YEAR 7 BOOKLET 2025 - 2026
AMITY’S SKILLS FOR SUCCESS
The Skills for Success, underpinning the curriculum across the school, are essential for preparing the youngest through to the oldest students to thrive in and beyond Amity. At the centre of the Skills for Success are Wellbeing and Self-care and Motivation and Engagement Wellbeing and Self-care recognises holistic development including emotional and mental health, both of which are addressed through robust pastoral systems and the additional provision offered by inclusion and school counsellors. Alongside this, Amity recognises that motivation and engagement are pivotal factors in meaningful and successful learning, underpinning participation, achievement, and joy, both inside and outside the classroom setting Agency, the ability to take initiative and drive one's learning, empowers students to be active participants in their educational journey Creativity fosters innovation,
encouraging students to approach challenges with fresh perspectives, enhancing problemsolving abilities. Critical thinking cultivates analytical skills, enabling students to evaluate information, make informed decisions, and adapt to diverse situations. Collaboration emphasises the importance of working harmoniously with others. By instilling effective teamwork, students develop interpersonal skills crucial for success in both academic and social spheres. Students equipped, motivated and engaged with these skills can manage stress, build resilience, and maintain overall well-being. Through Enterprise, students apply agency, creativity, critical thinking, and collaboration to real-world scenarios, preparing them for future professional challenges.
Social Responsibility and Global Citizenship serve ‘to wrap around’ these skills in action Social Responsibility emphasises the ethical use of these skills, encouraging students to consider the impact of their actions on a broader societal scale This fosters a sense of empathy and community engagement. Being internationally minded adds a global dimension to these skills, preparing students for an interconnected world As an international school with over 70 nationalities, exposure to diverse perspectives promotes cultural awareness, fostering open-mindedness and adaptability supporting each school’s curriculum.
VISION, VALUES AND PURPOSES
VISION
Our curriculum is developed to be equitable, inclusive, and future thinking It combines knowledge and skills to ensure students have a basis upon which to successfully build
VALUES
Amity people are locally and globally minded citizens that are sensitive to the needs of others and proactively make a change to the world around them We value fostering community collaborations, developing selfworth, and human relationships.
PURPOSE
The curriculum at Amity provides a roadmap that is sequential and builds knowledge and skills along with enriching opportunities outside of the walls of the classroom. It is structured so that it fosters cohesion, is inclusive to all learners and promotes future readiness, while acknowledging the importance of local, national and global communities.
ARABIC NATIVE
What are we learning each term?
Term 1
Literary texts: My beloved, O Messenger of God (poetry).
Dream and ignorance (story)
Mercy to the Worlds (story).
Informational texts: The text of the Prophet’s Mosque is a history renewed
Grammatical skills: Wholesale and assembly The sentence and its purposes
Writing : Writing a narrative text.
Assessment Methods
Term 2
Reading texts: Generous morals (poetry). verses from the Quran (The Holy Quran) The farmer and the company manager (story).
Informational texts: Text of our marine friend.
Writing : Writing a persuasive text Writing a narrative text.
Term 3
Reading texts: Absmi poem (poetry). From Juha's anecdotes (stories).
Informational texts: Text of entertainment between the past and the present. the novel: Lebel's Sweet Dreams novel
Grammatical skills: Adjective structure.
Digital Resource(s) & Useful Links:
ARABIC NON-NATIVE
What are we learning each term?
Term 1
Unit : Shopping
1 - Shopping list
2- Global village
· Learning keywords
Reading texts
·Writing a descriptive text
·Grammatical skills:
·Using the present tense
·Speaking conversation
Unit: Exciting experience
1- My needs and desires
2- Labour market
Learning keywords
· Reading texts
·Writing a descriptive text
·Grammatical skills:
·Using the present tense
·Speaking conversation
Term 2
Unit: Travelling
1- Why I travel
2- Get ready to travel
Learning keywords
Reading texts
Writing a descriptive text
Grammatical skills: Using the present
Unit: Tourism
1- Space tourism
2- tourist destinations
Learning keywords
Reading texts
Writing a descriptive text
Grammatical skills: Using the present tense
Speaking conversation
Term 3
Unit: Health and safety
1- Sports
2- Exercise
Learning keywords
Reading texts
Writing a descriptive text
Grammatical skills: Using the present tense
Speaking conversation
Assessment Methods
In non-native Arabic we assess students using a variety of questions that examine a student's knowledge and skill application in each unit of work. We also assess through exam style questions for homework and have end of topic tests.
Digital Resource(s) & Useful Links:
- ALEF (alefed.com)
ARTIFICIAL INTELLIGENCE
What are we learning each term?
Term 1
Term
1A:
Understanding AI Fundamentals
The term introduces AI basics and its differences from traditional computing, exploring local examples like Dubai’s smart city initiatives and Masdar City. Students will also discuss AI ethics and its alignment with UAE values.
Term
1B:
Understanding AI Fundamentals
This section covers AI in daily life, including digital assistants and smart homes, with case studies on AI in UAE healthcare and transportation. Students will explore how AI supports the UAE’s sustainable future and aligns with local customs and societal wellbeing
Term 2
Term 2A:
AI and Sustainable Development
Students will explore how AI supports UAE sustainability goals, such as water conservation, smart agriculture, and carbon reduction, and design AI solutions for issues like water scarcity.
Term 2B: AI for Smart Cities
Term 3
Term 3A & B: Basics
of Machine Learning
Students will be introduced to basic machine learning concepts, using simplified programming tools to create AI models They will work on small projects such as training a model to recognise specific objects, like traditional Emirati items, or sorting images of cultural landmarks in the UAE. The focus will be on demystifying AI and making it accessible and engaging, all while tying into the local cultural context.
In Artificial Intelligence, students will undertake end-of-topic assessments, which will cover the themes of the topic, as well as assess their critical thinking and problem solving abilities. Assessments will be linked to the societal impact of AI, including the positive and potential negative implications of AI.
Assessment Methods Digital Resource(s) & Useful Links:
Aiforkids - Artificial Intelligence Made Simple Machine Learning for Kids
ART
What are we learning each term?
Term 1
Students will be working in the genre of portraits under the title theme of "Funny Faces" building upon their primary learning of the formal elements of Pattern, Tone, Line, Shape and Colour. Analysing the work of illustrators and photographers, they will research Luke Dixon and Rankin.
Assessment Methods
Term 2
Students will be working in the genre of still life under a theme of "Forms in Nature" building on the first term’s learning of the formal elements of Tone, Line, Shape, Form and Colour. Analysing artists painting, drawing and sculptures they will research, the Golden Ratio, Georgia O’Keeffe and Yayoi Kusama.
Term 3
For the first half of the term students will still be working to complete their project from term 2 “Forms in Nature” Term 3B will consist of shorter one- and twoweek workshops helping students improve on drawing, painting and also using the sewing machines.
There is no written assessment. The practical assessment consists of a Design Sheet (75%) and a final piece (25%). Students are assessed on developing and connecting, refine and experiment, record and observe, and realise and respond.
Digital Resource(s) & Useful Links:
Aiforkids - Artificial Intelligence Made Simple
COMPUTING
What are we learning each term?
Term 1
Term 1A: E-Safety
Students will learn how to use the Internet in a safe way, including how to spot phishing attacks, password hygiene, and how to report malicious, unsafe activity. The unit of work aims to equip students with the tools and knowledge of how to be responsible digital citizens
Term 1B:
Introduction to Python Programming
Students will learn how to code in the worlds most popular programming language, Python. They will investigate algorithmic thinking, abstraction and decomposition Using these skills, students will create simple programs to begin with, and eventually create fully working applications.
Assessment Methods
Term 2
Term 2A: Audiovisual
Students will learn how digital sound and images are created, and will use image and sound manipulation tools to create new digital artifacts. Students will have an understanding and appreciation of binary, and how everything we interact with via digital systems is represented using 1’s and 0’s.
Term 2B: Data Representation
Building on the previous topic, students will learn how to represent binary, decimal and hexadecimal numbers, as well as convert between the three different number systems. Students will investigate logic gates, and learn to understand how computer systems process data in this way.
Term 3
Term 3 A & B: Introduction to Web Development
Students will converge their knowledge of programming, data representation and image/sound manipulation, and create their own website
Students will investigate existing websites, and critically evaluate the design and usability of these sites Using this knowledge, they will then experiment with coding languages such as HTML, CSS and JavaScript.
n Computing, students will undertake a series of both practical and written assessments. Where there is a programming element, students will be given a programming ‘problem’ to solve in that language. Each topic will have an end-of-topic assessment and formative assessments throughout the teaching cycle, such as verbal discussions, homework and extension activities.
Digital Resource(s) & Useful Links: Link 1 | Link 2 | Link 3
DESIGN TECHNOLOGY
What are we learning each term?
Term 1
Creative Foundations in Design Pop-Up Book Project
Students begin their Design and Technology journey by exploring paper engineering and visual storytelling. Through the use of mechanical mechanisms such as levers, folds, and sliders, they create an interactive pop-up book based on a chosen theme. This project introduces key design skills including sketching, layout composition, and typography. Students are encouraged to think creatively about how to engage a target audience and consider the user's experience. Alongside building fine motor skills and paper handling techniques, they develop early evaluation skills, reflecting on what makes their product engaging and functional.
Term 2
Nature Block Mascot Project
In this project, students explore the idea of character design inspired by nature, developing their understanding of biomimicry and symbolic storytelling. They design and manufacture a wooden mascot block, using a combination of sketching, colouring techniques, and material testing. Students apply foundational practical skills in measuring, marking, and cutting, while learning to handle tools and materials safely. The project encourages students to consider form, function, and audience appeal, and builds their confidence in working independently and creatively within a design brief.
Term 3
Maze Ball Game Project
Students bring together their knowledge of materials, accuracy, and movement in this interactive game design project. They design and manufacture a wooden maze game that incorporates challenge, user engagement, and playability. This term develops their understanding of timber properties, mechanical thinking, and layout planning. Students refine their workshop skills in cutting, joining, and assembling components, working with increasing independence and care. Testing, iteration, and critical evaluation are emphasised as students reflect on how effectively their final product meets the brief and user expectations.
DESIGN TECHNOLOGY
Assessment Methods
Pupils are assessed against their research, design, make and evaluation skills. At the end of the project their knowledge and application is also reviewed through their practical outcomes and their folder work.
Digital Resource(s) & Useful Links:
https://www.bbc.co.uk/teach/ks3-design-and-technology/z6y96v4
DRAMA
What are we learning each term?
Term 1
Term 1 A
This unit introducing expectations and ways of working in drama; promotes an understanding the fundamental skills of Drama. The scheme focuses on:5 C’s of Drama: the cornerstones of effective Drama, BFL and skills. ‘Every Picture tells a story’. Using Stimuli, ‘It was Terrifying’, ‘Snow Queen’
Term 1B
Melodrama and Silent movies
Characterisation Stock characters Looking at the style/genre Melodrama use of voice, stock characters, typical lines and plot. Create a mini Melodrama. Script used ‘Train-track Terror’ Silent movies. Mime skills are the focus for this SOW. Work of Marcel Marceau The chase the fight- physical comedy, placards/captions Over exaggerated gestures and physicality Story stimulus
‘Poor Wretch’
Term 2
This unit explores the stimulus of ‘The Merchant’s Tale’. A Grimms tale based on ‘Beauty and the Beast’ Pupils will explore Physical Theatre, Body as a prop, Slow motion, morphing, transitions, develop the use of mime simultaneous action and Stylised Drama Pupils will explore the words and emotions from the story, creating Gargoyles and responding to the 18th century artists to illicit a Dramatic response. During the Ramadan period the project will be extended to include the exploration of Production Values Theatre Design –Costume, Make-up, set, lighting and sound This will be based on the Stimulus story ‘The Merchant’s Tale’.
Term 3
Musical Theatre
What is Musical Theatre?
What are elements of Musical Theatre?
Pupils will explore plays such as ‘Shrek’, ‘Matilda’ and ‘Bugsy Malone’ etc. They will explore: Extracts of Libretto Choreography and Dance/movement terminology
Song
This will culminate in a prepared, rehearsed and performance. Pupils will evaluate how effective they were at creating a typical Musical Theatre Scene.
Live performance analysis
Pupils will respond to theatre exploring CLAPS. Working on extracts from the studied play they will be able to effectively analyse performances
Performance of extracts from relevant plays and stories Prep time given in class assessed as a performance assessing Performing Skills and Knowledge and understanding. Planning and creating ongoing teacher assessment Assessment Methods
ENGLISH
What are we learning each term?
Term 1
Term 1A The Lost Island
Students will explore non-fiction forms like letters, diary entries, speeches, debates, and articles through the topic of The Lost Island. The unit focuses on understanding different forms and developing writing skills for various purposes Students will analyse writing techniques and apply them, while improving accuracy and coherency through workshops on modal verbs, sentence structures, proofreading, and editing
Term 1B Creative Writing
Students explore short story and descriptive writing, focusing on openings, endings, and narrative structure. They expand their vocabulary and develop skills for future IGCSE English Language work. The focus is on enjoying the writing process, with students encouraged to experiment and take creative risks
Term 2
Students will explore the structure and language of poetry, studying various poems and key features like stanza, rhyme, imagery, similes, and metaphors. They will analyze these features in both seen and unseen poems, assessing their effect on the reader Students will also practice writing analytical responses, making clear points supported by textual evidence, explaining the impact of the evidence, and linking their analysis back to the main argument.
Term 2B
Shakespearean Tragedy Introduction
Students will study William Shakespeare’s Julius Caesar, exploring Early Modern drama conventions and Aristotle’s character archetypes. They will analyze the characters, language, and structure of the text to appreciate Shakespeare's craft. Students will develop their academic English skills by writing analytical paragraphs with clear explanations and evidence
Term 3
Term 3A & B
Students will study Shakespeare's Julius Caesar, exploring Early Modern Tragedy and its historical context The unit introduces Aristotle’s theories on tragedy, with assessments focusing on reading, analysis, and textual evidence Students will practice essay writing, develop critical vocabulary, and revise key characters, themes, and events to support their arguments in the final assessment.
ENGLISH AS AN ADDITIONAL LANGUAGE
What are we learning each term?
Term 1
TERM 1A
Students will enhance their listening, speaking, reading, and writing skills. They will focus on personal identity and relationships in the first half, expanding vocabulary related to appearance and personality
TERM 1B
Students will explore houses around the world and technological advancements in housing. Grammar lessons will reinforce key concepts, including parts of speech, punctuation, and tenses
TERM 2A
Term 2
Students will focus on the topic of Neighbourhood, using nouns, prepositions, and adjectives to describe their surroundings They will practice reading comprehension on cities and towns, develop listening skills with audio materials, and engage in speaking activities like describing places and discussing city life. Writing tasks will include descriptive paragraphs and an opinion essay.
TERM 2B
In the second half of the term, students will study Charlie and the Chocolate Factory, focusing on reading, vocabulary, and comparing character descriptions in the book and film
Assessment Methods
Term 3
Students will explore the theme of 'The Lost Island,' focusing on constructing coherent paragraphs with proper punctuation, capitalization, and tenses. Connections will be made to geographical features and map coordinates The term will foster creativity and language proficiency while developing the four essential language skills: listening, reading, speaking, and writing
Students will be assessed on listening, speaking, reading, and writing through tasks like project presentations and class discussions. End-of-topic assessments will cover all four skills with multiple-choice and open-ended questions. A longer writing task will also be included. Spelling, punctuation, and grammar will be tested in quizzes and writing.
Digital Resource(s) & Useful Links:
British Council Learn English Teens : Homework supported through MS Teams, all digital links are embedded in the lesson resources (4 language skills)
Grammar:
British Council Learn English Teens : Homework supported through MS Teams, all digital links are embedded in the lesson resources (4 language skills)
FRENCH
Term 1
This term students will look at the topic of themselves and others
They will:
Learn to say, read, write and understand how to describe themselves
Learn to say, read, write and understand how to describe others
They will use opinions and likes and dislikes
Learn about their school bag and pencil case
Term 2
This term students will study the topic of school
This will be through: Saying what subjects you study
Giving opinions about school subjects
Describing your school
Talking about what food you eat at school
Using j’aime, j’adore, je n’aime pas, je déteste
Using the correct words for ‘a’, ‘some’, and ‘the’
Describing your timetable
Telling the time using the 12-hour clock
Term 3
This term students will study the topic of towns
This will be through: Describing their town, village
Giving and asking directions
Explaining what you can do in town
Using on peut + infinitive
Using expression il y a / il n’y a pas de
At the end of each module, students will complete assessments that combine two skills. These assessments will test either listening and reading, or writing and speaking The goal is to evaluate their proficiency in both skills simultaneously, providing a comprehensive understanding of their language abilities
www.activelearn.com and click on tasks on the top right
What are we learning each term?
Term 1
In term 1 in Geography we cover two units: Ordnance Survey Mapping followed by Weather and Climate Ordnance Survey mapping allows students to learn and apply skills in utilising coordinates, scale and navigation It builds description and analysis skills and provides students with the ability to utilise a range of geographical information. In Weather and Climate, students will learn about how weather impacts human activity, investigating the UAE storms of 2024. We will also study the different aspects which make up the weather and how these are influenced, building up an understanding of both depression and anticyclone weather systems. We will utilise the British Isles as a case study on how weather is influenced in a particular location.
Assessment Methods
Term 2
Term 2 sees a focus on Human Geography, with a study of urbanisation and how settlements are created, grow and evolve over time
We will utilise a range of case studies personal including Abu Dhabi, London and Mumbai As part of this we will look at how poverty shapes living conditions and presents challenges for the residents of a city
Term 3
In term 3 year 7 will undertake a study of Africa, focusing on Kenya as a case study within the continent We will explore the economic development and physical Geography of the continent, the people who live there and the challenges they face Many of the concepts covered within this unit lay the foundation for more in-depth study in year 8 and 9 such as population
Students will undertake an end of unit assessment for each block of work This will be completed digitally. In addition to this, teachers will regularly assess student classwork to ensure a broad range of activities are utilised in working out your child’s working grade
Digital Resource(s) & Useful Links:
A range of resources are available for students. An e-book of our core text – Key Geography Foundations – can be accessed via www kerboodle com (students should click “login with Microsoft” and use their school login details) and BBC Bitesize revision
GLOBAL CITIZENSHIP
Introduction to Global Citizenship
Citizenship - What is it all about?
What is Citizenship?
What is an active citizen?
Why do we need rules?
What does fairness mean?
How can we get involved in our school community?
What rights should all children have?
What rights are we entitled to?
What does a right to education really mean?
What can I do as a citizen to protect the rights of others?
How can we make a difference in our communities?
What is a community?
What role does our school play in our local community?
How can citizens get involved in community change?
What can we as active citizens do to improve our community? (1) What can we as active citizens do to improve our community? (2)
Term 3
How does the Media affect us?
What is news?
What responsibilities does the media have?
What is the role of the media?
How can the media be used for good?
Should we believe everything we read?
Does the media create more harm than good?
How does the Media affect us?
What is the best way to look after money?
How can we pay for things?
How can we keep track of our money?
How can we save money?
HISTORY
What are we learning each term?
Term 1
Welcome to History
Students begin by building or refreshing key skills like Chronology, Cause and Consequence, Significance, and Source interpretation They then consolidate these skills through an investigation into the historical mystery of the Loughshinny skeletons.
Norman Conquest
Students explore the causes of the 1066 constitutional crisis, the struggle for power, and the impact of the Norman Conquest. They will further develop key skills and consolidate learning through an inquiry into why William won the Battle of Hastings. Students will expand their historical understanding through 'Meanwhile, Elsewhere' tasks, comparing events in other countries in 1066.
Term 2
Medieval Life - Europe
Students will explore aspects of Medieval life, including movement, settlement, economy, societal changes, and key events. Topics include differences between village and town life, societal hierarchy, jobs and education, leisure, and migration They will consolidate their learning through an investigation focused on change and continuity.
Medieval Medicine –
Black Death investigation
students investigate the Black Death, exploring its causes, events, and outcomes in Europe. They will also examine the positive and negative effects of the Black Death on Medieval Europe.
Term 3
Medieval Life –
Elsewhere (including Islamic civilizations)
Students will explore Medieval Islamic Civilizations, covering differences across regions, societal structures, jobs and education, leisure activities, and migration. They will consolidate their learning by comparing the two societies studied this year
Medieval Life –
Elsewhere (including Islamic civilizations) students investigate Islamic Medicine, exploring how Islamic medical knowledge differed from that in Europe. They will also compare Medieval European and Islamic medicine
Assessment Methods
In History we use a variety of different assessment methods including in class quizzes and retrieval practice as well as planned written assessments, which are based on skills and question styles used in IGCSE History Students will have the opportunity to reflect on written pieces of work with inbuilt reflection time planned after assessment points.
Digital Resource(s) & Useful Links:
The Norman Conquest - KS3 History - BBC Bitesize
Medieval Islamic civilisations - Medieval Islamic civilisations - KS3 History - homework help for year 7, 8 and 9. - BBC Bitesize
Causes and effects of the Black Death - Medieval medicine - KS3 History - homework help for year 7, 8 and 9 - BBC Bitesize
ISLAMIC NATIVE
What are we learning each term?
Term 1
Lesson One: The True Book (Sūrat al-Sajdah: 1-12)
Lesson Two: Recommendations by the Prophet
Lesson Three: Volunteering: an Act of Worship and Belonging
Lesson Four: Sanctity of the Muslim
Lesson Five: Obligatory, Voluntary and Disliked Elements of Prayer
Lesson Six: The UAE in the Service of the World
Lesson One: Qualities and Rewards of Believers (Sūrat al-Sajdah: 13-22)
Lesson Two: The Rules of the Nūn Sākinah (Unvowelled Nūn) and Tanwīn (Nunation): 1) The Rule of Iẓhār Ḥalqī (Pharyngeal Clear Pronunciation)
Lesson Three: Bring Yourselves to Account
Lesson Four: Mosque Manners
Assessment Methods
Term 2
Lesson One: Patience and Certainty (Sūrat al-Sajdah: 23-30)
Lesson Two: The Rule of Idghām (Blending)
Lesson Three: The Believer: Between Gratitude and Patience
Lesson Four: Some of the Signs of the Hour
Lesson Five: Imām Mālik ibn Anas
Lesson One: The Right Way (Surat Al-Mulk 14-1)
Lesson Two: Changing (Iqlaab)
Lesson Three: Good Morals
Lesson Four: I am Tolerant
Lesson Five: The Greater Battle of Badr
Term 3
Lesson One: The Power of Allah, ىلاعت , )-Surat Al Mulk 24-15(
Lesson Two: Real Hiding (Ikhfaa Haqiqi)
Lesson Three: Selecting Friends
Lesson Four: Scientific Thinking
Lesson Five: The Battle of Uhud
Lesson Six: My Environment is a Trust
Lesson One: Lessons to be Learned (Surat Al-Mulk (30-25
Lesson Two: The Ease of Islam
Lesson Three: Manners of Supplication
Lesson Four: Voluntary Fasting ,Lesson Five: Aysha Mother of the Believers
Topic Quizzes: Quick checks for understanding, helping to catch gaps early and reinforce learning End-of-Unit Tests: Assess overall grasp of a unit, guiding future teaching adjustments Main Assessments: Summative exams at term's end, evaluating cumulative knowledge for final grading.
Digital Resource(s) & Useful Links: Link 1 | Link 2
ISLAMIC NON-NATIVE
What are we learning each term?
Term 1
Welcome to History
-The True Book (Sūrat alSajdah: 1-12), Recommendations by the Prophet (PBUH)
- Volunteering
- Sanctity of the Muslim Obligatory, Voluntary, and Disliked Elements of Prayer
- The UAE in the Service of the World Sūrat alSajdah: 13-22,
- Nūn Sākinah and Tanwīn (Iẓhār Ḥalqī), Mosque Manners,
- Bring Yourselves to Account,
- Life in Madinah after the Emigration Prostration of Forgetfulness and Recitation
Term 2
In the upcoming term, we will study the following topics:
- Patience and Certainty (Sūrat al-Sajdah: 23-30)
- The Rule of Idghām (Blending)
- The Believer: Between Gratitude and Patience
- Some of the Signs of the Hour 185
- Imām Mālik ibn Anas
Term 3
In this term of Islamic studies, we will explore a range of topics, including the concept of
- Divine revelation through the Quran and its sciences
- The Greater Battle of Badr
- The Power of Allah, Glory be to Him Surat Al-Mulk 1524
- Real Hiding (Ikhfaa Haqiqi)
· Voluntary Fasting
- The Battle of Uhud
- My Environment is a Trust
- (Surat Al-Mulk 30-25)
- The Ease of Islam
- Manners of Supplication
- Voluntary Fasting
- Aysha, Mother of the Believers
Assessment Methods
For assessments we will follow ADEK guidelines. We'll use formative assessments like quizzes and discussions for ongoing progress and summative assessments such as exams and projects for overall mastery. These assessments ensure comprehensive evaluation of student performance
Digital Resource(s) & Useful Links: Link 1 | Link 2
MATHEMATICS
What are we learning each term?
Term 1
In term 1 we will cover the following topics:
1. Number Skills
Rounding numbers
Addition & subtraction
Multiplication & division
Negative numbers
Money and time
Factors, multiples & primes
Powers & roots
Order of Operations
2. Fractions & Percentages
Comparing Fractions
Fractions & decimals
Simplifying fractions
Working with fractions
Percentages
3. Decimals & Measures
Decimals & Rounding
Length, mass & capacity
Scales & measures
Working with decimals
Perimeter & area
Term 2
In term 2 we will cover the following topics:
4. Expressions, Functions & Formulae
Simplifying expressions
Writing expressions Functions
Substituting into formulae
Writing formulae
5. Ratio & Proportion
Direct proportion
Writing ratios
Using ratios
Ratios & measures
Ratios, proportions & fractions
Proportions & percentages
6. Angles
Measuring & drawing angles
Lines, angles & triangles
Drawing triangles accurately
Calculating angles
Angles in triangles
Quadrilaterals
Term 3
In term 3 we will cover the following topics:
7. Analysing & Displaying
Data
Averages & range
Bar charts & pictograms
Pie charts & frequency tables
Interpreting tables
8. Graphs
Coordinates
Midpoints of a line segment
Recognise and plot
straight line graphs
9. Probability
The language of probability
Calculating probability
Experimental probability
Expected outcomes
Assessment Methods
Students are assessed every half term on the topics they have studied so far, allowing us to monitor progress and identify areas for development To support this, teachers may also provide formative assessments during the term, which help students prepare for their summative assessments and give valuable insight into their understanding These regular opportunities ensure that students receive timely feedback, build on their strengths, and address any misconceptions
Digital Resource(s) & Useful Links:
DrFrost - https://www.drfrost.org/dashboard.php
What are we learning each term?
Term 1
1a – Building Bricks
Students will study the Elements of Music and learn how to use them to create and compose musical ideas that explore sonority, pitch, dynamics and texture
1b
– Keyboards Skills
Students develop their understanding of treble clef notation and learn basic techniques of playing the keyboard. Students will work towards learning a range of short melodies and some may extend to adding in a simple left hand part.
Assessment Methods
Term 2
2a – I've Got Rhythm
Students develop their understanding of rhythm, beat and pulse. Students will learn to identify rhythmic notation and learn to create polyrhythmic pieces together in small groups using percussion instruments Term 2B Shakespearean Tragedy Introduction
Students learn to identify various forms in Music such as Question & Answers, Binary and Ternary Form Students will then work towards composing a short melody using a specific form to structure their ideas
MUSIC
Term 3
3b – Folk Music
Students will be able to learn how to strum simple chords on the ukulele and learn to perform some folk melodies from around the world. There will be a focus on sea shanties and building ensembles performance skills
End of unit performance – Preparation time is given in class, assessments are performance piece.
Digital Resource(s) & Useful Links:
Homework supported through TEAMS; all digital links embedded in the lessons.
PHYSICAL EDUCATION
What are we learning each term?
Term 1
In year 7 PE, boys will be completing a scheme of work in swimming, football and athletics. Girls will be completing a scheme of work in netball, net games and athletics. All students will have a four week sailing scheme of work during either term 1 or term 2
As part of all lessons, students will complete learning activities based on physical competency and their curriculum sport
Students will learn the technique for different skills within each sport and how to use these within a competitive game situation Students will understand the rules and how to implement these into their learning.
Assessment Methods
Term 2
In year 7 PE, boys will be completing a scheme of work in rugby and striking and fielding. Girls will be completing a scheme of work in football and striking and fielding All students will have a four week sailing scheme of work during either term 1 or term 2
As part of all lessons, students will complete learning activities based on physical competency and their curriculum sport
Students will learn the technique for different skills within each sport and how to use these within a competitive game situation Students will understand the rules and how to implement these into their learning.
Term 3
In year 7 PE, boys will be completing a scheme of work in striking and fielding, basketball and swimming. Girls will be completing a scheme of work in striking and fielding, basketball and swimming.
As part of all lessons, students will complete learning activities based on physical competency and their curriculum sport.
Students will learn the technique for different skills within each sport and how to use these within a competitive game situation. Students will understand the rules and how to implement these into their learning.
In PE, students will be assessed at the end of the term across their Physical Wellbeing, Skills and Technique, Understanding of Tactics and Attitude to Learning They will receive a Working at Grade and Minimum Expected Grade. Within each lesson students will identify what they have achieved by using the PE Amity 5
Digital Resource(s) & Useful Links:
Microsoft Teams
PSCHME
What are we learning each term?
Term 1
In Year 7, students embark on their PSCHME through a spiral programme. This structure ensures that key concepts are revisited and deepened throughout the school year. The topics of Health and Wellbeing, Living in the Wider World, and Relationships are explored twice, allowing students to reflect on their growth and apply their learning in different contexts
Term 1 includes:
·Introduction to selfawareness and managing change
·Topics include emotional resilience, physical health, and the importance of maintaining a balanced lifestyle (e g , sleep, diet, exercise).
Assessment Methods
Term 2
In Year 7, students embark on their PSCHME through a spiral programme. This structure ensures that key concepts are revisited and deepened throughout the school year. The topics of Health and Wellbeing, Living in the Wider World, and Relationships are explored twice, allowing students to reflect on their growth and apply their learning in different contexts
·Building positive friendships, understanding peer influence, and the concept of respect in relationships.
The importance of empathy and effective communication in developing strong, respectful relationships.
Term 3
Term 3 will focus on living in the Wider World, and students will explore:
·Broadening awareness of global citizenship, exploring environmental issues, and understanding how individuals can contribute to a sustainable future.
·Careers choices and pathways
·Financial responsibility and how to make good choices.
While there is no summative assessment component to PSHME, students will be formatively assessed throughout the course by their teacher to gauge understanding of key concept areas, and to ensure depth and breadth of learning across the curriculum.
SCIENCE
What are we learning each term?
Term 1
In the first term in Science, Year 7 students will complete a unit on How Science Works, focusing on their skills. They will then move onto particle theory where they will learn about states of matter and their properties This will be followed by Sound and Light where they will investigate refraction and learn about the different types of waves. We will then end the term on cells, which includes structure and function of a variety of cells.
How Science works/Working
Scientifically
-Asking Scientific questions
-Planning Investigations
-Recording Data
-Analysing data
-Evaluating data
Particles and their Behavior
-The Particle model
-States of matter
-Melting and freezing
-Boiling
-More changes of state
-Diffusion
-Gas pressure
Term 2
In this term in Science, Year 7 students will complete their learning on the Cells topic started in term 1. They will then move onto Elements, Atoms and Compounds where they will learn about chemical formula. This will be followed by Forces where they will investigate balanced and unbalanced forces and learn about the different types of forces. We will then end the term on Structure and Function of Body Systems which includes breathing and movement
Cells
- Unicellular organisms
Elements, atoms and compounds
-Elements
-Atoms
-Compounds
-Chemical formulae Forces
Introduction to forces
-Squashing and stretching
-Drag forces and friction
-Forces at a distance
-Balanced and unbalanced forces
Term 3
In their final term, Year 7 students will complete a unit on reactions, focusing on chemical reactions and equations. They will then move onto acids and alkali’s where they will learn about neutarlisation and indicators This will be followed by Reproduction where they will study human and plant development. We will then end the year on Space, which includes researching our solar system.
Reactions
-Chemical reactions
-Word equations
-Burning fuels
-Thermal decomposition
-Conservation of mass
-Exothermic and endothermic reactions
Reproductions
- Adolescence
-Fertilisation and implantation
- Development of a fetus
-The menstrual cycle
-Flowers and pollination
- Fertilisation and germination
-Seed dispersal
SCIENCE
What are we learning each term?
Term 1
Sound -Waves
-Sound and energy transfer
-Loudness and pitch
-Detecting Sound
-Echoes and ultrasound
Light
-Light and reflection -Refraction
-The eye and the camera -Colour Cells
-Observing cells
-Plant and animal cells
-Specialised cells -Movement of substances
Assessment Methods
Term 2
Structure and function of the body -Levels of Organisation -Gas exchange -Breathing -Skeleton
-Movement (joints)
-Movement (muscles)
Term 3
Space -The night sky
-The Solar system
-The Earth
-The Moon
We will use a mixture of questions that show a student's knowledge and skill application in this unit of work. Pupils will sit an end of topic test for most units we cover.
Digital Resource(s) & Useful Links:
In Science we use Teams to support learning. Lesson and revision resources are placed in Files on the class Team. We also utilise an online learning resource called Seneca Learning. Please use the link below to log in. There are also a variety of YouTube channels that students may find useful as revision tools.
SPANISH
Term 1
This term students will look at the topic of themselves and others. They will
-Spanish Pronunciation
-Taking about personality
-Siblings -Pets
-Birthdays
Topics - Hobbies:
-What do you like to do
-Giving opinions using “me gusta”
-Weather
-Sports
Using verbs “hacer” and ‘usar”
Term 2
This term students will:
Topic - School
Saying what subjects you study
Giving opinions about school subjects
Describing your school
Talking about break time
Using –ar verbs to say what ‘we’ do
Using me gusta(n)el/la/los/las
Using the correct words for ‘a’, ‘some’, and ‘the’ Using –er and –ir verbs
Term 3
This term students will:
Topic: Family and Friends
-Describing your family
-Physical appearance
-What other people look lik
-Describing where you live
Topic: My city
-Describing their town, village
-Telling the time
-Explaining what you can do in town
-Ordering at the cafe
-What you are going to do at the weekend
Assessment Methods
There will be 2 end of module assessments, either listening and reading or writing and speaking
Digital Resource(s) & Useful Links:
SOCIAL STUDIES NATIVE
What
are we learning each term?
Term 1
"Native Social Studies:
During term1, students learn:
Students learn during this semester
1. Civilizational revolutions in the world
2. Civilized figures
3. General goodness
4. Martyrs of humanitarian work
Assessment Methods
Term 2
Native Social Studies: During term2, students learn:
1. He studied the continent of Asia
2. Lesson of the Republic of India
3 Civilizations and achievements
4. My heritage
Term 3
"Native Social Studies:
During term3, students learn:
1. Annual plants in the United Arab Emirates
2. The UAE is a peacemaker
3. The desert in the thought of Sheikh Zayed - may God have mercy on him.
4. Lesson Three: Orientalism
Topic Quizzes: Quick checks for understanding, helping to catch gaps early and reinforce learning. End-of-Unit Tests: Assess overall grasp of a unit, guiding future teaching adjustments. Main Assessments: Summative exams at term's end, evaluating cumulative knowledge for final grading.
Digital Resource(s) & Useful Links:
https://moe alefed com
What are we learning each term?
Term 1
"Native Social Studies: During term1, students learn:
Students learn during this semester
1 Civilizational revolutions in the world
2. Civilized figures
3. General goodness
4. Martyrs of humanitarian work
Assessment Methods
SOCIAL STUDIES NON-NATIVE
Term 2
Native Social Studies: During term2, students learn:
1. He studied the continent of Asia
2 Lesson of the Republic of India
3. Civilizations and achievements
4. My heritage
Digital Resource(s) & Useful Links:
Term 3
"Native Social Studies: During term3, students learn:
1 Annual plants in the United Arab Emirates
2. The UAE is a peacemaker
3. The desert in the thought of Sheikh Zayedmay God have mercy on him.
4. Lesson Three: Orientalism
