How Do I Know If My Child Is On Track in the British Curriculum in the UAE?

04/07/2025 / Online Tutoring

Understanding the Curriculum Abroad

Many British families in the UAE choose the British curriculum because it provides a familiar educational structure. From Reception through to A-levels, the curriculum is designed to be both progressive and rigorous, with each stage building on the last. But being in a British school overseas can bring its own uncertainties. You may wonder whether the version of the curriculum taught abroad mirrors the one back home—and more importantly, whether your child is meeting the expectations set out for their year group.

While most schools follow the National Curriculum for England, their interpretation and delivery can vary slightly. International British schools often blend traditional UK elements with enhancements—such as international benchmarks, broader enrichment programmes, and, at times, different approaches to assessment. This means it’s entirely reasonable for parents to seek reassurance that their child is where they need to be.

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What “On Track” Actually Means

When schools report that a child is “on track”, they’re generally indicating that the pupil is working at a level deemed appropriate for their age and stage of schooling, based on national standards from the UK curriculum. This doesn’t necessarily mean the child is achieving top marks; rather, they’re meeting the expected outcomes for their year group across key areas of learning. It’s a measure of adequate progress, rather than exceptional attainment.

In the early years—specifically within the Foundation Stage (Nursery and Reception)—progress isn’t assessed through traditional tests or grades. Instead, teachers observe children across a range of areas such as communication, physical development, and personal, social and emotional growth. Milestones such as being able to hold a pencil correctly, follow instructions, or recognise letters and numbers are tracked through ongoing observation and play-based assessment. The focus here is not academic rigour but developmental readiness, laying the groundwork for future learning.

As children move into Key Stage 1 and 2, assessments become more formalised. Progress in reading, writing, and mathematics is monitored closely, with teachers using classroom tasks, marking, and informal quizzes to evaluate how well each child understands core concepts. While the approach remains holistic, the expectations become more precise. A Year 3 pupil, for example, might be expected to use joined handwriting, solve problems involving money, or use punctuation consistently. Progress at this stage is less about exam scores and more about building fluency and independence.

By Key Stage 3 and beyond, particularly in the GCSE and A-level years, assessment becomes more subject-specific and increasingly focused on exam preparation. Pupils are expected not only to retain and apply knowledge but to demonstrate critical thinking, analysis, and the ability to argue a viewpoint. Here, “on track” might be judged against predicted grades, coursework performance, and readiness for the next stage of education or career pathways.

To describe attainment and progress, schools often use tiered descriptors such as “emerging”, “developing”, “expected”, and “greater depth”. While these terms aim to simplify the picture of a child’s learning journey, they can sometimes create confusion. For instance, if a Year 5 student is said to be “developing” in maths, what does that actually mean? Is it an indicator of falling behind, or is the pupil simply solidifying their understanding before moving on? Similarly, “greater depth” might suggest high achievement, but what does it look like in practical terms? Is the child applying their learning in novel ways, or exceeding expectations in tests?

It’s worth asking these questions during parent-teacher meetings or whenever you receive a written report. Not all schools will define these categories in the same way, and they may change slightly depending on the subject or year group. Being proactive in asking for clarification helps avoid unnecessary worry—or missed opportunities to stretch a child further.

Alongside teacher assessment, many British curriculum schools in the UAE make use of standardised testing to provide additional evidence of attainment. These include GL Progress Tests (in English, maths, and science) and the Cognitive Abilities Test (CAT4), which measures reasoning ability across verbal, non-verbal, quantitative and spatial domains. Unlike classroom tests, which assess what a child has been taught, these standardised assessments compare a pupil’s performance to wider benchmarks—either nationally or internationally. This can help pinpoint particular areas of strength, identify learning gaps that might not have been obvious in day-to-day lessons, or even highlight high potential that hasn’t yet translated into classroom outcomes.

Used alongside teacher insight, these tools help schools build a rounded picture of each child’s progress and potential. It’s this blend of professional judgement, evidence from daily learning, and wider benchmarking that informs whether a child is considered “on track”. Understanding how these elements work together can be invaluable in supporting your child effectively—and in feeling confident about their educational journey.

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Interpreting Progress Through Behaviour and Attitudes

Not all progress is academic, and sometimes the clearest indicators of how well a child is doing come from less tangible sources—their overall attitude, behaviour, and emotional wellbeing. A child who bounds into school in the morning, chats enthusiastically about their lessons, and approaches homework without excessive stress is likely to feel safe, confident, and supported in their environment. These are important signs that they are not just surviving the school day, but actively engaging with it.

By contrast, if your child regularly complains of headaches or stomach aches before school, becomes noticeably withdrawn at the mention of a certain subject, or is unusually irritable when asked about their schoolwork, it may signal underlying difficulties. Perhaps they’re finding the pace too fast, or maybe they’re experiencing social worries or a dip in self-confidence. These kinds of concerns don’t always show up in marks or assessments, which is why it’s so valuable to stay attuned to the emotional backdrop of your child’s school experience.

It’s also helpful to keep in mind that every child develops at their own pace. Some may grasp reading early and fly through chapter books in Year 2, while others take longer to build fluency and confidence. Likewise, a child might show real flair for creative writing but need repeated practice to master multiplication tables. None of this is cause for alarm—it’s a natural part of individual learning trajectories. What matters more than isolated moments of struggle is the overall pattern over time.

That said, if you notice consistent difficulties across multiple subjects or a marked drop in motivation, it’s wise to look more closely. Sudden changes—like a once-engaged learner who now seems disinterested, or a confident child who becomes increasingly anxious—are worth raising with the school. Children don’t always have the language to express what’s wrong, but their behaviour often speaks volumes.

Parent-teacher meetings are ideal moments to delve into this. Beyond discussing grades or targets, you might ask: How does my child respond to feedback? Are they beginning to take initiative with their learning? Do they contribute during discussions, or tend to sit back? Do they work well with others, or prefer to be on their own? These types of questions can uncover valuable context that data alone may miss.

Teachers spend a great deal of time observing students in both structured and unstructured settings. They may notice subtle shifts in body language, group dynamics, or a child’s ability to manage setbacks that aren’t obvious at home. Likewise, you may have insight into your child’s feelings or worries that the teacher hasn’t yet seen. When both perspectives are shared openly, it allows for a fuller understanding of how your child is really doing—not just academically, but in terms of their whole-school experience.

Progress, after all, isn’t just about meeting academic milestones. It’s about nurturing resilience, curiosity, and a positive sense of self. When those things are in place, academic progress tends to follow. So if your child is happy, supported, and steadily growing in confidence, it’s a strong sign they’re on the right track—even if the test scores don’t tell the full story.

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Working in Partnership With the School

In the UAE’s international school landscape, where families often come from a wide range of educational backgrounds and cultures, clear communication between home and school is particularly important. When concerns arise—whether academic, social, or emotional—it’s best to engage early. Most British curriculum schools in the UAE place a strong emphasis on parental involvement and are very willing to work closely with families to support children’s progress.

Start by speaking to your child’s class teacher, form tutor, or head of year. They will usually have a good understanding of your child’s day-to-day experiences and can advise whether what you’re seeing at home is reflected in the classroom. Many schools also have pastoral teams or inclusion departments dedicated to supporting pupils with learning differences or emotional needs, and it’s worth asking how these services are accessed if needed.

It’s also helpful to understand what type of academic support the school offers. Some schools provide after-school help sessions, in-class interventions, or additional support for English language learners. Others may run enrichment programmes to challenge high-achieving students. If your child has recently moved to the UAE or transitioned from a different curriculum—be it IB, American, or another system—it’s not uncommon to notice gaps in areas such as grammar rules, phonics, or calculation methods. Schools are usually well equipped to help with this adjustment, but the sooner it’s discussed, the more smoothly the transition can be managed.

That said, not every difficulty requires a formal intervention. Sometimes, what’s needed is simply a clearer understanding of what’s expected at each stage. Schools in the UAE often publish curriculum overviews or parent guides at the start of term. If these aren’t automatically provided, you can ask for them. They can be immensely helpful in giving you a sense of what your child should be working towards and how you can support that at home.

You might also ask whether the school offers recommended resources or home learning tools. Support can take the form of reading together, discussing a science topic at the dinner table, or using online platforms recommended by the teacher. With so many children here growing up in multilingual households or moving between countries, small and consistent support at home can really help anchor their learning.

Working together in this way—parents and educators aligned—gives children the strongest foundation to thrive. And in a diverse, fast-moving education environment like the UAE, that partnership matters more than ever.

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Focusing on the Bigger Picture

Finally, it’s important not to lose sight of the broader goal. The British curriculum isn’t solely about ticking academic boxes—it also encourages critical thinking, creativity, collaboration, and personal development. Many schools in the UAE embed Personal, Social, Health and Economic education (PSHE) into the timetable, recognising that a child’s wellbeing is closely linked to their academic performance.

Children who feel confident, valued, and understood are far more likely to engage with their learning. Whether your child is exceeding expectations or just getting to grips with the basics, steady progress—emotionally and academically—is what truly matters.

If you’re ever unsure, trust your instincts and start a conversation. Good schools welcome curiosity from parents and will provide clarity, reassurance, or next steps where needed. After all, learning is a journey—and the fact that you’re asking these questions means your child is already on the right path.

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Supporting Your Child’s Success in the British Curriculum

Navigating the British curriculum in the UAE presents both opportunities and challenges. Whether your child is adjusting to a new school system, preparing for key assessments, or aiming for top academic performance, the journey requires thoughtful support and timely intervention. In a dynamic, multicultural environment like the UAE, understanding the expectations of the UK curriculum—delivered in an international context—can make a real difference to your child’s confidence and progress.

Whether your child is settling into Key Stage 2, transitioning to secondary school, or preparing for GCSEs and A-levels, your involvement as a parent is central to their success. By staying informed and working proactively with trusted educators, you can help unlock their full potential.

Principal Tutors provides expert, one-to-one online tuition with fully qualified UK teachers who understand the unique needs of internationally educated pupils. From reinforcing foundational skills to extending high-achieving learners, our tutors offer personalised guidance aligned with the British curriculum, wherever you are in the UAE.

We carefully match each child with a tutor who suits their learning style, academic needs, and stage of development. With flexible scheduling and lessons delivered online, our tailored approach ensures that pupils make meaningful progress—confidently and consistently.

Call us on 0800 772 0974 or complete our short online tutor request form to find the right support for your child today.

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