Curriculum Areas


Qatar Academy Msheireb is a dual language school. The languages of instruction are Arabic and English. The synergy between Arabic and English learning is strengthened by a collaboration between Arabic and English teachers developing complementary pedagogical approaches. The approach is based on QAM beliefs about learning language, which align with IB beliefs: “The learning process simultaneously involves learning language – as learners listen to and use language with others in their everyday lives; learning about language – as learners grow in their understanding of how language works; and learning through language – as learners use language as a tool to listen, think, discuss and reflect on information, ideas and issues (Halliday 1980).” (IB Primary Years Programme Language Scope and Sequence. p.1) Importantly, the three aspects are recognized as being linked and are not considered as discrete processes.

A balanced language approach at QAM is not based on any one program, but incorporates aspects of the Readers’ & Writers’ Workshop models, and Fountas & Pinnell’s approach to teaching literacy, and Word Study strategies. Examples of key engagements of language learning and teaching include: Mini-Lessons; Modeled Reading; Modeled Writing; Phonics / Word study; Guided Reading; Guided Writing; Shared reading and writing; Independent reading and writing; Conferring; Read aloud.

Language is integral to inquiry learning, and as such, is authentically integrated wherever possible into the units of inquiry. This may be through reading, writing, viewing or listening to fiction or non-fiction text connected to inquiries. AERO Language Arts & Qatar Ministry of Education Standards not authentically embedded into Units of Inquiry are taught in stand-alone Language units.


Mathematical thinking is developed through authentic problem solving where students inquire, model and explain their use of mathematical strategies. Learning engagements often incorporate practical hands-on manipulation of a variety of concrete learning materials to support conceptual understanding.

The Mathematics Curriculum is organized in five strands:

Data handling

Data handling allows us to make a summary of what we know about the world and to make inferences about what we do not know.

  • Data can be collected, organized, represented and summarized in a variety of ways to highlight similarities, differences and trends; the chosen format should illustrate the information without bias or distortion.
  • Probability can be expressed qualitatively by using terms such as “unlikely”, “certain” or “impossible”. It can be expressed quantitatively on a numerical scale.


To measure is to attach a number to a quantity using a chosen unit. Since the attributes being measured are continuous, ways must be found to deal with quantities that fall between numbers. It is important to know how accurate a measurement needs to be or can ever be.

Shape and space 

The regions, paths and boundaries of natural space can be described by shape. An understanding of the interrelationships of shape allows us to interpret, understand and appreciate our two-dimensional (2D) and three-dimensional (3D) world.

Pattern and function

To identify pattern is to begin to understand how mathematics applies to the world in which we live. The repetitive features of patterns can be identified and described as generalized rules called “functions”. This builds a foundation for the later study of algebra.


Our number system is a language for describing quantities and the relationships between quantities. For example, the value attributed to a digit depends on its place within a base system. Numbers are used to interpret information, make decisions and solve problems. For example, the operations of addition, subtraction, multiplication and division are related to one another and are used to process information in order to solve problems. The degree of precision needed in calculating depends on how the result will be used.

Where appropriate mathematics learning is integrated into units of inquiry. AERO Mathematics standards not embedded in the context of an inquiry are addressed in stand-alone inquiry-based mathematics learning engagements.

Specialist Subjects

Specialist teachers in Islamic, Physical Education, Music and Art work collaboratively with homeroom teachers to build cross-curricular connections both within their specialized domain areas, and woven into units of inquiry.

Extra Curricular

The core curriculum at QAM is enriched with a wide variety of additional activities.

Non-Selective After School Activities and lunchtime offerings provide students with opportunities to participate in a plethora of activities such as: art and craft, chess, construction, drama, music, Qur’an, choir, ukulele, robotics, reading and writing, coding and more!

Selective Training is held after school for sporting teams including football and swimming, as are rehearsals for activities such as the School Production, and Odyssey of the Mind teams.

QAM offers a rigorous curriculum and a joyful learning environment in which all students are given opportunities to uniquely develop into caring, internationally minded, lifelong learners.