Areas of Learning

There are 9 areas of learning which are implemented at our Early Years Centre; 2 areas pertain specifically to Islamic development, the other 7 areas are developmental matters specific to all Early Years settings. These are divided into 3 prime areas and 4 specific areas.

  1. Qur’an
  2. Tarbiyah
  3. PD (Physical Development)
  4. PSED (Problem Social and Emotional Development)
  5. CL (Communication Language)
  6. L (Literacy)
  7. KUW (Knowledge and Understanding of the World)
  8. CD (Creative Development)
  9. PSED (Personal, Social and Emotional Development)

EYFS Curriculum Map

Nursery Curriculum Map 


Reception Curriculum Map



The 2 Islamic 3 Prime and 4 Specific areas


The development of an Islamic education is intertwined in other areas of the learning. However, students also get the opportunity to develop their knowledge of the Qur’an and understanding of Tarbiyah to aid them in being a position contributor to society

1. Qur’an: 
The understanding of the importance of the Qur’an in the lives of Muslim
Reading and writing in letters, sounds and pronunciation
Qur’an recitation and memorisation of small surah from the Qur’an
Tafsir of small surah from the Qur’an (Reception class)
Taking lessons from the Qur’an to develop positive characters

2. Tarbiyah:
Reciting morning adkhar – recitation of surah and du’a, and Du’a required in their everyday activities
Actively taking park in session discussing the stories of the Prophets in Islam and the life of the last prophet Mohammed ﷺ
Weekly halaqah sessions covering positive behaviours and mannerisms
Value of the month to develop positive contributors to society
Developing an appreciation of Allah’s creations
Basic Arabic letters, numbers, colours, and shapes.


Physical Development, Personal, Social & Emotional Development, and Communication & Language. The Prime areas are important because they lay the foundations for children’s success in all other areas of learning and of life:

1. Physical development’s early learning goals


Moving and handling: 

  • Children show good control and co-ordination in large and small movements.
  • They move confidently in a range of ways, safely negotiating space.
  • They handle equipment and tools effectively, including pencils for writing.

Health and self-care: 

  • Children know the importance for good health of physical exercise, and a healthy diet, and talk about ways to keep healthy and safe.
  • They manage their own basic hygiene and personal needs successfully, including dressing and going to the toilet independently. 

2. Personal, social and emotional early learning goals

Self-confidence and self-awareness: 

  • Children are confident to try new activities, and say why they like some activities more than others.
  • They are confident to speak in a familiar group, will talk about their ideas, and will choose the resources they need for their chosen activities.
  • They say when they do or don’t need help.

Managing feelings and behaviour: 

  • Children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable.
  • They work as part of a group or class, and understand and follow the rules.
  • They adjust. Their behaviour to different situations, and take changes of routine in their stride.

Making relationships:

  • Children play co-operatively, taking turns with others.
  • They take account of one another’s ideas about how to organise their activity.
  • They show sensitivity to others’ needs and feelings, and form positive relationships with adults and other children.

3. Communication and language early learning goals

Listening and attention: 

  • Children listen attentively in a range of situations.
  • They listen to stories, accurately anticipating key events and respond to what they hear with relevant comments, questions or actions.
  • They give their attention to what others say and respond appropriately, while engaged in another      activity.


  • Children follow instructions involving several ideas or actions.
  • They answer ‘how’ and ‘why’ questions about their experiences and in response to stories or events.


  • Children express themselves effectively, showing awareness of listeners’ needs.
  • They use past, present and future forms accurately when talking about events that have happened or are to happen in the future.
  • They develop their own narratives and explanations by connecting ideas or events.


Literacy, Mathematics, Expressive Art & Design, and Understanding the world. The Specific areas provide the range of experiences and opportunities for children to broaden their knowledge and skills:

1. Literacy early learning goals


  • Children read and understand simple sentences.
  • They use phonic knowledge to decode regular words and read them aloud accurately.
  • They also read some common irregular words.
  • They demonstrate understanding when talking with others about what they have read.


  • Children use their phonic knowledge to write words in ways which match their spoken sounds.
  • They also write some irregular common words.
  • They write simple sentences which can be read by themselves and others.
  • Some words are spelt correctly and others are phonetically plausible.

2. Maths early learning goals


  • Children count reliably with numbers from 1 to 20, place them in order and say which number is one more or one less than a given number.
  • Using quantities and objects, they add and subtract two single-digit numbers and count on or back   to find the answer.
  • They solve problems, including doubling, halving and sharing.

Shape, space and measures:

  • Children use everyday language to talk about size, weight, capacity, position, distance, time and money to compare quantities and objects and to solve problems.
  • They recognize, create and describe patterns.
  • They explore characteristics of everyday objects and shapes and use mathematical language to   describe them.

3. Art & Design early learning goals 

Exploring and using media and materials:

  • Children sing nursery rhymes, anasheed, and experiment with ways of changing them.
  • They safely use and explore a variety of materials, tools and techniques, experimenting with colour, design, texture, form and function.

Being imaginative: 

  • Children use what they have learnt about media and materials in original ways, thinking about uses and purposes.
  • They represent their own ideas, thoughts and feelings through design and technology, art, music, dance, role-play and stories

4. Understanding the World early learning goals

People and communities: 

  • Children talk about past and present events in their own lives and in the lives of family members.
  • They know that other children don’t always enjoy the same things, and are sensitive to this.
  • They know about similarities and differences between themselves and others, and among families, communities and traditions.

The world:

  • Children know about similarities and differences in relation to places, objects, materials and living things.
  • They talk about the features of their own immediate environment and how environments might vary from one another.
  • They make observations of animals and plants and explain why some things occur, and talk about changes.


  • Children recognise that a range of technology is used in places such as homes and schools.
  • They select and use technology for particular purposes.