Our Ethos
Our aim is to create eagerness to learn and a love of Arabic. To do this, the language learning environments we provide have to be effective and enjoyable. So we have carefully devised a range of programmes that put the learner at the heart of the curriculum.  

Opportunities to learn include all four areas of literacy - speaking, listening, reading and writing. We ensure that learning is fun, with lots of opportunities to use Arabic in reading, writing and conversation and play contexts and so that learners will enjoy themselves, and learn the language as they do.

We commit energy and effort to create learning attitudes in our teaching staff.  They are actively engaged in critical reflection on their practice and ongoing professional development. Support from leading experts in the field of language and literacy development enable us to offer ‘state of the art’ provision and modern learning and teaching approaches.  This ongoing collaboration between practitioners and researchers allows us to develop resources for our language learning provision.

These values help us create independent, autonomous and self-regulating learning and enjoyable effective learning.

We have identified four pillars to sustain our work, offering, strength and support to stay true to our purpose

Our approach supports pupils to develop confidence in their learning so that they are motivated to use the language they learn in situations beyond the class.
  • - Empowering learners by building a child-centred learning culture and designing learner-driven learning activities
  • - Empowering learners by supporting autonomy and creating choice
  • - Empowering learners by creating meaningful opportunities to communicate in small groups
Our language learning approach appreciates the language and culture of every learner attending our classes. Each child is treated with dignity, courtesy and respect. This is continued through into our approach and commitment to research and development of pedagogy and practice. Curriculum resources and approaches are founded on research-evidence so that approaches to language and literacy learning are bespoke to Arabic, not translated from other dominant languages.
  • - Respecting learners by engaging our teachers in professional development and reflective practice to provide high-quality, research-informed teaching
  • - Respecting learners by using pupils’ cultural context and interests to design learning activities
  • - Respecting learners by creating a culture of listening and sharing cultures and practices
We engage children to support them to become involved and active in their own learning. Making enjoyment and self-regulation part of curriculum planning, we aim to instil enjoyment, engagement and pride in the Arabic language.
  • - Engaging learners by authentic tasks rooted in social interaction
  • - Engaging learners by providing an authentically Arabic print-rich environment
  • - Engaging learners by using relevant, intriguing and authentic contexts for language and literacy
Our Arabic learning classes and clubs provide children with cognitive and social skills. Pupil-teacher interaction and bespoke resources develop the language and literacy skills necessary to open doors to future opportunities.
  • - Equipping learners by creating clear goals for learning
  • - Equipping learners with print skills in Arabic
  • - Equipping learners by providing opportunities to communicate using both standard and colloquial forms of Arabic
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