The AusVELS English Curriculum is organised into three interrelated strands that support students' growing understanding and use of English. These are:

  1. Language: knowing about the English language
  2. Literature: understanding, appreciating, responding to and analysing, and creating literature
  3. Literacy: expanding the repertoire of English usage.

Whole School Reading: We foster the love of reading, and develop and assess students' reading comprehension using various programs and assessments. Various skills, including identifying the main idea, deciphering figurative language and recognising inferred meanings, are taught. Reading and viewing sessions are based on good literature, songs, poetry and film, where students analyse the deeper meaning in storylines.

Writing: Our writing program aims to engage students through the use of cues, help identify text types and prepare them for writing through the identification of emotions, experiences and beliefs. Language, based on the program, is used commonly across all year levels. Through Writer's Workshops, the children are given time, each session, to plan and write using text types and topics of their choice using strategies taught in the teaching section of the lesson. All students are encouraged to write daily and to enter writing competitions when opportunities arise. To ensure consistency with assessment, year level teachers moderate all students' written tasks.

Spelling: A whole school approach is used with the teaching of spelling. The three strategies of Sound, Visual and Meaning are taught explicitly. Using various sources such as texts, dictionaries and words charts, students investigate word structure to broaden their written vocabulary. A large part of our spelling program is the use of Jolly Phonics in the Early Years and THRASS Phonics in the Primary section.

Speaking and Listening: Students are taught listening and speaking strategies. Articulation and voice projection are developed through opportunities to speak before an audience. Upper Primary students undertake debates, presentation of projects, plays and speeches at school assemblies.

The AusVELS Mathematics Curriculum is organised into three interrelated strands that support students' growing understanding and use of Mathematics. These are:

  1. Number and Algebra
  2. Measurement and Geometry
  3. Statistics and Probability

Our Mathematics Program develops student’s competence, confidence, and interest in this core subject catering for all students regardless of ability or cultural difference through clear communication of logical ideas. Students develop an increasingly sophisticated understanding of mathematical concepts and fluency with processes, and are able to pose and solve problem, recognise connections between the areas of mathematics and other disciplines and appreciate mathematics as an accessible and enjoyable discipline to study.

In order to learn and work effectively, students are given opportunities to complete tasks individually, in pairs and in co-operative groups. Tasks include problem solving, mental maths, outdoor maths, skills practice, games, the use of calculators and computers. We support learning through the use of mathematical techniques with the use of daily life situations.

Number and Algebra: Students develop understanding and strategies for counting and representing numbers in a variety of ways. Students move from using concrete examples in the Early Years curriculum to conceptual learning in the Primary curriculum. Students build on their understanding of the number system to describe relationships and formulate generalisations. They recognise equivalence and solve equations and inequalities, applying their number and algebra skills to conduct investigations, solve problems and communicate their reasoning. They receive an increased level of word problems forcing them to think about the problems posed. They are also expected to use a variety of methods to solve the same problem so they can learn there are always many ways to solve one problem.

Measurement and Geometry: Students develop an increasingly sophisticated understanding of size, shape, relative position properties and apply their understanding of them to define compare and construct figures and objects. Students make meaningful measurements of quantities in real life situations to build understanding of the connections between the units of measurements.

Statistics and Probability: Students develop the capacity to represent, recognise and analyse data and draw inferences. Students interpret data from examples, and their own investigations, and assign the concepts of likelihood to make considered judgments of probability.

Science at the Multinational School Riyadh provides opportunities for students to develop an understanding of important science concepts and processes, the practices used to develop scientific knowledge, of science's contribution to our culture and society, and its applications in our lives.

The AusVELS curriculum supports students to develop scientific knowledge. In addition to its theoretical applications, students experience the joy of scientific discovery and nurture their natural curiosity about the world around them in practical ways. In doing this, they develop critical and creative thinking skills and challenge themselves to identify questions and draw evidence-based conclusions using scientific methods that are relevant to their lives.

he Science Curriculum has three interrelated strands: Science Understanding, Science as a Human Endeavour and Science Inquiry Skills.

Science understanding is evident when students select and integrate appropriate science knowledge to explain and predict phenomena, and apply that knowledge to new situations.

Science knowledge refers to facts, concepts, principles, laws, theories and models that have been established by scientists over time.

Science as a human endeavour seeks to improve student understanding of the natural world based on evidence and science knowledge of key figures in history. This strand highlights the development of science as a unique way of knowing and doing, and the role of science in contemporary decision making and problem solving. This strand also recognises that science advances through the contributions of many different people from different cultures and that there are many rewarding science-based career paths.

Science inquiry involves identifying and posing questions; planning, conducting and reflecting on investigations; processing, analysing and interpreting evidence; and communicating findings. Science investigations are activities in which ideas, predictions or hypotheses are tested and conclusions are drawn in response to a question or problem. Investigations involve a range of activities, including experimental testing, field work, locating and using information sources, conducting surveys, and using modelling and simulations.

The study of Humanities at the Multinational School Riyadh aims to improve understanding and appreciation of ways we relate to others in our community, in our country and the wider world. This area of the curriculum promotes knowledge, attitudes, values and skills that enable our students to participate as active and informed citizens in society. Our students deal with issues regarding social justice and ecological and sustainable development. They have active involvement in acquiring knowledge and making decisions and choices through inquiry based methodologies.

Humanities provides students with opportunities to develop key ideas and concepts that enable them to understand the way in which people and societies have organised their world under particular conditions.

We assist students to better understand how wealth is generated and distributed, and to understand:

  • Microeconomic concepts that explain how individuals, businesses and markets operate
  • Macroeconomic concepts that help to explain how a nation's economy works.

Economics enables students to understand the importance of entrepreneurship and enterprise in generating a healthy economy.

We assist students to develop:

  • Interest in, and enjoyment of, historical study for lifelong learning and work
  • Knowledge, understanding and appreciation of the past and the forces that shape societies
  • Understanding and use of historical concepts
  • Capacity to undertake historical inquiry and be able to place history in context.

We assist students to develop:

  • A sense of wonder, curiosity and respect about places, people, cultures and environments throughout the world
  • A deep geographical knowledge of their own locality, Saudi Arabia, Australia, the Asia region and the world
  • The ability to think geographically and apply geographical concepts
  • The capacity to be competent, critical and creative users of geographical inquiry methods and skills
  • As informed, responsible and active citizens who can contribute to the development of an environmentally and economically sustainable and socially just world.

In the visual arts programme, the focus is on giving a well-rounded, multi-cultural education including making art, design and composition, art history, criticism, and aesthetics. The emphasis is on art as an adventure! Students learn design and style elements while creating their own masterpieces. Strong presentation of these works are important and carefully considered.

Art lessons can range from simple to complex, depending on the grade level being taught. In the course of one school year, a student will produce art in many forms, including: drawing and painting, printmaking, pottery and ceramics, weaving, repousse, mask making, papier-mâché and collage.

Children are given a broad range of experiences of different media. The scheme of work is designed as a comprehensive guide and ensures that children have experience across the whole range of artistic techniques.

We aim to extend the musical knowledge and experience of all the pupils. Children are given opportunities to listen and respond to music drawn from a wide range of cultures and times. Children can enjoy performing each year in assemblies, concerts, music festivals and our International Day.

The benefits of our musical curriculum to the pupils are:

  • Enriches and extends a pupil's learning experience in school
  • Makes pupils more positive about music and music education
  • Results in a lifelong interest in music and wider career opportunities.

In music classes, students engage in a variety of activities including music history and appreciation, and music of other cultures. In addition to group singing, students are encouraged to perform for one another in class and to present written work on assigned topics. Dance and movement are frequently included as part of thematic units.

Physical Education is regarded as an important subject. It is a subject that can educate a child through a variety of physical activities.

By maintaining a basic level of fitness and good health, the children gain huge physical benefits, but also learn important social skills as individuals and as a part of a team.

They learn tolerance, co-operation, how to accept and hold responsibility and how to win and lose gracefully, to name a few.

The Physical Education Department provides well balanced and enjoyable programmes for all students. The programme is designed to improve the fitness of the students, to introduce them to new games skills and to introduce them to individual or team activities which they might wish to carry on after they leave school.

The Physical Education Department Aims to:

  • Offer all pupils opportunities to experience differing sporting environments and challenges underlying the values of both team and individual games
  • Endeavour to fulfil the needs of all participants regardless of ability
  • Assist the socialisation of the pupils by providing co-operative and competitive situations in which they work together, help each other and share experiences, through fair play and good sportsmanship
  • Provide a broad base and well balanced programme of physical education.

Students from Early Years through to Upper Primary can choose from 3 different programmes: French, Arabic 1st Language and Arabic 2nd Language. All levels of competency are catered for in these programmes.

Teachers provide a wide variety of activities that stress the following communication skills:

  • Listening
  • Speaking
  • Reading
  • Comprehension
  • Writing
  • Grammar
  • Culture

Communication is enhanced by providing opportunities for students to interact with one another individually, and as small and large groups.

This structure will ensure the provision of a balanced Arabic or French curriculum that is suitable for all nationalities.

This course focuses on introducing learners to the French language. It teaches a combination of skills to emphasize effective communication using the language.

This course focuses on developing and increasing the capacity of students to read and write independently. The course is designed to enable the Arab students to continue their studies when they return to their home countries.

This course focuses on introducing students to the Arabic language, to develop and increase their capacity to communicate using the language.

Our aim is that children should understand how I.C.T. can be used to communicate and handle information, control and monitor events, and model real and imaginary situations. Information and communication technology is a core part of the curriculum and skills in this area are becoming a vital part of preparing children for the world of work.

There is access to the internet throughout the school, and each classroom has an interactive whiteboard. In addition, the school has three fully fitted computer suites where whole classes can be taught specific ICT skills together. Children are taught to use the internet and email safely.

They gain an understanding of internet protocols and strategies for exchanging information, which enables them to share and challenge their own and other people’s ideas and solutions with a global audience. Access to the internet is strictly controlled and supervised.
Learners use ICT to:

  • Develop and represent their thinking visually
  • Create problem solutions and information products, ranging from simple to more complex ones
  • Use online environments and tools to research, communicate and share information and knowledge.

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