FAQs

1. What tests do children at Zaya take?

At Zaya we focus on holistic education, prioritizing the developmental needs of the child and fostering creativity, critical thinking, and emotional intelligence over standardized testing.

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Here is an overview of how assessments are done at Al Fanar:

(1) Observation-Based Assessments

• Teacher Observations: Our teachers assess students through observation during lessons, group work, and individual tasks. This helps gauge a child's progress in areas like literacy, numeracy, and social skills.

• Developmental Assessments: Teachers often focus on developmental milestones, such as handwriting skills, oral storytelling, or artistic expression, rather than specific academic benchmarks.

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(2) Portfolios and Narratives

• Student Portfolios: Students may maintain portfolios of their work (e.g., lesson books, drawings, essays) that showcase their learning journey.

• Narrative Reports: Teachers often provide detailed written reports to parents, describing the child's progress, strengths, and areas for growth.

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(3) Specialized Learning Needs

• If a child has specific learning challenges, teachers might use tailored assessments or work with specialists to evaluate the child’s needs.

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(4) Teacher-Led Classroom Evaluations

• Quizzes, oral recitations, math problems, or group projects might be used informally to gauge understanding, but these are not typically graded in a traditional sense.

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(5) Standardized Tests

• At Al Fanar, our students will meet the national curriculum for England learning objectives, through our unique pedagogy. Like our British primary schools, our children will sit the CAT-4 exams as well as ACER BT tests in relevant subjects.

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(6) Transition or Exit Assessments

• For students moving to other schools, if specific requirements other than the above and we are given ample notice we will endevour to do our best to prepare the child for any other examinations needed. administer informal assessments to help align their skills with the expectations of the receiving institution.

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2. Which ages do you currently accept enrollment for?

Kindergarten up to Year 6, Ages 2 to 10 years

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3. Why do teachers cycle with students?

In our approach its common for a teacher to remain with the same class for up to seven years, guiding students from year 1 through year 6. This practice, known as "teacher looping" is  has several educational, developmental, and relational benefits. Here's why this approach is used:​

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(1) Deep Understanding of the Child

• Individualized Support: A teacher who works with the same students over many years develops a deep understanding of each child’s strengths, challenges, and unique personality.

• Continuity in Learning: The teacher’s familiarity with the students allows them to tailor lessons and approaches to meet individual and group needs, creating a more personalized educational experience.

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(2) Strong Teacher-Student Relationship

• Emotional Security: Long-term relationships foster trust and emotional safety, which are essential for effective learning and personal development.

• Role Model Consistency: The teacher becomes a stable and consistent role  model, which is especially important during the formative primary years when children are developing their sense of self.

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(3) Support for Developmental Stages

• Holistic Growth: Our education emphasizes aligning teaching with the  developmental stages of the child. A teacher who progresses with the class  can adjust their methods and curriculum to suit the evolving needs of the students, ensuring age-appropriate learning.

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(4) Community Building

• Class Cohesion: A stable teacher-student relationship fosters a strong sense of  community within the classroom. The teacher helps maintain a supportive group dynamic, mitigating conflicts and encouraging cooperation.

• Parent Collaboration: Parents also build long-term relationships with the  teacher, creating a strong partnership that benefits the child.

(5) Continuity in Curriculum

• Seamless Transitions: A single teacher overseeing the curriculum ensures  continuity in themes, teaching styles, and educational goals, avoiding  disruptions that can occur with frequent teacher changes.

• Progressive Learning: The teacher can build on prior knowledge and skills without spending time re-learning the class’s dynamics.

In summary, the practice of keeping the same teacher for many years aligns with the philosophy of holistic education, aiming to provide children with a stable, nurturing environment where deep relationships and tailored learning can thrive.

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4. What age do children undertake academic learning?

The Early Childhood Phase

The focus during the early years is on fostering imagination, sensory experiences, and physical development, with minimal emphasis on formal academics.

Key Aspects of Learning Before Year 1
(1) Play-Based Learning: 

• Free, imaginative play is central to early childhood education in our schools.

• Play supports creativity, problem-solving, and social skills.

(2) Rhythm and Routine:

• Daily, weekly, and seasonal rhythms create a predictable and nurturing environment.

• Activities like circle time, storytelling, and seasonal celebrations instill a sense of order and connection to the natural world.

(3) Practical and Artistic Activities:

• Activities include baking, cooking, cleaning, gardening, and simple crafts like knitting or sewing.

• Artistic activities like painting, drawing, and singing are integrated into the day.

(4) Movement and Physical Development:

• Outdoor play and activities like climbing, balancing, and skipping help develop gross motor skills.

• Fine motor skills are developed through crafts and practical activities.

(5) Oral Storytelling and Language Development:

• Teachers tell fairy tales, folk stories, and fables rather than using books or screens.

• Songs, rhymes, and verses encourage rhythm, memory, and language skills.

(6) Preparation for Literacy and Numeracy:

• Early exposure to literacy and numeracy happens indirectly through songs, rhymes, rhythmic movement, and patterning activitie

• Letters and numbers are introduced in artistic and playful ways, without formal instruction.

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Year 1: Transition to Formal Learning

(1) Main Lesson:

• Each day begins with a 90-minute "main lesson" focusing intensively on one subject (e.g., literacy, math, history) for a 3-4 week block. 

(2) Artistic Integration:

• Subjects are taught through art, storytelling, and practical activities.

• For example, letters are introduced through drawings or stories, and numbers through rhythmic movement or nature patterns.

(3) Holistic Approach:

• The curriculum integrates cognitive, emotional, and physical learning, ensuring a balance of intellectual, artistic, and practical activities.

(4) No Early Emphasis on Reading:

• Reading is introduced gently, often starting with writing, as children learn to write letters and words before transitioning to reading them.

• The goal is to allow literacy to develop naturally, fostering a love for stories and language.

(5) Movement:

• Movement is incorporated to enhance coordination, spatial awareness, and learning (e.g., stepping rhythms for math or language).

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5. What is the unique about the Zaya Curriculum?

The Zaya curriculum is unique because it integrates the National Curriculum of England Learning
 

Objectives in a unique way with a very holistic approach, combining the academic standards and assessment requirements of NCE while preserving holistic developmental and creative focus.

What's unique about such a curriculum?

• It is developmentally appropriate and still rigorous.

• It has cross-curricular learning approach, which has been proven to leave children with a  more deep understanding of a curriculum.

• It has creative and artistic teaching methods.

• We focus on both qualitative and narrative based assessments, as well as formal testing later. It's rich in arts and handwork, proven to be great for cognitive development.

• Because it's very nature focused, it leaves children with a love for this planet and develops global stewards. Movement of physical education is very purposeful with exercises that leave  children crossing the midline and are very movements that are very appropriate for their cognitive development.

• This education is very focused around festivals and seasonal rhythms of the year, which 
  means children have a deep understanding of their place in the world and in their culture and gives them a way to have experiential learning.

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6. What if my child is under the send program?

The Special Educational Needs and Disabilities (SEND) program at our school emphasizes a holistic, individualized approach to supporting children with additional needs. Rooted in the philosophy of nurturing the whole child—their head (thinking), heart (feeling), and hands (doing)—the SEND program focuses on creating an inclusive and supportive environment tailored to each child's developmental and educational journey.
 

Key Features:
(1) Individualized Learning Plans (ILPs)

• Every child with identified SEND has an Individualized Learning Plan that outlines their unique needs, strengths, and specific strategies for support.

• The plan is developed collaboratively with teachers, parents, and specialists (e.g., speech therapists, occupational therapists).

(2) Observation and Developmental Understanding

• Teachers are trained to observe children carefully to understand their developmental stage, learning style, and specific challenges.

• Developmental milestones, rather than rigid academic benchmarks, guide interventions.

(3) Holistic and Therapeutic Support

A range of therapeutic activities is integrated into the curriculum, such as:

• Somatic Movement Therapy: Somatic Movement Therapy to support coordination, concentration, and emotional regulation.

• Art Therapy: Painting, drawing, or modeling to encourage emotional expression and fine motor development.

• Music Therapy: Singing and instrument playing to support rhythm, focus, and emotional well-being.

• Sensory Integration: Practical activities like gardening, handwork, and nature exploration help children with sensory processing challenges.

(4) Inclusive Main Lesson and Differentiation

• Children with SEND participate in the Main Lesson, with differentiated tasks and activities tailored to their abilities.

• Support assistants or co-teachers may provide in-class assistance, ensuring the child remains integrated with their peers.

(5) Supportive Environment and Rhythm

• The rhythmic structure of our school day provides consistency and predictability, which is especially beneficial for children with autism spectrum disorders, ADHD, or anxiety.

• Activities like storytelling, circle time, and hands-on crafts create a calming and engaging environment.

(6) Collaboration with Specialists

• Our school often works closely with external specialists, such as educational psychologists, speech and language therapists, or occupational therapists, to provide targeted interventions.

• Regular reviews ensure that interventions are effective and adapted as needed.

(7) Parent-Teacher Partnership

• Open communication between teachers and parents ensures that the child’s needs are understood and supported both at school and at home.

• Parents are encouraged to participate in workshops or sessions to understand and reinforce therapeutic practices.

(8) Focus on Strengths and Interests

• Our education highlights the child's strengths, encouraging confidence and self-esteem.

• For example, a child with dyslexia may excel in artistic or practical activities, which are celebrated and integrated into their learning plan.

(9) Graduated Interventions

Support is provided at varying levels, depending on the child’s needs:

• In-Class Support: Differentiation and small-group work.

• Pull-Out Sessions: One-on-one support for targeted skills, such as literacy or sensory integration.

• Specialist Therapy: For children requiring intensive interventions.

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7. What is Forest School?

Our  Forest School is our outdoor space that  provides children with regular opportunities to explore, learn, and play in a natural outdoor environments. It emphasizes hands-on, experiential learning in nature, fostering creativity, resilience, and independence. 

Key Features:
(1) Child-Led Learning

• Activities are often guided by the children’s interests, promoting curiosity, problem-solving, and independent thinking.

• Teachers (known as Forest School leaders) facilitate rather than direct learning.

(2) Outdoor Environment

• The learning takes place primarily outdoors in a woodland or natural setting, regardless of weather, encouraging adaptability and a 
  connection with nature.

(3) Experiential Learning

• Activities are hands-on, focusing on doing rather than just listening or observing.

• Examples include building shelters, using tools, creating crafts, or studying wildlife.

(4) Long-Term Engagement

• Forest School programs typically involve regular visits over a sustained period (e.g., weekly sessions throughout the school year) to 
  allow children to develop deep connections with the natural environment.

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(5) Focus on Holistic Development

• Emphasizes physical, social, emotional, and intellectual growth.

• Encourages resilience, teamwork, confidence, and self-awareness.

(6) Risk Management

• Children are encouraged to engage in activities with managed risks, such as climbing trees, using tools, or starting fires, to build 
  confidence and decision-making skills.

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(7) Sustainability and Environmental Awareness

• Forest Schools teach respect for the environment, fostering a sense of responsibility and care for nature.

Benefits of Forest School:
(1) Physical Development

• Activities like climbing, running, and balancing improve gross and fine motor skills.

• Being outdoors promotes physical fitness and overall health.

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(2) Emotional and Social Growth

• Nature-based play helps reduce stress and anxiety.

• Collaborative activities foster teamwork, empathy, and communication.

(3) Cognitive Skills

• Problem-solving, critical thinking, and creativity are enhanced through exploratory learning.

• Real-world applications of math, science, and language skills make learning meaningful.

(5) Connection to Nature

• Builds a lifelong appreciation for the natural world.

• Encourages sustainable behaviors and environmental awareness.

Activities in a Forest School

• Building shelters or dens using natural materials.

• Learning to use tools safely (e.g., saws, knives).

• Observing and identifying plants, animals, and insects.

• Fire-making and outdoor cooking.

• Creative activities like making nature crafts or storytelling.

• Exploring natural phenomena (e.g., weather, seasons, ecosystems).

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Forest School Philosophy
The philosophy of Forest School aligns with ideas from outdoor education and child-centered learning, emphasizing:

• The intrinsic value of play and exploration.

• Learning through experience and trial-and-error.

• Trusting children’s ability to manage risks and make decisions.

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8. What is the rhythmic learning approach?

The cross-curricular approach in our school reflects the belief that all subjects are interconnected and that learning should engage the whole child—head (thinking), heart (feeling), and hands (doing). This approach includes:

(1) Integrated Main Lesson Blocks

Each day begins with a Main Lesson, a 90-minute focused period that dives deeply into a particular subject (e.g., history, science, 
mathematics, or literature) for a block of 3–4 weeks.

The Main Lesson incorporates storytelling, art, music, drama, writing, and movement to enrich understanding. For example:

• A history block on ancient Egypt may include:

  • Geography lessons on the Nile River.

  • Mathematical activities related to pyramid construction.

  • Artistic exercises creating Egyptian-style paintings.

  • Music inspired by the culture of the time.

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(2) Holistic Themes

Subjects like math, science, and languages are often taught through themes that link to broader cultural or historical contexts. This ensures 
learning is grounded in real-world experiences and historical relevance.

Example: A science lesson on botany might include drawing detailed plant forms (art), studying plant-related poetry (language arts), and

observing nature (science).

(3) Artistic and Practical Integration:

• Arts and crafts, such as form drawing, painting, and handwork, are not treated as separate from academic learning but are interwoven.

For instance:

• Geometry concepts might be explored through precise form drawing patterns.

• Handwork (e.g., knitting) connects to rhythm, dexterity, and mathematical patterns.

(4) Eurythmy
Movement and eurythmy (expressive movement art) reinforce learning, connecting rhythm and gesture to concepts. For example, students might act out a poem or mathematical sequence through movement. This cross-curricular integration helps students form meaningful connections, deepening
understanding and fostering creativity.

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Scaffolding in a Our School
Scaffolding in our school refers to providing structured support for children to grow progressively in their intellectual, emotional, and physical development, aligned with Our belief in the stages of child development:

(1) Developmentally Appropriate Curriculum

The curriculum is designed to meet the developmental needs of each age group:

• Early Childhood (birth–7 years): Focus on imitation, play, and sensory experiences.

• Middle Childhood (7–14 years): Emphasis on imaginative storytelling, artistic expression, and hands-on activities.

• Adolescence (14–21 years): Introduction of abstract and critical thinking.

(2) Gradual Introduction of Abstract Concepts

• Learning starts with concrete, experiential activities and gradually progresses to abstract thinking as the child matures.

For example:

• In early grades, multiplication tables might be learned through rhythmic clapping and singing.

• By middle school, students work on solving complex mathematical equations.

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(3) Teacher as a Guide

• Teachers provide a stable, nurturing relationship and guide students through their learning journey, often staying with the same class for multiple years (class teacher system).

• The teacher offers explicit support when needed and gradually reduces it as the child becomes more independent.

(4) Rhythm and Repetition

• Daily, weekly, and seasonal rhythms create a structured environment where children feel secure.

• Repetition of songs, verses, and stories reinforces learning and provides a scaffold for deeper comprehension.

(5) Creative Problem-Solving:

• Students are encouraged to discover solutions through creative means rather than rote memorization. For example, they may build their understanding of geometry by drawing shapes and discovering their properties through guided exploration.

(6) Learning through Doing:

• Practical, hands-on activities scaffold understanding by grounding abstract concepts in real-world applications, such as baking bread to learn about chemical reactions or weaving to understand patterns.

The cross-curricular approach and scaffolding in our school reflect the idea that education should not be fragmented but instead serve as an interconnected web of experiences. By presenting knowledge artistically, practically, and intellectually, children are better equipped to grasp complex ideas while nurturing their creativity, confidence, and sense of purpose. This approach ensures that learning is both engaging and meaningful, helping children build a solid foundation for lifelong learning.

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9. Is Islamic Studies part of the curriculum?

Yes, Islamic Studies is part of the curriculum in school for Muslim students. This requirement is governed by the UAE Ministry of Education, which ensures that the cultural and religious values of the region are integrated into educational frameworks. Key points include:

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(1) For Muslim Students:

• Islamic Studies is a compulsory subject, and the curriculum is standardized by the Ministry of Education.

• It covers Islamic teachings, values, and principles appropriate for various grade levels.

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(2) For Non-Muslim Students:

• Non-Muslim students are usually exempt from Islamic Studies but participate in alternative moral education.

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10. Why do you focus on handwork?

Hands-on activities significantly enhance a child's ability to solve problems in several ways:

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(1) Active Engagement: Children learn best when they are actively involved. Hands-on activities require them to engage physically and mentally, which helps reinforce concepts and encourages deeper understanding.

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(2) Real-World Application: These activities often mimic real-life scenarios, allowing children to see the relevance of what they are learning. This connection helps them transfer skills to new situations, improving their problem-solving abilities.

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(3) Critical Thinking: Hands-on tasks often present challenges that require children to think critically and creatively. They learn to analyze situations, brainstorm solutions, and evaluate outcomes, fostering a mindset geared toward exploration and innovation.

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(4) Trial and Error: Engaging in hands-on projects allows children to experiment, make mistakes, and learn from them. This process builds resilience and teaches the importance of persistence in overcoming obstacles.

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(5) Collaboration and Communication: Many hands-on activities are done in groups, promoting teamwork. Children learn to share ideas, listen to others, and negotiate solutions, which are essential skills for effective problem-solving.

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(6) Sensory Learning: Hands-on activities stimulate multiple senses, making learning more memorable. This sensory experience helps reinforce concepts and encourages children to make connections that aid in problem-solving.

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(7) Confidence Building: Successfully completing hands-on projects boosts a child's confidence. When they see the results of their efforts, they are more likely to tackle future challenges with a positive attitude.

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Overall, hands-on activities foster an environment where children can develop essential problem-solving skills through exploration, creativity, and collaboration.​