Dar Jana International Schools was established in Jeddah in 1999 with a modest enrolment of 23 students. Today some 5,000 students from over 40 different countries attend the school.

The story so far...

Dar Jana International Schools (DJIS) was established in 1999 and was named after the remote and biodiverse island of Jana, said to be "a gem" off the Northeast coast of Jubail.  Such was the demand that the school expanded rapidly from a small early childhood program to a Boys and Girls K-12 school and now occupies two sites in Jeddah. 

The School Mission states “Dar Jana International Schools empower learners to become Well-rounded, Interdependent, Self-directed, and Ethical leaders. (W.I.S.E.)” whilst the School Vision “is for every DJIS graduate to achieve their full potential by following their passions and positively impacting the world around them”.

Today DJIS is comprised of three campuses – one each for boys, girls, and nursery/preschool students - and has grown to over 5,000 students from 42 different countries.

The schools offer the US curriculum and are an accredited member of the Northwest Accrediting Commission (NWAC), an accreditation division of Cognia (formerly AdvancED). 

Cognia is a non-profit organization umbrella grouping of four accrediting bodies within the United States - the North Central Commission on Accreditation, the Commission on Accreditation and School Improvement, the Northwest Accrediting Commission, and the Southern Association of Colleges and Schools.

Cognia has accredited schools in 85 countries, supporting 36,000 institutions. Accreditation indicates that the quality of education is such that the High School Diplomas granted to graduates of their accredited schools are recognised by colleges and universities internationally.

According to DJIS, the schools are “joining all efforts to make a difference in the quality of learning and teaching within our KG-12 programming”. The curriculum is said to be rigorous, but at the same time the schools believe in accepting each child’s individuality and helping students progress at their own pace to achieve maximum academic progress and social development.  

The schools seek to use their staff, students and families’ multicultural experiences to enhance student learning and performance.  

There is a particular focus on parental involvement, realizing that the educational process is a partnership by where parents work together with teachers. DJIS say that they have found that collaboration is the best education possible for young learners. The schools pride themselves on utilizing multiple language programs and global learning resources to ensure cultural competency and international success are a reality for the future of their students.

DJIS employ well over 500 staff and are led by Mr. Matthew Wilkens and Ms. Nawell Mossalli (Superintendents). 

Mr. Wilkens joined DJIS in August 2019, coming from a particularly interesting role as Head of School at the Westview School of Arts and Technology. The School is a member of the The Help Group which is a large nonprofit group serving children, adolescents and young adults with special needs, related to autism spectrum disorder, learning disabilities, ADHD, developmental delays and emotional challenges.  

Prior to this, Mr. Wilkens had spent 18 years within the Rolling Hills Preparatory and Renaissance Schools in Los Angeles where his final position was that of Acting Director and Dean of Students. Among Mr. Wilkens’ qualifications is a Masters’ Degree in Education and a Doctor of Philosophy from the Pepperdine University Graduate School of Education and Psychology, and a Certificate in Leading Change from the Harvard University Graduate School of Education. 

Ms. Nawell Mosssalli, who is Superintendent of the Girls School also has a strong background in Education having worked at the American International School of Jeddah for over six years. Her final position at AISJ was Assistant Principal of the Middle/High School. Prior to this Ms. Mossalli held senior positions at several other Saudi-based international schools including Advanced Generations Schools, having worked in education in Saudi Arabia since 2008.  She has a Doctorate in Educational Leadership from Louisiana Tech University. 

What about the curriculum? 

DJIS say they offer a rigorous curriculum that empowers students to adopt a strong work ethic. Students successfully engage in advanced math courses, NGSS science standards and begin advanced placement courses in High School in preparation for College Board examinations.

The full-day preschool program begins with KG1 students, aged 3 and above and moves on to grades KG2 and KG3. Children are offered full language immersion in English, Arabic and French. Teachers ensure that pre-school students learn in a stimulating environment that develops their physical, emotional and social experiences while encouraging creativity and imagination.

Once students enter the Elementary School (Grades 1-6), the Elementary program focuses on preparing students with a strong work ethic and fostering conscientious learners through the school’s W.I.S.E program.

Teachers strive to acknowledge and reward students that are well-rounded, interdependent, self-directed and ethical leaders. Students are segregated by gender at Grades 4 to 6, following the same pedagogy and curriculum as all students at the same grade level. They focus on levelled-up advanced mathematics, English Literacy and Writer’s Workshop, Next Generation Science Standards Science, STEAM Activity (up to Grade 4), French and Arabic, Islamic Studies, Social Studies, PE, Art/Drama and Computer Science/Robotics. 

On entering the Middle School (Grades 7-9), students engage in a program that is designed to support social-emotional development, physical well-being, creativity, and the unique needs of young adolescents.

At this stage, students will begin to focus on subject-specific science courses, continued advanced mathematics and a pre-AP curriculum to support their learning as they progress to high school.

High School (Grades 10-12) students entering into the final years of schooling, have access to a designated college guidance counsellor to solidify their high school plan.

The high school program includes Advanced Placement (AP) core courses culminating in a community service-learning requirement and an AP seminar course for all graduates. Through the extensive curriculum, high school students are equipped to master the SAT, and ACT, and to sit for AP College Board subject examinations. Whether students opt to sit for AP exams or not, they earn a weighted grade for every AP course. 

In addition to seeing that students thrive academically, the schools also ensure that they participate in extra-curricular opportunities. This includes community service learning, annual Model United Nations (MUN) conferences, Spelling Bee, Quran Recitation Tournament, National Student Council, Mawhiba, MISK Foundation Program, a student-run newsletter The View, and after-school clubs.

What about academic achievement?

The schools appear to have a rigorous process for ensuring that parents are involved and aware of student study requirements. From KG1 to Grade 5, weekly study plans are available online.  There are also monthly study plans for Grades 1 to 12.

DJIS are a testing centre for the Scholastic Aptitude Test (SAT) including the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT), and also for Advanced Placement (AP) and  the American College Test (ACT). 

The schools also administer the NWEA Measures of Academic Progress (MAP) assessments (KG-Grade 12), Progress in International Reading Literacy Study (PIRLS), and Program for International Student Assessment (PISA). In addition, students also prepare for local standardized assessments such as Tahsili and Qudarat.

In our reviews of schools in Saudi Arabia, DJIS are one of only a small number to participate in PIRLS and PISA, something which we applaud, as this is clear evidence of commitment to measuring their students' performance (and therefore educational provision) against schools internationally.

Further, students undergo ongoing assessment using Cambridge tests with regard to their English language skills, determining their subject knowledge, conceptual understanding and higher-order thinking skills. Assessment is in English and is accessible also to speakers of English as a second or foreign language. 

DJIS say that their “flexible, linear assessment structure maximises teaching and learning time, encouraging a strong grasp of the subject being studied. This helps to support new thinking, and encourages cross-curricula connections”.  

Assessment for learning (AFL) is described as an approach to teaching and learning that creates feedback that is then used to improve students’ performance. AFL connects teaching and assessment objectives across curriculum frameworks and syllabuses and helps teachers plan to teach for both the class and the individual student.

The schools support teachers’ understanding of AFL through professional development courses and qualifications. Afl also helps students identify specific goals, and how to achieve them, providing a clear focus for learning while also developing Cambridge learner attributes.

Students are further motivated to perform to their best ability by the 800 Club. DJIS reward students with a perfect 800 score on any SAT exam with a SR 800 gift certificate. In 2020-21, DJIS students earned perfect scores on 13 SAT I & SAT II assessments in English, Mathematics, Chemistry, Biology, and Physics.

What about support for students with additional needs?

Perhaps unsurprisingly, given the background of Superintendent, Mr. Wickens, DJIS are one of the few schools to specifically address the need for support of students with additional learning needs or Gifts and Talents.

According to the schools, since all students have unique talents and develop at different paces, DJIS offer several support services for students and families. This includes interventions, social-emotional support, learning support inclusion services, and enrichment programs.

A particular focus of the schools are their School Counseling Department whose mission is to provide a comprehensive program that addresses the academic and social-emotional wellbeing of students. The schools believe that all students thrive in welcoming, respectful, inclusive learning environments which is why all students have access to a certified/licensed school counselor.

What about the facilities?

The schools provide little information about the facilities, but we understand that they are to a high standard and include a range of specialist facilities including a Theatre/auditorium, Science and IT laboratories, libraries, indoor sports facilities and plentiful outdoor space for sport and recreation. 

The Buzz

One aspect of the schools which we found very positive was the clear evidence of the focus on including the community in the day to day organisation and operations.  

This is evidenced by the existence of a Parent Advisory Committee, which is a volunteer group of interested parents and/or legal guardians who meet monthly to advise the school on parent views and feedback about school programs, policies, plans and activities; organize activities and events, and support parent education;  encourage active parental involvement, communicate with parents, and promote cooperation between the home and the school, and assist parents in accessing systems and programs and to advocate on behalf of ALL parents and ALL students. 

In addition, parents can also volunteer to do a read-aloud for a class reading session and are encouraged to offer their professional services to assist students with internships or community service mentorship.

The schools also have an active Student Council which aims to provide students with an opportunity to develop leadership skills by organizing and carrying out school activities and service projects.  Each class (Grades 8-12) elects one representative that participates in the Student Council. 

In addition to planning events that contribute to school spirit and community welfare and in alignment to school mission and vision, the student council is the voice of the student body.  They help share student ideas, interests and concerns with the school wide community. Ideas are presented, discussed, voted upon and confirmed by the student body president.

Students are further engaged through the Community Service Program, when senior students are encouraged to serve their community.

The Community Service Learning program has been an integral graduation requirement. Students aim to contribute to local, national, and global communities and effect change on a large scale.

Projects have included distribution of prayer mats to those in need while educating them on COVID hygiene, recycling materials to make bird feeders, creating a virtual tour media video of the Dar Jana school campuses, teaching elementary students to cook using chemistry, and hosting an online Sign Language club for elementary students.

If you are a parent, teacher or senior student, please share your opinions and experience with other potential members of your community by completing our Survey.

What about the fees?

Fees at Dar Jana International Schools fall within the moderate category, ranging from 24,000 SAR in KG1 rising to 37,000 in Grade 12.  In addition to the tuition fees, parents will also need to add a further 2,500-3,500 SAR (depending on Grade) for books and Digital resources, and an additional 2,000 SAR for a Chromebook laptop from Grade 1.

Tuition fees are an annual fee. The annual fee is divided into two payments, although the academic year consists of 3 terms. Annual Tuition Fees paid in full receive a 5% discount.

In addition, there are range of one-off or repeating additional fees including a non-refundable and non-deductible registration fee of 4,200 SAR upon acceptance.

Current students are required to submit an annual Reservation fee  of 2,500 SAR to reserve their place for the following academic year, which is deductible from tuition fees.

Learning Support is offered for KG1, KG2, KG3 , Grade 1 ,Grade 2 and Grade 3, for which parents are charged a tuition fee of 34,000 SAR.

The schools also offer a Sibling's discount where the second sibling is entitled to a 10% discount which is deductible from the second payment. 

All fees are non-refundable and non-transferable regardless of the reason(s) and/or time of withdrawal.

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