Secondary Curriculum

The combination of genuine breadth and depth is at the heart of our school’s curriculum.  Our provision offers access to human and social, linguistic, mathematical, artistic, creative and literary, scientific and technological, physical and moral areas of learning.  By studying a range of subjects, our girls and boys are able to find their own voice, make informed option choices and forge a bespoke path which plays to their individual strengths and passions.

“Our reputation is built upon the success of our pupils. We have the expertise to support them through their exams and the experience to guide them towards the ideal university for their future”.

A high-quality education is provided at the Royal Grammar School Guildford in Qatar, which is built around the framework of the National Curriculum for England and Wales. As a result of our comprehensive educational approach, which develops respect, tolerance, and understanding, each child is able to achieve maximum academic success while also developing the skills and aptitudes that will enable them to adapt to and prosper in a fast-changing world.

A secure and safe atmosphere is provided where children are challenged to develop the required skills in academics, social skills and sport. We place a strong focus on the development of the individual, but we also want students to perceive themselves as valuable and active members of our school and the larger society.

The Senior School runs from Year 7 to Year 13 through Key Stage 3 (Year 7 to 9), Key Stage 4 (Year 10 and 11) and Key Stage 5 (Year 12 and 13). When pupils move into Senior School they are taught by individual subject teachers and classes are more focused on formal subject-based learning. IGCSE and A-Level examinations are taken at the end of Key Stage 4 and Key Stage 5 respectively.

In Key Stage 3 pupils continue to benefit from a broad and balanced curriculum which includes mathematical, scientific and technological, linguistic, human and social, creative and literary, physical and moral and spiritual areas of learning. The combination of breadth and depth of study is at the heart of the School’s philosophy, ensuring that pupils experience the full breadth of academic opportunity and challenge before making key decisions when selecting their IGCSE and A-Level options. This breadth of study means that no long-term university or career plans are closed at this early stage of Senior School.

As pupils get older and move into Key Stage 4 they begin to focus on their preferred subjects. IGCSE exams are taken at the end of this stage in different subjects.

In Key Stage 5 the School remains firmly committed to traditional A-Levels which are accepted by universities around the world. Pupils who have successfully completed their IGCSEs will select their preferred subjects to study in Year 12 and 13 which will prepare them for university and then the start of their careers. Their subject selection at this stage will influence their choice of a degree course at university. We take pride in supporting all our pupils through the exciting choices and the hard work that goes into the last two years at the RGS.


Supportive Learning

We think that assisting children is a team effort, and we have mechanisms in place to identify children with special needs. Effective student support begins with the daily planning of each classroom lesson. Differentiated activities are planned by teachers as an intrinsic part of learning and teaching at all levels of the school. Extra time to finish a task, new resources, classroom instructions, or outcome expectations are examples of this.

Groupings are also used as appropriate to the needs of learners so these may be ability, mixed ability, pairs or individuals. Furthermore, additional support is provided for specific issues, such as reading or math booster groups or extra sessions to improve fine motor abilities. To ensure the most effective help is provided, all programmes are based on an analysis of students’ needs utilising assessment data and teachers’ observations and judgments.

Specialist learning support teachers in secondary schools will continue to give assistance to students and staff to ensure that suitable programmes are in place. Students’ growth will be aided even further by differentiated sets for English, mathematics, science, and Modern Foreign Languages (MFL).

Students who require a reduced or increased curriculum will benefit from personalised IGCSE paths. Students who want additional day-to-day help or who have expert sporting or creative demands that make a full timetable impossible will be eligible to enrol in directed study courses. Students that require accelerated programmes of study in English, mathematics, science, or a foreign language will benefit from personalised routes. 


Curriculum Overviews


Assessment is a necessary component of our learning and teaching processes. It enables daily monitoring of individual progress and has an effect on planning and goal setting for each child. Students will have personal learning targets based on assessment outcomes at each phase of the school. Our students contribute to self- and peer assessment in order to develop critical personal evaluation abilities and, as a result, become more successful and self-sufficient learners.

In secondary, a baseline evaluation at the beginning of Year 7 will be used to inform proper planning of subsequent phases. Regular formative and summative assessments will be used in each subject to track and monitor students’ development and to establish aspirational goals for each student.

Assessments at the end of the year will enable comparisons to the baseline to track development. Throughout the secondary phase, class instructors, department heads, and senior staff will conduct systematic tracking and monitoring to determine individual development and major trends.

Students will be examined throughout their IGCSE studies in accordance with the exam board standard. The method of assessment varies according to the subject. Certain subjects assess students using written examinations and non-examined tests (coursework or practical assessment).