Kindergarten Curriculum

The Early Childhood program at GEMS International School is an inquiry based program that caters to the individual needs of each child. We understand that all students learn differently, and we provide them with opportunities to develop at their own pace whilst challenging them to reach their full potential.

Our program builds on the natural curiosity of young students, where teachers encourage students to ask questions and make meaningful connections to themselves, others and the real world. 

Our student centered approach emphasizes individual discovery, learning through play, student goal setting and developmental readiness. The program is a full day program where students learn through a variety classes, such as Art, Music, PE, Swimming and Arabic, in addition to their homeroom classes of Language, Mathematics, Science and Social Studies. 

As a functionally outstanding IB world school, GIS has been accredited by both the International Baccalaureate (IB) and Council of International Schools (CIS). We are a part of the GEMS PYP Network as well as the Middle East and Africa International Baccalaureate Association (MEABA).

Early learning at GEMS International School is playful, challenging and exciting. Our young learners (PK to KG2) are inspired through developmentally appropriate experiences. Children investigate, play, explore, and build meaning through their discoveries.

We believe in educating the whole child through innovative and research-based practices in a nurturing environment, encompassing all areas of socio-emotional, physical, and cognitive development. We understand that natural curiosity will lead children to discovery and new ideas. Through inquiry, we encourage children’s creativity while supporting the learning of foundational skills, concepts and dispositions along continuums of development.

During these formative years, we understand that learning is also a social act; and therefore we nurture the children’s emerging sense of group and self-identity. Growing and learning in a welcoming environment that respects diversity and celebrates differences, helps children to develop self-confidence, a sense of belonging, a positive social identity, and interpersonal skills.  

Children take part in rich learning experiences through a balance of play and play-based learning, relevant to their stages of growth and maturity. In all types and stages of play, children are refining what it means to create, innovate, explore, and develop as active learners. Our learners develop their creativity, learn to be flexible thinkers, and develop social skills. Play and targeted instruction, challenges students with multiple opportunities for cognitive growth to reach a variety of learning objectives.   

Children are capable, competent, curious and creative. We view children as active collaborators in their learning, with personal interests and strengths.  Natural curiosity leads children to discovery and new ideas, which are then nurtured through social interactions and developmentally appropriate teaching.  

Stimulating learning environments at GIS foster positive relationships, communication and independence.

Space

We promote the flexible use of spaces based on students changing needs, interests and wonderings

Time

Both structured and unstructured time of various lengths for investigation and discovery

Resources

Engaging and organized resources to stimulate thinking including technology, multi-sensory and natural materials both indoors and outdoors

Atmosphere/Climate

The nurturing environment of empathy and caring has a positive impact on social and emotional wellbeing and encourages students to continually seek out new challenges

Our early learners at GIS are a wonderful part of a thoughtful, caring wider school community.  Cross-grade collaboration creates opportunities for students to build positive multi-aged relationships. Teachers are facilitators of learning through carefully planned and thoughtful approaches. All adults create nurturing and respectful relationships with students by deeply listening and forming partnerships to co-construct knowledge and experiences, including those identified in the GIS curriculum. Parents and caregivers are welcomed as both partners and participants in learning and have a key role in their child’s development.

The individual learning needs of our young learners including their interests, strengths, prior experiences, language, and cultural backgrounds are valued and acknowledged in order to design effective personalized learning opportunities and experiences.