Arabic Education

We will follow the standards for Arabic as set out in the UAE Ministry of Education Curriculum, in a form often referred to as the “National Documents”.

In alignment with our philosophy, the Arabic faculty will also use the Common European Framework of Reference for Languages (CEFR) as their guide to curriculum planning and enhancement of the Ministry programmes. The CEFR highlights progression in communicative language skills – an improvement on the textbook-based curriculum – and provides a good guide to the level of challenge appropriate for students, whether native or not, and whether progressing slowly or much more rapidly.

The CEFR principles apply to learning in all areas, which helps us to generate cross-curricular opportunities for Arabic enrichment in other subjects.

Arabic – Foundation stage and Key Stage 1

Students will arrive at the school with very different Arabic language skills and we plan to accommodate the full range of prior knowledge and understanding. Arabic will be taught in foundation stage classrooms, partly by ensuring everyday use of the language in presentations, conversations and display. Young children will be introduced to letters and simple words, first through speaking and listening and then in writing and reading. They will be encouraged to build very simple sentences and to communicate and role-play in simple situations, such as in school, family, shop and travel settings, and for meetings and greetings.

Arabic – Key Stage 2

Our main aim by Year 7 will be to ensure students in Arabic B can read and write in the Arabic language (beginner level). Standards for Arabic A are adopted as in the MoE curriculum and are higher. The prime goal is for all students to practice speaking and listening in Arabic throughout their primary school experience and to reach at least level A2 on the CEFR. Many students will progress towards level B1, which includes:

  • understanding main points of clear standard input on familiar matters regularly encountered in school, leisure, etc.
  • dealing with most situations while travelling where the language is spoken
  • producing connected text on topics that are familiar or of personal interest
  • describing experiences, events, dreams, hopes and ambitions, and
  • giving reasons and explanations for opinions and plans.

By the end of their primary school years, all students should also meet the key A2 requirements, which are to:

  • learn the alphabet
  • become proficient in joining letters into words and breaking up words into individual letters
  • develop and improve a broad vocabulary
  • study topics such as numbers, days of the week, months, colours, family, animals, ordering at restaurants, describing people and places, and learning about road directions, instructions and occupations
  • communicate in simple sentences and on simple tasks
  • communicate – in simple terms – aspects of their background, environment and needs.

New students without prior Arabic experience or skills, will be assimilated in sets and assessed by teachers for the competence and learning potential. Individual plans will be made to bring them up to end of Key Stage expectations. All students will be assessed individually in Year 7 and awarded primary Arabic Certificates that record their individual proficiency.

Arabic – Key Stage 3

By the end of Year 7, students in Arabic B should be able to write a short essay in Arabic that includes personal information such as name, nationality, age, parents’ names, school, the food and drink they like, pets and information about where they live. Standards for Arabic A are adopted as in the MoE curriculum and are higher. In Years 8 and 9, the Arabic B students’ understanding of grammar will be developed to include possessives and the conjugation of the present tense. Vocabulary will be strengthened so that students learn greetings at different times of the day and can identify parts of the face, school items, rooms in the house and aspects of a daily routine. By the end of Year 9, they should be able to:

  • ask and respond to various questions about countries and capitals
  • fill in an immigration form
  • tell the time
  • discuss the hobbies and activities that they do in their leisure time
  • communicate as if travelling to an Arabic speaking country.

The love of Arabic literacy will be fostered through a range of activities specified in different sections of this submission including:

  • constant experience for all year groups (displays, assemblies, visits, visitors, use of Arabic by every teacher)
  • leadership from the Principal and Governors, constantly promoting the importance of Arabic in the school’s life
  • motivating and modern teaching
  • growing confidence and fluency on the part of students
  • certificates and celebrations of achievement
  • special events aligned to national holidays and anniversaries
  • experience of Arabic literature
  • extra-curricular opportunities, and
  • competitions.