DESCRIPTION

Doha Academy is a very well known school in Qatar situated in the heart of the city. Doha is also the administrative and business capital of modern Qatar.

Doha Academy opened its doors for the first time in September 2000. The school is supported by the Al Faleh Training Centre and administered by the Board of Directors chaired by Sheikha Aisha Bint Faleh Al Thani, a board member of SEC and ROTA.

Doha Academy is recognised in Qatar as a leading Muslim institution of education. We are an example of how to successfully integrate academic and religious curricula. Our Arabic and Islamic studies curriculum enhances the quality of general education our students receive. Each student feels that he/she is our most valued and appreciated student. They are eager to attend school each day, and are impressed by the school’s consistent commitment to prepare them as competent, mature, young adult leaders in our society. Our objective is to provide a safe and supportive environment where our children can learn and grow with Muslim values. Doha Academy has set for itself the goal to better educate its students for living in harmony with their Islamic beliefs in any society.

Curriculum

Our kindergartens follow the Qualifications and Curriculum Authority (QCA) Early Years Foundation Stage curriculum guidance framework (EYFS) to design the curriculum to cater for the needs of learners in line with the school’s vision and philosophy.

The foundation stage begins when children reach the age of three (Kindergarten) and continues until the end of the Reception year. Most children are expected to achieve the early learning goals by the end of the foundation stage.

We plan a curriculum that helps our children make good progress towards, and where appropriate beyond, these goals. It also prepares them for learning in Key Stage 1.

Teaching Approach

The effective delivery of the curriculum is dependent of the following four guiding themes:

The Uniqueness of each learner.
The importance of the development of positive relationships.
The need to provide an enabling environment in which each pupil can optimise his or her learning and development.
The different learning styles and rates at which individual pupils make progress in the different learning areas.

Doha Academy teaches the Foundation Stage Curriculum based on six areas of learning:

Personal, Social and Emotional Development (PSED)

Communication, Language and Literacy (CLL)

Mathematical Development (MD)

Creative Development (CD)

Knowledge and Understanding of the World (KUW)

Physical Development (PD)

In addition we teach:

Arabic (Part of CLL)

French (part of CLL)

Religion (Part of KUW)

Curriculum Breakdown

Personal, Social and Emotional Development

The guidelines which divide this subject into four skill areas:

Personal development
Social skill development
Health education
Citizenship

The subject is taught by class teachers and also by whole-school initiatives. We focus on:

Learning about school routines
Looking after ourselves
Considering other people
Understanding actions and their consequences
Developing confidence and independence
Developing an awareness of and respect for others
Introduction to citizenship – respect, honesty and trust

Mathematical Understanding

Say and use the number names in order in familiar contexts.
Count reliably up to at least 10 everyday objects.
Count on and back in ones from any small numbers and in tens from 0 to 100 and back.
Read, write and order numbers from 0 to 20; understand and use the vocabulary of comparing and ordering these numbers.
Use language such as more or less, greater or smaller, heavier or lighter, to compare two numbers or quantities.
Within the range of 0 to 20 say the number that is 1 more or less than any given number.
Know by heart all pairs of numbers with a total of 10.
In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
Begin to relate addition to combining two groups of objects, and subtraction to ‘taking away’.
Talk about, recognise and recreate simple patterns.
Use mathematical language to describe the shape and size of solids and flat shapes.
Use mathematical language to describe the features of familiar 2D and 3D shapes.
Use everyday words to describe position.
Read and write analogue clock times on the hour and half past.
Use developing mathematical ideas and methods to solve practical problems.

Communication, Language and Literacy (ENGLISH)

In our English teaching we follow the broad outlines of the National Literacy Strategy.

Reading

Fiction and Poetry, Traditional, nursery and modern rhymes, chants, action verses, poetry and stories with predictable structures and patterned language.

Reading Scheme: The Oxford Reading Tree. (Pupils begin reading books Level 1+ in Term Two)

Non-fiction: Simple non-fiction texts, including recounts.

Writing, Grammar and Spelling

Own name
Lists
Captions
Rhymes
Stories
Recounts
Retelling stories
Labels
Speech bubbles

Grammar

Predicting missing words
Re-ordering words left to right
Checking sentences for sense
Using capital letters for start of own name and beginning of sentence
Full stops

Phonics/Spelling

All letter sounds
Rhymes
Vowels and consonants
Building words
The alphabet
Tricky words (sight words)

Communication, Language and Literacy (FRENCH) Speaking and listening only

Introducing oneself and greetings
Nouns to do with members of the family
Nouns to do with the body
Verbs of movement
Learning about clothes and colours
Vocabulary to do with expressing emotion and feelings
Learning vocabulary about animals
Learning about the different rooms in a house
Classroom vocabulary

Communication, Language and Literacy (ARABIC)

Recognition of letter names and their sounds
Letter sounds (with tanween)
Forming letters
Writing and reading short words
Developing key vocabulary (verbs, nouns and prepositions of place)
Singing of nasheed and rhymes
Knowledge and Understanding of the World (Topic based)
This is a broad area of learning and combines several areas of traditional study.

Knowledge and Understanding of the World (SCIENCE)

We follow the National Curriculum in Science teaching throughout the school (QCA). Reception pupils will be given an introduction to the following skill areas.

Physical Processes
Life Processes and Living Things
Materials and their Properties
Investigative and Experimental Science

The topics below show some of the areas of work covered in Reception.

Ourselves, body parts and senses
Animals
Light and dark
Sorting and using materials
Plants
Sound and hearing
Forces (push and pull)
Knowledge and Understanding of the World (DESIGN AND TECHNOLOGY)

The purpose of Design and Technology is to enable pupils to be inventive in designing practical solutions to problems. It aims to combine designing and making skills with knowledge and understanding.

The aims are to:

Investigate objects and materials.
Ask questions about how things work.
Use imagination in designing.
Express ideas using all senses as appropriate.
Build and construct with a wide range of objects.
Select appropriate resources and adapt work where necessary.
Select the tools and techniques needed to shape, assemble and join the materials chosen.
Knowledge and Understanding of the World (INFORMATION AND COMMUNICATION TECHNOLOGY: ICT)

We follow the National Curriculum for ICT, with particular emphasis on word processing; paint Programs; presentation skills, keyboard and mouse control skills.

We aim to find out about and identify the uses of everyday technology and use ICT to support our learning through:

developing mouse control skills
navigating program
familiarisation with keyboard
Knowledge and Understanding of the World (HISTORY)

In History we aim to teach pupils to:

develop an awareness of the past and how it was different from the present
understand the many ways in which we can find out about the past
develop a sense of chronology
build a firm foundation of knowledge and skills in order to prepare them for their studies in Key Stage 1.
Knowledge and Understanding of the World (GEOGRAPHY)

In Geography the pupils will be encouraged to develop an awareness of their surroundings. Our aim is to provide a firm foundation of knowledge and skills in order to prepare pupils for their studies in Key Stage 1.

Other topic areas covered during Reception include:

Ourselves and our families
Journeys
Transport
Knowledge and Understanding of the World (RELIGION) Oral

Memorisation of Quran
Stories from the Quran
The Seera of Prophet Mohammed (PbuH)
Du’aa
Prayer

Physical Development

Coordination

Development of fine/gross motor skills

Sharing and working with others

Ball Skills
Individual handling of bean bags, small and large soft balls
Throwing, catching and control techniques
Partner throwing and catching, rolling and controlling the ball
Target throwing activities
Ball handling circuits
Relay team games

Athletics

Techniques learning how to run, jump and throw
Basic athletics using specifically designed equipment
Mini hurdles
Team races
Relays
Sports Day preparation
Creative Development (ART)

Imaginative artwork using a variety of materials, both individually and in groups; this will include:

Colour mixing
Drawing and colouring
Painting
Marbelling
Printing and making rubbings
Cutting and sticking
Junk modelling
Exploring texture, shape and form
Modelling with clay and dough
Paper weaving
Reflections and symmetry
Portraits
Observational drawing
*Work will reflect current topics

Creative Development (SINGING)

Action songs
Songs to introduce the idea of tonality/pitch/rhythm/language
Repeating a sung musical phrase
An introduction to general terms (e.g. fast/slow etc.)
Performing
Put appropriate sounds to simple cues/stimuli (e.g. footsteps)
Circle Time: Is a time for review of learning and discussion.

Textbooks Used

Kindergarten: School’s own booklets

Reception: School’s own booklets in addition:

Jolly Phonics Workbooks 1-7 per child (ordered from the UK)
Abacus Mathematics workbooks (Set of 4) per child (ordered from the UK)
Reading Scheme: The Oxford Reading Tree (full lending library) Ordered from the UK

Admission

Application forms for admission into KG and Reception classes are available from the school office.
Students seeking admission into KG and Reception, are not required to sit an entrance exam.

Upon being offered a place, a completed application form along with the necessary supporting documents and a non-refundable registration fee (see fees below) must be paid in order to secure the place.

Documents required:

1.2 passport sized photograph of the student

2.Copy of passport

3.Copy of residence permit

4.Copy of birth certificate

5.Copy of vaccination certificate.