Curriculum Policy

This policy outlines the principles and procedures through which EISB designs, implements, monitors, and evaluates its curriculum. It ensures that learning is ambitious, coherent, inclusive, and globally relevant, providing all pupils with the knowledge, skills, and cultural capital they need to succeed in school, further education, and life beyond.

It applies to all key stages (Early Years, Primary, Secondary, and Sixth Form where applicable) and includes provisions for pupils with Special Educational Needs and Disabilities (SEND) and those for whom English is an Additional Language (EAL).

At EISB, our curriculum is designed to:

• Be ambitious for all pupils, regardless of background or starting point.
• Provide pupils with the knowledge, skills, and cultural capital needed to thrive in a rapidly changing global society.
• Define clear end points for each subject—what pupils should know, understand, and be able to do at each key stage.
• Maintain a broad and balanced curriculum, combining academic, artistic, physical, and creative disciplines.
• Reflect local Iraqi and international contexts, celebrating culture, history, and diversity while developing global awareness.

• Each subject will have a scheme of work or long-term plan showing logical progression across year groups.
• Learning builds cumulatively on prior knowledge, ensuring that pupils know more and remember more over time.
• Foundational skills (literacy, numeracy, digital competence, and communication) are embedded across the curriculum.
• Transitions between phases (Early Years → Primary → Secondary) are carefully managed to ensure continuity and progression.

• Teachers deliver the curriculum using schemes of work, lesson plans, and assessment frameworks aligned with curriculum intent.
• Differentiation ensures access for all learners, including SEND, EAL, and high-achieving pupils.
• Assessment (formative and summative) identifies misconceptions, informs planning, and supports feedback for improvement.
• Enrichment activities—such as educational trips, guest speakers, service learning, and clubs—extend learning beyond the classroom.

• Subject Heads of Department, supported by Senior Leaders, regularly review implementation through lesson observations, book scrutiny, and pupil voice.
• Annual deep dives assess curriculum coherence, sequencing, and outcomes.
• Achievement data, including for SEND and EAL pupils, is analysed to inform intervention and improvement.
• Evaluation focuses on whether pupils remember more, can do more, and understand more as evidence of impact.

• The curriculum promotes equity, diversity, and respect, ensuring that no pupil is disadvantaged due to background, gender, or ability.
• Pupils with SEND receive tailored support through quality-first teaching and additional provision as outlined in the SEND Policy.
• The curriculum promotes the British values of respect, democracy, rule of law, individual liberty, and tolerance—adapted appropriately to Iraq's cultural context.

• The Early Years Foundation Stage (EYFS) curriculum establishes the foundations for later learning through the seven areas of development (or their local equivalent).
• Priority is given to early reading, vocabulary, communication, and personal, social, and emotional development.
• Clear curriculum mapping ensures continuity into Key Stage 1.

• The School provides suitable resources, technology, and learning environments to support the curriculum.
• Continuous Professional Development (CPD) enables teachers and leaders to strengthen their understanding of curriculum design, pedagogy, assessment, and inclusion.

• This policy will be reviewed annually or sooner if required by changes in regulation, curriculum structure, or educational best practice.
• Significant curriculum changes must be approved by the SLT and Board of Governors, and communicated clearly to staff, pupils, and parents.

• Curriculum policies, maps, and end-point objectives are made available to staff, governors, parents, and pupils.
• Parents receive termly or half-termly curriculum overviews outlining key learning content and assessment approaches.

Safeguarding and personal development are embedded throughout the curriculum. Pupils are taught about:

• Online safety, mental health, and personal well-being.
• Staying safe in the community and managing relationships responsibly.
• Respecting others and understanding the importance of consent, empathy, and integrity.

The curriculum is delivered in line with the School's Safeguarding and Behaviour Policies.