Year 7 Handbook by BSAK Abu Dhabi

Year 7 Handbook The British School Al Khubairat

www.britishschool.sch.ae

Our School The British School Al Khubairat (BSAK) is Abu Dhabiâ&#x20AC;&#x2122;s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 â&#x20AC;&#x201C; 18) our dynamic school culture offers students an enriching experience and outstanding results.

Our Vision Building on our unique local heritage, we will provide a world-class British education, inspiring all our students to exceed expectations.

Our Values Empathy and Care Honesty and Integrity

Respect and Inclusivity Endeavour and Resilience

CONTENTS Welcome From Our Assistant Head Teacher 2

General Rules And Regulations

8 9

Welcome From Our Head of Year

Co-Curricular Clubs

Introduction To Our Tutor Team

Attendance And Punctuality

House System

Communication From The School

Safeguarding And Counselling

BSAK Social Media

Code Of Conduct

Healthcare And Nursing

What to Expect On The First Day

Transportation And Library

Uniform And Appearance

Road Traffic Safety

SUBJECTS AND COURSES Arabic A

History

Arabic B

Islamic Studies

Art

Learning Support

Computer Science

Mathematics

Design And Technology

MELS

Drama

Music

English

Physical Education And Games

Extended Project

Science

French

Social Studies

Geography

Spanish

WELCOME FROM OUR ASSISTANT HEAD TEACHER I would like to take this opportunity to welcome you and your child to Year 7 at BSAK. The transition from primary to secondary school is a big step in a studentâ&#x20AC;&#x2122;s educational journey and I am hugely excited to embark upon this adventure with you. Whilst the opportunities ahead are tremendously exciting, there is a considerable amount of apprehension for students and parents alike. Our Year 7 team is here to fully support and care for students as they grow and develop as successful learners and confident individuals within a community that expects and delivers the highest standards. Your involvement as a parent during this crucial year can make all the difference and I would like to thank you in advance for your support. Mr John Foster Assistant Head Teacher

WELCOME FROM OUR HEAD OF YEAR 7 Mr Mike Edgar, Head of Year 7, has overall responsibility for overseeing the transition from Year 6 to 7. The majority of students starting Year 7 in September will have experienced many lessons in the Secondary School during a three week transition period at the end of Term 3. They are supported by a strong pastoral team of six experienced form tutors who work closely with the students, encouraging, supporting and guiding them throughout the year. Mr Mike Edgar Head Of Year 7

www.britishschool.sch.ae

INTRODUCTION TO OUR TUTOR TEAM

The Year 7 forms have a maximum of 24 students, each with a dedicated form tutor. Form tutors are the one constant in a studentâ&#x20AC;&#x2122;s day and invariably have the best understanding of their studentsâ&#x20AC;&#x2122; needs. Establishing a relationship between parents and tutors is a vital ingredient in the future success of students at BSAK. Parents should regard Tutors as their first point of contact and as such direct enquires and pass on information directly to them. Each morning, during a 25 minute form time, students will receive pastoral and academic guidance from their tutors who will also ensure that planners are being used efficiently. Tutors are also responsible for delivering the MELS programme, details of which can be found on page 33.

Nabiha Mohamed

Harry Bannister

Ailbhe Gannon 8

Maddison Fern

Jonathan Mason

Ahmed Sultan

HOUSE SYSTEM

Every pupil is assigned to a house in Year 7, which is also the name of their tutor group. There are six houses, whose names are derived from mythical creatures: CENTAUR,CHIMERA,GRIFFIN,HYDRA, PEGASUS and PHOENIX. The house names were chosen by the students and the logos were designed by our very own Art and Graphics department. The Houses offer a variety of opportunities, academic, sporting and musical; which encourage team spirit, a healthy sense of competition and most importantly allow for vibrant self-expression. The House system is an integral part of life at BSAK and brings out the very best in our community.

SAFEGUARDING AND COUNSELLING

Ms. Priya Mitchell

School Counsellor Designated Individual

Mrs. Elaine Rawlings Head of Primary

Mr. Mark Leppard MBE Headmaster

Miss Teresa Woulfe Head of Secondary

Mr. Peter Church Bursar

The welfare and safety of children who attend the British School Al Khubairat is our paramount concern. We will promote the health, well â&#x20AC;&#x201C; being and safety of the students in all we do. Our children have the right to protection, regardless of age, gender, ability, race or social background. They have a right to be safe in our school. BSAK expects all of its employees and volunteers to share this commitment. The school recognises and understands its responsibilities to work together in partnership with other agencies both here in the UAE and the UK to help children to grow up in a healthy and safe environment. Appointments are subject to satisfactory checks including the enhanced DBS check, Prohibition check and references. If you have any concerns in this regard please contact any member of our Safeguarding Team on +971 2 446 2280 safeguarding@britishschool.sch.ae

OUR CODE OF CONDUCT We treat each other as we wish to be treated We contribute to an inspirational learning environment by: • • • • • •

Arriving on time. Being actively engaged and contributing in class. Completing all class and out of class learning on time and to our best ability. Being properly equipped. Being independent learners who learn from feedback. Being independent learners who seek to set ourselves new challenges and goals.

We show respect for others by: • Following instructions. • Listening respectfully to others. • Being polite and courteous with all members of the school community.

We show respect for our school by: • Keeping the school tidy. • Respecting the school facilities and equipment.

We move sensibly around the school by: • Holding doors for peers and teachers. • Moving around the school in a sensible fashion.

We show pride in ourselves and our school by: • Wearing the correct uniform. • Behaving in a sensible and respectful manner in all areas of the school. • Being polite and courteous to visitors.

WHAT TO EXPECT ON YOUR FIRST DAY

Year 7 students should arrive at school on their first day after the summer holiday between 7.10am and 7.20am. On the first bell the whole year group will meet in the Secondary School Theatre for an assembly with Mr Foster, Assistant Head Teacher, and Mr Edgar, Head of Year 7. Students will sit with their form groups and after assembly they will be taken to their form room for the first two lessons of the day. During this time they will get to know their form teacher and members of their form group; receive planners and timetables; be assigned a locker; and go through the schools expectations with regards to conduct and behaviour. Lesson 3 will be as per their timetable stipulates and their Year 7 journey will begin. If you have any concerns on the first day please contact Mr Edgar, medgar@britishschool.sch.ae in the first instance or or speak to the Secondary Reception staff.

UNIFORM AND APPEARANCE Students are expected to take pride in their uniform and appearance, creating a positive first impression of themselves and the school. The wearing of school uniform is mandatory and all uniform must be purchased through our official supplier, Zaks. Details of the uniform, their location and their online store can be found using the following link: Zaks Uniform Store/ Zaks Service Sheet and Zaks Product Advantage . GIRLS Everyday • Navy blue tailored trousers • Navy blue skirt (wrap around style or A-line skirt—approximately knee length) • Girl’s short sleeved blouse, light blue with BSAK logo • A plain white t-shirt may be worn under the blouse but must not be visible • Navy blue winter cardigan or V neck sweater with BSAK logo • Ankle socks, plain white • Shoes: black, formal style; heels must not exceed 40mm (No gym pumps, canvas slip-ons) Sports wear • Sky blue sports polo shirt with BSAK logo for PE • House colour t-shirt with BSAK logo for games • PE shorts – navy blue, BSAK logo • Trainers – non marking light trainers • Socks, white • Students are encouraged to wear hats and sunscreen when outside Swimming Kit • Plain Navy swimming costume, one piece • Waterproof PE/swimming bag • Swimming towel General • Hair can be worn down but should be tied up for specific lessons for health and safety reasons • Hair accessories should be in keeping with school colours • Any haircuts which detract from a neat appearance (i.e. patterns, fringes over the eyes etc.) are not acceptable • The use of ‘unnatural’ hair dye/colouring is not permitted • Make up should not be worn • Jewellery, one pair of stud earrings and a watch are allowed

BOYS Everyday • Navy blue trousers, pleats on front, elasticated sides on waist, no turn ups • Boy’s short sleeved shirt, light blue with BSAK logo • A plain white t-shirt may be worn under the shirt but must not be visible • Navy blue V neck sweater/cardigan with BSAK logo • Socks, dark blue • Shoes: black, formal style (no trainers, canvas pumps or trainer/shoe hybrids) Sports wear • Sky blue sports polo shirt with BSAK logo for PE • House colour t-shirt with BSAK logo for games • PE shorts – navy blue, BSAK logo • Trainers – non marking light trainers • Socks, white • Students are encouraged to wear hats and sunscreen when outside Swimming Kit • Plain Navy swimming costume, one piece • Waterproof PE/swimming bag • Swimming towel General • Hair can be worn down but should be tied up for specific lessons for health and safety reasons • Hair accessories should be in keeping with school colours • The use of ‘unnatural’ hair dye/colouring is not permitted • Any haircuts which detract from a neat appearance (i.e. patterns, fringes over the eyes etc.) are not acceptable • A watch is accepted, no other jewellery or piercings are allowed

GENERAL RULES & REGULATIONS Equipment And Keeping It Safe It is essential that students have the correct equipment for all lessons. Students are expected to have a bag, which should be large enough to properly carry an A4 ring binder. Students must have the following basic equipment at all times: A pencil case; black or blue ball-point pens; pencils; an eraser; colouring pencils; a pencil sharpener; a geometry set; a 30cm ruler a set of highlighters; scissors and a glue stick. In addition they should have a dictionary, headphones and a Casio FX-991 EX scientific calculator. Lockers Each student is allocated a locker on arrival in school for the storage of PE kit, swimming kit, school bag etc. The locker is the studentâ&#x20AC;&#x2122;s responsibility and students must provide their own padlock (preferably with a key pad). Lockers should be left clean and tidy; and no bags, lunch boxes or musical instruments should be left on top of the lockers. Lockers should only be visited before school, at the beginning of break times and after school, not between lessons. Lost Property Please ensure that all items of clothing and personal property are clearly labelled with your childâ&#x20AC;&#x2122;s name and form class. This will help in the safe return of lost items directly to the student or via their form tutor. If this does not happen, lost property items are displayed on dedicated shelving in the stairwell next to the Phase 3 gym. Items Not Allowed In School Knives, laser pens, chewing gum, large amounts of money (if not for a specific purpose e.g. a sponsored event or trip payment in which case it is to be passed immediately to accounts), bubble gum, sweets or fizzy drinks, glass bottles, cans, nuts, jewellery (other than one small pair of stud earrings for girls) and aerosols. Mobile Phones Under no circumstances should any student in Year 7 use their mobile phone between lessons or at break and lunchtimes. Technology is a fantastic tool that can be used alongside existing methods to enhance student learning. As such mobile phones may be used in lessons if specifically directed by the teacher and the digital policy will be issued to students at the start of the academic year. Homework The completion of homework has many benefits; it enhances student learning; improves achievement and develops students' study skills. As such, it is an integral part of the curriculum. It also offers possibilities for students to engage with parents for support and guidance. At BSAK, we believe that it is crucial that our staff carefully plan the homework that they set, to ensure that it has the high level of impact and engagement required, leading to deeper learning. As such there is no formal homework timetable; homework is set by teachers at the appropriate time in the students' learning. Each subject will generally set up to 30 minutes of homework per week. To avoid making homework completion too onerous, teachers are asked, whenever possible, to allow at least three nights for any homework completion.

CO-CURRICULAR CLUBS

BSAK offers an extensive range of co-curricular activities enriching the educational experience for all of our students. Activities are advertised via our online co-curricular management system (isocs), which enables students to sign up for activities before the start of each term, ensuring a fair and balanced co-curricular provision. We have a wide range of academic, recreational, instrumental and sporting clubs for the students to choose from each term; developing skills such as team building and confidence in a positive learning environment outside of the normal classroom setting. Some activities are ‘invite only’ or through selection by ‘trials’ – details are given to parents regarding this prior to sign up taking place. We encourage all students to participate in the co-curricular program throughout the year as it is viewed as part of the ‘BSAK experience’. Individual instrumental/singing tuition is offered by our full-time team of specialist Music teachers. Lessons are arranged on a rota basis for students in Years 7-11, so as to avoid missing the same academic lesson regularly. Sixth Form students are taught during Private Study periods. Associated Board instrumental and theory exams and Trinity Classical, Rock n Pop and Music Theatre exams may be taken twice per year. While many pupils are encouraged to take exams, it is understood that for others this may not be the best course of study. Ultimately, our aim is to deliver tuition which is tailored to the individual's needs. The department also offers Music Theory and Aural classes as well as a plethora of co-curricular ensembles. Information about the lessons and fees can be organised by contacting the Music Administrator. Instrumental@britishschool.sch.ae.

ATTENDANCE AND PUNCTUALITY Regular attendance and punctuality are a prerequisite for student progress and a vital preparation for adult life. It is essential that students form good habits with regard to attendance and punctuality early in life. In the interests of student welfare, attendance and punctuality records are logged electronically and monitored regularly. Future schools, universities and employers will refer to these records when considering applications. Late Arrival Registration of students will begin in form rooms at 7.25am; students arriving after the National Anthem begins at 7.30am will be marked as late by their tutor. Should students arrive after form time finishes at 7.50am, they must sign in at the main secondary reception. If students are marked as late on more than two occasions in any week, appropriate sanctions will apply. First Day of Absence On those rare occasions a student is unwell or unable to attend school, please contact secondary reception (02 446 2280) before 8.30am. Alternatively, you may email the school on secondaryabsent@britishschool.sch.ae. If we do not hear from you by 8.30am, the school will contact home to seek an explanation. Continued Absence Please note that the ADEK Student Attendance Policy states that if your child is absent from school for a period of 3 days or more, they will be required to provide a medical certificate for sickness absence, or for any other excused absence, a signed note from parents/guardians providing the reasons for the absence upon their return to school. It is important that you ask your physician for a medical certificate at the time of your appointment as they are unable to back date, and therefore your child's absence may be recorded as unauthorised. End of School Day Arrangements If a student is to remain on-site after 2.45pm then they must be in a supervised session. Students are not permitted to leave the school site after the school day and then return for a session 2 Co-Curricular club (unless they are 6th form student). There are two registered 'supervised' sessions where homework can be completed afterschool, if a studentâ&#x20AC;&#x2122;s club begins at 3:45pm.

ATTENDANCE AND PUNCTUALITY

Our expectation is that a secondary school student remains in school all day and where possible does not leave early. Parents are requested to avoid making dental, doctors or other appointments during the school day. However, occasionally this is not possible and if this is the case, parents should provide written notification (note or email) to your child’s form tutor and email secondaryabsent@britishschool.sch.ae. This notification must then be approved by the Head of Year. Without this notification, students will not be allowed to leave the premises. Students must sign out at main reception and will be given a pass to leave the premises. Students are not permitted to exit the school at any time without a parent’s direct knowledge and signing out with the school reception personnel. In this way school registers can be maintained for fire and emergency procedures and in order to safeguard children so that they leave the building via the security team. Request for Leave of Absence Whilst we understand that, in certain exceptional circumstances, students may have to be withdrawn from school and miss curriculum time, we would advocate that this disruption is minimised wherever possible. If you intend to withdraw your child, you are requested to email your child’s tutor and cc secondaryabsent@britishschool.sch.ae with reasons clearly stated, in advance, so that the details can be added to your child’s attendance record. We would strongly advise parents to avoid holidays during term time. Absences for holidays will be recorded as ‘unauthorised’.

COMMUNICATION FROM THE SCHOOL We believe that communication is vital in strengthening the partnership between students, teachers and parents. Particular concerns regarding individual student’s progress may be communicated by teachers via telephone or email. Regular communication is maintained via the student planner and the parental portal. School Planner All students are given a planner at the start of the academic year. The planner is both a student handbook and a homework diary. This will be an integral part of their school life and should be looked after and used effectively each day. The planner is a useful point of contact between you and the school; you will be able to see what homework has been set for your child and individual staff may write a brief note about your child. This must be signed by parents every week. Lost planners can be replaced by purchasing a new planner from the Head of Year office. Parent Portal The ‘BSAK Parent Portal’ will help keep you up-to-date with the data the school holds on your child, as well as important information about what is going on at the school. Features include; a daily bulletin; school calendar; timetables; rewards and sanctions; as well as assessments and reports. Email notifications are often sent, however it is advisable to check the portal at least once a week. Advice on how to access the portal can be found using the following link: Parent Portal. Reporting Year 7 students receive a grade report in Term 1 and 2 and a full written report at the end of Term 3. There will also be there will an opportunity to meet your child’s form tutor during Term 1, as well as a parents’ evening in Term 2 where you and your child will have the opportunity to meet with and discuss progress with each of your child’s subject teachers.

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HEALTHCARE AND NURSING The Clinic opening times are as follows: Sunday – Wednesday 7.30am – 3pm (nurse available until 5pm for anything urgent during after school clubs and sports) Thursday 7.30am – 1.30pm (nurse available until 3pm for anything urgent during after school clubs sports) School Telephone Number – 02 446 2280 Email – nurses@britishschool.sch.ae

The school clinic at BSAK is staffed by a team of HAAD registered school nurses and competent administrators. The nurse’s main role is to provide first aid and/or emergency care to all students and to ensure the safety of children at all times. When To Keep Your Child At Home BSAK has a policy for when children are unwell. Please see the School website for certain illness’s that require you to keep your children at home. BSAK Healthcare Contact Details For Parents When children become unwell in school and parents need to be contacted, it is important to ensure that parental contact details on our system are correct, as these are used when we call you in an emergency. Your contact details can be updated via the Parental Portal. Collecting Your Child From The School Clinic If you receive a call about your child who needs to either go home or be seen by a Doctor, we request that you collect your child as promptly as possible. We suggest that within 1 hour is an acceptable time frame, however, we appreciate that this may not always be possible. If parents are unable to collect their child, they should notify the Nurse of the details of another person who is able to collect them. Children must sign out at Reception with their parent in order to receive an exit pass to leave the school premises. Healthy Eating and Food Policy BSAK promotes Healthy Eating and we are a Nut free school. Please see the School website for our Nut and Prohibited Food Policy. Medical Information for School Trips At the start of each year each child is issued with a Medical Sports and Trip form for that academic year. It is an ADEK requirement that we receive a form for every student.

TRANSPORTATION AND LIBRARY Should you wish to use the School Bus Service, Shanawaz Transport Services you will need to complete the online form on the Parent Portal requesting this service or you can visit the Clubs, Trips and Transport Officer, whose office is located behind Primary Reception. The buses and service are fully compliant with the Department of Transport (DoT) and the Department of Education and Knowledge (ADEK) regulations. Any parent who wishes to use this service for their child(ren) will be required to read the Student Code of Conduct with their child and then sign the Parent Charter prior to their child being allowed to use the School Bus Service. For any further enquiries please Email Transport@britishschool.sch.ae. For details of available pick up and drop off locations, please contact Shanawaz Transport at bsakbus@shanawazgroup.com

BSAK students are fortunate to have our library space to spend time reading, talking about books or completing homework. All students are able to take advantage of our quiet space in which to revise and to focus on much needed study. We provide a suite of computers, a collection of over 18,500 books, daily newspapers and periodicals which are continually updated and added to. There is something for everyone in our library, including after school clubs. The library, stocks a wealth of resources for all developmental stages and with the collaboration of each academic department, the library is able to offer a range of resources to support students in specific topics alongside general extended reading. The main aims are to promote a love of reading and to offer a space during lessons, at break times and after school where students can come to read, relax and study. The library is open and staffed every day from 7 until 5 for check outs; help with research and locating specific texts or information.

ARABIC A

Arabic A is for native Arabic speaking students. The course aims to expose students to variety of informational texts as well as a variety of literature texts. Both of these are used as a vehicle to deepen studentsâ&#x20AC;&#x2122; vocabulary, grammar usage and writing composition skills. As this is a compulsory course within the UAE, students follow the Ministry of Education Arabic curriculum, with additions and adaptations to meet their learning needs.

Skills Developed Speaking; listening; reading and writing in Arabic. Resources Ministry textbooks, worksheets and lessons developed by teachers and websites.

Course Content Students complete one unit of lessons each half term which covers three main areas of study; reading comprehension, language structures and writing. Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background. Assessment Students complete half-termly and termly exams in speaking, listening, reading and writing. The end of year exam covers all the essential skills.

ARABIC B

The Year 7 curriculum will build on previous knowledge acquired in early years and primary Arabic lessons by developing listening, speaking, reading and writing skills as well as a focus on skills such as translation, and spontaneous speaking. This course will also emphasise the fact that learning Arabic is not just about vocabulary and grammar but having an appreciation of Arabic culture and customs. We aim to foster an inquisitive and curious student who can take advantage of where we are and foster a genuine passion for Arabic as well as a sense of enjoyment and curiosity about the subject. It is after all, all around us! Course Content Term 1 My identity House and daily routines Term 2 The place I live in Jobs in the UAE and the world Term 3 Sports and leisure in the UAE Food in the UAE and the world Assessment Arabic is assessed summatively through one

summative assessment per term, linked closely to the skills below. The end of year assessment follows a similar format but will include all modules studied. Arabic is also assessed formatively as in ongoing daily informal assessment. Both types of assessment contribute to students’ assessment grade. Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary in cluding vocabulary that goes beyond students’ immediate needs and interests. Resources Vocab Express - online vocab learning application. Setting Students are placed in sets – determined by baseline testing and teacher’s professional judgement. Students can move between sets following the termly test.

ART

Art and Design embodies some of the highest forms of human creativity. At BSAK, art and design education engages, inspires and challenges students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As student’s progress, they will develop a more critical and rigorous understanding of art and design. They will experience artists and designers that reflect both world and regional art history and practice and develop knowledge of how this contributes to the development of identity and culture. Course Content Year 7 Art is based on the over-arching themes of Landscape (Seascape/Urban), Portraits and Still Life.

• Throughout the year, Year 7 Art is assessed through a combination of self, peer an teacher assessment and feedback. Skills Developed • Students will develop their confidence in using a wide range of media, techniques and processes. These are tracked in their sketchbook skillstracker. • Produce creative work, exploring and recording ideas and development through experimenting with a wide range of media. • Become proficient in drawing, painting, sculpture and other art, craft and design techniques. • Evaluate and analyse creative works using the language of art, craft and design.

Assessment • Baseline Test at the beginning of the year to assess observational drawing skills and artist analysis.

Additional Equipment Needed Sketchbooks and art materials for lessons are provided.

• The end of year assessment will consist of a fifty minute drawing exercise.

Setting Teaching will be delivered in form groups. 19

COMPUTER SCIENCE

In Year 7 students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Computer Science also ensures that students become digitally literate and are able to use and express themselves and develop their ideas at a level suitable for the future workplace and as active participants in an ever increasing digital world. A key area in Year 7 is for students to understand and develop computer programs using both block and text coding that reflect computational thinking and become fully aware of staying safe online and cyberbullying. Course Content Students will study the Input-Process-Output sequence and the Fetch-Decode-Execute cycle through practical activities. They will then look at some simple binary to decimal conversion and vice versa, and learn how text characters are represented using the ASCII code. This will be followed by some simple binary addition. Students will learn more in depth how storage devices represent data using binary patterns and physically save these patterns.

Students will cover some of the legal safeguards regarding computer use, including overviews of the Computer Misuse Act, Data Protection Act and Copyright Law and their implications for computer use. Phishing scams and other email frauds, hacking, â&#x20AC;&#x153;data harvestingâ&#x20AC;? and identity theft are discussed together with ways of protecting online identity and privacy. Students will be introduced to the Scratch programming environment and begin by reverse-engineering some existing games. They will then progress to planning and developing their own games, learning to incorporate variables, procedures (using the Broadcast function), lists and operators. They should be able to create a fully working game, scoring and some randomisation of objects. Finally they will program robots and learn to debug their code. Skills Developed Computational thinking, problem solving, troubleshooting, knowledge and understanding of computer systems and internet use. Additional Equipment Needed Students will be expected to bring a set of headphones to lessons. Setting Teaching will be delivered in form groups.

DESIGN AND TECHNOLOGY

Students will experience three aspects of Design and Technology and c o m p l e t e approximately 12 weeks of lessons in each of these areas; Food and Nutrition, Product Design and Product Design (Textiles). Course Content - On Rotation Food and Nutrition - Students will learn where food comes from, how to cook a range of dishes safely and hygienically and to apply their knowledge of healthy eating. They will learn basic food preparation and cooking techniques, learning to follow recipes using appropriate ingredients and equipment to prepare and cook a range of predominantly savoury dishes. They will gain knowledge from The Eatwell Guide to make informed choices about their own diet and will develop the creative, technical and practical expertise needed to complete tasks confidently. They will evaluate and test their ideas and products and the work of others. Product Design â&#x20AC;&#x201C; Students will experience a design and make task based in the workshop. Students will design a pencil holder developing ideas using basic 3D graphical skills, models in compliant materials and produce a 3D outcome out of a range of resistant materials including wood, metal and plastic. Focus is on producing a quality well finished outcome which is fit for purpose. 8

Product Design (Textiles) - This introduction to textiles investigates how textiles are made and used. Students experiment with making their own felt fabric. Additionally, students learn how to set up and safely use a sewing machine to create a felt phone holder. Their final product outcome includes a felt sample and an appliqued phone holder. Assessment Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and final products are completed. One combined Design and Technology paper (one hour) will be taken during the summer examination period and will form part of the overall Design and Technology assessment. Skills Developed In Year 7 all focus areas ensure that students can confidently use a range of materials and understand their properties whilst developing a studentâ&#x20AC;&#x2122;s ability to understand the processes that materials undergo to transform them from raw stock items to finished products. All students will understand the design process when tackling design and make tasks. Resources All focus areas have project booklets which will be supplied at the start of each unit. 21

DRAMA

Students begin to use a new and exciting range of drama strategies and conventions in order to examine the world, varying cultures and social issues. The confidence and communication skills which are fostered through learning in drama are a valuable and transferable skills set. Course Content Term 1 Alice in Wonderland. Students will physically explore Physical Theatre; learning how to use bodies and voices imaginatively and creatively. Term 2 Oliver Twist. Exploration of the play script of the classic story ‘Oliver Twist’. Students will develop their understanding of the plot and themes as well as interpreting characters and key moments in the play. Term 3 Greek Chorus. Work focusing on famous myths and legends to explore ensemble work chorus skills.

Assessment During each unit of study every student will have a summative assessment on one or more of the three assessment areas: Making, Performing and Reflecting. There is no formal exam in Key Stage 3. Skills Developed • Basic drama skills and techniques. A range of skills are taught to enable students to experiment with basic styles within a range of performances. • Developing and performing character. • Creating devised and scripted performances. • A wide range of social and personal skills such as communication, confidence, negotiation, problem solving and organisational skills. Setting Drama lessons are taught in form groups.

ENGLISH

English is a key curriculum subject and our Skills Developed inspiring thematic curriculum aims to encourage a love of reading, creativity with • The ability to read and make connections language use and a fascination for words and across a wide range of literature and communication in all forms! non-fiction, analysing and evaluating writer’s choices of language and structure. Course Content Each term will focus on developing • Use of a wide ranging vocabulary, along with specific speaking and listening, reading and accurate and effective standard English to writing skill sets linked by a common theme produce their own transactional and creative and drawing on fiction and non-fiction writing writing pieces for specific audiences and across the ages. Texts are varied, engaging purposes. and challenging, with Year 7 students studying Shakespeare and C19th literature, • The ability to speak confidently and alongside poetry, drama and non-fiction effectively in a range of contexts, including writing. small group and whole class discussions and Assessment As a skills based subject, our focus is on continually improving a wide range of linked skills across each term, rather than learning separate sets of content each time. We encourage students and parents to see all assessments as an opportunity to identify how they will improve further with the next theme.

debates, presentations and dramatic roles.

Resources Full resourcing for lessons and homework will be provided by the department. Students should supplement this with their daily wider and independent reading. Setting Students will be broadly grouped according to ability in English 23

EXTENDED PROJECT

The Extended Project (EP) course is designed to develop independent learning and to provide the skills needed for the 21st century.

Assessment On-going assignments to enable students to provide evidence of the skills above.

Skills Developed Course Content • Independent learning Term 1 • Research Skills Thinking Skills (L2) and Growth Mindset. • Time management Human Rights Topic - Sweet Swap Project • Communication skills (Global Awareness and Citizenship). Skills developed - independent learning, time • Critical thinking • Presentation skills management communication and presentation skills. • Ability to reference using the Harvard referencing system How to avoid plagiarism • Term 2 The Malala Project Global (Awareness and • How to evaluate data and information from a number of sources of research Citizenship). Skills developed - independent learning, time management, communication and Setting presentation skills and critical thinking. Students are taught in classes with members of each Year 7 form group. Term 3 Revision Techniques.

FRENCH

The Year 7 curriculum aims to develop the confidence to communicate in French. It helps ease the transition from Primary to Year 7 and moves at the right pace for students. It also emphasises the fact that learning French is not just about vocabulary and grammar but having an appreciation of French and indeed francophone culture and customs. We aim to foster an inquisitive and curious student who has a genuine passion for ‘all things’ French as well as a sense of enjoyment and curiosity about the subject. Course Content Term 1 Personal information & school life. Term 2 Free time & my region. Term 3 Holidays. Assessment French is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. 8

French is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade. Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond student’s immediate needs and interests. Resources Online text books and an active learn package from Pearson. Vocab Express - online vocab learning application. Setting Students will be placed in sets based on their previous performances in French; these will be reviewed and changes made following formative or summative assessment. 25

GEOGRAPHY

Geography is the study of Planet Earth: the natural world, people, and how they interact with one another.

End of year exam will be based on all taught content. The paper will be approximately 1 hour in length.

We aim to instill an ‘awe and wonder’ of the natural world, as well as building on local and international examples to spark students’ interest.

Skills Developed Atlas skills, map skills, spatial awareness, enquiry based learning, extended writing, argumentative writing, comparison making; an understanding of settlement location, type, form and function; knowledge of the different characteristics of settlements; an understanding of the features of a sustainable settlement.

Year 7 focusses on the core geographical skills that are then embedded into the rest of secondary school Geography. Course Content Term 1 What is geography, atlas and map skills Term 2 Water on the land Term 3 Urban environments Assessment Students will complete mini assessments throughout the year when the class teacher deems appropriate to check knowledge, understanding and application.

Resources Mapzone Website BBC Bitesize - KS3 Geography Geo Guesser http://www.geography-map-games.com/ Setting Students are placed in sets which are directly linked to science sets.

HISTORY

History aims to engage a students curiosity and imagination and present them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. Year 7 is all about preparing students with the skills they will need at KS3 and beyond. Course Content Term 1 Who was the most significant person in History? Why did William win the Battle of Hastings? Term 2 What was medieval life like? Term 3 Castles and conflict – fighting wars in Medieval England

Assessment History is assessed formally through at least one assessment per half term, linked closely to the history skills below. End of year assessment is through a 1 hour written paper, covering a selection of the topics from the whole year. Skills Developed • Chronology - what happens when? • Cause and Consequence - why do things happen? • Change and Continuity - what changes and stays the same? • Significance - what made something important? • Interpretations - what do other people think? • Using Evidence – what evidence do I have? Setting Classes will be taught in form groups.

ISLAMIC STUDIES

Students follow the Ministry of Education Islamic curriculum for native or non-native Arabic speakers. They are encouraged to reflect on their faith and look at relevant topics such as cleanliness and purity in Islam, care of orphans, the importance of work, humility and tolerance, the holy names of Allah (SWT), the rules of reading the Holy Quran. Students also read and memorise a selection of Hadeeth and Surahs from the Holy Quran (Surah Al Rahman and Surah Kaf). Course Content As per the Ministry of Education curriculum, the course covers a range of topics that allow students to: • Practice recitation and memorisation of the Holy Quran and Hadith. • Learn different rulings related to the five pillars of Islam. • Learn about the life of Prophets and their companions. Assessment End of unit test, Projects and end of year examination.

Skills Developed Holy Quranic pronunciation and recitation, Hadeeth memorisation, understanding of acts of worship and basic rules of dealings. Resources Ministry textbooks, websites and own resources.

teacher’s

Setting Students are taught in classes with members of each Year 7 form group.

LEARNING SUPPORT

BSAK has a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen.

reading techniques to build up stamina and to enable them to read actively for different purposes.

The Learning Support teachers and assistants are patient, dedicated and experienced in finding solutions to the difficulties faced by young learners in busy classrooms.

They learn how to plan and shape their writing to meet a range of requirements, and to improve their technical accuracy. They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.

We like to help students build on their strengths and reach their goals in a practical, sensible way. We support students who experience a range of specific learning difficulties, such as dyslexia, dyspraxia, dysgraphia, dyscalculia. Other students have difficulties with speech, language and communication, managing anxiety or social relationships. We provide targeted interventions in order to equip students with the necessary literacy and numeracy skills to access the curriculum to the best of their ability and with confidence. Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration. Learning Support students follow personalised programs of study during which they work on

Aiming High Two of our main priorities are showing students how to persevere when they experience difficulties, and that there should be no limit to their aspirations, whatever those may be, whether achieving a 9 in French GCSE, one year early, or winning the Senior School Poetry performance competition. Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the Learning Support team is there to help them to build a reliable problem-solving repertoire. â&#x20AC;&#x2DC;I really like Learning Support because it covers things from other lessons you might not understand at first.â&#x20AC;&#x2122; 29

MATHEMATICS

Mathematics in Year 7 aims to provide students with the ability to reason mathematically, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject.

Assessment Students will sit an assessment every half term based on the work covered up to that point. There will also be an end of year assessment, this will be a one hour paper based on the topics covered throughout the year.

In Year 7 there is an emphasis on understanding and confidently using different forms of calculation. New concepts in algebra, shape and space are also introduced.

Skills Developed Numeracy, problem solving, pattern spotting and mathematical reasoning skills.

Course Content Term 1 Numbers and the number system, calculating,exploring and calculating fractions, decimals and percentages. Term 2 Algebraic proficiency, solving equations and inequalities, investigating properties of shapes and angles. Term 3 Measuring and calculating space, proportional reasoning,checking/ approximating and estimating, transformations.

Equipment Students will be expected to bring to lessons a geometry set as well as a scientific calculator, the Maths department strongly recommends the use of the Casio FX-991 EX calculator, more information on this calculator can be found on the Mathematics department website. BSAK MATHS WEBSITE Setting Students will be broadly grouped according to ability in Mathematics

MELS

Moral Education and Life Skills (formally known as PSHE) plays a unique role in the education we offer our students. It takes a positive approach to help young people to understand how to live healthy lives, how to make well-informed and educated choices and how to be resilient in dealing with the challenges and issues that they may face as they grow up. MELS is taught once per week but also forms part of the daily routines, dialogues and values of those who work in our school. The curriculum provides a positive contribution to the climate and ethos of the school enabling students to grow and flourish; building effective relationships, developing social skills and resilience and thereby leading to confident individuals. Course Content The curriculum is based upon a combination of the UK guidelines on Personal, Social and Health Education and the UAEâ&#x20AC;&#x2122;s Moral Education framework. The programme aims to develop essential skills and attributes based around core themes; health and wellbeing, relationships, living in the wider world, study skills, character and morality, the individual and the community. 8

Assessment No formal assessment. The impact of the program is seen through the interactions, beliefs and behaviours of those in the school community. Work and reflections can be recorded in the MELS / Wellbeing Journals. Skills Developed Students develop skills in problem solving, critical thinking and resilience. Setting Lessons are taught in form groups.

MUSIC

Music is a subject which is held in high regard by universities all over the world, it is a universal language that embodies one of the highest forms of creativity. Research suggests that a high-quality music education helps strengthen learning in all areas of the curriculum, as well as improving self-confidence, cognitive function and focus. Music has the potential to make a significant contribution to childrenâ&#x20AC;&#x2122;s development: Year 7 music builds on previous knowledge and skills through performing, composing and listening activities. Course Content Unit 1: RHYTHM, PULSE, BEAT! Unit 2: PITCH AND MELODY WRITING Unit 3: EXPLORING THE PENTATONIC SCALE Unit 4: MAJOR AND MINOR Assessment Music is assessed through both group and individual performance. At the end of each unit the students perform and record their compositions and together they listen and use staff and appraise their work. There is no formal exam for Music at Key Stage 3.

Skills Developed Students are taught to: Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. Improvise and compose; extending and developing musical ideas by drawing on a range of musical structures, styles, genres and traditions. Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. Listen with increasing discrimination to a wide range of music from great composers and musicians. Develop a deepening understanding of the music that they perform and to which they listen, and its history Setting Teaching will be in form groups.

PHYSICAL EDUCATION AND GAMES

Students will participate in a variety of physical activities and games, focusing on developing their sports skills and knowledge of Sports Science. Students will be expected to wear their blue BSAK Physical Education kit for all PE lessons. Games lessons require students to wear their house kit and the curriculum follows the seasonal sports competed in by BSAK. House matches are timetabled in games lessons every half term. In both PE and Games the emphasis will be adopting an holistic approach to Physical Education. Developing the students physical prowess, coaching, leadership and analysis/evaluation skills. Course Content Term 1 Girls: Netball, Swimming and Athletics. Boys: Football, Athletics, Strength and Conditioning. Term 2 Girls: Football, Gymnastics, Trampolining and Dance. Boys: Rugby, Swimming, Gymnastics and Trampolining.

Assessment All physical activities and games will be assessed and criteria shared with students. Students will be encouraged to be part of this process and will have many self and peer assessment opportunities via video analysis. Students will also have a theoretical examination during term 3 (Exam week), which will allow us to assess their knowledge of Sports Science and the theoretical concepts that underpin sporting performance. Skills Developed A range of skills are developed and refined with a key focus on team work, collaboration, tactics and strategies. Students are also encouraged to analyse their performance using ICT. Equipment Needed PE and House Kit, Games socks, football boots, trainers.

shin pads,

Kit Policy At BSAK we have a policy where all students are expected to bring a kit to every lesson. If they are injured or unwell, they must have a parental note that excuses them from the practical element of the lesson. However, they must still get changed and they will develop their coaching and leadership skills. Setting Students will be set in both Physical Education and Games.

SCIENCE

Science at BSAK offers students the ability to access a wealth of knowledge and information which will contribute to their understanding of how and why things work as they do. Science is able to explain the mechanics and reasons behind the daily functioning of complex systems, which range from the human body to sophisticated modern technology. Our students are able to use their knowledge and skills to understand new concepts, make well-informed decisions and pursue new interests. Science allows our students to be critical and make reasoned decisions about the information they read in books and newspapers, see on the television or are exposed to on the internet. Students will study Science as a combined subject in Year 7 with aspects of Biology, Chemistry and Physics being taught on a topic by topic basis.

Term 2 Structure and Function of Body Systems, Sound,Reactions, Light. Term 3 Space, Acids and Alkalis, Reproduction Assessment Problem-solving Abstract-thinking Ability to complete multistep calculations Application of knowledge Data analysis Evaluation Extended writing skills Resources All students will be issued with login access to www.kerboodle.com where they will be able to use an extensive bank of learning resources including videos, animations, podcasts, worksheets and a digital version of the Oxford KS3 Science Activate 1 textbook.

Another very useful resource is: Course Content KS3 Science Website Term 1 Particles and their behaviour, Cells, Setting Forces,Elements, Atoms and Compounds. Students will be broadly grouped according to ability in Science

SOCIAL STUDIES

Arabic Social Studies is an essential topic in the UAE and in our curriculum at BSAK. It is the subject that allows local students to learn about and be proud of their heritage and history, whilst also learning essential information about the culture of their country. Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures. Course Content Term 1 I maintain my national identity, National Service, The natural characteristics of the Arabian Peninsula, Climate and natural vegetation in the Arabian Peninsula. Term 2 Geographic Information Systems, Remote Sensing, The natural and human characteristics of the UAE Term 3 Perennial plants in the UAE Shaikh Zayed trips and tours in UAE and North America

Assessment Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills. Skills Developed The students learn how to research efficiently and correctly, and are also asked to do one project a term. They will also learn about the shape of the Gulf and how to draw it and will develop their History and Geography skills. Resources Ministry textbooks, worksheets developed by teachers and websites. Students will also occasionally require a map to test their map skills. Setting This course is compulsory for the majority of Native Students (those in Arabic A who speak fluent Arabic), but students may also opt out of the course if they wish to do so.

SPANISH

The Year 7 curriculum aims to develop the confidence to communicate in Spanish. It helps ease the transition from Primary to Year 7 and moves at the right pace for students. It also emphasises the fact that learning Spanish is not just about vocabulary and grammar but having an appreciation of Spanish and indeed Hispanic culture and customs. We aim to foster an inquisitive and curious student who has a genuine passion for ‘all things’ Spanish as well as a sense of enjoyment and curiosity about the subject. Course Content Term 1 My life & free time. Term 2 My studies & my family. Term 3 My home town. Assessment Spanish is assessed summatively through at least one assessment per module, linked closely to the skills developed.

The end of year assessment follows a similar format but will include all modules studied. Spanish is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade. Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond student’s immediate needs and interests. Resources Online text books and an active learn package from Pearson Vocab Express - online vocab learning application. Setting Students will be placed in sets based on their previous performances in Spanish; these will be reviewed and changes made following formative or summative assessment.

PARKING & TRAFFIC SAFETY AT BSAK Airport Road

Residential Villas

Parking Zones Drop-Off/Pick-Up Zones Waiting Zone

Street 17

St.Andrews Church

St. Joseph School Church

British School Al Khubairat

Street 1

Umm Al Emarat Park

Mosque

Secondary

No stopping

Primary

Umm Ammar Girls School

Evangelical Community Church

Cross Here

ONE WAY

Al Yasat Compound

Karamah Street

We spent a year discussing and agreeing on a set of traffic rules.

This is our commitment to each other One Way:

Its one way flow on the road outside the Primary entrance and St Joseph’s School.

Drop-off / Pick-up Zones:

These are near the Primary and Secondary entrances. • Parking or waiting is not allowed in these zones • Nursery – Y2 children must be accompanied. From Y3 up, children enter alone • Drivers should move on and wait in the Waiting Zone rather than park and wait on the road • Drivers should be notified by phone to pick up carers

Red Cones:

Red cones indicate no stopping.

Pedestrian Crossing:

Please do not ever stop, drop or park on or near the crossings.

Traffic Safety Team:

The Traffic Safety team is here to help us, for the safety of everyone. Please remember to be patient, drive slowly and respect each other and the rules.

Parking on the roadside is at the car owner’s risk. The Dept of Transport decree (2011/5/31) states that stopping is only allowed here between 6.30am – 9.00am and 12.00pm – 4.00pm Your Feedback Matters To Us Please contact us on Traffic@britishschool.sch.ae

www.britishschool.sch.ae

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