Tahfeez ul- Quran

Tahfeez ul- Quran course is a grand endeavor of NIMS Dubai which enables the students to memorize the holy Quran completely following the Thajweed rules.

It is a privilege to us to announce that for about thirty five students have already completed the course successfully and received the degree in a grand convocation ceremony

Today almost 50 students are progressing with this rewarding course under the guidance of well qualified and experienced teachers. By taking inspiration from this rewarding course the sister concerns of NIMS Dubai have also commenced this great venture.
The talented students of our course have won many prestigious international Quran recitation competitions which was conducted under the auspicious leadership of His Highness Sheikh Muhammad Bin Rashid

We wish and pray that this rewarding course, which was started under the directions of honorable Chairman of NIMS Group Haji Dr M.K.Kamaludheen, always bestow him blessings from Almighty.

LABORATORIES

The school has the most advanced fully equipped labs for Physics, Chemistry, Biology and Home Science. Stress is given on practical training. Demonstration, experimentation, project work (both at secondary and higher secondary levels) are done in depth using sophisticated equipments and instruments.

PHYSICS LAB

Classrooms and labs function hand in hand so as to kindle the spirit of enquiry and to venture into the sphere of unknown.  Physics lab is facilitated in an ideal way to unleash the hidden potentials of the young ones.

CHEMISTRY LAB

The school chemistry lab is well equipped to offer a first hand research based learning.  Apart from developing an inquisitive talent, it caters to the methodology of learning by doing.

BIOLOGY LAB

Biology lab opens a world of wonder with its wide variety of specimen facilitated.  It supports a child to go from the known to the unknown and also  to help him unveil the hidden mysteries of nature.

COMPUTER LAB

Life without a computer is unimaginable in the modern world.  All the three computer labs of the school are well equipped to supplement the topics related to IT.

HOME SCIENCE LAB.

A well set up Home Science Lab functions to experiment and discover new spheres of delicacies and to supplement the changing trends of the modern appetite.

MULTIMEDIA LAB

The school multimedia lab assist teachers of all discipline to make the teaching activity oriented utilizing the possibilities of sound, internet and so on.  It is helpful in arranging the teachers’ workshops through video conference facilitating experts of academics from India.

LIBRARY

Our Library endeavors to provide students with opportunities to learn how to utilize materials in a variety of formats to access information .Our library houses a collection of over 15,500 books, the number increasing with each passing year. The library is equipped with subject books, dictionaries, periodicals, reference books, fictions, non fictions and CDs on Curriculum based topics.

The school Library is equipped with reference books, fictions, audio visuals, teaching aids, magazines and periodicals. Adequate facilities are provided for peaceful studies. Books are also issued on loan to pupils, subject to rules and regulation of the library.

The books have been classified according to the Dewey Decimal Classification. We have an “Open Access System” which enables students to access any book freely. Students are given an orientation program at the start of every academic year.

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SMART BOARD

As we are aware of the fact that Technology is an ever changing medium in the world we live in today, we have integrated the SMART BOARD in our Multimedia room which is beneficial for the students as well as the teachers. The device is touch screen that allows the teacher or the student to re-size the content with the touch of a finger.

Smart Boards provide a means of learning for all students, including students with different learning styles. Most students learn by actually doing and physically interacting with a medium, so Smart Boards would give students the opportunity to explore and manipulate concepts of a lesson. Introducing fractions at elementary level through Smart Board makes math interesting . The teacher  prepares an interactive activity where the students would have to go up to the board to identify different fractions. For example, the teacher could have different objects, some the same and some different, and the students would have to come up with the fraction of like objects compared to those of different objects. Since only one person can be up at the Smart Board at a time, the other students would be trying to figure out the problem on their own personal notebooks. Students could then take turns going up.

Another classroom activity incorporating a Smart Board, that teacher could use in the classroom setting, would be the frog dissection application. This application shows a frog on the board along with all the tools and materials needed to complete the dissection. The teacher could set up the lesson by teaching the students the different terms and procedure of dissecting the frog. The application allows for exploration and dissection of the frog, just like an actual frog would allow for. This is a good way to bring reality into the classroom with the use of Smart Boards. Students would still have the same opportunities to learn, just with the use of the new technology. Thus a Smart Board creates visual learners as well as aural and logical thinkers. These are just a few  but there  are numerous options which are beneficial making learning easy and interesting.

Sports and Games

The school runs with a motto of sports for all and it is evidently based on competitive sports.  It ultimately teaches discipline and obedience.  Aiming at the all round personality development it makes the students alert and tactful apart from making them mentally and physically fit.  Parents’ support and students’ enthusiasm help the school achieve better heights and strides every year in the school records.

VOLLEYBALL

We organize Inter school volley ball tournament to enliven the team spirit of the game. The hard work and able guidance of Mr. Nisthar, P E teacher and the coach really lead to visible results.  The school team is the winner of many trophies and in 2008 the team was qualified for the National CBSE Volley ball tournament which was held in Haryana, India. Our team won the championship in  various competitions conducted in UAE.

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FOOTBALL

We offer vigorous football coaching under the able guidance of Mr. Abdul Rahiman, P.E. teacher.  The teams in various levels excel in the game with their spectacular performance. The team won many football matches conducted by Schools and Clubs in Dubai and other Emirates of UAE.

BASKET BALL

The basket ball team is the winner of many regional and interschool tournaments.  Mr. Nisthar, P.E.Teacher displays an excellent work to see that every member of the tem contribute to the winning track.

CRICKET TEAM

The school has also has a well set up cricket team to cater the sportive spirit of the adolescents.

DEPARTMENT OF EMPOWERMENT TO INCLUSION AND WELLBEING(DEIW)

Care, Support, Guidance, Counseling, Inclusion and Wellbeing in education towards equality for students with determination

New Indian Model School in compliance with The Federal Law No. 29, 2006 and Dubai Law No. 2, 2014, and KHDA Inclusion Policy Framework 2017 promotes highly inclusive ethos and is committed to offering an inclusive curriculum to all of its students, to meet their needs or abilities and to ensure the best possible progress for all. The outcome of which will be evident in the values, culture and achievements of the school. The policy provides a guideline to ensure that supports the school to develop internal capacities to identify and remove barriers that restrict achievements and educational experience of Students with Determination.

The School has the duty of recognizing Students with Determination (SwD) as fully participating members of a community of learners. All students should have equitable access to learning, opportunities for achievement, and the pursuit of excellence in all aspects of their educational programs. The school will ensure that inclusion of Students with Determination (SwD) is facilitated through adherence to the Dubai Inclusive Education Policy Framework and Special Education Guidelines adopted by the school based on International Inclusive Education Frameworks.

Students with Determination (SwD) have special educational needs if they have a learning difficulty or disability which calls for inclusion provision to be made for him/her. This provision will be additional or different from that normally available in a differentiated curriculum. NIMS school regards students as having a Special Educational Need if they: a) Have a significantly greater difficulty in learning than the majority of students of the same age. b) Have a disability which prevents or hinders students from making use of facilities of a kind generally provided for others of the same age in mainstream schools.
Dubai Schools Inspection Bureau (DSIB) Definition of SEN states: Special Educational Needs is defined as “Educational needs that are different from those of the majority of students and which arise from the impact of a disability or recognized disorder. The following classifies the categories of Students with SEND as indicated by the DSIB in inspection framework.

DSIB Categories of SEND Cases

Sl. No. Category of SEND Subtypes with brief description
01. Behavioral, Social, Emotional Needs (BSENs) Behavior that presents a barrier to learning. Emotional problems such as depression, eating disorders, attention deficit disorder or attention deficit hyperactivity disorder (ADD/ADHD), Oppositional Defiant Disorder (ODD), Conduct disorder (CD), childhood psychoses and syndromes such as Tourette’s syndrome.
02. Sensory Impairments (SIs) Visual impairment is when a person has sight loss that cannot be fully corrected using glasses or contact lenses. Hearing impairment, deafness, or hearing loss refers to the inability to hear things, either totally or partially.
03. Physical Disabilities (PDs) Disabilities arising from conditions such as congenital deformities, spina bifida and/or hydrocephalus, muscular dystrophy, cerebral palsy, brittle bones, haemophilia, cystic fibrosis or severe accidental injury. It is important to state that there is no necessary direct correlation between the degree of physical disability and the inability to cope with the school curriculum, apart from the elements involving physical activity. Students with severe physical disability may have minimal special educational needs, while those with minimal physical disability may have serious learning needs.
04. Medical Conditions or Health Related Disability (MCHRD) Medical conditions that may lead to an associated “special need”. These conditions may be temporary but are more likely to be ongoing and include such illness as asthma, diabetes and allergies.
05. Speech and Language Disorders – This does not include students with additional language needs (SwALNs) Expressive language disorder – problems using oral language or other expressive language. Students’ understanding of language is likely to exceed their ability to communicate orally. Receptive language disorder – problems understanding oral language or in listening. Global language disorder – difficulties with both receptive and expressive language. Global language disorders affect both the understanding and use of language
06. Communication and Interaction (CaI-ASD) Autistic Spectrum Disorders (ASDs) are neurological disorders that are characterized by difficulties with social communication, social interaction, social imagination and flexible thinking. Asperger’s Syndrome is thought to fall within the spectrum of autism, but with enough distinct features to warrant its own label. It is characterized by subtle impairments in three areas of development. There is no clinically significant delay in cognitive development or in language acquisition. However, students with Asperger’s syndrome often have communication difficulties.
07. Learning difficulties -1 (LD-1) Below average general intellectual functioning often reflected in a slow rate of maturation, reduced learning capacity and inadequate social adjustment.
08. Learning difficulties – 2 (LD-2) Significant learning difficulties which have a major effect on participation in the mainstream curriculum, without support
09. Profound and Multiple Learning Difficulty (PMLD) Complex learning needs resulting in severely impaired functioning in respect of a basic awareness of themselves, the people and the world around them. They may include physical disabilities or a sensory impairment. A high level of support is likely to be required.
10. Assessed Syndrome (AS) A syndrome usually refers to a medical condition where the underlying genetic cause has been identified, and the collection of symptoms is genetically related. Examples of syndromes include: Down’s syndrome, Stickler syndrome and Williams syndrome
11. Dyslexia– Reading Difficulty (RD) Dyslexia is a specific difficulty with learning to read fluently and with accurate comprehension despite normal or above average intelligence. This includes difficulty with phonological awareness, phonological decoding, processing speed, orthographic coding, auditory short-term memory and language skills/verbal comprehension
12. Dysgraphia – writing/spelling Difficulty  (WSD) Dysgraphia is a specific learning difficulty that affects written expression. Dysgraphia can appear as difficulties with spelling, poor handwriting and trouble putting thoughts on paper. Dysgraphia can be a language-based and/or non-language based disorder
13. Dyscalculia – Difficulty in Using Numbers (DUN) Dyscalculia is a specific learning difficulty that affects the ability to acquire arithmetical skills. Learners with dyscalculia may have difficulty understanding simple number concepts, lack an intuitive grasp of numbers and have problems learning number facts and procedures.
14. Dyspraxia – Fine and Gross-motor Skills (FGMSs) Dyspraxia goes by many names: developmental coordination disorder, motor learning difficulty, motor planning difficulty and apraxia of speech. It can affect the development of gross motor skills like walking or jumping. It can also affect fine motor skills or speech. Dyspraxia is not a sign of muscle weakness. It is a brain-based condition that makes it hard to plan and coordinate physical movement.

 DEIW Screenings and Assessments
Screening tests are assessment tools designed to identify the presence or absence of a target disorder (such as ASD, ADD, ADHD or OCD) or condition (such as personality disorder or cognitive impairment). Administration of screening tests is to rule out the presence of important co-morbid conditions, such as depression or conduct disorder, at the initiation of care. Thus, screening tests are similar to diagnostic instruments like structured diagnostic interviews (such as the ADI), but are briefer and typically less precise. The purpose of screening is to determine whether a child needs assessment. The purpose of assessment is to gather the detailed information needed for a Treatment Plan or Educational Plan that meets the individual needs of the child. Many standardized instruments and interview protocols are available to help counselors perform appropriate screening and assessment for children. Screening involves asking questions carefully designed to determine whether a more thorough evaluation for a particular problem or disorder is required or not. Many screening instruments require little or no special training to administer.

Internal Wave System (IWS)
The school follows an International Wave System [IWS] which helps us to understand the psycho-educational intervention at three different levels. The Scoring pattern of Students Wave Identification Test (SWIT) has been categorized by the Governor of Inclusion and Wellbeing in accordance with International Wave System (IWS). If the student will score below 20% on SWIT, then the student will be considered as wave-1 case. The wave-1 students will be on 1st Quality Inclusive Teaching by Teachers [1QITT] in general inclusive classroom.

The scores between 20-27% on SWIT will be interpreted as the borderline or at risk cases and will be considered as wave-2 cases. The interventions will be 1st Quality Inclusive Teaching + Internal DEIW services + Individualized Learning Plans [ILPs] or Group Remediation Plans (GRPs).
The scores above 27% on SWIT will be interpreted as Mild to Severe Cases of learning and behavioral difficulties, and the interventions will be 1st Quality Inclusive Teaching + Internal DEIW services + Individualized Educational Plans [IEPs] + External Therapies & Consultations + Concessions & Exemptions. These cases will be considered as Wave-3. Further wherever required detailed psycho-educational assessments are conducted by the school counselors and special educators with the consent from parents.

 

Prayer Room

“Be guardians of your prayers, and of the mid-most prayer, and stand up with devotion to Allah.” [Quran 2:238]

If the Islamic Society is a body, then the Mosques and Prayer Room are its heart.Salaah or Prayer is the second and most important pillar of Islam, and is obligatory on every Muslim man and woman after reaching adolescence.

“Pray to me and I will hear your prayer” Quran (40:60).

The importance of regular prayer is recognized and well-established in NIMS, Dubai. Hence a mosque for men and a separate prayer room for female staff and students are provided.

Among all the wonderful benefits of praying, here is why Prayer is so important a deed in Islam:

  • A pillar of Islam.
  • Allah is with those who pray.
  • Prayer leads to Taqwa.
  • Prayer is a believer’s deed.
  • Prayer results in Allah’s blessings.
  • Enormous reward on the day of judgment /Akhirat.

School Canteen

The School Canteen serves nutritious and healthy snacks and beverages like fruit salad, sandwiches etc. It is a well stocked facility and a strict standard of hygiene is maintained. It functions throughout the school timings.