FOREWORD BY DEPUTY HEAD Dear Parents & Students, As we approach the end of the academic year, I hope you are looking forward to the opportunities that lie ahead. Year 9 is a particularly significant year, marking the culmination of Key Stage 3 and providing students with the knowledge, skills and confidence needed to make informed GCSE option choices. At BSAK, we are proud to offer a curriculum that is thoughtfully planned and continually refined. It reflects both the best of educational research and the experience of our staff, ensuring that it responds to the needs, interests and ambitions of every student. Our aim is not only to support academic success, but also to develop confident, curious and resilient learners. The Year 9 curriculum consolidates and extends students’ learning across all subjects, while helping them to identify areas of particular interest and strength. Our Heads of Department have carefully planned each subject to ensure clear progression in knowledge and skills and to prepare students effectively for the increased challenge of Key Stage 4 and their chosen GCSE courses. Alongside this, we place a strong emphasis on high expectations, positive learning habits and thoughtful decision-making as students begin to shape their future pathways. We recognise the importance of working in partnership with parents. Your support plays a vital role in helping students navigate this important stage, and we hope this booklet provides a clear overview of the curriculum and the opportunities available in the year ahead. We very much look forward to working together to ensure that every student finishes Key Stage 3 with confidence and embarks on the next stage of their educational journey with ambition and enthusiasm. With my very best wishes Mr Gareth Jones Deputy Head
gjones@britishschool.sch.ae
YEAR 9 CURRICULUM BOOKLET 2026/2027 CONTENTS Subjects In Alphabetical Order P06 P07 P08 P10 P11 P12 P13 P14 P15 P16 P17
Arabic A Arabic B Art Computer Science Design & Technology Digital Fluency Drama English French Geography History
P18 P19 P20 P23 P24 P25 P26 P28 P30 P31 P32
Islamic Studies A Islamic Studies B Inclusion Mathematics MELS Music Physical Education & Games Science Social Studies A Social Studies B Spanish
ARABIC A Arabic A is for native Arabic speaking students. The course aims to expose students to a variety of informational texts as well as a variety of literature texts. Both of these are used as a vehicle to deepen students’ vocabulary, grammar usage and writing composition skills. As this is a compulsory course within the UAE, students follow the Ministry of Education Arabic curriculum, with additions and adaptations to meet their learning needs.
COURSE CONTENT Students complete one unit of lessons each half term which covers these main areas of study: ● ● ● ● ●
Reading Comprehension Language structures Writing Texts vary between classic and modern poetry and prose, mostly linked to UAE identity and Islamic and Arabic history and background
SKILLS DEVELOPED ● Speaking ● Listening ● Reading ● Writing RESOURCES ● Ministry textbooks ● Worksheets ● Websites ● Lessons developed by the teacher SETTING Teaching will be delivered in form groups.
ASSESSMENTS Students complete half-termly and termly exams in reading and writing. The end of year exam covers all the essential skills.
ARABIC B Arabic is a key 21st century language, being the official language of the UAE and ranked as the second most vital language for the UK in the British Council’s 2013 Languages for the Future report. Knowing Arabic is vital for understanding the UAE, its culture. Therefore, students follow the Ministry of Education Arabic curriculum, with additions and adaptations to meet their learning needs.
COURSE CONTENT The Year 9 curriculum will build on previous knowledge acquired in Year 8 by developing listening, speaking, reading and writing skills as well as including a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking. This course will also emphasise the fact that learning Arabic is not just about vocabulary and grammar but having an appreciation of Arabic culture and customs. We aim to foster an inquisitive and curious student who can take advantage of where we are and foster a genuine passion for Arabic as well as a sense of enjoyment and curiosity about the subject. Term 1 ● What is the Weather like? ● My Beautiful Country ● Problems in Towns / the Countryside ● Transport
Term 2 ● Foods and Drinks ● Shopping ● Places & Activities
Term 3 ● Community Action ● Holiday ● General Revision
SKILLS DEVELOPED Students are required to develop confidence in: ● Listening, Speaking, Reading, Writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond students’ immediate needs and interests. RESOURCES ● GCSE Arabic (My Language is my Identity) Coursebook ● Languagenut is provided by school, but students may also access other websites independently such as Textivate, Gimkit, Wordwall, Blooket or Quizlet. SETTING Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs. ASSESSMENTS Arabic is assessed summatively through one summative assessment per term, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. Arabic is also assessed formatively as in ongoing daily informal assessment. Both types of assessment contribute to a students’ assessment grade.
ART Art, Craft and Design enables students to explore and understand the world through the acquisition and development of observational and communication skills. Self-expression, creativity, moral and social awareness and an active engagement of the impact of art, craft and design on culture are what we aim to foster in our young artists.
COURSE CONTENT In Year 9, our young artists develop their observation and creative skills through a rich and varied curriculum. Traditional and contemporary artists, designers, cultures and genres are explored through an exciting range of media, techniques and processes. The Formal Elements are central to all art knowledge and activities with an emphasis on the Year 9 themes of The Urban Environment, Human Form and Project Based GCSE Preparation. All students engage in an art curriculum exploring human form and contextual / project based themes. Human form is explored through traditional observational studies, movement and abstract forms. Independent projects encourage the exploration and inclusion of social and moral themes specific to social contexts and regional and international cultural landscapes. The Formal Elements are central to creative learning and how artists, artisans and craftspersons have used these to generate, create and make engaging, stimulating, demanding and relevant artworks to enrich local, regional and worldwide communities. URBAN ENVIRONMENT Investigating the visual language of the built world through photography, collage and relief printmaking. HUMAN FORM An introduction to Human Form investigating Form and Structure. INDEPENDENT PROJECT BASED INQUIRY An introduction to independent creative inquiry, working towards and in preparation for GCSE best practice. Students are expected to explore and demonstrate a more confident grasp of artist and contextual research to inspire and influence personal and relevant creative outcomes. FORMAL ELEMENTS Central to art skills acquisition and development as artists, the Formal Elements are a consistent reference point in creating and understanding art and culture in all forms. Within our art curriculum the Formal Elements are integral to exploring and communicating Visual and Written Literacy. LINE / SHAPE / FORM / TONE / TEXTURE / SPACE / PATTERN / COLOUR / COMPOSITION ASSESSMENTS ASSESSMENTS Term 1 Assessment structure and taxonomy is derived from GCSE and A Level Assessment language. Term 2 ● of year Students End examare assessed against Assessment language taxonomy. ● Assessment sheets are located in each student art portfolio and Google Classrooms. ● The Formal Elements are central to all assessment whether self, peer, group or teacher led.
ART SKILLS DEVELOPED ● Develop knowledge and understanding of artist, designers, genres and contextual sources to inspire and influence personal responses. ● Develop knowledge, appreciation and application of the Formal Elements ● Developing a creative confidence in the use of a range of media, techniques and processes. ● Developing skills in communication, visual interpretation, individual and collaborative creative practice. ● Developing confidence in, appreciation of and greater fluency in Visual and Written Literacy ● How to build projects scaffolding towards GCSE project and course structure. ● Greater independent participation - building towards GCSE. EQUIPMENT REQUIRED Whilst we have excellent facilities and resources for art, all students are expected to bring to every lesson the following items: ● ● ● ● ● ● ●
HB and 2B/6B Pencil Eraser Sharpener Black fine liner Ruler Glue stick Set of coloured pencils.
Homework and next lesson preparation activities will often require the above items.
COMPUTER SCIENCE In Year 9 students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Students are equipped to use information technology to create programs, systems and a range of content. Computer Science also ensures that students become digitally literate and are able to use and express themselves and develop their ideas at a level suitable for the future workplace and as active participants in an ever increasing digital world. COURSE CONTENT A key area in Year 9 is for students to understand and develop algorithms that reflect computational thinking (for example, sorting and searching) and use logical reasoning to compare the utility of alternative algorithms for the same problem. ● ●
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Year 9 students are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Students will develop their computational thinking skills further by learning more advanced programming concepts such as using arrays and nested statements. Building on their knowledge from Year 8 they will develop more complex algorithms and programs and improve the efficiency of their programs Students will deepen their understanding of binary and hexadecimal number systems, and how these are practically applied to digital assets Students will be introduced to more logic gates and develop electronic circuits and truth tables. They will learn that these gates are part of the building blocks that make up the computer's hardware. Building on their knowledge from Year 8 students will study cybersecurity in greater detail looking at the threats that are out there and how individuals and enterprises protect themselves against unauthorized access.
SKILLS DEVELOPED ● Computational thinking ● Problem solving ● Troubleshooting ● Knowledge and understanding of computer systems ADDITIONAL EQUIPMENT NEEDED Students will be expected to bring a set of headphones to lessons. SETTING Teaching will be delivered in form groups. ASSESSMENTS Students will be assessed every half term based on the work covered up to that point. There will also be an end of year assessment, where students will be assessed on the topics covered throughout the year. This will consist of both a practical and written paper.
DESIGN & TECHNOLOGY In Year 9 students students will experience three aspects of Design and Technology and complete approximately 12 weeks of lessons in each of these areas: Food and Nutrition Product Design Textiles
COURSE CONTENT FOOD AND NUTRITION Students will learn how to cook a range of dishes safely and hygienically and to apply their knowledge of nutrition. In addition, they will consider the factors that affect food choice, food availability and food waste. They will deepen their knowledge and understanding of food and nutrition, develop food preparation and cooking techniques and apply their knowledge to make informed choices about their own diet. A further focus will be placed on Food Hygiene and Food Safety they will further their understanding of the nutrients in food; their sources and functions; how to adapt and follow recipes using appropriate ingredients and equipment to prepare and cook a range of more complex dishes.
PRODUCT DESIGN Students will develop their skills and understanding of this exciting subject through a wide range of engaging modules that explore every stage of the design process, including designing, making, evaluating and building technical knowledge. They will strengthen their creativity and communication skills through drawing, and presentation techniques, bringing ideas to life with professional tools and technology. In the manufacturing module, students will gain hands-on experience using a variety of workshop tools and equipment to create high-quality products. Alongside this practical work, theory lessons will deepen their technical understanding and help them discover how design and engineering shape the world around us.
TEXTILES Students are encouraged to understand a range of ways that textiles can be decorated through dyeing and colouring techniques. Students experiment with different media, designing and making a product that incorporates the processes of decoration and dying using their own designs.
SKILLS DEVELOPED All focus areas ensure that students can confidently use a range of materials and understand their properties whilst developing a student’s ability to understand the processes that materials undergo to transform them from raw stock items to finished products. All students will understand the design process when tackling design and make tasks. RESOURCES Students will require their Chromebooks in lesson and resources will be provided on the google classroom. Food items are required, if they are cooking in a lesson. SETTING Teaching will be delivered in form classes.
ASSESSMENTS Assessments are carried out at key points throughout the unit and summative assessment will take place once the unit is complete and final products are completed. One combined Design and Technology paper (one hour) will be sat during the summer examination period and will form part of the overall Design and Technology assessment.
DIGITAL FLUENCY This course begun in 2022 and is designed to help students develop transferable skills in using technology. Students will have one lesson a fortnight to develop their ability in effectively using a range of Google applications through task based modules. They will also complete lessons on a variety of digital citizenship topics.
COURSE CONTENT Google Applications ● Google Drive ● Google Docs ● Google Slides ● Google Sheets ● Google Mail ● Google Calendar ● Google Sites ● Google Forms Digital Citizenship ● What is the cloud? ● Fake news and social media ● Online safety ● eSport and Gaming Addiction SKILLS DEVELOPED Students will develop their ability to effectively use online productivity software whilst building a critical awareness of key digital citizenship issues which have arisen through the increased usage of technology. RESOURCES Students will require their Chromebooks in lesson. SETTING Teaching will be delivered in form classes.
ASSESSMENTS Term There1are no assessments on this course. Term 2 End of year exam
DRAMA Lessons are taught to continue to inspire students and promote their love of Drama and Theatre. Students are taught skills to prepare them for GCSE Drama and to develop their creative palate. Drama will support the development of key personal skills and prepare students for life beyond the classroom. There is a focus on responding to stimuli, extending the range of theatrical skills and analysis and reflection.
COURSE CONTENT Devising Skills Students will learn how to create and build dramatic material focused on a particular theme or topic. They will learn how to use their bodies and voices imaginatively and creatively. Students will develop their independent and group work techniques with an emphasis being put on personal and social skills such as listening, empathising, cooperating and negotiating. Exploring a Play Script This will involve the exploration of a playscript . Students will develop their understanding of the plot and themes as well as interpreting characters and key moments in the play. Acting skills are developed as students prepare for a polished performance in front of an audience. Technical Theatre Work focusing on technical aspects of Theatre such as set, costume, lighting and sound design. It will incorporate watching an critiquing a Live Performance. Students will study what makes an effective theatrical moment in terms of acting and design. SKILLS DEVELOPED ● Skills in this subject are transferable across the curriculum. It will allow students to develop confidence and communication skills. Students will be equipped with analytical skills and they will be encouraged to voice their opinions on a range of topical issues. ● Drama skills and techniques – a range of skills are taught to enable students to experiment with style within a range of performances. ● Developing and performing varied characters in an effective manner for an audience ● A wide range of social and personal skills such as communication, confidence, analysis negotiation, problem solving, organisational etc. RESOURCES Resources will be provided via the google classroom. SETTING Teaching will be delivered in mixed ability classes.
ASSESSMENTS During each unit of study every student will have a summative assessment on one or more of the 3 assessment areas: Making, Performing and Reflecting. There will be a written exam at the end of the year.
ENGLISH English is a key curriculum subject and our inspiring thematic curriculum aims to encourage a love of reading, creativity with language use and a fascination for words and communication in all forms. Each term will focus on developing specific speaking and listening, reading and writing skill sets linked by a common theme and drawing on fiction and non-fiction writing across the ages. The skill sets are based on the requirements for GCSE learning and build term by term, to ensure students are ready for the full rigor of this by the time they reach Year 10.
COURSE CONTENT Texts are varied, engaging and challenging, with Year 9 students studying the following: Term 1 ● Science Fiction ● War poetry Term 2 ● Romeo and Juliet ● The Power of the Spoken Word & Speeches - Non Fiction Term 3 ● Blood Brothers ● American Literature SKILLS DEVELOPED ● The ability to read and make connections across a wide range of literature and non-fiction, analysing and evaluating a writer’s choices of language and structure. ● Use of a wide ranging vocabulary, along with accurate and effective standard English, to produce their own transactional and creative writing pieces for specific audiences and purposes. ● The ability to speak confidently and effectively in a range of contexts, including small group and whole class discussions and debates, presentations and dramatic roles. ● An enquiring mind and keen interest in exploring a range of ideas, meanings and opinions as well as the will to persevere with more challenging texts and mastering skills over time. ADDITIONAL EQUIPMENT NEEDED Full resourcing for lessons and homework will be provided by the department. Students should supplement this with their daily wider and independent reading. SETTING Students will be broadly grouped according to ability in English.
ASSESSMENTS As a skills based subject, our focus is on continually improving a wide range of linked skills across each term, rather than learning separate sets of content. Formative and summative assessment will take place throughout each half term. Assessments will be spoken as well as written at times. We encourage students to see all assessments as an opportunity to reflect on their learning and identify targets for improvement.
FRENCH The Year 9 curriculum will build on previous knowledge acquired in Year 8 by developing listening, speaking, reading and writing skills and includes a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking.
COURSE CONTENT This course will also emphasise the fact that learning French is not just about vocabulary and grammar but having an appreciation of French and indeed francophone culture and customs. We aim to foster an inquisitive and curious student who has a genuine passion for ‘all things’ French as well as a sense of enjoyment and curiosity about the subject. Term 1 ● My world ● Future plans Term 2 ● Music ● Making a better world Term 3 ● French speaking world SKILLS DEVELOPED ● Listening and speaking ● Reading and writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s’ immediate needs and interests. RESOURCES ● Dynamo 3 online textbook ● Languagenut digital learning platform ● The Dynamo online textbooks and Languagenut subscription are provided but students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet. SETTING Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
ASSESSMENTS French is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. French is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade.
GEOGRAPHY The Year 9 course develops the students complex understanding of global issues and events, the ways they can be managed, and the impact of management on people, economics and the environment. Geography has many cross curricular links, students delve into aspects of business and economics- looking at trade links, science focusing on climate change and international relations which considers the need to all nations to work together to reach a common goal on tackling global warming. The extended writing and enquiry tasks pave the way to success at iGCSE.
COURSE CONTENT Term 1 ● Challenges to the planet Term 2 ● Globalisation and super powers Term 3 ● Development SKILLS DEVELOPED ● Argumentative writing- students build structured arguments using evidence and case studies, preparing them for extended 6–12 mark evaluation questions. ● Map skills- students interpret and analyse a range of maps and spatial data, developing essential skills for GCSE resource based questions. ● Debating and discussion- students practise presenting and justifying opinions on global issues, supporting decision making and evaluative tasks. ● Critical thinking- students analyse causes, impacts and responses to global issues developing their evaluative thinking ● GCSE style extended writing- students learn to structure clear, well developed exam responses using geographical terminology and command words. ● Enquiry skills- students investigate geographical questions using data and sources. RESOURCES ● Mapzone Website ● BBC Bitesize - KS3 Geography ● GeoGuessr SETTING Teaching will be delivered in form classes of mixed ability groups in year 9.
ASSESSMENTS Formative mini assessments throughout the year when the class teacher deems appropriate and an end of unit assessment for each topic studied. End of year exam is based on all aspects studied throughout the year. The paper will be approximately 1 hour in length.
HISTORY History aims to engage the curiosity and imagination of students and present them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. It also develops critical thinking and metacognitive skills as we explore deeper themes and concepts within the past. Year 9 prepares students for the step up to GCSE, introducing them to the type of questions they can expect in Year 10 and 11. COURSE CONTENT Term 1 ● The causes and origins of WW1 ● Reasons why men joined up to fight in WW1 ● The experiences of warfare on different fronts Terms 2 and 3 Over these terms we will study a range of case studies on the history of activism and revolution, including: ● Why did women gain the vote in 1918? ● What caused the 1964 Civil Rights Act to be passed? ● How should Mao Zedong be remembered? SKILLS DEVELOPED ● Chronology - What happens when? ● Cause and Consequence - Why do things happen? ● Change and Continuity - What changes and stays the same? ● Significance - What made something important? ● Interpretations - What do other people think? ● Using Evidence - What evidence do I have? RESOURCES Resources will be provided through text books, worksheet and via Google Classroom. SETTING Teaching will be delivered in mixed ability groups in Year 9.
ASSESSMENTS History is assessed formally through at least one assessment per topic, linked closely to the History skills above. Formative assessment takes place through teacher feedback on preparatory work. The end of year assessment is through a 40 minute written paper, covering a selection of the skills from the whole year, though content will be focused on the final unit.
ISLAMIC STUDIES A This is a compulsory course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum, with additions and adaptations to meet their learning needs. The Islamic values education curriculum called for here focuses on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society. COURSE CONTENT As per the Ministry of Education curriculum, the course covers a range of topics that allow students to: ● ● ● ●
Practice recitation and memorisation of the Holy Quran and Hadith Learn different rulings related to the five pillars of Islam Learn about the life of Prophets and their companions Explore links between the values of Islam and real life situations
SKILLS DEVELOPED ● Holy Quranic pronunciation and recitation ● Hadeeth memorisation ● Understanding of acts of worship and basic rules of dealings RESOURCES Ministry textbooks and the teacher’s own resources
ASSESSMENTS ● Half term test ● End of term exam ● End of year examination
ISLAMIC STUDIES B This is a course within the UAE for all those of Muslim faith. Students follow the Ministry of Education curriculum with additions and adaptations to meet their learning needs. The Islamic values education curriculum called for focus on personality and character development of students, close attention to the real needs and concerns of students, and preparation of students with the critical thinking and problem-solving skills needed to function successfully as Muslims in society.
COURSE CONTENT As per the Ministry of Education curriculum, the course covers a range of topics that allow students to: ● ● ●
Practice recitation and memorisation of the Holy Quran and Hadith Learn different rulings related to the five pillars of Islam Learn about the life of Prophets and their companions
SKILLS DEVELOPED ● The rules of recitation for the Holy Quran ● Understanding and comprehension for the significance of the the Holy Quran and Hadith ● Memorising some verses from the Holy Quran and the Hadith ● Understanding of acts of worship and basic rules of dealings RESOURCES Ministry textbooks and the teacher’s own resources
ASSESSMENTS ● Half term Exam ● End of term Exam ● End of year Exam
INCLUSION The Inclusion Department is an integral part of the Secondary School at BSAK and our approach is entirely child-centred according to students’ individual needs. We are very fortunate to have a caring and highly skilled Secondary Inclusion team dedicated to supporting students throughout their Secondary School journey.
The Inclusion team is experienced in finding solutions to the difficulties faced by our students in busy classrooms. We like to help students build on their strengths and reach their goals in a practical, sensible way. We also support teachers to understand specific learning challenges and how to support these in the classroom. ●
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We support students who experience a range of specific learning difficulties, such as dyslexia, dyspraxia, dysgraphia and dyscalculia. Other students have difficulties with speech, language and communication, managing anxiety or social relationships. We provide targeted interventions in order to equip students with the necessary key skills to access the curriculum to the best of their ability and with confidence. Learning is hands on and fun, and aims to develop visual and auditory processing, phonological skills, memory and concentration, as well as core subject vocabulary and knowledge. Students supported by Inclusion follow personalised programme of study during which they work on key concepts and skills from their mainstream core subjects. We teach them to understand their specific challenges and support them to find tools and strategies to overcome these. We also teach techniques to help them cope with examinations, alternative revision skills and how to manage their workload more effectively.
AIMING HIGH Two of our main priorities are showing students how to persevere when they experience difficulties, and that there should be no limit to their aspirations, whatever those may be, whether achieving a Sporting award or winning a Poetry performance competition. Together we create a secure learning environment so that students acquire the courage to take risks and accept challenges. They realise that they are expected to try their best, to stretch themselves and that the our team is there to help them to build a reliable problem-solving skillset.
‘My Inclusion teacher makes learning fun in a way that it helps me understand and remember for my next mainstream lesson..’
INCLUSION PEOPLE OF DETERMINATION (PoD) CARD Background Information ● Issued by the Ministry of Community Development. ● Gives access to a package of services and privileges. ● It aims to improve the quality and well being of individuals. ● It is an official document indicating that the card holder is a PoD (adults and children). ● It is a free service which is processed in around 10 working days. ● Contact the call center on 800623 or HERE for more information. Eligibility This gives the holder rights and services outlined in the Person with Disabilities law 2006. People of determination from the following categories are eligible: (mental, auditory, visual, physical, autistic, multiple, psychological, communication, attention deficit and hyperactivity, specific learning difficulties) of citizens and residents. Required Documents ● Copy of the ID card (front and back). ● Medical report (physical, visual, hearing, communication disabilities) psychological (mental disabilities, autism, attention deficit hyperactivity, and psychological) from a government hospitals authorised official body stating the existence of the disability. ● Personal photo with a white background. Benefits ● Support for insurance from the MoH. ● Priority housing support for UAE Nationals. ● Discounts for certain public services and facilities including RTA Salik, NoI Card, Etisalat and Du, Insurance from Ministry of Health, parking permits and discounts on a range of facilities and attractions across the UAE. (Terms and conditions apply, some discounts are only available for persons of determination with specific conditions). Parental Concerns If you have any concerns around your child or questions about inclusion then you can contact The Secondary Head of Inclusion (Mrs Fran Marshall) directly using her email address which is: fmarshall@britishschool.sch.ae. If you are seeking a diagnostic report then you should contact Mrs. Marshall directly; we refer to specific centres to ensure that reports use a range of diagnostic tests so that they are robust and useful. For exams access arrangements, it is essential that you collaborate fully with the Inclusion Team to ensure that they provide the evidence required by the examination boards. If you choose to seek a report without our consultation then we can not necessarily accept this as evidence and do not take responsibility for this, you may be asked to provide an alternative report with one of our partner centres.
Please be aware that recommendations made on a report are only recommendations and not an entitlement to exams access arrangements, we also need to provide a wealth of evidence including cognitive and academic performance which is collected in school.
INCLUSION
MATHEMATICS In Year 9 students will begin studying towards their iGCSE Mathematics. This year students will further develop their knowledge and understanding of mathematical concepts and techniques, as well as using and applying them to solve a variety of problems and in the process develop an appreciation of the beauty, power and importance of Mathematics.
COURSE CONTENT In Year 9 students will develop their knowledge, understanding and skills in the following areas: ● Numbers and the number system ● Equations, formulae and identities ● Sequences, functions and graphs ● Geometry and trigonometry ● Vectors and transformations ● Statistics and probability SKILLS DEVELOPED ● Numeracy ● Problem solving ● Pattern spotting ● Mathematical reasoning skills ADDITIONAL EQUIPMENT NEEDED ● Geometry set ● Scientific calculator - we recommend the Casio FX-991CW calculator RESOURCES BSAK Maths Website Pearson Edexcel IG Mathematics A Student Book 1. ISBN - 9780435181444 Pearson Edexcel IG Mathematics A Student Book 2 .ISBN - 9780435183059 SETTING Students will be broadly grouped according to ability in Mathematics. Performance throughout the year will also be used to determine which students will be placed in the accelerated class in year 10.
ASSESSMENTS Students will sit an assessment every half term based on the work covered up to that point. There will also be an end of year assessment on the topics covered throughout the year.
MELS MELS is an essential part of modern day education. It covers content on personal wellbeing, economic well being, careers guidance, digital safety, morality and community wellbeing. Whilst the theory is important, MELS also helps to develop vital skills that can help the students in the wider world and in all of their academic subjects. This subject is not examined, but is a compulsory part of UK and UAE curriculum and its importance has been highlighted in a number of educational studies including the Oxford Impact Study, 2020, by Dr Lindorff. This is one of the most robust studies into student wellbeing. The results found a clear correlation between wellbeing, which MELS promotes, and academic success. COURSE CONTENT As part of our commitment at BSAK to a whole school approach to wellbeing we have worked to provide a framework for MELS that runs throughout Year 7-11 giving students a chance to learn, practice and extend their own knowledge and skills based on 6 important areas: Careers, Living in the Wider World, Mental and Physical Health, Mindfulness, Relationships and Study Skills. Linked here you are able to access information on the objectives and projects undertaken in each of the year group areas. MELS also incorporates the UAE Federal Government's Moral Education initiative, designed to promote tolerance and instill universal principles and values shared by humanity; an overview of the program and the specific topics covered within your child's year group are listed below: TOPICS ● Introduction to global ethics ● Entrepreneurship ● Judiciary System in the UAE SKILLS DEVELOPED ● Positive psychology and techniques to benefit wellbeing ● Problem solving ● Critical thinking ● Resilience ● Positive decision making ● Engaging positively in the world around them SETTING Lessons are taught in form groups once per week.
ASSESSMENTS No formal assessment. The impact of the program is seen through the interactions, beliefs and behaviours of those in the school community. Work and reflections can be recorded in the MELS / Wellbeing Journals.
MUSIC Music is a universal language that embodies one of the highest forms of creativity, it is a subject which is held in high regard by Universities all over the world. Research suggests that a high-quality music education helps strengthen learning in all areas of the curriculum, as well as improving self-confidence, cognitive function and focus. Music has the potential to make a significant contribution to children’s development. Year 9 Music builds on previous knowledge and skills through performing, composing and listening activities.
COURSE CONTENT: Unit 1
Theme and Variations ● ● ●
Ed Sheeran – Shape of you Pachelbel’s Canon in D Score writing - Garageband/Flat.io
Unit 2
Jazz and Swing ● ● ●
Features of Jazz music Class and group performance of ‘Summer song’ Improvisation
Unit 3
Songwriting ● ● ● ●
What makes a perfect pop song? Group performance - Havana Cover songs Composing skills
SKILLS DEVELOPED ● Play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression. ● Improvise and compose; extending and developing musical ideas by drawing on a range of musical structures styles, genres and traditions. ● Use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions. Identify and use the interrelated dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices. ● Listen to a wide range of music from great composers and musicians. ● Develop a deepening understanding of the music that they perform and to which they listen and it’s history. RESOURCES All Music resources are provided. Students will use their chromebooks to access flat.io and bandlab.com music software. SETTING Lessons are taught in form groups in the secondary music classroom. ASSESSMENTS Music is assessed through both group and individual performance. At the end of each unit the students perform and record their compositions and together they listen and appraise their work. There will be a listening exam for Music at the end of the year.
PHYSICAL EDUCATION & GAMES At BSAK we aim to give the students a world class offering of Physical Education. Students have two lessons per week: Lesson 1 (Physical Education - Core PE) Development of Physical Fitness, Skills in Isolation, knowledge of Sports Science Lesson 2 (Physical Education - Core PE)Development of Coaching, Leadership and Performance in a competitive setting
We adopt a holistic approach to Physical Education and games, providing students with the knowledge and understanding that will allow them to live a healthy, active lifestyle throughout their adult life. We aim to embed many of the school values within Physical Education lessons such as resilience, integrity and endeavour. Students will be expected to wear their blue BSAK Physical Education kit for all lessons.
COURSE CONTENT In order to provide the students of BSAK with a wealth of experiences, we offer a varied and vast curriculum. Our aim is to enrich the lives of the students by offering them many opportunities. Some of the Sports we offer are as follows: Cricket Rugby Football Netball Athletics We also offer lessons that will develop the students physical prowess: Performing at Maximal Levels, Outwitting Opponents, Accurate Replication of Performance, Exercising Safely & Effectively The aim is not just to develop sporting prowess, but to give the students a true education. ● Enhance knowledge of Sports Science ● Develop Communication skills ● Improve Analysis and Evaluation skills ● Develop a love of learning and promote wellbeing The focus is to develop the students' understanding of how the theoretical concepts underpin sporting performance. This will be done through the creation of a Personalised Exercise Program. ASSESSMENTS All physical activities will be assessed and criteria shared to assist with future development. Students will be encouraged to be part of this assessment process. There will be self and peer assessment opportunities, via video analysis. Students will also have a theoretical examination during term 3 (Exam week). This will allow us to assess their knowledge of Sports Science and the theoretical concepts that underpin sporting performance. Assessment will be focused on five areas: 1. Physical Fitness 2. Core Skills in Isolation 3. Performance in a Competitive setting 4. Coaching & Leadership 5. Knowledge of Sports Science
PHYSICAL EDUCATION & GAMES ADDITIONAL SKILLS DEVELOPED A range of skills are developed and refined with a key focus on: ● Teamwork ● Collaboration ● Communication ● Overcoming challenges ● Resilience ● Endeavour ● Tactics ● Strategies ● Students are also encouraged to analyse their performance using ICT KIT POLICY At BSAK we have a policy, where all students are expected to bring a kit to every lesson. If they are injured or unwell, they must have a parental note that excuses them from the practical element of the lesson. However, they must still get changed and they will develop their coaching and leadership skills. SETTING All lessons are mixed ability classes.
SCIENCE In Year 9, students begin the Edexcel IGCSE Science specification. Biology, Chemistry, and Physics are taught as distinct subjects by subject specialists, ensuring depth and expertise in each discipline. Teaching and learning focus on the core principles and skills that underpin success at IGCSE. This approach not only prepares students for assessment, but also helps them make informed decisions about future study and, most importantly, fosters a lasting curiosity about the world around them. COURSE CONTENT Term 1 ● Biology - Variety of life, cell structure and transport in and out of cells ● Chemistry - Atomic structure ● Physics - Energy transfers, thermal energy Term 2 ● Biology - Biological molecules, diet and energy requirements ● Chemistry - The Periodic Table ● Physics - Work and power, energy resources Term 3 ● Biology - The digestive system including enzymes ● Chemistry - Rates of reaction ● Physics - Movement and position SKILLS DEVELOPED ● Describe and explain scientific ideas ● Application of knowledge, including problem solving ● Data analysis, including calculations, scientific literacy & practical skills SETTING Students will be broadly grouped according to progress and attainment in Science.t
ASSESSMENTS Students will be assessed at the end of each topic. There will also be an end of year exam, consisting of three 40 minute papers (one for each science) assessing all topics and skills covered in Year 9.
SCIENCE RESOURCES ●
Course textbooks are as follows (electronic versions are available to students): ○
Pearson Edexcel International GCSE (9-1) - BIOLOGY - Student Book; Bradfield and Potter; 978-0-435-18508-4
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Pearson Edexcel International GCSE (9-1) - CHEMISTRY - Student Book; Clark, Owen and Yu; 978-0-435-18516-9
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Pearson Edexcel International GCSE (9-1) - PHYSICS - Student Book; Arnold, Johnson and Woolley; 978-0-435-18527-5
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CGP revision guides are also highly recommended and, in many cases, they are a more useful resource than the course textbooks. They cover the entire IGCSE specification (taught in Years 9-11) and can be purchased from Amazon. ○
Please note that the Separate Science books also contain all of the Double Award Science content, so these will be suitable, regardless of your son/daughter’s IGCSE science option. Links below are to complete revision guide and practice workbooks. ●
CGP Separate Science revision guides Biology | Chemistry | Physics
a.
Edexcel International GCSE Biology - Complete Revision & Practice; CGP; 978-1-78908082-7
b.
Edexcel International GCSE Chemistry - Complete Revision & Practice; CGP; 978-1-78908083-4
c.
Edexcel International GCSE Physics - Complete Revision & Practice; CGP; 978-1-78908084-1
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CGP also produce revision flashcards, links to which can be found below: ●
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CGP Revision flashcards: Biology | Chemistry | Physics
Seneca learning is a free online platform (there is also a paid version with additional functionality
and AI guided learning) - just remember to select Edexcel IGCSE Biology/Chemistry/Physics/Double Award Science. Please note that any paid resources listed above are not compulsory. They are listed to provide options for those who would like additional resources to support learning at home.
SOCIAL STUDIES A Arabic Social Studies is an essential topic in the UAE and in our curriculum at BSAK. It is the subject that allows local students to learn about and be proud of their heritage and history, whilst also learning essential information about the culture of their country. Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures.
COURSE CONTENT Term 1 ● The Arab World site and its importance ● Climate and plants in the Arab world ● International Trade ● The Constitution of the UAE Term 2 ● UAE’s Knowledge Economy ● Dome of Light ● Sheikh Zayed’s vision for women in UAE society ● My identity is my responsibility Term 3 ● Income selective taxes and value added in the UAE ● UAE Vision Centennial ● Expo World Forum SKILLS DEVELOPED The students learn how to research efficiently and correctly, and are also asked to do one project a term. They will also learn about the shape of the Gulf and how to draw it and will develop their history and Geography skills. RESOURCES Ministry textbooks, worksheets developed by teachers and websites. SETTING The Social Studies A course is compulsory for the majority of native students (those in Arabic A - who speak fluent Arabic).
ASSESSMENTS Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills.
SOCIAL STUDIES B Arabic Social Studies is an essential topic in the UAE and in our curriculum at BSAK. It is the subject that allows local students to learn about and be proud of their heritage and history, whilst also learning essential information about the culture of their country. Students also learn about the history of the other countries in the GCC, specifically their alliances with these countries and their cultures.
COURSE CONTENT Term 1 ● The Arab World site and its importance ● Climate and plants in the Arab world ● International Trade ● The Constitution of the UAE Term 2 ● The UAE’s Knowledge Economy ● Dome of Light ● Sheikh Zayed’s vision for women in UAE society ● My identity is my responsibility Term 3 ● Income selective taxes and value added in the UAE ● UAE Vision Centennial ● Expo World Forum SKILLS DEVELOPED The students learn how to research efficiently and correctly, and are also asked to do one project a term. They will also learn about the shape of the Gulf and how to draw it and will develop their history and Geography skills. RESOURCES Ministry textbooks, worksheets developed by teachers and websites. SETTING Teaching will be delivered in small form classes to non native students.
ASSESSMENTS Students complete half-termly and termly exams on the specified subjects, testing their knowledge and how much information they have retained. The end of year exam covers all the essential skills.
SPANISH The Year 9 curriculum will build on previous knowledge acquired in Year 8 by developing listening, speaking, reading and writing skills and includes a focus on skills such as translation, understanding authentic and literary texts and spontaneous speaking. This course will emphasise the fact that learning Spanish is not just about vocabulary and grammar but having an appreciation of Spanish and indeed hispanic culture and customs.
COURSE CONTENT We aim to foster an inquisitive and curious student who has a genuine passion for ‘all things’ Spanish as well as a sense of enjoyment and curiosity about the subject. Term 1 ● Leisure ● Jobs & Careers Term 2 ● Lifestyle ● Young person’s rights and responsibilities Term 3 ● Adventure in Madrid SKILLS DEVELOPED ● Listening and speaking ● Reading and writing ● Grammar - There is a greater emphasis on grammar, requiring students to use and manipulate a variety of key grammar structures and patterns. ● Vocabulary - There is also a greater emphasis on vocabulary including vocabulary that goes beyond a student’s immediate needs and interests. RESOURCES ● Viva 3 Spanish online textbook ● Languagenut digital learning platform The Viva online textbooks and Languagenut subscription are provided. Students may also access other sites independently such as Languages Online, Duolingo, Memrise or Quizlet. SETTING Students will be setted according to their ability in the foreign language. Movement either up or down is a fluid process commensurate with the individual's linguistic needs
ASSESSMENTS Spanish is assessed summatively through at least one assessment per module, linked closely to the skills developed. The end of year assessment follows a similar format but will include all modules studied. Spanish is also assessed through informal assessments which are conducted in each lesson. Both types of assessments contribute to students’ overall assessment grade.