Learning at Nün Academy is rigorous, engaging and joyful. Students engage on a daily basis in meaningful work that requires problem-solving, personal reflection and critical thinking.
In Lower Primary, our base group teachers are highly skilled, native speakers who provide an immersive language learning experience for our students using a thematic approach that integrates language, science, Islamic studies, social studies and social-emotional Learning.
Subjects taught in the classroom such as Arabic, English and maths are further enriched by specialized instruction in music, art and PE. Through rich core and co-curricular programmes, our students develop the agency to impact their world as conscientious global citizens, leaders and creative thinkers with a strong grounding in their own values and heritage.
In addition to strong academic programs, Nün Academy nurtures a positive and caring school community where every child feels a great sense of belonging and contribution. Our passionate and dedicated educators promote the social, emotional and academic growth of our primary students, balancing the needs of each child within our community.
Our mission at Nün Academy is to ensure that our students see themselves as essential members of our school and community so that they develop a strong sense of themselves as lifelong learners and leaders who will make a lasting and positive impact on their world.
Lower Primary Arabic Language
Our curriculum is based on “Arabi 21” standards and performance indicators that measure the development of the language and give the students skills to expand their knowledge of the world. We teach the language through specific units and literary arts that help students discover and develop their skills. They acquire the language by immersion in Arabic stories, songs and chants, games and role play.
These activities earn them a treasury of words that will enable them to speak standard Arabic fluently and gradually acquire reading and writing skills through engaging activities that they perform in the learning corners. Students learn to read by practising reading, mastering sight words and content vocabulary as they read text appropriate for their individual level.
In the same way, students learn to write by writing. Through activities in the writing corner and writing workshops, students practise creativity composition, grammar, spelling and punctuation. They write across a variety of genres, including creative fiction, informational texts and opinion writing, presenting projects to a variety of audiences.
Lower Primary English Language
At Nün Academy, reading instruction is explicit, sequential and systematic. In Years 1 – 3, students begin to read and write, building on the language experience foundation begun in Early Years, where the focus is on speaking and listening.
ReadWriteInc is a multisensory programme that includes visual, auditory and kinesthetic pathways to enhance language and literacy learning. This ‘synthetic phonics’ approach sees children learning sounds to be able to read and write words. They can then turn these words into sentences and stories.
Literacy And Language
Once children are secure with basic reading skills, their focus shifts from ‘learning to read’ to ‘reading to learn.Literacy and Language develops reading comprehension and writing composition while also working on grammatical knowledge, vocabulary development, critical thinking and spoken language.
Lower Primary Mathematics
Lower Primary students learn math through a whole-class, mastery approach that promotes depth of knowledge and multiple problem-solving strategies. To achieve this, we have adopted Maths No Problem, a comprehensive programme developed in Singapore and aligned with the English national curriculum for mathematics and uses an approach developed in Singapore. Based on decades of research, this approach has been proven to raise maths results and has helped Singapore maintain its place at the top of global education rankings for mathematics.
Maths No Problem develops understanding in each lesson using the CPA approach (concrete, pictorial, abstract). Using concrete materials such as counters, place value discs and number lines, teachers support the students to understand the concepts before moving away from using the materials to working first with pictorial representations and then in abstract symbols and problems. Pupils that quickly grasp a concept deepen their understanding with rich and sophisticated problems within the topic. Those children who need additional support can consolidate their knowledge before moving on.
Mathematics is taught bilingually from Years 1 to 3, with both the Arabic and English teacher working together to deliver the content to students. Although maths textbooks and workbooks are in English, students are taught important mathematical vocabulary terms in English and Arabic. From Years 4 to 6, mathematics is taught solely in English.
Lower Primary Themes
In the name of Allah, the Most Gracious, the Most Merciful: “And I did not create the jinn and mankind except to worship Me.” Surah Al- Dhariyat (65)
The purpose of the religion of Islam is to achieve pure slavery to Allah that is not limited to the performance of the statutes of worship. It goes beyond that to include one’s lifestyle, values, beliefs and relationship with one’s surroundings, committed to Allah’s law applied to the words of Allah Almighty, ” The true religion with Allah is Islam” Surah Al Imran (19)
The study of Islam includes the relationship of man with his Creator, his family, and his community and himself; its teaching is a guarantee for the good of individuals and societies. A ubiquitous social media landscape coupled with the overabundance of information has a growing impact on our culture and Islamic values and may negatively affect the behaviour of the emerging generation. Therefore, our Islamic education curriculum addresses the needs of 21st-century students by introducing emerging issues in current events in the context of our faith, our environment and the local culture in the Kingdom. Going beyond mere knowledge, our students will apply what they learn to a life based on Islamic values. They will practice the skills needed to be committed to the values of their faith, open to others, compassionate, proud of their identity, aware of their responsibility and loyal to their country by preserving it and participating in its construction and renaissance.
Incorporating Islamic studies, social studies and science, our curriculum emphasises inquiry and motivates our students to be independent learners and conscientious, compassionate and responsible citizens of the world.
At this stage, students memorize short surahs, dua’a , listen to the stories of the prophets, learn about aspects of the biography of the Prophet, peace and blessings be upon him, and chant Islamic songs and chants because Islam is a way of life.
The curriculum of Islamic studies is taught within a thematic approach that integrates Islamic studies, social studies and science. For example, when studying the unit of the blessings of Allah, Year 1 students enumerate the blessings of Allah that he has bestowed upon us, such as plants, animals and other creatures that Allah Almighty created to serve man. Continuing their inquiry, they will also study the characteristics of those animals and plants and investigate the geographical and climatic information of their habitat.
Lower Primary Specialist Classes
At Nün Academy, we follow the Cambridge Primary Art & Design curriculum, enabling our students to express themselves whilst experiencing, making, and reflecting on art. The art curriculum includes a comprehensive study of art history and art from different cultures. As students progress through school, they will experience a wide range of skills, tools, techniques and media.
Art students develop their confidence, improve their technical skills and gain artistic independence. They experiment, take creative risks and embrace a growth mindset. As they explore the limitless possibilities that art can offer, learners begin to develop as artistic thinkers and practitioners. They welcome challenges, generate and communicate ideas and review and refine their work...
At Nün Academy, we follow the Cambridge Primary Music framework, where our learners cultivate a joy of music through participating in meaningful and enjoyable experiences and develop the knowledge, skills and attitudes necessary to contribute as musicians. Our musicians collaborate with others in purposeful and expressive ways by singing and playing instruments and nurturing their individual and collective creativity, exploring and making unique, relevant, and valuable music.
Music fosters creativity and builds confidence. It helps learners to express themselves and shows them the importance of communication as they learn to connect with other musicians and with audiences. Learners explore music as performers, composers and informed listeners. They make, understand and appreciate music from different cultures, times and places, helping them to develop leadership and collaboration skills as well as self-confidence.
Cambridge Primary Music’s flexible and comprehensive curriculum serves as a structure for teaching and learning and a reference to measure musical skills. Our music teachers introduce music classes following two strands, Making Music and Making Sense of Music, using approaches like the Orff Schulwerk and the Kodaly approach to teaching children to read rhythm and melody. They provide a variety of carefully planned, engaging activities in each lesson. Our students perform through singing, music technology and playing musical instruments of any kind (as well as found objects).
Stages 1 and 2
Contributing to performances with mostly accurate timing and awareness of pulse and melodic shape.
Stages 3 and 4
Contributing to performances with mostly accurate timing and with increasingly accurate tuning, control and expression.
Stages 5 and 6
Performing with increasing confidence, expression, skill and level of musicality and making adjustments to own performance in response to others.
Making Sense of Music
Stages 1 and 2
Listening and responding to music through asking and answering questions and making sounds and movement.
Stages 3 and 4
Listening and responding to music, beginning to use technical language accurately to describe features of the music.
Stages 5 and 6
Beginning to discuss how music reflects the contexts in which it is created, performed and heard.
Our music lessons emphasise giving learners formative feedback on developing skills, including through discussion and observation. Teachers help students reflect on what went well and how they can further improve their performance.
The Physical Education department’s mission is to provide opportunities for our children to engage in competitive situations through sport and promote the idea that sport and physical activity are essential aspects of our day-to-day lives.
All pupils at Nün Academy join in physical activity for a minimum of two sessions each week, in our gym/sports facility or outside. Subject-area specialists plan lessons that enable our students to experience a wide range of sporting activities and become physically confident, fit and healthy.
At Key Stage 1, pupils participate in mixed classes. Lessons focus on fundamental movement skills which improve their agility, stamina, speed and strength. Students have the opportunity to partake in a variety of cooperative and competitive activities that focus mainly on developing their physical abilities whilst beginning to learn the concept of teamwork, tactics and playing to the rules. At Key Stage 2, the focus shifts to developing pupils’ understanding of games/activities and applying skills to game situations. They are also encouraged to look at their performance and that of others and begin to recognise how they can improve. Topics covered in Key Stage 1 and 2 include invasion games, gymnastics, dance (girls), fitness, net games, athletics, striking and field games.
At Nün Academy, we aim to provide a supportive learning environment in which each pupil develops increasing self-confidence and a desire to strive for their highest level of achievement. The combination of appropriately challenging tasks, a diverse range of teaching and learning methods and a high level of resources aim to support high attainment, motivation and participation.