The children will be taught specific English skills such as Spoken Language, Word Reading, Comprehension, Transcription, Handwriting and Presentation, Composition, Vocabulary, Grammar and Punctuation.

Alongside English lessons the children will also have Phonics lessons. We use a programme called Read Write Inc to teach this. Read Write Inc. (RWI) is a phonics complete literacy programme which helps all children learn to read fluently and at speed so they can focus on developing their skills in comprehension, vocabulary and spelling.

MathsThe children will be taught specific Maths skills such as Number and Place Value, Addition and Subtraction, Multiplication and Division, Fractions, Measurement, Properties of Shapes, Position and Direction and Statistics.

We use a programme called White Rose Maths to teach Maths at ICS. Influenced, inspired and informed by the work of leading maths researchers and practitioners across the world, White Rose Maths brings together a team of highly experienced and passionate maths teaching experts to train, guide, help and support all those who want to make change happen in their schools.

The children will be taught how to work scientifically and learn about different topics such as plants, living things and their habitats, animals, everyday materials and seasonal changes.

What makes Bug Club so special?

Bug Club is our core reading program from Foundation Stage to Year 6 (ages 4-11). It offers books and eBooks and an online learning world that is engaging and imaginative for our young readers. Shown to:

• encourage reluctant readers to read at home using the online reading world
• increase reading enjoyment
• develop skills

What’s in Bug Club?

• Finely-levelled reading books to help improve children’s reading attitudes. 
• An online reading world that our pupils love. Children can read their allocated eBooks at school or at home and earn rewards as they read, to spend in their Bug Club world. 

At International Community School City Centre, we explicitly teach speaking and listening, reading and writing. Our aim is to develop children’s knowledge, skills, and understanding in English and ensure that the children then transfer these skills into all subjects.

Our aim is to develop children’s communication, language and essential English skills. We ensure that they have the ability to listen, speak, read and write for a wide range of purposes. Working together with others leads to the wider development of social relations, which include friendship, empathy and sharing emotions linking to our school values and competencies, we encourage the children to express themselves creatively and imaginatively. 

Speaking and Listening

Spoken Language underpins the development of reading and writing, therefore, our English Curriculum is designed to continually develop children’s confidence and competence in speaking and listening skills. We focus on developing the capacity to explain their understanding of books and other reading, to prepare their ideas before they write, and as well as teaching them to understand and use the conventions for discussion and debate.

Reading

We are extremely proud of the way we teach Phonics and Reading in school, and are committed to developing ‘Balanced Readers’. We have a wonderful bank of reading resources which support readers at all levels and reflect the international nature of our school. The school strives to promote a love of reading throughout the whole school, from Foundation Stage to Year 6. 

Writing

In Writing, it is important that children are exposed to a wide range of different text types. We support children to increase their ability to use planning, drafting and editing to improve their work and the work of their peers. A balance of modeled, guided and independent strategies are used to support and extend learning. This approach is highly supportive to all children. Writing is assessed regularly and teachers effectively use assessment information to inform planning to ensure that children are always meeting their full potential.

History

Learning about the past and the methods used to study it helps pupils make sense of the world in which they live. They are introduced to what is involved in understanding and interpreting the past and this helps them to establish their own ideas, beliefs and values and to form an understanding as to why the world is as it is. As well as developing knowledge of the past the children learn historical skills which help them understand and interpret historical information. Where appropriate, cross-curricular links such as ICT and drama help to consolidate the pupils’ understanding. There is a general progression of chronological study from modern times to Ancient Egyptian times as the children move through the school.

Geography

Geography is taught through topics that focus on environmental issues, the study of places and the human and physical processes which shape them and the people who live in them. Skills and knowledge are taught through first -hand experience wherever possible allowing children to develop appropriate fieldwork skills. There is a general progression of countries/ areas studied being further away from the UAE as the children move through the school.

Art and Design

We aim to develop each child’s creativity and imagination through a range of visual, tactile and sensory experiences. These opportunities help them to understand and respond to the world by expressing their ideas and feelings.

In Key Stage 1 the children begin to develop an understanding of colour, form, texture and pattern through a variety of media including paint, clay, textiles, and sculpture. During Key Stage 2 children build on their knowledge, skills and understanding of materials and processes through a wide range of experiences including visits to art galleries, museums and workshops. By exploring the ideas and meaning of the work of other artists, craftspeople and designers they learn about their different roles and about the functions of art, craft and design in their own lives and in different times and cultures.

At ICS, the children are provided with opportunities to develop their ability to calculate fluently, to reason and solve problems through application of knowledge and transferable skills. Mathematics is essential to everyday life which is incorporated through cross curricular links, particularly with STEAM. This gives the children an opportunity to see purpose within Mathematics and use real life examples to deepen their understanding and inform them of the necessity for Mathematics in everyday life.

Mathematics at ICS is taught in mixed ability groups. By doing so the school aims to provide more opportunities for all children to achieve their potential. This is through careful and thorough planning of the whole unit of work as well as modeled teaching and activities provided. Children are encouraged to take ownership of their learning by allowing them to move through the work at a pace appropriate to their ability. Children work independently, in pairs and groups which exposes all children to a higher level of vocabulary and reasoning and provides opportunities for children to be supported and support their peers.

In school we use Abacus, both as a home resource and to inform our in class resources and planning. Abacus has:

• Over 10,000 resources, activities, plans and assessment tools.
• An online world for children filled with lively and exciting maths games and rewards that your digital-savvy kids will love.
• Textbooks and workbooks for independent practice, designed to capture children’s interest and inspire a genuine love of maths.
• Mastery checkpoint workbooks that support the online mastery checkpoints activities and include space for children to make notes, write their answers and show their workings.

What does NGRT do?

Tests not just the ability of pupils to decode what they read, but also to comprehend and apply meaning. It can be used to measure phonemic awareness in less able readers too. NGRT’s adaptive testing means that these tests can be used for pupils of all abilities. Questions change to respond to each child’s performance, so more able pupils can be stretched without making the process intimidating to weaker ones.

What does NGRT tell you?

NGRT shows us the reading ages and the Standard Age Scores of our pupils, so we can introduce extra challenge or interventions to address problems before they impact on performance. There is no more crucial skill for success in any subject than reading, so being able to accurately assess and monitor this is essential. NGRT is proven to deliver a reliable assessment of reading comprehension, set against national benchmarks.

What is Read Write Inc?

Read Write Inc. Phonics teaches children to read accurately and fluently with good comprehension. They learn to form each letter, spell correctly, and compose their ideas step-by-step.

Reading

Children learn the English alphabetic code: first they learn one way to read the 40+ sounds and blend these sounds into words, then learn to read the same sounds with alternative graphemes.

They experience success from the very beginning. Engaging phonic books are closely matched to their increasing knowledge of phonics and ‘tricky’ words and, as children re-read the stories, their fluency increases.

Along with a thought-provoking introduction, prompts for thinking out loud and discussion, children are helped to read with a storyteller’s voice.

Writing

The children write every day, rehearsing out loud what they want to say, before spelling the words using the graphemes and ‘tricky’ words they know.

They practice handwriting every day: sitting at a table comfortably, they learn correct letter formation and how to join letters quickly and legibly.

Children’s composition (ideas, vocabulary and grammar) is developed by drawing on their own experiences and talking about the stories they read.

How is Read Write Inc. Phonics organized?

• 4 to 8-year-old children
• 40 minutes a day
• Taught by teachers 
• 4 to 30 grouped according to progress
• Half-termly assessments

The vision of ICS is that every child believes they are a scientist - a creator of thoughts, ideas, explanations and questions to explore. The ICS schools aims to stimulate a child’s curiosity to gain an understanding of natural phenomena; developing children’s scientific knowledge and an understanding of the world around them. Learning opportunities in science allow children to develop reasoning and thinking skills to problem solve, communicate effectively, work cooperatively and use technology to become 21st Century learners. Children learn to ask scientific questions and begin to appreciate the way science will affect their future on a personal, national, and global level. Science is at the core of learning at ICS. It is taught as part of our topic units and in dedicated Science lessons in the Lab and in classrooms.

The aims of science are to enable children to:

• Ask and answer scientific questions
• Making predictions
• Develop skills through scientific enquiry and plan investigations
• Use appropriate scientific equipment to aid enquiry, including technology
• Evaluate evidence
• Present their conclusions clearly and accurately
• Know and understand the life processes of living things
• Know and understand materials and their properties know and understand the physical processes of materials, electricity, light, sound and natural forces
• Know about the nature of the solar system, including the earth
• Understand current world issues such as Global Warming/Environmental changes including Recycling and how to reduce their Carbon Footprint

The contribution of Science to teaching in other curriculum areas:

The ICS recognises that students today will need to acquire skills in an ever evolving social, economic and culturally diverse world. The Science curriculum has been developed to incorporate cross curricular links through the implementation of STEAM (Science, Technology, Engineering, Art and Maths) based learning projects. Through this the children engage in critical thinking, problem solving and develop their entrepreneurial skills. Children love to explore, create and collaborate!

• English: Science contributes significantly to the teaching of English by actively promoting the skills of reading, writing, speaking and listening. Some of the texts that the children study in English are of a scientific nature.
• Technology: Science is used in lessons to collect, record, analyse and present data. Children share their learning collaboratively through various media including Google Classroom.
• Art: Science projects involve an element of design in the process. Children apply their creative side in the development of these ideas linked to their scientific understanding.
• Mathematics: Science contributes to the teaching of mathematics in a number of ways. Children apply their knowledge of statistics, measures and graphs to scientific enquiry which allows them master these mathematical skills. Through working on investigations they learn to estimate and predict and record their results in a variety of different ways.

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Students will be taught:

Art

• to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas
• to use a range of techniques and media, including painting
• to increase their proficiency in the handling of different materials
• 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 architecture, including periods, styles and major movements from ancient times up to the present day.

Design and Technology:

• Through a variety of creative and practical activities, students will be taught the knowledge, understanding and skills needed to engage in an interactive process of designing and making. They should work in a range of domestic and local contexts [for example, the home, health, leisure and culture], and industrial contexts [for example, engineering, manufacturing, construction, food, energy, agriculture (including horticulture) and fashion].

Students will be taught about: 

Structure and function of living organisms:

• Cells and organisation:
  • cells as the fundamental unit of living organisms, including how to observe, interpret and record cell structure using a light microscope
  • the functions of the cell wall, cell membrane, cytoplasm, nucleus, vacuole, mitochondria and chloroplast
  • the similarities and differences between plant and animal cells
  • the role of diffusion in the movement of materials in and between cells
  • the structural adaptations of some unicellular organisms
  • the hierarchical organisation of multicellular organisms: from cells to tissues to organs to systems to organisms. 
• The skeletal and muscular systems:
  • the structure and functions of the human skeleton, to include support, protection, movement and making blood cells
  • biomechanics – the interaction between skeleton and muscles, including the measurement of force exerted by different muscles
  • the function of muscles and examples of antagonistic muscles. 
• Nutrition and digestion:
  • content of a healthy human diet: carbohydrates, lipids (fats and oils), proteins, vitamins, minerals, dietary fibre and water, and why each is needed
  • calculations of energy requirements in a healthy daily diet
  • the consequences of imbalances in the diet, including obesity, starvation and deficiency diseases
  • the tissues and organs of the human digestive system, including adaptations to function and how the digestive system digests food (enzymes simply as biological catalysts)
  • the importance of bacteria in the human digestive system
  • plants making carbohydrates in their leaves by photosynthesis and gaining mineral nutrients and water from the soil via their roots. 
• Gas exchange systems:
  • the structure and functions of the gas exchange system in humans, including adaptations to function
  • the mechanism of breathing to move air in and out of the lungs, using a pressure model to explain the movement of gases, including simple measurements of lung volume
  • the impact of exercise, asthma and smoking on the human gas exchange system
  • the role of leaf stomata in gas exchange in plants. 
• Reproduction:
  • reproduction in humans (as an example of a mammal), including the structure and function of the male and female reproductive systems, menstrual cycle (without details of hormones), gametes, fertilisation, gestation and birth, to include the effect of maternal lifestyle on the foetus through the placenta
  • reproduction in plants, including flower structure, wind and insect pollination, fertilization, seed and fruit formation and dispersal, including quantitative investigation of some dispersal mechanisms. 
• Health:
  • the effects of recreational drugs (including substance misuse) on behaviour, health and life processes. 

Material cycles and energy:

• Photosynthesis:
  • the reactants in, and products of, photosynthesis, and a word summary for photosynthesis
  • the dependence of almost all life on Earth on the ability of photosynthetic organisms, such as plants and algae, to use sunlight in photosynthesis to build organic molecules that are an essential energy store and to maintain levels of oxygen and carbon dioxide in the atmosphere
  • the adaptations of leaves for photosynthesis.
• Cellular respiration:
  • aerobic and anaerobic respiration in living organisms, including the breakdown of organic molecules to enable all the other chemical processes necessary for life
  • a word summary for aerobic respiration
  • the process of anaerobic respiration in humans and micro-organisms, including fermentation, and a word summary for anaerobic respiration
  • the differences between aerobic and anaerobic respiration in terms of the reactants, the products formed and the implications for the organism.

Interactions and interdependencies: 

• Relationships in an ecosystem:
  • the interdependence of organisms in an ecosystem, including food webs and insect pollinated crops
  • the importance of plant reproduction through insect pollination in human food security
  • how organisms affect, and are affected by, their environment, including the accumulation of toxic materials. 

Genetics and evolution:

• Inheritance, chromosomes, DNA and genes:
  • heredity as the process by which genetic information is transmitted from one generation to the next
  • a simple model of chromosomes, genes and DNA in heredity, including the part played by Watson, Crick, Wilkins and Franklin in the development of the DNA model
  • differences between species
  • the variation between individuals within a species being continuous or discontinuous, to include measurement and graphical representation of variation
  • the variation between species and between individuals of the same species means some organisms compete more successfully, which can drive natural selection
  • changes in the environment may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction
  • the importance of maintaining biodiversity and the use of gene banks to preserve hereditary material.

Students will be taught about: 

The particular nature of matter:

• the properties of the different states of matter (solid, liquid and gas) in terms of the particle model, including gas pressure
• changes of state in terms of the particle model.

Atoms, elements and compounds:

• a simple (Dalton) atomic model
• differences between atoms, elements and compounds
• chemical symbols and formulae for elements and compounds
• conservation of mass changes of state and chemical reactions.

Pure and impure substances:

• the concept of a pure substance
• mixtures, including dissolving
• diffusion in terms of the particle model
• simple techniques for separating mixtures: filtration, evaporation, distillation and chromatography
• the identification of pure substances.

Chemical reactions:

• chemical reactions as the rearrangement of atoms
• representing chemical reactions using formulae and using equations
• combustion, thermal decomposition, oxidation and displacement reactions
• defining acids and alkalis in terms of neutralisation reactions
• the pH scale for measuring acidity/alkalinity; and indicators
• reactions of acids with metals to produce a salt plus hydrogen
• reactions of acids with alkalis to produce a salt plus water
• what catalysts do.

Energetics:

• energy changes on changes of state (qualitative)
• exothermic and endothermic chemical reactions (qualitative).

The Periodic Table:

• the varying physical and chemical properties of different elements
• the principles underpinning the Mendeleev Periodic Table
• the Periodic Table: periods and groups; metals and non-metals
• how patterns in reactions can be predicted with reference to the Periodic Table
• the properties of metals and non-metals
• the chemical properties of metal and non-metal oxides with respect to acidity.

Materials:

• the order of metals and carbon in the reactivity series
• the use of carbon in obtaining metals from metal oxides
• properties of ceramics, polymers and composites (qualitative).

Earth and atmosphere:

• the composition of the Earth
• the structure of the Earth
• the rock cycle and the formation of igneous, sedimentary and metamorphic rocks
• Earth as a source of limited resources and the efficacy of recycling
• the carbon cycle
• the composition of the atmosphere
• the production of carbon dioxide by human activity and the impact on climate.

Students will be taught to:

• design, use and evaluate computational abstractions that model the state and behaviour of real-world problems and physical systems
• understand several key algorithms that reflect computational thinking [for example, ones for sorting and searching]; use logical reasoning to compare the utility of alternative algorithms for the same problem
• use two or more programming languages, at least one of which is textual, to solve a variety of computational problems; make appropriate use of data structures [for example, lists, tables or arrays]; design and develop modular programs that use procedures or functions
• understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]
• understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems
• understand how instructions are stored and executed within a computer system; understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits
• undertake creative projects that involve selecting, using, and combining multiple applications, preferably across a range of devices, to achieve challenging goals, including collecting and analysing data and meeting the needs of known users
• create, re-use, revise and re-purpose digital artefacts for a given audience, with attention to trustworthiness, design and usability
• understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy; recognise inappropriate content, contact and conduct and know how to report concerns.

UK DEPARTMENT OF EDUCATION - PDF DOWNLOADS

Reading

Students will be taught to:

• Develop an appreciation and love of reading, and read increasingly challenging material independently through:  
  • Reading a wide range of fiction and non-fiction, including in particular whole books, short stories, poems and plays with a wide coverage of genres, historical periods, forms and authors. The range will include high-quality works from: 
    • English literature, both pre-1914 and contemporary, including prose, poetry and drama
    • Shakespeare (two plays)
    • Seminal world literature
  • Choosing and reading books independently for challenge, interest and enjoyment.  
  • Re-reading books encountered earlier to increase familiarity with them and provide a basis for making comparisons.
• Understand increasingly challenging texts through:  
  • Learning new vocabulary, relating it explicitly to known vocabulary and understanding it with the help of context and dictionaries
  • Making inferences and referring to evidence in the text
  • Knowing the purpose, audience for and context of the writing and drawing on this knowledge to support comprehension
  • Checking their understanding to make sure that what they have read makes sense.
• Read critically through:
  • knowing how language, including figurative language, vocabulary choice, grammar, text structure and organisational features, presents meaning
  • Recognising a range of poetic conventions and understanding how these have been used
  • Studying setting, plot, and characterisation, and the effects of these
  • Understanding how the work of dramatists is communicated effectively through performance and how alternative staging allows for different interpretations of a play
  • Making critical comparisons across texts
  • Studying a range of authors, including at least two authors in depth each year. 

Writing 

Students will be taught to:

• Write accurately, fluently, effectively and at length for pleasure and information through:
  • Writing for a wide range of purposes and audiences, including:
    • Well-structured formal expository and narrative essays
    • Stories, scripts, poetry and other imaginative writing
    • Notes and polished scripts for talks and presentations
    • A range of other narrative and non-narrative texts, including arguments, and personal and formal letters
  • Summarising and organising material, and supporting ideas and arguments with any necessary factual detail 
  • Applying their growing knowledge of vocabulary, grammar and text structure to their writing and selecting the appropriate form
  • Drawing on knowledge of literary and rhetorical devices from their reading and listening to enhance the impact of their writing 
• Plan, draft, edit and proof-read through:
  • Considering how their writing reflects the audiences and purposes for which it was intended
  • Amending the vocabulary, grammar and structure of their writing to improve its coherence and overall effectiveness
  • Paying attention to accurate grammar, punctuation and spelling; applying the spelling patterns and rules set out in English Appendix 1 to key stage 1 and 2 programmes of study for English

Grammar and vocabulary

 Students will be taught to:

• Consolidate and build on their knowledge of grammar and vocabulary through: 
  • Extending and applying the grammatical knowledge set out in English Appendix 2 to key stage 1 and 2 programmes of study to analyse more challenging texts
  • Studying the effectiveness and impact of the grammatical features of the texts they read
  • Drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects
  • Knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English
  • Using Standard English confidently in their own writing and speech 
  • Discussing reading, writing and spoken language with precise and confident use of linguistic and literary terminology

Spoken English

Students will be taught to:  

• Speak confidently and effectively, including through:
  • Using Standard English confidently in a range of formal and informal contexts, including classroom discussion
  • Giving short speeches and presentations, expressing their own ideas and keeping to the point
  • Participating in formal debates and structured discussions, summarising and/or building on what has been said
  • Improvising, rehearsing and performing play scripts and poetry in order to generate language and discuss language use and meaning, using role, intonation, tone, volume, mood, silence, stillness and action to add impact.

The Oxford International Curriculum for Global Skills Projects combines project-based and interdisciplinary learning to develop thoughtful, innovative change-makers who are equipped with the skills to succeed in an ever-evolving world.

KS3 homework is posted and submitted on Google Classroom by subject teachers. Teachers may also assign homework in class. Students are responsible for keeping track of their assignments and submitting them on time.

Use the links below to gain access to each year group’s Google Site:

• Year 7 Google Site: https://sites.google.com/icschool-uae.com/year7-202122/curriculum?authuser=0
• Year 8 Google Site: https://sites.google.com/icschool-uae.com/year-8-202122/curriculum?authuser=0 
• Year 9 Google Site:https://sites.google.com/icschool-uae.com/year9-202122/home

Geography:

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.

History:

Students will extend and deepen their chronologically secure knowledge and understanding of British, local and world history, so that it provides a well-informed context for wider learning. Students will identify significant events, make connections, draw contrasts, and analyse trends within periods and over long arcs of time. They will use historical terms and concepts in increasingly sophisticated ways. They will pursue historically valid enquiries including some they have framed themselves, and create relevant, structured and evidentially supported accounts in response. They will understand how different types of historical sources are used rigorously to make historical claims and discern how and why contrasting arguments and interpretations of the past have been constructed.

Grammar and vocabulary:

Students will be taught to:

• identify and use tenses or other structures which convey the present, past, and future as appropriate to the language being studied
• use and manipulate a variety of key grammatical structures and patterns, including voices and moods, as appropriate
• develop and use a wide-ranging and deepening vocabulary that goes beyond their immediate needs and interests, allowing them to give and justify opinions and take part in Discussion about wider issues
• use accurate grammar, spelling and punctuation.

Linguistic competence:

Students will be taught to:

• listen to a variety of forms of spoken language to obtain information and respond appropriately
• transcribe words and short sentences that they hear with increasing accuracy
• initiate and develop conversations, coping with unfamiliar language and unexpected responses, making use of important social conventions such as formal modes of address
• express and develop ideas clearly and with increasing accuracy, both orally and in writing
• speak coherently and confidently, with increasingly accurate pronunciation and intonation
• read and show comprehension of original and adapted materials from a range of different sources, understanding the purpose, important ideas and details, and provide an accurate English translation of short, suitable material
• read literary texts in the language [such as stories, songs, poems and letters], to stimulate ideas, develop creative expression and expand understanding of the language and culture
• write prose using an increasingly wide range of grammar and vocabulary, write creatively to express their own ideas and opinions, and translate short written text accurately into the foreign language.

Numbers

Students will be taught to:

• Understand and use place value for decimals, measures and integers of any size
• Order positive and negative integers, decimals and fractions; use the number line as a model for ordering of the real numbers; use the symbols =, ≠, <, >, ≤, ≥
• Use the concepts and vocabulary of prime numbers, factors (or divisors), multiples, common factors, common multiples, highest common factor, lowest common multiple, prime factorization, including using product notation and the unique factorization property
• Use the four operations, including formal written methods, applied to integers, decimals, proper and improper fractions, and mixed numbers, all both positive and negative
• Use conventional notation for the priority of operations, including brackets, powers, roots and reciprocals
• Recognise and use relationships between operations including inverse operations
• Use integer powers and associated real roots (square, cube and higher), recognise powers of 2, 3, 4, 5 and distinguish between exact representations of roots and their decimal approximations
• Interpret and compare numbers in standard form A x 10n 1≤A<10, where n is a positive or negative integer or zero
• Work interchangeably with terminating decimals and their corresponding fractions (such as 3.5 and 72 or 0.375 and 38)
• Define percentage as ‘number of parts per hundred’, interpret percentages and percentage changes as a fraction or a decimal, interpret these multiplicatively, express one quantity as a percentage of another, compare two quantities using percentages, and work with percentages greater than 100%
• Interpret fractions and percentages as operators
• Use standard units of mass, length, time, money and other measures, including with decimal quantities
• Round numbers and measures to an appropriate degree of accuracy [for example, to a number of decimal places or significant figures]
• Use approximation through rounding to estimate answers and calculate possible resulting errors expressed using inequality notation a<x≤b
• Use a calculator and other technologies to calculate results accurately and then interpret them appropriately
• Appreciate the infinite nature of the sets of integers, real and rational numbers.

Algebra

Pupils will be taught to:

• use and interpret algebraic notation, including:
  • ab in place of a × b
  • 3y in place of y + y + y and 3 × y
  • a2 in place of a × a, a3 in place of a × a × a; a2b in place of a × a × b
  • ab in place of a ÷ b
  • coefficients written as fractions rather than as decimals
  • brackets
• substitute numerical values into formulae and expressions, including scientific formulae
• understand and use the concepts and vocabulary of expressions, equations, inequalities, terms and factors
• simplify and manipulate algebraic expressions to maintain equivalence by:
  • collecting like terms
  • multiplying a single term over a bracket
  • taking out common factors
  • expanding products of two or more binomials
• understand and use standard mathematical formulae; rearrange formulae to change the subject
• model situations or procedures by translating them into algebraic expressions or formulae and by using graphs
• use algebraic methods to solve linear equations in one variable (including all forms that require rearrangement)
• work with coordinates in all four quadrants
• recognise, sketch and produce graphs of linear and quadratic functions of one variable with appropriate scaling, using equations in x and y and the Cartesian plane
• interpret mathematical relationships both algebraically and graphically
• reduce a given linear equation in two variables to the standard form y = mx + c; calculate and interpret gradients and intercepts of graphs of such linear equations numerically, graphically and algebraically
• use linear and quadratic graphs to estimate values of y for given values of x and vice versa and to find approximate solutions of simultaneous linear equations
• find approximate solutions to contextual problems from given graphs of a variety of functions, including piece-wise linear, exponential and reciprocal graphs
• generate terms of a sequence from either a term-to-term or a position-to-term rule
• recognise arithmetic sequences and find the nth term
• recognise geometric sequences and appreciate other sequences that arise.

Ratio, proportion and rates of change

Pupils will be taught to:

• change freely between related standard units [for example time, length, area, volume/capacity, mass]
• use scale factors, scale diagrams and maps
• express one quantity as a fraction of another, where the fraction is less than 1 and greater than 1
• use ratio notation, including reduction to simplest form
• divide a given quantity into two parts in a given part:part or part:whole ratio; express the division of a quantity into two parts as a ratio
• understand that a multiplicative relationship between two quantities can be expressed as a ratio or a fraction
• relate the language of ratios and the associated calculations to the arithmetic of fractions and to linear functions
• solve problems involving percentage change, including: percentage increase, decrease and original value problems and simple interest in financial mathematics
• solve problems involving direct and inverse proportion, including graphical and algebraic representations
• use compound units such as speed, unit pricing and density to solve problems.

Geometry and measures

Pupils will be taught to:

• derive and apply formulae to calculate and solve problems involving: perimeter and area of triangles, parallelograms, trapezia, volume of cuboids (including cubes) and other prisms (including cylinders)
• calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes
• draw and measure line segments and angles in geometric figures, including interpreting scale drawings
• derive and use the standard ruler and compass constructions (perpendicular bisector of a line segment, constructing a perpendicular to a given line from/at a given point, bisecting a given angle); recognise and use the perpendicular distance from a point to a line as the shortest distance to the line
• describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
• use the standard conventions for labelling the sides and angles of triangle ABC, and know and use the criteria for congruence of triangles
• derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies
• identify properties of, and describe the results of, translations, rotations and reflections applied to given figures
• identify and construct congruent triangles, and construct similar shapes by enlargement, with and without coordinate grids
• apply the properties of angles at a point, angles at a point on a straight line, vertically opposite angles
• understand and use the relationship between parallel lines and alternate and corresponding angles
• derive and use the sum of angles in a triangle and use it to deduce the angle sum in any polygon, and to derive properties of regular polygons
• apply angle facts, triangle congruence, similarity and properties of quadrilaterals to derive results about angles and sides, including Pythagoras’ Theorem, and use known results to obtain simple proofs
• use Pythagoras’ Theorem and trigonometric ratios in similar triangles to solve problems involving right-angled triangles
• use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
• interpret mathematical relationships both algebraically and geometrically.

Probability

Pupils will be taught to:

• record, describe and analyse the frequency of outcomes of simple probability experiments involving randomness, fairness, equally and unequally likely outcomes, using appropriate language and the 0-1 probability scale
• understand that the probabilities of all possible outcomes sum to 1
• enumerate sets and unions/intersections of sets systematically, using tables, grids and Venn diagrams
• generate theoretical sample spaces for single and combined events with equally likely, mutually exclusive outcomes and use these to calculate theoretical probabilities.

Statistics

Pupils will be taught to:

• describe, interpret and compare observed distributions of a single variable through: appropriate graphical representation involving discrete, continuous and grouped data; and appropriate measures of central tendency (mean, mode, median) and spread (range, consideration of outliers)
• construct and interpret appropriate tables, charts, and diagrams, including frequency tables, bar charts, pie charts, and pictograms for categorical data, and vertical line (or bar) charts for ungrouped and grouped numerical data
• describe simple mathematical relationships between two variables (bivariate data) in observational and experimental contexts and illustrate using scatter graphs.

Students will be taught to:

• play and perform confidently in a range of solo and ensemble contexts using their voice, playing instruments musically, fluently and with accuracy and expression
• improvise and compose; and extend and develop musical ideas by drawing on a range of musical structures, styles, genres and traditions
• use staff and other relevant notations appropriately and accurately in a range of musical styles, genres and traditions
• identify and use the inter-related dimensions of music expressively and with increasing sophistication, including use of tonalities, different types of scales and other musical devices
• listen with increasing discrimination to a wide range of music from great composers and musicians
• develop a deepening understanding of the music that they perform and to which they listen, and its history.

Students will be taught to:

• use a range of tactics and strategies to overcome opponents in direct competition through team and individual games [for example, badminton, basketball, cricket, football, hockey, netball, rounders, rugby and tennis]
• develop their technique and improve their performance in other competitive sports [for example, athletics and gymnastics]
• perform dances using advanced dance techniques within a range of dance styles and forms
• take part in outdoor and adventurous activities which present intellectual and physical challenges and be encouraged to work in a team, building on trust and developing skills to solve problems, either individually or as a group
• analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best
• take part in competitive sports and activities outside school through community links or sports clubs.

Students will be taught about: 

Energy

• Calculation of fuel uses and costs in the domestic context:
  • comparing energy values of different foods (from labels) (kJ)
  • comparing power ratings of appliances in watts (W, kW)
  • comparing amounts of energy transferred (J, kJ, kW hour)
  • domestic fuel bills, fuel use and costs
  • fuels and energy resources.
• Energy changes and transfers:
  • simple machines give bigger force but at the expense of smaller movement (and vice versa): product of force and displacement unchanged
  • heating and thermal equilibrium: temperature difference between two objects leading to energy transfer from the hotter to the cooler one, through contact (conduction) or radiation; such transfers tending to reduce the temperature difference: use of insulators
  • other processes that involve energy transfer: changing motion, dropping an object, completing an electrical circuit, stretching a spring, metabolism of food, burning fuels. 
• Changes in systems:
  • energy as a quantity that can be quantified and calculated; the total energy has the same value before and after a change
  • comparing the starting with the final conditions of a system and describing increases and decreases in the amounts of energy associated with movements, temperatures, changes in positions in a field, in elastic distortions and in chemical compositions
  • using physical processes and mechanisms, rather than energy, to explain the intermediate steps that bring about such changes.

Motion and forces

• Describing motion:
  • speed and the quantitative relationship between average speed, distance and time (speed = distance ÷ time)
  • the representation of a journey on a distance-time graph
  • relative motion: trains and cars passing one another. 
• Forces:
  • forces as pushes or pulls, arising from the interaction between two objects
  • using force arrows in diagrams, adding forces in one dimension, balanced and unbalanced forces
  • moment as the turning effect of a force
  • forces: associated with deforming objects; stretching and squashing – springs; with rubbing and friction between surfaces, with pushing things out of the way; resistance to motion of air and water
  • forces measured in newtons, measurements of stretch or compression as force is changed
  • force-extension linear relation; Hooke’s Law as a special case
  • work done and energy changes on deformation
  • non-contact forces: gravity forces acting at a distance on Earth and in space, forces between magnets and forces due to static electricity.
• Pressure in fluids:
  • atmospheric pressure, decreases with increase of height as weight of air above decreases with height
  • pressure in liquids, increasing with depth; upthrust effects, floating and sinking
  • pressure measured by ratio of force over area – acting normal to any surface.
• Balanced forces:
  • opposing forces and equilibrium: weight held by stretched spring or supported on a compressed surface.
• Forces and motion:
  • forces being needed to cause objects to stop or start moving, or to change their speed or direction of motion (qualitative only)
  • change depending on direction of force and its size.

Waves

• Observed waves:
  • waves on water as undulations which travel through water with transverse motion; these waves can be reflected, and add or cancel – superposition.
• Sound waves:
  • frequencies of sound waves, measured in hertz (Hz); echoes, reflection and absorption of sound
  • sound needs a medium to travel, the speed of sound in air, in water, in solids
  • sound produced by vibrations of objects, in loud speakers, detected by their effects on microphone diaphragm and the ear drum; sound waves are longitudinal
  • auditory range of humans and animals.
• Energy and waves:
  • pressure waves transferring energy; use for cleaning and physiotherapy by ultra-sound; waves transferring information for conversion to electrical signals by microphone.
• Light waves:
  • the similarities and differences between light waves and waves in matter
  • light waves traveling through a vacuum; speed of light
  • the transmission of light through materials: absorption, diffuse scattering and specular reflection at a surface
  • use of ray model to explain imaging in mirrors, the pinhole camera, the refraction of light and action of convex lens in focusing (qualitative); the human eye
  • light transferring energy from source to absorber leading to chemical and electrical effects; photo-sensitive material in the retina and in cameras
  • colours and the different frequencies of light, white light and prisms (qualitative only); differential colour effects in absorption and diffuse reflection.

Electricity and electromagnetism:

• Current electricity:
  • electric current, measured in amperes, in circuits, series and parallel circuits, currents add where branches meet and current as flow of charge
  • potential difference, measured in volts, battery and bulb ratings; resistance, measured in ohms, as the ratio of potential difference (p.d.) to current
  • differences in resistance between conducting and insulating components (quantitative).
• Static electricity:
  • separation of positive or negative charges when objects are rubbed together: transfer of electrons, forces between charged objects
  • the idea of electric field, forces acting across the space between objects not in contact.
• Magnetism:
  • magnetic poles, attraction and repulsion
  • magnetic fields by plotting with compass, representation by field lines
  • Earth’s magnetism, compass and navigation
  • the magnetic effect of a current, electromagnets, D.C. motors (principles only).

Matter:

• Physical changes:
  • conservation of material and of mass, and reversibility, in melting, freezing, evaporation, sublimation, condensation, dissolving
  • similarities and differences, including density differences, between solids, liquids and gases
  • Brownian motion in gases
  • diffusion in liquids and gases driven by differences in concentration
  • the difference between chemical and physical changes.
• Particle model:
  • the differences in arrangements, in motion and in closeness of particles explaining changes of state, shape and density, the anomaly of ice-water transition
  • atoms and molecules as particles.
• Energy in matter:
  • changes with temperature in motion and spacing of particles
  • internal energy stored in materials.

Space physics:

• gravity force, weight = mass x gravitational field strength (g), on Earth g=10 N/kg, different on other planets and stars; gravity forces between Earth and Moon, and between Earth and Sun (qualitative only)
• our Sun as a star, other stars in our galaxy, other galaxies
• the seasons and the Earth’s tilt, day length at different times of year, in different hemispheres
• the light year as a unit of astronomical distance.

SOME USEFUL FILES

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The Oxford International Curriculum for Wellbeing supports the practice of healthy habits of body and mind to enhance the lives of teachers and learners, giving them skills they can apply in their lives today and in the future. This focus on wellbeing aims to promote good mental health to enhance students’ lives inside and outside of the classroom.

The Arabic language represents an ancient Arab and Islamic culture and civilisation, and it is the official language in the United Arab Emirates. In view of the increasing demand for Arabic language learning by non-native speakers for various motives, we provide distinguished education for non-native speakers to achieve the objectives of teaching this language and for the learner to benefit from it the most.

Our school follows the curriculum of the Ministry of Education in the Arabic language for non-native speakers with the provision of many grammatical lessons, most of which are from outside sources. In order to strengthen students in the rules and correct use of the Arabic language, our school aims to achieve the objectives of the UAE National Document by linking the language subject, the Arab Emirates identity to root and deepen the love of the beloved Emirates.

All Arabic language skills (speaking, writing, reading, listening) are evaluated continuously, as we rely on formative tests that students take in addition to class activities. Weekly competitions for the Arabic language are held throughout the school year to create a spirit of creativity and innovation among students. Various games and activities are also used to ensure the achievement of the general objectives.

Assessments:

• The system of formative assessments is followed for all Arabic language skills during the academic year, whether written or even oral
• Tasks and duties: Students' work and assignments sent to them are also evaluated through Google Classroom

• Termly summative assessments

تتبع مدرستنا  في السنّة العاشرة نظام ( IGCSE ) ومن ضمنها مادّة ( ARABIC IGCSE ) والتي تختلف بعض الشيء عن مادة اللغة العربية التي هي مُقررة من وزارة التعليم ، حيث أن هذه المادة تُعد مادة إلزامية وإجبارية للطلبة الذين يودون إكمال الدراسة الجامعة في دول محدد ، مثل: الأردن ،

حسب رأي المعظم فإن الأمر يرجع لان النظام يعلم الطالب كيف يفكر، ويوسع مداركهم. حيث أنه في كل فصل دراسي تأتي أسئلة الامتحانات بشكل يختبر فهم الطالب وقدرته على تحليل المعلومات، كما أن الممتحن يختبر الطالب وفهمه عن طريق وضع أسئلة جديدة مما يقضي على ظاهرة الحفظ ويرسخ قيم الفهم واستيعاب المعلومة.

كما أن العديد من المقررات الدراسية تختبر قدرة الطالب على الإبداع مما يجعله قادر بعد دراسة مقررات الثانوية البريطانية على حل المشاكل، وعرض أفكاره والتفكير بشكل مبدع.

• الكتب والمصادر: سيتم أخذ كتاب ( Pearson Edexcel) كمصدر  لأخذ المواضيع والمنهج المُتيع لهذه المادة ، حيث يقوم هذا الكتاب بتغطية كامل القواعد و التطبيقات النحوية و الإملائية والكتابية كافة قد تًساعد الطالب والمعلم في هذا المساق
• يتم عرض نماذج سابقة لاختبارات ARABIC IGCSE ، إضافة إلى إرفاق نماذج الحل وطريقة التصحيح لهذه الاختبارات ليكون الطالب على علم ودراية بالطريقة والكيفيّة.
• يتم عقد اختبارات على نمط هذه الاختبارات لتدريب وتهيئة الطالب قبل قيامه بالاختبار المقرر ، بحيث يتم تغطية أكبر قدر ممكن من المادة المُعطاة والمواضيع المقررة.

تتبع مدرستنا منهج وزارة التربية والتعليم في مادة اللغة العربية، وتقوم على تحقيق أهداف الوثيقة الوطنية الإماراتية من خلال ربط مادة اللغة العربية بالهويّة الإماراتية لتأصيل وتعميق حب الإمارات الحبيبة. يتم تقييم جميع مهارات اللغة العربية بشكل دائم ومستمر حيث نعتمد على الاختبارات التكوينية التي يحصل عليها الطلبة إضافة إلى الأنشطة الصفيّة ، يتم عقد مسابقات أسبوعيّة خاصة باللغة العربية على مدار العام الدراسي لخلق روح الإبداع والابتكار لدى الطلبة، كما يتم استخدام ألعاب وأنشطة مختلفة لضمان تحقيق الأهداف العامة .

التقييمات: يتم اتبّاع نظام التقييمات التكوينية لكافة مهارات اللغة العربية خلال العام الدراسي سواء أكانت كتابية أو شفهيّة .

المهام والواجبات: يتم أيضًا تقييم أعمال الطلبة وواجباتهم المُرسله لهم من خلال جوجل كلاس رووم.

تقوم رؤيتنا على تعزيز الهوية الوطنية والثقافة العربية تعزيز الانتماء الوطني وغرس حب الوطن في نفوس الطلاب والطالبات وتنمية روح الولاء له والدفاع عنه من خلال تدريس المناهج الوزارية  وتطبيق مهارات القرن الحادي والعشرين و استخدام  البرامج التعليمية الترفيهية في التعلم .

بالإضافة إلى ربط مادتنا بمادة اللغة العربية والتربية الإسلامية لمزيد من الوعي الاجتماعي و ربطهم بمجتمعهم العربي ليشاركوا في  خدمة المجتمع والوطن في المستقبل.

أن فعالياتنا و أنشطتنا مرتبط دائماً بالمجتمع المحلي والأحداث الجارية  لذلك نحث الطلاب على المشاركة في  هذه الفعاليات والأنشطة الاجتماعية والوطنية التي تقام في المدرسة.

يتم تدريس التربية الوطنية والدراسات الاجتماعية في المرحلة الابتدائية والثانوية حتى السنة العاشرة فقط.

السنة العاشرة:نتناول أهمية الموقع الجغرافي للوطن العربي والتضاريس وأهم ثرواته - التكتلات الاقتصادية ودستور دولة الإمارات.

بالإضافة لمجموعة من الكتب الإثرائية المختارة (ومضات فكر- تاريخُنا -رؤيتي).

يعتمد القسم معايير  التقييم : من خلال اختبارات تقويمية  كتابية : يتم تقييم جميع المهارات والمعايير من خلال التّقييمات الثّلاث أساسية على  مدار الفصل الدراسي بما في ذلك الامتحان النّهائي بالإضافة إلى المهام والأنشطة الصّفية واللا صفية والواجبات يتم تقييم الطلاب من خلالها .

The ASS B department of the school follows the curriculum of the Ministry of Education that focuses on the social and economic issues of the world. It helps us understand how countries were founded, the challenges they faced and the determination to build a nation. It focuses on the protection of our resources and the possibilities that are endless with a united creative mind and innovation.

The department works on continuous evaluations throughout the year; the evaluation methods vary from classroom and non-class assessments according to subject standards.

Understanding and memorization assessments are done through a series of quizzes and exams paced at key stages twice a semester. This allows a continuous assessment to make sure they are receiving the level of application required of them.

Project and essay assessments: are used to help students address social issues and help them be creative and innovative twice a semester.

Tasks and assignments: Students are assessed through performing class and extracurricular activities and assignments. ASS for Non Arabs is only up to Year 10.

We follow the Edexcel International GCSE curriculum. We focus on the fine art course, where students are expected to explore and develop skills and knowledge in the areas of:

• Drawing
• Painting
• Printing
• Sculpting
• Mixed media

This curriculum is designed to allow a lot of freedom and choice for the students. Students get to be creative, explore ideas and develop skills. It is a vibrant and energetic subject where students are encouraged to produce unique high-quality work in relation to specific themes.

Assessment:

100% practical portfolio work, there is no written paper. Students complete 2 portfolios called component 1 and component 2. IGCSE exams will be in June.

Grading:

Read pages 49 to 52 in this specification document to have a clear understanding of how grading is done.

IGCSE Biology is part of our science suite, developed with teachers to inspire and challenge students of all abilities and aspirations. The core content follows a coherent and logical story through biology. It offers students the opportunity to be scientifically literate and able to use Biology in their everyday lives and further studies. Students develop a range of practical skills along with data analysis, biotechnology, and critical thinking skills.

You can find more information about the subject in this link: Link to International GCSE Biology

The curriculum is built on five topics as given below: international GCSE Biology scheme of work

• Organisation
• Bioenergetics
• Ecology
• Inheritance
• Variation and Evolution

Biology Assessment in KS4:

The AQA Oxford specifications and examination system ensure that students have the opportunity to achieve the knowledge expected in higher education in universities when they complete their qualifications. In IGCSE Biology, approximately 10% of the mark will test mathematical skills in biology. In IGCSE biology, strivation to use the appropriate language in all our biology questions so that students can access them and be assessed on their scientific ability. Mainly focusing on simple sentence structures to ensure that meaning is clear to students throughout our papers.

External Assessments:

AQA oxford Exam pattern in biology Comprises two papers:

• Paper 1: Any part of the specification may be assessed.
  • Question paper 1
  • Mark scheme of Paper 1
• Paper 2: Any part of the specification may be assessed.
  • Question Paper 2
  • Mark Scheme of paper 2

Each exam is of 90 minutes duration and carries 90 marks.

Resits:

• Linear specification; individual components may not be re-sat.
• Candidates can retake the whole qualification as many times as they wish.

Internal Assessments:

Comprise two elements such as formative and summative assessment as shown below.

• Formative
  • Classwork
  • Homework
  • Two quizzes per term
• Summative: Mid-year exam and End of year exam

Our KS4 business studies students follow the OxfordAQA curriculum. The syllabus is relevant, engaging, and up-to-date. The business specifications are designed to inspire, motivate and challenge all students regardless of their academic ability. Students will be given opportunities to explore how businesses work, explore real business issues and consider the practical application of business concepts. Wherever possible, we will study real-life case scenarios to make it easier for students to relate to and apply the knowledge and skills developed.

For assessment at the end of the course after Year 11, students will sit for their final exam in May/June which is written in two papers, paper 1 and paper 2. Students will also be assessed continuously using weekly quizzes and end-of-term exams.

For resources, we use a business studies textbook from Oxford AQA and past exam papers to help students prepare for the final exam. For more information follow this link.

Subject Content:

• Business in real world
• Influences on business
• Business operations
• Human resources
• Marketing
• Finance

To view the updated specification, please click on this link.

IGCSE Chemistry is part of our Science suite, developed with teachers to inspire and challenge students of all abilities and aspirations.

The content starts with fundamental aspects of chemistry such as atomic structure, bonding, and the properties of matter, and builds to topics in which the fundamentals are applied such as quantitative chemistry and equilibria. The five required practicals are linked to areas of the content where it would be most appropriate to teach them to embed skills and knowledge.

You can find more information about the subject at this link: International GCSE Chemistry.

The curriculum is built on ten topics as given below:

1. Atomic Structure And The Periodic Table
2. Structure, Bonding, And The Properties Of Matter
3. Chemical Changes
4. Chemical Analysis
5. Acids, Bases, And Salts
6. Quantitative Chemistry
7. Trends Within The Periodic Table
8. The Rate And Extent Of Chemical Change
9. Energy Changes
10.  Organic Chemistry

Assessment in KS4:

The AQA Oxford specifications and examination system ensure that students have the opportunity to achieve the knowledge expected in higher education in universities when they complete their qualifications. We developed our international GCSEs Exam question styles with consistent language used for practicals and coherence in mathematical GCSE skills.

External Assessments:

AQA oxford Exam pattern in Chemistry Comprises two papers:

• Paper 1: Any part of the specification may be assessed.

International-gcse-chemistry-question-paper1

Mark-scheme-paper1

• Paper 2: Any part of the specification may be assessed.

International-gcse-chemistry-question-paper2

Mark-scheme-paper2

Each exam is of 90 minutes duration and carries 90 marks.

Internal Assessments:

Comprise two elements such as formative and summative assessment as shown below.

• Formative

1. Classwork
2. Homework
3. Two quizzes per term

• Summative: Mid-year exam and End of year exam

The important links pertinent to chemistry specifications and resources are furnished below:

• Textbooks published by Oxford University Press International GCSE Chemistry for Oxford International AQA Examinations: Online Textbook
• Assessment Objectives Oxfordaqa-international-gcse-chemistry-specification.pdf
• Scheme of Work International-gcse-chemistry-scheme-of-work.pdf
• Subject-specific vocabulary Specific-vocabulary.pdf
• Practical Handbook / Practical-handbook

In KS4 we follow the OxfordAQA IGCSE Computer Science specification. OxfordAQA International GCSE Computer Science devotes the whole of Paper 1 to a programming task - so programming skills make up half of this qualification. That makes for a motivating, hands-on course. It enables teaching computing as real science, one in which practical application of skills is at the heart of your teaching.

With 50% emphasis on AO3, students will complete the course with valuable lifelong programming skills, as well as problem solving and critical thinking skills that prepare them for A-level and higher education.

Topics Taught:

Year 10:

• Foundations of programming (Python string handling, calculations, selection, repetition)
• Further programming ( data structures and file handling)
• Number systems
• Digital Data
• Software
• Webpages
• Computer Networks

Year 11:

• Further programming ( structured and Robust programming)
• Representing algorithms.
• Hardware
• Security
• Databases

Assessments - Year 10:

Students are assessed at the end of each lesson through graded tasks with feedback given for each task.  Quizzes are given at the end of each unit.  Students are also assessed twice per year through exams that cover all the topics taught from the start of the year till mid-year and mid-year till the end of the year.

Exams - Year 11

Students sit for their GCSE exams in June. The exam includes:

Paper 1: Programming. On-screen programming exam. 2 hours. 80 marks. 50%

Paper 2: Concepts and principles of computer science. Written exam: 2 hours. 80 marks. 50%

Re-sits:

• Linear: students sit both exams at the end of the course.
• Students cannot re-sit individual components.
• Students can retake the whole qualification as many times as they wish.

Resources:

• International GCSE computer science book (digital evaluation)
• Computer Science Specifications
• Computer Science Schemes of Work
• Past Papers(Oxford AQA website)

Programming Resources:

• Learn and download Python: learnpython.org/

English as a Second Language is a course for students who require reinforcement of their English reading, writing, listening, and speaking skills. It is part of the GCSE curriculum (OxfordAQA) and students will be tested on those 4 areas at the end of the year. There are three themes included in the subject content which are: identity and culture / local, national, international, and global areas of interest/current and future study and employment.

Year 10 EAL Assessments:

Paper: Reading

• What’s assessed? Understanding and responding to different types of written language.
• How is it assessed? Written exam: 1 hour 15 minutes / 60 marks - 30% of international GCSE assessment
• Questions? Short answer questions and multiple-choice questions in response to written passages.

Paper: Writing

• What’s assessed? Communicating effectively in writing for a variety of purposes.
• How is it assessed? Written exam: 1 hour 15 minutes / 60 marks - 30% of international GCSE assessment
• Questions? There are 4 tasks that cover a range of writing skills. The tasks increase in the level of challenge, as do the marks awarded. Each of the first 3 tasks will be based on one of the themes named in the Subject content. The final task will allow students to draw on their study in one or more of the named themes.

Paper: Listening

• What’s assessed? Understanding and responding to different types of spoken language.
• How is it assessed? Written exam: 45 minutes / 40 marks - 20% of international GCSE assessment
• Questions? Students will be asked to listen to and answer questions on a range of spoken texts. Each exam includes 5 minutes of reading time of the question paper before the listening stimulus is played.

Paper: Speaking

• What’s assessed? Communicating and interacting effectively in speech for a variety of purposes.
• How is it assessed? Non-exam assessment / 10 minutes + preparation time / 40 marks - 20% of international GCSE assessment
• Questions
  • Photocard - 15 marks (3-4 minutes)
  • General conversation - 25 marks (6-7 minutes)
  • Audio recorded by the teacher and marked by examiner.

For our KS4 students, we offer the option of Oxford AQA International English Language. This course is appropriate for pupils who desire to develop their reading and writing skills, and there are three main topics that we cover throughout the course which include; literary nonfiction, literature, and journalism.

Pupils who choose to study English Language must be confident and coherent in reading, writing, speaking, and listening to the English language. Pupils who choose to study English Language will be taught to:

• Read fluently, and with good understanding, a wide range of texts from the 19th, 20th, and 21st centuries, including literature and literary nonfiction as well as other writing such as reviews and journalism.
• Read and evaluate texts critically and make comparisons between texts.
• Summarise and synthesise information or ideas from texts.
• Use knowledge gained from wide reading to inform and improve their own writing.
• Write effectively and coherently using Standard English appropriately.

Throughout the course and in their final examination, pupils will be expected to:

• Identify and interpret themes, ideas, and information in a range of literature and other high-quality writing.
• Read in different ways for different purposes, comparing and evaluating the usefulness, relevance and presentation of content for these purposes.
• Draw inferences and justify these with evidence.
• Write effectively for different purposes and audiences.
• Describe, narrate, explain, instruct, give and respond to information, and argue.
• Select vocabulary, grammar, form, and structural and organisational features judiciously to reflect audience, purpose and context.
• Compare two or more texts critically.
• Use language imaginatively and creatively.
• Use grammar correctly and punctuate and spell accurately.

Formative and summative assessments will be used to evaluate the students. IGCSE exams will be in May/June.

For our KS4 students, we also offer the option of Oxford AQA International English Literature. This course is appropriate for pupils who wish to explore, examine and analyse prose, poetry, and drama. Pupils who choose to study English Literature must be confident and coherent in reading, writing, speaking, and listening to the English language. For the duration of key stage four, we will be studying the following:

• Play - An Inspector Calls by J. B. Priestley
• Novel - Great Expectations by Charles Dickens
• Poetry - People and Places Poetry Cluster in addition to poetry taken from the 19th, 20th, and 21st centuries.

Pupils who choose to study English Literature will be taught and expected to:

• Explore and comment on themes, ideas, perspectives, and contextual aspects of the text.
• Explore a range of inferences, supporting ideas with evidence that is relevant and appropriate.
• Analyse the writer’s methods, including the use of linguistic and structural devices.
• Explore the effect that a range of methods has on the reader.
• Use specific references to the text to support inferences.
• Provide a critical response that explains the text as a whole.
• Engage clearly with the context, themes, and ideas explored in the text and therefore reasoning is relevant and appropriate.
• Be aware of a range of poetic devices, including stanza, caesura, and enjambment.
• Explore a range of poems which fall under the category: People and Places.
• Consider themes and contextual elements of each poem, as well as explore in-depth their own perspectives and ideas.

Formative and summative assessments will be used to evaluate the students. IGCSE exams will be in May/June.

ICS is offering GCSE Food Preparation & Nutrition under the exam board AQA. The content of the subject is very broad and includes topics based around food science, nutrition and health, food safety, and food sustainability. Those who take the course can consider enrolling in further education courses for careers in nutrition, diet, and health. Other career paths include chef, food writer, or food journalist, and the course also supports content covered in the sciences.

Assessment:

The course spans over two years, year 10 and year 11. The course is made up of coursework which is written and practical, and a final exam which is in June of year 11. Students will be assessed on a grade 9-1 basis and will have formal mid-terms as part of the assessment as well as informal exam assessments every 6 weeks.

Resources:

• You can find the specification for the course using this link
• You can find an example past paper and mark scheme using this link
• The revision guide used at ICS is AQA Food Preparation & Nutrition by Anita Tull
• Sample of the Food Preparation & Nutrition textbook

At KS4 French, we follow the Edexcel specification for IGCSE. Students are assessed in their listening, reading, writing, and speaking skills. Students must show understanding and be able to respond to written language. Students must be able to communicate in writing and speech while showing a range of vocabulary and while using common grammar structures. Students must also be able to understand and respond to spoken language.

The skills are developed across five topics which are Home and Abroad, Education and employment, personal life and relationships, the world around us and social activities, fitness, and health. Each topic aims to develop student's language skills and their cultural awareness. Within each topic, there are sub-topics that allow students to explore each topic thoroughly.

For more information on the Edexcel specification please click on this link. 

To access a sample GCSE paper, please click on this link.

The weighting of each section is as follows:

• The listening paper is worth 25%, 40 marks, and students have 30 minutes for the paper.
• The reading and writing paper is with 50%, 80 marks and students have one hour and forty-five minutes to complete this section.
• The oral component of the exam is worth 25%, 40 marks and lasts between 8 and 10 minutes. 

Here is a link to the book we use. IGCSE Exams will be in June.

For KS4 Geography we are following the Oxford AQA International Geography curriculum.

Year 10

• Term 1
  • The living world: Ecosystems, Tropical rainforests, Hot deserts
  • The changing economic world: Global variations in economic development, Strategies to reduce the global development gap
• Term 2
  • The changing economic world: Economic development in LICs and NEEs
  • Urban issues and challenges: Increase in the world's urban population, Opportunities, and challenges created by urban growth in LICs and NEEs.
• Term 3
  • Urban issues and challenges: Global importance of world cities, Opportunities, and challenges in world cities.
  • Physical landscapes: Coastal landscapes, Physical processes, Distinctive coastal landforms, Hard and soft engineering strategies.

Year 11

• Term 1
  • Physical landscapes: River landscapes, Profiles of rivers and valleys, Distinctive river landforms, Factors affecting flood risk
  • Water and energy resources: The global pattern of water supply and consumption, Reasons for increased demand and variation in the availability of water, impacts of water insecurity, Different strategies to increase water supply.
• Term 2
  • Population and communication: Development of ocean shipping, ports, and airports, Developments in ICT
  • The challenge of natural hazards: Natural hazards, tectonic hazards, weather hazards, climate change.
• Term 3
  • Revision and exam practice. Exam in May/June.

Check this link for more information about the book, specifications, exams, and resources.

The Edexcel International GCSE in History forms part of the GCSE Qualification. The aims and objectives of IGCSE are to help students develop their knowledge and understanding of events, periods of history, and key leadership in order to assess its impact on modern society. By studying through this model, students will be able to engage in historical inquiry, exercise critical thinking, and develop the ability to ask pertinent and relevant questions about the past and its impact on the world. Students will also be able to formulate well-substantiated arguments and effectively communicate their historical knowledge, understanding and conclusions. Edexcel IGCSE consists of two mandatory papers.

• Paper 1: Depth Studies - 1 hour and 30 minutes - June - 60 marks - Paper Code: 4HI1/01 - 50% of the qualification
• Paper 2: Investigation and Breadth Studies - 1 hour and 30 minutes - June - 60 marks - Paper Code: 4HI1/02 - 50% of the qualification

Resources

• Please find the link for the history specification attached
• Sample assessment material attached

In ICT we follow Pearson Edexcel IGCSE (9-1) curriculum, International GCSEs have 120 guided learning hours. This curriculum uses a blended approach, delivering theory and practical sessions in each term, giving students the opportunity to develop concurrent skills and knowledge. The order of skills allows students to apply skills learned earlier to those introduced later in the scheme of work. For example, file management is taught first to allow students to develop good practice in this area, which will support their work later. Graphics are then taught so that the products and skills developed can be used in the subsequent presentation and web authoring sections of the scheme of work. Opportunities are provided for students to consolidate their understanding through practical activities and sessions are built that focus on developing students’ exam techniques, including understanding different question types and time for revision and practice papers.

IGCSE-ICT-specification

Students are assessed through graded tasks after each lesson and quizzes at the end of each unit.  There are also mid-year and final exams that cover all the topics taught that year.  Before the final exam in year 11, mock exams will be conducted by February to have students practice answering exams in an environment similar to the GCSE exams.

Topics covered:

• Digital Devices
• Connectivity
• Operating Online
• Online Goods and Services
• Applying Information and Communication Technology
• Software Skills

Resources:

• Book name: Pearson Edexcel IGCSE (9-1) Information and Communication Technology
• Schemes of Work
• Past Papers

The Islamic education department of the school follows the curriculum of the Ministry of Education that focuses on religious knowledge and concepts in the light of Islamic sharia. It includes tolerance, moderation, positivity, and individual and societal responsibility.

The department works on continuous evaluations throughout the year. The evaluation methods vary from classroom and non-class assessments, verbal or written, according to subject standards.

The department adopts basic criteria for evaluation: Recitation -  Memorization of surahs and hadiths - Written assessments:

• Recitation and memorization: The oral assessments are done twice in each semester, in addition to the continuous classroom assessments to ensure the required level of application of all recitation standards.
• Written assessments: All skills and standards are evaluated through the three assessments in each semester, including the final exam, in addition to continuous assessments through classroom activities.
• Tasks and assignments: Students are assessed through performing class and extracurricular activities and assignments.

تتبْع المدرسة منْهاج وزارة التّربية والتّعليم في مادة الترّبية الإسلامية  ويعمل القسم على تحقيق جميع معايير الوثيقة الوطنية ، حيث تشتمل المعايير كل مايرتبط بحياة الطالب ووجوده  وهويته الوطنية وقيمه وتُراثهُ الإسْلامي مما يهْدف إلى تنْشئة جيل من الطلاب المؤْمنين المُزودين بالمعارف الأساسية عن دينهم ، مع القدرة على تطبيقها في حياتهم العملية.

يعمل القسم على التّقييمات المستمرة على مدار العام مما يُساعد في المعرفة التّامة بمستويات الطلاب والعمل على تحسينها ، كما تتنوع أساليب التقييم من تقييمات صفية ولا صفية ، شفوية أو كتابية بحسب معايير المادة.

يعتمد القسم معايير أساسية للتقييم : التّلاوة - تسميع السور والأحاديث - التقييمات الكتابية:

• التّلاوة والتّسميع : تتم التّقييمات الأساسية الشفوية مرتين على مدار الفصل الدراسي، بجانب التّقييمات الصّفية المستمرة للحرص على الوصول للمستوى المطلوب من تطبيق جميع معايير التلاوة.
• التقويمات الكتابية : يتم تقييم جميع المهارات والمعايير من خلال التّقييمات الثّلاث أساسية على مدار الفصل الدراسي بما في ذلك الامتحان النّهائي ، بجانب التّقييمات المستمرة من خلال الأنشطة الصّفية .
• المهام والواجبات : يتم تقييم الطلاب من خلال القيام بالأنشطة والمهام الصّفية واللا صفية.

For our KS4 students, we have chosen the Oxford AQA board for their Maths IGCSE. They were founded on the belief that all students deserve a fair opportunity to demonstrate what they have learned. This means, for example, they focus on testing subject knowledge, not English comprehension or UK cultural contexts.

This International GCSE qualification puts emphasis on pure Maths, enabling students to make a smooth progression to A-level. The specification includes plenty of algebra and some basic calculus. This qualification is linear which means that students will sit all their exams at the end of the course. Exams are to be completed in May/June of year 11.

OxfordAQA International GCSE Mathematics has two tiers, Core (grades 1–5) and Extension (grades 4–9). Students must take two question papers at the same tier. Core students must take Papers 1C and 2C. Extension students must take Papers 1E and 2E. Both question papers must be taken in the same series. Check the specifications document page 8 for the assessments’ contents.

The students will write a mock test in December/January of Year 11 to help fill any gaps before their formal IGCSE Assessment in May/June. There are plenty of resources available to support during the KS4 journey, please check the list below:

• Specifications (9260) - Use this link for more information about the content, assessments, resits ...etc
• Textbooks published by Oxford University Press (International GCSE Mathematics Core and International GCSE Mathematics Extended)
• Command words - Use the link to view what skills the students are expected to demonstrate in each exam question.
• MyiMaths - offers interactive lessons, “booster packs” for revision, and online practice to develop the students’ confidence and fluency in the curriculum taught.
• Past Papers and Assessment Style Questions - These are shared along with the marking scheme along the year by the teachers to make sure the students are ready for their tests.

Moral education seeks to foster in students a set of universal values, which will enable them to peacefully interact and connect with people from different cultural and social groups who hold different and divergent views and perspectives. It seeks to empower them to become active, responsible, local, and global citizens. It enables them to develop mutual understanding, respect for difference and empathy, in order to sustain our cohesive, and prosperous society. Through dialogue and interaction, students are provided with opportunities to explore different worldviews, to challenge one another’s assumptions and attitudes, and to develop the knowledge, skills, and attitude necessary to think critically, to make informed ethical decisions, and to act on them in the interests of their society.
 

Key Pillars of Learning:
The Moral Education Course will be experienced by students as they work their way through four key pillars of learning as they progress through the course. Each of the four pillars are constructed around a series of learning outcomes.

Teaching and Learning – A Pedagogical Approach:
The group is important in encouraging students to be proactive and autonomous learners. Throughout this moral education curriculum, there is a focus on inclusive group work and a student-driven approach to teaching and learning in the classroom. Students are encouraged to have open discussions, guided conversations, activities, and philosophical debates. This is intended to take students through a process of awareness-raising and critical thinking, which will allow them to consciously enact moral reasoning in their everyday lives.
The Moral Education curriculum is developed by the MOE and will be assessed by conducting ongoing assessments.

We follow the AQA GCSE Physical Education curriculum. Details of the subject content can be found here. The course is broken down into three areas. There is a practical assessment in three sports - a combination of both team and individual; two exams and a coursework assignment.

The course breakdown is as below:

• Examinations: 2 examinations of 1 hour 15 mins each - This will make up 60% of the overall grade. 30% per examination.
• Practical Sports Performance: Practical assessment in 3 different sports which must be a combination of both individual and team sports. This is a controlled, internally assessed, and verified assessment. It will make up 30% of the overall grade.
• Coursework: This is a written piece of coursework (usually around 12 pages of A4) that is a controlled, internally assessed, and verified piece of work. This will make up 10% of the overall grade. Coursework will be completed in lessons initially however you will be required to complete the majority of this in your own time.

More details on the types of assessment can be found here.

Homework will be set on a weekly basis and can include written exam-style questions, worksheets, or tasks on our online system Seneca, which is a monitoring and assessment tool specific to the syllabus. The link to the platform can be found here.

Pupils will be required to work in a copybook and online as required. They may also wish to purchase a revision guide that matches the specification such as this one. Lessons will mainly be theoretical and classroom-based however some topics lend themselves to practical content therefore your child may be asked to carry out practical PE in a mixed-gender class and possibly with a teacher of the opposite gender. There is also an expectation that the pupil is playing sport outside of school and participating in the three sports they will be assessed in. A full list of the sports available for assessment can be found on pages 46-49 of this document.

Mock exams and past paper questions will be conducted at various times throughout the course and pupils will be expected to follow the real exam conditions. This requires ongoing revision of the current topic being studied as well as previous topics.

The biggest requirement of the course, however, is a passion for playing sport and being physically active plus a wide-ranging interest and a basic knowledge of a variety of sports. With this, the intense demands of the course are bearable and a love of sport can be nurtured and developed.

The International GCSE Physics qualification provides students with a good grounding in the principles and concepts. It offers students the opportunity to be scientifically literate and able to use Physics in their everyday lives and further studies. Students develop a range of practical skills along with data analysis and critical thinking skills.

Material Covered in KS4:

• Syllabus summary for Physics Curriculum
• The curriculum is built on eight topics as given below:

1. Forces and their effects
2. Energy
3. Waves
4. Particle model of matter
5. Electricity and magnetism
6. Generating and distributing electricity and household use
7. Nuclear physics
8. Space physics

Assessment in KS4:

The AQA Oxford specifications and examination system ensure that students have the opportunity to achieve the knowledge expected in higher education in universities when they complete their qualifications. We developed our international GCSEs Exam question styles with consistent language used for practicals and coherence in mathematical skills GCSE .

External Assessments:

OxfordAQA Exam pattern in Physics comprises two papers:

• Paper 1: Any part of the specification may be assessed.
• Paper 2: Any part of the specification may be assessed.

Each exam is of 90 minutes duration and carries 90 marks.

Internal Assessments:

Comprise two elements such as formative and summative assessment as shown below.

• Formative

1. Classwork
2. Homework
3. Two quizzes per term

• Summative: Mid-year exam and End of year exam

The important links pertinent to Physics specifications and resources are furnished below:

• Oxford International GCSE-Scheme of work
• Oxford International GCSE Physics curriculum
• Link: Specimen paper-1
• Link: Mark scheme specimen paper-1
• Link: Specimen paper-2
• Link: Mark scheme specimen paper-2