Curriculum and Assessment

Our intention is that the Shakhsiyah framework of Islamic education is able to produce persevering Islamic personalities for the challenges facing us living here in Britain in the 21st century.

Our approach is that the educational framework is derived from Islamic sources as opposed to adding Islam into existing education systems. It was with this approach that Muslims at the time of the great Islamic civilization were able to make immense achievements and advancements.

We owe it to mankind to revive our glorious heritage so once again we are equipped to be a leading community in all fields of life.

Teachers can subscribe to the ‘Curriculum and Research’ section of our website where our latest research, curriculum and schemes of work can be accessed.

‘Human-Scale’ Education:

At ISF we believe that many of the problems faced in mainstream education arise from the size of schools and classes in terms of the number of children. We believe that a small school with small class sizes not only helps children fulfil their academic potential but also is essential for the development of their Shakhsiyah.

Integrated curriculum:

The concept of all knowledge being from Allah ta’ala, is given credence through an integrated curriculum where all subject areas are linked through one topic

An integrated approach naturally develops learning for life and indeed for the Aakhirah (Hereafter). An integrated curriculum is one that transcends the boundaries imposed by traditional subject boundaries. It is an understanding driven and involves the integration of content with skills and processes. We believe that students do not think naturally in terms of different subjects but tend to have a more holistic view of the world, so an integrated approach is compatible with our understanding of the ways in which students learn and develop.
Each half term, teachers plan around a theme. They consider the knowledge and skills that should be taught from the National Curriculum and incorporate these into their planning. Our model of integrated curriculum is based on the principles of inquiry learning. To this end it follows that the teaching and learning strategies chosen will reflect the different stages of inquiry – tuning in, finding out, sorting out and making conclusions. The following skills and strategies are examples of those that may be used at each stage of inquiry.

• Questioning, Organising, Representing ideas visually, Sharing ideas with others,
• Hypothesizing, Listening, Planning, Predicting, Estimating, Locating and selecting relevant information.
• Note-taking, Listening, Comparing and Contrasting, Viewing, Inferring.
• Recognising bias, Restating, Active listening, Organising, Classifying, Seeing patterns,
• Representing ideas in a range of ways,
• Working cooperatively, Presenting ideas to others, Interpreting information, Analysing,
• Persuading, Synthesising, Interpreting, Generalising, , Working independently
• Performing, Justifying, Responding to the work of others, Speaking clearly

Halaqah (Circle Time)

The Halaqah curriculum has been formulated in order to meet all the children’s Islamic needs. The Halaqah Curriculum is to be taught in an integrated-curricular framework in line with the school ethos. Aspects of the curriculum will be incorporated by teachers into other lessons and Islam will be a reference point throughout the day. As the backbone of the school curriculum the Halaqah session combines many curriculum areas with the view to holistically develop each child’s individual Islamic Shakhsiyah (personality).

It covers the following traditional subjects but is taught using ISF specific teaching methods. Islamic Studies, Other Religions, History, PSHE, Citizenship.

The Halaqah Curriculum is an innovative approach that combines the best of classical culturing with modern dialogic approaches. The curriculum draws on classical texts from the four Sunni schools of thought and particularly on ‘Reliance of the Traveller’, a classic manual of Shafi fiqh by Ahmed ibn Naqib al Misri.

Arabic and Bilingualism

At ISF we believe that Classical Arabic is the language of Islam and therefore a vital tool for the understanding, practise and propagation of the Deen. We seek to integrate the Arabic Language throughout the curriculum and we are working towards becoming a bilingual school.

The basic components of Arabic teaching at ISF are:
• Memorisation of Juz ‘Amma and selected Surah’s including learning the meaning.
• Learning Qur’anic Arabic as a Language – Speaking, Reading and Writing
• The rules of Qur’anic recitation (Tajweed)

The focus is not on being able to ‘read/recite’ Qur’an as the primary task but rather to learn and love the Arabic language in the context of learning and loving Islam. Arabic texts about Islam are therefore selected where possible.

English

English is taught as part of the integrated curriculum; there is however reference to the framework of objects imbedded by through reference to the Primary National strategy.
English is taught with a strong Islamic framework which integrates the ideas and concepts through a project based approach.

Reading

Islamic Shakhsiyah follows the Jolly Phonic approach to teaching reading. This is supplemented by regular assessment of reading through the PM Benchmark reading assessment file. We also supplement the children’s reading abilities with available Islamic texts. Reading is encouraged within the school and most children are able to read from the age of four.

Mathematics

Teachers refer to either the Primary Framework or the Numeracy Strategy. Clear links to the Learning Objectives being covered are be made to ensure progression and integration through the curriculum.

Science

Teaching is carried out in reference with the QCA schemes of work with a close integrated approach across the school. Children are also given an understanding of the rich Islamic scientific and technical heritage; children are encouraged to re-produce the scientific inventions of the Muslims, with a strong emphasis of creativity and innovation.

Geography

Geography is integrated with reference to QCA schemes of work. Children are taught about the famous Muslims geographers of the Islamic civilisation.

Information and Communication Technology

Teachers work closely with the QCA guidance materials and link the schemes of work to other subjects.

Art and Design

Teachers may refer to the QCA Guidance. However this is not compulsory. Each Unit must have clear Learning Objectives suitable to the level of the children. If there are external teachers they must be involved in planning to ensure an integrated approach.

Physical Education

At Key Stage 1 Children are taught those elements of the National Curriculum that do not contradict our ethos or require facilities that we do not have i.e. dance, higher level gymnastics and swimming.
At Key Stage 2 we have also developed a curriculum which teaches the martial art of Wing Chun in addition to the National Curriculum. This has been running at the London Branch for 6 years. We are hoping to introduce this in Slough in September 2008.

Special Educational Needs and English as an Additional Language

Breakdown of Class Structure

As a small school, we work with children on an individual basis. The above are guidelines but classes are mixed age. Most children are working ahead of their peers in State schools.

Assessment

• Assessment is a continuous part of the teachers work and records of teacher assessment are kept for each subject.
• As the class size is small the teachers are able to closely monitor the progress of each child.
• Teachers produce detailed Narrative evaluations for parents at the end of each term.

Reports & Parents Meetings

• Progress reports in the form of a written Narrative evaluation will be sent to parents each term.
• Parent open days are held every term giving and opportunity to discuss their child’s report with the Teacher/ Subject Teacher and the Head Teacher.
• Should a parent wish to discuss any problems or queries at any other time they can approach the Head teacher and arrange an appointment to meet with the Class teacher.

Educational Visits:

Children learn best from first hand experience and visits are a crucial part of their education. All classes have one educational visit per term. This enhances the children’s learning. All children are expected to attend.