Educare International Academy

ir ability and potential, students learn to question, interpret, and discriminate in order to develop logical, imaginative thinking. They learn to explore, analyze and evaluate information, use it in problem solving, and then be challenged to articulate, revise, and defend their thinking. Communication: Relevant to their ability and potential, students learn to listen, speak, read, write and interpret effectively as individuals and as members of cooperative groups. Technological Integration: Relevant to their ability and potential, students develop an appreciation for the value, as well as the limitations of technology. Personal and Social Values: Relevant to their ability and potential, students develop personal skills including goal-setting, self-discipline, self-motivation, organization, and time management which contribute to a healthy self-esteem. In addition, students are expected to extend consciousness beyond self in order to develop healthy social values based upon respect for their national heritage and culture and that of others. Global Awareness and Understanding: Relevant to their ability and potential, students acquire this through cultural sensitivity, international appreciation and understanding. Students develop an appreciation of the interdependent responsibility of nations and individuals in preserving the environment. Independent Learning: Relevant to their ability and potential, students are encouraged to engage themselves in their intellectual and social environment, not only to enhance their school years but also to establish a pattern of involvement and inquiry that will extend into adult life. These objectives have encouraged us to adopt Houghton Mifflin 2010 edition as our curriculum. Boston-based Houghton Mifflin Harcourt Publishing Company is a global education leader and the world's largest publisher of educational materials for schools. The Company publishes a comprehensive set of best-in-class educational solutions, ranging from research-based textbook programs to instructional technology to standards-based assessments for students and educators. The Company also publishes an extensive line of reference works and award-winning literature for adults and young readers. With origins dating back to 1832, Houghton Mifflin Harcourt combines its tradition of excellence with a commitment to innovation. Thus, it is our pleasure to be one of the rarest primary schools in Doha that offers Houghton Mifflin 2010 edition as its curriculum for all its students. This curriculum enables students to:
Convey effective communication through speaking, writing, performing, or creating products, and receive communications by observing, reading and active listening. Generate new ideas, make the best decisions, and solve problems through logical reasoning, originality and tolerance of ambiguity. Display responsibility, self-esteem, self-management, personal integrity, and honesty. Work effectively in teams maintaining leadership qualities to successfully complete projects or activities. Develop a positive self-image and recognize and accept one’s capabilities and or limitations, using ability to manage disability. Develop the ability to socialize with others and have a sense of community spirit and civic responsibility. Develop the ability to think critically and apply the problem-solving approach in real life experiences. Develop good physical and health habits that will be carried through in life. Develop information technology skills and be updated with most recent advances in computer education. Develop leadership skills and the ability to use it appropriately, understanding the value of leadership as service. Subjects Offered/Language
The learning set up will portray a modified international curriculum with four core subjects: English, Math, Science, and Arabic, in addition to Islamic studies, French Language, Art, Physical Education, Information Technology and Social Studies. All subjects are taught in English by class teachers, with the exception of Arabic, Islamic Studies, and French. Students’ Performance
We believe that the study of student situational factors and “pedagogical challenges” is a must before any instructional design is attempted. Students will be also tested at entry level with a view to assessing learning styles, and their multiple intelligence comfort zones at every class level. Learning/teaching activities as well as assessment tasks will be aligned with the subject-related outcomes as well as the general student outcomes of the mission statement. Provision for Special Needs Students
Students with special needs will be given a full diagnostic interview to include a family and health history. Students with “specific learning difficulty” that demonstrate a cognitive ability to learn yet have difficulty to do so, will go through academic and social appraisal schemes with an educational psychologist to understand the nature of the learning difficulty. It is worth noting here, that every attempt will be made to make the necessary changes in the classroom or at home before the diagnosis is finalized and the child is referred to the special needs department for an IEP (Individualized Educational Plan). Assessment and Development of Student Cognitive and Personal Development
Our school will be committed to using performance assessment tasks. We believe that performance tasks can be used to assess a wide variety of learning outcomes as well as educate the learners about progress and reflection on their performance. They are particularly useful for assessing understandings, complex skills and habits of thought that are not usually addressed by conventional tests. Examples of assessment methods may include open ended questions, modified multiple choice problems, projects and concept mapping, criterion-reference performance, observation in team situations, etc. These types of on-going assessments, monthly assessments, and the End of Terms assessments will be communicated to parents. Classroom Rights and Responsibilities
There are no magic techniques which work for every teacher or every child. Different problems need different techniques. Teachers will play an active role in accelerating the process by being good role models. What is expected of the students will also be expected of the teachers and what will be expected of both will be agreed, published and applied. Students are involved with their class teacher in generating their own responsibilities and what their rights are as students and members of the community. The rights and responsibilities are then posted in the classroom where they can be seen all year round. Through this process students are well aware of what is expected. Accordingly, students and teachers will develop consequences for each action. Students at the preschool level will also be involved in generating their rights and responsibilities through role-playing, drawing pictures and stories. The rights and responsibilities are frequently reviewed during day review time.