Doha Academy Secondary School follows the British national curriculum for all classes including Key Stage 3, Key Stage 4, and Key Stage 5. Doha Academy is an accredited Cambridge Centre. The school offers a variety of IGCSE and AS subjects.
- English core
- English support
- Arabic core
- Arabic support
- Religious Studies
- Physical Education
- Arabic as a first language
- English as a second language
- Biology OR Physics
- Business studies
- Information Technology
- Art OR Geography
- English language
- Business Studies
- Information Technology
Every classroom presents a unique community of learners that varies not only in abilities, but also in learning styles. Our role, as DAGSS English Language teachers is to give children the tools with which to cultivate their own gardens of knowledge. To accomplish this goal, we teach to the needs of each child so that all learners can feel capable and successful. We present a curriculum that involves the interests of the children and makes learning relevant to life. We incorporate themes, integrated units, projects, group work, individual work, and hands-on learning in order to make children active learners. We tie learning into the world community to help children become caring and active members of society.
Our academic goals are to help students understand how English language can be used effectively as a means of communication in different aspects of their lives. The English Language Department teachers develop student’s language skills (speaking, reading, listening and writing) through authentic teaching and learning experiences. By catering to our student’s learning needs and styles, we help create a teaching and learning environment that is welcoming, caring and friendly.
Arabic and Religious Studies Department
The math department teachers examine their lessons closely and think about their relevance to the students, remembering that the students are real people who live outside the classroom. This practice helps mathematics teachers to take a look beyond theoretical ideas of mathematics and consider the students’ perspectives and feelings. This societal approach to teaching mathematics is at the heart of our teaching philosophy.
Our teaching practices involve strategies that aim at reinforcing mathematical knowledge and understanding; development of math skills such as graphing, solving equations, interpretation and application, as well as working cooperatively in groups. The whole approach to learning can thus be described as pupil centred.
Effective learning requires collaboration between teacher, students and parents grounded in mutual respect and trust.
As such, our students learn by constructing their own knowledge through explanations, discussions, and experimentation.
DAGSS Science teachers use books, games, and demonstrations to introduce students to both social and academic concepts.
Teachers act as facilitators by creating opportunities for learning where the teacher is a catalyst helping students to pursue their dreams.
Our departmental goals include:
- Gain critical knowledge in the areas of biology, chemistry, and physics.
- Develop analysis and critical thinking skills required for success in scientific endeavours.
- Explore individual scientific interests through expanded learning opportunities.
- Actively and effectively participate in collaborative learning experiences as well as individual accountability to maximize academic and social growth.
- Be encouraged to become involved in activities, such as clubs, field trips, enrichment classes, etc., that enhance the understanding of the physical and natural sciences.
- Become aware of the role and responsibility of the scientific community in the solutions to global problems.
Information Technology Department
Departmental goals include:
- Master the skills learnt in information and communication technology.
- Develop student’s skills in creative thinking, enquiry and problem solving, and give them excellent preparation for the next stage in their education.
- Make proper use of technology in everyday life.
Social Studies Department
In Year 7 pupils are taught the essential geograhy skills they need to be successful in the subject. They then cover topics such as settlement, the UK , rivers, coasts and map skills with regular assessment.
In Year 8 they begin the year studying their first country case study of Brazil and then onto weather and climate. The weather and climate topic gives pupils the opportunity to apply skills learnt to outside of the classroom. Pupils then move onto to learn about the environment, including the case studies of oil and its effects and finally complete the year with rivers and flooding.
In Year 9 pupils start the year by learning about plate tectonics, volcanoes and earthquakes. We then move onto a case study about Italy, focusing on the area itself and surrounding members of the E.U. Pupils then learn about the tourism, fair trade particularly focusing on the trade of coffee around the world.
In year 10 and 11, we offer IGCSE geography to pupils in years 10 and 11 following the Cambridge specification. This exam course covers three physical topics that are coasts, rivers and glaciations. There are also three human topics that are Settlement, Managing Resources and Industry.
Business studies prepare students not just for their livelihood, but also for their life. The topics taught to students throughout their course of study helps them in all aspects of their life. Business studies for high school students can be viewed as an exceptionally important subject as it brings individual students one-on-one with the corporate culture and prepares them for their professional life ahead.
A business study is a subject that is designed to provide students with a critical understanding of the internal functions of contemporary business organizations of all types. The subject aims at teaching the students to master the art of doing business. It ensures that students are constantly updated about the changes taking place in the international economic environment and how individual businesses and economies throughout the world are affected by these changes. The importance of business studies for high school students can be known from the fact that students do not simply learn subjects, but undergo a complete development of their personality and interpersonal skills by understanding the concepts taught and using the knowledge obtained to apply in real life situations. It inculcates students with qualities such as accountability and ingrains them with the ability to work under pressure.
Project based learning, knowledge, analysis synthesis and evaluation is what the subject is all about. The students learn about the arts including fine arts, design, art history, graphics and manipulation of media.
Teaching itself is an art; I enjoy working with people and witnessing their academic as well as their inner development. Teaching is a give and take relationship between the educator and the student building a safe and trust worthy environment with each and every individual. Knowledge is power, and knowing how, when and where to use this power in a positive and rewarding manner is the outcome of a successful and fulfilled individual.
The students work with high aims, goals and ambitions for a bright and prosperous future. My goal is that each student works with creativity to improve and develop individualism in their art work.
Physical Education Department
The PE department has undergone some dramatic changes this year. We have a new teacher from the UK who is starting from the ground up to renovate the department into a dynamic and proactive educational system that seeks to empower the next generation of Qatar’s athletes.
The main aim is to give all young people the opportunity to share in ‘High Quality Theory and Practical’ lessons taught at our school. Although under resourced the department also aims to promote healthy life choices and enable student to reap the reward of a good basic knowledge of ‘life style choices’. To give all students the opportunity to see some of the many international sports events that happen here in Doha, in order that the vocational aspects of sport can be seen.
“Mens sana in corpore sano”
Juvenal written in the late 1st and early 2nd centuries A.D
Modern translation “A healthy body will lead to a healthy mind”
Doha Academy Girls Secondary School adapts various teaching strategies in order to make both teaching and learning more interesting and meaningful. Our teachers try their best to cater for the cognitive, affective and psychomotor needs of our students considering different learning styles. Our students learning is characterized by independent research, hands on activities and experimentation, project based learning, cooperative student’s work, and ICT integration.
Teaching with ICT
Both teachers and students use ICT in a variety of settings including research, presentation and communication.
The Learning Environment
Doha Academy Girls Secondary School makes every effort to create a safe, positive and supportive learning environment for its students by catering for their academic, linguistic and socio-cultural identity. As such, our students are treated as individuals with peculiar needs precious aspirations.
Students of Doha Academy Girls Secondary School are expected to deliver homework of good caliber in alignment with the standards set by teachers. Homework is an integral part of student learning and should be approached accordingly.
A variety of assessment methodologies are used many of which are based on authentic and portfolio assessment. Students are evaluated both formatively and summative throughout the academic year in order to improve teaching and learning, and guide future school planning.