Our school aim is in accordance with that of the National Curriculum programmes of study which aims to provide all students with relevant and appropriately challenging work at each key stage. The National Curriculum framework sets out three principles that are essential to developing a more inclusive curriculum:
- 1. Setting suitable learning challenges
- 2. Responding to students’ diverse learning needs
- 3. Overcoming potential barriers to learning and assessment for individuals and groups of students
Students Learning English as an Additional Language
The main medium of instruction at Reach British School is English. Developing proficiency in the English language is key to ensuring that children can fully access the learning.
Students for whom English is an additional language have diverse needs in terms of support necessary in English language learning. Teachers’ planning should take account of such factors as the student’s age, the length of time they have been learning (or exposed to) the English language, previous educational experiences and their skills or proficiency levels in their mother tongue. This knowledge will be sort from parents, previous school reports, observation of the student in class and outside of class, and where the students are Arabic speakers, liaison with Arabic colleagues to build a more thorough learner profile. Teachers are mindful that a lack of proficiency in the English language is not indicative of a child’s intellectual ability. Careful monitoring of each student’s progress in the acquisition of English language skills and of subject knowledge and understanding will be necessary to confirm that no learning difficulties are present.