Curriculum

Our curriculum is meticulously crafted to cultivate critical thinking, curiosity, and a passion for learning among all students, irrespective of their backgrounds, talents, and requirements. It serves as a gateway to opportunities and a rewarding, prosperous life, not only in modern Bangladesh but also beyond.

With a focus on academic excellence, our curriculum is comprehensive and well-rounded. We prioritize proficiency in Literacy, Numeracy, Languages, Humanities, and Science. It is structured to be both cohesive and progressive, recognizing the pivotal role of knowledge acquisition.

Our curriculum aims to:

  • Transform the educational achievement of our young people.
  • Deliver a knowledge-rich curriculum with rigour and high expectations in order to maximise academic outcomes for pupils and prepare them successfully for their future destinations.
  • Mold pupils into active Bangladeshi citizens, with a sense of responsibility for their actions.
  • Encourage pupils’ social participation within their community.
  • Promote the development and nurturing of young leaders.
  • Give pupils a practical and more successful understanding of their rights and responsibilities in society.
  • Allow pupils to develop their individuality and creativity.
  • Promote the physical and mental development of pupils.
  • Empower pupils with the necessary skills and abilities to play a full and inclusive role within society, consistent and comfortable with their beliefs and principles.
  • Fulfill trust and statutory requirements.
  • Support the mission, vision and values of the trust and its establishments

The Emerald Curriculum Offer

The curriculum will bring to life the following three golden threads to help realise our vision: nurturing today’s young people, inspiring tomorrow’s leaders:

Educational Excellence • Character Development • Service to Communities

The three individual elements of learning contribute to the education of the whole child. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school.

Element 1: Educational Excellence.

The curriculum will be knowledge-rich and subject content will largely be driven by the British National Curriculum and by specifications of the Cambridge Curriculum. The school believes that every pupil can benefit from an ambitious, rich and deep, academic curriculum that is supplemented by vocational courses to provide a breadth of experience. The school will also provide opportunities for learning in performance and creative arts – including iMedia, drama and/or art. Furthermore, students should also have teaching related to technical learning – including subjects such as computer science. Element 1 will be delivered mainly through the formal taught curriculum.

Element 2: Character Development  

Concurrently with the core academic curriculum, students will participate in a programme of leadership development organised around EISD five leadership foundations of sport, creativity, performing arts, enterprise and careers, charity and social action. 

The leadership specialism will help pupils develop key personal skills and aptitudes, including oral communication, personal effectiveness, entrepreneurship, self-actualisation, problem-solving and enhanced emotional intelligence. Through a focused and integrated approach to arts, culture and tradition, pupils will benefit from deep learning through direct experiences, visual displays, handling artifacts, live performances, cultural exchanges and outside visits. These extracurricular dimensions of learning will be at the heart of the school.  Character Development will mainly be delivered through the PSHE curriculum including extra-curricular activities linked to each subject and through pupils’ independent studies in their own time.

Element 3: Service to Communities

Enter to Learn. Leave to Serve. The curriculum for this element is linked to leadership foundation of EISD and will be structured to help the development of social enterprise, volunteering and service to communities. Pupils will acquire, through a range of individualised programmes, insights into social education and experiential community activities; with ‘hands-on’ and participative learning at the fore. For example, senior pupils may have the opportunity to undertake an extended placement working for a charity or for another community organisation.  As this element is based on pupil voluntary work, there will only be limited taught time in school. All pupils on IGSCE path will aim to undertake 50 hours of voluntary work a year. Pupils’ efforts will be rewarded through the GEMS Diploma.

Academics

Primary

Our Primary school follows the Early Years Foundation Stage programme, followed by the National Curriculum for England. The broad, balanced, rich and varied curriculum is flexible and responsive to each child’s wider needs. A strong emphasis on honesty, pride and integrity is tied in with the GEMS values.

With personalised teaching and learning practices, our students grow into well-rounded, happy and responsible people, ready for an easy transition to the demands of the secondary curriculum.

MIDDLE YEARS

The Middle Years, including Grade 6,7 & 8, help to ensure successful transitions from Primary to Secondary. The programme is delivered through a thematic curriculum which offers inspirational learning experiences through cross-curricular projects, cross-phase learning and a challenging Mastery Approach. Meaningful links are made to the real world and students are encouraged to be independent learners and confident problem solvers. The Middle Years embrace student voice and support learners to become resilient, articulate and reflective global citizens as they move on to Key Stage 4.

SECONDARY YEARS

Our Secondary school gives students a supportive, yet challenging learning environment, helping them acquire lifelong skills.The curriculum is designed to ensure that all students experience a broad, balanced, and clearly structured learning environment, building on the foundations laid in the Middle Year. Students are prepared for the internationally recognised IGCSE through exciting, application-based classroom teaching and learning.

Key Stage 4

Grade 9 is the first year of Key Stage 4. The Grade 9 curriculum is broad, balanced, and largely based on the National Curriculum of England, adapted to suit the needs of our body of students. The subjects studied in Year 9 are:

· Qur’an – Reading and Memorisation
· Islamiyat / Religious Studies
· Arabic
· Literacy
· Numeracy
· Physics
· Biology
· Chemistry
· ICT
· Entrepreneurship
· Business Studies
· Economics
· Accountancy
· Emerald Character Development Programme
· Physical Education
· Extra-curricular Activities

The Middle Years programme and the Grade 9 curriculum lay a strong foundation for the International General Certificate of Secondary Education (IGCSE) programme in Grade 10 & 11. IGCSE is an established international programme, which empowers students with fundamental skills and knowledge in a wide range of subjects, instilling intellectual curiosity and promoting intercultural understanding.

CHARACTER DEVELOPMENT PROGRAMME

Helping Students Develop Strong Character From Early Age

Integrity, emotional security, self-discipline, determination, and initiative are just some of the necessary skills students need to succeed both in and out of school. Unfortunately, many students aren’t developing them today. By putting students first and exposing them to student-centred learning, we nurture the pupils to become instinctively motivated and solution driven individuals through the Character Development Program.

Our Character Development Program is under-pinned by a simple concept-
Since leadership and character building go hand-in-hand, we teach students the art of self-leadership. Our program is designed to instill the three interdependent Emerald Leadership Virtues of Performance Leadership, Moral Leadership, and Civic Leadership – virtues that together ensure our students not only ‘do their best’ but ‘do the right thing’ and play a full role in society.

Our Character Development Programme is organized around Emerald’s five leadership foundations of sport, creativity, performing arts, enterprise and careers, charity and social action.

Entrepreneurship Programme

Focuses on building the qualities of innovation, self-discipline, and resourcefulness in our students. We progressively impart key knowledge, assist in understanding the process and skills, and encourage students to find their own Business Model. They create their own business plan, then put it into action and showcase their products or services ready for the wider market.

The Physical Education (PE) Programme

The Physical Education (PE) Programme aims to develop students’ motor skills, techniques, and competency so that they can excel in a broad range of physical activities. We ensure that students are physically active for sustained periods of time. Students engage in competitive sports and activities throughout the school year. They also understand and appreciate the benefit of physical activity and sport for health, fitness and well-being. Our Physical Education Section offers more insight into how we incorporate Character Development into the children’s physical endeavours.

Leadership and Personality Development

The Emerald Personal, Social, Health, Economic (PSHE) education and Leadership Development program aims to produce well-rounded individuals with a strong moral compass who are exemplary contributors to their societies. The eight strands of the programs are: Purification of the Heart, Islamic Ethics, Leadership Lessons of the Prophet (SAW), Emotional Intelligence, Mental Wellbeing, Physical Wellbeing, Money Matters and Life Skills.

Behavioral and Discipline Management

The Behaviour for Learning policy underpins the expectations of all our pupils within the school and when engaging in external activities. The policy exists to provide a framework for supporting the aims of Emerald and ensuring the happiness and learning of every individual in our community. It details our strategies for managing behaviour effectively and consequently contributes to ongoing character development and improved learning which enables success in the core purpose – achieving excellence for all our students.

Bootcamp

Bootcamp is one of the most effective outdoor education programs, channeling the effort to help students engage in experiential learning, honing their physical and mental abilities. It is an outdoor excursion event where students will be taken to a different location every year to get out of their comfort zones, explore, learn, develop themselves, participate in fear removal activities and have a fun-filled memorable experience, bonding with their teachers and peers.

Social Theme

Our Social Theme Concept is the main pillar of our Character Development Program. This is aligned with our vision of “Educating for Social Responsibility”. Students are introduced to various social problems and issues that occur around the world. The main objective is for them to brainstorm solutions to bring social change in society and in the mindset of people.

100 Heroes of Islam

This program presents a glimpse into the lives of some of the greatest heroes and role models of Islam. It teaches them the discipline, resilience, and persistence of great people, who are closer to them geographically and culturally, making them more relatable for the children. It aims to increase the students’ sense of belonging and awareness of their own potential to succeed.

FINE ARTS

Art, craft and design embody some of the highest forms of human creativity. A high-quality art education will engage, inspire and challenge every pupil with inclusivity and originality. It equips pupils with the knowledge, skills and experience to recreate, experiment and invent their own interpretation of visual literacy.

The study of art:
· Offers students immersive sensory experiences to creatively engage with materials, techniques, and processes.
· Develops proficiency in drawing, painting, sculpture, printing, digital art, and mixed media.
· Encourages deep dives into cultural, historical, and contextual inquiries, fostering personal perspectives and worldly appreciation.
· Nurtures essential life skills such as knowledge application, problem-solving, communication, and time management, fostering resilience and independence through self-reflection.
· Enhances pathways to careers in architecture, product design, and engineering

Operating at three levels, the whole-school curriculum addresses students’ academic, personal, and social development, aiming for intellectual, personal, and social maturity. Three guiding elements shape the art and design curriculum:

Educational Excellence: Art and design enrich the curriculum, offering students the freedom to explore and express themselves through personal and meaningful creations. Creative art specialists contribute their passion, knowledge, and experience to enhance the learning journey.

Character Development: There are several opportunities for students to develop character and leadership within arts and culture. Many classroom activities promote the growth of emotional intelligence whilst extra-curricular activities encourage pupils to discover their own interests and specialisms with art and design. Professional workshops, visits to galleries and entries into local and national competitions are just some of the opportunities that are offered to pupils.

Service to Communities: Art, craft, and design inspire students to consider the needs of others and build curiosity to engage with the world around them. Awareness of local community initiatives provides volunteering opportunities linked to the arts and culture, empowering students to contribute to their communities through visual arts.

Performing Arts

The school’s Performing Arts curriculum gives students the opportunity to engage in creative self-expression through Drama.
Performing Arts can have a profoundly positive impact on pupi’s’ emotional well-being, offering them a respite from the rigors of academia, while still encouraging them to develop vital soft skills.
Through Performing Arts, pupils are encouraged to connect with their audience, inspiring them to feel and challenging them to think. They also become well-versed in conveying their messages through verbal and non-verbal communication, while considering how their work can be perceived from a variety of different perspectives. All of these skills are vital to becoming an effective and respected leader.

Modern Foreign Languages

As a school we want the highest of the standards for our young learners. We offer Arabic, alongside the mandatory Bangla and English. There is a strong emphasis on the importance of studying a modern foreign language as this reinforces to the youth that their aspirations are far reaching and worldwide and that studying other languages, cultures, beliefs and practices helps to promote cohesion and tolerance in our society.

Our MFL Vision

The exploration of languages serves as a gateway to endless opportunities, expanding students’ perspectives and fostering a profound appreciation for cultural diversity. We strive to instill in all our students a deep understanding of how language connects individuals across different cultures globally. Through our language program, we empower students to broaden their horizons, engage in meaningful conversations with people from diverse backgrounds, immerse themselves in world cultures, and enhance their economic potential by establishing a strong foundation in language acquisition.

Physical Education (PE)

The school’s Physical Education programme encourages all students to participate in sports for the benefit of their physical and mental health, and aims to provide a wide variety of activities to appeal to everyone. PE improves students’ physical fitness, flexibility, dexterity and endurance and educates them about the importance of health and well-being. Children are encouraged to work hard to develop their skills, which in turn helps to build their self-confidence as they become more adept at different types of sport.

Our P.E Vision

Physical education (PE) ignites a passion for achievement and excellence in competitive sports and physically demanding pursuits among all students. It fosters physical confidence, promoting overall health and fitness while instilling values such as fairness and respect through participation in sports and activities. Students acquire valuable skills and knowledge that empower them to make informed decisions for a healthy, active lifestyle.

PE serves as a gateway to the world of sports and physical activity, enriching students’ understanding of cultural traditions associated with athleticism. Without exposure to the language of sports and physical activity, students miss out on a vital aspect of communal life. Engaging in physical activities not only enhances overall well-being but also enriches life beyond simply living longer.

High-quality PE is essential, providing students with:
· skills, knowledge and meaningful life experiences
· self-esteem and self-concept
· self-efficacy and team/group efficacy
· personal and social responsibility
· respect for self and respect for others
· ability to work cooperatively with others to improve individual and team/group performance
· opportunities to participate in multiple season programs
· opportunities to serve others in the local community and the broader world
· overall wellness

Participants in Emerald Activities and Athletics are:
· Ambassadors of our community and our school
· Masters of Craft: Arts, Academics, Activities or Athletics
· Standard bearers of Respect: Sportsmanship and Fair Play

The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every pupil. Intellectual, personal and social maturity will be the goal of these structured layers of learning at the school. There are three guiding elements which are brought to life in the P.E curriculum:

Educational Excellence: P.E. enhances the curriculum by offering a diverse range of knowledge and skills, complementing other subjects. They also gain valuable insight into leading active and healthy lifestyles, fostering habits for lifelong well-being. P.E. Teachers prioritise building competence and confidence, supported by the three pillars of progression: rules, strategies, tactics, and healthy participation.

Character Development: Within each lesson and through extracurricular activities such as afterschool enrichment, in-house sports competitions, and external inter-school contests, students have ample opportunities to cultivate character traits and leadership skills. Additionally, P.E. proficiency correlates with motivation and promotes social and emotional development, nurturing a foundation for a healthy and fulfilling lifestyle.

Service to Communities: P.E. serves as an entry point into the realm of sports and physical activity, celebrating the traditions and cultural significance associated with athleticism. Through enthusiastic participation in competitive sports, students engage with local charity organizations and faith centers, gaining insights into the challenges faced by members of their community. By connecting students with local sporting opportunities and support services, we empower them to make meaningful contributions to their communities through volunteering at sports clubs and faith centres.

Religious Studies (R.S)

Emerald school’s Religious Studies curriculum is underpinned by the following key principles:
· Subject knowledge and terminology that is carefully sequenced allowing students to develop a wide world view in a timely and age sensitive way.
· Critical thinking skills that are carefully planned to engender opportunities for philosophical thought, reflection, collaboration, and decision making, which get richer and deeper over time.
· A safe environment led by subject specialists, where contemporary and contentious issues are explored at an age-appropriate level and in a faith sensitive way.
· Personal and cultural development opportunities that explore self-identity and build religious literacy which goes beyond the classroom. The hope in the long run is that it will lead to better understanding between communities, lessening friction, intolerance and social unrest.

Our R.S Vision

In Religious Studies (R.S), students enter into a rich discourse about the religious and non-religious traditions that have shaped Bangladesh and the world. R.S enables students to take their place within a diverse, multi-religious, and multi-secular society. At its best, it is intellectually challenging and personally enriching. It affords students both the opportunity to see religion and non-religion in the world, and the opportunity to make sense of their own place in that world. The evolution of society’s religious and non-religious landscape highlights that it is all the more important for students to build up accurate knowledge of the complexity and diversity of global religion and non-religion. It supports spiritual, moral, social, and cultural development of pupils. It considers students’ recognition of different people’s values, feelings, faith, and ways of living, and contributes to personal development. Religious education plays a key role in promoting social cohesion and the virtues of respect and empathy, which are important in our diverse society.

The whole-school curriculum operates at three levels and addresses pupils’ academic, personal and social development. The three individual elements of learning provide a different component to the education of every student. Intellectual, personal, and social maturity will be the goal of these structured layers of learning at the school. There are three guiding elements which are brought to life in the R.S curriculum:

Educational excellence: RS teachers ensure a clear connection between the ‘ways of knowing’ that pupils learn, the ‘personal knowledge’ that pupils develop through the curriculum, and the substantive content, and concepts on which both depend.

Character development: RS affords pupils both the opportunity to see the religion and non-religion in the world, and the opportunity to make sense of their own place in that world.

Service to communities: Students build up accurate knowledge about the complexity and diversity of global religion and non-religion. This provides pupils with many of the ingredients for cultural and civic competencies.