Building a shared visual language with British International School Jeddah

The first stage of implementing Widgit focused on developing a consistent set of symbol-supported resources that could be used across classrooms. Working with her team, SENCO Gill Puxley led a project to identify and create ‘common language’ symbol sets for:

• Classroom items
• Timetables
• Emotions
• Literacy vocabulary
• Numeracy vocabulary
• Locations around the school

These were produced as dual-language templates to support the school’s multilingual context, helping pupils access learning in both English and Arabic.

During the second phase, Widgit was introduced to teaching staff across the primary school. Gill delivered a practical training session at the start of term, providing teachers with an introduction to when and how to use Widgit. Staff were also given time to create their own resources, with a strong emphasis on using the agreed ‘common language’ symbols for consistency. Each class then received a set of timetable cards, enabling teachers to set up in-class visual schedules immediately.

Following a successful period of getting to know Widgit, symbolised communication is now embedded in several key areas of school life:

• Daily visual timetables are used across the whole primary phase.
• ‘Now and Next’ boards support individual pupils who need additional structure and reassurance.
• New arrivals in both primary and secondary, particularly those with little or no English or Arabic, use Widgit Symbols to support understanding and communication.
• Lower primary classrooms make particularly strong use of Widgit, including:
  • Word mats
  • Classroom agreements
  • Pre-teaching key vocabulary for international primary curriculum topics
  • Supporting whole-class activities such as learning new songs

One standout success was the use of Widgit Symbols to teach an assembly song:

“Never have I ever seen every child in a class sing all the words to a song off by heart. Widgit Symbols made an incredible difference to participation and confidence.”

With strong foundations now in place, British International School Jeddah is well positioned to continue developing its inclusive, symbol-supported approach. Widgit has already become an integral part of daily routines, language learning, and whole-class participation, particularly in supporting new arrivals and pupils in the early years and lower primary.

As the school continues to embed its inclusive vision, there is a shared ambition to build on this success by further strengthening consistency of symbol use, expanding staff confidence, and increasing the presence of Widgit across classrooms and key learning areas. The aim is for visual communication to become a natural, embedded part of teaching and learning across all phases, supporting every pupil to access language, routines, and the curriculum with confidence.