This paper illustrates the constraints of the curriculum delivery of Arabic as a Foreign Language (AFL) in the United Arab Emirates Senior School. As the UAE is one of the Arab countries, so the Arabic language is a key subject of the national curriculum which compulsory for students in all year groups for both types of students, local citizens and residents. The aim of this study is to investigate the constraints that face the teaching and learning of AFL, such as, teaching AFL speaking, understanding pupils' differentiation, learning resources, classroom activities, teaching methods, and speaking assessment. A qualitative research methodology is employed; a semi-structure interview was the main tool with a sample of 2 heads of departments, four AFL teachers and 6 students. The main research question is "what are the constraints of curriculum delivery of AFL in the UAE?" This study provides solutions to the discussed constants in order to improve the quality of curriculum delivery of AFL as well as its quality of teaching and learning.

Assessment is the process of gathering evidence of students" knowledge, skills and attitudes. Assessment for learning plays a significant role in improving students learning, and the literature is full with academic studies about the importance of this sort of formative assessment. However, less research is done about students" perspective on the impact of formative assessment on their learning. This paper aims to explore students" perceptions about the impact of formative assessment on teaching and learning. The population of this study is 207 participants; 7 teachers and 200 students from one of the private schools in Abu Dhabi of the United Arab Emirates. The methodology that used in this study is mixed of qualitative and quantitative approaches. A focus discussion group was used as a tool of a qualitative methodology in this study, beside the questionnaires is used as well for this sake. The research question is; what do students believe about the impact of the formative assessment on their learning?The findings of this study shows that teachers and students give less importance to formative assessment techniques as it is expected. Thus, teachers and students need to be trained to know about the importance of formative assessment strategies and techniques. Moreover, students need to be assessed by more interactive tools of assessment based on students interests and differentiations, because when knowing the cognitive approach and learning style of the students, teachers can provide effective feedback that help students comprehend their learning contents, goals, expectations and self-assessment. Besides, this study provides some helpful formative assessment techniques and strategies to assist teachers, students and parents to have a good understanding of the effective implementation of these tools of assessment for learning.

Leadership is one of the key subjects in education. It has long been researched in both theory and practice. The link between school performance and quality of its leadership has been covered in research. The purpose of this research is to define the leadership experiences of Abu Dhabi international secondary school principals, their description of effective school leadership, and the needs for their leadership continuous learning. A phenomenological qualitative methodology to the research is applied in order to show fruitful account of the participants' principal's practises. Data will be collected through one to one semi structured interview of 16 Abu Dhabi international secondary school principals. These interviews will take place in the participant's offices at their schools.

: This paper aims to examine the leadership role of the Head of Department (HoD) in teaching and learning of Arabic language in two of Abu Dhabi's private schools. The main research question is what is the impact of the HoD on teaching and learning Arabic language in Abu Dhabi private schools? This piece of research employs a qualitative methodological approach, whereby data were gathered from two private schools in Abu Dhabi. A Pilot study with 3 teachers and one HoD was conducted; 8 semi-structured interviews were employed with two head teachers, 2 HoDs and 4 teachers in two private international schools in Abu Dhabi.The findings of this paper were that no formal preparation was provided to HoDs for leading the teaching and learning of Arabic language, HoDs practise their leadership role by running class observation, monitoring (teaching and learning, lesson plans, students' work and assessment) and providing teachers with feedback. HoDs lack of pedagogical knowledge, lack of curriculum design and implementation. The study found that HoDs face variety of challenges, such as, lack of teaching and learning resources, demotivated teachers, heavy workload and paperwork, HoDs perceived by teachers as fault hunters and lack of leading by example, and lack of quality CPD.This study provides the following recommendations; HoDs should be provided with courses about the subject and curriculum knowledge and the leadership role. HoDs need to be trained about quality monitoring teachers' work and students learning and how to be critical friends. HoDs should engage Arabic teachers in planning, monitoring and evaluation processes.