Year-9 CURRICULUM booklet - HORIZON INTERNATIONAL SCHOOL
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Year-9
CURRICULUM
booklet
HORIZON INTERNATIONAL SCHOOL
+971 4 348 3314 www.hisdubai.ae
TABLE OF
CONTENTS
Introduction 02
Arabic A 04
Arabic B 06
Art / Textiles 08
Dance 10
Drama 12
English 14
Geography 16
History 18
Innovation & Enterprise 20
Islamic-Native 22
Islamic-Non Native 25
Mathematics 28
MFL French 31
MFL Spanish 33
Music 35
Physical Education 37
Science 40
INTRODUCTION We understand, as parents, it is important for you to know what your child is learning in school. This guide gives you a summary of the curriculum content your child will be learning each term in each subject, the key learning objectives, key concepts and assessments will be throughout the academic year. This document should be read in conjunction with the home learning policy. If you require any further information or would like to make suggestions as to how we can ensure you have the key information relevant to your child’s learning, please contact your child’s subject teacher, who will be happy to help. Key Stage 3 Curriculum overview We aim to draw upon the best elements of the English National Curriculum, combined with the depth and range of subjects which are appropriate to an international school in Dubai. The aim of our curriculum is to challenge and inspire all learners to develop their skills and nurture values through a love of learning so that they can responsibly embrace the diverse challenges of tomorrow. It is our intention that students achieve a place at their first-choice university or chosen Post-18 pathway. Our assessment philosophy aims to focus on what is important: students are able to view assess- ments as opportunities to learn and develop, not as opportunities to be judged. Or, put simply, students take responsibility for their own learning – they know what they need to be able to do, what they can currently do, and what they need to improve on. The impact of developing engagement with their own assessment capability at an early age will be two-fold: Academic success: maximising of potential in high stake public exams (GCSEs and A-Levels) Learning skills success: developing a wide range of learning skills in our students which supports their application to learning
Parents will receive regular reports at appropriate times in the school year and will have the opportunity to meet with their sons and daughters’ teachers. We actively encourage all students and parents to attend Student/Parent Conferences which enable students to take responsibility for their own learning as they grow in ‘assessment capability’. Years 7-9 The curriculum is designed to give students a broad and balanced exposure to a wide variety of subjects and to develop their learning skills. All students study the following subjects: Mathematics English Science Arabic French or Spanish Geography History UAE Social Studies Islamic Studies Music Physical Education Drama (for Muslim students) / PSHE Art / Food Technology / Dance ICT / Moral Education Textiles Computer Science We also offer the ASDAN programme for students with special educational needs. Further information regarding provision for students of determination is available through our Achievement Centre.
Arabic A
Overview
ﺻﻤﻢ ﻣﻨ�� اﻟﺼﻒ اﻟﺘﺎﺳﻊ ﻟ�ﺴﺎﻋﺪ اﻟﻄﺎﻟﺐ ﻋ�� ﺗﻄﻮ�ﺮ ﻣهﺎراﺗﮫ اﻟﻠﻐﻮ�ﺔ ،ﻣﻦ ﺧﻼل ﺗﻔﺎﻋﻠﮫ اﻟﻮا�� ﻣﻊ ﻣﻀﺎﻣ�ن اﻟﻨﺼﻮص وأﻓ�ﺎرهﺎ.ﻛﻤﺎ
�ﺸﺘﻤﻞ دروس اﻟﻜﺘﺎب ﻋ�� ﻣهﺎرات اﻟﻠﻐﺔ اﻟﻌﺮ�ﻴﺔ اﻷﺳﺎﺳﻴﺔ:اﻟﻘﺮاءة واﻻﺳﺘﻤﺎع ،وا��ﺎدﺛﺔ ،واﻟﻨﺤﻮ واﻟﻜﺘﺎﺑﺔ
وﺳﺘ�ﻮن هﻨﺎك ﻣﺮاﺟﻌﺎت وﺗﻄﺒﻴﻘﺎت ﺣﻮل اﳌﻔﺮدات ،ووﺻﻒ ﻟﻠﻤهﺎرات اﳌﻄﻠﻮ�ﺔ ،وأدوات أﺧﺮى ﳌﺴﺎﻋﺪة اﻟﻄﺎﻟﺐ ﻋ�� ﻓهﻢ اﻟﻨﺺ،
واﻻﺳﺘﻤﺘﺎع ﺑﮫ �� ﻧﻔﺲ اﻟﻮﻗﺖ ،و�ﻌﺾ اﻷﺳﺌﻠﺔ ﻋ�� هﺎﻣﺶ اﻟﺼﻔﺤﺎت؛ ﻟﺘﺠﻌﻞ اﻟﻄﺎﻟﺐ ﻗﺎرﺋﺎ ﻣﺘﻔﺎﻋﻼ ﻣﻊ اﻟﻨﺺ
Themes of study
Learning Theme /
Assessment Key Outcomes Term
Skills Topic
ﺳ�ﺘﻢ ﺗﻘﻴﻴﻢ اﻟﺘﺤﺪث اﻟﺘﻌﺎون ﺣﺪد اﳌﻌ�� اﻹﺟﻤﺎ�� ﻟﻠﻨﺺ اﻹﺣﺴﺎن إ�� Term1
واﻟﻘﺮاءة ��ﺎﻳﺔ اﻟﻔﺼﻞ ،أﻣﺎ اﻻﻛ�ﺸﺎف وﻓﻜﺮﺗﮫ اﻟﺮﺋ�ﺴﺔ اﻟﻮاﻟﺪﻳﻦ
اﻟﻜﺘﺎﺑﺔ ﻓﺴﻴ�ﻮن ﺗﻘﻴﻴﻤهﺎ ﻋ�� ﻗﺼﺔ )أﻋﻈﻢ �ﻌﻤﺔ(
ﻣﺪار اﻟﻔﺼﻞ ﻳﺤﺪد ﻋﻼﻗﺎت اﻟ��ادف
واﻟﺘﻀﺎد و�ﻮﻇﻔهﻤﺎ
ﺳ�ﺘﻢ ﺗﻘﻴﻴﻢ اﻟﻜﺘﺎﺑﺔ اﻹﺑﺪاع ﺗﺤﺪﻳﺪ وﺗﺤﻠﻴﻞ وﺗﻘﻴﻴﻢ اﻷﺳﺎﻟﻴﺐ ﻗﺼﺔ ﻣﺮض اﻟﻮرق Term2
واﻻﺳﺘﻤﺎع ��ﺎﻳﺔ اﻟﻔﺼﻞ ،أﻣﺎ اﻻﻛ�ﺸﺎف اﻟ�� �ﺴﺘﺨﺪﻣهﺎ اﻟﻜﺘﺎب ﻧﺺ ﻣﻌﻠﻮﻣﺎ�ﻲ
اﻟﺘﺤﺪث ﻓﺴﻴ�ﻮن ﺗﻘﻴﻴﻤهﺎ ﻧﺺ اﺳﺘﻤﺎع
ﻋ�� ﻣﺪار اﻟﻔﺼﻞ ﻣﻌﺮﻓﺔ أﻧﻮاع اﻟﻨﺺ واﻟﺘﻔﺴ��ي، :ﻛﺘﺎﺑﺔ
وﻛﻴﻔﻴﺔ ﻛﺘﺎﺑ��ﻤﺎ ،وﻋﺮض وﺟهﺔ ﻧﺺ ﺳﺮدي
اﻟﻨﻈﺮ ﻣﻊ اﻷدﻟﺔ اﳌﻘﻨﻌﺔ
ﺳ�ﺘﻢ ﺗﻘﻴﻴﻢ اﻟﺘﺤﺪث واﻟﻘﺮاءة اﻟﺘﻔﻜ�� اﻟﻨﺎﻗﺪ ﺗﺤﻠﻴﻞ واﺳﺘﺨﺮاج ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻧﺼﻮص ﺷﻌﺮ�ﺔ Term3
��ﺎﻳﺔ اﻟﻔﺼﻞ ،أﻣﺎ اﻻﺳﺘﻤﺎع اﻹﺑﺪاع اﻟﺼﻮر ا��ﻤﺎﻟﻴﺔ ﻣﺨﺘﻠﻔﺔ
ﻓﺴﻴ�ﻮن ﺗﻘﻴﻴﻤهﺎ ﻋ�� ﻣﺪار ﺗﺤﻤﻞ اﳌﺴﺆوﻟﻴﺔ
اﻟﻔﺼﻞ
Assessment
https://bit.ly/3jiiNXj
ﺳ�ﺘﻢ إﺟﺮاء ﺗﻘﻴﻴﻢ ﻟﻠﻘﺮاءة أو اﻟﻜﺘﺎﺑﺔ أو اﻟﺘﺤﺪث واﻻﺳﺘﻤﺎع �� ��ﺎﻳﺔ �ﻞ ﻧﺼﻒ ﻓﺼﻞ درا��� وﺳﻴﻌﺘﻤﺪ ﻋ�� اﳌﻨ�� اﻟﻮزاري .ﺳ�ﺘﻠﻘﻰ �ﻞ
ﺗﻠﻤﻴﺬ ﻣﻼﺣﻈﺎت هﺎدﻓﺔ ﺣﻮل ﻛﻴﻔﻴﺔ ﺗﺤﺴ�ن وﺗﻄﻮ�ﺮ اﳌهﺎرات اﻟ�� ﺗﻢ ﺗﻘﻴﻴﻤهﺎ� .ﻌﺪ اﻟﺘﻘﻴﻴﻢ ،ﺳ�ﺘﺎح ﻟﻠﻄﻼب اﻟﻔﺮﺻﺔ ﻟﻠﺘﻔﻜ�� �� ﻋﻤﻠهﻢ
وﻓﻘﺎ ﻟﻮﺣﺪة اﻟﺪراﺳﺔ ﺧﻼل �ﻞ ﻧﺼﻒ ﻓﺼﻞ درا��� وﺗﺤﺴ�ﻨﮫ و�ﻋﺎدة ﺻﻴﺎﻏﺘﮫ .ﺳ�ﺘﻢ ﺗﺼﻤﻴﻢ �ﻞ ﺗﻘﻴﻴﻢ ًHome Learning
Links Topic
https://bit.ly/38fxFze Home learning
https://www.ireadarabic.com/ar/Login I read Arabic Reading platform
https://classkick.com Class kick
Note*
��ُﻳﺘﻮﻗﻊ ﻣﻦ اﻟﻄﻼب ﻣﺮاﺟﻌﺔ ﺟﻤﻴﻊ اﳌﻔﺮدات ا��ﺪﻳﺪة اﻟ�� �ﻌﻠﻤﻮهﺎ �ﻞ أﺳﺒﻮع وﻗﺮاء��ﺎ ﻋ
ً ً
ﻣﻨﺼﺔread Arabic. أﻳﻀﺎ ﻹﻛﻤﺎل أي واﺟﺐ ﻣ���� ﻓﺮدي. دﻗﻴﻘﺔ أﺳﺒﻮﻋﻴﺎ30 ﺑﺎﻧﺘﻈﺎم ﳌﺪة
ﻳﺮﺳﻠﮫ اﳌﻌﻠﻢ إﻟ��ﻢ أﺛﻨﺎء �ﻌﻠﻢ اﻟﻮﺣﺪة
Useful information / Additional reading / Equipment / Resources
�� ﻳﻤﻜﻦ ﻟﻠﻄﻼب اﻟﺒﺤﺚ ﻋﻦ اﳌﻮﺿﻮﻋﺎت اﻟ.ﺳ�ﺴﺎﻋﺪ هﺬﻩ اﻟﺘﻄﺒﻴﻘﺎت واﳌﻮاﻗﻊ اﻹﻟﻜ��وﻧﻴﺔ �� �ﻌﻠﻢ اﳌﻔﺮدات ا��ﺪﻳﺪة وﻣﻤﺎرﺳ��ﺎ
ﻳﺘﻌﻠﻤﻮ��ﺎ وﻣﻤﺎرﺳﺔ اﳌﻔﺮدات ذات اﻟﺼﻠﺔ..
Kahoot!
https://bit.ly/3gpokcv
https://madrasa.org/?lang=en
ﺗﻄﺒﻴﻖ ﻗﺼﺺ ﻣﺪرﺳﺔ
https://almanahj.com/ae/id=13391
Key professionals
Mrs. Aly
abiera@hrizonintlschool.com Head of Department
samyy@horizonintlschool.com Mr. Samy YousufArabic B
Overview
The Year 9 Arabic B curriculum focuses on enabling non-Arabic speakers who are learning Arabic to
communicate in real life situations inside and outside school. It is based on the standards set by the
American Council on the Teaching of Foreign Languages (ACTFL), and based on international
principles and expectations applied in the teaching of foreign languages to non-native speakers. It’s
also adapted to meet the UAE's aspirations in learning of Arabic in a manner that suits the learners’
capabilities and their learning environment.
Themes of study
Theme / Learning
Term Key Outcomes Assessment
Topic Skills
Term1 Social media Will be able to develop Creativity Speaking, reading
their language profi- Resilience summative assessment
ciency skills, speaking, Independence at the end of term
writing, listening and
speaking. Formative writing
assessment during the
Will be able to write term
different writing for
different audios.
Term2 The Work Will be able to develop Exploration Writing and listening
their language profi- Creativity Summative assessment
ciency skills, speaking, at the end of term
writing, listening and
speaking. Speaking Formative
assessment during the
Will be able to write term
different writing for
different audios.
Term3 Free time Will be able to develop Critical thinking Speaking, reading
their language profi- Creativity summative assessment
ciency skills, speaking, Leadership end of term
writing, listening and Responsibility
speaking. Writing and listening
Formative during the
Will be able to write term.
different writing for
different audios.
Assessment
Assessment will be in all four language skills: Listening, Reading, Speaking and Writing, with an
emphasis on developing grammar, vocabulary and free expression (verbal and written). By the end of
each term summative assessment will focus on 2 skills and ongoing assessment during the term this
include listening and responding, speaking, reading and responding, and writing.
https://bit.ly/3zRwKRkHome Learning Topic Links Home learning https://bit.ly/3C31fWe I start Arabic Reading platform https://www.istartarabic.com/en/login Class kick https://classkick.com Note* Students are expected to revise all the new vocabularies that they learn every week and read on I start Arabic Platform regularly for 30 minutes weekly. Also to complete any individual homework submitted by the teacher to them during learning the unit. Useful information / Additional reading / Equipment / Resources This apps and websites will help with learning and practising the new vocabularies. The students can search for the topics they are learning about and practise the related vocabularies. Kahoot! - https://kahoot.com/wp-login.php Wordwall | Create better lessons quicker - https://wordwall.net Quizizz — The world’s most engaging learning platform - https://quizizz.com Interactive Worksheets | Wizer.me - https://app.wizer.me Translation English to French, Italian, German & Spanish Dictionary - https://www.wordreference.com Key professionals Mrs. Aly Head of Department abiera@horizonintlschool.com Mrs. Noha nohaf@horizonintlschool.com
Art / Textiles
Overview
The Key Stage 3 Art and Textiles Curriculum is assessed in 4 areas across the year; developing an idea,
recording the process, refining ideas and presenting a meaningful outcome.
All students are encouraged to see Art and Design as a subject which actively celebrates the
achievements of artists regardless of their gender, ethnic origin and/or age. Students are encouraged
to challenge stereotypes and engage in discussion regarding the elements of Art and Design whilst
developing their own unique and creative artistic skills.
Themes of study
Theme / Learning Skills
Term Key Outcomes Assessment
Topic & GCSE Skills
Term 1 Inside Use of subject specific 1- and 2-point Proportional
outside terminology. The perspective painting with
through a Formal Elements. Colour theory record of work and
window
Painting techniques Painting styles ideas linked to
Olive Stack
Line engage with the artist.
Edward
Colour natural world around Observations and
Hopper
Pattern them. insights are
Henri Matisse
Texture practice contemporary recorded through
Shape. artists from around the drawing or
Positive and negative world. annotation as the
shape/ space Encouraged to build work progresses.
independence through
Independent analytical,
observational, and use of location of
recording skills. painting.
Alignment and Developing ideas
placement.
Term 2 Stop motion Animation on the Storytelling and Presenting a short
“growth” theme of climate creative thinking. movie (5 mins)
change Creating a story board With a personal
Observational drawing and planning to and meaningful
Imaginative drawings produce the short response to artist
story telling movie clip. and ideas. Demon-
IT/ Photography skills Risk taking through strating angles,
exploring ideas. lighting, and
Working collaboratively
Developing and mood.
to produce a short movie
Present outcome.
on the theme of
“growth.”Theme / Learning Skills
Term Key Outcomes Assessment
Topic & GCSE Skills
Term 3 Textiles – Batik and silk painting Mindfulness drawing Creating a bag
Eastern prints developed from eastern and being present in using the batik
cultural prints made into the moment creating and silk paintings.
a bag. mandalas and other Refine work
Pattern cutting patterns exploring informed by
Developing a 2d pattern eastern prints and insights gained
Silk painting colour cultures. through exploring
theory Refining and and reflecting on
Batik drawing presenting an ideas.
Ink drawings outcome
Term 1 Wearable Art Wire and 3D Developing an idea Leadership and
Alexander development with from the world around collaboration to
McQueen contextual references to them to a wearable 3D produce a piece of
Philip Tracey the world around them. piece of Artwork. wearable art
Wire Communicating an inspired by the
Clay idea through their world around
Textiles work. them. Selecting
3D Design Development and and experiment
Fashion (from head presenting an with media appro-
wear to footwear) outcome. priate to personal
Jewelry design intentions in depth
Drawing skills throughout.
Assessment
Assessment on each project will include verbal feedback, self-assessment, and peer marking.
Please see Year 7,8,9 flight path for “I can” statements.
Home Learning
Topic Links Notes
Term 1 https://bit.ly/3C1lDHq Perspective videos
https://bit.ly/3fjBvv5 Composition
Term 2 https://bbc.in/3ygv5EI Stop motion ideas
https://vimeo.com/296881122
https://bit.ly/2TMkja5
Term 3 https://bit.ly/3fj9CU6 Mandala Drawings
Term 4 https://bit.ly/3xgCjqT Alexander McQueen
Philip Tracey
https://bit.ly/3rNKzO8
Viktor and Rolf
Useful information / Additional reading / Equipment / Resources
Equipment for home learning
Drawing materials- paper pencils pens paints.
Key professionals
Miss Davidson chloed@horizonintlschool.com
Mrs Zanjani clairez@horizonintlschool.comDance
Overview
The Year 9 curriculum builds on prior knowledge of dance by developing skills at a mature and
professional level. Whilst continuing to explore the development of skills in a variety of dance styles
and genres there is an emphasis on the performance aspect of dance. Students continue to study
the appreciation of dance and explore more professional dance works.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1A Hurricane- To understand and have Creativity Self-assessment via
Christopher explored ‘Contemporary Collaboration video
Bruce Dance’ and Dance History Exploration Peer assessment
within Black History month. Resilience Live performance in
To be able to perform full class, solos and
professional set repertoire. small groups.
Term 1B Beat it To understand and have Creativity Self-assessment
explored ‘World Dance’. Collaboration via video
To understand link Resilience Peer assessment
between dance, film and Exploration Live performance
literature. Problem Solving in groups
Term 2A The Disco Era To have understood the Creativity Self-assessment
importance of the ‘Disco Collaboration via video
Era’ in the arts. Resilience Peer assessment
To learn set repertoire in a Exploration Live performance in
specific style. Problem Solving duos and large groups
Leadership solo performances
Term 2B Stimuli: To have explored a variety Creativity Improvisation
World Dance of stimuli and be able to Collaboration sessions
fully create, develop and Resilience Self-assessment via
integrate a motif into Exploration video
dance. To understand how Independence Peer assessment
we can use Global issues Live performance
to educate ourselves and in groups
an audience in dance.
Term 3A Exploring To have explored the Creativity Self-assessment
Musicals ‘Musicals’ genre and have Collaboration Peer assessment
learnt how to create and Resilience Live or pre-recorded
perform in your own full Exploration /edited performance
professional piece. Leadership in small groups.Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 3B 1950’s dance: To be able to perform in a Creativity Self-assessment
The Had Jive full class dance that Collaboration Peer assessment
showcases all of the skills Resilience Live class performance
that have been collated Exploration as a group.
over the KS3 Dance Leadership Duo performance
programme. Group v Group
competition
Assessment
Students are assessed with both Summative and Formative assessment which are referred to in
Dance as casual and professional performances. Students are assessed on three areas: Performance,
choreography and appreciation of dance. Students use a combination of self-reflection and evalua-
tion, peer assessment and teacher assessment. All students perform in front of their class who form a
live audience.
Assessment and Achievement Rubric – Please click for details
Home Learning
Topic Links
Term 1 https://bit.ly/3A0E6BZ
Term 2 https://bit.ly/3A0E6BZ
Term 3 https://bit.ly/3A0E6BZ
Note*
At home rehearsal of class movement should be weekly
Useful information / Additional reading / Equipment / Resources
Help students to film their dance so they can watch themselves back and make corrections.
There are a selection of dance and theatre related book and online articles that will support further
investigation.
Key professionals
Ms. Brandariz Jones joannaj@horizonintlschool.comDRAMA
Overview
The Year 9 Drama curriculum introduces a variety of drama techniques, styles and practitioners. It
builds on skills taught in Year 8. Drama in KS3 is taught and assessed in 3 strands; Creating,
Performing and Responding. The curriculum in Year 9 begins to mirror component structure at not
as GCSE skilling up students to be able to develop their drama learning and progress into KS4.
Themes of study
Term Theme / Key Outcomes Learning Skills Assessment
Topic
Term 1A Playing a Introduction to Problem solving Self-assessment
Role / important theatre Leadership Peer assessment
Stanislavski practitioners and Independence practical assessment
directors. Resilience Ongoing teacher
Creativity assessment
Success
Exploration
Term 1B American Civil Introduction to Problem solving Self-assessment
Rights /Brecht non-naturalism and Leadership Peer assessment
Epic Theatre. Independence practical assessment
Resilience
Diversity in theatre. Creativity
Empathy
Term 2A Devising Learning how to Problem solving Self-assessment
Drama create theatre from a Leadership Peer assessment
range of stimulus. Independence practical assessment
Resilience
Creativity
Success
Exploration
Term 2B Surrealist Exploring movement Problem solving Self-assessment
Drama and mime. The use of Leadership Peer assessment
the absurd and Independence Practical assessment
physical theatre Resilience Ongoing teacher
techniques. Creativity assessment
Success
Exploration
Term 3A Introduction Exploring movement Problem solving Self-assessment
to Mask and mime. Physical Leadership Peer assessment
comedy, mask. Independence practical assessment
Learning the art of Resilience
mask. Creativity
Term 3B Commedia Learning how to Problem solving Self-assessment
Dell’Arte – perform using stock Leadership Peer assessment
Script Never Commedia Characters Creativity Practical assessment
wear the same using script for Independence
socks Twice performance.Assessment Drama students are assessed with both Summative and Formative assessment. Assessment is ongo- ing and continuous tracking the skills and techniques each lesson. Students are assessed on three strands Creating, Performing and Responding. All students work in groups/pairs/solo and reflect on their own work and the work of others. They are taught the language of assessment and feedback using Drama vocabulary. Objectives Template.xlsx (sharepoint.com):- https://bit.ly/3xfa8Zp Home Learning Topic Links Term 1 https://bit.ly/3j6ujnp Term 2 https://bit.ly/3xgrMM8 Term 3 https://bit.ly/3xgrMM8 Useful information / Additional reading / Equipment / Resources Watch drama in Film and Television, go to the theatre or watch online and discuss the story lines and the acting. Discuss how the actors have delivered believable characters. Encourage reading plays as well as stories. Ask them questions about the stories and the characters. Encourage their oracy, reading aloud and presenting. Join up for LAMDA qualifications in school. www.theatrehistory.com www.nt-online.org www.bbcbitesize/drama/gcse www.shakespeare-globe.org www.rsc.org.uk Key professionals Mrs. Shakespeare Head of Creative and Performing Arts johannas@horizonintlschool.com
English
Overview
The Year 9 English curriculum allows students to explore a wide variety of engaging texts that cover a
range of challenging themes to support and prepare students for GCSE English Language and
Literature in Year 10. Students will continue to embed and develop, with sophistication, their core
literacy skills whilst demonstrate precision and consistent accuracy. Oracy will continue to form the
basis of many of our lessons as we strive to create a dynamic learning forum where students can
articulately express themselves in an assured manner. In the English Department we place signifi-
cant emphasis on students’ personal reading to inspire creativity, prompt critical thinking and devel-
op empathy – all skills which are crucial across the whole curriculum.
Themes of study
Term Theme / Key Outcomes Learning Skills Assessment
Topic
Term 1 Creative Employ a range of Creativity Creation of a short
writing language methods to Independence story
engage a reader.
Term 1.1 ‘The Boy in Identify, analyse and Exploration Analytical essay of a
the Striped evaluate methods Collaboration character
Pyjamas’ employed by writers.
Term 2 ‘The Hunger Identify, analyse and Resilience Analytical essay of a
Games’ evaluate methods Problem solving theme
employed by writers.
Term 3 Power and Analyse and employ a Creativity
Conflict Poetry range of poetic Collaboration
methods
Assessment
A reading, writing or speaking and listening assessment will be given at the end of every half-term
and will be based on the UK National Curriculum. Each pupil will receive purposeful feedback on how
to improve and develop the skills assessed. Post-assessment, students will have the opportunity to
reflect, improve and redraft their work. Each assessment will be tailored to the unit of study within
each half-term.
Home Learning
Topic Links
Spellings https://bit.ly/3BR97u7
Accelerated Reader https://bit.ly/3l62Rsj
Home Learning Challenges https://bit.ly/3f6Ruwu
Note*
Students are expected to revise for a weekly spelling test and read for a minimum of twenty minutes on a daily basis. In
addition, students should complete a minimum of three Home Learning challenges per term.Useful information / Additional reading / Equipment / Resources KS3 English Marking Criteria and Grade Indicators https://bit.ly/3l63MsL KS3 English - BBC Bitesize https://bbc.in/3rFcHTn Collins Online Dictionary | Definitions, Thesaurus and Translations (collinsdictionary.com) https://www.collinsdictionary.com 115 Best Young Adult Books of All Time | Reedsy Discovery https://bit.ly/3f7OoIP Key professionals Mr Hagan Head of Department matthewh@horizonintlschool.com Mrs Gilhooley kelliem@horizonintlschool.com
Geography
Overview
The Year 9 curriculum allows students to explore the importance of Geography and its relevance in
the world. The curriculum explores both physical and human geography units and consolidates
learning that pupils would have developed at KS2 and early stages of KS3. Pupils will learn to be
curious, begin to ask big questions and foster a fascination about the world and its people. Lessons in
Year 9 will equip pupils with knowledge about diverse places, people, resources and natural and
human environments, together with a deep understanding of the earth’s key physical and human
processes.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1 Development: To understand what is Exploration Written response
Malawi vs meant by international Creativity question, expressing
Singapore development knowledge,
To evaluate key differences comprehension,
between Malawi and analysis and
Singapore evaluation
To analyse the future of
Malawi and Singapore
Term 2 Climate To understand what is Exploration Creativity – To find
Change meant by climate change Creativity solutions to climate
To evaluate whether Critical thinking change –
climate change is a natural (mini project)
or man-made problem
To synthesise alternative
solutions to the world’s
climate change problems
Term 3 Urban To understand what is Collaboration Class presentation
Environments meant by urban Critical Thinking on issue
environments surrounding urban
To comprehend the environments
problems that are faced
by those who live in urban
environments
To evaluate what life is like
for those living in urban
environments
Assessment
An assessment will be given at the end of every unit and will be based on the UK National
Curriculum, with each pupil achieving a Grade and an Effort Grade. This will be a culmination of class
and home learning. Pupils will complete assessments in a variety of ways – from written tests, to
extended writing and class presentations. Pupils will be given time in lessons to prepare for their end
of unit assessments.Home Learning
Topic Links
Term 1 1. Exploration – Where are Malawi and Singapore?
2. Critical thinking – Is the world unfair?
3. Leadership and Independence – Preparation for end of unit assessment
Term 2 1. Resilience and Exploration – What are the problems associated with
climate change?
2. Creativity – How can we find ways to reduce rapid climate change?
3. Communication and Leadership – Preparation for end of unit
assessment (mini project)
Term 3 1. Exploration – What are megacities?
2. Critical thinking – What are the environmental challenges for people
living in urban environments?
3. Leadership and Independence – Preparation for end of unit assessment
Note*
Home learning linked to learning skills, fostering independence and for pupils to lead their own learning.
Some tasks will be research, others will be written responses or preparation for assessments.
We will pose a range of different questions to lead learning in Geography.
Useful information / Additional reading / Equipment / Resources
UK KS3 National Curriculum Geography
https://bit.ly/3rOrxak
BBC Bitesize KS3 Geography website
https://bbc.in/3xcNtg4
Articles + Resources for KS3 Geography
https://bit.ly/2THNZoV
Key professionals
Mr Willis samw@horizonintlschool.com
Miss Wildes paulaw@horizonintlschool.comHistory
Overview
The Year 9 curriculum allows students to explore and gain a coherent knowledge and understanding
of important events that has appeared across modern history. The curriculum inspires pupils to ask
perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and
judgement. Work and understanding will be consolidated from pupils’ prior learning from Year 7 and
8. Lessons in Year 9 will help pupils to understand the complexity of people’s lives, the process of
change, the diversity of societies and relationships between different groups, as well as their own
identity and the challenges of their time.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1 The Olympics To understand how the Exploration End of unit written
world has developed Creativity assessment
since the first modern consolidating key
Olympics in 1896 historical skills
To develop knowledge of
the origins of the ancient
Olympics in Greece
To analyse the importance
of worldwide events to the
modern world
Term 2 Development To understand how Collaboration Written response
of Conflict warfare has changed Critical Thinking question, expressing
during 20th since World War I knowledge,
Century To analyse the tactics and comprehension,
weaponry in modern analysis and
battles evaluation
To evaluate whether world
peace is an achievable
objective
Term 3 The Black To understand the Communication Presentation given
Death and impacts of Black Death Leadership by pupils on topic
Medicine To evaluate how medicine linked to modern
developed as a result of medicine
the Black Death
To evaluate key
differences between
medicine during the Black
Death and today
Assessment
An assessment will be given at the end of every unit and will be based on the UK National
Curriculum, with each pupil achieving a Grade and an Effort Grade. This will be a culmination of class
and home learning. Pupils will complete assessments in a variety of ways – from written tests, to
extended writing and class presentations. Pupils will be given time in lessons to prepare for their end
of unit assessments.Home Learning
Topic Links
Term 1 1. Exploration – What did the Olympics look like in 1896?
2. Critical analysis – Evaluation of primary and secondary sources from the Olympics
3. Critical thinking – Do we need the Olympics?
Term 2 1. Resilience and Exploration – War in 1910
2. Critical analysis – Evaluation of primary and secondary sources from WW1 and
WW2
3. Communication and Leadership – Debate on world peace
Term 3 1. Critical thinking – Black Death vs Coronavirus (Similarities and Differences)?
2. Exploration – What tactics were used by the people of Eyam?
3. Leadership and Independence – Preparation for end of unit assessment
(presentation)
Note*
Home learning linked to learning skills, fostering independence and for pupils to lead their own learning.
Some tasks will be research, others will be written responses or preparation for assessments.
We will pose a range of different questions to lead learning in History.
Useful information / Additional reading / Equipment / Resources
UK KS3 National Curriculum History
https://bit.ly/2ViOE0m
BBC Bitesize KS3 History website
https://bbc.in/2VnhblG
Articles + Resources for KS3 History
https://bit.ly/3ibgqEZ
Articles + Resources for KS3 History
https://bit.ly/375r9uv
Key professionals
Mr Willis samw@horizonintlschool.com
Miss Wildes paulaw@horizonintlschool.comInnovation & Enterprise
Overview
The Year 9 curriculum prepares students to become digital natives in the digital era we live through
Innovation and Enterprise. Students will become future ready through exploring various topics from
digital communities, design thinking, computer programming and developing these core funda-
mentals.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1.1 Digital Be able to Social Illustrate a story of
Communities understand how to Responsibility various characters
stay safe online and Ethical Practice going through and
the digital Empathy building their own
communities we Independence digital community
have in the world Research and the issues they
around us Creativity face
Term 1.2 Digital Be able to Social Illustrate a story of
Communities understand how to Responsibility various characters
stay safe online and Ethical Practice going through and
the digital Empathy building their own
communities we Independence digital community
have in the world Research and the issues they
around us Creativity face
Term 2 Design Thinking Be able to Communication Design an
Week 1 - Empathise collaborate Teamwork educational
Week 2 - Define effectively with Innovation application that uses
Week 3 - Ideate others as well as Problem Solving technology that can
Week 4 - Prototype working Critical Thinking be used to support
& Test independently to Independent students learning
Week 5 - Fix & achieve a common Research (Link to previous
Launch objective. Creativity theme ‘Digital
Week 6 - Reflection Community’)
Term 3 Computer Be able to develop Critical Thinking Create a
Programming the fundamentals of Collaboration programming tool
computer Inquiry utilising the skills
programming Problem Solving learnt throughout the
through a range of Reverse term, with the
platforms, including Engineering introduction of AI to
computational Creativity aid the program and
thinking and logical Independence the introduction of
reasoning, ready for iGCSE content
iGCSE contentAssessment An assessment will be given at the end of every unit and will be based on the UK National Curriculum, with each pupil achieving a Grade and an Effort Grade. This will be a culmination of class and home learning. A topic specific assessed task and an end of unit project. The students will be given effective feedback from the level assessed task prior to completing the project, based around 3 innovation and enterprise strands. Home Learning Topic Links Term 1 Year 9 Home Learning https://bit.ly/379ZeJE Term 2 Year 9 Home Learning https://bit.ly/379ZeJE Term 3 Year 9 Home Learning https://bit.ly/379ZeJE Note* Student to access their home learning tasks and resources throughout the term. Each task completed with earn 3 house points per piece. Useful information / Additional reading / Equipment / Resources Microsoft One Note Class Notebook (Teams Login) Microsoft Teams ePlanner (Teams Login) Python Programming IDLE, Sphero, Lego Mindstorm Windows 10 Laptop Device/MacBook OS Key professionals Mr. Petkar Head of Department zareefp@horizonintlschool.com Mr. Donnelly ciarand@horizonintlschool.com
Islamic-Native
ﻧﻈﺮة ﻋﺎﻣﺔ ﳌﺎدة اﻟ��ﺑﻴﺔ اﻹﺳﻼﻣﻴﺔ
�ﻌﻠﻴﻤﺎ ﻋﺎ�� ا��ﻮدة ��ﺪف إ�� ﺗﺤﻘﻴﻖ اﻟﺼﻔﺎت واﻷﺧﻼق اﻟﺮﻓﻴﻌﺔ ﻟﺪى اﻟﻄﻼب ،وﺗﻨﻤﻴﺔ ﻣهﺎرات ﺗﻮﻓﺮ اﻟﺪراﺳﺎت اﻹﺳﻼﻣﻴﺔ �� ﻣﺪرﺳ�ﻨﺎ ً
وﻓﻘﺎ ﻟﺘﻌﺎﻟﻴﻢ اﻹﺳﻼم ،ﻓﺎﳌﻮﺿﻮﻋﺎت اﻟ�� ﻧﺪرﺳهﺎ ﻣﺴﺘﻤﺪة ﻣﻦ ﻣﻌﺎﻳ�� اﻷﺟﻨﺪة اﻟﻮﻃﻨﻴﺔ اﻟ�� ﺗﺤﻘﻖ اﻟﺘﻔﻜ�� ﻟﺪ��ﻢ ،وﺗﻘﻮ�ﺔ ��ﺼﻴ��ﻢ ً
ﺳﻤﺎت اﳌﺴﻠﻢ و�ﻌﺰز وﻻﺋﮫ واﻧﺘﻤﺎﺋﮫ ﻟﻮﻃﻨﮫ ،وأهﺪاف اﻟﺪرس وﻧﻮاﺗﺞ اﻟﺘﻌﻠﻢ ﺗﺮﺗﺒﻂ ارﺗﺒﺎﻃﺎ وﺛﻴﻘﺎ و�� �ﻞ اﻟﺪروس ﺑﺎﻟﻮاﻗﻊ اﻟﻌﻤ�� وا��ﻴﺎة
اﻟﻴﻮﻣﻴﺔ و�ﺎﻟهﻮ�ﺔ اﻟﻮﻃﻨﻴﺔ وﺗﻮ�� آﺛﺎر ﻣﺎ ﻧﺘﻌﻠﻤﮫ ﻋ�� اﻟﻔﺮد وا��ﺘﻤﻊ ،ﻓﻨﺤﻦ ﻧﺤﺮص أن ﻳ���� اﳌﺘﻌﻠﻢ ﻣﻦ ﻣﺮﺣﻠﺔ �ﻌﻠﻢ اﻻﺳﻼم إ�� ﻣﺤﺒﺔ
اﻻﺳﻼم ا�� أن ﻳ�ﻮن اﻻﺳﻼم ﺣﻴﺎة �ﻌ�ﺸهﺎ و�ﺸﻌﺮ ��ﺎ ،ﻓﻨﺤﻦ ﻧﺤﺮص أن ﻳﺼﺒﺢ أﺑﻨﺎؤﻧﺎ أﻛ�� ﺛﻘﺔ �� �ﻌﻠﻤهﻢ ،وأن ﻳﻜ�ﺴﺒﻮا ﻣهﺎرات اﻟﺒﺤﺚ
ﻗﺎدر ﻋ�� اﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻣﺘﻄﻠﺒﺎت اﳌﺮاﺣﻞ اﻟﻼﺣﻘﺔ ،وﻣهﺎرات اﻟﻘﺮن ا��ﺎدي واﻟﻌﺸﺮ�ﻦ ﻟﺘ�ﻮن ﻓﺮد ٍاﻟﺘﺤﻠﻴﻞ واﻻﺳﺘ�ﺒﺎط � ،ﻐﻴﺔ اﻟﻮﺻﻮل إ�� ٍ
.ﻣﺮﺣﻠﺔ إﻳﺠﺎﺑﻴﺔ وﻣﺜﻤﺮة ،وﻣﺮﺣﻠﺔ �ﻌﻠﻢ وﻣﺘﻌﺔ و�ﺑﺪاع
ﻣﻮاﺿﻴﻊ اﻟﺪراﺳﺔ
اﻟﺘﻘﻴﻴﻤﺎت اﳌهﺎرات ﻧﻮاﺗﺞ اﻟﺘﻌﻠﻢ /اﳌﻮاﺿﻴﻊ اﻟﻔﺼﻞ
اﻟﺪروس
ﺗﻘﻴﻴﻢ ﺗ�ﻮ��� �� ��ﺎﻳﺔ �ﻞ درس اﻟﺘﻄﺒﻴﻖ ﻳﻔﺴﺮ اﳌﻌ�� اﻹﺟﻤﺎ�� ﺻﺪق اﻟﺮﺳﻮل ﺻ�� Term1
ﻟﺘﺄﻛﺪ ﻣﻦ ﻣﺪى اﺳ�ﻴﻌﺎب اﻟﻄﻼب اﻟﻘﺮاءة واﻻﺳﺘ�ﺘﺎج و�ﺴﺘﺨﻠﺺ اﻟﺘﻮﺟ��ﺎت ﻣﻦ ﷲ ﻋﻠﻴﮫ وﺳﻠﻢ
ﻟﻠﺪرس ﻣﻦ ﻋﺪﻣﮫ وذﻟﻚ ﻣﻦ ﺧﻼل واﻟﺘﺪﺑﺮ ﺳﻮرة )�ﺲ( )ﺳﻮرة �ﺲ ( 1-12
اﺳ��اﺗﻴﺠﻴﺎت اﻟﺘﻘﻴﻴﻢ اﳌﻼﺣﻈﺔ واﳌﻘﺎرﻧﺔ ّ
ﻳﻄﺒﻖ أﺣ�ﺎم اﳌﺪ اﻷﺻ�� أﺣ�ﺎم اﳌﺪ :اﳌﺪ اﻷﺻ��
)ﺑﻄﺎﻗﺔ ا��ﺮوج – اﻟ�ﻮ�ﺰ( . اﻟﺘﺼ�ﻴﻒ �ﺴﺘ�ﺘﺞ أهﻢ اﻟهﺪاﻳﺎت اﻟﻨﺒﻮ�ﺔ اﻷﻋﻤﺎل ﺑﺎﻟﻨﻴﺎت
ﺗﻘﻴﻴﻤﺎت ﺟﺎر�ﺔ �� ��ﺎﻳﺔ �ﻞ اﻟ�� ﺗﺘﻀﻤ��ﺎ اﻷﺣﺎدﻳﺚ اﻻﺧﻼص
ﻣﻮﺿﻮع ووﺣﺪة . اﻟﺸﺮ�ﻔﺔ اﻟﻜﺴﺐ اﻟﻄﻴﺐ
�ﻌﻠﻢ ﺳﻮرة ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮ�ﻢ ﻣﻊ ﻳﻘﺎرن ﺑ�ن آﺛﺎر اﻹﺧﻼص واﻟﺮ�ﺎء �ﻌﻤﺔ اﻷﻣﻦ
ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﻟﻠﻄﻼب �ﺸﺮح ﻣﻔهﻮم �ﻌﻤﺔ اﻷﻣﻦ أ��ﺎب اﻟﻘﺮ�ﺔ
و�ﻌﻠﻢ ﻋﺪد ﻣﻦ اﻷﺣﺎدﻳﺚ اﻟﻨﺒﻮ�ﺔ وأهﻤﻴ��ﺎ )ﺳﻮرة �ﺲ (
�� �ﻞ أﺳﺒﻮع . ﻳﺤﻠﻞ أﺛﺮ اﻹﻳﻤﻠﻦ ﺑﺎﻟﻘﻀﺎء اﻹﻳﻤﺎن ﺑﺎﻟﻘﻀﺎء واﻟﻘﺪر
ﺗﺨﺼﻴﺺ ﻣﺸﺮوع ﺑﺤﺚ ﻗﺼ�� ﻋﻦ واﻟﻘﺪر �� اﻟﺘﺄﺛ�� اﻹﻳﺠﺎ�ﻲ ﻋ�� اﻟﺼﻠﻮات ذات اﻷﺳﺒﺎب
ﻗﺼﺺ اﻷﻧ�ﻴﺎء . اﻟﻨﻔﺲ اﳌﺆﻣﻨﺔ ) اﻟﻜﺴﻮف اﻻﺳ�ﺴﻘﺎء
اﻹﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﻜﺘ�ﺒﺎت ﻳﻄﺒﻖ اﻟﺼﻠﻮات ذوات اﻷﺳﺒﺎب واﻻﺳﺘﺨﺎرة(
اﻹﺛﺮاﺋﻴﺔ ﳌﻌﺮﻓﺔ اﻷﺳﺎﺳﻴﺎت ﻣﻦ �� ﻣﻮاﻗﻒ اﻓ��اﺿﻴﺔ
)اﻟﻘﺮآن وا��ﺪﻳﺚ ( )اﻟﻜﺴﻮف ،ا��ﺴﻮف(
ﺗﻘﻴﻴﻤﺎت ﺟﺎر�ﺔ �� ��ﺎﻳﺔ �ﻞ اﻻﺳﺘ�ﺘﺎج �ﺴﺘﺨﻠﺺ اﻟﺘﻮﺟ��ﺎت اﻟﻮاردة �� ﻗﺼﺔ ﻣﺆﻣﻦ آل �ﺲ Term2
ﻣﻮﺿﻮع ووﺣﺪة . واﻻﺳﺘ�ﺒﺎط ﺳﻮرة )�ﺲ ( ﻓﺘﺢ ﻣﻜﺔ
�ﻌﻠﻢ ﺳﻮرة ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮ�ﻢ ﻣﻊ واﻟﺘﻔﻜﺮ �ﺴﺘﺨﻠﺺ ﻣﻮاﻗﻒ اﻟﻌﻔﻮ آداب اﻟﺴﻔﺮ
.ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﻟﻠﻄﻼب اﻟﺘﻌﺎون واﻟ�ﺴﺎﻣﺢ ﻣﻦ ﺧﻼل أﺣﺪاث أﺣ�ﺎم اﻟﻌﻤﺮة
ﺗﺨﺼﻴﺺ ﻣﺸﺮوع ﺑﺤ�� ﻗﺼ�� ﻋﻦ اﻟﺘﺼ�ﻴﻒ ﻓﺘﺢ ﻣﻜﺔ ﻗﺪرة ﷲ �ﻌﺎ��
اﻹﺳﺮاء اﳌﻌﺮاج واﻟﺴ��ة اﻟﻨﺒﻮ�ﺔ . اﻟﺘﻔﻜ��اﻹﺑﺪا�� ﻳﺼﻤﻢ �ﺸﺮة ﺗﺜﻘﻴﻔﻴﺔ ﺣﻮل اﳌﺪ اﻟﻔﺮ��
اﻟﺒﺤﺚ واﻟﺘﻮاﺻﻞ آداب اﻟﺴﻔﺮ ﺣﺮﻣﺔ ﺗﺮو�ﻊ اﳌﺆﻣﻦ
اﻹﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﻜﺘ�ﺒﺎت ﺗﻨﻈﻴﻢ اﳌﻔﺎهﻴﻢ ّ
ﻳﻄﺒﻖ أﺣ�ﺎم اﳌﺪ اﻷﺻ�� أﻧﺎ ﺧ��ﻛﻢ (ﻷه��
اﻹﺛﺮاﺋﻴﺔ ﳌﻌﺮﻓﺔ اﻷﺳﺎﺳﻴﺎت ﻣﻦ واﻟﻔﺮ��
)ﻗﺼﺺ اﻷﻧ�ﻴﺎء واﻟﻌﻘﻴﺪة �ﺴﺘ�ﺘﺞ أهﻢ اﻟهﺪاﻳﺎت اﻟﻨﺒﻮ�ﺔ
اﻹﺳﻼﻣﻴﺔ( اﻟ�� ﺗﺘﻀﻤ��ﺎ اﻷﺣﺎدﻳﺚ اﻟﺸﺮ�ﻔﺔ
�ﺴﺘﺨﻠﺺ اﳌﻮاﻋﻆ واﻟﻌ��
اﳌﺴﺘﻔﺎدة ﻣﻦ ﺳ��ة اﻟﻨ�� ﺻ��
ﷲ ﻋﻠﻴﮫ وﺳﻠﻢ ،اﻷب اﳌﺮ�ﻲ
ّ
وا��ﺪ اﻟﺮﺣﻴﻢاﻟﺘﻘﻴﻴﻤﺎت اﳌهﺎرات ﻧﻮاﺗﺞ اﻟﺘﻌﻠﻢ /اﳌﻮاﺿﻴﻊ اﻟﻔﺼﻞ
اﻟﺪروس
ﺗﻘﻴﻴﻤﺎت ﺟﺎر�ﺔ �� ��ﺎﻳﺔ �ﻞ اﻟﺘﺄﻣﻞ واﻟﺘﺪﺑﺮ ﻳﻔﺴﺮ اﳌﻌ�� اﻹﺟﻤﺎ�� اﻟﻄﺮ�ﻖ إ�� ا��ﻨﺔ Term3
.ﻣﻮﺿﻮع ووﺣﺪة اﻟﺘﻮاﺻﻞ و�ﺴﺘﺨﻠﺺ اﻟﺘﻮﺟ��ﺎت ﻣﻦ )ﺳﻮرة �ﺲ(
�ﻌﻠﻢ ﺳﻮرة ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮ�ﻢ ﻣﻊ واﻻﺳﺘ�ﺘﺎج ﺳﻮرة )�ﺲ( اﻻﻗﺘﺪاء �� ا����
ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﻟﻠﻄﻼب واﻻﺳﺘ�ﺒﺎط �ﺴﺘ�ﺘﺞ أهﻢ اﻟهﺪاﻳﺎت اﻟﻨﺒﻮ�ﺔ اﻷﻳﻤﺎن واﻟﻨﺬور
و�ﻌﻠﻢ ﻋﺪد ﻣﻦ اﻷﺣﺎدﻳﺚ اﻟﻨﺒﻮ�ﺔ اﻻﺑﺘ�ﺎر واﻟﺘﺼﻤﻴﻢ اﻟ�� ﺗﺘﻀﻤ��ﺎ اﻷﺣﺎدﻳﺚ ﻏﺰوة ﺣﻨ�ن
�� �ﻞ أﺳﺒﻮع . ﺣﻞ اﳌﺸﻜﻼت اﻟﺸﺮ�ﻔﺔ ���� ﻣﺴﺆوﻟﻴ��
ﻳﺒ�ن أﺣ�ﺎم اﻷﻳﻤﺎن واﻟﻨﺬور أدﻟﺔ وﺣﺪاﻧﻴﺔ ﷲ
ﺗﺨﺼﻴﺺ ﻣﺸﺮوع ﺑﺤﺚ ﻗﺼ�� ﻋﻦ �ﺸﺮح ﻣﻨ�� اﻻﺳﻼم �� ّ
ا��ﺪ )وﻗﺪرﺗﮫ )ﺳﻮرة �ﺲ
ﻗﺼﺺ اﻷﻧ�ﻴﺎء . ّ
وا��ﺪ ﻣﻦ ﻇهﻮر اﻷﻣﺮاض ﻣﻦ ﺻﻠﺔ اﻷرﺣﺎم
ﻣﻦ اﻧ�ﺸﺎرهﺎ اﻟﻌﻠﻢ ﻧﻮر ورﻓﻌﺔ
ً
اﻹﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﻜﺘ�ﺒﺎت ﻳﺼﻤﻢ ﻋﺮﺿﺎ ﺣﻮل أهﻤﻴﺔ اﻹﻣﺎم اﻟﺸﺎﻓ��
اﻹﺛﺮاﺋﻴﺔ ﳌﻌﺮﻓﺔ اﻷﺳﺎﺳﻴﺎت ﻣﻦ ﻣﺠﺎﻟﺲ اﻟﻌﻠﻢ واﻟﻌﻠﻤﺎء
)ﻓﻘﮫ اﻟﻌﺒﺎدات واﻷﺣ�ﺎم ( �ﺴﺘﺨﻠﺺ اﻟﺪروس واﻟﻌ��
اﳌﺴﺘﻔﺎدة ﻣﻦ ﺳ��ة اﻹﻣﺎم
اﻟﺸﺎﻓ�� رﺣﻤﮫ ﷲ
اﻟﺘﻘﻴﻴﻢ
ﺳ�ﺘﻢ إﺟﺮاء ﺗﻘﻴﻴﻢ �� ��ﺎﻳﺔ �ﻞ وﺣﺪة وﺳﻴﻌﺘﻤﺪ ﻋ�� ﻣﻨ�� وزارة اﻟ��ﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ /هﻴﺌﺔ اﳌﻌﺮﻓﺔ واﻟﺘﻨﻤﻴﺔ اﻟ�ﺸﺮ�ﺔ ،ﺣﻴﺚ ﻳﺤﺼﻞ �ﻞ
ً
ﻃﺎﻟﺐ ﻋ�� درﺟﺔ �ﻌﻠﻢ ودرﺟﺔ ﺟهﺪ .ﺳﻴ�ﻮن هﺬا ﺗﺘﻮ�ﺠﺎ ﻟﻠﻔﺼﻮل اﻟﺪراﺳﻴﺔ واﻟﺘﻌﻠﻢ اﳌ���� .ﺳﻴﻜﻤﻞ اﻟﺘﻼﻣﻴﺬ اﻟﺘﻘﻴﻴﻤﺎت �ﻌﺪة ﻃﺮق -
�ﺎﻻﺧﺘﺒﺎرات اﻟﻜﺘﺎﺑﻴﺔ واﻟﻜﺘﺎﺑﺔ اﳌﻮﺳﻌﺔ واﻟﺘﻘﻴﻴﻤﺎت اﻟﺸﻔﻮ�ﺔ وﻛﺬﻟﻚ اﻟﻌﺮوض اﻟﺘﻘﺪﻳﻤﻴﺔ واﳌﺴﺎهﻤﺔ �� أ�ﺸﻄﺔ اﳌﻨﺎ�� اﻷﺧﺮى .ﺳ�ﺘﻢ ﻣﻨﺢ
اﻟﺘﻼﻣﻴﺬ ً
وﻗﺘﺎ �� اﻟﺪروس ﻟﻠﺘﺤﻀ�� ﻟﺘﻘﻴﻴﻢ ��ﺎﻳﺔ �ﻞ وﺣﺪة .
https://bit.ly/3yrvS4J
ﻣﻮاﺿﻴﻊ اﻟﺪراﺳﺔ
/اﳌﻮاﺿﻴﻊ اﻟﻔﺼﻞ
اﻟﺪروس
�ﻌﻠﻢ وﺣﻔﻆ اﻟﺴﻮر واﻷﺣﺎدﻳﺚ ﺣﺴﺐ اﳌﺴﺘﻮ�ﺎت ا��ﺪدة ﻟﻠﻄﻼب 1.
اﻟﺒﺤﺚ ﻋﻦ أﺣﺎدﻳﺚ ﻣﺘﻌﻠﻘﺔ ﺑﻤﻮﺿﻮع اﻟﺪرس واﻻﺳﺘﺪﻻل ��ﺎ
ﻣﺮاﺟﻌﺔ اﻟﻌﺮض اﻟﺘﻘﺪﻳ�� ﻟﻠﺪرس واﻻﺳﺘﻌﺪاد ﻟﻠﺘﻘﻴﻴﻢ �� ��ﺎﻳﺔ �ﻞ ﻣﻮﺿﻮع
�ﻌﻠﻢ وﺣﻔﻆ اﻟﺴﻮر واﻷﺣﺎدﻳﺚ وﺗﺪﺑﺮ ﻣﻌﺎﻧ��ﺎ واﺳﺘ�ﺒﺎط اﻟﺪروس واﻟﻌ�� ﻣ��ﺎ 2.
ﺗﻨﻈﻴﻢ اﳌﻔﺎهﻴﻢ �� ﻣﺨﻄﻂ إﺑﺪا�� ﻳ��ﺺ اﻟﻨﻘﺎط اﻟ�� ﺗﻤﺖ دراﺳ��ﺎ
ﻣﺮاﺟﻌﺔ اﻟﻌﺮض اﻟﺘﻘﺪﻳ�� ﻟﻠﺪرس واﻻﺳﺘﻌﺪاد ﻟﻠﺘﻘﻴﻴﻢ �� ��ﺎﻳﺔ �ﻞ ﻣﻮﺿﻮع
ﺗﺤﻠﻴﻞ ﻣﻌﺎ�ﻲ اﻟﺴﻮر واﻷﺣﺎدﻳﺚ ور�ﻄهﺎ ﻣﻊ اﻟﻮاﻗﻊ ��ﻞ اﳌﺸﻜﻼت اﳌﻌﺎﺻﺮة 3.
ﺗﺼﻤﻴﻢ ﻣﻠﺼﻖ ﺗﻮﺿﻴ�� ﻳﺘﻀﻤﻦ ﻣﻘ��ﺣﺎت وﻧﺼﺎﺋﺢ ﺗﻮﻋﻮ�ﺔ ﻟﻠﻄﻼب
ﻣﺮاﺟﻌﺔ اﻟﻌﺮض اﻟﺘﻘﺪﻳ�� ﻟﻠﺪرس واﻻﺳﺘﻌﺪاد ﻟﻠﺘﻘﻴﻴﻢ �� ��ﺎﻳﺔ �ﻞ ﻣﻮﺿﻮع
*ﻣﻼﺣﻈﺎت
ﻳﺮﺗﺒﻂ اﻟﺘﻌﻠﻢ اﳌ���� ﺑﻤهﺎرات اﻟﺘﻌﻠﻢ و�ﻌﺰ�ﺰ اﺳﺘﻘﻼﻟﻴﺔ اﻟﻄﻼب ﻟﻘﻴﺎدة �ﻌﻠﻤهﻢ ﺑﺄﻧﻔﺴهﻢ -
ﺗﺘﻤ�� اﳌهﺎم اﳌﺴﻨﺪة إ�� اﻟﻄﻼب ﺑ�ﻨﻮﻋهﺎ ﻣﻦ ﺑﺤﺚ وﺗﺼﻤﻴﻢ وﻣﻘﺎرﻧﺔ واﺳﺘﻜﺸﺎف و ﺗﺤﻀ�� ﻟﻠﺘﻘﻴﻴﻤﺎت -
ً
ﻧﻨﻈﻢ أﻳﻀﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷ�ﺸﻄﺔ ا��ﺘﻠﻔﺔ اﻟ�� �ﺴﺎﻋﺪ اﻟﻄﻼب �� �ﻌﻠﻢ أﺣ�ﺎم اﻟﺸﺮ�ﻌﺔ اﻹﺳﻼﻣﻴﺔ وﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻘهﺎ - ﻣﻮارد/ وﺳﺎﺋﻞ/ ﻗﺮاءة إﺿﺎﻓﻴﺔ/ ﻣﻌﻠﻮﻣﺎت ﻣﻔﻴﺪة
https://bit.ly/2WpRQYz https://bit.ly/3jtulXG https://bit.ly/3juMjce
https://bit.ly/3BU9aoR https://sunnah.com https://bit.ly/3BqN7oH
https://bit.ly/3zSgH5W https://bit.ly/3BVp9my https://bit.ly/3kxdgLG
اﳌﺪرﺳﻮن
Miss Hina
hinam@horizonintlschool.com Head of Islamic and Non-Teacher
Mrs. Arzak
arzaki@horizonintlschool.com Islamic Native TeacherIslamic-Non Native
Overview
The Year 9 curriculum Provides opportunity to students to think critically and understand the
characteristics of good Muslim by doing, saying, feeling and acting in each phase of their life and able
to link it with their home country and UAE. The curriculum has all elements from Al-Quran, Hadeeth,
Islamic values, faith and biography of prophets in all units and consolidates learning that pupils
would have developed in previous year group. Pupils will be challenged to thoughtfully examine the
topics they are studying, to participate assertively in group discussion, to work productively in
cooperative learning activities, and to come to grips controversial issues. Such activities and
experiences will help foster the skills needed to produce competent Muslims who are capable of
presenting and defending their beliefs and principles effectively. This will also help students’
appreciation of the role and values of Islam in the society. In these, lessons pupil will get a chance to
learn independently to investigate the topic, learn surah with proper tajweed and meaning with
deep understanding as per their need.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1 Surah Yaseen 1. To recite and learn Independence Ongoing assessments
Rules of Madd different the surah Resilience at the end of each
Acts are judged with proper tajweed. Critical thinking topic and unit.
only by intentions. 2. To analyse, explain Learn surah as per
Sincerity and learn different your level, 6 Hadeeth
Good earning ahadeeth per week and upload
Getting closer to 3. To evaluate and in your channel.
Allah describe values and Assign short research
Belief in divine faith of Islam. project to check their
decree and 4. To recognise and link learning on Prophets
predestination the message of and their teaching.
Prayer of certain prophets with current Complete the booklet
purpose world. to narrow the gap
(Quran and hadeeth
part)
Term 2 The story of the 1. To recite and learn Collaboration Ongoing assessments
believers different the surah Critical Thinking at the end of each
The Holiest with proper tajweed. Creativity topic and unit.
mosques 2. To analyse, explain and Assign short research
The conquest of learn different project to check their
Makkah ahadeeth learning on Isra Al
Travel manners 3. To evaluate and Miraj and Prophets.
Umrah rules describe rules of umrah Complete the booklet
Secondary Madd and traveling manners. to narrow the gap
Merits of Believers 4. To recognise and (Prophets stories and
Social cohesion analyse the prohibition Islamic faith)
Prohibition of of frightening the
frightening the people.
people To analyse the
biography of Islamic
scholars.Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 3 The Path to 1. To recite and learn Communication Ongoing assessments
Paradise different the surah Leadership at the end of each
Modeling Good with proper tajweed. Critical Thinking topic and unit.
deeds 2. To analyse, explain Creativity Learn surah as per
Oaths and Vows and learn different your level, 6 Hadeeth
The battle of ahadeeth per week and upload
hunayn 3. To compare and in your channel.
My health is my contrast between Complete the booklet
responsibility oaths and vows. to narrow the gap (
Evidence of 4. To recognise and Prophets stories and
oneness of Allah analyse the Islamic faith)
Maintaining the biography of
ties of kinship Prophets and Islamic
Knowledge bring scholars.
enlightenment 5. To identify and
and high status describe the Islamic
Imam Shafi values and faith.
Assessment
An assessment will be given at the end of every unit and will be based on the MOE/ KHDA
curriculum, with each pupil achieving a Grade and an Effort Grade. This will be a culmination of class
and home learning. Pupils will complete assessments in a variety of ways – from written tests, to
extended writing, oral assessments, class presentations and contribution in other curricular activities.
Pupils will be given time in lessons to prepare for their end of unit assessments.
https://bit.ly/37eZAPr
Home Learning
Topic Links
Term 1 1. Independence and resilience – Learning surah and hadeeth as per their level.
2. Critical thinking – research the ahadeeth and enlist the lessons according to the
topic.
3. Leadership and Independence – Revise and prepare the presentation at the end
of each topic for assessment.
Term 2 1. Creativity – How patience can help in different time and situation?
2. Resilience and Exploration – When and where Muslim need to show gratitude to
Allah?
3. Communication and Leadership – Revise and prepare the presentation at the
end of each topic for assessment.
Term 3 1. Critical thinking – What qualities need to be considered while making friend?
2. Exploration – How different times of dua can save us from evil things?
3. Leadership and Independence – Preparation for end of unit assessment
Note*
Home learning linked to learning skills, fostering independence and for pupils to lead their own learning.
Some tasks will be research; others will be written responses or preparation for assessments.
We will organise a range of different questions and activities which will help in learning of Islamic.Useful information / Additional reading / Equipment / Resources https://bit.ly/3faTZ11 https://bit.ly/3C6BhS2 https://sunnah.com https://bit.ly/3BVp9my https://bit.ly/2WpRQYz https://bit.ly/3BU9aoR https://bit.ly/3zSgH5W Key professionals Miss Hina Head of Islamic and Non-Teacher hinam@horizonintlschool.com Mrs. Arzak Islamic Native Teacher arzaki@horizonintlschool.com
Mathematics
Overview
Year 9 marks the beginning of the IGCSE syllabus in Maths. Year 9 starts with Number and Algebra,
two vital units which form the foundations for the remainder of the IGCSE course. Several topics in
Year 9 will have already been encountered in KS3, all Year 9 topics (familiar and unfamiliar) are taught
with a view to beginning to solve IGCSE exam-style questions. Students will be required to manage
their independent work and revision to be able to effectively remember all content from the begin-
ning of Year 9 to the end of Year 11.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Aut 1 Unit 1 - Using a calculator, Rounding, Problem Solving Regular exam-style
Number Estimation, Indices, Factors, Resilience questions and
Multiples, Primes, Standard Independence ongoing informal
Index Form, Surds Critical Thinking assessment (Casual
Unit 2 – Algebraic manipulation, solving Exploration Performance)
Algebra 1 equations, Inequalities, Leadership throughout. Tasks
(cont. in Aut sequences Collaboration designed to allow
2) students to show
Creativity
mastery of basics
and depth of
understanding.
Aut 2 Unit 3 – Fraction calculations, working Problem Solving Regular exam-style
FDPRP fluently with (and between) Resilience questions and
Fractions, Decimals, Independence ongoing informal
Percentages, Ratio and simple Critical Thinking assessment (Casual
Direct Proportion Performance)
Exploration
throughout. Tasks
Leadership
designed to allow
Collaboration
students to show
Creativity mastery of basics
and depth of
understanding.
Spr 1 Unit 4 – Remember and apply basic Problem Solving Ongoing and informal
Angles, angle rules, polygon angle Resilience Casual Performance
Polygons and rules, parallel line angle rules Independence throughout. Tasks
Parallel Lines Critical Thinking designed to allow
Unit 5 – Averages and range from listed Exploration students to show
Averages, data, combining and changing Leadership mastery of basics and
Range and data sets, frequency tables, depth of
Collaboration
Scatter scatter graphs understanding.
Creativity
GraphsTheme /
Term Key Outcomes Learning Skills Assessment
Topic
Spr 2 Unit 6 – Area Perimeter and area (including Problem Solving Ongoing and
and Volume circles and compound shapes), Resilience informal Casual
volume and surface area of Independence Performance
Unit 7 – prisms Critical Thinking throughout. Tasks
Probability Mutually exclusive events, designed to allow
Exploration
(cont. in Sum expected frequency, Sample students to show
Leadership
1) Space Diagrams, successive mastery of basics
Collaboration
independent and dependent and depth of
events, tree diagrams Creativity understanding.
Sum 1 Unit 8 – Perform and describe all four Problem Solving Ongoing informal
Transformatio transformations, accurately Resilience Casual
ns, construct, use bearings, scale Independence Performance
Constructions drawings, speed/distance/ Critical Thinking
and Measure time, density/mass/volume, Exploration
pressure /force/area, Leadership
converting between Collaboration
compound units
Creativity
Sum 2 Unit 9 – Find missing angles and Problem Solving Ongoing informal
Pythagoras’ lengths and solve problems Resilience Casual
and using Pythagoras’ Theorem Independence Performance
Trigonometry and basic Trigonometry Critical Thinking
Exploration
Leadership
Collaboration
Creativity
Assessment
Assessment in Maths is divided into Casual and Professional Performances. Casual Performances are
the ongoing, informal in-class assessment that is designed to support students with making the
maximum amount of progress. These Casual Performances are not attached to grades and are solely
to provide information (to students and teachers) about individual and class areas for development.
Throughout the course of IGCSE there will be regular opportunities for Casual Performance,
sometimes on content from one unit, other times multiple units. The first “grade-generating”
performances will begin at the end of Year 10.
Professional Performance in Maths is an assessment that produces a standardised grade, it is
designed to summarise a student’s progress at an “end point”. In Year 9, students will complete a
Professional Performance at the end of the Academic Year; as mandated by the KHDA this will be the
GL Progress Test 14 which is completed online.
Assessment and Achievement Rubric - https://bit.ly/3lcv40MHome Learning Topic Links Term 1 Home Learning Folder https://bit.ly/3BZZuZX Term 2 Home Learning Folder https://bit.ly/3BZZuZX Term 3 Home Learning Folder https://bit.ly/3BZZuZX Note* Home Learning documents are designed to give students a wide variety of opportunities to develop their mathematical understanding through independent study. Links are to live documents that are subject to change throughout the academic year. Useful information / Additional reading / Equipment / Resources Equipment – Pencil, Ruler, Protractor, Compasses, White board pen Scientific Calculator – Best: Casio Classwizz (fx-991EX). Other Casio models are fine but please click link to see required features (recommended calculators https://bit.ly/3j5eCN3) The vast majority of independent work will be completed on www.drfrostmaths.com (student email required) Additional independent work/assignment submissions: Class Notebook/Microsoft Teams (student email required) Additional instructional videos material: www.corbettmaths.com/contents Useful websites for stretch, challenge and enrichment: Numberphile - YouTube - https://bit.ly/3zRAXok , NRICH Maths - https://bit.ly/3lpSi3N Key professionals Mr. Clifford Head of Department andrewc@horizontinlschool.com Mr. Parker stuartp@horizonintlschool.com
MFL French
Overview
The Key Stage 3 curriculum builds on the foundations covered in primary school whilst starting to
embed the skills that the pupils will need for the latest GCSE. With a fresh approach to traditional
topics that brings them right up to date, our French syllabus is packed with content to engage
pupils. Our course is fully integrated with our digital learning space, ActiveLearn, which helps pupils
practice their language skills and use language independently in the classroom and at home.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1.1 My teenage To be able to describe Collaboration Listening
life yourself, talk about social Independence Speaking
media, invite someone out, Problem Solving Writing
describe a past outing and Creativity Reading
festival
Term 1.2 Health and To be able to name body Collaboration Listening
Fitness parts, talk about sport, Independence Speaking
healthy eating and make Problem Solving Writing
plans to get fit, describe Creativity Reading
levels of fitness Exploration
Term 2.1 The world of To be able to discuss future Collaboration Listening
work plans, learning languages, Independence Speaking
describe jobs and Problem Solving Writing
ambitions Exploration Reading
Creativity
Term 2.2 Holidays To be able to discuss Collaboration Listening
holidays, including Independence Speaking
adventure holidays, holiday Problem Solving Writing
equipment, holiday Creativity Reading
disasters and visiting a Exploration
tourist attraction
Term 3 Me in the To be able to talk about Collaboration Listening
world what you are allowed to do, Independence Speaking
what’s important to you, Problem Solving Writing
what you buy, what makes Creativity Reading
you happy Exploration
Critical thinking
Resilience
Assessment
Students are assessed with both Summative and Formative assessment across the topic range.
Students are assessed on four areas: speaking, listening, reading, writing. Students use a
combination of ActiveLearn assessments, self / peer assessment and teacher assessment.
MFL assessment objectives.docx (sharepoint.com) https://bit.ly/37anWdaHome Learning Topic Links Term 1 https://bit.ly/2Vi06cF Term 2 https://bit.ly/2Vi06cF Term 3 https://bit.ly/2Vi06cF Useful information / Additional reading / Equipment / Resources www.pearsonactivelearn.com www.linguascope.com www.languagesonline.org.uk Key professionals Miss Makan Head of MFL ravinam@horizonintlschool.com Miss Lyall Teacher of MFL ebonyl@horizonintlschool.com
MFL Spanish
Overview
The Key Stage 3 curriculum builds on the foundations covered in primary school whilst starting to
embed the skills that the pupils will need for the latest GCSE. With a fresh approach to traditional
topics that brings them right up to date, our Spanish syllabus is packed with content to engage
pupils. Our course is fully integrated with our digital learning space, ActiveLearn, which helps pupils
practise their language skills and use language independently in the classroom and at home.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1.1 My teenage To be able to talk Collaboration Listening
life about things you like, Independence Speaking
your weekly activities, Problem Solving Writing
birthday celebrations, Creativity Reading
films and life as a
celebrity
Term 1.2 The world of To be able to discuss Collaboration Listening
work jobs, future plans and Independence Speaking
job roles Problem Solving Writing
Creativity Reading
Exploration
Term 2.1 Health and To be able to describe Collaboration Listening
fitness a healthy diet, active Independence Speaking
lifestyle, daily routine Problem Solving Writing
and body pains Exploration Reading
Creativity
Term 2.2 Me in the To be able to talk Collaboration Listening
world about children’s Independence Speaking
rights, fair trade, Problem Solving Writing
recycling, changes in Creativity Reading
local areas Exploration
Term 3 Holidays To be able to talk Collaboration Listening
about adventure Independence Speaking
holidays, buying Problem Solving Writing
souvenirs, holiday Creativity Reading
plans Exploration
Critical thinking
Resilience
Assessment
Students are assessed with both Summative and Formative assessment across the topic range.
Students are assessed on four areas: speaking, listening, reading, writing. Students use a
combination of ActiveLearn assessments, self / peer assessment and teacher assessment.
MFL assessment objectives.docx (sharepoint.com) https://bit.ly/2TKW0cBHome Learning Topic Links Term 1 https://bit.ly/3xbXASF Term 2 https://bit.ly/3xbXASF Term 3 https://bit.ly/3xbXASF Useful information / Additional reading / Equipment / Resources www.pearsonactivelearn.com www.linguascope.com www.languagesonline.org.uk www.conjuguemos.com Key professionals Miss Makan Head of MFL ravinam@horizonintlschool.com Miss Lyall Teacher of MFL ebonyl@horizonintlschool.com
Music
Overview
The Year 9 curriculum draws upon the knowledge and skills learned in Primary School and develops
them over three key areas: Performing, Composing, and Listening. All students will learn two instru-
ments over the year as well as having the option to participate in whole-school showcases.
Themes of study
Term Theme / Key Outcomes Learning Skills Assessment
Topic
Term 1.1 Keyboards 2 Extension of work from Resilience Final performance
last year. Learning more Creativity assessment
complex music and Exploration
techniques Leadership
Problem solving
Term 1.2 4 Chord Song writing using the Creativity Summative quiz
Songs famous sequence Exploration Final performance
Problem solving assessment
Term 2.1 Film Music Composition and Resilience Final performance
understanding of music Creativity assessment
in film - narrative Exploration
Term 2.2 Program How music is used to tell Creativity Final performance
Music stories. Using the Exploration assessment
inter-related elements of Problem solving
music to compose music
fulfil a narrative brief.
Term 3.1 Guitar 2 A Musical Futures style Resilience Final performance
band-camp. Extending Creativity assessment
the learning from Year 7. Exploration
Progressing to more Problem solving Peer Assessed quiz
complex chords and
strumming patterns
Term 3.2 I’ve Got The Using Guitar, Keyboards, Resilience Final performance
Blues Drums and Vocals, we Exploration assessment
will perform our own Problem solving
model blues song. Study Peer Assessed quiz
of history and context.
Assessment
Using the attached ‘I can’ statements, the following Flight Path document explains how each grade
is awarded. Additionally, each topic studied has its own assessment criteria which is given to every
student as part of their workbooks.
Assessment and Achievement Rubric - https://bit.ly/3j7u0swYou can also read
