Year 10 curricululm overview 16 17 updated

KSAB YEAR 10 Curriculum Overview

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KSAB YEAR 10 Curriculum Overview Subject Arabic A Arabic B Art Computing Design and Technology Drama English French Geography History Islamic A Islamic B Maths Music Physical Education Science Spanish

Page 2 4 6 9 11 14 16 19 21 23 25 27 31 33 36 38 42

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Arabic A

Purpose of Study

The purpose of the study of Arabic at Kings’ Al Barsha is to empower students with the skills and opportunities to communicate in Arabic globally and on their own doorstep. Ensuring that students have the ability to converse and interact in the language of the nation in which they reside, is a pertinent and exciting priority at Kings’. Opportunities for Arabic speakers in the professional world both internationally and locally are considerable and we aim to equip students for their future pathways.

Students will have the opportunity to fully appreciate the beauty of the Arabic language and its diversity of dialects across the Arab world. Continuity from Key Stage 2 is a key consideration, as is the ability to accommodate linguistic developments in the Arabic language. Students will learn about fascinating cultural heritage of the Arabic language and will enhance their understanding of poetry and literature widely appreciated throughout the Arab world. The rich, varied and expansive reach of the Arabian world forms a treasure chest of discovery for the enquiring student.

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‫‪Social, cultural and historical contexts will be examined in tandem with linguistic foci and the challenges faced by parts‬‬ ‫‪of the Arab world today will be evaluated and considered.‬‬

‫‪Aims‬‬

‫‪Most of the resources used in Key Stage 3 will be based on specifications made by the UAE Ministry of Education.‬‬ ‫‪We will adopt a range of National Curriculum strategies and approaches in the delivery of Arabic language teaching‬‬ ‫‪at Kings’.‬‬

‫‪Programme of Study‬‬ ‫‪Summer 1 & 2‬‬

‫شعر‪ :‬قصيدة شيخ العرب‪ ،‬مقال‪ :‬الطبيعة مدرسة دائمة‪،‬‬ ‫المحادثة‪ :‬عرض عن شاعر أو قاص‪ ،‬الكتابة‪ :‬لماذا أحب‬ ‫الشيخ زايدا؟ النحو‪ :‬ضمائر الرفع والنصب والجر‪ ،‬عمود‬ ‫صحفي‪ :‬كاتب وراء كاتب وراء كاتب‪ ،‬بلةغة‪ :‬التقديم‬ ‫والتأخير‪.‬‬

‫‪Spring 1 & 2‬‬

‫قرآن كريم‪ :‬سورة القلم‪ ،‬شعر‪ :‬أنا من بدل‬ ‫بالصحب الكتابا‪ ،‬قصة قصيرة‪ :‬زعتر وزنجبيل‪،‬‬ ‫مقال‪ :‬الدول بين الندثار والبتكار‪ ،‬المحادثة‪ :‬بعد‬ ‫عشر سنوات من أنا؟ الكتابة‪ :‬لماذا يجب أن أكون‬ ‫مبتكرا؟ النحو‪ :‬الستثناء‪ ،‬قصة قصيرة‪ :‬الشاعر‬ ‫النمر‪.‬‬ ‫‪http://www.arabicstory.net/‬‬

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‫‪Autumn 1 & 2‬‬

‫شعر‪ :‬إذ المرء لم يدنس‪ ،‬قصة قصيرة‪ :‬الخبز‪،‬‬ ‫قصة قصيرة‪ :‬مصباح الحمام‪ ،‬استماع‪ :‬ست‬ ‫صفات‪ ،‬كتابة‪ :‬التلوث‪ ،‬نحو‪ :‬صيغ المبالغة‪،‬‬ ‫سيرة ذاتية‪ :‬اسمها تجربة‪ ،‬عمود صحفي‪ :‬متى‬ ‫تختفي ظاهرة السيلفي‪ ،‬كتابة سيرة ذاتية‪ ،‬نحو‪:‬‬ ‫الصفة المشبهة‪ ،‬البلةغة‪ :‬الستعارة‪.‬‬

‫‪Year 10‬‬

‫‪Edexcel Igcse Arabic 1st‬‬ ‫‪Language Student Book‬‬ ‫)‪(Edexcel International GCSE‬‬

‫‪Recommended‬‬ ‫‪sites‬‬

Further Reading

.‫العصر الجاهلي شوقي ضيف‬

.‫في التراث والشعر واللغة شوقي ضيف‬

‫الشوقيات لحمد شوقي‬

‫ شوقي ضيف‬،‫تاريخ الدب العربي‬ Specification

Ministry Books, http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcelcertificates/international-gcse-arabic-as-1st-language-2009.html

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Arabic B

Purpose of Study

In the knowledge society of the 21st century, language competence and intercultural understanding are not optional extras, they are an essential part of being a citizen. Language skills are also vital in improving understanding between people here and in the wider world, and in supporting global citizenship by breaking down barriers of ignorance and suspicion between nations.

Kings’ Al Barsha provides a learning environment which values and draws upon students’ background and interests.

We aim to support different learning styles, build confidence and encourage independence. We believe that learning Arabic should be fun and stimulating for all our learners in order to cover the vocabulary and grammar of topics and build up fluency and sophistication in language use more naturally. We aim to provide an excellent context for developing insights into culture as well as higher order thinking skills such as analysis, comparison and interpretation.

Arabic is compulsory at Key Stage 3 in the UAE and we see the range of ICT tools as having a valuable role to play in teaching and learning Arabic. This is because they represent an up-to-date and increasingly versatile resource and are central to the way young people learn, play and most of all communicate with each other.

Aims The Arabic Scheme of Work is based on the themes provided by the Ministry of Education and covers the same topic 6

areas as other Modern Foreign Languages at Kings’ Al Barsha.

The Arabic Programme aims to ensure that all pupils: ● ●

● ● ●

understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied acquire an understanding of the Arabic Culture around them Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Personal information: general interests, leisure activities, family and friends, lifestyle (healthy eating and exercise).

Out and about: Visitor information, basic weather, local amenities, accommodation, public transport, directions.

Customer service and transactions: cafés and restaurants, shops, dealing with problems.

Students will deepen their understanding of this topic using a wide range of tenses and grammatical structures.

Students will deepen their understanding of this topic using a wide range of tenses and grammatical structures.

https://almasdar.oercommons.or g

http://arabalicious.com/secondar y-resources.html

Throughout the year students will prepare a set of questions and answers for their speaking test.

Recommended sites

http://qualifications.pearson.co m/content/dam/pdf/GCSE/Arab ic/2009/Specification%20and %20sample %20assessments/GCSE_in_Ara bic_Spec_2012.pdf

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Further Reading

Your Arabic Friend - A Textbook for GCSE, by Nomaan Mahir

Arabic-English Dictionary: The Hans Wehr Dictionary of Modern Written Arabic, by: Hans Wehr and J. Milton Cowan

GCSE Specification

http://qualifications.pearson.com/content/dam/pdf/GCSE/Arabic/2009/Specification%20and% 20sample%20assessments/GCSE_in_Arabic_Spec_2012.pdf

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: ART

Purpose of Study

Art, craft and design embody some of the highest forms of human creativity.

A high-quality art and design education will engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design.

As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design.

They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of a nation.

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Aims

The National Curriculum for Art aims to ensure that all pupils:

● ● ● ●

produce creative work, exploring their ideas and recording their experiences become proficient in drawing, painting, sculpture and other art, craft and design techniques evaluate and analyse creative works using the language of art, craft and design know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.

Programme of Study

Year 10 Project 1 example: WORK, PLAY, EAT, SLEEP

Term 1

Term 2

Term 3

Students start by creating a visually exciting mind map in, based on the theme of WORK, PLAY, EAT, SLEEP. This is intended as a starting

Students will learn how to use a range of media and techniques to develop the images and ideas they have already collected.

These can include print-making,

Project 1 is completed and assessed holistically for the internal summer examination. Students will then be given a theme for Project 2 which they continue working on

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point for the project. We embark upon a journey of exploration and creativity, with no specific end product in mind from the outset.

Students are shown how to collect secondary source material, both written and visual. Drawing is an important aspect of the process and as such is a large part of the assessment process. Students make a variety of observational drawings of related objects suggested or presented to them by their teacher. They consider tone, form, line, colour, pattern & texture, scale (the so –called formal elements). Photography is also used as a tool for recording and exploring source material. Research and analysis skills are developed whilst making connections with related art movements and artists.

Appropriate and creative presentation in the sketchbook is a vital

textiles, painting and sculpture.

Students begin to incorporate their own ideas, images and objects into their work, experimenting further with materials and techniques, making connections with other artists.

They review and refine ideas and images, developing these towards a personal response and a more individual interpretation of the theme. With their teacher’s advice they select from their experiments and ideas.

Responding to the inspiration gained from looking at a range of artworks, they create a personal piece of art as a final outcome for the unit.

throughout the summer break and into year 11.

This project takes the same format as Project 1 and work is assessed holistically under the label of Personal Portfolio. Examples of themes are: Structures; Parcels and Packages, and Surfaces. They are deliberately open ended and intended to be starting points for creative development, as opposed to being illustrated literally.

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component of the course.

Recommended sites

http://qualifications.pearson. com/en/qualifications/edexcel -gcses/art-and-design2016.html

www.artchive.com www.moma.org

www.british-museum.ac.uk/ www.guggenheim.org www.newbritishartists.co.uk

www.tate.org.uk www.nga.gov www.nationalhgallery.org.uk

Further Reading

GCSE Specification

http://uk.phaidon.com/store/ art/the-story-of-art9780714832470/

http://www.nsead.org/home/inde x.aspx

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/art-and-design-2016.html

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Computing

Purpose of Study

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Aims

The national curriculum for computing aims to ensure that all pupils:

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● ● ● ●

Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems Are responsible, competent, confident and creative users of information and communication technology.

Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Python Programming and Computer Theory (Algorithms)

Data representation

Boolean Logic and problem solving

Students will be building towards readiness for GCSE Controlled Assessment with a scheme of learning designed around programming using a textual language. Python

Students will explore the ways in which a Computer Stores data.

They will look at data types, binary and hexadecimal number systems as well as looking into

Students will be developing their ability to solve problems using a programming language to prepare them for the controlled assessment.

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programming will allow students to learn a text based programming language.

Students will learn the basics of variables, constants, arrays, if statements and reading/writing to a file.

the way in which images and audio are stored on a computer as well as data compression types.

Recommended sites

https://pythonschool.net

https://www.youtube.com/watch ? v=rWwpRy26wyI&list=PL04uZ72 42_M7jPOognTStvMItG-N-p7HK

Further Reading

AQA GCSE COMPUTER SCIENCE 2016 by Steve Cushing

https://www.youtube.com/w atch?v=tkMTkq-Is6E

Publisher: Hodder Education GCSE Specification

Students will also be looking at Boolean Logic and how it enables a Computer System to process data and instructions.

AQA GCSE COMPUTER SCIENCE 2016 by Steve Cushing

AQA GCSE COMPUTER SCIENCE 2016 by Steve Cushing

Publisher: Hodder Education

Publisher: Hodder Education

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/computer-science-2016.html

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

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Subject: Design and Technology

Purpose of Study

A high quality Design and Technology education is an inspiring, rigorous and practical. Using creativity and imagination, pupils design and make products that solve real and relevant problems within a variety of contexts, considering their own and others’ needs, wants and values. They acquire a broad range of subject knowledge and draw on disciplines such as mathematics, science, engineering, computing and art. Pupils learn how to take risks, becoming resourceful, innovative, enterprising and capable citizens. Through the evaluation of past and present design and technology, they develop a critical understanding of its impact on daily life and the wider world. High-quality design and technology education makes an essential contribution to the creativity, culture, wealth and well-being of the nation.

Aims

The national curriculum for design and technology aims to ensure that all pupils:

● ● ● ●

Develop the creative, technical and practical expertise needed to perform everyday tasks confidently and to participate successfully in an increasingly technological world Build and apply a repertoire of knowledge, understanding and skills in order to design and make high-quality prototypes and products for a wide range of users Critique, evaluate and test their ideas and products and the work of others Understand and apply the principles of nutrition and learn how to cook.

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Programme of Study

Year 10

Product Design enables students to design and make products with creativity and originality, using a range of materials and manufacturing techniques. Students will develop specific knowledge of:

● ● ● ● ● ● ● ● ●

Being creative and innovative when designing and developing a product; Understanding the role that designers and product developers have and their impact to society; Selecting and using tools/equipment and processes to produce quality products; Computer-Aided Manufacture (CAM) and use this within design solutions Manufacturing products applying quality control procedures; Considering environmental and sustainability issues in designing products; Analysing and evaluating existing products, including those from professional designers; Considering the demands that moral, cultural, economic and social values can make in the planning and designing of products; Considering health and safety in all its aspects;

Students will design a range of prototypes to a selection of design scenarios throughout the year preparing them for the final controlled assessment in Year 11. The design projects will allow students to develop their skills in the following assessable areas:

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● ● ● ● ●

Investigating the design context (Research) Development of design proposal, including modelling (Designing) Making Testing and Evaluation Communication

Students will be encouraged to explore design in all its facets to produce quality commercially viable prototypes in Y10. The projects can be selected/directed by the students to nurture a design interest or solve a real life identified problem that they see needing solved or improved.

Recommended sites

http://www.aqa.org.uk/subjects/design-and-technology/gcse/design-and-technology-product-design4555/past-papers-and-mark-schemes www.technologystudent.com http://www.bbc.co.uk/education/subjects/zybc87h

Further Reading

Year 10

Google: ● ● ● ●

Materials and their properties AQA GCSE Design and Technology: Product Design (text book) Manufacturing techniques GCSE Design and Technology: Product Design Specification

This new GCSE Food Preparation and Nutrition is an exciting and creative course which focuses on practical cooking skills to ensure students develop a thorough understanding of nutrition, food provenance and the working characteristics of food materials.

At its heart, this qualification focuses on nurturing students' practical cookery skills to give them a strong understanding of nutrition. Food preparation skills are integrated into five core topics:

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• Food, nutrition and health • Food science • Food safety • Food choice • Food provenance.

In Year 10 students will study a range of food and ingredients that reflect the recommended guidelines for a healthy diet based on the main food commodity groups.

Recommended sites

http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/introduction

Further Reading

Google: ● ● ● ●

GCSE Specification

Materials and their properties AQA GCSE Design and Technology: Product Design (text book) Manufacturing techniques GCSE Design and Technology: Product Design Specification

http://www.aqa.org.uk/subjects/food/gcse/food-preparation-and-nutrition-8585/introduction

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

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Subject: Drama

Purpose of Study

A high quality Drama curriculum will equip students with the skills necessary to explore the world in which we live, through the use of dramatic strategies and conventions. Students investigate a variety of times and cultures, historical events and social issues whilst refining performance skills. The development of empathy, confidence, emotional intelligence, communication skills and social skills is at the core of learning through Drama. The emphasis at Key Stage 3 is placed strongly on process (exploration) and the fostering of reflective and evaluative practice.

This continues into examined Drama at KS4 and 5 with the added dimension of theatre studies/theory and theatre making.

Aims

The students will become familiar with a specific range of explorative strategies required to study Drama. They will learn to see texts through the eyes of directors, designers and performers. Kings’ students will become adept at devising drama and theatre from given forms of stimuli as well as bringing plays and texts to life using the elements of drama and the drama medium. Students will improve transferable skills beneficial to their wider curriculum such as public speaking, confidence in communication and empathy and they will collaborate constantly and creatively.

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Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Devising Theatre

Exploring Text

Text in Performance

Students will explore the value in a range of stimuli and make theatre from a non-playtext starting point.

Physical theatre techniques and non-naturalistic approaches will be used. A range of important practitioners will provide influence in the theatre making process and Digital Theatre will be used to evaluate the work of professionals. A progressive

Students will explore a published substantial play text in-depth.

Students will be expected to understand the complexities of the play from the perspectives of the director, designer and performer. Themes, issues, form and structure will be examined together with character and plot.

Preparation for written examination work will be practical and written and will serve the assessment for this area which is

Students will rehearse and develop performance work from a contrasting text to the one explored for the written examination.

Students have the option of designing for the performance or acting and they can choose either or in both sections i.e. acting twice, designing twice or one of each.

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portfolio of supporting evidence is developed by the student.

a written examination.

www.nationaltheatre.com www.complicite.com

www.nationaltheatre.com www.complicite.com

www.franticassembly.com

www.franticassembly.com

www.digitaltheatre.com

www.digitaltheatre.com

Further Reading

The given text and texts which compliment it (such as texts by the same author and study guides of the text).

The given text and texts which compliment it (such as texts by the same author and study guides of the text).

GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/drama-2016.html

Recommended sites

www.digitaltheatre.com www.nationaltheatrelive.com

Texts and critiques of the relevant playwright and practitioners according to text selected.

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: English

Purpose of Study

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A high quality English Literature and Language education will aim to deliver a diverse, exciting and rigorous English curriculum learning experience developed not only to extend students to achieve their absolute potential but to cultivate skills and approaches to teamwork, leadership and communication. Through studying a range of challenging texts, it is hoped that students will develop a love of literature that permeates into their lives outside of school and stays with them as a life-long passion.

Studying English encourages students to analyse and evaluate texts in depth, both independently and in groups, thus improving their readiness to engage with challenging concepts across the curriculum. Students will also cover a range of spoken language modules in both Key Stage 3 and 4. The disciplines of speaking and listening serve to develop exceptional young leaders by instilling confidence, developing interpersonal skills and furthering higher order thinking.

Aims

The national curriculum for English aims to ensure that all pupils: ● ● ● ● ● ●

develop an appreciation and love of reading, and read increasingly challenging material independently understand increasingly challenging texts write accurately, fluently, effectively and at length for pleasure and information plan, draft, edit and proof-read consolidate and build on their knowledge of grammar and vocabulary speak confidently and effectively

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Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Section A of the Anthology texts.

Of Mice and Men by John Steinbeck

Completion of 3 English Language Coursework pieces

Study and analysis of the texts in Section A of the Anthology in preparation for the IGCSE English Language exam.

In depth analysis of the themes, characters, setting and plot of the novel in preparation for the English Literature exam.

Assignment 1: Reading coursework.

A response to a text from Section B of the Anthology (10% of final English Language IGCSE mark).

Assignment 2: Writing coursework.

Writing to explore, imagine or entertain (10% of final English Language IGCSE mark).

Assignment 3: Speaking and Listening coursework (10% of final English Language IGCSE mark).

Recommended sites

http://englishtutorhome2.blo gspot.ae/p/igcse_26.html

http://www.bbc.co.uk/schools/gc sebitesize/english_literature/pros emicemen/

http://www.bbc.co.uk/education/su bjects/zr9d7ty

Further

Student Book: Edexcel IGCSE

CGP Of Mice and Men; The Text

Student Book: Edexcel IGCSE 24

Reading

English for Specifications A and B Publisher: Pearson

GCSE Specification

Guide

English for Specifications A and B

Publisher: Pearson

English Language IGCSE: http://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses-and-edexcel-certificates /international-gcse-english-language-a-2011.html

English Literature IGCSE: http://qualifications.pearson.com/en/qualifications/edexcel-internationalgcses-and-edexcelcertificates/international-gcse-english-literature-2011.html

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: French

Purpose of Study A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world.

The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

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Aims The national curriculum for languages aims to ensure that all pupils:

● ●

● ●

understand and respond to spoken and written language from a variety of authentic sources speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied.

Programme of Study Autumn 1 & 2 Year 10

Education

and

Spring 1 & 2

Summer 1 & 2

Home and abroad

Daily routine

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employment

Students will deepen their understanding of the topic school and the world of work using a wide range of tenses and grammatical structures

Recommended sites

http://qualifications.pearson. com/en/qualifications/edexcel -igcses/French 2016.html

Talking about their homes and area where they live, expressing the good and the bad points of their neighbourhoods

Talking about their daily routine using a wide range of tenses and grammatical structures.

Throughout the year students will prepare a set of questions and answers for their speaking test. http://www.bbc.co.uk/schools/gc sebitesize/French/

www.languagesonline.org

Further Reading GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/French2016.html

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KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Geography Purpose of Study

A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching will equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Aims The national curriculum for geography aims to ensure that all pupils:

●

develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for

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● ● ● ● ●

understanding the actions of processes understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time are competent in the geographical skills needed to: collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS) communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Theme 1: Population and Settlement

Theme 2: The Natural Environment

Theme 3: Economic Development

● ●

Recommended sites

Unit 1: Population Unit 2: Settlement

● Unit 3: Earthquakes and volcanoes ● Unit 4: Rivers and Coasts

● ●

Unit 5: Weather and Climate Unit 6: Development

http://www.geographypods.co m/theme-1---population-settlement.html

http://www.geographypods.com/ theme-2---naturalenvironment.html

http://www.geographypods.com/th eme-3---economicdevelopment.html

http://greenfieldgeography.wi kispaces.com/Geography+IGC SE (Excellent site covering all aspects of the IGCSE

http://greenfieldgeography.wikis paces.com/Geography+IGCSE (Excellent site covering all aspects of the IGCSE Cambridge

http://greenfieldgeography.wikispac es.com/Geography+IGCSE (Excellent site covering all aspects of the IGCSE Cambridge course)

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Further Reading

Cambridge course)

course)

Complete Geography for IGCSE Geography - David Kelly and Muriel Fretwell (Core Textbook issued to all KSAB students

GCSE Geography Complete Revision and Practise

GCSE Geography Complete Revision and Practise

Publisher: CGP

Publisher: CGP

https://www.cgpbooks.co.uk/Stu dent/books_gcse_geography.boo k_GHS43

https://www.cgpbooks.co.uk/Stude nt/books_gcse_geography.book_GH S43

Publisher: CGP

https://www.cgpbooks.co.uk/ Student/books_gcse_geograp hy.book_GHS43

GCSE Specification

http://www.cie.org.uk/programmes-and-qualifications/cambridge-igcse-geography-0460/

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: History

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Purpose of Study

A high-quality history education will help pupils gain a coherent knowledge and understanding of the past and how the modern world has come to take the shape it has. We aim to inspire pupils’ curiosity to know more about the past, whilst equipping pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time

Aims

The national curriculum for history aims to ensure that all pupils: ●

●

●

● ●

know and understand history as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped Britain as well as how Britain has influenced and been influenced by the wider world know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’ understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

32

Programme of Study Term 1

Terms 2 and 3

Year 10

The Origins and Course of the First World War

A Divided Union? Civil Rights in the the USA, 1945-1971

Recommended sites

http://www.historylearningsit e.co.uk/

http://www.historylearningsite.co.uk/

http://www.bbc.co.uk/educat ion/subjects/zk26n39 http://www.historynet.com/ http://www.firstworldwar.co m/ Further Reading

A Short History of the First World War by Dr Gary Sheffield

Access to History: Civil Rights and Race Relations 1850-1990 by Vivienne Sanders Publisher: Hodder Education

Publisher: One World

The First World War by Hugh Strachan

Heinemann Advanced History: Civil rights in the USA 1863-1980 by Susan Wiloboughby Publisher: Heinemann

Publisher: Simon & Schuster

Sleepwalkers by Christopher

33

‫‪Clarke‬‬

‫‪Publisher: Penguin‬‬ ‫‪http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcel-certificates‬‬ ‫‪/international-gcse-history-2011.coursematerials.html#filterQuery=category:Pearson-UK:Category%‬‬ ‫‪2FSpecification-and-sample-assessments‬‬

‫‪GCSE‬‬ ‫‪Specification‬‬

‫‪KINGS’ SCHOOL AL BARSHA‬‬

‫‪CURRICULUM OVERVIEW‬‬

‫‪Subject: Islamic A‬‬

‫‪Purpose of Study‬‬

‫الغاية من دراسة المادة‬ ‫لمعرفة العلوم و المعارف الدينية التي يحتاج اليها الطلب في هذه المرحلة العمرية وربطها بحياته العصرية ومستجداتها على ضوء مبادئ الشريعة السلمية من الوسطية و التسامح واليجابية‬ ‫و المسؤولية الفردية و المجتمعية و الهتمام بالمهارات الدائية و العتناء بالقيم السلمية لبناء شخصية واعية متمسكة بدينها القائم على الخل ق لقوله صلى ا عليه وسلم‪) :‬إنما بعثت لتمم‬ ‫مكارم الخل ق( و البانية لوطنها والقائمة على التفكير البداعي المبتكر و الناقد بحيث يحصن نفسه من الفكار ةغير السوية و التقليد ةغير الرشيد‪.‬‬

‫‪34‬‬

‫‪Aims‬‬

‫الهدف من دراسة المادة‬ ‫تهدف مادة التربية السلمية في كينجز البرشاء أن تكون مادة شمولية مرتطة بحياة الطالب المدرسية بحيث تكون مرتبة بمواده الدراسية الخرى مثل‪:‬‬ ‫ الرياضيات )مثل حساب الزكاة(‬‫ الجغرافيا ) خرائط المعارك مثل الوعي البيئي(‬‫ التاريخ )السيرة النبوية و تاريخ مكة‪ .‬المبراطورية الرومانية و الفارسية(‬‫ الفن )مثل الخط العربي السلمي(‬‫ العلوم ) خل ق ا عزوجل و تأثير المطر على الرض(‬‫‪Programme of Study‬‬

‫محتوى المنهاج‬ ‫نعتمد في تدريس التربية السلمية على الوثيقة الوطنية لدولة المارات العربية المتحدة التي تسعى إلى صياةغة شخصية توازن بين المعرفة الدينية والانشطة التعليمية من خلل تقديم المعارف‬ ‫والمهارات والمفاهيم اللزمة لهذه المرحلة التعليمية حيث يقوم الطلبة بدراسة المادة على أساس ستة فروع‪:‬‬ ‫ القرآن الكريم و السنة النبوية‪.‬‬‫ قيم السلم وةغاياته‪.‬‬‫ أحكام السلم وآدابه‪.‬‬‫ السيرة النبوية‪.‬‬‫‪ -‬العقلية اليمانية‪.‬‬

‫‪35‬‬

‫ الهوية و النتماء‪.‬‬‫ النسان والكون‪.‬‬‫‪Summer 1 & 2‬‬ ‫كتاب الوزاة الجزء الثاني‪.‬‬

‫كتاب التربية السلمية للصف العاشر من التعليم الساسي‬

‫‪36‬‬

‫‪Spring 1 & 2‬‬ ‫ستغطى المادة منهجية التفكير في السلم و الوقف‬ ‫عطاء ونماء و التنمية البشرية في السلم و صاحب‬ ‫الجنتين و السنة النبيوة و آداب اللبالس و منهج‬ ‫النبوي في الدعوة‬

‫‪Autumn 1 & 2‬‬ ‫ستغطى المادة سورة الكهف اليات )‪ (8-1‬و‬ ‫الفر ق بين القرآن المكي و المدني و العقل في‬ ‫السلم و المدارس الفقهية و سكبنة بينت الحسن‬ ‫و أصحاب الكهف و مراحل جمع القرآن الكريم‬

‫‪Year 10‬‬

‫‪Further‬‬ ‫‪Reading‬‬

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Islamic B

Purpose of Study Islamic Education promotes the spiritual, moral, and cultural development of Muslim children in Kings Al Barsha.

It also lays the foundation for students to prepare for responsibilities and experiences in later life.

Islamic Education is a compulsory subject for Muslim students to study at Key Stage 3. It aims to offer the same high level of teaching and learning as other subjects in order to enable Muslim students, regardless of ability and/or level of development to: ● ● ● ●

Acquire and develop both knowledge and understanding of Islam in an interesting and informative manner.

Understand that Islam is a complete way of life. Enhance their spiritual, moral, cultural and social development through knowledge of the Qur’an and Sunnah.

Develop a positive and tolerant attitude towards other people, respecting their right to hold different beliefs from their own, and live in a society of diverse religious beliefs.

Foster a sense of pride in being Muslim.

Aims

37

The Key Stage 3 Islamic Education Programme of Study follows the UAE National Document and is based on the KHDA recommended ‘Learning Islam’ series of books. Students who attend Islamic Education lessons study Islam based on the following six strands:

● ● ● ● ● ●

Beliefs (i.e. 6 Pillars of Iman) Rulings and Worship (i.e. 5 Pillars of Islam) Qur’an and Hadeeth Seerah of the Prophet Muhammad (P.B.U.H) and Stories of the Prophets (A.S) Religious Practices and Lifestyles Islamic Values and Akhlaq (mannerisms)

Islamic Education at Kings’ Al Barsha aims to follow a themed topic of learning to be consistent with the whole school where possible. Curriculum links can be found with English (e.g. writing poetry), Maths (e.g. calculating zakat), Geography (e.g. environmental awareness), History (e.g. the life of the Prophet Muhammad (P.B.U.H) and other Prophets mentioned in the Qur’an), Art (e.g. Islamic calligraphy) and ICT (e.g. use of I-pads and computer suites).

Programme of Study Autumn 1 & 2 Year 10

Spring 1 & 2

Summer 1 & 2

The Cambridge IGCSE Islamiyat syllabus encourages students to develop lifelong skills and knowledge, including: • an understanding of the importance of the major beliefs of Islam and of the early history of the Islamic community • evaluation skills to understand how these beliefs impact on the daily lives and thoughts of Muslims around the world • familiarity with the Qur’an and Hadith in Arabic

38

Major themes of the Qur’an Three groups of passages are set for close study. These relate to the themes of: God in himself God’s relationship with the created world God’s Messengers.

Students will explore: • the major theme or themes of the Qur’an that appear in each passage, and • the way each passage presents its theme(s) in its own particular way.

The history and importance of the Qur’an

The life and importance of the Prophet Muhammad

Students will study:

Students will study:

• the revelation of the Qur’an to the Prophet between the years 610 and 632

• the main events of the Prophet’s life from his birth to his call to prophethood

• the account of the compilation of the Qur’an under the Rightly Guided Caliphs

• the main events of his activities in Makka and his experiences with his opponents

• the major themes of the Qur’an as contained both in the passages set for special study and in other similar passages

• the main events of his activities in Madina, his leadership of the community there and his conflicts with the Makkans and others

• the use of the Qur’an in legal thinking, and its relationship with the Hadiths, consensus (ijma‘ ) and analogy (qiyas)

• his actions and character

• its significance as the basis of all thought and action in Islam.

• the importance of his actions as examples for Muslim individuals in their personal conduct and relations with others including women and non-Muslims • the importance of his actions as examples for Muslim communities in their relations with other states • his significance as Seal of the Prophets and last Messenger of God. The first Islamic community 39

Candidates should study: • the Prophet’s wives • his descendants, including his children, grandchildren and the direct line recognised among Shi‘a Muslims as Imams • his leading Companions, including the Ten Blessed Companions, his Scribes, the major characters who surrounded him in his ministry, the Emigrants and Helpers, and the four Rightly-Guided Caliphs during his lifetime.

(Note that the period of the RightlyGuided Caliphs’ rules after the time of the Prophet is included in the Syllabus under Paper 2.)

Recommended sites

www.cie.org.uk/igcse http://www.quranexplorer. com/quran/http://www.qu estionsonislam.com/article /what-importance-quranhow-can-you-describequran

http://www.quranexplorer.com/q uran/http://www.questionsonisla m.com/article/what-importancequran-how-can-you-describequran

http://www.quranexplorer.com/qur an/http://www.questionsonislam.co m/article/what-importance-quranhow-can-you-describe-quran

40

Further Reading

David R. Thomas and Mustafa Draper, Islamiyat, a core text for O Level, Karachi: Oxford University Press, Revised edition,

IGCSE Specification

http://www.cie.org.uk/images/164416-2016-syllabus.pdf

41

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Maths

Purpose of Study

Mathematics is an interconnected subject in which pupils need to be able to move fluently between representations of mathematical ideas. The programme of study is organised into distinct domains, but pupils should build on key stage 2 and connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge in science, geography, computing and other subjects. The expectation is that the majority of pupils will move through the programme of study at broadly the same pace. However, decisions about progression should be based on the security of pupils’ understanding and their readiness to progress to the next stage. Pupils who grasp concepts rapidly should be challenged through being offered rich and sophisticated problems. Those who are not sufficiently fluent should consolidate their understanding, including through additional practice, before moving on.

Aims

42

Working mathematically through the mathematics content, pupils will be taught to: ● ● ● ● ●

Develop fluency in order to consolidate their numerical and mathematical capability and extend their understanding of the number system and place value to include decimals, fractions, powers and roots.

Select and use appropriate calculation strategies to solve increasingly complex problems and use algebra to generalise the structure of arithmetic.

Reason mathematically to extend their understanding of the number system; make connections between number relationships, and their algebraic and graphical representations.

Develop and extend and their knowledge of ratio and proportion in working with measures and geometry.

Be resilient and be able to solve problems and evaluate the outcomes, including multi-step problems with an emphasis on financial Maths.

Programme of Study Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Year 10

Simultaneous Equations, Trial and Improvement.

Displaying Data. Quadratic Algebraic Manipulation.

Standard Form and Surds.

Angles and Bearings.

Quadratic Equations and Graphs.

Probability. Proportionality.

Non-Linear Graphs, Real Life Graphs and Transformation of Graphs. Inequalities and Proofs.

Further Trigonometry. Circle Theorems.

Further Circle Theorems. Vectors.

Constructions and Drawing. Loci.

Recommended sites

www.mangahigh.com

www.mymaths.co.uk

http://www.bbc.co.uk/education/su bjects/z38pycw

Further

Edexcel GCSE (9-1)

Edexcel GCSE (9-1) Mathematics:

Edexcel GCSE (9-1) Mathematics:

43

Reading

Mathematics: Higher Student Book.

Higher Student Book.

Publisher: Pearson

Publisher: Pearson GCSE Specification

Higher Student Book.

Publisher: Pearson

Edexcel GCSE Mathematics (1-9), from 2015 http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

44

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Music

Purpose of Study

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their selfconfidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Aims

The National Curriculum for music aims to ensure that all pupils:

● ●

Perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians Learn to sing and to use their voices, to create and compose music on their own and with others,

45

●

have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence Understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.

Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Music Theory – The Elements

Component 3 – Appraising Music

Component 3 – Appraising Music

Students will study the fundamentals of music theory to prepare them fully in terms of vocabulary and knowledge for set works study.

Students will undertake study and analysis of the set works for the listening exam from Area of Study 2 – Vocal Music. They will also study ‘wider listening’ music analysis relating to this Area of Study in preparation for the ‘unseen’ element of the exam.

Students will revisit all set works from Areas of Study 2 and 3, explore effective music exam technique and complete past GCSE exam papers in preparation for their final listening exam (40% of final GCSE grade)

Component 3 – Appraising Music Students will undertake study

Component 2 – Composing

46

and analysis of the set works for the listening exam from Area of Study 3 – Music for Stage and Screen. They will also study ‘wider listening’ music analysis relating to this Area of Study in preparation for the ‘unseen’ element of the exam.

Component 1 – Performing Music

Recommended sites

Component 2 – Composing Music Students will study composition skills to undertake composition 1 – free composition (15% of final GCSE grade)

Music Students will complete composition 1 – free composition scores and recordings (15% of final GCSE grade)

Component 1 – Performing Music Component 1 – Performing Music

Students will practise in their own time and with their instrumental/vocal teachers in preparation for their solo and ensemble recordings. They will complete practise recordings during class time.

Students will practise in their own time and with their instrumental/vocal teachers in preparation for their solo and ensemble recordings.

http://qualifications.pearson.c om/en/qualifications/edexcelgcses/music-2016.html

https://www.youtube.com/playlis t? list=PL3q984EWyJe5fvJzadbO3lE

Students will practise in their own time and with their instrumental/vocal teachers in preparation for their solo and ensemble recordings. They will complete practise recordings during class time.

https://drive.google.com/drive/fold ers/0B8keTdPcAd_2YzBpRXZmVFd UMEk

47

0SoLPy-jZL

Further Reading

GCSE Specification

Edexcel GCSE (9-1) Anthology of Music by Julia Winterson

Edexcel GCSE (9-1) Music Student Book by John Arkell and Jonny Martin

New GCSE Music Edexcel Complete Revision & Practice (with Audio CD) - for the Grade 9-1 Course

Publisher: Pearson Education

Publisher: Pearson Education

Publisher: Coordination Group Publications Ltd

Year 10 (9-1 course): http://qualifications.pearson.com/content/dam/pdf/GCSE/Music/2016/specification/Specification _GCSE _ L1-L2_in_Music.pdf

48

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Physical Education

Purpose of Study

A high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Aims

The National Curriculum for physical education aims to ensure that all students:

â—?

Develop competence to excel in a broad range of physical activities.

49

● ● ●

Evaluate and improve their performance.

Engage in competitive sports and activities.

Lead healthy, active lives.

Programme of Study Autumn 1 & 2 Year 10

Spring 1 & 2

Health, Fitness and Wellbeing An introduction into the following sub-areas that will strengthen the start of practical application for the PEP. ●

Physical,

social

Summer 1 & 2

Applied Anatomy and Physiology

Movement Analysis

Body systems play an integral part in understanding what is required when we physically move. Students will look at the following areas;

Students will understand how the body moves (basic biomechanics) by looking at the following areas;

●

Skeletal system

● ● ●

Joints Levers Movement patterns

and 50

● ● Recommended sites

emotional health Lifestyle choices Diet

● ● ●

Muscular system Cardiovascular system Respiration

www.bbcbitesize.com

www.bbcbitesize.com

www.bbcbitesize.com

http://www.scool.co.uk/gcse/pe

http://www.s-cool.co.uk/gcse/pe

http://www.s-cool.co.uk/gcse/pe

http://www.mypeexam.org/

http://www.mypeexam.org/

Edexcel GCSE (9-1) PE Third Edition

Edexcel GCSE (9-1) PE Third Edition

Edexcel GCSE (9-1) PE Third Edition

Sue Hartigan

Sue Hartigan

http://qualifications.pearson. com/content/dam/pdf/GCSE/ Physical %20Education/2016/Teachin g%20and%20learning %20materials/gcse-pestudent-guide.pdf

http://qualifications.pearson.com /content/dam/pdf/GCSE/Physical %20Education/2016/Teaching %20and%20learning %20materials/gcse-pe-studentguide.pdf

http://www.mypeexam.org/ Further Reading

GCSE Specification

Sue Hartigan http://qualifications.pearson.com/co ntent/dam/pdf/GCSE/Physical %20Education/2016/Teaching %20and%20learning %20materials/gcse-pe-studentguide.pdf

http://qualifications.pearson.com/content/dam/pdf/GCSE/Physical%20Education/2016/Specification %20and%20sample%20assessments/gcse-pe-spec-accredited.pdf

KINGS’ SCHOOL AL BARSHA

51

CURRICULUM OVERVIEW

Subject: Science

Purpose of Study

A high-quality science education provides the foundations for understanding the world through the specific disciplines of biology, chemistry and physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through buildingup a body of key foundational knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The national curriculum for science aims to ensure that all pupils:

● ● ●

Develop scientific knowledge and conceptual understanding through the specific disciplines of biology, chemistry and physics.

Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future

52

Programme of Study

Year 10 /11

New (9-1)

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Students will examine:

Students will study:

Students will learn about:

Key concepts in Biology

Natural selection

Animal Co ordination Exchange and transport

Cell and control

Health and Disease Plant structure

Genetics

Darwinian Evolution

Microscopes

Disease and immunity

Cells

Plant structure

Bacteria

Photosynthesis

Enzymes and nutrition

Ionic Bonding

Genetics and DNA

Acids and Alkalis

Meiosis

Mass Calculations

Genes and inheritance

Ionic bonding

States of Matter

Ionic lattices

Ecosystems Hormones Menstrual cycle Insulin Heart and circulation Cellular respiration Ecosystems Abiotic factors Water cycle Carbon cycle

53

Atomic Structure

Covalent bonding

Nitrogen cycle

The Periodic Table

Molecular compounds

Electrolysis

Separation techniques.

Acids and alkalis

Period Groups

Drinking water.

Bases and salts

Fuels

Structure of the atom.

Mass and calculations

Isotopes Electron configuration Motion Forces Conservation of Energy Vectors and scalars Distance time Velocity time Mass and weight

empirical

Waves Light (EM) Radioactivity Electromagnetic spectrum Atomic models Electrons and orbits Half life Dangers of radio activity

formula

Electrolysis Reactivity Ores Oxides and reduction Trends in the periodic table Fuels and combustion Changes in the atmosphere Energy Electricity Electromagnetism

Newton’s second law

Particle model

Newton’s Third law.

Energy work and power

Energy efficiency

Electrical circuits resistance Current and electricity Transferring energy and efficiency

54

Electromagnetism and transformers Particles and density energy calculations

Recommended sites

www.escience@kings.com

www.escience@kings.com

www.escience@kings.com

KS4 BBC Bitesize

KS4 BBC Bitesize

KS4 BBC Bitesize

Further Reading

Edexcel Combined science (9-1)

Year 11

Students will study:

Students will be looking at:

Students will examine:

Old GCSE (A*E)

The Building Blocks of cells

Organisms and Energy

Common Systems

Aerobic respiration

Reactions

Photosynthesis

Quantitative chemistry

Limiting factors

Nuclear Fission

Water transport in plants

Benefits and drawbacks for using radioactive materials

Cell organelles DNAGenetic engineering Mitosis and meiosis Clones Stem cells Protein

Edexcel Combined science (9-1)

Organisms and their environments Covalent compounds Periodic table

manufacture Mutations

Edexcel Combined science (9-1)

Chemical reactions Quantitative Chemistry Radioactivity

Motion and Forces

Nuclear reactions

Atoms/ ionic

55

compounds Static electricity

Momentum energy, work and power

Half life Nuclear waste

Electrical currents Recommended sites

www.escience@kings.com

www.escience@kings.com

www.escience@kings.com

KS4 BBC Bitesize

KS4 BBC Bitesize

KS4 BBC Bitesize

Further Reading

Edexcel Additional Science Student book

Edexcel Additional Science Student book

Edexcel Additional Science Student book

New scientist magazine

New scientist magazine

New scientist magazine

GCSE Specification

https://qualifications.pearson.com/en/qualifications/edexcel-gcses/science-2011-mixed.html

56

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: Spanish

Purpose of Study Learning a foreign language is a liberation from insularity and provides an opening to other cultures. A high-quality languages education should foster pupils’ curiosity and deepen their understanding of the world. The teaching should enable pupils to express their ideas and thoughts in another language and to understand and respond to its speakers, both in speech and in writing. It should also provide opportunities for them to communicate for practical purposes, learn new ways of thinking and read great literature in the original language. Language teaching should provide the foundation for learning further languages, equipping pupils to study and work in other countries.

Aims The national curriculum for languages aims to ensure that all pupils:

●

understand and respond to spoken and written language from a variety of authentic sources

57

●

● ●

speak with increasing confidence, fluency and spontaneity, finding ways of communicating what they want to say, including through discussion and asking questions, and continually improving the accuracy of their pronunciation and intonation can write at varying length, for different purposes and audiences, using the variety of grammatical structures that they have learnt discover and develop an appreciation of a range of writing in the language studied.

Programme of Study

Year 10

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Self and family

Home and abroad

Education and employment

Students will deepen their understanding of this topic using a wide range of tenses and grammatical structures.

Students will be talking about their homes and area where they live, expressing the good and the bad points of their neighbourhoods

Students will deepen their understanding of the topic school and the world of work using a wide range of tenses and grammatical structures Throughout the year students will prepare a set of questions and answers for their speaking test.

(25%)

Recommended sites

http://qualifications.pearson. com/en/qualifications/edexce l-igcses/Spanish 2016.html

http://www.bbc.co.uk/schools/gc sebitesize/Spanish /

www.languagesonline.org

58

GCSE Specification

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/Spanish2016.html

59