Whole School Curriculum

Our curriculum aims to prepare our children as world citizens of the 21st Century.   

As an Islamic school, the principles of Islamic education remain at our core.   This includes the pursuit of excellence.  To achieve this, our children need high levels of literacy and numeracy.  Our broad and balanced curriculum is designed to unlock the potential of every child.  There is flexibility in curriculum planning so that teachers can address identified gaps in knowledge and skills.  Specific recovery and feedback sessions are scheduled into weekly class timetables to give teachers the space to give individualised attention and act swiftly to address any potential gap and provide challenge activities for greater depth pupils.  We have high academic expectations for all our pupils, with the majority, at the very least, mastering age-related expectations. 

 Our bespoke curriculum developed over many years is based on and complies with all requirements of the National Curriculum and EYFS Framework, and is supplemented to bring in Islamic teachings or viewpoints into the majority of our lessons.  It is a highly ambitious and inspiring framework for our exceptional teachers to act within; with positive teacher/pupil relationships and communication at the core. Our curriculum covers Literacy (English), Numeracy (Maths), Science, History, Geography, Computer Science, Art, PSHE, RE and Physical Education. 

Unique Lesson Planning 

We have introduced a unique 5-dimensional approach to our teaching methodologies which is designed to incorporate independent and critical thinking, and Islamic values.  This methodology is being used across our foundation subjects.  The approach consists of leading the pupils through a 5-stage process for any given topic: 1. Explore (analyse) 2. Compare (consider analogies) 3. Question (critical thinking) 4. Connect (link to Quran / Islamic teachings) 5. Appreciate (morals and values).  Please see an example of a 5-d lesson plan for more information.  [Hyperlink to camel lesson]

Our Thematic approach 

We want our children to make links and transfer their skills and knowledge from one subject to another.  Therefore, at our school much learning takes place in cross-curricular lessons based on a theme. Each term every class studies a different theme; some are science based, some are historical, and others have a geographical bias. Over the course of a year, pupils will experience one of each, having the opportunity to gain a depth of knowledge on a particular topic and therefore encouraging deeper debate and thinking. The themes are exciting and pupils have the opportunity to help to plan them from time to time. 

In addition to the class themes, our curriculum includes themed weeks and days which are a focus for the whole school. These special themes reflect the context of the school and our local community, some examples include: Eid, Black history week, Charity week, Maths week, International week, Science Week, Multi-media week, Be Healthy Week, Islam awareness week, Book week and so forth.  Again these themed weeks/days are used to reinforce Islamic and British values that the children have been learning about. 

What are we learning? 

We have a curriculum overview for every half term, have a look at what we are teaching below.  [Insert table for Cycle A and Cycle B from https://www.evergreenprimary.org.uk/what-we-are-learning/] 

Flip Learning 

At Oak Tree we employ flip learning across our subjects, a cutting-edge approach in teaching methodologies.  Flipped learning is an approach in which the conventional notion of classroom-based learning is inverted so that students are introduced to the learning material before class with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated by teachers.   As a result parents are also more engaged and have a better knowledge of what their children are being taught.  Please see Flip Learning and Homework [https://www.evergreenprimary.org.uk/flip-learning-portal/] for examples of the flip learning which is provided for each Year group in advance of the class taking place.  The topic is then consolidated in school with the teacher and then consolidated once again with Homework which is set once a week and available on the above link.   

Assessment and Monitoring 

Assessment is a continuous part of the school year and records are kept for each subject and child.  Teachers and pupils use target mapping to track knowledge and skills and record pupil outcomes.  This is used precisely by teachers to inform and plan the next steps in each pupil’s learning so as to ensure pupils meet and exceed the expected end point.  As the sizes of the classes are small, the teachers are able to closely monitor the progress of each child (academic as well as social/emotional) and support them appropriately.  The progress pupils are making in Reading, Writing and Mathematics along with their personal development is reviewed half termly in Achievement Team meetings with SLT, where the progress of every child is discussed, but especially individual vulnerable pupils, and interventions agreed to bridge attainment and progress gaps.   

This continuous monitoring and scrutiny by the teacher, Subject Leaders and SLT ensures that high expectation and demanding outcomes are maintained.  In-school and cross-school moderation is also quality assured across the Gardens of Jannah Trust federation of schools by Subject Leaders and external consultants, this includes working groups for Mathematics, English and EYFS. 

Formal parent-teacher meetings and progress reports are given twice a year.  

Excellent Pastoral Care 

Pastoral care, the emotional and physical wellbeing of our pupils, is at the heart of our curriculum. Pupils’ spiritual, moral, social and cultural development is a priority for our teachers. Our pupils show themselves to be deep thinkers.  Particularly in RE and PSHE, they show a keen interest in ethical issues and can apply their personal values to situations, giving reasons for their decisions and actions. They are ready to question arguments and situations, and are encouraged to see points of views and beliefs other than their own. In recognising the holistic development of the whole-child, the pastoral support given to children so they can access the curriculum is exceptionally strong, with particular attention to vulnerable children. The school has various systems which support the emotional and mental well-being of children and provides signposting to their parents.