Al Resalah International School of Science Sharjah (RISS) is an American curriculum school catering for students from Kindergarten through to Grade 12. Part of the Athena Education Group, RISS aims to offer affordable, quality US schooling rooted in traditional Islamic values.

The story so far . . .

Al Resalah International School of Science Sharjah (RISS) opened in 2003 in the popular Al Azra suburb, becoming the third Athena Education school in the Sharjah Emirate (RISS was preceded by Al Zuhour Private School and Al Wahda Private School, and followed by Al Resalah American International School). As part of the Athena Education Group, RISS seeks to encourage the joy of learning in a cultivating and stress-free environment, where students are encouraged to ask questions and challenge ideas while simultaneously developing their individual talents:

“Al Resalah International School of Science is a diverse educational institution that is committed to offering true learning that encourages students to grow into independent individuals who add value to society. Our students are motivated to learn through playing and real experience.”

As a group, Athena Education is built on an extensive list of Founding Values, including: treat children as children; learning should be free of stress; examination is for the teachers and not for the children; allow teachers the freedom to innovate; and allow children to connect with the larger society (to name but a few). Ian McNiff, Group Director of Schools for Athena Education, illustrates for parents the values that will filter down into every Athena school, influencing their aims, environment, and community:

“With our values of social grace in mind, our commitment towards quality education ensures that each individual student becomes an independent, innovative, socially conscious, creative and confident individual. We want to work in close partnership with the community to ensure that all students have choices and make a positive contribution to their school, family, the local community, UAE and the world at large.”

Summing up Athena Education, Founder and Executive Chairman of Athena Education V.N.P. Raj explains that “true learning can only happen through holistic development of the child. Children should have a goal to become creative and be inspired to make something impactful with the resources available to them”. He especially emphasises the value of resilience, as innovation cannot occur without risks, but also highlights the need for children to “cultivate the social values of caring, sharing, and having faith in themselves and others”.

The Athena Education Group also operates five other schools in the emirate of Dubai: Al Sadiq Islamic English School, Grammar School, Oaktree Primary School, American International School, and International Academic School.

RISS’s particular vision centres on nurturing a community through an inclusive learning culture. RISS learners will therefore achieve their academic goals; develop higher order thinking skills; possess a cross-cultural mindset while also preserving Islamic values; be ready for university choices and career opportunities; and ultimately be future contributors to the UAE’s socio-economic prosperity. The school’s aims as an education centre are perhaps best summarised though in their mission statement, where they state their intent to “develop broad-minded and responsible learners who strive to enhance their academic potential through commitment to lifelong learning and to develop the skills needed to positively impact Emirati and global communities”.

RISS certainly seems to have the required framework in place to achieve this goal – the school is accredited by AdvancED, as well as being an SAT exam centre, IELTS test venue, and IC3 authorised centre. In addition, the school claims that all staff members are fully qualified in their field, attend professional development sessions throughout the academic year, and “are carefully chosen to ensure RISS students receive the best education in a safe environment”.

Of course, a school is nothing without the right leadership, and its Principal, Abdelkarim Amdouni, makes his pride for RISS plain to see. In his Welcome Message, Principal Amdouni describes RISS’s commitment to promoting Islamic values and the UAE’s values of tolerance and acceptance, as well as encouraging students to develop as technologically literate, creative, and high-achieving learners:

“We believe that for students to grow, we should provide the learning environment in which students become emotionally intelligent and imaginative learners who achieve beyond the curriculum, national and international standards. We instill in our learners the passion for innovation and creativity to enable them to contribute effectively to the community through volunteering, work experience, and innovative practice.”

Teachers are at the heart of this process, focusing on the child’s individual needs and encouraging collaboration until the student is capable of managing their own learning pathway. RISS is above all things a community, and Principal Amdouni assures parents that even throughout uncertain times, like the Covid-19 pandemic, what “will never change is our commitment to afford our students, families, and community an ideal school environment, care and well-being”.

RISS caters for more than 1,600 students from KG1 to Grade 12. The school day starts at 8.30am and finishes at 1.10pm. Lessons last for 40 minutes, with two 20 minute breaks each day.

What about the Curriculum?

RISS is an American curriculum school, which blends the US’s Common Core Standards with the UAE’s Ministry of Education (MOE) curriculum. This is intended to provide students with all of the instruction they need to achieve internationally-accepted High School diplomas, while also ensuring strong ties to the local culture through subjects such as Arabic Language, Islamic Studies, and Social Studies.

The American curriculum is popular around the world because of its practical application and ease of understanding, a result of its Common Core Standards. These Standards aim to successfully prepare students for both university education and future careers, by clearly defining the knowledge and skills students should gain throughout their K-12 education. To ensure students achieve their desired schooling outcomes, these Standards are aligned with university and career expectations, are informed by other top performing countries, and are based on rigorous content and application of knowledge through higher-order thinking skills.

RISS therefore focuses at the outset on providing a nurturing, skill-based, developmentally appropriate education based on students’ individual needs. Classroom teams work “to develop and adapt instructional plans on a regular basis to meet the diverse learning styles of [our] students”, and have designed the curriculum specifically “to help each student become a confident, successful leader and to help him or her integrate into RISS social community and the community at large”.

Students are first introduced to this process in Kindergarten, where they take a play-based approach to learning and are exposed to both English and Arabic. These years focus on the core subjects of Mathematics, English, and Science, to introduce students to the school environment and begin to build their foundational knowledge. In addition, children engage with Islam from the outset, learning about the Prophet Mohammad’s wisdom and history.

Next, students progress to Elementary School, which runs from Grades 1 to 5. The curriculum at this stage “focuses on student progress, independence, and building knowledge in each content area”, instilling in students a strong foundational knowledge that can be later built upon as subjects become more complex. Elementary School subjects include English, Mathematics, Science, Art, ICT, Arabic, Islamic Studies, Social Studies, Quran, and PE.

Once students reach Grade 6, they officially become part of the Middle School, which runs up to Grade 8. It is during these years that students begin to progress past simple subject knowledge and instead develop their critical thinking and problem solving skills:

“Hands-on projects and team building assignments are designed with the purpose of making studies relevant to students and connected to the world around them. Additionally, students are encouraged to develop effective leadership and negotiating skills when working on long range projects with peers.”

In preparing students to move into High School, RISS therefore implements a Middle School program that focuses on fostering skill development and greater independence. School subjects remain the same, but are studied in greater depth and approached from a cross-curricular perspective.

The final stage of education at RISS is the High School, which covers Grades 9 to 12. The curriculum at this stage “builds upon prior skill and content learning”, and centres on instructional approaches which “are differentiated for each student based on learning style, strengths, and areas of needed support”. RISS believes that the hallmark of this program is the early recognition and consistent re-evaluation of students strengths and interests, which serves to engage them in high-level study. Students are subsequently challenged to learn in creative ways, and to actively collaborate, communicate, and cooperate with both classmates and teachers.

While the school website does not give a comprehensive list of current core and elective subjects, there are mentions of previously-offered or compulsory subjects. For example, English, Science, Mathematics, Social Studies, Physical Education, and ICT are all part of the core curriculum at RISS, and previously offered subjects have included Algebra; Geometry; Calculus; Physics; Biology; Chemistry; Economics; Accounting; and Business.

To successfully graduate, a student must complete a minimum of 21 academic credits in English, Science, Mathematics, Social Studies, Physical Education, and ICT. In addition to scoring at least 60% in all of these subjects, they also have to fulfill all of the program requirements in Arabic and Islamic Studies. Finally, aside from securing their diploma, students at RISS will also sit standardised tests such as the SATs, the IELTS exams, or the TOEFL exams.

Of course, no school experience is complete without the extra-curricular pursuits that ensure students are well-rounded and free to develop their talents. While there is little information on the school website about current after-school clubs, we get the impression that RISS runs many events, informative days, and celebrations throughout the year.

For example, school days have been dedicated to topics such as anti-bullying, tolerance, hygiene, wellbeing, and happiness. Meanwhile, other school days have been given over to national and international celebrations: Flag Day; National Day; Food Day; KSA National Day; Emirati Women’s Day; Elderly Day; Teacher’s Day; International Mother Language Day; Charity Day; Breast Cancer Awareness Day; Environment Day; and Tourism Day. RISS has also previously held Arabic and Quran competitions, and students have had the chance to engage with things like the RISS Magazine, the Math through Art event, Reading Month, Literacy Week, and Science Fairs.

What about Inclusion?

RISS is an inclusive school with a dedicated Special Educational Needs and Disabilities (SEND) Department. At RISS, it is believed that every child has the capacity to learn, and the SEND Department works to ensure that “students with special educational needs will have the opportunity to receive a quality education in the least restrictive environment with peers in their age range”. At the heart of the SEND Department are a number of core beliefs which shape and inform their practices:

1. A student’s reflection of his/her own learning should be taken into consideration with a focus on their highest interest and personal strengths.
   
   
2. All teachers and staff should give appropriate supports to all students regardless of their abilities and/or needs providing them with an equal opportunity to learn.
   
   

3. Our parents of children with special needs play a vital role in supporting their child’s education and are included as a decision making member of the team.

While individual cases should be discussed with the school, RISS’s Inclusion Policy offers a list of needs and disabilities that the school caters for: behavioural, social, or emotional; sensory (visual or hearing); physical disability; communication and interaction (such as Autism or Asperger’s); speech and language disorders; medical conditions; learning difficulties (such as below average general intellectual functioning); specific learning disability (eg. Dyslexia, Dysgraphia, Dyspraxia, or Dyscalculia); significant learning difficulties; Profound and Multiple Learning Difficulty (PMLD); assessed syndromes (eg. Downs syndrome, Stickler syndrome, or Williams syndrome); severe intellectual disabilities; or significant developmental delays.

Department staff include the Principal, Vice-Principal, a Head of Department, a SEND English teacher, and a Special Educator; the department’s role centres on using assessment and planned intervention strategies to support students with all kinds of needs. Targeted areas for services and support include supplementary instructional materials; curriculum access and common core alignment; family engagement; minimally-restrictive environments; positive behaviour supports; and transition guidance.

The SEND Department is responsible for ensuring that:

• All students gain access to resources designed to meet their needs.
  
  
• All students have an equal opportunity to be educated in the least restrictive environment.
  
  
• All students have exposure to the grade appropriate Common Core standards.
  
  
• All students are encouraged to develop an awareness of, and respect for, individual differences.
  
  
• All teachers have access to on-going professional developments, training, and resources in order to fully accommodate all students’ individual needs.

SEND teachers deliver quality instruction, monitor student progress through on-going assessment, and collaborate with classroom teachers. However, classroom teachers are often the first to notice a student struggling, so RISS encourages all teachers to engage in classroom observation in order to proactively identify SEND students. Should a student be identified, the SEND Department then provides parents with guidebooks “to empower them and provide strategies and supports to assist their child’s educational experience” – by involving classroom teachers, SEND teachers, and parents, RISS ensures that students are receiving support from all sides.

All staff are expected to “plan and teach a differentiated curriculum with the assistance of the SENDCO to ensure all children with SEND have access to the full range of the curriculum”. Furthermore, all teachers are required to undertake ongoing staff development, and the school ensures that “all personnel who work with students with special needs have access to relevant in service training opportunities in order to foster evidence-informed practice”.

Commonly implemented practices may include:

• Co-teaching – staff provide students with support in the classroom, rather than students having to go somewhere else for it.
  
  
• Pull Out – students receive support in a separate class for a specific subject or skill.
  
  
• Consultative – students receive support through consultation from a Case Manager on specific areas of need.
  
  
• Self-contained – students receive support in a Resource Room for the majority of the instructional day.
  
  
• Individual Education Plans (IEPs) – determine appropriate support for each child and are developed in consultation with the students’ parents (IEP meetings take place at least twice a year, with the parents in attendance).
  
  
• Behaviour Intervention Plans (BIPs) – developed by the IEP teams to address problem behaviours. Strategies could include positive behavioural interventions; strategies and supports; and program accommodations or modifications.
  
  
• Counselling – to help students recognise and modify behaviors that interfere with learning. Counselling is recommended for students who demonstrate a significant delay or disability in social-emotional development, or who may exhibit behavioural/emotional problems that impact their ability to learn or acquire skills.

Beyond ensuring that all students can meet curriculum requirements, RISS also provides support for Transition students and Gifted and Talented students. ‘Transition’ is the planning for adulthood that SEND students begin in Grade 10 – this support covers the final years of schooling and includes a student exit summary (conducted prior to graduation) which prepares students for life after school. Meanwhile, Gifted and Talented students can be identified in much the same way as SEND students, but are provided with opportunities for extension, to ensure that they are being suitably challenged.

So, it’s easy to see that RISS puts a lot of energy and focus into creating an inclusive environment that can support students regardless of needs or difficulties. And while much of this is surely championed by the school itself, a significant portion of this impetus comes from Athena Education. As a group, Athena are very invested in inclusion, and have a fundamental vision of becoming a truly inclusive group which values quality learning for all students in a sustainable, healthy, and safe education environment:

“At Athena Inclusion we believe that barriers to learning should be addressed, accommodated or removed for those who experience them, in a caring and supportive environment. We believe that Emirati pupils should be recognised and valued in line with the UAE National Agenda.”

For parents who wish to find out more about Athena Education Group’s SEND provisions, they can sign up to the Athena Parent Inclusion Portal and monthly newsletter. The Athena Inclusion community is made up of inclusion practitioners, parents, students, teachers, and leaders who are “dedicated to fully understanding our students to ensure that we provide for their needs in a wholistic and effective manner through professional growth and development in shared practice and consistent upskilling”.

All of the Athena schools welcome applications from ‘students of determination’ (as SEND students are commonly known) and those with specific learning difficulties. While it is advised that applicants and existing students should declare any known disabilities or specific learning difficulties at the earliest opportunity, this is not a barrier to enrolment, but rather a way to ensure that they are recognised and provided with all of the possible entitlements and support available.

What about Academic Achievement?

As is common with many schools in the UAE, RISS has not made its examination results available to the public. 

What the Inspectors Say

Unlike schools in Dubai and Abu Dhabi, Sharjah schools have not participated in regulatory inspections on a regular basis; while there were a few instances of inspections being undertaken by the Ministry of Education, schools did not generally publish the outcomes. With the initiation of SPEA (Sharjah Private Education Authority), the intention is that schools will be inspected using the common framework already in place in Dubai and Abu Dhabi.

However, SPEA has decided to seek a collaborative approach with the schools for this process, and although we understand that initial inspections did take place prior to the Covid-19 pandemic, results of these inspections have not been published.

As a result of the pandemic, Sharjah schools have participated in Distance Learning Evaluations (DLE), implemented by the Ministry of Education throughout the UAE (these results have been published). In its most recent Distance Learning Review Report (2020), RISS’s implementation of distance learning was rated as Partially Developed.

Inspectors commended the successful promotion of participation, which was resulting in high attendance rates, and were satisfied that all students had equal access to distance learning provisions. They also noted that safeguarding policies and procedures were being made available to all stakeholders. The evaluation then went on to report that intended learning outcomes were “clearly outlined and shared with students in lessons”, that the school was covering essential content in key subjects, and that students were “able to complete and submit their assignments in a coordinated way”.

Beyond individual classrooms, the report also praised the school’s leadership team for adapting distance learning provisions and ensuring that the short-term program supported students’ continued learning. Inspectors pointed out that the “long-term planning completed by the leadership team ensures that the possible future scenarios are considered and includes planning for the provision of further resources”.

However, given the Partially Developed rating, the inspectors had a number of suggestions for potential development which would further support both students and staff. For example, the report suggested RISS focus on developing appropriate online assessment processes, particularly for younger students, and provide more personalised constructive feedback on students’ learning. The evaluation also noted that the school could provide personal support for parents and students working from home, as well as offer “clearer communication with parents about their roles in supporting their children’s learning”. Finally, inspectors suggested that RISS work on planning and delivering a wider range of learning opportunities “to ensure students are provided with a balanced provision of academic and non-academic activities”.

If you would like to read the full inspection report – which we strongly advise you to do in order to understand the reasons behind the ratings – you will find it here.

What about Facilities?

RISS occupies a large sandy-coloured building with lots of windows providing natural light. Much of the school is divided into Girls’ and Boys’ sections, and the Kindergarten students also have their own dedicated area with its own Reception. 

The Kindergarten section boasts colourfully decorated corridors and classrooms. Not only is there a dedicated KG canteen, but Kindergarten students also have access to their own reading area. Perhaps most appealing is the spacious indoor hall complete with playground equipment. Classrooms are equipped with a combination of regular whiteboards and interactive whiteboards.

From the Primary School onward, RISS divides into Boys’ and Girls’, although certain facilities are still shared. For example, there is a well-stocked library and reading room for students, as well as a shared clinic. High school students have access to both ICT labs and Science labs. The Boy’s and Girls’ sections each have their own canteen, as well as an indoor hall for sports. There also appears to be an outdoor sports field in the Boys’ section, although no mention of a corresponding outdoor field for the Girls’ section.

The Buzz

WhichSchoolAdvisor.com currently has no reviews available for RISS.

If you are a parent, teacher, or senior student at RISS, please share your experience with other potential members of your school community by taking part in our survey.

What about Fees?

Fees at RISS are mid-range for Sharjah, and include tuition, medical, uniform, books, and VAT (the only cost not included is transportation). A full breakdown can be found below:

Grade	Tuition Fees	Medical	Uniform	VAT 5%	Books	Total
KG1	13,700	200	420	31	950	15,301
KG2	13,700	200	420	31	950	15,301
Gr1	18,300	200	420	31	1,296	20,247
Gr2	18,300	200	420	31	1,296	20,247
Gr3	18,300	200	420	31	1,296	20,247
Gr4	21,700	200	420	31	1,512	23,863
Gr5	21,700	200	420	31	1,512	23,863
Gr6	21,700	200	420	31	1,512	23,863
Gr7	22,800	200	420	31	1,782	25,233
Gr8	22,800	200	420	31	1,782	25,233
Gr9	22,800	200	420	31	2,100	25,551
Gr10	24,000	200	420	31	2,500	27,151
Gr11	25,100	200	420	31	2,500	28,251
Gr12	26,200	200	420	31	2,500	29,351

For those students who require transportation to and from school, RISS runs a bus service for the Sharjah, Ajman, and Umm Al Quwain areas. These fees vary depending on distance and can be paid either monthly or annually:

• Sharjah: AED 4,000 yearly or AED 400 monthly
• Ajman: AED 4,500 yearly or AED 450 monthly
• Umm Al Quwain: AED 5,000 yearly or AED 500 monthly

RISS also offers a number of different discounts that parents can take advantage of:

• Staff (both teaching and non-teaching) are eligible for a 40% discount on tuition fees. A sibling discount is available for tuition fees, where parents can claim a 3% discount on their second child and a 5% discount from their third child onwards.
  
  
• Military/police personnel and medical personnel are eligible for a 3% discount.
  
  
• New admissions to Pre-KG, KG1, and KG2 are eligible for a 3% discount.
  
  
• Parents who complete the full payment of fees before 31 August can claim a 3% discount.
  
  
• Parents who complete the full payment before 31 July (or before the end of the month from the date of admission in the case of mid-term admissions) can claim a 3% discount.

Unlike some of the Athena Education Group schools, “selection of candidates for admission to Al Resalah International School of Science is based on academic qualification”. Prospective students are required to undergo entrance exams which will cover their language arts skills in English and their computation and problem-solving skills in Mathematics. While pre-school applicants do not need to sit entrance exams, “applicants are admitted on the basis of a qualifying interview”.

“Al Resalah International School of Science will accept the best performing students based on their entrance exams until class capacity is reached. After that, students who passed the entrance exam will be placed on the waiting list. The waiting list will be ordered by students’ performances in the entrance exam. If a vacancy opens up, the first student on the waiting list will be accepted.”

To have a chance of securing a place at RISS, students should attain at least 60% in their entrance exams for both English and Mathematics (although students who score between 50% and 59% may be considered if parents can present Marks’ Certificates for Terms 1 and 2). It is also worth noting that students joining the school later who wish to choose the science stream are expected to score at least 80% in Mathematics.

Are you looking for a place for your child, and want help from our school consultants? If so, click on the link below, and we will forward your request for information to the school or schools of the same type that we are confident have availability. This is a free service for our readers. Request Information