THE BRITISH SCHOOL AL KHUBAIRAT YEAR 8 CURRICULUM 2022/2023 RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS TOP SCHOOL AWARDS 2022 Best School in the UAE for Fine Art and Creative Studio Work TOP SCHOOL AWARDS 2022 Best School for Post-16 Education in the UAE
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
As we return to school for another academic year, after what I hope has been a restful and rewarding summer break, it is with great anticipation that we welcome our students back into the classroom for what is as close to ‘normality’ as it has been over the last two academic years. We are extremely excited to see the students engage with and flourish in the wide range of opportunities this allows us to reintroduce and build upon.
I would like to take this opportunity to emphasise the importance of the school curriculum. Teaching does not happen by accident, and requires careful thought and wise construction in order to produce a curriculum that is coherently planned. Our Heads of Departments expertly ensure that their teams provide teaching which is sequential; building on knowledge, understanding and skills in a well thought through and structured way, using techniques of cognitive science to allow true teaching forlearning.
As educators, we are very much looking forward to working with our students and helping them achieve their true potential and it is with great joy that we see us moving forward together - as a community of staff, students, and parents.
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
We have said many times how proud we are of our students’ resilience and endeavour, and how they have responded to the challenges of the last few years. It is with great delight that our staff are now able to concentrate on a restriction free acceleration in our students’ learning, through the curriculum you will see in these booklets.
With my very best wishes
Dear Parents & Students,
FOREWORD BY DEPUTY HEAD
We feel it is important to keep you informed and updated as to the content of the curriculum your child is following this academic year, the curriculum forms an essential part of the learning process and your support at home is an integral part of this.
YEAR 8 CURRICULUM BOOKLET 2022/2023 CONTENTS Subjects In Alphabetical Order P 06 Arabic A P 07 Arabic B P 09 Art P 11 Arts Enhancement P 12 Computer Science P 13 Design & Technology P 15 Digital Fluency P 16 Drama P 17 English P 18 French P 19 Geography P 20 History P 21 Islamic Studies A P 22 Islamic Studies B P 23 Learning Support P 24 Mathematics P 25 MELS P 27 Music P 28 Physical Education P 30 Science P 32 Social Studies A P 33 Social Studies B P 34 Spanish
expose students to a variety of informational texts as well as
A is for native Arabic speaking students. The course aims
●
with additions and
Students complete half-termly and termly exams in reading and writing. The end of year exam covers all the essential skills.
texts.
Students complete one unit of lessons each half term which covers these main areas of study:
students
vehicle
ARABIC A
Reading ● Comprehension
Language Structures
Arabic
variety
●
●
Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background SKILLS DEVELOPED
Writing
● be delivered in form groups.
Arabic to a of literature Both of these a to deepen students’ vocabulary, grammar usage and writing composition the UAE, follow the Ministry of Education curriculum, adaptations to meet their learning
Speaking ● Listening ● Reading ● Writing RESOURCES ● Ministry textbooks ● Worksheets ● Websites ● Lessons developed by the teacher SETTING Teaching will
needs. COURSE CONTENT
are used as
●
ASSESSMENTS
Asskills.this is a compulsory course within
● Volunteering Work
COURSE CONTENT
Term 1
● How did you spend your holiday?
● My daily Routine
The Year 8 curriculum will 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.
● Family,Friends & Role Models
Term 3
ARABIC
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.
● Foods
ASSESSMENTS
● My Interests
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.
● Occasions & Celebrations
Term 2
B
RESOURCES
ARABIC B
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.
SKILLS DEVELOPED
● GCSE Arabic (My Language is my Identity) Coursebook
● Languagenut digital learning platform
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests.
Students are required to develop confidence in:
● Listening, Speaking, Reading Writing
Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs.
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
SETTING
● Languagenut is provided by School but students may also access other websites independently such as Languagesonline, Duolingo, Memrise or Quizlet.
ASSESSMENTS
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.
FormalEuropeanCentralIndonesianMaoriAboriginalArtArtArtArtAmericaAsia/AsiaElements:
ART
Dead
COURSE CONTENT
British Connection IndiaMexicanNarrativeDayofthe
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.
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.
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 ofnot all - the following cultures in traditional and Contemporary forms:
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.
ASSESSMENTS
World Cultures
Japanese Art Chinese Art South America - Ecuador African
LINE / SHAPE / FORM / TONE / TEXTURE / SPACE / PATTERN / COLOUR / COMPOSITION
Arabic Art - UAE Art of the Middle East
SETTING
● HB and 2B/6B Pencil
● Glue stick
● Developing skills in communication, visual interpretation, individual and collaborative creative practice.
ASSES
Teaching will be taught in mixed form groups.
● Develop knowledge, appreciation and application of the Formal Elements
● Ruler
● A greater knowledge and appreciation of World Cultures
● Developing appreciation of, confidence in and fluency in Visual and Written Literacy
● Develop knowledge and understanding of artist, designers, genres and contextual sources to inspire and influence personal responses.
● Eraser
EQUIPMENT REQUIRED
Homework and next lesson preparation activities will often require the above items.
ART
SKILLS DEVELOPED
● Set of coloured pencils
● Developing a creative confidence in the use of a range of media, techniques and processes.
● Sharpener
Whilst we have excellent facilities and resources for art, all students are expected to bring to every lesson the following items.
● Black fine liner
SKILLS DEVELOPED ● Creativity and self expression ● Collaboration and teamwork ● Communication skills ● Resilience and self discipline ● Leadership skills ● Problem solving ● Time management ● Critical thinking ● Performance skills ● Musical theatre ● Technical theatre ● Art and design principles ● Visual Language SETTING Students are taught in small groups, with a collaborative approach to
ARTS ENHANCEMENT
Art. ASSESSMENTS Ongoing
Students will develop their creativity and performing skills, while collaborating and showing leadership. They will work beyond the KS3 curriculum to expand their skills in the Performing Arts. The aim is to design, rehearse and stage performances throughout the year. Music, Drama and teacher assignment to evidence above skills. Along with a final written report and group presentation.
For non Islamic students only. This is an additional course to enhance performances in the arts: Art, Drama and Music. Students will spend one term with each department and work on elements outside of the normal COURSEcurriculum.CONTENT
● 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.
●
Computational thinking
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.
COMPUTER SCIENCE
●
ASSESSMENTS
Students a lessons.
Teaching in form groups.
ADDITIONAL
Knowledge and understanding of computer systems
● Students will learn how bitmap and vector images are represented and stored by the computer.
will be expected to bring
SETTING
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.
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.
SKILLS DEVELOPED
COURSE CONTENT
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.
set of headphones to
● 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.
● 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.
Problem solving
Troubleshooting
●
● 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.
will be delivered
●
EQUIPMENT NEEDED
DESIGN & TECHNOLOGY
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 (Textiles)
Each area will have approximately 9 weeks in each of the areas.
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.
Food and Nutrition
Design and Technology is taught on a carousel.
COURSE CONTENT - ON ROTATION
Students will experience four aspects of the subject, Food and Nutrition, Product DesignResistant Materials, Product Design - Graphics and Product Design - Textiles.
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.
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.
ASSESSMENTS
Product Design (Resistant Materials)
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.
DESIGN & TECHNOLOGY
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.
All focus areas have project booklets which will be supplied at the start of each unit. All materials and consumables will be provided.
RESOURCES
ASSESSMENTS
The teaching in Year 8 is taught in mixed ability groups.
SKILLS DEVELOPED
SETTING
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.
A brand new course designed to help students develop transferable skills in using technology. Students will have one lesson a fortnight to develop their ability in effectively using a range of Google applications through task based modules. They will also complete lessons on a variety of digital citizenship topics. COURSE CONTENT Google Applications ● Google Drive ● Google Docs ● Google Slides ● Google Sheets ● Google Mail/Calendar ● Google Sites ● Google Forms Digital Citizenship ● What is the cloud? ● Fake news and social media ● Online safety ● eSport and Gaming Addiction SKILLS DEVELOPED Students will develop their ability to effectively use online productivity software whilst building a critical awareness of key digital citizenship issues which have arisen through the increased usage of technology. RESOURCES Students will require their Chromebooks in lesson. SETTING Teaching will be delivered in form classes. ASSESSMENTS Term 1 Term 2 End of year exam There are no assessments on this course.
DIGITAL FLUENCY
● A wide range of social and personal skills such as communication, confidence, analysis negotiation, problem solving, organisational etc.
Will be provided on the google classroom.
SETTING
DRAMA
The portfolio of strategies becomes more sophisticated and remains geared towards exploration and process. Drama will continue to support the development of interpersonal skills preparing them for life beyond the classroom.
Exploring a Play Script
ASSESSMENTS
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.
● Drama skills and techniques – a range of skills are taught to enable students to experiment with style within a range of performances.
● Developing and performing varied characters in an effective manner for an audience
Technical Theatre
Students will learn how to create and build dramatic material focused on a particular theme or topic. They will learn how to use their bodies and voices imaginatively and creatively. Students will develop their independent and group work techniques with an emphasis being put on personal and social skills such as listening, empathising, cooperating and negotiating.
This will involve the exploration of a playscript . 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.
Work focusing on technical aspects of Theatre such as set, costume, lighting and sound design. It will incorporate watching an critiquing a Live Performance. Students will study what makes an effective theatrical moment in terms of acting and design.
During each unit of study every student will have a summative assessment on one or more of the 3 assessment areas: Making, Performing and Reflecting. There is no formal exam in Key Stage 3.
COURSE DevisingCONTENTSkills
RESOURCES
SKILLS DEVELOPED
● Skills in this subject are transferable across the curriculum. It will allow students to develop confidence and communication skills. Students will be equipped with analytical skills and they will be encouraged to voice their opinions on a range of topical issues.
Teaching will be delivered in mixed classes.
● Dystopian Fiction: The Hunger Games
Term 2
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.
● Gothic Fiction
● Ballads and Poetry
SKILLS DEVELOPED
● The ability to speak confidently and effectively in a range of contexts, including small groups.
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 at times..
● 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 read and make connections across a wide range of literature and non-fiction, analysing and evaluating a writer’s choices of language and structure features.
SETTING
Students will be broadly grouped according to ability in English.
ENGLISH
ASSESSMENTS
COURSE CONTENT
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.
● Investigative Journalism
Term 1
● Going Green
Term 3
RESOURCES
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!
● Shakespeare - Richard III
Term 1
Term 2
● Your local area
COURSE CONTENT
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
● Paris Project
● Listening and Speaking
FRENCH
● Free Time
Term 3
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
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.
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.
● Languagenut digital learning platform
● Studio 2 online textbook via Pearson
SETTING
RESOURCES
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.
SKILLS DEVELOPED
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.
Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
● Reading and Writing
● Knowledge on processes that operate within the water cycle and river systems, comparison of drainage basins and the importance of access to water globally. in
form groups.
ASSESSMENTS
RESOURCES Mapzone Website BBC Bitesize - KS3 Geography Geography Revision Geography Map Games SETTING Teaching will be delivered
● Comparison
It starts with the journey into the center of the Earth, understand how plate tectonics have shaped our planet and the impacts hazardous events have on people and the environment. We then discover where people live on planet Earth, why they live there and the reasons some people choose to move. Finally, we will go on to study the processes that operate within a river system, and how water is one of the most important resources globally and how over consumption can lead to future conflicts.
COURSE CONTENT Term 1
Rivers SKILLS DEVELOPED
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.
●
● Spatial
● Extended and Argumentative
writing
making
Angry Earth Term 2
● Enquiry
During Year 8, students consolidate the skills they learnt in Year 7 as they study the physical and human parts of our subject.
GEOGRAPHY
● Map
skills
awareness
● Population
based learning
●
and migration Term 3
● 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
HISTORY
● Significance - What made something important?
ASSESSMENTS
Term 2
● Chronology - What happens when?
● Cause and Consequence - Why do things happen?
Teaching will be delivered in form groups.
History is assessed formally through at least one assessment per half term, linked closely to the History skills developed.
History aims to engage the curiosity and imagination of students 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. It also develops critical thinking and metacognitive skills as we explore deeper themes and concepts within the past.
Year 8 builds on the skills established in Year 7, challenging the students to explain in more depth while developing their judgements.
● A breadth and depth overview of the history of slavery, focusing on the experiences of the slave trade from the perspective of those enslaved, and a study of what led to the abolition of the slave trade
Term 3
● Interpretations - What do other people think?
SETTING
RESOURCES
SKILLS DEVELOPED
● How far has the treatment of criminals changed over time?
Resources will be provided through text books, worksheets and via the Google Classroom.
End of year assessment is through a 1 hour written paper, covering a selection of the skills from the whole year, though content will be focused on the final unit.
Term 1
● How should the lives of Native Americans be presented?
COURSE CONTENT
● Change and Continuity - What changes and stays the same?
● A study of the Tudor monarchs and their management of crises.
● Using Evidence – What evidence do I have?
RESOURCES
Ministry textbooks and the teacher’s own resources
COURSE CONTENT
● Hadeeth memorisation
This is a compulsory course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum, with additions and adaptations to meet their learning needs.
● Learn about the life of Prophets and their companions
● Explore links between the values of Islam and real life situations
COURSE CONTENT
● End of term exam
● Practice recitation and memorisation of the Holy Quran and Hadith
SKILLS DEVELOPED
● End of year examination
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
The Islamic values education curriculum called for here focuses on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
● Learn different rulings related to the five pillars of Islam
ISLAMIC STUDIES A
● Holy Quranic pronunciation and recitation
ASSESSMENTS
● Half term test
● Understanding of acts of worship and basic rules of dealings
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
● Exam
Half term
SKILLS DEVELOPED
● Learn different rulings related to the five pillars of Islam
Assessments:
ISLAMIC STUDIES B
● of year Exam
● Practice recitation and memorisation of the Holy Quran and Hadith
● Learn about the life of Prophets and their companions
● Memorising some verses from the Holy Quran and the Hadith
Ministry textbooks and the teacher’s own resources
● Understanding of acts of worship and basic rules of dealings
● of term Exam
RESOURCES
End
● The rules of recitation for the Holy Quran
End
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
This is a course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum with additions and adaptations to meet their learning needs.
COURSE CONTENT
The Islamic values education curriculum called for focus on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
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.
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 an award in Sport 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.
‘Learning Support helps me understand different question types and how to answer them, and it has boosted my teamwork and cooperation skills.’
● 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 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.
● 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.
We have a resourceful and friendly Learning Support team to help Secondary students from the age of eleven to eighteen.
LEARNING SUPPORT
AIMING HIGH
● They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
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.
● Dealing with Conflict
Positive decision making
Linked here you are able to access information on the objectives and projects undertaken in each of the year group areas.
●
ASSESSMENTS
Moral Education and Life Skills (MELS) is an essential part of modern day education. It covers content on personal wellbeing, economic well being, careers guidance, digital safety, morality and community wellbeing.
MELS
● Valuing Diversity
● Morality in Communities
No formal assessment.
wellbeing
them
COURSE CONTENT
SETTING
● the world around
to
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.
Engaging positively in
●
Problem solving
As part of our commitment at BSAK to a whole school approach to wellbeing we have worked to provide a framework for MELs that runs throughout Year 7-11 giving students a chance to learn, practice and extend their own knowledge and skills based on 6 important areas: Careers, Living in the Wider World, Mental and Physical Health, Mindfulness, Relationships and Study Skills.
● techniques benefit
● Governance in the UAE
MELS also incorporates the UAE Federal Government's Moral Education initiative, designed to promote tolerance and instill universal principles and values shared by humanity; details of which can be found here
Resilience
SKILLS DEVELOPED
Positive psychology and
Critical thinking
TOPICS
●
Lessons are taught in form groups once per week.
Whilst the theory is important, MELs also helps to develop skill in critical thinking, positive decision making, how and where to ask for help and how to engage positively in the world around them. Whilst this subject is not examined it is a compulsory part of UK and UAE curriculum and its importance has been highlighted in a number of educational studies including the Oxford Impact Study, 2020, by Dr Lindorff. This is one of the most robust studies into student wellbeing. The results found a clear correlation between wellbeing, which MELs promotes, and academic success.
●
12 Bar Blues
Unit 2
● Melody and chordal accompaniment
● Play melody from notation
● Perform and record for assessment
● Chord riffs/Bass riffs
Music is a universal language that embodies one of the highest forms of creativity, it is a subject which is held in high regard by universities all over the world.
Unit 1
● Layers: Melody, bass, chords
● Group performance of Sequencing Sixths
● Group performance of ‘Jackass Blues’
● Structure
Composing with Chords
● Melodic development
Reggae “Sequencing Sixths”
● Ukulele chords
Unit 3
● Learning how to play chords
● The History of the Blues
● Seventh Chords
COURSE CONTENT - HARMONY LAYERS
MUSIC
● Triads/Block chords/Broken chords/Arpeggios
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.
● Playing with 2 hands at a keyboard
● Perform and record for assessment
● Developing a Blues style
● Whole class performance
● Chord progressions
● Listening to Blues music
● Improvisation/Blue notes
● Group performance of 4 chords piece
● Playing “sequencing sixths in a Reggae style”
● Accompaniment patterns
● The 4 Chord song
● Verse/chorus structure
● Layers: Melody, bass, chords
● 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.
● Techno composition created in Soundtrap for assessment
● Composing to a visual stimulus
ASSESSMENTS
MUSIC
Unit 4
Layers and Textures through Minimalism and Techno
● Writing about Music
● Use of repetition/ostinato
● Develop a deepening understanding of the music that they perform and to which they listen and it’s history.
● Basic score analysis
● History of musicals
● Building layers
● Cyclic patterns
● Use of Texture
● Melodies/counter melodies
● Minimalist features and techniques
SKILLS DEVELOPED
● Improvise and compose; extending and developing musical ideas by drawing on a range of musical structures styles, genres and traditions.
● Listen to a wide range of music from great composers and musicians.
● Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression.
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 appraise their work. There will be a listening exam for Music at the end of the year.
Unit 5 Songs from Musicals
● Listening to and performing songs from musicals
ASSESSMENTS
● Football
We also offer lessons that will develop the students physical prowess:
PHYSICAL EDUCATION
● Cricket
● Accurate Replication of Performance
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:
● Athletics
● Outwitting Opponents
● Rugby
At BSAK we aim to give the students a world class offering of Physical Education. Students have two lessons per week: Lesson 1 (Physical Education - Core PE) Development of Physical Fitness, Skills in Isolation, knowledge of Sports Science Lesson 2 (Physical Education - Core PE) Development of Coaching, Leadership and Performance in a competitive setting.
● Exercising Safely & Effectively
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:
COURSE CONTENT
● Netball
● Performing at Maximal Levels
1. Physical Fitness 2. Core Skills in Isolation 3. Performance in a Competitive setting 4. Coaching & Leadership 5. Knowledge of Sports Science
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 Studentsendeavour.willbe expected to wear their blue BSAK Physical Education kit for all lessons.
All lessons are mixed ability classes.
The aim is not just to develop sporting prowess, but to give the students a true education.
● Collaboration
● Develop Communication Skills
A range of skills are developed and refined with a key focus on:
● Tactics
● Communication
KIT POLICY
● Develop a love of learning and promote well being
PHYSICAL EDUCATION
ADDITIONAL SKILLS DEVELOPED
● Strategies
● Improve Analysis and Evaluation skills
● Teamwork
● Resilience
● Overcoming challenges
● Students are also encouraged to analyse their performance using ICT
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
● Endeavour
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.
● Enhance knowledge of Sports Science
decisions and pursue new interests. Science also
science as a combined subject in Year 8 with
critical and make reasoned decisions about
SCIENCE understand new concepts, make well-informed helps to either provide tactile and visible proof or allows be much of the information we read about in books the television or are exposed to on the internet. Students will study aspects of Biology, Chemistry and Physics being taught on a topic-by-topic basis.
our students to
and newspapers, see on
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
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 Therelearning.will also be an end of year exam, consisting of two approximately one hour papers assessing all topics and skills covered until that point.
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
RESOURCES
SETTING
SCIENCE
Students will be broadly grouped according to ability in Science.t BSAK offers students the ability to access a wealth of knowledge and inf
Ministry textbooks, worksheets developed by teachers and websites
The Social Studies A is compulsory for the majority of Native Students (those in Arabic A - who speak fluent Arabic).
● Umayyad State
● Our present History
ASSESSMENTS
COURSE CONTENT
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.
Term 2
Term 3
Term 1
● Happiness
● Sheikh Zayed and the dream of youth
and
● Arab Islamic Civilisation
SOCIAL STUDIES A
● Positive energy
● Latin America
● State and Government
SKILLS DEVELOPED
● Natural plants
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.
SETTING
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.
Arabic Social Studies is an essential topic in the UAE in our curriculum at BSAK.
RESOURCES
● Plants and Animals of the Arabian Gulf
The students will learn through a variety of experiences using a range of sources and activities to develop their enquiry skills. Working both independently and in small groups, students will complete a project each term. There is ongoing teacher assessment to track progress and ensure students are developing their history and Geography skills.
● Eternal Imprints - Which leaders have left an eternal imprint on our world? - specific look at His Highness Sheikh Zayed
Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures.
● The geographical features of the Arabian Gulf
SKILLS DEVELOPED
SETTING
Teaching will be delivered in small form classes to non native students.
Ministry textbooks, worksheets developed by teachers and websites
● Conservation Term 3
COURSE CONTENT
Term 1
Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. There is no end of year exam.
Non native Social Studies is an essential topic in the UAE and in our curriculum at BSAK.
● Transformation of the Arabian Gulf
SOCIAL STUDIES B
Term 2
RESOURCES
It is the subject that allows students to learn about the culture, customs and heritage of the country they live in.
● Leadership
● Topography of the Arabian Gulf
ASSESSMENTS
● My Life
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.
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
COURSE CONTENT
● Past Holidays
Term 3
RESOURCES
Term 2
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.
● Reading and Writing
● Languagenut digital learning platform
Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
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.
ASSESSMENTS
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s immediate needs and interests.
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.
Term 1
● Viva 2 online textbook via Pearson
SETTING
SKILLS DEVELOPED
● Food & Drink
SPANISH
● Listening and Speaking
