Modern Foreign Languages

The study of languages opens pupils’ minds to a whole world of opportunity. It develops their deep cultural awareness of how linguistic heritage links people of different cultures around the world. We enable all of our pupils to broaden their horizons, converse with other people from different backgrounds, learn about world cultures and strengthen their economic prospects by building for them a firm foundation in language learning.

The whole-school curriculum addresses pupils’ academic, personal, and social development. These three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity are the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life through the Arabic curriculum:

• Educational excellence: Arabic teachers engender a love of language learning and a thirst to become fluent in the spoken and written word. Pupils are well prepared to continue their language learning post-16 whether within a career or educational context.
• Character development: Arabic teachers bring the country and culture into the classroom and support pupils’ broader personal development through appreciation of other countries and cultures. Enrichment opportunities including Storytime, GCHQ workshops, commemorative days, and the British Council International School Bronze Award.
• Service to communities: MFL teachers promote teamwork and collaboration in the classroom. At GCSE, pupils grapple with social and global issues with the aim of developing pupils’ thinking around their civic duties.

Learning Arabic at TIBHS helps to develop pupils’ cultural awareness; the fundamentals of communicating effectively; and equips them with the skills they need to be global citizens of the future. Being proficient in Arabic open doors in a variety of fields in the Arab world. Pupils will learn how to speak and write about themselves, their families and their lives, and will also understand and respond to spoken and written language from a variety of authentic sources. The Arabic curriculum aims to ensure that all pupils can understand and embed key concepts in their long-term memory and communicate effectively with increasing confidence in the target language. As a result, pupils achieve fantastically and enjoy language learning at TIBHS!

The Arabic Curriculum aims to ensure pupils learn to:

• Understand and respond to spoken and written language from a variety of carefully selected sources, including authentic audio texts where appropriate.
• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
• Read and respond to a wide range of textual sources in each target language, including authentic and literary texts; and to enhance their linguistics knowledge and fluency, an learn more about parts of the world where Arabic is spoken, through reading for enjoyment from an extensive Arabic reading list.
• Write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
• Discover and develop an appreciation of the countries and cultures where the language is used.

The following principles underpin the Arabic curriculum:

• essential substantive knowledge carefully sequenced across units of study and year-on-year to support fluency in the spoken and written word.
• disciplinary knowledge that includes vocabulary, grammar and phonics.
• procedural knowledge is captured through listening, speaking, reading and writing.
• explicit disciplinary knowledge components that lead to a series of composite tasks at the end of lessons, topics and units of study. These help to secure fluency in the spoken and written word over time (fluency composites).

At the beginning of Key Stage 3, we focus on securing a love of the language and culture, forming positive language learning habits and securing a strong linguistic foundation with a focus on knowing and remembering more. Fluency is key.

KS3 sets firm foundations of language learning. Pupils learn Arabic phonics and start making links between sounds and spellings. They develop their vocabulary and grammar skills and learn how to introduce themselves and their family in Arabic. They also learn to read, write, listen and speak about various aspects of their everyday such as family and free time.

At the end of Key Stage 3, pupils build on their strong foundation by recycling some content in greater depth, practised and extended through more complex linguistic structures and sustained listening, speaking, reading and writing.  Some new topics are also introduced, as well as the past tense. Developing cultural awareness and active engagement verbally and in written form remain at the core of the curriculum.

Furthermore, as pupils become more confident in using a variety of vocabulary and a range of grammatical tenses, it enables them to speak and write about different topics such as sports, holidays, and celebrations.

At the beginning of KS4, pupils revisit topics studied at Key Stage 3 in more depth through the Key Stage 4 GCSE specification.  They listen and read for gist and detail with increasing stamina.  Pupils speak and write confidently in some detail. They use correct verb endings more consistently, develop greater confidence in combining time frames and learn a wider range of verb tenses. They offer and justify opinions on a range of topics. Pupils recall high frequency vocabulary and structures and now start to draw upon more nuanced and specialised vocabulary.

Towards the end of KS4, pupils continue to build upon a strong foundation of prior learning to tackle more complex content relating to future plans, healthy lifestyle choices and social and global social issues.  They know how to synthesise learning across topics and recycle language more proficiently from memory. The simple future tense, subjunctive voice and passive voices are introduced. Pupils end the course well-prepared for the rigour of GCSE exams in Listening, Speaking, Reading and Writing. Pupils communicate competently and confidently in spoken and written Arabic and appreciate Arab culture in different country around the world; they have a strong foundation to study A-Level Arabic or use Arabic proficiently in future.

Pupils are able to understand and communicate about an increasingly wider range of themes. The KS4 themes are:

1. Identity and culture
2. Local area, holiday, travel
3. School
4. Future aspirations, study and work
5. International and global dimension

At the end of the course, pupils will sit four papers to demonstrate their knowledge, skills and understanding of the Arabic language.

Pupils are given the opportunity to visit countries in which Arabic is spoken widely. The school has facilitated trips to Morocco in the past and has the ambition to continue doing so!

Pupils are provided enrichment opportunities through reading clubs. They allow pupils to enhance their creativity and explore the culture of the language they are learning in more depth. Pupils visit areas in the UK where there is a high Arabic speaking population and enjoy a traditional Arabic meal in an Arabic restaurant while talking to people in the target language. At KS4, pupils are invited to intervention sessions to consolidate their learning and prepare them for the GCSE examination. The school works closely with GCHQ to identify opportunities for pupils to further enrich their learning. Moreover, the school promotes whole-school activities during UN commemorative days such as World Languages Day.

There are excellent professional careers for Learning Arabic. Proficiency in Arabic is a major asset for those seeking a career in international business, education, cyber security, telecoms, and manufacturing. Many global companies, especially in information technology, require Arabic besides English. Mastering Arabic will provide an opportunity to work in exciting and rewarding jobs such as translating, interpreting, and even giving tuition in the UK and across the globe!

Many global companies require learning Arabic in customer service roles. Working in humanitarian roles in global organisations like the United Nations is also an exciting career for many people.

Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.

Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in student books.

Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.

Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft

OneNote to access resources and complete learning at school and at home with a device.

Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.

There is a particular focus on concrete resources to support pupils with SEND. In Arabic, the following concrete resources are used to aid learning:

• Flash cards to help them learn new vocabulary
• Stationary when learning about school objects and colours
• Food items when learning about food
• Clocks when learning about time
• Clothes when learning about clothes

Mantra Lingua UK (Dual language books and bilingual books and resources – subscription)

Language learning websites:

Languagenut | Digital Language Resources for Schools

http://info.flipgrid.com

www.memrise.com

www.duolingo.com

News & current affairs :

https://learning.aljazeera.net/en

In global and social issues, pupils learn about the importance of voluntary work to help other people who are suffering because of natural disasters, wars and poverty across the world. This raises awareness and encourage them to be proactive during their holidays and free time to take part in campaigns to tackle global and social issues in their towns and around the world (Moral – Championing equality and fairness). Pupils also develop leadership skills through peer-to-peer support, presentations and lots of role play! (Civic – Working together).

Pupils are asked to evaluate the R-18 leadership framework at the beginning of the year and identify the key competency they would like to develop over the coming year in Arabic.

Arabic Learning Journey 2023-24

In your son’s exercise book, you will find a number of key documentation:

Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).

Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons. This document includes the lesson outcome/s and key knowledge components for each lesson in the half term. This will serve as the reference point for all key learning and revision topics for the given half term whilst helping him to know more and remember more over time.

The study of languages opens pupils’ minds to a whole world of opportunity. It develops their deep cultural awareness of how linguistic heritage links people of different cultures around the world. We enable all of our pupils to broaden their horizons, converse with other people from different backgrounds, learn about world cultures and strengthen their economic prospects by building for them a firm foundation in language learning.

The whole-school curriculum addresses pupils’ academic, personal and social development. These three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity are the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life through the MFL curriculum:

• Educational excellence: MFL teachers engender a love of language learning and a thirst to become fluent in the spoken and written word. Pupils are well prepared to continue their language learning post-16 whether within a career or educational context.
• Character development: MFL teachers bring the country and culture into the classroom and support pupils’ broader personal development through appreciation of other countries and cultures. Enrichment opportunities include Year 8 Storytime, Year 9 film clubs, Ka Safar virtual trip to France, video links with schools abroad.
• Service to communities: MFL teachers promote teamwork and collaboration in the classroom. At GCSE, pupils grapple with social and global issues with the aim of developing pupils’ thinking around their civic duties.

Pupils learn to:

• Understand and respond to spoken and written language from a variety of carefully selected sources, including authentic audio texts where appropriate.
• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
• Read and respond to a wide range of textual sources in each target language, including authentic and literary texts; and to enhance their linguistics knowledge and fluency, an learn more about parts of the world where each language is spoken, through reading for enjoyment from an extensive MFL reading list.
• Write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
• Discover and develop an appreciation of the countries and cultures where the language is used.

The following principles underpin the MFL curriculum:

• essential substantive knowledge carefully sequenced across units of study and year-on-year to support fluency in the spoken and written word.
• disciplinary knowledge that includes vocabulary, grammar and phonics.
• procedural knowledge is captured through listening, speaking, reading and writing.
• explicit disciplinary knowledge components that lead to a series of composite tasks at the end of lessons, topics and units of study. These help to secure fluency in the spoken and written word over time (fluency composites).

At the beginning of key stage 3, we focus on securing a love of the language and culture, forming positive language learning habits and securing a strong linguistic foundation with a focus on knowing and remembering more. Fluency is key.

At the end of key stage 3, we build on the strong foundation of the beginning of key stage 3 by recycling some content in greater depth, practised and extended through more complex linguistic structures and sustained listening, speaking, reading and writing.  Some new topics are also introduced, as well as the past tense. Developing cultural awareness and active engagement verbally and in written form remain at the core of the curriculum.

At key stage 4, pupils revisit topics studied at Key Stage 3 in more depth through the Key Stage 4 GCSE specification.  They listen and read for gist and detail with increasing stamina.  Pupils speak and write confidently in some detail. They use correct verb endings more consistently, develop greater confidence in combining time frames and learn a wider range of verb tenses. They offer and justify opinions on a range of topics. Pupils recall high frequency vocabulary and structures and now start to draw upon more nuanced and specialised vocabulary.

Through the study of these themes, pupils develop their language skills leading them to be independent and confident in their language skills.

At the end of the course, pupils will sit four papers to demonstrate their knowledge, skills and understanding of the French language. This can be summarised below as found on the AQA website.

At the end of key stage 4 , pupils continue to build upon a strong foundation of prior learning to tackle more complex  content relating to future plans , healthy lifestyle  choices and  social and global social issues.  They know how to synthesise learning across topics and recycle language more proficiently from memory. The simple future tense,  subjunctive voice and passive voices are introduced. Pupils end the course well-prepared for the rigour of GCSE exams in Listening, Speaking, Reading and Writing. Pupils communicate competently and confidently in spoken and written French and appreciate francophone culture in different country around the world; they have a strong foundation to study A-Level French or use French proficiently in future.

Pupils are given the opportunity to visit countries in which French is spoken widely. The school has facilitated trips to France. As a school there are cross curricular trips to French speaking countries, including Belgium.  Pupils are provided enrichment opportunities through reading clubs. Using Mantra Lingua. They allow pupils to enhance their creativity and explore the culture of the language they are learning in more depth.

Pupils visit areas abroad where there is a high French speaking population and enjoy a traditional French meal in a French restaurant while talking to people in the target language. Pupils are also served French breakfast during break time. Pupil have had the opportunity to take part in the language theme breakfast during break time. In addition to this, pupil have had the opportunity in supporting local primary school in the delivery of Bastille Day.

Pupils also have the opportunity to serve the French department during open evening.

As ambassadors, they welcome parents and share their learning journey whilst French cuisine is shared with guests.

At KS4, pupils are invited to intervention sessions to consolidate their learning and prepare them for the GCSE examination.

Language skills can be used in almost any career, and particularly in businesses that trade internationally

• • Academic researcher
  • Interpreter
  • Political risk analyst
  • Secondary school teacher
  • University lecturer
  • Translator
  • Broadcast journalist
  • Detective
  • Education consultant
  • English as a foreign language teacher
  • International aid/development worker
  • Logistics and distribution manager
  • Marketing executive
  • Tour manager

Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.

Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in student books.

Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.

Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft

OneNote to access resources and complete learning at school and at home with a device.

Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.

There is a particular focus on concrete resources to support pupils with SEND. In French the following concrete resources are used to aid learning:

• • Flash cards to help them learn new vocabulary
  • Stationary when learning about school objects and colours
  • Food items when learning about food
  • Clocks when learning about time
  • Clothes when learning about clothes

Useful resources and revision support

• • AQA French (8658)
  • https://www.languagenut.com/en-gb/
  • Linguascope
  • Memrise
  • Quizlet
  • Verb2verbe
  • Duo Lingo
  • Languages Online
  • Collins Dictionary
  • BBC Languages
  • Revision World (French)
  • https://www.1jour1actu.com/
  • https://senecalearning.com/en-GB/
  • https://www.education.vic.gov.au/languagesonline/french/french.htm

Speaking more than one language enhances leadership skills by expanding the way people communicate and the way they are perceived by their audience.

There are a number of ways that speaking another language gives the speaker a broader world perspective

Leadership skills in a global business also require cross-cultural understanding. Speaking more than one language is an excellent way to learn not only new words but also to learn about new cultures. The more leaders learn different ways to communicate, the more they also learn how to empathise and get the most out of their very valuable multilingual and multicultural teams. They become equipped to be global leaders.

In global and social issues, pupils learn about the importance of voluntary work to help other people who are suffering because of natural disasters, wars and poverty across the world. This raises awareness and encourage them to be proactive during their holidays and free time to take part in campaigns to tackle global and social issues in their towns and around the world (Moral – Championing equality and fairness). Pupils also develop leadership skills through peer-to-peer support, presentations and lots of role play! (Civic – Working together).

Pupils are asked to evaluate the R-18 leadership framework at the beginning of the year and identify the key competency they would like to develop over the coming year in French.

French Learning Journey 2023-24

In your son’s exercise book, you will find a number of key documentations:

Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).

Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons.

The study of languages opens pupils’ minds to a whole world of opportunity. It develops their deep cultural awareness of how linguistic heritage links people of different cultures around the world. We enable all of our pupils to broaden their horizons, converse with other people from different backgrounds, learn about world cultures and strengthen their economic prospects by building for them a firm foundation in language learning.

The whole-school curriculum addresses pupils’ academic, personal and social development. These three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity are the goal of these structured layers of learning at the school.  There are three guiding elements which are brought to life through the Urdu curriculum:

• Educational excellence: Urdu teachers engender a love of language learning and a thirst to become fluent in the spoken and written word. Pupils are well prepared to continue their language learning post-16 whether within a career or educational context.
• Character development: Urdu teachers bring the country and culture into the classroom and support pupils’ broader personal development through appreciation of other countries and cultures. Enrichment opportunities including Storytime, GCHQ workshops, commemorative days, and the British Council International School Bronze Award.
• Service to communities: Urdu teachers promote teamwork and collaboration in the classroom. At GCSE, pupils grapple with social and global issues with the aim of developing pupils’ thinking around their civic duties.

At TIBHS, we offer this widely spoken language where our learners experience studying the structural and lexical forms of this beautiful language, develop a range of linguistic skills and enjoy learning a variety of topics in Urdu such as Travel and Tourism, Education and Cultural Life. Learners develop the skills of listening, speaking, reading, and writing and this enables our learners to understand the various aspects of the rich culture in countries where Urdu is spoken. Furthermore, it helps foster respect, a key STAR value, as they learn to appreciate the similarities and differences, they see in the different languages they learn and speak. Urdu is also the most common language of our school’s local context.

The Urdu Curriculum aims to ensure pupils:

• understand and respond to spoken and written language from a variety of carefully selected sources, including authentic audio texts where appropriate.
• Speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation.
• Read and respond to a wide range of textual sources in Urdu, including authentic and literary texts; and to enhance their linguistics knowledge and fluency, and learn more about parts of the world where each Urdu is spoken, through reading for enjoyment from an extensive MFL reading list.
• Write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt.
• Discover and develop an appreciation of the countries and cultures where the language is used.

The following principles underpin the Urdu curriculum:

• essential substantive knowledge carefully sequenced across units of study and year-on-year to support fluency in the spoken and written word.
• disciplinary knowledge that includes vocabulary, grammar and phonics.
• procedural knowledge is captured through listening, speaking, reading and writing.
• explicit disciplinary knowledge components that lead to a series of composite tasks at the end of lessons, topics and units of study. These help to secure fluency in the spoken and written word over time (fluency composites).

At the beginning of Key Stage 3, we focus on securing a love of the language and culture, forming positive language learning habits and securing a strong linguistic foundation with a focus on knowing and remembering more. Fluency is key.

Pupils learn the Urdu alphabet and phonics. Through this, pupils learn to make links between sounds, words, and spellings. They develop their vocabulary and grammar through the topics they study resulting in them being able to introduce themselves and discuss different aspects of everyday life for example, free time activities.

At the end of Key Stage 3, we build on previous strong foundation by recycling some content in greater depth, practised, and extended through more complex linguistic structures and sustained listening, speaking, reading and writing.  Some new topics are also introduced, as well as the past tense. Developing cultural awareness and active engagement verbally and in written form remain at the core of the curriculum.

At the end of Key Stage 3, pupils consolidate and deepen their language skills. They develop their vocabulary and grammar skills further by looking at different tenses and sentence structures. This enables them to speak and write about different topics such as food, hobbies, and celebrations.

At the beginning of KS4, pupils revisit topics studied at Key Stage 3 in more depth through the Key Stage 4 GCSE specification.  They listen and read for gist and detail with increasing stamina.  Pupils speak and write confidently in some detail. They use correct verb endings more consistently, develop greater confidence in combining time frames and learn a wider range of verb tenses. They offer and justify opinions on a range of topics. Pupils recall high frequency vocabulary and structures and now start to draw upon more nuanced and specialised vocabulary.

Towards the end of KS4, pupils continue to build upon a strong foundation of prior learning to tackle more complex content relating to future plans , healthy lifestyle  choices and  social and global social issues.  They know how to synthesise learning across topics and recycle language more proficiently from memory. The simple future tense, subjunctive voice and passive voices are introduced. Pupils end the course well-prepared for the rigour of GCSE exams in Listening, Speaking, Reading, and Writing. Pupils communicate competently and confidently in spoken and written Urdu and appreciate Urdu culture in different country around the world; they have a strong foundation to study A-Level Urdu or use Urdu proficiently in future.

Pupils study three themes at KS4: Identity and culture; Local, national, international and global areas of interest and Current and future study and employment. Through the study of these themes, pupils develop their language skills leading them to be independent and confident in their language skills.

At the end of the course, pupils will sit four papers to demonstrate their knowledge, skills and understanding of the Urdu language.

Pupils are provided enrichment opportunities through reading clubs. They allow pupils to enhance their creativity and explore the culture of the language they are learning in more depth. Pupils visit areas in the UK where there is a high Urdu speaking population and enjoy a traditional Urdu meal in an Urdu restaurant while talking to people in the target language. At KS4, pupils are invited to intervention sessions to consolidate their learning and prepare them for the GCSE examination. The school works closely with GCHQ to identify opportunities for pupils to further enrich their learning. Moreover, the school promotes whole-school activities during UN commemorative days such as World Languages Day.

There are excellent professional careers for Learning Urdu. Proficiency in Urdu is a major asset for those seeking a career in international business, cyber security, telecoms and manufacturing. Many global companies, especially in information technology, require Urdu besides English. Mastering Urdu will provide an opportunity to work in exciting and rewarding jobs such as translating, interpreting and even giving tuition in the UK and across the globe!

Pupils with SEND are offered a wide, aspirational and ambitious curriculum across all subject areas through the All Stars Succeed strategy which emphasises the importance of Quality First Teaching. Every teacher has been trained on the understanding of pupil needs and implementation of high-impact adaptive strategies to enable pupils with SEND to make excellent progress, such as the use of High 5 strategies (informed by research conducted by the EEF) to create an inclusive environment in their teaching spaces. Moreover, the subject-specific All Stars Succeed charters allow for the implementation of subject-specific support in the classroom to help pupils overcome their barriers.

Collaboration between Learning Support Assistants (LSAs) and classroom practitioners on MS Teams before, during and after a lesson is a pivotal mechanism to ensure there is a coordinated approach towards support for pupils with SEND. This is evidenced with a purple pen in student books.

Star Maps are created in collaboration with the SENCO, class teachers, pupils and parents advising on strategies to help break down any barriers to learning. Strategies include adaptive teaching methods that are specific to a particular need as well as subject-specific adaptive teaching methods for subjects in which a pupil may find additional challenge due to his need. Star Maps are reviewed on a termly basis strategies by teachers, parents and pupils. These meetings are led by members of the senior leadership team. Star Maps support pupils with a variety of needs including, visual impairment, cognition and learning difficulties, physical disabilities, speech, language and communication difficulties, autistic spectrum disorder, dyslexia, and social, emotional and mental health difficulties.

Ancillary aids and assistive technologies are also utilised to enhance provision and ensure access. Learning aids are deployed to specific pupils with SEN, particularly those with visual impairments and difficulties with writing. Pupils are provided with a mobile learning device to aid research, independent working and innovative approaches to learning. Pupils are also given access to a Virtual Learning Environment through Microsoft Teams and Microsoft

OneNote to access resources and complete learning at school and at home with a device.

Specialist careers advice is provided by New Directions to prepare pupils with SEND for further education and transition to adult life.

There is a particular focus on concrete resources to support pupils with SEND. In Urdu, the following concrete resources are used to aid learning:

• Flash cards to help them learn new vocabulary
• Stationary when learning about school objects and colours
• Food items when learning about food
• Clocks when learning about time
• Clothes when learning about clothes

Online books/short stories in Urdu:

Mantra Lingua UK (Dual language books and bilingual books and resources – subscription)

Language learning websites :

Languagenut | Digital Language Resources for Schools

http://ling-app.com/learn-urdu/

http://info.flipgrid.com

www.memrise.com

News & current affairs :

www.bbc.com/urdu

http://arynews.tv

In global and social issues, pupils learn about the importance of voluntary work to help other people who are suffering because of natural disasters, wars and poverty across the world. This raises awareness and encourage them to be proactive during their holidays and free time to take part in campaigns to tackle global and social issues in their towns and around the world (Moral – Championing equality and fairness). Pupils also develop leadership skills through peer-to-peer support, presentations and lots of role play! (Civic – Working together).

Pupils are asked to evaluate the R-18 leadership framework at the beginning of the year and identify the key competency they would like to develop over the coming year in Urdu.

Urdu Learning Journey 2023-24

In your son’s exercise book, you will find a number of key documentation:

Visual Learning Journeys – An overview of the key knowledge he will study from Y7-11 (vertical) and in your son’s specific year for each subject (horizontal).

Lesson specific Learning Journey – You will also be able to access a learning journey in your son’s exercise book which will allow him to articulate the bigger picture and make links between topics and lessons.