Curriculum Policy

Avicenna Academy seeks to be one of the country’s finest Independent schools, providing an education for life in a caring environment based upon Islamic values.

Avicenna Academy strives to develop the whole person by:

  • fostering an environment in which all pupils are happy, secure, confident and valued.
  • stimulating all pupils to achieve their academic potential.
  • encouraging the development in each pupil of spiritual and moral values, self-discipline, responsibility, and respect for others and the environment through a vibrant and strong Islamic Ethos.
  • offering a wide range of enriching co-curricular activities.
  • promoting independent thinking and lifelong learning through innovative educational practice.
  • nurturing a positive relationship with parents, students, and the wider community.
  • supporting and developing enthusiastic, dedicated staff who feel committed to the School.

Avicenna Academy is committed to providing a rigorous academic and intellectual education which will challenge and engage pupils, offer continuity and progression of learning to foster a life-long love of learning for its own sake and provide them with a secure foundation on which to continue into Higher Education and into the careers of their choice.

All pupils of compulsory school age receive a full-time supervised education. This education is intended to give pupils experience in linguistic, mathematical, scientific, technological, human and social, physical and aesthetic and creative aspects.

In the Secondary School, in Key Stages Three and Four, the core curriculum of subjects provides the opportunity for pupils to acquire skills in speaking and listening, literacy and numeracy. These are further developed in their other subjects. Pupils are taught in more than 25 hours of curriculum/contact time.

All pupils study a core curriculum of Mathematics, English, Science and a Modern Language until the end of Key Stage 4, and there is also the opportunity for them to build around that a combination of other optional subjects. Quite deliberately, the School aims to run any course in which there is sufficient demand.

All curriculum subject matter is appropriate for the age and aptitudes of the pupils in each school year, including any pupils with a statement of special needs/ disability whose needs are reviewed annually. Our curriculum provision enables all pupils to have the opportunity to learn and make progress including those with educational special needs. Every opportunity, for all pupils, is provided to enable pupils to develop their speaking, listening, Literacy and Numeracy skills, as set out in the schemes of work for each curriculum area.

The curriculum provides for the teaching of Personal Social Health and Citizenship Education (PSHCE) which is taught to class groups via an integrated approach in all Islamic Subjects. The PSHCE curriculum reflects the schools’ aims and ethos.

This policy is available to parents and prospective parents on request from the School office and accessible on the School website.

Procedure

Year 7 and Year 8
All pupils receive a broad introductory curriculum which gives them experience in all of the aspects outlined above. In addition to Mathematics, English, Science and two Languages they study History, Geography, Religious Studies, Art, Music, 3D Design, IT, PE and Games, and have PSHCE/RPSE time. Additional subjects from an Islamic perspective are Theology, Jurisprudence, Science of Hadith, Intonation and Biography of the Prophet Muhammed (SAW).

Year 9, 10 and 11
In these years the core curriculum is English Language and Literature, Mathematics, Science and Arabic Language as well as PE and Religious, Personal, and Social Education (RPSE). Pupils study Science as three separate subjects (Physics, Chemistry and Biology) in the Fourth Year and then for the Fifth Year, a choice is made as to whether they opt for the Dual Award or continue all three sciences to GCSE. The core curriculum provides continuity and progression of learning, and to this core is added three further subjects selected by the pupils. These are chosen from Urdu, Art, Graphic Design, GCSE PE, Economics and Business Studies, IT (AS), Statistics, and History. An options booklet is provided to help pupils and their parents to make informed choices. GCSE examinations are taken in all academic subjects. The Islamic Modules remain as in Year 7 and Year 8.

The Sixth Form
At Sixth Form, a similar open policy applies to pupils’ choice of A Level subjects. Students have a free choice of any four or in some cases five A Levels, and the school aims to run any course in which numbers are economically viable. Most of the subjects offered at GCSE are available at A level, Advice is given to all students regarding their A Level choices and this advice includes an interview with each Fifth Year pupil by the Year Head or Deputy Head. An options booklet is provided to help students and their parents to make informed choices, and a Sixth Form Open Evening allows them to experience the flavour of different A level lessons before committing themselves to specific subjects.

All pupils initially study at least four AS Level subjects. The Sixth Form curriculum of examination subjects is supplemented by the Advanced Islamic Scholarship Programme. This programme is designed to prepare pupils for an adult life in which they are equipped to succeed with the correct Islamic knowledge.

English as an Additional Language
Students whose first language is not English are assessed prior to entry into Avicenna Academy and again upon arrival during their induction programme to assess their English language capabilities and needs. Extra support is provided through a volunteer base of teaching assistants that speak the mother tongues of the lands where students come from.

Students receive three periods a week of EAL in addition to their main English classes.

Learning Difficulties and Disabilities, Special Educational Needs and Gifted and Talented
At Avicenna Academy we strive to screen new pupils for learning difficulties and disabilities during the first half term after their entry to the school, as well as acting upon any information passed on by the pupil’s previous school. The screening tests highlight those pupils who are gifted and those who have specific learning difficulties.

Pupils who have been assessed as having a learning difficulty and/or disability or those with specific Special Educational Needs have their needs considered individually by the designated staff members. Gifted children are provided with opportunities to extend their knowledge in extension work in the classroom or small group activities. The provision for a pupil with a learning difficulty depends on a pupil’s need having been formally diagnosed; and may include such help as group support within the classroom. Teaching staff are well informed, have up to date knowledge of effective learning and teaching strategies and are skilled at teaching pupils with learning difficulties and/or disabilities and those with particular special educational needs.

About Avicenna Academy

Avicenna Academy incorporates Primary and Secondary Education. It is the first academy to revive the teaching of neglected sciences such as Herbal Medicine and Islamic Creed (Aqeedah). We hold a broad, open-minded view and approach to knowledge and therefore Avicenna Academy provides a holistic education fit for the challenges of the 21st century.

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