The Philosophy and Methodology of Primary Education

In line with our message, we ensure that learning occurs within a bilingual environment which allows children to fully express themselves and transfer knowledge from one language to the other. This will provide them with the ability to receive and apply their knowledge in higher grades which in turn benefits them in their future careers. Our school achieves this by providing a bilingual curriculum which balances between Arabic and English through language subjects, STEAM/ math and science, and special subjects.

These subjects are connected through learning projects and systematic research which span throughout the learning weeks. They combine the skills the student learns from different subjects and provide them with the opportunity to employ them through the process of research and inquiry with their peers.

The outcome is then presented in the annual learning exhibition which is held in the middle of the second semester. Invitations to this exhibition are sent out to the students’ entire family to showcase the projects through exciting oral presentations they have previously rehearsed with their teachers.

Values in Learning

Our schools follow a value-centered program presented during the morning announcement and throughout the curriculum. One value is presented and discussed in-depth on a monthly basis through stories, activities, and merging the values with lessons.

Learning with STEAM

STEAM is an educational system based on problem solving skills through the merging of science, technology, engineering, art, and math. Its goal is to equip the learner with 21st century skills such as inquiry and analysis, critical thinking, cooperation, communication, and creativity.

Learning Using Technology

Keeping pace with technological progress is one of the main pillars on which the curricula are built, and therefore we started implementing three-dimensional education through VR (virtual reality). Incorporating 3D education has proven to encourage teamwork and cooperation, which led to positive changes in students’ behavior and communication patterns and improved classroom interaction.

Groups

Students of each class are divided into various smaller groups within the classroom in order to achieve differentiation as we take into account the individual differences between our students. These groups are based on the level each student has reached during the academic year. Each group is provided with in-class activities and homework which align with their particular level during the semester, starting with providing support for low-achieving students to challenging our high-achieving students.

Grade Levels

Our primary years for boys are open from Grades 1 to 3, and for girls from Grades 1 to 6. We aim to cover the remaining academic years in the coming years.

School Day

The average school day begins at 7:00 A.M with the morning announcement, and the first period begins at 7:20 A.M. The day ends at 2:20 P.M. Our school day has 9 periods with two breaks for eating and praying.

Primary Grades Curriculum

Assessments and Evaluation

As part of the educational process, assessments are conducted from the beginning of the school year until the end, including a number of standardized tests.

2- Beginning of the year screening assessment

This assessment divides students into multiple distinct groups according to their strengths in the different basic subjects (Arabic, English, and Mathematics). It also serves as a starting point for teachers to understand their students in order to provide support and develop them using differentiation through the following:

  • Designing activities for each distinct group during the lessons taking into account individual differences and the objectives of the lesson without alerting students to these differences.providing differentiated homework for each group of students according to their abilities and needs.

2- Periodic assessments

Conducted weekly and by the end of each unit.

3- Quarterly assessment:

Formative and summative assessments are conducted in light of each quarter’s expectations and reflected upon and analyzed by the following questions

  • What do we want our students to learn?How will we know that every student has learned?
  • How will we respond when some students are not learning?
  • How can we extend or enrich the learning of students who have demonstrated proficiency?

4- Final Exams

Conducted by the end of each term.

5- End of school year screening assessments

6- Standardized Tests

Standardized Tests

Supported Learning

  • Based on beginning of year screening assessments, external and internal support plans are designed for students who need support in Arabic, English, and math. The skills are taught within a duration that will allow them to grasp the skills to get them to the grade level as quickly as possible.

  • External support: These sessions are held in some of the special subjects classes or some subjects in which the student is stronger academically and is provided by either the class teacher or a support teacher.

  • Internal Support: These sessions take place in small groups during classes, where work is done to support the student in his small group to reach the expected goals for him and to be provided by the class teacher or support teacher.

Behavior Management

  • At the beginning of the year, classroom rules are established with students to create a comfortable and suitable learning environment. Students are also aware of the consequences if the rules were not followed due to its implication on themselves and others.

  • The Code of Conduct is a list of rules based on human values and connected to Islamic teachings from Quran and Hadith. The Code of Conduct is presented to the students and the consequences of violating these rules are discussed. The school ensures that these consequences do not affect the students’ dignity or self-esteem as it focuses on achieving what is required and reforming what was done, and also engaging in discussion with the student. Parents are involved in certain stages if the student’s disruptive behavior continues.

Field Trips

Field trips aim to form a relationship between the children and the surrounding world around them to give them the opportunity to interact directly with their environment and develop their senses and their abilities to observe, experience and discover.

Recreational Activities

Recreational activities aim to entertain and bring joy to the children through monthly activities for children and their teachers.

Values they have been taught are reinforced during these activities.

Parents-School Partnership

Administration-Parent Communication

  • Written communication (through emails and text messages)

    (disabling the feature of receiving advertisements on your mobile phones may cause text messages not to be received) Mobile communication through this number is only 0556888242.

  • Ruya’s Weekly Newsletter (a weekly electronic newsletter highlighting the most important activities of the previous week and informing of upcoming important dates).

  • Social networking sites Twitter – Instagram – Snapchat

  • Periodic questionnaires to check and ensure the satisfaction of parents.

Teacher-Parent Communication:

  • Via the school’s email Ruya.schools@ruya.sch.sa

  • Through the Teams platform: an educational platform that brings together conversations, content, assignments, and applications in one place.

  • Communication via the school’s mobile: parents can talk to their child’s teacher by setting an appointment with the responsible administrator.