Document History:
First Published 09/2016

Policy Review Date:
December 2017

Live on website ver-1d

Education and Curriculum Policy
This document explains the expectations regarding curriculum and the emergency curriculum model. It applies to all staff and volunteers.

Any queries about this policy should be sent to the document editor identified in 1.1 via contactus@edlumino.org

1.1              This document should be interpreted in line with the standard policy context and definitions. The editor of this document is Rory Fox. It is implemented from 1st June 2016.
2     General principles

Educational programmes are designed with the primary aim of ensuring the intellectual, physical, emotional and spiritual flourishing of students. We understand ‘intellectual flourishing’ to mean acquiring the knowledge and skills which would enable achievements in line with above average PISA outcomes.

Educational programmes do not teach from a religious perspective or teach a single faith. However children should be prepared through programmes in order to live sensitively and tolerantly within faith communities.

Where there are legal requirements in force, where Edlumino has agreed to work, then the curriculum should be adapted only to the extent necessary in order to meet those requirements.


Where there are educational systems which require, or promote specific forms of assessment or outcome, then those should be built into programmes, if possible, in order to ensure that students are not disadvantaged within their own context.
3     Full School Curriculum

The Curriculum model is designed around 8 week units, which provide quarterly assessment. This assessment is used for diagnosing where students need additional support.


The curriculum model includes content for 52 weeks a year. The minimum year is 32 weeks as this constitutes the quarterly assessment. The content of curriculum years greater than 32 weeks is therefore taken from the 52 week model

The full curriculum will normally include:
  • Principal language (and literature)
  • Additional Language
  • Maths
  • Science
  • Humanities (Geography, History)
  • Arts (music, art, drama)
  • Design and Technology (Materials,Food, Textiles
  • Physical Education
  • PSHE (personal, Social, Health Education
  • Philosophy, thinking skills.

Curriculum weighting will normally be single weighting for each subject and approximately a 1.5 weighting for Principal language and Maths

Educational programmes will include activities and interests as clubs or enrichment programmes which run outside of the curriculum time.
4     Emergency Education

Emergency Education takes place when normal schooling has been interrupted. due to displacement or destruction of facilities.

An Emergency Education curriculum begins with Principal language (if possible) and Maths, and gradually extends outwards, as facilities and resources become available to do so.

The language of instruction should either be the principal language of the children or a second language which is culturally appropriate and which the majority have been learning.  This should be determined in consultation with members of the community and may often be English.

5     Conclusion

This Policy has been Impact Assessed for Environment and Equality considerations. Policy review follows the Review cycle.
Impact Assessment  : Edlumino Education and Curriculum Policy
Equality Impact Assessment : Race & Ethnicity, Gender, Age, Religion, Disability, Sexuality, Maternity, Gender Reassignment, Marriage & Civil Partnership, Deprivation

Concerns arising after control measures added : NONE

Further Action : NONE
Environmental Impact Assessment : Waste & Recycling, Pollution of water, land, air, noise, light or odour. Flooding, Energy or materials use.

Concerns arising after control measures added : NONE

Further Action : NONE

See Also :  General assessments and general control measures within the Meta Policy

Assessment carried out by : RF March 2016

Appendix  : Definitions of words used in Policies and Procedures
In general, English words are assumed to have the meaning and reference contained within the Oxford English Dictionary. Specialist terminology relating to Education is taken as having the meaning given to it in the appropriate English parliamentary legislation or English Government documents (especially those from the Department for Education).

Within the organisation we give our own additional definitions as follows:

‘associate volunteers’: are individuals who volunteer and work alongside organisational staff, but are not formally enrolled within the organisation. These individuals may belong to other charities (such as Save the Children, etc), in which case they are ‘corporate associate volunteers,’ or they may be self sponsoring and working on their own behalf, in which case they are ‘sole associate volunteers.”’
‘directors’: are the trustees.

‘Editor’: the member of staff who is deemed to ‘own’ a document and is responsible for ensuring that it is published, reviewed, amended and kept accurate and up to date

‘member’:  the individuals in charity law responsible for appointing the trustees. In Edlumino Education Aid the trustees are the members, and they are a self-regulating body.

‘Organisation’:    The organisation is Edlumino Educational Aid

‘school’: refers to any place where learning is delivered by a member of staff to pupils, as a corporate act of the organisation. This could be a school, an academy or some other formal or informal setting.

‘staff’:  refers principally to employed members of the organisation. However the word ‘staff’ is used in organisational documents as a simple way of referring to all who work on behalf of the organisation, so it includes ‘trustees’, ‘members’, ‘volunteers,’ ‘visitors,’ etc.

‘student’: there is a customary distinction between ‘pupils’ who are learners up to the age of 16 and ‘students’ who are post 16 learners. We use the word ‘student’ to refer to all learners, regardless of age.

‘Studium’: is an Edlumino centre where education, or emergency education is provided. This term is used for centres where words such as ‘school’ or
‘education’ could be misconstrued or mistakenly viewed as having political connotations.

‘Supporter’: this is a person who undertakes to fund raise or carry out other activities which support the organisation. Supporters are not formally part of the organisation and have no formal rights or responsibilities within the organisation.

‘teacher’: a member of staff responsible for ensuring that students learn. This could include those who are formally qualified as teachers, those who are experienced as teachers, or it could include individuals who are delivering aspects of a role which could otherwise be done by teachers.

‘trustees’: those appointed by trustee vote to the body of trustees responsible for the organisation

‘volunteer’:  an individual who donates time to work for the organisation. Individuals only become ‘volunteers’ from the point that they complete their induction and are enrolled as a volunteer. Volunteers have no contractual rights as there is no contract between the organisation and a volunteer.

‘visitor’: an individual who is visiting an organisational site or activity, potentially doing so in order to make a decision about whether to ask to become a volunteer.