The primary classes follow the Teaching Talking programme which uses a system of screening, detailed profiling and intervention for children from nursery to primary years.
Teaching Talking is a comprehensive programme that covers the development of functional key skills such as:
- Physical Skills
- Self-help and Independence
- Eye-hand coordination
- Play and Social Skills
- Receptive Language
- Expressive Skills
At Levels 1 and 2 Speaking and Listening, Reading, Writing, Mathematics and Scientific investigation are added. On achieving the Level-2 goals, students are able to follow a graded curriculum.
SRA by McGraw Hill
Most of the Academic English classes follow tone or more of the following programmes: SRA Language for Learning, Language for Thinking, Connecting Math Concepts, Specific Skill Series and Language for Writing, all of which are based on Direct Instruction. Direct Instruction is an instructional method that is focused on systematic curriculum design and skillful implementation of a prescribed script. This scripted method of teaching provides constant interaction between students and the teacher.
Students who are not ready to be placed on the above programmes follow especially designed or modified programmes to suit their individual needs. They include sequential goals and objectives in all key skill areas.
One important aspect of the FRC’s curriculum is the development of the students’ vocational skills. The main aim is to develop some level of independence in the activities of daily living and to increase possibilities for their future employment. The programme includes functional academics, personal management, activities of daily living and participation in various activities and events in the community. The foundations of different skills are laid earlier on in the primary classes where emphasis is placed on developing concepts of hygiene, communication, money and time; apart from pre-academic and academic skills.
FIRST PHASE: The programme begins with the development of pre-vocational skills among the junior students. Tasks include: sorting by colors, shapes, size, function and others, folding of various sorts of materials, pegging and others. Also included in this phase is the development of basic IT skills and some home-related skills such as table setting, cooking, housekeeping and shopping for daily needs.
SECOND PHASE: As students either grow older or show evidence of their achievement of the pre-vocational skills, the teachers include in their Individualized Education Plans more specific tasks that are intended to develop skills for possible livelihood. The focus is on teaching the students skills that will prepare them for life in the community. Training is given in:
- Basket weaving
- Accessory making
- Basic Cashiering and Merchandising
- Art and craft such as painting, card making, paper recycling art
- Computer Skills
- Word processing
- Office Assistant Skills (receiving visitors, attending to phone calls etc.)
THIRD PHASE: An important objective of vocational education and training is to find employment. Students who are of age and those who have acquired some vocational skills are sent for on-the job training to various companies, when such opportunities are available. There are now ten former students who are fully employed in different companies in UAE and some in their respective home countries.
Ministry of Education Curriculum
Some classes, especially our Arabic classes, follow sets of books and materials from Ministry of Education in Arabic, Mathematics and Science.
Co-curricular activities help the students to generalize and explore concepts learnt in class. Great emphasis is placed on inculcating independence and appropriate social skills and behavior in the students through these activities. Students are offered:
- Art and Craft
- Physical Education and Sports
- Horse-riding (for selected classes)
- Educational/ Field Trips