Al Ihssan-arabic

The aim of our school is to instill a deep love for the Arabic language, Qur’anic studies, and Islamic values.

The Arabic curriculum we implement has been carefully developed over 16 years of experience teaching non-native speakers. Every worksheet and activity has been tailored to meet the specific needs of our students, using a structured and scaffolded approach to ensure gradual and meaningful learning.

This curriculum is more than just a language program — it is a journey that helps children connect with the Arabic language in a way that is engaging, age-appropriate, and spiritually enriching.

The Arabic curriculum I created was developed and continuously refined over 16 years of teaching and working directly with children in the classroom. It was actively used in lessons, tested with pupils, evaluated, and adapted according to their needs.

Each worksheet was carefully designed for the children at Alkhair School, where all pupils were non-native speakers with no exposure to Arabic at home. This context demanded creativity and precision: pupils needed a wide variety of worksheets to reinforce vocabulary, improve writing, and strengthen comprehension. To meet these needs, the learning process followed a reverse-pyramid style, beginning with short, simple sentences and gradually building towards longer, more complex paragraphs. This approach reflects contemporary pedagogy that emphasises scaffolding, sequencing learning, and managing cognitive load.

A central feature of the curriculum was encouraging pupils to create their own texts using vocabulary they already understood. Rather than relying on pre-written texts that required constant teacher explanation, children were empowered to generate meaningful sentences independently. This practice not only developed their confidence but also encouraged “hard thinking,” resonating with contemporary research into pupil agency, metacognition, and constructivist approaches.

Every worksheet was designed with a clear pedagogical intent: to break down complex concepts into manageable steps, provide scaffolding that linked one stage of learning to the next, and support children in constructing progressively longer sentences using adjectives, colours, attached pronouns, and more. In this way, knowledge and skills merged seamlessly. Vocabulary was deliberately and systematically recycled, reinforcing prior knowledge through retrieval while introducing new words in meaningful contexts. Differentiation was central: each worksheet was the result of research and careful design to meet the diverse needs of every child in the classroom, reflecting the Teachers’ Standards’ expectation to adapt teaching to respond to pupils’ strengths and needs.

This is not a generic textbook. These worksheets were created for my pupils, tested in real classrooms, and proven to be highly effective in enabling non-native speakers to acquire Arabic. They embody high expectations, deep subject knowledge, and a pedagogy rooted in evidence, authenticity, and care.

 

Seloua Nedjai

Headteacher 

 

 

هَدَفُ مَدْرَسَتِنَا هُوَ غَرْسُ حُبٍّ عَمِيقٍ لِلُّغَةِ الْعَرَبِيَّةِ، وَدِرَاسَاتِ الْقُرْآنِ الْكَرِيمِ، وَالْقِيَمِ الْإِسْلَامِيَّةِ.

تَمَّ تَطْوِيرُ الْمَنْهَجِ الْعَرَبِيِّ الَّذِي نَعْتَمِدُهُ بِعِنَايَةٍ عَلَى مَدَارِ سِتَّةَ عَشَرَ سَنَةً مِنَ الْخِبْرَةِ فِي تَعْلِيمِ غَيْرِ النَّاطِقِينَ بِاللُّغَةِ الْعَرَبِيَّةِ. وَقَدْ تَمَّ تَصْمِيمُ كُلِّ وَرَقَةِ عَمَلٍ وَكُلِّ نَشَاطٍ لِتَلْبِيَةِ الاحْتِيَاجَاتِ الْخَاصَّةِ لِطُلَّابِنَا، مِنْ خِلَالِ نَهْجٍ مُنَظَّمٍ وَمُتَدَرِّجٍ يَضْمَنُ تَعَلُّمًا تَدْرِيجِيًّا وَذَا مَعْنًى.

 

هَذَا الْمَنْهَجُ لَيْسَ مُجَرَّدَ بَرْنَامَجٍ لُغَوِيٍّ، بَلْ هُوَ رِحْلَةٌ تُسَاعِدُ الأَطْفَالَ عَلَى التَّوَاصُلِ مَعَ اللُّغَةِ الْعَرَبِيَّةِ بِطَرِيقَةٍ جَذَّابَةٍ، مُنَاسِبَةٍ لِأَعْمَارِهِمْ، وَثَرِيَّةٍ رُوحِيًّا.

 

الْمَنْهَجُ الْعَرَبِيُّ الَّذِي أَنْشَأْتُهُ تَمَّ تَطْوِيرُهُ وَتَحْسِينُهُ بِاسْتِمْرَارٍ عَلَى مَدَى سِتَّةَ عَشَرَ سَنَةً مِنَ التَّعْلِيمِ وَالْعَمَلِ الْمُبَاشِرِ مَعَ الأَطْفَالِ دَاخِلَ الصُّفُوفِ الدِّرَاسِيَّةِ.

لَقَدْ تَمَّ اسْتِخْدَامُهُ بِنَشَاطٍ دَاخِلَ الدُّرُوسِ، وَاخْتُبِرَ مَعَ التَّلَامِيذِ، وَقُيِّمَ، وَتَكَيَّفَ وَفْقًا لِاحْتِيَاجَاتِهِمْ.

كُلُّ وَرَقَةِ عَمَلٍ تَمَّ تَصْمِيمُهَا بِعِنَايَةٍ لِتُلَائِمَ أَطْفَالَ مَدْرَسَةِ «الْخَيْرِ»، حَيْثُ كَانَ جَمِيعُ التَّلَامِيذِ مِنْ غَيْرِ النَّاطِقِينَ بِالْعَرَبِيَّةِ وَلَمْ يَتَعَرَّضُوا لِلُّغَةِ فِي مَنَازِلِهِمْ. وَقَدْ طَلَبَ هَذَا السِّياقُ إِبْدَاعًا وَدِقَّةً: كَانَ الطُّلَّابُ بِحَاجَةٍ إِلَى مَجْمُوعَةٍ وَاسِعَةٍ مِنْ أَوْرَاقِ الْعَمَلِ لِتَعْزِيزِ الْمُفْرَدَاتِ، وَتَحْسِينِ مَهَارَاتِ الْكِتَابَةِ، وَتَقْوِيَةِ الْفَهْمِ الْقِرَائِيِّ.

وَلِتَلْبِيَةِ هَذِهِ الْاِحْتِيَاجَاتِ، اتَّبَعْنَا نَهْجًا تَعْلِيمِيًّا عَلَى شَكْلِ «هِرَمٍ مَقْلُوبٍ»، يَبْدَأُ بِجُمَلٍ قَصِيرَةٍ وَبَسِيطَةٍ، وَيَتَدَرَّجُ نَحْوَ فِقَرَاتٍ أَطْوَلَ وَأَكْثَرَ تَعْقِيدًا.

يَعْكِسُ هَذَا النَّهْجُ التَّرْبِيَةَ الْحَدِيثَةَ الَّتِي تُؤَكِّدُ عَلَى التَّدَرُّجِ فِي التَّعَلُّمِ، وَتَسَلْسُلِ الْمَفَاهِيمِ، وَإِدَارَةِ الْعَبْءِ الْمَعْرِفِيِّ.

 

مِنَ السِّمَاتِ الْمَرْكَزِيَّةِ لِهَذَا الْمَنْهَجِ تَشْجِيعُ التَّلَامِيذِ عَلَى إِنْتَاجِ نُصُوصِهِمُ الْخَاصَّةِ بِاسْتِخْدَامِ الْمُفْرَدَاتِ الَّتِي يَفْهَمُونَهَا بِالْفِعْلِ.

فَبِدَلًا مِنَ الاعْتِمَادِ عَلَى نُصُوصٍ جَاهِزَةٍ تَتَطَلَّبُ شَرْحًا مُسْتَمِرًّا مِنَ الْمُعَلِّمِ، تَمَّ تَمْكِينُ الأَطْفَالِ مِنْ إِنْشَاءِ جُمَلٍ ذَاتِ مَعْنًى بِشَكْلٍ مُسْتَقِلٍّ.

لَقَدْ سَاهَمَ هَذَا الأُسْلُوبُ فِي تَنْميةِ ثِقَتِهِمْ بِأَنْفُسِهِمْ، وَشَجَّعَ عَلَى «التَّفْكِيرِ الْعَمِيقِ»، وَهُوَ مَا يَتَمَاشَى مَعَ الأَبْحَاثِ التَّرْبَوِيَّةِ الْحَدِيثَةِ الَّتِي تُرَكِّزُ عَلَى اسْتِقْلَالِيَّةِ الْمُتَعَلِّمِ، وَالْمَا فَوْقِيَّةِ (metacognition)، وَالْأَسَالِيبِ الْبِنَّائِيَّةِ فِي التَّعْلِيمِ.

 

كُلُّ وَرَقَةِ عَمَلٍ صُمِّمَتْ بِنِيَّةٍ تَرْبَوِيَّةٍ وَاضِحَةٍ: لِتَفْكِيكِ الْمَفَاهِيمِ الْمُعَقَّدَةِ إِلَى خُطُوَاتٍ قَابِلَةٍ لِلْفَهْمِ، وَتَوْفِيرِ الدَّعْمِ الْمَرْحَلِيِّ الَّذِي يَرْبِطُ كُلَّ مَرْحَلَةٍ مِنَ التَّعَلُّمِ بِالْمَرْحَلَةِ الَّتِي تَلِيهَا، وَمُسَاعَدَةِ الأَطْفَالِ عَلَى تَكْوِينِ جُمَلٍ أَطْوَلَ بِشَكْلٍ تَدْرِيجِيٍّ بِاسْتِخْدَامِ الصِّفَاتِ، الْأَلْوَانِ، الضَّمَائِرِ الْمُتَّصِلَةِ، وَغَيْرِ ذَلِكَ.

بِهَذِهِ الطَّرِيقَةِ، اِنْدَمَجَتِ الْمَعْرِفَةُ وَالْمَهَارَاتُ بِسِلَاسَةٍ.

كَذَلِكَ، تَمَّ إِعَادَةُ اسْتِخْدَامِ الْمُفْرَدَاتِ بِشَكْلٍ مُتَعَمَّدٍ وَمِنْهَجِيٍّ، لِتَعْزِيزِ الْمَعْرِفَةِ الْسَّابِقَةِ مِنْ خِلَالِ الاسْتِرْجَاعِ، وَفِي النَّفْسِ الْوَقْتِ تَقْدِيمُ مُفْرَدَاتٍ جَدِيدَةٍ ضِمْنَ سِيَاقَاتٍ ذَاتِ مَعْنًى.

وَكَانَ التَّمَايُزُ عُنْصُرًا أَسَاسِيًّا: إِذْ إِنَّ كُلَّ وَرَقَةِ عَمَلٍ كَانَتْ ثَمَرَةَ بَحْثٍ وَتَصْمِيمٍ دَقِيقٍ لِتَلْبِيَةِ الْاِحْتِيَاجَاتِ الْمُتَنَوِّعَةِ لِكُلِّ طِفْلٍ دَاخِلَ الصَّفِّ، بِمَا يَتَمَاشَى مَعَ مَعَايِيرِ الْمُعَلِّمِينَ الَّتِي تُلْزِمُ بِتَكْيِيفِ التَّدْرِيسِ وَفْقًا لِنِقَاطِ قُوَّةِ التَّلَامِيذِ وَاحْتِيَاجَاتِهِمْ.

 

هَذَا لَيْسَ كِتَابًا دِرَاسِيًّا عَامًّا.

بَلْ هِيَ أَوْرَاقُ عَمَلٍ تَمَّ إِنْشَاؤُهَا خُصُوصًا لِتَلَامِيذِي، وَتَمَّ اخْتِبَارُهَا دَاخِلَ صُفُوفٍ حَقِيقِيَّةٍ، وَأَثْبَتَتْ فَعَالِيَّتَهَا الْعَالِيَةَ فِي تَمْكِينِ غَيْرِ النَّاطِقِينَ مِنِ اكْتِسَابِ اللُّغَةِ الْعَرَبِيَّةِ.

وَهِيَ تَجْسِيدٌ لِتَوَقُّعَاتٍ عَلِيَاةٍ، وَمَعْرِفَةٍ عَمِيقَةٍ بِالْمَادَّةِ، وَتَرْبِيَةٍ قَائِمَةٍ عَلَى الْأَدِلَّةِ، وَالصِّدْقِ، وَالْعِنَايَةِ.

 

سُلْوَى نِجاعي

مُدِيرَةُ الْمَدْرَسَةِ