Our Aim is to provide our students with:
- A high level of academic and moral education,
- A safe and secure learning environment in which all members of the school community can achieve to their fullest.
- A broad and balanced curriculum, which enables all students to acquire understanding, curiosity, a desire for learning as well as knowledge and skills in all areas.
- Learning experiences, which challenge, build self-esteem and confidence and so enable our pupils to take up their roles and responsibilities as adults and citizens of society.
- To aid the spiritual and moral development of the students so they can live more fulfilling and contented lives and to give a practical understanding of their rights and responsibilities.
- The ability to be knowledgeable and confident about their faith and their position as British Muslims, who will make a positive contribution to the communities in which they live and society.
The Curriculum consists of all that the School consciously offers by formal or informal means. It is the medium through which the School’s aim and objectives are pursued. All that is presented as the Curriculum must seek to promote the development of the individual in Islamic values and as a member of the society.
The highest priority is given to the achievement of excellence that education extends beyond the ‘purely academic’ and students develop real moral values and practice etiquette’s in their daily lives.
- To recognise the individual needs and talents of each pupil and to facilitate development of their intellectual, moral, physical, social, spiritual and creative capacities;
- To provide a programme of learning activities which will increase knowledge, understanding and develop skills and attitudes of the pupils in accordance with the aims of the School.
- To prepare pupils for the world of work and lifelong learning.
- To cater for the needs of all its pupils of different ages, backgrounds and cultures.
- To ensure that each pupil develops self-esteem and confidence.
- To ensure a coherent progression from one educational stage to the next through a continuous learning programme.
- To offer each pupil the breadth, balance and relevance of education to which every child is entitled,
- To ensure that the curriculum fosters, in all, the fundamental British Values of democracy, rule of law, freedom, tolerance, respect, liberty and equality.
Communication, Mathematical and Scientific Skills
Communication skills will be enhanced by English Language and Literature courses up to GCSE including the provision of Arabic up to GCSE and A Level. All subjects will support learners to have excellent speaking and listening skills.
Numerical and mathematical skills are a critical aspect of the curriculum. This will be provided through Mathematics up to GCSE and A-Level. Mathematical skills will also have a focus on the application of Mathematics in everyday life and functional skills as part of revisions to the new curricula. Numeracy will also be developed across the curriculum as a core skill that enhances employability and supports attainment.
Science will be taught up to GCSE and A-Level. There will be an emphasis placed on greater depth of knowledge and understanding in Science, the history of scientific thought and the application of science in everyday life. Aspects of the Sex and Relationship Education will be offered through the Science curriculum.
Humanities, faith and relationships education
The History and Citizenship provision will underpin the School’s drive to develop exemplary citizens who hold an appreciative understanding of British history, promote fundamental British values, and challenge all forms of discrimination and extremism.
At Key Stage 3, all learners will have separate specialist teaching of History, Religious Education and Active Citizenship.
The teaching of History in years 7 and 8 will allow students to undertake an understanding of British History.
The Active Citizenship curriculum includes Government and democracy. It also covers issues of tolerance and diversity, British values, respect for the law, crime and punishment, environment, volunteering, helping the needy. This has involved supporting the local food bank. These issues are also covered in assemblies.
Religious Education up to GCSE level and beyond will include an understanding of the beliefs and practices of major world faiths, such as Islam, Judaism, Christianity, Buddhism and Hinduism, as well as understanding the nature of faith itself and respecting those of all faiths and none.
As all subjects within the curriculum contribute to developing students spiritually, morally, socially and culturally there will be occasions when spontaneous enquiries made by students on religious matters arise in other areas of the curriculum.
Technological and creative education
Skills in Information and Communication Technology will be taught primarily through discreet teaching of ICT KS3.
Aesthetic and creative education will be provided through ICT and Art lessons.
The health and well-being of students will be encouraged through the provision of physical and sports education for all students.
Careers guidance, work-related learning and enterprise skills
Information, advice and guidance is delivered through careers days where careers such as dentistry, medicine, teaching, Police and Fire Service are represented giving advice and guidance on next steps into these careers. There is also a programme of visiting speakers. We also when possible promote visits to places of work and business enterprise activities within school. These activities are for all pupils.
Rida has a firm commitment that learning in each curriculum area should not just be about delivering a scheme of work or programme of study to achieve outstanding examination results, but should also be about students enjoying learning and developing creativity within that subject.
All pupils participate in a Sports Day, fundraising events and charity work is done through their work with the local food bank.
Educational visits enrich the curriculum, and are related to each subject area.
Enrichment partnership working includes working with local schools on building bridges in the community.
Clubs and enrichment activities vary from term to term, but a full updated list can be found on the website. Enrichment activities are developed to enhance all curriculum areas.
Assemblies/Tutorial and Media/PSHE/Living Islam
All students have to attend and participate in assemblies, which focus on character developing, awareness of the world in which they live and knowledge needed for life and work. Assembly is conducted on Friday. Monday to Thursday all years are given PSHE tutorial sessions – social, spiritual and moral, ethical and environmental issues are covered. Friday all years are given a ‘Living Islam’ tutorial session – topics are based on Hadith.
One tutorial session a week covers ‘Media’ – both from teachers and students choose and discuss news of interest that appear in the Media.
Delivering the Curriculum
Subject specialist teachers are employed to teach throughout from year 7 to year 11. Students are taught in mixed ability groups and with work being differentiated to cater for all abilities. More able pupils have the opportunity to be entered for GCSE examinations earlier than Year 11 allowing them to concentrate on fewer subjects in their final year. After school and Sunday booster classes are available prior to GCSE final exams.
National Strategies and Schemes of Work
All common core subjects are taught as set out in the Programmes of Study using the National Curriculum and the National Literacy and Numeracy Strategies in Key Stage 3. At Key Stage 4, all subjects are taught to GCSE syllabuses, same for A-Level. A number of children will be given the opportunity to take vocational pathways if they wish to do so. This can be entered in their portfolio alongside GCSE subjects.
Homework which may take many forms, including that of continuing class work or projects and assignments, will be set on a regular basis – and must be carefully and thoroughly done and handed in on time. The recording of homework by students is monitored regularly by Form Tutors and Senior Staff and by means of a student planner. Parents are requested to check, communicate and sign the homework diaries on a weekly basis.
Equally, students must be ready to undertake extra homework, if it is appropriate to a particular stage of a subject. The support of parents in ensuring that homework is conscientiously done in appropriate surroundings is much appreciated. The ability to study independently becomes increasingly important, as student’s progress through the school and good habits established at an early age is a foundation for good self-discipline in later life.
School Reports and Assessments
At the end of the first term, an Interim Report highlighting achievement, areas of progress and development are reported. At the end of the second term, a report highlighting mid-year exam results is issued. During the third (summer term,) a full academic report and assessment of each student will be given to parents. Parents will also be invited to parents evening to discuss their child’s progress with subject teachers. Pupil’s attainment level in each subject is updated after conducting unit tests, half-yearly and end of year exams in the School Database.
In Year 10, students will undergo a two-week work experience programme. Placements will be organised in areas of students’ career interest. By establishing a good relationship with our work experience providers, we will obtain valuable feedback on each placement from employers. Their suggestions and advice will be valued and ideas taken on board when planning for the next cohort. Students will be sent on work placement in June/July.
We actively encourage all our students to go on to complete A’ Levels at to allow them to achieve the best at University or take up Vocational courses. We regularly give careers advice, call careers advisors to address and work with the students and take them on local and regional careers events.
With the highest level of modesty and morality in mind, Sex Education is taught as modules through PSHE, R.E and Science programme of study from Year 7 – 11. An Islamic perspective will form the basis of the content of such modules. Advice will be taken from qualified Islamic Scholars.
Daily Collective Worship
As part of PSHCE, collective worship is conducted at the weekly assemblies focusing on improving their morals and character, discussing current affairs and guiding students how to deal with recent events, studying stories of the Prophets, Seerat (biography) of Prophet Muhammed (PBUH) and Stories of the Companions and short PSCHE sessions each morning concerned with the nurturing and development of the student.
Prayer times (Salaat) are integrated within the school timetable.
Diversity is what makes Rida Boys’ High School special. We are an expanding school and have students of various nationalities. Most of our students are local or from neighbouring communities. The majority of our students speak more than one language. They bring a wealth of experience and culture to the school that enriches the education of all our students.
At Rida Boys’ High School we believe in providing an education for students of all ethnic backgrounds and students are not discriminated against because of their ability. We believe that all children have a right to learn. Rida Boys’ High School is not a selective school but open to all, and parents make an informed choice to have their children educated here.
Broad Guidelines for Implementation
- By carrying out a continuous review of the curriculum.
- By considering carefully, and acting upon when appropriate, the views of all persons and agencies having a legitimate interest in the work of the School.
- By employing Staff with the appropriate abilities to plan and deliver the curriculum.
- By providing, within the constraints to which the School is subjected, the appropriate resources to meet the curricular needs of the pupils.
- By involving the pupils in the learning process whenever possible.
- By presenting tasks specific to the pupil’s abilities and needs.
- By presenting tasks, which enable each pupil to succeed and progress to higher levels of achievement
- By carrying out appropriate procedure for the assessment, monitoring, and recording of pupils’ achievements.
- By providing all staff with the opportunities to receive such training as may be necessary to implement changes in the curriculum.
- By providing all staff opportunities to participate in Islamic INSETS and to enable them to deliver the curriculum according to the ethos of the School.
- By developing procedure to ensure that progression and transfer from one institution to another is smooth and trouble-free.