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Outstanding PIRLS 2021 results Published: 2 November 2023 AWIS students excel in the PIRLS worldwide assessment of reading skills for 9 year olds Background to PIRLS The Progress in International Reading Literacy Study (PIRLS) is an international assessment of the reading and literacy achievement of 9 year old children, taken in 57 countries around the world. The assessment focuses on three aspects of reading: the purposes, the process of comprehension, and the behaviours and attitudes towards reading. PIRLS is administered every 5 years, and Qatar has participated since 2006. These results relate to the 2021 assessment: these results have just been released to participating schools by the Qatar Ministry of Education and Higher Education. AWIS Participation AWIS has participated in PIRLS twice: 2016 and 2021. In the most recent round (2021), one class of 24 students participated in the assessment. The table below shows the average PIRLS result scores for AWIS, compared with others: Worldwide: 500 Qatar Community Schools: 496 Qatar international schools: 516 AWIS: 577 The data clearly shows an outstanding result for AWIS - well done to all the teaching staff, students and parents involved!The full report can be downloaded below. Reading and Literacy at AWIS At AWIS, English is a key component of our curriculum and all class teachers are native speakers of English. Our core curriculum is the National Curriculum of England, supplemented by the International Primary Curriculum (IPC). More details can be found on our curriculum page . AWIS PIRLS Assessment Report - 2021 .pdf Download PDF • 409KB

Our learning approach is child-centred and supportive. Our international curriculum emphasises the development of skills and understanding of concepts. Learning Approach We strive to develop a welcoming environment, catering to the needs and valuing the opinions of the school community. Perceptions of AWIS can be evidenced on the school’s Facebook page, where words like "friendly", "caring", "lovely environment", and "great teachers" frequently reoccur. LEARNING Year Groups Curriculum Learning Approach Student Assessment Extra-Curricula Activities Our child-centred approach and supportive environment encourage students to grow in aptitude and confidence Student welfare permeates all that we do. We strongly believe that children should feel cared for and care about each other. Students who feel happy, secure and respected learn more effectively. The IPC Personal Learning Goals help promote character traits such as morality, resilience and respect which enhance student well-being. A positive behaviour policy with a programme of rewards and clear steps for negative behaviour also supports all students. We are firm believers in a genuine “open door” policy, where students and parents can approach teachers and management to discuss freely any issues or concerns. Modern, International Curriculum The role of any school is to prepare its student body for living and working in the 21st century, a time of rapid change. Populations are becoming increasingly mobile and technology is developing at an unprecedented rate. We acknowledge that we need to ensure students are prepared for a competitive, international society that is subject to continuous, dynamic developments. It is essential our students develop diverse and transferable skills. We achieve this through a modern, international curriculum based upon the International Primary Curriculum (IPC). This is a thematic curriculum which suits the needs of our diverse student population. This cross-curricular approach uses inquiry based methods, enabling students to become independent learners. There is a focus on internationalism, vital for our more global world. Additionally, there is also the flexibility to acknowledge the importance of the host nation and celebrate Qatari traditions and culture. As a school we, therefore, offer a curriculum which is child-centred and learning focussed. This inquiry based focus allows students to take ownership of their learning and moves away from a knowledge based curriculum. The emphasis is on the development of skills and understanding of concepts rather than the acquisition of facts. Holistic, Child-centred Approach Schools should support students to develop not just academically but physically, socially and emotionally. As part of our holistic, child-centred approach we acknowledge the importance of extra-curricular activities. These are integrated into the school timetable and are driven by our educational goals. Teaching staff plan and deliver a series of activities on a rotational programme. This ensures all students from Years 1-6 experience a cycle of 5 different kinds of activity over a yearly programme. Examples include fitness, arts, music and drama, problem solving and games activities.

Preethi Subbaraman Finance & HR Manager

Amy Byrne Yr.4 Class Teacher

Lucy McGowan Yr.3 Class Teacher

Maria Lourdes Ramilo School Nurse

The curriculum is enhanced by a wide range of additional activities (ECA's). Extra-Curricula Activities We offer a mixture of teacher led activities and activities provided by external providers, to ensure there is something of interest for everybody. Activities change from time-to-time, while others are seasonal. LEARNING Year Groups Curriculum Learning Approach Student Assessment Extra-Curricula Activities Gain "real world" skills through a range of activities. We offer a range of varied and frequently changing Extra-Curricular Activities (ECA's). Typical examples are shown below: Internal ECA's Our teacher led activities are provided free of charge for our Year 1 - 6 students and are driven by our educational goals. These activities typically take place between 14:00 and 15:00, and are run by our dedicated teaching staff. They are not held every school week but are usually delivered in blocks of five weeks to allow for a variety of opportunities throughout the year. Children are limitted to enroling in no more than one teacher led activity, as places are limited. Places will be allocated on a first come, first served basis. Typical examples include football, sports, ICT skills and singing. External ECA's Extra-Curricular Activities are also provided by various outside agencies, and come at an additional cost. The choice of activities is diverse, catering to the varied interests of our students, and providing opportunities for them to explore new skills and hobbies. Examples from the past include: Fitness Funsters WeDo 2.0 Tennis & Badminton Martial Arts Ballet Science

Awards and Incentives Student effort and attainment is celebrated at all levels; from the smallest reward stickers and Class Dojo points through to major rewards evenings. STUDENTS Awards and Incentives House System School Day Student Council We celebrate student learning, developing a positive and ambitious learning environment. Class Dojo Class Dojo is used as a positive reward system in school. Children are allocated a Dojo monster and are rewarded when a teacher in school sees them demonstrating an IPC Personal Learning Goal. These Learning Goals are embedded consistently throughout the school and all teachers follow the same guidelines. Dojos are rewarded to children that have been: Adaptable Ethical Resilient Thinkers Collaborators Communicators Empathetic Respectful Children can spend their Dojo points on a reward of their choice. These rewards, for example, could include extra playtime, a homework pass or lunch with the Teacher or Principal and will be valued accordingly. These points will then be subtracted from their total Class Dojo points. Class Dojo points will never be taken away for negative behaviour. We have a positive Behaviour Policy in place which includes steps such as timeout and communicating to parents. Our aim is always to encourage the children to make the right choices, and we appreciate parental support in helping to achieve this. Star of the Week As a school we place great emphasis on the IPC Personal Learning Goals . Star of the Week certificates will be awarded when a child has excelled in a particular IPC Personal Learning Goal. These are shared in the weekly assembly. Receiving a certificate allows a child to get two Dojo points for that learning goal. Student Rewards Special events are organised throughout the year to reward behaviour and celebrate achievement. These include movie nights, camp outs, splash days and special out-of-school trips. Student Leaders Student Leaders are elected each year from Milepost 3 students. They ensure a student voice, and gain valuable opportunities to develop leadership skills

Halima Lorgat FS2 Class Teacher

National Curriculum of England supplemented by the IEYC / IPC and the national requirements for the teaching of Arabic and Islamic Studies. Curriculum We are a British-style international school following the National Curriculum of England, carefully adapted to meet the needs of a diverse student body. LEARNING Year Groups Curriculum Learning Approach Student Assessment Extra-Curricula Activities AWIS offers a tailored approach to the best elements of the National Curriculum of England, the Early Years Foundation Stage (EYFS) framework, and the International Primary Curriculum. Our core curriculum is the National Curriculum of England, as prescribed for use in all government schools within England. Detailed information on this can be found on the official UK Government website for the National Curriculum . All students also study the three compulsory subjects from Year 1 to Year 6, Arabic, Islamic Studies and Qatar History. Arabic and Islamic Studies lessons are also available for our native Arabic speakers in Foundation Stage 2. Foundation Stage (KG) Children under 5 years of age (at the start of the academic year, in August) will normally be placed in Foundation Stage 1 (FS1) or Foundation Stage 2 (FS2). These year groups are collectively referred to as EarlyYears. The Early Years uses a subset of the National Curriculum of England, called the Early Years Foundation Stage (EYFS). The EYFS sets standards for the learning, development and care of your child from birth to 5 years old. Detailed information on this can be found on the official UK Government website for the EYFS . We use the EYFS framework to develop a cross-curricular, thematic, creative curriculum that incorporates key areas of learning and development. We implement a holistic approach which supports the development of all areas of learning; creating a nurturing and stimulating environment where young children can thrive and learn at their own pace. The EYFS framework identifies seven areas of learning and development: Communication and Language Personal, Social and Emotional Development Physical Development Literacy Mathematics Understanding the World Expressive Arts and Design The seven areas of the EYFS are interconnected, building strong foundations for children’s learning while developing essential skills and knowledge. We provide a nurturing and engaging environment where play is recognised as a vital part of early development. A balance of teacher-led and child-initiated experiences fosters curiosity, with meaningful interactions extending learning. By exploring and expressing their ideas in different ways, children deepen their understanding and grow in confidence. Our approach ensures learning is inspiring, engaging, and joyful, allowing children’s personal interests to flourish. Monster Phonics Monster Phonics is our structured phonics programme, taught from FS1 to Year 2, that lays the foundation for confident reading and spelling. It helps children break down words by identifying letter combinations (graphemes) and blending their sounds (phonemes). What makes Monster Phonics truly special is its fun, multi-sensory approach. Sounds are grouped into ten colour-coded categories, each brought to life by a playful monster character. These characters make learning interactive and engaging, sparking children’s interest and making phonics lessons something they look forward to. This programme is carefully designed to support all learners, including those who may need extra help, ensuring every child can succeed. Fully aligned with the National Curriculum for England, Monster Phonics provides a consistent and effective pathway for developing literacy skills during the crucial early years of education. By combining structure, creativity, and fun, Monster Phonics helps children develop a love for reading while building the skills they need for lifelong learning. Year 1 to Year 6 At AWIS, we follow the British National Curriculum, with all objectives in Maths, English, and Science derived from it. These objectives are delivered through tailored schemes of work designed for each Key Stage. Other subjects are taught through thematic units from the IPC (International Primary Curriculum). Children in Years 1 to 6 are grouped into two Key Stages, each following a consistent and cohesive curriculum: Key Stage 1: Years 1–2 Key Stage 2: Years 3–6 Mathematics Our core mathematics programme, Power Maths, is a mastery-based approach designed to ignite curiosity, foster enthusiasm, and build confidence in mathematics. This child-centred programme is built on a lesson design that promotes a growth mindset, helping all children develop a deep, conceptual understanding of mathematics. Power Maths incorporates the Concrete, Pictorial, Abstract (CPA) approach, using hands-on tools and visual representations to support children in grasping abstract concepts. The programme aligns fully with the outcomes of the National Curriculum for England, ensuring comprehensive coverage of key objectives. To support this, we also give children regular opportunities to practise using mathematical language. This helps them think critically and approach maths as a problem-solving tool, rather than just memorising facts. To enhance learning at home, we use the Times Tables Rock Stars Programme, which motivates students to practise their times tables regularly through fun, interactive challenges. This has significantly improved their fluency and accuracy, and we are proud to have won Qatar-wide competitions, reflecting their hard work and enthusiasm. English At AWIS, our English curriculum is guided by the outcomes of the National Curriculum for England. We believe that a strong foundation in key language skills (speaking, listening, reading, and writing)nis essential for children to succeed in all areas of learning. To support this, AWIS has made significant investments to help students develop these skills as quickly and effectively as possible. Oxford Reading Tree Our main reading scheme is Oxford Reading Tree, which provides a structured approach to reading. This is complemented by a variety of additional reading materials designed to spark curiosity and foster a love of reading among our students. Monster Phonics Monster Phonics is our structured phonics programme, taught from FS1 to Year 2. This is described in detail in the above section on the Foundation Stage curriculum. Literacy Tree In Key Stage 1 and Key Stage 2, we are excited to use the Literacy Tree scheme to enhance our reading and writing lessons. Literacy Tree is a complete, book-based platform that meets all National Curriculum requirements, providing a robust framework for our lessons. The programme is divided into three key sections: Writing Roots : This section features book-based planning sequences that cover writing skills comprehensively. It engages children in writing with a clear audience and purpose, fostering creativity and expression. Spelling Seeds : Literacy Tree teaches spelling and vocabulary in context, encouraging investigation and application. The Spelling Seeds component works alongside Writing Roots, using the same texts to provide additional opportunities for learning and practice. Literacy Leaves : This section focuses on enhancing reading comprehension through a series of activities that guide children through entire books. It aims to develop critical readers using a variety of texts, including novels, poetry collections, and high- quality non-fiction books. These texts are connected to the Writing Roots through overarching literary themes, enriching the overall learning experience. To support our writing programme, we incorporate the Oxford Writing Criterion Scale, which breaks down children’s writing development into small, manageable steps. This approach helps us understand each child’s current level and the next steps they can take to continue progressing. With Literacy Tree, we ensure that our students receive a well-rounded literacy education that fosters a love of reading and writing while meeting key curriculum objectives. Science We use White Rose Science, a programme designed to spark curiosity and excitement while nurturing confidence in science. Using a small-steps approach, it helps children explore scientific concepts deeply and develop critical thinking and problem-solving skills. Aligned with the National Curriculum for Science from Years 1 to 6, White Rose Science encourages hands-on investigations and meaningful discussions that bring science to life. The programme builds children’s understanding step by step, ensuring every learner can actively engage and succeed in their scientific journey. By combining exploration, inquiry, and practical learning, White Rose Science inspires children to see the world through a scientific lens and develop a lifelong love of discovery. International Primary Curriculum (IPC) For the remainder of the curriculum we follow the International Primary Curriculum (IPC), a cross-curricular, thematic, and creative curriculum designed to inspire and engage children. Rooted in the latest research on learning styles, the IPC takes a global approach, encouraging children to connect their learning to their local context while exploring perspectives from other cultures and countries. The IPC provides a clear framework of what children should learn, covering a broad range of subjects found in a well-rounded primary curriculum. It supports the development of subject-specific knowledge and skills while emphasising the interconnectedness of different disciplines, ensuring a cohesive learning experience across all areas of the curriculum. At the heart of the IPC are its specific learning goals, which focus on subject knowledge, personal learning, and international mindedness. Personal learning goals ensure children are taught in such a way that they become adaptable, ethical, resilient, empathetic, respectful, thinkers, communicators, and collaborators. These goals are embedded into our teaching of History, Geography, Art, and other subjects, creating a seamless approach that connects all aspects of our curriculum. This ensures that children not only develop a deep understanding of each subject but also see how their learning fits together in a meaningful and global context. Arabic At AWIS, we value Qatar's native language and culture, ensuring that all students in Years 1 to 6 study Arabic as either a first or second language. All students receive five Arabic lessons each week. Native Arabic-speaking students follow the Ministry of Education’s curriculum, with lessons covering speaking and listening, reading, writing, grammar, and dictation. To further enrich their learning experience, the Arabic Department organises special events and competitions, such as the Arabic Spelling Bee and Reading Competition. For non-native speakers, lessons focus on building confidence in the language through engaging speaking and listening activities, helping students develop an appreciation for the Arabic language and culture. Islamic Studies All Muslim students in Years 1 to 6 study Islamic Studies as either a first or second language. All students receive two lessons of Islamic Studies each week. Native Arabic-speaking students follow the Ministry of Education’s curriculum, learning and explaining Surahs, understanding the six pillars of Eman, and exploring the five pillars of Islam. Non-native speakers study Islamic Studies in English, following the Call to Faith teaching resource. These lessons provide an engaging introduction to Islamic values, practices, and beliefs while fostering understanding and respect for the Islamic faith. Qatar History All students at AWIS have one Qatar History lesson per week, taught using the Ministry of Education’s textbooks in both English or Arabic, depending upon the Arabic language ability of the student. Additionally, connections to Qatar are integrated within our IPC units, allowing students to relate their learning to their host country. This approach encourages respect for Qatari culture while fostering international mindedness and an appreciation for the diverse nationalities within our school. As part of our commitment to celebrating Qatar’s heritage, we recognise key national events such as Qatar National Day and Qatar Sports Day. These celebrations provide opportunities for children to embrace and appreciate the traditions and values of their host country.

Tina Daly FS Teacher

Hebaallah Banimarwan Arabic Teacher