Mohamed Abdelgalil Elsayed Refaei Gardener

Imthihas Panthalan PRO

Tamara Alia Registrar

Best small international school in Doha. EYFS curriculum, delivered in English, by UK qualified teachers. Why Choose AWIS At the end of the day, the "right" choice depends upon your own personal priorities, first impressions of the environment and the quality of the staff, and of course word-of-mouth. SCHOOL Why Choose AWIS Ethos, Vision and Mission Community Timings and School Day Uniform Policies A small school with a big heart! Choosing a school is hard! The quantity and quality of information available varies from school to school, making direct comparisons difficult. We believe AWIS is worthy of inclusion on any shortlist of schools to consider in detail. Below are just some of the factors that make us stand out from the crowd: Caring & Supportive Environment The ethos of AWIS is to create an enjoyable, open and collaborative environment where children, their families and staff feel secure, valued, confident and independent. We work closely with our parents to forge a strong home/school relationship through effective communication to ensure the needs of students are consistently met. Visit us to experience the caring, family-friendly environment for yourself! Truly International Education We provide a truly international learning environment, with over 50 nationalities represented across the student body and no one nationality dominating. International mindedness is a specific personal learning goal for all students. Exciting Curriculum First and foremost, we follow a UK-style curriculum. However, we additionally use the International Primary Curriculum (which is also used by over 200 schools in the UK) to ensure a modern, child-centered approach to learning that is integrated across subjects. Great Location We are very convenient for parents living / working in The Pearl, Lusail, West Bay and Qatar University areas. Value for money School fees in Doha vary tremendously - however, be warned that high fees are not necessarily an indicator of high academic standards! At approximately QR31,000 per year (see our school fees page for details), our fees are very modest by both Qatar and UK/international standards. The highest cost for any school is driven by the quality of the staff. Any visit to AWIS will quickly assure you that our teaching staff are world-class, motivated and well-led. See the report on our latest TIMMS results (a worldwide benchmarking study) for an example of AWIS academic achievement. Our classrooms are light and airy, playgrounds are shaded, and we have plenty of greenery and open space for the children to play: a delightful environment for Primary School students (ages 3 to 11 years old) to study, play and develop. Why not contact us to arrange a visit , so you can see for yourself?

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.

Rebecca Littlehales Deputy Head of Curriculum & Progress

Sadiyya Mohammed Teaching Assistant Key Stage 1

Sumaiyah Moola Intervention Key Stage 2

Lorena Bambao Teaching Assistant FS

Shonagh Al Barbary FS2 Class Teacher & Early Years Lead

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.

Discover the school daily schedule, including timings for classes, parent pick-up/drop-off details, and more. Timings and School Day The school operates from Sunday to Thursday during term time. There are three terms per year, with the long summer break typically from late June until late August. SCHOOL Why Choose AWIS Ethos, Vision and Mission Community Timings and School Day Uniform Policies Drop-off is 06:45 to 07:10. Drop-off and Pick-up The school gates open at 06:45 each morning. Please do not drop your children off before then, as they will be unable to enter the premises and we do not have staff available to supervise them. Students arriving after 07.10 are considered late, and will have missed registration. Please report to the School Office, where staff will add him/her to the class register for the day. Note that timings are staggered to reduce traffic congestion, so we appreciate parents doing their best to abide by the following guidelines: Foundation Stage: Arrive 06:45 to 07:10 Depart 13:00 to 13:15 Years 1 to 6: Arrive 06:45 to 07:10 Depart 13:45 to 14:00 For security, all children must be collected by an adult who has previously been registered with the school as authorised to collect. This information is part of our Application Form. If you need to authorise additional people to collect your child, or change this data in any way, please call the School Office so we can make suitable arrangements. Please make all reasonable efforts to collect your children on time at the end of the school day, as staff supervising them have to leave for other tasks. However, we fully understand that, on occassion, circumstances intervene! If you are running a bit late to collect, we would appreciate a phone call to the School Office , so we can make the necessary arrangements for supervision of your child beyond normal working hours. Collecting Your Child Mid-morning We recognise there is an occasional need to collect children during the school day - for example, for a doctor's appointment. In such a case, please visit the School Office where staff will document the reason for early collection and give you a permission slip. This slip should then be given to the class teacher when collecting your child from the classroom. After School Club We offer an After School Club to Foundation Stage students, as teaching finishes earlier for the youngest children. This keeps them safe, busy and entertained from 13.00 (when Foundation Stage finishes) until 14.00 (when Years 1 - 6 finish) so that parents can collect siblings at the same time. Note that there is a nominal charge for this service. Absences If your child is going to be absent for one or more days then, regardless of the reason, we would appreciate notification of the dates and a brief explanation. We use this to update registers and to ensure that the School Office and the Class Teachers are both aware of any children not expected in school. School Office Normal hours for the School Office are 06.45 until 14.30 during term time, for Sunday until Thursday. During school holidays, the office works reduced hours of 08.00 until 12.00, from Sunday until Thursday. It is completely closed during statutory holidays (for example, Eid) and at very quiet periods. The office is always closed every Friday and Saturday. Typical School Day Foundation Stage The school day for our Foundation Stage children begins with drop-off between 06:45 and 07:15. Parents are welcome to accompany their children into the Foundation Stage area to help them settle in. A staff member is on duty each morning to greet and receive students, while teachers use this time to prepare for the day ahead. We understand that some younger children may take time to adjust, and we encourage parents to work closely with our staff to ensure a happy and smooth start to the day. Developing independence is a key focus of the EYFS (Early Years Foundation Stage) programme. From the outset, children are guided on how to organise themselves for class, fostering confidence and self-sufficiency. The daily schedule includes two half-hour breaks, with time allocated for eating during each break. As we do not have a cafeteria on site, children are required to bring a packed lunch from home. Foundation Stage finishes at 13:00. At the end of the school day, children are encouraged to tidy up their belongings and ensure they have everything they need for home. An After School Club is available from 13:00 to 14:00, offering supervised care and activities. This service requires additional payment. This allows parents with siblings in older year groups to collect children at the same time. Year 1 to Year 6 Children in Years 1-6 can be dropped off from 06:45, with pick-up from 13:45. The school day is structured to provide engaging learning opportunities, with registers taken promptly at 07:20 and lessons beginning at 07:30. The school day includes three breaks: A 5-minute snack break at 08:25. A 45-minute break at 10:05, where children have 30 minutes to eat and 15 minutes for outdoor play. A 20-minute break for eating at 12:30. As there is no cafeteria on-site, children need to bring a packed lunch each day. After School Club runs daily from 14:00 to 15:00 at an additional cost. We also offer a range of Extra Curricula Activities (ECA's) - see here . Transport Please be aware that the school does not operate a school bus. We have, in the past, facilitated parents and companies wishing to organise a transport service to/from a specific housing compound and/or a specific employer. No such bus services are currently operating. If anybody wishes to organise a transport service, we are happy to assist by putting relevant parents in contact. Please contact the School Office as a first step. 2025-26 Term Dates - approved by MoEHE .pdf Download PDF • 728KB