Standard D1 (Core). Teaching is closely aligned with the school's definition of high quality learning and teaching (HQLT) which enables all students to be engaged and challenged, to gain access to the curriculum and to have success in the learning.

MET

At APG Kindergarten, as a candidate PYP school, we closely align our teaching and learning practices with the IB framework and the school’s definition of high-quality learning. Our approach ensures students are engaged, appropriately challenged, and supported in their academic, social, emotional, and physical development.

Our curriculum is child-centered, inquiry-based, and concept-driven, encouraging students to take ownership of their learning. The IB Approaches to Learning (ATL) develop critical thinking, research, communication, and self-management skills. Differentiated activities meet diverse learning needs, and engaging environments include teacher-led centers and varied group work, fostering collaboration, creativity, and independence.

Teachers use a range of differentiated methodologies to cater to all learning styles and abilities. Daily morning assemblies provide opportunities for all students to participate in activities like “show and tell,” public speaking, and performances, building self-confidence, interpersonal skills, and communication abilities.

The PYP framework integrates social and emotional well-being. Dedicated PSPE (Personal and Social and Physical Education) programs promote physical health, teamwork, and emotional resilience. Events such as International Day of Peace and Sports Day foster global-mindedness and community spirit.

Teachers embody the IB Learner Profile, demonstrating reflective, caring, and principled teaching practices. They adapt to students’ learning needs, ensuring lessons are inquiry-driven and meaningful. Integrating PYP transdisciplinary themes, educators connect learning to real-world contexts, fostering lifelong learning and problem-solving skills.

Through these practices, APG Kindergarten creates a nurturing and challenging environment where every child is engaged and supported.

Standard D2 (Core). There are effective policies and procedures in place to identify the varied needs, and overall well-being of students, both at admission and while enrolled, to ensure that all students may benefit from the school's programmes.

MET

APG Kindergarten implements comprehensive policies to address the diverse learning needs of its students, starting with the admission process. For KG1, admissions focus on developmental readiness through screenings that assess motor skills, cognitive abilities, and overall suitability, ensuring children are prepared for a structured learning environment. For KG2, placement tests in English, Math, and Arabic determine academic readiness, with passing these tests being a prerequisite for enrollment. The kindergarten, however, does not admit students with learning difficulties or disabilities.

Post-enrolment, diagnostic assessments at the start of the academic year and second term identify student strengths and areas for growth. Formative assessments, conducted daily and weekly, and summative assessments at the end of each term track student progress. Communication with parents is prioritized through an assessment policy emphasizing holistic development over numerical grading. Progress reports and student portfolios are shared through Toddle to provide insights into students’ learning journeys.

To foster parent engagement, open days are held quarterly, allowing discussions on student progress in-person or virtually. Additionally, communication channels such as email, messaging platforms, and phone calls ensure parents stay informed and address academic or behavioural concerns. This robust system of assessments and communication ensures that APG Kindergarten supports students’ developmental and academic needs while maintaining a strong partnership with parents.

Standard D3 (Core). Teaching draws on a range of appropriate cultural and authentic contexts to provide meaning and purpose for the students in their development as global citizens.

MET

At APG Kindergarten, a candidate PYP school, teaching emphasizes meaningful and authentic contexts that align with the school’s commitment to global citizenship. This approach nurtures students as global citizens and intercultural learners, equipping them to navigate an interconnected world.

The PYP’s transdisciplinary themes integrate international-mindedness into daily lessons. Teachers design inquiry-based activities that connect global perspectives to local contexts. Topics such as global events, cultural celebrations, and values like respect and tolerance are embedded in the curriculum and reinforced through Islamic studies, assemblies, and school-wide events, creating a culturally inclusive learning environment.

Students engage with diverse cultures through hands-on activities, storytelling and role-playing. They explore traditions, cultural practices, and personal identities in ways tailored to their developmental levels, fostering understanding and respect for cultural diversity.

Intercultural learning is assessed through reflective activities, discussions, and projects aligned with the unit of inquiry planners. Students demonstrate understanding through drawing, sharing ideas, or role-playing. Teachers use formative assessments and observations to gauge how students apply these values in their interactions and learning.

Report cards and assessment forms include components highlighting international-mindedness, respect for others, and understanding cultural differences. By embedding global citizenship into its curriculum and assessments, APG Kindergarten ensures students build a strong foundation of values and skills to engage meaningfully with the world.