THE BRITISH SCHOOL AL KHUBAIRAT
CURRICULUM 2020/2021
YEAR 8
RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS
OUR SCHOOL The British School Al Khubairat (BSAK) is Abu Dhabi’s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 – 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 | Respect and Inclusivity Honesty and Integrity | Endeavour and Resilience
FOREWORD BY DEPUTY HEAD Dear Parents & Students, Under normal circumstances, this booklet would have arrived at the start of this term. We delayed it to see if we needed to adjust it under the current circumstances. We were hoping to welcome Year 8 students back to school last week however since their return has been delayed we feel this is still a suitable time to let you know what our departments have planned for this year. What is absolutely clear, is that no one will ever forget this period of their life, where nothing seems to be ‘normal’, and everything seems to be a little bit up in the air. For our students, having 6 months of not walking through our BSAK doors to receive their education has been a real challenge. We have said many times how proud we are of our students’ resilience and endeavour, and how they have thrown themselves into their distance learning. However, we also understand that for many students, this has been the worst of times, and that part of our job at BSAK is to recreate and foster their love and enthusiasm for learning, as well as ensuring that every students’ social and emotional wellbeing is catered for. I am proud that our staff recognise this and have adapted their teaching to ensure that this is top of their agenda. While this booklet provides you with the overview of the subject curriculum for this year, it is important to outline the impact that Covid-19 may have on education as we move through this academic year. What seems to be clear is that we must expect the unexpected, and cannot assume that we will have every student in front of us for the entirety of this year. It looks likely that schools may have to become extremely adaptable in how they deliver their content over the next few months. Therefore, our departments and subject areas have adapted their curriculum so that it is able to cope with being delivered effectively both in school, and also if we are forced to revert to some amount of distance learning, which for some students will have been already selected on medical grounds. Teaching with a blended model of face to face learning, while simultaneously teaching students online is a real challenge, but it is one that BSAK staff are becoming incredibly proficient at, and will continue to strive to improve. This desire to continually drive to be even better is what keeps BSAK ahead of the game, and at the very pinnacle of our profession. This year may still provide us with many challenges: educationally, socially, and emotionally. Together, as a community of staff, students, and parents, I am certain that we will get through this - and more importantly, allow our students to thrive.
Mr Nigel Davis Deputy Head ndavis@britishschool.sch.ae
YEAR 8 CURRICULUM BOOKLET 2020/2021 CONTENTS Subjects In Alphabetical Order P 05 P 07 P 11 P 15 P 17 P 21 P 23 P 25 P 27 P 29 P 31 P 33 P 35 P 37 P 39 P 43 P 46 P 50 P 52 P 54
Arabic A Arabic B Art Computer Science Design & Technology Drama English French Geography History Islamic Studies A & B Learning Support Mathematics MELS Music Physical Education Science Social Studies Spanish STEAM
ARABIC A ACADEMIC YEAR 2020/2021 YEAR 8
ARABIC A Arabic A is for native Arabic speaking students. The course aims to expose students to a variety of informational texts as well as a variety of literature texts. Both of these are used as a vehicle to deepen students’ 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.
COURSE CONTENT Students complete one unit of lessons each half term which covers these main areas of study: ● ● ● ● ●
Reading Comprehension Language Structures Writing Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background
SKILLS DEVELOPED ● Speaking ● Listening ● Reading ● Writing RESOURCES ● Ministry textbooks ● Worksheets ● Websites ● Lessons developed by the teacher SETTING Teaching will be delivered in form groups.
ASSESSMENTS Students complete half-termly and termly exams in reading and writing. The end of year exam covers all the essential skills.
ARABIC B ACADEMIC YEAR 2020/2021 YEAR 8
ARABIC B All students in Year 8 will embark on a three year GCSE programme in Arabic with the intention that all students sit their GCSE Arabic examination at the end of Year 10. The Year 8 curriculum will therefore reflect this and build on previous knowledge acquired in Year 7 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking.
COURSE CONTENT By adding a third year to this course means we can really drill down into some of the complexities of the language and also have more time to take on the considerable content in the new GCSE specification. 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. Term 1 ● Family ● My friends ● My role model ● My interests Term 2 ● Internet and Entertainment ● TV, Cinema & Music ● Food Term 3 ● Clothes ● Daily Routine ● Celebrations
ASSESSMENTS Arabic is assessed summatively through one summative assessment per term, linked closely to the skills developed. 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 a students’ assessment grade.
ARABIC B SKILLS DEVELOPED Students are required to develop confidence in: ● Listening ● Speaking ● Reading ● Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests. RESOURCES ● GCSE Arabic (My Language is my Identity) Coursebook ● Languagenut digital learning platform ● Languagenut is provided by School but students may also access other websites independently such as Languagesonline, Duolingo, Memrise or Quizlet. SETTING Students are placed in sets determined by previous exposure to the Arabic language in Year 7, summative and formative assessment, and teachers’ professional judgements. Students can and do move between sets regularly. Our objective is always to place students in the correct group commensurate with their language learning needs. Teaching will be delivered in form groups.
ASSESSMENTS Arabic is assessed summatively through one summative assessment per term, linked closely to the skills developed. 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 a students’ assessment grade.
ART ACADEMIC YEAR 2020/2021 YEAR 8
ART Art, Craft and Design enables students to explore and understand the world through the acquisition and development of observational and communication skills. Self-expression, creativity, moral and social awareness and an active engagement of the impact of art, craft and design on culture are what we aim to foster in our young artists. In Year 8, our young artists develop their observation and creative skills through a rich and varied cultures based curriculum. Traditional and contemporary artists , designers, cultures and genres are explored through an exciting range of media, techniques and processes. The Formal Elements are central to all art knowledge and activities with an emphasis on the Year 8 theme of World Cultures.
COURSE CONTENT World Cultures All students engage in an art curriculum exploring World Cultures. Social and moral aspects are explored within specific cultural contexts and combinations. The Formal Elements are central to creative learning and how artists, artisans and craftspersons have used these to record, celebrate and develop indigenous, regional and international partnerships and cultural appreciation. Students will experience a selection of not all - the following cultures in traditional and Contemporary forms: Arabic Art - UAE Art of the Middle East British Connection India - Narrative Mexican Day of the Dead Japanese Art Chinese Art South America - Ecuador African Art Aboriginal Art Maori Art Indonesian Art Central America European Asia / Asia Formal Elements: Central to art skills acquisition and development as artists, the Formal Elements are a consistent reference point in creating and understanding art and culture in all forms. Within our art curriculum the Formal Elements are integral to exploring and communicating Visual and Written Literacy. LINE / SHAPE / FORM / TONE / TEXTURE / SPACE / PATTERN / COLOUR / COMPOSITION ASSESSMENTS Assessment structure and taxonomy is derived from GCSE and A Level Assessment language. ● Students are assessed against Assessment language taxonomy. ● Assessment sheets are located in each student sketchbook and Google Classrooms. ● The Formal Elements are central to all assessment whether self, peer, group or teacher led.
ART SKILLS DEVELOPED ● Develop knowledge and understanding of artist, designers, genres and contextual sources to inspire and influence personal responses. ● Develop knowledge, appreciation and application of the Formal Elements ● Developing a creative confidence in the use of a range of media, techniques and processes. ● Developing skills in communication, visual interpretation, individual and collaborative creative practice. ● Developing appreciation of, confidence in and fluency in Visual and Written Literacy ● A greater knowledge and appreciation of World Cultures SETTING Teaching will be taught in mixed form groups. EQUIPMENT REQUIRED Whilst we have excellent facilities and resources for art, all students are expected to bring to every lesson the following items. ● ● ● ● ● ● ●
HB and 2B/6B Pencil Eraser Sharpener Black fine liner Ruler Glue stick Set of coloured pencils
Homework and next lesson preparation activities will often require the above items.
ASSES
ASSESSMENTS Assessment structure and taxonomy is derived from GCSE and A-Level Assessment Term 1 language Term ● 2 Students are assessed against Assessment language taxonomy End ● of year Assessment exam sheets are located in each student sketchbook and Google Classrooms ● The Formal Elements are central to all assessment whether self, peer, group or teacher led
COMPUTER SCIENCE ACADEMIC YEAR 2020/2021 YEAR 8
COMPUTER SCIENCE In Year 8 students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Students are equipped to use information technology to create programs, systems and a range of content. 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 8 is for students to understand and develop computer programs that reflect computational thinking and become familiar with the syntax of the Python language and use logical reasoning to debug their programs. COURSE CONTENT ● Students will learn how bitmap and vector images are represented and stored by the computer. ● The focus is on getting students to understand the process of developing programs, the importance of writing correct syntax, being able to formulate algorithms for simple programs and debugging their programs. ● Students will be introduced to the Python programming environment IDLE and begin solving various tasks using text commands. Building on their knowledge from Year 7 they will start to plan and develop more complex algorithms, learning to incorporate variables and use their computational thinking skills to make decisions using the ‘IF-THEN’ commands and to improve the efficiency of their programs using both conditional and unconditional iteration. ● Students will be introduced to 3 logic gates - AND, OR and NOT gates and develop electronic circuits and truth tables. They will learn that these gates are part of the building blocks that make up the computer's hardware. ● Students will learn that cybersecurity is the protection of internet-connected systems such as hardware, software and data from cyber-threats. They will learn what the threats are and how individuals and enterprises protect themselves against unauthorized access. SKILLS DEVELOPED ● Computational thinking ● Problem solving ● Troubleshooting ● Knowledge and understanding of computer systems ADDITIONAL EQUIPMENT NEEDED Students will be expected to bring a set of headphones to lessons. SETTING Teaching will be delivered in form groups.
ASSESSMENTS Students will be assessed every half term based on the work covered up to that point. There will also be an end of year assessment, where students will be assessed on the topics covered throughout the year. This will consist of both a practical and written paper.
DESIGN & TECHNOLOGY ACADEMIC YEAR 2020/2021 YEAR 8
DESIGN & TECHNOLOGY Design and Technology is taught on a carousel. Students will experience four aspects of the subject, Food and Nutrition, Product Design Resistant Materials, Product Design - Graphics and Product Design - Textiles. Each area will have approximately 9 weeks in each of the areas.
COURSE CONTENT - ON ROTATION Food and Nutrition Students will learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste. They will deepen their knowledge and understanding of food and nutrition, develop food preparation and cooking techniques and apply their knowledge to make informed choices about their own diet. They will learn about the nutrients; their sources and functions; how to adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes. Product Design (Resistant Materials) Students will design and make a piece of pewter cast jewellery. They will use a range of designing strategies including sketching, crating, modelling and CAD designing using 2D Designer. Students will realise their designs using a range of techniques including pewter casting, wasting of materials using a variety of hand tools, drilling and polishing. Product Design (Textiles) Students are encouraged to understand a range of ways that textiles can be decorated and investigate dying techniques. Students experiment with different media, designing and making a drawstring bag for shoes that incorporates the processes of decoration and dying of their own design. Product Design (Graphics) Students will learn how to use a range of 3D drawing techniques to generate ideas including Isometric, 1 point perspective and 2 point perspective. They will also look at the use of colour including rendering using a range of medias. Students will investigate existing products, identify a suitable client (Target market Group) to produce a picture frame for a standard 150mm x 100mm Photograph. Students will also develop their knowledge and understanding of 2D designer.
ASSESSMENTS Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and ďŹ nal products are completed. One combined Design and Technology paper (one hour) will be sat during the summer examination period and will form part of the overall Design and Technology assessment.
DESIGN & TECHNOLOGY SKILLS DEVELOPED All focus areas ensure that students can confidently use a range of materials and understand their properties whilst developing a student’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. All materials and consumables will be provided. SETTING The teaching in Year 8 is taught in mixed ability groups.
ASSESSMENTS 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 sat during the summer examination period and will form part of the overall Design and Technology assessment.
DRAMA ACADEMIC YEAR 2020/2021 YEAR 8
DRAMA The portfolio of strategies becomes more sophisticated and remains geared towards exploration and process. Specific acting skills such as status and mask work are introduced. This really is a year for students to truly recognise the potential for drama exploration from a range of sources and stimuli; the idea that performance only comes from a text begins to diminish and the notion of devising work which is original and investigative is strong.
COURSE CONTENT Term 1
Billy Elliot - Devising Theatre The students develop their knowledge of important Drama techniques such as cross-cutting, thought-tracking and marking the moment as they explore the story of Billy Elliot. Students will develop their group work and rehearsal skills with an emphasis being put on personal and social skills such as listening, empathising, co-operating and negotiating. Term 2
Acting Skills - Performing a Text ‘Exploration of a play script’. Students will develop their understanding of the plot and themes as well as interpreting characters and key moments in the play. Acting skills are developed as students prepare for a polished performance in front of an audience. Term 3
Technical Theatre Work focusing on technical aspects of Theatre such as Set, Costume, Lighting and Sound design. SKILLS DEVELOPED ● ● ● ●
A range of intermediate skills are taught to enable students to challenge and develop more in depth characters and techniques to enhance their performances. Creating devised and scripted performances Trestle Theatre Mask skills Use of symbolism to express character in motion
ASSESSMENTS ● During each unit of study every student will have a summative assessment on one of more of the 3 assessment areas, Making, Performing and Reflecting. ● There is no formal exam in Key stage 3.
ENGLISH ACADEMIC YEAR 2020/2021 YEAR 8
ENGLISH English is a key curriculum subject and our inspiring thematic curriculum aims to encourage a love of reading, creativity with language use and a fascination for words and communication in all forms! Each term Year 8 will focus on developing specific speaking and listening, reading and writing skill sets linked by a common theme and drawing on fiction and non-fiction writing across the ages.
COURSE CONTENT Term 1 ● Investigative Journalism ● Gothic Fiction Term 2 ● Love and Deception: Shakespeare ● Ballads and Poetry Term 3 ● Going Green ● Dystopia: Hunger Games SKILLS DEVELOPED ● The ability to read and make connections across a wide range of literature and non-fiction, analysing and evaluating writer’s choices of language and structure. ● Use of a wide ranging vocabulary, along with accurate and effective standard English to produce their own transactional and creative writing pieces for specific audiences and purposes. ● The ability to speak confidently and effectively in a range of contexts, including small group. RESOURCES Please click here to view the English 5 Year Learning Journey. 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.
ASSESSMENTS 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. Assessments will be spoken as well as written both the ‘coursework’ and timed exam approach.
FRENCH ACADEMIC YEAR 2020/2021 YEAR 8
FRENCH The Year 8 curriculum aims to develop the confidence to communicate in French. It builds on the foundations laid in Year 7. 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 ● TV, Cinema and leisure activities ● Paris Term 2 ● My Personality and opinions ● Where I live Term 3 ● Talent shows ● Talking about my ambition SKILLS DEVELOPED ● Listening & Speaking ● Reading & Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests. RESOURCES ● Studio 2 online textbook via Pearson ● Languagenut digital learning platform The Studio 2 textbook and Languagenut subscription are provided but students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet. SETTING Students are placed in sets determined by previous exposure to the French language in Year 7, summative and formative assessment, and teachers’ professional judgements. Students can and do move between sets regularly. Our objective is always to place students in the correct group commensurate with their language learning needs. ASSESSMENTS 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. French is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade.
GEOGRAPHY ACADEMIC YEAR 2020/2021 YEAR 8
GEOGRAPHY During Year 8, students consolidate the skills they learnt in Year 7 as they study the physical and human parts of our subject. It starts with the journey into the center of the Earth, and how plate tectonics have shaped our planet for millions of years and are still impacting on the planet today. We then discover where people live on planet Earth, why they live where they do, and why some people choose to move and the impact these moves have. Finally, we will go on to study the different biomes found around the world, their individual characteristics and features. COURSE CONTENT Term 1 ● Angry Earth Term 2 ● Population Term 3 ● Migration SKILLS DEVELOPED ● Atlas skills ● Map skills ● Spatial awareness ● Enquiry based learning ● Extended and Argumentative writing ● Comparison making ● An understanding of how the Earth was made, how it has developed physically and how the processes inside the Earth continue to shape our planet today. ● An understanding of settlement, how and why people are spread out across our planet, why they often choose to move and the consequences these movements bring and the importance of different biomes of the world. RESOURCES ● Mapzone Website ● BBC Bitesize - KS3 Geography ● GeoGuessr ● Geography Map Games SETTING Teaching will be delivered in form groups. ASSESSMENTS Formative mini assessments happen throughout the year when the class teacher deems appropriate. Each topic will have an end of unit assessment and then a final end of year exam will cover all content that has been studied throughout the course.
HISTORY ACADEMIC YEAR 2020/2021 YEAR 8
HISTORY History aims to engage a student’s 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 8 builds on the skills established in Year 7, challenging the students to explain in more depth while developing their judgements.
COURSE CONTENT Term 1 ● Who was the most significant Tudor Monarch? ● A study of each Tudor monarch, including the religious and political changes that occurred during this period. Term 2 ● A breadth and depth overview of African-American history from the slave trade to Barack Obama. Term 3 ● History Key Skills Project. 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? RESOURCES Resources will be provided through text books, worksheets and via the Google Classroom. SETTING Teaching will be delivered in form groups.
ASSESSMENTS History is assessed formally through at least one assessment per half term, linked closely to the History skills developed. End of year assessment is through a 1 hour written paper, covering a selection of the topics from the whole year.
ISLAMIC STUDIES A & B ACADEMIC YEAR 2020/2021 YEAR 8
ISLAMIC STUDIES A & B This is a compulsory course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum either in the medium of Arabic or English, with additions and adaptations to meet their learning needs. Students are encouraged to reflect on their faith and look at relevant topics such as Surat Yassin. Holy Quran recitation rules, knowledge is wisdom, health is the priority, cooperative society, no threat to society, bring benefits to the family and they focus on the pillars of Iman and the world of angels. Students also read and memorize a selection of Hadeeth and Surahs from the Holy Quran (Surat Yassin).
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 Explore links between the values of Islam and real life situations
SKILLS DEVELOPED ● Holy Quranic pronunciation and recitation ● Hadeeth memorisation ● Understanding of acts of worship and basic rules of dealings RESOURCES Ministry textbooks and the teacher’s own resources
ASSESSMENTS ● End of Unit Tests ● Projects ● End of year examination
LEARNING SUPPORT ACADEMIC YEAR 2020/2021 YEAR 8
LEARNING SUPPORT We have a resourceful and friendly Learning Support team to help Secondary students from the age of eleven to eighteen. The Learning Support teachers and assistants are patient, dedicated and experienced in finding solutions to the difficulties faced by young learners in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way.
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We support students who experience a range of specific learning difficulties, such as dyslexia, dyspraxia, dysgraphia and dyscalculia. Other students have difficulties with speech, language and communication, managing anxiety or social relationships.
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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.
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Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
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Learning Support students follow personalised programme of study during which they work on reading techniques to develop a love of reading and to enable them to read actively for different purposes. They learn how to plan and shape their writing to meet a range of requirements, and to improve their technical accuracy.
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They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
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 a 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.
‘It helps me understand different question types and how to answer them, and it has boosted my teamwork and cooperation skills.’
MATHEMATICS ACADEMIC YEAR 2020/2021 YEAR 8
MATHEMATICS Mathematics in Year 8 aims to provide students the ability to reason mathematically, an appreciation of the beauty and power of mathematics and a sense of enjoyment and curiosity about the subject. In Year 8 students will further develop their Number, Algebra, Shape and Space skills as well as being introduced to new concepts in handling data.
COURSE CONTENT Term 1 ● Numbers ● The number system ● Understanding risk and probability Term 2 ● Algebraic proficiency (tinkering and visualising) ● Solving equations and inequalities ● Sequences, fractions ● Decimals ● Percentages Term 3 ● Measuring and calculating space ● Presentation and measuring of data SKILLS DEVELOPED ● Numeracy ● Problem solving and pattern spotting ● Mathematical reasoning skills ADDITIONAL EQUIPMENT NEEDED ● Geometry set ● Scientific calculator - we recommends the Casio FX-991 EX calculator RESOURCES BSAK Maths Website SETTING Students will be broadly grouped according to ability in Mathematics.
ASSESSMENTS 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 on the topics covered throughout the year.
MELS ACADEMIC YEAR 2020/2021 YEAR 8
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 UAE’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. SKILLS DEVELOPED ● problem solving ● critical thinking ● resilience SETTING Lessons are taught in form groups.
ASSESSMENTS 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.
MUSIC ACADEMIC YEAR 2020/2021 YEAR 8
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 engages 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 children’s development: developing leadership skills, team work, concentration and problem-solving skills. Year 8 Music focuses on learning to play with two hands at the piano, compose using chords and harmony and the creation of layered compositions. COURSE CONTENT - HARMONY LAYERS Unit 1
Composing with Chords ● ● ● ● ● ● ● ●
The 4 Chord song Triads/Block chords/Broken chords/Arpeggios Chord progressions Playing with 2 hands at a keyboard Accompaniment patterns Melodic development Verse/chorus structure - focus on sound for assessment Ukulele chords
Unit 2
Reggae “Sequencing Sixths” ● ● ● ● ●
Melody and chordal accompaniment Playing “sequencing sixths in a Reggae style” Play melody from notation Whole class performance Small group performance - record for assessment
ASSESSMENTS 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 Keystage 3.
MUSIC Unit 3
12 Bar Blues ● ● ● ● ● ● ● ● ●
Focus on sound - for assessment The History of the Blues Listening to Blues music Developing a Blues style Chord riffs/Bass riffs Seventh Chords Improvisation/Blue notes Structure Perform and record ‘Jackass Blues’ for assessment
Unit 4
Layers and Textures through Minimalism and Techno ● ● ● ● ● ● ● ●
Cyclic patterns Building layers Texture Melodies/counter melodies Use of repetition/ostinato Minimalist features and techniques Musical contexts - Minimalism Garageband - layers
Unit 5
Songs from Musicals ● ● ● ● ● ●
Musical context SOW History of musicals Listening to and performing songs from musicals Basic score analysis Composing to a visual stimulus Brief introduction to Opera
SKILLS DEVELOPED ● 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 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 it’s history.
PHYSICAL EDUCATION ACADEMIC YEAR 2020/2021 YEAR 8
PHYSICAL EDUCATION At BSAK we aim to give the students a world class offering of Physical Education. Students have two lessons per week: Lesson 1 (Core PE) -Development of Physical Fitness, Skills in Isolation, knowledge of Sports Science Lesson 2 (Competitive Sport) - Development of Coaching, Leadership and Performance in a competitive setting.
We adopt a holistic approach to Physical Education, providing students with the knowledge and understanding that will allow them to live a healthy, active lifestyle throughout their adult life. We aim to embed many of the school values within Physical Education lessons such as resilience, integrity and endeavour. Students will be expected to wear their blue BSAK Physical Education kit for all lessons. COURSE CONTENT In order to provide the students of BSAK with a wealth of experiences, we offer a varied and vast curriculum. Our aim is to enrich the lives of the students by offering them many opportunities. Some of the Sports we offer are as follows: ● ● ● ● ●
Cricket Rugby Football Netball Athletics
We also offer lessons that will develop the students physical prowess: ● ● ● ●
Performing at Maximal Levels Outwitting Opponents Accurate Replication of Performance Exercising Safely & Effectively
ASSESSMENTS All physical activities will be assessed and criteria shared to assist with future development. Students will be encouraged to be part of this assessment process. There will be self and peer assessment opportunities, via video analysis. Students will also have a theoretical examination during term 3 (Exam week). This will allow us to assess their knowledge of Sports Science and the theoretical concepts that underpin sporting performance. Assessment will be focused on five areas: 1. Physical Fitness 2. Core Skills in Isolation 3. Performance in a Competitive setting 4. Coaching & Leadership 5. Knowledge of Sports Science
PHYSICAL EDUCATION The aim is not just to develop sporting prowess, but to give the students a true education. ● ● ● ●
Enhance knowledge of Sports Science Develop Communication Skills Improve Analysis and Evaluation skills Develop a love of learning and promote well being
The focus is to develop the students' understanding of how the theoretical concepts underpin sporting performance. This will be done through the creation of a Personalised Exercise Program. ADDITIONAL SKILLS DEVELOPED A range of skills are developed and refined with a key focus on: ● A range of skills are developed and refined with a key focus on teamwork ● Collaboration ● Tactics ● Strategies ● Students are also encouraged to analyse their performance using ICT 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 All lessons are mixed ability classes.
SCIENCE ACADEMIC YEAR 2020/2021 YEAR 8
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 also helps to either provide tactile and visible proof or allows our students to be critical and make reasoned decisions about much of the information we read about 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 8 with aspects of biology, chemistry and physics being taught on a topic-by-topic basis. COURSE CONTENT Term 1 ● Health and Lifestyle ● Electricity and Magnetism ● Chemical Reactions ● Reproduction Term 2 ● Respiration and photosynthesis ● Energy ● Acids and Alkalis ● Ecosystems and adaptation Term 3 ● Variation and inheritance ● Motion and pressure ● Metals and other materials SKILLS DEVELOPED ● Describe and explain scientific ideas ● Application of knowledge including problem solving ● Data analysis, including calculations and evaluation ● Scientific literacy ● Practical work
ASSESSMENTS Students will be assessed at the end of each topic studied using a range of questions to assess learning. There will also be an end of year exam, consisting of two approximately one hour papers assessing all topics and skills covered until that point.
SCIENCE 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 and 2 textbooks. Another very useful resource is: KS3 Science Website SETTING Students will be broadly grouped according to ability in Science.t BSAK offers students the ability to access a wealth of knowledge and inf
SOCIAL STUDIES ACADEMIC YEAR 2020/2021 YEAR 8
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 ● Our present History ● Positive energy ● Happiness Term 2 ● Umayyad State ● Arab Islamic Civilisation ● Sheikh Zayed and the dream of youth Term 3 ● Natural plants ● Latin America ● State and Government 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 SETTING This course is compulsory for the majority of Native Students (those in Arabic A (who speak fluent Arabic).
ASSESSMENTS 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.
SPANISH ACADEMIC YEAR 2020/2021 YEAR 8
SPANISH The Year 8 curriculum aims to develop the confidence to communicate in Spanish. It moves at the right pace for students and 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 holidays and media Term 2 ● Food and drink and social life Term 3 ● Summer plans SKILLS DEVELOPED ● Listening & Speaking ● Reading & Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s immediate needs and interests. RESOURCES ● Viva 2 online textbook via Pearson ● Languagenut digital learning platform The Viva 2 textbook and Languagenut subscription are provided but students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet. SETTING Students are placed in sets determined by previous exposure to the Spanish language in Year 7, summative and formative assessment, and teachers’ professional judgements. Students can and do move between sets regularly. Our objective is always to place students in the correct group commensurate with their language learning needs.
ASSESSMENTS 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.
STEAM ACADEMIC YEAR 2020/2021 YEAR 8
STEAM The Extended Project Course in Year 8 is designed to help students become innovators, educators, leaders and learners of the 21st century. Transferred learning, making connections, creating problems and using an holIstic and collaborative approach to Imagining and designing responses is central to STEAM activities. Students are encouraged to explore and research innovators in the field to develop and inspire their own knowledge and dynamic responses. COURSE CONTENT The course is project based and will have a STEAM focus. STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as a basis for students’ learning. The end results are students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. The STEAM approach is based around creativity and creative questioning, A ‘what if’ approach is fostered in lessons and activities. SKILLS DEVELOPED ● Independent learning ● Problem solving ● Collaboration ● Creativity ● Experimentation ● Research skills ● Time Management ● Communication skills ● Critical thinking SETTING Students will be grouped based upon their timetable commitments in other areas of the curriculum. EQUIPMENT REQUIRED ● HB and 2B/6B Pencil ● Eraser / Sharpener ● Black fine liner ● Ruler ● Glue stick ● Set of coloured pencils. Homework and next lesson preparation activities will often require the above items.
ASSESSMENTS Assessment will be ongoing and will cover both the process, investigating, exploring and developing solutions as well as the outcome, production and presentation.
