Al Markaz Academy S Curriculum Policy

Al Markaz Academy’s Curriculum Policy

This Curriculum policy is to be reviewed on an annual basis by the head teacher

Date of issue: 20/8/17

Date of review: 20/8/18

Our aim is to offer a broad and balanced programme of education which includes subjects from the National Curriculum and Islamic education in an environment that is contributing to the Islamic faith.

All the core subjects: Mathematics, English and Science are taught according to the national curriculum. All other subjects are taught through recognised resources. Pupils are assessed through classroom performance, end of term tests, homework and internal exams.

Vision, Values and Aims

In delivering our curriculum each pupil will be entitled to:  A curriculum that is challenging and places high achievement at the very centre of every learner’s experience.  A curriculum that is focussed on skills for learning, life and work.  A broad and balanced curriculum.  A curriculum that delivers high quality learning experiences for all.  A curriculum that embraces the use of new and emerging technologies.  A safe and comfortable environment for them to learn.

In delivering our curriculum we at Al Markaz Academy will ensure that:  It is based upon shared values and aims.  It is focussed on high quality teaching and learning experiences.  It provides the flexibility for staff to innovate and develop skills for learning, life and work through best use of their local circumstances.  It is supported by quality resources and professional development activities.  It prepares students for the opportunities and responsibilities of adult life.

A Broad and Balanced Curriculum Our concept of education is based on a broad and balanced curriculum. Equal emphasis is placed on all aspects of education - spiritual, moral, cultural and social, in an effort to promote a balanced and integrated view of life. We aim to instil the confidence, values and understanding that will develop each and every one of our learners to be a good British Citizens.

Differentiated learning Differentiated learning methods will be exercised in all areas of learning to support pupils at all levels of ability so that they can take full advantage of the curriculum. Pupils will take part in Education Development for both literacy and numeracy during four morning sessions, which will consolidate the key concepts that are vital within various subjects, namely English and Maths. Assessment Policy

The Purpose of Assessment

Assessment should support teaching and learning by identifying what students already know and can do and how they might move to the next level/grade. Assessment, therefore, should be evident in all lessons.

1. For students, the purpose of assessment is to empower them to become better learners by understanding their own attainment and how to progress and achieve beyond it. 2. For teachers, assessment should develop an understanding of the individual needs of students so that target setting is meaningful and informs planning, teaching and learning for progress. 3. For other staff assessment information will inform an understanding of the current and potential student outcomes. 4. For parents, assessment information will both inform them of their child’s attainment and allow them to understand how their child may maximise achievement.

The Principles of Assessment

Assessment should:

1. recognise and celebrate individual successes in order to encourage and motivate all students; 2. be based on specific learning outcomes/objectives and these should be clearly identified by the teacher and understood by the students; 3. allow students to understand how summative assessment is arrived at by the teacher and so encourage them to become reflective learners who take more responsibility for their own learning; 4. help shape targets for improvement; 5. allow teachers to plan for teaching and learning that meets the individual needs of all the students in the classroom; 6. underpin teaching and learning in order to ensure progress for every child. 7. be accessible for parents and enable them to take an active and informed part in their child’s education;

The Types of Assessment

Al Markaz Academy acknowledges that assessments will be undertaken in a range of different ways for different subjects. However all assessment should embrace the principles as outlined in this policy and, therefore, assessment will be evident in every lesson. This may include: 1. oral feedback 2. self-assessment 3. peer-assessment 4. group/whole class assessment 5. written marking of work 6. teacher/student questioning 7. assessment of exemplar work of different grades/levels 8. use of assessment criteria and examination materials

Management of Assessment

The head teacher will aim to use assessment procedures and processes to drive whole school improvement by:

1. ensuring that all teachers know what is expected of them in assessing students; 2. helping teachers make well-founded judgements about students’ attainment and progress;

3. monitoring that assessment for learning is a key factor in planning for teaching and learning; 4. monitoring the accuracy of the information provided to parents about their child’s attainment and progress; 5. tracking the attainment and progress of individual students and groups of students over time; 6. comparing the progress made by different groups of students to ensure that no group is disadvantaged; 7. ensuring that there is enough flexibility in assessment expectations so that individual departments can adopt processes that are most conducive to progress in their particular subject; 8. ensuring students are supported in making informed curriculum choices; 9. using assessment and monitoring to ensure that the curriculum meets the needs of pupils

The role of Teachers

All Teachers should:

1. adopt a range of methods to ensure that they can assess the progress of all pupils accurately; 2. encourage students to actively engage in assessment for learning; 3. ensure that assessment builds students’ motivation, confidence and self-esteem; 4. ensure that lessons begin with clear expectations and pupils are aware of how progress will be measured; 5. ensure that all pupils know and understand the learning objectives of the lesson; 6. identify through assessment, and intervene with as necessary, those students at risk of underachievement; 7. ensure that the results of assessment are used to inform planning for differentiation and challenge in lessons; 8. reward good progress as appropriate through the use of credits 9. ensure that opportunities to use assessment to promote the development of literacy, numeracy and ICT skills in the students are embraced; 10. encourage pupils to take responsibility for their own learning through self/peer assessment, setting appropriate targets (with guidance) and asking for help and advice when necessary; 11. adopt creative approaches to assessment for learning in order to maximise pupils engagement in the assessment process; 12. share concerns or praise arising from assessment information with the relevant form tutor as appropriate. 13. ensure books are monitored and returned to students at least every two weeks.

The Role of Pupils

All pupils should:

1. participate actively in assessment opportunities in lessons; 2. take responsibility for understanding and acting on both written and oral feedback given by their teachers or peers; 3. ensure that their entitlement to advice and guidance on how to improve their academic achievements are fulfilled; 4. support other students constructively when asked to be involved in peer assessment.

The Role of Parents/Carers

All parents/carers should:

1. discuss with their child their assessment levels at the end of each term 2. liaise with the subject teacher any concerns regarding their child’s progress as identified through assessment.

Throughout the year, pupils’ achievements towards their expected target levels in each subject are assessed at the end of each term. This enables teachers to monitor the pupil’s progress which is reported to parents. The school will then work together with parents and subject staff to address any issues which have arisen and offer additional help and support in order to ensure high standards of progress are maintained. Written reports shall be given to the parents/guardians during the summer term and subject teachers shall discuss the pupil’s progress with the parents/guardians in the parents’ evening. Parents/guardians will be encouraged to co-operate with the school by monitoring their child’s work and activities, by frequent inspection of the homework diary and by attending meetings arranged for the purpose of discussing pupil’s progress. Al Markaz Academy prides itself in being a ‘learning focused community where happiness is derived from achievement and positive self-esteem’. We believe this will be accomplished through close partnership with parents, students taking responsibility for their own learning and highly motivated, highly skilled staff who have a clear understanding of how assessment improves teaching and learning.

Organisation and planning

Our estimated number of pupils on roll for September 2017 is 20. All of whom will be in year 7 and 8. All the students will be taught in ‘mixed ability’ classes with appropriate differentiation arrangements in place to support their learning.

We plan our curriculum in three phases. We agree a school development plan for each key stage. This indicates what subjects are to be taught in the academic year. We review our long- term plan on an annual basis. With our medium-term plans, we give clear guidance on the topics and lesson objectives that we use when teaching each topic.

The lessons are usually delivered in three phases; Starter, development and plenary. We use these to set out the learning objectives for each lesson, and this gives us a clear indication in identifying what resources and activities should be implemented in lessons in order to challenge and support each student’s full potential.

Each subject makes a contribution to the personal development and wellbeing of pupils in line with the Islamic ethos of the school. PSHE is taught as a separate lesson but topics from within it are covered across the curriculum at key stage 3 and will continue into key stage 4 in the future.

Weekly assembly One weekly assembly will take place on Monday mornings. These assemblies will involve the headteacher delivering a motivational message, highlighting the importance of current affairs, or pupils carrying out activities such as the reciting the Quran, singing nasheeds, role play and delivering speeches. It is envisaged that on certain occasions, visiting guests will be invited to take part in school assemblies. This will involve representatives of faiths such as Christian priests, Jewish Rabbis and Sikh Gurus from local communities.

Special Educational Needs (SEN): We regret that we do not have the facility at Al Markaz Academy to deliver SEN classes at this moment in time. Key Stage 4 Curriculum All students take compulsory GCSEs in the core subjects of English Language, Mathematics, Science and Religious Education. Students are also taught PE for one period a week in order to ensure they maintain a healthy lifestyle.

Time Allocation Daily Weekly

Total time in school 6 hours 10 mins 28 hours Registration 5 mins (daily) 25 mins Lesson Duration Early morning spelling, reading & numeracy support 20 mins Each lesson is 1 hour apart from lesson 2 which is 50 mins (5 lessons per day) Teaching time for curriculum 5 hours10 mins (Mon – Thurs) 23 hours 50 mins 3 hours 10 mins (Fri) Assemblies 20 mins (Mon) 20 mins Collective worship 20 mins (Mon – Thurs) 1 hour 20 mins Lunch 30 mins (Mon – Thurs) 2 hours Morning Break 10 mins (Mon – Fri) 50 minutes

Curriculum model for Key Stage 3: September 2017

Subject Number of lessons taught English (Year 7) 5 English (Year 8) 4 Mathematics (Year 7) 4 Mathematics (Year 8) 5 Science(Year 7 & 8) 5 History (year 7 & 8) 2 PE 1 RE 1 Arabic/Hadiths (Year 7) 4 Arabic (Year 8) 3 Art (Year 7 & 8) 1 Education Development (Literacy) Yr 7& 8 2 morning sessions Education Development (Numeracy) Yr 7& 8 2 morning sessions PSHE 1 morning session

Accreditation GCSE stands for General Certificate of Secondary Education. These are crucial qualifications for anyone leaving secondary education. They provide information for colleges or employers about pupil’s skills and learning between the ages of 11 and 16. At Al Markaz Academy we will be offering GCSE courses in a variety of subjects. Choices as to what GCSE certificates pupils will take will be made in the summer term of your 3rd year of secondary education (year 9). The range of subjects they will choose from is listed below, however, some subjects will be compulsory. These are English, Maths, Science, RE, History and Arabic.

Subjects at GCSE English Literature English Language Mathematics Science Single/Double/Triple awards: Biology Physics Chemistry Religious Education History Arabic PE

GCSEs will take the last two years of secondary education to complete and will be assessed by a mixture of coursework and exams.

Advice will be provided on GCSE options during year 9 through the subject of PSHE which will also touch upon career guidance.

Our broad and balanced curriculum

Through our broad and balanced curriculum, Al Markaz Academy enable pupils to be given experience in linguistic, mathematical, scientific, technological, human and social, physical, and aesthetic and creative education.

Area of experience Principal subject

Linguistic English and Arabic Mathematical Mathematics Scientific Science – Chemistry, Biology & Physics Technological The use of ICT in all the core subjects Human and social History, PSHE, RE Physical PE & games Aesthetic and Creative English literature

Note: Subjects may contribute to a number of areas of experience in addition to the principal area listed above.