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KSAB YEAR 8 Curriculum Overview

KSAB YEAR 8 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

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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.‬‬

‫‪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 ‫نص شعري من العصر الحديث ) قصيدة الشمس( و‬

‫قصة قصيرة )حديث النخيل(‪ ،‬مقانة بين نصين) رحلة‬

‫قصيدة ) الشمس( من العصر القديم ( على الطالب أن‬

‫القطار( و )رائحة الرض(‪ ،‬كتابة ) تلخيص القصة‬

‫يقارن بين النصينمن حيث المعجم واللغة والسلوب مظه ار‬ ‫فهمه وتحليله للفروقات‪،‬كتابة) كتابة مقال يذهر فيه العجاز‬

‫مقروءة(‪ ،‬نحو )الفعل المجررد(‪ ،‬نص معلوماتي )هكذا‬ ‫يكون التحردي(‪ ،‬كتابة ) مقال معلوماتي(‪ ،‬نحو )الفعل‬

‫صل( يستخدمه الطالب في جمل من‬ ‫البلةغة ) التشبيه المف ر‬ ‫صة ) العجوز والقلعة(‪ ،‬نحو ) مصادر الفعل‬ ‫إنشائه‪ ،‬قراءة ق ر‬

‫تنطق(‪.‬‬

‫اللهي في خلق الرشمس و أهميتها في الحياة على الرض‪،‬‬

‫‪3‬‬

‫‪Spring 1 & 2‬‬

‫المج ررد و الفعل المزيد(‪ ،‬الستماع ) أم النسانرية(‪،‬‬ ‫الملء )كتابة الكلمات التي فيها حروف تكتب ول‬

‫‪Autumn 1 & 2‬‬ ‫نص قرآني )آيات من سورة الحجرات(‪ ،‬نص شعري‬ ‫)من تجارب الحياة(‪ ،‬النحو )الجامد والمشتق(‪،‬‬

‫البلةغة‪ ،‬نص)احترام النظام(‪ ،‬النحو )المضاف‬ ‫إليه(‪ ،‬قراءة معلوماتية) سعادة من نوع آخر(‪،‬‬ ‫النحو )المضاف والمضاف إليه(‪ ،‬نص شعري‬ ‫) قصيدة يوم الشهيد(‪ ،‬نص نثري )حديث‬ ‫النخيل(‪ ،‬النحو ) الفعل المجرد(‪.‬‬

‫‪YEAR 8‬‬

‫ نحو‬،(‫ نص معلوماتي) المن المائي العربي‬،(‫الثلثي‬ .(‫)مصادر الفعال الرباعية‬ Recommended sites

Further Reading

Mastering Arabic 1, by: Mahmoud Gaafar and Jane Wightwick

GCSE Specification

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

Carnival 1 Carnival 2

http://ilanguages.org/arabic.php

Talk With Me - Pre-GCSE Conversations

KINGSâ€™ 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.

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 8

TERM 1

TERM 2

TERM 3

FACES

PORTRAITS

FIGURES

MOVEMENT RHYTHM & GESTURE

Students are initially given a diagnostic assessment in the form of an Art Passport. Students will then be

Students will research how the human figure has been represented in art of the past

Students move on to consider the human figure in modern and contemporary art.

AND FIGURES

introduced to the overall theme of Faces and Figures and this termâ€™s focus on Portraits. They will develop skills in drawing mainly from the direct observation, starting with the individual features and moving on to understand how to draw the whole face in proportion. Skills will be developed in painting, photography and collage/ photomontage. We continue to teach research and analytical skills: key related artists include Durer, Holbein, Rembrandt, Van Gogh and Frida Khalo. We will explore faces and portraits in Picassoâ€™s Cubism as well as

from prehistoric and Egyptian to Classical art and the western Renaissance. Students will explore nonwestern cultures too and this will lead into looking at body art/ adornment such as Maori tatoos and their social and cultural significance. Drawing remains a central focus of this termâ€™s work, and skills will be developed in media such as collage and print-making - monoprint and lino.

Drawing is at the core of each element of the project, and students will experience various ways in which we can draw the whole figure from static to moving poses. This work will lead into paintings and mixed media outcomes. From these they will develop sculptures using wire and Modroc/ plaster. Research, analysis and presentation continue to be fundamental skills. Students will be inspired by key art and artists such as: Pollock, Paolozzi, Giacometti, Moore, Gormley, Duchamp, Muybridge and by Futurism.

in contemporary art.

Recommended sites

www.artchive.com www.moma.org www.tate.org.uk

www.british-museum.ac.uk/ www.nationalhgallery.org.uk

www.guggenheim.org www.newbritishartists.co.uk

www.nga.gov www.npg.org.uk

GCSE Specification

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

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:

● ● ● ●

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 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Game Maker

Spreadsheets

Adventures in Raspberry Pi

Students will be enhancing their understanding of algorithms. They will learn how to decompose problems and learn how to program using a new type of language. Once students have develop a level of confidence in programming they will begin to plan, design

Students will be developing an understanding about how to develop successful spreadsheets to model situations and different permutations. Core skills in this scheme of work will be formulas, functions and formatting to produce effective business spreadsheets.

Students will enjoy going working through the projects in this exciting scheme of work where they will learn basic programming and system administration skills, starting with the very basics of how to plug in the Raspberry Pi board and turn it on.

and create a new game of their choice.

Recommended sites

https://docs.yoyogames.com /

http://www.bbc.co.uk/education/ guides/zdydmp3/revision

https://www.raspberrypi.org/

https://www.engadget.com/2012/0 9/04/raspberry-pi-getting-startedguide-how-to/ Further Reading

100 programming challenges in Game Maker by Benjamin G Tyers Publisher: http://gamemakerbook.com/

GCSE Specification

Adventures in Raspberry PI by Carrie Ann Philbin

Publisher: Wiley

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

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

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 othersâ€™ 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:

â—? â—?

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.

Programme of Study

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Intermediate Sketching and Robotics

Cooking and Nutrition Unit – Sustainability in Food

Research and development within Design

Students continue to build confidence in presenting design concepts with a focus on building more technical communication skills. Through exploration into Orthographic/Exploded and sectional drawings students build the appropriate skills to communicate with both the client and Manufacturing specialists. Our robotics project will introduce students to the relationship between control/mechanics and design. Typical mechanisms will be explored providing students with

Students consider the importance of understanding the source, seasonality and characteristics of a broad range of ingredients. To be able to understand the effect of “Farm to Fork” on sustainability and the environmental impact of food production will allow our students to make intelligent and informed decisions on their continued relationship with food. Students will develop their knowledge of the functions of ingredients and

Students will examine the importance of understanding a design situation and the structuring of relevant research to support design decisions. The cultural influences of a target market will be explored within the design scenario of body adornment. Students will work mainly with metal (pewter) and build knowledge around this material group. Our aim is to equip our young designers with a broad material knowledge (woods/metals and plastics in KS3) allowing their correct selection and appropriate justification within design concepts.

Recommended sites

the skills to build movement into their design solutions if required. The project will also support and develop key skills in programming, mathematics and science.

how the impact of a range of preparation and cooking methods affect the outcome. Students will continue to progress with a range of cooking techniques e.g. selecting and preparing ingredients, using utensils and electrical equipment applying heat in different ways. They will develop a heightened awareness of taste, texture and smell to decide how to season dishes and combine ingredients; adapting their own recipes.

We will also be looking at commercial marketing, branding and intellectual property rights within design. Graphic design will also feature within the area of packaging and logo design.

www.technologystudent.com

www.greatbritishchefs.com

www.technologystudent.com

http://www.bbc.co.uk/schools/g csebitesize/design/systemscontr ol/

http://www.jamieoliver.com/

https://www.gov.uk/topic/intellectu al-property/designs

http://www.eatingwell.com/ www.nutrition.org.uk www.bbcgoodfood.com

https://www.lynda.com/Designtutorials/Aaron-Draplin-Takes-LogoDesign-Challenge/186959-2.html

www.simplebites.net Further Reading

Google:

GCSE Specification

Digital electronics Mechanisms Robotics and impact on society

Sustainability and food BBC good food Ingredient functions

Intellectual property rights Logo design Metals and their properties

http://filestore.aqa.org.uk/subjects/AQA-4555-W-SP-14.PDF

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

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. Kingsâ€™ 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.

Programme of Study Autumn 1 & 2 YEAR 8

Status Students explore the importance of status dynamics in character based drama and link this into social issues surrounding hierarchy, the workplace and our treatment of fellow human beings. Spatial awareness and proxemics in stagecraft are a key issue in

Spring 1 & 2 Billy Elliot

Through the story of Billy Elliot, students examine the themes of gender ideology, social expectations and conformity. The importance of choice and â€˜the individualâ€™ are explored with indepth character development.

Summer 1 & 2 Mask Students will discover how to work with Trestle Theatre masks, adapting and furthering their range of physical theatre skills. There will be a strong emphasis on performance to an audience in this unit and a variety of social issues are covered.

workshops. Recommended sites

www.digitaltheatre.com

www.trestletheatre.com

Further Reading

‘All About Theatre’-National Theatre Books

‘Billy Elliot’ Lee Hall

‘All About Theatre’ National Theatre Books

GCSE Specification

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

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: English

Purpose of Study

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

Programme of Study

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Dubai – persuasive writing

Detective fiction

Dragon’s Den

Students recap on the intricacies of persuasive writing and consider the purpose, audience, language and layout of texts with a focus on Dubai.

Who doesn’t enjoy solving a mystery? In this unit, students become detectives, solving crimes through the study of short stories by Sir Arthur Conan Doyle and Roald Dahl, ultimately leading them to create their own detective fiction story.

A Speaking and Listening Unit that allows students to use their business acumen to create, market and pitch their product to the Dragons.

Conflict Poetry

Macbeth

Novel Study Who is to blame for King Duncanâ€™s murder? Students will study the play through creative methods and be assessed on Speaking and Listening at the end of the unit.

An in depth study of characters, themes, plot setting of a novel.

the and

This scheme allows students to explore the day to day life of soldiers in World War One through the vivid imagery in the poems of Wilfred Owen and Siegfried Sassoon.

Recommended sites

http://www.visitdubai.com/en /

http://www.bbc.co.uk/bitesize/ks 3/english/reading/

http://www.bbc.co.uk/education/to pics/zksycdm

Further Reading

Poems by Wilfred Owen and Siegfried Sassoon.

Sherlock Holmes by Sir Arthur Conan Doyle

Macbeth The Complete Play CGP Books.

GCSE Specification

English Language IGCSE: http://qualifications.pearson.com/en/qualifications/edexcel-international-gcses-and-edexcelcertificates/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

KINGSâ€™ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: French

Purpose of Study

A high-quality languages education should foster pupilsâ€™ 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:

● ●

Programme of Study

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Family, jobs and regular verbs in present tense

Free time and past tense

Food and drink

Understanding how to talk about Free time activities in the past using the verb avoir and être

Talking about food and drink and expressing likes and dislikes

www.languagesonline.org

www.linguascope.com

Students deepen their knowledge of family members and description and their understanding of present tense paradigm Recommended sites

memrise

Further Reading

Cahier d’exercise 2 rouge

GCSE Specification

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

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 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 Autumn 1 & 2

YEAR 8

‘Extreme Climate’

Weather

Spring 1 & 2 and

Students will be focusing on the study of local, regional and global weather and climatic zones.

‘Fantastic Spaces’

Places,

Summer 1 & 2 Changing

Students will study ecosystems, focusing on the world’s endangered ecosystems and what we are doing to them.

‘The Geography of Conflict’

Students will be assessing the geographical factors and implications of conflict between various countries and regions

Recommended sites

http://www.bbc.co.uk/educati on/topics/zx38q6f

http://www.bbc.co.uk/education/ topics/ztgw2hv

Further Reading

KS3 Geography Complete Study and Practice (with online edition)

Publisher: CGP

https://www.cgpbooks.co.uk/Stu dent/books_ks3_geography.book _GHS33

https://www.cgpbooks.co.uk/Stude nt/books_ks3_geography.book_GHS 33

Publisher: CGP https://www.cgpbooks.co.uk/ Student/books_ks3_geograph y.book_GHS33

ISBN: 978 1 84146 392 6

ISBN: 978 1 84146 392 6 ISBN: 978 1 84146 392 6

GCSE Specification

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

KINGS’ SCHOOL AL BARSHA

CURRICULUM OVERVIEW

Subject: History

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.

Programme of Study

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

The Reformation

The consequences of the Civil Wars

Empires (Spanish and British)

Students will be asked to explain the events leading to Henry VIII’s break from the Roman Catholic Church- one of the most significant events in British history.

Having studied the causes of the Civil Wars, pupils will be asked to explain how and why the English people chose to execute Charles I. The broader consequences for the country under the Puritan rule of Oliver Cromwell will also

This module will begin with an exploration of the impact of the Spanish on the great pre-Columbian empires of the Aztec and Inca. We will then analyse the reasons for the expansion of the British Empire from its failed first colony at Roanoke until the 1880s ‘scramble

Recommended sites

be discussed.

for Africa.â€™

The British Civil Wars

Environmental History

Slavery Through Time

Pupils will study the political legacy of Henryâ€™s reformation of the church and how it combined with the inadequate kingship of the Stuart monarchs to lead to one of the bloodiest wars in British history.

This module will explore how humans and their environment have interacted over the last 10,000 years. We will study how man and the environment have shaped and affected each other.

The nature of slavery from its prehistoric roots through to the modern day will be studied. Case studies will include Rome; China; the trans-Atlantic slave trade; and an independent study of slavery in the 21st Century.

http://www.historylearningsite.co.uk/ http://www.bbc.co.uk/education/subjects/zk26n39 http://www.historynet.com/

Further Reading

Horrible Histories: Terrible Tudors by Terry Deary

Horrible Histories: Slimy Stuarts by Terry Deary

Horrible Histories: Barmy British Empire by Terry Deary

Publisher: Scholastic.

Reign of Henry VIII by Dr David Starkey

The English Civil Wars by Blane Worden.

Horrible Histories: Angry Aztecs by Terry Deary

Publisher: Vintage

Publisher: Phoenix

Publisher: Scholastic.

Horrible Histories: Incredible Incas by Terry Deary

Publisher: Scholastic.

GCSE Specification

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

‫‪KINGS’ SCHOOL AL BARSHA‬‬

‫‪CURRICULUM OVERVIEW‬‬

‫‪Subject: Islamic A‬‬

‫‪Purpose of Study‬‬

‫الغاية من دراسة المادة‬ ‫لمعرفة العلوم و المعارف الدينية التي يحتاج اليها الطل ب 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 غير السوية و التقليد غير‬ ‫الرشيد‪.‬‬

‫‪Aims‬‬

‫‪36‬‬

‫الهدف من دراسة المادة‬ ‫تهدف مادة التربية السلمية في كينجز البرشاء أن تكون مادة شمولية مرتطة بحياة الطال ب المدرسية بحيث تكون مرتبة بمواده الدراسية الخرى مثل‪:‬‬ ‫ الرياضيات )مثل حسا ب 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 صياغة 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 وغاياته‪.‬‬‫‪ -‬أحكام السلم وآدابه‪.‬‬

‫‪37‬‬

‫ السيرة النبوية‪.‬‬‫ العقلية اليمانية‪.‬‬‫ الهوية و النتماء‪.‬‬‫ النسان والكون‪.‬‬‫‪Summer 1 & 2‬‬

‫كتا ب الوزاة الجزء الثاني‪.‬‬

‫‪Spring 1 & 2‬‬

‫‪Autumn 1 & 2‬‬

‫ستغطى المادة صلتي الكسوف والخسوف و‬ ‫الشفاء بنت الحسن و سورة يس اليات )‪-20‬‬ ‫‪ (32‬و أقدس المساجد و فتح مكة و آدا ب السفر‬ ‫و أحكام العمرة‬

‫ستغطى المادة سورة يس اليات )‪(12-1‬‬ ‫حديث العمال بالنيات و الخل ص و الكس ب‬ ‫الطي ب و نعمة المن و قصة أصحا ب القرية‬ ‫و حديث التقر ب الى ا تعالى و اليمان‬ ‫بالقضاء والقدر‬

‫كتا ب التربية السلمية للصف الثامن من التعليم الساسي‬

‫‪38‬‬

‫‪YEAR 8‬‬

‫‪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

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

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Arkan-ul- Iman.

The Message: Prophets/Messengers of Allah, Story of Prophet Sulaiman.

Arkan-ul- Islam

Second pillar of Iman The world of angels. Jibreel, The Holy spirit. The great Hadeeth of Jibreel, Jibreel teaches Sahabah about Islam

Salatul Jama’a, Salatul jumu’ah Friday prayer. Eid prayers, Prayers in times of difficulty.

Seerah: Spread of Islam to Rulers, Khalid ibn al-Waleed,

Quran- Surat-ul-Jinn. A group of Jinn believe in the Quran. The Messenger of Allah calls people to Islam. Magic and fortune telling forbidden in Islam.

Recommended sites

www.muslim-edtrust.org.uk http://www.quranexplorer. com/quran/http://www.qu estionsonislam.com/article /what-importance-quranhow-can-you-describequran, https://en.wikipedia.org/wi ki/Quran#Compilation

Further Reading

G. Sarwar, Islam – Beliefs and Teachings, Markazi Maktaba Islami, Delhi, India, 1997, also Muslim Educational Trust, 130 Stroud Green Road, London, N4 3RZ, United Kingdom, 2000, ISBN:

Umm Habiba, A threat from North battle of Mu’tah.

Muslim Lifestyle: Be Faithful to Allah and kind to Parents Surah Luqman Ayah 12 to 19

www.islamonline.net http://www.quranexplorer.com/q uran/http://www.questionsonisla m.com/article/what-importancequran-how-can-you-describequran, https://en.wikipedia.org/wiki/Qur an#Compilation

Seerah: Warnings to the disbelievers and sinful. Some verses from surah al Ma’arij

Muslim Lifestyle: Be pious and considerate Luqman and his wisdom. http://www.quranexplorer.com/qur an/http://www.questionsonislam.co m/article/what-importance-quranhow-can-you-describe-quran, https://en.wikipedia.org/wiki/Quran #Compilation

Learning Islam Textbook Level 3 (Grade 8)

0907261361, www.muslim-edtrust.org.uk/ IGCSE Specification

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

KINGSâ€™ 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 pupilsâ€™ 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

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 8

Further Written and Mental Calculations. Fractions and Percentages. Probability. Averages from Raw Data and Frequency Tables.

Construction and Loci. Sequences, Functions, Graphs and Co-ordinates. Rotation, Enlargement, Reflection and Translation.

Collecting and Representing Data. Pythagoras and Trigonometry. Algebraic Manipulation. Standard Form and Indices.

Recommended sites

www.mangahigh.com

www.mymaths.co.uk

http://www.bbc.co.uk/education/su bjects/zqhs34j

Further

Maths Frameworking, 3rd

Maths Frameworking, 3rd Edition,

Reading

Edition, Pupil Book (2.1, 2.2 and 2.3) Publisher: Collins

Pupil Book (2.1, 2.2 and 2.3) Publisher: Collins

GCSE Specification

Edexcel GCSE Mathematics (1-9), from 2015

Pupil Book (2.1, 2.2 and 2.3) Publisher: Collins

http://qualifications.pearson.com/en/qualifications/edexcel-gcses/mathematics-2015.html

KINGSâ€™ 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 self-confidence, 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, 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 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Rondo

Ground Bass

Programme Music

Students will study the concept of ‘structure’ in music specifically relating to the classical music structure: Rondo Form – ABACA.

Students will study the concept of Ground Bass and its context relating to the Baroque era. They will then explore the ways in which Ground Bass is relevant in the music of today.

A study in Western Classical Music. Students will explore the concept of Programme Music and will create an original composition which paints a picture/tells a story.

Rhythms of the Nile Students will explore music

Blues Students will study the context and origin of blues and develop

Recommended sites

from Egypt; focusing on Egyptian rhythms, scales and instrumentation.

knowledge of the ‘Twelve Bar Blues’ by performing as an ensemble.

https://en.wikipedia.org/wiki/ Rondo

https://www.youtube.com/watch ? v=h5hqqsAB4tE&list=RDh5hqqs AB4tE#t=8

http://www.wwnorton.com/college/ music/listeninglab/shared/listening _guides/LG48.pdf

http://www.historyforkids.net/ egyptian-music.html http://www.bbc.co.uk/education/ clips/zqdgkqt

Further Reading

Music in Egypt: Experience Music, Expressing Culture by Scott L. Marcus

A First Book of Blues by David Dutkanicz

Program Music: Cambridge Introductions to Music by Jonathan Kregor

Publisher: Oxford University Press Publisher: Dover Publications

GCSE Specification

Publisher: Cambridge University Press

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

KINGSâ€™ 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:

● ● ● ●

Develop competence to excel in a broad range of physical activities. Evaluate and improve their performance. Engage in competitive sports and activities. Lead healthy, active lives.

Programme of Study

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Pupils will continue to embed the physical development and skills learned in Year 7, become more competent, confident and expert in their techniques for a variety of different activities (listed below). They should understand what makes a physical performance

effective and how to apply these principles to their own and othersâ€™ work. They should develop the confidence/leadership and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

HRF, Badminton, Football, Swimming, Dance and Sports Leaders. Recommended sites

own and othersâ€™ work. They should develop the confidence/leadership and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the longterm health benefits of physical activity.

HRF, Badminton, Football, Swimming, Dance and Sports Leaders.

work. They should develop the confidence/leadership and interest to get involved in exercise, sports and activities out of school and in later life, and understand and apply the long-term health benefits of physical activity.

HRF, Badminton, Football, Swimming, Dance and Sports Leaders.

www.googleclassroom.com

www.youtube.com

http://www.bbc.co.uk/educat ion/subjects/zdhs34j

http://www.bbc.co.uk/education/ subjects/zdhs34j

http://www.bbc.co.uk/education/su bjects/zdhs34j

Further Reading

PE Passport

GCSE Specification

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

KINGSâ€™ SCHOOL AL BARSHA

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 worldâ€™s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. Through building up 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

Programme of Study

YEAR 8

Autumn 1 & 2

Spring 1 & 2

Summer 1 & 2

Students will learn about:

Students will look at:

Students will study:

Food and Nutrition

Plants and reproduction

Breathing and respiration

Reproduction in flowering plants Periodic table,

How energy is released from food

Food diet

groups

and

Combustion The Fire triangle

balanced

building on year 7 work. Patterns are discovered in the periodic tables and reactive groups discussed

Metal Uses of metals. How were they discovered?

Fluids

Metal reactivity

Solvents and solutions.

Light

Boiling points and melting points

reflection

Energy Transfers

refraction

How energy is transformed from one type to another.

use of mirrors Unicellular Organisms. Discovering microbes

Rocks Igneous, sedimentary and metamorphic rocks

Earth and Space The Solar system and universe Planets

Recommended sites

www.escience@kings.com

Further Reading

Exploring Science 8

GCSE Specification

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

KINGSâ€™ 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 pupilsâ€™ 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:

● ●

Programme of Study Autumn 1 & 2 YEAR 8

Recommended sites

Descriptions routine

and

daily

Spring 1 & 2

Summer 1 & 2

Free time and holidays activities in the past tense

Food and drink Students will be talking about food and drink and expressing likes and dislikes

Students will deepen their knowledge of descriptions, adjectival agreements and daily activities.

Students will understand how to talk about Free time and holiday activities in the past using regular and irregular past tenses.

www.languagesonline.org

www.linguascope.com

memrise

Further Reading

Mira 2 Cuaderno de ejercicios 2

Mira 2 Cuaderno de ejercicio 2

Mira 2

GCSE Specification

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

Cuaderno de ejercicios