(Curriculum policy) Ta’aleem, ta’allum, tarbiyyah and taqdeer policy

Institute of Islamic Education
(Curriculum policy)
Ta’aleem, ta’allum, tarbiyyah and
taqdeer policy
Reviewed by: Management
Next review: October 2014
Institute of Islamic Education
Introduction:
The Institute of Islamic Education recognises the importance of a clear and structured teaching
and learning policy that provides a sense of orientation and direction to staff members in their
core duties. Therefore this Teaching and Learning Policy is a core component of the Institute’s
Improvement Strategies. We recognise that all students have special skills, abilities and aptitudes
and all have an entitlement to access a challenging and appropriate curriculum. Every student is
also entitled to experience a variety of teaching and learning styles which enable them to achieve
their full potential. The Institute aims, through successful teaching and learning, to develop the
whole child and to enable our students to become lifelong learners.
All staff have a responsibility collectively and individually, to contribute to the delivery of the
broad, challenging and appropriate curriculum. In addition they individually have a responsibility
to strive to deliver lessons where the teaching and learning is of the highest quality and where the
learning needs of all students are met.
We recognise that continued professional support, coaching and mentorship at whole school,
team and individual level is essential to empower staff to deliver effective learning experiences.
The purpose of the policy is:
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To promote Islamic values and preserve the ethos of the school
To ensure high quality teaching and learning experiences for students of all abilities and
aptitudes by providing a broad balanced curriculum.
to provide a framework for teaching and learning within which there is flexibility and scope
for creativity
to provide coherence of approach and consistency of expectation
to make explicit the entitlement of all students
to raise attainment by increasing levels of student motivation, participation and
independence
to promote reflection on, and sharing of, good practice
to promote an understanding of how learning takes place
to make explicit a baseline for monitoring and evaluating the teaching and learning that
takes place
to provide practical guidance and clear procedures
to provide a focus for development
to inform teachers, students, parents, governors and the wider community about the aims
and processes of teaching and learning
to identify specific areas of responsibility at a whole school, departmental and individual
level
Teaching and Learning:
Learning is acquiring new knowledge, behaviours, skills, values, preferences and understanding
through interaction with others, the environment and self reflection. The process of learning
continues from birth to one’s last breath.
Teaching for the purposes of this policy is; provision of a learning environment in which the
curriculum elements stated in the curriculum policy can be effectively inculcated within our
students so that they may go on to become well rounded individuals; content and happy and able
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to make a positive contribution to wider society. To this end the Institute will aim to effect
learning in students through:
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Spiritual instruction
The curriculum – formal areas of learning
The ‘consequential curriculum’ - non formal environmental and social factors at the
Institute that influence learning
Role models
Pastoral tutors
We believe learning will most effectively take place when:
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the environment is secure, stable and stimulating
students’ self-esteem is high
students understand the purpose of learning and see relevance to their own experience
students understand the ways in which learning takes place
the learning builds on prior knowledge and understanding
success criteria are explicit and models are provided
the learning is active and collaborative
student questioning, reflection, and discussion are encouraged
independent learning and thinking is facilitated and encouraged
there are opportunities for creativity and utilising different learning styles
students can self assess, know what they need to do to improve and are able to set
appropriate targets
students have opportunities to transfer skills, knowledge and understanding to other
contexts
Outline of key elements contributing to successful lessons:
The key ingredients that have been identified, and will be looked for throughout our internal
Monitoring and Evaluation process are as follows:
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6.
Starter (appropriate setting of the learning climate)
Recap (student involvement)
Learning objectives (shared with students appropriately)
Teacher input (stimulus to learning)
Pupil grouping/seating plan (engineered by teachers the most effective learning)
Student activity (differentiated, meeting, learning styles of all students – all students on
task)
7. Quality resources (e.g. ICT)
8. Summary/plenary/assessment for learning (cross referencing against the learning
objectives)
9. Next lesson – continuity and progression – making the connections for the students so that
no lesson is an “island”.
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Planning and preparation:
This section of the policy reflects the school’s expectations regarding planning, preparation, lesson
structure and assessment for learning. The following criteria also form the basis of the schools
monitoring and evaluation of teaching.
It is recognised that colleagues may also wish to extend their repertoire of teaching methods and
provision of learning experiences beyond the basic outline given here in order to ensure effective
learning and promote high standards for all our students.
Before the lesson:
Planning and preparation
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Lessons are planned with clear aims and objectives, structure and challenge for all students
using the school’s standard template (see appendix 1).
Objectives are clearly linked to departmental long and medium term plans which are
periodically reviewed
Planning allows for a variety of learning styles and provides opportunities for developing a
wide range of thinking skills
Teachers make use of all available information, both statistical and personal, to set clear,
realistic, yet challenging targets and to plan differentiated learning opportunities
Lessons are planned to build on prior learning and ensure continuity and progression
Opportunities for developing literacy, numeracy, ICT skills and cross-curricular elements
are integrated into lesson plans wherever possible
Appropriate and stimulating resources are organised prior to the lesson
Lesson Structure
This framework is expected to provide the basic structure for all lessons. However it is
recognised that it may be adapted to suit the objectives of a particular lesson or
sequence of lessons.
Start of the Lesson:
• The start of the lesson has a clear focus, using activities which immediately engage the
learner
• The expected learning outcomes are shared with students, in the context of prior learning,
to ensure they understand what they are doing and why
• The success criteria by which the learning will be evaluated are made explicit
• The teacher establishes and communicates clear expectations for behaviour
Lesson Development:
The teacher should
• Present lessons with clarity, enthusiasm and pace, ensuring timings are clear and adhered
to
• Make learning active by providing tasks which enable students to make meaning, construct
knowledge and develop understanding and skills
• Model activities and processes, making their thinking and decision-making explicit to
students
• Provide exemplar work so that students are aware of the sophistication of response
expected
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Provide appropriate levels of scaffolding to support students’ learning
Use a variety of questioning techniques to probe and develop students understanding
Promote active listening, inviting a range of different responses and building in time for
reflection
Give constructive, positive feedback on work in progress
Provide opportunities for success for every student and seek frequent opportunities for
praise
Provide opportunities for progression which increase the level of conceptual challenge, the
depth of understanding and the breadth of application of skills
Vary groupings and seating arrangements according to the task
Demonstrate flexibility in their approach and be prepared to deviate from the lesson plan
where appropriate
Set a variety of homework tasks to deepen, extend, or initiate learning
Students should
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Work effectively and purposefully in a range of contexts
Come fully equipped and prepared to maximise the learning opportunity
Be prepared to share their learning and ideas in an atmosphere of trust
Ask questions where appropriate – of each other and the teacher
Support one another, working collaboratively, recognising that the contributions of all are
valid
Undertake self-assessment or peer assessment with some confidence, becoming
increasingly able to apply the criteria for success and to set appropriate targets for
improvement
Know where to go for help and recognise that further progress can always be made
Be able to select appropriate learning resources to help develop their own learning
Work with increasing independence, developing the skills to become life-long learners
Make increasing use of ICT to develop their learning, accessing a wide variety of sources
and using appropriate methods to present their work
Develop an understanding of their own preferred learning style
End of the Lesson
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The teacher creates the time to review lesson objectives and learning outcomes
Students have the opportunity to identify their own progress and set themselves
appropriate targets
Students receive supportive feedback from the teacher or their peers where appropriate
Opportunities are provided to celebrate success
The end of the lesson is prompt and orderly, allowing for efficient transition between
lessons
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Assessment of Learning:
Assessing the work of pupils should be regarded as a regular means of communication with pupils
about their individual progress. This section of the policy details the school’s standards in relation
to regular marking of work and continuous assessment for learning. This practice borrows
extensively from the Assessment for learning strategy 2008 (DCSF).
Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the
principle that pupils will improve most if they understand the aim of their learning, where they are
in relation to this aim and how they can achieve the aim (or close the gap in their knowledge). It
is not an add-on or a project; it is central to effective teaching and learning.
Assessment at the school takes place in the following ways:
Assessment
Day to day
Bi-weekly
Form
Verbal, self
assessment, peer
assessment
Book review
Termly
Examination or
extended writing
Key stage
External
examination
Recording
None
Framework
N/A
Teacher
Teacher devised
recommended
to log this
Pupil
National
assessment
Curriculum
record
levels
Pupil
QCA, Edexcel
assessment
record
Feedback
Continuous, verbal
Verbal
Verbal high achievers
names displayed
Internal and external
publication, accredited
certification (GCSE)
Daily:
The work of students is assessed on a continual basis by teachers, whilst the work in question is
in production in class. Teachers will use verbal questioning as well as assigning tasks and
questions that provide an indication of comprehension in the lesson or immediately after; allowing
appropriate preparation for the next lesson. Daily assessment provides an opportunity for the
teacher to appraise the comprehension of students when contrasted with lesson objectives.
Bi-weekly:
Teachers review the work of students produced over a period of two weeks in greater detail;
identifying areas of strength and weakness. Teachers provide students feedback within their
exercise books detailing weaknesses, strengths and steps/targets to increase understanding or
performance. Teachers maintain a record of bi-weekly assessment judgments the criteria for
which are defined by the subject teacher as appropriate for the subject and class ability. BIweekly assessments provide an opportunity for teachers and management to appraise progress of
students in relation to internal objectives and expectations.
Termly:
Three times a year, teachers perform controlled assessments of children’s progress, where the
assessment criteria are based on national curriculum level indications as produced by the
Qualifications and Curriculum Authority. Termly assessments are used to contrast the progress of
students with national standards and norms; proving useful to both teachers and students. These
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termly assessments also provide an opportunity for students to experience assessments under
controlled conditions.
Key Stage:
Key stage assessments take place at the end of key stage 3 (year 9) and KS4 (year 11) through
SATS and GCSE examinations. In addition to providing an opportunity to evaluate progress at the
school in contrast with national performance; these assessments are carried out in stringent
controlled conditions (as required by the JCQ). These assessments also result in accredited,
nationally recognized qualifications.
Recording, monitoring and analysis
The following serve as the record base for assessment at the Institute:
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Bi-weekly teacher logs
Termly assessment logs
SATS and GCSE examinations results
Teachers use the above records in conjunction with daily observations to monitor and analyse the
progress of students. Records are kept of students termly attainment in the school office in
addition to the teachers own records. The School analyses the data obtained both from termly
assessments and end of key stage assessments. This data informs both the long term strategies
of the school and the termly teaching objectives of subject.
Analyses created include:
• Average level appreciation (full level and sublevels) per class and deviations from the
average
• Comparison of end of key stage attainment with local and national norms
• Comparison of end of year attainment with local and national norms
Assessment schedules:
At the beginning of each academic year, an assessment schedule is created which details the
weeks of the year in which termly assessments will take place. Appendix # provides details of
useful contacts.
Marking:
An important element within any assessment framework; all marking at the school follows the
guidelines below:
Requirements of quality marking:
General requirements for marking:
Teachers should ensure:
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comments are legible and easily understood by students
Standard English (grammar & spelling) should be addressed.
Pupils should be taught to use grammatically correct sentences and to spell and punctuate
in order to communicate effectively in written English.
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work should be assessed at least once a week
Responses (verbal or written) should wherever possible be constructive, acknowledging
what has been achieved as well as highlighting areas for improvement.
Correcting every mistake can be disheartening, so it might often be better to focus on
particular aspects of the work at different times. Pupils will need to be aware of what
aspects are being made a focus.
A specific comment on learning needs to be made upon completion of a piece of work. The
aim should be to summarize achievement and to set a further target.
If a grade, mark or level is included as part of the marking, pupils must clearly understand
what that implies.
Children’s work needs to be marked in red.
MARKING TECHNIQUES
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Oral Feedback
It is important for children to receive oral feedback from the adult working with them. The
adult should initially talk to the child about how they have met the learning intention and
then question the child about a specific part of the work. This may be to correct a child’s
understanding or to extend the child’s learning.
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Summative feedback / marking
This usually consists of ticks and circles and is associated with closed tasks or exercises
where the answer is either right or wrong. This can also be marked by the children, as a
class or in groups.
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Formative feedback / marking
Not all pieces of work can be ‘quality marked’. Teachers need to decide whether work will
simply be acknowledged or given detailed attention. Acknowledgement should always relate to
the learning intention and a minimum of one in every third piece of work in a subject should
be “quality marked.” Adopts personalised style. Identifies areas of improvement. Identifies
areas of strength
Informs student of steps which need to be taken to bridge gaps between performance and
national standards
Provides targets
Identifies barriers to learning
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Quality Marked
Teachers should focus first and foremost on the learning intention of the task. The
emphasis in marking should be on both successes against the learning intention and
improvement needs.
When ‘quality marking’ teachers should:
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Read the entire piece of work;
Highlight some examples of where the child has met the learning intention;
Put an asterisk next to an aspect of the work which could be improved;
Provide a focused comment linked to this asterisk which should help the child to ‘close the
gap’ between what they have achieved and what they could have achieved;
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Useful closing the gap comments are:
� A reminder prompt (e.g. ‘What else could you say about the prince’s clothes?’);
� A scaffold prompt (e.g. ‘What was the monster doing?’, ‘The monster was so angry that
he…’)
� An example prompt (e.g. ‘Choose one of these for your own: He growled so loudly that
the birds fell off the trees / The monster ran away from the children.’)
All children should have a comment. Brighter children should be given a comment which
will extend their thinking.
N.B. When work has been ‘quality marked’, time should be given during the following
lesson for children to read and then make one focused improvement based on the
improvement suggestion (marked by the asterisks). In order for the marking to be
formative, the information must be used and acted on by the children.
Assessment, Recording & Reporting Policy
All subject teachers should ensure that each pupil is given a national curriculum level for a piece
of work produced at least once a term. Teachers should then record the attainment as well as
setting a target for improvement by the end of the following term.
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Students receive regular developmental and motivational feedback in a variety of ways to
enable them to progress.
Feedback will sometimes (one every two weeks) include quality written comments which
recognise the strengths of a piece of work and identify targets for improvement in a
constructive, personalised way
Students are able to act upon the advice they are given to improve their performance
Frequent opportunities are taken within lessons to provide immediate verbal feedback
Students are encouraged to judge the success of their own work and set themselves
targets for their own improvement
The language of subject progress is shared with students.
Students are made aware of the criteria for progression between levels or grades and are
enabled to interpret these criteria in a meaningful way.
Students are encouraged to critically, but supportively, judge the performance of others
within their group.
Levels of work are modelled through display and explanation
Within departments there will be opportunities for marking to be standardised across a
year group
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Teaching and Learning Policy: Roles and Responsibilities
Governors:
• To ensure the effective and rigorous implementation and monitoring of the policy
SLT:
• To provide appropriate support, training and resources for departments and individuals
• To monitor and evaluate the delivery and impact of the policy
• To modify and update the policy in the light of ongoing developments and the changing needs
of the school.
Teaching staff:
• To implement this policy by ensuring a consistent delivery of high quality learning experiences
• To be responsible for short term planning, in conjunction with department teams
All staff:
• To be aware of the principles of the policy and how they can contribute to it
Curriculum Leaders and Subject Teams:
• To be responsible for the coordination of long, medium and short term planning of schemes of
work taking into consideration the aims and objectives of the policy
• To monitor and evaluate consistent delivery of the policy at team level.
• To provide appropriate support to team members through training materials or coaching.
Students:
• To work positively within lessons to enable staff to implement the policy effectively
• To extend the learning experience outside the classroom by ensuring completion of the
learning tasks set as homework
Those with parental responsibility:
• To support the policy of the school, in line with the Home School Learning agreement, by
providing support for students at home, allowing them to continue to develop their learning
effectively
Appendix:
Useful resources:
http://curriculum.qcda.gov.uk/
Contains all national curriculum
Specifications, level descriptors and
examples of marked work at each of the
levels.
http://nationalstrategies.standards.dcsf.gov.uk/
Contains information relating to the
National Strategies for Maths and English
with extensive materials to support
teaching and assessment
www.tes.co.uk/
Excellent forum for exchange of ideas and
materials. Registration is free.
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Number of Lessons per week per year
8
9
10
11
English
4
4
4
5
Science
3
3
3
3
Maths
3
4
5
4
ICT
2
2
2
4
Urdu
2
2
1
2
Arabic
2
1
1
1
RE
1
1
2
PE
1
1
1
Citizenship
2
2
1
1
TOTAL
20
20
20
20
Proposed Number of Lessons per week per year
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7
8
9
10
11
English
4
4
4
4
4
Science
3
3
3
3
3
Maths
3
3
4
4
4
ICT
2
2
2
3
3
Urdu
2
2
2
1
2
Arabic
2
2
1
1
1
RE and Citizenship
1
1
1
2
2
PE
1
1
1
1
1
History
2
2
2
1
1
TOTAL
20
20
20
20
20
11