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.
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.
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.
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 teacher, to teach in a supportive school environment where expectations of student and staff achievement are high.
The support for learning department consists of a team of teachers who work across the school from FS1 to Year 6, supporting teaching and learning. Key stage 1 support may be in or out of class where KS2 classes are set for Literacy and Numeracy and SFL teachers take responsibility for the lower sets. There are a few students identified with specific SEN and planned support is timetabled as needed.
Students are encouraged to work in a wide range of disciplines including: Fine Art, Graphics, Printed Textiles and Three-Dimensional Design. Sketchbook work and Critical Studies underpin each of these areas.
The Art department has access to a bookable suite of computers and each art room has two laptops.
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.
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.
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.
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.
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.
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.
Geography in 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 twice each year.
Year 7 Topics
Geography matters!, Changing Cities, Water: too much or too little, Antarctica: the last great wilderness
Year 8 Topics
Geography matters!, People on the move, Our changing climate, The development gap
Year 9 Topics
Geography matters!; Crime and the community; The globalization of retail and fashion; Saving our world
Geography in Years 10 and 11
There is a healthy uptake of Geography in Year 10. At present we follow Edexcel Syllabus A with our Year 11 GCSE students and AQA syllabus A with Year 10 students. Recently the Geography GCSE Short Course has been added as an option for some of our students. As with Years 7 to 9, there is an integrated fieldwork programme with a combination of local studies and the possiblity of an overseas fieldtrip to Dorset, England.
Geography in Years 12 and 13
We offer AS and A level Geography in Years 12 and 13. At present we follow Edexel Syllabus B. 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.
Travel and Tourism in Year 12
We are currently offering IGCSE (CIE) and AS Travel and Tourism (AQA specification) as one- year courses. Students carry out work observation and fieldwork as part of the course.
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 British National Curriculum. It is a mixture of skills and content. We have taken the essence of the curriculum and used it to create a course which we believe gives our students a good balance of local, European and world history. We aim to develop qualities of scepticism, 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 reinterpreted evidence.
How we do it
All pupils study History in mixed ability groups from year 7 to year 11. We try to use the local environment whenever possible and arrange visits to historical sites. We are fortunate to have the use of the Local Studies Room which allows our students to handle primary evidence. 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 confidently and accurately use language (oral and written) to convey their ideas clearly and concisely. Pupils work on their own and collaboratively in groups using a variety of resources, including video and ICT.
In Year 7 we study the following:
- An introductory module "What is History?" This module introduces the key elements of detective work: evidence, motivation and chronology and ensures that 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 Romans
In Year 8 we focus 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 Abbassids by using original sources, both written and pictorial.
- 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 century.
- We also look at the Mughal Empire in India in the 16th and 17th centuries and the arrival of the Europeans.
- Britain in the 19th century - the period known as the Industrial Revolution. We look at how and why things changed so dramatically in these years.
- The 20th century world - we investigate both the 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. History is really the study of different interpretations of the past.
In Years 12 and 13 we teach the EdExcel AS/A History syllabus. Currently the topics studied for the AS qualification are "Votes for Women 1880-1918", "Civil Rights in the USA 1945-68" and "Life in the Soviet Union 1928-41". For the A level we offer "From Peace to Appeasement: British Foreign Policy between the Wars", "The State and the Poor in Britain 1830-1939" and "From Cold War to Detente 1945-90".
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 a careful use of evidence.
History A level is a useful 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 to gather evidence for their Key Skills qualifications, particularly communication.
Click here to view some of our students work.
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.
All students have timetabled lessons of ICT and we are increasingly using ICT across all aspects of the KS3 curriculum. Students in KS3 follow a curriculum broadly based on the English national Curriculum, with some coding being introduced to students this year. Students taking ICT in Years 10 and 11 follow the WJEC Information and Communication Technology course. In Years 12 and 13 AS/A2 level students follow the AQA Information and Communication Technology course. Additional students may also sit a short course GCSE in ICT.
ICT is an extremely popular subject within the School, with students attaining high grades. The courses being offered by the Department all involve a coursework element as well as a written examination. We endeavour to keep both subjects as practical as possible, with a large emphasis on practical work and projects – much of the work studied in lessons relates to actual events, which take place locally.
The ICT Department is well resourced with excellent facilities. The Department is made up of spacious rooms, well equipped with projectors and interactive whiteboards. Latifa School for Girls has a recently renovated and up-to-date network of over 200 PCs, over 150 shared laptops and associated hardware, all of which allow students and staff to work both in Arabic and English. The School has also recently invested in school-owned, shared iPads. Increasing the effective use the ICT resources across the curriculum is a current School target.
The network is managed and maintained by a team of three network support staff, who are currently working on embedding the new network system.
Candidates should have proven experience of teaching ICT, and preferably Business Studies, up to GCSE and A level. They will be skilled and experienced in all aspects of ICT and be particularly interested in helping the Department to develop and move forward. The new Head of ICT will possess the ability to communicate her knowledge and enthusiasm to pupils at all levels and to inspire and motivate staff. She must be willing to work co-operatively with others to support ICT use across the school in a generously resourced, outstanding working environment. Above all, she should be prepared to enjoy the challenge of working with students for whom English is a second language and whose cultural background is different from her own.
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.
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 subject leaders for Biology, Chemistry and Physics. They are supported by two technicians and 2 learning support teachers.
There are five laboratories and a bookable computer suite. The Department is well resourced. It is equipped with interactive whiteboards in all laboratories and has an excellent bank of science software and data logging equipment.
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 different 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 Science A and Additional 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.
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.
We have two dedicated resource/teaching room at present. Resources consist of a very wide range of phonic resource materials as well as spelling, vocabulary, listening and reading comprehension materials. An up-to-date bank of testing materials is available. We use the latest IEP software and attend the British Schools of the Middle East meetings for exchange of relevant information and sharing of visiting specialists.
Our present small, closely-knit team consists of the Head of Learning Support and four learning support teachers, who assist the students and staff through classroom and small group intervention in the medium of English. The majority of in-class support is for the core curriculum in KS3, but other key stages are supported as the need arises. Learning Support staff also teach basic literacy skills to small groups of students in years 7 - 9, on a removal basis, and teach a spelling programme to KS3 students. Weekly departmental meetings ensure that future planning is discussed, as are whole school and departmental issues and also our links with subject departments. It is important that applicants are sufficiently 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
In consultation with English and Mathematics Heads of Departments, we scrutinize entrance tests, Midyis and standardized tests for indicators to any further necessary testing, support or intervention. Findings are submitted to the Headmistress and teachers who are delivering the curriculum to these students. If necessary students then have ‘Extra English’ classes rather than French in which programmes of study are devised to develop their basic skills and confidence.
Years 10 and 11
Support is provided in these years when necessary and within staffing constraints, to enable the students to perform to the best of their abilities in their chosen subjects and to express themselves adequately in both spoken and written Arabic and English. Specific times for ESL support have been set aside within the curriculum, where a need is indicated.
Sites for grammar, spelling and phonic are used to support students. The use of computers in spell-checking work provides confidence in composition and gives further reinforcement of the skills the students acquire in ICT lessons.
Teacher familiarity with IEP software (IEPWriter 2) makes for ease of IEP production and all staff use and develop resources for the interactive whiteboard.