A key tenet of our mission is to prepare our students to become future leaders in a wide range of professions, equipped with the knowledge, skills and confidence to build a great legacy. As an English speaking international school, we are embracing the global challenges of education in the twenty first century. We do this by offering a layered curriculum underpinned by the principles of breadth, depth, rigour and coherence. Our US curriculum pathway is a central part of this overarching narrative.
With an increasing number of U.S. universities, SRS has an obligation to provide multiple pathways to prepare students in their pursuit of higher education. With a U.S. high-school diploma, Arabic students will be able to more easily enter U.S. universities within their home countries. An additional incentive is the possibility of acquiring financial assistance from the UAE government through scholarships offered to Emirati students that attend U.S. universities within the UAE and in the United States.
The U.S. Curriculum Pathway is a natural addition to our school community and focuses on meeting the needs of the changing landscape in the UAE and international workforce. Our US Curriculum Pathway will provide explicit opportunities for students to deconstruct arguments and challenge the world around them, develop and define their core beliefs and be positive contributors to the future of Arabic traditions in both domestic and international settings.
The curriculum, instructional practices, and assessments utilized in the United States Curriculum Pathway are designed to provide access to rigorous coursework for students with varying learning styles, aptitudes, and aspirations. The curriculum attempts to support students in developing connections between disciplines as well as think deeply about how information across disciplines contributes to one’s operating knowledge. Upon graduation, students in the United States Curriculum Pathway will have had opportunities to develop the following essential intellectual skills: questioning and posing problems, reasoning/communication, research, interpretation, and metacognition.
The United States Curriculum Pathway is characterized by distinguishing pedagogy (inquiry, project-based, collaborative, student-centered), internal assessments (differentiated types such as projects, portfolios, presentations, in addition to written tests) and external assessments and preparation (PSAT, SAT, ACT, TOEFL requirements for U.S. university admission). In this manner, the United States Curriculum Pathway offers a more deliberate route to top U.S. (and international) universities while catering to the needs and desires of individual students. The United States Curriculum Pathway is grounded in the requirements, standards and curriculum framework of the State of Massachusetts. (The State of Massachusetts adapted the U.S. Common Core State Standards for English Language Arts/Literacy and Mathematics and the Next Generation Science Standards to fit their curriculum framework).
The core courses are complemented by a diverse set of electives including Physical Education, Speech and Debate, Computer Science, Art, Global Studies, nd etc.
The US-based curriculum is characterized by its rigor, breadth, multipurpose, and support of the theory of multiple intelligences. Further, the individualized teaching, learning, and assessment styles employed in the US Curriculum Pathway will align seamlessly with future aspirations in the rapidly growing and important areas of international business, philanthropic, engineering, and technological career markets. The US Curriculum Pathway will provide high school students the option of a more varied, and individualized curriculum characterized by a) an inquiry-based approach to teaching and learning; b) holistic, student-centered learning experiences; c) dynamic and rigorous instruction and varying types of assessments which appeal to multiple intelligences and learning styles; and d) differentiated instruction and interventions to support students who struggle with the learning.
Both internal and external assessment data are used to determine student mastery of standards, inform instruction, and improve teaching and learning.
INTERNAL STUDENT PERFORMANCE DATA:
Student performance on internal assessments will be used to inform and guide instruction on a daily basis. These assessments and assignments will also provide an indication of student learning, content mastery, and growth.
• Formative assessments: in-class tasks, homework, evidence-based scales, small projects or performance tasks, quizzes, accountable talk and discussion, etc.
• Summative assessments: long-term projects, formal presentations, unit or quarterly tests, semester exams, etc. External Student Performance data:
Student performance on external assessments will be used to determine how SRS students compare with other students internationally. These external assessments will help determine whether we are meeting our goal in preparing students for admission into prestigious US universities.
PROGRESSION TO FURTHER AND HIGHER EDUCATION
A student must attain a minimum grade of a ‘D’ (60%) to receive a credit for a course. However, a grade of ‘B’ or above is the most desirable (80% or above). SRS students are required to attain a minimum of 22 credits. Students who earn the required number of credits, maintain a competitive G.P.A. out of a 4.00 scale (at least a 3.0), and score competitively on the SAT and TOEFL exams position themselves as good candidates for the top U.S. universities.
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