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Established in 2008, the Royal International School is an independent, co-educational day school offering an American based curriculum for preschool through grade 6 students.

Royal School Focus On Learning

Vision:

"The Royal International School inspires a passion for learning, encourages emotional and intellectual vitality, and empowers students with the confidence and courage to contribute to the global community and to achieve their dreams".

Vital Few:

Academic Rigor, Professional Excellence, and Extraordinary Care for the Welfare of Each Child are three operational imperatives that guide the Royal International School's efforts and resources in achieving excellence as a world class leader in education.

#1: Academic Rigor

Every student is appropriately challenged in all curriculum areas.
Every student is actively engaged in meaningful learning in all curriculum areas.
Every student is encouraged to pursue depth, application, and cross-disciplinary connections.
Every student is prepared to work collaboratively and independently.
Every student is involved in deepening and expanding his/her interests, abilities, and learning styles.
Every student is inspired to pursue lifelong learning.

#2: Professional Excellence

Every staff member is committed to lifelong learning and demonstrates current �best practices� in his/her work, particularly as these practices relate to learning environment, instructional strategies, curriculum and assessment, collaboration and communication, and student learning.
Every staff member is responsible for a positive school climate.
Every staff member builds purposeful partnerships with parents and students to enhance student learning.
Every staff member is actively involved in a Professional Learning Community and contributes to overall growth of team and school.

#3: Extraordinary Care For The Welfare Of Each Child

The school community is dedicated to recognizing and supporting the unique talents and gifts of each and every student.
The school community is committed to the academic, social, emotional, and physical success and well-being of each and every student while maintaining a balanced life.
The school community is united in its efforts to create a nurturing environment where each and every student feels safe and has a feeling of connectedness.
The school community is dedicated to an exciting and engaging liberal arts education that nurtures a deep understanding for quality of life and service for others.

Core Values:

The Institute of Global Ethics has identified five values (i.e., Compassion, Honesty, Fairness, Responsibility, Respect) as recognized core values of cultures throughout the world. The five core values are the basis for Royal International School approach to Character Education and serve as the foundation for all relationships among students, staff, faculty, administrators, and parents.

Mission:

"The Royal International School is committed to providing each student an exemplary American educational experience with an international perspective."

Addmision

Welcome to Royal International School! On the Admissions page, you will find all the specific information and forms you need to apply for admission to Royal International School.
For more information about the school, please look at our Visitors Page or select the topic of interest from the menu on the left. You will find information about the curriculum, the different school divisions, school calendars and more

Early Childhood Requirement

KG1 students must be toilet-trained and must be three years old by September 1. Entry to KG2 is limited to children who are five years old by September 1. Entry to first grade is limited to children who are six years old by September 1

How to Apply

To apply, all applicants must submit the items listed on the checklist below. Please bring all documents to Royal International School Admissions Office at the address below. Once we have received your application and supporting documents, we will be able to finish the registration process. Since some grade levels fill early, we urge you to complete the application process as soon as possible.

There is an evaluation test for every new student to determine exactly the student's level when starting with us.

Application Checklist:

Application form

Application fees of 1000 Q.R

4 passport size photographs

Photocopy of photo identification in student Passport

Photocopy of Birth Certificate of student

One copy of father / guardian's passport with residence page. (For non- Qataris only)

Copy of father / guardian's Nationality (For Qataris Only)

Immunization Card Copy

Official transcript or report cards for at least the past school year.

Bus Intent Form (if applicable)

Curriculum

According to John Dewey, "Education is not a preparation for life; education is life itself."

A number of years ago, Carl Rogers wrote a book called ON BECOMING. A few years later, he said that he got the message of his book wrong and wrote a replacement book called ON BEING. Sometimes our fast-paced high expectations for students can run the danger of trying to prepare and advance students for later stages of learning before they have had full opportunity to understand the learning in which they are currently presented.

Within current learning, we hold high value for depth of learning (multiple and different types of learning) and for relevance (how learning connects to their own lives and to the world). To swiftly and automatically recite, without understanding purpose, context, or relevance misses opportunities for students to be fully engaged in their own learning. Schools have traditionally used various approaches to generate extrinsic motivation for student learning, but engagement in learning requires effort to also generate intrinsic motivation within students. This intrinsic motivation is what we refer to in our Royal International School VISION as "inspires a passion for learning".

"Education is not the filling of a pail, but the lighting of a fire."

While there are frequently conversations about teaching among teachers and administrators, we know that we need to further focus and deepen our conversations about the quality of student learning among our diverse learners. In this sense, we move toward being more true to the strategic area of our VITAL FEW as it relates to "Extraordinary Care for the Welfare of Each Child" academically, emotionally, socially, and physically.

The following are the school-wide Action Plans for Student Learning:

Curriculum

Develop broad-based awareness and understanding for cross-curricular expectations (i.e., Desired Student Learning Outcomes, Core Values, Information Literacy, Technology Standards, Global Issues, Communication Skills), and develop approaches on how to effectively and efficiently integrate, assess, and report them.
Review current approaches to global issues in the school-wide curriculum and extra-curricular programs, and provide a report on status and possible recommendations.
"Development Year" (i.e., adoption of curriculum, budgeting for instructional resources, and two-year UbD/Atlas unit development) for Science, Physical Education, and Health.
"Study Year" for English/RLA.

Assessment

Develop school-wide philosophy and clarity on "best practices" for assessment of student learning.

Review the types of assessments that are used in classrooms and for different kinds of placements of students in all subject areas.

Further develop sources of data collection that can be used on division and school levels for analysis and decision-making, particularly as it relates to enhanced student learning.

Instruction/Learning

Develop administrator protocols in "Looking for Learning" in classrooms, and support the use of these protocols through weekly

classroom walkthroughs by collaborative teams of administrators.

Clarify and support differentiated instruction "look for s" in classrooms.

Support implementation of cross-curricular expectations with students in classrooms.

Develop a technology vision and plan as it relates to integration of technology in classrooms.

Develop a distributed instructional leadership model to further support and enhance student learning.

In closing, the research on improved student learning clearly shows that significant improvement is gained when the school, home, and students share in responsibilities for student learning and success

The Academic Team