Year-7 CURRICULUM booklet - HORIZON INTERNATIONAL SCHOOL
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Year-7
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 اﻟﺴﺎ�ﻊ 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 واﻟﻘﺮاءة اﻟﺘﻌﺎون ﺣﺪد اﳌﻌ�� اﻹﺟﻤﺎ�� ﻟﻠﻨﺺ اﻟﺮﻓﻖ Term1
��ﺎﻳﺔ اﻟﻔﺼﻞ ،أﻣﺎ اﻟﻜﺘﺎﺑﺔ اﻻﻛ�ﺸﺎف وﻓﻜﺮﺗﮫ اﻟﺮﺋ�ﺴﺔ ﺑﺎ��ﻴﻮان/رﺣﻤﺔ
ﻓﺴﻴ�ﻮن ﺗﻘﻴﻴﻤهﺎ ﻋ�� ﻣﺪار ﻟﻠﻌﺎﳌ�ن/ﻛﺘﺎﺑﺔ ﻧﺺ
اﻟﻔﺼﻞ ﻳﺤﺪد ﻋﻼﻗﺎت اﻟ��ادف ﺗﻔﺴ��ي/ا��ﺮ�ﺔ
واﻟﺘﻀﺎد و�ﻮﻇﻔهﻤﺎ واﻟﺴﻌﺎدة
ﺳ�ﺘﻢ ﺗﻘﻴﻴﻢ اﻟﻜﺘﺎﺑﺔ اﻹﺑﺪاع ﺗﺤﺪﻳﺪ وﺗﺤﻠﻴﻞ وﺗﻘﻴﻴﻢ اﻷﺳﺎﻟﻴﺐ ﻗﺼﺔ ﺛﻼﺛﺔ أﺳﺌﻠﺔ 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 :ﻛﺘﺎﺑﺔ
واﻟﺘﻔﺴ��ي ،وﻛﻴﻔﻴﺔ ﻛﺘﺎﺑ��ﻤﺎ، ﻧﺺ ﺗﻔﺴ��ي
وﻋﺮض وﺟهﺔ اﻟﻨﻈﺮ ﻣﻊ اﻷدﻟﺔ ﻧﺺ ﺳﺮدي
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
Assessment and Achievement Rubric – Please click for details
https://bit.ly/3D9hdPv
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/3ycGq7Y 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�� ﻣﻨﺼﺔI
ً
read Arabic. دﻗﻴﻘﺔ أﺳﺒﻮﻋﻴﺎ30 ﺑﺎﻧﺘﻈﺎم ﳌﺪة
ً
أﻳﻀﺎ ﻹﻛﻤﺎل أي واﺟﺐ ﻣ���� ﻓﺮدي 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 7 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 Shopping Will be able to develop Creativity Speaking, reading
their language Resilience summative assessment
proficiency skills, Independence at the end of term
speaking, writing,
listening and speaking. Formative writing
assessment during the
Will be able to write term
different writing for
different audios.
Term2 Trips Will be able to develop Exploration Writing and listening
their language Creativity Summative assessment
proficiency skills, at the end of term
speaking, writing,
listening and speaking. Speaking Formative
assessment during the
Will be able to write term
different writing for
different audios.
Term3 Daily routine Will be able to develop Critical thinking Speaking, reading
and hobbies. their language Creativity summative assessment
proficiency skills, Leadership end of term
speaking, writing, Responsibility
listening and 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.Home Learning Topic Links Home learning https://bit.ly/3zJDAZ6 I start Arabic Reading platform https://www.istartarabic.com/en/login Class kick https://bit.ly/3ldLKoN 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. https://bit.ly/3xdhfkS https://bit.ly/2TFyA8r https://bit.ly/2TL0obI Key professionals Mrs. Aly Head of Department abiera@hrizonintlschool.com Mrs. Ibtsam ibstamo@horizonintlschool.com Mrs. Amira amiraa@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 Portraits – Self Portrait wire Research skills 3D portraits created in
Art faces using dexterity creating wire.
Alexander 2D Drawing skills to scale Using problem solving
Caulder
3D Wire techniques collaboration and resilience to
Proportion Independences refine through
Scale exploring and
Line REFINING SKILLS reflection on ideas.
3D skills
Term 2 Botanical Wallpaper repeat Colour theory Final outcome of a
Prints prints Drawing skills, wallpaper design and
William Morris Use of Pattern Developing a run product.
Printing of print. Developed ideas from
Colour theory Exploration of observational
development of drawings with a focus
ideas. on pattern printing on
colour. Making a
DEVELOPING connection between
PRINTS the artist’s work and
their own.
Term 3 3D Hanging 3D glass inspired 3D mixed media/ Leadership and
Sculptures hanging sculptures ink Drawing skills) collaboration to create
Dale Chuily Colour collaboration and a Hanging sculpture.
Drawing skills leadership Presenting an
3D designing outcome with realised
PRESENT FINAL intentions inspired by
OUTCOME the artist.
Term 4 Textiles Wall hanging textiles Textile’s fabric Leadership and
Landscapes Knitting manipulation collaboration to create
Alexandra Weaving techniques a Hanging sculpture.
Kehayoglou Pom poms Presenting an
Pleating DEVELOP and outcome with realised
PRESENT IDEAS intentions inspired by
the artist.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
Term Topic Links
Term 1 Portraits https://bbc.in/3BPi7jk
https://bit.ly/3C2VHeG
Term 2 Repeat prints https://bbc.in/3zN30oN
Term 3 Hanging sculptures https://www.chihuly.com
http://www.stuarthaygarth.com/works
Term 4 Textiles https://alexandrakehayoglou.com
Useful information / Additional reading / Equipment / Resources
Equipment for home learning
Drawing materials for home learning
Key professionals
Miss Davidson chloed@horizonintlschool.com
Mrs Zanjani clairez@horizonintlschool.comDance
Overview
The Year 7 curriculum covers a variety of dance styles and genres. It is taught and assessed in 3 areas:
Performance, Choreography and Appreciation of dance. Students are encouraged to develop their
creativity, confidence and collaboration skills through the art of dance.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1A Understanding To begin to Creativity Self-assessment via
Dance understand the basic Collaboration video
concepts of Resilience Peer assessment
performance, Exploration Live performance
choreography and in groups
understanding of
dance.
Term 1B Mad Hatter’s To understand the Creativity Improvisation sessions
Tea Party style and genre of Hip Collaboration Self-assessment via
Hop and how to Resilience video
choroegraph as a Exploration Peer assessment
team. Problem Solving Live performance
in groups
Term 2A Hoedown To understand and Creativity Improvisation sessions
explore ‘World Dance’ Collaboration Self-assessment via
and ‘Dance History’. Resilience video
Explore leadership in Exploration Peer assessment
dance. Problem Solving Live performance
Leadership in groups
Term 2B Capoeira To explore dance as a Creativity Self-assessment via
sport. Collaboration video
To learn to Resilience Peer assessment
choroegraph and Exploration Live performance
perform in duos and Independence in solos, duos and
solos groups
Term 3A Stimulus To explore a variety of Creativity Self-assessment
stimuli and to explore Collaboration Peer assessment
how they can create Resilience Live performance in
interesting and Exploration small groups
creative dance works. Leadership
Term 3B Musicals To explore the Creativity Self-assessment
‘Musicals’ genre and Collaboration Peer assessment
learn how to perform Resilience Live class performance
in a musical style. ExplorationAssessment 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. Home Learning Topic Links Term 1 https://bit.ly/2WxcFBA Term 2 https://bit.ly/2WxcFBA Term 3 https://bit.ly/2WxcFBA 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.com
DRAMA
Overview
The Year 7 Drama curriculum introduces a variety of drama techniques and genres. It is taught and
assessed in 3 strands; Creating, Performing and Responding. Students learn vital life skills and
enhance their oracy, listening skills and creativity. The 3 C’s of Drama are used at the core of every
lesson, Concentration, Communication and Collaboration, along with Horizon International PRICE-
LESS learning skills.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1A Waxwork Introduction to Drama Creativity Baseline practical WK 2
museum learning basic skills Collaboration Practical assessment
/ horror and techniques. Resilience Self /Peer assessment
genre Exploration Teacher continuous
Independence assessment
Success
Term 1B Titanic Introduces students Creativity Practical assessment
to Historical Drama Collaboration Teacher continuous
and developing Exploration assessment
empathy Independence Self / Peer assessment
Success
Leadership
Term 2A Tribes: Introduces students Creativity Practical assessment
ritual, culture on how to approach Collaboration Teacher continuous
and society mime work Exploration assessment
Independence Self / Peer assessment
Leadership
Problem solving
Term 2B Introduction Introduces students Creativity Practical assessment
to Script on how to approach Collaboration Teacher continuous
Shakespeare script work Exploration assessment
Independence Self / Peer assessment
Leadership
Problem solving
Term 3A Social Issues Introduces Forum Creativity Practical assessment
Theatre: Boal Collaboration Teacher continuous
Exploration assessment
Independence Self / Peer assessment
Problem solving
Term 3B Wizards Introduces Fantasy Creativity Practical assessment
Drama Collaboration Teacher continuous
Exploration assessment
Independence Self / Peer assessmentAssessment 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/3C2KbQz Home Learning Topic Links Term 1 https://bit.ly/3zKPMZG Term 2 https://bit.ly/3BSvOOl Term 3 https://bit.ly/3l9Bm0Y 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 questions about the stories and the characters. Encourage speaking out loud at all times, 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 7 curriculum allows students to explore a wide variety of engaging texts that cover a range
of intriguing themes. In Year 7 students will build and develop the core literacy skills gained at prima-
ry level and it is our aim to ensure that these skills are embedded in all aspects of their independent
reading and writing. Oracy will form the basis of many of our lessons as we strive to create vibrant
learning environments where students are encouraged to verbalise well-crafted responses whilst
listening and challenging those of others. In the English Department we place a huge emphasis on
students’ personal reading to inspire creativity, prompt critical thinking and develop empathy.
Themes of study
Theme /
Term 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 2.1 Novel: Identify, analyse and Exploration Analytical essay of a
Private evaluate methods Collaboration character
Peaceful employed by writers.
Term 2.2 Macbeth Identify, analyse and Resilience Analytical essay of a
evaluate methods Problem solving theme / character
employed by writers.
Term 3 Identity Poetry Analyse and employ a Creativity Comparative essay
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 Miss Wildes paulaw@horizonintlschool.com
Geography
Overview
The Year 7 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. Pupils will learn to be curious, begin to ask big
questions and foster a fascination about the world and its people. Lessons in Year 7 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 Volcanoes To understand the key Exploration Presentation given
features of volcanoes Creativity by pupil on subject
To evaluate the ferocity related to volcanoes
of different types of
volcanoes
To analyse the
contribution of volcanoes
to climate change
Term 2 Asia To understand the Collaboration Written response
human and physical Critical Thinking question, expressing
geography of Asia knowledge,
To gain knowledge of comprehension,
the different countries analysis and
of Asia evaluation
To analyse the future
of Asia
Term 3 Key To develop new Communication End of unit written
Geographical geographic skills Leadership assessment
skillls To consolidate learning consolidating key
from KS2 and T1 and T2 geographical skills.
To apply new skills to
contemporary
Geographical problems
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 is the Pacific Ring of Fire?
2. Critical thinking – Which is the deadliest volcano in the world?
3. Leadership and Independence – Preparation for end of unit assessment
Term 2 1. Resilience and Exploration – Where is Asia?
2. Creativity – Which Asian country has the most interesting geography?
3. Communication and Leadership – Preparation for end of unit assessment
(presentation)
Term 3 1. Critical thinking – How important is Geography?
2. Exploration – What is the difference between weather and climate?
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 7 curriculum allows students to explore and gain a coherent knowledge and understanding
of Britain’s past and that of the wider world. The curriculum inspires pupils to ask perceptive ques-
tions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. Work
and understanding will be consolidated from pupils’ prior learning from KS2. Lessons in Year 7 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 Key Skills To develop new Exploration End of unit written
history skills Creativity assessment
To consolidate consolidating key
learning from KS2 historical skills.
To analyse primary
and secondary
sources
Term 2 The Romans To understand who Collaboration Written response
were the Romans Critical Thinking question, expressing
To analyse the knowledge,
importance and comprehension,
impact of the Roman analysis and
Empire. evaluation
To evaluate the
success of the Roman
Empire.
Term 3 Britain’s place To develop an Communication Presentation given by
in the world understanding of Leadership pupil on development
since 1945 Britain’s colonial past of modern Britain
To evaluate Britain’s
place in the world
since 1945
To analyse the future
of Britain
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. Creativity – My personal timeline
2. Exploration – What’s the difference between a primary and secondary
source?
3. Critical thinking – Why are sources reliable?
Term 2 1. Resilience and Exploration – Who were the Romans?
2. Critical thinking – Who was the best Roman Emperor?
3. Communication and Leadership – Debate on importance of Romans
Term 3 1. Critical thinking – How important is Britain?
2. Exploration – Was the British Empire fair?
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 7 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 ethically
Week 1 - Empathise collaborate Teamwork responsible toy to
Week 2 - Define effectively with Innovation create an innovative
Week 3 - Ideate others as well as Problem Solving and healthy play
Week 4 - Prototype working Critical Thinking experience for
& Test independently to Independent children.
Week 5 - Fix & achieve a common Research
Launch objective Creativity
Week 6 - Reflection
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
platforms engineering
Creativity
IndependenceAssessment 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 7 Home Learning https://bit.ly/3f7T4yc Term 2 Year 7 Home Learning https://bit.ly/3f7T4yc Term 3 Year 7 Home Learning https://bit.ly/3f7T4yc Note* Student to access their home learning tasks and resources throughout the term. Each task com- pleted 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 ﻳﻄﺒﻖ أﺣ�ﺎم اﻟﻨﻮن اﻟﺴﺎﻛﻨﺔ أﺣ�ﺎم اﻟﻨﻮن اﻟﺴﺎﻛﻨﺔ Term1
ﻟﺘﺄﻛﺪ ﻣﻦ ﻣﺪى اﺳ�ﻴﻌﺎب اﻟﻄﻼب اﻟﻘﺮاءة واﻻﺳﺘ�ﺘﺎج واﻟﺘﻨﻮ�ﻦ واﻟﺘﻨﻮ�ﻦ
ﻟﻠﺪرس ﻣﻦ ﻋﺪﻣﮫ وذﻟﻚ ﻣﻦ ﺧﻼل اﻻﺳﺘ�ﺒﺎط واﻟﺘﺪﺑﺮ �ﺴﺘﺨﻠﺺ اﻟﺘﻮﺟ��ﺎت اﻟﻜﺘﺎب ا��ﻖ )ﺳﻮرة
اﺳ��اﺗﻴﺠﻴﺎت اﻟﺘﻘﻴﻴﻢ )ﺑﻄﺎﻗﺔ اﳌﻼﺣﻈﺔ واﳌﻘﺎرﻧﺔ واﻷﺣ�ﺎم اﻟﻮاردة �� ﺳﻮرة اﻟ��ﺪة (1-12
ا��ﺮوج – اﻟ�ﻮ�ﺰ (. اﻟﺘﺼ�ﻴﻒ اﻟ��ﺪة ﻣﻦ وﺻﺎﻳﺎ اﻟﺮﺳﻮل
ﺗﻘﻴﻴﻤﺎت ﺟﺎر�ﺔ �� ��ﺎﻳﺔ �ﻞ - �ﺴﺘ�ﺘﺞ أهﻢ اﻟهﺪاﻳﺎت اﻟﻨﺒﻮ�ﺔ ﺻ�� ﷲ ﻋﻠﻴﮫ وﺳﻠﻢ
ﻣﻮﺿﻮع ووﺣﺪة . اﻟ�� ﺗﺘﻀﻤ��ﺎ اﻷﺣﺎدﻳﺚ اﻟﺘﻄﻮع ﻋﺒﺎدة واﻧﺘﻤﺎء
�ﻌﻠﻢ ﺳﻮرة ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮ�ﻢ ﻣﻊ - اﻟﺸﺮ�ﻔﺔ ﺣﺮﻣﺔ اﳌﺴﻠﻢ
ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﻟﻠﻄﻼب ﻳﺮ�ﻂ ﺑ�ن ﻗﻴﻤﺔ اﻟﻌﻤﻞ ﻓﺮاﺋﺾ اﻟﺼﻼة وﺳﻨ��ﺎ
و�ﻌﻠﻢ ﻋﺪد ﻣﻦ اﻷﺣﺎدﻳﺚ اﻟﻨﺒﻮ�ﺔ اﻟﺘﻄﻮ�� وﺗﻄﻮر ا��ﺘﻤﻊ وﻣﻜﺮوهﺎ��ﺎ
.واﻷذ�ﺎر واﻷدﻋﻴﺔ �� �ﻞ أﺳﺒﻮع ﻳﺼﻨﻒ أﻋﻤﺎل اﻟﺼﻼة إ�� ﺣﺎﺳﺒﻮا أﻧﻔﺴﻜﻢ
ﺗﺨﺼﻴﺺ ﻣﺸﺮوع ﺑﺤﺚ ﻗﺼ�� ﻋﻦ أر�ﺎن وﺳ�ن وﻣﻜﺮوهﺎت ا��ﻴﺎة �� اﳌﺪﻳﻨﺔ اﳌﻨﻮرة
ﻗﺼﺺ اﻷﻧ�ﻴﺎء . ﻳﻘﺎرن ﺑ�ن ا��ﻴﺎة �� اﳌﺪﻳﻨﺔ �ﻌﺪ اﻟ��ﺮة
اﻹﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﻜﺘ�ﺒﺎت .ﻗﺒﻞ اﻟ��ﺮة و�ﻌﺪهﺎ ��ﻮد اﻟﺴهﻮ و��ﻮد
اﻹﺛﺮاﺋﻴﺔ ﳌﻌﺮﻓﺔ اﻷﺳﺎﺳﻴﺎت ﻣﻦ ﻳﺒ�ن أﻧﻮاع اﻟ��ﻮد وأﺣ�ﺎﻣهﺎ اﻟﺘﻼوة
)اﻟﻘﺮآن وا��ﺪﻳﺚ( .وﻣﻘﺎﺻﺪهﺎ اﻟﺸﺮﻋﻴﺔ
ﺗﻘﻴﻴﻢ ﺗ�ﻮ��� �� ��ﺎﻳﺔ �ﻞ درس- اﻻﺳﺘ�ﺘﺎج �ﺴﺘﺨﻠﺺ اﻟﺘﻮﺟ��ﺎت واﻷﺣ�ﺎم اﻟﺼ�� واﻟﻴﻘ�ن )ﺳﻮرة Term2
ﻟﺘﺄﻛﺪ ﻣﻦ ﻣﺪى اﺳ�ﻴﻌﺎب اﻟﻄﻼب اﻻﺳﺘ�ﺒﺎط اﻟﺘﻔﻜﺮ اﻟﻮاردة �� ﺳﻮرة اﻟ��ﺪة وﺳﻮرة اﻟ��ﺪة (23-30
ﻟﻠﺪرس ﻣﻦ ﻋﺪﻣﮫ وذﻟﻚ ﻣﻦ ﺧﻼل اﻟﺘﻌﺎون اﳌﻠﻚ اﳌﺆﻣﻦ ﺑ�ن اﻟﺸﻜﺮ
اﺳ��اﺗﻴﺠﻴﺎت اﻟﺘﻘﻴﻴﻢ )ﺑﻄﺎﻗﺔ اﻟﺘﺼ�ﻴﻒ �ﺴﺘ�ﺘﺞ أهﻢ اﻟهﺪاﻳﺎت اﻟﻨﺒﻮ�ﺔ واﻟﺼ��
ا��ﺮوج – اﻟ�ﻮ�ﺰ (. اﻟﺘﻔﻜ��اﻹﺑﺪا�� اﻟ�� ﺗﺘﻀﻤ��ﺎ اﻷﺣﺎدﻳﺚ اﻟﺸﺮ�ﻔﺔ ﻣﻦ ﻋﻼﻣﺎت اﻟﺴﺎﻋﺔ
ﺗﻘﻴﻴﻤﺎت ﺟﺎر�ﺔ �� ��ﺎﻳﺔ �ﻞ- اﻟﺒﺤﺚ واﻟﺘﻮاﺻﻞ ﻳﺼﻨﻒ أﺷﺮاط اﻟﺴﺎﻋﺔ إ�� اﻹﻣﺎم ﻣﺎﻟﻚ ﺑﻦ أ�ﺲ
ﻣﻮﺿﻮع ووﺣﺪة . ﺗﻨﻈﻴﻢ اﳌﻔﺎهﻴﻢ أﺣﺪاث وﻣﻈﺎهﺮ �ﻮﻧﻴﺔ ﺳ�ﻴﻞ اﻟهﺪاﻳﺔ )ﺳﻮرة
�ﻌﻠﻢ ﺳﻮرة ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮ�ﻢ ﻣﻊ �ﺴﺘ�ﺒﻂ اﻟﺪروس ﻣﻦ ﺳ��ة اﳌﻠﻚ (1-14
ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﻟﻠﻄﻼب . اﻻﻣﺎم ﻣﺎﻟﻚ ﺑﻦ أ�ﺲ ورﺣﻠﺘﮫ �� اﻹﻗﻼب
ﺗﺨﺼﻴﺺ ﻣﺸﺮوع ﺑﺤ�� ﻗﺼ�� ﻋﻦ- ﻃﻠﺐ اﻟﻌﻠﻢ أﺧﻼق ﺣﻤﻴﺪة
اﻹﺳﺮاء اﳌﻌﺮاج واﻟﺴ��ة اﻟﻨﺒﻮ�ﺔ . ﻳﻄﺒﻖ وأﺣ�ﺎم اﻟﺘﺠﻮ�ﺪ )اﻹﻗﻼب( ﻏﺰوة ﺑﺪر اﻟﻜ��ى
اﻹﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﻜﺘ�ﺒﺎت �ﺴﺘﺨﻠﺺ ﻣﻮاﻗﻒ اﻟ�ﺴﺎﻣﺢ
اﻹﺛﺮاﺋﻴﺔ ﳌﻌﺮﻓﺔ.اﻷﺳﺎﺳﻴﺎت ﻣﻦ واﻟﺮﺣﻤﺔ ﻣﻦ ﻏﺰوة ﺑﺪر
)ﻗﺼﺺ اﻷﻧ�ﻴﺎء واﻟﻌﻘﻴﺪة
اﻹﺳﻼﻣﻴﺔ (.اﻟﺘﻘﻴﻴﻤﺎت اﳌهﺎرات ﻧﻮاﺗﺞ اﻟﺘﻌﻠﻢ /اﳌﻮاﺿﻴﻊ اﻟﻔﺼﻞ
اﻟﺪروس
ﺗﻘﻴﻴﻤﺎت ﺟﺎر�ﺔ �� ��ﺎﻳﺔ �ﻞ اﻟﺘﺄﻣﻞ واﻟﺘﺪﺑﺮ �ﺴﺘﺨﻠﺺ اﻟﺘﻮﺟ��ﺎت 1- ﻗﺪرة ﷲ �ﻌﺎ�� )ﺳﻮرة Term3
ﻣﻮﺿﻮع ووﺣﺪة . اﻟﺘﻮاﺻﻞ واﻷﺣ�ﺎم اﻟﻮاردة �� ﺳﻮرة اﳌﻠﻚ اﳌﻠﻚ (15-24
�ﻌﻠﻢ ﺳﻮرة ﻣﻦ اﻟﻘﺮآن اﻟﻜﺮ�ﻢ ﻣﻊ واﻻﺳﺘ�ﺘﺎج ﻳﻄﺒﻖ وأﺣ�ﺎم اﻟﺘﺠﻮ�ﺪ اﻹﺧﻔﺎء ا��ﻘﻴﻘﻲ
ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ ﻟﻠﻄﻼب اﻻﺳﺘ�ﺒﺎط )اﻹﺧﻔﺎء ( اﺧﺘﻴﺎر ا��ﻠ�ﺲ
و�ﻌﻠﻢ ﻋﺪد ﻣﻦ اﻷﺣﺎدﻳﺚ اﻟﻨﺒﻮ�ﺔ اﻻﺑﺪاع �ﺴﺘ�ﺘﺞ أهﻢ اﻟهﺪاﻳﺎت اﻟﻨﺒﻮ�ﺔ اﻟﺘﻔﻜ�� اﻟﻌﻠ��
� ��.ﻞ أﺳﺒﻮع واﻻﺑﺘ�ﺎر اﻟ�� ﺗﺘﻀﻤ��ﺎ اﻷﺣﺎدﻳﺚ ﻏﺰوة أﺣﺪ
ﺗﺨﺼﻴﺺ ﻣﺸﺮوع ﺑﺤﺚ ﻗﺼ�� ﻋﻦ واﻟﺘﺼﻤﻴﻢ اﻟﺸﺮ�ﻔﺔ ﺑ�ﺌ�� أﻣﺎﻧﺔ
.ﻗﺼﺺ اﻷﻧ�ﻴﺎء ﺣﻞ اﳌﺸﻜﻼت �ﺴﺘﺨﻠﺺ ﻗﻴﻤﺔ اﻟﺒﺤﺚ آداب اﻟﺪﻋﺎء
اﻹﺟﺎﺑﺔ ﻋﻦ أﺳﺌﻠﺔ اﻟﻜﺘ�ﺒﺎت ا����� اﻟﺘﺠﺮ��� �� اﻻﺳﻼم ﺻﻴﺎم اﻟﺘﻄﻮع
اﻹﺛﺮاﺋﻴﺔ ﳌﻌﺮﻓﺔ اﻷﺳﺎﺳﻴﺎت ﻣﻦ �ﺴﺘﺨﻠﺺ ﻣﻮاﻗﻒ اﻟ�ﺴﺎﻣﺢ اﻟﺴﻴﺪة ﻋﺎ�ﺸﺔ أم
)ﻓﻘﮫ اﻟﻌﺒﺎدات واﻷﺣ�ﺎم( واﻹ�ﺴﺎﻧﻴﺔ ﻣﻦ ﻏﺰوة أﺣﺪ اﳌﺆﻣﻨ�ن ر��� ﷲ ﻋ��ﺎ
ﻳﻄﺒﻖ ﻣﺒﺎدئ اﻻﺳﻼم ��
اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺒ�ﺌﺔ
ﻳﻮ�� ﻗﻴﻤﺔ اﻟﺪﻋﺎء �� ﺣﻴﺎة
اﳌﺴﻠﻢ
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
ﻣﻮاﺿﻴﻊ اﻟﺪراﺳﺔ
/اﳌﻮاﺿﻴﻊ اﻟﻔﺼﻞ
اﻟﺪروس
�ﻌﻠﻢ وﺣﻔﻆ اﻟﺴﻮر واﻷﺣﺎدﻳﺚ واﻷذ�ﺎر واﻷدﻋﻴﺔ ﻣﻊ ﻣﺮاﻋﺎة اﻟﻔﺮوق اﻟﻔﺮدﻳﺔ 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 7 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 The Rules of 1. To recognize and Independence Ongoing assessments
Silent Noon and practice the rules of Resilience at the end of each
Tanween tajweed. Critical thinking topic and unit.
Surat as Sajdah 2. To recite and learn Learn surah as per
Recommendation different surah with your level, 6 Hadeeth
by the prophet proper tajweed. per week and upload
PBUH 3. To analyse, explain in your channel.
Volunteering (An and learn different Assign short research
Act of worship ahadeeth project to check their
and Belonging) 4. To evaluate and learning on Prophets
Sanctity of the describe the effects of and their teaching.
Muslim sanctity of the Complete the booklet
obligatory, Muslim. to narrow the gap
voluntary and 5. To recognise and ( Quran and hadeeth
disliked elements describe obligatory, part)
of the Prayers voluntary and disliked
Bring yourself Elements of the
Account Prayers.
Life in Madinah 6. To identify and
after emigration describe the reasons
Prostration of and benefits of
forgetfulness & Prostration of
Prostration of forgetfulness &
Recitation Prostration of
Recitation.Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 2 Patience and 1. To identify and Collaboration Ongoing assessments
certainty describe the benefits Critical Thinking at the end of each
The Believer: of patience. Creativity topic and unit.
Between 2. To recite and identify Assign short research
Gratitude and the message of project to check their
Patience different surahs. learning on Isra Al
Right way 3. To analyse, explain Miraj and Prophets.
Changing (Iqlaab) and learn different Complete the booklet
Good Morals ahadeeth. to narrow the gap (
The Right way 4. To identify and Prophets stories and
(Surah Mulk) practice the rules of Islamic faith)
The battle of badr tajweed.
I am tolerant 5. To identify and
describe the reason,
parties and winner of
battle of badr.
6. To analyse the explain
the effects of tolerant
in our daily life.
Term 3 The power of 1. To recite and learn Communication Ongoing assessments
Allah (Surat Ul different the surah Leadership at the end of each
Mulk) with proper tajweed. Critical Thinking topic and unit.
Real Hiding 2. To analyse, explain Creativity Learn surah as per
(Ikhfaa Haqiqi) and learn different your level, 6 Hadeeth
Scientific thinking ahadeeth. per week and upload
Selecting friends 3. To identify and in your channel.
The Batlle of practice the rules of Complete the booklet
Uhud tajweed. to narrow the gap (
My Environment 4. To analyse and Prophets stories and
is a trust explain the scientific Islamic faith)
Manner of thinking in Islam.
supplications 5. To recognise and
Ayesha the describe the cause,
mother of parties, place and
Believers winner of battle of
Voluntary fasting Uhud.
6. To identify and
describe the Islamic
values and faith.
7. To identify and
describe the manners
and supplications of
different times.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/3BWVNnV
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*
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
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 hinam@horizonintlschool.com
Mrs. Arzak
Islamic Native Teacher arzaki@horizonintlschool.comMathematics
Overview
The Year 7 Maths curriculum consists of 8 units (0-7). The curriculum is designed to ensure that,
regardless of their starting point, all students develop a solid foundation of Mathematics whilst also
providing the opportunity to stretch, challenge, provide mathematical fluency and provoke thought.
The curriculum includes a mix of new and familiar content. This is to ensure that students have
mastered the basic skills that provide the foundation for accessing higher level Mathematics. Much
of the challenge in the year 7 curriculum is provided through exploring familiar topics in more depth
and looking at them from a different perspective. Throughout the year, students will also focus on
developing mathematical skills such as approaches to problem solving, critical thinking, working
systematically and strategically, generalisation and analytical thinking.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Aut 1 Unit 0 – Introduce ways of working and Problem Solving Holistic ongoing
Becoming a thinking mathematically, Resilience and informal
mathematician developing approaches to Independence in-class
problem solving such as Critical Thinking assessment (casual
1a – simplification, working Exploration performance)
Mathematical systematically and being Leadership throughout
Processing strategic. Collaboration Autumn term.
Creativity Tasks designed to
1b – Exploring Consolidate basic and explore allow students to
Number advanced Mental Maths skills show mastery of
Systems basics and depth of
Consolidate and extend understanding.
understanding of the Decimal
number system
Exploring and evaluating
non-decimal number systems
(e.g. Ancient systems, Binary,
Octal, Hexadecimal)
Explore and evaluate
unfamiliar methods of
arithmetic (e.g. Modular
Arithmetic)
Recognise, categorise and
manipulate number sets and
subsets (e.g. negatives, factors
and multiples, primes)
Aut 2 2 – A proper Develop a conceptual Problem Solving Holistic ongoing and
introduction understanding of algebra (and Resilience informal in-class
to algebra its purpose) Independence assessment (casual
Understand and work with Critical Thinking performance)
expressions, equations and Exploration throughout Autumn
formulae and be able to Leadership term. Tasks designed
manipulate and use these in a Collaboration to allow students to
variety of ways Creativity show mastery of
basics and depth of
understanding.Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Spr 1 3 – A Dummies Develop a strong conceptual Problem Solving Ongoing and
Guide to understanding of the links Resilience informal casual
Fractions, between fractions, decimals Independence performance
Decimals and and percentages and be able Critical Thinking throughout Spring
Percentages to fluently convert between Exploration term. Tasks
them Leadership designed to allow
Explore difficult problems Collaboration students to show
4 – Proportional involving fractions, decimals Creativity mastery of basics
Reasoning and percentages and depth of
understanding
Extend understanding of FDP
to include ratio and direct
proportion
Explore difficult problems
involving ratio and proportion
Spr 2 5 – Geometry Explore and extend Problem Solving Ongoing and
understanding of geometric Resilience informal casual
concepts such as 2D shapes, Independence performance
angles, line segments and Critical Thinking throughout Spring
coordinates on the xy-plane Exploration term. Tasks
Leadership designed to allow
Collaboration students to show
Creativity mastery of basics
and depth of
understanding
Sum 1 6 – Data and Represent data in a variety of Problem Solving Ongoing informal
Statistics ways Resilience casual
Use statistics to be able to Independence performance
interpret and analyse data Critical Thinking
Quantify probability using Exploration
fractions and decimals and Leadership
begin to problem solve with Collaboration
probability Creativity
Sum 2 7 – Patterns Recognise, form and Problem Solving Professional
and generalise term-to-term and Resilience Performance – GL
Sequences position-to-term rules for a Independence Progress Test 12
variety of sequences Critical Thinking
Explore fractional, algebraic Exploration
and non-linear sequences Leadership
Collaboration
CreativityAssessment 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. 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 7, 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 12 which is completed online. Home Learning Topic Links Term 1 Home Learning Folder https://bit.ly/3j116tP Term 2 Home Learning Folder https://bit.ly/3j116tP Term 3 Home Learning Folder https://bit.ly/3j116tP 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, calculator (not essential for year 7) 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) Some mental maths work will be completed on www.numbergym.co.uk (login details 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://nrich.maths.org/ Key professionals Mr. Clifford Head of Department andrewc@horizontinlschool.com Mr. Parker stuartp@horizonintlschool.com Mr. Donnelly ciarand@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
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 All About Me To be able to talk Collaboration Listening, Speaking,
about yourself, your Independence Writing, Reading
preferences and other Problem Solving
people Creativity
Term 1.2 School To be able to express Collaboration Listening, Speaking,
opinions on subjects, Independence Writing, Reading
describe school day, Problem Solving
use the 12-hour clock Creativity
and talk about food Exploration
Term 2.1 Freetime To be able to talk Collaboration Listening, Speaking,
about technology, Independence Writing, Reading
sports, activities Problem Solving
Creativity
Term 2.2 My area To be able to talk Collaboration Listening, Speaking,
about where you live, Independence Writing, Reading
where you go, give Problem Solving
directions, invite Creativity
people out, say what Exploration
you can do in a town
Term 3 Holidays To be able to talk Collaboration Listening, Speaking,
about your holidays, Independence Writing, Reading
your daily routine, Problem Solving
buying snacks, future Creativity
and dream holidays 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/3f7T4yc Term 2 https://bit.ly/3f7ngtp Term 3 https://bit.ly/3j2qu2u 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 All About Me Revision of Collaboration Listening, Speaking,
introductions, siblings, Independence Writing, Reading
pets, birthdays and Problem Solving
personality Creativity
Term 1.2 Free time To be able to say what Collaboration Listening, Speaking,
you like to do and Independence Writing, Reading
what you do in spare Problem Solving
time, including sports Creativity
and activities in Exploration
different weather
Term 2.1 School To be able to say what Collaboration Listening, Speaking,
subjects you study Independence Writing, Reading
and express opinions Problem Solving
on them, describe Exploration
school and break-time Creativity
activities
Term 2.2 Family and To be able to describe Collaboration Listening, Speaking,
friends family, other people Independence Writing, Reading
and where you live Problem Solving
Creativity
Exploration
Term 3 My area To be able to describe Collaboration Listening, Speaking,
your town, tell the Independence Writing, Reading
time, order in a café, Problem Solving
say what you are Creativity
going to do on the Exploration
weekend 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/3rG7OcGHome Learning Topic Links Term 1 https://bit.ly/2ViTydZ Term 2 https://bit.ly/2TLsG5S Term 3 https://bit.ly/3yeHlWd 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 7 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
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1 Building Exploration of all the Resilience Peer Assessment
Blocks elements of music via Creativity
& Singing multi-part singing, Exploration Summative quiz
Instrumental percussion Leadership
and Musical Theatre skills
Term 2.1 Samba! Exploring the Brazilian Resilience Final performance
folk music of Samba. Creativity assessment
Using the percussion Exploration
instruments to learn Leadership
traditional patterns. Problem solving
Working in small groups
to perfect each
instruments pattern and
rehearsing as a band.
Learning to march and
dance with the music
Term 2.2 Graphic Looking through the Creativity Final performance
Scores historical context of Exploration assessment
notation. Exploring and Problem solving
creating our own Peer Assessed quiz
composition, scored in
graphic notation
Term 3.1 Keyboards 101 Introduction to the Resilience Final performance
instrument - Using Creativity assessment
western notation to learn Exploration
piano - both LH and RH Problem solving Peer Assessed quiz
Term 3.2 Guitar 101 A Musical Futures style Resilience Final performance
band-camp. Learning Exploration assessment
basic chords and Problem solving
strumming patterns. Peer Assessed quiz
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/3rFezLWHome Learning Topic Links Term 1 https://bit.ly/3zWBfdD Term 2 https://bit.ly/3zWBfdD Term 3 https://bit.ly/3zWBfdD Note* Extension and preparation activity from weekly lesson Historical research and presentation task Practice Useful information / Additional reading / Equipment / Resources Try to expose your child to as wide a variety of music as you can. Attend music concerts of all types and introduce your child to choirs and orchestras. Ask your child to listen to the music played while you are out in shops, restaurants and other public places. Do they notice any differences between the types of music played in different places? Play music while your child is doing homework, chores, completing a puzzle or other similar activities. Ask your child to choose what music they think is most appropriate for each type of activity. Encourage your child to learn to play a musical instrument. We provide instrumental tuition for Piano, Guitar, Drums and Singing. Other instruments are available on request. Key professionals Mr. Isbell Head of Music patricki@horizonintlschool.com Ms. Saunders CPA Teacher emmas@horizonintlschool.com
Physical Education
Overview
The KS3 PE curriculum includes a variety of sports and activities delivered through invaluable
learning skills known as PRICELESS PE. Schemes of learning are focused on PRICELESS learning skills
and embed physical activity covering all aspects of the national curriculum whilst developing
students holistically. Students are encouraged to explore a wide range of skills allowing them to think
critically, solve problems, communicate effectively and develop physically. Students will also have the
opportunity to train in selected sports within the extra-curricular provisions provided by the school
with the vision of competitive fixtures in DASSA leagues.
Themes of study
Theme /
Term Key Outcomes Learning Skills Assessment
Topic
Term 1A Problem Exposure to situations Independence Self assessment
Solving encouraging the use of Resilience Peer assessment
Resilience problem solving to overcome ME in PE
challenges within a PE setting. assessment
Net Games To build growth mindset and framework; Thinking
Fitness develop confidence through a Me, Physical Me,
range of physical and Personal Me, Social
psychologically challenging Me
activities and sports.
Term 1B Independence To develop basic skills needed Problem Solving Self assessment
Creativity to become independent Creativity Peer assessment
learners and begin to take Self-reflection sheet
Invasion ownership for learning and
Games progression.
Outdoor Opportunities to use
Education imagination and expression to
explore innovation within a
practical setting.
Term 2A Collaboration To begin to develop effective Collaboration Self assessment
Critical teamwork and Critical Thinking Peer assessment
Thinking communication skills to be
successful and achieve shared
Athletics goals.
To ‘think outside the box’, be
open minded and utilize
analysis skills to improve
performance and skill level.
Term 2B Exploration To explore new ways of Exploration Self assessment
Leadership learning through research and Leadership Peer assessment
investigation, with a focus on Self-reflection sheet
Striking and outwitting opponents. To learn
Fielding fundamental skills to become
an effective leader within a
practical setting and apply
these to different situations
and activities.You can also read
