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Empowering Minds, Building the Future

Quality education, innovation, diversity, character development, global perspective, community-driven, excellence.

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đź‘‹ Welcome, Explore, Thrive.
đź‘‹ Welcome, Explore, Thrive.

Where Educational Excellence Begins

Quality education, innovation, diversity,
character development, global perspective, community-driven, excellence.

đź‘‹ Welcome, Explore, Thrive.

Exploring the Wonders of Science

Quality education, innovation, diversity, character development, global perspective, community-driven, excellence.

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Please note that our school has moved to its new location at:
3025 Al Harith Ibn Amira Street
Al Taiwan District
Riyadh 12477, Saudi Arabia
For Directions, Please Click Here

Educational Pathways

Discover Al Faris : From early years through high school, our tailored pathways nurture individual potential while fostering lifelong learning, leadership, and character. Join our community in paving the path to excellence.

Early Years
From 3 to 5 Years
PYP
From 1 to 5 Years
MYP
From 11 to 16 Years
DP
From 16 to 19 Years
SAT
Option,Grades 11-12

EY-PYP: PreK-KG 2

he Little Knights Pre-Kindergarten and Kindergarten program is a child-centered, developmentally appropriate, integrated program of learning for children 3-5 years old. The purpose of the program is to establish a strong foundation for learning in the early years, and to do so in a safe and caring, play-based environment that promotes the physical, social, emotional, and cognitive development of all children. Our learning activities provide children with opportunities for free exploration, cater for children’s development and interests, make use of sensory stimulation and real-life themes, and create a friendly and respectful atmosphere.

Holistic Development: The program fosters the physical, social, emotional, and cognitive growth of children aged 3-5, establishing a well-rounded foundation for future learning.
Multilingual Proficiency: With instruction in English, Arabic, and supplementary French, students gain language skills that prepare them for further education and intercultural communication.
Early Learning Advantage: Early exposure to diverse learning activities, sensory stimulation, and real-life themes ignites curiosity, creativity, and cognitive skills, giving children a strong head start in their educational journey.
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What age group is the program designed for?

The program is designed for children aged 3-5 years, providing a child-centered, play-based environment that promotes holistic development.

What language skills are emphasized in the program?

The primary language of instruction is English, preparing students for PYP Years 1-5. Arabic is taught as the mother tongue, and French is introduced as a supplementary language.

Why is early language exposure beneficial?

It boosts cognitive skills, creativity, positive attitudes towards cultures, and later language learning.

Primary Years Program (PYP) Years 3-12

PYP, for ages 3-12, offers an engaging transdisciplinary curriculum. It focuses on inquiry-based learning, holistic child development, and effective assessment practices.

Engaging Learning: PYP offers an exciting curriculum for ages 3-12, sparking curiosity.
Connecting Subjects: PYP links subjects for holistic understanding.
Active Inquiry: PYP focuses on inquiry-based learning, nurturing curiosity and participation.
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What is the main focus of the PYP Programme?

The PYP aims to develop an engaging, relevant, and challenging curriculum for learners aged 3 to 12, fostering holistic growth.

How is the PYP curriculum structured?

The PYP is structured into three components: the written curriculum (what students will learn), the taught curriculum (how educators teach), and the assessed curriculum (principles and practices of effective assessment).

What is the core emphasis of the PYP's transdisciplinary framework?

The PYP framework prioritizes the holistic development of the child as an inquirer, both within and beyond the school environment, emphasizing inquiry-based learning.

FIS_ PYP Handbook

PYP Handbook : Click here to download the PDF

Middle Years Program (MYP) Grades 6-10

Whatis the MYP Programme?
Learn more

The MYPProgramme is designed for students aged 11 to 16, and is given from Gr 6 – 10at FIS. In the MYP Programme, Grade 6 is referred to as “Year 1” while Grade 10is referred to as “Year 5.” It provides a framework of learning that encouragesstudents to become creative, critical and reflective thinkers. The MYPemphasizes intellectual challenge, encouraging students to make connectionsbetween their studies in traditional subjects and the real world. It fostersthe development of skills for communication, intercultural understand an globalengagement – essential qualities for your people who are becoming globalleaders.

The MYP isflexible enough to accommodate most national or local curriculum requirements.It builds upon the knowledge, skills, and attitudes developed in the IB PYPProgramme and prepares students to meet the academic challenges of the IBDiploma Programme (DP) our school offers.



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The IB Middle Years Programme:
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  • Addresses holistically the student’s intellectual, social, emotional, and physical well-being.
  • Provides students opportunities to develop the knowledge, attitudes, and skills they need in order to manage complexity and take responsible action for the future.
  • Ensures breadth and depth of understanding through study in eight subject groups.
  • Requires the study of at least two languages (language of instruction and additional language of choice) to support students in understanding their own cultures and those of others.
  • Empowers students to participate in service within the community.
  • Helps to prepare students for further education, the workplace, and a lifetime of learning.
FISMYP Curriculum
The MYP consists of eight subject groups:
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Language & Literature Mathematics Sciences Individuals & Societies
Arts Design Physical & Health Education Language Acquisition

The MYP aims to help students develop their personal understanding, their emerging sense of self and responsibility in their community. MYP teachers organize the curriculum with appropriate attention to:
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  • Teaching and learning in context: Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges, and what it means to be internationally minded.
  • Conceptual understanding: Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local, and global significance and examine knowledge holistically.
  • Language and identity: MYP students are required to learn at least two languages. Learning to communicate in a variety of ways is fundamental to their development of intercultural understanding and crucial to their identity affirmation.
  • Approaches to learning (ATL Skills): A unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of their knowledge and skills in unfamiliar contexts. Developing and applying these skills helps students learn how to learn. MYP students must develop the following skills by the end of the programme.
ATL Skill Categories ATL Skill Clusters
Communication I. Communication
Social II. Collaboration
Self Management III. Organization
IV. Affective
V. Reflective
Research VI. Information Literacy
VII. Media Literacy
Thinking VIII. Critical Thinking
IX. Creative Thinking
X. Transfer
  • Service as action (community service): Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members for the community who demonstrate a commitment to service, making a positive difference to the lives of others and to the environment. Service as action is an integral part of the programme. Each student at FIS is expected to participate in community service that is an extension from the unit studied or as a stand-alone activity.
MYP Assessment

The MYPprogramme consists of both internal and external assessments, both of which areconsistent around the world. Internal assessments consist of both formative and summative assessments. Formative assessments take place throughout the unit in order to monitor student progress, whereas summative assessments are done at the end of a unit. MYP internal assessments – whether formative or summative – include a wide variety of strategies, tools, and tasks that include open-ended, problem-solving activities and investigations, organized debates, tests and examinations, hands-on experimentation, analysis, and reflection.
are consistent
Assessment in the MYP is criterion-related (A, B, C, D), whereby each subject group in the MYP has a set of four criteria.

A B C D
Language & Literature Analyzing Organizing Producing text Using language
Language Acquisition Listening Reading Speaking Writing
Individuals & Societies Knowing and understanding Investigating Communicating Thinking critically
Sciences Knowing and understanding Inquiring and designing Processing and evaluating Reflecting on the impacts of science
Mathematics Knowing and understanding Investigating patterns Communicating Applying mathematics in real-world contexts
Arts Knowing and understanding Developing skills Thinking creatively Responding
Physical & Health Education Knowing and understanding Planning for performance Applying and performing Reflective and improving performance
Design Inquiring and analyzing Developing ideas Creating the solution Evaluating
MYP Projects Planning Applying Skills Reflecting
Interdisciplinary Evaluating Synthesizing Reflecting

Each criterion mentioned is split into different levels of achievement that appear in bands. Each band is described by means of descriptor levels. Teachers at FIS follow the level descriptors provided by the MYP to choose levels 1 – 2, 3 – 4, 5 – 6, or 7 – 8. Level 0 is given for students who do not achieve the level descriptors.
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As a final mark for eachsubject group (per year or even when acquiring an MYP certificate after Year5), students can score a total of 32 marks in each subject group. The MYP hascreated a set of criteria that converts overall marks to a set of grades from 1– 7, which are as follows:

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Grade Boundary Guideline Descriptor
1 1 – 5 Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge or skills.
2 6 – 9 Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for many concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.
3 10 – 14 Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.
4 15 – 18 Produces good-quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.
5 19 – 23 Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, and, with support, some unfamiliar real-world situations.
6 24 – 27 Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.
7 28 – 32 Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in a variety of complex classroom and real-world situations.
Interdisciplinary Teaching & Learning

Interdisciplinary teaching and learning is an integral components of the MYP. It builds a connected curriculum that addresses the developmental needs of students and prepares them for further academic study and life in an increasingly interconnected world. The MYP uses concepts and contexts as starting points for meaningful integration and transfer of knowledge across the eight subject groups.

Interdisciplinary learning can take place between different subject groups and between different disciplines within a subject group to encourage broader perspectives on complex issues and deeper levels of analysis and synthesis. Interdisciplinary connections must be meaningful.

In the MYP, interdisciplinary learning is the process by which students come to understand bodies of knowledge and modes of thinking from two or more disciplines and then integrate them to create a new understanding. Students demonstrate this by bringing together concepts, methods, or forms of communication to explain a phenomenon, solve a problem, create a product or raise a new question in ways that would have been unlikely through a single discipline.
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At FIS, students in Years 1 – 3 will complete one interdisciplinary unit each year, whereas those in Years 4 and 5 will complete two interdisciplinary units per year.
  • Develop a deeper understanding of learning skills and apply them in meaningful contexts.
  • Integrate conceptual learning, ways of knowing, and methods of inquiring from multiple disciplines.
  • Inquire into compelling issues, ideas and challenges by creating products or explaining phenomena.
  • Reflect and communicate understanding of the interdisciplinary learning process.
IB MYP Course Results & the IB MYP Certificate

For students seeking a formalqualification at the end of the programme, the IB offers eAssessments in Year 5that lead to IB MYP course results and the IB MYP Certificate.

At FIS, students will have theoption to either obtain IB MYP course results or the IB MYP Certificate. Inorder to achieve these qualifications, students must complete eAssessments,which consist of the following three strategies:
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  • ePortfolios of carefully defined coursework in language acquisition, arts, design, and physical and health education. These will be marked internally by our teachers at FIS, and then will be sent to IBO headquarters for moderation. Moderation is the process whereby IB examiners go over our teachers’ marking system to ensure that all assessments have been marked in a fair manner. The IBO has the right to raise or lower all students’ marks depending on whether teachers have been too harsh or lenient with their marking respectively.
  • On-screen examinations (two hours in duration) for selected courses in language and literature, language acquisition, individuals and societies, sciences, mathematics, and interdisciplinary learning. They are held in May of each academic year.
  • Personal project: a student-centered and age-appropriate extended project in which students consolidate their learning throughout the programme. Each student develops a personal project independently, producing a truly personal and creative piece of work that stands as a summative review of their ability to conduct independent work. While other eAssessments are optional (depending on whether students would like to acquire the IB MYP course result or the IB MYP Certificate), all MYP Year 5 students must take part in a mandatory personal project eAssessment.
  • MYP Course Results: Students aiming to complete MYP course results should complete either ePortfolios and/or on-screen examinations for selected subject groups, along with completing a personal project and participating in community service.
IB MYP Certificate
Students aiming for acquiringan IB MYP Certificate must meet the following criteria:
  • Five on-screen examinations (language & literature, mathematics, sciences, individuals & societies, and interdisciplinary assessment)
  • One ePortfolio from a course of study in language acquisition
  • One ePortfolio from a course in physical and health education, arts, or design
  • The personal project
  • Fulfilling FIS’s expectations for community service
Personal Project Exhibition

\Our students showcase their Personal Projects in our annual Personal Project Exhibition that usually takes place in Term 2. Some of our Personal Project topics are as follows:
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  • Building an Aquaponic System
  • Learning Arabic Sign Language
  • Building a Computer
  • Spreading Awareness of Disease
  • Learning Embroidery
  • Writing a Short Story
  • Painting
  • Becoming Certified in CPR
  • Designing a Dream House
  • Creating a Cookbook
  • Recycling
  • Learning a New Language
  • Learning a Sport
  • 3D Modeling & Printing
FIS MYP Handbook

MYP Handbook : Click here to download the PDF

Whatis the Diploma Programme?

 The Diploma Programme (DP) is a rigorous pre-university course of study designed for students in the 16 to 19 age range. It is a broad-based two-year course that aims to encourage students to be knowledgeable and inquiring, but also caring and compassionate. There is a strong emphasis on encouraging students to develop intercultural understanding, open-mindedness, and the attitudes necessary for them to respect and evaluate a range of points of view. 

The course is presented as six academic areas enclosing a central core. Students study two modern languages (or a modern language and a classical language), a humanities or social science subject, an experimental science, mathematics, and one of the creative arts. Instead of an arts subject, students can choose two subjects from another area. It is this comprehensive range of subjects that makes the Diploma Programme a demanding course of study designed to prepare students effectively for university entrance. In each of the academic areas, students have flexibility in making their choices, which means they can choose subjects that particularly interest them and that they may wish to study further at university. Normally, three subjects (and not more than four) are taken at higher level (HL), and the others are taken at standard level (SL). The IB recommends 240 teaching hours for HL subjects and 150 hours for SL. Subjects at HL are studied in greater depth and breadth than at SL.

In addition, three core elements—the extended essay, theory of knowledge and creativity, activity, service—are compulsory and central to the philosophy of the programme.

Assessment.
At the end of the two-year program, candidates are assessed both internally and externally in ways that measure individual performance against stated curriculum and assessment objectives for each subject.
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In all subjects, at least some of the assessment is carried out internally by teachers, who mark individual pieces of work produced as part of a course of study. Examples include oral exercises in language subjects, projects, student portfolios, reports, class presentations, practical laboratory work, mathematical investigations, and artistic performances. Some assessment tasks are conducted and overseen by teachers but are then marked externally by examiners. Examples include written assignments or tasks for language subjects in groups 1 and 2, the essay for the theory of knowledge, and the extended essay.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the larger share of the assessment for most subjects. The grading system is criterion-related as results are determined by performance against set standards; validity, reliability, and fairness are the watchwords of the Diploma Programme assessment strategy.

Approaches to Learning (ATL Skills)
A unifying thread throughout the PYP, MYP, and DP programs is approaches to learning (ATL) skills, which provide the foundation for independent learning and encourage the application of students’ knowledge and skills in unfamiliar contexts. Developing and applying these skills helps students learn how to learn. Students must develop the following skills by the end of the programme: communication, social skills, self-management, research, and thinking.
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Learn more Learn more
SubjectGroups

As can be seen in the DP model on p. 6, the Diploma Programme consists of six subject groups:
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  • Group 1: Studies in Language & Literature
  • Group 2: Language Acquisition
  • Group 3: Individuals & Societies
  • Group 4: Sciences
  • Group 5: Mathematics
  • Group 6: The Arts
Full diploma candidates are required to take one subject from each of Groups 1 to 5. Since we currently do not offer arts at our school, students may select a second subject from either Group 3 or Group 4.

Assessment
Each of the six IB subjects will be marked using the IB
7-pointscale. These marks are interpreted as follows:
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  • 7 – Excellent
  • 6 – Very Good
  • 5 – Good
  • 4 – Satisfactory
  • 3 – Mediocre
  • 2 – Poor
  • 1 – Unacceptable
  • N – No Score Awarded (due to failure to submit work)
Core Subjects

The core subjects are also a requirement for the full diploma.  They are, however, individually recognized as stand-alone offerings, whereby course certificate candidates (i.e., students taking selected IB courses and will receive a certificate for these selected courses only) may select at least one of the core subjects during their two-year IBDP programme. A brief description of the core subjects are as follows:

  • The extended essay (EE) has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest and acquaints students with the independent research and writing skills expected at university.
  • The interdisciplinary theory of knowledge (TOK) course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other perspectives.
  • Participation in the CAS programme (creativity, activity, and service) encourages candidates to be involved in artistic pursuits, sports, and community service work. The programme fosters students’ awareness and appreciation of life beyond the academic arena.
CAS Assessment
The seven CAS is not formally assessed, but students need to document their activities and provide evidence that they have achieved theseven learning outcomes.
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  • Students do not receive a CAS grade. CAS is pass or fail and you cannot receive an IB diploma without passing CAS.
  • All CAS students are expected to maintain and complete a CAS portfolio as evidence of their engagement with CAS. The CAS portfolio is a collection of evidence that showcases CAS experiences and student reflections; it is not formally assessed.
  • Completion of CAS is based on student achievement of the seven CAS learning outcomes.
TOK & Extended Essay Assessment
‍Students will get assessed on two components of TOK:
  • TOK Exhibition (completed by the end of Year 1)
  • TOK Essay (completed by Term 2 of Year 2)
These are both internally assessed by our teachers, and the marks are then sent to the IB for moderation purposes.The Extended Essay is externally assessed by an IB examiner. Both the TOK and Extended Essay components are given a mark (A to E letter scale) that is entered in the Diploma Points Matrix below to award a possible maximum of 3additional points that are added to students’ Diploma score. Candidates who do not submit satisfactory work in either component will not receive an IBDiploma.
FailingConditions
  • A student does not submit an extended essay and/or the two TOK components.
  • If a student scores an E in either component, the diploma will not be awarded.
Awardingan IB Diploma

To be a successful IB Diploma student, it is necessary to be well organized and punctual. It is essential for students to manage their time appropriately and prioritize tasks efficiently. The importance of adhering to internal deadlines is paramount
Six required.
There is a maximum of 7 points available for each of the sixrequired courses. In addition, there are 3 points available for the combination of TOK and the Extended Essay. Therefore, the maximum number of points available is 45.

In general, in order to receive the IB Diploma, a student must score at least a 4 in each subject, or a minimum total of 24 points. Earning a score of 24 points, however, does not always guarantee the awarding of an IB Diploma. The full criteria for earning the IB Diploma are enumerated below.

The IB Diploma will be awarded to a candidate whose total score is 24 or greater points, provided all of the following requirements have been met:
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  • Numeric grades have been recorded in all six subjects registered for the IB Diploma.
  • All CAS requirements have been met.
  • Grades A to D have been awarded for both Theory of Knowledge and the Extended Essay.
  • There is no grade of 1 in any course.
  • There is no grade of 2 in more than 2 courses.
  • There is no grade of 3 in more than 3 courses.
  • At least 12 points have been earned in HL courses (candidates who register for four HL courses must earn at least 12 points in their 3 highest scoring HL courses).
  • At least 9 points have been earned in SL courses (candidates who register for two SL courses must earn at least 5 points in SL courses).
  • The final award committee has not judged the candidate to be guilty of malpractice.
CourseSelection at FIS

Students wishing to pursue the IB Diploma must take one class from each of Groups 1 – 5, as well as a sixth class either from Group 6 or a second class from Groups 3and 4. The courses must be taken at the following levels:
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  • 3 Higher Level (HL) courses and 3 Standard Level (SL) courses
  • 4 Higher Level (HL) courses and 2 Standard Level (SL) courses
In addition, all IB Diploma candidates must complete the requirements of the three core subjects.
*Pamoja is an IB-authorized, online learning platform that enables students to take subjects that we do not offer at school. It relies heavily on independent learning. Pamoja charges students additional fees per subject on an annual basis.
FIS IBDP Handbook

IBDP Handbook : Click here to download the PDF

American Diploma (SAT) Option,Grades 11-12

Students entering Grades 11-12 atFIS have the option for the IB Diploma course or the American Diploma (SAT)course.  The American Diploma is arigorous high school curriculum designed to prepare students for the SATReasoning Test administered by the College Board and used as a standard ofuniversity admission worldwide, especially for those seeking higher educationin the United States.  At the end of thecourse, students are granted the equivalency of an American high schooldiploma.  Our American Diploma course iscurrently certified by Cognia (formerly AdvancEd).
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OurSAT track is an alternative pathway for students in Grades 11 and 12 who do notseek an IB Diploma
Students aregranted the equivalency of an American high school diploma
Our SAT courseis fully certified and prepares students to sit for the SAT Reasoning Test,thus enabling successful application to colleges and universities worldwide.
What subjects are taken in theAmerican curriculum?

Our curriculum is based on the US Common Core andincludes the following mandatory subjects: English Language and Literature;Mathematics (trigonometry, pre-calculus, calculus); World History; Sciences(physics, chemistry, and biology as separate courses); Arabic Language, Art,Design and Technology; Computer

Can I take the SAT Reasoning Test at FIS?

Yes, Al Faris International School is a certified SATtesting center; however, students must register for the exam through theCollege Board website.

Do you offer ACT/AP Courses?

FIS does not currently offer ACT or AP courses, norare we an AP or ACT testing center.  Ourstudents who require ACT/AP courses should complete them individually online orthrough a local center.

School tour

In 02:54 min

Journey Through Excellence: Virtual Tour of Our Vibrant School Campus

At Alfaris International School, education is an immersive journey. Our dedicated educators foster curiosity, critical thinking, and global understanding. We empower students to excel academically, develop character, and embrace diverse perspectives for a bright future.

Educational Experience

Unlock boundless potential through our immersive educational experience, fostering intellect, creativity, and character in every student.

20 Nationalities
Represented

Our campus proudly represents 20 nationalities, fostering a tapestry of cultures and viewpoints. This multicultural environment enriches education, nurtures global awareness, and promotes unity among students.

90% University
Attendance rate

With a remarkable 90% university attendance rate, our school empowers students for successful futures. Our education equips graduates with the skills, knowledge, and confidence to excel in higher education and beyond.

FAQs

How do I begin the admission process at Alfaris International School?

To begin our admissions process, please provide some basic information about your student(s) with our inquiry form at the top of our admissions page.  You will then be put in touch with our Admissions Coordinator to schedule an entrance assessment.

Can you provide information about the required documents for enrollment?

During enrollment, you will need to provide various documents, including birth certificates, previous school records, health records, and passport-sized photos. A detailed list is available on our Admissions page.

Are there any assessments or interviews as part of the admission process?

Yes, assessments or interviews may be part of our admission process. These help us understand your child's academic level and fit within our community. Specific details will be communicated upon application

What is the timeline for admission decisions and notifications?

Decisions are usually available within 1-2 days following the exam, with the exception of special cases or peak registration periods which may be longer.  Parents will be notified by phone or text message.

Is there a waitlist for specific grade levels, and how does it work?

Yes, we maintain a waitlist for certain grade levels if available spots are filled. If a spot becomes available, we contact families on the waitlist based on the application date and priority criteria.

Still have questions?

Get in touch with us.

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