YEAR 8 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.
ARABICNATIVE
What are we learning each term?
Term 1
Reading Literary texts: Lamiya Al-Tughra'i (poetry).
Laughing at the end of the night (story). Betting (story)
Informational texts: Popular markets from the world.
Grammatical skills: Original and subsidiary noun grammatical signs. Parsing the dual and the sound masculine plural.
Writing:
Writing explanatory text
Assessment Methods
Term 2
Reading Literary texts: Judgment and sermons (poetry). A comparison between two literary texts. Wheat the size of an egg (story).
Informational texts: Offer: Emirati markets or Emirati popular proverbs.
Grammatical skills: The effect is his
Writing: Writing explanatory text.
Term 3
Reading Literary texts: Sunshine of a Homeland (Poetry). Hassoun Al-Hawai (story).
Informational texts: Heating history text. the novel: The novel The Boy Who Lived with the Ostrich
Grammatical skills: Poetic rhyme.
Writing: Writing explanatory text
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 Quizizz
What are we learning each term?
Term 1
Unit : Work topics : 1- How did I spend my vacation?
Reading – vocabulary (holiday, on the beach, Dubai, spent -went travelled) – Listening (for the modeling)– Writing a simple paragraph about the topic Grammar (the past simple –join pronouns) Colors (feminine and masculine)
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Unit : Work topics :
Reading – vocabulary (my phone, charger, applications, use, talk, Listening – Writing a simple paragraph about the topic Grammar (the double)
Assessment Methods
Term 2
Unit: Junior interests
Topics: Camping
Reading – vocabulary (camp, tent, sleep, enjoy, can) –Listening – Writing a simple paragraph about the topic Grammar (I can........., Adjectives feminine and masculine)
Unit: Junior interests
Topics: The warm house
Reading – vocabulary –Listening – Writing a simple paragraph about the topic Grammar (Adverbs for place and time)
Term 3
Unit: Routine
Topic: My routine
Reading – vocabulary (wake up, sleep, go, set, time, home) – Listening – Writing a simple paragraph about the topic Grammar (time – days)
Unit: Story Topics: 1- The moon Phases
Reading – vocabulary (moon, sun, full moon, happy, sad, upset, phenomena)– Listening –Writing a simple paragraph about the topic Grammar (Adjectives)
In Non-Native Arabic we assess students using a mixture of questions that show a student's knowledge and skill application in this unit of work. End of topic tests usually out of 30 marks as well exam style questions given for homework.
Digital Resource(s) & Useful Links:
ALEF platform: Link 1 | Link 2
ARTIFICIAL INTELLIGENCE
What are we learning each term?
Term 1
Term 1A: Understanding AI Fundamentals
The term introduces students to Artificial Intelligence, explaining its basics and differences from traditional computing. Lessons focus on local AI examples, such as Dubai’s smart city and Abu Dhabi’s Masdar City. The aim is to highlight AI’s relevance in daily life and the UAE’s technological progress, with discussions on AI ethics and its alignment with local values.
Term 2
Term 2A: AI and Sustainable Development
Students will explore how AI addresses global and local environmental challenges, focusing on the UAE’s sustainability goals, including water conservation, smart agriculture, and carbon footprint reduction.
Term 2B: AI for Smart Cities
This unit focuses on the UAE’s smart city projects, like Dubai’s Smart City Strategy, examining AI’s role in urban planning, traffic management, and safety. Students will explore realworld applications, including traffic monitoring, waste management, and emergency response.
Term 3
Term 3 A & B:
Topic : Basics of Machine Learning
Students will learn basic machine learning concepts and use simple programming tools to create AI models. They will work on projects like training models to recognise Emirati items or sorting UAE cultural landmarks, making AI engaging and culturally relevant.
ARTIFICIAL INTELIGENCE
What are we learning each term?
Term 1
Term 1B: AI in Daily
Life
This section covers AI applications in daily life, including digital assistants and smart homes Students will explore case studies on AI in UAE healthcare and transportation, focusing on its role in supporting the UAE’s sustainable future vision
Term 1
Term 2
Term 3
Term 2
Assessment Methods
Term 3
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.
Digital Resource(s) & Useful Links: Aiforkids -Artificial Intelligence Made Simple Machine Learning for Kids
ART
What are we learning each term?
In Year 8, students will explore "Cityscapes," building on Year 7’s formal elements like Tone, Line, Shape, Form, and Colour. They will analyze artists' drawings and research the work of Stephen Wiltshire
In Year 8, students will explore "Sweet Tooth" in still life, building on formal elements like Form, Tone, Line, Shape, and Colour They will analyze the work of renowned painters Wayne Thiebaud and Sarah Graham.
FIn the first half of Term 3, students will finish their "Sweet Tooth" project. The second half will feature shorter workshops focusing on improving drawing, painting, and sewing machine skills.
ART
Assessment Methods
Practical assessment only - no written assessment. Preparation Design Sheet 75% Final Piece 25% Students will be assessed with the following levels descriptors against our four departmental skills; (i) Develop & Connect, (ii) Refine & Experiment, (iii) Record Observations and (iv) Realise & Respond
Digital Resource(s) & Useful Links: Aiforkids -Artificial Intelligence Made Simple
What are we learning each term?
Term 1
Term 1A: Computer Systems
Studentswilllearnhow computersystemsare comprisedofhardwareand software,andwillinvestigate howtheinternalcomponents ofasysteminteractwitheach other.Studentswillbriefly analysethehistoryofcomputer systems,andstudyhow advancementsintechnology haveaidedthedevelopmentof themodernworld.
Term 1B: Website Development
Studentswilllearnhowto leveragethethreebuilding blocksoftheInternet:HTML, CSS,andJavaScript Studentswill design,program,testand evaluatetheirownwebsite,as wellascriticallyevaluating existingwebsitecontent,design, andusability
Assessment Methods
Term 2
Term 2A: Computer Networks
Studentswillexplorethe fundamentalsofcomputer networks,understandinghow digitaldevicescommunicateand shareinformation.Theywilllearn aboutkeyconceptssuchas networktypes(e.g.,LANand WAN),datatransmission,and theroleofhardware componentslikeroutersand switches.
Term 2B: Python Programming
Studentswillbuildontheir previousunderstandingof Pythonprogrammingtocreate morecomplexapplications,as wellasfurtherstudythe languageitself.Studentswillbe introducedtofunctionsand procedures,aswellastextfile manipulation.
Term 3
Term 3A&B: Cyber Security
Studentswilldiveintothe worldofcybersecurity, learninghowtoprotectdigital informationandunderstand commononlinethreats.They willexploretopicssuchasthe principlesofdigitalsafety, typesofcyberattacks(e.g., phishing,malware),andthe importanceofstrong passwords.Throughengaging activitiesandreal-world scenarios,studentswill developcriticalthinkingskillsto identifyrisksandapplybest practicesforstayingsafeonline
In 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, as well as 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
DESIGNTECHNOLOGY
What are we learning each term?
Term 1
Architecture Project
Students begin the year with a collaborative architecture project, designing a modern, innovative study space for up to 12 pupils. Working in defined team roles (such as architect, designer, or project manager), students explore architectural styles, spatial planning, environmental considerations, and the influence of UAE heritage on the built environment They conduct research, create mood boards, and produce architectural drawings including scaled floor plans Using card, foam board, or similar materials, they construct a detailed scale model of their concept. This project develops spatial awareness, collaboration, cultural appreciation, and introduces students to both manual and digital modelmaking techniques.
Term 2
Mobile Phone Stand: Sustainable Timber Design
In Term 2, Year 8 students will engage in a practical project where they design and manufacture a mobile phone stand This unit will focus on introducing and building upon key manufacturing processes, with a particular emphasis on wood manufacture and vacuum forming as well as other forming and finishing techniques. Students will learn to apply the design process from initial concepts to a finished product, developing skills in problem-solving, critical thinking, and practical craftsmanship
Term 3
Contain It – Box Project (Design Movements)
In their final Year 8 project, students explore how iconic design movements such as Bauhaus and Art Deco influence modern product design. They respond to a functional design brief by creating a wooden storage box inspired by a selected movement. Through research, specification writing, and idea development, students learn how to generate creative responses that reflect historical context and visual style They produce orthographic and CAD drawings, and use workshop skills to measure, cut, and construct their box using appropriate tools and joining methods. This project enhances students' understanding of form, function, aesthetics, and cultural design relevance.
DESIGNTECHNOLOGY
Assessment Methods
Digital Resource(s) & Useful Links: Pupils are assessed against their research, design, make and evaluation skills. At the end of the project their knowledge and application are then reviewed through their practical outcomes and their folder work.
https://www.bbc.co.uk/teach/ks3-design-and-technology/z6y96v4 ISBN-13 978-1841467207
DRAMA
What are we learning each term?
Term 1
Term 1 A
Naturalistic character.
Practitioner Stanislavski
Creating truth on stage. Stanislavski method for characterisation Context historical post-Melodrama. Stimulus text ‘Don’t Feed The Animals’ . Term 1 b
In the second half term, students will be exploring the genre of Physical Theatre through the work of Frantic Assembly and selected extracts from ‘The Curious Incident of the Dog In the Nighttime’.
Assessment Methods
Term 2
Shakespeare Working with text- Classics
Characterisation - Comedy characters
The scheme focuses on ‘A Midsummer Night’s Dream’ (Shakespeare)
Staging transformations, developing approaches to the text. Deconstruction of language, deconstructing the themes and exploring comedy junk percussion
The second half of the unit will explore Costume design for ‘A Midsummer Night’s Dream’. Focus on sustainability in Theatre
Term 3
‘A Monster Calls’
This is an extended project which consolidates and develops performance and responding skills from past units. This uses the play A Monster Calls’ as a stimulus text
The work of Practitioner Antonin Artaud
Abstract Physical Theatre
Ensemble storytelling
Dramatising fairytales
Pupils will use their bodies to create something theatrically exciting
Develop sharing and responding techniques. ‘How can they create dramatic tension with Voice and bodies?’
How can they use performance and production elements to create a monster?
End of unit performance of appropriate extracts and /or stories. – Prep time given in class assessed as a performance assessing Performing Skills and Knowledge and understanding Planning and creating ongoing teacher assessment.
Digital Resource(s) & Useful Links:
Homework supported through TEAMS, all digital links embedded in the lessons
ENGLISH
What are we learning each term?
Term 1
Term 1A Travel Writing
Studentslearnaboutthe differentgenresandforms associatedwithtravelwriting, thenanalyseandproducework oftheirown.Basedonrealand imaginedsituations,students willwriteletters,articles, reviewsandguides, experimentingwithlanguage andtonetoachievedifferent effects.Assessmentisviaa choiceofwritingtasks.
Term 1BShakespearean Tragedy Intermediate
Studentslearnreadingskills throughananalysisof Shakespeare’sOthello,including afocusonShakespeareandthe impactofcontextualfactorson theworkheproduced PEARL analysisskillsaredeveloped, alongsideanunderstandingof thefeaturesoftragedyas describedbyAristotle.Final assessmentisananalysisofan extractfromascene,inlinewith IGCSEEnglishLiterature.
Assessment Methods
Term 2A
Term 2
Studentscompletethe Shakespeareunitstartednearthe endofTerm
Term 2B
Poetry Study Intermediate
Thisunitbuildsontheskills introducedinyear7ofhowto respondappropriatelytopoetry, usingaccurateterminologyto describeandanalysefeaturesof thewriter’scraft.Avarietyof textsaretaughttoutilisethe centralskillofusingthePEARL analysismodel.Theskills assessedarefromthereading strandoftheNational Curriculum.Themainmethodof differentiationisthereforeby textchoice,sopleasechoose fromthetextsprovidedorfind poemssuitableforyourclass.EAL outcomesmayrangefroma literalunderstandingofapoem, tobeingabletoidentifypoetic techniquesandstructural features,toanalysisofimplicit ideasanddiscussionofeffects achievedbythewriter.
Term 3
Term 3 A Creative Writing
Studentscontinuewith Shakespearandare assessedonShakespeare, beforestudyingforthe retrospectiveendofyear assessment.
In class assessments assess writing and reading skills, as measured by the Amity STEPS system. A variety of open and closed book assessments will be sat.
Digital Resource(s) & Useful Links:
ENGLISHASAN ADDITIONALLANGUAGE
What are we learning each term?
Term 1
Interm1,Year8studentswill beexploringthetopicoftravel andtourism.Studentswill learnvocabularyrelatedto geographicalterms;theywill discussthebenefitsof travellingandpotential drawbacksoftourism Throughouttheterm,students willberefiningtheirvocabulary andpractisinganswering comprehensionquestions basedonwrittenandaudio materials.Theywillbe practisingconstructing paragraphsandapplying punctuation,capitalizationand grammaticalrulescorrectly Learnerswillbeworkingon improvingtheirspeakingskills byrespondingtoarangeof questions,interactingwith peersandpresentingtheir opinions
Term 2
InTerm2,studentswilldiscuss thetopicofeducation.They willcompareschoolsand educationalopportunitiesfrom differentcountries,discussthe qualitiesthatmakeagood teacher,andreflectontheir ownexperiencesasstudents. Toenhancetheirlanguage skills,studentswillreview vocabularyrelatedtoschool subjectsandequipment, complementedbylisteningto audiodescriptionsofvarious educationalsettingsand readingrelevantarticles Followingthis,inTerm2b,they willdelveintothenovel Coraline,wheretheywill analyzecharactersandplot whileenhancingtheir vocabularyandcomprehension skills.Studentswillalso comparecharacterdescriptions fromthebooktotheirfilm adaptations,encouraging criticalthinkinganddeeper engagementwiththetext
Assessment Methods
Term 3
InTerm3,Year8students willfocusonthetopicoffreetimeactivities.Theywill enhancetheirreadingskills byengagingwitharticlesand blogsthatdiscussvarious hobbies,allowingthemto exploreinterestsbeyondthe classroom.Toimprovetheir listeningcomprehension, studentswilllistentoarange ofrecordingsrelatedtofreetimeactivities.Intermsof speakingskills,theywill practicedescribingpictures andparticipatinginclass discussions,culminatingina presentationonanunusual activitythatpeopleenjoy. Additionally,studentswill developtheirwritingskillsby composingcoherent paragraphsdescribingfree timeactivities,informal emails,andreviewsabout theirchosenhobbiesand interests
Four key language skills will be assessed: listening, speaking, reading, and writing. In reading and listening assessments, students will be asked to respond to open-ended, true/false/not given, and multiple-choice questions, to demonstrate their comprehension. Writing assessments will evaluate students' proficiency in applying punctuation, capitalization, and grammar rules when writing descriptions and reviews. Speaking skills will be assessed through classroom Q&A sessions, peer interactions, and presentations At the end of each unit, students will sit summative assessments.
Link 1 Link 2 Digital Resource(s) & Useful Links:
FRENCH
What are we learning each term?
Term 1
This term student will look at the topic of freetime. They will study
-TV programmes and preferences
-Films/actors and opinions
-Reading genres they like and dislike
-On line activities and platforms they use.
-This will include a revision of the present tense and an introduction to the past tense
Assessment Methods
Term 2
This term students will focus on the topic of Identity They will be:
-describing their personality
-focusing on adjective agreements
-talking about their relationship with their friends
-talking about music
-talking about what they are going to wear using the near future
-talking about what they did last weekend using the perfect tense
Term 3
This term students will:
-Saying where you would like to live
-Describing home
-Talking about meals and vocabulary of food
-Using prepositions
-Using partitifs du, de la, de l’, des
-Construction il faut + infinitive
Digital Resource(s) & Useful Links:
There will be 2 skills assessed at the end of the unit. Either Reading or listening. Either writing or speaking www activelearn com
GEOGRAPHY
What are we learning each term?
Term 1
Term 1.1 - Rivers, Coasts and Glaciation
In we will learn how our landscape is affected by erosion, transportation and deposition through the work of rivers, the sea and glaciation. It also looks at how coastal erosion can cause severe problems for people. This unit will be assessed with a digital class test.
Term 1.2 - Economic Development
This unit looks at the various types of work people do and describes the factors that affect the location of different industries We will look at the differences between employment sectors, farming, manufacturing industries and their location along with the tourism and high-tech industries
This unit will be assessed with a digital class test.
Assessment Methods
Term 2
Term 2.1 - Population
Students will explore where people live, how many people there are and why they move around We will consider what affects where we live, the reasons for the world’s population distribution and conduct a detailed study of global migration.
This will be assessed with a digital class test.
Term 2.2 - India and Asia
After a general introduction on Asia, tis unit will focus on India which is a developing country which is emerging as global power very rapidly. It has extreme differences in relief, climate, population, standards of living and quality of life.
This unit will be assessed with a digital class test
Term 3
Term 3 – World Issues
This unit looks at some of the major problems facing our world These problems are called world issues because they affect the lives of people across the world. Such issues may only be solved by international cooperation In this unit we will learn:
The causes and effects of global warming
How our use of energy may change
The problems of food supply and water shortages
The poverty problem
The year will be concluded with an end of year digital assessment.
Each unit will have an end-of unit class test, sat digitally via Microsoft Teams. Additionally, there will be an end of year formal assessment
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
GERMAN
What are we learning each term?
Term 1
This term the students will look at describing a past holiday. They will learn to listen to information, read texts and to say and write about a past holiday. This will include -Where they went -Who with -How they travelled -Where they stayed -What they did -Problems They will be introduced to the past tense using both HABEN and SEIN
Assessment Methods
Term 2
This term students will look at the topic of food, with a special focus on healthy eating. We will also look at how to stay fit. We will look at the irregular verbs Essen and nehmen and introduce modal verbs.
Term 3
This term we will look at going out. This will include learning about clothes, styles, colours. A discussion about school uniform advantages and disadvantages. We will also look at arranging to meet friends and preparing to go out. Gramatically we will reinforce the future and past tenses, asking questions and WENN clause.
There will be a combination of 2 skills assessed at the end of the unit from either Reading or listening. Either writing or speaking.
Digital Resource(s) & Useful Links:
www.activelearn.com
What are we learning each term?
Term 1
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?
N/A
Term 2
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
WeretheTudorsreally Terrible?
StudentswillexploretheTudor dynastyandinvestigatewhy theyhaveanenduringlegacy Theywillconsolidatelearningby addressingthekeyenquiry questionandexpandtheir understandingthrough comparative'Meanwhile, Elsewhere'tasksoneventsin othercountriesduringthistime.
TheGreatFireofLondon
Thedepthstudyintroduces studentstoanalyzingoneevent indetailoverseverallessons. Theywillconsolidatelearning throughsource-basedenquiry questions
Term 2
TheGreatPlagueEnquiry
In Year 8, students investigate the Great Plague of 1666, exploring 17th-century medical knowledge and its positive and negative effects on London.
AfricanKingdoms
Studentswillexplorepre-colonial AfricanKingdoms,including BeninandMali,focusingon movement,economy,societal changes,andkeyevents Topics includesocietalstructures,jobs, education,leisure,andmigration. Theywillconsolidatelearning throughaninvestigationon Significance
Term 3
IndustryandEnterprise
Studentswillinvestigatethe reasonsforandimpactofrapid scientificandtechnological changesbetween1750-1900, exploringkeydiscoveries, inventions,individuals,living standards,migration,jobs, leisure,andsocietalchanges Theywillconsolidate understandingthroughchange andcontinuityenquiries
PublicHealthEnquiry
HistoryofMedicineisanIGCSE Historytopic.Studentshavethe opportunitytocompletean investigationintoPublicHealth inIndustrialCities,includingthe impactrapidurbanisationhad onthehealthofcitizensStudentswillconsolidatetheir learningthroughanenquiry focusedoncausesofchange
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
The Great Fire of London - BBC Bitesize - KS3 History - BBC Bitesize
The Great Plague - The Great Plague - KS3 History - homework help for year 7, 8 and 9. - BBC Bitesize
Precolonial Africa - KS3 History - BBC Bitesize
When was the industrial revolution? - BBC Bitesize
ISLAMICNATIVE
What are we learning each term?
Term 1
"FromtheGladTidingsof theWorshipers"
"ThoseWhoareSheltered intheShadeoftheMost Merciful"
"Resurrectionandthe Gathering"
"ObservingAllah,theMost High"
"TheNaturalLaws" "EvidenceoftheOneness ofAllah"
"TayammumandWiping OverSocks"
"TheBattleoftheParties" (referringtoahistorical eventinIslamichistory)
"RitualBath(Ghusl)"
"TheAll-Hearing,theMost Forbearing,GloriousisHis Majesty"
"Repentance:the OpportunityofaLifetime" "TheCreator,theAllKnowing"
Term 2
"ModerationinSpending" "TheSilent'Meem' (Arabicletterم)" "GladTidingsand Consolation"
"IslamicArabCivilization" "ImamAbuHanifaAlNu'man"(referringtothe Islamicscholar)
"WorkasWorshipand Civilization"
"PrayersforTravelersand theSick"
"ContemplationinIslam" "ReligionisEasy" "WorkasWorshipand Civilization"(repeated)
"SurahAr-Rahman" (Chapter55oftheQuran) "TheHeartandthe RectificationofHumans"
Term 3
"TheBlessingsofLife" "CaringforOrphans" "Humility" "VoluntaryPrayers" "TheClearVictory" (referringtoasignificant eventinIslamichistory) "TheRewardofKindness" "LivingTogetherAmong People" "SocialGatheringsand TheirEtiquette" "LadyRufaidatheMuslim" "TheIssueofPovertyinthe IslamicWorld
Pupils are assessed against their research, design, make and evaluation skills. At the end of the project their knowledge and application are then reviewed through their practical outcomes and their folder work. Assessment Methods
Digital Resource(s) & Useful Links:
Link 1 | Link 2
What are we learning each term?
Term 1
In the upcoming term, we will explore:
The Resurrection and Raising up Those in the Shade of the Most Merciful.
Glad Tidings for Those Who Pray Evidences for the Oneness of Allah Consciousness of Allah's Witnessing
Sunan al-Fiṭrah c
The Absolute Creator, the All-Knowing, Repentance is the Opportunity of a Lifetime The Reliever, the Forbearing Ritual Purificatory Bath (Ghusl), Dry Ablution (Tayammum)
Battle of the Confederates (Ghazwat al-Aḥzāb)
Assessment Methods
Term 2
In the upcoming term, we will explore:
Glad Tidings and Consolation. Rules of the Silent Mīm (Mīm alSākinah)
Moderation in Spending
Imām Abu Ḥanīfa alNuʿmān
The Arab Islamic Civilization, Surat Ar-Rahman
The Heart and the Righteousness of Man
The Religion of Islam is Easy Thinking in Islam
Working as a Worship and Civilized Act
The Prayers of the Traveler and the Sick.
Term 3
In the upcoming term, we will explore:
The Pleasure of Life
Taking Care of Orphans
Humbleness
Voluntary Prayers (Duha and Night)
The Clear Conquest
The Reward of Good Deeds Coexistence among People Majlis and its Manners Rufaida Al-Aslamiya (Pioneer of Volunteering Work)
The Problem of Poverty in the Muslim World
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
Term 1
Interm1wewillcoverthe followingtopics:
1.CalculatingwithFractions
Orderingfractions
Adding&subtracting fractions
Multiplying&dividing fractions
Calculatingwithmixed numbers
2.Decimals&Ratio
Orderingdecimalsand rounding
Multiplyingwithdecimals
Dividingwithdecimals
3.Expressions&Equations
Algebraicpowers
Expressions&brackets
Factorisingexpressions
Onestepequations
Twostepequations
Term 2
Interm2wewillcoverthe followingtopics:
4.Sequences
Sequences
Patternsequences
Extendingsequences
Position-to-termrules
5.RealLifeGraphs
Conversiongraphs
Distance-timegraphs
Linegraphs
6.Angles
Anglesinparallellines
Exterior&interiorangles
Solvinggeometricproblems
Term 3
Interm3wewillcoverthe followingtopics:
7.Area,Perimeter&Volume
Areaofatriangle
Areaofaparallelogram
Areaofatrapezium
Volumeofcubes& cuboids
3Dshapes
Surfaceareaofcubesand cuboids
Measures
8.StraightLineGraphs
Directproportionon graphs
Plottingstraightline graphs
Equationsofstraightlines
9.Transformations
Congruency& enlargements
Reflection&symmetry
Rotation
Translations&combined transformations
https://www.drfrost.org/dashboard.php
MUSIC
What are we learning each term?
Term 1
1a – Sonority City
Students will study the instruments of the orchestra and learn to recognize instruments of the strings, woodwind, brass and percussion sections. Students will then work collaboratively to compose and perform a fanfare melody
1b
– Offbeat - Reggae Music
Students will develop their understanding of rhythm and syncopation by studying Reggae music. Students will also develop their keyboard skills and learn how to perform a chord progression using triad chords.
Assessment Methods
Term 2
2 – Jazz and Blues
Students will learn about the development of Jazz and Blues and build on their understanding of triad chords to learn a 12bar blues sequence. Students will work collaboratively to arrange a performance of a blues song with chords, bassline and improvisation
Term 3
3a – Saharan Sounds
Students develop their rhythmic skills by studying African drumming skills using the Djembe drums. Students will learn to incorporate polyrhythms and call & response patterns in their playing, explore melodic ostinatos used on a Kora and sing a-cappella in a group.
In Music there will be an end of unit assessment usually based on performance and a skill quiz. Preparation time will be allocated within lesson time.
Digital Resource(s) & Useful Links:
Homework supported through TEAMS; all digital links embedded in the lessons.
PHYSICALEDUCATION
What are we learning each term?
Term 1
Inyear8PE,boyswillbe completingaschemeofworkin volleyball,footballand athletics Girlswillbe completingaschemeofworkin swimming,netballand athletics.Allstudentswillhave afour-weeksailingschemeof workduringeitherterm1or term2
Aspartofalllessons,students willcompletelearningactivities basedonphysicalcompetency andtheircurriculumsport. Studentswilllearnthe techniquefordifferentskills withineachsportandhowto usethesewithinacompetitive gamesituation.Studentswill understandtherulesandhow toimplementtheseintotheir learning.
Assessment Methods
Term 2
Inyear8PE,boyswillbe completingaschemeofworkin badminton,strikingand fielding.Girlswillbecompleting aschemeofworkinrugbyand strikingandfielding All studentswillhaveafour-week sailingschemeofworkduring eitherterm1orterm2.
Aspartofalllessons,students willcompletelearningactivities basedonphysicalcompetency andtheircurriculumsport. Studentswilllearnthe techniquefordifferentskills withineachsportandhowto usethesewithinacompetitive gamesituation.Studentswill understandtherulesandhow toimplementtheseintotheir learning.
Term 3
Inyear8PE,boyswillbe completingaschemeofwork instrikingandfielding, basketballandswimming.Girls willbecompletingaschemeof workinstrikingandfielding, basketballandswimming. Aspartofalllessons,students willcompletelearningactivities basedonphysicalcompetency andtheircurriculumsport Studentswilllearnthe techniquefordifferentskills withineachsportandhowto usethesewithinacompetitive gamesituation.Studentswill understandtherulesandhow toimplementtheseintotheir 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:
PSCHME
What are we learning each term?
Term 1
In Year 8, 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 Term 2, the topic is Relationships. Students will look at:
Building positive friendships, understanding peer influence, and the concept of respect and consent 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 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
The Periodic Table
-Metals and non-metals
-Groups and Periods
-The elements of Groups 1, 7 and 0
Health and lifestyle
-Nutrients and Food tests
-Unhealthy diet
-Bacteria and enzymes in digestion
Energy
-Food and fuels
-Energy adds up
-Energy and temperature
-Energy transfer
-Energy resources
-Energy and power
-Work, energy & machines
Separation techniques
-Mixtures and solutions
-Filtration, evaporation and chromatography
Ecosystem Processes
-Photosynthesis and leaves
-Plant minerals
Chemosynthesis
Term 2
Ecosystem Processes
-Chemosynthesis
-Aerobic respiration
-Anaerobic respiration
-Food chains and food
-Disruption to food chains and food webs
-Ecosystems
Motion and Pressure
-Speed
-Motion Graphs
-Pressure in gases
-Pressure in liquids
-Pressure on solids
-Turning forces
The Earth
-The Earth and its atmosphere
-Sedimentary rocks
- Igneous and Metamorphic rocks
-The rock cycle
- The Carbon Cycle
- Climate Change Recycling
Term 3
Metals and acids
-Acids and metals
-Metals and oxygen
-Metals and water
-Metal displacement reactions
-Extracting metals
-Polymers
Adaptation and Inheritance
-Competition and adaptation
-Adapting to change
-Variation
-Continuous and discontinuous
-Inheritance
-Natural selection
-Extinction
Magnets
-Charging up
-Circuits and current
-Potential difference
-Series and parallel
-Resistance
-Magnets and magnetic fields
-Electromagnets
-Using electromagnets
SCIENCE
Assessment Methods
Term 2
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.
Term 3
Term 1
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.
https://senecalearning.com/en-GB/
Term 1
Students will this term cover the topic of holidays They will
-Describe a past holiday. Where they went, how they travelled, what they did.
-Giving opinions about a past holidays
-Grammar points are the preterit of ar/er/ir verbs for the past tense
-Ser for the future
Topic – Free Time
-What you use your phone for
-What type of music you like
-Talking about TV
What you did yesterday
Term 2
Topic - Food
Saying what food you like
Describing mealtimes
Ordering a meal
Using a range of opinions
Using negatives
Using the formal form of ‘you’ (usted/ustedes)
Using three tenses together
Term 3
This term students will learn:
Arranging to go out
Verbs “querer’ and “poder”
Getting ready to go out
Talking about sports events
Describing a holiday home and holiday activities
Asking for directions
Talking about summer camps
SOCIALSTUDIES NATIVE
Term 1
Native Social Studies: During term1, students learn:
1. Geographical location and its importance
2. Population of the Arabian Peninsula
3 Currency in the Arabian Peninsula
4. Modern and Contemporary History of the Arabian Peninsula Countries
5 My loyalty and belonging identity
Assessment Methods
Term 2
Native Social Studies: During term2, students learn:
1 Lesson of geographic information systems
2. Study the Global Positioning System
In addition to the book The Emirates is Our History
3. Zayed and history lesson
4. Natural and human characteristics of the United Arab Emirates
In addition to the book The Emirates is Our History
Term 3
Native Social Studies: During term3, students learn:
1. First lesson: Perennial plants in the UAE
2. The UAE is our history
3. UAE and North America
4 The UAE is our history
Native Social Studies: During term3, students learn:
5 The first lesson: Field tours of Sheikh Zayed - may God have mercy on him.
6. The UAE is our history
7. Lesson Three: UAE: Innovation and Entrepreneurship
8. The UAE is our history
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: What are we learning each term?
https://moe alefed com
SOCIALSTUDIES NON-NATIVE
What are we learning each term?
Term 1
Individualresponsibilitiesand dutiesandmoralobligations
Whatismeantbyduties andresponsibilities
Dutiesandresponsibilities ofparentstowardstheir children
Dutiesandresponsibilities ofsonsanddaughters
Moralrules
Themoralimperative rulesgoverningbehaviour
Makinggooddecisions
Stayingsafeathomeand outside
Respondingtoharmful situations
Firstaid Waysofprotection againstcrimes
Thinkingaboutcrime
EastAsia
ThegeographyofEast Asia
Engineeringand civilizationinancient
China
Chinesetechnology, scienceandmedicine
Spreadingculturesin
ChinaandSoutheastAsia
Korea’sRenaissance (1392-1910CE)
Term 2
Trade,traveland communications
Understanding globalisation
Whatfactorshaveenabled globalisation
GlobalisationandtheUAE
Advantagesand disadvantagesof globalisation
Theindividualinaglobal world
Humanneeds
Lifenecessities
Basicneeds
Istherealinkbetween unmetneedsandconflict
Commitmenttothevalue ofhumanlife
Takeactionnow
DevelopmentsinSouth Asia
ThegeographyofSouth Asia
Ancientcivilizationsof SouthAsia
AncientIndia–Mauryanto GuptaEmpires
ArrivalofIslamiccivilisation inIndiaandtheDelhi Sultanate
OriginsofscienceinSouth Asia
TheBritishinIndia
EconomyandCitiesof SouthAsia
Term 3
Digitalchallenges
Digitalresourcesand sites
Privacyandelectronic safety
Onlineabuse
Smartselectionof information
Manipulationof individualsand behaviour
Moraleducationinaction
Moraleducationin action
CentralAsia
Anintroductionto centralAsia
Thesilkroad
Thecultureofcentral
Asia
Kazakhstan
KyrgyzstanandTajikistan
Turkmenistanand Uzbekistan
Russia,USSR,andthe ColdWar
