THE BRITISH SCHOOL AL KHUBAIRAT YEAR 9 CURRICULUM 2022/2023 RATED OUTSTANDING BY ADEK AND BRITISH SCHOOLS OVERSEAS TOP SCHOOL AWARDS 2022 Best School in the UAE for Fine Art and Creative Studio Work TOP SCHOOL AWARDS 2022 Best School for Post-16 Education in the UAE
OUR SCHOOL The British School Al Khubairat (BSAK) is Abu Dhabi’s leading British not-for-profit, co-educational day school. From Nursery to A Level (3 – 18) our dynamic school culture offers students an enriching experience and outstanding results. OUR VISION Building on our unique local heritage, we will provide a world-class British education, inspiring all our students to exceed expectations. OUR VALUES Empathy and Care | Respect and Inclusivity Honesty and Integrity | Endeavour and Resilience
FOREWORD BY DEPUTY HEAD
As educators, we are very much looking forward to working with our students and helping them achieve their true potential and it is with great joy that we see us moving forward together - as a community of staff, students, and parents.
Dear Parents & Students,
We have said many times how proud we are of our students’ resilience and endeavour, and how they have responded to the challenges of the last few years. It is with great delight that our staff are now able to concentrate on a restriction free acceleration in our students’ learning, through the curriculum you will see in these booklets.
Mr Gareth Jones Deputy Head gjones@britishschool.sch.ae
As we return to school for another academic year, after what I hope has been a restful and rewarding summer break, it is with great anticipation that we welcome our students back into the classroom for what is as close to ‘normality’ as it has been over the last two academic years. We are extremely excited to see the students engage with and flourish in the wide range of opportunities this allows us to reintroduce and build upon.
I would like to take this opportunity to emphasise the importance of the school curriculum. Teaching does not happen by accident, and requires careful thought and wise construction in order to produce a curriculum that is coherently planned. Our Heads of Departments expertly ensure that their teams provide teaching which is sequential; building on knowledge, understanding and skills in a well thought through and structured way, using techniques of cognitive science to allow true teaching forlearning.
With my very best wishes
We feel it is important to keep you informed and updated as to the content of the curriculum your child is following this academic year, the curriculum forms an essential part of the learning process and your support at home is an integral part of this.
YEAR 9 CURRICULUM BOOKLET 2022/2023
CONTENTS
Subjects In Alphabetical Order P06 Arabic A P07 Arabic B P09 Art P11 Arts Enhancement P12 Computer Science P13 Design & Technology P15 Digital Fluency P16 Drama P17 English P18 French P19 Geography P20 History P21 Islamic Studies A P22 Islamic Studies B P23 Learning Support P24 Mathematics P25 MELS P26 Music P28 Physical Education P30 Science P31 Social Studies A P32 Social Studies B P33 Spanish
● Structures
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Teaching will be delivered in form groups.
ASSESSMENTS
●
Language
●
●
Listening
Students complete one unit of lessons each half term which covers these main areas of study:
Comprehension
Writing
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.
●
COURSE CONTENT
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
Ministry textbooks
Speaking
●
ARABIC A
●
Writing RESOURCES
Students complete half-termly and termly exams in reading and writing. The end of year exam covers all the essential skills.
Websites ● Lessons developed by the teacher SETTING
● Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background
●
Reading
● Reading
Worksheets
●
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.
● My Beautiful Country
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.
● Shopping
ARABIC B
Term 3
● Places & Activities
● Technology
ASSESSMENTS
● What is the Weather like?
● Transport Term 2
Term 1
COURSE CONTENT
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.
● At the Hotel
● Problems in Towns and the Countryside
The Year 9 curriculum will 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.
● Community action
● Reading
● Languagenut digital learning platform
SETTING
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests.
Term 1
SKILLS DEVELOPED
● Writing
● Listening
Term 2 End of year exam
RESOURCES
Students are required to develop confidence in:
● Speaking
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
● GCSE Arabic (My Language is my Identity) Coursebook
● Languagenut is provided by School but students may also access other websites independently such as Languagesonline, Duolingo, Memrise or Quizlet.
Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
ARABIC B
ASSESSMENTS
Assessment structure and taxonomy is derived from GCSE and A Level Assessment language.
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.
ART
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.
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.
An introduction to Human Form investigating Form and Structure.
HUMAN FORM
COURSE CONTENT
INDEPENDENT PROJECT BASED INQUIRY
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.
End
● The Formal Elements are central to all assessment whether self, peer, group or teacher led.
1 Term
FORMAL ELEMENTS
exam ASSESSMENTS
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.
LINE / SHAPE / FORM / TONE / TEXTURE / SPACE / PATTERN / COLOUR / COMPOSITION
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.
● Assessment sheets are located in each student sketchbook and Google Classrooms.
● Students are assessed against Assessment language taxonomy.
ASSESSMENTS
Term 2 of year
● Ruler
● Glue stick
SKILLS DEVELOPED
Whilst we have excellent facilities and resources for art, all students are expected to bring to every lesson the following items:
Homework and next lesson preparation activities will often require the above items.
● Black fine liner
● Sharpener
ART
● Greater independent participation - building towards GCSE.
● Developing confidence in, appreciation of and greater fluency in Visual and Written Literacy
● Set of coloured pencils.
● Developing skills in communication, visual interpretation, individual and collaborative creative practice.
● HB and 2B/6B Pencil
● How to build projects scaffolding towards GCSE project and course structure.
● 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
EQUIPMENT REQUIRED
● Eraser
● Developing a creative confidence in the use of a range of media, techniques and processes.
ARTS ENHANCEMENT
For non Islamic students only. is an additional course to enhance performances in the arts: Art, Drama and Music. will spend one term with each department and work on elements outside of the normal
Students
. SKILLS DEVELOPED ● Creativity and self expression ● Collaboration and teamwork ● Communication skills ● Resilience and self discipline ● Leadership skills ● Problem solving ● Time management ● Critical thinking ● Performance skills ● Musical theatre ● Technical theatre ● Art and design principles ● Visual Language SETTING Students
Students will develop their creativity and performing skills, while collaborating and showing leadership. They will work beyond the KS3 curriculum to expand their skills in the Performing Arts. The aim is to design, rehearse and stage performances throughout the year. are taught in small groups, with a collaborative approach to Music, Drama and Art. teacher assignment to evidence above skills. Along with a final written report and group presentation.
ASSESSMENTS Ongoing
COURSEcurriculum.CONTENT
This
COMPUTER SCIENCE
● 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
Knowledge and understanding of computer
● 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.
●
Troubleshooting
Problem solving
Computational thinking
COURSE CONTENT
● Students will learn the basics of HTML and CSS by developing web pages.
● 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.
● systems
● 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.
Teaching will be delivered in form groups.
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.
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Students will be expected to bring a set of headphones to lessons.
ASSESSMENTS
SETTING
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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.
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.
SKILLS DEVELOPED
ADDITIONAL EQUIPMENT NEEDED
● Product Design – Resistant Materials
PRODUCT DESIGN
● Product Design - CAD/CAM
ASSESSMENTS
Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and final products are completed. One combined Design and Technology paper (one hour) will be sat during the summer examination period and will form part of the overall Design and Technology assessment.
Design and Technology is taught on a carousel. Students will experience four aspects of the subject:
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.
Teaching will be delivered in form groups.
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.
COURSE CONTENT - ON ROTATION
DESIGN & TECHNOLOGY
● Product Design - Textiles
Each area will have approximately 9 weeks in each of the areas
Students will learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste. They will deepen their knowledge and understanding of food and nutrition, develop food preparation and cooking techniques and apply their knowledge to make informed choices about their own diet. 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.
● Food and Nutrition
TEXTILES
FOOD AND NUTRITION
SETTING
ADDITIONAL EQUIPMENT NEEDED
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.
SKILLS DEVELOPED
All focus areas have project booklets which will be supplied at the start of each unit. All materials and consumables will be provided.
The teaching in Year 9 is taught in mixed ability groups.
DESIGN & TECHNOLOGY
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Students will require their Chromebooks in lesson. will be delivered in form classes. 1 2 of year exam are no assessments on this course.
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●
There
Students will have one lesson a fortnight to develop their ability in effectively using a range of Google applications through task based modules. They will also complete lessons on a variety of digital citizenship topics.
●
End
Students will develop their ability to effectively use online productivity software whilst building a critical awareness of key digital citizenship issues which have arisen through the increased usage of technology.
DIGITAL FLUENCY
●
●
ASSESSMENTS Term
RESOURCES
Term
Fake news and social media
Google Drive
Google Sites ● Google Forms Digital Citizenship
Google Sheets
Google Docs
A brand new course designed to help students develop transferable skills in using technology.
SETTING Teaching
COURSE CONTENT Google Applications
Google Mail/Calendar
●
●
Online safety ● eSport and Gaming Addiction SKILLS DEVELOPED
Google Slides
What is the cloud?
●
● Drama skills and techniques – a range of skills are taught to enable students to experiment with style within a range of performances.
● Developing and performing varied characters in an effective manner for an audience
● A wide range of social and personal skills such as communication, confidence, analysis negotiation, problem solving, organisational etc.
Teaching will be delivered in mixed classes.
Technical Theatre
Resources will be provided via the google classroom.
SETTING
Work focusing on technical aspects of Theatre such as set, costume, lighting and sound design. It will incorporate watching an critiquing a Live Performance. Students will study what makes an effective theatrical moment in terms of acting and design.
SKILLS DEVELOPED
ASSESSMENTS
RESOURCES
DevisingCONTENTSkills
● 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.
Exploring a Play Script
Students will learn how to create and build dramatic material focused on a particular theme or topic. They will learn how to use their bodies and voices imaginatively and creatively. Students will develop their independent and group work techniques with an emphasis being put on personal and social skills such as listening, empathising, cooperating and negotiating.
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. Drama will support the development of key personal skills and prepare students for life beyond the classroom. There is a focus on responding to stimuli, extending the range of theatrical skills and analysis and reflection.
COURSE
DRAMA
● Skills in this subject are transferable across the curriculum. It will allow students to develop confidence and communication skills. Students will be equipped with analytical skills and they will be encouraged to voice their opinions on a range of topical issues.
● There is no formal exam in Key Stage 3.
This will involve the exploration of a playscript . Students will develop their understanding of the plot and themes as well as interpreting characters and key moments in the play. Acting skills are developed as students prepare for a polished performance in front of an audience.
● 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!
Term 3
SETTING
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.
Term 1
● Blood Brothers
SKILLS DEVELOPED
● Science Fiction
● 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.
ASSESSMENTS
Texts are varied, engaging and challenging, with Year 9 students studying the following:
Students will be broadly grouped according to ability in English.
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
COURSE CONTENT
Term 1
● Romeo and Juliet
● War poetry
● The ability to read and make connections across a wide range of literature and non-fiction, analysing and evaluating a writer’s choices of language and structure.
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.
ADDITIONAL EQUIPMENT NEEDED
● Our changing world - Non Fiction
● American Literature
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!
● Healthy Eating
● Listening and speaking
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.
Term 1
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.
SKILLS DEVELOPED
Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
The Studio online textbooks and Languagenut subscription are provided but students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet.
● Friends & family
FRENCH
● Languagenut digital learning platform
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.
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
SETTING
Term 2
ASSESSMENTS
● Social Life
● Holidays
● Studio 2 & Studio 3 online textbook
COURSE CONTENT
● Sport
● Reading and writing
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests.
● Jobs Term 3
RESOURCES
GEOGRAPHY
COURSE
Term 1 ● Challenges
The
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. Geography has many cross curricular links, students delve into aspects of business and economics- looking at trade links, science focusing on climate change and international relations which considers the need to all nations to work together to reach a common goal on tackling global warming. extended writing and enquiry tasks pave the way to success at iGCSE. CONTENT to the will be delivered in mixed ability groups in Year 9. 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.
planet Term 2 ● Globalisation and super powers Term 3 ● Development SKILLS DEVELOPED ● Argumentative writing ● Map skills ● Debating ● Critical thinking ● GCSE style essay writing RESOURCES ● Mapzone Website ● BBC Bitesize - KS3 Geography ● GeoGuessr ● s-cool.co.uk/gcse/geography SETTING Teaching
ASSESSMENTS Formative
● Significance - What made something important?
● The Chinese Revolution and how should Chairman Mao be remembered?
SKILLS DEVELOPED
History is assessed formally through at least one assessment per half term, linked closely to the history skills. The end of year assessment is through a one hour written paper, covering a selection of the skills from the whole year, though content will be focused on the final unit.
HISTORY
ASSESSMENTS
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.
● The causes and origins of WW1
● The defeat of Germany and Treaty of Versailles
RESOURCES
● Reasons why men joined up to fight in WW1
● The experiences of warfare on different fronts
History aims to engage the curiosity and imagination of students and present them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. It also develops critical thinking and metacognitive skills as we explore deeper themes and concepts within the past..
SETTING
Term 2
Term 3
● Chronology - What happens when?
● Using Evidence - What evidence do I have?
● What caused the 1964 Civil Rights Act to be passed?
COURSE CONTENT
● Cause and Consequence - Why do things happen?
● Change and Continuity - What changes and stays the same?
● Why did women gain the vote in 1918?
● Interpretations - What do other people think?
Term 1
Resources will be provided through text books, worksheet and via Google Classroom.
Teaching will be delivered in mixed ability groups in Year 9.
● Learn different rulings related to the five pillars of Islam
ASSESSMENTS
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
Ministry textbooks and the teacher’s own resources
ISLAMIC STUDIES A
● Practice recitation and memorisation of the Holy Quran and Hadith
● Learn about the life of Prophets and their companions
● Half term test
COURSE CONTENT
● Hadeeth memorisation
The Islamic values education curriculum called for here focuses on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
● Holy Quranic pronunciation and recitation
● Explore links between the values of Islam and real life situations
RESOURCES
● End of year examination
● End of term exam
SKILLS DEVELOPED
● Understanding of acts of worship and basic rules of dealings
This is a compulsory course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum, with additions and adaptations to meet their learning needs.
● Understanding and comprehension for the significance of the the Holy Quran and Hadith
The Islamic values education curriculum called for focus on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
ISLAMIC STUDIES B
COURSE CONTENT
● Learn about the life of Prophets and their companions
● Memorising some verses from the Holy Quran and the Hadith
● Understanding of acts of worship and basic rules of dealings
● End of year Exam
● The rules of recitation for the Holy Quran
ASSESSMENTS
This is a course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum with additions and adaptations to meet their learning needs.
● Learn different rulings related to the five pillars of Islam
● Practice recitation and memorisation of the Holy Quran and Hadith
SKILLS DEVELOPED
● End of term Exam
Ministry textbooks and the teacher’s own resources
RESOURCES
● Half term Exam
As per the Ministry of Education curriculum, the course covers a range of topics that allow students to:
AIMING HIGH
‘The teachers in Learning Support can help you, no matter what subject.’
● 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.
We have a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen.
● 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.
● Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.
● They also learn techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
Two of our main priorities are showing students how to persevere when they experience difficulties, and that there should be no limit to their aspirations, whatever those may be, whether achieving an award in Sport, or winning a Poetry performance competition.
LEARNING SUPPORT
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.
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.
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
Vectors and transformations
Year 9 students will begin studying towards their IGCSE
students
ASSESSMENTS
in
Sequences, functions and graphs
In Mathematics.
●
COURSE CONTENT
In Year 9 will develop their knowledge, understanding and skills the following the
●
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.
MATHEMATICS
●
number system ● Equations, formulae and identities
Geometry and trigonometry
● will be broadly grouped according to ability in Mathematics.
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 on the topics covered throughout the year.
areas: ● Numbers and
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Statistics and probability SKILLS DEVELOPED
Critical thinking
● Judiciary System in the UAE
COURSE CONTENT
MELS
●
TOPICS
Problem solving
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●
Engaging positively in the world around them SETTING
Introduction
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Positive decision making
MELS also incorporates the UAE Federal Government's Moral Education initiative, designed to promote tolerance and instill universal principles and values shared by humanity; an overview of the program can be found here and the specific topics covered within your child's year group are listed below:
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● to global ethics
ASSESSMENTS
MELS is an essential part of modern day education. It covers content on personal wellbeing, economic well being, careers guidance, digital safety, morality and community wellbeing. Whilst the theory is important, MELs alsos helps to develop vital skills that can help the students in the wider world and in all of their academic subjects.
As part of our commitment at BSAK to a whole school approach to wellbeing we have worked to provide a framework for MELs that runs throughout Year 7-11 giving students a chance to learn, practice and extend their own knowledge and skills based on 6 important areas: Careers, Living in the Wider World, Mental and Physical Health, Mindfulness, Relationships and Study Skills. Linked here you are able to access information on the objectives and projects undertaken in each of the year group areas.
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Lessons are taught in form groups once per week.
Positive psychology and techniques to benefit wellbeing
This subject is not examined, but is a compulsory part of UK and UAE curriculum and its importance has been highlighted in a number of educational studies including the Oxford Impact Study, 2020, by Dr Lindorff. This is one of the most robust studies into student wellbeing. The results found a clear correlation between wellbeing, which MELs promotes, and academic success.
SKILLS DEVELOPED
No formal assessment.
● Entrepreneurship
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.
Resilience
Jazz
● Listening and appraising - Movie soundtracks
COURSE CONTENT - VARIATION STYLE
● Key features of Jazz music
● How music changes a film
● Melodic Variation
● Group performance of Pachelbel’s ‘Canon in D’ for assessment
Music is a universal language that embodies one of the highest forms of creativity, it is a subject which is held in high regard by Universities all over the world.
Research suggests that a high-quality music education 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.
● Layers: Melody, bass, chords
Term 1 Term 2 End of year exam
Unit 2 and
ASSESSMENTS
● Structure
Year 9 Music builds on previous knowledge and skills through performing, composing and listening activities.
Unit 1 and
Variations
● Using the Elements
Swing
● Improvisation
● Use of pentatonic scales and modes
● Group performance of ‘Summer song’
● Ground Bass
MUSIC
● Theme and variations - listening
● Class performance of Ed Sheeran - Shape of You
Unit 3 Music
● Composing music to accompany a movie scene
● Leitmotif - Jaws and James Bond
Film
Themes
● Layers, bass, chords, melody
● Song structure
● Listening and comparing
● Writing about music
● Focus on sound GCSE unit
● Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression.
● What makes a good song?
● Ukuleles – chord progressions
● Course outline
● Score reading and analysis
ASSESSMENTS
ASSESSMENTS
● Listen to a wide range of music from great composers and musicians.
● There is no formal exam for Music at Keystage 3.
Introduction to GCSE Music
Music is assessed through both group and individual performance. At the end of each unit the students perform and record their compositions and together they listen and appraise their work. There will be a listening exam for Music at the end of the year.
● THRIFTMOD
● 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.
● Improvise and compose; extending and developing musical ideas by drawing on a range of musical structures styles, genres and traditions.
MUSIC
Unit 5
● Composition using Sibelius
SKILLS DEVELOPED
Music is a subject which is held in high regard by Universities all over the world. Unit 4 Composition and Song-writing
● Compose your own song
● Create a cover song in groups – perform and record for assessment
● 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.
● Develop a deepening understanding of the music that they perform and to which they listen and it’s history.
ASSESSMENTS
● Outwitting Opponents
COURSE CONTENT
● Performing at Maximal Levels
● Accurate Replication of Performance
● Exercising Safely & Effectively
1. Physical Fitness 2. Core Skills in Isolation 3. Performance in a Competitive setting 4. Coaching & Leadership 5. Knowledge of Sports Science
We adopt a holistic approach to Physical Education, providing students with the knowledge and understanding that will allow them to live a healthy, active lifestyle throughout their adult life. We aim to embed many of the school values within Physical Education lessons such as resilience, integrity and endeavour.
● Rugby
● Netball
PHYSICAL EDUCATION
At BSAK we aim to give the students a world class offering of Physical Education. Students have two lessons per week: Lesson 1 (Physical Education - Core PE) Development of Physical Fitness, Skills in Isolation, knowledge of Sports Science Lesson 2 (Physical Education - Core PE) Development of Coaching, Leadership and Performance in a competitive setting.
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:
● Football
● Athletics
We also offer lessons that will develop the students physical prowess:
Students will be expected to wear their blue BSAK Physical Education kit for all lessons.
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.
● Cricket
Some of the Sports we offer are as follows:
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.
● Resilience
All lessons are mixed ability classes.
● Develop Communication Skills
KIT POLICY
● Collaboration
● Teamwork
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.
● Enhance knowledge of Sports Science
A range of skills are developed and refined with a key focus on:
● Communication
The aim is not just to develop sporting prowess, but to give the students a true education.
● Develop a love of learning and promote well being
PHYSICAL EDUCATION
ADDITIONAL SKILLS DEVELOPED
● Overcoming challenges
● Tactics
● Strategies
● Endeavour
● Students are also encouraged to analyse their performance using ICT
SETTING
● Improve Analysis and Evaluation skills
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 Therelearning.will also be an end of year exam, consisting of two approximately one hour papers assessing all topics and skills covered until that point.
SCIENCE
● The Arab World site and its importance
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.
SETTING
COURSE CONTENT
● Expo World Forum
The Social Studies A course is compulsory for the majority of native students (those in Arabic A - who speak fluent Arabic).
● My identity is my responsibility
● International Trade
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.
RESOURCES
Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures.
Term 3
● Sheikh Zayed’s vision for women in UAE society
Term 1
● The Constitution of the UAE
● UAE’s Knowledge Economy
SKILLS DEVELOPED
ASSESSMENTS
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.
● Income selective taxes and value added in the UAE
● UAE Vision Centennial
Ministry textbooks, worksheets developed by teachers and websites
● Dome of Light
SOCIAL STUDIES A
● Climate and plants in the Arab world
Term 2
Ministry textbooks, worksheets developed by teachers and websites.
SETTING
Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills.
● Dome of Light
SOCIAL STUDIES B
Term 2
● UAE’s Knowledge Economy
● International Trade
● Sheikh Zayed’s vision for women in UAE society
ASSESSMENTS
Teaching will be delivered in small form classes to non native students.
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.
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.
● The Constitution of the UAE
Term 1
Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures.
● My identity is my responsibility
● Income selective taxes and value added in the UAE
● The Arab World site and its importance
● UAE Vision Centennial
● Expo World Forum
COURSE CONTENT
● Climate and plants in the Arab world
SKILLS DEVELOPED
RESOURCES
Term 3
● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns.
RESOURCES
● Viva 2 and Viva 3 Spanish online textbook
The Viva online textbooks and Languagenut subscription are provided. Students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet.
● Reading and Writing
Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
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.
ASSESSMENTS
● Personal Life & World of Work
SETTING
● Listening and Speaking
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.
● Languagenut digital learning platform
● Madrid Project
● Lifestyle & Global Issues
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
SPANISH
Term 3
COURSEcustoms.CONTENT
● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s immediate needs and interests.
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.
SKILLS DEVELOPED
Term 2
Term 1
