Year 9 Handbook by BSAK Abu Dhabi

Year 9 Handbook The British School Al Khubairat

www.britishschool.sch.ae

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

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

Our Values Empathy and Care Honesty and Integrity

Respect and Inclusivity Endeavour and Resilience

CONTENTS Welcome From Our Assistant Head Teacher 2

General Rules And Regulations

8 9

Welcome From Our Head of Year

Co-Curricular Clubs

Introduction To Our Tutor Team

Attendance And Punctuality

House System

Communication From The School

Safeguarding And Counselling

Social Media Guides

Code Of Conduct

Healthcare And Nursing

What to Expect On The First Day

Transportation And Library

Uniform And Appearance

Road Safety Traffic

SUBJECTS AND COURSES Arabic A

History

Arabic B

Islamic Studies

Art

Learning Support

Computer Science

Mathematics

Design Technology

MELS

Drama

Music

English

Physical Education And Games

Extended Project

Science

French

Social Studies

Geography

Spanish

WELCOME FROM OUR ASSISTANT HEAD TEACHER I would like to take this opportunity to welcome you and your child to Year 9 at BSAK. Students undergo many transitions as they journey through our School; in particular the transition into Year 9 presents an ideal opportunity to push educational boundaries and continue to develop interests and hobbies beyond the classroom.As students enter this last year of Key Stage 3,they will be expected to take greater responsibility for their own learning. The Year 9 curriculum is designed to provide opportunities for students to experience the broader world in a more independent manner and develop a passion for life and learning. A key focus for students this year is making positive choices for their future and our Year 9 pastoral team is here to fully support them through the GCSE options process. It is vital students have control over these choices and as such they must make the most of every opportunity they are presented with. It is a hugely exciting time in studentsâ&#x20AC;&#x2122; lives, as they develop into young adults ready to take their place in society. We are strongly committed to working in meaningful and positive partnership with parents to support the best possible education for all our students and I very much look forward to joining you and your child on this next leg of their learning journey. Mr John Foster Assistant Head Teacher

WELCOME FROM OUR HEAD OF YEAR 9 Ms Eleanor Hayward, Head of Year 9, has overall responsibility for overseeing student progress and welfare across Year 9. She is delighted to be carrying her year group through into their next year of Secondary and further cementing the relationships established in Year 8. She will continue to support the students day to day but will also be overseeing the options process for the students moving forwards to GCSEs. She is supported by a strong and experienced team of six Year 9 form tutors who work closely with the students, encouraging, supporting and guiding them throughout the year. Mrs Eleanor Hayward Head Of Year 9

www.britishschool.sch.ae

INTRODUCTION TO OUR TUTOR TEAM

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

Jane Roughly

George Meechan

Charlotte-Ann Mathieu 88

Sascha Dallas

Thomas Scott

Paulette Leppard

HOUSE SYSTEM

Every pupil is assigned to a house in Year 9, which is also the name of their tutor group. There are six houses, whose names are derived from mythical creatures: CENTAUR,CHIMERA,GRIFFIN,HYDRA, PEGASUS and PHOENIX. The house names were chosen by the students and the logos were designed by our very own Art and Graphics department. The Houses offer a variety of opportunities, academic, sporting and musical; which encourage team spirit, a healthy sense of competition and most importantly allow for vibrant self-expression. The House system is an integral part of life at BSAK and brings out the very best in our community.

SAFEGUARDING AND COUNSELLING

Ms. Priya Mitchell

School Counsellor Designated Individual

Mrs. Elaine Rawlings Head of Primary

Mr. Mark Leppard MBE Headmaster

Miss Teresa Woulfe Head of Secondary

Mr. Peter Church Bursar

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

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

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

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

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

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

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

WHAT TO EXPECT ON YOUR FIRST DAY

Year 9 students should arrive at school on their first day after the summer holiday between 7.10am and 7.20am. On the first bell students should go directly to their form room; if there are any changes to either their current tutor or room, students will have been informed in the June of Year 8. New students to the school should report to Reception where they will be met by the Head of Year and assigned a buddy to guide them through their first few weeks. The first two lessons of the day will be spent in form rooms, where they will receive planners and timetables; be assigned a locker; receive club sign up information and be reminded of the schoolâ&#x20AC;&#x2122;s expectations with regards to conduct and behaviour. Lesson 3 will be as their timetable stipulates and their Year 9 journey will begin. If you have any concerns on the first day please contact Reception in the first instance.

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

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

GENERAL RULES & REGULATIONS Equipment And Keeping It Safe It is essential that students have the correct equipment for all lessons. Students are expected to have a bag, which should be large enough to properly carry an A4 ring binder. Students must have the following basic equipment at all times: A pencil case; black or blue ball-point pens; pencils; an eraser; colouring pencils; a pencil sharpener; a geometry set; a 30cm ruler a set of highlighters; scissors and a glue stick. In addition they should have a dictionary, headphones and a Casio FX-991 EX scientific calculator. Lockers Each student is allocated a locker on arrival in school for the storage of PE kit, swimming kit, school bag etc. The locker is the studentâ&#x20AC;&#x2122;s responsibility and students must provide their own padlock (preferably with a key pad). Lockers should be left clean and tidy; and no bags, lunch boxes or musical instruments should be left on top of the lockers. Lockers should only be visited before school, at the beginning of break times and after school, not between lessons. Lost Property Please ensure that all items of clothing and personal property are clearly labelled with your childâ&#x20AC;&#x2122;s name and form class. This will help in the safe return of lost items directly to the student or via their form tutor. If this does not happen, lost property items are displayed on dedicated shelving in the stairwell next to the Phase 3 gym. Items Not Allowed In School Knives, laser pens, chewing gum, large amounts of money (if not for a specific purpose e.g. a sponsored event or trip payment in which case it is to be passed immediately to accounts), bubble gum, sweets or fizzy drinks, glass bottles, cans, nuts, jewellery (other than one small pair of stud earrings for girls) and aerosols. Mobile Phones Under no circumstances should any student in Year 9 use their mobile phone between lessons or at break and lunchtimes. Technology is a fantastic tool that can be used alongside existing methods to enhance student learning. As such mobile phones may be used in lessons if specifically directed by the teacher and the digital policy will be issued to students at the start of the academic year. Homework The completion of homework has many benefits; it enhances student learning; improves achievement and develops students' study skills. As such, it is an integral part of the curriculum. It also offers possibilities for students to engage with parents for support and guidance. At BSAK, we believe that it is crucial that our staff carefully plan the homework that they set, to ensure that it has the high level of impact and engagement required, leading to deeper learning. As such there is no formal homework timetable; homework is set by teachers at the appropriate time in the students' learning. Each subject will generally set up to 30 minutes of homework per week. To avoid making homework completion too onerous, teachers are asked, whenever possible, to allow at least three nights for any homework completion.

CO-CURRICULAR CLUBS

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

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

ATTENDANCE AND PUNCTUALITY

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

COMMUNICATION FROM THE SCHOOL We believe that communication is vital in strengthening the partnership between students, teachers and parents. Particular concerns regarding individual student’s progress may be communicated by teachers via telephone or email. Regular communication is maintained via the student planner and the parental portal. School Planner All students are given a planner at the start of the academic year. The planner is both a student handbook and a homework diary. This will be an integral part of their school life and should be looked after and used effectively each day. The planner is a useful point of contact between you and the school; you will be able to see what homework has been set for your child and individual staff may write a brief note about your child. This must be signed by parents every week. Lost planners can be replaced by purchasing a new planner from the Head of Year office. Parent Portal The ‘BSAK Parent Portal’ will help keep you up-to-date with the data the school holds on your child, as well as important information about what is going on at the school. Features include; a daily bulletin; school calendar; timetables; rewards and sanctions; as well as assessments and reports. Email notifications are often sent, however it is advisable to check the portal at least once a week. Advice on how to access the portal can be found using the following link: Parent Portal. Reporting Year 9 students receive a grade report in Term 1 and 3 and a full written report will be issued at the end of Term 2. There will also be an information evening, GCSE options evening and parents’ evening in Term 1 where you and your child will have the opportunity to meet with subject teachers to discuss progress and their subject choices for Year 10.

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

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

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

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

ARABIC A

Arabic A is for native Arabic speaking students. The course aims to expose students to variety of informational texts as well as a variety of literature texts. Both of these are used as a vehicle to deepen studentsâ&#x20AC;&#x2122; vocabulary, grammar usage and writing composition skills. As this is a compulsory course within the UAE, students follow the Ministry of Education Arabic curriculum, with additions and adaptations to meet their learning needs. Course Content Students complete one unit of lessons each half term which covers three main areas of study; reading comprehension, language structures and writing. Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background.

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

developed

Setting Setting is determined by baseline testing and teacherâ&#x20AC;&#x2122;s professional judgement. Students can move between sets following the termly test.

Assessment Students complete half-termly and termly exams in speaking, listening, reading and writing. The end of year exam covers all the essential skills.

ARABIC B

All students in Year 9 will embark on a two year GCSE in Arabic culminating 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. Course Content Term 1 Family & friends; hobbies & interests Term 2 Food; festivals; shopping Term 3 My local area Assessment Arabic is assessed summatively through at least one assessment per module, linked closely to the skills below. The end of year assessment follows a similar format but will include all modules studied.

Arabic is also assessed formatively as in ongoing daily informal assessment. Both types of assessment contribute to studentsâ&#x20AC;&#x2122; assessment grade. Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond studentsâ&#x20AC;&#x2122; immediate needs and interests. Resources The new GCSE Companion; I Love Arabic textbook endorsed by the Ministry of Education Vocab Express interactive vocabulary platform. Setting 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 Councilâ&#x20AC;&#x2122;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.

ART

Art and Design embodies some of the highest forms of human creativity. At BSAK, high-quality art and design education will engage, inspire and challenge students, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As studentsâ&#x20AC;&#x2122; progress, they will develop a more critical and rigorous understanding of art and design. They will experience artists and designers that reflect both world and regional art history and practice and develop knowledge of how this contributes to the development of creativity, identity and culture. Course Content The Year 9 Art course will cover the themes of Human Form, Identity and Mark-Making. Students will develop a more independent approach working towards potential GCSE study. Assessment Baseline test at the beginning of the year to assess observational drawing skills and artist analysis set over three lessons (x 3 50 minute sessions). 8

An end of year assessment - 50 minute drawing exercise. Throughout the year, Year 9 Art is assessed through a combination of self, peer and teacher assessment and feedback. Assessment and assessment language is closely linked to the new GCSE specification assessment objectives. Equipment Needed Sketchbooks and art materials for lessons are provided. Due to the nature of Year 9 developing towards potential Art GCSE study, there may be times when other specialist materials are required. These will be discussed and resourced on a one to one basis. Setting Teaching of Art is delivered according to Year 8 option choices and often in smaller groups than Year 7 and Year 8.

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.

including text and graphics, in a specified position on a page, as well as navigation links to other pages on their website and to external websites. They will then use their HTML templates to create their websites, including a web form and view the data collected in a simulated database. Students will learn how to build their own apps using a web-based app builder. It will give them all the tools and resources to build a working web app which can be used on any HTML5 compatible device. They will evaluate existing apps, mock up their own designs and build, test and evaluate their own apps.

A key area in Year 9 is for students to understand and develop algorithms that reflect computational thinking (for example, ones for sorting and searching) and use logical reasoning to compare the utility of alternative algorithms for the same problem.

Assessment 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 consists of both a practical and written paper.

Course Content 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 will learn the basics of HTML and CSS, and how to create a responsive design which adapts to any size of screen for viewing on, say, a mobile phone or a PCe.They will learn how to create text styles and add content,

Skills Developed Computational thinking, problem solving, knowledge and understanding of computer systems. Setting Teaching will be in form group. Additional Resources Students are expected to bring headphones to lessons.

DESIGN TECHNOLOGY

Design and Technology is taught on a carousel. Students will experience four aspects of the subject, Food and Nutrition, Product Design â&#x20AC;&#x201C; Resistant Materials, Product Design - CAD/CAM and Product Design - Textiles. Each area will have approximately 9 weeks in each of the areas. Course Content Food Preparation 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(Resistant Material) - 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. 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 Product Design(CAD/CAM) - Students will learn how to use a 3D modelling software package (prodesktop/PDT Creo), to generate a range of 3D ideas based on kitchen design. Students will learn the basic principles of 3D modelling and printing and produce an egg holder which should show innovation and creativity. Assessment Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and final products are completed.

One combined Design and Technology paper (one hour) will be sat during the summer examination period and will form part of the overall Design and Technology assessment. Skills Developed Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and final products are completed. Resources All focus areas have project booklets which will be supplied at the start of each unit. All materials and consumables will be provided. Setting The teaching in Year 9 is taught in mixed ability groups.

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.

Assessment 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. 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

Course Content Term 1 Crucible - Students focus on the main themes that are explored through the play. Students will have opportunity to explore the complexities of characters Arthur Miller has created in this play and the historical facts behind these ideas. Term 2 Ruth Ellis - The Real life story of Ruth Ellis is used to explore in depth character relationships, the creation of tension and the study of action Setting and consequence. Drama lessons are taught in form groups. Term 3 Intro to GCSE Drama - A scheme of work that focuses on approaches to devising techniques and building drama. Students are encouraged to become confident performers and designers developing their understanding of how meaning is interpreted.

ENGLISH

English is a key curriculum subject and our Skills Developed inspiring thematic curriculum aims to • The ability to read and make connections encourage a love of reading, creativity with across a wide range of literature and language use and a fascination for words and non-fiction, analysing and evaluating communication in all forms! writer’s choices of language and structure. • Use of a wide ranging vocabulary, along Course Content with accurate and effective Standard Each term will focus on developing specific English to produce their own transactional speaking and listening, reading and writing skill and creative writing pieces for specific sets linked by a common theme and drawing audiences and purposes. on fiction and non-fiction writing across the The ability to speak confidently and • ages. The skill sets are based on the effectively in a range of contexts, including requirements for GCSE learning and build term small group and whole class discussions and by term, to ensure students are ready for the debates, presentations and dramatic roles. full rigor of these by the time they reach Year 10. Texts are varied, engaging and Equipment Needed challenging, with Year 9 students studying An enquiring mind and keen interest in exploring Shakespeare and C19th literature, alongside a range of ideas, meanings and opinions as well poetry, drama and non-fiction writing. as the will to persevere with more challenging Assessment As a skills based subject, our focus is on continually improving a wide range of linked skills across each term, rather than learning separate sets of content each time. We encourage students and parents to see all assessments as an opportunity to identify how they will improve further with the next theme.

texts and mastering skills over time!

Resources Full resourcing for lessons and homework will be provided by the department. Students should supplement this with their daily wider and independent reading Setting Students will be broadly grouped according to ability in English

EXTENDED PROJECT

The Extended Project (EP) course is designed to help you to become an independent learner and to provide you with skills needed for 21st century learning.

Assessment On going teacher assignment to evidence above skills. Along with a final written written report and group presentation.

Course Content Entrepreneurship and Innovation. 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.

Setting Students are set according to timetabling.

Skills Developed • Independent learning • Problem solving • Research Skills • Time management • Collaboration and team work • Communication skills • Critical thinking • Presentation skills • Ability to reference using the • Harvard referencing system • How to avoid plagiarism • How to evaluate data and information from a number of sources of research 25

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. 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. Course Content Term 1 Who am I?, Friends & Family, Going out Life when you were younger, Role Models Term 2 Leisure, Sport, Technlogy, Reading habits Term 3 Leisure, Television, Cinema Assessment French is assessed summatively through at least one assessment per module, linked closely to the skills below. The end of year assessment follows a similar format but will include all modules studied.

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

GEOGRAPHY

The Year 9 course develops the studentsâ&#x20AC;&#x2122; 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 Development Term 2 A Sustainable Earth, including Rainforests Term 3 Geography in the news

Skills Developed Argumentative writing, map skills, debating,critical thinking, GCSE style essay writing. Setting Students are taught in sets which directly relate to science sets

Assessment 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

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 Britain in the 1800s - Industrial Revolution, Medical Changes and hard-to-catch criminals! Term 2 How did warfare change from 1914-2007? Term 3 Was Muhammad Ali the most important member of the Civil Rights movement? Assessment 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.

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 and worksheets. Setting Classes will be taught in form groups.

ISLAMIC STUDIES

Students follow the Ministry of Education Islamic curriculum for native or non-native Arabic speakers. They are encouraged to reflect on their faith and look at relevant topics such as Surat Alwaqia. 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 Yassin/ Surat Al Qalam).

Skills Developed Holy Quranic pronunciation and recitation, Hadeeth memorization, understanding of acts of worship and basic rules of dealings. Resources Ministry textbooks, websites and teachers own resources. Setting Students are taught classes with members of each Year 9 form group

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. Assessment Tests are conducted at the end of each unit, students complete projects and an end of year examination. 29

LEARNING SUPPORT

We have a resourceful and friendly Learning Support team to help students from the age of eleven to eighteen. In Year 9, LS 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 to the difficulties faced by young learners in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way. We support students who experience a range of Specific Learning Difficulties, such as dyslexia, dyspraxia, dysgraphia, dyscalculia. Other students have difficulties with speech, language and communication, managing anxiety or social relationships. We provide targeted interventions in order to equip students with the necessary literacy and numeracy skills to access the curriculum to the best of their ability and with confidence. Learning is active and enjoyable, and develops visual and auditory processing, phonological skills, memory and concentration.

Learning Support students follow personalised programs of study during which they work on reading techniques to build up stamina 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 an 9 in French GCSE, one year early, or winning the Senior School Poetry Performance competition. Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the Learning Support team is there to help them to build a reliable problem-solving repertoire. ‘The people in Learning Support can help you, no matter what subject.’

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.

Skills Developed Numeracy, problem solving, pattern spotting and mathematical reasoning skills. Resources Text books, work sheets and online resources.

Equipment Students will be expected to bring to lessons a geometry set as well as a scientific calculator, Course Content the Maths department strongly recommends In Year 9 students will develop their the use of the Casio FX-991 EX calculator, more knowledge,understanding and skills in the information on this calculator can be found on following areas: the Mathematics department website. BSAK MATHS WEBSITE • Numbers and the number system • Equations, formulae and identities Setting • Sequences, functions and graphs Students will be broadly grouped according to • Geometry and trigonometry ability in Mathematics • Vectors and transformations • Statistics and probability Assessment Students will sit an assessment every half term based on the work covered up to that point. There will also be an end of year assessment, this will be a one hour paper based on the topics covered throughout the year. Students in the top band will sit an additional one hour paper

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 UAEâ&#x20AC;&#x2122;s Moral Education framework. The programme aims to develop essential skills and attributes based around core themes; health and wellbeing, relationships, living in the wider world, study skills, character and morality, the individual and the community 8

Assessment 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. Skills Developed Students develop skills in problem solving, critical thinking and resilience. Setting Lessons are taught in Form groups.

MUSIC

Music is a subject which is held in high regard by universities all over the world. It is a universal language that embodies one of the highest forms of creativity. Research suggests that a high-quality music education engages helps strengthen learning in all areas of the curriculum, as well as improving self-confidence, cognitive function and focus. Music has the potential to make a significant contribution to children’s development: encouraging leadership skills, team work, concentration and problem-solving skills. Year 9 Music is about creating variations on a theme and composing in different styles. Course Content Unit 1: THEME AND VARIATIONS Unit 2: FOLK MUSIC AND MODES Unit 3: JAZZ AND SWING Unit 4: SONG WRITING Assessment Music is assessed through both group and individual performance. At the end of each unit the students perform and record their compositions and together they listen and appraise their work. There is no formal exam for Music at Key Stage 3.

Skills Developed Students are taught to: • Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. • Improvise and compose; 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 with increasing discrimination 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 its history Setting Teaching will be in form groups. 33

PHYSICAL EDUCATION AND GAMES

Students will participate in a variety of physical activities and games with a focus on refining the skills acquired in Year 7 & 8 and applying these in a practical performance. Games lessons require students to wear their house kit and the curriculum follows the seasonal sports competed in by BSAK. House matches are timetabled in games lessons every half term. Students will be expected to wear their blue BSAK Physical Education kit for all PE lessons. Kit Policy: At BSAK we have a policy were all students are expected to bring a PE kit to every lesson. If they are injured or unwell, they must have a parental note that excuses them from the practical element of the lesson. However, they must still get changed and they will develop their coaching and leadership skills. In both PE & Games the emphasis will be adopting an holistic approach to Physical Education. Developing the students physical prowess, coaching, Course Content Term 1 Girls: Netball, Swimming and Athletics. Boys: Football, Athletics, Strength and Conditioning.

Term 2 Girls – Football, Gymnastics, Trampolining and Dance Boys – Rugby, Swimming, Gymnastics and Trampolining Term 3 Girls – Basketball, Water Polo, Strength and Conditioning Boys – Basketball Assessment All physical activities and games will be assessed and criteria shared with students. Students will be encouraged to be part of this process and will have many self and peer assessment opportunities via video analysis. Students will also have a theoretical examination during term 3 (exam week), which will allow us to assess their knowledge of Sports Science and the theoretical concepts that underpin sporting performance . Skills Developed A range of skills developed and refined with a key focus on applying isolated skills into a conditioned and competitive game. An understanding of tactics & strategies will be developed. Students will enhance their ability to analyse performance using ICT. Equipment Needed PE and House Kit, Games socks, shin pads, football Boots and trainers. Setting Students will be set in both Physical Education and Games.

SCIENCE

In Year 9 students, will begin to study the initial topics from the GCSE sciences. Students will study science as a combined subject in with aspects of Biology, Chemistry and Physics being taught on a topic by topic basis. Teaching and learning will be focused on the fundamental principles and skills which will underpin success at GCSE, allow children 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 Cell Structure and Transport Atomic Structure Heat Term 2 Cell Division The Periodic Table Energy Resources Term 3 Organisation and the Digestive System Our Atmosphere Electricity

Resources All students will be issued with login access to Kerboodle where they will be able to use an extensive bank of learning resources including videos, animations, podcasts, worksheets and digital version of the Oxford AQA GCSE Science textbooks. Another very useful resource for Year 9 students is BBC Bitesize Science Skills Developed • Problem-solving • Abstract-thinking • Ability to complete multistep calculations • Application of knowledge • Data analysis • Evaluation • Extended writing skills Setting Students will be broadly grouped according to ability in Science

SOCIAL STUDIES

Arabic Social Studies is an essential topic in the UAE and in our curriculum at BSAK. It is the subject that allows local students to learn about and be proud of their heritage and history, whilst also learning essential information about the culture of their country. Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures. Course Content Term 1 The Arab World Site and its Importance, Climate and Plants in the Arab World, International Trade, The Constitution of the UAE Term 2 UAE Knowledge Economy, Dome of Light, Sheikh Zayedâ&#x20AC;&#x2122;s vision for women in UAE society, My identity is my responsibility Term 3 Income Selective Taxes and Value Added in UAE, UAE Vision Centennial, Expo World Forum 2020

Assessment Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills learnt through the year Skills Developed The students learn how to research efficiently and correctly, and are also asked to do one project a term. They will also learn about the shape of the Gulf and how to draw it and will develop their History and Geography skills. Resources Ministry textbooks, worksheets developed by teachers and websites. Students will also occasionally require a map to test their map skills. Setting This course is compulsory for the majority of Native Students (those in Arabic A who speak fluent Arabic), but students may also opt out of the course if they wish to do so.

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 also 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. We aim to foster an inquisitive and curious student who has a genuine passion for ‘all things’ Spanish as well as a sense of enjoyment and curiosity about the subject. Course Content Term 1 Holidays Holiday preferences, Accommodation, Holiday problems Term 2 School & Education School subjects, Uniform, Describing your school Term 3 School & Education School rules, Clubs & activities

Assessment Spanish is assessed summatively through at least one assessment per module, linked closely to the skills below. The end of year assessment follows a similar format but will include all modules studied. Spanish is also assessed formatively as in ongoing daily informal assessment. Both types of assessment contribute to students’ assessment grade. Skills Developed Students are required to develop confidence in listening, speaking, reading and writing. There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests. Resources Online text books and active learn package from Pearson. Vocab Express - online vocab learning application. Setting Students will be banded based on their previous performances in Spanish; these will be reviewed and changes made following formative or summative assessment. 37 38

PARKING & TRAFFIC SAFETY AT BSAK Airport Road

Residential Villas

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

Street 17

St.Andrews Church

St. Joseph School Church

British School Al Khubairat

Street 1

Umm Al Emarat Park

Mosque

Secondary

No stopping

Primary

Umm Ammar Girls School

Evangelical Community Church

Cross Here

ONE WAY

Al Yasat Compound

Karamah Street

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

This is our commitment to each other One Way:

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

Drop-off / Pick-up Zones:

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

Red Cones:

Red cones indicate no stopping.

Pedestrian Crossing:

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

Traffic Safety Team:

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

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

www.britishschool.sch.ae

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