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Curriculum Intent Statement

The curriculum is underpinned by the Islamic values that inform both the ethos and vision of our school and is the means by which the school achieves its objective of educating children in the core knowledge, skills and understanding that they need to lead purposeful, fulfilling lives and become well educated and well-rounded British citizens. Stretching, exciting and stimulating lessons offering self-directed learning opportunities to all pupils including those with SEND, will expose them to the best that has been thought and said, helping to engender an appreciation of human creativity and achievement.

We set high expectations for our pupils, whom we desire will become confident, positive, articulate, responsible and highly achieving individuals who have a strong sense of identity and purpose; who are self-disciplined, morally upright, emotionally secure and spiritually intelligent; and who respectfully work with others from diverse backgrounds, for the common good.

The school’s broad and rich curriculum is rooted in the knowledge and skills that pupils need to take advantage of the opportunities, responsibilities and experiences of later life, to address social disadvantage. By describing what pupils will need to be able to know and do, it makes demarcated end points that it is building towards clear. It is planned and sequenced so that new knowledge and skills build on what has been taught before, towards those end points. The school curriculum reflects the school’s local context by addressing typical gaps in pupils’ knowledge and skills in English due to a large proportion of residents with EAL.


Curriculum Development

The Harmony Curriculum at Al-Noor Primary School

Indeed, in the creation of the heavens and the earth and the alternation of the night and the day are signs for those of understanding - Who remember Allāh while standing or sitting or [lying] on their sides and give thought to the creation of the heavens and the earth, [saying], "Our Lord, You did not create this aimlessly; exalted are You [above such a thing]; then protect us from the punishment of the Fire.” {Al-Qur’an, Surah Ali ‘Imran, 3:190-191}

The Harmony Curriculum at Al-Noor Primary School, is a thematic approach to the delivery of the school’s curriculum, which promotes the development of a deep and meaningful connection to God through reflection on natural phenomena.

Al-Noor Primary is a two-form entry maintained Muslim school. It has been built on the achievements of its predecessor, the Al-Noor Independent Primary, which closed in July 2023. The schools started work to develop a thematic and enquiry led approach to the school curriculum in 2019 when Ofsted published its latest inspection framework and emphasised the importance of a themed and cross-curricular approach to curricular to foster the brain’s neural networks and thus, to memorised knowledge and learning.

The school had been convinced of the merit of a themed curriculum for more than a decade and given the new impetus, set about creating one. It sought to more clearly link to the school’s ethos, children’s learning about the world and the development of their consciousness, autonomy, agency and faith.

Simultaneously, the approach was designed to give clearer purpose and ownership to pupil learning through an enquiry-based approach that developed the ability of children to ask questions and seek answers across the curriculum.

In so doing, it built upon the work of Richard Dunne, a former headteacher of a Church of England school, who developed an enquiry-based curriculum, based on seven themes, or ‘principles’, observable in the world around us: Geometry, Cycles, Interdependence, Oneness, Diversity, Adaptation and Health. These principles were first identified by HRH King Charles III in a book he wrote and published in 2010, itself titled Harmony, which was the initial source of Dunne’s inspiration.

Dunne’s curriculum focussed on the promotion of environmental sustainability, however the school found that it very easily lent itself to profoundly promoting faith. This is in line with the Qur’anic instruction to contemplate on the ‘signs’ or ‘ayaat’ that its Creator has purposefully embedded into every aspect of the natural world and the human condition, so that humankind ‘finds its way home’ to Him and recognises its duty to God and its debt of gratitude to Him.

The school found that the seven principles were frequently referred to throughout the Qur’an, in repeated commands to reflect, as such reflection leads to recognition of the author of the signs and Creator of the universe and humankind.

As the Qur’an also promotes responsible stewardship of the world, the school also retained the promotion of environmental sustainability. Islam teaches that the individual is charged with thoughtful consumption whilst sharing and protecting the resources that God, Allah, has blessed and tests humans through.

With these starting points, school staff set about reviewing curricular planning to promote pupil experiences of ‘moments of awe and wonder’ through the contemplation of each principle, through a question - or ‘enquiry driver’ - for each half term. After reviewing long term plans for every year group, medium term year group plans were devised to demonstrate how each principle and enquiry driver would be explored across a range of subjects, each half term. The National Curriculum was still delivered but value had been added beyond its basic prescription.

The focus on the principles allows children to examine more closely the world around them that they take for granted. Through reflection on the natural phenomena they observe, they develop a deep-rooted appreciation of its Creator and forge a devotion to Him that will, God willing, fuel them through their lives. For example, reflecting on the pandemic through this light, galvanises rather than depresses, as pupils acknowledge that its divine root has a wise and wider purpose beyond the immediate, narrow experience of human beings. This reflection forges a profound faith that motivates their aspirations and actions so that they leave a positive impact on the world and humanity in their wake.

The principles are summarised below.


Intricate patterns of beauty and precision abound in the natural world, evidencing a purposeful, loving and All-Powerful creator. They can be seen around us, within us, in forms beyond the solar system, in the depths of the oceans and in smallest particles. They can be seen in the mathematical patterns of circles and spirals and in the proportions of different living things.


All parts of the natural world are interconnected and need each other to function. Every element of an ecosystem has a fundamental role to play, effecting all other elements. It is necessary to look at systems and the natural world holistically because nothing works in isolation and everything is dependent on Allah for its primary cause and perpetuation.


A sub-set of Interdependence, cycles underpin the workings of Nature. Within these cycles, there are periods of growth and abundance, and there are times of decline and decay, of restoration and regeneration. At its most obvious, we see it in the cycle of day and night – a cycle that guides our routines and daily prayers. It is through cycles that Allah mercifully sustains human life.


When we observe the natural world, we can see that its beauty and sustainability lies in its diversity. Allah made diverse ‘nations and tribes that we may know one another’. Diversity builds resilience, enriches life and is a great blessing from Allah. The diversity of His creation evidences the astounding Creator that He is.


Another sub-set of Interdependence, adaptation ensures a sustaining match between living things and their environments. Adaptation is also about contextualising learning locally, valuing community and learning from the past and present to sustainably cater for human needs. Adaptation underscores the mercy, power and purpose of the Creator.


Good health is a great blessing that humans take for granted until they no longer have it, whether through chronic illness or old age. Allah that He instructs us to take advantage of good health before it ends. Immune systems, like all the innumerable biological systems that sustain life, emphasise the profound wisdom and mercy of the Creator. Health also reminds us of the need for balance in all aspects of our lives and the link between our individual health and the health of the world around us.


All of the Universe demonstrates the unique nature of its Creator, who built symmetry and unity into its very fabric. Life flourishes through unified communities, where each member knows it place and supports each other. Humans need to contemplate the natural world and the human condition to find their purpose and to secure peace and fulfilment through understanding their purpose and place within it.

Curriculum Overview

Subject Content

The EYFS Framework explains how and what your child will be learning to support their healthy development, our Reception classes curriculum is a topic based approach.

Your child will be learning skills, acquiring new knowledge and demonstrating their understanding through 7 areas of learning and development. Children should mostly develop the 3 prime areas first. These are:

▪ Communication and language;

▪ Physical development; and

▪ Personal, social and emotional development.

These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas will help them to develop skills in 4 specific areas. These are:

▪ Literacy;

▪ Mathematics;

▪ Understanding the world; and

▪ Expressive arts and design.

These 7 areas are used to plan your child’s learning and activities. The professionals teaching and supporting your child will make sure that the activities are suited to your child’s unique needs. This is a little bit like a curriculum in primary and secondary schools, but it's suitable for very young children, and it's designed to be really flexible so that staff can follow your child's unique needs and interests. Children in the EYFS learn by playing and exploring, being active, and through creative and critical thinking which takes place both indoors and outside.

Three characteristics of effective teaching and learning are:

▪ playing and exploring - children investigate and experience things, and ‘have a go’; ▪ active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and ▪ creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.

Phonics The programme of phonics used in KS1 and EYFS is Ruth Miskin RWI Phonics.
English The scheme of work used to deliver English is Wordsmith. 
Maths The scheme of work used to deliver Maths is Power Maths supplemented by White Rose Maths.
Science The scheme of work used to deliver Science is PlanBee.
Geography The scheme of work used to deliver Geography is PlanBee. Geographical enquiry; Skills to develop knowledge and understanding of places, patterns and processes; Environmental change and sustainable development.
History The scheme of work used to deliver History is PlanBee. Chronology, Range and depth of historical knowledge and understanding, Interpretations of history; Historical enquiry, organisation and communication.
Design & Technology The application of knowledge and understanding in using materials and components and developing ideas to plan processes to make and evaluate products.
Art & Design Exploring knowledge to develop understanding and ideas; Investigating and making art, craft and design; evaluating and developing work.
Computing The scheme of work used to deliver Computing is Switched on Computing. The computing curriculum is divided into three key areas, Digital Safety (DS), Information Technology (IT) and Computer Science (CS). 
PSCHE Promoting our children to live emotionally sound, healthy, independent lives, and to become informed active Muslim citizens.
Music/ Nasheed An in house bespoke programme of studies exploring and developing an understanding of instrumentation and elements of music/nasheed through learning tempo, pitch, dynamics, timbre, structure and applying to class nasheeds
Qur'an An in house bespoke programme of studies starting with Qaidah in EYFS and moving on to reading & tajweed, memorising, understanding of the Qur'an.
Islamic Studies An in house bespoke programme of studies exploring and developing understanding of Beliefs, Practices, Fiqh, Akhlaq, Seerah, stories of the Prophets and the Companions, developing character and the heart.
Arabic An in house bespoke programme of studies covering speaking and listening, reading comprehension and writing.

Further information regarding your child's learning and the curriculum can be discussed with the class teacher. 

Click on the links below to look at the curriculum for each year group.​​​​​​

Class Curriculum Maps

Please see the attachments below to view classes half term curriculum content schemata.