YEAR 9 BOOKLET 2025 - 2026
Sports
Social
Social
Study
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.
Specification link: Click Here
What are we learning each term?
Term 1
Reading texts:
Literary texts: From life experiences (poetry).
Kindness to parents (Holy Quran)
Film industry (story)
Informational texts: Internet addiction
Grammatical skills: The condition and its types
Writing:
Writing a narrative text
Reading texts:
Literary texts: Martyr's Day poem (poetry). A Muslim is a Muslim’s brother (Hadith Sharif)
Informational texts:
White shark is useful on a black day
Grammatical skills: Cases of discrimination
Writing : (Weak motivation towards learning)
punctuation marks
Assessment Methods
Term 2
Reading texts:
Literary texts: Will and fortitude (poetry)
The Messenger’s sermon during the Farewell Pilgrimage
The greatest blessing (story).
Third class traveler (story)
Informational texts: Submit an offer: (For a healthy lifestyle).
Grammatical skills: Detailed and general analogy
Text Elegance doesn't cost money
Writing: Research report
Writing a descriptive essay.
Grammatical skills: Construct an imperative verb
Review previous grammar skills
Term 3
Reading texts:
Literary texts: Fake claim (story). Nodes (story)
Grammatical skills: Present tense verb accusative tools
Present tense verb tools
Review previous grammar skills
Writing:
Writing a research report the novel: A novel of wondrous journeys in strange countries
Reading texts: the novel: A novel of wondrous journeys.
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
Term 1 Term 2
Digital Resource(s) & Useful Links: Link 1 | Link 2
What are we learning each term?
Term 1
Term1A
Level:8
Unit:Coexistenceandtolerance
Topic:Notobullying
Learningkeywords
Readingtexts:
Writingadescriptivetext
Grammaticalskills: Usingthepresenttense Speakingconversation
Term1B
Level:8
Unit:Emotions
Topics:Happiness.
Learningkeywords
Readingtexts: Writingadescriptivetext
Descriptivetext
Grammaticalskills: Usingthepresenttense Speakingconversation
Term2A
Level:8
Term 2
Unit:Scienceandtechnology 1-Energyresources
Learningkeywords
Readingtexts: Writingadescriptivetext Grammaticalskills: Usingthepresenttense Speakingconversation
Term2B
Level:8
Unit:scienceandtechnology 2-EmiratesMarsMission
Learningkeywords
Readingtexts: Writingadescriptivetext
Descriptivetext
Grammaticalskills: Usingthepresenttense Speakingconversation
Term3
Level:8
Term 3
Unit:Advertisingandculture 1-Advertising 2-FoodandDrink
Learningkeywords
Readingtexts: Writingadescriptivetext
Grammaticalskills: Usingthepresenttense Speakingconversation
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 Assessment Methods
Digital Resource(s) & Useful Links: ALEF platform: Link 1 | Link 2
ART
What are we learning each term?
This term, Year 9 will be working in the genre of still life under a theme of "Skulls" building upon their learning of the formal elements from Year 8, they will look at Pattern, Tone, Line, Shape, Form and Colour Analysing the amazing artwork of Damien Hirst and research how a lot of his work features skulls.
Assessment Methods
This term, Year 9 will be working in the genre of abstract art under the title theme of "Pattern and Symmetry" building upon their primary learning of the formal elements of Pattern, Tone, Line, Shape and Colour Analysing the work of renowned painter Bridget Riley, and the history of Islamic patterns.
For the first half of the term, students will still be working to complete their project from term 2 “Pattern and Symmetry”. Term 3B will consist of shorter one- and twoweek workshops helping students improve on drawing, painting and using the sewing machines.
Practical assessment only - no written assessment. Preparation Design Sheet 75% Final Piece 25%.
Students will be assessed with the levels descriptors against our four departmental skills: develop and connect, refine and experiment, record observations, plus realise and respond.
Digital Resource(s) & Useful Links: https://www.tate.org.uk/kids
BIOLOGY
What are we learning each term?
Term
1
B1 - Cell structure and organisation
- Animal and plant cells
- Eukaryotes and prokaryotes
- Specialised cells
- Tissues and organs
- Organ systems
- Diffusion
- Osmosis
- Active transport
B2 - Cell division and differentiation
- Mitosis, growth and differentiation
- Meiosis
- Stem cells
- Cell growth and cancer
Assessment Methods
Term 2
B3 - Human BiologyBreathing
- Exchanging materials
- Breathing and gas exchange in the lungs
- Artificial breathing aids
- Aerobic respiration
- The effect of exercise on the body
- Anaerobic respiration
B4 - Human Biology
- Circulation
- The circulatory system and the heart
- Helping the heart
- Keeping the blood flowing
- Transport in the blood
- The immune system and blood groups
Term 3
B5 - Human BiologyDigestion
- Carbs, lipids, proteins
- Catalysts and enzymes
- Factors affecting enzyme action
- The digestive system
- Making digestion efficient
- Exchange in the gut
- Making use of enzymes
Preparation for end of Year Test
We will use a mixture of strategies to assess students such as quizzes, unit tests and exam style questions that show a student's knowledge and skill application in each unit of work. Pupils sit an end of topic tests for most units covered, in some instances we combined unit assessments.
Digital Resource(s) & Useful Links:
All lesson PowerPoints are shared with students via Teams
Link 1 | Link 2
For each topic, there is a Seneca assignment to help refresh the content and deepen understanding: Seneca Learning
CHEMISTRY
What are we learning each term?
Term 1
How Science works/Working
Scientifically
- Asking Scientific questions
- Planning Investigations
- Recording Data
- Analysing data
- Evaluating data
Particles and their behaviour
- The Particle model
- States of matter
- Melting and freezing
- Boiling-More changes of state
Term 2
Atomic structure
- States of matter
- History of the atom
- Atoms
- Atomic Structure
- The arrangement of electrons in atoms
- Atoms and isotopes
Term 3
Structure and bonding
- Atoms into ions
- Ionic bonding
- Covalent bonding
- Bonding in metals
- Giant ionic substances
- Simple molecules
- Giant covalent structures
- Giant metallic structures
- Nanoscience
The Periodic Table
- The periodic table
- Group 1: the alkali metals
- The transition elements
- Group 7: the halogens
-Explaining trends
Assessment Methods
We will use a mixture of strategies to assess students such as quizzes, unit tests and exam style questions that show a student's knowledge and skill application in each unit of work. Pupils sit an end of topic tests for most units covered, in some instances we combined unit assessments.
Digital Resource(s) & Useful Links:
For each topic, there is a Seneca assignment to help refresh the content and deepen understanding: Seneca Learning. www.activelearn.com
All lesson PowerPoints are shared with students via Teams
Link 1 | Link 2 | Link 3
COMPUTING
What are we learning each term?
Term 1 Term 2
Data Representation & Processing
Students will have the opportunity to understand the building blocks of how a computer manipulates data. Starting with Binary and Hexadecimal, they will work through to build their understanding of the relationship between these elements and aspects such as images, logic gates, truth tables and much more Throughout the unit, students will have access to practical tasks and realworld examples that allow them to relate their learning to both computing, and other subjects.
ProgramminginPython
Students will be able to develop their understanding of programming using Python, one of the world's most popular languages and the language of choice for the iGCSE in year 10
Throughout the lessons, they will build skills that will allow them to develop solutions, debug code and solve scenarios using logical thinking
PhysicalComputing
Building on their Python foundation, students will explore how programming solves real-world problems through physical computing, applying and extending their skills in new scenarios
Assessment Methods
Term 3
Problemsolvingthrough programming
Developing logical thinking and problem-solving skills strengthens students' understanding of computing. They will apply their learning to more complex challenges, requiring planning and careful thought. Key areas of focus include algorithm design, debugging, and problem decomposition.
Creativesequencingusing Turtle
A unit that allows students to learn and develop their understanding of key programming concepts including iteration, selection and sequencing. Students will also specifically have the opportunity to develop their understanding of algorithm design
We will be using a mixture of assessment methods, with each unit having a minimum of a mid-way checkpoint assessment and an end of unit checkpoint. All checkpoints will also require students to formally reflect on their learning and review their own work to ensure they set aspirational targets moving forwards. Additionally, there will be regular quiz-based check-ins, 1-1 student feedback and ongoing formative assessments
COMPUTING
Digital Resource(s) & Useful Links:
Digital bank of lessons that students can use at home to extend their knowledge:
https://studio code org/home
https://www.codecademy.com/
An online programming platform (IDE) that students can use to develop their own projects: https://replit com/
DESIGNTECHNOLOGY
What are we learning each term?
Term 1
Term 2
Jewellery Design Project Electronic Desktop Product
Students begin Year 9 by exploring aesthetics, personal expression, and cultural influence through jewellery design They investigate the principles of Art Deco and apply these to their own ideas using research, sketching, and CAD modelling Depending on resources, students use pewter casting or laser cutting to manufacture their jewellery piece. They also design and construct a complementary jewellery box using MDF. This project focuses on precision, surface finishing, and presentation, reinforcing their understanding of product quality, visual communication, and design identity.
In this term, students design and construct a decorative or functional desktop light, incorporating timber and acrylic materials. The final product includes a preassembled electronic lighting component— students learn about electronic systems by exploring inputs, outputs, switches, and LEDs, and how these components interact within a complete circuit. While no soldering is required, students use circuit diagrams to understand the flow of electricity and visualise how their design integrates a working system. The project blends technical knowledge with creative design, supported by accurate CAD models and visual presentation work. This experience strengthens students’ understanding of electronics, material application, and the role of user-centred design in everyday products.
Term 3
Stationery Holder Project
To conclude Key Stage 3, students take on an openended, functional design brief: to create a timber stationery organiser for personal or school use. They work independently to plan, measure, and construct their designs, focusing on precision, efficiency, and safe workshop practice. The project encourages students to take ownership of the entire design process from idea generation to construction and final evaluation Emphasis is placed on high-quality finishes, accurate joinery, and usability. This final project prepares students for the rigour and expectations of GCSE Design and Technology by requiring selfmanagement, critical thinking, and practical confidence
DESIGNTECHNOLOGY
What are we learning each term?
Term 1
Jewellery Design Project
Students begin Year 9 by exploring aesthetics, personal expression, and cultural influence through jewellery design. They investigate the principles of Art Deco and apply these to their own ideas using research, sketching, and CAD modelling. Depending on resources, students use pewter casting or laser cutting to manufacture their jewellery piece. They also design and construct a complementary jewellery box using MDF. This project f
Term 2
Theatre Set
This term, Year 9 pupils will immerse themselves in the creative world of set design. They will research various theatrical, cinematic, and event sets to gain a deeper understanding of how set design enhances storytelling, mood, and performance. Pupils will then apply this knowledge by designing and constructing a scaled model of their own unique set.
Term 3
Stationary holder
In Term 2, Year 9 students will develop their understanding of the design process with a focus on making informed and creative design choices to produce a functional and aesthetically appealing stationery holder. This project will challenge students to work primarily with timber joinery and incorporate Computer Aided Design (CAD) and Computer-Aided Manufacturing (CAM) techniques to develop and prototype their ideas
Assessment Methods
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
Digital Resource(s) & Useful Links:
DRAMA
What are we learning each term?
Term 1
Term1A
Commediadell’arte
Pupilswillexplorethestyleof Commediadell’arte, specificallytheStock charactersandtypicalplot linesandLazzi Theywill exploreStatusrelationshipsin comedyandsomeSpy Monkeyclowningtechniques. TheSOLwillculminateina performanceofatypicalCDA script‘ThePhantomFather Term1b
TheTheatreofBertoltBrecht. Pupilswillexplorethe methodologiesofTheatre PractitionerBrechtandEpic Theatre Theywillpracticethe fundamentaltechniquesthat underpinthisstyleofTheatre. TheSOLculminatesina performancepieceutilising Devisingskills
Assessment Methods
Term 2
TwilightCrane
ThisSOLpreparesthepupilsfor theGCSEcourseSettextsand providesadeeper understandingofthePageto Stageprocess.TwilightCraneis aJapanesepieceandholdsthe potentialtofurtherdevelop ActingSkillsaswellasdesign skills.
Endofunitperformance ‘TwilightCrane’extracts,aswell asongoingGCSEexamstyle questionsintroducingthe structureoftheCIE examinations–Preptimegiven inclassassessedasa performanceassessing PerformingSkillsand Knowledgeandunderstanding. Planningandcreatingongoing teacherassessment.
Term 3
BloodBrothers, ,Live performanceAnalysisandthe Year9BigProject
Inthisunitthepupilswill exploretheWillyRussellplay ‘BloodBrotheartrs(selected Extracts) Theywillrevisitthe NaturalismandStanislavski techniquestocreatea believablecharacter.Theend ofthetermpupilswilldevelop theirresponding,analysisand evaluationskillsbylookingata digitalrecordingofalive theatreperformance.Pupilswill beabletoidentifyandanalyse productionvalues. Pupilschooseonetopicarea relatedtotheKS3studiesand executearesearchtaskand presentation/performance.
End of unit performance of appropriate extractas and material 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
Term1A CreativeWriting
Anopportunityforstudentsto explorethecreativepossibilities ofagenre,readinginfluential piecesandhoningtheirownskills bydeployingthetropesofthe gothicgenretotheirownends. Studentswillproduceseveral piecesofvaryinglengths
Term1B PoetryStudy–Advanced
Thisunitwillempowerstudents toanalyseapoemindependently andimprovetheirextended analysisskillsusingPEARL structure(preparationforIGCSE Lit) Workingaroundthetheme ofworldpoetry,studentsidentify andcommentuponawriter’s intentionsandeffectscreatedby language,imageryandstructure, buildingonpreviouslearning
Assessment Methods
Term 2
Term2A NovelStudy
Studentsreadandstudyanovel, preparingforIGCSELiteraturenext year Usingalong-formessay structure,studentsdevelop analyticalvocabulary,considering authorialintent,contextand genre.
Term2B Non-FictionWriting
Studentsexploretheforms requiredforIGCSEEnglish Language,developingtheir understandingofgenre,audience, purposeandtone.Formsstudied includeletters,reviews,interviews andarticles.
Term 3
Term3 Shakespeare
Studentsdeveloptheir analyticalandessaywriting skillsinpreparationforIGCSE EnglishLiteraturenextyear. Criticalvocabularyand understandingofcontextand form,alongsidelanguageand structuralanalysiswillform thebasisfortheirstudies.
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:
Link 1 | Link 2
ENGLISHSECOND ADDITIONALLANGUAGE
What are we learning each term?
Term 1
Interm1,studentswillexplore thethemeofTechnology, focusingonitsdefinitionand impact,particularlyintheareas oftransportationand communication.Theselessons willhelpstudentsbuildtheir vocabularyanddevelop listening,speaking,reading,and writingskillsThroughoutthe term,studentswillworkon expandingtheiracademic vocabularyandrefining strategiesforanswering comprehensionquestionsfrom bothwrittenandaudiosources. Writingtaskswillinclude descriptionsofproductsaswell asanalysingthestructureofan opinionessayandproducing writtenwork.Through presentationsanddiscussions, studentswillfurtherdevelop theirspeakingskills,confidently integratingnewvocabularyinto theirresponses.
Assessment Methods
Term 2
InTerm2,EALstudentswill focusondevelopingtheir speaking,listening,reading,and writingskillsthroughdiscussions ontheenvironment,witha particularemphasisonclimate changeandtheconnection betweentheenvironmentand technology.Studentswillapply theirunderstandingofkey vocabularywhencompleting readingandwritingtasksrelated tothetopics,aswellasduring classdiscussions.Inthesecond halfoftheterm,thefocuswill shifttonon-fictionwriting, wherestudentswillpractise describingimagesandanalyse thestructureofvarioustexts suchasessays,articles,reviews, andleaflets.Theywilllearnto writeintheseformatswhile payingcloseattentiontothe correctuseofgrammar, punctuation,andformalwriting conventions.
Term 3
InTerm3,studentswillexplore healthylifestyles,focusingon nutritionandexercise.Theywill reviewfoodgroups,readand listentomaterialsonfitness, andwriteaninformaladvice emailandarestaurantreview Speakingtasksinclude presentationsonbalanced dietsfromassigned perspectives.Throughoutthe term,theywillexpand vocabulary,refine comprehension,andbuild confidenceindiscussions.
Students will be assessed in listening, speaking, reading, and writing. Reading and listening tasks include open-ended, true/false/not given, and multiple-choice questions. Writing assessments focus on punctuation, capitalization, and grammar. Speaking will be evaluated through Q&A, peer interactions, and presentations Summative listening and reading assessments will measure overall progress
Digital Resource(s) & Useful Links:
British Council Learn English Teens : https://learnenglishteens britishcouncil org/ (B1 level: 4 language skills)
Perfect English Grammar https://www perfect-english-grammar com/
FRENCH
Term 1
"Social life – GCSE Theme
Identity and Culture:
Describing yourself; using 2 irregular verbs avoir and être
Talking about social media; giving preferences and using the present tense,
Arranging to go out; using the verb aller.
Developing vocabulary and grammar to give detailed descriptions about what to do during free time; using the perfect tense
During the second half of term we will explore the topic of healthy eating and healthy lifestyle.
Term 2
During this term we will look at future aspirations and dreams We will consider the topic of work. Future professions, higher education and the importance and role of language learning
Term 3
This term students will:
- Discussing and describing holidays
- Talking about what you take with you on holiday
- Asking questions using questions words
- Using reflexive verbs
- Using perfect tense verbs
GEOGRAPHY
What are we learning each term?
Term 1
Term1.1-AStudyofRiode Janeiro
Studentswillexploreurban environmentsandpopulation issuesthroughacasestudyof Rio,examiningurban developmentchallenges,their impactonsocialwelfare,and potentialimprovements Key skillsincludedatahandling, description,andevaluation. Anendofunitstructuredreport formsthesummative assessmentpieceforthisunit.
Term1.2-PlateTectonics
IStudentswillexploreEarth's structure,environmental hazards,andeconomicimpacts throughcasestudiesofMount St Helens(1980)andJapan (2011),developingexplanation andanalysisskills.
Adigitalclasstestwillbesatat theendoftheunit.
Assessment Methods
Term 2
Term2.1-Environmental Regions
Thisunitwillexplorethe planet’skeyecosystems includingrainforests,hot desertsandtundralandscapes. Theunitwillinvestigatethe physicalcharacteristicsofthese locationsandtheconservation issuestheyface
Adigitalclasstestwillbesatat theendoftheunit.
Term2.2-China–the emergingnation
Wewillinvestigateinthisunit Chinaasanewworld superpoweranditseconomic development.Wewillalsolook atthephysicallandscapeand investigatetheclimateof severalregions
Adigitalclasstestwillbesatat theendoftheunit.
Term 3
Term3–Globalisation
Wewilllookatglobalisationand migration–thecharacteristics andgrowthinglobalisation, includingtheroleofglobal institutionsandtransnational corporations,andtheimpactsof increasedglobalisation,including migrationandtourismand differentapproachesto managingmigrationandtourism inamoresustainableway.This unitwillsupportpreparationfor thetransitiontoIGCSE Geographyinyear10
Written,paper-based assessment.
Teachers will routinely sample student work to evaluate and record progress. Throughout the year there will be a combination of formative assessment tasks and end-of-unit class tests or written reports. These will be completed digitally.
Digital Resource(s) & Useful Links:
Students have access to a range of materials including BBC Bitesize Revision, student workbooks and their personal E-Book copies of the core textbook, Key Geography Interactions, through Kerboodle – www.kerboodle.com
GERMAN
Term 1
This term we are looking at the topic of Role models. This is a GCSE topic
We look at adjectives to describe role models
Consider new ways of expressing opinions and reasons. Learn to speak and write about and to listen and read about past experiences and future aspirations. Grammatically we reinforce the pat and future tenses
Term 2
We 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 be looking at the Global dimension. We will consider age limits, what is imporant to us, how to be a good citizen, how to make a difference. Life in the past and now. Gramatically we will look at word order with conjunctions, reinforce the 3 tenses, use the structure um...zu and work on developing longer pieces of spoken and written German
GLOBALPERSPECTIVE
What are we learning each term?
Term 1
Term 2
Term 3
Global Perspectives is an enquiry-based programme which allows students to investigate and research various world issues. This involves project-based learning, presentation delivery and critical thinking into the world’s problems.
Some of the global issues covered include:
-Climate change
-Poverty
-Population
-World development
-Industry
-Urbanisation
This list is not exhaustive and the independent nature of the programme allows students to explore concepts in a variety of ways.
HISTORY
What are we learning each term?
Term 1
Titanic Depth Study
In the IGCSE History depth study, students will focus on one event over several lessons, developing their analytical skills. They will consolidate their learning through sourcebased enquiry questions.
World War One
Students will investigate the causes, key events, and outcomes of World War One, including its origins, key figures like Franz Ferdinand, the MAIN causes, major battles, and societal and medical changes. Their understanding will be consolidated through enquiries on significance, causation, and impact
Term 2
World War One (continued)
Students will explore the causes, key events, and outcomes of World War One, including the origins, key figures like Franz Ferdinand, and the MAIN causes. They will study key battles, significant events, and societal and medical changes, consolidating their understanding through significance and causation enquiries.
Civil Rights
Students will study the civil rights struggle, including its origins, key figures, legislation, major events, and societal changes, consolidating their learning through significance and impact enquiries
Assessment Methods
Term 3
Civil Rights
Students will explore the struggle for civil rights, tracing its origins, key figures like Martin Luther King, and major events such as the Vietnam War. They will examine landmark legislation, societal changes, and the movement’s impact through significance and causation enquiries
20th century consolidation (Breadth study)
Students will revisit the key enquiry question, "Was the 20th century a century of warfare?" and explore the broader themes of the year. They will consolidate their learning by answering this question, using knowledge gained throughout the year.
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.
Resource(s) & Useful Links:
What are we learning each term?
Term 1 Term 2
"SurahYasin(Verses1-12)"
"ActionsareJudgedbyIntentions"
"RulingsofElongation(Al-MaddAlAsli)"
"DrawingNeartoAllah,theMost High"
"PeopleoftheTown-SurahYasin (Verses13-19)"
"TheBlessingofSecurity" "GoodEarnings"
"Sincerity"
"ShifaabintAbdullahal-Adawiyya, mayAllahbepleasedwithher"
(referringtoacompanionofthe Prophet)
"SalatwithSpecificPurposes(eclipse prayer,prayerforrain,andguidance prayer)"
"BeliefinPredestinationandDivine Decree"
Assessment Methods
End of term Exam
End of unit test
"TheConquestofMecca"
"TheHoliestofMosques"(referring totheKaabainMecca)
"TheStoryoftheBelievingMan fromtheFamilyofYasin-Surah Yasin(Verses20-32)"
"SecondaryElongation(Al-MaddAlFar'i)"
"TheCapabilityofAllah,theMost High"
"SurahYasin(Verses33-54)"
"TravelEtiquette" "RulingsofUmrah"
"TheProhibitionofTerrifyinga Person"
"IamtheBesttoMyFamily" "SocialCohesion"
"TheVirtuesofaBeliever"
Digital Resource(s) & Useful Links:
Term 3
"ThePathtoParadise" "ImitatingGoodDeeds"
"FaithandVows"
"TheBattleofHunayn"(referring toahistoricaleventinIslamic history)
"MyHealthisMyResponsibility" "EvidenceoftheOnenessand PowerofAllah(SurahYasin)"
"MaintainingFamilyTies" "KnowledgeisLightandElevation" "ReadintheNameofYourLord EvidenceoftheOnenessand PowerofAllah MaintainingtheTiesofKinship KnowledgeBringsEnlightenment andHighStatus IReadintheNameofmyLord ImamAl-Shafe’i
What are we learning each term?
Term 1
·HonestyoftheProphet (SūratYāSīn1-12)
·RulesofMadd (Prolongation)
·ActionsareJudgedby
·Intentions
Sincerity(Ikhlāṣ
·GoodEarning
TheGiftofSecurity
·InhabitantsoftheCity
·SuratYa-Sin13-1
·GettingClosertoAllah,
·BeliefinDivineDecreeand Predestination
·PrayersforCertain Occasions
·Al-ShifāʾbintʿAbdillāh
·al-ʿAdawiyyah
Assessment Methods
Term 2
·TheStoryofthethe Believer
·(SūratYāSīn:20-32)
TheHoliestMosques
·TheConquestofMakkah TravelManners
·IslamicManners
RulesandRitesPertaining toʿUmrah
ThepowerofAllah)-Surat Ya-Sin33-54
SecondaryMadd
·MeritsoftheBeliever SocialCohesion
·ProhibitionofFrightening People
Term 3
·ThePathtoParadiseSurat Ya-Sin55-68
·ModellingGoodDeeds
·OtahsandVows
·TheBattleofHunayn
·MyHealthismy Responsibility
EvidenceoftheOneness andthePowerofAllah
·MaintainingtheTiesof Kinship
·KnowledgeBrings Enlightmentand High Satus
IReadintheNameofmy Lord
·ImamalShafi
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:
https://myislam org/ https://quran.com/
LAMDA
What are we learning each term?
Term 1
TheLAMDAcourseisabrand-new course.Year9pupilswillfollowthe Level2Grade4examinations.
IntroductiontoLAMDA
ExploringDuologues.‘39steps’, ‘HumptyDumpty’and‘Spell bound’
PerformanceSkillsVocal,Physical. Pacepitch,tone,gesture,posture etc.
ExploringtheLevel2LAMDA anthologiesDuologues
Social,Political,Historicaland Culturalcontexts. BespokesupportfromTeacher
Term 2
Level2Grade4anthologies
Stanislavski,creatingatruthful performance,believable character.7questions:
WhoAmI?
WhereAmI? WhenIsIt? WhatDoIWant? WhyDoIWantIt? HowWillIGetIt? WhatDoINeedTo Overcome?
Refiningandrehearsing Anthologychoice
Exploringfreechoice monologues.Selectionofown choicemonologue/duologue. Rehearsaltechniques,trigger words,deconstructingthetext Bespokesupportfromteacher
Term 3
Finalrehearsalsandpreparation fortheexam
Level2Grade4performance anthologychoiceandown choiceExaminations. Monologuesandduologues
PostexamLevel5prep.
This is a public examination and will be assessed by a visiting examiner.
LAMDA pupils will be assessed on their performance of 2 monologues/duologues one taken from the Anthology and the other free choice. Assessment Methods
Digital Resource(s) & Useful Links:
This is a public examination and will be assessed by a visiting examiner.
LAMDA Syllabi Perf updated.pdf
MATHEMATICS
What are we learning each term?
Term 1
Interm1wewillcoverthe followingtopics:
1.Rounding&Estimation
Rounding
Estimation
Upper&lowerbounds
2.AlgebraicManipulation
Expandinglinear expressions
Factoriselinear expressions
3. LinearEquations
Solvingequations
Solvingquationwith squares
Solvingequationswith fractions
Forming&solving equations
4.Indices&StandardForm
Basiclawsofindices
Fractional&negative indices
Standardform
Term 2
Interm2wewillcoverthe followingtopics:
5.HighestCommonFactor& LowestCommonMultiples
Primefactors&Multiples
HCF&LCM
PrimeFactorisation
6.Area&Perimeter
Units
Calculatingthearea
Workingwithcircles
7.Fractions
Manipulatefractions
Calculationwithfractions Fractionsofamounts
8.Percentages
Percentageofamounts
Increase&decrease percentages
Percentagechange
Reversepercentages
Wordedproblems
Term 3
Interm3wewillcoverthe followingtopics:
9.LinearGraphs
Plottinglines
Gradientofaline
Findtheequationofaline
10.Inequalities
Understandinginequalities
Inequalities
Graphinginequalities
11.Ratio&Proportion
Simplifyratios
Shareinagivenratio
Proportionalreasoning
Currency
Direct&inverseproportion
12.Angles
Notation
Basicanglefacts
Parallellines&problem solving
Bearings
Quadrilaterals
Recognisingshapes
Propertiesofpolygons
Assessment Methods
In Year 9, students begin their IGCSE course and will be assessed every half term on the topics they have studied. These assessments use exam-style questions to monitor progress and highlight areas where support is needed. Teachers may also provide progress checks during the term to help students prepare for formal assessments and strengthen their understanding.
MUSIC
What are we learning each term?
Term 1
Music for Dance
Students will explore music used for traditional types of dances around the world including Tango, Jig and Waltz Students will develop their understanding of time signatures and work collaboratively to arrange a group performance of The Blue Danube
Film Music
Students will explore how composers write music for film learning about the use of leitmotifs and character themes. Students will work collaboratively to create and perform a mini soundtrack to accompany a film trailer.
Assessment Methods
Term 2
Music for Video Games
Students will develop their understanding of character motifs and learn identify key features of music used in video games such as syncopation, conjunct and disjunct movement.
Jingles
Students will look at the use of melodic jingles in advertising and work collaboratively to design their own product and jingle advert Students will explore the use of hook lines and riffs to create a catchy and memorable jingle.
Term 3
Battle of the Bands
Students will build on their understanding of chords and lead sheets to work in small groups to practice and arrange a popular song. Students will work towards a mini ‘battle of the bands’ competition and perform their arrangement to each other in class
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
Inyear9PE,boyswillbe completingaschemeofworkin swimming,footballand athletics.Girlswillbecompleting aschemeofworkinnetball,net gamesandathletics.Allstudents willhaveafourweeksailing schemeofworkduringeither term1orterm2
Aspartofalllessons,students willcompletelearningactivities basedonphysicalcompetency andtheircurriculumsport Studentswilllearnthe techniquefordifferentskills withineachsportandhowto usethesewithinacompetitive gamesituation
Studentswill understandtherulesandhow toimplementtheseintotheir learning
Assessment Methods
Term 2
Inyear9PE,boyswillbe completingaschemeofworkin rugby,strikingandfielding Girls willbecompletingaschemeof workinfootballandstrikingand fielding.Allstudentswillhavea fourweeksailingschemeof workduring eitherterm1orterm2
Aspartofalllessons,students willcompletelearningactivities basedonphysicalcompetency andtheircurriculumsport Studentswilllearnthetechnique fordifferentskillswithineach sportandhowtousethese withinacompetitivegame situation
Studentswill understandtherulesandhowto implementtheseintotheir learning
Term 3
Inyear9PE,boyswillbe completingaschemeofworkin strikingandfielding,basketball andswimming.Girlswillbe completingaschemeofworkin strikingandfielding,basketball andswimming.
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:
PHYSICS
What are we learning each term?
Term 1
ResultantForces
Forcesbetweenobjects
Resultantforces
Forceasavector
Massandweight
Forcesandelasticity
Forcesandmotion
Speed
Velocityand acceleration
Moreaboutvelocitytimegraphs
Usinggraphs
Forcesandacceleration
Forcesandbraking
Forcesandterminalvelocity
Term 2
Forcesandenergy
Energyandwork
Power
Specification link: Click Here
Term 3
EnergyResources
PowerfromtheSunand theEarth
Gravitationalpotential
energy
Conservationofenergy
KineticEnergy
UsefulEnergy
EnergyandEfficiency
Moments
Centreofmass
Momentsatwork
Momentsand balance
Stability
EnergyResources
Energydemands
Energyfromwindand water
Energyandthe environment
Waves
TheNatureofwaves
Measuringwaves
Reflectionandrefraction
Diffraction
We will use a mixture of strategies to assess students such as quizzes, unit tests and exam style questions that show a student's knowledge and skill application in each unit of work Pupils sit an end of topic tests for most units covered, in some instances we combined unit assessments Assessment Methods
Digital Resource(s) & Useful Links:
All lesson PowerPoints are shared with students via Teams.
For each topic, there is a Seneca assignment to help refresh the content and deepen understanding: Seneca Learning.
For exam-style questions, we use Physics and Mathematics Tutor: Physics and Maths Tutor.
Save My Exams offers useful revision materials: Save My Exams For content understanding, we recommend GCSE Physics Online: GCSE Physics Online.
PSCHME
What are we learning each term?
Term 1
In Year 9, 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 PSCHME, 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
Term 1
Term 1: My people
- La familia
- Physical description
- Personality
- Activities with your family
- Recap of present tense and immediate future
- Time expressions/ frequency
- Technology
- Reading/ advantages/ disadvantages (comparison, adjective agreements)
- Relationship with your family
- My best friend (describe what a good friend is)
SPANISH
Term 2
Term 2: My school
- School subjects
- opinions teachers
- Uniform colours
- Facilities
- School rules
- School exchange
- Clubs
Term 3
Term 3: Holidays
- Holiday activities in the present tense (talk about where you normally go on holidays/ weather)
-Holidays in the past
- Mixing two tenses/ describing holidays in the past ( estaba/ era/ tenia)
- Book a room and dealing with problems
- Describe a disastrous holidays
- Mix tenses (present/ past /future/ conditional)
SPORTSLEADERSHIP
What are we learning each term?
Term 1
IntroductiontoSports Leadership
Overviewoftheprogram anditsobjectives
Discussiononthequalities androlesofeffectiveleaders –whodoyoulookuptoand why?
PlanningandOrganising
SportsActivities
Basicsofplanningsessions (settingobjectives,session structure,timingsand equipment).
Individualorgroupproject: Planasportsactivityfor peers(warmup,game,skill activityetc).
SkillsinLeadership
5Skillsinleadership–Communication,self-belief, teamwork,selfmanagementandproblem solving.
Verbalandnon-verbal communicationtechniques
Activitiestopracticegiving andreceivingfeedback
·Exploredifferenttypesof teamsandgrouproles. Practicalactivitiestobuild teamworkandcooperation.
Term 2
Coachingandrisk management
CoachingTechniques
Introductiontocoaching principlesandstyles
Practicingcoachingdrillsand skillsinsmallgroups.
MotivatingParticipants
Exploremotivationtheories andtechniques
Roleplayingtopractice motivationstrategiesduring sessions.
SafetyandRiskManagement
Learnabouthealthand safetyinsports.
Conductingrisk assessmentsforvarious sportsactivities/areasinthe building
Tourtheschoolandlookat differentspaces(Sportshall, Fit1,Swimmingpooland outsideetc).
DeliveringSafeSessions
Developsessionplans incorporatingsafety measures.
Peerreviewofsessionplans focusingonsafetyaspects. (Evaluatebasedonyourpeer reviewandmake adjustmentswhere required).
Term 3
PreparingtoLeadSessions
Finalisesessionplansfor practicaldelivery
Discusstheimportanceof reflectionandadaptation.
LeadingandDelivering Sessions
Participantsleadsports sessionsforpeers/younger yeargroups
Discusstheimportanceof reflectionandadaptation.
EvaluatingSessionsand Self-Reflection
Structuredreflectionon deliveredsessions.
Peerfeedbacksessionsto fosterconstructivecriticism.
CommunityEngagement andInclusivity
Exploretheroleofsports leadersincommunitysettings (SportsDay,SwimmingGala’s andhouseevents).
Plananinclusivesportsevent toengagethewider community.Whateventscan beraninlinewiththeschool calendar
Finalplannedsportseventto beshowcased.
Finalreflectionsontheyear’s learningandexperiences
SPORTSLEADERSHIP
Term 1
Term 2
Term 3
Sports Leadership Level 2 assessment is ongoing. Students must complete their portfolio correctly to pass. They will deliver two sessions and an event, each assessed with opportunities for feedback and improvement.
Digital Resource(s) & Useful Links:
https://leadershipskillsfoundation.org/programmes-category/republic-of-ireland-andinternational/ Assessment Methods
SOCIALSTUDIES NATIVE
What are we learning each term?
Term 1
"Native Social Studies: During term1, students learn:
Students learn during this semester
1 National security
2. The issue of the three occupied UAE islands
3. World population
4. Economic systems
Term 2
"Native Social Studies: During term2, students learn:
1. He studied Arab-Islamic civilization
2 Zayed’s lesson and the dream of youth
In addition to the Emirates, our history and flashes of thought
3 The Emirates from the desert ship to the space probe
4. Green economy
5. The UAE is the capital of the Islamic economy
In addition to the Emirates, our history and flashes of thought
Term 3
"Native Social Studies: During term2, students learn:
1. First lesson: Natural plants (coastal and mountainous)
2. The UAE is our history
3. Flashes of thought
4. The UAE is our history
5. Lesson Two: Exploring the seas
6 The UAE is our history
7. Lesson Four: The Industrial Revolution
8. Flashes of thought
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
Assessment Methods Digital Resource(s) & Useful Links:
https://moe alefed com
SOCIALSTUDIES NON-NATIVE
What are we learning each term?
Term 1
Ethicsinthecontextof communities
Definitionofcommunity
Theroleofourcommunities
Theformofourcommunity
Guaranteeingthesafetyof communities
Communitiesandsocialgroups intheUAE
ValuingDiversity
Understandingdiversityand equality
Howtolerantareyou
CanIseebeyondappearances
Being‘different’isnotsobad
Celebratinggreatattitudes
Africancivilizations
LandandresourcesofAfrica
AncientAfricanCivilizations
TraditionalAfricanArt
WestAfricanIslamic
Civilizations
Africafromcolonialismto Independence
Term 2
Thegrowthofconsultative governanceintheUAE
Majlis:thetraditionalmeansof consultation
SheikhZayedandthebeginning softheFederalNationalCouncil
TheConsultativeGovernancein theUAE
TraditionalelementsoftheUAE Government
CombiningtheTraditional ConceptofMajliswithnew technologies
Moralityinthecontextofstates Understandingstateand government Laws
Goodgovernance:pastand present
ThegovernmentintheUAE
Theimportanceofethicsin government
NorthandSouthAmerica
Thelandandphysicalgeography ofNorthAmerica
IndigenousPeopleofNorth America
ColonialNorthAmerica
Americancivilwarand reconstruction
ModernCanada
SouthAmerica
Term 3
Dealingwithconflict
Internalconflicts
Managinginternalconflicts
Externalconflicts
Managingexternalconflicts
Resolvingconflicts
Moraleducationinaction
Moraleducationinaction
Ottomanempire
GeographyofWestAsia
GeographyofNorthAfrica
TheriseoftheOttoman
Empire
SuleymanIandOttoman
Istanbul
ThelaterOttomanEmpire throughWorldWarI
STUDYSKILLS
What are we learning each term?
Term 1
Thistermwewillbelookingat sometechniquesforimproving study Wewilldiscussthe strategiesandputtheminto practice.Techniqueswillinclude:
Mindmapping-whattoinclude andwhattoavoid Studentswill choose2subjectsthattheyhave decidedtheyneedtotargetfor improvement.Theywillcreate theirownmindmaps,sharetheir ideaswiththegroup,andrefashionwithsuggestionsand supportfromteachersandgroup.
Memorytraining.Wewilldiscuss ideasandstrategiestotrain brains Studentswillchoose2 subjectstotrythisouton
Assessmentreflections-what wentwell?Whatisatargetfor improvement?Strategiesto supporttheimprovement
Term 2
Thistermwewilllookat studyhabits. Wewillconsiderpersonal timemanagagement.Howto balancestudies,withfamily andfuntime
Createaweeklyplan.
Howtostayhealthyinbody andmind Reflectionon lifestylesandthedemands facingthestudents throughoutthecurriculum areas. Whatarethegoals?Are theserealistic?Arethey healthy?
Wewillreflectonoption choicesforGCSE.Howcan weprepareforthese?
Term 3
Thistermwewillzoneinon exam
Preparationandofcourse examtechniques
Howcanwebeconfident andprepared?
Howcanwesettleexam nerves?
Howtoapproachtheexam infrontofyou!
REFLECTIONaftertheexam Howcanwelearnandmove forwardfromtheexam experience? Whatshouldtargetsbefor nextyear?
There are no formative assessments within the study skills course as it is designed to support students with learning how to learn and revise so that they can develop techniques which will support them with assessments in all other subjects Assessment Methods
Digital Resource(s) & Useful Links: Teams resources
Help your kids with study skills- Carol Vorderman
