Faith & Formation
Adab • Niyyah • Stewardship • Character • Reflection

Mind

Body

Soul

Relationships

Outdoor Eduaction

Mathematical Reasoning

Literacy

Quran

World learning

Arabic

Decolonised Curriculum

Re-centering Knowledge, Meaning, and Civilisation

At the Growery, decolonisation is not a slogan, and it is not limited to literature or representation.

It is an educational commitment to re-centre knowledge, meaning, and learning within an Islamic worldview, rather than uncritically inheriting a curriculum shaped by secular, colonial assumptions about what matters, what counts as knowledge, and how the world should be understood.

What We Mean by a Decolonised Curriculum

A decolonised curriculum does not reject academic rigour, nor does it isolate children from the wider world.

Instead, it:

• Questions inherited assumptions about knowledge and progress

• Rejects the idea that Western modernity is the neutral or universal norm

• Restores Islamic civilisation, ethics, and epistemology as legitimate starting points

• Reintegrates faith, meaning, and morality into all areas of learning

This is essential for educating children who are rooted rather than reactive.

From Fragmentation to Coherence

Modern education often:

• Separates knowledge into disconnected subjects

• Treats faith as private or peripheral

• Frames nature, history, and science as value-neutral

The Growery curriculum consciously reverses this.

Children are taught to see:

• Creation as meaningful and ordered by Allah

• History as civilisational, not merely chronological

• Science as the study of āyāt in the natural world

• Language and number as tools for understanding reality, not just skills

Learning begins in holism, not fragmentation.

What This Looks Like in Practice

A decolonised curriculum at the Growery means:

• Islam is embedded, not confined to a subject called “Islamic Studies”

• World Learning reintegrates history, geography, science, and culture

• Literacy includes texts that reflect Islamic ethics, heritage, and global cultures

• Mathematics develops reasoning and meaning, not mechanical procedure

• Outdoor learning restores the child’s relationship with the natural world

• Arabic and Qur’an are taught with civilisational intent, not token fluency

Children learn that knowledge is unified, purposeful, and morally grounded.

Civilisational Confidence, Not Isolation

A decolonised curriculum does not shield children from the wider world.

It equips them to:

• Engage with different ideas critically

• Understand context and perspective

• Recognise assumptions embedded in knowledge

• Maintain integrity while navigating diverse environments

Children raised with civilisational confidence are better prepared — not less — to participate meaningfully in society.

Why This Matters for Muslim Children

When education is uncritically inherited, children may internalise:

• Confusion about identity

• Fragmented thinking

• A disconnect between faith and knowledge

A decolonised curriculum ensures that:

• Faith and learning reinforce one another

• Children do not have to “translate themselves” to belong

• Education nurtures confidence, humility, and responsibility

This is not about rejecting the world, but about entering it with clarity.

A Curriculum Oriented Towards Responsibility

Ultimately, the Growery’s decolonised curriculum aims to cultivate:

• Thoughtful reasoning

• Moral clarity

• Stewardship of creation

• Responsibility before Allah

Education is not neutral. It forms human beings.

At the Growery, we choose to educate from a place of meaning, coherence, and responsibility.

Langauge Mastery

Reading, Writing, Speaking, and Thinking with Depth and Meaning

At the Growery, language is understood as the foundation of thought, understanding, and human connection.
For this reason, our curriculum goes beyond basic literacy skills to develop true language mastery.

Language mastery enables children not only to read and write, but to:

• Think clearly

• Express themselves confidently

• Understand meaning at a deep level

• Engage thoughtfully with ideas, texts, and people

It is a gateway to lifelong learning and an essential foundation for faith, reasoning, and character.

Why Language Matters

In an Islamic educational tradition, language holds a central place.

The Qur’anic command to read is not merely technical — it is a call to understand, reflect, and engage with meaning. Language allows children to:

• Make sense of the world

• Articulate thought and emotion

• Access knowledge, culture, and tradition

• Develop moral and spiritual awareness

Without strong language foundations, learning in every other area is weakened.

Our Approach to Language Mastery

Language learning at the Growery is intentional, structured, and rich.

Rather than focusing narrowly on isolated skills, we develop language through four interrelated strands:

2. Rich Vocabulary & Expression

A child’s ability to think is shaped by the words they know.

At the Growery, we intentionally build:

• A broad and precise vocabulary

• Understanding of word meaning in context

• Confident spoken expression

Language is explored through conversation, storytelling, discussion, and reading aloud — not memorisation alone.

1. Reading with Understanding

Children are taught to read deeply, not just fluently.

This includes:

• Decoding and fluency

• Vocabulary development

• Comprehension of explicit meaning

• Inference, interpretation, and reflection

Children learn to engage with texts thoughtfully — asking questions, making connections, and discussing ideas.

3. Oracy: Speaking & Listening

Spoken language is a cornerstone of learning.

Children are supported to:

• Speak clearly and confidently

• Listen attentively and respectfully

• Share ideas in discussion

• Engage in meaningful dialogue

This develops confidence, social awareness, and the ability to articulate thought — skills essential for learning and leadership.

4. Writing with Purpose

Writing is approached as meaning-making, not mechanical task completion.

Children learn to:

• Organise and express ideas

• Write for different purposes and audiences

• Develop clarity and coherence

• Reflect thought and understanding in written form

Writing grows naturally out of reading, discussion, and experience.

Texts That Shape Understanding

We are highly selective about the texts children encounter.

Reading materials are chosen to:

• Be rich in language and meaning

• Support cultural and ethical awareness

• Encourage reflection, empathy, and imagination

• Provide windows into both Islamic heritage and the wider world

Where appropriate, materials are sensitively adapted so that learning remains faith-centred, meaningful, and relevant.

Supporting Language at Home

Because parents are primary educators, language development continues beyond the Growery.

Parents are supported through:

• Guidance on reading at home

• Book recommendations and signposting

• Workshops on literacy and language development

• Shared strategies for building vocabulary and confidence

This ensures consistency between home and the Growery environment.

Mathematical Reasoning

Why Mathematical Reasoning Matters

Many children struggle with mathematics later in their education not because they lack ability, but because foundational understanding was never securely built.

At the Growery, we recognise that:

• Mathematics shapes how children reason and solve problems

• Early gaps compound over time

• Speed without understanding creates fragility

A strong mathematical education must therefore focus on depth before acceleration.

Understanding Number, Pattern, and Order with Meaning

At the Growery, mathematics is not taught as a set of procedures to memorise.
It is taught as a way of thinking, reasoning, and making sense of the world.

Our curriculum prioritises mathematical reasoning over mechanical performance, enabling children to develop confidence, clarity, and genuine understanding from the very beginning.

Our Approach to Mathematics

Mathematics at the Growery is:

• Conceptual, not procedural

• Experiential, not abstracted too early

• Sequential, not rushed

• Meaningful, not disconnected

Children are supported to understand the why behind mathematical ideas, not just the how.

From Concrete to Abstract

Learning follows a clear developmental progression:

1. Concrete Experience

Children begin by handling, measuring, building, and manipulating real objects. This grounds mathematical ideas in lived experience.

2. Pictorial Representation

Ideas are then represented visually through diagrams, drawings, and models, allowing children to see patterns and relationships.

3. Abstract Thinking

Only once understanding is secure do children move towards numbers, symbols, and formal notation.

This progression ensures mathematics is anchored in understanding, not memorisation.

What Children Learn

Through mathematical reasoning, children develop:

• Strong number sense

• Understanding of patterns and relationships

• Logical and sequential thinking

• Confidence in problem-solving

• Precision in mathematical language

Mathematics is explored through:

• Practical tasks

• Discussion and explanation

• Real-world application

• Purposeful challenge

Children are encouraged to explain their thinking, justify answers, and learn from mistakes.

Supporting Mathematics at Home

Because parents are central to the Growery model, mathematical learning is supported beyond sessions.

Parents receive:

• Guidance on developing number sense at home

• Practical ideas for embedding maths into daily life

• Support through workshops and conversations

• Confidence in how to help, not just what to practise

This ensures continuity between the Growery and the home learning environment.

Quran and Arabic

Language, Revelation, and Formation Through Meaningful Engagement

At the Growery, Qur’an and Arabic are approached as living foundations of a child’s intellectual, spiritual, and moral formation.

They are not treated as isolated subjects, nor reduced to technical skills. Instead, they are woven into the daily rhythm of learning, shaping how children understand language, meaning, purpose, and their relationship with Allah.

A Civilisational Approach to Arabic

Arabic at the Growery is taught as a living language, not merely a tool for recitation.

Our long-term aim is for children to:

• Build genuine familiarity with Arabic

• Develop confidence hearing, using, and recognising the language

• Lay foundations for thinking and understanding in Arabic over time

• Access the Qur’an with increasing clarity and connection

Arabic learning is structured, progressive, and informed by language-acquisition principles, rather than rote memorisation alone.

Children are exposed to Arabic consistently and meaningfully, allowing language to grow through use, repetition, and context.

Qur’an as Lived Practice

The Qur’an is not confined to a lesson slot.

At the Growery, Qur’anic learning is:

• Embedded in daily routine

• Linked to reflection, intention, and behaviour

• Approached with reverence, calm, and consistency

Children are supported to:

• Develop fluency in reading

• Memorise in a measured, age-appropriate way

• Build habits of regular engagement

• Connect recitation with meaning and character

The emphasis is on relationship, not pressure.

Memory, Habit, and Consistency

Qur’an learning at the Growery is informed by a clear understanding of how children learn and retain information.

We pay careful attention to:

• Short, regular exposure rather than long, infrequent sessions

• Routine and rhythm

• Emotional safety and confidence

• The learning environment

Children are not rushed or compared. Progress is steady, supported, and grounded in encouragement and consistency.

Embedded Islamic Formation

Rather than separating “Islamic Studies” from the rest of the curriculum, Islamic meaning is embedded across all areas of learning.

This includes:

• Duʿāʾ and remembrance as part of daily life

• Adab in speech, learning, and interaction

• Reflection on intention (niyyah)

• Ethical discussion arising naturally from texts, experiences, and questions

Children learn Islam as a way of being, not a compartment of knowledge.

Partnership with Parents

Parents remain central to Qur’an and Arabic learning.

The Growery supports families through:

• Guidance on building routines at home

• Practical strategies for supporting reading and memorisation

• Workshops on memory, environment, and consistency

• Ongoing conversation and shared expectations

This partnership ensures that Qur’an and Arabic are part of family life, not confined to a classroom.

Outdoor Education and trips

Learning Through Movement, Nature, and Lived Experience

At the Growery, outdoor learning is not a break from learning — it is one of the primary ways learning happens.

Children learn best when they are physically engaged, emotionally present, and meaningfully connected to their environment. For this reason, outdoor and experiential learning form a core strand of the Growery curriculum, not an occasional enrichment activity.

Why Outdoor Learning Matters

Modern childhood has become increasingly:

• Sedentary

• Screen-based

• Over-stimulated yet under-engaged

This disconnects children from:

• Their bodies

• Their environment

• Their fitrah

At the Growery, outdoor learning restores balance by re-engaging the mind, body, and soul together.

Nature as a Classroom

In the Islamic worldview, the natural world is filled with āyāt — signs that invite reflection, gratitude, and understanding.

Outdoor learning at the Growery allows children to:

• Observe creation closely

• Develop awe and appreciation

• Reflect on order, pattern, and design

• Build a relationship with the natural world

Nature is approached not as a resource to exploit, but as a trust to care for.

Learning Through Experience

Outdoor and experiential learning includes:

• Exploration and fieldwork

• Making, building, and practical tasks

• Measuring, mapping, and observing

• Physical challenge and movement

• Problem-solving in real contexts

Many areas of the curriculum — including mathematics, world learning, and language — are delivered through these experiences, not alongside them.

Children learn by doing, reflecting, and connecting experience to understanding.

Physical Development & Confidence

The Growery places strong emphasis on physical development as part of education.

Children are supported to:

• Build strength, coordination, and balance

• Develop confidence navigating physical spaces

• Learn to assess and manage risk sensibly

• Become resilient, capable, and self-assured

Physical challenge is approached carefully and purposefully, always within a safe and supportive environment.

Stewardship & Responsibility

Outdoor learning naturally cultivates:

• Care for the environment

• Respect for living things

• Awareness of consequence and responsibility

Children learn that their actions matter — to others, to the environment, and ultimately before Allah.

This sense of stewardship (khilāfah) is not taught abstractly; it is lived.

Experiential Learning & Character Formation

Through outdoor and experiential learning, children develop:

• Patience and perseverance

• Cooperation and teamwork

• Problem-solving and initiative

• Calmness and focus

Challenges become opportunities for growth, reflection, and moral development.

Partnership with Families

Outdoor learning continues beyond the Growery.

Families are supported through:

• Signposting walks, visits, and nature-based activities

• Shared experiences and community outings

• Guidance on reflection and conversation at home

Educational Trips

Trips at the Growery are carefully planned learning experiences, not add-ons or rewards. They extend classroom learning into the world, allowing children to engage directly with places, history, landscapes, and communities.

Through visits to natural spaces, cultural sites, and places of significance, children deepen understanding, build confidence, and learn to navigate the world with curiosity and responsibility. Trips are always purposeful, age-appropriate, and aligned with the Growery’s values of stewardship, reflection, and lived learning.

World Learning

Understanding Creation, History, and Humanity as a Coherent Whole

At the Growery, World Learning brings together history, geography, science, and culture into a single, integrated area of study.

Rather than teaching these as disconnected subjects, we help children understand the world as Allah’s creation — ordered, meaningful, and worthy of careful reflection. World Learning restores coherence to how children understand reality.

Why World Learning Matters

Modern education often fragments knowledge:

- History is separated from geography
- Science is detached from meaning
- Nature is reduced to data

This can lead children to view the world as:

- Disconnected
- Value-neutral
- Devoid of purpose

At the Growery, World Learning begins from a different premise: Creation is meaningful, and learning is an act of reflection.

A Holistic Starting Point

Children naturally experience the world as a whole.

For this reason, World Learning begins with:

• Stories

• Places

• Phenomena

• Questions

From there, children are guided to explore:

• How people lived

• How environments shape life

• How societies are organised

• How natural systems function

Specialisation comes later. At primary age, holism is developmentally appropriate.

Civilisational and Historical Awareness

World Learning at the Growery includes:

• Islamic history and civilisation

• Biographies of significant figures

• Cultural heritage and legacy

• Global cultures and environments

Children learn history not as a list of dates, but as:

• Human experience

• Moral choice

• Responsibility and consequence

This builds civilisational confidence and historical literacy.

Learning in the World

World Learning is often delivered outside the classroom.

Children engage in:

• Fieldwork and exploration

• Local landscape studies

• Visits to historical and cultural sites

• Observation, data collection, and reflection

Through this, children learn to:

• Read the āyāt of Allah in creation

• Develop stewardship and care for the environment

• Build confidence navigating the world

Nature becomes a classroom, not a backdrop.

Science as Reflection on Creation

Scientific learning is integrated into World Learning as:

• Observation of natural phenomena

• Exploration of cause and effect

• Understanding systems and relationships

Children are guided to see science as:

• A way of understanding Allah’s creation

• A tool for responsibility and care

• Part of a meaningful worldview

Knowledge is never detached from ethics.