Curriculum Overview

Our kindergartens follow the Qualifications and Curriculum Authority (QCA) Early Years Foundation Stage curriculum guidance framework (EYFS) to design the curriculum to cater for the needs of learners in line with the school’s vision and philosophy.

The foundation stage begins when children reach the age of three (Kindergarten) and continues until the end of the Reception year. Most children are expected to achieve the early learning goals by the end of the foundation stage.

We plan a curriculum that helps our children make good progress towards, and where appropriate beyond, these goals. It also prepares them for learning in Key Stage 1.

 

Teaching Approach

The effective delivery of the curriculum is dependent of the following four guiding themes:

  1. The Uniqueness of each learner.
  2. The importance of the development of positive relationships.
  3. The need to provide an enabling environment in which each pupil can optimise his or her learning and development.
  4. The different learning styles and rates at which individual pupils make progress in the different learning areas.

Doha Academy teaches the Foundation Stage Curriculum based on six areas of learning:

  1. Personal, Social and Emotional Development (PSED)
  2. Communication, Language and Literacy (CLL)
  3. Mathematical Development (MD)
  4. Creative Development (CD)
  5. Knowledge and Understanding of the World (KUW)
  6. Physical Development (PD)

In addition we teach:

  • Arabic (Part of CLL)
  • French (part of CLL)
  • Religion (Part of KUW)

Curriculum Breakdown

Personal, Social and Emotional Development

The guidelines which divide this subject into four skill areas:

  • Personal development
  • Social skill development
  • Health education
  • Citizenship

The subject is taught by class teachers and also by whole-school initiatives. We focus on:

  • Learning about school routines
  • Looking after ourselves
  • Considering other people
  • Understanding actions and their consequences
  • Developing confidence and independence
  • Developing an awareness of and respect for others
  • Introduction to citizenship – respect, honesty and trust

Mathematical Understanding

  • Say and use the number names in order in familiar contexts.
  • Count reliably up to at least 10 everyday objects.
  • Count on and back in ones from any small numbers and in tens from 0 to 100 and back.
  • Read, write and order numbers from 0 to 20; understand and use the vocabulary of comparing and ordering these numbers.
  • Use language such as more or less, greater or smaller, heavier or lighter, to compare two numbers or quantities.
  • Within the range of 0 to 20 say the number that is 1 more or less than any given number.
  • Know by heart all pairs of numbers with a total of 10.
  • In practical activities and discussion, begin to use the vocabulary involved in adding and subtracting.
  • Begin to relate addition to combining two groups of objects, and subtraction to ‘taking away’.
  • Talk about, recognise and recreate simple patterns.
  • Use mathematical language to describe the shape and size of solids and flat shapes.
  • Use mathematical language to describe the features of familiar 2D and 3D shapes.
  • Use everyday words to describe position.
  • Read and write analogue clock times on the hour and half past.
  • Use developing mathematical ideas and methods to solve practical problems.

Communication, Language and Literacy (ENGLISH)

In our English teaching we follow the broad outlines of the National Literacy Strategy.

Reading

Fiction and Poetry, Traditional, nursery and modern rhymes, chants, action verses, poetry and stories with predictable structures and patterned language.

Reading Scheme: The Oxford Reading Tree. (Pupils begin reading books Level 1+ in Term Two)

Non-fiction: Simple non-fiction texts, including recounts.

Writing, Grammar and Spelling

  • Own name
  • Lists
  • Captions
  • Rhymes
  • Stories
  • Recounts
  • Retelling stories
  • Labels
  • Speech bubbles

Grammar

  • Predicting missing words
  • Re-ordering words left to right
  • Checking sentences for sense
  • Using capital letters for start of own name and beginning of sentence
  • Full stops

Phonics/Spelling

  • All letter sounds
  • Rhymes
  • Vowels and consonants
  • Building words
  • The alphabet
  • Tricky words (sight words)

Communication, Language and Literacy (FRENCH) Speaking and listening only

  • Introducing oneself and greetings
  • Nouns to do with members of the family
  • Nouns to do with the body
  • Verbs of movement
  • Learning about clothes and colours
  • Vocabulary to do with expressing emotion and feelings
  • Learning vocabulary about animals
  • Learning about the different rooms in a house
  • Classroom vocabulary

Communication, Language and Literacy (ARABIC)

  • Recognition of letter names and their sounds
  • Letter sounds (with tanween)
  • Forming letters
  • Writing and reading short words
  • Developing key vocabulary (verbs, nouns and prepositions of place)
  • Singing of nasheed and rhymes

Knowledge and Understanding of the World (Topic based)

This is a broad area of learning and combines several areas of traditional study.

Knowledge and Understanding of the World (SCIENCE)

We follow the National Curriculum in Science teaching throughout the school (QCA). Reception pupils will be given an introduction to the following skill areas.

  1. Physical Processes
  2. Life Processes and Living Things
  3. Materials and their Properties
  4. Investigative and Experimental Science

The topics below show some of the areas of work covered in Reception.

  • Ourselves, body parts and senses
  • Animals
  • Light and dark
  • Sorting and using materials
  • Plants
  • Sound and hearing
  • Forces (push and pull)

Knowledge and Understanding of the World (DESIGN AND TECHNOLOGY)

The purpose of Design and Technology is to enable pupils to be inventive in designing practical solutions to problems. It aims to combine designing and making skills with knowledge and understanding.

The aims are to:

  • Investigate objects and materials.
  • Ask questions about how things work.
  • Use imagination in designing.
  • Express ideas using all senses as appropriate.
  • Build and construct with a wide range of objects.
  • Select appropriate resources and adapt work where necessary.
  • Select the tools and techniques needed to shape, assemble and join the materials chosen.

Knowledge and Understanding of the World (INFORMATION AND COMMUNICATION TECHNOLOGY: ICT)

We follow the National Curriculum for ICT, with particular emphasis on word processing; paint Programs; presentation skills, keyboard and mouse control skills.

We aim to find out about and identify the uses of everyday technology and use ICT to support our learning through:

  • developing mouse control skills
  • navigating program
  • familiarisation with keyboard

Knowledge and Understanding of the World (HISTORY)

In History we aim to teach pupils to:

  • develop an awareness of the past and how it was different from the present
  • understand the many ways in which we can find out about the past
  • develop a sense of chronology
  • build a firm foundation of knowledge and skills in order to prepare them for their studies in Key Stage 1.

Knowledge and Understanding of the World (GEOGRAPHY)

In Geography the pupils will be encouraged to develop an awareness of their surroundings. Our aim is to provide a firm foundation of knowledge and skills in order to prepare pupils for their studies in Key Stage 1.

Other topic areas covered during Reception include:

  • Ourselves and our families
  • Journeys
  • Transport

Knowledge and Understanding of the World (RELIGION) Oral

  • Memorisation of Quran
  • Stories from the Quran
  • The Seera of Prophet Mohammed (PbuH)
  • Du’aa
  • Prayer

Physical Development

Coordination

Development of fine/gross motor skills

Sharing and working with others

  • Ball Skills
  • Individual handling of bean bags, small and large soft balls
  • Throwing, catching and control techniques
  • Partner throwing and catching, rolling and controlling the ball
  • Target throwing activities
  • Ball handling circuits
  • Relay team games

Athletics

  • Techniques learning how to run, jump and throw
  • Basic athletics using specifically designed equipment
  • Mini hurdles
  • Team races
  • Relays
  • Sports Day preparation

Creative Development (ART)

Imaginative artwork using a variety of materials, both individually and in groups; this will include:

  • Colour mixing
  • Drawing and colouring
  • Painting
  • Marbelling
  • Printing and making rubbings
  • Cutting and sticking
  • Junk modelling
  • Exploring texture, shape and form
  • Modelling with clay and dough
  • Paper weaving
  • Reflections and symmetry
  • Portraits
  • Observational drawing

*Work will reflect current topics

Creative Development (SINGING)

  • Action songs
  • Songs to introduce the idea of tonality/pitch/rhythm/language
  • Repeating a sung musical phrase
  • An introduction to general terms (e.g. fast/slow etc.)
  • Performing
  • Put appropriate sounds to simple cues/stimuli (e.g. footsteps)

*Circle Time: Is a time for review of learning and discussion.

Textbooks Used

Kindergarten: School’s own booklets

Reception: School’s own booklets in addition:

  • Jolly Phonics Workbooks 1-7 per child (ordered from the UK)
  • Abacus Mathematics workbooks (Set of 4) per child (ordered from the UK)
  • Reading Scheme: The Oxford Reading Tree (full lending library) Ordered from the UK