THE BRITISH SCHOOL AL KHUBAIRAT
CURRICULUM 2020/2021
YEAR 9
RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS
OUR SCHOOL The British School Al Khubairat (BSAK) is Abu Dhabi’s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 – 18) our dynamic school culture offers students an enriching experience and outstanding results.
OUR VISION Building on our unique local heritage, we will provide a world-class British education, inspiring all our students to exceed expectations.
OUR VALUES Empathy and Care | Respect and Inclusivity Honesty and Integrity | Endeavour and Resilience
FOREWORD BY DEPUTY HEAD Dear Parents & Students, Under normal circumstances, this booklet would have arrived at the start of this term. We delayed it to see if we needed to adjust it under the current circumstances. We were hoping to welcome Year 9 students back to school last week however since their return has been delayed we feel this is still a suitable time to let you know what our departments have planned for this year. What is absolutely clear, is that no one will ever forget this period of their life, where nothing seems to be ‘normal’, and everything seems to be a little bit up in the air. For our students, having 6 months of not walking through our BSAK doors to receive their education has been a real challenge. We have said many times how proud we are of our students’ resilience and endeavour, and how they have thrown themselves into their distance learning. However, we also understand that for many students, this has been the worst of times, and that part of our job at BSAK is to recreate and foster their love and enthusiasm for learning, as well as ensuring that every students’ social and emotional wellbeing is catered for. I am proud that our staff recognise this and have adapted their teaching to ensure that this is top of their agenda. While this booklet provides you with the overview of the subject curriculum for this year, it is important to outline the impact that Covid-19 may have on education as we move through this academic year. What seems to be clear is that we must expect the unexpected, and cannot assume that we will have every student in front of us for the entirety of this year. It looks likely that schools may have to become extremely adaptable in how they deliver their content over the next few months. Therefore, our departments and subject areas have adapted their curriculum so that it is able to cope with being delivered effectively both in school, and also if we are forced to revert to some amount of distance learning, which for some students will have been already selected on medical grounds. Teaching with a blended model of face to face learning, while simultaneously teaching students online is a real challenge, but it is one that BSAK staff are becoming incredibly proficient at, and will continue to strive to improve. This desire to continually drive to be even better is what keeps BSAK ahead of the game, and at the very pinnacle of our profession. This year may still provide us with many challenges: educationally, socially, and emotionally. Together, as a community of staff, students, and parents, I am certain that we will get through this - and more importantly, allow our students to thrive.
Mr Nigel Davis Deputy Head ndavis@britishschool.sch.ae
YEAR 9 CURRICULUM BOOKLET 2020/2021 CONTENTS Subjects In Alphabetical Order P05 P07 P11 P15 P17 P21 P23 P25 P27 P29 P31 P33 P35 P37 P39 P41 P45 P49 P51 P53
Arabic A Arabic B Art Computer Science Design & Technology Drama English Entrepreneurial Skills French Geography History Islamic Studies A & B Learning Support Mathematics MELS Music Physical Education Science Social Studies Spanish
ARABIC A ACADEMIC YEAR 2020/2021 YEAR 9
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 Term 1 Term 2 End of year exam
ARABIC B ACADEMIC YEAR 2020/2021 YEAR 9
ARABIC B Arabic is a key 21st century language, being the official language of the UAE and ranked as the second most vital language for the UK in the British Council’s 2013 Languages for the Future report. Knowing Arabic is vital for understanding the UAE, its culture. Therefore, students follow the Ministry of Education Arabic curriculum, with additions and adaptations to meet their learning needs.
COURSE CONTENT All students in Year 9 will embark on a two year GCSE in Arabic with our intention being that all students sit their Arabic GCSE examination at the end of Year 10. The Year 9 curriculum will therefore reflect this and build on previous knowledge acquired in Year 8 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. 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 ● Weather ● My beautiful country ● Problems in my region ● Transport Term 2 ● Community Action ● Countries & Capitals ● Holidays Term 3 ● Activities ● At the hotel ● Shopping
ASSESSMENTS Arabic is assessed summatively through one summative assessment per term, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. Arabic is also assessed formatively as in ongoing daily informal assessment. Both types of assessment contribute to a students’ assessment grade.
ARABIC B SKILLS DEVELOPED Students are required to develop confidence in: ● Listening ● Speaking ● Reading ● Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests. RESOURCES ● GCSE Arabic (My Language is my Identity) Coursebook ● Languagenut digital learning platform ● Languagenut is provided by School but students may also access other websites independently such as Languagesonline, Duolingo, Memrise or Quizlet. SETTING Students are placed in sets determined by previous exposure to the Arabic language in Year 8, summative and formative assessment, and teachers’ professional judgements. Students can and do move between sets regularly. Our objective is always to place students in the correct group commensurate with their language learning needs.
ASSESSMENTS Term 1 Term 2 End of year exam
ART ACADEMIC YEAR 2020/2021 YEAR 9
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 9, our young artists develop their observation and creative skills through a rich and varied 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 9 theme of Human Form and Project Based GCSE Preparation. COURSE CONTENT All students engage in an art curriculum exploring Human Form and Contextual / Project based themes. Human form is explored through traditional observational studies, movement and abstract forms. Independent projects encourage the exploration and inclusion of social and moral themes specific to social contexts and regional and international cultural landscapes. The Formal Elements are central to creative learning and how artists, artisans and craftspersons have used these to generate, create and make engaging, stimulating, demanding and relevant artworks to enrich local, regional and worldwide communities. HUMAN FORM An introduction to Human Form investigating Form and Structure. INDEPENDENT PROJECT BASED INQUIRY An introduction to independent creative inquiry, working towards and in preparation for GCSE best practice. Students are expected to explore and demonstrate a more confident grasp of artist and contextual research to inspire and influence personal and relevant creative outcomes. 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 ASSESSMENTS Assessment structure and taxonomy is derived from GCSE and A Level Assessment language. Term 1 Term ● 2 Students are assessed against Assessment language taxonomy. End exam sheets are located in each student sketchbook and Google Classrooms. ● of year Assessment ●
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 confidence in, appreciation of and greater fluency in Visual and Written Literacy ● How to build projects scaffolding towards GCSE project and course structure. ● Greater independent participation - building towards GCSE. 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
ASSESSMENTS Assessment structure and taxonomy is derived from GCSE and A-Level Assessment Term 1 language Term ● 2 Students are assessed against Assessment language taxonomy End ● of year Assessment exam sheets are located in each student sketchbook and Google Classrooms ● The Formal Elements are central to all assessment whether self, peer, group or teacher led
COMPUTER SCIENCE ACADEMIC YEAR 2020/2021 YEAR 9
COMPUTER SCIENCE In Year 9 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 9 is for students to understand and develop algorithms that reflect computational thinking (for example, sorting and searching) and use logical reasoning to compare the utility of alternative algorithms for the same problem.
COURSE CONTENT ● Year 9 students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. ● Students will learn the Basics of HTML and CSS by developing web pages. ● Students will develop their computational thinking skills further by learning more advanced programming concepts such as using arrays and nested statements. Building on their knowledge from year 8 they will develop more complex algorithms and programs and improve the efficiency of their programs ● Students will be introduced to another 3 logic gates - NAND, NOR and EX-OR 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. ● Building on their knowledge from year 8 students will study cybersecurity in greater detail looking at the threats that are out there and how individuals and enterprises protect themselves against unauthorized access. SKILLS DEVELOPED ● Computational thinking ● Problem solving ● Troubleshooting ● Knowledge and understanding of computer systems ADDITIONAL EQUIPMENT NEEDED Students will be expected to bring a set of headphones to lessons. SETTING Teaching will be delivered in form groups.
ASSESSMENTS Students will be assessed every half term based on the work covered up to that point. There will also be an end of year assessment, where students will be assessed on the topics covered throughout the year. This will consist of both a practical and written paper.
DESIGN & TECHNOLOGY ACADEMIC YEAR 2020/2021 YEAR 9
DESIGN & TECHNOLOGY Design and Technology is taught on a carousel. Students will experience four aspects of the subject: Food and Nutrition Product Design – Resistant Materials Product Design - CAD/CAM Product Design - Textiles Each area will have approximately 9 weeks in each of the areas. COURSE CONTENT - ON ROTATION FOOD AND NUTRITION Students will learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste. They will deepen their knowledge and understanding of food and nutrition, develop food preparation and cooking techniques and apply their knowledge to make informed choices about their own diet. A further focus will be placed on Food Hygiene and Food Safety they will further their understanding of the nutrients in food; 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 design and make an Analogue Clock in the style of the Art Deco period of design history. They will use a range of research and design strategies including primary and secondary research, sketching, crating, modelling and CAD designing using 2D Designer. Students will realise their designs using a range of techniques including forming and wasting of materials using a variety of tools and processes. Students will also be extending their knowledge and ability using 3D CAD designing. We are now embracing a software package called Onshape which works seamlessly using Google chrome browsers. This 3D CAD software will be used extensively this year and in subsequent years to allow stends to 3D print and also to generate engineering details of products they design. PRODUCT DESIGN (TEXTILES) Students are encouraged to understand a range of ways that textiles can be printed and embellished. Using the work of Alexander McQueen and the theme of nature as inspiration they will experiment using a range of printing processes. Each student will design and make an item of body adornment, incorporating the printing of their own design in a creative and imaginative way. Additionally, the use of smart materials and e-textiles will be considered, investigated and used where appropriate.
ASSESSMENTS Teaching will be delivered in form groups. Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and ďŹ nal products are completed. One combined Design and Technology paper (one hour) will be sat during the summer examination period and will form part of the overall Design and Technology assessment.
DESIGN & TECHNOLOGY SKILLS DEVELOPED In Year 9 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. ADDITIONAL EQUIPMENT NEEDED 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 9 is taught in mixed ability groups.
DRAMA ACADEMIC YEAR 2020/2021 YEAR 9
DRAMA Lessons are taught to continue to inspire students and promote their love of Drama and Theatre. Students are taught skills to prepare them for GCSE Drama and to develop their creative palate. There is a focus on responding to stimuli, extending the range of theatrical skills and analysis and reflection.
COURSE CONTENT Term 1
Ruth Ellis - Theatre The Real life story of Ruth Ellis is used to explore in depth character relationships, the creation of tension and the study of action and consequence. Term 2
Set Text Students focus on the main themes that are explored through the play. Students will have opportunity to explore the style of docu-drama and work to refine their acting skills. Working as an ensemble extracts of the play will be refined and performed to an audience. Term 3
Intro to GCSE Drama A scheme of work that focuses on approaches to GCSE drama. Covering a range of skills from technical theatre to acting students are encouraged to become confident performers and designers developing their understanding of how meaning is interpreted. SKILLS DEVELOPED ● Throughout the year students learn new skills and techniques in order to access the GCSE Drama course. ● Students are introduced to a variety of styles and genres. ● Students will learn a wider variety of abstract drama techniques to use in devised work. ● The schemes of work are more challenging in term of themes, issues and development.
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 is no formal exam in Key Stage 3.
ENGLISH ACADEMIC YEAR 2020/2021 YEAR 9
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 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. The skill sets are based on the requirements for GCSE learning and build term by term, to ensure students are ready for the full rigor of these by the time they reach Year 10.
COURSE CONTENT Texts are varied, engaging and challenging, with Year 9 students studying the following: Term 1 ● Science Fiction ● War poetry Term 1 ● Romeo and Juliet ● Our changing world - Non Fiction Term 3 ● American Literature ● Blood Brothers 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. ● An enquiring mind and keen interest in exploring a range of ideas, meanings and opinions as well as the will to persevere with more challenging texts and mastering skills over time! ADDITIONAL EQUIPMENT NEEDED Please click here to view the English 5 Year Learning Journey. Full resourcing for lessons and homework will be provided by the department. Students should supplement this with their daily wider and independent reading. SETTING Students will be broadly grouped according to ability in English. ASSESSMENTS As a skills based subject, our focus is on continually improving a wide range of linked skills across each term, rather than learning separate sets of content each time. We encourage students and parents to see all assessments as an opportunity to identify how they will improve further with the next theme.
ENTREPRENEURIAL SKILLS ACADEMIC YEAR 2020/2021 YEAR 9
ENTREPRENEURIAL SKILLS The Entrepreneurial Skills Course is designed to help students become an independent learner and to provide them with skills needed for a 21st century learning. Entrepreneurship and Innovation - Marketing and Communications
COURSE CONTENT Students will develop their own business ideas and develop a marketing and promotional campaign for their business. Staff from the Business and Media departments will teach and guide the students through this process.
SKILLS DEVELOPED ● Independent learning ● Problem solving ● Research skills ● Time management ● Collaboration and teamwork ● Communication skills ● Critical thinking ● Presentation skills ● How to evaluate data and information from a number of sources of research
SETTING Students are taught according to timetables.
ASSESSMENTS Ongoing teacher assignment to evidence above skills. Along with a final written report and group presentation.
FRENCH ACADEMIC YEAR 2020/2021 YEAR 9
FRENCH Year 9 will be the first year of a 3 year GCSE journey and we hope that students will decide to complete this journey in Year 10 and 11. The Year 9 curriculum will build on previous knowledge acquired in Year 8 by developing listening, speaking, reading and writing skills and includes a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking.
COURSE CONTENT This course will also emphasise 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. Who am I? ● Friends & family, going out, life when you were younger, role models Leisure ● Sport, your life online, reading habits, TV programmes, cinema SKILLS DEVELOPED ● Listening & Speaking ● Reading & Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests. RESOURCES ● Studio AQA French GCSE online textbook ● Languagenut digital learning platform The Studio online textbook and Languagenut subscription are provided but students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet. SETTING Students are placed in sets determined by previous exposure to the French language in Year 8, summative and formative assessment, and teachers’ professional judgements. Students can and do move between sets regularly. Our objective is always to place students in the correct group commensurate with their language learning needs.
ASSESSMENTS French is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. French is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade.
GEOGRAPHY ACADEMIC YEAR 2020/2021 YEAR 9
GEOGRAPHY The Year 9 course develops the students complex understanding of global issues and events, the ways they can be managed, and the impact of management on people, economics and the environment.
The extended writing and enquiry tasks pave the way to success at iGCSE.
COURSE CONTENT Term 1 ● Challenges to the planet Term 2 ● Development Term 3 ● Sustainability and the global goals SKILLS DEVELOPED ● Argumentative writing ● Map skills ● Debating ● Critical thinking ● GCSE style essay writing RESOURCES ● Mapzone Website ● BBC Bitesize - KS3 Geography ● GeoGuessr ● www.geograhy-map-games.com SETTING Teaching will be delivered in mixed ability groups in Year 9.
ASSESSMENTS Formative mini assessments throughout the year when the class teacher deems appropriate and an end of unit assessment for each topic studied. End of year exam is based on: development and the sustainable earth. The paper will be approximately 1 hour in length.
HISTORY ACADEMIC YEAR 2020/2021 YEAR 9
HISTORY History aims to engage students' curiosity and imagination and present them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. Year 9 prepares students for the step up to GCSE, introducing them to the type of questions they can expect in Year 10 and 11.
COURSE CONTENT Term 1 ● The causes and origins of WW1 ● Reasons why men joined up to fight in WW1 ● Trench Warfare ● The defeat of Germany and Treaty of Versailles Term 2 ● Britain in the 1880’s ● Industrial Revolution - a period of change. ● Hard-to-catch criminals - a history mystery. Term 3 ● Key questions about key events of the 20th Century including suffrage, the Atomic Bomb and the role of key individuals. 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, worksheet and via Google Classroom. SETTING Teaching will be delivered in mixed ability groups in Year 9. ASSESSMENTS History is assessed formally through at least one assessment per half term, linked closely to the history skills. End of year assessment is through a one hour written paper, covering a selection of the topics from the whole year.
ISLAMIC STUDIES A & B ACADEMIC YEAR 2020/2021 YEAR 9
ISLAMIC STUDIES A & B This is a compulsory course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum either in the medium of Arabic or English, with additions and adaptations to meet their learning needs. Students study such topics as Holy Quran recitation rules, tolerant mind, suicide is forbidden, equality of right, attitude in public, the difference between Zakah and Sadaqah and the Islamic etiquette of clothing. Students also read and memorize a selection of Hadeeth and Surahs from the Holy Quran (Surat Al Hojorat & Surat Alwaqia. ).
COURSE CONTENT As per the Ministry of Education curriculum, the course covers a range of topics that allow students to: ● ● ● ●
Practice recitation and memorisation of the Holy Quran and Hadith Learn different rulings related to the five pillars of Islam Learn about the life of Prophets and their companions Explore links between the values of Islam and real life situations
SKILLS DEVELOPED ● Holy Quranic pronunciation and recitation ● Hadeeth memorisation ● Understanding of acts of worship and basic rules of dealings RESOURCES Ministry textbooks and the teacher’s own resources
ASSESSMENTS End of Unit Tests Projects End of year examination
LEARNING SUPPORT ACADEMIC YEAR 2020/2021 YEAR 9
LEARNING SUPPORT We have a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen. In Year 9 Learning Support students will need to have a new Educational Psychologist’s assessment report completed, to see whether they are entitled to special arrangements for external examinations.
The Learning Support teachers and assistants are patient, dedicated and experienced in finding solutions. 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 9 in French GCSE, one year early, or winning a Poetry performance competition. Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the Learning Support team is there to help them to build a reliable problem-solving repertoire.
‘The teachers in Learning Support can help you, no matter what subject.’
MATHEMATICS ACADEMIC YEAR 2020/2021 YEAR 9
MATHEMATICS In Year 9 students will begin studying towards their IGCSE Mathematics. This year students will further develop their knowledge and understanding of mathematical concepts and techniques, as well as using and applying them to solve a variety of problems and in the process develop an appreciation of the beauty, power and importance of Mathematics.
COURSE CONTENT In Year 9 students will develop their knowledge, understanding and skills in the following areas: ● Numbers and the number system ● Equations, formulae and identities ● Sequences, functions and graphs ● Geometry and trigonometry ● Vectors and transformations ● Statistics and probability SKILLS DEVELOPED ● Numeracy ● Problem solving ● Pattern spotting ● Mathematical reasoning skills ADDITIONAL EQUIPMENT NEEDED ● Geometry set ● Scientific calculator we
recommends
the
Casio
FX-991
EX
calculator
RESOURCES BSAK Maths Website
SETTING Students will be broadly grouped according to ability in Mathematics.
ASSESSMENTS Students will sit an assessment every half term based on the work covered up to that point. There will also be an end of year assessment; this will be a one hour paper on the topics covered throughout the year.
MELS ACADEMIC YEAR 2020/2021 YEAR 9
MELS Moral Education and Life Skills (formally known as PSHE) plays a unique role in the education we offer our students. It takes a positive approach to help young people to understand how to live healthy lives, how to make well-informed and educated choices and how to be resilient in dealing with the challenges and issues that they may face as they grow up.
MELS is taught once per week but also forms part of the daily routines, dialogues and values of those who work in our school. The curriculum provides a positive contribution to the climate and ethos of the school enabling students to grow and flourish; building effective relationships, developing social skills and resilience and thereby leading to confident individuals. COURSE CONTENT The curriculum is based upon a combination of the UK guidelines on Personal, Social and Health Education and the UAE’s Moral Education framework. The programme aims to develop essential skills and attributes based around core themes; health and wellbeing, relationships, living in the wider world, study skills, character and morality, the individual and the community.
SKILLS DEVELOPED ● problem solving ● critical thinking ● Resilience
SETTING Lessons are taught in form groups.
ASSESSMENTS No formal assessment. The impact of the program is seen through the interactions, beliefs and behaviours of those in the school community. Work and reflections can be recorded in the MELS / Wellbeing Journals.
MUSIC ACADEMIC YEAR 2020/2021 YEAR 9
MUSIC Music is a subject which is held in high regard by Universities all over the world. It is a universal language that embodies one of the highest forms of creativity. Research suggests that a high-quality music education helps strengthen learning in all areas of the curriculum, as well as improving self-confidence, cognitive function and focus. Music has the potential to make a significant contribution to children’s development. Year 9 Music builds on previous knowledge and skills through performing, composing and listening activities.
COURSE CONTENT - VARIATION STYLE Unit 1
Themes and Variations Melodic Variation Using the Elements Theme and variations Ground Bass Pachelbel’s ‘Canon’ - group performance for assessment Ed Sheeran’s - Shape of You Garageband
● ● ● ● ● ● ● Unit 2
Jazz and Swing Jazz/Swing rhythms/Jazz chords/Jazz scales Improvisation Use of pentatonic scales and modes Structure ‘Summer song’ Jazz performance Focus on sound - for assessment
● ● ● ● ● ● Unit 3
Film Music ● ● ● ● ● ●
Musical Contexts SOW Soundtracks Hanz Zimmer - Pirates How music changes a film Leitmotif - Jaws and James Bond Composing music to accompany a movie scene
ASSESSMENTS ASSESSMENTS ● 1 Music is assessed through both group and individual performance. At the end of each unit the Term Term 2 students perform and record their compositions and together they listen and use staff and appraise End of year their exam work. ●
There is no formal exam for Music at Keystage 3.
MUSIC Music is a subject which is held in high regard by Universities all over the world. Unit 4
Introduction to GCSE Music ● ● ● ● ● ● ●
Course outline Score reading and analysis Listening and comparing THRIFTMOD Writing about music Composition using Sibelius Focus on sound GCSE unit
SKILLS DEVELOPED ● Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. ● Improvise and compose; extending and developing musical ideas by drawing on a range of musical structures styles, genres and traditions. ● Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. ● Listen to a wide range of music from great composers and musicians. ● Develop a deepening understanding of the music that they perform and to which they listen and it’s history.
ASSESSMENTS ●
Music is assessed through both group and individual performance. At the end of each unit the students perform and record their compositions and together they listen and use staff and appraise their work.
●
There is no formal exam for Music at Keystage 3.
PHYSICAL EDUCATION ACADEMIC YEAR 2020/2021 YEAR 9
PHYSICAL EDUCATION At BSAK we aim to give the students a world class offering of Physical Education. Students have two lessons per week: Lesson 1 (Core PE) Development of Physical Fitness, Skills in Isolation, knowledge of Sports Science Lesson 2 (Competitive Sport) - Development of Coaching, Leadership and Performance in a competitive setting.
We adopt a holistic approach to Physical Education, providing students with the knowledge and understanding that will allow them to live a healthy, active lifestyle throughout their adult life. We aim to embed many of the school values within Physical Education lessons such as resilience, integrity and endeavour. Students will be expected to wear their blue BSAK Physical Education kit for all lessons.
COURSE CONTENT In order to provide the students of BSAK with a wealth of experiences, we offer a varied and vast curriculum. Our aim is to enrich the lives of the students by offering them many opportunities. Some of the Sports we offer are as follows: ● ● ● ● ●
Cricket Rugby Football Netball Athletics
We also offer lessons that will develop the students physical prowess: ● ● ● ●
Performing at Maximal Levels Outwitting Opponents Accurate Replication of Performance Exercising Safely & Effectively
ASSESSMENTS All physical activities will be assessed and criteria shared to assist with future development. Students will be encouraged to be part of this assessment process. There will be self and peer assessment opportunities, via video analysis. Students will also have a theoretical examination during term 3 (Exam week). This will allow us to assess their knowledge of Sports Science and the theoretical concepts that underpin sporting performance. Assessment will be focused on five areas: 1. Physical Fitness 2. Core Skills in Isolation 3. Performance in a Competitive setting 4. Coaching & Leadership 5. Knowledge of Sports Science
PHYSICAL EDUCATION The aim is not just to develop sporting prowess, but to give the students a true education. ● ● ● ●
Enhance knowledge of Sports Science Develop Communication Skills Improve Analysis and Evaluation skills Develop a love of learning and promote well being
The focus is to develop the students' understanding of how the theoretical concepts underpin sporting performance. This will be done through the creation of a Personalised Exercise Program.
ADDITIONAL SKILLS DEVELOPED A range of skills are developed and refined with a key focus on: ● A range of skills are developed and refined with a key focus on teamwork ● Collaboration ● Tactics ● Strategies ● Students are also encouraged to analyse their performance using ICT
KIT POLICY At BSAK we have a policy, where all students are expected to bring a kit to every lesson. If they are injured or unwell, they must have a parental note that excuses them from the practical element of the lesson. However, they must still get changed and they will develop their coaching and leadership skills.
SETTING All lessons are mixed ability classes.
SCIENCE ACADEMIC YEAR 2020/2021 YEAR 9
SCIENCE In Year 9 we begin the AQA GCSE specification. Students will study topics from each of the three sciences: biology, chemistry and physics. Teaching and learning will be focused on the fundamental principles and skills which will underpin success at GCSE, allow students to make informed choices about their continued study of the sciences and engender a passion to understand and explain the world around them.
COURSE CONTENT Term 1 ● B1 Cell Structure and transport ● C13 Our Atmosphere ● P2 Energy transfer by heating Term 2 ● B2 Cell Division ● C1 Atomic Structure ● P3 Energy Resources Term 3 ● B3 Organisation and the Digestive System ● C2 The Periodic Table ● P13 Electromagnetic Waves SKILLS DEVELOPED ● Describe and explain scientific ideas ● Application of knowledge including problem solving ● Data analysis, including calculations and evaluation ● Scientific literacy ● Practical work RESOURCES All students will be issued with login access to www.kerboodle.com where they will be able to use an extensive bank of learning resources including a digital version of the GCSE textbooks. SETTING Students will be broadly grouped according to progress and ability in Science.t
ASSESSMENTS Students will be assessed at the end of each topic studied using a range of questions to assess learning. There will also be an end of year exam, consisting of two approximately one hour papers assessing all topics and skills covered until that point.
SOCIAL STUDIES ACADEMIC YEAR 2020/2021 YEAR 9
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 ● The Arab World site and its importance ● Climate and plants in the Arab world ● International Trade ● The Constitution of the UAE Term 2 ● UAE’s Knowledge Economy ● Dome of Light ● Sheikh Zayed’s vision for women in UAE society ● My identity is my responsibility Term 3 ● Income selective taxes and value added in the UAE ● UAE Vision Centennial ● Expo World Forum SKILLS DEVELOPED The students learn how to research efficiently and correctly, and are also asked to do one project a term. They will also learn about the shape of the Gulf and how to draw it and will develop their History and Geography skills. RESOURCES Ministry textbooks, worksheets developed by teachers and websites SETTING This course is compulsory for the majority of Native Students (those in Arabic A - who speak fluent Arabic).
ASSESSMENTS Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills.
SPANISH ACADEMIC YEAR 2020/2021 YEAR 9
SPANISH Year 9 will be the first year of a 3 year GCSE journey and we hope that students will decide to complete this journey in Year 10 and 11. The Year 9 curriculum will build on previous knowledge acquired in Year 8 by developing listening, speaking, reading and writing skills and includes a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking. This course will emphasise the fact that learning Spanish is not just about vocabulary and grammar but having an appreciation of Spanish and indeed hispanic culture and customs. COURSE CONTENT 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. Holidays ● Preferences, past holidays, accommodation and problems School Life ● Subjects, uniform, teachers, describing your school, your achievements My People ● Family, social networks, making plans, relationships, reading preferences SKILLS DEVELOPED ● Listening & Speaking ● Reading & Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s immediate needs and interests. RESOURCES ● Viva AQA GCSE Spanish online textbook ● Languagenut digital learning platform The Viva GCSE online textbook and Languagenut subscription are provided. Students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet. SETTING Students are placed in sets determined by previous exposure to the Spanish language in Year 8, summative and formative assessment, and teachers’ professional judgements. Students can and do move between sets regularly. Our objective is always to place students in the correct group commensurate with their language learning needs. ASSESSMENTS Spanish is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. Spanish is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade.
