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
As we approach the conclusion of this academic year, I hope you are as excited as we are about the opportunities that await our students in the next academic year. It is with great anticipation that we look forward to welcoming our students back for another year of learning. We are proud to offer a curriculum that is continually refined to incorporate the latest educational practices, tailored to meet the diverse needs and ambitions of each student.
Our curriculum is shaped by the latest research and expert insights, ensuring a comprehensive and individualised educational journey. It is designed to promote inclusivity, ignite curiosity, and foster a lifelong enthusiasm for learning.
The framework of our curriculum uses all key elements of, but extends beyond, traditional subjects; it is a cohesive and strategic plan that facilitates a seamless progression of knowledge and skills. Our Heads of Departments, all experts in their respective fields, have carefully curated the curriculum to build on past achievements and set the stage for future successes.
We value transparency and collaboration with our parent community. With this in mind, as we transition into the next academic year, we want to keep you well-informed about the educational pathways that your child will embark upon. Your support from home is essential in enhancing their learning experience and strengthening the bond between our school and your family. This booklet is intended to support our joint efforts.
We eagerly anticipate the next academic year, where we will work to nurture our students' talents and guide them towards realising their full potential. With the combined efforts of our dedicated staff and your supportive partnership, we are confident in providing an educational experience that not only nurtures a love for learning but also equips our students for a successful future.
With my very best wishes
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
YEAR 8 CURRICULUM BOOKLET 2024/2025
CONTENTS
Subjects In Alphabetical Order
P 06 Arabic A
P 07 Arabic B
P 08 Art
P 10 Arts Enhancement
P 11 Computer Science
P 12 Design & Technology
P 13 Digital Fluency
P 14 Drama
P 15 English
P 16 French
P 17 Geography
P 18 History
P 19 Islamic Studies A
P 20 Islamic Studies B
P 21 Inclusion
P 24 Mathematics
P 25 MELS
P 26 Music
P 27 Physical Education
P 29 Science
P 30 Social Studies A
P 31 Social Studies B
P 32 Spanish
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
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.
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, friends & role models
● My Interests
● Volunteering is a goal
SKILLS DEVELOPED
Students are required to develop confidence in:
● Listening, Speaking, Reading Writing
Term 2
● My daily routine
● Foods & drinks
Term 3
● How did you spend your holiday?
● 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 Duolingo or Quizlet.
SETTING
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.
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
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 ofnot 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 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.
ARTS ENHANCEMENT
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 curriculum.
COURSE CONTENT
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.
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 Music, Drama and Art.
ASSESSMENTS
Ongoing teacher assignment to evidence above skills, along with a final written report and group presentation.
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
In Year 8 students students will experience three aspects of Design and Technology and complete approximately 12 weeks of lessons in each of these areas:
Food and Nutrition
Product Design
Textiles
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
Students will build their skill and understanding of this subject through a range of modules which will cover many aspects including, designing, making, evaluating and also technical knowledge. Design skills will focus on drawing and communication as well as computer aided design. There will be a manufacturing module where students will be required to work with a range of tools and equipment, manufacturing a product in the workshop. We are aiming to develop students understanding of computers and control by learning through a robotics module. There will be theory topics delivered which will help develop students’ technical understanding of the subject.
Textiles
This is an introduction to CAD/CAM in textiles. Students learn how CAD/CAM can be used for printing processes in textiles. Using different design movements as inspiration students design and make a wallet or personal organiser using the taught skills.
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
Students will require their Chromebooks in lesson and resources will be provided on the google classroom. Food items are required, if they are cooking in a lesson.
SETTING
Teaching will be delivered in form classes.
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.
DIGITAL FLUENCY
This course is 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
● Google 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
There are no assessments on this course.
Term 2
End of year exam
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.
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
Devising Skills
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.
Exploring a Play Script
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.
Technical Theatre
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.
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.
● 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
● A wide range of social and personal skills such as communication, confidence, analysis negotiation, problem solving, organisational etc.
RESOURCES
Will be provided on the google classroom.
SETTING
Teaching will be delivered in mixed ability classes.
ASSESSMENTS
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 will be a practical exam at the end of the year.
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
● Going Green
● Gothic Fiction
Term 2
● Investigative Journalism
● Shakespeare - Richard III
Term 3
● Dystopian Fiction: The Hunger Games
● Poetry from other Cultures
SKILLS DEVELOPED
● 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.
● 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 groups.
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.
Access to the Accelerated Reader programme
Access to Literacy Planet - on online literacy platform with teacher led and student led activities.
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 at times.
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
● Free time
● Paris!
Term 2
● My identity
● Local area
Term 3
● Talent and ambition
SKILLS DEVELOPED
● Listening and speaking
● Reading and 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 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
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
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, 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
● Angry earth
Term 2
● Population and migration
Term 3
● Rivers
SKILLS DEVELOPED
● 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
● Knowledge on processes that operate within the water cycle and river systems, comparison of drainage basins and the importance of access to water globally.
RESOURCES
Mapzone Website BBC Bitesize - KS3 Geography
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
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.
COURSE CONTENT
Term 1
● How far has the treatment of criminals changed over time?
● A study of the Tudor monarchs and their management of crises.
Term 2
● 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
● The history of empire, alongside a case study analysis of the British Empire
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 Google Classroom.
SETTING
Teaching will be delivered in form groups.
ASSESSMENTS
History is assessed formally through at least one assessment per topic, linked closely to the History skills above. Formative assessment takes place through teacher feedback on preparatory work. The end of year assessment is through a 40 minute written paper, covering a selection of the skills from the whole year, though content will be focused on the final unit.
ISLAMIC STUDIES A
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.
COURSE CONTENT
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.
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
● Half term test
● End of term exam
● End of year examination
ISLAMIC STUDIES B
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.
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.
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
SKILLS DEVELOPED
● The rules of recitation for the Holy Quran
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
● Memorising some verses from the Holy Quran and the Hadith
● Understanding of acts of worship and basic rules of dealings
RESOURCES
Ministry textbooks and the teacher’s own resources
Assessments:
● Half term Exam
● End of term Exam
● End of year Exam
INCLUSION
BSAK has a resourceful and friendly Inclusion team to help students from the age of eleven to eighteen.
The Inclusion team 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.
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 provide targeted interventions in order to equip students with the necessary literacy and numeracy skills to access the curriculum to the best of their ability and with confidence.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
● Learning Support students follow personalised 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.
● 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 Drama award 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 our team is there to help them to build a reliable problem-solving repertoire.
‘I really like Inclusion lessons because it covers things from other lessons you might not understand at first.’
INCLUSION
PEOPLE OF DETERMINATION (PoD) CARD
Background Information:
● Issued by the Ministry of Community Development.
● Gives access to a package of services and privileges.
● It aims to improve the quality and well being of individuals.
● It is an official document indicating that the card holder is a PoD (adults and children).
● It is a free service which is processed in around 10 working days.
● Contact the call center on 800623 for more information or apply here:
Eligibility:
This gives the holder rights and services outlined in the Person with Disabilities law 2006. People of determination from the following categories are eligible: (mental, auditory, visual, physical, autistic, multiple, psychological, communication, attention deficit and hyperactivity, specific learning difficulties) of citizens and residents.
Required Documents:
● Copy of the ID card (front and back).
● Medical report (physical, visual, hearing, communication disabilities) psychological (mental disabilities, autism, attention deficit hyperactivity, and psychological) from a government hospitals authorised official body stating the existence of the disability.
● Personal photo with a white background.
Benefits:
● Support for insurance from the MoH.
● Priority housing support for UAE Nationals.
● Discounts for certain public services and facilities including RTA Salik, NoI Card, Etisalat and Du, Insurance from Ministry of Health, parking permits and discounts on a range of facilities and attractions across the UAE.
If you have any concerns around your child or questions about inclusion then you can contact The Secondary Head of Inclusion (Mrs Fran Marshall) directly using her email address which is: fmarshall@britishschool.sch.ae
If you are seeking a diagnostic report then you should contact Mrs. Marshall directly; we work with specific centres to ensure that reports use a range of diagnostic tests so that they are robust and useful. For exams access arrangements, it is essential that you use one of our approved centres to ensure that they provide the evidence required by the examination boards. If you choose to seek a report without our consultation then we can not necessarily accept this as evidence and do not take responsibility for this, you may be asked to provide an alternative report with one of our approved centres.
‘I really like Learning Support because it covers things from other lessons you might not understand at first.’
Please be aware that recommendations made on a report are only recommendations and not an entitlement to exams access arrangements, we also need to provide a wealth of evidence including cognitive and academic performance which is collected in school.
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 & Space skills as well as being introduced to new concepts in handling data.
COURSE CONTENT
Term 1
Number
Equations and formulae
Working with powers
2D shapes and 3D solids
SKILLS DEVELOPED
Term 2
Graphs
Fractions, decimals, ratio and proportion
Probability
Percentages and ratios
Term 3
Charts and diagrams
Straight-line graphs
The Year 8 course is built around a unique pedagogy that has been created be leading educational researchers and teachers. The innovative learning structure is based around the following key principles designed to nurture confidence and raise achievement.
● Fluency
● Problem solving
● Modelling
● Relevance
ADDITIONAL EQUIPMENT NEEDED
● Geometry set
● Linking
● Reflection
● Mathematical reasoning
● Progression
● Scientific calculator - we recommend 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
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. Whilst the theory is important, MELS also helps to develop skills 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.
COURSE CONTENT
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.
Linked here you are able to access information on the objectives and projects undertaken in each of the year group areas.
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
TOPICS
● Morality in Communities
● Governance in the UAE
● Valuing Diversity
● Dealing with Conflict
SKILLS DEVELOPED
● Positive psychology and techniques to benefit wellbeing
● Problem solving
● Critical thinking
● Resilience
● Positive decision making
● Engaging positively in the world around them
SETTING
Lessons are taught in form groups once per week.
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
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. 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
Unit 1
Battle of the Bands
● Keyboard skills
● Composing with chords and bass riffs
● 4 chord songs
● Cover songs
Unit 3
Layers
● Minimalism, Graphic Scores, Techno & Music Technology
SKILLS DEVELOPED
Unit 2
Music of Africa
● African drumming
● Drive (tuned perc)
● 12 bar Blues
● Reggae
● 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.
RESOURCES
All Music resources are provided. Students will use their chromebooks to access flat.io and bandlab.com music software.
SETTING
Lessons are taught in form groups in the secondary music classroom.
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 appraise their work. There will be a listening exam for Music at the end of the year.
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 (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.
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:
● Teamwork
● Collaboration
● Communication
● Overcoming challenges
● Resilience
● Endeavour
● 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 taught in mixed ability classes.
SCIENCE
Science at BSAK provides students with access to a wealth of knowledge and information, which will contribute to their understanding of how and why things work as they do. There is also a focus on developing practical skills, which will prepare students for further study at GCSE and A Level. Science provides answers, so learning science is fundamental to developing a better understanding of the world around us, in order to equip ourselves with the ability to find solutions to global problems, both now and in the future.
Our students develop the knowledge and skills to understand new concepts, make well-informed decisions and pursue new interests. We also aim to equip our students with the ability to critically evaluate the bombardment of scientific information that they receive through a variety of outlets. Students will study science as a combined subject in Year 8, with aspects of biology, chemistry and physics being taught in a way that emphasises the interconnectedness of the three disciplines.
COURSE CONTENT
Term 1
● Working scientifically
● Health and lifestyle
● Energy
● The Periodic table
● The Earth
SKILLS DEVELOPED
Term 2
● Ecosystem processes
● Adaptation and inheritance
● Acids and alkalis
● Motion and pressure
● Describe and explain scientific ideas
● Application of knowledge, including problem solving
● Data analysis, including calculations
● Scientific literacy
● Practical skills
RESOURCES
Term 3
● Metals and acids
● Energy
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 digital versions 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
ASSESSMENTS
Students will be assessed in class at the end of each topic. There will also be an end of year exam, consisting of one paper that will assess some of the core topics and skills covered in Year 8.
SOCIAL STUDIES A
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
The Social Studies A 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.
SOCIAL STUDIES B
Non native Social Studies is an essential topic in the UAE and in our curriculum at BSAK.
It is the subject that allows students to learn about the culture, customs and heritage of the country they live in.
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
● The geographical features of the Arabian Gulf
● Topography of the Arabian Gulf
Term 2
● Plants and Animals of the Arabian Gulf
● Transformation of the Arabian Gulf
● Conservation
Term 3
● Leadership
● Eternal Imprints - Which leaders have left an eternal imprint on our world? - specific look at His Highness Sheikh Zayed
SKILLS DEVELOPED
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.
RESOURCES
Ministry textbooks, worksheets developed by teachers and websites
SETTING
Teaching will be delivered in small form classes to non native students.
ASSESSMENTS
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.
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
● Last Summer
● Free Time
Term 2
● Food & Drink
● Going Out
Term 3
● Summer Holidays
SKILLS DEVELOPED
● Listening and Speaking
● Reading and 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 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
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.
