Primary School

Latifa School for Girls is an exciting and dynamic day school, educating girls between the ages of 3 and 18. There are two classes in each year group in the Primary department catering for the foundation stages, Key Stage 1 and Key Stage 2. The teaching staff are predominantly UK educated, and we teach a modified version of the British National Curriculum. The vast majority of girls in the Primary department are national girls, and speak English as their second language. We have a strong Arabic and Islamic Studies department, and take cultural factors into account when planning our curriculum.

The Primary moved into new purpose built premises in September 2002. The facilities are excellent and include a swimming pool, sports hall, library, movement and music studios, ICT suite as well as computers and interactive whiteboards in each teaching room. We have recently increased ICT resources to include a bank of wireless laptops. We have a large shared indoor area in both Key Stages for structured play, and excellent outdoor play and teaching facilities. Arabic and Islamic Studies, Learning Support and TEFL have their own dedicated teaching rooms.

Latifa School for Girls is a day school for girls between the ages of 3 and 18. The School has a largely UK-educated staff of 80: this includes a number of Arab members of staff who teach Arabic and Islamic Studies. Latifa School for Girls offers a comprehensive range of subjects leading to GCSE, AS and A level. Key Skills and non-examination courses are offered to girls in Year 12. The School regularly places girls in Oxford and Cambridge yet also educates girls who have significant learning difficulties. The School remains committed to providing a first-class education to all its students, whatever their abilities.

The Primary Department accommodates girls between the ages of 3 and 11. English is a Second Language for nearly all students in the Primary Department. A modified National Curriculum is taught, encompassing the following subjects: English, Mathematics, Science, Geography, History, ICT, Physical Education, Music and Drama, Art, Arabic, and Islamic Studies. Students are tested and assessed on a regular basis to monitor progress towards meeting the standards required for entry into the Senior School. We are seeking to appoint well-qualified and committed female teachers, to teach in a supportive school environment where expectations of student and staff achievement are high.

All year groups consist of two parallel classes, each year team meets weekly for planning. Individual styles may vary but teachers are expected to be familiar with a variety of teaching styles and to be flexible in their approach. Each class has a full time teaching assistant. We offer the girls learning support and TESL support, as appropriate, by specialist teachers who liase with class teachers. A class teacher is expected to teach the full curriculum, although specialist staff take Physical Education (Not Foundation Stage 1), Arabic, Islamic Studies, music and ICT (Not Foundation Stage 1). This leaves time, in a busy day, for staff to have the opportunity to carry out additional responsibilities and to plan and prepare for lessons.

The Latifa School for Girls Primary department has seen a good deal of change in recent years, and staff have enthusiastically risen to the challenges. We are now looking for caring, energetic and flexible teachers with good team skills to work with Primary children in line with the National Curriculum guidelines.

Latifa School for Girls is a day school for girls aged between 3 -18. The school has a largely UK educated staff of approximately 200: this includes a number of Arab members of staff who teach Arabic and Islamic Studies.

There are over 380 pupils in the Primary School. English is a Second Language for nearly all of the students. All year groups consist of two parallel classes. Each class has a full time teacher and teaching assistant. The year team meet on a weekly basis to plan collectively.

In the Foundation Stage, we believe that young children learn best through play. At Latifa School for Girls we follow the English EYFS Curriculum due to its practical and play-based nature. Pupils are encouraged to explore the world around them in both English and Arabic. Daily activities include the use of interactive technology, outdoor learning areas and focused learning tables. In addition, pupils attend specialist lessons for: Arabic, Islamic , Music, PE, TESL and ICT.

Individual styles may vary but the teachers at Latifa School are expected to be familiar with a variety of teaching styles and to be flexible in their approach.

We are seeking to appoint well- qualified, caring and committed female teachers who can work within a team, to teach in a supportive school environment, where expectations of student and staff achievement are high.

At Latifa School, we believe the quality of teaching and learning and the level of individual care and attention which each student receives are equally important; both are given a high priority. Our school follows the Social Model of inclusion recommended by the Dubai Inclusive Education Policy Framework 2017 regarding the Rights of ‘People of Determination’, which ensures educational and social inclusion for students with additional needs to high quality education within a broad and balanced curriculum. In addition, the Inclusive practices at LSG also aim to comply with the UK Department of Education’s Special Educational Needs and Disability (SEND) code of practice (2015) in recognising that all children and young people are entitled to an education that is appropriate to their needs, promotes high standards and the fulfilment of potential. Students are supported to allow them to achieve their best, become confident individuals living a fulfilling life and make a successful transition to adulthood. Also, we attend the British Schools of the Middle East meetings for exchange of relevant information and sharing of visiting specialists.

Our Inclusion Department caters to the needs of pupils with additional needs.  This comprises of students with special educational needs and disabilities (SEND), students identified as Low Ability (LA) and those who are Talented and/or Gifted (TAG) or Highly Able (HA) students. The Inclusion Policy of Latifa School is available on the Key Documents>Whole School>Policies>Current page of this website and the detailed information can be accessed in our Inclusion Manual 2018-19.

Staffing

In Primary we have a well – qualified and experienced inclusion department, which consists of 4 inclusion teachers led by the Head of Inclusion.  In addition, there are 2 complimentary Arabic Inclusion teachers, who support pupils with additional needs with the Arabic curriculum. The Assistant Head of Primary is the school’s designated Primary Department Inclusion Champion and works alongside the team to ensure that Inclusion is a high priority throughout school.

The Inclusion team works across school from FS1 to Year 6, supporting teaching and learning. Pupils with additional needs are supported through in-class support, small group intervention and one to one support when necessary.

EYFS and KS1

English is an additional language for almost all students in the Primary Department. Pupils are taught in the common learning environment, each class has a full time Learning Assistant.

Pupils with additional needs are identified through a combination of assessment, observation and teacher liaison. Inclusion teachers work alongside class teachers to support pupil needs. In-class support or small group intervention is provided by inclusion teachers when the need arises. 

KS2

In KS2 a combination of standardised data, formative and summative assessment, observation and teacher liaison is used to identify pupils with additional needs.

Pupils are taught in their mixed ability classes for English and Arabic up to and including Year 5.  In- class support is provided by English and Arabic inclusion teachers according to pupil need. 

Year 6 English is taught in ability sets. Inclusion teachers are responsible for teaching the set 3 and 4 pupils in a combined set. Any pupils with additional needs are fully integrated into the group allowing for specialist intervention and support as required.

Maths is taught in sets throughout KS2. Inclusion teachers support pupils with additional needs in the relevant set and may provide withdrawal booster sessions when necessary.

Approaches

The Inclusion department strives to ensure that every pupil experiences success. All staff, as part of the norms of their daily teaching, use multi-sensory teaching approaches to engage and motivate all pupils.

The use of ICT is integrated throughout the department to support learning and monitor progress. ICT may be used as an additional resource to enable and enhance access to the curriculum, for example, pupils with additional needs may be taught how to use ClaroRead, a reading software, where appropriate. Apps on the iPads may be used to support all pupils with learning activities, organisation of ideas and to demonstrate their learning.

Secondary School

Pupils follow the National Curriculum at Key Stage 3 and are taught in small groups with an allocation of two hours per week in two single lessons. They rotate twice a year to a different Art teacher, thus covering a wide range of knowledge, skills and outcomes each year. Students follow the EDEXCEL Unendorsed Course if they continue to G.C.S.E. level. AS/A level students follow the Unendorsed EDEXCEL course. Art is a popular subject within the school with girls attaining high grades.

Students are encouraged to work in a wide range of disciplines including: Fine Art, Graphics, Printed Textiles, Photography and Three-Dimensional Design. Sketchbook work and Critical Studies underpin each of these areas.

The Art department has access to a bookable suite of mac computers, portable laptop and ipad banks along with two laptops in each room.

The teaching of drawing is seen as very important to all aspects of Art and Design. Students are encouraged to work from life as much as possible. However, certain factors can be restricting as climatic conditions and cultural restrictions can limit working directly from the environment.

The Art Library is well resourced and contains an extensive range of Art and Design books, postcards, videos and periodicals. The department strongly believes in the use of Critical Studies in all aspects of its work. Art History is frequently used as a starting point in Key Stage 3 and as reference for students’ personal research at G.C.S.E., AS and A2 level.

The department is made up of five rooms with lovely garden views. Three are general art rooms, whilst Three-Dimensional Studies and Creative Textiles contain more specialist equipment. Each room is well equipped with an extensive range of art materials.

Display forms an important part of the department’s role within its own area, adjoining corridors and the whole school. Artwork is mounted and displayed to a high standard. The school has a permanent framed collection of student artwork.

As opportunities arise, the department is keen to participate in activities which widen the experience for students studying art and design. We have links with a number of local galleries and art fairs in Dubai and Abu Dhabi which we visit with GCSE and AS level students.

The department prides itself on supporting all areas of school life and is fully involved in art clubs, Activities Day, Primary School links, set design and painting, costume design and other whole school initiatives.

The department comprises three areas: Food Technology, Textiles Technology and Child Development. Currently the department offers full courses in Food and Textiles Technology for Years 10 and 12, and Child Development for Year 12 students. A range of activities are organised outside lessons to ensure pupils receive the broadest D&T experience possible.We also offer lunchtime cooking clubs for students in Years 7,8 and 9.

New since 2010 – GCSE Design and Technology(Short Course for Year 12 students).


Design and Technology Short Course

This new specification will enable students to complete the course in any material route (Food/Textiles). There will be less emphasis upon specific materials and components and greater emphasis placed upon the design process.


Textiles Technology

We are following the Edexcel GCSE in Design and Technology: Textiles Technology ,which comprises of two units.

Unit 1 Creative Design and Make Activities

Students can either design and make one product or different products. Students will develop skills in researching, designing, reviewing, planning, making and testing and evaluating.

Unit 2 Knowledge and Understanding of Textiles Technology

Students will develop knowledge and understanding of a wide range of materials and processes used in design and technology. Students will learn about industrial and commercial practices and the importance of quality checks, and the health and safety issues that have to be considered at all times. The K&U students develop in this unit can be applied easily to the Design and Make Activities in Unit 1.


Food Technology

We are following the Edexcel GCSE in Design and Technology: Food Technology, which comprises of two units.

Unit 1 Creative Design and Make Activities

This requires students to design creatively, make products, apply systems and control, computer-aided design/computer-aided manufacturing (CAD/CAM,digital media and new technologies (where appropriate) analyse and evaluate processes and products.

Unit 2 Knowledge and Understanding of Food Technology

This requires students to demonstrate the application and understanding of nutrition, primary and secondary food, preservation and processing, product manufacture and analysing products.


Child Development

We are following the AQA Home Economics: Child Development, which comprises of three units.

Unit 1: Written paper

Topics include parenthood, pregnancy, diet, health and care of the child, development of the child and support for the parent and child.

Unit 2: Research Task

Students are expected to plan and carry out research and investigations using a variety of primary and secondary sources; elect appropriate information; collate and present evidence using appropriate techniques; analyse and evaluate results; use research to produce a final outcome, e.g. evaluation this against the original purpose.

Unit 3: Child Study

Students have to study a child under the age of 5. This involves observations of the child through an investigative/problem-solving approach. It is envisaged that the Child Study address mainly the 'Development of the Child’ section of the subject content.

At present there are seven teachers who share the first and second language teaching across the age and ability range.

Years 7 to 9

At KS3 students study English Language and Literature and are encouraged to read widely. In class they study poetry, plays, short stories and novels (classic and modern), as well as a range of non-fiction material. Each KS3 year has a specific emphasis. Students are taught in sets, with extra provision made for those second language learners with the greatest need. The Department’s Curriculum Map is based on the UK National Curriculum, adapted to the specific needs of our students.

Years 10 and 11

At KS4 students take AQA English Language and Literature examinations and/or Cambridge IGCSE ESL examinations, as appropriate.

Years 12 and 13

AQA AS English Literature is offered in Year 12 with the option for some to carry on into A level in Year 13. All students in Year 12 take the TOEFL test of proficiency in English.

Other courses

The Department offers other courses and qualifications (such as Trinity Guildhall Communication and Drama, ASDAN etc.) on a year to year basis, if they are deemed most suitable for any particular group of students.

The Geography Department is thriving and continually evolving. At present we have three full-time geographers and one part-time geography teacher. In the last few years we have re-designed our KS3 curriculum and fieldwork programme and introduced the GCSE Geography Short Course, AS Travel and Tourism course, and IGCSE Travel and Tourism. The Department is extremely well resourced and comprises of three teaching rooms and a dedicated ICT suite.

Years 7-9

The syllabus in Years 7 to 9 follows the British National Curriculum and aims to encourage students to investigate a broad range of geographical topics, on a variety of scales from local to global. The course is also designed to give students the opportunity to develop and use a wide range of skills and resources. We have an active and developing fieldwork programme to compliment this course and take every year group out at least one each year.

Year 7 Topics

Where in the world? Changing Places, Empty lands

Year 8 Topics

The world’s water, Development, Our dynamic earth,

Year 9 Topics

Geography of Crime, Coastal landscapes, Tourism and Industry

Years 10 and 11

There is a healthy uptake of Geography in Year 10. At present, we follow Cambridge IGCSE syllabus. As with Years 7 to 9, there is an integrated fieldwork programme with a combination of local studies and the possibility of an overseas fieldtrip to Dorset, England. Topics include; Population dynamics , Settlement , Earthquakes and volcanoes , Rivers and coasts ,Weather and climate , Development, Food production and industry , Tourism, Energy and water, Environmental risks of economic development, Skills and a coursework unit.

Travel and Tourism in Years 10 and 11 and 12 (one year course)

We recently introduced Travel and Tourism as an ICGSE option in year 10. We study the Cambridge International Examinations (CIE) syllabus. Topics include; The Travel and Tourism industry, Features of a worldwide Destinations, Customer care and working procedures, Travel and tourism products and services, The marketing and promotion of visitor services. Students also carry out coursework as part of this course.

Years 12 and 13

We offer AS and A level Geography in Years 12 and 13. At present, we follow Cambridge International AS and A level. The groups in these year groups tend to be small but very enthusiastic. We have had excellent results over the years and many of our students continue to study Geography or related courses at university. Topics include; Hydrology and Fluvial Geomorphology, Population, Atmosphere and weather, Migration, Rocks and weathering and Settlement dynamics.

Who we are

The History department consists of three members of staff.

What we do

Our aim is to provide an interesting and stimulating course which will foster a love of this subject and a recognition of its importance for, as Sheikh Zayed said, "A people without a past has no present and no future." We hope to enable our students to become independent and self-motivated learners, involved in the process of their own learning, so as to provide a sound basis for further study and the pursuit of their personal interests.

History at Latifa School is based on the English National Curriculum. It is a mixture of skills and content. We have taken the essence of the curriculum and used it to create a unique course which we believe gives our students a good balance of Local, European and World history. We aim to develop qualities of critical thinking, empathy, tolerance and historical imagination. Students are encouraged to formulate, explain and support their own beliefs and conclusions but also to accept that there is no 'right' answer as all historical conclusions are liable to reassessment in the light of new or re-interpreted evidence.

How we do it

All pupils study History in mixed ability groups from year 7 to year 11. We use examples from the local area whenever possible and have arranged visits when relevant to our course of study. We are fortunate to have the use of the Local Studies Room which allows our students to handle primary evidence related to the history of the UAE.

The English language is an important part of our studies and we work hard to help pupils improve their linguistic skills. We want students to be able to read confidently and accurately and be able to produce appropriate formal language (oral and written) in order to convey their ideas clearly and concisely. Pupils work independently and collaboratively in groups using a variety of resources, including video and ICT.

In Year 7 we study the following: 

  • A brief introductory module "What is History?" This module introduces the key elements of historical detective work: evidence, motivation and chronology and ensures all our students have a common foundation. It uses a study of local history as its core content.
  • We also discuss how historians gather their evidence; we look at archaeological evidence in particular for the Gulf region in Ancient Times.
  • We investigate the civilizations of Mesopotamia and the Indus Valley - both of which had contact with this area in the past - by looking at the evidence historians and archaeologists have gathered. We also look at an ancient European civilization: the Roman Empire.

In Year 8 we focus more on the social and cultural aspects of history. We investigate the causes and consequences of historical events. We adopt a problem solving approach and again we start from a local context.  We investigate the flowering of the Arab culture in Baghdad under the Abbasids by using original sources, both written and pictorial. We are particularly interested in exploring the diversity of human experience in history.

  • We make a point of examining the contacts between the Islamic culture and the rest of the world during this period by focusing on Islamic Spain and the beginnings of the Ottoman Empire.
  • We study the Renaissance in Europe in the 15th and 16th centuries.
  • We also look at the Mughal Empire in India in the 16th and 17th centuries and the arrival of the Europeans.

In Year 9 the focus of our studies widens further to include more economic and political history and, using Dubai and the U.A.E. as a starting point, we look in greater depth at other areas that have undergone momentous changes.

  • The 20th century world - we investigate the economic and political causes and consequences of the two World Wars and the Cold War that followed. This involves us in a study of bias in sources and we learn to be aware of the need to test the reliability of our evidence. We make the point that history is really the study of different interpretations of the past. 

In Years 10 and 11 pupils may opt to continue their study of History and will embark on the Edexcel School's History Project GCSE. This involves a thematic study: "Medicine in Britain c.1250 to the present day", a historic environment: "The British Sector of the Western Front 1914-1918", two period studies: "The American West c.1835-1895" and “Early Elizabethan England 1558-1588” as well as a Modern World Depth Study: "Mao’s China 1945-1976". We are well resourced, our students are usually well-motivated and our results have been pleasing as we consider this a challenging examination with a great deal of detailed content to understand and questions that require clear thinking if they are to be answered well.

In Year 12 we teach the Cambridge International AS syllabus: “International History 1871-1945”. This includes in-depth studies of imperialism, the causes and consequences of the First World War, the economic and political problems of the interwar years and the descent into the Second World War. It has elements of European, American and Asian history. We also do an in-depth investigation of the League of Nations and the United Nations based on a study of primary sources. Again, our results have been excellent. 

We look closely at the nature of historical evidence and the methods used by historians to analyse and evaluate it. We also focus on developing an understanding of how the past has been interpreted and represented. The emphasis is on investigation and discovery so students who choose to study history must be interested in the subject. They will practise analysis and learn how to put forward a well-argued case supported by the careful use of evidence.

History AS level is a well-regarded qualification for a wide range of higher education and career choices as it shows that students can think logically and analytically as well as demonstrate an ability to handle confidently large quantities of information. We also help students with their wider life-long learning skills such as critical thinking and communication.

We have taught Advanced level history courses in the past to Year 13 students and would be very happy to do so again if any student wanted to undertake this course of study. As it is, most of our students now leave at the end of Year 12 to go to local universities or to start foundation courses at UK universities. Students often come back to thank us for the assistance we gave them in developing their learning skills.

ICT and Computing is an extremely popular subject within Latifa School. The department embraces the innovative, creative and inquisitive young minds of our students and we encourage students to explore challenging problems as well as new technologies and developments.

Our aim is to equip students with the skills, tools, understanding, knowledge and resilience required to solve computational problems, whilst engaging them with new experiences, new technologies and new ideas, so that they are well prepared for future learning.

The ICT and Computing department is well resourced with excellent facilities. Students will have access to desktop computers at a 1:1 ratio in four dedicated ICT suites. We also have laptop and iPad banks available throughout the school. We have appropriate software that enables students to explore programming in a variety of languages including Python, Scratch, HTML, CSS and more. The network is managed and maintained by a team of network support staff and there are currently three full-time members of the department.

Key Stage 3 ICT and Computing

In Year 7 students explore the following topics:

  • Digital Citizenship
  • Computational Thinking including Scratch
  • Communication and Networks
  • Spreadsheets 

In Year 8 students explore the following topics: 

  • Digital Citizenship
  • Python Programming 
  • Web Development 
  • Graphics and animation

In Year 9 students explore the following topics: 

  • Digital Citizenship
  • App design
  • Web Development 
  • Databases

Assessments are held at the end of each unit through a written test.

At the end of Year 9 students may opt to take iGCSE ICT or Computer Science. 

DIGITAL CITIZENSHIP

All students in Years 7, 8 and 9 will study an aspect of Digital Citizenship. This curriculum is relevant and up-to-date and essential to the responsible use of technology by anyone who uses computers, the Internet, and digital devices to engage with society on any level.

Key Stage 4 ICT and Computer Science

Those students that have opted to take ICT or Computer Science for iGCSE in Year 10 will complete a two year course of three lessons per week. Students will follow the Pearson Exam Board Specification, which is extensive, thorough, and appropriately challenging for the students of Latifa School.

Further details about the courses can be viewed here:

https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-information-and-communication-technology-2017.html

https://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates/international-gcse-computer-science-2017.html

Key Stage 5 Information Technology

Those students that have opted to take IT for A-Level in Year 12 and 13 will complete a one or two year course of six lessons per week. Students will follow the Pearson Exam Board Specification, which is extensive, thorough, and appropriately challenging for the students of Latifa School.

Further details about the course can be viewed here:

https://qualifications.pearson.com/en/qualifications/edexcel-international-advanced-levels/information-technology-2018.html

Key Stage 5 ICDL Social Media Certification

Those students that have opted to take ICDL in Year 12 will complete a one year course of three lessons per week with online testing for three modules. The ICDL Social Media Certificate enables students to develop knowledge and skills in using social media resources effectively and operate safely with computers and a range of mobile devices and to be aware of online threats as well as search effectively for information. This certificate is equivalent to one GCSE.

Further details about the course can be viewed here:

https://icdlarabia.org/social-media

At present there are five teachers qualified to teach across the whole ability range, with two members of the department, including the Head of ICT, also teaching Business Studies to A Level.

We have three well equipped interactive classrooms in the main part of the school and one classroom in the sixth form block. Each member of staff is allocated substantial desk space in the communal staff room. At present there are five teachers qualified to teach across the whole ability range. The whole department works very closely as a team. We meet weekly to share ideas, consult on whole school or departmental issues and plan for the future. The success of the department is due to the enthusiasm of its members to contribute substantially within the department and outside the classroom.

Key Stage 3


Students in years 7 to 9 are taught in four different ability groups. We use ‘Impact Maths’ (Heinemann) textbooks allowing ease of movement between levels when necessary. Textbooks are well supplemented by a wide variety of other teaching materials and relevant resources, many of which have been produced by the department. We have set up a bank of relevant vocabulary for display purposes, LS materials and mental mathematics support materials. Students in Years 7 and 8 do not use a calculator. In Year 9 they are permitted to use calculators when instructed by the teacher.

Key Stage 4


At present we follow the two tier linear Edexcel GCSE Mathematics A specification (1MA0) with our students. Each level has two final papers, one of which is non calculator. We use Edexcel modular GCSE textbooks which focus on two different ability levels. All members of the department contribute to GCSE teaching.

Mathematics in Years 12 and 13 (AS and A level)
We offer AS and A level Mathematics in years 12 and 13. At present we follow the Edexcel GCE specification. We teach C1, C2, S1 and/or M1 in Year 12 and C3, C4, S2 and/or M2 in Year 13. The majority of the members of the department contribute to AS/A level teaching. We use ‘Heinemann Modular Mathematics’ textbooks. The groups in these years tend to be small but very able and motivated. We have had outstanding results over the years and many of our students continue to study mathematics at university.

College Board SAT


All students must pass the Mathematics section of the SAT Reasoning Test if they are taking fewer than two AS levels, or achieve lower than a grade C in those two AS levels. The majority of the year 12 students will have one lesson a week to help prepare for the examination. Three members of the department contribute to such lessons.

ICT


The department is extremely well resourced and comprises of four teaching rooms and a dedicated ICT suite. All main school classrooms have a RM interactive white board. The internet is available to all students, under supervision. Each group currently has access, once a week, to the department computer suite where we have a RM interactive white board and thirteen PCs. The department is very involved in using ICT in lessons and MyMaths is used regularly by KS3, KS4 and KS5 students. Online homework is set at least once a week with most classes.

The importance of learning a foreign language is valued at Latifa School for Girls by both our students and our parents, and the G.C.S.E. and AS and A level grades attained by our candidates are generally very good.

The department currently offers French from Year 7 to A level and Italian and Spanish to A level on alternative years from KS4. All students use Expo for Years 7, 8 and 9 and follow the Edexcel examining board specifications from Year 10.

Students at Latifa enjoy practising and learning languages, and language learning skills are stressed throughout the school as most students speak English as a second language. We encourage all of our students to develop as far as possible their oral and aural skills and confidence, whilst believing strongly in the importance of grammatical accuracy. It is our belief that all students from all ability ranges can benefit greatly from the advantages which learning another language and studying another culture can bring. Students are encouraged to become independent learners.

The department is well resourced, with an I.C.T. suite of its own, and students have access to a wide range of I.C.T. resources as they learn.

The School

Latifa School for Girls is an exciting and dynamic day school, educating girls between the ages of 3 and 18. In the Senior school there are two classes in each year group catering for Key Stages 3, 4 and 5.

Teaching staff are predominantly U.K.-educated and we teach to GCSE, AS and A level standard.

The Music Department

The Music Department comprises two teaching rooms – one of which houses 15 keyboards, and the other a wide variety of tuned and untuned percussion instruments. Interactive Whiteboards and computers are planned for both rooms in April 2007.

We also stock a large number of orchestral instruments including violins, clarinets, flutes and cellos. There are two extra teaching areas for instrumental tuition.

The new Music teacher will be joining a team of two - one full-time and one part-time specialist and will be expected to teach both classroom and instrumental music. All class Music lessons at KS3 are team taught and individually taught at KS 4 and 5.

GCSE, AS and A level Music are an option at the higher Key Stages and uptake varies from year to year.

The Music Department is keen to utilise the new ICT hardware in September 2007 and is looking for a teacher who is experienced in the use of score writer and sequencing programmes to further develop Music Technology within the Department.

The Music Department has a thriving instrumental scheme and produces concerts and shows bi-annually. Candidates will be expected to commit to extra curricular activities as appropriate.

At present there are 7 Science teachers in the Department, including Head of Science and Second in Science. They are supported by one technician and three learning support teachers.

There are five laboratories and a 6th room with computers. The Department is well resourced. Five laboratory rooms are well equipped with interactive whiteboards while the 6th room has the state-of-the-art interactive digital panel. The department has an excellent bank of Science-related software and data logging equipments.

The Department is able to provide a high standard of teaching for its students at all levels and for all abilities. It enjoys excellent achievement across the board and has a good uptake for all sciences at AS.

Teaching Science at Latifa School for Girls:

Key Stage 3

Students in Years 7 to 9 are taught in four mixed ability groups with a maximum group size of twelve.

A Science scheme has been developed based on Key Stage 3 of the U.K. National Curriculum. It uses a wide variety of differentiated resources taken from a number of excellent published schemes. Investigative skills are included at all levels and clear success criteria are used to enhance assessment for learning.

Key Stage 4

In Years 10 and 11 the Science Department delivers the AQA Combined Science GCSE courses. All girls in the School take both Sciences up to GCSE. Students sit the written papers in each Unit in June. The Centre Assessed Unit is assessed during the second semester in each year.

Sixth Form

There is a satisfactory uptake for all Science AS courses in Year 12 with some students continuing with these at A level in Year 13. The Science Department prepares students for the Edexcel examinations in Biology, Chemistry and Physics.

All members of the Science Department contribute to the teaching of Key Stage 3 Science, and all teach GCSE and AS/A level courses according to their subject specialist knowledge.

At Latifa School, we believe the quality of teaching and learning and the level of individual care and attention which each student receives are equally important; both are given a high priority. Our school follows the Social Model of inclusion recommended by the Dubai Inclusive Education Policy Framework 2017 regarding the Rights of ‘People of Determination’, which ensures educational and social inclusion for students with additional needs to high quality education within a broad and balanced curriculum. In addition, the Inclusive practices at LSG also aim to comply with the UK Department of Education’s Special Educational Needs and Disability (SEND) code of practice (2015) in recognising that all children and young people are entitled to an education that is appropriate to their needs, promotes high standards and the fulfilment of potential.  Students are supported to allow them to achieve their best, become confident individuals living a fulfilling life and make a successful transition to adulthood. Also, we attend the British Schools of the Middle East meetings for exchange of relevant information and sharing of visiting specialists.

Our Inclusion Department caters to the needs of pupils with additional needs. This comprises of students with special educational needs and disabilities (SEND), students identified as Low Ability (LA) and those who are Talented and/or Gifted (TAG) or Highly Able (HA) students. The Inclusion Policy of Latifa School is available on the Key Documents>Whole School>Policies>Current page of this website and the detailed information can be accessed in our Inclusion Manual 2018-19.

We have two dedicated resource/teaching rooms at present. Resources consist of a very wide range of language resources including the phonics interventions, spelling, vocabulary building exercises, listening and reading comprehension materials, writing and math interventions. An up-to-date bank of testing materials is available.

Staffing

Our closely-knit team in secondary is led by the Head of Inclusion, who is also the Inclusion Champion for Latifa School.  She is supported by four inclusion teachers, who serve the students with additional needs through in-class and/or small group intervention in the medium of English.  One of our inclusion teachers is also the Home-School Liaison Officer for Latifa School.

Most of the in-class support is for the core curriculum in KS3, whilst the inclusion staff also aim to cater to increased subject options in KS4, based on needs and qualifications of the teachers. The Head of Inclusion is the Talented and Gifted (TAG) coordinator and is responsible for support provisions for our TAG/HA (Highly Able) students.  Weekly departmental meetings ensure that support provisions are consistent across all phases, strategic improvement planning is discussed, and departmental issues are solved collaboratively.  It is important that all our inclusion teachers are confident and experienced in being able to suggest effective methods of delivering the curriculum to the full spectrum of ability and to sensitively assist both teachers and students.

Years 7 – 9 (KS3)

Based on the standardised assessment and formative test data, teacher observations and other anecdotal information, the list of students with additional needs is developed in collaboration with the subject Heads of Departments.  Most of these students are provided with in-class support by inclusion teachers.  If deemed necessary, some students have Additional Support classes, rather than French, in which programmes of study are devised to enhance their basic skills and confidence.

Years 10 – 12 (KS4)

The support provisions for students is exactly like the KS3 phase.  In addition, we try to develop alternate curriculum pathways to cater to the diverse needs of our students.  The Inclusion department has initiated the ASDAN programme this academic year. 

ICT

We promote and encourage an innovative ICT-supported pedagogical approach, to enhance the teaching and learning process.  A diverse set of technological tools and resources are made available to best cater for the needs of students.  Digital educational content in English, Maths, Science, Reading and many other curriculum areas are used effectively to support students’ learning.  Reading software, such as ClaroRead is provided to support independent development of students with additional needs.  Devices such as iPads, laptops, etc. are used by students to develop their productivity and creativity.