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Students in Kindergarten are provided with an
Environment that promotes learning through
Experience and exploration

The kindergarten program at Al-Forsan International School is designed to educate young learners to be responsible, lifelong learners while ensuring that students are firmly rooted in the Arabic Language and Islamic culture. 

Kindergarten students learn, work and play cooperatively with others in groups. The program provides opportunities to promote academic, social and emotional development as well as facilitating a positive, caring and stimulating learning environment.



About Us

As the face of education has changed dramatically over the past ten years or so. Our teachers are working hard to equip children with the skills needed for success in the 21st century world. In addition to instilling in students the flexibility to readily adapt to changing technologies, teachers must foster learning environments that encourage critical thinking, creativity, problem-solving, communication, collaboration, global awareness, and social responsibility. Listed below are six strategies Al Forsan International Schools' early childhood teachers are currently using in classrooms to prepare kids for the boundless future ahead.


Today’s children were born in the age of the Internet. Many are more technologically savvy than the adults assigned the task of teaching them. To connect with these kids, teachers must learn to speak their language and become conversant with the technology that comes so naturally to the young. Integrating technology means tapping into students’ interests and strengthening their technical skills, all while providing enriching learning opportunities. As with any new development, many teachers, eager to keep up with the latest trends, simply go through the motions of integrating technology with stress on the importance of Internet safety.


Teacher-centered instruction has had its day. Effective teachers are increasingly using a student-centered approach. Cooperative learning sparks engagement in classrooms by encouraging interaction among the students themselves. The teacher, rather than calling on one student at a time, allows children to discuss class materials with buddies or in groups, thus maximizing the level of participation. The students work just as hard as the teachers. No longer a one-man show, the teacher’s role becomes that of a facilitator instead. This, in turn, leads to higher achievement, while promoting both team and class building. 


Teachers can tailor learning experiences to differentiate among the individual needs of students in the classroom. There are three main learning styles: visual, auditory and kinesthetic. Teachers can also differentiate by matching assignments to readiness levels, offering appropriate intervention or extension activities as required. Allowing children to select activities based on areas of interest is another great way to differentiate. Offering choices is an excellent motivator for kids. Small-group work is one of the most effective ways to meet the needs of diverse learners in large class settings. 


Involving children in the goal-setting process is an excellent way to encourage them to take ownership of their learning. In the early stages, goal setting needs to be done in a very clear and simplistic way – for example, frequent two-way conversations with children about their progress in specific areas. Teachers can further facilitate goal setting through the use of organizers, anchor charts and similar aids. In general, helping children reach their goals calls for teachers to provide specific, frequent feedback as well as ample time for self-reflection.


In contrast to the traditional teaching of subjects in isolation, teaching multiple subjects simultaneously can help students go much deeper in learning concepts and skills. Naturally, this approach asks more from the teacher. It can be easy to blend math, science, or social studies content with reading or writing. However, it is more challenging to combine all the subjects at once. Here are some of the major approaches to simultaneous learning. Project-based learning involves children carrying out a project that ends up with a concrete result of some kind. Problem-based learning asks the teacher to guide children in developing solutions to real-world problems. In inquiry-based learning, children generate their own questions according to their curiosities or interests, which they then investigate. These methods work so well because teachers don’t simply tell students what they should know, but instead they engage children in exploring and uncovering the information in a more meaningful way in which all the subjects come into play together. These methods are not only fun, but they also highly motivate children and encourage collaboration, as well.


Assessment for Learning, or Formative Assessment, is a data-gathering process used by teachers to help them customize instruction to match students’ needs. Summative assessments don’t always give a clear picture of what a student knows. Also, by the time the data is gathered, it’s already too late! The teacher is already moving to the next objective, leaving many students behind who haven’t fully grasped the previous content yet. To prevent this problem, teachers can monitor how the children are learning as they teach, using observations, questioning strategies, class discussions, exit tickets, learning logs, peer assessments, self-assessments, and slate work, among other methods. Teachers can gauge the progress of individuals, groups, or the whole class, and they can adjust the process by supporting or challenging students as needed. These ongoing assessments allow teachers to keep their fingers on the pulse of the classroom to ensure that students are learning.

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│ Kindergarten │ Ar Rakah Campus

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│ Kindergarten │ AlQirawan Campus