Admissions are now open for 2025/2026
In our recent ADEK inspection, the inspectors commented on more than one occasion how well the teachers know their students. This is knowing how successful each student is being with their learning and what needs to be done to help them make the next step.
This sounds quite simple but is actually at the heart of good teaching. When lessons are devised and adapted to cater for the needs of different students, this is known as “differentiation”.
Once upon a time differentiation didn’t exist. Teachers would convey the material, perhaps written on an old blackboard, and students wrote it down. This was the same diet for every student and you either learnt it or you didn’t. I expect many of us adults remember being taught this way!
In more recent times, lessons were planned to be divided into 3 sections, thereby differentiated 3 ways. This meant different work for the top, middle and bottom of the class. It was a step forward perhaps, but often meant a lack of challenge for many students.
Nowadays, teachers try to differentiate for every student in the class. Students may all have similar starting points but there are options for how to progress and students can also make their own decisions about the path of their learning. This does not mean separate lesson plans for each student, but it does mean very flexible lesson plans so each student is constantly being challenged and moving their learning forward. Students also need to be alot better these days at evaluating how they are learning and how they can improve further – waiting to always be told what to do by a teacher is a thing of the past.
Planning for lessons as described above is not an easy task and is something that teachers develop through years of practice and hard work. It is a skill that is expected in a school such as ours however – we need to help every student do their best in every lesson.
I am constantly in awe of the lessons I see around the school and the teaching strategies and strong relationships that underpin the excellent learning. The inspectors made a point of highlighting this too, commending the school on having a team of “highly skilled and knowledgeable teachers”. We are very lucky to have such amazing teachers at our school.
Patrick Horne
As we draw this academic year to a close, I want to take a moment to reflect on what has been a truly remarkable journey for The British International School Abu Dhabi. This year has been defined by so much more than achievement, it has been a year of resilience, creativity, compassion, and bold ambition.
Read on to discover the unforgettable highlights, proud achievements, and inspiring moments that made this year at BIS Abu Dhabi truly remarkable.
The penultimate week of term always brings a mix of energy and reflection. Lessons are still purposeful, but there is also a sense of looking back, recognising just how far our students have come.
This year, we have seen strong academic success across the school. Students have worked hard, and the outcomes reflect that effort. But just as important have been the achievements beyond the classroom in music, sport, language, technology, and the arts. Our curriculum is broad for a reason, and it has been clear this year that our students are thriving in many ways.
Celebrating Our Shared Success: A Year of Partnership and Recognition
As we approach the end of a vibrant academic year filled with events, achievements, and memorable moments, I am delighted to share some fantastic news with you all. Our school has been honoured with not one, but two prestigious awards in recognition of our commitment to parent engagement: the MENA Parent Partnership Award and the ADEK Best Parent Engagement Award.
Read on to discover how these awards celebrate our collaborative culture, highlight parent-school partnerships, and support meaningful improvements for our students.
It’s something I’ve believed for a long time — that learning isn’t predetermined by our genes. It’s about growing, persevering, and learning through the process. I was really mindful of this idea at this week’s wonderful Primary Summer Concert, after which I found myself reflecting on whether these amazing children have an innate talent, or whether they have achieved so much because of hard work and practice.
I believe it’s the latter. These children, their parents, and their teachers all seem to share the belief that by trying and working hard, they will get better at what they do. This is what we call a growth mindset.
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