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Secondary curriculum pdf

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Kings’ School Al Barsha Secondary Key Stage Three Curriculum
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Page 1: Secondary curriculum pdf

Kings’ School Al Barsha Secondary

Key Stage Three Curriculum

Page 2: Secondary curriculum pdf

Key Stage 3 Arabic A

‘If you talk to a man in a language he understands, that goes to his head. If you talk to him in his language that goes to his heart’ - Nelson Mandela

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.

Curriculum Content

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’.

Year 7

The Year 7 Curriculum as specified by the UAE Ministry of Education: to enhance

performance in Reading, Writing, Speaking and Listening and identify individual student targets for improvement.

Year 8

The Year 8 Curriculum as specified by the UAE Ministry of Education: to enhance performance in Reading, Writing, Speaking and Listening and identify individual

student targets for improvement.

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Year 9

The Year 9 Curriculum as specified by the UAE Ministry of Education: to enhance

performance in Reading, Writing, Speaking and Listening and identify individual student targets for improvement.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The

descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to

ensure every student achieves their full potential. Resources

21st Century technologies are actively used in Arabic to enhance learning. Bring

Your Own Device (BYOD), interactive white boards, visualisers and a multitude of software and online resources are used throughout the course. These supplement an extensive collection of primary and secondary source material,

teacher produced resources, artefact collections, documentaries and audio visual footage.

Teaching Methods

Active learning is promoted through stimulating and challenging Arabic lessons. High quality teaching helps inspire students’ curiosity and encourages

independent learning both in and outside of the classroom. Different learning styles, key competences, literacy focus and higher order of thinking are

embedded in the teaching and learning of Arabic. If you require further information about the Arabic Key Stage 3 Programme of

Study please email [email protected]

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Key Stage 3 Arabic B

‘‘If you talk to a man in a language he understands, that goes to his head, if you talk to him in his language, that goes to his heart.’’ Nelson Mandela.

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.

DfES(2002) Languages for all: Languages for life. London: DfES.

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.

Curriculum Content

The Arabic Scheme of Work is based on the themes provided by the Ministry of

Education and covers the same topic areas as other Modern Foreign Languages

at Kings’ Al Barsha.

The Arabic Programme on offer in Year 7, 8 and 9 aims to introduce develop and

create a love for the subject. Also it aims to develop our students’ abilities in a

variety of literary and non-literary forms, to refine their written accuracy and

develop their skills in speaking and listening. In particular, we aim to instil in our

students a love of Arabic literature and an understanding of the Arabic Culture

around them. One of our objectives is also to help students apply what they

learn in Arabic lessons into real life situations.

In Year 9, students will consolidate the knowledge they already have and expand

their repertoire in the four language skills: listening, speaking, reading and

writing.

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Year 7

1 - Greetings, classroom instructions. 2 - Personal and social life: self, family and relationships. 3 - The world around us: home town and local area.

4 - Everyday activities: home life, home town and local area. 5 - Everyday activities: home life and school.

6 - Free-time, social activities and holidays. Year 8

1 – Family and life at home. 2 – Free time and social activities

3 – Personal and social life, the world around us: home town and local area. 4 – Everyday activities: food, health and fitness.

5 – Holidays, the international world: life in other countries and communities,

people, places and customs.

6 – Friends and relationships, free time, holidays.

Year 9

Listening and Reading Topics Speaking and Writing Topics

Out and about:

- Visitor information

- Basic weather - Local amenities

- Accommodation - Public transport

- Directions

Customer service and transactions:

- Visitor information

- Basic weather - Local amenities

- Accommodation - Public transport - Directions

- Cafés and restaurants - Shops

- Dealing with problems

Personal information:

- General interests

- Leisure activities - Family and friends

- Lifestyle (healthy eating and exercise)

Future plans, education and work:

Media, travel and Culture:

- Music/film/reading

- Fashion/celebrities/religion - Blogs/internet

- Holidays - Accommodation

- Eating, food, drink

Sport, leisure and work:

- Hobbies/interests

- Sporting events - Lifestyle choices

- Work experience/part-time jobs - Product or service information

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- General interests

- Leisure activities - Family and friends - Lifestyle (healthy eating and

exercise) - Basic language of the internet

- Simple job advertisements - Simple job applications and CV - School and college

- Work and work experience

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding

and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to

ensure every student achieves their full potential.

Resources

Throughout the course, 21st Century technologies are actively used in French to enhance learning. Flipped classroom methodology is used alongside the Bring Your Own Device policy (BYOD), interactive white boards, visualisers as well as a

variety of software and online resources. These supplement an extensive collection of primary and secondary source material, teacher produced

resources, authentic audio and video recordings. Teaching Methods

We believe that language acquisition should be fun and enjoyable. Consequently,

we aim to deliver lessons which are stimulating and dynamic. We strive to use a wide range of teaching strategies as well as using engaging activities and inspiring resources so that our students are highly motivated, make outstanding

progress and achieve to the very best of their ability.

Our aim is to combine the best of all approaches so that our students encounter the full range of teaching and learning styles; we combine rigorous grammar teaching with communicative language teaching to give our students a solid

foundation for foreign language study at all levels in the school.

The planning of Arabic lessons ensures that the learning needs of all students are met. We set appropriate and demanding expectations in relation to standards of student achievement and motivation in class and for home learning.

If you require further information about the Arabic Key Stage 3 Programme of Study please email [email protected]

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Key Stage 3 Art and Design

‘The purpose of art is washing the dust of daily life off our souls’ - Picasso

Purpose of Study

In Art and Design we strive to enable all of our students to understand creative

and critical thinking and to develop their confidence and ability, using artistic

expression. Through application and practice, students become more skilful in

drawing, painting, sculpture and other art, craft and design mediums. In Key

Stage 3 the programme of study encourages students to experiment and create

their own pieces of artwork. By doing so, students cultivate a more

comprehensive understanding of the processes within each discipline and attain

a deeper awareness of its historical and cultural contribution.

Curriculum Content

The Art and Design department at Kings’ follows the new National Curriculum in

England and borrows from the best of international educational practice. In Year

7 and 8, interdisciplinary units are taught, and more concept based enquiry and

investigation form the core of the learning. In Year 9 a programme has been

developed to prepare students for the rigours of public examinations at GCSE

level. Students follow a process of developing, recording, refining and presenting

their work in an exhibition style.

Year 7

Elements of Art

Students gain further knowledge of the formal elements. Learning will focus on

Line and Form. Students explore and develop understanding of the works of

Gustav Klimt. Students will also produce ‘Sgraffito’ artwork and clay tiles using

the styles learnt in this unit.

Street Art

Students explore the meaning and the historical elements of Street Art and

examine and evaluate examples of work produced by street artists. Students

investigate and practise techniques from a chosen street artist. For the final

assessment, students will produce a skateboard deck template, using the skills

learnt during the course of study.

Year 8

Symbolism in Art

Students investigate the use of masks used by various cultures at different

periods of time. The symbolism and meaning of Tiki mask by the Polynesians will

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form part of a case study in which students will create and design their

own Tiki mask.

Patterns and Islamic Art

As part of this unit, students will examine patterns that form our surroundings.

Students investigate different types of repeat patterns in art and textiles. Artists

such as Escher are studied as they used repeat patterns and print in their

artwork. Students will experiment with block, linoleum and mono-printing by

creating repeat patterns. Islamic art is explored, looking at geometric designs,

calligraphy and central motifs. As part of the assessment students will produce

artwork inspired by an Islamic story.

Year 9

Expressions

Students practise the basic skills of drawing a human face, studying different

examples of portraiture artists. Observational drawings and recordings are also

used as part of the learning journey. In lessons, students experiment with

different media and techniques such as photo montage and sculpture work.

Students undertake a GCSE style project, incorporating the skills they have

developed.

Dynamic Figures and Futurism

Looking at the works of Marcel Duchamp and figure movement, students

experiment with techniques that represent movement. Students research figures

in movement such as those exercised in physical education and drama. Students

create artwork using different media. Students also look at the Swiss sculptor

Alberto Giacometti, making figures in motion using his technique and work as

inspiration.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified

using band descriptors. The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and GCSE grade

descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

The Arts Faculty in the new building will boast some of the best resources and facilities in Dubai. We will have open exhibition spaces and an outdoor sculpture

garden for students to display artwork. Advanced prototyping technology such as 3D printers, laser cutters and sublimation printers will be also be available to use in the faculty.

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Teaching Methods

Art and Design students are encouraged to explore, experiment with ideas and take creative risks in their learning environment. They are expected to develop a

range of practical skills and manipulate the materials they are given.

If you require further information about the Art and Design Key Stage 3 Programme of Study please email [email protected]

Page 10: Secondary curriculum pdf

Key Stage 3 Computing

‘To err is human, and to blame it on a computer is even more so’

Purpose of Study

Computing is a practical subject, where invention and resourcefulness are encouraged. It is deeply concerned with how computers and computer systems work, and how they are designed and programmed. At its heart lies the notion of

computational thinking: a mode of thought that goes well beyond software and hardware and that provides a framework within which to understand how

technology is evolving. Computing is a new subject title within the new National Curriculum in England,

which replaced ICT. It is a compulsory subject in Key Stage 3. Students receive one lesson per week in Year 7 and 8 in which they cover the fundamentals of

Computer Science, IT (Information Technology) and Digital Literacy. There are also many opportunities within other subjects to create cross-curricular links to embed the knowledge and understanding from Computing. In Year 9, students

have two lessons per week giving them a chance to understand and prepare for the GCSE Computer Science course.

Curriculum Content

The Key Stage 3 Computing curriculum can be broken down into three distinct areas:

Information Technology Computer Science

Digital Literacy

Students will combine both practical work and theory within each of their lessons. They will cover areas including algorithms, programming and software

development, communication, e-safety and networks, data representation and hardware and processing.

Year 7

Computer Game Design – Students will design and program their own maze style game. Databases – Students will be looking at different types of data and how it is

stored. There will also be the opportunity for students to build their own database.

Hardware, Software and Flowol – This unit looks at how computing and programming is used away from PC’s and in the real world, i.e. traffic light systems/roller coasters etc.

HTML, Communications and Networking – Students study HTML (hypertext mark-up language) and then build their own website. Students will look at how

the internet works and the basic protocols on small networks.

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Year 8

Computer Architecture – Students learn about the different parts to a computer by dismantling and reassembling a PC. In groups, they then produce a

documentary which will explore the different parts and functions. Programming – Using GameMaker, this unit introduces students to creating

games using textual coding as well as a drag and drop interface. Spreadsheets – Students will create spreadsheets to solve typical problems

faced by businesses. They will be introduced to algorithmic formulas using Visual Basic.

Year 9

Textual Programming in Python – Using only a command interface and

textual coding, students will create artificially intelligent games. Advanced App Creation – This unit builds upon what was completed in Year 8 to look at the more advanced features of app inventor. Students will research,

design, build and evaluate their own app. Hardware, Networking and Binary – Students study the theoretical elements

of computing. Advanced networking and converting between binary and decimal are some elements of this unit.

Assessment

Students will be constantly assessed throughout the course. Formal assessments are done at the end of each unit. This can be through submission of a project or

a practical or theoretical test. Resources

Students are encouraged to BYOD (bring your own device) to lessons and they

will be used frequently within lessons. In Year 8 and 9, temporary access to an android device for the App creation units is beneficial however not a requirement. All classes will be using Edmodo for lesson content, to find out

homework, to submit questions to the teacher/class and to submit assessment work. All students must download the Edmodo app (free) on either their phones

or iPads/tablets. For further information email [email protected]

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Key Stage 3 Drama

‘It is the mark of an educated mind to be able to entertain a thought without

accepting it’ - Aristotle

Purpose of Study

The Drama curriculum at Key Stage 3 aims to 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.

Students will become familiar with a specific range of explorative strategies required to study GCSE Drama.

Curriculum Content Course content throughout Key Stage 3 is not prescribed by the National

Curriculum in England, and Kings’ has the autonomy to identify and design exciting, relevant and meaningful units of work. Stimulus for these units can

include current and historical events, journalism, poetry, plays and literature, music, film and professional live theatre. The consideration of life and human issues will be implicit within each unit.

Year 7

Darkwood Manor: Students examine a range of emotions and consider the

appeal of fear and risk-taking. The use of pause, tension and suspense is developed and several explorative strategies are introduced.

Titanic: Fate and destiny, hubris and the class divide are explored through a series of workshops on this moving and poignant event in history.

Greek Myths and Legends: Physical and image based theatre work is

developed through Greek myths and legends, storytelling and the early theatre.

Stage to Page: Students will explore a playtext in workshop sessions and focus

on the development of character through physical and vocal techniques. The examination of themes and issues will be conducted through discussion and

evaluation.

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 workshops.

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Billy Elliot: Through the story of Billy Elliot, students examine the

themes of social expectations and conformity. The importance of choice and ‘the

individual’ are explored with in-depth character development.

Page to Stage/Shakespeare: Students will explore a challenging classical

playtext in workshop sessions and focus on the development of character through linguistic, physical and vocal techniques. The examination of themes

and issues will be conducted through discussion and evaluation.

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.

Year 9

Heroism/Rosa Parks: This unit explores the catalysts for the Civil Rights

Movement through the eyes of Rosa Parks, a seamstress who was arrested when she refused to give up her seat on a Montgomery bus for a white person.

The Salem Trials 1692: This exciting unit examines cause and consequence

whilst considering the disturbing historical events of the Salem witch trials. GCSE level strategies will be used in preparation for Year 10.

Page to Stage: Students will explore a sophisticated modern playtext in workshop sessions and focus on the development of character through physical

and vocal techniques. The examination of themes and issues will be conducted through discussion and evaluation.

Devising: Students learn about the challenges of devising theatre from stimulus

rather than script and developing ideas into a final performance.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding

and skills demonstrated by a student in an assessed piece of work. The descriptors will inform baseline assessments from Term 1 in Year 7 and will map

out potential progression into GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources People, space, and imagination are the things that fuel powerful drama

education. Students will have access to an enviable learning space (a black box studio theatre) and an impressive ‘state of the art’ auditorium (with cutting edge

technical facilities). Digital Theatre will bring productions from London’s most progressive theatre companies to the screen at Kings’ and will develop students

appreciation of live professional work.

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Teaching Methods

Drama is by nature practical, intellectual, creative and collaborative; much of the learning evolves through group work experiences. Students will often be responding quickly and imaginatively to teacher directed tasks but they will also

be achieving strong ownership of the learning through developed and expanded projects. Improvisation, role-play and reflective group evaluations take an

essential and valuable part in the demonstration of students’ perception and understanding.

If you require further information about the Drama Key Stage 3 Programme of Study please email [email protected].

Page 15: Secondary curriculum pdf

Key Stage 3 Design Technology

‘Design is not just what it looks like and feels like. It is how it works’ – James Dyson

Purpose of Study

Kings’ Al Barsha delivers an exceptional Design Technology education, providing students with cutting–edge learning spaces, facilities and equipment. Design Technology inspires students to critically observe their man-made environment

and to analyse the products within it. Students learn to identify problems within society and cultivate the skills required to produce well-thought out practical and

mechanical design solutions for such problems. Design Technology is one of the compulsory Creative Arts subjects studied at

Key Stage 3. Interdisciplinary units in Design Technology are taught in Year 7 and 8 and span the four branches of Design Technology, Food Technology,

Resistant Materials, Graphic Design and Textiles. In Year 9 weekly lessons are taught in Design Technology to consolidate and further expand the students conceptual design thinking, planning and organisational ability, theoretical

knowledge and practical making and modelling skills; all of which are key elements of preparing students for success at GCSE Level.

Curriculum Content

The Key Stage 3 Design Technology Programme of Study follows the new National Curriculum in England. It covers a broad range of design projects from

across the interdisciplinary subjects, making relevant links between the projects, frequently revisiting the key elements of creativity and the design skills required

for effective design problem solving. The Key Stage 3 Project Topic Overview and Skillset Development are listed below:

Year 7

Structures Theory (Resistant Materials)

Technical and theoretical knowledge of forces/stability/triangulation

Site Analysis Study including cross curricular links with Geography Perspective drawing techniques

Physical Modelling and CAD Prototyping with Google sketch up including cross curricular links with ICT

Key Ring Product Design (Resistant Materials)

Client and End User Analysis

Dubai Aquarium Field Trip (product client is an Aquarium) Practical manipulation of plastics - acrylics, vinyl, Laser cutters and

Plotters Practical application of the Lamination process

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Development of 2D Design CAD Skills

Jamie’s Apprentice (Food Technology)

Students study nutritional requirements and the importance of healthy

eating whilst producing home-made ravioli, designing and making ravioli cutters on laser cutter and experimenting with unusual fillings.

Packaging for Pasta sauce – labelling instructions and designing for target market

Practical practice of Vacuum Forming packaging.

Year 8

Body Adornment Design (Textiles)

Students design a product that can be worn on the body.

Practical and theoretical topics will cover pewter casting, laser cutting plastics and textiles, methods of joining textiles and other materials

together and consideration of sustainability issues.

Mindstorm (Robotics)

Students will study electronics, logic gates, mechanisms and basic Programming

in order to design and build simple robots. This module will have strong cross-

curricular links with science, maths and computer science.

Snack Attack (Food Technology)

Students will design and make healthy snack foods that would appeal to

young teens, such as smoothies, salads and wraps. Students will take part in various design and cook exercises and will experiment with

combining ingredients in various creative ways. They will also design and make the wrap packaging, looking at branding, marketing, food

packaging and logo design.

Flat-pack Tealight Product Design (Metalwork Project)

Students will design and make a flat-pack tealight holder. Students will

study various techniques for manipulating plastic, woods and metals, such

as lamination, jointing, line bending, forming, shaping and finishing.

Year 9

Shipping Container Restaurant Design (Graphics and Resistant

Materials)

In the first module students will design, draw and model a pop-up shipping container restaurant, areas of study are: Site Analysis, Client

and End User Analysis, Design Layout, Architectural Plans, Ergonomics, Elevation Drawings, Isometric Drawings and to build a 1:50 Architectural

Model of their final design.

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Restaurant Graphic Design and Promotion (Graphics)

In the second module the students will study about Brand Identity,

Marketing, Packaging, Logo Design and Menu Design.

F1 in Schools (Graphics and Resistant Materials)

Students will enter the F1 in schools competition for which the will work in teams to create a prototype F1 team and car. They will need to work within their

groups to raise sponsorship for the team, to study streamlining concepts and design a car using 3D design software. They will then fabricate their car using a mechanical router, and race their car on a gas power speedway in the final

competition. They will also be responsible for designing the branding, logo, and marketing materials for their teams.

Biomimicry Conceptual Furniture Design (Resistant Materials)

Students will study shapes, forms and patterns within nature and use them as

inspiration for conceptual furniture design. They will study client needs and requirements, scaling, modelling, furniture fabrication and they will finish the module by making a 1:4 scale prototype of their final design. To do this they will

use and develop a wide range of workshop construction skills.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The

descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to

ensure every student achieves their full potential. Resources

The Design Technology Department of the new building will boast some of the

best Key Stage 3-5 Design Technology and Arts facilities and resources in Dubai. Advanced prototyping technology such as 3D printers, laser cutters and sublimation printers will be used to deliver an exciting curriculum, and an array

of cutting edge technology and machinery will be at the students’ disposal. There will also be a wide range of modelling, construction, fabrication and cooking

facilities and materials available for the students across all the disciplines of the Design Technology Department.

Teaching Methods

Design Technology students are taught a wealth of practical skills in the workshop, and creative independent design skills and theoretical knowledge in

the classroom. Students are actively encouraged to take responsibility of their own development and DT skillset, with a host of online and in-school additional skills resources for students to push themselves even further. A top quality DT

education is provided to the students at King’s through a wide range of teaching

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strategies, supported by progressive technology. This ensures that students receive all the training and support required to develop into creative,

free-thinking, independent and talented young designers. If you require further information about the Design Technology Key Stage 3

Programme of Study please email [email protected] or [email protected]

Page 19: Secondary curriculum pdf

Key Stage 3 English

‘Drawing on my fine command of the English Language, I said nothing.’ - Robert Benchley

Purpose of Study

Kings’ Al Barsha aims to deliver a diverse, exciting and rigorous English curriculum, 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 Key Stage 3. The disciplines of speaking and listening serve to develop exceptional young leaders by instilling confidence, developing interpersonal skills and furthering higher order thinking.

Curriculum Content

The Key Stage 3 English Programme of Study follows the updated National Curriculum in England. It covers a range of skills allowing students to prepare effectively for Key Stage 4, with requirements in Reading, Writing and Speaking

and Listening. Students can expect to analyse the effect and impact of word choice and grammatical features in texts, while also using their imagination and

creativity to produce their own original writing. Students will explore the following themes, issues, styles and genres:

Year 7

Travel writing, novel, introduction to poetry, contemporary play, creative writing,

media and advertising and writing to argue.

Year 8

Dubai – perception and reality, creative writing, poetry, non-fiction writing,

detective fiction, narrative writing, Shakespeare play.

Year 9

Transactional writing, non-fiction texts, poetry, Shakespeare, narrative and

descriptive writing and a novel.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding

and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and GCSE grade

Page 20: Secondary curriculum pdf

descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

State of the art technologies are actively used in English to enhance learning. Bring Your Own Device (BYOD), interactive white boards and a range of multi-

media and online resources are used throughout the course.

Teaching Methods

At Kings’ we appreciate the need to cater to the individual. We ensure high quality teaching through investigations, team challenges and independent

research projects, allowing students to thrive regardless of their preferred learning style.

If you require further information about the English Key Stage 3 Programme of Study please email [email protected].

Page 21: Secondary curriculum pdf

Key Stage 3 French

‘Language is the blood of the soul into which thoughts run and out of which they grow’ - Oliver Wendell Holmes

Purpose of Study

At Kings’ Al Barsha, we strive to prepare our students for the linguistic challenges of the 21st Century by offering a dynamic and rigorous curriculum. Our aim is to equip students with essential linguistic skills as well as to instil a

love of language learning.

French is one of the compulsory languages studied at Key Stage 3. There are three weekly lessons of French in Year 7, 8 and 9.

Curriculum Content

The Key Stage 3 French Programme of Study follows the new National Curriculum in England. It covers a broad range of key concepts: linguistic competence, knowledge about the language, creativity and intercultural

understanding.

Year 7 1 - C’est parti: Greetings, classroom instructions.

2 - Famille et copains: Personal and social life: self, family and relationships. 3 - Chez moi: The world around us: home town and local area.

4 - On va en ville: Everyday activities: hometown and local area. 5 - Ma journée: Everyday activities: home life and school.

6 - On s’amuse: Free-time, social activities and holidays.

Year 8

1 – Famille et domicile: Family and life at home.

2 – Temps libre: Free time and social activities 3 – Les sorties: Personal and social life, the world around us: home town and local area.

4 – Manger et boire: Everyday activities: food, health and fitness.

5 – Voyages et vacances: Holidays, the international world: life in other

countries and communities. People, places and customs.

6 – Les copains: Friends and relationships, free time, holidays.

Year 9

1 - Ça t’intéresse?: Self, family and relationships, everyday activities: Home

life, the International world: life in other countries. 2 - L’avenir: Free time and social activities, the world of work: further

education and training, careers and employment.

3 - En bonne santé?: Everyday activities: Food, health and fitness, holidays.

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4 - Il était une fois: Self, others, personal relationships, life in other countries and communities. Free time and social activities. Home life and school.

The world of work: future education and training.

5 - On y va !: Free time, social events, holidays and special occasions. Tourism at home and abroad

6 - Les droits des jeunes: Life in other countries and communities, world events and issues

Attainment Targets

Students are formally assessed four times in the year. Students’ attainment is identified using band descriptors for:

Listening and responding Speaking

Reading and responding Writing

The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity

with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

Throughout the course, 21st Century technologies are actively used in French to

enhance learning. Flipped classroom methodology is used alongside the Bring Your Own Device policy (BYOD), interactive white boards, visualisers as well as a variety of software and online resources. These supplement an extensive

collection of primary and secondary source material, teacher produced resources, authentic audio and video recordings.

Teaching Methods

We believe that language acquisition should be fun and enjoyable. Consequently, we aim to deliver lessons which are stimulating and dynamic. We strive to use a

wide range of teaching strategies as well as using engaging activities and inspiring resources so that our students are highly motivated, make outstanding progress and achieve to the very best of their ability.

Our aim is to combine the best of all approaches so that our students encounter

the full range of teaching and learning styles, we combine rigorous grammar teaching with communicative language teaching to give our students a solid foundation for foreign language study at all levels in the school.

If you require further information about the French Key Stage 3 Programme of

Study please email [email protected]

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Key Stage 3 Geography

‘Geography inspires students to become global citizens by exploring their own place in the world, their values and responsibilities to other people, to the

environment and to the sustainability of the planet’

Purpose of Study

Kings’ Al Barsha provides a high quality Geography education programme which helps students to answer questions about the natural and human worlds, using

different scales of enquiry to view them from different perspectives. It develops knowledge of places and environments throughout the world, an understanding

of maps, and a range of investigative and problem-solving skills both inside and outside the classroom. As students study Geography, they will encounter different societies and cultures. This helps them to understand how nations rely

on each other. It can inspire them to think about their own place in the world, their values, and their rights and responsibilities to other people and the

environment. Geography is one of the compulsory Humanities studied at Key Stage 3.

Interdisciplinary units in Geography are taught in Year 7 and 8 and provide greater opportunities for Geographical enquires that have cross curricular links.

In Year 9 weekly lessons are taught in Geography to consolidate and further master the knowledge, skills and understanding that are required for GCSEs and meet the demands of the Key Stage 4 Programme of Study.

Curriculum Content

The Key Stage 3 Geography Programme of Study follows the new National

Curriculum in England. Students will consolidate and extend their knowledge of the world’s major countries and their physical and human features. They will understand how geographical processes interact to create distinctive human and

physical landscapes that change over time. In doing so, they will become aware of increasingly complex geographical systems in the world around them. They

will develop greater competence in using geographical knowledge, approaches and concepts [such as models and theories] and geographical skills in analysing and interpreting different data sources. In this way students will continue to

enrich their locational knowledge and spatial and environmental understanding.

Year 7

Where in the world? How do we make connections and know where we

are? - Introduction to Geography and understanding what Geographers do and the tools they use.

Spotlight on Dubai - Focusing on Dubai’s physical and human environment.

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Year 8

Global geographical issues and active citizenship – Focusing on global

issues and the organisations that help. Students will also learn about ways in which they can become active citizen.

Ecosystems: What are we doing to ourselves? – Focusing on the world’s

ecosystems and what we are doing to them.

Year 9

Students will focus on the following units:

Active Earth, Population, Development or destruction- case study

(Asia/Africa/Russia), Natural hazards and disasters, Coasts, Tourism, Rich world, Poor world (Asia/Africa/Russia/ME).

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding

and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and GCSE grade

descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

21st Century technologies are actively used in Geography to enhance learning. Bring Your Own Device (BYOD), interactive white boards, visaulisers and a multitude of software and online resources are used throughout the course.

These supplement an extensive collection of primary and secondary source material, teacher produced resources, documentaries and audio visual footage.

Teaching Methods

Active learning is promoted through stimulating and challenging Geography lessons. High quality teaching helps inspire students’ curiosity and encourages

independent learning both in and outside of the classroom. Different learning styles, key competences, literacy focus and higher order of thinking are embedded in the teaching and learning of Geography.

If you require further information about the Geography Key Stage 3 Programme

of Study please email [email protected] or [email protected]

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Key Stage 3 History

‘Anybody can make history; only a great man can write it’ – Oscar Wilde

Purpose of Study

Kings’ Al Barsha provides a high quality History education to help students gain a coherent knowledge and understanding of Britain’s past and that of the wider world. History helps students 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 the modern era.

History is one of the compulsory Humanities studied at Key Stage 3. Interdisciplinary units in History are taught in Year 7 and 8 and provide greater

opportunities for historical enquires that have cross curricular links and also combine overview and depth studies to help students understand both the long

arc of development and the complexity of specific aspects of the content. In Year 9 weekly lessons are taught in History to consolidate and further master the knowledge, skills and understanding that are required for GCSEs and meet the

demands of the Key Stage 4 Programme of Study.

Curriculum Content The Key Stage 3 History Programme of Study follows the new National

Curriculum in England. It covers a broad range of historical events in which students will make connections, draw contrasts, and analyse trends within

periods and over long arcs of time. There are also common themes that run through the course, such as the role of the individual, key turning points, power

and control, progress and change. The different experiences of people and elements of local, national and international History are also drawn out.

Year 7

Students will study the following historical periods/events

The Normans: The Battle of Hastings, William and the feudal system, the harrying of the North, the legacy of the Normans in England.

The Tudors: The Reformation; Henry VIII's personal, political and religious life,

'Bloody Mary' and Elizabeth, Elizabeth I's Reign; The Golden Age.

Empires: Spanish and Portuguese colonisation of the Americas, the British

Empire and its effects both on Britain and on the regions it colonised, as well as its legacy.

Year 8

Students will study the following historical periods/events

Mughal India: Babur and the Battle of Panipat, Akbar the Great, Mughal

culture, Nur Jahan, European wars on Indian soil.

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The Stuarts: Charles I, Oliver Cromwell, the English Civil War, world

turned upside down, Plague.

Renaissance in Europe: Science and superstition, Leonardo da Vinci; the

Renaissance man

Slavery and the black people of America: Transatlantic slave trade,

emancipation, the civil rights movement.

Year 9

Students will study the following historical periods/events

South Africa: The creation of the Apartheid State, ANC and resistance

movement, the significance of the Rivonia Trial, Sharpeville Massacre, the march to freedom.

The early Twentieth Century World: The origins of the First World War, the

rise of dictators, Hitler’s war.

The late Twentieth Century World: Origins of the Cold War and Space Race.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding

and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to

ensure every student achieves their full potential.

Resources

21st Century technologies are actively used in History to enhance learning. Bring

Your Own Device (BYOD), interactive white boards, visualisers and a multitude of software and online resources are used throughout the course. These

supplement an extensive collection of primary and secondary source material, teacher produced resources, artefact collections, documentaries and audio visual footage.

Teaching Methods

Active learning is promoted through stimulating and challenging History lessons. High quality teaching helps inspire students’ curiosity and encourages

independent learning both in and outside of the classroom. Different learning styles, key competences, literacy focus and higher order of thinking are

embedded in the teaching and learning of History. If you require further information about the History Key Stage 3 Programme of

Study please email [email protected]

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Key stage 3 اإلسالمية مادة التربية

الغاية من دراسة المادة:

إن اإلسالم دين قيم فقد وصفه هللا سبحانه بقوله:" ديناَ قيماَ" و من ثم فإن جميع تشريعاته و أحكامه و معلوماته و أفكاره

ما بعثت ألتمم مكارم :"إن-صلى هللا عليه و سلم –ليست غاية في ذاتها و إنما الغاية القصوى هي ما قاله رسول هللا

األخالق".

هذا المنهج يقوم على رؤية وسطية متوازنة سواء في النظر إلى التراث أم الفقه أم الواقع المعاصر ، بحيث يهدف إلى بناء

رؤية إسالمية للكون و اإلنسانو الحياة عند المتعلم، بحيث تكون المحصلة النهائية لهذا المنهج توصيل المتعلم إدراك رؤية

اإلسالم و كيفية التعامل مع البشر جميعهم المسلم و غير المسلم و كيفية النظر إالى الحياة و التعامل معها.

محتوى المنهاج

. يسعى هذا المنهج إلى صياغة المتحدة العربية اإلمارات الوطنية لدولة الوثيقة من اإلسالمية التربية نعتمد في تدريس

تيعاب عقلي ، و استشعار وجداني، و تصديق سلوكي ألسس اإلسالم، شخصية مدركة للحركة شخصية مسلمة قوامها: اس

التاريخية له و المتمثلة في تجربة اإلنسان المسلم في الزمان و المكان، ذات تفكير منهجي يسعى للبحث عن الحقيقة وصوالً

التالية: فروع ستة أساس لىع سيدرسون اإلسالمية التربية دروس يحضرون الذين إلى اليقين . الطالب

اإليمان( أركان 6 أي) (المعتقدات1 )

اإلسالم أركان 5 أي) والعبادة (أحكام2 )

والحديث (القرآن3)

عليهم السالم() االنبياء وقصص( ص) محمد النبي (السيرة4 )

الحياة وأنماط الدينية (الممارسات5)

السلوكيات() واألخالق اإلسالمية (القيم6 )

الروابط. ذلك أمكن حيثما ربط المادة مع بقية المواد الدراسية كلها لمتابعة البرشاء في كينجز اإلسالمية التربية تهدف مادة

الوعي مثل) الجغرافيا ،(الزكاة حساب مثل) الرياضيات ،(الشعر كتابة مثل) اإلنجليزية اللغة مع الربط يمكن المنهج

اإلسالمي(. العربي الخط مثل) الفن ،(القرآن في المذكورين األنبياء وسائر( ص) محمد نبيال حياة مثل) التاريخ ،(البيئي

Year 7

ستغطى المادة من وحدة قيم اإلسالم و غاياته و وحدة الوحي اإللهي ،حيث الدروس المغطاة تندرج تحت عبودية هللا و القيم

ية.و اإلحسان و اإلستقامة. باإلضافة للقرآن و السنة النبو

Year 8

ستغطى المادة من وحدة قيم اإلسالم و غاياته و وحدة الوحي اإللهي ،حيث الدروس المغطاة تندرج تحت عبودية هللا و القيم

و اإلحسان و اإلستقامة. باإلضافة للقرآن و السنة النبوية

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.

Year 9

لدروس المغطاة تندرج تحت عبودية هللا و القيم ستغطى المادة من وحدة قيم اإلسالم و غاياته و وحدة الوحي اإللهي ،حيث ا

و اإلحسان و اإلستقامة. باإلضافة للقرآن و السنة النبوية.

الوسائل التعليمية

باإلضافة إالى الكتاب كمرجع أساسي للمعلم ، إال أن للتقنيات الحديثة مثل السبورة الذكية، اآليباد ، استخدام الحواسيب،

مسيرة التعليمية و ال غنى عن الوسائل المسموعة و المرئية التي تساعد على توصيل المعلومة لمساتها السحرية على ال

لكافة الطلبة.

طرق التدريس

التعلم النشط ، التعلم التعاوني ، و التشجيع على بناء شخصيات تقود العملية التعليمية من أهم الطرق لخلق روح التعاون و

التحدي و احترام اآلخرين.

التقيم

سيتم تقييم الطالب من خالل المراقبة اليومية و األسبوعية، حيث ستصدر التقارير نهاية كل فصل.

لمزيد من اإلستفسار الرجاء التواصل على البريد اإللكتروني :

[email protected]

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Key Stage 3 Islamic Education B

‘Knowledge is my companion, it is with me wherever I go’

Purpose of Study

Kings’ Al Barsha provides high quality delivery in Islamic Education which promotes the spiritual, moral, cultural, development of Muslim children in the

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

Islamic Education is one of the compulsory subjects that Muslim students 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.

Curriculum Content 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).

Year 7

The World of the Unseen: Allah, Angels, Jinn.

Islam Today: Misconceptions about Islam in the 21st century. The History of the Qur’an: Revelation, Recording of Qur’anic verses during the lifetime of the Prophet Muhammad (P.B.U.H), Compilation of the Qur’an during

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the Caliphate of Abu Bakr (R.A), Compilation of the Qur’an during the Caliphate of Uthman (R.A).

Seerah: The Treaty of Hudaibiyyah, Ja’far and the King of Abyssinia, Umm Salamah, The Battle of Mu’tah. Salah: Salah al-Witr, Salah al-Istikhara, Salah al-Eid, Salah al-Jum’ah, Salah al-

Istisqa, Salah al-Jama’ah, Salah al-Mareed, Salah at-Taraweeh/Qiyam al-Layl.

Year 8

The Message: Prophets/Messengers of Allah, Story of Prophet Dawud (A.S), Story of Prophet Sulaiman (A.S).

Journey to the Hereafter: Death, Preparing for Janazah, Salah al-Janazah, Life in the grave, Minor/Major signs of the Day of Judgement. Seerah: Spread of Islam to Rulers, Khalid ibn al-Waleed, Umm Habeebah,

Liberation of Makkah, Battle of Hunayn. Muslim Lifestyle: Haya, Zina, Clothing.

Year 9 Qadr: Fate, Choice, Decisions in life.

Seerah/Stories of the Prophets: Islam prevails over Arabia, Romans learn about Islam, Story of Prophet Nuh (A.S), Story of Maryam, Story of Isa (A.S).

Leading a Pure Lifestyle: Actions of a Muslim. The Best of Examples: Zakah, Sadaqah, Rules and Regulations of Sawm, Rites of Hajj.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors. The band descriptors indicate the level of understanding

and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and iGCSE grade

descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Assessment in Islamic Education is seen in its broadest sense and is not limited to testing. Activities such as discussion, observation and presentations are also used to

determine students’ progress and attainment. School reports are sent home quarterly.

Resources

21st Century technologies are actively used in Islamic Education to enhance learning. Bring Your Own Device (BYOD), interactive white boards, visualisers

and a multitude of software and online resources are used throughout the course. These supplement an extensive collection of primary and secondary source material, teacher produced resources, artefact collections, documentaries

and audio visual footage.

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Teaching Methods

Active learning is promoted through stimulating and challenging Islamic Education lessons. High quality teaching helps inspire students’ curiosity and encourages independent learning both in and outside of the classroom. Different

learning styles, differentiation, key competences, literacy focus and higher order of thinking are embedded in the teaching and learning of Islamic education.

If you require further information about the Islamic Education Key Stage 3 Programme of Study please email [email protected]

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Key Stage 3 Mathematics

‘The difference between the poet and the mathematician is that the poet tries to get his head into the heavens, while the mathematician tries to get the heavens

into his head’ – G.K. Chesterton

Purpose of Study

Mathematics is a creative, highly inter-connected and concept-based discipline which is essential to everyday life. It is critical to science, technology and

engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for

understanding the world. We also aim to instil a sense of enjoyment about the subject, develop inquisitive

and insightful learners and cultivate an appreciation for mathematics as a powerful tool outside of the classroom environment.

Furthermore, it is important that during Key Stage 3 students are beginning preparations for GCSEs and the demands of the Key Stage 4 Programme of

Study. These skills are introduced in their infancy during Year 7 and 8 but begin in earnest during Year 9, where external exams become a major focal point of

teaching and learning. Curriculum Content

The Key Stage 3 Mathematics Programme of Study follows the new National

Curriculum in England. It covers six areas of subject content and also encourages students to develop fluency in the fundamentals of mathematics,

reason mathematically and solve problems by applying their mathematical knowledge to a variety of contexts. Concepts and skills covered in previous years are constantly revisited, allowing for consolidation and extension of knowledge.

The six areas of subject content are as follows:

Number – numerical skills, including place value, decimals, fractions, percentages, powers and roots

Algebra – learn to use algebraic notation, generate sequences, find the

general term of a sequence and manipulate algebraic expressions Ratio, proportion and rates of change – develop an understanding ratio

notation, direct and inverse proportion Geometry and measures – students solve problems involving perimeter, area,

circumference and can identify properties of translations, rotations and

reflections Statistics – skills such as the ability to describe, interpret and compare

statistical data are taught Probability – students are taught to record, analyse and describe the

outcomes of simple probability experiments and that the probabilities of all

possible outcomes sum to one

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Attainment Targets

Students are assessed four times in the year. The end of year assessment consists of two written papers and a mental maths test, the other three assessments are based on the content covered in the quarter and take place at

the end of each quarter. Assessments are levelled in line with grade descriptors, assessing the skills that students have demonstrated.

End of topic tests are also set as an assessed home learning, which forms part of the monitoring of progress and helps teachers to assess attainment. Other home

learning tasks are also set regularly, which gives teachers an indication of students’ individual strengths and development areas, allowing for more

personalised learning. Resources

21st Century technologies are actively used in Mathematics to enhance learning,

especially online platforms such as Manga High. Bring Your Own Device (BYOD), interactive whiteboards and visualisers are also used throughout the course. The Mathematics department website (www.kingsdubaimaths.weebly.com) also

contains important information such as learning checklists and weekly challenges for the students to attempt.

Teaching Methods

High quality teaching and learning helps inspire students’ interest in Mathematics and encourages independent thinking and problem solving skills.

Tailoring teaching to suit different learning styles is of paramount importance in Mathematics, as is a focus on the RSA Opening Minds Competences, higher

order thinking tasks and a concept-based approach. If you require further information about the Mathematics Key Stage 3

Programme of Study please email [email protected].

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Key Stage 3 Music

‘One good thing about Music, when it hits you, you feel no pain’ - Bob Marley Purpose of Study

Music is a universal language that allows students to connect with people, places

and periods in time and history. In Key Stage 3, Year 7 and 8 students will begin to formalise and build on their Key Stage 2 knowledge and skills, while Year 9 will begin to practice and apply skills that are needed to complete their

GCSE’s with success and confidence.

Music is primarily a concept based subject which allows the curriculum to be linked directly with topics and units being carried out by other subject areas. Its presence in all cultures and societies throughout history make it an excellent tool

to engage students in variety of subject areas and to enhance students’ learning across the curriculum. At Kings’ we endeavor to communicate and plan across

subjects so music enriches our students’ educational experiences. With a focus on Listening, Composing and Performing, students will develop both

their vocal and instrumental confidence and understand a range of musical contexts, styles and structures.

Curriculum Content

The Key Stage 3 Music Programme of Study follows the new National Curriculum in England. Students are to listen, review and evaluate music across a range of

historical styles and traditions in a range of musical contexts. They will develop both their vocal and instrumental skills as they perform their own compositions

as well as adaptations of famous works. Music technology will be utilised to enhance the students’ learning alongside more traditional musical structures and elements.

Year 7

Body Pop: Students will seek to re-create a well-known pop song by first

analysing and breaking down the musical structures and then composing and performing their own variation using only their bodies and voices as instruments.

Old School vs New School: Students will investigate and make links on the musical structures from different musical periods and genres. They will develop

their musical language through the lens of the musical elements and use music technology to demonstrate their understanding.

Where in the world: Students’ will share music from their ancestry and compare and contrast the musical elements that are shared/differ with the music

of Dubai. They will deepen their understanding through listening, composing and performing while linking with their studies carried out in Geography.

Instruments and Orchestras: Students will look at the traditional western orchestra and how this has changed and adapted over time. They will compare

and contrast with other ensembles and look at how instruments can be played in

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alternative ways. Students will investigate these ideas using actual orchestral instruments.

Music ID: Students will enjoy an 8 lesson per week programme over three weeks in which they will compose and practice a class piece to perform at our

annual Arts Evening.

Year 8

Construction Stomp: Inspired by the construction of our new school and in

conjunction with the PE Department’s Dance Unit, students will utilise items found on our site to compose and perform as a class ensemble. They will

develop their rhythmic compositional skills as well as develop both the fine and gross motor skills needed for more formalised instrumental performances.

Variations: Students will listen to music that utilises variations of an original

work. They will look at modern music that incorporates themes from western classical traditions. They will apply techniques used in these compositions to

their own variation compositions and perform them to their class.

What is music? Students will investigate music from around the world and in different genres to open their minds and develop an appreciation for differences in musical styles, genres and contexts. They will focus on music from Polynesia

and Indonesia to create and perform their own compositions that combine the two.

Planets: Using Holst’s “Planet Suite” students will identify the musical elements

involved to create the variety of moods and intentions. They will develop their musical vocabulary and investigate the musical structures involved to further develop their compositional and performance skills.

Music ID: Students will enjoy an 8 lesson per week programme over three

weeks in which they will compose and practice a class piece to perform at our Winter Concert; “We Three Kings.”

Year 9

Live Lounge: Students will create a composition that incorporates their own instruments, bodies and random objects to create completely original versions of

their favourite music. They will use tradition musical structures to create a musical score of their class piece.

Rock 'n’ Roll: Students learn the origins of Rock ‘n’ Roll and the features that are characteristic of this style including bass lines, chords, and revise the 12 bar

blues as a basis on which many rock ‘n’ roll pieces are constructed. Students will learn about the construction of triads and how these formed a bass line as a

type of chord producing harmony. They will produce their own versions.

Samba: Through performing Samba, students will learn the sounds and

understand the roles of each instrument in Samba, learn about rhythmic loops,

polyrhythms, call and response and improvisation. They will create and perform their own versions.

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Composition: Students will focus on creating their own individual compositions and performances. They will research the musical structures

needed to achieve their chosen style and apply effective practice techniques to ensure their performances are of a high standard.

Attainment Targets Students are formally assessed on their compositional, performance and

listening skills four times in the year and informally assessed throughout the units. Students’ attainment is identified using band descriptors. The band

descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously

monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

Specific music technologies will be actively used to enhance both the students learning and creativity alongside the Bring Your Own Device (BYOD), interactive

white boards, visualisers and a multitude of software and online resources used across all subject areas. Students will have access to a variety of percussive and tuned instruments to both engage students in their learning as well as enhance

their understanding and motor skills.

Teaching Methods The musical theory and language of traditional western music is taught through

actively participating in a variety of music traditions. The content is structured to ensure high student engagement and enjoyment of music. They are encouraged

to perform their creations regularly to increase their confidence and feel comfortable to make mistakes in order to learn from them. Music lessons are very hands on and student focused so that students learn through doing.

If you require further information about the Music Key Stage 3 Programme of

Study please email [email protected]

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Key Stage 3 Physical Education

‘You don’t have to be great to start, but you have to start to be great’ Purpose of Study

Kings’ School Al Barsha delivers a high-quality Physical Education curriculum

that inspires all students to succeed and excel in competitive sport and other physically-demanding activities. It provides opportunities for students to become physically confident in a way which supports their health and fitness.

An opportunity to compete in sport and other activities also builds character and

helps to embed values such as fairness, leadership 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. Engage in competitive sports and activities.

Lead healthy, active lives.

Curriculum Content The Key Stage 3 PE Programme of Study follows the new National Curriculum in

England. It covers a broad range of activities that allow students to perform, evaluate, lead and have an understanding of an active healthy lifestyle.

Year 7

VOLLEYBALL

FOOTBALL

RUGBY

NETBALL

ATHLETICS

SOFTBALL

ROUNDERS

TRAMPOLINING

GYMNASTICS

SWIMMING

TENNIS

BADMINTON

BASKETBALL

HEALTH RELATED

FITNESS

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Year 8

Year 9

Attainment

Students are assessed every six weeks. Students’ attainment is identified using

band descriptors. The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed activity. The descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress

is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources We are extremely fortunate to be in a position to offer fantastic sporting facilities

at Kings’ School Al Barsha. Every student has the opportunity to experience and utilise these facilities to facilitate their learning and desire for sport.

VOLLEYBALL

FOOTBALL

RUGBY

NETBALL

ATHLETICS

SOFTBALL

ROUNDERS

TRAMPOLINING

GYMNASTICS

SWIMMING

TENNIS

BADMINTON

BASKETBALL

HEALTH RELATED

FITNESS

TRAMPOLINING

GYMNASTICS

SWIMMING

TENNIS

BADMINTON

BASKETBALL

HEALTH RELATED

FITNESS

VOLLEYBALL

FOOTBALL

RUGBY

NETBALL

ATHLETICS

SOFTBALL

ROUNDERS

Page 39: Secondary curriculum pdf

Teaching Methods

Active learning is promoted through stimulating and challenging PE lessons. High quality teaching helps inspire students’ creativity, leadership and encourages

independent learning both on and off the sports arena. Different learning styles, key competences, literacy focus and higher order of thinking are embedded in

the teaching and learning of PE. If you require further information about the PE Key Stage 3 Programme of Study

please email [email protected] and [email protected]

Page 40: Secondary curriculum pdf

Key Stage 3 Science

‘I have no special talent. I am only passionately curious ‘

- Albert Einstein Purpose of Study

Kings’ Al Barsha endeavors to provide a high-quality Science education facilitating our students to gain 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

students 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, students are encouraged to recognise the power of rational explanation and develop a sense of excitement and

curiosity about natural phenomena. Kings’ students are encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Curriculum Content

The Key Stage 3 Science Programme of Study follows the new National Curriculum in England. Biology, Chemistry and Physics are taught as separate

disciplines however the underlining focus is to 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 and the aim is to equip our students with the scientific knowledge required to understand the uses and implications of science,

today and for the future.

Students also undertake a programme of ID units in Year 7 and 8. These ID

units are linked to embedding RSA Competences and leading the students to

make firm cross curricular associations between subjects. In Year 7 the ID units are My Body is a Temple and Guardians of the Galaxy. In Year 8, the ID

units are The Only Constant is Change and Energetics.

Year 7

Biology Chemistry Physics

Cells, tissues, organs and systems

Sexual reproduction in

animals

Muscle and Bones

Mixtures and

Separation Acids and bases

The particle model Atoms, elements and

compounds

Energy Forces

Sound Current Electricity

Page 41: Secondary curriculum pdf

Year 8

Biology Chemistry Physics

Food and Digestion Sexual Reproduction in

Plants Breathing and

Respiration

Unicellular Organisms

Combustion Rocks

The Periodic Table Metals and their uses

Fluids Light

Energy Transfers The Earth and Space

Year 9

Biology Chemistry Physics

Genetics and Evolution

Growing our food Revising Key Stage 3

Biology Preparing for GCSE

Biology

Making materials

Reactivity Revising Key Stage 3

Chemistry Preparing for GCSE

Chemistry

Forces and motion Electricity and

magnetism Revising Key Stage 3

Physics Preparing for GCSE

Physics

Attainment Targets Students are assessed four times in the year. Students’ attainment is identified

using band descriptors. The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The

descriptors provide continuity with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

Students will follow the Exploring Science- Working Scientifically Series. Each Student will be given a book and online access to presentations and practice

assessments.

Teaching Methods Active learning is promoted through stimulating, challenging and practical

lessons. High quality teaching helps inspire students’ curiosity and encourages independent learning both in and outside of the classroom. Different learning

styles, key competences, literacy focus and higher order of thinking are embedded in the teaching and learning of Science.

Page 42: Secondary curriculum pdf

If you require further information about the Science Key Stage 3 Programme of Study please email [email protected]

Page 43: Secondary curriculum pdf

Spanish

‘Those who know nothing of foreign languages know nothing of their own.’

‒Johann Wolfgang von Goethe Purpose of Study

At Kings’ Al Barsha, we strive to prepare our students for the linguistic

challenges of the 21st Century by offering a dynamic, active and rigorous curriculum. Our aim is to equip students with essential linguistic skills as well as to instil a love of language learning.

Spanish is one of the compulsory languages studied at Key Stage 3. There are 3

weekly lessons of Spanish in Year 7, 8 and 9. Curriculum Content

The Key Stage 3 Spanish Programme of Study follows the new National

Curriculum in England. It covers a broad range of key concepts: linguistic competence, knowledge about the language, creativity and intercultural understanding.

Year 7

¡Vamos!: greetings, give information about myself, classroom environment.

En el instituto: school environment, ordering food in the canteen. ¿Tienes hermanos?: my family, pets and relationships. En casa: home life, describing my house.

Mi tiempo libre: free time and social activities. Arranging future plans. En la ciudad?: describing my home town and the weather.

Year 8

La gente: friends and relationships, daily routine, nationalities in the

world. ¿Vamos a salir?: home town and future plans.

Mis vacaciones: holidays, the world: life in other countries and communities, people, places and customs describing my holidays using past tense.

La comida: everyday activities: food, health and fitness.

De moda: fashion world, going shopping and traveling abroad.

Barcelona:tourism and industry, giving directions.

Year 9

Los medios de comunicación: social time and media: how to use technology effectively.

En el instituto: free time and social activities, school environment.

Me duele: food, health and fitness, going to the doctor.

Ganarse la vida: the world of work: further education and training, careers and employment.

Page 44: Secondary curriculum pdf

Hispanoamérica: life in other countries and communities, world

events and issues, the environment.

Mi casa es tu casa: home life, visiting a house in Spain, traveling by train.

Attainment Targets

Students are assessed four times in the year. Students’ attainment is identified using band descriptors for:

Listening and responding Speaking

Reading and responding Writing

The band descriptors indicate the level of understanding and skills demonstrated by a student in an assessed piece of work. The descriptors provide continuity

with Key Stage 2 levels and GCSE grade descriptors. Progress is continuously monitored, with targeted intervention to ensure every student achieves their full potential.

Resources

Throughout the course, 21st Century technologies are actively used in Spanish to enhance learning. Flipped classroom methodology is used alongside the Bring

Your Own Device policy (BYOD), interactive white boards, visualisers as well as a variety of software and online resources. These supplement an extensive

collection of primary and secondary source material, teacher produced resources, authentic audio and video recordings.

Teaching Methods

We believe that language acquisition should be fun and enjoyable. Consequently, we aim to deliver lessons which are stimulating and dynamic. We strive to use a

wide range of teaching strategies as well as using engaging activities and inspiring resources so that our students are highly motivated, make outstanding progress and achieve to the very best of their ability.

Our aim is to combine the best of all approaches so that our students encounter

the full range of teaching and learning styles; we combine rigorous grammar teaching with communicative language teaching to give our students a solid foundation for foreign language study at all levels in the school.

If you require further information about the Spanish Key Stage 3 Programme of

Study please email [email protected].


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