Arabic language will be taught as a Modern Foreign Language and cover the objectives taught in the National Curriculum. It will be taught for 20 to 30 minutes on a daily basis from the early year’s foundation stage, through to Year 2 class. Our lessons and resources help children to build on prior knowledge alongside the introduction of new skills. 

Our lessons provide structure and context as well as offering an insight into the culture of Arab-speaking countries and communities. The introduction and revision of key vocabulary and grammatical structures is built into each lesson. This vocabulary is then included in display materials and additional resources so that children have opportunities to repeat and revise their learning.

Arabic lessons are taught by native Arabic speakers. The class teachers will also incorporate Arabic language through phrases and short sentences wherever possible the daily routines – replicating an immersive approach so that pupils absorb the language.

This lesson will take place for pupils on a daily basis, through a circle time format and primarily through discussion with the aim of nourishing the fitra and developing children’s character, morals and manners.

Children will learn literacy genres of the theme, fiction, and nonfiction books, and poetry as this has shown to develop the thematic approach, and deepened learning and engagement. The aspects of English that we develop are phonics, reading fluency, grammar, writing, handwriting, speaking and listening skills, based on the National Curriculum objectives for each year group ensuing continuity and progression. 

Our whole school phonics programme is: Jolly Phonics.

We will use a variety of books to promote inclusion and diversity.

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. Our programmes of study follow National Curriculum guidelines and are, by necessity, organised into apparently distinct domains, but pupils should make rich connections across mathematical ideas to develop confidence, fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. 

Mathematics will be taught using a range of visual and practical work to enable pupils to visualize Mathematics, conceptually understand it and be able to articulate and represent their reasoning. 

Pupils will also be encouraged to apply their mathematical knowledge to science and other subject disciplines.

Mastery and love of mathematics is something that we want all pupils to acquire throughout their school lives and beyond. 

The acquisition of key scientific knowledge is an integral part of our science lessons. Children will also develop key scientific competencies such as how to hypothesise and predict, experiment and record.  Children will learn to retain important, useful and powerful vocabulary and knowledge contained within each unit as well as understand the contribution of Islam in the development of science. 

The progression of skills for working scientifically will be developed through the year groups and scientific enquiry skills will be of key importance within lessons. The progression of these skills is set out in the Science Progression Map below. Each lesson has a clear focus. Scientific knowledge and enquiry skills developed with increasing depth and challenge as children move through the year groups. They complete investigations and hands-on activities while gaining the scientific knowledge for each unit. 

Children will also have the opportunity to recap concepts where necessary. Our sequence of lessons helps to embed scientific knowledge and skills, with each lesson building on previous learning. There is also the opportunity to regularly review and evaluate children’s understanding. We aim to ensure that activities are effectively differentiated so that all children have an appropriate level of support and challenge. 

Teachers are to be equipped with secure scientific subject knowledge, in order to deliver high-quality teaching and learning and to also be able to address possible scientific misconceptions in topics. Educational visits will be undertaken where appropriate to stimulate children’s interest. Unique Academy staff will try to teach in meaningful everyday contexts, so that children can relate science to their everyday life experiences.

In order for children to know more and remember more in each area of history studied, we have structured lessons in sequence whereby prior learning is always considered and opportunities for revision of facts and historical understanding are built into lessons. This ensures that revision becomes part of good practice and ultimately helps build a depth to children’s historical understanding. Through revisiting and consolidating skills, our lesson will help children build on prior knowledge alongside introducing new skills and challenge. The revision and introduction of key vocabulary is built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Children will develop historical understanding through the use of artifacts and secondary sources in order to foster research skills and an appreciation for the past. Children will have a variety of experiences related to the historical period they are studying as well as become active in their learning through the use of role-play.

Through our history lessons, we intend to inspire pupils to develop a love of Islamic, British and World history and see how it has shaped the world they live in.

Geography is taught through a cross-curricular approach. In KS1, children begin to use maps and recognise physical and human features to do with the local area, building to using maps to explore the continents and oceans of the world in year 2. Further, in year 2, children will begin to compare where they live to places outside of Europe and ask and answer geographical questions. Through revisiting and consolidating skills, our lessons will support pupils to build on prior knowledge alongside introducing new skills and challenge. All children will participate in Geography by expanding their skills in local knowledge, place knowledge, human and physical geography, geographical skills and fieldwork. Children will have a range of opportunities to experience geography through practical engaging tasks beyond the classroom. Progress in Geography will be tracked through half termly and termly assessments.

At Unique Academy, each key stage focuses on different themes to ensure continued interest in the subject as well as acquiring new knowledge. Our lessons ensure that pupils develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Children will also know how art and design both reflect and shape history, and contribute to culture, creativity and wealth in the UK and beyond.

Design and Technology is taught using a wide range of mediums, e.g. clay, textiles, wood, paper and construction materials.

At Unique Academy, Design and Technology skills and understanding are built into all lessons. The revision of ideas are also built into lessons as part of good practice and ultimately helps to build a depth to children’s understanding. Through revisiting and consolidating skills, lessons help children build on prior knowledge alongside introducing new skills, knowledge and challenge. Revision and introduction of key vocabulary are built into each lesson. This vocabulary is then included in display materials and additional resources to ensure that children are allowed opportunities to repeat and revise this knowledge. Through our lessons, we intend to inspire pupils to develop a love of Design and Technology and see how it has helped shaped the ever-evolving technological world they live in.

Our computing lessons ensure that there is opportunity for revision, analysis and problem-solving. Through our sequence of lessons, we intend for pupils to be inspired and see computing as the future. Cross-curricular links between computing and other subject disciplines are also important in supporting other areas of learning. 

Our lesson plans and resources help children to build on prior knowledge at the same time as introducing new skills and challenges. In KS1, the focus is on developing the use of algorithms, programming and how technology can be used safely and purposefully. Children also develop their knowledge of computer networks, internet services and the internet safety and purposeful use of the internet and technology. 

Key vocabulary is used to show progression of the specific language involved in children’s learning so that teachers can also assess understanding and progress through vocabulary. 

Our computing curriculum aims to develop children to become digital citizens (who are safe and responsible), digital communicators (who are digitally literate) and digital creators (who are logical and creative).

At Unique Academy, we use detailed lesson plans ensure that all teachers are equipped with the secure subject knowledge required to deliver modern, high-quality teaching and learning opportunities for all areas of the PE National Curriculum. Technical glossaries, skills posters and adult guidance support teachers in their subject knowledge, allowing them to share technical vocabulary and skills clearly, confidently and concisely. 

Our overarching aim is for teachers to have the knowledge and skills they need to feel confident in teaching all areas of PE.

Lessons are planned alongside subject-specific progression maps to ensure that children are given the opportunity to practice existing skills and also build on these to develop new or more advanced skills. There is a structure to the lesson sequence whereby prior learning is always considered and opportunities for revision and practice are built into lessons. Interwoven into the teaching sequence are key assessment questions which are identified in green. These allow teachers to assess the different levels of understanding at various points in the lesson and also allow time to recap concepts where necessary, helping to embed learning. 

Formative assessments take place on an ongoing basis. Pupil learning journeys are to include learning in PE to show a personal formative record from the child’s perspective. A more formal summative assessment is carried out at the end of each term to help monitor the impact against National Curriculum aims. 

Unique Academy is a Muslim school where our Islamic ethos permeates the whole school curriculum. The different themes are studied by the whole school over a short period which provides continuity and progression. These programmes provide opportunities for celebration, learning how to perform key acts of worship and reflection through assemblies and daily Islamic education classes.

Pupils will learn about Muslim role models such as the Prophets and Companions, so that they are able to learn from their legacy. They will learn about Islam and one other faith in the early years and at Key Stage 1, pupils will learn about Islam and two other faiths. Other principle faiths found in the United Kingdom will be discussed as appropriate in the topics that the children will study. Children will speak to visitors and visit religious places.

The aim of PSHEC is to develop children’s:

• Confidence, responsible attitude and supporting them to make the most of their abilities
• Preparedness to play an active role as global citizens
• Health and to have a safe, lifestyle
• Relationship skills and respecting the differences between people

Our PSHEC lessons are designed to enable children to recall and build upon previous learning, exploring the underlying principles of PSHEC education regularly at a depth that is appropriate for the age and stage of the child as well as the wider community that the school is apart of. Lessons include key vocabulary to develop understanding. PSHEC is delivered predominately in Halaqah (‘Circle time’) format through discussion, however aspects of Citizenship and SEAL are taught during assembly times as well. 

Thought-provoking PSHEC and SEAL discussions will enable children to build confidence and resilience. Assessment for learning opportunities are built into each lesson to allow teachers to evaluate and assess progress.  Each PSHE lesson should begin with a discussion of children’s existing knowledge and experience, providing opportunity to assess prior knowledge. Each lesson ends with an opportunity to consolidate and reflect upon learning. Tools are provided for summative assessment, allowing progress to be recorded and tracked.