Year 8 Handbook by BSAK Abu Dhabi

Year 8 Handbook The British School Al Khubairat

www.britishschool.sch.ae

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

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

Our Values Empathy and Care Honesty and Integrity

Respect and Inclusivity Endeavour and Resilience

CONTENTS Welcome From Our Assistant Head Teacher 2

General Rules And Regulations

8 9

Welcome From Our Head of Year

Co-curricular Clubs

Introduction To Our Tutor Team

Attendance And Punctuality

House System

Communication From The School

Safeguarding And Counselling

BSAK Socail Media

Code Of Conduct

Healthcare And Nursing

What to Expect On The First Day

Transportation And Library

Uniform And Appearance

Road Traffic Safety

SUBJECTS AND COURSES Arabic A

History

Arabic B

Islamic Studies

Art

Learning Support

Computer Science

Mathematics

Design And Technology

MELS

Drama

Music

English

Physical Education And Games

Extended Project

Science

French

Social Studies

Geography

Spanish

WELCOME FROM OUR ASSISTANT HEAD TEACHER I would like to take this opportunity to welcome you and your child to Year 8 at BSAK. Year 7 was a time for establishing routines, acquiring good learning habits and developing new relationships. In Year 8, students build upon those experiences to grow in confidence as active, engaging young people who enjoy the intellectual challenges of the curriculum. The year is full of new adventures and as students develop greater independence, they are encouraged to broaden their horizons and experience all that BSAK has to offer through its extensive extra curricular program. Our Year 8 pastoral team is here to fully support and care for students as they grow and develop on this next leg of their learning journey within a community which expects and delivers the highest standards. We are strongly committed to working in meaningful and positive partnership with parents to support the best possible education for all our students and I would like to thank you in advance for your support. Mr John Foster Assistant Head Teacher

WELCOME FROM OUR HEAD OF YEAR 8 I would like to welcome all our returning students and new students to Year 8 here at The British School Al Khubairat. My name is Mr Ruairi Carr and I will have responsibility for overseeing the academic progress and pastoral care of the Year 8 students this year. The well-being of every child in my care is of the utmost importance to me. I look forward to working with you and my experienced team of excellent tutors to ensure that every child in Year 8 is safe, happy and achieving their true potential. Year 8 is a very important time for your child as they build on what they learnt in Year 7 and move closer to starting their GCSEâ&#x20AC;&#x2122;s. Throughout the year we will be focusing on the schools core values and ensuring all students are actively participating in the BSAK community. There are many extracurricular activities for Year 8 to enjoy and I would encourage all students to take full advantage of the opportunities available. As well as providing a welcome break from academic work and the opportunity to develop new skills, they are an ideal way of making new friends outside of the form group and year group. Please do not hesitate to contact me regarding your child should you feel I may be of help. Ruairi Carr Head Of Year 8

INTRODUCTION TO OUR TUTOR TEAM

Form Tutors are the one constant in a studentâ&#x20AC;&#x2122;s day and invariably have the best understanding of their studentsâ&#x20AC;&#x2122; needs. Parents should regard Tutors as their first point of contact and as such direct enquires and pass on information directly to them. Establishing a relationship between parents and tutors is a vital ingredient in the future success of students at BSAK. Each morning, during a 25 minute form time, students will receive pastoral and academic guidance from their tutors who will also ensure that planners are being used efficiently. Tutors are also responsible for delivering the MELS elements of school life detailed in the Handbook.

Kezia Tooby

Naomi Foster

Jonathan Sterling

Wendy Baskett

Brian Hogan

Jade Alabaster

HOUSE SYSTEM

Every pupil is assigned to a house in Year 8, which is also the name of their tutor group. There are six houses, whose names are derived from mythical creatures: CENTAUR, CHIMERA, GRIFFIN, HYDRA, PEGASUS and PHOENIX. The house names were chosen by the students and the logos were designed by our very own Art and Graphics department. The Houses offer a variety of opportunities, academic, sporting and musical; which encourage team spirit, a healthy sense of competition and most importantly allow for vibrant self-expression. The House system is an integral part of life at BSAK and brings out the very best in our community.

SAFEGUARDING AND COUNSELLING

Ms. Priya Mitchell

School Counsellor Designated Individual

Mrs. Elaine Rawlings Head of Primary

Mr. Mark Leppard MBE Headmaster

Miss Teresa Woulfe Head of Secondary

Mr. Peter Church Bursar

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

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

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

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

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

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

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

WHAT TO EXPECT ON THE FIRST DAY

Year 8 students should arrive at school on their first day after the summer holiday between 7.10am and 7.20am. On the first bell students should go directly to their form room; if there are any changes to either their current tutor or room, students will have been informed before the end of Year 7. New students to the school should report to Reception where they will be met by the Head of Year and assigned a buddy to guide them through their first few weeks. The first two lessons of the day will be spent in form rooms, where they will receive planners and timetables; be assigned a locker and be reminded of the schoolâ&#x20AC;&#x2122;s expectations with regards to conduct and behaviour. Lesson 3 will be as their timetable stipulates and their Year 8 journey will begin. If you have any concerns on the first day please contact Reception in the first instance.

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

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

GENERAL RULES & REGULATIONS Equipment And Keeping It Safe It is essential that students have the correct equipment for all lessons. Students are expected to have a bag, which should be large enough to properly carry an A4 ring binder. Students must have the following basic equipment at all times: A pencil case; black or blue ball-point pens; pencils; an eraser; colouring pencils; a pencil sharpener; a geometry set; a 30cm ruler; a set of highlighters; scissors and a glue stick. In addition they should have a dictionary, headphones and a Casio FX-991 EX scientific calculator. Lockers Each student is allocated a locker on arrival in school for the storage of PE kit, swimming kit, school bag etc. The locker is the studentâ&#x20AC;&#x2122;s responsibility and students must provide their own padlock (preferably with a key pad). Lockers should be left clean and tidy; and no bags, lunch boxes or musical instruments should be left on top of the lockers. Lockers should only be visited before school, at the beginning of break times and after school, not between lessons. Lost Property Please ensure that all items of clothing and personal property are clearly labelled with your childâ&#x20AC;&#x2122;s name and form class. This will help in the safe return of lost items directly to the student or via their form tutor. If this does not happen, lost property items are displayed on dedicated shelving in the stairwell next to the Phase 3 gym. Items Not Allowed In School Knives, laser pens, chewing gum, large amounts of money (if not for a specific purpose e.g. a sponsored event or trip payment in which case it is to be passed immediately to accounts), bubble gum, sweets or fizzy drinks, glass bottles, cans, nuts, jewellery (other than one small pair of stud earrings for girls) and aerosols. Mobile Phones Under no circumstances should any student in Year 8 use their mobile phone between lessons or at break and lunchtimes. Technology is a fantastic tool that can be used alongside existing methods to enhance student learning. As such mobile phones may be used in lessons if specifically directed by the teacher and an updated digital policy will be issued to students at the start of the academic year.. Homework The completion of homework has many benefits, it enhances student learning, improves achievement and develops students' study skills. As such it is an integral part of the curriculum. It also offers possibilities for students to engage with parents for support and guidance. At BSAK, we believe that it is crucial that our staff carefully plan the homework that they set, to ensure that it has the high level of impact and engagement required, leading to deeper learning. As such there is no formal homework timetable; homework is set by teachers at the appropriate time in the students' learning. Each subject will generally set up to 30 minutes of homework per week. To avoid making homework completion too onerous, teachers are asked to, whenever possible, allow at least three nights for any homework completion

CO-CURRICULAR CLUBS

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

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

ATTENDANCE AND PUNCTUALITY

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

COMMUNICATION FROM THE SCHOOL We believe that communication is vital in strengthening the partnership between students, teachers and parents. Particular concerns regarding individual student’s progress may be communicated by teachers via telephone or email. Regular communication is maintained via the student planner and the parental portal. School Planner All students are given a planner at the start of the academic year. The planner is both a student handbook and a homework diary. This will be an integral part of their school life and should be looked after and used effectively each day. The planner is a useful point of contact between you and the school; you will be able to see what homework has been set for your child and individual staff may write a brief note about your child. This must be signed by parents every week. Lost planners can be replaced by purchasing a new planner from the Head of Year office. Parent Portal The ‘BSAK Parent Portal’ will help keep you up-to-date with the data the school holds on your child, as well as important information about what is going on at the school. Features include; a daily bulletin; school calendar; timetables; rewards and sanctions; as well as assessments and reports. Email notifications are often sent, however it is advisable to check the portal at least once a week. Advice on how to access the portal can be found using the following link: Parent Portal. Reporting Year 8 students receive a grade report in Term 1 and 2 and a full written report at the end of Term 3. There will also be an information evening during Term 1 and a parents’ evening during Term 2 where you and your child will have the opportunity to meet with and discuss progress with each of your child’s subject teachers.

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

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

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

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

ARABIC A

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

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

Course Content Students complete one unit of lessons each half term which covers three main areas of study; reading comprehension, language structures and writing. Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background. Assessment Students complete half-termly and termly exams in 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 a focus on skills such as translation, and spontaneous speaking. This course will also emphasise the fact that learning Arabic is not just about vocabulary and grammar but having an appreciation of Arabic culture and customs. We aim to foster an inquisitive and curious student who can take advantage of where we are and foster a genuine passion for Arabic as well as a sense of enjoyment and curiosity about the subject. It is after all, all around us! Course Content Term 1 Identity and culture School and community Term 2 Weather and clothing in the UAE My beautiful country Term 3 Travel & Tourism The World Around Us Assessment 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 studentsâ&#x20AC;&#x2122; assessment grade. Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond studentsâ&#x20AC;&#x2122; immediate needs and interests. Resources Vocab Express - online vocab learning application. Setting Students will be banded based on their previous performances in Arabic; these will be reviewed and changes made following formative, summative and baseline tests.

ART

Art and Design embodies some of the highest forms of human creativity. At BSAK, high-quality art and design education will engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As students’ progress, they will develop a more critical and rigorous understanding of art and design. They will experience artists and designers that reflect both world and regional art history and practice and develop knowledge of how this contributes to the development of creativity, identity and culture.

Course Content

The Art Curriculum for Year 8 is World Cultures. Students will create work based on 4-5 separate world cultures including: Islamic Art, Chinese, Japanese, North American Indian, Central American (Mexico), Indian, South American (Ecuador), African, Aboriginal, Maori and South East Asian. The program of cultures is in continuous development.

Assessment • Baseline Test at the beginning of the year to

assess observational drawing skills and artist analysis. This is completed over three lessons.

• Students will complete one drawing exercise

under timed conditions (50 minutes) for the end of year assessment. • Throughout the year, students are assessed through a combination of self, peer and teacher assessment and feedback. • Assessment and assessment language is closely linked to the new GCSE specification assessment objectives.

Skills Developed • Students will experience

• • • • •

and develop confidence in a wide range of media, techniques and processes. These are tracked in the sketchbook skills tracker which builds on Year 7 skills. Produce creative work, exploring and recording ideas and development through experimenting with a wide range of media. Become proficient in drawing, painting, sculpture and other art, craft and design techniques. Evaluate and analyse creative works using the language of art, craft and design. To widen appreciation of world art exploring a wide range of artists and developing designers. Knowledge and understanding of historical and cultural development of their art forms.

Setting

Teaching will be delivered in form groups. 8

COMPUTER SCIENCE

In Year 8 students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Students are equipped to use information technology to create programs, systems and a range of content. Computer Science also ensures that students become digitally literate and are able to use and express themselves and develop their ideas at a level suitable for the future workplace and as active participants in an ever increasing digital world. A key area in Year 8 is for students to understand and develop computer programs that reflect computational thinking and become familiar with the syntax of the Python language and use logical reasoning to debug their programs.

Course Content

Students will learn how bitmap and vector images are represented and stored by the computer. They will be given the opportunity to practise skills in design, photo-editing and image manipulation using a suitable graphics package. 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 GameMaker Game Editor/programming environment and begin by reverse-engineering an existing game. They will then progress to planning and developing their own games, learning to incorporate variables, events and actions, and making use of object-orientated programming techniques. Finally they will learn to test and debug their programs. Students will be introduced to the idea of computer programs requiring a precise series of statements and, through using Kodu, understand how to build a world and program characters and objects before moving on to enhance their games with more advanced features.

Resources

Students are expected to bring headphones to lessons.

Skills Developed

Computational thinking; problem solving; troubleshooting; knowledge and understanding of computer systems.

Setting

Teaching will be delivered in form groups.

DESIGN AND TECHNOLOGY

Design and Technology is taught on a carousel. Students will experience four aspects of the subject, Food and Nutrition, Product Design Resistant Materials, Product Design - Graphics and Product Design - Textiles. Each area will have approximately 9 weeks in each of the areas. Course Content Food and Nutrition - Students will learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste. They will deepen their knowledge and understanding of food and nutrition, develop food preparation and cooking techniques and apply their knowledge to make informed choices about their own diet. They will learn about the nutrients; their sources and functions; how to adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes. Product Design (Resistant Material) - Students will design and make a piece of pewter cast jewellery. They will use a range of designing strategies including sketching, crating, modelling and CAD designing using 2D Designer.

Students will realise their designs using a range of techniques including pewter casting, wasting of materials using a variety of hand tools, drilling and polishing. Product Design (Textiles) - Students are encouraged to understand a range of ways that textiles can be decorated and investigate dying techniques. Students experiment with different medias, designing and making a drawstring bag for shoes that incorporates the processes of decoration and dying of their own design. Product Design (Graphics) - Students will learn how to use a range of 3D drawing techniques to generate ideas including Isometric, 1 point perspective and 2 point perspective. They will also look at the use of colour including rendering using a range of medias. Students will investigate existing products, identify a suitable client (Target market Group) to produce a picture frame for a standard 150mm x 100mm Photograph. Students will also develop their knowledge and understanding of 2D designer. 21

Assessment Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and final products are completed. One combined Design and Technology paper (one hour) will be sat during the summer examination period and will form part of the overall Design and Technology assessment. Skills Developed 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. Resources All focus areas have project booklets which will be supplied at the start of each unit. All materials and consumables will be provided. Setting The teaching in Year 8 is taught in mixed ability groups.

DRAMA

The portfolio of strategies becomes more sophisticated and remains geared towards exploration and process. Specific acting skills such as status and mask work are introduced. This really is a year for students to truly recognise the potential for drama exploration from a range of sources and stimuli; the idea that performance only comes from a text begins to diminish and the notion of devising work which is original and investigative is strong.

Term 3: Richard The work of Shakespeare will be introduced within the study of Richard III in which the students will be able to experiment with key sections of script and use their own investigative skills to work out Richard’s terrible crime!

Assessment During each unit of study every student will have a summative assessment on one or more of the 3 assessment areas: Making, Performing Course Content Term 1: Mask - Students will continue to develop and Reflecting. There is no formal exam in Key Stage 3. their physical skills as they work towards performance pieces within Mask work. They will look at skills needed to tell a story using only Skills Developed body language and focus particularly on the • A range of intermediate skills are taught to idea of exaggerated actions to make their enable students to challenge and develop stories clear. more in depth characters and techniques to Term 2: Billy Elliot - The students develop their enhance their performances. knowledge of important Drama techniques • Creating devised and scripted performances. such as cross-cutting, thought-tracking and • Trestle Theatre Mask skills. marking the moment as they explore the story of • Use of symbolism to express character in Billy Elliot. motion. Setting Drama lessons are taught in form groups. 23

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! Course Content Each term 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. Texts are varied, engaging and challenging, with Year 8 students studying Shakespeare and C19th literature, alongside poetry, drama and non-fiction writing. Assessment As a skills-based subject, our focus is on continually improving a wide range of linked skills across each term, rather than learning separate sets of content each time. We encourage students and parents to see all assessments as an opportunity to identify how they will improve further with the next theme. Assessments will be spoken as well as written both the ‘coursework’ and timed exam approach.

Skills Developed • The ability to read and make connections across a wide range of literature and non-fiction, analysing and evaluating writer’s choices of language and structure. • Use of a wide ranging vocabulary, along with accurate and effective Standard English to produce their own transactional and creative writing pieces for specific audiences and purposes. • The ability to speak confidently and effectively in a range of contexts, including small group and whole class discussions and debates, presentations and dramatic roles. Resources Full resourcing for lessons and homework will be provided by the department. Students should supplement this with their daily wider and independent reading. Setting Students will be broadly grouped according to ability in English.

EXTENDED PROJECT

The Extended Project (EP) course is designed to help you to become an independent learner and to provide you with skills needed for 21st century learning. Course Content Term 1 Enterprise Project Term 2 Human Rights Tip-tap Project on Water Conservation (Global Awareness and Citizenship) Term 3 Animal Welfare Project Assessment On going teacher assignments to evidence learning.

Skills Developed • Independent learning • Research Skills • Time management • Communication skills • Critical thinking • Presentation skills • Ability to reference using the Harvard referencing system • How to avoid plagiarism • How to evaluate data and information from a number of sources of research Setting Students are set according to timetabling.

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 â&#x20AC;&#x2DC;all thingsâ&#x20AC;&#x2122; French as well as a sense of enjoyment and curiosity about the subject. Course Content Term 1 TV, cinema, leisure activities and Paris study Term 2 My personality and opinions and where I live Term 3 Talent shows and talking about ambition Assessment French is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. French is also assessed formatively as in ongoing daily informal assessment.

Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond studentsâ&#x20AC;&#x2122; immediate needs and interests. Resources Online text books and active learn package from Pearson. Vocab Express - online vocab learning application. Setting Students will be banded based on their previous performances in French; these will be reviewed and changes made following formative or summative assessment.

GEOGRAPHY

During Year 8, students consolidate the skills they learnt in Year 7 as they study the physical and human parts of our subject. It starts with the journey into the center of the Earth, and how plate tectonics have shaped our planet for millions of years and are still impacting on the planet today. We then discover where people live on planet Earth, why they live where they do, and why some people choose to move and the impact these moves have. Finally, we will go on to study the different biomes found around the world, their individual characteristics and features. Course Content Term 1 Angry earth Term 2 Population Term 3 Biomes of the world Assessment 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. Skills Developed Atlas skills, map skills, spatial awareness, enquiry based learning, extended writing, argumentative writing, comparison making; an understanding of the features of a sustainable settlement. How the Earth is made, how it has developed physically, and how the processes inside the Earth continue to shape our planet today. How and why people are spread out across our planet, why they often choose to move, and the consequences these movements bring and the importance of different biomes of the world. Setting Students are taught in sets which are in line with science sets.

HISTORY

History aims to engage a studentâ&#x20AC;&#x2122;s curiosity and imagination and present them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. Year 8 builds on the skills established in Year 7, challenging the students to explain in more depth while developing their judgements.

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?

Course Content Term 1 Who was the most significant Tudor monarch? Term 2 What was the slave trade? Term 3 History skills project

Resources Resources will be provided through text books and worksheets.

Assessment History is assessed formally through at least one assessment per half term, linked closely to the history skills developed. End of year assessment is through a 1 hour written paper, covering a selection of the topics from the whole year.

Setting Teaching will be in form groups.

ISLAMIC STUDIES

Students follow the Ministry of Education Islamic curriculum for native or non-native Arabic speakers. They are encouraged to reflect on their faith and look at relevant topics such as Surat Yassin. Holy Quran recitation rules, knowledge is wisdom, health is the priority, cooperative society, no threat to society, bring benefits to the family and they focus on the pillars of Iman and the world of angels. Students also read and memorize a selection of Hadeeth and Surahs from the Holy Quran (Surat Yassin/ Surat -Us- Saff). Course Content As per the Ministry of Education curriculum, the course covers a range of topics that allow students to: • Practice recitation and memorization 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 • Link between the values of Islam and real life situations

Assessment End of unit test, projects and an end of year examination. Skills Developed Holy Quranic pronunciation and recitation, Hadeeth memorization, understanding of acts of worship and basic rules of dealings. Resources Ministry textbooks, websites and teachers own resources. Setting Students are taught in groups based on ability.

LEARNING SUPPORT

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

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

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

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

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

Aiming High Two of our main priorities are showing students how to persevere when they experience difficulties, and that there should be no limit to their aspirations, whatever those may be, whether achieving a 9 in French GCSE, one year early, or winning the Senior School Poetry Performance competition. Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the Learning Support team is there to help them to build a reliable problem-solving repertoire. â&#x20AC;&#x2DC;It helps me understand different question types and how to answer them, and it has boosted my teamwork and cooperation skills.â&#x20AC;&#x2122;

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 and the number system, understanding risk and probability. Term 2 Algebraic proficiency (tinkering and visualising), solving equations and inequalities, sequences, fractions, decimals and percentages. Term 3 Measuring and calculating space, presentation of data and measuring data. Assessment Students will sit an assessment every half term based on the work covered up to that point.

There will also be an end of year assessment; this will be a one hour paper on the topics covered throughout the year. Skills Developed Numeracy, problem solving, pattern spotting and mathematical reasoning skills. Resources Text books, work sheets and online resources. Equipment Students will be expected to bring to lessons a geometry set as well as a scientific calculator, the Maths department strongly recommends the use of the Casio FX-991 EX calculator, more information on this calculator can be found on the Mathematics department website. BSAK Maths Website Setting Students will be broadly grouped according to ability in Mathematics

MELS

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

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

MUSIC

Music is a subject which is held in high regard by universities all over the world. It is a universal language that embodies one of the highest forms of creativity. Research suggests that a high-quality music education engages helps strengthen learning in all areas of the curriculum, as well as improving self-confidence, cognitive function and focus. Music has the potential to make a significant contribution to children’s development: developing leadership skills, team work, concentration and problem-solving skills. Year 8 Music focuses on learning to play with two hands at the piano, compose using chords and harmony and the creation of layered compositions. Course Content Unit 1 Composing with Chords Unit 2 Reggae ‘Sequencing Sixths’ Unit 3 12 Bar Blues Unit 4 Layers and T(Textures) through Techno and Minimalism

Assessment Music is assessed through both group and individual performance. At the end of each unit the students perform and record their compositions and together they listen and appraise their work. There is no formal exam for Music at Key Stage 3. Skills Developed Students will be taught to: • Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression • Improvise and compose; and extend and develop 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 inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices • Listen with increasing discrimination to a wide range of music from great composers and musicians

â&#x20AC;˘ Develop a deepening understanding of the music that they perform and to which they listen, and itâ&#x20AC;&#x2122;s history Resources Resources will be provided. Setting Teaching will be in form groups.

PHYSICAL EDUCATION AND GAMES

Students will participate in a variety of physical activities and games with a focus on refining the skills acquired in Year 7 and applying these in a practical performance. Games lessons require students to wear their house kit and the curriculum follows the seasonal sports competed in at BSAK. House matches are timetabled in games lesson every half term. Students will be expected to wear their blue BSAK Physical Education kit for all PE lessons. Kit Policy: At BSAK we have a policy where all students are expected to bring a PE 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. In both PE and Games the emphasis will be adopting an holistic approach to Physical Education. Developing the students physical prowess, coaching, leadership and evaluation/analysis skills Course Content Term 1 Girls - Netball, Swimming and Athletics Boys - Football, Athletics, Strengths and conditioning

Term 2 Girls – Football, Gymnastics, Trampolining and Dance

Boys – Rugby, Swimming, Gymnastics and Trampolining Term 3 Girls – Basketball, Water Polo, Strength and Conditioning Boys - Basketball Assessment All physical activities and games will be assessed and criteria shared with students. Students will be encouraged to be part of this process and will have many self and peer assessment opportunities via video analysis. Students will also have a theoretical examination during term 3 (exam week), which will allow us to assess their knowledge of Sports Science and the theoretical concepts that underpin sporting performance. Skills Developed A range of skills will be developed and refined with a key focus on applying isolated skills into a conditioned and competitive game. An understanding of tactics and strategies will be developed. Students will enhance their ability to analyse performance using ICT. Equipment Needed PE and House Kit, Games socks, shin pads, football boots, trainers. Setting Students will be set in both Physical Education and Games. 35

SCIENCE

The teaching of science at The British School Al Khubairat offers students the ability to access a wealth of knowledge and information which will contribute to an overall 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.

Assessment Students will be assessed at the end of each topic studied using a range of questions to assess the ability to ‘Analyse’, ‘Communicate’, ‘Enquire’ and ‘Solve’.

Our students are able to use their knowledge and skills to understand new concepts, make well-informed decisions and pursue new interests. Science also helps to either provide tactile and visible proof or allows our students to be critical and make reasoned decisions about much of the information we read about in books and newspapers, see on the television or are exposed to on the internet. Students will study science as a combined subject in Year 8 with aspects of Biology, Chemistry and Physics being taught on a topic-by-topic basis.

Skills Developed • Problem-solving • Abstract-thinking • Ability to complete multistep calculations • Application of knowledge • Data analysis • Evaluation • Extended writing skills

Course Content Term 1 Health and Lifestyle The periodic table Electricity and magnetism Separation techniques Term 2 Ecosystem processes Metals and acids Energy Term 3 Adaptation and inheritance The Earth Motion and pressure

There will also be an end of year exam, consisting of two approximately one hour papers assessing all topics covered until that point.

Resources All students will be issued with login access to Kerboodle where they will be able to use an extensive bank of learning resources including videos, animations, podcasts, worksheets and digital version of the Oxford KS3 Science Activate 2 textbook. Another very useful resource for Year 8 students is. BBC Bitesize Science. Setting Students will be broadly grouped according to ability in Science

SOCIAL STUDIES

Arabic Social Studies is an essential topic in the UAE and in our curriculum at BSAK. It is the subject that allows local students to learn about and be proud of their heritage and history, whilst also learning essential information about the culture of their country. Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures. Course Content Term 1 Our present history, Positive energy, Happiness Term 2 Umayyad state, Arab Islamic civilization, 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. Students will also occasionally require a map to test their map skills. Setting This course is compulsory for the majority of Native Students (those in Arabic A who speak fluent Arabic), but students may also opt out of the course if they wish to do so.

Assessment Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills.

SPANISH

The Year 8 curriculum aims to develop the confidence to communicate in Spanish. It builds on the foundations laid in Year 7. It also emphasises the fact that learning Spanish is not just about vocabulary and grammar but having an appreciation of Spanish and indeed Hispanic culture and customs. We aim to foster an inquisitive and curious student who has a genuine passion for ‘all things’ Spanish as well as a sense of enjoyment and curiosity about the subject. Course Content Term 1 My holidays and Media Term 2 Food and drink and social life Term 3 Summer plans Assessment Spanish is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. Spanish is also assessed formatively as in ongoing daily informal assessment. Both types of assessment contribute to students’ assessment grade.

Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests. Equipment Needed Dictionary (online or hard copy) Resources Online text books and active learn package from Pearson. Setting Students will be banded based on their previous performances in Spanish; these will be reviewed and changes made following formative or summative assessment.

PARKING & TRAFFIC SAFETY AT BSAK Airport Road

Residential Villas

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

Street 17

St.Andrews Church

St. Joseph School Church

British School Al Khubairat

Street 1

Umm Al Emarat Park

Mosque

Secondary

No stopping

Primary

Umm Ammar Girls School

Evangelical Community Church

Cross Here

ONE WAY

Al Yasat Compound

Karamah Street

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

This is our commitment to each other One Way:

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

Drop-off / Pick-up Zones:

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

Red Cones:

Red cones indicate no stopping.

Pedestrian Crossing:

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

Traffic Safety Team:

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

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

www.britishschool.sch.ae

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