Whole-School Curriculum Policy — including Social-Emotional Learning (SEL) Policy and Aspirations & Community Awareness

(Adaptation note: the source policy embedded a secondary-school Careers Policy, replaced here by the age-appropriate Aspirations & Community Awareness section (Section 13); the renaming of the embedded SEL policy is noted at Section 12.1.1. Both changes reflect AFS's KG1 – Grade 6 American program. This policy owns curriculum structure, subjects, SEL and enrichment; expectations for pedagogy and lesson delivery live in the Teaching & Learning Policy, and the two are designed to be read together without duplication.)

DOCUMENT CONTROL

Table of Contents

1. Rationale
2. Planning a Curriculum
3. Well-Being Agenda
4. Planning and Delivery
5. Organization
6. Our Curriculum Offer
7. Assessing Learning within the Curriculum
8. Curriculum Enrichment
9. Well-Being at the Heart of the AFS Curriculum
10. Wider School Community
11. Our Students
12. Social-Emotional Learning (SEL) Education Policy
13. Aspirations & Community Awareness
14. Appendix: KG & Elementary Curriculum Planning

1.0 Rationale

1.1 The curriculum at Al Fajer Private School (AFS) is designed to provide a broad, balanced, exciting and creative education that meets the needs of all our students from KG1 to Grade 6. It is based on American curriculum standards [NEEDS AFS INPUT: which standards AFS follows] together with Bahrain Ministry of Education requirements (Arabic, Islamic Studies, Citizenship), and it aims to:

1.1.1 Promote the moral, cultural, mental and physical development of our students.

1.1.2 Provide students with an Arabic, Islamic Studies and Citizenship curriculum in line with Ministry of Education guidance and expectations.

1.1.3 Prepare our students for the opportunities, responsibilities and experiences of the next stage of their learning and of later life.

1.1.4 Provide opportunities for enrichment activities to support students' progress and attainment.

1.1.5 Provide opportunities for students to learn about, and show respect for, the cultures and beliefs of others.

1.1.6 Provide a social-emotional learning (SEL) curriculum within the guidance of the Ministry of Education for the Kingdom of Bahrain.

1.1.7 Provide opportunities for students to learn about the Kingdom of Bahrain, its environment, culture and traditions.

1.1.8 Provide students with an introduction to the essential knowledge they need to be educated, global citizens.

1.1.9 Promote an appreciation of human creativity and achievement.

1.1.10 Provide exciting and stimulating lessons and activities to promote the development of students' knowledge, understanding and skills as part of the wider school curriculum.

1.1.11 Set high expectations for every student to achieve.

1.1.12 This policy is rooted in AFS's values — loyalty and integrity; intellect, optimism and creativity — and in mutual respect for those of different faiths, cultures and beliefs.

1.2 At Al Fajer Private School we pursue excellence in preparing our children (students) for the common good as respectful, open-minded global citizens.

1.3 In order for this to be achieved, our curriculum needs to provide our students with high levels of knowledge, skills and learning within all subject areas alongside the development of their emotional intelligence.

1.4 Our students are offered a wide range of experiences, "first-hand" where possible, to extend their understanding of themselves, the community they live in and the world in which they live. Knowledge, skills, attitudes and values are developed to prepare our students for the next stage of learning. We believe that effective learning takes place when there is considerable emphasis on active involvement, with opportunities to talk both imaginatively and expressively to explain and clarify thinking.

1.5 We make meaningful connections for all students across all subjects, with a cross-curricular focus firmly embedded. We expect students to develop and show a sense of responsibility and self-discipline whether working independently or in collaboration with others. In doing so, we actively promote the common good and respect for those of different faiths and beliefs, to prepare our students for life as global citizens.

Implementation

2.0 Planning a Curriculum

2.1 The curriculum that we offer allows students the opportunity to learn, process, practice and extend their learning in a creative way. Our approach supports the development and extension of the child's long-term memory, and our teaching provides the tools for this to be successful. The school leadership team and subject and grade-level coordinators [NEEDS AFS INPUT: confirm AFS academic leadership roles below the Principal] regularly review the curriculum and units of study.

2.2 Children in Kindergarten (KG1 – KG3) follow the school's early-childhood program, learning English and Arabic side by side from the very start. This learning challenges children and encourages them to develop into independent, motivated learners and thinkers, full of curiosity about the world around them, within a fun, happy and secure environment. Children have opportunities to explore, inquire and take risks through practical, hands-on learning experiences, including outdoor learning. This approach provides the springboard for future development within our creative and dynamic curriculum across the grade bands. New initiatives are resourced and shared with all staff, who discuss, review and embrace these opportunities; there is a real sense of collaboration to ensure students' progression and pride in their own and the school's achievements.

2.3 Within SEL the students acquire a sense of valuing themselves and a desire to develop aspirations for their future and for their local and wider community. We have designed our curriculum enrichment weeks to provide a breadth of experience within a subject area, drawing on outside speakers (arranged under the Visiting Speaker Policy) and the involvement of parents to help develop a sense of curiosity and high aspirations.

2.4 Aspiration-building activities — such as community-helper themes and career days — often feature within the curriculum enrichment weeks and enable visitors (including parents) to meet with the students and share what they do in their work (see Section 13). Through our Safer Internet Week and SEL curriculum, we provide opportunities for the children to learn about keeping safe, linked to our Safeguarding & Child Protection Policy and Online Safety Policy.

3.0 Well-Being Agenda

3.1 Students' character, values and cultural development are key ingredients within our curriculum (see the Character, Values and Cultural Development Policy). Students are offered many opportunities in all subject areas to develop their knowledge and skills within these areas. We have an in-depth SEL policy (Section 12), and the moral, social and cultural elements of the curriculum are reinforced through our class and whole-school assemblies.

3.2 Pastoral Support / Emotional and Holistic Well-Being

3.2.1 In recognizing the development of the whole child, the pastoral support given to students so they can access the curriculum is strong. The school counselor [NEEDS AFS INPUT: confirm AFS's counselor provision] is able to offer nurture-group support or individual work depending on the level of need. This sits at the heart of our school because it allows vulnerable children to access their learning and curriculum entitlement fully and without delay. The school has various systems which support the emotional well-being of students and provide additional support to parents.

3.2.2 Our emotional and holistic well-being offer is also greatly enhanced by sport. Sport remains central to both our curriculum and our co-curricular provision, and we know this is hugely beneficial to all our students.

3.2.3 We believe the pedagogy of physical education in sport affects other areas of the curriculum and enhances students' learning physiologically, allowing better learning to happen. It is also proven to develop students' learning skills such as listening, problem solving, teamwork, resilience and an understanding of what makes a healthy lifestyle.

4.0 Planning and Delivery

4.1 Staff review their planning regularly to ensure topics are relevant to the students' interests and needs. All school leaders are aware of the curriculum expectations and in turn work toward planning the knowledge and skills required within their respective curriculum areas, having a detailed awareness of outcomes across the grade bands and the need for creativity with a cross-curricular approach.

4.2 The curriculum is designed to ensure:

4.2.1 A sequential approach to learning with the application of knowledge and skills, expected across all subject areas, thus offering every opportunity to practice and rehearse skills.

4.2.2 Deep and independent learning, with a focus on access for all and on extending those who are working at greater depth within the curriculum areas.

4.2.3 The incorporation of 21st-century skills.

4.3 Not only do staff review the curriculum regularly, but also the principles for learning and teaching (see the Teaching & Learning Policy).

5.0 Organization

5.1 The school is organized into three grade bands:

5.2 The curriculum overview for each grade is highlighted at the beginning of each year, when we hold curriculum meetings for parents. The curriculum is successfully implemented to ensure students' progression in knowledge and skills as well as promoting opportunities for students to enjoy the learning experience.

6.0 Our Curriculum Offer

6.1 Subjects offered across KG1 – Grade 6: English language & literacy; Arabic; mathematics; science; social studies (including Bahraini culture); French; Islamic Studies; Citizenship; art; music; and physical education (PE). Social-emotional learning (SEL) and library/reading time are woven through every week. [NEEDS AFS INPUT: confirm AFS subject list and weekly time allocations — the source policy's subject-hours table was specific to the source school and has not been carried over]

6.2 How the core learning areas develop across the grade bands:

7.0 Assessing Learning within the Curriculum

7.1 We ensure that students are regularly assessed against the school's curriculum standards across the breadth of the curriculum, including Ministry of Education requirements for Arabic, Islamic Studies and Citizenship. Both formative and summative assessment inform planning and next steps for students. [NEEDS AFS INPUT: the source policy referenced a separate Marking/Grading Policy, which is not in the current AFS policy set — create one or fold grading conventions into the Assessment, Feedback & Reporting Policy]

7.2 This results in each student receiving personalized learning, which in turn increases their awareness of their next target(s). Our Assessment, Feedback & Reporting Policy highlights the various ways in which we assess the children, both formatively and summatively, and the self- and/or peer assessment that is used.

7.3 Renaissance STAR 360 assessments (Early Literacy, Reading and Math) provide benchmark data at three checkpoints across the year. The results inform planning in order to address any gaps in students' knowledge and understanding, and clear progress reports are shared with every family.

7.4 Termly assessment data is collected, analyzed and used for providing interventions and support, and for a review of planning. In addition, teachers meet with members of the leadership team to discuss students' progress and to track their current levels of attainment, putting in support as necessary to help their future development.

7.5 We celebrate students' achievement within the curriculum through our rewards system [NEEDS AFS INPUT: confirm the rewards system AFS uses], including certificates awarded at celebration assemblies.

8.0 Curriculum Enrichment

8.1 The curriculum at AFS is well planned and thought through to enable a wide range of engagement, not only within class but also through out-of-class opportunities that develop students as independent learners. Such enrichment activities include, but are not limited to:

8.2 These enrichment activities are implemented to ensure students' overall enjoyment of learning and to deepen their knowledge, understanding and enjoyment of each subject. All trips follow the Trips, Excursions & Residential Policy.

8.3 After-School Clubs and Co-Curricular Program

8.3.1 We extend opportunities for students through co-curricular activities across the year, including our annual Spelling Bee (KG to Grade 6), reading competitions, book club, dedicated library time, field trips across Bahrain (museums, nature and more), scouting, music, art, sports and seasonal celebrations. [NEEDS AFS INPUT: confirm the current after-school club program, schedule and any costs]

9.0 Well-Being at the Heart of the AFS Curriculum

9.1 Students' character, values and cultural development permeate every aspect of the school (the full framework is in the Character, Values and Cultural Development Policy). Students show themselves to be thoughtful learners. They are able to empathize with the feelings and actions of others, seeing points of view and beliefs other than their own. Particularly in Islamic Studies and SEL, they show a keen, age-appropriate interest in questions of right and wrong and are able to apply their personal values to situations, giving reasons for their decisions and actions.

9.2 Students' growth in reflection and wonder is shown by:

9.2.1 Students in Kindergarten being exposed to a vast range of natural materials, which they explore in a multi-sensory manner. The children's responses of awe and wonder help them explore the richness that the human mind brings to the contemplation of the world around us.

9.2.2 That sense of awe and wonder being preserved as students grow older and begin to understand more of the world. Students are encouraged to wonder at the power each of us has to affect the feelings of those near to us, and at the rich variety of emotions that accompany the visual, poetic and musical arts.

9.3 The moral development of students is shown by:

9.3.1 Students' ability to recognize the difference between right and wrong, and to readily apply this understanding in their own lives.

9.3.2 Their understanding of the consequences of their behavior and actions.

9.3.3 Their interest in exploring and offering reasoned views about age-appropriate moral questions, and being able to understand and appreciate the viewpoints of others.

9.4 The social development of students is shown by:

9.4.1 Students' use of a range of social skills in different contexts, including working and socializing with students from different religious and ethnic backgrounds.

9.4.2 Their willingness to participate in a variety of communities and social settings — including volunteering and fundraising appropriate to their age — cooperating well with others and resolving conflicts effectively.

9.4.3 The friendliness of all students and their willingness to welcome and look after new members of our school community.

9.4.4 Their enthusiasm in taking on age-appropriate roles of responsibility, for example through class councils and classroom responsibility roles.

9.5 The cultural development of students is shown by:

9.5.1 Students enjoying getting involved with national and international celebrations.

9.5.2 Students' understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others — cherishing Bahraini culture while thinking globally.

9.5.3 Their understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life as global citizens.

9.5.4 Their interest in exploring, understanding and showing respect for different faiths and cultural diversity, shown by their attitudes toward different religious, ethnic and socio-economic groups in the local, national and global communities.

10.0 Wider School Community

10.1 Our parents are very supportive, and many join us on a regular basis to assist with curriculum activities and in-house events. [NEEDS AFS INPUT: confirm whether AFS operates a formal parent association or class-parent structure] Our assemblies and performances are always of a very high standard and are well attended by parents.

11.0 Our Students

11.1 Our students believe that coming to school is essential to their future, and they work hard in a happy, caring and safe environment. This enables accelerated learning to take place, and this is reflected within the progress and achievement reports for each student.

11.2 We track the success of our curriculum through students' attainment and progress, using Renaissance STAR 360 benchmark data and termly progress reports shared with families.

11.3 Our students complete the full elementary journey with us, leaving at the end of Grade 6 as happy, confident and independent learners with core values instilled for their future lives — loyalty and integrity; intellect, optimism and creativity — ready for a successful transition to their next school.

12.0 Social-Emotional Learning (SEL) Education Policy

12.1 Introduction

12.1.1 Social-emotional learning (SEL — formerly titled Personal, Social, Health and Economic (PSHE) education in the source policy) is the part of the curriculum through which our students develop the knowledge, skills and attributes they need to manage their lives, now and in the future. It helps them to stay healthy and safe, while preparing them to make the most of life and learning. It is delivered within the guidance of the Ministry of Education for the Kingdom of Bahrain and is rooted in AFS's values of loyalty and integrity; intellect, optimism and creativity.

12.1.2 The AFS SEL curriculum draws upon recognized good practice for elementary-age learners [NEEDS AFS INPUT: confirm any SEL framework or program AFS formally adopts] and includes the core themes of:

12.1.2.1 Health & Well-Being

12.1.2.2 Relationships

12.1.2.3 Living in the Wider World

12.2 Health & Well-Being

12.2.1 Students will be taught, in an age-appropriate way:

12.2.1.1 What is meant by a healthy lifestyle.

12.2.1.2 How to maintain physical, mental and emotional health and well-being.

12.2.1.3 How to manage risks to physical and emotional health and well-being.

12.2.1.4 Ways of keeping physically and emotionally safe.

12.2.1.5 About managing change, including growing up and personal hygiene, transition and loss.

12.2.1.6 How to make informed choices about health and well-being and how to recognize sources of help with this.

12.2.1.7 How to respond in an emergency.

12.2.1.8 To identify different influences on health and well-being.

12.3 Relationships

12.3.1 Students will be taught:

12.3.1.1 How to develop and maintain a variety of healthy relationships — for example within family and friendship groups — within a range of social and cultural contexts.

12.3.1.2 How to recognize and manage emotions within a range of relationships.

12.3.1.3 How to recognize unkind, inappropriate and negative behavior, including all forms of bullying.

12.3.1.4 How to respond to inappropriate and negative behavior and ask a trusted adult for help.

12.3.1.5 How to respect equality and diversity in relationships.

12.4 Living in the Wider World — Economic Well-Being and Being a Responsible Citizen

12.4.1 Students will be taught:

12.4.1.1 About respect for self and others and the importance of responsible behaviors and actions.

12.4.1.2 About rights and responsibilities as members of families, other groups and, ultimately, as citizens.

12.4.1.3 About different groups and communities.

12.4.1.4 To respect equality and to be a productive member of a diverse community.

12.4.1.5 About the importance of respecting and protecting the environment.

12.4.1.6 About where money comes from, keeping it safe, and the importance of managing it effectively.

12.4.1.7 How money plays an important part in people's lives.

12.4.1.8 A basic, age-appropriate understanding of enterprise.

12.4.2 AFS offers discrete and cross-curricular lessons, as SEL encompasses many areas of study. We have tailored our program to reflect the needs of our students within the guidance and expectations of the Kingdom of Bahrain's Ministry of Education. The aim of the program is to equip students with a sound, age-appropriate understanding of risk, and with the knowledge and skills necessary to make safe and informed decisions.

12.5 Cultural Sensitivity

12.5.1 We are aware that we live in a Muslim country and that there is a need to be sensitive to the culture in which we live. All teaching materials and topics adhere to the guidelines of the Ministry of Education for the Kingdom of Bahrain.

12.6 Review

12.6.1 This SEL policy will be reviewed at least every two years.

13.0 Aspirations & Community Awareness

(This section replaces the source policy's secondary-school Careers Policy. For a KG1 – Grade 6 school, aspiration building is about wonder, self-belief and community awareness — not formal careers guidance.)

13.1 Aims and Purpose

13.1.1 Inspire and motivate students to develop their aspirations and self-belief.

13.1.2 Help students discover their interests and talents.

13.1.3 Build age-appropriate awareness of the world of work and of the people who help our community.

13.1.4 Develop characteristics — curiosity, perseverance and teamwork — that will support students throughout their lives.

13.2 Provision — all students, KG1 to Grade 6, have access to:

13.2.1 Community-helper and "when I grow up" themes woven through SEL and social studies.

13.2.2 Career days and curriculum enrichment weeks.

13.2.3 Guest speakers and visitors — including parents — who share their work with students, arranged under the Visiting Speaker Policy.

13.2.4 Field trips that show learning at work in the real world across Bahrain.

13.2.5 Clubs and co-curricular activities that let students try new interests.

13.3 Formal careers guidance — subject options, work experience and careers counseling — belongs to secondary education and lies beyond AFS's KG1 – Grade 6 range. We support each student's transition to their next school after Grade 6 in partnership with parents.

14.0 Appendix: KG & Elementary Curriculum Planning

(This appendix combines the source policy's two separate planning appendices into a single framework covering AFS's bands — Kindergarten (KG1 – KG3), Grades 1 – 3 and Grades 4 – 6. Stale review dates and reviewer names from the source have been removed; the planning cycle is kept generic.)

14.1 Rationale

Al Fajer Private School aims to educate all its students to achieve their potential. High standards — especially in English, Arabic and mathematics — are the backbone of success in learning and in life. The school seeks high standards through a rich, varied and exciting curriculum which develops children in a range of ways, and which takes into account the diverse backgrounds of its students as well as the culture, geography and history of the Kingdom of Bahrain.

14.2 Aims — the curriculum seeks to ensure that all students will:

14.2.1 Enjoy a variety of learning styles and experiences.

14.2.2 Develop lively, inquiring, clear-thinking, imaginative and creative minds, as well as an ability to question and reason.

14.2.3 Develop a range of interests and skills.

14.3 The 5 Cs. When planning the implementation of the curriculum, teachers ensure there is: Challenge · Clarity · Consistency (Collaboration) · Creativity · Cross-curricular opportunities. These 5 Cs underpin curriculum-planning expectations at every level.

14.4 Levels of Curriculum Planning

14.4.1 Curriculum policies. These outline the aims and objectives for individual subjects, as well as the procedures, teaching strategies, organization and resources to be used.

14.4.2 Long-term plans. Long-term plans ensure that all aspects of the curriculum are covered by giving teachers a time frame for the completion of work. They provide a broad framework, mapping out the areas of study in a subject or area of learning over time — usually an academic year — recording the time period for each unit of work and the section of the curriculum standards being studied. Suggested time allocations for all subjects are set by the school to ensure curriculum balance (see Section 6.1). In Grades 1 – 6, long-term plans may connect learning from several subject areas into one topic or theme (for example art, science and social studies), with SEL elements included; discrete lessons are planned where needed to ensure curriculum requirements are met.

14.4.3 Medium-term plans. These are subject-specific and include clear learning objectives, the nature of the students' tasks and activities, suggested teaching strategies, differentiation, resource requirements, opportunities for assessment and suggested time allocation, informed by students' previous attainment.

14.4.4 Weekly lesson plans. Weekly lesson plans and evaluations must be kept by all teachers, in more detail than the medium-term plans, and must show as a minimum:

• The date of the lesson.
• Clear learning objectives.
• Links to the relevant curriculum standards.
• Teaching activities and strategies.
• Differentiation.
• Challenge for the most able children.
• Key questions, particularly higher-order questions.
• 21st-century skills.
• Resources (so that required equipment is available for the planned lesson; there is no need to list the resources generally found within a well-resourced elementary classroom).
• Notes/comments about students — while not necessary for every lesson, it is important that the individual is central to the learning process.
• Evaluation notes and annotations to inform next steps.

When planning each lesson, teachers should also ensure that learning objectives and success criteria are shared with the children at the beginning of the lesson and at other important points, especially during the plenary; that records of a child's previous learning inform the planning for new learning; that the range of needs and abilities within the class is recognized; and that technology is used where appropriate.

14.5 Team Planning

Teachers plan together in small grade-level teams, with team members taking responsibility for the planning of particular core subjects. Weekly plans are presented to the other team members during the weekly grade-level meeting. Plans are handed in at least one week ahead and are reviewed by the relevant coordinator or a member of the leadership team before they are shared with the rest of the team. Lesson plans are shared with teaching assistants daily so that they understand the teaching and learning objectives they are involved with. All planning and relevant resources are saved weekly to the school's shared planning drive [NEEDS AFS INPUT: confirm AFS's shared planning platform/drive]. Planning deadlines are non-negotiable and must be adhered to.

14.6 Planning Formats

All planning formats (long, medium and short term) are saved centrally for ease of access and collaboration. The school provides set formats for literacy, math, Arabic, science, topic and the foundation subjects. Curriculum details and any new initiatives are outlined to all teachers during in-service training days. The planning folder is a working document, and teachers are encouraged to annotate their planning to show changes and improvements that may be incorporated into the next academic year.