More about Aldar Academies
Academy Academy Description ADEK Rating Curricula Location
Al Ain Academy

Primary & Secondary, Mixed

Very Good With Outstanding Features English National Curriculum Al Ain
Al Bateen Academy

FS2 - Year 3 PYP Primary School, Year 7-13 Secondary School. Mixed

Very Good English National Curriculum,IB Diploma Programme,IB PRIMARY YEARS PROGRAMME Abu Dhabi
Al Mamoura Academy

Primary Mixed / Secondary Girls Only

Good With Very Good Features English National Curriculum Abu Dhabi
Al Muna Academy

Primary, Mixed

Outstanding English National Curriculum Abu Dhabi
Al Yasmina Academy

Primary & Secondary, Mixed

Outstanding English National Curriculum Abu Dhabi
The Pearl Academy

Primary, Mixed

Outstanding English National Curriculum Abu Dhabi
West Yas Academy

Primary & Secondary, Mixed

Good American Massachusetts State Curriculum Abu Dhabi
Al Forsan Nursery

Nursery Mixed

Not Applicable English National Curriculum Abu Dhabi

At West Yas Academy our academic program is based on the Massachusetts Curriculum which is a rigorous curriculum, based on common core standards. West Yas Academy deliver this curriculum through the Inquiry Approach.

Inquiry is an effective and dynamic process where students make connections across the subject groups of Physical Science, Social Science, History, Numeracy, Literacy, Arabic, The Arts and Physical Education, to know and understand the world. Inquiry allows the student to engage, think, create and be active in their learning and actions, providing opportunities for students to investigate, pose and solve problems, discover and test these discoveries. 

Algebraic Thinking-Write and interpret numerical expressions. Analyse patterns and relationships. Number and Operations in Base Ten- Understand the place value system. Perform operations with multi-digit whole numbers and with decimals to hundredths. Fractions- Use equivalent fractions as a strategy to add and subtract fractions. Apply and extend previous understandings of multiplication and division to multiply and divide fractions. Number System- Gain familiarity with concepts of positive and negative integers. Measurement and Data- Convert like measurement units within a given measurement system. Represent and interpret data. Geometric measurement- Understand concepts of volume and relate volume to multiplication and to addition. Geometry- Graph points on the coordinate plane to solve real-world and mathematical problems. Classify two-dimensional figures into categories based on their properties.

By the end of Grade 5, students should: Reading- Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings. Read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently. Writing-With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. Speaking and Listening- Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. Language- Demonstrate command of the conventions of Standard English capitalisation, punctuation, and spelling when writing.

History and Social Studies 
Main Learning Expectations for Grade 5 History and Social Science— United States History, Geography, Economics, and Government: Early Exploration to Westward Movement. Grade 5 students will study the major pre-Columbian civilisations in the New World; the 15th and 16th century European explorations around the world, in the western hemisphere, and in North America in particular; the earliest settlements in North America; and the political, economic, and social development of the English colonies in the 17th and 18th centuries. Further, they will acquire knowledge of the early development of democratic institutions and ideas, including the ideas and events that led to the independence of the original thirteen colonies and the formation of a national government under the U.S. Constitution.

In Grade 5, students will: (a) study systems and learn that objects and organisms do not exist in isolation and that animals, plants and their environments are connected to, interact with, and are influenced by each other; (b) study the relationships between Earth and other nearby objects in the solar system and the impact of those relationships on patterns of events as seen from Earth; (c) learn about the relationship among elements of Earth’s systems through the cycling of water and human practices and processes with Earth’s resources; (d) in Life Science, learn about the connections and relationships among plants and animals, and the ecosystems within which they live, to show how matter and energy is cycled through these (building on the theme of Grade 4); and (e) develop their ability to use the engineering design process such as comparing at least two designs for a composter and evaluating the design of a system to filter particulates out of water.

Native Speakers-
By the end of G5, students should: Reading- reads orally and fluently different texts and uses toning to express passions and emotions, taking into account the positions of stopping, understands and explains some metaphoric uses, Distinguishes the main ideas in the text, identifies the partial ideas that explain or support each main idea and distinguishes between the facts, opinion, and the supported proofs in the text. Writing- writes narrative texts in many paragraphs establishing and developing plot, describing the time and place frame, presenting a suitable conclusion, Revision of various drafts wrote and editing them to achieve the cohesion and logical consequence of ideas through addition, deletion, merging, or re-arrangement of the words or sentences. Speaking and Listening- participate in talking in familiar and in-familiar topics fluently and by clear and proper Arabic and preparing introductory presentations about such topics, using the styles and linguistic concept that they learned, and employ the verbal and non-verbal language which suit the situation in compliance with the etiquette of talking and exchange views in work groups and small groups.
Non-Native Speakers-By the end of this level, students should: Listening and Responding-- understand sentences (one sentence at a time) in several basic, personal and social contexts accurately in familiar and predictable topics, and partially understand the meaning of oral texts, such as the main idea. Speaking-- engage in uncomplicated communication tasks related to simple social situations, answer direct questions or respond to requests for information in a clear and accurate manner and pose different questions to obtain simple information for some basic life essentials such as directions, price and services. Reading-- understand short and simple texts that provide key information on personal and social topics, and partially understand short, and cohesive descriptive and narrative texts on familiar topics. Writing-- communicate in writing with short and simple texts, and sentences appropriately connected about personal topics related to everyday life, and shows signs of control over basic stricter of sentences and verb conjugation.

Islamic Studies (only applicable to students of Islamic faith)
At the end of Grade 5, the student is expected to achieve the following learning outcomes; illustrates the best way to worship Allah is to comply with performing the religious duties, then the sunan and the supererogatory practices, and following the ways of attaining the God’s love, memorizes from Surah Al-Infitaar to Surah An-Naba', explains their words and meanings, recognizes the judgments of the congregational prayer, the prayer of two feasts, and Friday’s prayer, believes in the Hereafter and links between it and the values of responsibility and accountability and recognizes the biography of the prophet (PBUH), after leaving to Al Taif till hijrah.

UAE Social Studies
At the end of G5, the student is expected to achieve the following learning outcomes; discuss the main event, situations and changes witnessed by the Arab Gulf region during the 16th century (Portuguese and British colonialism), explain the leadership role of Sheikh Zayed, May Allah have mercy upon him, in establishing the GCC), identify the ties between people of the Gulf Cooperation Council (GCC) countries, utilize different maps to determine the most important locations and economic centres (natural, industrial, commercial, tourist phenomena, etc.) and clarify an individual’s rights and responsibilities as a society member (public property).

The Arts 
Drama-Upper Elementary students will develop a deeper understanding of the stage and its various uses. Each week students will aim to use the stage correctly and creatively through activities as well as their performance work. Student will also start learn about scripts, how they are created and how to perform them. 
ICT-West Yas Academy has been very fortunate to be involved in a few projects, where new technology has been introduced into the Aldar Academies schools. These additional technologies came in the form of new technology equipment, software, online subscriptions and Apps, like Book Creator, Minecraft Education Edition, 3D printers for both Primary and Middle School, Lego We Do Robotic kits, Lego EV3 Robotic kits and Lego Story Telling kits. All these new technologies are additional teaching and learning resources that can add value to our STEM and Inquiry Based Learning model. The availability of IPads, Laptops and ICT Suites gives students easy access to online resources, which encourages students to develop their knowledge and skills.
In our dedicated ICT lessons, our middle school students has the opportunity to engage, explore and develop their abilities in different forms of technology. 
Some of the key units that will be covered this year will include research, creative design publications, coding, web development, multimedia production and engineering through Lego Robotics.
Art-Elementary students will explore the four main areas of Visual Art with a focus on a wide range of art elements and design principles. Students will explore components in visual imagery that convey messages. They will learn to apply criteria to evaluate artwork with a focus on literacy and dialogic learning. They will respond to a work of art before and after working with similar media. Elementary students will engage in problem solving, exploring multiple artistic approaches. They will demonstrate the ability to create artwork that meaningful and has purpose to themselves. Art work will be displayed and exhibited in the Art room and in the corridors of West Yas Academy for the wider school community to observe and enjoy every day. All Visual Art classes are directly linked with the lines of inquiry explored in home rooms.
Music-Students in the Elementary years will build upon knowledge and skills attained at the KG levels.  Utilizing technology and a wider array of musical instruments within the school, students will general melodies, rhythms, and simple accompaniment to a variety of genres of music.  Students begin to read music notation and develop deeper levels of instrumental skills that will continue to be built upon in later years.  Social, cultural, and historical aspects will be looked at in regards to the context in which music is created and performed.  All students in Elementary will refine performances to be shared in assemblies and whole school events.  In the upper Elementary years, students can choose to be a part of the Academy of Excellence for Music and become even more involved in the musical community at West Yas and Aldar. 

Health and Physical Education 
Students in Grade 5 should be able to use the skills and movements developed previously to be able to participate in small-sided and modified games. Skills such as throwing, catching, passing, dribbling, volleying and striking should be demonstrated with correct form, accuracy and an understanding of when the skill should be implemented.
At this stage students should have an understanding of the different components of fitness and be able to design and implement a fitness and nutrition plan for themselves. Students should demonstrate responsible interpersonal behavior as well as be able to apply rules within activities to ensure everyone can participate safely.
Swimming lessons will focus on all four strokes and the ability to swim greater distances. Students will also be encouraged to work with others for lifesaving as well as the introduction of games such as water polo.