-Jebel Ali Curriculum booklet Year 9 2021 -2022
Transcript of -Jebel Ali Curriculum booklet Year 9 2021 -2022
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Curriculum booklet Year 9
2021 -2022
-Jebel Ali
Promoting – UN Sustainable Development Goals – Zero Hunger
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INTRODUCTION
This booklet has been introduced to provide you with information about
your child’s learning at The Winchester School during the academic year
2021-2022. It provides information such as each subject studied,
resources and websites. etc.
At Winchester School we believe that students should be given a broad
and balanced curriculum which equips them for life beyond the school
gates in the 21st Century. The aims of education are to enhance student's
knowledge, skills, creativity, experience, imagination and foster
innovation and entrepreneurship skills, while instilling values of global
citizenship!
Best wishes for a year filled with fun , excitement and challenges. We
stand true to our motto-“Every Child Matters”.
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CONTENT • English
• Science
• Maths
• Arabic
• Islamic Studies
• PSHCEE
• Moral Education
• French
• Humanities ( History /Geography /UAE Social Studies)
• Art
• PE
• ICT
• STEAM
• Useful Wesbites
Reading Resources
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English AIMS:
The national curriculum for English aims to promote high standards of language
and literacy by equipping pupils with a strong command of the spoken and written
word, and to develop their love of literature through widespread reading for
enjoyment.
Term 1
Shakespeare - Hamlet ➢ Reading & Listening comprehension
➢ Speaking & Presentation
➢ Persuasive Speech ➢ Argumentative Writing ➢ PTE practice
➢ Vocabulary & Grammar
Required Additional Reading ➢ The Speckled Band
Term 2
Short Stories ➢ Reading & Listening comprehension
➢ Speaking & Presentation
➢ Dialogue Writing
➢ Intervew Writing ➢ PTE practice
➢ Vocabulary & Grammar
Required Additional Reading: ➢ Research Topics for Wider Knowledge
Term 3
Author’s use of Language ➢ Language Analysis
➢ War Poetry
➢ PTE practice
➢ Vocabulary & Grammar
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SCIENCE AIMS:
The National Curriculum for science aims to ensure that all pupils:
• develop scientific knowledge, enquiry skills 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.
Overview of the Science topics
TERM 1 TERM 2 TERM 3
BIOLOGY Inheritance,
Chromosomes, DNA and
genes
• Exploring Difference
• Variation
• Exploring the causes
of Variation
• Selective breeding
• Natural selection
• Looking inside a
cell’s nucleus
• Learning about DNA
• Exploring human
chromosomes
• Understanding
cloning
• Explaining extinction
Classification
• Characteristic
features of the Five
Kingdoms with
examples
• Divisions under Plant
Kingdom
• Distinguishing
morphological
features and
Representative plants
Root, Stem, Leaves,
Flower of Monocot
and Dicot plants,
Health and effect of drugs
• Exploring types of drugs
• Understanding the impact
of smoking
• Considering the dangers of
cannabis
• Understanding the effects
of alcohol
• Exploring the effects of
other drugs
• Addiction
Coordination and response
• The human nervous system
• Receptor, Effector
• The Reflex arc
• Investigating measuring the
reaction time
Immunity - Vaccination
and Diseases
• Understanding how
diseases are spread
• Exploring the body’s
defences
• Comparing microbes
• Investigating the growth of
bacteria
• Understanding how
antibiotics work
• Vaccination
Ecology
• Interrelationship of
organism ins the
environment
• Overview of food
chains and food webs
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• Other Distinguishing
Features: Stomata
and Vein Patterns,
Representative plants
CHEMISTRY
The particulate nature of matter
• States of matter
• Interconversion Atomic Structure
• Understanding atomic structure
• Understanding Electronic configuration
• Calculations of sub atomic particles
• Formation of ions
Energetics
• Exothermic and endothermic reaction
• Investigation on exothermic and endothermic reaction
Rocks:
• Types of rock and rock cycle
Rate of reaction
• Factors affecting rate of reaction
• Investigation
Reactivity Series:
• Order of metals and carbon in reactivity series
• Practical Investigation
• Use of carbon in obtaining metals from metal oxides
Physical and Chemical
Changes
• Ceramics, polymers and
composites
Balancing Equations
• Balancing simple chemical equations
PHYSICS Waves • Reflection
• The transmission of light
through materials:
absorption, diffuse
scattering and specular
reflection at a surface
• To state laws of reflection
• To differentiate plane and
spherical mirrors
• Reflection
• Refraction
• Convex and Concave lens
• Defects of eye and their
correction
• Dispersion Filter
• Gravity
Energy transfer and changes
• Conservation of energy
• Transfer of energy and calculation of efficiency
• Mechanical Energy
Kinematics
• Measuring speed
• Speed- time graph
• Demonstrate some understanding that acceleration is related to changing speed
• calculate acceleration using the data
• To plan and investigate acceleration using a trolley and ramp.
Net Force and equilibrium Analyzing equilibrium Universe Our Sun as a star, other stars in our galaxy, other galaxies
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MATHS
In Year 9, we introduce IGCSE Mathematics course as it builds directly upon the work studied
by the students in Years 7 and 8.
Mathematics is an essential subject for all learners, which has many applications in other areas
of study. Cambridge IGCSE Mathematics encourages the development of mathematical
knowledge as a key life skill, and as a basis for more advanced study. The syllabus aims to
build learners' confidence by helping them develop a feel for numbers, patterns and
relationships, and places a strong emphasis on solving problems and presenting and
interpreting results.
Learners will study how to apply Mathematics in everyday situations and develop an
understanding of the part, which Mathematics plays in the world around them. Learners also
gain an understanding of how to communicate and reason using mathematical concepts.
Learners develop not only knowledge and understanding of Mathematics, but also skills in
creative thinking, enquiry and problem solving through this fully examined course.
Candidates who follow the Core curriculum are eligible for grades C to G and those who
follow the Extended curriculum are eligible for grades A* to E.
It is anticipated that Set 1 pupils will complete the IGCSE Maths in the June of Year 10 and
then prepare for the Additional Mathematics course in Year 11.
Resources
It is vital that students are properly equipped for lessons and a suitable calculator is necessary
in all math’s lessons. When buying a new calculator, we recommend the CASIO FX- series
fx-991EX
Students are also expected to own standard geometrical instruments (ruler, protractor and pair
of compasses).
Students will follow Collins CIE IGCSE Mathematics Student Book.
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Overview of the Syllabus for Year 9
TERM1 TERM 2 TERM 3 ACCELERATED NUMBERS
• Recurring decimals
• Application of directed
numbers.
• Increasing and decreasing
quantities by a percentage
• Simple and compound
interest
• Reverse percentage
• Recurring decimals
• Estimation
• Bounds
• Map Ratios
• Significant figures and
standard form
• Foreign exchange
ALGEBRA
• Changing the subject
• Expanding and
simplifying brackets
• Quadratic equations
• Algebraic equations
• Simultaneous
equations
• Inequalities
SHAPE AND SPACE
• Congruence
• Similarity
NUMBERS
• Sets and Venn Diagrams
ALGEBRA
• Variations
• Functions
SHAPE AND SPACE
• Circle Theorems
• Mensuration
HANDLING DATA
• Averages
• Cumulative frequency
curves
ALGEBRA
• Sequences
SHAPE AND SPACE
• Trigonometry
HANDLING DATA
• Histogram
• Probability
• Box and whiskers plots
EXTENDED NUMBERS
• Fractions and percentages
• The four rules on
fractions
• Directed Numbers
• Squares and cubes
• Applying number and
using calculators
• Estimation and limits of
accuracy
• ALGEBRA
• Algebraic representation
and formulae
• Algebraic manipulation
• Rearranging formulae
NUMBERS
• Ratio proportion
• Map Ratio
• Speed
• Time
• Currency conversion
• Standard form
• Estimation and limits
of accuracy
ALGEBRA
• Linear equations
• Inequalities
• Indices
• Simultaneous
equations
ALGEBRA
• Straight line graphs
• Graphical inequality
• Quadratic factorization
GEOMETRY
• Constructions
• Nets
• Area of Compound
shapes
• Surface area and
volume
• Symmetry
• Transformations
• Bearings
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GEOMETRY
• Angle properties
• Polygons
• Geometrical constructions
• Scatter diagrams
STATISTICS
• Statistical representation
• Bar charts
• Pie charts
• Scatter diagrams
GEOMETRY
• Geometrical terms and
relationships
• Pythagoras Theorem
• Trigonometric Ratios
• Angle of elevation and
Depression
• Bearings
STATISTICS
And
PROBABILITY
• Probability
of an event
happening
• Calculating
probabilities
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Arabic
Arabic for Arabs:
Term 1
الفرع الموضوعات
أنت،الإدمان على الإحسان إلى الوالدين، من تجارب الحياة،أعظم نعمة،يوم الشهيد،كن
الإنترنت،من أجل نمط عيش صحي، العقد،الأناقة لا تكلف مالاً
القراءة والنصوص
النحو والإملاء الحال، التمييز
البلاغة التشبيه
و المحادثة الاستماع صناعة السينما،القدرات الكامنة
الكتابة نص سردي: آمال ذهبت مع الريح، تقرير بحثي
Term 2
الفرع الموضوعات
وصية ذي الإصبع العدواني، ،القرش الأبيض ينفعك في اليوم الأسود، روح الطبيعة،
نظرة،وداعًا يا أحبائي،النهر المتجمد، غولة النهر، الإمارات نبض روحي وقلبي
القراءة والنصوص
النحو والإملاء أدوات نصب الفعل المضارع، أدوات جزم الفعل المضارع
،الطباقالتشبيه البلاغة
الاستماع و المحادثة العنقاء أو الفينيق،رجال اللؤلؤ
الكتابة التعصب الأعمى للأفكار والأشياء
Term 3
الفرع الموضوعات
دراسة -رواية رحلات عجيبة في البلاد الغريبة القراءة والنصوص
النحو والإملاء التركيب الإضافي،ضمائر الجر المتصلة
والتضمين .الاقتباس البلاغة
الاستماع و المحادثة الحكواتي
الكتابة المنافسة غير الشريفة
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Arabic Non-Arabs:
Term 1
Environment البيئة
Smoking and addiction التدخين والإدمان
Health الصحة
Term 2
Weather أحوال الطقس
Media effect التأثير الإعلامي
Term 3
Contemporary challenges تحديات معاصرة
Labour sector سوق العمل
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Islamic Studies
Islamic for Arabs:
Term 1
التقرب –نعمة الامن -الاخلاص -سب الطيب كال - الاعمال بالنيات-أحكام المد الأصلي -صدق الرسول )ص( مع قومه
أصحاب القرية –الى الله تعالى
Term 2
قصة مؤمن آل -آداب السفر -الشفاء بنت عبد الله -الصلوات ذات الأسباب -التقرب إلى الله تعالى -الإيمان بالقضاء والقدر
الشفاء بنت عبد الله . –أقدس المساجد -يس
Term 3
صلة -الطريق الي الجنة–حرمة ترويع الانسان –أحكام المد الفرعي -قدرة الله تعالى –تلاحم المجتمع -فضائل المؤمن
الارحام
Islamic Non-Arabs:
Term 1
1. Honesty of the Prophet (P.B.U.H)- 2. - Sincerity –3. Good Earning-. 4. Acts are
judged only by intentions. 5. The Gift of Security.
Term 2
1. Knowledge brings enlightenment and High status-2. Social Cohesion- 3. The
people of the city- 4. The battle of Hunayn- 5. Prayers for certain purposes.
Term 3
1. Merits of believers- 2. Prohibition of Frightening People- 3. Maintaining the ties of
Kinship- 4. My Health is my responsibility
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PSHCEE
• To understand each individual has many decisions to make in life which will affect
their future
• To understand bias
• To recognize that spreading peace is essential.
• To develop an understanding of our responsibilities
• Improved ability to make informed decisions
• To develop growth mind-set
• A completed, practical citizenship activity
• Application of learnt skills to the wider world
TOPICS
• Target Setting
• Peace day
• Are You A Good Citizen?
• Growth mindset
• Anti-Social Behaviour
• Law and Order
• Human Rights
• Self Esteem
• Child Rights
• Active Citizenship
• Revision Techniques
• Making Choices
• The Mass Media
• First Aid
• Self Esteem
• Homelessness
• Road safety
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Moral Education
Moral Education is one of the National Priorities of UAE.
MORAL EDUCATION plays an integral role in students’ personal and social development.
The Moral Education program is an innovative, engaging curriculum designed to develop
young people of all nationalities and ages in the UAE with universal principles and values,
that reflect the shared experiences of humanity.
The Moral Education curriculum is mainly aimed at encouraging students to be forward-
looking, creative and respectful to everyone by creating a strong foundation on ethics,
tolerance, civic duty and cultural diversity.
Moral education will help to reduce absenteeism among pupils, reinforce positive personal
traits, employability and equip youngsters with practical life skills.
Moral Education in UAE is built around four pillars
1. Character and morality - builds the foundation of ethics and responsibility and encourages
students to strengthen their sense of morality
2. The individual and the community - outlines the role of the individual in society to think of
the common good
3. Civic studies - familiarizes students with the structure and function of the government and
their rights as citizens or residents of the UAE
4. Cultural Studies - introduces students to the broader ideas of culture; the importance of
preserving history, and the value of appreciating the universal cultural legacy.
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Term Pillar Unit
1a CHARACTER
AND
MORALITY
CM15 – Morality in the context of communities
In cycle 2, students will have previously considered the
duties and responsibilities they have in their families, their
classes and the local community. This unit expands the circle
of ethical concern to the wider UAE society.
1b INDIVIDUAL
AND
COMMUNITY
IC15 – Valuing diversity
The unit has been divided into the two specific areas of
self-worth and identity and community awareness; this
continues the same theme as the cycle 1 and other cycle 2
units. Progression focuses on students’ development of
interpersonal and intrapersonal skills.
The topic of valuing diversity builds on the cycle 1 topics
of respecting and understanding difference, friendships and
helping others (IC2 and IC3) and tolerance, respect,
compassion, equality and empathy introduced in the
Character and morality units (CM3, CM5 and CM7). It
aims to develop students’ respect, tolerance and acceptance
of other cultural and social groups and individuals who are
in some way different from them, as well as helping
students to be honest about their own prejudices.
2a CIVIC STUDIES CIS4 – The growth of consultative governance in the UAE
This unit includes:
• The traditions of consensus and consultation that existed
within the Bedouin tradition and how these traditions were
realised in practice
• The past and present relevance of traditional mechanisms
for consultation (e.g. the Majlis, Shura)
• Consultative governance as reflected in the UAE
Constitution and the key goals of the Federation
• The development, nature and current function of the
Federal National Council and local consultative councils
2b CIVIC STUDIES CIS4 – The growth of consultative governance in the UAE
This unit includes:
• The traditions of consensus and consultation that existed
within the Bedouin tradition and how these traditions were
realised in practice
• The past and present relevance of traditional mechanisms
for consultation (e.g. the Majlis, Shura)
• Consultative governance as reflected in the UAE
Constitution and the key goals of the Federation
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• The development, nature and current function of the
Federal National Council and local consultative councils
3a CHARACTER
AND
MORLAITY
CM16 – Morality in the context of states
Students have recently completed a unit on the growth of
consultative governance in the UAE (in Civic studies) and
another unit on morality in the context of communities. This
unit builds on these earlier units by introducing the concepts
of state and government. It communicates to the students that
there have been, and are, different forms of government in
the world. It also encourages students to begin considering
what counts as an ethical form of government, and it requires
students to provide a rational and coherent justification for
their stance. In doing so, the unit forms a foundation for the
first Civic studies unit in cycle 3, in which students develop
their understanding of how the UAE is governed, its political
and judiciary system and how citizens participate in the
system of government.
3b INDIVIDUAL
AND
COMMUNITY
IC16 – Dealing with conflict
This unit builds on work already undertaken in IC12 (Mental
health) and IC15 (Valuing diversity) while also having links
with the Character and moralitypillar, namely CM10 (Moral
character, virtue ethics) and CM12 (Respect and tolerance in
a diverse society).
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French
TERM 1
1-``Le monde est à toi``to describe where do you live naming different parts of a house or an
apartment and facilities around it; to use prepositions to precise the position; to combine the
preposition with the determiner; to review the conjugation of regular and irregular verbs in the
present tense
2-``Bénédicte, en Provence.” to describe your region (your city, or your country)
3-``Qu`est-ce qu`il y a ici?” to describe a city naming a range of facilities; to review the
singular and plural forms on nouns and adjectives; to review the gender agreement on
adjectives; the position of the adjectives and irregularities in forming the feminine gender and
position; to use the pronoun “y”
4-``Pour améliorer la ville. `` to say what`s needed to improve your home area; to use the
structures “On a besoin de….” and “Pour+ infinitive “; to combine the preposition “de “with
a determiner (d’un/d’une); to give opinions using a range of expressions
5-``Nettoie le monde`` to talk about what you plan to do to improve the environment; to use
future tenses; to make imperatives in positive and negative forms; to conjugate more irregular
verbs in the present tense; to make families of words using suffixes “-tion”, “- age”
TERM 2
1.” Je voudrais de la salade “to develop food vocabulary bank; to describe some French
dishes; to use the conditional mood and politeness formulae;
2.” Au restaurant” to make a role play at the restaurant; to express food and drink preferences
3.” Je voudrais acheter un pantalon” to name clothing items; to understand basic
information about shops and services; to specify and modify requirements while shopping for
clothes;
4. “Un cadeau pour Nico!” to make simple complaints about unsatisfactory goods and ask
for a refund or a replacement
5. “Moi et mon ami (e) au supermarché “to explain and discuss what you want while buying
food in different types of shops offering food items; to understand announcement and
advertisements about food
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TERM 3
1- “Allons en France! “To exchange and understand information about air travel; to make a
role play on how to book a flight ticket; to use the conditional mood
2- “Vacances aux États-Unis.” To give and seek information while travelling by plane; to
develop conversational skills preparing role-plays “in a plane”
3- “Je voyagerais en Afrique du Sud” To name different facilities and services at the airport;
to develop conversational skills preparing role plays “at the airport”
4- Comment réserver une chambre à l`hôtel ? To name different information and documents
you should have when you are going to book a room in the hotel; to develop conversational
skills preparing role-plays “in the hotel reception”
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Humanities
Students will have weekly four lessons for Humanities’ subjects. History and Geography will
be taught once a week whereas, UAE SST will be taught twice a week.
History
Aims
The national curriculum for history aims to ensure that all pupils:
• know and understand the history of these islands as a coherent, chronological
narrative, from the earliest times to the present day: how people’s lives have shaped
this nation and 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.
Overview of topics
TERM 1 TERM 2 TERM 3
• Skills Bank: Source reading,
Bias and reliability;
• World War I: Causes,
Course & Impact of the war;
• League of Nations.
• Interwar years: Rise of Hitler
& Stalin
• World War II: Cause, Course
& Impact of the War.
• Cold War:
1. Origin
2. Crisis-Berlin
blockade & Cuban
Missile Crisis.
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Geography
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.
Overview of topics
TERM 1 TERM 2 TERM 3
• Map & DATA Skills
• From Rock to Soil
• Map & DATA Skills
• Our Restless Planet
• Living off Earth’s
Resources
• Map & DATA
Skills
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UAE Social Studies
We will be updating the UAE Social Studies topics for the year 2021 2022, immediately
when we receive the UAE SST course book for Year 9 from MOE.
UAE National and Social Studies Curriculum aims to ensure that all pupils progress in the
following knowledge and skills standards-
Domain: 1. Knowledge of social studies Components
(1.1.1): Knowledge of the role of significant figures, events, and developments and its impact
in constituting other communities in the region over different eras and in different places;
Understanding of patterns of stability and transition over time and relationships between
people and events along with explanations of such relationships.
(1.2.1): Knowledge of the Earth, its properties, and how such properties are related to human
interactions.
(1.3.1): Development of national identity and unity and understanding of different forms and
duties of the government and the roles of society members.
(1.4.1): Knowledge of economic principles and systems, how markets operate, and the role of
the government in the development of the national and global economy.
Domain: 2. Literacy in Social Studies
(2.1.1): Competence in collecting and evaluating sources and in using evidence to support their
opinions and positions.
Domain: 3. Communication and presentation skills
(3.1.1): Usage of technology and other sources to collect data collection and information
processing for critical evaluations and presentations.
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ART
Students shall be taught to develop their creativity and ideas, and increase proficiency in their
execution. They should develop a critical understanding of artists and designers, expressing
reasoned judgments that can inform their own work. Student`s will be taught:
• to use a range of techniques to record their observations in sketchbooks and other media
as a basis for exploring their ideas
• to use a range of techniques and media, including painting
• to increase their understanding in the handling of different materials and surfaces.
• to analyse and evaluate their own work, and that of others, in order to strengthen the
visual impact or applications of their work about the history of art, craft, design and
styles and major movements from ancient times up to the present day.
Year 9 Knowledge and understanding, investigation and challenge
assumptions.
Learners shall build on the skills, knowledge and understanding acquired in year 8. They shall
achieve this through an increased ability to make connection between their creative
investigations in the making of their own work and the work of other artist craft workers and
designers. Creativity and imagination and different levels will challenge their creative
assumptions, look at things in a new way, be receptive to new ideas and make informed
judgments and practical decisions to communicate their ideas and feelings. They will become
increasingly independent in their choice of materials and processes, and from past experiences
gain confidence in applying visual, tactile and sensory language. Exploration, appreciation and
enjoyment in art and design shall enrich every learner in personal life.
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Physical Education
Physical Education is the accumulation of wholesome experiences through participation in
large muscle activities that promote growth and development” Brownhill & Hagman
INTRODUTION
➢ Students will have one lesson of P.E per week.
➢ Different activities are taught in 4-6-week blocks.
➢ At this level children are exposed to a much deeper understanding of all the sports
proposed.
➢ To give more importance to the competitive element of each game introduced, the first
few lessons are dedicated to practicing the basic skills. The remaining lessons are used
for playing the sport, which will help the children to improve team work and individual
performance.
ASSESSMENTS
For P.E the assessments are an ongoing process. Each and every lesson they are assessed on:
➢ Squaring and developing skills
➢ Selecting and applying skills, tactics and compositional ideas
➢ Evaluating and improving performance
➢ Knowledge and understanding of fitness and health
PE PROGRAMME OF STUDY
Term 1 Term 2 Term 3
Fitness activities
Basketball
Volleyball
Athletics
Fitness activities
Soccer
Badminton
Fitness activities
Rounders
Chess
Carrom
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ICT
TERM 1
CYBER SAFETY
To select and use technology and the internet safely, responsibly, respectfully, creatively
and competently, for a range of purposes and audiences
INPUT AND OUTPUT DEVICES
➢ To list various examples of input/output devices.
➢ To explain different types of devices used to input/output
information to a computer.
➢ To explain the applications of different input/output
devices.
➢ To identify advantages/disadvantages of different input/output devices.
HTML
➢ To use HTML to design web pages
➢ Programming/HTML
➢ To explore and use basic HTML tags.
BLOCK CHAIN
➢ To explore the blockchain technology.
➢ To explore the three pillars of blockchain technology.
➢ To explore the steps to pass information from A to B in a fully automated and safe
manner.
TERM 2
EMERGING TECHNOLOGIES
To demonstrate various emerging technologies and to evaluate its impact on individual and
lifestyles.
PYTHON PROGRAMMING
➢ To create a working ‘Guess the Number’ game.
➢ Be able to complete the ‘Python Syntax’ course on Codecademy.
➢ To use ‘Strings and Console Output’ in Python Programming.
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TERM 3
ICT APPLICATIONS
➢ Modelling applications
➢ School management systems
➢ Banking Applications
➢ Computers in medicine
➢ Computers in libraries
SYSTEM DEVELOPMENT LIFE CYCLE
➢ To list various methods of researching an existing system
➢ To describe how it is necessary to design documents, files, forms/inputs, reports/outputs
and Validation
➢ To produce designs to solve a given problem
➢ To describe how data/file structures are created and tested
DATA MANIPULATION
➢ Effective searching
➢ Adding data to a table
➢ Creating queries with specific queries
➢ Creating Reports
➢ Exporting data
➢ Formatting techniques
PROJECT: Create a webpage based on the following topics
COMPUTER NETWORKS
➢ Network architectures
➢ Network topologies
➢ Types of computer Network
➢ Computer network topology
PRACTICAL
Java Script
➢ Variables
➢ Conditions
➢ Arrays
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STEAM
Term 1
Project: - Sam labs– Design a Traffic light Simulation using Sam Lab Kit and Software.
➢ Create a report on the use of Virtual blocks in Sam Labs to design a Traffic light
simulation.
➢ Outline the key features of Traffic light system and discuss the use of sensors, RGB
LED, compare block and Counter block used in the traffic light simulation.
Instructions:
Present your completed product to the group:
➢ What did you improve or change from the first presentation?
➢ What new ideas came to mind while making your Simulation?
➢ How would you improve in the future?
Term 2
Project: - Lego Ev3– Imagine a robot that could solve a problem that you know about.
Draw a picture on A4 sheet of what that robot might look like and give it a name.
Instructions:
➢ Write about what your robot would be able to do and what problem it would solve.
➢ Write about how it would work and what type of control it would have (autonomous,
teleoperated, or hybrid).
Present your completed product to the group:
➢ What did you improve or change from the first presentation?
➢ What new ideas came to mind while making your product?
➢ How would you improve in the future?
Term3
Project: 3D Printing- Create an iPhone holder.
➢ Create and design iPhone holder on the paper.
➢ Design a prototype using the Tinkercad /3D builder website or app.
➢ Download the .Stl file and Save.
➢ Modify the design, adjust the size, and generate a. g3drem (printable) file.
➢ Communicate their process and reflections though a video presentation.
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Useful Websites
English:
www.bbc.co.uk/schools/spellits/ad_menu_flash
www.english-online.org.uk
www.readingmatters.co.uk
www.spinebreakers.co.uk
www.cool-reads.co.uk
www.teenreads.com
www.writebuzzschools.com
www.bbc.co.uk/schools/ks3bitesize/
http://www.bbc.co.uk/worldservice/learningenglish/teach/
www.nationalstrategies.standards.dcsf.gov.uk/secondary
http://www.parentcentre.gov.uk
http://www.dfes.gov.uk/popularquestions/
http://www.learn.co.uk
Maths:
www.myimaths.co.uk
http://www.happychild.org.uk/wks/math/
http://mrmaths.org/index.shtml
http://www.emaths.co.uk/
http://nrich.maths.org/public/
www.mathsisfun.com
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www.kangroomaths.com
www.maths.net
www.subtangent.com
www.ngfl.co.uk
www.bbc.co.uk/skillwise/maths
www.kutasoftware.com
www.math-aids.com
SCIENCE:
http://www.bbc.co.uk/bitesize/ks3/science/
http://www.scibermonkey.org/level.asp?page=KS3
http://lgfl.skoool.co.uk/keystage3.aspx?id=80
https://www.cgpbooks.co.uk/interactive_ks3_science
http://www.docbrown.info/ks3science.htm
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READING BOOKLIST
Island of Blue Dolphins Scott O’Dell
Noughts and Crosses Malorie Blackman
Curious Incident of the Dog in the
Night-time
Mark Haddon
Frankenstein’s Aunt Allan Rube Pettersson
The Railway Children E. Nesbitt
The Family from One End Street Eve Garnett
The Alchemist Paolo Coelho
Wuthering Heights Emily Bronte
Paddy Clarke Ha Ha Ha Roddy Doyle
Empire of the Sun J. G. Ballard
The Hobbit J.R. R. Tolkien