2017

Curriculum Plan

Alamiyah School

Address:115 Marlborough Rd, Dagenham

RM8 2ES, ESSEX
Phone: 020 8595 5999
Contents
Curriculum Statement ................................................................................................................................. 3
An overview of the Curriculum at Alamiyah School ................................................................................ 4
Montessori Primary Curriculum .............................................................................................................. 5
Development of Abstraction Abilities.................................................................................................. 6
Social Development............................................................................................................................. 7
Characteristics of a Montessori Community include: .......................................................................... 8
THE 5 GREAT LESSONS ............................................................................................................................. 9
Summary of Curriculum Areas ............................................................................................................... 19
Assessment Procedures ............................................................................................................................ 21
Assessment For Learning .................................................................................................................... 21
Formative Assessment ....................................................................................................................... 22
Self Assessment ................................................................................................................................. 23
Summative Assessment...................................................................................................................... 23
Identifying Children With Additional Needs ........................................................................................ 23
Online Record Keeping ....................................................................................................................... 24
Whole School Tracking ....................................................................................................................... 24
Long Term Curriculum Plan ....................................................................................................................... 25
Cosmic Education ...................................................................................................................................... 58
An Education for Peace ...................................................................................................................... 58
Cosmic Education Long Term Curriculum Plan .................................................................................... 58
Language ................................................................................................................................................... 62
Language Long Term Curriculum Plan................................................................................................ 62
Arabic Language & Languages ................................................................................................................... 75
Mathematics ............................................................................................................................................. 76
Mathematics Long Term Curriculum Plan .......................................................................................... 77
History ...................................................................................................................................................... 96
History Long Term Curriculum Plan .................................................................................................... 96
Geography................................................................................................................................................. 99
Physical Geography ............................................................................................................................. 100
Physical Geography Part 1 Long Term Curriculum Plan ..................................................................... 100
Physical Geography Part 2 Long Term Curriculum Plan ..................................................................... 103
Human Geography .............................................................................................................................. 105

Alamiyah School Curriculum Statement 14/02/2017 Version 1.0 1

 Human Geography Long Term Curriculum Plan ................................................................................ 105
Science .................................................................................................................................................... 108
Botany ................................................................................................................................................. 108
Botany Long Term Curriculum Plan ................................................................................................. 109
Zoology ............................................................................................................................................... 114
Zoology Long Term Curriculum Plan ................................................................................................ 114
Outdoor Life Skills ................................................................................................................................... 118
Outdoor Life Skills Long Term Curriculum Plan ................................................................................. 118
Advanced Life Skills ................................................................................................................................. 121
Advanced Life Skills Long Term Curriculum Plan ............................................................................... 121
Arts, Crafts and Design ............................................................................................................................ 127
Arts, Crafts and Design Long Term Curriculum Plan .......................................................................... 127
Physical Education .................................................................................................................................. 136
Physical Education Long Term Curriculum Plan................................................................................. 136
Technology .............................................................................................................................................. 139
Computing........................................................................................................................................... 139
Computing Long Term Curriculum Plan ........................................................................................... 139
Electronics ........................................................................................................................................... 141
Electronics Long Term Curriculum Plan ........................................................................................... 141
Product Design .................................................................................................................................... 142
Product Design Long Term Curriculum Plan ..................................................................................... 142
Music, Dance and Drama ........................................................................................................................ 145
Music, Dance and Drama Long Term Curriculum Plan....................................................................... 145

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 Curriculum Statement
The Curriculum we present at Alamiyah Primary is balanced and relevant to the children’s learning and
development. It is rich and consists of a number of stimulating learning opportunities and activities designed
to meet the requirements of the National Curriculum. Our Curriculum is balanced and promotes the spiritual,
moral, cultural, social, emotional, intellectual and physical development of pupils at the school and society
and provides learning opportunities, responsibilities and experiences for later life. The Montessori Primary
classroom is an interactive environment designed to help children become self-directed independent
learners. Children are taught individually and in groups, they work on their own and participate in
collaborative team activities. Dr Montessori originated the idea of cross curriculum themes. Many of these
themes are reflected in the current National Curriculum. Montessori Education, therefore, is particularly
suited to achieving these aims whilst also preparing a child for his or her next school.

At Alamiyah Primary we follow a ‘Creative Curriculum’ approach and where possible try to link topics across
all subjects. Therefore, topics that may not traditionally be a part of a subject may be contained in a
curriculum area due to this integrated educational approach. The Alamiyah curriculum lays a solid and
rigorous foundation for further study whilst challenging our children in their learning. We have trained
teaching staff with a combination of traditional PGCE qualifications and internationally recognised
Montessori Diploma’s. We also provide teachers with in- house training lead by subject leads who have
expertise in their respective fields so that our curriculum is delivered in a way that is consistent with our aims
of promoting a rigorous and high quality balanced education. We continually review our curriculum areas
and goals to ensure that the curriculum continues to be stimulating, relevant and engaging for all learners.

Broad Curriculum Goals

 Our aim is to motivate and encourage curiosity within our pupils, so that they become independent
learners with inspiration for learning,
 We encourage our pupils to be positive and mindful and teach them to respect of other cultures and
people regardless of our differences.
 We encourage our pupils to develop an awareness and appreciation of the local area and the
community.
 We educate our pupils with skills for the opportunities, responsibilities and experiences in later life
in Contemporary Britain
 We inspire and support our pupils in reaching their full potential

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An overview of the Curriculum at Alamiyah School

The Curriculum at Alamiyah is delivered in 4 main ways.

1. The Montessori Primary Environment - Morning Work cycle

2. Whole Class Lessons – Afternoon Lessons

3. The 5 Great Lessons – A Framework for the Primary Curriculum

4. Out of School Learning – Going Out Trips

The morning work cycle provides time for an assembly and an additional three hours of individual small group
lessons and learning time. The morning work cycle is where the children access the Montessori Primary
Environment which includes activities from all he subjects in the curriculum. Pupils then have time for lunch
and outdoor play before coming in for afternoon whole group lessons. In the afternoons children engage in:
lessons that are taught by specialist teachers, lessons that the whole class can engage in together and lessons
that require out of class learning like Outdoor Skills and Physical Education. Another major component in
our curriculum delivery is the incorporation of the Great Lessons and Cosmic Education as anchors for the
entire curriculum. Finally Dr. Montessori’s vision for this age included an element of the primary program
called ‘Going Out’. The Going Out program allows children to get hands on learning experiences. Children
are also led to greater social autonomy as well as building a connection with the world outside the classroom,
through Going Out trips.

The Montessori middle primary class for 6-9 yrs balances the child’s developing imagination and powers of
abstraction with concrete, hands-on materials. In middle primary, we continue to nurture self-management
and self-direction, each activity is presented in a structured sequence to lead children towards independent
discovery and understanding. Similar to Alamiyah Pre-school, the middle primary class is also a multi-age
class with children from 6 to 9 years old. These children then progress to a mixed age upper primary class of
9-12 year olds. Our pupils remain in the same classroom with the same group of children and teachers for
three years to build strong and sincere relationships which in turn shape the entire school community from
the early years through to primary.

Within the classroom pupils are given lessons and are free to practice and refine the skills of each lesson at
their own pace. They are guided to manage their time and to meet the responsibility of working on a broad
curriculum. Children cannot choose only to work on the subjects they find most interesting. The teacher
encourages children to find connections in the work and helps them to see interest throughout.

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Montessori Primary Curriculum

"This then is the first duty of an educator, to stir up life but leave it free to develop." Dr. Maria Montessori

As the children pass from Pre-school to Primary there are profound changes to their bodies and to their
minds. The child wants to explore the world through imagination and experience, to learn what is right and
wrong and to evaluate meaningful roles in society. A primary child has a thirst to know how things have
come to be, the history of the universe, the world, humans, and why they behave the way they do. For this
age, Dr. Montessori said, “We are to give the child the cosmos”.

Cosmic education is integral to the methodology of the Primary 6-12 classroom. It relies on first giving a vision
of the structure of an idea in its totality such as ‘life on Earth’ or ‘written language’ and then giving many
connected lessons that create knowledge and experience of the parts of the whole. This education is more
meaningful to the primary child because of how it builds upon itself. Story and idea, narrative and concept,
intellectual curiosity and academic skills are woven into a comprehensive fabric that by its very nature will
stay with the child long after handwriting and memorization skills are mastered. And those skills, far from
seeming pedestrian or dull will be valued because they are understood in their context. The long term goals
for pupils immersed in this practice include informed and mature self-direction, enlightened curiosity,
emotional well-being based on an understanding of how the world has come to its present state, confidence
in an ability to contribute to the world positively and the initiative to do so. The middle and upper primary
curriculum is built around the Five Great Lessons given at the beginning of each year:

 The Story of the Universe explores the formation of the stars, the sun and the earth.

 The Coming of Life introduces the children to the idea that life has not always existed on our
planet, and that its coming signalled a new balance on the earth.

 The Coming of Humans emphasizes the coming of humanity to the earth as thinking, loving,
working form of life.

 The Story of Communication in Signs presents language as a part of history, investigates the various
milestones that served to create the Roman alphabet.

 The Story of Numerals introduces the child to the history connected with our numerals.

The Great Lessons are connected stories that span the enormous historical frames of time and space. From
this story framework emanate the details of the disciplines: science, mathematics, social studies and
language. The story provides an overview, stimulates the imagination and provides holistic lessons. The

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children then study the subjects in detail: biology, chemistry, geology, geography, physics, history, art and
music. Because of the unifying thread of the Great Lessons, no subject is studied in isolation from the others.

The Primary 6 - 12 years class is the first part of the education for children aged 6 – 12. At about 6 years old
we as parents, teachers and friends see the young child change physically, mentally, emotionally and socially
into a self-sufficient person. It is like a metamorphosis such as the caterpillar changing into a butterfly. The
period 6 – 12 years is a period of stability before puberty. For practical learning the age range is split into
two classes, 6-9 years and 9-12 years.

Dr. Montessori was not unique in her observation, she highlighted rather special things about the
development of the child in this period. As ever she stressed the holistic nature of the development of the
child, bringing out three notable characteristics of this period:

 The need for wider horizons, to go out and explore the world

 The move from concrete to abstract thinking

 The development of a sense of morality closely allied with the intense interest in the social group.

Development of Abstraction Abilities

As in the Pre-School there is a rich selection of purpose designed Montessori Activities available to guide the
children in their development. The transition from a sensorial, physical approach by a child to understanding
abstract concepts is the basis of much of the Montessori Material available in the classroom. The Montessori
Material scaffolds the learning of the child as they move from physically holding an object to being able to
deal with the concept in an abstract manner. Concrete representations allow the child to build a mental
schema enabling the child to confidently move to abstraction.

An example of where this occurs is in the teaching of mathematics. There are many mathematical and
geometric materials that have been especially developed but to use just three to demonstrate this point we
show below the developmental sequence of golden beads – the stamp game – the pegboard. The child will
have already started using the “golden beads” in the Pre-School. The child can physically see and touch the
different quantities. This is followed by the “stamp game” where number tiles replace the physical beads.
This teaches the child to see figures standing in for the physical object. The child will at this stage start to

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record on paper the results. Subsequently, when the child is ready (having most likely being absorbed for
many hours with or without his or her peers with the other material) the “pegboard” is introduced. Here,
different colours represent units, tens, hundreds etc. At this point the child will also be recording the method
on paper with a view to progressing to mathematical calculations that do not rely on manipulatives.

Social Development

The social development of the child in the 6-12 years stage is probably the most prominent we can observe.
Suddenly from being quite self-centred the child becomes almost obsessed with the group. Friends become
of great importance and the rules of the group become the centre of her life. Socially the child is identifying
her role in groups within her society and learning the rules for this. By 6 years the child has finished
developing her personality and is now ready to learn about being a member of a group. This is a basic social
skill, which will be necessary for adult life.
At Alamiyah, pupils have opportunities to work together to learn and to build meaningful relationships with
adults and peers. The emphasis on reflection, mindfulness, meditation, care of self, care of others provides
pupils with an environment that is harmonious thereby fostering positive social interactions. Pupils learn
how to resolve and respect differences between themselves through the use of the peace table. This is an
important way in which children can start to develop the social skills needed to maintain relationships when
faced with differences.
Our Cosmic Education curriculum allows pupils to explore who they are and to understand their immense
potential, thereby raising their self esteem and confidence. Pupils are therefore enabled to reach out to
others to build a community based on the values of love, mercy, compassion and peace. The values explored
within Cosmic Education coupled with our Outdoor Educational Program provides pupils with the
opportunity to collaborate with others by working in groups to care for their immediate and local
environment guided by the principles of balance, natural order, harmony and respect for themselves, others
and their surroundings. The sacredness of life coupled with the understanding that each individual has an
effect on the future destiny of the planet due to it’s profound interconnectedness, aims to inspire pupils to
work for the greater good of the planet. The School plans to become a WWF Green Ambassador School to
further encourage citizenship and active participation within the wider community to solve environmental
issues that affect us on a global level. In this way we hope to nurture model citizens of our global community
with a genuine concern for humanity and the world around us and the integrity to act upon the knowledge
they have.

The moral development of the child in the 6-12 years stage is closely associated with their social

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development. This is the time when the child starts to differentiate between right and wrong. The limits of
right and wrong are obviously strongly influenced by social pressure. Therefore, a time when the child is
becoming interested in what his/her friends think is linked to the development of moral awareness. Not only
is the child attracted to join a group, but he/she is also attracted to the rules and activities created by the
group. At this time the human tendency for order tends to focus on the rules of the group.

Alamiyah School is centred around values which give rise to a democratic classroom ethos where shared class
rules of conduct are agreed and drawn up by each class. In this way pupils are able to develop a sense of their
own community, with agreed roles and responsibilities taken by all members. On a practical level the
implication of this “new sociability “ is that lessons are presented to pupils in small groups who may then
work together if they chose. Pupils, when motivated usually ask for more challenges as they become
competent and will begin on small group projects to expand their knowledge when their interest has been
inspired. The children may come together as a whole community at certain times of the day, but tend to
spend much of the regular school day exploring their world on their own and in small groups. In this way they
develop the skills of an independent researcher (such as the ability to direct their own learning) and
experience collaborating on joint projects with their peers (younger, older or same-age), while broadening
their knowledge of the Universe and deepening their appreciation of the inter-connectedness of everything
in it.

Our teachers, continually support and follow the children’s interests and facilitate cooperation with others,
concentration, independence and love of learning Also, during these years the child develops their language
further by developing their writing skills such as spelling, punctuation, and structured writing. They are also
provided with exposure to an array of rich language to use for all future learning and communication.

Every child has an Individual Learning Plan (ILP). These are developed with the child and shared with their
parents. They are monitored and updated regularly. As they get older children are supported to write their
own ILPs and monitor their own progress through tracking.

In a mixed age classroom the older children are encouraged, and sometimes directed to support the younger
children with their work, or teach them how to use a material. Children are actively encouraged to ask each
other for help: their learning is consolidated when they show another child how to do something they know.

Characteristics of a Montessori Community include:

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Freedom: to choose one’s own work both inside and outside; to explore and study a topic that appeals to
their imagination. Freedom needs to be balanced by responsibility. Children who choose work spontaneously
are responsible for their choices of work.

Limits: the work should be constructive and productive. They must understand that work choice needs to
include individual work targets (e.g. to improve poor spelling, reading, x tables etc.) as well as work
demanded culturally.

Clear Expectations: This includes work habits and behaviour. At Alamiyah positive discipline is employed to
develop inner discipline in the child, so that they begin to set their own expectations in line with those of the
group or community which they then hold themselves accountable to. Children are reminded of the
expectations of the class with positive language. Any pupil who displays behaviour which is not part of the
acceptable code of conduct will be given the time they need reflect on their behaviour and self correct by
taking responsibility for their actions. They will then be guided towards make better choices. If a pupil
continues to make choices which cause disharmony and disruption then the root causes and solutions must
be explored to seek a positive outcome in the long term.

Group Work: We allow the children to choose who they will work with. This makes the formation of society
possible. If given this choice they learn the cooperative skills. At some point they learn that they have to
give up their personal preference for the good of the group. Responsibility is shared. Children work on one
piece of material, taking turns, sharing responsibility for its completion. The skills of cooperation,
communication, collaboration and compromise are practised.

Hard Work: We convey the expectation that we are asking the child to meet a standard of work worthy of
her ability. They need to know that they can be successful on their own. Success motivates the child to
continue. Children who can’t cope with this freedom are supported to choose.

Talk: a constant hum of conversation; it isn’t quiet!

Care of the Environment: ultimately it is the adult’s responsibility, but the children, as part of the
community, make their contribution to it. We have a system about what needs to be done, and who is going
to do it (Service to the Classroom Chart). Eventually no chart will be necessary because all children will be
aware of what needs doing. There are usually three stages: 1. teacher supervises and orchestrates. 2. Less
teacher involvement. 3. Children undertake it on their own.

THE 5 GREAT LESSONS

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The 5 Great Lessons provide an overview of the entire Montessori curriculum for the primary age group. They
are given in the early days in a 6 – 9 mixed age class, called the ‘Middle Primary’, to set the scene and open
up a vision.

Psychologically they are given in dramatic story form, using rich language and personification of the
elements. The presentation and story portray a sense of mystery and arouse awe, admiration and interest.
They could be given to the whole class, but they don’t have to be. Older children, hearing the story repeated,
pick up on details that interest them. A great lesson is often announced early so that children have the
opportunity to organise their time and work in order to attend, and especially to prepare their minds.

These lessons are presented to the children at various times in the school year. The stories are presented in
a way that appeals to the children’s imagination and that enthuses and inspires them to want to know more.
After a Great Lesson is presented, children will then pursue aspects of the story that appeal to them, either
individually or in small groups. There are no particular follow-ups. The teacher has to observe the emerging
interests of the children. Having observed those interests the teacher will plan essential key lessons and
provide books, resources and visits to facilitate the children’s explorations. The teacher aims to become
what Maria Montessori described as ‘a story teller of truth’.

The 5 Great Lessons are:

1. God who has no Hands – a dramatic cosmic story or fable, which presents the coming into being of the
universe and the earth from a formless void. The change came about through obedience to the laws. At
the conclusion of this tale we have the earth which is composed of rocks, water and air, solids liquids and
gases, spinning round and round itself and the sun continuing to obey these laws. This great lesson opens
up all the work in the Montessori Primary, as everything that exists is part of the universe and has a part
to play in relation to the totality.

2. The Story of the Coming of Life – the scene has been set so we refer to it and we take a look at the point
where there seems to be a problem. To solve the problem something else was created and this was life
– the blob of jelly. It could eat, grow and create others like itself. Using the timeline of life we follow the
evolutionary path giving a general overview. At the end of this story we have the appearance of a very
special creature. The creature with the larger brain, the power to think and imagine and the huge
amounts of love. This story opens up for the children the work in biology, history and geography.

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3. The Story of the Coming of Human Beings – that is taken up from the point at the end of the coming of
life where humans have arrived, and after the impressionistic presentation of the black strip (the length
of time) it opens up the area of cultural history, both pre-history and recorded history. This is the story
of humans, different from other creatures because of their special gifts. The freedom to use their hands
because of their upright posture etc.

4. The Story of Communication Through Signs – this story and the story of number draws the children’s
attention to the inventions of humans who, because of their special gifts, created what was not there
before. The human tendency to communicate has led to the development of languages, both written
and spoken. We put the children in touch with the language of their society and allow them to explore
its history and usage in that society. The children’s exploration is a reasoned exploration, our story is
impressionistic. We encourage the children to explore how humans developed a means of
communication not using their voices. We want the children to come to realise that this invention was
out of necessity. They use the materials that they found around them in their daily lives.

5. The Story of Number – another invention by humans. We usually do this story after The Story of
Communication Through Signs. It gives children an opportunity to explore the history of mathematics,
and the people who invented it. It is an impressionistic story, emphasising that people used what they
found around them in their environment.

The 5 Great Lessons are an essential prerequisite in the Montessori Primary. The children need these 5
Lessons before they can continue to explore on their own. Each of the 5 Lessons is limited to what is essential
in the story, to help the child follow up with the work him or herself. It is to also help the children understand
a particular idea, therefore no unnecessary details are included. Nothing the child can find out by him or
herself is given. The lessons are always focused on serving the child’s intelligence.

THE FIRST GREAT LESSON (“God With No Hands”)

This story is not meant to expound a specific theory of the origin of the earth. It is a story – with elements
that include mystery, the unknown and truths. It is not meant to be a factual lesson with a string of dry facts
– nor is it wholly fantastic – it contains essential parts that will be developed. Mainly that the elements that
existed in this fiery mass were given laws.

When telling this story it is important to use grand and lofty language – worthy of the grand and lofty ideas
being shared. Montessori, referring to Genesis, wrote:

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“God created the heavens and the earth.

It is a simple statement but it has grandeur and the mind stays awake.”

The first Great Lesson is the gateway for all the 6 – 12 Montessori work. It is the first lesson that must be
given to all new children. We have found that the timing of the story is critical, it must be told giving time to
the children to reflect afterwards e.g. before the end of the day or before lunch. We involve the children as
much as possible; older ones in particular can help with the charts and the experiments. The story is told in
one sitting, and the rest of the class respect its importance and know not to interrupt the story.

The Story

From the very beginning people have been aware of the miracle of the world they live in. Questions have
always been asked, in different languages, in different times. How did the world begin? Why?

In the old days, as they do now, children ask their parents or grand-parents:

“What was before me?”

Well. Before you, there was me.

“But even before you, what was there?”

Before me, were my parents, and their parents, and the parents of their parents.

“But before all that, what was there at the very beginning?”

If you wonder, my child, how everything came into being, the stars that sparkle overhead, the sea which is
always astir, the flowers and the beautiful fragrance that they send out, I will tell you that everything came
into being because they were obeying the laws of the universe.

“Everything was obeying? But how can an animal obey?

They don’t understand when we talk to them.

And how could a mountain obey, or the wind? They have no ears or hands!”

They don’t obey you, that’s for sure, but it is certain that they obey the laws of their nature.

They don’t even know that they are obeying them.

The rocks just stay where they are as it is the nature of rocks.

The waves crash as it is the nature of waves.

The lion roams and roars, as it is the nature of the lion.

Every time a cool wind brushes your cheek, if you could hear it, it would be saying

“I obey.”

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When the sun rises in the morning and colours the glittering sea, the sun, and its rays, and the water too are
whispering,

“I obey.”

And when you see birds on the wing, or a fruit falling from a tree, or a butterfly hovering over a flower…

the birds and their flight,

the trees and the fruit and its fall to the ground,

the butterfly and the flower and its sweet fragrances are all repeating the same words,

“This is my nature, and I obey.”

At the very beginning there was nothing. There was only the deep, an immensity of space with no beginning,
and no end, indescribably dark and cold.

Who can imagine that immensity, that darkness and coldness?

And when we think of the dark, we think of night:

but our night would be like brilliant sunshine in comparison with that darkness.

When we think of cold, we think of ice.

But ice is positively hot if you compared it with the coldness of space, the space that separates the stars.

As hot, you might say, as a blazing furnace from which no heat can escape.

In this measureless void of cold and darkness, light was created.

There appeared something like a vast and fiery cloud which included all the stars that are in the sky.

The whole universe was in that cloud, and among the tiniest of stars was our own sun.

But they were not stars then; as yet there was nothing except light and heat. So intense was that heat that
all the substances we know – iron, gold, earth, rocks, water – existed as gases, as insubstantial as air. They
were all fused together in one vast, flaming intensity of light and heat, heat which would make our sun today
feel like a piece of ice.

This raging fiery cloud of nothingness, too huge to imagine, moved in the immensity of freezing space, which
was also nothingness but infinitely more vast. The fiery mass was no bigger than a drop of water in that
ocean of space.

As this cloud of light and heat moved through empty space, little drops fell from it. Like drops of water that
might be thrown from a swinging bucket, some of it holding together and the rest breaking up into little
drops. Some of these drops became the stars. There are many, many stars, countless numbers of stars like
these little drops. Only instead of falling they are moving around in space in such a way that they can never
meet. They are millions of miles from each other.

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Some stars are so far away that it takes the light of some of them millions of years to reach us.

Do you know how fast light travels?

100 miles per hour? 200 miles per hour? 1000 miles per hour?

No, much faster. Light travels 186,000 miles, not per hour, but per second. Imagine how fast that is!

It means in one second, light can travel 7 times around the WHOLE world.

And do you know how big the world is? 25000 miles around at its equator.

If we were to drive at 100 miles an hour, continuously, all day and all night without stopping, it would take
us more than 10 days to cover that distance.

And yet light covers it 7 times in one second.

You snap your fingers and light has gone around the earth 7 times.

So you can imagine how far away some of these stars are, that it takes their light one million years to reach
us.

And there are so many stars that scientists have calculated if each one of them were a grain of sand, all the
stars together would cover up the whole of Europe up to a height of about 3 meters. (demonstrate)

One of these grains of sand is our own sun, one millionth part of this grain is our earth, an invisible speck of
nothingness.

You wouldn’t think so, would you? The sun doesn’t look that big. But that’s because it is so far away.

The light from it takes about eight minutes to reach us, and if we were to travel that distance at 100 miles an
hour it would take us a little more than 106 years to reach the sun.

Thus, in fact, the sun is one million times bigger than the Earth, so big that one of its flames can contain 22
earths

CHART 1a – The Sun and The Earth

What was wonderfully marvellous is that all these stars and planets moved in harmony. Each little speck of
these particles making up the universe had a set of rules to follow.

Each was obeying. For example, little particles moving at a fantastic speed, at first hot and like smoke or
vapour had their rule to follow:

“As you become cold you will come closer together.”

And so they cooled, they moved more and more slowly, clinging closer and closer to each other, occupying
less and less space.

And so, depending on the temperature, some particles are in a SOLID state, some are in a LIQUID state, some
are in a GASEOUS state.

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DEMONSTRATION 1: The States of Matter

There were other laws the particles obeyed. Some particles had a special love for each other, some particles
had a particular dislike for each other. Some particles were attracted to each other and some were not. A
bit like human beings.

DEMONSTRATION 2: Likes and Dislikes

Because of these laws, and depending on the temperature, particles moved and combined and formed
themselves into different groups: the SOLIDS, the LIQUIDS, the GASES.

In the solid state, the particles obeyed their law.

“Cling together so closely that it will be almost impossible to separate.”

Because of this solids have a shape of their own.

In the liquid state, the particles obeyed their law.

“Cling together, but not so closely.”

Liquids then have no shape of their own and their particles can roll over each other.

DEMONSTRATION 3: Spheres in Tumbler

Liquids can flow and spread. They will always push downwards and sideways, but never upwards. That is
why we can put our hand in water, but we cannot plunge it inside a rock.

In the gaseous state, the particles obeyed their law.

“Do not cling together, but move freely in all directions.”

Gases have no shape of their own at all.

There is something very interesting about this. The particles do not have to remain solid or liquid or gas no
matter what. Depending on the temperature, different particles can be in a different state.

DEMONSTRATION 4: Different Solids and their Reaction to Heat

So the particles in that little drop that was to become our earth obeyed their laws.

The drop went on spinning and spinning around itself, and around the sun in the cold of space.

As time went on, the particles that were on the outer edge became cold and shrank, huddled together and
hurried to the earth. As soon as they approached the hotter part, they became hot and they moved apart
and up they went again.

And so they were dancing, the hot particles, like little angels, journeyed upwards, carrying up burning heat,
and then became cold and brought back downwards freezing cold.

CHART 3a: The Dance of the Elements

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How marvellous it is, and how simple. If you become hot, you expand, and as you expand you become lighter
and soar upwards, like a bubble of air in water. But if you become cold, you shrink and fall, like a grain of
sand sinks to the bottom of a pond.

Because of this law, the Earth gradually changed from a ball of fiery matter to the Earth we know.

The tiny radiant particles obeyed their laws as they danced their dance, particles too minute to be seen or
even imagined, yet numerous enough to have produced the world.

For hundreds, thousands, millions of years this dance went on. Finally, the particles settled down, like tired
dancers, and one after another they became first liquid and then solid. As they became liquid or solid some
of them joined others to which they were attracted, forming new substances.

The heavier ones went nearer the heart of the earth, and the lighter ones floated above them like oil floating
on water.

DEMONSTRATION 5: Light and heavy liquids.

A thin scum was formed, like the skin which forms on milk when it is boiled and left to cool. It seemed as if
the Earth had taken some shape. But the particles inside this skin were still very hot and felt trapped.

What else could they do except obey their law.

“If you are hot you expand and go up.”

There was no place to expand, so they burst out. They broke the skin. It was like a terrible fight.

CHART 4a: The Time of Volcanoes

DEMONSTRATION 6: The Volcano

Eventually, the fighting ceased.

As everything cooled down, more and more gases became liquid, more and more liquids became solids.

As soon as the rock had cooled down, water was able to return to the Earth, and it rained and rained and
rained.

The Earth shrank and became wrinkled like an old apple that has been left in a cupboard.

The wrinkles became the mountains and the hollows the oceans.

The water being liquid filled every hollow and crevice it found in its path – that’s how the oceans were formed

Above the oceans was air – the air that we breathe.

The clouds disappeared. The veil was withdrawn.

The sun could once again smile on its beautiful little daughter, the Earth.

CHART 5a: The Final Arrangement of Rocks and Water

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Rocks, water, air.

Solids, liquids, gases.

Today, as it was yesterday and millions of years ago, the laws are obeyed in the same way.

The world spins round and round itself and round and round the sun.

And today, as it was millions of years ago, the earth and the elements and compounds it is made of, as they
fulfil their task whisper with one voice:

“We obey.”

And that is the First Great Lesson.

There is no particular follow-up in the first telling, but on another day the story is repeated and there are
some specific follow ups. For instance

2nd TELLING:

Interest is aroused in children who have heard the story before. We gather a group and tell them the story
again. After a discussion we recap what they learned and what they know. Then we say:

I want to tell you more about the Earth.

We show chart 2a at this point

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We speak about the family of the Sun:

the relative distance

the order of the planets

the orbits of the planets

the sizes of the planets.

Other follow-ups include experiments such as

EXPERIMENT 1: Cold

MATERIAL: 2 identical containers full of crushed ice;

2 identical thermometers inside each (at start both temperatures are same).

PROCEDURE: Record the temperature at the start of the experiment. Add salt to one container, then record
the temperature. (The salted container will be colder.)

STATEMENT: “Space was colder than ice.”

EXPERIMENT 2: What holds the Earth in its orbit around the sun?

MATERIAL: A small bucket of water with a rope attached to it.

PROCEDURE: Swing the bucket of water around you.

STATEMENT: Centrifugal Force wants the bucket to fly away.

Centripetal Force (the rope) holds the bucket close in its orbit.

And so each of the Great Lessons has a number of points of interest, and a number of possible follow-ups,
each of which speaks in a different way to different children. One child may be fascinated by the acid that
dissolved rocks before Life began, and is encouraged to study the phenomenon of acid rain. Two or three
children may be enamoured by the dinosaur with two brains, and decide to do a research project on
dinosaurs. In this way, children work individually or in small groups to explore some aspect of their world in
greater depth, enflamed as it were by a point of interest.

The Great Lessons are thus the starting point of an exploration of the Universe, and give the child a vision of
the interconnectedness of everything that exists. The next section of this document lists the topics we expect
to cover over the academic cycle, by subject area.

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Summary of Curriculum Areas

Integrated curriculum All subjects presented are part of an integrated curriculum. While teaching manuals
with individual lesson plans are made for each subject area, the lessons are presented
in the approximate order they would be presented in the life of the child. So the early
activities of all the areas are presented parallel to each other at the beginning of the
course. This continues in an age appropriate sequence with all of the subject areas
together. In this way pupils see the interrelationships among the areas and this helps
prepare them for interweaving all the subject areas together.

Geography (Including Physics Geography is explored through the use of stories, experiments, charts and children’s
and Chemistry) activities. Geography study has two main sections: natural geography and human
geography. Physical Geography includes: creation of the earth, composition of the
earth, laws that elements must follow, movements of the earth and their consequences
along with the work of air and water. Human geography includes how people have met
their needs while living in different zones on the Earth, the interdependence of humans
in society and economic geography.

Science Science is explored through the use of stories, experiments, charts and pupil’s
activities. The study of science until age 9 includes two main areas: botany and zoology.
Botany begins with The Story of Plants and then proceeds to look at the needs of plants,
the function of leaves, roots, stems, flowers, fruits and seeds as well as their varieties
and their classification. Zoology includes story material about animals, examination of
body functions and classification. Botany and zoology are united in a study of ecology.
Physics, Chemistry and Geology are learnt about informally through but studied in
more detail at 9-12 years.

History Stories, time lines and charts aid in the presentation of both natural history and human
history. Natural history includes geology and the changes in the Earth over time along
with the coming of life on Earth. Human history includes the coming of human beings,
the fundamental needs of humans, the hunting and gathering of food, the
development of agriculture, the growth of urban ways of living, the development of
civilizations, migrations, the growth of culture ... to the present day. Pupils move from
telling time on a clock to a linear representation of time that enables them to grasp the
length of time that it has taken for all of the above to happen.

Music, Dance and Drama Areas covered in music include singing, listening, music theory and ear training,
movement and rhythm, playing instruments, history and literature. Montessori music
is designed to be a regular part of the children’s everyday environment so it is a regular
part of the integrated curriculum.

Physical Education Develops gross motor skills, builds agility, flexibility, strength, balance, control and
coordination through group games, competitive and cooperative activities which
become increasingly challenging whilst simultaneously building individual skills. Once
skills have been learnt, they are linked in sequences to build more complex movements
or skills. Through the PE curriculum, pupils will also learn how to evaluate and assess
physical activities or sports and their personal performance in order to improve.

Art, Crafts and Design Fine Art, Textiles, Crafts and Design are explored through the study of line, form, colour,
collage, print, textiles and sculpture. Pupils are taught the skills necessary to be able
to use a variety of tools and media. Pupils are encouraged to be creative whilst
exploring a variety of different methods used to create art, textiles and 3D sculpture.

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 Pupils are encouraged to appreciate art through an exploration of traditional arts and
crafts from around the world and by looking at the works of famous artists

Advanced Life Skills Pupils learn important life skills enabling them to become more independent when
caring for themselves, others and the environment. Pupils learn how to cook, clean,
tidy, organise and work with materials such as fabric, thread and wood and do basic
DIY. Grace and Courtesy is also covered in the Advanced Life Skills Course, including
hosting guests and planning outings.

Outdoor Life Skills Pupils are given the opportunity to work with nature by working outdoors on skills
related to: horticulture, involving planting, designing gardens, caring for plants, trees
and flowers; agriculture, involving rearing and caring for animals, growing and
harvesting fruit and veg; forest schooling, involving working with nature, building dens,
identifying bugs, fungi, birds, orienteering; recycling and sustainable living using
permaculture principles.

Cosmic Education Cosmic education is embedded within the whole school. Pupils learn about the core
values of unity compassion, cooperation, love, peace through gratitude arising from an
interconnected understanding of themselves, others, community, society, the Planet
and the Universe.

Technology Pupils will learn about technology and it’s uses through the study of computing,
electronics and product design. The study of technology in an integrated way allows
pupils to explore a variety of technologies and how to design products and processes
using them. The study of each area will cover the knowledge, understanding and skills
required as pre-requisite knowledge before putting the technology to use in
production.

Language This area begins with a review of the development of language in the child and its
importance in the development of intelligence. Vocabulary development, further
extensions in reading and language exercises suited to the ‘sensitivities’ of the child of
this age group lead to reading with understanding. Further content includes the story
of language, the history of writing, word study, spelling, grammar boxes and related
classification along with analysis of simple, compound and complex sentences. Writing
proceeds from short stories to composition, the structure of paragraphs and
composition, appreciation and development of style, along with a history and study of
literature

Maths Arithmetic The introduction to mathematics includes the development of the Mathematical Mind,
indirect preparation leading to abstraction in mathematics and the purpose and use of
the mathematical material. The following items are covered: The story of numbers,
continuation of the hierarchy of numbers, linear counting, long multiplication and long
division, laws of operations, multiples, factors, divisibility, group division, fractions (and
their related operations), squares and cubes of numbers, powers of numbers.

Maths Geometry The development of the Mathematical Mind also includes Geometry. Arithmetic,
Geometry and Algebra are intertwined in Mathematics in a way that provides more
meaning and understanding than if one takes the branches of Mathematics separately.
Particular contributions from Geometry include the concepts of equal, similar and
equivalent; exploration with constructive triangles; a study of polygons along with
circle/angles/lines in all their details

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 Assessment Procedures

Assessment is central to the learning process and as such has been deeply embedded into the learning
process. Effective assessment ensures that each individual pupil is progressing, stimulated, engaged and
challenged by their learning to enable them to reach their highest potential. It is an integral part of the
planning cycle of observing, planning and assessing pupils, and involves feedback from all members of staff
who are involved in the child’s learning, as well as the child themselves.

At Alamiyah, the individual child is encouraged to follow their own interests and therefore shape their own
learning with the guidance of the teacher. Assessment is therefore an important tool which is used to ensure
that each child is gaining a balanced and holistic education whilst pursuing their interests.

Assessments should inform:

 What the pupils are learning

 How they are learning
 What support is required to maximise their learning
 When should they move on to remain sufficiently engaged and challenged
 How to extend their learning
 Evaluation of their learning- mastery of a skill or knowledge.

Assessment should be informative, consistent, clear and accessible to others involved in the child’s learning
and inform short and long term planning.

Assessment For Learning

Assessment for learning involves using regular assessment in the classroom to raise pupils’ achievement. It
is based on the idea 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).

Assessment is closely linked to teachers’ curriculum planning, since it is only by continually assessing what
children have learnt and understood, that we can know what “next steps” should be planned.

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Effective assessment for learning happens all the time in the classroom. It involves:

 sharing learning goals with pupils

 helping pupils know and recognise the standards to aim for
 providing feedback that helps pupils to identify how to improve
 believing that every pupil can improve in comparison with previous achievements
 both the teacher and pupils reviewing and reflecting on pupils' performance and progress
 pupils learning self-assessment techniques to discover areas they need to improve

Both motivation and self-esteem are crucial for effective learning and progress. Research has shown that
being part of the review process raises standards and empowers pupils to take action to improve their
performance.

Formative Assessment

At Alamiyah, Assessment for learning is seen as the key to unlocking a child’s potential. Formative
assessment is therefore the core type of assessment which is used to assess children’s progress throughout
the school year. Teacher assessments are based on:

 detailed observations of children working with activities

 discussing pupil learning with each individual child

Assessment in the form of observations are crucial to inform each child’s planning and further activities to
develop their learning. Formative assessment will provide ongoing feedback to teachers and pupils about
how well pupils are processing information, whether or not they understand their lessons and learning
objectives, and to what level topics, subjects or skills have been mastered. Formative assessment tells us if
the student needs additional instruction and practice, or if he is ready to move on.

Formative assessments are the preferred means of assessing a child’s progress rather than summative
assessments such as exams or tests which cannot measure the vast breadth of skills being learnt in a
Montessori Environment. The learning process at Alamiyah is highly personalised since each child is planned
for and assessed individually on a daily and weekly basis which is why baseline and summative assessments
are not necessary. At Alamiyah, assessment is a continual process and is seen as an integral part of the
planning cycle and a means of enhancing pupil learning.

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Through formative assessments, targets and next steps are set and monitored and a detailed record kept of
the curriculum content that pupils have covered and their level of achievement in each area.

Self Assessment

The materials in a Montessori environment have a self assessment tool built into the activities called a control
of error (which allow the child to notice his own mistake and self-correct).

The activities are all on display for the pupils and have an order of progression present in the display which
naturally leads pupils on to more complex and challenging levels of work which builds upon previous
knowledge. Since the learning process is more transparent, children are able to take control of their learning
and understand their own progress and goals.

As a result, pupils gain immediate feedback on their progress. The control of error allows pupils to continually
self assess and self-correct and continue practicing without adult intervention. This form of low-stakes
assessment gently guides each pupil to mastery. In this way pupils have control of their own learning, building
self-esteem and self-worth along the way. Although the teacher is guiding the process, each pupil knows
from working with the materials when they are ready to move on.

Summative Assessment

There are occasions where summative assessments are employed. These assessments are used alongside
the regular formative assessments that are employed. We use the following forms of summative
assessment:

 assessment of final pieces of work such as project work.

 assessment tasks or activities at the end of a cycle of learning

Identifying Children With Additional Needs

Children with additional needs such as SEN and those who are more able will be identified quickly through
the observation and assessment process and support put in place to help those children with an appropriate
level of challenge to enable them to be engaged in their learning and make good progress.

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Online Record Keeping

Parents/careers will have access to an online record keeping system to track their child’s learning and see
what they are currently working on. They will also be invited to regular termly coffee mornings or afternoons
to observe their child in the classroom and have a discussion with the Class Teacher about their child’s
progress. End of year reports will be sent to parents and parents will also be invited to attend annual progress
meetings.

Whole School Tracking

 Pupil tracking of attainment in individual years and across the School to identify trends, value added,
strengths and weaknesses.
 Monitoring of individual progress to direct additional support needs and ensure children don’t slip
through the net.
 Maintain a progress report file for all SEN/ MA children to reflect achievements over and above.

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 Long Term Curriculum Plan
Nursery and Reception
Montessori Area Topic/activities EYFS Link Age

Practical Life CARE OF SELF Personal, Social and Emotional Development: 3-5 years

Developing classroom rules and etiquettes:  Turn taking

 Circle times, story times  Role modelling by peers and adults.
 Grace and Courtesy “This is how we….”
 Freedom to develop positive friendships, relationships
 Independence and freedom of choice to choose
and self-confidence
own activities and interact with others
 Developing independence in daily Practical life activities
Developing pouring skills:
 Having clear routines through work cycles

 Pouring into identical jugs with beans  Making choices through selecting own activities and

 Pouring into identical jugs with rice/sand place to work

 Pouring into identical jugs with water  Following ground rules, returning activities to shelves,

 Pouring water into two identical jugs with water maintaining classroom procedures

 Pouring into three containers  Selecting activities spontaneously.

 Pouring through a funnel  Are curious about new activities being undertaken by

Developing Transferring skills : older peers and being introduced by teachers and are
ready to try them.

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  Grasping  Contribute to discussions with teachers and other
 Spooning beans (go to tongs and pegs) children around the nature table or in the book corner
 Spooning rice (go to opening and closing) when sharing activities with the group

 Spooning into two dishes  Concentrate when working on a self chosen activity.
 Scooping  Are involved and take turns and when working within a
 Spooning group.

 Large toning  Are able to listen to a story.

 Small tonging  Begin to participate in the ‘Silence game’. Are able to

 Transferring and sorting (shells, beads, etc..) listen to explanations

 Transferring with tweezers  Are encouraged to take part in discussions and

 Transferring with Pipette negotiations.

 Sieving with sand  Are encouraged show their needs, views and feelings

Developing threading skills: when these present themselves

 Are able to settle well in the mornings.
 Threading with large beads
 Are able to share ideas, food, toys and materials with
 Threading with medium beads
peers and adults in the nursery.
 Threading to a sequence
 Show politeness and consideration for friends, peers
 Sewing boards with lace
and adults.
 Sewing with a needle
 Respond to key workers and other adults
 Weaving
 Binca sewing
 Running stitches

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  Sewing with a loop  Are able to gradually accept the principles of sharing
 Making a puppet and caring for the classroom so that it can be used
 Sewing a button freely by everyone.

 Sewing a finished product  Learn about the consequences of their behaviour as

 Embroidery stitches events occur.
Opening and closing skills:  Have a growing ability to put on a coat to go outside or
to go home, to use the toilet and wash their hands after
 Pegs
using the toilet and before eating a snack or lunch.
 Opening and closing boxes
 Know about personal hygiene such as cleaning their
 Opening and closing bottles
teeth, brushing hair and so on.
 Opening and closing locks and keys
 Take part in discussions during circle time, but also as
 Opening and closing nuts and bolts
incidents occur in the nursery.
 Screwing frame
 Learn to put activities away so that they are ready for
 Lock frames
others.
Dressing frames:
 Have teachers who are role models.

 Poppers frame  Show respect for each others’ work.

 Large button frame  Show general respect and polite behaviour towards

 Small button frame each other.

 Velcro frame Physical Development:

 Small button frame

 Zip frame

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  Hook and eye frame  Developing and refining fine and gross motor skills as
 Loop and knot frame well as a high degree of hand-eye coordination and
 Buckle frame balance

 Bow frame  Having both indoor and outdoor sand and water play;
 Folding mats  health awareness through circle times and snack
 Paring and rolling socks servings

 Folding clothes  creative activities including painting, drawing, cutting,

Cleaning gluing
Communication and language:
 Washing dishes
 Washing hands  Are encouraged to express their ideas and contribute

 Cleaning a table to conversations.

 Washing clothes  Participate in sharing of ideas and experiences in the

 Object scrubbing book corner and art area.

 Scrubbing tables  Can choose to play group games such as animal lotto.

 Floor scrubbing Knowledge and understanding of the world:

 Using a mop
 Discuss and develop a growing awareness of other
cultures through projects.
 trying different foods from around the world

Polishing:

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  Polishing mirrors
 Polishing brass
 Polishing wood
 Polishing shoes
Food preparation:

 Setting the table

 Cutting a banana with knife
 Cutting a cucumber with a zig zag knife
 Peeling carrots/potatoes
 Removing the core of an apple
 Making salad
 Making a sandwich
Creative Songs, rhymes, rhyme, role play: Expressive Arts and Design: 3-5yrs

 Singing songs, rhymes, poems  Respond in a variety of ways to what they see, hear,
 Rhythm songs smell, touch and feel.
 Following the beat  Have opportunities to make stories, draw, paint, sing
 Using musical instruments songs and dance.

 Rhymes and songs with props and role play  Express and communicate their ideas, thoughts and
Drawing skills feelings by using a widening range of materials, suitable

 Drawing with crayons tools, imaginative and role-play, movement, designing

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  Drawing with chalk and making, and a variety of songs and musical
Painting skills: instruments.
 Are encouraged to express their thoughts and feelings
 Painting with a paint brush
through drawing, painting, using a range of crafts and
 Painting within a shape
by dancing, singing, making up of stories and poems.
 Using two different colours
 Participate in spontaneous role-play.
 Painting in two different shapes
 Are encouraged to think creatively.
 Colour mixing
 Explore colour, texture, shape, form and space in two
 Water colour painting
and three dimensions.
 Printing
 Explore sensorial activities.
 Printing with blocks
 Participate in a range of art and craft activities.
Gluing:
 Play with blocks.
 Gluing in a line  Do spontaneous and planned activities.
 Gluing in a shape  Recognise and explore how sounds can be changed,
 Gluing in a pattern sing simple songs from memory, recognise repeated

 Collage: Using a range of materials and glue sounds and sound patterns and match movement to

Cutting: music.
 Participate in organised and spontaneous singing.
 Cutting squares
 Participate in music and movement sessions.
 Cutting diagonals
 Play music games.
 Cutting a straight line
 Have access to musical instruments.
 Cutting a curved line

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 3D Design  Use their imagination in art and design, music, dance,
imaginative and role-play and stories.
 Junk modelling
 Have free expression in art and craft activities.
 Play Dough
 Dance to music.
 Participate in organised and spontaneous role-play.
 Use prepared and spontaneously-chosen props.
 Listen to story-telling that is linked to painting.
 Make up stories during practical life activities, when
block building, playing with the farm, dolls house or
hospital or during dressing up and when in the garden.
Other EYFS links:

Personal, Social and Emotional Development:

Physical development

Communication and language

Communication Preparation for writing 1: Communication and Language: 3-5 yrs

Language and
 Insets for design ex 1  Can participate in block play, role-play and outdoor
Literacy
 Insets for design ex 2 play
 Insets for design ex 3  Share books either on one-to-one basis or in a group.

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 Preparation for letters:  Listen to guidance on how to use materials, participate
in cooking and other activities.
 I spy initial sounds ex 1
 Have extensive one-to-one conversations with each
 I spy Final sounds
other and adults
 I spy Middle sounds
 Participate in story time, during group activities,
Preparation for writing 2:
engage in attentive listening.
 Sandpaper letters  Listen to instructions given by adults.
 Letter sound boxes P1  Participate in the ‘Silence game’.
 Letter sound picture  Participate in ‘I Spy’ and ‘Odd One Out’.
 Letter sound boxes P2  Respond to science experiments and observations of
 Phonetic Scrap Book the environment.
 Movable Alphabet matching exercises  Have block play, practical life, sensorial and role-play
 Moveable alphabet making words areas.
Three letter Phonetic sounds-Pink Series:  Negotiate during spontaneously-chosen activities.
 Participate in story time, during group activities,
 Pink box 1
engage in attentive listening.
 Pink box 2
 Listen to instructions given by adults.
 Pink box 3
 Participate in the ‘Silence game’.
 Pink box 4
Literacy:
 Pink Card
 Pink box 5  Participate in ‘I Spy’ and ‘Odd One Out’.

 LMA rhyme building [ at, an, op]

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  Pink lists  Are given three-period lessons to extend their
 START ON SIGHT WORDS vocabulary.
 Pink phrases  Have group time, story time, make books and work
 Capital Letters with books on the project table.
 Pink sentences  Name objects in the environment and projects.
 Start on Grammar  Can recognise the letters of the alphabet and the
 Pink matching sentences sound they make.

 Pink Booklet  Recognise their own and other children’s names by the

 Pink level books initials.

Simple grammar:  Use the letter tray and letters made of sandpaper, and
play ‘I Spy’ games.
 Noun box 1 –Pink level
 Use word building to blend and segment with large
 Singular and plural 1
movable alphabet.
 Noun box with farm
 Write titles on artwork and make books and write their
 Article box 1
own ideas in them.
 Article and Noun with Farm
 Play rhyming and alliteration games.
 Adjective box 1
 Label objects, own work and make books
 Noun and adjective 1 with farm
 Label objects and read the labels.
 Verb box 1
 Read labels in the classroom and children’s names.
 Noun, verbs and adjective 1 with farm
 Read word lists, phrase and sentence strips.
Four or more phonetic letter words- Blue Series:
 Use and care for books competently and appropriately.

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  Blue box 1  Enjoy using books and share them with others.
 Blue box 2  Are encouraged to make up stories with the help of
 Blue box 3 objects.
 Blue box 4  Are encouraged to ‘write’ stories with the help of
 Blue card pictures or objects found in the environment.

 Blue box 5  Use the writing area.

 LMA Blue level Rhyme  Are encouraged in emergent writing using phonic
 Blue lists knowledge.

 Blue phrases  Write as part of role-play for a purpose.

 Blue sentences Write their own name on paintings and in Workbooks.

 Blue booklet  Annotate paintings and drawings.

 Blue matching sentences  Are introduced to Insets for design, have access to

 Blue books paints and the craft area and are encouraged to form

Basic Grammar 2: letters by feeling sandpaper letter shapes.

 Noun box 2 with farm and articles

 Singular and plural 2 Other EYFS links:

 Noun and adjective 2 with farm Communication and language

 Verb box 2 with farm
Physical development
 Preposition box
Developing handwriting: Knowledge and understanding of the world

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  Feeling Sandpaper Letters
 Writing in Sand
 Writing on chalk board
 Writing with crayon on strip of paper
 Writing with paint brush on strip of paper
 Writing on squared paper in a box
 Positioning letters on line mat
 Writing letters on a line
 Positioning letters on blue banded mat
 Writing letters on blue banded paper
 Positioning letters on blue lined mat
 Writing letters on blue lined paper
Foreign Language: Arabic

Speaking and Listening

 Building Basic Conversational Skills

 Language Games
 Noun Baskets- Naming Objects
 Verb Game
 Preposition Game
 Language through Play – Dolls House

Alamiyah School Curriculum Statement 14/02/2017 Version 1.0 35

 Reading and Writing

 Sandpaper Letters
 Writing in the Sand
 Large Moveable Alphabet
Mathematics: Counting & number recognition from 1-10 Numbers & Operations: 3-5yrs

Numbers • Number Rods  Join in rhymes, use counting books and count, for
example, the number of children present, days of the
• Number Rods 3PL
week, and spoons of ingredients when cooking.
• Sandpaper Numbers  Count number rods, pegs, spindles, counters and other
objects in the environment.
• Number rods & numerals Ex 1
 Use sandpaper numerals and a spindle box, number
• Number rods & numerals Ex 2 cards, the birthday display and calendar.
 Play the snake game to make number bonds of ten,
• Number rods & numerals Ex 3
play dominoes and make symmetrical, regular and
• Spindle Box irregular structures.

• Alternative spindle box

• Cards and counters

• Cards and counters odd & even

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 • Alternative cards and counting

• Short bead stair

• Short bead stair colouring

Counting beyond 10 & Number recognition:

• Teen beads 11-19

• Seguin Board A

• Seguin Board A with beads

• Teen Frame

• Tens beads 10-90

• Seguin board B 10-90

• Seguin board B with beads 1

• Tens beads 10-99

• Seguin Board B 10-99

• Seguin board B with beads 2

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 • Hundred board

Decimal System: Introduction:

• Golden Beads 3PL: unit, ten hundred, thousand

• G beads Counting through

• G beads practice

• LNC 3PL

• LNC Counting through

• LNC Practice

• LNC and Golden beads

• Birds eye view

• Bank Game (Go to Seguin Boards)

• Reverse Bank Game Shape, space and measure:

• Hundred Chain  Use all sensorial activities, especially the

geometric solid, the geometric cabinet and the binomial
• Short Bead Chains
and trinomial cubes.

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 Shapes  Use language such as ‘circle’ or ‘bigger’ to describe the
shape and size of solids and flat shapes.
• Geometric cabinet circle drawer
 Use everyday words to describe position.
• Geometric Cabinet Circle drawer & cards  Use geometric solids, the geometric, cabinet and
binomial and trinomial cubes.
• Geometric cabinet rectangle drawer
 Play mapping games and play with blocks.
• Geometric Cabinet Rectangle drawer & cards  Play outdoor games in the playground during music
and movement activities.
Shape, space and • Geometric cabinet triangle drawer
 Use developing mathematical ideas and methods to
measure
• Geometric Cabinet Triangle drawer & cards solve practical problems.

• Geometric cabinet shape drawer  Prepare for group activities such as cooking,
measuring, role-play and ‘organising the farm’ or any
• Geometric cabinet shape drawer ‘small world’ play.

• Geometric Cabinet Circle drawer  Use a variety of materials to explore patterns,

tessellations, ‘tap-tap it’ and pegs.
• Geometric Cabinet Rectangle drawer Talk about, recognise and recreate simple

• Geometric Cabinet Triangle drawer patterns.

 Use of tessellations and constructive
• Geometric Cabinet shape drawer
triangles and materials such as collage in

• Geometric Cabinet shape drawer 3PL language the art area

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 • Geometric Cabinet Pentagon drawer

• Geometric Cabinet Pentagon drawer & cards

• Geometric Cabinet Pentagon drawer 3pl

language

• Geometric cabinet 3 part cards

• Geometric Cabinet Shape sorting cards

• Constructive triangles box 1

• Constructive triangles box 2

• Constructive triangles box 3

• Constructive triangles box 4

• Constructive triangles box 5

• Constructive triangles box 5

• Geometric solids

• Geometric Solid 3PL

• Geometric solids cards

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 • Geometric Solid shape sorting cards

Fractions:

• Fraction circles

• Fraction circles 3PL

Mathematics
• Counting through fractions
 Are helped to find out what happens if objects are
• 3PL Fraction symbols
organised in pairs or sets, or taken away.
• Matching Fraction symbols to circles  Explore sensorial materials.
• Are introduced to the concept of addition and
• Fraction booklet
subtraction within everyday activities in the classroom, such
• Counting through symbols as artwork and building with blocks.
• Count the number of spoons, raisins or biscuits taken at
• Matching all Fraction symbols to circles
snack time or lunchtime and count in the context of
• Equivalent fractions everyday activities such as group time or going outside.
• Are introduced to the appropriate language in the
context of everyday activities.
Time: • Use a number line, short bead stairs and addition and
subtraction strip board to count and explore numbers.
• Tracking time

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 • Introduction to parts of the clock • Are introduced to the snake game and addition and
subtraction with short bead stairs.
• O’clock time on the clock
Other EYFS links:
• O’clock cards
Communication and language
• Half past on the clock
Physical development
• Half past clock cards

• Quarter Past on the clock

• Quarter past clock cards

Operations:

• Addition with small number rods

• Addition with SBS

• Addition strip board

• Snake Game

• Subtraction with small number rods

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 • Subtraction with SBS

• Subtraction strip board

• Addition booklets

• Subtraction Booklets

• Addition chart A

• Addition chart B

• Subtraction chart A

• Subtraction chart B

• Multiplication with SBS

• Multiplication Board

• Multiplication Charts A + B

• Division board

• Division board with remainder

• Bank game

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 • GB Addition with out change

• GB Addition with Change

• GB Multiplication without change

• GB Multiplication with change

• GB Subtraction without change

• GB Subtraction with change

• GB Division without change

• GB Division with change

• GB Division with change and remainder

• Stamp Game Intro

• Addition chart A

• Stamp Game Addition No change

• Addition chart B

• Stamp Game Addition With change

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 • Subtraction chart A

• Stamp Game Subtraction No change

• Subtraction chart B

• Stamp Game Subtraction With change

• Multiplication with SBS

• Stamp Game Multiplication No change

• Multiplication Board

• Stamp Game Multiplication With change

• Multiplication Charts A + B

• Stamp Game Division No change

• Division board

• Stamp Game Division With change

 Division board with remainder

Sensorial Refining Sight: Knowledge and understanding of the world: 3-5yrs

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  Knobbed cylinders 1,2,3,4  Investigate objects and materials by using all of their
 Pink Tower senses as appropriate.
 Pink Tower Extension  Participate in project work.
 Pink tower Language  Investigate the nature table displays, gardening and
 Brown Stair plant activities.

 Brown Stair Extension  Find out about, and identify, some features of living
 Brown Stair Language things, objects and events they observe.

 Brown Stair and Pink Tower  Participate in project work.

 Red Rods  Have discussions in relation to activities available in the

 Red Rods Language cultural area.

 The Maze  Look closely at similarities, differences, patterns and

 Knobbles Cylinders -red change.

 Knobbles Cylinders- yellow  Observe nature.

 Knobbles Cylinders -green  Find out about life cycles and the needs of plants and

 Knobbles Cylinders- blue people.

 Knobbles Cylinders two together  Learn about the consequences of science activities.

Knobbles Cylinders three together  Ask questions about why things happen and how things
work
Colour matching and grading:
 Have opportunities for asking questions which relate to

 Colour box 1 displays on the nature table and to individual and group

 Colour box 2 work with activities presented within projects.

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  Colour box 2 environment  Build and construct with a wide range of objects,
 Colour box 2 sorting objects selecting appropriate resources, and adapting their
 Colour box 2 language work where necessary.

 Colour box 3  Use block play and the Roman Arch.

 Colour box 3 language  Use craft activities.
Colour wheel  Try cookery.
 Select the tools and techniques they need to shape,
Refining touch:
assemble and join materials with which they are
 Touch boards 1 (Rough and smooth) working.
 Touch boards 2  Have access to a craft area that is always set up
 Touch boards 3 with a wide range of resources, both for art and craft
 Touch tablets (rough, rougher, the roughest) and for making of objects

 Sound Boxes (hearing)  Have use of a tape recorder and story tapes.

 Geometric Presentation Tray  Have use of a typewriter, digital camera, etc.

 Touch fabrics  Have use of a telephone.

 Thermic Tablets  Are introduced to a programmable toy such as Big Track

 Stereognostics Matching Materials  Use technology such as mixers, beaters, hammers and
Refining smell: screwdrivers for cooking and for repairs.
 May have access to appropriate software on the
 Smelling bottles (Smelling
computer.
Refining taste:

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  Tasting activity (Tasting)  Find out about past and present events in their lives
and in those of their families and other people they
know.
 Discuss what is important to them.
 Discuss the daily routine as presented with the
calendar.
 Discuss life-cycles and make timelines.
 Explore photographs.
 Observe, find out about and identify features in the
place they live and the natural world.
 Observe and explore the garden.
 Talk about their town, village and where things are, and
the places we use and visit such a supermarkets, the
library, the museum, train or bus station.
 Find out about their environment and talk about those
features they like and dislike.
 Discuss the walks such as to the library or playground.
 Make up mapping games relevant to the local
environment.
 Begin to know about their own culture and beliefs and
those of other people.

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  Celebrate birthdays and festivals.
 Ensure the environment is inclusive of all children.
Other EYFS links:

Personal, Social and Emotional Development:

Physical development

Communication and language

Literacy

Mathematics

Cultural Zoology: Knowledge and understanding of the world: 3-5yrs

 Animal Basket: British Wild-life  Investigate objects and materials by using all of their
 Animal Basket: Pairing bugs senses as appropriate.
 Animal Basket: Pairing Butterflies  Participate in project work.
 Animal Basket: Wild Animals  Undertake project work on festivals, people and
 Animal Basket: Farm Animals animals of the world.

 Animal Basket: Sea Animals  Investigate the nature table displays, gardening and
 Animal Basket: Bugs plant activities.

 Animal Print Matching Cards  Find out about, and identify, some features of living

 Living and non-living with objects things, objects and events they observe.

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  Living non-living and once living  Participate in project work.
 Living and non-living cards  Have discussions in relation to activities available in the
 Plant and animal kingdom cultural area.
 Sun game  Look closely at similarities, differences, patterns and
 Vertebrate and invertebrate change.

 Classification of vertebrates  Observe nature.

 Turtle puzzle  Find out about life cycles and the needs of plants and
 Reptile names people.

 Turtle part cards  Learn about the consequences of science activities.

 Turtle life cycle  Ask questions about why things happen and how

 Fish puzzle things work

 Fish names  Have opportunities for asking questions which relate to

 Fish part cards displays on the nature table and to individual and group

 Fish life cycle work with activities presented within projects.

 Frog puzzle  Build and construct with a wide range of objects,

 Frog names selecting appropriate resources, and adapting their

 Frog part cards work where necessary.

 Frog life cycle  Use block play and the Roman Arch.

 Bird puzzle  Use craft activities.

 bird names  Try cookery.

 Bird part cards

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  Bird life cycle  Select the tools and techniques they need to shape,
 horse puzzle assemble and join materials with which they are
 Mammal names working.

 horse part cards  Have access to a craft area that is always set up
 horse life cycle with a wide range of resources, both for art and craft

 Animal habitats and for making of objects

 Classification of Invertebrate cards  Have use of a tape recorder and story tapes.

 Insects cards  Have use of a typewriter, digital camera, telephone etc.

 Snail puzzle  Are introduced to a programmable toy such as Big Track

 Snail names  Use technology such as mixers, beaters, hammers and

 Snail part cards screwdrivers for cooking and for repairs.

 Snail life cycle  May have access to appropriate software on the

 Butterfly puzzle computer.

 Butterfly names  Understand effect of various inputs on outputs

 Butterfly part cards  Understand how to retrieve information from

 Butterfly life cycle computers

Botany :  Explore how control technology works

 Uses ICT hardware to interact with age appropriate
 Tree puzzle
software
 Tree names
 To speculate on why things happen and how things
 Tree part cards
work
 Tree life cycle

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  Flower puzzle  Find out about past and present events in their lives
 Flower names and in those of their families and other people they
 Flower part cards know.

 leaf puzzle  Discuss what is important to them.

 leaf names  Discuss the daily routine as presented with the
 leaf part cards calendar.

 roots puzzle  Discuss life-cycles and make timelines.

 roots names  Explore photographs.

 roots part cards  Observe, find out about and identify features in the

 seeds puzzle place they live and the natural world.

 seeds names  Observe and explore the garden.

 seeds part cards  Talk about their town, village and where things are, and

Landforms: the places we use and visit such as supermarkets, the

library, the museum, train or bus station.
 Land water and air jars
 Find out about their environment and talk about those
 Land water and air cards
features they like and dislike.
 Land water and air animals
 Discuss the walks such as to the library or playground.
 Land water and air transport
 Make up mapping games relevant to the local
 Sandpaper globe
environment.
 Continent Globes
 Begin to know about their own culture and beliefs and
 Transition from globe to map
those of other people.
 Land and water painting map

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  Land and water forms trays  Celebrate birthdays and festivals.
 Land and water forms cards Ensure the environment is inclusive of all children
 Land and water forms pictures
Other EYFS links:
 Continent map
 Continent with labels Personal, Social and Emotional Development:

 Continent cards
Physical development
 Making a continent map
 Introduction to individual continent maps Communication and language

 Africa map Literacy

 Continent Folders : Africa
Mathematics
 Animals of Africa
 Asia map
 Continent Folders : Asia
 Animals of Asia
 Europe map
 Continent Folders : Europe
 Animals of Europe
 Map North America
 Continent Folders : North America
 Animals of North America
 Map South America

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  Continent Folders : South America
 Animals of South America
 Map Oceania
 Continent Folders : Oceania
 Animals of Oceania
 Continent Folders : Antarctica
 Animals of Antarctica
History:

 Tracking time
 Introduction to parts of the clock
 O’clock time on the clock
 O’clock cards
 Half past on the clock
 Half past clock cards
 Days of the week
 Months of the year
 Seasons mats
 Cars Activity
Science:

 Experiment: Sinking and Floating

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  Experiment: Magnetism
 Light
 Parts of the Body
 Planets

Technology:

 Operating simple technology such as torch, keys,

voice recorder, walkie talkies…by pressing
buttons, turning on and off and mechanical toys.
Wind up torch, wind up clock
 Operating control technology of toys
 Circle times on technology around us- phones,
photocopiers, traffic lights
 Use technology for everyday uses, ipod nano, CD
player with remote control
 Operating technological equipment such as big
trak, tuff cam and photo printer
 Simple Programming using the Big Trak and Bee
Bot

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Out door play  Moving in different ways: running, skipping, Physical Development: 3-5yrs
walking, climbing, crawling (in tunnels)
 Participate in music and movement.
 Riding bikes, tricycles and scooters
 Use outdoor equipment in the garden or regularly visit
 Riding within obstacles courses
the playground.
 Free riding
 Move with control and coordination.
 Building with blocks
 Do yoga or play ‘Who’s Afraid of Mr Wolf’.
 Themed building with blocks
 Participate in the circle game.
 Group building
 Use bicycles, tunnels and obstacle courses.
 Balancing on the balance beams (with blocks)
 Use the snack and art areas.
 Travel around, under, over and through balancing and
 Making music using musical instruments
climbing equipment.
 Singing rhymes, songs,…
 Use bicycles and tunnel for climbing and crawling.
 Singing with musical instruments
 Dance.
 Making simple musical instruments
 Play walk-on-the-line games.
 Moving to musical instruments
 Use the climbing apparatus and balance beams.
 Show awareness of space, of themselves and of others.
 Painting
 Use the classroom and outdoor space during free play.
 Drawing with different tools
 Move with respect for others.
 Printing
 Recognise the importance of keeping healthy and those
 Junk modelling
things that contribute to this.

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  Bug hunts  Recognise the changes that happen to their bodies
 Bird spotting when they are active.
 Exploring bird and insect habitat  Use a range of small and large equipment.
 Use the Practical life and outdoor areas to do
 Gardening gardening, carpentry, art activities and cooking.
 Planting  Handle tools, objects, construction and malleable
 Identifying leaves and flowers materials safely and with increasing control.
 Use the Practical life materials.
 Sand play  Use the art and craft area.
 Water play  Use carpentry sets and other materials.
 Rock pool Other EYFS links:

Personal, Social and Emotional Development:

Physical development

Communication and language

Knowledge and understanding of the world

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 Cosmic Education
At Alamiyah, our main aim is to build an understanding of the world and humanity which is based on unity
compassion, cooperation, love & peace. A natural way of establishing these principles is through building
gratitude into everything that we do. The Montessori approach is based upon these principles which are
embedded within all of the routines, policies and procedures at the school and integrated within the
curriculum. Maria Montessori’s concept of an education for peace, became known as cosmic education an
approach which is harmonious with the Islamic understanding of the purpose of man and the universe. At
Alamiyah we approach spirituality and religion using the principles of Maria Montessori which are perfectly
in line with an understanding of Faith brought by the Prophet Muhammad (PBUH) in the form of Islam. These
principles are outlined below in the Cosmic Education curriculum which although embedded within the
school and curriculum is also explored through the Great Lessons, circle times, daily reminders and a once
weekly session where some of the themes can be explored in detail.

An Education for Peace

Maria Montessori states ‘What good is knowledge if not combined with consideration for others. Peace is
not studied as an independent subject, but with the study of examples from the past, and the experience of
serving food and helping others. Peace is the natural outcome of a method of education where children
experience work with their hands and long periods of individual concentration and contemplation. In this
way they are able to process and recover from all the input of our modern world. They learn that peace is
not just the absence of war, but the way we treat each other in our daily lives, the way we communicate, and
the way we solve problems. Peace begins inside us, at home, at school.’— Maria Montessori

Cosmic Education Long Term Curriculum Plan

Area Topic Recommended

Age/Stage

Man Balance, beauty, equilibrium, justice at a micro level within man, family
and society.
(Focal Point
of Gratitude)

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 Understanding self (building self-esteem, understanding the 4-6
commonality within and uniqueness of every individual):
Reception
 Getting to know yourself
Y1
 Respect and Care of Self
 Uniqueness and Value of everyone
 Inside the Human Body (nervous, skeletal, respiratory,
cardiovascular, digestive)
 Understanding the Senses 6-9

 Cleanliness of self (Personal Hygiene)

Y2-4
 Cleanliness of one’s environment
 Presentation of self
Understanding others (building relationships, appreciation of others):

 Families
 Friends
 Grace and courtesy
 Respect of others 4-9
 Resolving conflict – Peace Basket
Reception
Understanding Community (building community and society)
Y1-4
 One universe-all of humanity one family
 Cultural/social awareness
 Citizenship - Rule of Law and Freedom
 Democracy – Listening to a variety of views/opinions
 Mutual respect and appreciation of differences
 Role models – Prophets, Inspirational Historical Figures from
6-9
around the world, Sages and Scholars
Y2-4

Sustenance Fundamental needs: 6-9

 Security - Peace Y2-4

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 (Means of  Food- nutrition, healthy/unhealthy food
Gratitude)  Shelter
 Transport
 Esteem - self
 Love and belonging - relationships
 Social – community
 Spiritual – God – Peace
The fulfilment of the ‘fundamental needs’ brings about gratitude

Life Balance, beauty, equilibrium, justice at a macro level on our planet and 4-9
the universe. Interconnectedness of Life
(Condition of Reception
Gratitude) Sacredness of life, maintaining life, Preservation of life through
Y1-4
preserving the ecosystem and balance of nature

Gratitude Exploring the concept of gratitude as the basis of: 4-9yrs

(Aim)  self Reception

 relationships
Y1-4
 care of environment

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 The concepts of gratitude:

 Contentment – what you have is enough

 Frugality – taking what is needed without being wasteful
 Satisfaction – being happy with what you have
 Gratefulness – being thankful
To be delivered through modelling behaviour, through, stories, circle
times, grace and courtesy to include:

 How to look after self

 How to be with others
 How to look after environment
With older children, the above elements will be explored in more depth
including through circle times, discussion circles, moral stories.

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 Language
At Alamiyah the study of Language is approached using a structured, step by step approach which focuses
on building key skills in 5 main strands shown in the overview table below. Reading is based on a phonetic
approach coupled with the use of sight words to ensure the most natural and effortless path to becoming a
fluent and avid life-long reader.

Age
Strand Stage of Study
Lower and Middle 4-9
1. Speaking and Listening Primary
Lower and Middle 6-9
2. Reading and Comprehension Primary
Lower and Middle 4-9
3. Writing Primary
Lower and Middle 5-9
4. Spelling Primary
Lower and Middle 4-9
5. Vocabulary, Punctuation, Grammar Primary

Language Long Term Curriculum Plan

Speaking and Listening

Area Topic Recommended

age/stage

Listening skills Developing listening skills through: 4-9 yrs

 Group activities Reception

 Turn taking Y1-4

 Circles times
 Taking part in discussions
 Presentations
 Reading Aloud
 Stories

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  Response Games
Asking questions Using a variety of questions to gather information, develop 4-9yrs
understanding and increase knowledge. Reception

Having opportunities to prepare questions for the following: Y1-4

 Interviews (formal & informal)

 Visits by external speakers e.g. police, doctor, fireman
 Questionnaires
 Project work
Vocabulary building & Have opportunities to learn new words of the week and use in 6-9yrs
developing their daily speech
Y2-4
conversational skills
Be exposed to a variety of different texts that help to enrich
their language such as:

 Narratives
 Instructions
 Descriptions
 Poetry
 Plays & Dramatizations
 Debates

Reading and Comprehension

Area Topic Recommended

age/stage

Three letter Pink series: 4-5yrs

phonetic words Reception
 Reading 3 letter phonetic words
(Pink Series)
 Reading phrases containing high frequency words 1 and Y1
3 letter phonetic words

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  Reading sentences containing high frequency words and
three letter phonetic words
 Reading pink series books and simple factual books with
three letter phonetic words (Waseca series)
Sight words 1 Memorise High frequency words 1 4-6yrs

Reception

Y1

Four/+ letter: Blue Blue Series: 4-6yrs

Series Reception
 Reading 4+ letter phonetic words
 Reading phrases containing high frequency words 1 and Y1
4+ letter phonetic words
 Reading sentences containing high frequency words and
4+ letter phonetic words
 Reading blue series books and simple factual books
with 4+ letter phonetic words (Waseca series)
Sight words 2 Memorise High frequency words 1-9 4-7yrs

Reception

Y1-2

Reading with Green series: 4-9yrs

phonograms (green
 Reading books with main group of phonograms: ai, oa, Reception
Series)
ee, ie, sh, th, ch, oo, oy, au Y1-4
 Reading books with long vowels (cake)
 Reading books with a variety of phonograms

Fiction and non- Having access to and reading a range of fiction and non-fiction 4-9yrs
Fiction books books Reception

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 Y1-4

Comprehension Having opportunities to read a wide range of texts for 6-9rys

understanding. Y2-4

Discuss, summarise and feedback on the content, themes and

main points of the texts.

Take part in discussions and have opportunities to form and

express views to a group

Writing: Forming Words, Phrases and Sentences, Handwriting, Creative and Factual Writing

Area Topic Recommended

age/stage

Beginning writing Writing three letter phonetic words using the large moveable 4-6yrs
alphabet
Reception

Writing three letter phonetic word lists Y1

Writing four+ letter phonetic word lists

Forming phrases and Writing phrases for notes

sentences
Writing sentences (for descriptions, stories, poems, letters,
recipes)

Common/everyday Days of the week 4-6yrs

words Reception
Months of the year
Y1

The Fourth Great Preparation for the Fourth Great Lesson 6-9yrs
Lesson: The Story of Y2-4
Demonstration for the Fourth Great Lesson
Writing

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 Imaginative writing Providing opportunities to write: 5-9yrs

Stories Y1-4

Poems

Long narratives

Descriptions

Illustrations

Dialogues

Plays

Factual writing Having opportunities to put together: 6-9yrs

Reports Y2-4

Letters

Note taking

Dialogues

Historical plays

Research

Composition Brain storming ideas 7-9yrs

Proof reading work Y3-4

Producing drafts

Producing final works

Developing Beginning stages: sandpaper letters and sand tray 4-5yrs

handwriting Reception
Writing on the chalkboard with sandpaper letters

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 Writing with a crayon with the sandpaper letters

Writing with a paintbrush with the sandpaper letters 6-9yrs

Writing letters in an enclosed space Y2-4

Writing on the line

Writing in between two lines

Letters with tails

Cursive writing

Spelling

Area Topic Recommended

age/stage

Spelling three letter Sounding out and forming three letter phonetic words 4-5 yrs
phonetic words
Reception

Upper case and To understand the difference between upper case and lower 4-5 yrs
lower case case Reception

Being able to form both lower and upper case letters

Spelling four or more Sounding out and forming four or more letter phonetic words 4-5 yrs
letter words Reception
Understanding that double letters represent one sound, e.g. Ll,
ss, ck…

Sounding out and forming:

 Initial blends: sp, st, sl, fl,fr, …

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  Final blends: nt, sp, mp
 Consonant clusters: spl,
Vowels and Understanding that the letters of the alphabet are made up of 4-6 yrs
consonants vowels and consonants Reception

Understanding that vowels change the way a word is read Y1

depending on whether it is a long/ short vowels

The magic ‘e’- how it changes short vowels into long vowels

Syllabication Understanding that words can be broken 4-9yrs

Reception

Y1-4

Sight words spelling Practising writing the sight words from memory using the look, 5-9 yrs
cover and check technique Y1-4

Phonograms, vowel Introduction to the main phonograms: ai, or, au, ou, oa, ee, ie, 6-9yrs
digraphs and er, sh, th, ch, oy,
Y2-4
trigraphs
Introduction to other vowel digraphs & trigraphs

Comparing similar sounding phonograms with different

spellings: ai – ay

Comparing phonograms that share the spelling but have

different sounds: ou

Exploring and forming words containing ‘ough’

Exploring and forming silent letters e.g. ‘gh’

Plurals Forming plurals with ‘s’ 4-6yrs

Reception

Y1

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 Forming plurals with ‘es’ 5-9 yrs

Plurals: changing f to ves Y1-4

Plurals: changing y to ies

Masculine/feminine

Explore a range of rules for singular and plural

Word study Forming compound words 5-7 yrs

Y1-2

Verb conjugations Exploring conjugation of simple present 7-9 yrs

Exploring conjugation of simple past Y3-4

Exploring conjugation of simple future

Exploring conjugation of to be

Exploring conjugation of to have

Exploring continuous tenses

Exploring Perfect tenses

Comparison of Forming comparisons 7-9yrs

adjectives Y3-4
Forming superlatives

Forming adjectives with ‘more’ and ‘most’

Contractions Exploring how to form contractions 7-9yrs

Exploring and forming the possessive apostrophe Y3-4

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 Exploring and forming the possessive apostrophe with plural
words

Prefix and suffix Adding prefixes and suffixes 7-9yrs

Exploring and forming suffixes beginning with vowel letters to Y3-4

words of more than one syllable

Synonyms Exploring and forming synonyms 7-9yrs

Y3-4

Antonyms Exploring and forming antonyms 7-9yrs

Y3-4

Homonyms Exploring and forming homonyms 7-9yrs

Exploring and forming near-homophones Y3-4

Hyphens Exploring and forming hyphens 8-9 yrs

Y4

Vocabulary, Grammar and Punctuation

Area/topic Aims Recommended

age/stage

Word level To learn a variety of words to help enrich language 4-6yrs

To understand that words can be made up of compound words Reception

Y1

Explore different ways of making plurals and discovering rules, 6-9yrs

starting with regular plurals with ‘s’ Y2-4

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 Exploring suffixes and how to form them

Exploring prefixes and how to form them

Exploring etomology of words

Sentence level Combining words to make phrases with parts of speech 4-6yrs
(articles, nouns, adjectives, verbs)- Reception

Y1

Understanding the difference between a sentence and phrase 6-9yrs

Using phrases to make sentences Y2-4

Understanding that phrases can make sentences

Logical analysis for simple sentences:

 Summary
 Predicate, subject and direct object
 Indirect object
 Adverbial extensions
 Extensions off the direct object
 Attributive extensions
 Appositives
Transitive and intransitive verbs

Verbal and nominal predicate

Elliptical sentences

Direct and inverted order

Active, passive and reflective voices

Compound sentences

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 Complex sentences

Correlative sentences

Text level Questions/statements 4-6yrs

Different genre writing: Reception

Y1
 Instructions
 Procedures
 Notes

Understanding that sentences can make paragraphs 6-9yrs

Different genre writing: Y2-4

 Letters
 Stories/narratives (Short/long)
 Instructions
 Procedures
 Experiments
Exploring layout, including headings, bullet points, columns

Mechanics: Capitalization 4-6yrs

Punctuation Full stops Reception

Y1
Question marks

Exclamations 6-9yrs

Apostrophe Y2-4

Abbreviations

Comma

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 Quotation marks

Hyphen

Semi-colon & colon

Grammar Nouns: 4-9yrs

 Key experience Reception

 Concrete and abstract nouns Y1-4

 Common and proper nouns
 Collective nouns
 Command box 1: contrast proper noun and adjective
 Command boxes: contrast proper and common nouns
 Singular and plural nouns
 Masculine and feminine nouns
 Masculine, feminine, common gender
Articles:

 Key experience
 Plural article
 A, an
 Definite and indefinite
 Classification of articles
 Definite articles and nouns
Adjectives:

 Key experience
 The noun family
 One noun, many adjectives
 The detective triangle game
Verbs:

 Key experience

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  Hunt the action
 One verb, many objects
 Length of action
 Past, present and future tenses
Adverbs 6-9yrs

Prepositions Y2-4

Conjunctions

Pronouns

Interjections

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 Arabic Language & Languages

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 Mathematics
At Alamiyah the study of Mathematics is approached using a structured, step by step approach which
focuses on building understanding through three main strands shown in the overview table below. The
approach moves gradually from concrete experience of number towards abstraction when pupils are ready
to transition. At Alamiyah we place an emphasis on securing a solid foundation of concrete number work
before progressing onto mental arithmetic which requires a high level of abstraction.

Age
Strand Stage of Study
Lower and Middle 4-9
1. Number Primary
Counting
Place Value
Four operations
Number Patterns-Squaring, Cubing
Mental Arithmetic
Fractions
Upper Primary 9-12
Powers of Numbers
Multiples
Divisibility
Squaring and Square Root
Fractions
Decimals
Ratio/Proportion
Percentages
Integers – Negative Numbers
Other Bases
Cubing and Cube Root
Lower and Middle 4-9
2. Geometry Primary
Shapes and Solids,
Polygons, Triangles, Quadrilaterals,
Circles
Points, Lines,
Angles, Measuring Turn
Upper Primary 9-12
Area
Volume

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 Similarity, Congruence, Equivalence
Lower, Middle and 4-12
3. Measurement Introduction Upper Primary
Length, Height
Weight
Money
Time
Upper Primary 9-12
Use of Equipment to Measure
Measure
Record
Units of Measure and Conversion
Temperature

The curriculum plan contained in this document is aimed at the 4-9 age group covering lower primary age 4-
6 years and middle primary age 6-9 years. Number work including counting, place value, the four operations
and mental arithmetic are a mainly covered in lower and middle primary. Fractions are part of the
lower/middle primary whilst the in depth study of fractions, decimals and percentages and ratio continues
in upper primary. The foundations of the geometry curriculum are laid in lower/middle primary and a more
complete study is undertaken in upper primary including area, volume and congruence, similarity and
equivalence. The study of measurement is started in lower and middle primary but is formalised and treated
in detail in upper primary and in later Science, Geography and History. Statistics is presented and taught in
context as a tool to record, display and analyse data. It is therefore covered through other curriculum
subjects such as Science, Geography and History. The later primary mathematics curriculum will cover Logic,
Statistics and Algebra.

Mathematics Long Term Curriculum Plan

Number: Counting, Place Value Four Operations, Mental Arithmetic, Number Patterns

Area Topic Recommended

Age/Stage

Relative Size Relative order of size using more than and less than 4-5

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 More than and less than Reception

Year 1

Introduction to Zero Zero quantity as the empty set 3-4

Nursery

Read and Write Recognise numerals from 1-10. 3-4

Numbers from 1-10 Nursery
Associate the numerals with the quantity that each
represents Reception

Number Patterns and Recognise number patterns 4-5 years

Sequences Reception
Recognise and even and odd numbers
Year 1

Addition and Add and subtract quantities between 1-10 3-5 years
Subtraction to 10 Nursery
Number bonds to 10
Reception
Mathematical Notation Introduce equals ‘=’ and addition
and subtraction ‘+’ ‘- ‘ Year 1

Number Facts: Learn and recall the number bonds to 10 4-5

Number Bonds Reception

Year 1

Counting from 11-19 Count from 11-19 in order 4-6

Recognising quantities Recognise and sequence teen quantities from 11-19 Reception

and numbers from 11- Year 1

Teen quantities being comprised of tens and units
19

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 Recognise the teen numerals and associate with the teen
quantities

Addition and Add and subtract numbers to make quantities up to 20 4-6

Subtraction to 20 Reception
Single digit additions and number bonds to 10 and 18
Year 1-2
Single and double digit subtractions

Subtractions using single digits and teen numbers

Use of number lines

Use of language, one more and one less

Introduce <, > signs

Counting in multiples Counting in multiples of 10 4-6

of 10 Reception
Learning numerals 10, 20, 30 with associated quantities
Year 1

Counting to 100 Count to 100 in sequence 5-6

Recognise quantities from 1-100, Year 1

Recognise numerals from 1-100 and associated quantities

Compare and order numbers from 0 up to 100

Counting to 1000 Count to 1000 in sequence 5-7

Recognise quantities from 1-1000 Year 1-2

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 Recognise numerals from 1-1000 and associated quantities

Comparative Size of Comparative size: hundreds and thousands 5-7

Numbers Year 1-2
Compare and order numbers to 1000

Number Patterns and Recognise the number pattern of the square number 5-8
Sequences sequence Year 1-3

Recognise square numbers and count in squares

Number Patterns and Recognise the number pattern of the cube number 6-7
Sequences sequence Year 2

Recognise cube numbers and count in cubes

Relative size of the cube numbers to 10

Factoring from a product

Writing numbers Writing numbers from 1-100 in words 6-7

Year 2

Place Value Relative size of base 10 numbers to 1000 4-6

Expressing quantities in thousands, hundreds, tens or units. Reception

1000 is also 10 hundreds, 100 tens or 1000 units. Year 1-3

Recognise the place value of the units, tens, hundreds and

thousands as quantities in the base 10 number system.

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 Read write and order numbers to 10 000 in the base 10
number system and determine the value of each digit.

Addition and Add and subtract 4 digit quantities using formal methods 5-8
Subtraction to 10 000 (columnar addition and subtraction) Year 1-3

Mathematical notation of a straight line separating addends

from sums using the column method

Multiplication and Formal written methods of multiplication and division. 5-8

Division to 10 000
Mathematical Notation ‘x’ ‘/’ Year1-3

Multiply a number with upto four digits by a one digit

multiplier

Divide a number with upto four digits by a one digit divisor

Divide a number with upto four digits by a two digit divisor

Mathematical notation for multiplication and division ‘x’ ‘/‘

Place Value and Place value, symbols and abstraction 6-8

Algebra (Abstraction) Year 2-3

Mental Arithmetic Memorising the number bonds to 18 5-7

Addition Number Year 1-2
Commutative law of addition
Facts (in the units)
Discover the effect of adding zero

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 Effect of adding two equal numbers

Mental Arithmetic Aid in the memorisation of addition facts 5-8

Addition Number Memorising the number bonds to 18 Year 1-3

Facts
Effect of adding together odd and even numbers
(in the units)
Adding multiple numbers together 1+5+3+9….

Mental Arithmetic Memorisation of addition facts in the tens 5-8

Addition Number Associative Law of addition with multiple addends Year 1-3

Facts
Mathematical notation: the parenthesis sign
(in the tens)

Forming Sums and Writing number facts in a variety of formats – solve one step 6-8
Equations: Addition problems Year 2-3
Problems
Writing equation/sum with an unknown value to be
determined

Forming an equation from a problem/story and solve with

addition

Use addition to find solutions to everyday mathematical

problems

Mental Arithmetic Effect of subtraction on a number 6-7

Subtraction Number Year 2
Memorisation of subtraction facts in the units and teens
Facts (in the units and
teens) Analysing subtraction sums and remainders for number
patterns

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 Effect of subtracting zero

Forming Sums and Writing number facts in a variety of formats - solve one step 6-7
Equations: Subtraction problems Year 2
Problems
Write an equation/sum with an unknown value to be
determined

Form an equation from a problem/story and solve with

subtraction

Use subtraction to find solutions to everyday mathematical

problems

Exploring Relationship between addition and multiplication 5-7

Multiplication Year 1-2
multiplication as a fast method of repeated addition

Memorisation of addition facts

Mental Arithmetic: Introduce operation of multiplication 6-8

Multiplication Number Memorisation of multiplication facts Year 2-3

Facts
Use and memorise the times tables from 1-10

Commutative law of multiplication

Factors and products and Multiples

Counting in Multiples.

Introduction to Square and cube numbers

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 Memorising the square and cube number sequence

Multiples and Factors Counting in multiples of 2-9 6-9

Find all the factors of one product Year 2-4

Short Multiplication Calculate the product of two numbers 6-8

Year 2-3

Forming Sums and Write number facts in various formats - solve one step 6-8
Equations: problems Year 2-3
Multiplication
Write an equation with an unknown value to be determined
Problems
Form an equation from a problem/story, solve with
multiplication

Use multiplication to solve everyday mathematical problems

Multiplication: Introduction to the binomial and law of distribution using 7-9

beads. Year 2-4
Use of Brackets when
multiplying a number Distributive law of multiplication over the operation of
by a binomial or addition
trinomial
a.(b+c) = a.b + b.c

Result of expanding brackets (parentheses) through

distribution and how to record sums.

Common algebraic formulations using numbers

Square of a binomial using numbers.

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 Square of a trinomial using numbers.

Pattern and symmetry in number.

Exploring Common algebraic formulations using numbers 7-9 years

Multiplication and Year 3-4
Pattern and symmetry in square numbers
related Algebraic
Concepts Interrelationship of multiplication facts to 100

Memorisation and recall of multiplication facts.

Exponents and Bases Powers or exponents 8-9+

Mathematical notation for exponent upto power of 3, base Year 4+

1-10

Short Division with the Divide amount by a unit divisor from 1-9 using ‘share by’ 7-9
divisor being an method Year 3-4
amount in the units
Mathematical notation of short divison and terms dividend,
divisor, quotient and remainder.

Memorise division facts using a max dividend of 81 max

divisor of 9

Division sums which leave a remainder and those that do not

Written methods of Short division

Forming Sums and Form an equation from a problem/story and solve with 7-9 years
Equations: Division division Year 3-4
Problems
Use division to find solutions to everyday mathematical
problems

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 Write number facts in various formats - solve one step
problems

Write an equation with an unknown value to be determined

The four operations Solve two step problems involving addition and subtraction 7-9 years
deciding which operations and methods to use. Year 3-4

Inverse relationship between Multiplication and Division

Solve problems using multiplication and division including

scaling and correspondence problems in which n objects are
connected to m objects

Place Value to Relative size of base 10 numbers to 1,000,000 7-9 years

1,000,000
Relationships between each value e.g. 10,000 is 10 x 1000 Year 3-4

and 100 x 100….

Recognise the place value of 10,000 100,000 and 1,000,000

as quantities in the base 10 number system.

Read write and order numbers to 1,000,000 in the base 10

number system and determine the value of each digit.

Count in multiples of 25, 100, 1000

Find 1000 more or less than a given number

Long Multiplication Multiply a number of two or more digits by a 1,2 or 3 digit 7-9 years
number using manipulatives, a variety of methods and Year 3-4
formal columnar written methods

Long Division Divide a number of two or more digits by a 1,2 or 3 digit 7-9 years
number manipulatives, a variety of methods and formal Year 3-4
written long division method

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Number: Fractions

Area Topic Recommended

Age/Stage

Definition: Fraction as Fraction as parts of a whole. 4-6

Parts of a Whole
Relationship between a fractional amount and a unit. Reception

Y1-2
Half as a fractional amount

Fractional Quantities: Fractions with denominators of 2,3,4,5,10,16 4-6

halves to tenths and Names in words of unit fractions, halves, thirds………..tenths, Reception

sixteenths sixteenths. Y1-2

Recognise, find, name and write names of the common unit

fraction

Parts of a whole must be equal.

Find, name and write a non unit proper fraction using

fraction notation

Definitions numerator and denominator

Equivalence Definition equivalent fraction 4-6

Equivalence of all fractions in fraction families of halves to Reception

tenths Y1-2

Deriving rules for finding mathematical equivalence without

manipulatives

Addition of Fractions Add proper fractions with the same denominator which sum 7-9
to 1 or less using manipulatives and written methods
Y3-4

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 Add fractions with the same denominator which sum to
more than one whole using manipulatives and written
methods

Deriving a method for adding fractions with the same

denominator without the use of manipulatives.

Subtraction of Subtract proper fractions with the same denominator 7-9

Fractions Y3-4
Derive the method for subtracting fractions with the same
denominator without the use of manipulatives.

Multiplication of Multiply fractions by a whole number using manipulatives 7-9

Fractions and written methods when the product is equal to or less Y3-4
than 1

Multiply fractions by a whole number using manipulatives

and written methods when the product is equal to or less
than 1

Reduce the product to it’s lowest terms using equivalence.

Multiply fractions by a whole number using manipulatives

and written methods when the product is an improper
fraction.

Derive the method for multiplying fractions by a whole

number without the use of manipulatives.

Division of Fractions Divide fractions by a whole number using manipulatives and 7-9
written methods Y3-4

Derive the method for dividing fractions by a whole number

without the use of manipulatives.

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Geometry: Shapes, Solids, Point, Line, Angle, Turn

Area Topic Recommended

Age/Stage

Exploration of Plane Common geometric 2D shapes, circle, rectangle, square, types 4-6
and Solid Geometric of triangles- scalene, equilateral, isosceles, acute, obtuse,
Reception
Forms regular polygons, other quadrilaterals and curved figures
Y1-2
Common 3D solids and their defining features

Recognition of shapes and solids in differing orientations

Detailed Study of Names of regular polygons of 3,4,5,6….10 sides 4-6

Plane Figures
Names and etymology of the regular polygons - 3-10 sided Reception

Y1-2
Names of common quadrilaterals, square, rectangle,
rhombus, trapezium and parallelogram.

Names of a selection of curvilinear figures, circle, ellipse, oval,

quatrefoil, curvilinear triangle, quatrelobe.

Geometrical Concepts Definition of a solid, plane, line and point 6-9

Y2-4

Study of the Line Parts of the Line 6-9

Lines to the Earth Y2-4

Relationship between two straight lines

Intersecting Lines

Convergent Lines

Divergent Lines

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 Parallel Lines

Skew Lines

Perpendicular Lines

Perpendicular Bisector

Relationship between three straight lines

Study of an Angle Measurement of Turn 6-9

Quarter, half, three quarter, full Y2-4

Parts of an Angle

Types of Angle

Right

Acute

Obtuse

Reflex

Relation of quarter, half and three quarter turn to right angle

Relationship between two angles

Adjacent and Vertically Opposite Angles

Vertically Opposite Angles are Equal

Types of Adjacent Angles

Angles formed by two straight lines and a transversal

Angles formed by two lines cut by a transversal

Bisector of an Angle

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Study of Closed Simple closed curves 6-9
Figures Y2-4
Polygons

Circle, Ellipse, Oval

Patterns Tiling and Tessellation 4-9

Reception

Y1-4

Symmetry Use of mirrors to explore symmetry 4-9

Identify lines of symmetry in simple 2D shapes Reception

Y1-4
Complete a figure with a single line of symmetry.

Triangles Parts of a Triangle 7-9

Altitude, Median Y3-4

Axis

Orthocenter

Centroid

Cicumcenter

Incenter

Sides

Sides and Angles

Acute and Obtuse Angles

Right Angles

Lengths Of Sides

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 Construction of Isosceles Triangle

Parts of Right Triangles

Measuring Angles

Use of a Protractor

Constructing Angles

Operations with Angles

Classification

Study of Parts of a Quadrilateral 7-9

Quadrilaterals
Common Quadrilateral Y3-4

Parts of a Common Quadrilateral

Parts of a Trapezoid

Parts of a Paralellogram

Parts of a Rectangle

Parts of a Rhombus

Parts of a Square

Parts of and types of Trapezoids

Classification

Study of Polygons Parts of Polygons 7-9

Equilateral Triangle and Square Y3-4

Parts of the Regular Polygon

Diagonals

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 Irregular and Regular Polygons

Classification

Study of a Circle Parts of a circle 8-9

Relationship between the Circle and Straight Line Y4

Relationship between two Circles

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Measurement: Introduction
Area Topic Recommended
Age/Stage

Comparison of Compare, describe and solve practical problems involving: 4-6

Measures
lengths, heights using vocabulary Reception

Y1-2
long longer longest

tall taller tallest

short shorter shortest

mass and weight using vocabulary

heavy/light, heavier than and lighter than

capacity and volume using vocabulary

full/empty, more than, less than, half full, quarter

full

time using vocabulary quicker, slower, earlier, later

Time Sequence events in chronological order using language (before, 4-6

after,next, first, today, yesterday, tomorrow, morning, afternoon Reception
and evening)
Y1-2
Recognise and use language relating to dates including days of the
week, weeks, months and years.

Measure time -hours, minutes and seconds

Tell the time to the hour, half past the hour and draw hands on a
clock face to show these times.

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 Tell and write the time to five minutes, including quarter past, 6-9
quarter to and draw hands on a clock face to show the time Y2-4

Use vocabulary, morning, afternoon, noon, midnight, a.m, p.m

Know the number of minutes in an hour and number of hours in a

day.

Know the number of seconds in a minute, and number of days in

each month, year and leap year.

Tell the time on a 12 hour and 24 hour clock and convert between
12 and 24 hour

Money Recognise and know the value of different denominations and 4-6
notes
Reception

Recognise and use symbols for pounds (£) and pence (p); combine Y1-2
amounts to make a particular value

Find different combinations of coins that equal the same amounts

of money
6-8

Solve simple problems in a practical context involving addition and Y2-3

subtraction of money of the same unit and in £ and p and giving
change

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 History

At Alamiyah the study of History is integrated within the curriculum and woven through with the Great
Lessons. During Lower and Middle Primary there is an emphasis on understanding key concepts for further
study. Time is studied in detail with the introduction of timelines. An anthropological study of the needs of
people is explored to enable a better understanding of the commonality of peoples and cultures over time.
The main focus of historical study during these years however is the study of ancient history including past
civilisations up until the renaissance, origins of life and geologic time. The curriculum plan contained in this
document is aimed at the 4-9 age group covering lower primary age 4-6 and middle primary age 6-9 and so
does not represent the full breadth of the entire history curriculum.

History Long Term Curriculum Plan

Strand Topic Recommended

age/stage

Introduction to the Measurements of the day: 4-9yrs

concept of time
 Development of the notion of time
 Graphic representation: tally marks
 Measurement of days

Days of the week

Grouping of the days into weeks

Grouping of the weeks into months

4-9yrs
Months of the year
Reception
The year and its parts
Y1-4

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 Graphic representation: personal timeline

Clock: telling the time:

 Orientation to one day, hourly time 6-9yrs

 Linear time: am and pm
 Quarter past, half past, quarter to Y2-4
 Five minute time
 The three fundamental tenses
 Digital to analogue conversion
 Roman numerals 1-12, 13-100
 BC, AD

The age of the earth

The age of the universe

Fundamental Common needs of people for physical well being: 6-9yrs

needs of people
 Spiritual Y2-4
 Material
 Clothing
 Nutrition
 Shelter
 Defense
 Transportation- by land, sea and air

Past civilizations A History of Past Civilisations and Stories of Key Personalities 4-6

 Primitive Reception
Important Personalities
Y1
 Egyptians Babylonians
Moses
 Persians/ Greeks / Romans 6-9
Alexander the Great,
Julius Caesar Y2-4
Jesus

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 Khosrow II
 Islam
Muhammad
First Four Caliphs
 North and West African History
Kingdom of Mali - Mansa Musa
The Tuareg
 Medieval Europe
 Rise of the Chinese Dynasties
Confucius
Emperor Qin Shi Huang and the Great Wall of China
Invention of Paper

Seerah Story of the life of Prophet Muhammad (PBUH) 4-9yrs

 Arabian Peninsula before Prophethood Reception

 Signs of the Coming of the Prophet
 Birth of the Prophet Y1-4
 Early Childhood, Family ties and Bereavement
 Revelation and Prophethood
 Makkan period of Prophethood
 The Ascension - Night Journey
 Migration and the Miraculous Spider in the Cave
 The Prophet and his Companions in Madina
 Peace and Return to Makkah

The First Great The Creation of the Universe 6-9yrs

Lesson
Laws of the Universe Y2-4

Story of Creation

Clock of Eras

 Precambrian era
 Palaeozoic era
 Mesozoic era
 Canozoic era

Radioactive Dating of Meteorites from the Moon

Early Development of the Earth

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 Precambrian

Local Shields used for dating Precambrian

The Geologic Time Scale

Origin of the Earth

Outline of Timeline of Life

Geography

At Alamiyah the study of Geography is integrated within the curriculum through the Great Lessons and also
approached through three main strands shown in the overview table below. The curriculum plan contained
in this document is aimed at the 4-9 age group covering lower primary age 4-6 and middle primary age 6-9.

Age
Strand Stage of Study
Lower, Middle, Upper Primary 4-9
4. Physical Geography
Lower Middle Primary 4-9
5. Human Geography
Continent study
Country Study
Study of UK
Mapwork
Upper Primary 9-12
Human Geography
Time Zones
Economic Geography

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 Government and Politics
Interdependence
Country Study
Upper Primary 9-12
6. Geology

Physical Geography

At Alamiyah, the Physical Geography curriculum starts early by distinguishing between land and water and
introducing the globe of land and water. It follows on with learning through 3D globes and 2D
representations of the Earth maps learning the names of continents, major oceans and seas, countries, and
understanding the divisions of the Earth into hemispheres, definitions of the equator, latitude and longtitude.
The curriculum progresses to encompass an understanding of all the physical features of the world including,
land and water forms, mountains, rocks, climactic zones and habitats and how the earth, it’s atmosphere and
weather systems function within an understanding of Earth’s place in the Universe. Physical Geography
therefore also covers subjects like the formation of the earth, space, solar system, subjects which may be
considered traditionally part of the science curriculum.

Physical Geography Part 1 Long Term Curriculum Plan

Area Topics Recommended

age/stage

First knowledge of Introduction: The Globes 4-6yrs

the earth
First globe (Sandpaper globe)- A globe with two surfaces: Reception
smooth (blue-painted) representing water, and rough
Y1
(sandpaper) representing land to give the child two precise
concepts:

1. The shape of the earth.

2. The two fundamental elements which form the earth:

land and water

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 Second globe- A globe with two painted surfaces: tan represents
land, blue represents water:

 To give concepts of water and land, using only the visual

stimulus.
 To bring a personal dimension into the study of the
whole.
Third globe- (Continent globe) A globe with the water
represented by blue and the continents represented in different
colours (Africa, Asia, Antarctica, Europe, Oceania, North
America, South America) to give:

 the names and locations of the continents of the earth.

 the first concept of the shapes of the land.
 the first definition of ocean and sea.
 the names of the oceans and their position in respect to
the land.
The fourth globe: A traditional physical globe marked with all
the usual physical markings.

 The equator, tropics

 Parallels, latitude, longtitude.
 meridians
 time zones
The fifth globe: A traditional political globe marked with the
countries and all the other usual markings.

 The equator, tropics

 Parallels, latitude, longtitude.
 meridians 6-9yrs
 time zones
Puzzle maps of the world Y2-4

Physical Geography Land and water forms: introduction, forming land and water 4-6yrs
forms with clay and water
Reception, Y1
Land and water forms: forming land and water forms on paper

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 Land and water forms: relationship to globe

Geography classified nomenclature: introduction:

 physical features of the land.

 the kinds of landforms a volcano produces.
Geography classified nomenclature:

The Earth 6-9yrs

The Parts of the Earth: Y2-4

a) Atmosphere
b) Lithosphere
c) Hydrosphere Level I
d) Barysphere
e) Pyrosphere

The Surface of the Globe

The Earth The surface of the earth: 6-9yrs

 The parts of the lithosphere Y2-4

 Types of islands and their groupings
Horizontal configuration:

 The coast and its types

Vertical configurations:

 Relief Forms
 The parts of a mountain
 Groupings of mountains
Hydrosphere:

 The parts of the hydrosphere

Geodynamics:

 The volcano and its parts

Habitat studies The ocean 6-9yrs

The desert Y2-4

The rainforest

The temperate forest

The mountains

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 the tundra

The grassland

Swamp, river, lake, pond

Physical Geography Part 2 Long Term Curriculum Plan

Strand Topics Recommended

age/stage

1.Formation of the Experiment1: forces of attraction, 6-9yrs

earth and stars:
(how gas and dust particles were attracted to each other Y2-4
in space to form stars)

The Solar System: The ratio of the earth to the sun

1.Formation of the Experiment 2: centrifugal and centripetal forces 6-9yrs

earth: Laws of
Motion in The Solar (There are two forces in the universe: attraction and Y2-4
System repulsion, which maintain the equilibrium in the
universe)

Experiments 3A, 3B, 3C: Laws of inertia

Experiments 4A, 4B; forces of gravity

The Sun’s Family: the earth and the solar system

 The solar system

 The planets
(Charts 3,4&5- show the phases through which the earth has
gone. They show the earth before life was possible on it )

1. Formation of the Experiment 5: Hot Air Rises 6-9yrs

earth: Formation of
the earth The Cosmic Dance: The Beginning of The Cooling Process Y2-4

 Volcanoes
Experiment 6: Erosion

The Sun’s Beautiful Daughter

 Rain and Cooling

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 1.Formation of the Experiments 8A, 8B: 6-9yrs
earth: Layers of the
Earth  Air Occupies Space Y2-4
 What is air made of ?
Experiment 9: Specific weight

The Zones of The Earth: The Chemical Constitution of The Earth

 Inner and outer core

 Mantle
 Lithosphere
 Hydrosphere
 Atmosphere
1.Formation of the Experiment 10: Stratification of Rocks 6-9yrs
earth: Movement
in the Lithosphere  Layers of rock (sedimentary) Y2-4
Experiment 11: Formation of the Mountain

 One way mountains are formed is by folding

2.Solar energy and  How the earth receives a very small part of the total 6-9yrs
the earth; solar energy
 How the sun’s rays reach the earth (perpendicular and Y2-4
oblique rays)
 Hemispheres
Movements of the Experiment 19; day and night 6-9yrs
earth and their
consequences  Day and night, rotation and its consequences Y2-4
 The seasons
 The seasons on the map
 Distribution of heat on the earth: climatic zones
 The solstice
 The equinox
 Torrid zones: equatorial climatic zones
 Frigid zones: frigid climatic zones
 Temperate zones: temperate climatic zones
The atmosphere  The formation of the winds 6-9yrs
and its phenomena  Low and high pressure: formation of winds
 Regular winds: areas of high and low pressure Y2-4
 Local winds: sea & land breeze
The hydrosphere  How the rains form: desert 6-9yrs
and its phenomena  Rain at sea: local rain
 Warm air rises: evaporation Y2-4
 Vapour condenses: condensation
 The most important rivers
 The rivers of Europe
 The main rivers of Europe

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  The main rivers of the world
 The erosive work of water
 Erosion
 The cycles of water
 Water and plants: types of vegetation

Human Geography

Human Geography is the study of how human activity affects or is influenced by the earth's surface.. Pupils
study how people have met all of their needs, socially, economically, spiritually while living in different
zones on the Earth, the interdependence of humans in society and economic geography. At Alamiyah the
study of Human Geography begins with a study of continents, countries, their flags, costumes, food, music,
wildlife, animals and national anthems.

Human Geography Long Term Curriculum Plan

Strand Topics Recommended

age/stage

Political Continent study 4-9yrs

Geography
N. America, S. America, Europe, Africa, Asia, Oceania Reception

Ocean Names – Ocean Maps Y1-4

Country study – puzzle maps

Local study

London borough – Greater London

Town – Dagenham

Country Study 6-9yrs

Capital City Y2-4

The flags - nomenclature: parts of the flag

The flags - nomenclature: definitions

The flags - nomenclature: matching flags

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 Flags in relation to maps

Study of a flag

Meaning and history of flags

Native costumes of countries

Native Food of countries

Native Music

Native Animals

Native Wildlife

Flags in relation to national anthems

Case Study UK Name four countries in the UK and capital cities

Use world Atlas, globe and regional maps to identify UK

Case Study of a county

Physical Features

Human Geographical Features

Position

Weather

Seasons

Mapwork Mapping 4-9 yrs

Town Plans 3D Reception

Town Plans 2D Y1-4

OS Town Plan Map with Symbols

Make own map with Symbols in a key

Geography of school grounds

Geographical Description

Use photos and Aerial views

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 Map physical features

Human Geographical features

Compass directions

4 directions N,E,S,W

8 directions NE, NW, SE, SW

Navigation- orienteering (Outdoor Life Skills)

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 Science
At Alamiyah the study of Science is approached in a systematic way through five main strands shown in the
overview table below. The curriculum plan contained in this document is aimed at the 4-9 age group
covering lower primary age 4-6 and middle primary age 6-9.

Age
Strand Stage of Study
Lower and Middle Primary 4-9
7. Botany
Lower and Middle Primary 4-9
8. Zoology
Upper Primary 9-12
9. Biology
Upper Primary 9-12
10. Chemistry
Upper Primary 9-12
11. Physics

Botany

Botany is the first area of study when beginning the scientific task of observing the natural world. Children
are introduced to this strand of science during their pre-school and lower primary years through naming
three part cards, puzzles, a study of plant life though their senses and by taking care of the environment
which is a major part of the practical life curriculum.

During middle primary the children embark on an in depth study continuing with nomenclature, definitions
coupled with an exploration of plant life through a practical hands on approach. Their botanical studies
continue with a scientific study of plants, trees, flowers, seeds and fruits, and knowledge of the variety,
function and habitats of a wide range of plant life. The study of botany is framed within the great lessons
which provide a natural historical context and inspiration though providing children with access to ‘Big Ideas’
in Science and Natural History . The children’s botanical study is complemented with the practical experience
of horticulture in their outdoor Permaculture lessons, indoor care of plants and daily garden time. The

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Alamiyah approach to Science and Botany provides a rigorous foundation and introduction to big ideas which
aims to ignite a child’s desire for further study.

Botany Long Term Curriculum Plan

Area Topic Recommended

Age/Stage

Horticulture Introduction of Plants to the Classroom 4-9

Care of Plants Reception

Y1-4
Propagation of Plants

Preservation of Plants

(PERMACULTURE OUTDOOR EDUCATION)

Categorisation of Second Great Lesson: Story of the Coming of Life 4-9

Life
Living and Non Living Reception

Y1-4
The Domains

The Kingdoms

Plant and Animal

The Plant Parts of the Plant 4-9

Root System Reception

Y1-4
Parts and Types of the Root

Shapes of Taproots

The Stems

The Parts and Types of the Stem, Stem Length

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 The Leaves

The Parts of the Leaves

The Types of Leaf Venation

The Types of Margins

The Shapes and Types of Dented Margins

The Types of Lobed Margins

The Types of Leaf Blades

The Types of Compound Leaves

The Leaf Attachment to the Stem

The Types of Leaf Arrangement

The Types of Entire Margins

The Shapes of Entire Margins

The Flowers

The Parts of the Flower

Stamens and Parts of the Stamen

The Pistils and Parts of the Pistil

The Ovary Positions

The Complete and Incomplete Flower

The Perfect and Imperfect Flowers

The Fused or Separate Flower Parts

The Types of Sepals

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 The Types of Flower Symmetry

The Shapes of the Corollas

The Types of Flower Position

The Types of Flower Arrangement

The Types of Inflorescences

Pollination and Fertilisation

The Fruit

The Parts and Types of the Fruit

The Types of Succulent Fruit

The Types of Dry Fruit (dehiscent and indehiscent)

The Seed

The Parts and Types of the Seed

The Monocotyledon Seed

The Parts of the Monocotyledon Seed

The Dicotyledon Seed

The Parts of the Dicotyledon Seed

The Germination Process

Types of Plant

1. Monocot and Dicot Angiosperm Plants

2. Monocot Angiosperm
3. Monocotyledon Angiosperm
4. Dicot Angiosperm

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 5. Dicotyledon Angiosperm
Botanical Analysis Analysis of a Plant, Root, Stem, Leaf, Flower and Fruit 6-9

Scientific Observation of Plant life using magnifying glasses Y2-4

(PERMACULTURE OUTDOOR EDUCATION)

Exploring Varieties Naming and Labelling Plants (including flowers and trees) 6-9
of Plants Y2-4
Researching Types of Plants, their natural habitat, micro
habitat, their qualities, their uses

Identifying Deciduous and Evergreen Trees

Describe the basic structure of a variety of common flowering

plants including trees

Plant Taxonomy Systems of Classification 6-9

Y2-4

Preservation of Life Requirements of Plants for Life and Growth 7-9

The Function of Vegetative Life – Charts and Experiments Y3-4

Respiration in Plants

Digestion in Plants

Plant Circulation – How water/minerals travel through

Excretion in Plants

Conservation of the Species

Plant Reproductive Functions

Pollination, Germination, Seed Dispersal

External Parts of the Plants

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 Plant Life Cycles

Plant Growth

Plant Cell

Parts of a Plant Function of Roots, Stems, Leaves, Flower, Fruit and Seeds 7-9
Function Y3-4

Plant Kingdom Classification and Research 8-9

Life Cycles Y4

The Water Cycle

The Nitrogen Cycle

The Carbon Cycle

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Zoology

Zoology is the second area of scientific study when observing the natural world. Children are introduced to
this strand during their pre-school and lower primary years through naming three part cards, puzzles, a study
of animals through circle times, stories and through caring for a classroom pet. Children are introduced to
this area through the connection of all living organisms to the sun to embed their understanding in the
interconnectedness of all beings living and non-living in the universe. The study of animal life is a preparation
for the study of human biology.

During middle primary the children embark on an in depth study continuing with nomenclature, definitions
coupled with an exploration of animal life through a practical hands on approach. Their studies continue
with a scientific study of living organisms and animals, their classification and an in depth knowledge of the
species and habitats of a wide range of animal life. The study of Zoology is framed within the great lessons
which provide a natural historical context and inspiration though providing children with access to ‘Big Ideas’
in Science and Natural History . The children’s zoological study is complemented with the practical
experience of zoology, agriculture and forest schooling through the Outdoor Education and experience with
classroom pets. The Alamiyah approach to Science and Zoology provides a rigorous foundation and
introduction to big ideas which aims to ignite a child’s desire for further study.

Zoology Long Term Curriculum Plan

Area Topic Recommended

Age/Stage

Context Interdependence of the Universe 4-9

Sun, Water, Animals and Plants, People Reception

Y1-4
Sun Game (Food Chains, Categorising of Living)

Identify and name a variety of common animals that

are carnivores, herbivores and omnivores.

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 Interdependence of Living and Non Living

(COSMIC EDUCATION)

Care of Care of Animals 4-9

Environment Reception
Animal Care Schedule
Y1-4
(PERMACULTURE – OUTDOOR EDUCATION)

Zoology Introduction to Zoology 4-9

Living and Non Living Reception

Y1-4

Domains Domain Archaea 4-9

Domain Bacteria Reception

Y1-4
Domain Eukarya

Introduction to the Bacteria Kingdom 4-9

Kingdom Chart
Protista Kingdom Reception

Y1-4
Fungus Kingdom

Plant Kingdom

Animal Kingdom

Plant and Animal Move, Respire, Sense, Grow, Reproduce, Excrete, Feed. 6-9
Needs Year 2-4

Animal Kingdom Vertebrate and Invertebrates 4-9

Classified Nomenclature Reception

Year 1-4
Phylum and Classes

1. Porifera

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 2. Cnidaria
3. Platyhelminthes
4. Nematoda
5. Annelida
6. Arthropoda
7. Mollusca
8. Echinodermata
9. Chordata
Fish
Amphibian
Reptile
Bird
Mammal

Animal Study Animal Case Study 4-9

External Parts and Nomenclature Reception

Year 1-4
Making an Animal (ART)

Research

Classifying Animals

Habitats

Animals of Continents

Where Animals Live

Basic Needs of Animals

Animal Offspring

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 History of Rules of Nomenclature 6-9
Zoological Year 2-4
History of Zoology
Classification
Famous Zoologists/Scientists

Natural Classification

Classification of Organisms

1. Kingdom
2. Phylum
3. Class
4. Order
5. Family
6. Genus
7. Species
Clock of Eras (HISTORY)

Zoological Studies Life Cycles 6-9

Research and Classification Year 2-4

Main Characteristics

Dissection using plastic models or real life specimens (if

appropriate)

Internal Parts

Cells Structure and Prokaryotic 8-9

Function Y4
Eukaryotic

Animal Cells

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 Outdoor Life Skills
At Alamiyah, Life Skills are an important part of our holistic and integrated curriculum which caters for all
aspects of the child including the practical, personal, social and emotional aspects of the child’s development.
We believe that outdoor learning is a vital part of a child’s education and provides many benefits to their
holistic health and development. The Outdoor Life Skills curriculum therefore provides pupils with the
opportunity to gain hands on experience of working with nature in a variety of circumstances both on site
and on field trips. The benefits of an outdoor education to the health and wellbeing of children cannot be
underestimated, children thrive and learn a vast array of skills from working with nature and the elements.
They will also be able to practically apply the knowledge and skills gained through the study of botany,
zoology, science, geography and advanced practical life. The Outdoor Life Skills Course is designed to
encourage a positive participation in society through taking individual and collective responsibility for the
environment and gaining a practical understanding of global environmental issues and what we can do to
make a difference. Through partnering with local, national and global environmental organisations we aim
to build links which enable children to work with a range of people to achieve a common goal. The curriculum
plan contained in this document is aimed at the 4-9 age group covering lower primary age 4-6 and middle
primary age 6-9.

Outdoor Life Skills Long Term Curriculum Plan

Area Topic Recommended

Age/Stage

Horticulture Sowing Seeds and Bulbs 4-9

Planting Seedlings and Cuttings Reception

Y1-4
Taking Care of Plants

Collecting Seeds

Sprouting pop corn kernels

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 Sprouting beans

Designing gardens

Project work: gardens

Encouraging Wildlife into Gardens

Planting Flowers to save Bees and Butterflies

Building a Bug Hotel

Making a Bird Feeder Ball, Building Bird Table / Nesting Box

Agriculture Planting, Growing and Harvesting Grains, Seeds, Herbs, Fruit & 4-9
Vegetables Seasonal.
Reception

Washing, Packaging and Selling Produce Y1-4

Rearing Animals -Quails

Incubation

Hatching

Care of

Keeping, Collecting and Selling Quails Eggs

Humans and Animals need to take Nutrients through Food

Need for right types and amounts of Nutrition

Healthy Foods

Food Groups – Food Plate – Balanced Diet

Forest Searching for Animal Tracks 4-9

Schooling Reception
Tree Recognition
Y1-4

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 Bird Watching and Bird Call Recognition

Bug Hunt and Examination

Fungus Hunt

Woodland Noises

Woodland Musical Instruments

Woodland Art

Woodland Cookery

Orienteering - Use of Compass and the Natural Environment

Building Shelters

Recycling Recycling Plastic, Paper, Metal 4-9

Recycling Food Waste - Composting Reception

Y1-4
Upcycling – Creating and Making items from recycled goods

Uses of Everyday and Natural Materials

identify and compare suitability of materials for particular

uses

Explore properties of materials by squashing, bending,

stretching.

Setting up and using a Wormery

Outdoor Bushcraft, Survival Skills, Nature Walks, Forest Schooling Days, 4-9
Activities
Camping with Parents Reception
Trips
Y1-4

Partnerships

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WWF Green Ambassadors for Schools http://www.wwf.org.uk/get-involved/schools/green-ambassadors

Royal Horticultural Society Awards Scheme https://schoolgardening.rhs.org.uk/school-gardening-awards

Farming and Countryside Education http://www.face-online.org.uk/teachers

Advanced Life Skills

At Alamiyah Life Skills are an important part of our holistic and integrated curriculum which caters for all
aspects of the child including the practical, social and emotional aspects of the child’s development. The 3-
6 years practical life curriculum emphasises building the child’s independence, self esteem and confidence
that comes when they can independently care for themselves. Through advanced life skills the child will
continue to acquire these skills and master them in addition to covering care of others and the environment.
Through advanced life skills pupils learn how to cook, clean, tidy, organise and work with materials such as
fabric, thread and wood and to do basic DIY. Grace and Courtesy is also covered in the Advanced Life Skills
Course to encourage positive participation in society through civic pride and citizenship. The curriculum plan
contained in this document is aimed at the 4-9 age group covering lower primary age 4-6 and middle primary
age 6-9.

Advanced Life Skills Long Term Curriculum Plan

Area Topics Recommended

age/stage

Memory and Remembering objects- to develop concentration and develop 4-6yrs

perception attention to detail Reception

Y1
Weighting objects-to feel, compare, guess and measure the
weight of common objects

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 Motor skills and Creating designs with push tack 4-9yrs
creativity Reception
Making chocolate filled roses
Y1-4
Making potpourri

Crocheting

Knitting

Knitting a scarf

Colour mixing with different tools and media

Origami

Flower Arranging

Tying Knots

Woodwork and DIY Skills 6-9 yrs

 Hammering nails Y2-4

 Screwing
 Joining
 Sanding
 Sawing
 Joining with Dowels
 Sticking with Wood Glue
Building an elastic band board

Creating designs with the elastic band board

Make textured wooden stamps

Make an elastic band powered boat

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 Make toy civic buildings, school, mosque, library town hall, post
office, bank, shops, houses.

Make a Bird House (Permaculture - Outdoor Education)

Put together DIY flat packed furniture following instructions

Food preparation Making fresh orange juice 4-9yrs

and cooking Reception
Making lemonade
Y1-4
Making a fruit and veg smoothie

Making salads- vegetable and fruit

Making sandwiches

Making mini pizzas

Making mini muffins

Making a sugar free carrot cupcakes

Making sugar free cookies

Making vegetable pasties

Making bread rolls

Making raw chocolate avocado mousse

Making raw chocolate truffles

Cleaning Washing Dishes 4-9 yrs

Washing Cloths Reception

Dusting Y1-4

Polishing Wood, Mirrors, Metal

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 Cleaning tables and chairs

Sweeping with broom, dustpan brush

Hoovering Mats

Hoovering/Sweeping Floor

Wet Mopping Floor

Tidying and categorising library books

Emptying Bins

Fabric crafts Making a button buddy 4-9 yrs

Sewing a hand puppet Y2-4

Creating and Binding a story book

Making a simple friendship bracelet

Making a more complex friendship bracelet

Sewing a friendship quilt

Marking a corker

Corking

Hooking a rug

Weaving a small prayer rug

Care of Self Washing Hands 4-9yrs

Cloth Washing Reception

Y1-4
Hand Washing Clothes

Making Toothpaste and Soap, Moisturising Oil and Cream

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 Dressing Frames

Pairing socks

Changing Laces on Trainers

Folding

Rolling up a mat

Packing a suitcase

Care of the Changing water in a fish tank 4-9yrs

Environment
Weeding Y1-4

Cleaning, tidying and Organising a cupboard or drawer

Making recycled paper

Grace and Courtesy Role playing Good Manners 4-9yrs

Citizenship
Making a Manners booklet Reception

Y1-4
Table manners

Dealing with feelings

Writing a postcard/letter

Making a thank you call

Resolution of Differences – Peace Table

Word of the week to be

Welcoming and Serving Visitors

Special Projects Afternoon tea: 6-9yrs

 making invitations and thank you notes Y2-4

 baking snacks, making tea and drinks

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  Hosting afternoon tea
Local shops:

 Planning a shopping trip

 Going on a shopping trip

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 Arts, Crafts and Design
At Alamiyah, creativity is a vital element of the child’s holistic development. We therefore provide
opportunities for children to engage in arts, crafts and design throughout their morning workcycle and also
provide an afternoon a week of dedicated time to exploring this subject through a variety of media. We aim
to provide a balance between the development of artistic skills using a step by step approach and the
exploration and experimentation required to be creative. Pupils will be taught how to handle the tools
required for a variety of arts and crafts and how to use a variety of media. They will also be exposed to a
range of art work by artists from many different genres to develop an appreciation for famous works of art
in both western and eastern artistic traditions. Pupils will gain an understanding of art history and the
development of art over the ages. The curriculum plan contained in this document is aimed at the 4-9 age
group covering lower primary age 4-6 and middle primary age 6-9.

Arts, Crafts and Design Long Term Curriculum Plan

Area Topic Recommended

Age and Stage

Line, shape and Mark making experimentation with different tools and paper 4-6yrs
form Reception

Year 1
Self –portrait, examining and drawing simple features, eyes,
mouth, nose, ears

Inset (frame) drawing- exploring lines and shapes

Pastel/Coal drawing techniques

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 Still life and free hand drawing, exploration of different
materials and marks

Looking artists’ work (previous as well as contemporary)

and examining similarities and differences 6-9yrs

Being able to define the style of the artist. Year 2-4

Matisse verses Odilon Redon.

Perspectives drawing exercise, including drawing a

landscape city scape using perspective techniques.

Practice perspective drawing, drawing from unusual angles.

Shading practice using simple shapes.

Cross hatching as shading and adding textures

Creating a series of sketches as a preliminary to a painting.

Looking at famous artist sketches.

Looking at composition of sketch using a view finder.

Looking at scale and distance

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 Colour Experimentation mixing paint/water including blending 4-6yrs
colours, staying within a boundary Reception

Year 1

Experiment with different applicators of paint including

different brush sizes, sponges, stamps.

Art appreciation

Experiment mixing colours and using different techniques,

e.g. Marbling

Experiment colour mixing using a colour wheel.

Using a colour wheel to obtain a lighter shade from the dark

shade using white and grey.

Experimenting to achieve lighter tints of colour using white.

To mix shades using secondary colours to match desired

colours for painting.

To create a composition to show off the colours made

picking a chosen artist style.

Look at colour theory, contrast colours opposite colours.

6-9 yrs

Year 2-4

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 Composing abstract paintings using artists as a basis. Looking
at the works of Jackson Pollock and Henri Matisse.

Looking at strong sculptural shapes, drawing and over laying

shapes, painting within the lines accurately

Create Block paintings as in modern art.

Joan Miro, Spain, Paris, Artist, look at shape colour and line
to create a painting.

Painting in the style of a chosen painter for example the

sunflowers by Van Gogh.

Evaluating own art in a constructive way using artistic

vocabulary and linking it to that of artists

Pattern and Leaf rubbings using fabric crayons on fabric, considering 4-6yrs
textiles composition and placement of pattern. Reception

Year 1

Stamping patterns in sequences

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 William Morris nature into art prints, to include potato
printing, positive prints and placements (size and fit), dot
pattern,

Basic stitching practice, including attaching buttons

Sewing a final piece of work

Themed art on Kandinsky looking at colour and pattern,

ripples of colour.

Print transferring from glass sheet using linear patterns.

Stencilling, stippling creating own design of a stencil. Using

own sketch book drawings.

Block printing themed Indian Art.

6-9 yrs

Year 2-4
Embroidery samplers

Demonstrating embroidery stitches. Satin stich, knot stitches

etc.

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 Making yarn and stringing a loom (warp) to create a fabric
on the weft.

Prints using textures and rollers with printing ink.

Create mixed media collages.

Totem pole and tribal art look at symmetry.

Learning to knit, finger knitting, French knitting,

conventional knitting

Collage Experiment using different materials 4-6yrs

Reception

Year 1
Making collage cards and pictures.

Experimenting with different textures

Textures and forms of natural objects as well as landscapes

such as the seaside or terraced houses.

Paper weaving using marbled papers and magazine pages.

Creating shades of colours using the elements.

Creating relief pictures through layering paper and using

juxtaposition of shapes and images cut out from magazines.

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 Mixed media work collage and painting, free experimental
work following on from using sketch book. Using a self-
chosen theme

Quilling art and progressive quilling techniques.

Quilling using paper on card templates to make wall

hangings of a piece of art. Quilling a landscape.

Paper making (from scraps of recycled paper)

Collage using hand made paper and turning into a product

Using pressed flowers to make floral collage 6-9 yrs

Year 2-4

Mixed media work collage and painting, free experimental

work following on from using sketch book. Using a self-
chosen theme

Creating mosaics using magazines, newspaper by collaging

colours tonally to create shade

Islamic Art and Geometric Design

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 Patterns using tessellation Inspiration from Morrocan tile
work.

Sculpture Junk modelling 4-6yrs

Experiment with different colour and textured papers, Reception

including folding, bending etc. Year 1

Paper craft –Origami, Paper Mache

Experimenting with clay

Hands on experience of sculptures.

Model making opportunities using plasticene, dough,

reclaimed materials, clay, papier Mache etc

Mask making using papier Mache, using tribal art as a

starting point.

History of clay pots and making simple clay pots.

Comparing and contrasting other works of art and linking

the similarities to artists’ images.

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 Recycling art including, using recycled paper pulp as part of a
project. Chicken Wire and Paper Mache sculptures.

6-9 yrs
Wood work and cork, design and make a decorated notice
board. Year 2-4

Clay tiles, creating a patterned relief work using sketch book

work as a starting point and linking it to artists and relief
work representation in clay

Soap stone sculpture-Barbara Hepworth

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 Physical Education
At Alamiyah, we recognise that Physical Education is a critical factor to the long term health and development
of pupils. Physical education affects all other areas of learning both academic and non academic since a
healthy body leads to a healthy mind. It has been established that the health and vitality that comes from
an increased flow of blood and oxygen to the brain improves concentration, thought and focus which
improves outcomes in all other subjects. At Alamiyah we also recognise the importance of valuing the whole
body in a holistic sense and valuing each pupils strengths and talents equally. We therefore value Physical
Education alongside all the other subjects since it helps build essential life skills. PE also allows pupils to learn
many transferable skills such as teamworking, perseverance, endurance, patience and balance through
breathing, meditational practices. The Physical Education Curriculum aims to build agility, flexibility,
strength, balance, control and coordination through group games, competitive and cooperative activities
which become increasingly challenging whilst simultaneously building individual skills. Once skills have been
learnt, they are linked in sequences to build more complex movements or skills. Through the PE curriculum,
pupils will also learn how to evaluate and assess physical activities or sports in order to improve in them. The
curriculum plan contained in this document is aimed at the 4-9 age group covering lower primary age 4-6
and middle primary age 6-9.

Physical Education Long Term Curriculum Plan

Area Topic Recommended

Age/Stage

Daily Exercise Breathing and Stretching Exercises 4-9

Meditation Reception

Y1-4
Yoga

Gymnastics Balance Beams 4-9

Ladders and Climbing and Bars Reception

Y1-4

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 Horse and Boxes

Trampolining

Mat Work – Roly Poly, Handstands, Cartwheels

Obstacle courses

Dance using different movement patterns

Athletics Running – Sprints, Circuit Running, Hurdles, Relay 4-9

Response Games, incorporating counting backwards from 5, 10, Reception

20, 50, 100 Year 1-4

Team Games

Health and Importance of Exercise on Health

Exercise
Types of Exercise and effect on heart rate, pulse and comparison to
at rest

Amount and Types of Exercise to promote health

Team Sports Ball Skills Drills and Games 4-9

Throwing and catching a ball, Larger progressing to smaller Reception

balls Y1-2

Bouncing once, then walking and bouncing

Dribbling and kicking a football

Bowling and Batting

Rounders 6-9

Basketball Y2-4

5 a side Football

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 Individual Swimming, Swim 25m, Range of strokes, self rescue 6-9
Sports Y2-4
Badminton

Archery

Outdoor Horseriding 6-9

Activities Y2-4
Climbing Wall
Trips
Ropes

Canoeing

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 Technology
At Alamiyah the study of Technology is approached in a systematic and use of creativity through three main
strands shown in the overview table below. The curriculum plan contained in this document is aimed at
the 4-9 age group covering lower primary age 4-6 and middle primary age 6-9.

Age
Strand Stage of Study

Lower, Middle, Upper Primary 4-9

12. Computing

Lower, Middle, Upper Primary 4-9

13. Electronics

Lower, Middle, Upper Primary 4-9

14. Product Design

Computing

Children will be introduced to using computational thinking and creativity to understand and change the
world. Computing has deep links with mathematics, science, and design and technology, and provides
insights into both natural and artificial systems. The core of computing is computer science, in which children
are taught the principles of information and computation, how digital systems work, and how to put this
knowledge to use through programming.

Children will build on this knowledge through hands on practical activities to create programs, systems and
a range of content. Children will also develop their understanding to express their ideas through, information
and communication technology and as active participants in the digital world.

Computing Long Term Curriculum Plan

Area Topics Ages

Technology  Explore types of technology available and how it has 4-6

impacted and changed our lives Reception
 Explore technology in the home and outside the home

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  Explorative play with objects that work in different ways Y1
 Explore how they work and why things happen
 coordinate actions to use simple technology
 Use ICT hardware to interact with simple computer
software
 Program simple toys
 Retrieve and run a program from memory

Digital Literacy  What is a computer? 4-6

 How do people use computers at work? Reception
 How do you take care of your personal information?
Y1

Computer Science  Understanding algorithms 4-9

 Understanding decomposition Reception
 Understanding Computer bugs
Y1-4
 Program a robot

 Debugging 6-9
 Computer programs use variables Y2-4
 Controlling physical systems
 Input and output devices
Information  Main parts of a computer 6-9
Technology  Data stored on a computer Y2-4
 How computers have changed

 Databases unplugged 6-9

 Input and output devices Y2-4

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Electronics

Electronics is an inspiring and practical subject. Using creativity and imagination, pupils will design and make
products that solve real and relevant problems within a variety of contexts, considering their own and others’
needs, wants and values. Children will draw on disciplines such as mathematics, science, engineering and
computing.

Electronics is the science of controlling electrical energy electrically, in which the electrons have a
fundamental role. Children will learn about how to deal with electrical circuits that involve active electrical
components and interconnection technologies.

Electronics Long Term Curriculum Plan

Area Topics Ages

Components  Basic Components: 6-9

o Bulb Y2-4
o Switch
o Motor
o Batteries
 Conductive material
 Health and Safety
  Sensors 6-9

Y2-4

Control systems  Input, Process and Output 6-9

 Electricity, AC & DC Y2-4
 How electricity works

  Circuits 6-9

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 Y2-4

Development  Creating an electronic system 6-9

Y2-4

Product Design

Product Design is an inspiring, rigorous and practical subject. Using creativity and imagination, children design
and make products that solve real and relevant problems within a variety of contexts, considering their own
and others’ needs, wants and values. Children will draw on disciplines such as mathematics, science,
engineering, computing and art. Children learn through the main four principles: Design, Make, Evaluate and
Technical Knowledge.

Children will learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens.
Through a variety of creative and practical activities, pupils should be taught the knowledge, understanding
and skills needed to engage in an iterative process of designing and making. Also, through the evaluation of
the product, children will develop a critical understanding of its impact on daily life and the wider world.

Product Design Long Term Curriculum Plan

Area Topics Ages

Design  Design purposeful, functional, appealing products 6-9

 Iterative Design Y2-4
 Generate, develop, model and communicate their ideas
through talking, drawing, templates, mock-ups
 Use research and develop design criteria 6-9
 Prototypes and Pattern pieces Y2-4

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 Make  Making a product that meet a specific design criteria 4-9

Reception

Y1-4

 Select from and use a wide range of materials and 6-9

components, including construction materials according to Y2-4
their characteristics
Evaluate  Explore and evaluate a range of existing products 4-9

Reception

Y1-4

 Evaluate their ideas and products against design criteria 6-9

Y2-4

Technical  Build structures, exploring how they can be made 4-9

Knowledge stronger, stiffer and more stable Reception
 Explore and use mechanisms in their products
Y1-4

 Apply their understanding of how to strengthen, stiffen 6-9

and reinforce more complex structures Y2-4
 Understand and use mechanical systems in their products
 Understand and use electrical systems in their products
[for example, series circuits incorporating switches, bulbs,
buzzers and motors]
Health & Safety  Safe Use of materials and tools 4-9

Reception

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 Y1-4

 Safe Use of materials, tools and machinery 6-9

Y2-4

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 Music, Dance and Drama

Music, Dance and Drama play an important role in the life of Alamiyah School. Pupils are encouraged to
explore creativity through song, movement and rhythm. The music, dance and drama curriculum has three
elements, Listening and Responding, Performing and Composing. Initially, pupils are given plenty of
opportunities to listen to a range of songs, music, drama, movement and then given the space to respond to
it. They also have opportunities to perform to one another as well as to a larger audience. Composing then
comes as a natural progression for children to use their experience and knowledge to put together their own
pieces. The curriculum plan contained in this document is aimed at the 4-9 age group covering lower primary
age 4-6 and middle primary age 6-9.

Music, Dance and Drama Long Term Curriculum Plan

Area Topic Recommended

age/stage

Songs, Singing & Listening to and exploring a variety of songs from different 4-9yrs
Musical instruments genres, cultures, periods (including rhymes, limericks and
Reception
poetry)
Year 1-4

Sing songs from different genres, cultures, periods

Join in with the steady beat in listening to or accompanying

songs or rhythmic chants by marching, clapping and tapping
the beat.

Exploring songs with a wide range of musical instruments

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 Exploring and experimenting with:

 Pulse- showing a steady pulse or beat (e.g. marching,

tapping, clapping)
 Duration- listening to and imitating patterns of long
and short sounds
 Tempo- understanding and differentiating between
fast and slow rhythmic and melodic patterns
 Pitch- understanding and differentiating between
high and low sounds, imitate melodies
 Dynamics-understanding and differentiating between
loud and soft sounds
 Structure - understanding ‘start’ and ‘stop’
 Timbre- playing with and exploring a variety of sound-
making materials

Exploring ways of making sounds using manufactured

(triangle, tambourine, drum, chime bars…) and home-made
instruments (shakers, metal or wooden objects)

• experiment with a variety of techniques using manufactured

and homemade instruments as well as different ways of
making sounds with a drum: using a variety of beaters;
striking loudly, softly; playing different parts of the drum (e.g.
rim, centre, side).

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 Invent and perform short, simple musical pieces with some
control of musical elements

Composing new songs orally or by other means with/without

musical instruments

Exploring pitch, duration, dynamics, tempo, timbre, texture,

structure of music and musical instruments

Exploring the history of music and musical instruments

Quran and Tajweed Listening to and taking part in Quran recitations in group 4-9yrs
circle times
Reception

Year 1-4

Practicing tajweed – the art of reciting in a rhythmic tone on a

one to one basis as well as in small groups

Practicing the rhythm, tone and memorisation of different

surahs

Listening to different melodious reciters

Listen to devotional songs and dhikr – melodious chants

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 Movement & Dance Taking part in action rhymes and songs; follow-my-leader 4-6yrs
games; structured play and role play; circle games; whole Reception
group mime and movement activities.
Year 1

Body percussion- discovering ways of making sounds using

body percussion such as tapping, clapping, slapping

Musical Dance games such as move like a (choose an animal)

Games such as Musical Chairs

Exploring rhythm and movement in songs

Experimenting with different movements using oral means

such storytelling, poetry as well as with musical instruments

6-9yrs

Recreating scenes using body movement and dance Y2-4

Preparing and giving performances

Choreographing

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 Developing mime and movement skills, including musical
scores and lyrics of original songs written for performances.

Drama Recreating stories through acting out using popular books e.g. 4-7yrs
Going on a bear hunt Reception

Year 1-2

Using dressing up to recreate everyday life situations and

encourage role play

Creating a drama (improvisation) based on stories or historical

facts, writing scripts, assigning roles, costume preparation,
delivery:

 entering into other lives and situations 7-9yrs

 engaging with life issues, knowledge and themes Year 3-4

 honing and shaping drama scenes for the purpose of
communicating them to others

Composing and role playing scenarios

Re-enacting debates

Experiencing the relationship between story, theme and life

experience

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