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Students are assessed against criteria
in the MYP. They are given assessment
task sheets for each assessment task
and these identify clearly the criteria
and the strands being assessed. When
the assessment is returned to the
students they are given time to reflect
on their results and write a reflection
on what they can do to improve their
performance and to better show their
understanding.
Rewarding the Risk Taker
At RIS we understand that inquiry
involves risk taking, and risk taking
happens only when our students feel
safe, respected and confident in their
learning environment. We purposefully
seek to develop welcoming, trusting
classroom communities, by starting
each day in the PYP with a class
‘Morning Meeting’. Following the
‘Responsive Classroom’ approach
developed in the US, time is taken
during Morning Meeting to greet one
another, share news, experiences and
ideas, and engage in collaborative
community building activities.
By
getting to know each other, we build
mutual understanding and respect,
effectively
‘bully-proofing’
our
classrooms.
Encouraging the Effective
Participant
In an inquiry classroom, learners
co-construct
meaning
together
and everybody’s input is valued.
Collaborative learning is part of all
units and social and communication
skills are explicitly taught, practised
and nurtured. A great example of this
is in the Grade 4 Units of Inquiry for
which the summative tasks involves
the students creating a small business
to run on an in-school ‘Souk Day’.
Students work in small teams, utilising
skills from across the curriculum, to
develop and implement a business
plan, create, advertise and sell their
Active learning at RIS.
product, manage a budget
calculate their costs and profit.
and
Creating the Critical Thinker
In the MYP, in addition to the reflective
aspect of a criterion related curriculum,
there is also a direct requirement for
critical thinking within the criteria
descriptors. For example, in Individuals
and Societies one whole criteria,
Criterion D is called ‘Critical Thinking”.
The command terms of other criteria
across the subject encourage critical
thinking as the students are required
to analyse, justify, explain, and make
conclusions in order to be awarded
the higher levels of achievement.
The use of Technology at
Raha International School
Raha has defined innovation within the
community as:
Creative solutions that simplify
and enhance learning, teaching
and communication for our school
community.
Seesaw is used in the PYP and
ManageBac in MPY/DP to document
the learning process and display
the final product. Seesaw enables
students from EY1 onwards to learn
the skills necessary to independently
record their learning using the creative
tools that are built in. These include
the ability to capture through photo,
audio, video and then enhance with
annotations and audio or written
comments. Both platforms provide
parents with the ability to stay
connected to their child’s learning.
Students in EY onwards have access
to the use of iPads. This then leads
into the school’s BYOD policy which
begins in grade 2. Throughout the PYP
students use iPads. A single platform
has been chosen to keep the focus on
the learning. Students can use their
device to connect the learning in the
classroom to their experiences out of
school. In the MYP students transition
to using laptops.
What’s Next for RIS?
After RIS’s achievement of outstanding
in its last inspection, the school
headed by a very capable leadership
team, has decided to keep pushing
forward. “After several months of
work from stakeholders across the
community, we have created a long-
term vision for the school called
“Raha’s Exceptional Journey” noted
the school’s Principal, Iain Colledge.
Exciting times are indeed ahead for
RIS, as it sets its sights on being not
only the best school in the emirate of
Abu Dhabi but the best in the country.
Students enjoying their learning at RIS.
Students conducting research at RIS.