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

Counting and Cardinality—Know number names and the count sequence. Count to tell the number of objects. Compare numbers (e.g., compare two numbers between 1 and 10 presented as written numerals). Operations and Algebraic Thinking—Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. Number and Operations in Base Ten—Work with numbers 11–19 to gain foundations for place value. 
Measurement and Data—Describe and compare measurable attributes (e.g., describe measurable attributes of objects, such as length or weight). Classify objects and count the number of objects in each category. Geometry—Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). Analyze, compare, create, and compose shapes (e.g., model shapes in the world by building shapes from components such as sticks and clay balls and drawing shapes).

By the end of KG2, students should: Reading- With prompting and support, ask and answer questions about key details in a text; retell familiar stories, including key details; identify characters, settings, and major events in a story. Ask and answer questions about unknown words in a text. Writing- Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is .  .). Speaking and Listening- Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions. Language- Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking (e.g., printing many upper- and lowercase letters).

History and Social Studies 
Main Learning Expectations for Prekindergarten (KG1) - Kindergarten (KG2) History and Social Science— Living, Learning, and Working Together. The purpose of the Pre-K-K history and social science curriculum is to begin the development of the student’s civic identity. At the Prekindergarten and kindergarten level, learning in history and social science is built on children’s experiences in their families, school, community, state, and country. The picture books chosen for reading aloud, the stories told, and the songs they hear or learn are basic components of the curriculum. PreK-K students will listen to stories about the people and events we celebrate in our USA national holidays and learn why we celebrate them. They will also become familiar with our national symbols to help them develop a civic identity; be able to tell or show what a map is and what a globe is; and learn meaning of concepts such as authority, fairness, justice, responsibility.

Kindergarten standards call for students to show further development of investigation and communication skills, as well as application of science concepts to designing solutions to problems, and to now use information obtained from text and media sources. Students will build on early experiences observing the world around them and continue to make observations that are more quantitative in nature and will help them identify why some changes occur. They will: (a) begin to learn to use these observations as evidence to support a claim through growing language skills; (b) learn that all animals and plants need food, water, and air to grow and thrive and that the fundamental difference between plants and animals is a plant’s ability to make its own food; and (c) build their quantitative knowledge of temperature in relationship to the weather and its effect on different kinds of materials. They will observe that the amount of sunlight shining on a surface causes a temperature change and use tools and materials to design and build a model of a structure that will reduce the warming effect of sunlight on an area.

The Arabic language curriculum in kindergarten stage is based on three divisions which represent the main linguistic skills: Listening, Speaking, and Reading, as the learners start to learn hearing and conversation skills and apply them in various forms that suit the stage. As well as they exercise simple forms of reading skills as reading alphabet, words, and some simple words accompanied by pictures and graphics, and starting the first steps of writing by tracking the dotted words, or writing their names, or practice writing by drawing and express their thoughts and feelings through pictures and short phrases by the help of the teacher.

Islamic Studies (only applicable to children of Islamic faith)
The objective of teaching our students Islamic Education at this stage is to introduce the basics of Islam and get the necessary foundation on Islam. The foundation begins with knowing about Allah—the Creator. The best way to know about the Creator is to look at His creations. After forming a children's concept of Allah, the curriculum takes them to learning about Islam and Muslim. After finishing a few months of activities, the curriculum takes the children to an early understanding of the 5-Pillars of Islam to help them progress though other areas of curriculum in the coming years. Islamic festivals are presented through concept-building exercises and interactive activities; through many activities—writing, coloring, cutting, gluing, sorting, listening or sometimes simply playing.

UAE Social Studies 
At the end of KG2, the student is expected to achieve the following learning outcomes; describe the role played by national personalities in his/her community (Sheikh Khalifa), distinguish between different cultures (languages, food, costumes etc), deduce the importance of places in his/her neighborhood (mosque, market, garden etc), explain relationships between natural local environments and how such relationships affect human activities in each of these environments and  recognize the national identity and its elements (the country’s President, Vice President, National Anthem, the costume, the currency etc).

Throughout the academic year students will learn how utilize their body movements to display characters and tell stories. With guidance students will investigate animal movements and their characteristics. This will play an imperative role in students learning to move and express themselves in various ways.  Music will be a core feature in their learning, exploring how it can make us feel and move. Music will be gathered from all genres and cultures encouraging students to be global thinkers. As the year progresses classes will focus on characters and how they move and express themselves with gestures. Throughout the year the understanding of what is “real life” and what is “drama” will be reinforced in each lesson.
To Help facilitate with the students learning the units of inquiry will play an important part of their classroom experiences. Where appropriate the inquiry theme will be incorporated in lessons, aiming to use prior knowledge to assist and extend understanding. Students confidence will be a continuous develop and will look differently for each individual. There will be opportunities each lesson for students to perform to others as well as special occasions where some work may be presented to a wider audience.

Students in KG2 will become more independent in their music making than in KG1.  Students will explore their own voices and how sounds are made both in the musical setting and in the world.  With guidance they will begin to connect their own personal tastes to the music they are creating. Having a firmer grasp of performing to the beat of the music, students will begin to apply simple rhythms to their performances and a variety of styles of music.  They will explore contrasts in music, such as fast and slow, loud and soft, and differing styles of playing.
To facilitate developing and exploring the previously mentioned skills, students will be using their bodies to move to music, play on drums and other small percussion, learn beginning keyboard skills, sing a variety of songs, learn to read simple rhythms and notes on a music staff, and have agency in creating their own musical ideas.   Music lessons will also link, when appropriate, to the students Topics of Inquiry and their developing English skills. 

The Visual Art curriculum in West Yas Academy focuses on four main areas: responding, connecting, creating and presenting.
KG2 students will explore these areas artistically with a particular focus on line, shape, color, form, pattern and texture.
KG2 students will learn to respond to images through discussions and descriptions using visual art language. They will interpret art by identifying and describing subject matter and relevant details. KG2 response will be focused around imagery based stories, poetry or artwork relating to each individual unit. These stimuli will allow students to engage in imagery and create individual, creative responses. 
KG2 students will create artwork that tells a story about a life experience. Such life experiences will be directly linked to the lines of inquiry explored in home rooms. KG2 students will engage in exploration and imaginative play with materials creating art in response to a stimulus. KG2 students will develop their artistic skills discovered during KG1, as they will collaboratively and individually engages in creative art making in response to an artistic problem. Students will create art that represents natural and constructed environments. KG2 students will explore and build skills in a variety of media to include; drawing, painting, ceramics, print and textiles.
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. 

Health and Physical Education 
Kindergarten students will be exploring their surroundings while learning to control their bodies as they move independently. Students will work independently to begin to master a variety of locomotor movements and gross motor skills. Throughout the year students will have the opportunity to use many different pieces of equipment as they participate in units of work such as; throwing and catching, striking, body movement, alternative activities, track and field, and vacation activities. Students will be encouraged to work with others and in small groups in order to develop an understanding of teamwork and helping others. KG2 students will begin to have weekly swimming lessons, this encourages their independence; being able to change as well as overcoming fears in a safe environment.
Throughout the year students will have the opportunity to use many different pieces of equipment as they participate in units of work such as; throwing and catching, striking, body movement, alternative activities, track and field, and vacation activities. Students will be encouraged to work with others and in small groups in order to develop an understanding of teamwork and helping others.
KG2 students will begin to have weekly swimming lessons, this encourages their independence; being able to change as well as overcoming fears in a safe environment.