Al Sadiq Islamic English School

Curriculum Policy
Glenn Atkinson (Principal)

January 2022
Contents
Curriculum Aims ...................................................................................................................................... 3
Legislation and Guidance ........................................................................................................................ 3
Roles and Responsibilities ...................................................................................................................... 4
The Governing Body ................................................................................................................................ 4
Principal................................................................................................................................................. 4
Other Staff ............................................................................................................................................. 5
Organisation and Planning ...................................................................................................................... 6
Foundation Stage ................................................................................................................................... 6
Primary .................................................................................................................................................. 7
Secondary .............................................................................................................................................. 8
School Assessments ............................................................................................................................. 10
Summative Assessment ......................................................................................................................... 10
Formative Assessment .......................................................................................................................... 10
Wellbeing ............................................................................................................................................... 10
Career Guidance ................................................................................................................................... 10
Planning................................................................................................................................................. 11
Curriculum Overview ........................................................................................................................ 11
Long Term Planning .......................................................................................................................... 11
Medium Term Planning ..................................................................................................................... 11
Weekly Lesson Plans ......................................................................................................................... 11
Inclusion ................................................................................................................................................ 11
Monitoring arrangements ...................................................................................................................... 12
Appendix 1: Curriculum Overview Template ......................................................................................... 13
Appendix 2: Medium Term Plan Template ............................................................................................ 14
Appendix 3: Weekly Lesson Plan Template.......................................................................................... 15
Curriculum Aims
At Al Sadiq Islamic English School, the curriculum is the key enabler for students to achieve
internationally recognised curriculum standards.

Our curriculum aims to:

 provide a broad and balanced education for all students
 enable students to develop knowledge, acquire skills, and apply these in relevant contexts
 promote a positive attitude towards learning
 support students’ spiritual, moral, social, and cultural development
 support students’ physical development by promoting personal health and active lifestyle
 enable students to meet/exceed their potential by providing students with appropriate levels of
challenge and support
 achieve and exceed National and International standards
 provide a broad range of subject choices that support students’ learning and progression
 develop students’ independent learning skills and resilience, to equip them for further/higher
education and employment

Legislation and Guidance

This policy reflects the requirements of the National Curriculum and the Ministry of Education. All
students, including Students of Determination and those with gifts and talents, have access to a broad
and balanced curriculum in line with KHDA regulations and Ministry of Education mandates. In
addition, this policy acknowledges the requirements for promoting the learning and development of
children set out in the Early Years Foundation Stage (EYFS) Statutory Framework.
Roles and Responsibilities
The Governing Body
The governing body will monitor the effectiveness of this policy and hold the Principal to account for
its implementation.

The governing body will also ensure that:

 a robust framework is in place for setting curriculum priorities and aspirational targets
 enough teaching time is provided for students to cover the National Curriculum and other statutory
requirements
 the school is compliant with teaching a "broad and balanced curriculum" which includes English,
maths, science, Arabic, Islamic Education and Moral, Social and Cultural Studies (MSCS), and
appropriate teaching time is provided for students to cover the requirements of the curriculum
 proper provision is made for students with different abilities and needs, including students of
determination and Emiratis.
 all courses provided for students lead to appropriate accredited qualifications, such as IGCSEs and
preparation for A-levels
 the school implements relevant statutory assessment arrangements
 it participates in decision-making about the breadth and balance of the curriculum
 students from year 9 onwards are provided with careers guidance

Principal
The principal is responsible for ensuring that this policy is adhered to, and that:
 the amount of time provided for teaching the curriculum is adequate and meets the requirements of
KHDA and the MOE, as well as the needs of the students
 all required elements of the curriculum, and the subjects which the school chooses to offer, have
aims and objectives which reflect the aims of the school and indicate how the needs of individual
students will be met
 they manage requests to withdraw children from curriculum subjects, where appropriate
 the school’s procedures for assessment meet all legal requirements
 the governing body is advised on whole-school targets in order to make informed decisions
 proper provision is in place for students with different abilities and needs, including students of
determination and Emiratis
Other Staff
Other staff will ensure that the school curriculum is implemented in accordance with this policy.

Vice Principal, Heads of Schools, Heads of Department will ensure that:

 long term planning is in place for all subjects
 schemes of work encourage progression in line with the curriculum requirements
 there is consistency in terms of curriculum delivery
 schemes of work are in place and are used by all staff delivering a particular subject
 appropriate subjects are selected so that they best meet the learning needs of our students
 assessment is appropriate and there is a consistent approach towards assessment
 they keep the school principal informed of proposed changes to curriculum delivery
 student performance data is reviewed on a regular basis to ensure that any necessary changes in
terms of curriculum delivery are planned and carried out in a timely fashion

Teaching staff and learning support staff will:

 ensure that the school’s curriculum is implemented in accordance with this policy
 keep up to date with developments in their subjects
 have access to, and be able to interpret data on each student to inform the design of the curriculum
in order that it best meets the needs of each cohort of students
 share and exchange information about best practice amongst their colleagues, and, through joint
planning ensure that they continually develop new ideas
 participate in high-quality professional development and training for curriculum matters, working
with other teachers to develop their skills in understanding the learning needs of their students and
how best to address those needs
 work in partnership with other agencies to provide an appropriate range of extra-curricular
opportunities. (e.g., visits, thematic days, ECAs, etc.)

Students will:
 have their individual needs addressed, both within the school and extending beyond the classroom
into the family and community through a curriculum that offers breadth, support and challenge
 be given additional support if they start to fall behind in their learning, helping them get back on
track quickly
 receive support to enable them to make the appropriate curriculum or career choices at key points

Parents and Caregivers will:

 be consulted about their children’s learning and in planning their future education at key points
 be informed about the curriculum on offer and understand the rationale behind it
Organisation and Planning
As part of the process of designing the curriculum for unit of work, teachers consider how Al Sadiq’s
Ethos can be incorporated into and lived out through the teaching and learning. Within all phases the
curriculum is developed as block units of work enriched with real-life experiences, cross-curricular
links and innovative learning.

Foundation Stage
The Early Years Foundation Stage (EYFS) is based upon four principles:
 Every child is unique
 Every child learns in a different way and at a different pace
 Every learner requires an enabling learning environment that caters to their individual learning
needs
 Every learner needs positive relationships to nurture them into becoming a strong and independent
learner

EYFS Foundation Stage curriculum is based on:

 Playing and exploring
 Engagement and active learning
 Motivation to create and think critically

Prime areas of Learning and Development:

 Personal, social, emotional development
 Physical development
 Communication and language

Areas of learning Specific areas are:

 Literacy (reading & writing)
 Mathematics (numbers, shapes and measurement)
 Understanding the world (people and communities, the world and technology)
 Expressive Arts and Design (exploring and using media and materials; being imaginative)

In the Foundation Stage, children learn actively through play and exploration throughout a thematic
curriculum. Care is taken to ensure that there is ample scope for personal, physical, social and
emotional development that is rooted through Islamic values at every step. Our beginner learners find
the school an extension of the home and are curious, communicative and creative.
Primary
Following the UK National Curriculum for England supplemented by UAE Ministry of Education, Al
Sadiq aims to give students the key skills they need to succeed, and helps to develop those skills. Al
Sadiq has developed an enriched curriculum that is both relevant and stimulating, offering students a
range of experiences that cater for individual learning styles.

Our Core Principles:

 To recognise uniqueness and individual learning styles
 To provide a nurturing environment that encourages critical thinking, creativity, and connecting with
the community

Our Key Stage 1 and 2 programmes provide an exciting, stimulating and integrated curriculum. Al
Sadiq provides a wealth of opportunities where students can ask questions and explore ideas to
deepen their understanding while promoting critical thinking skills. Students are encouraged to be
innovative and creative, to be independent and curious. Al Sadiq provides students a safe
environment from where they can begin their journey of lifelong learning.

The subjects taught in Primary school are as follows:

 Arabic A/B
 Islamic A/B
 English
 Mathematics
 Science
 Humanities
 Moral, Social and Cultural Studies (MSCS)
 ICT
 Modern Foreign Languages (Bengali, French and Urdu)
 Physical Education
 Art
Secondary
Secondary education provides the learner with opportunities to acquire the necessary knowledge,
skills and understanding required to be successful, resilient, life-long learners.

Key Stage 3:
The curriculum in KS3 reflects the following key guiding principles:
 Ensure students in Year 7 are supported in the smooth transition from Primary to Secondary
 Recognise and build on the KS2 curriculum with the objective of maximizing learning in KS3
 Ensure students are adequately prepared for success in KS4 and beyond
 Ensure students develop the necessary skills to access the curriculum in KS4 and beyond
 Ensure the needs of students in the ever-changing world continue to be met

The subjects taught in Key Stage 3 school are as follows:

 Arabic A/B
 Islamic A/B
 English
 Mathematics
 Biology
 Chemistry
 Physics
 Humanities
 Moral, Social and Cultural Studies (MSCS)
 ICT
 Modern Foreign Languages (Bengali, French and Urdu)
 Physical Education
 Art
 Key Stage 4
The International General Certificate of Secondary Education (IGCSE) has been designed for
students aged 14 to 16 years old. It is designed to prepare students for further academic success in
the future, such as Advanced Level (A-Levels), or International Baccalaureate (IB).

The curriculum in KS4 reflects the following key guiding principles:

 A core curriculum is provided which is essential for all students’ future success
 An optional element is provided which is personalised around every student
 The focus of a 21st Century classroom aims to make students future-ready. They will develop their
higher order thinking, communication and collaborative skills, and become adept at using
technology

The subjects taught in Key Stage 4 school are as follows:

 Arabic A/B
 Islamic A/B
 English
 Mathematics
 Biology
 Chemistry
 Physics
 Combined Science
 Environmental Management (EVM)
 Accounting
 Business Studies
 Economics
 Moral, Social and Cultural Studies (MSCS)
 ICT
 Modern Foreign Languages (Bengali and Urdu)
 Physical Education
 Art & Design

Students can decide within the following option blocks; The subjects in these blocks are as follows:
Block A Block B
Option 1 Biology Accounting
Option 2 Chemistry Economics
Option 3 Physics Business Studies
Option 4 Environmental Management Combined Science
Option 5 Modern Foreign Languages (Urdu/Bengali) Art & Design
School Assessments
During each term, the following internal assessments are conducted:

Summative Assessment
 Baseline Assessments
 End of Unit assessments
 Mid-term assessments
 End of term assessments

Formative Assessment
Formative assessments are ongoing and provide evidence of and for progression in learning. It
enables teachers to identify learning gaps and provide personalised feedback and support.

Wellbeing
Wellbeing is embedded throughout all aspects of the curriculum and school life. A key priority of all
staff is the safety and wellbeing of all students. As such, daily wellbeing sessions are held to share
age-appropriate information with students on issues such as; health education, moral, social and
cultural development, Islamic values, and career guidance.

Career Guidance
In order to provide students with the key skills and awareness to prepare them for life, Career
guidance includes:
- College/university information
- Interview techniques
- CV writing
- Financial awareness
- Careers education sessions
- Guided research activities
- Visiting speakers
- Volunteer work experience
- Drop in sessions with guidance counsellor
Planning
Planning within all phases and all subjects takes on the following structure:

Curriculum Overview
To allocate teaching time to each unit of work

Long Term Planning

All curriculum aspects are being taught to ensure statutory requirements are being met.

Medium Term Planning

To ensure unit plans demonstrate a full coverage of all curriculum objectives, inclusion of prior learning of
students, assessment opportunities, cross-curricular and real-life/UAE links.

Weekly Lesson Plans

Individual lesson plans which outline student expectations, timed, differentiated class activities and
anticipated short and long-term outcomes.

Inclusion
All students, including students of determination, EAL students, Emiratis and gifted & talented
students have access to a broad and balanced curriculum in line with the KHDA/MOE regulations,
external examinations board, access arrangement guidelines and UAE Federal Law.

Teachers set high expectations for every student regardless of their attainment. Al Sadiq uses all
appropriate assessments to set individualised aspirational targets (known as a minimum expected
grade – MEG) which ensures every student makes progress beyond curricular expectations.

Potential areas of difficulties are accurately identified through a range of assessment data ( internal
and standardized) that ensures students’ receive appropriate support to remove barriers in learning.

Individualized Education Plans (IEPs) and Accelerated Learning Plans (ALPs) ensure students
receive targeted support which is timely monitored.

Modification and adaptation of curriculum is done to ensure students of determination receive

appropriate scope to make age-related progress in line with expectations.

Periodic monitoring and evaluation of individual students progress is made to ensure timely feedback
is given to all stakeholders to plan next steps. Students of determination may receive special
assessment dispensation in line with the external assessment board.
Monitoring arrangements
The Principal has the overall responsibility for the quality of provision provided for the students and
the outcome in terms of both attainment and progress.

Monitoring and evaluating tasks will be undertaken by Heads of School in partnership with the Heads
of Department and Subject Coordinators. These tasks will link into a programme of monitoring,
Strategic Development Plan priorities and subject action plans, as well as performance management
of teaching staff.

The Principal and Heads of School will report their findings through regular reports to governors and
provide feedback to staff to celebrate strengths and identify aspects for improvements.

Heads of Departments, alongside coordinators, will monitor and evaluate the planning and standards
achieved by students. They will also evaluate the quality of teaching and learning in their subject
through observations, learning walks, data analysis, book scrutiny and student interviews. They will
provide formally recorded feedback to the Principal, Vice Principal, Heads of School, Governors and
Staff, to celebrate strengths and identify aspects for improvement.

Termly meetings will discuss progress made and support the identification of next steps for
development.
Appendix 1: Curriculum Overview Template
Year Group

Subject:
Teachers
Term 1.1

Week Beginning 29th August 5th September 12th September 19th September 26th September 3rd October 10th October 17th October

Number of
3 5 5 5 5 5 5
Teaching Days

Half Term

Topic/Unit

Term 1.2

Week Beginning 24th October 31st October 7th November 14th November 21st November 28th November 5th December 12th December

Number of
5 5 5 5 5 3 - National Day 5
Teaching Days

Winter Break

Topic/Unit

Term 2.1

Week Beginning 2nd January 9th January 16th January 23rd January 30th January 6th February 13th February

Number of
5 5 5 5 5 5 3 - Half Term
Teaching Days

Topic/Unit

Term 2.2

Week Beginning 20th February 27th February 6th March 13th March 20th March 27th March

Number of
5 5 5 5 5
Teaching Days

Spring Break

Topic/Unit

Term 3.1

Week Beginning 10th April 17th April 24th April 1st May 8th May 15th May

Number of
5 5 5 1 - Eid Al Fitr 5 5
Teaching Days

Topic/
Unit

Term 3.2

Week Beginning 22nd May 29th May 5th June 12th June 19th June 26th June

Number of
5 5 5 5 5 5
Teaching Days

Topic/
Unit
Appendix 2: Medium Term Plan Template

Subject

Topic

Year Group Term

Bigger Picture / Unit Outcome:

Prior Knowledge Modification (Data Analysis)

Objectives Assessment Opportunities

Real Life Links UAE Links

Cross
Curricular
Links

Resources

DL/Blended
Learning
Modifications
 Appendix 3: Weekly Lesson Plan Template
Subject: Week Beginning: Year Group: Teacher:
Lesson 1 Lesson 2 Lesson 3 Lesson 4
Starter

(Reteach from Objectives

Identified from FA Tracker)

Objective
Learning Outcomes ALL: ALL: ALL: ALL:

MOST: MOST: MOST: MOST:

SOME: SOME: SOME: SOME:

Main Teaching

Differentiated Group LA: LA: LA: LA:

Activities
MA: MA: MA: MA:

HA: HA: HA: HA:

SOD Modifications
Emirati Modifications
Plenary
Real Life & UAE Links
Resources

Lesson Evaluation WWW: WWW: WWW: WWW:

EBI: EBI: EBI: EBI:

Teacher Judgements: Teacher Judgements: Teacher Judgements: Teacher Judgements: