh) taught at various levels.

  • Islamic contributions to civilization taught at all school levels.

  • For higher grades there is more emphasis on teaching the meaning of the Quran (as opposed to recitation) and general Islamic history (in addition to the Seerah of the Prophet).


Computer Education (ICT)

Lead Teacher: Ms. Eman El Doukhi

At the primary school level, students receive computer education primarily through receiving instruction in engaging and interactive Classrooms. The classroom and laboratory settings are an engaging and personalized learning environment designed to optimize teaching and learning through the interconnected use of mobile computing as well as audio, visual and formative assessment technologies across the curriculum. In addition, standards-based software may be used to assist students in attaining academic skills. Coupled with these digital tools is a comprehensive professional development and support plan designed to support achievement for all students.

At the secondary school level, mobile computing, technology tools, on-line resources, and content-specific software are utilized to assist students in becoming technologically literate as well as meeting academic standards.

The Technology Curriculum is designed to provide teachers, parents, and students with a specific articulation of Al Ittihad’s expectations of what all children are expected to learn and apply. The Technology Curriculum reflects the best knowledge of the growth and development of children, the current and future needs of children in our community, as well as content that is critical to teach based on the curriculum Standards in technology.

The structure of the K-12 technology curriculum is developed around strands that encompass the California State Standards:


1: Essential Technology Skills


Students learn to use computer technology to enhance their learning. Students learn computer operations and keyboarding and develop skills in word processing, presentations and working with spreadsheets and databases.


2: Conduct Research using Current Technology


Students learn to access and use information to support their daily learning and to enhance daily living. Students access online catalogs, databases, and use CD ROMS and other technical sources.


 3: Apply Technology


Students demonstrate an understanding and application of various curricular content through the integration of technology in teaching and learning activities.

Technology is a set of tools to enhance learning throughout the various curricular areas. Technology provides students with the tools and strategies for solving problems, using information, increasing productivity, and enhancing personal growth. Technology has the potential to fundamentally transform the way students learn.


Social Studies Curriculum

Coordinator: Ms. Fadwa Dawod


The focus of the Social Studies instruction at al the school adheres entirely on the Abu Dhabi Education Council where the curriculum is fully delivered by the ADEC office to all schools. The purpose of the curriculum is to develop the academic content and skills in the UAE disciplines of social studies and norms of the UAE that are essential to the understanding of human experience for all learners and to develop citizens who understand past and contemporary development with a depth and wisdom drawn from the experience.


Physical Education Curriculum


Coordinator: Mr. Amir Sallam


The school’s Physical Education Curriculum is committed to developing a positive learning environment that instills, promotes, and motivates students to personally value a healthy and physically active lifestyle that enhances the quality of their daily life.


Teachers will use the following guidelines to fulfill the Physical Education curriculum at the school:

  • Modeling enthusiasm for fitness and physical activity.


  • Demonstrating respect for one another that is desired in the behavior of students.


  • Meeting the same qualitative standards held for all other curricula and educators.


  • Developing student understanding of the benefits of health related physical activities.


  • Designing lessons and units focused on health-related physical activities that ensure students are active an optimum amount of time.


  • Designing lessons that result in students gaining an appreciation, an understanding and an enjoyment of health related physical activities.


  • Designing lessons and units that develop personal responsibility in students through setting and monitoring realistic personal goals.


  • Modeling and teaching students sportsmanship, respect for others, and the skills and attitudes necessary for teamwork.


  • Providing students choices within and among activities.



 Special Education

Mr. Voltaire Vizconde and Ms. Aysha Al Seraidy

In Compliance with the Abu Dhabi Education Council (ADEC) and the school’s curriculum, it is required that all departments to provide a free, appropriate, and individualized education for all students with disabilities. Students' disabilities range from very mild (requiring minimal support and modification of curricula) to severe impairment (requiring major support mechanisms, modifications to the curricula, and/or alternative curricula).

An Individualized Educational Program (IEP) is written for each special education student. The IEP is developed with the participation of the student's parents or guardian, who must approve the plan. Special education students in grades K-12 may take any combination of general and special education courses from the school's curriculum continuum, according to their educational needs and abilities as indicated on their IEPs.

Support Service across the Curricula

Support-service sessions assist students in the functional-skills, applied-skills, parallel, identical, and general curricula. Each student’s needs, as indicated on his or her IEP, determine that student’s placement in support-service sessions. Mastery of support-service sessions content is assessed through standards or outcomes and/or the IEP process.

Identification of Students

Special education students are identified as those:

  • with specific learning disabilities

  • with speech impairments

  • with orthopedic impairments

  • with other health impairments

  • who are socially and emotionally disturbed

  • who are hard of hearing, multi-handicapped, or visually handicapped

Reporting Student Progress

Students will receive progress reports at least as often as general education students. In addition, the IEP can be used at regular reporting periods to monitor students’ growth relative to their individual goals and objectives.


Variation of Subjects and Materials

Teachers at the school use approved curricula as recommended by the subject-area department and/or program, but are responsible for modifying the subject content, mode of delivery, and student response in accordance with an individual student’s educational needs. Teaching strategies recommended by the subject-area department and/or program are used. Teachers make appropriate use of the subject-area department’s teaching guides and guidelines, as well as standards.

Guidance Program

Coordinator: Ms. Ahlem Chatti

The guidance services program contributes to the academic, career, and personal/social development of students. The curriculum gives students opportunities to interact with and receive support from others within the school and community.

The focus of guidance services is a college readiness system and is offered as a series of academic, regularly scheduled sessions that use clear guidance and directions as tools for learning. The guidance program incorporates the strategies of inquiry, collaboration, and organization to support students. The program’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society. Students who are the first in their family to attend college and are capable of completing a college-preparatory path have a chance to succeed in rigorous courses. The school’s data demonstrate enrollment of students in four-year colleges and universities.

Support Session

Support sessions are designed to assist students with the development of decision-making skills needed for sound academic, career, and personal/social choices. These supplementary sessions provide tutorial support and skill enhancement toward core course completion.