Quilliam College
Islamic Baccalaureate
Quilliam College adopts iBacc, the Islamic Baccalaureate, an all-in-one 21C standards framework, quality mark and curriculum design template which provides a distinctive and cohesive approach to teaching and learning 3-18. This educational philosophy of harmonious human development is based on co-curricular partnerships and serves to align our ethos, pedagogy, curriculum and learner outcomes.
iBacc Strands
Overview
| LEADERSHIP | SCHOLARSHIP | CRAFTSMANSHIP | CITIZENSHIP | |
|---|---|---|---|---|
| ETHOS | Spiritual Development as the Quest for Oneness Cultivating an Ethic of Integrity Lead Mindfully Access to the Prophetic Culture of the West & the Islamic world (spiritual and secular) | Mental Development as the Quest for Truth Cultivating an Ethic of Enquiry Learn Intelligently Access to the Academic/Professional Culture of the West and the Islamic world | Cultural Development as the Quest for Beauty Cultivating an Ethic of Excellence Create Beautifully Access to the Artistic Culture of the West and the Islamic world | Moral Development as the Quest for Goodness Cultivating an Ethic of Service Act Responsibly Access to the Humanistic culture of the West and the Islamic world |
| PEDAGOGY | Realising Purpose the character-building aspects of learning Becoming a … 1 Good person; 2 Giving person; 3 Effective person; 4 Original person; 5 Wise person; 6 Loyal person; 7 Joyful person; 8 Powerful person; 9 Peaceful person | Resourceful the cognitive aspects of learning Questioning; Making Links; Imagining; Reasoning; Capitalising | Recreational the creative aspects of learning Inspiring; Leisure; Creating; Presenting | Reflective the strategic aspects of learning Meta-Learning; Planning; Revising; Distilling |
| Inspired by At-Tawbah 9.112 | Retentive the informative aspects of learning Learning By Heart; Testing; Recording; Transmitting | Resilient the emotional aspects of learning Absorption; Managing Distractions; Noticing; Perseverance | Relational the social aspects of learning Interdependence; Collaboration; Empathy and Listening; Imitation |
|
| CURRICULUM | A curriculum in spiritual leadership and character formation, cultivating the nine modes of mindful leadership for realising purpose; inspired by Cambridge Muslim College or other local centre of academic excellence | A broad and balanced academic curriculum leading to a minimum of 8 GCSEs that maximise options for higher education and the professions: English (Language & Literature); Mathematics; Science (two sciences); Humanities (Islamiyat, and History or Geography); Language (Arabic recommended). Additional Art and Music options sit within Craftsmanship | A curriculum in Islamic traditional arts and crafts inspired by The King’s Foundation School of Traditional Arts (SOTA) or other local centres of craftsmanship, with Music and Art & Design offered as complementary options | A curriculum in citizenship and adventurous learning, delivered through membership of The Scouting Association UK (or any other local World Scouting affiliation), and/or through the Duke of Edinburgh’s Award |
| LEARNER OUTCOMES | ||||
| Age 7 | Working towards the iBacc Foundation Record, through early reflective practice using the Realising Purpose vocabulary | At minimum: English Language, English Literature, Mathematics, Science, History, Geography, Islamiyat, and a Language (Arabic recommended) | Introduction to 3 traditional Islamic Arts and Crafts, plus music | Chief Scout’s Bronze Award: Beavers |
| Age 11 | Achieve the iBacc Community Award, evidenced through sustained reflective journaling and peer feedback using the nine Realising Purpose facets | Continued study in the same subjects, with increasing depth. Arabic GCSE by age 11 is an optional accelerated target for schools or individual learners who choose to pursue it | Deepening 2 Traditional Islamic Arts & Crafts, plus music | Chief Scout’s Silver Award: Cub Scouts |
| Age 16 | Achieve the iBacc Certificate, evidenced through an oral presentation (viva) narrating development across at least three of the nine modes of mindful leadership for Realising Purpose | A recognised GCSE qualification in at least eight subjects: English Language, English Literature, Mathematics, two Sciences, Islamiyat, one of History or Geography, and a Language | Specialising in 1 traditional Islamic Art with portfolio, and optionally Music Grades 1–8 (any recognised board), and optionally Art & Design GCSE | Chief Scout’s Gold Award: Scouts, and/or Duke of Edinburgh’s Award (Bronze/Silver) |
| Age 18 | Achieve the iBacc Diploma, evidenced through a capstone viva and the Learner Portfolio, demonstrating integrated achievement across all four programmes: leadership, scholarship, craftsmanship and citizenship | A Levels: advanced qualifications in three of the above subjects | Mastery of at least 1 traditional Islamic Art with externally assessed portfolio, and optionally Music Grades 6–8 (any recognised board), and optionally an Art & Design qualification at advanced level | King’s Scout Award: Explorer Scouts, and/or Duke of Edinburgh’s Award (Gold) |
| SUSTAINABILITY | Dedicating Leadership, Scholarship, Craftsmanship and Citizenship to the Global Goals Via 8 sustainability competencies: Systems thinking; Strategy thinking; Futures thinking; Values thinking; Interpersonal thinking; Intrapersonal thinking; Implementational thinking; Integrated problem solving. | In addition to Quality Education (Goal 4), each school specialises in at least one other Global Goal as an expert contribution to planetary wellbeing, resilience and sustainability in its own bioregion. |
