Curriculum Policy

Mazahirul Uloom London School is a learning environment at the heart of its community. We

promote care and respect and expect high standards in all aspects of school life.

Our aim is to meet the needs of young people in London preparing them for adult and working life in

the 21st century.

The educational vision and curriculum design for Mazahirul Uloom London recognises that:

The world of 2020 will be very different to the world of today

The pace of change is increasing, hence the importance for flexibility.

Young people have, and will have increasingly, greater access to information and learning material

independently of school.

Adulthood entails economic participation but more.

18+ year olds will still be at an early stage of learning.

The current curriculum defined in subject terms is not always well suited to equipping every young

person with the knowledge, skills and understanding they will need for a fulfilling adult life.

Curriculum delivery should involve a greater use of adults other than teachers. These could include

support staff, graduates, artists, sports people and people from industry and business to support

curriculum delivery.

Mazahirul Uloom London’s curriculum policy is based on the following aims, to:

Have students at its heart, putting their interests above those of the institution.

Have a curriculum that is fit for purpose, offering differentiation and personalisation.

Be a centre of excellence in learning and teaching.

Prepare all students for a successful adult and working life in a 21st century global society.

First achieve and then exceed national standards in achievement, attainment and progression.

Be committed to excellence and continuous improvement.

To Value vocational and academic routes equally.

Nurture the talents of all and celebrate success.

Work with Primary Schools to ease transition.

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Involve the community.

Involve parents/guardians.

Be in a learning environment that is above all else inspiring.

Curriculum

Curriculum aims

The curriculum should inspire and challenge all learners and prepare them for the future. The

school’s aim is to develop a coherent curriculum that builds on young people’s experiences in the

primary phase and that helps all young people to become successful learners, confident individuals

and responsible citizens.

Specifically, the curriculum should help young people to:

Achieve high standards and make good/excellent progress.

Enable those not achieving age-related expectations to narrow the gap and catch up with their

peers.

Move towards enabling students to progress more easily based on ability not age and to be able to

enter students for public examinations when they are ready rather than dictated by age.

Have and be able to use high quality personal, learning and thinking skills and become independent

learners.

Have and be able to use high quality functional skills, including key literacy, numeracy and ICT skills.

Be challenged and stretched to achieve their potential.

Enjoy and be committed to learning, to 19 and beyond.

Value their learning outside of the curriculum and relate to the taught curriculum.

The curriculum outcomes of Mazahirul Uloom London’s curriculum will:

Lead to qualifications that are of worth for employers and for entry to higher education.

Fulfill statutory requirements.

Enable students to fulfill their potential.

Meet the needs of young people of all abilities at the school.

Provide equal access for all students to a full range of learning experiences beyond statutory

guidelines.

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Prepare students to make informed and appropriate choices at the end of ks3, ks4 and beyond.

Help students develop lively, enquiring minds, an ability to question and argue rationally and an

ability to apply themselves to tasks and physical skills.

Include the following characteristics: breadth, balance, relevance, differentiation, progression,

continuity and coherence.

Ensure continuity and progression within the school and between phases of education, increasing

students’ choice during their school career.

Foster teaching styles which will offer and encourage a variety of relevant learning opportunities.

Help students to use language and numbers effectively.

Help students develop personal moral values, respect for religious values and tolerance of other

races’ beliefs and ways of life.

Help students understand the world in which they live.

Ensure that the curriculum is broad and balanced, and is improved and developed.

Develop a specific curriculum for key stage 3 which will focus on the core skills of numeracy and

literacy and develop the personal, learning and thinking skills of all students.

To design key stage 4 curriculums this meets the needs of students, parents and wider society.

Benefit other secondary and primary schools in the area.

Roles and responsibilities

The principal and head teacher will ensure that:

All statutory elements of the curriculum, and those 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. This will include how the subject will be taught and assessed.

The amount of time provided for teaching the curriculum is adequate and is reviewed by the

trustees’ annually.

Where appropriate, the individual needs of some students are met by necessary intervention to

facilitate access to national curriculum.

The procedures for assessment meet all legal requirements and students and their parents/carers

receive information to show how much progress the students are making and what is required to

help them improve.

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The trustee is fully involved in decision making processes that relate to the breadth and balance of

the curriculum.

The trustee is advised on statutory targets in order to make informed decisions.

The trustee will ensure that:

It considers the advice of the principal and head teacher when approving this curriculum policy and

when setting statutory and non-statutory targets.

Progress towards annual statutory targets is monitored.

It contributes to decision making about the curriculum.

Assistant principal ks3 and ks4 will ensure that:

They have an oversight of curriculum structure and delivery within their key stage

Detailed and up-to-date schemes of learning are in place for the delivery of courses within their key

stage.

Schemes of learning are monitored and reviewed on a regular basis.

Levels of attainment and rates of progression are discussed with SMT and subject teachers on a

regular basis and that actions are taken where necessary to improve these.

Subject teachers and senior staff will ensure that:

Long term planning is in place for all courses. Such schemes of learning will be designed using the

school pro-forma and will contain curriculum detail on: context, expectations, and key skills, learning

objectives, learning outcomes, learning activities, differentiation and resources.

Schemes of learning encourage progression at least in line with national standards.

There is consistency in terms of curriculum delivery. Schemes of learning should be in place and be

used by all staff delivering a particular course.

Appropriate awarding bodies and courses are selected so that they best meet the learning needs of

our students.

Where necessary an appropriate combination of qualifications or alternative qualifications can be

offered which best suit the needs of learners

Assessment is appropriate to the course and the students following particular courses. There should

be consistency of approach towards assessment.

All relevant information/data is shared with the SMT team. This includes meeting deadlines related

to exam entries etc.

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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.

They share best practice with other colleagues in terms of curriculum design and delivery.

Oversee CPD needs with regard to curriculum planning and delivery within their area of

responsibility

Teaching staff and learning support staff will:

Ensure that the school 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.

To share and exchange information about best practice amongst their colleagues in different schools

and through external networks, resulting in a dynamic and relevant curriculum.

Participate in high quality professional development, working with other teachers to develop their

skills in understanding the learning needs of their students and how best to address those needs and

engage them.

Work in partnership with other agencies to provide an appropriate range of curriculum

opportunities.

Students will:

Be treated as partners in their learning, contributing to the design of the curriculum.

Have their individual needs addressed, both within the school and extending beyond the classroom

into the family and community through a curriculum which 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 coordinated support to enable them to make the appropriate curriculum choices at key

stages 4.

Parents and carers will:

Be consulted about their children’s learning and in planning their future education.

Be confident that their child is receiving a high quality education that is designed to meet their

learning needs and which will equip them with the skills they need to thrive throughout their lives.

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Be informed about the curriculum on offer and understand the rationale behind it.

Monitoring, evaluation and review

The trustee will receive an annual report from the SMT on:

The standards reached in each subject compared with national and local benchmarks.

The standards achieved at the end of each key stage taking into account any important variations

between groups of students, subjects, courses and trends over time, compared with national and

local benchmarks.

The students for whom the curriculum was misapplied and the arrangement which were made

The trustee will review this policy at least once a year and assess its implementation and

effectiveness. The policy will be promoted and implemented throughout the school.

Principal, Head Teacher and trustees will review the policy on a yearly basis.

Reviewed September 2020 Review September 2021