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Years 7 , 8 and 9 follow the Cambridge Secondary 1 Curriculum which lays the foundation for students in a wide range of subjects including English, Arabic, French, Mathematics, Social Studies, History, Geography, Science, Environmental Management (Yr 9), Commerce (Yr 9), ICT, Art, Music ,P.E and Islamic Education & Moral Education.
This integrated academic course lays the foundation for the IGCSE subjects taken in Year 10 & 11. Students appear for the Cambridge Checkpoint examination at the end of year 9.
Divided into three stages, the English curriculum framework in Years 7 to 9 covers the knowledge, skills and understanding in the three strands, Reading, Writing, and Speaking and listening. Within Reading and Writing, learning objectives are grouped in sub-strands which have a direct relationship with the reporting sub-strands of the Checkpoint tests, allowing teachers to link feedback from the tests to teaching. Cambridge Secondary 1 English enables learners to communicate confidently and effectively and to develop the skills to respond to a range of information, media and texts with understanding and enjoyment. Learners who follow this framework will develop a first language competency in English based on a curriculum designed to be successful in any culture and to promote cross-cultural understanding.
The Cambridge Secondary 1 Mathematics Programme helps learners to be confident, responsible, innovative and engaged. The programme is covered in three stages and is divided into five main areas called ‘strands’ which run through every stage: Number, Measure, Algebra, Geometry and Handling Data. Problem solving forms a sixth strand which involves skills that are used in every other strand. Problem solving, mental strategies and the ability to communicate ideas are integral parts of the curriculum framework. Learners will be able to recognise patterns, draw inferences and link ideas together and then communicate those ideas to others. This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject.
For Cambridge Secondary 1 Science, the curriculum is presented in four content areas or ‘strands’- scientific enquiry, biology, chemistry and physics.
Scientific enquiry is about considering ideas, evaluating evidence, planning investigative work, and recording and analysing data. These are further divided into ‘sub strands’.
The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are focused on developing confidence and interest in scientific knowledge. Environmental awareness and some history of science are also incorporated into the programme of study.
The Information and Communication Technology syllabus aims at developing the skills in:
• Using ICT equipment
• Communicating and handling ICT information
• Controlling, monitoring and modelling ICT
• Logical reasoning and critical thinking through coding
• Developing ICT-based solution to solve problems
• Recognising the potential risk when using ICT, and use safe, secure and responsible practice
• Knowledge of ICT including new and emerging technologies
• Autonomous and discerning use of ICT
• Skills to enhance work produced in a range of contexts
The syllabus for History looks at some of the major international issues of the nineteenth and twentieth centuries, as well as covers the history of particular regions in more depth. The emphasis is on both historical knowledge and on the skills required for historical research.
Students develop an understanding of the nature of cause and effect, continuity and change, similarity and difference and find out how to use and understand historical evidence as part of their studies. History will stimulate any student already interested in the past, providing a basis for further study, and also encouraging a lifelong interest in the subject.
The syllabus for Geography aims to develop students’:
• Understanding of location on a local, regional and global scale
• Awareness of the characteristics, distribution and processes affecting contrasting physical and human environments
• Understanding of the ways in which people interact with each other and with their environment
• Awareness of the contrasting opportunities and constraints presented by different environments
• Appreciation of and concern for the environment
• Appreciation of the earth including its people, places, landscapes, natural processes and phenomena.
The curriculum for Social Studies is predominantly based on the textbooks issued by the MOE. The curriculum aims to:
The Social Studies curriculum is delivered in a fun and engaging manner through discussions, projects and presentations.
The Moral Education initiative was launched under the directive of His Highness Sheikh Mohammad bin Zayed Al Nahyan, Crown Prince of Abu Dhabi and Deputy Supreme Commander of the UAE Armed Forces. The programme aims to make a difference in behavioural patterns as well as ensure that newly acquired values are ingrained in students’ belief systems. In this context, moral education is expected to play an important role not only in helping children realize a better life for themselves but also in ensuring sustainable development of their country and society.
The Moral Education Program covers four pillars of teaching and learning:
The syllabus is designed to help students to achieve excellent results at all stages of their French learning. It provides stimulating content with a blend of resources to inspire them.
The course features:
•Rigorous and comprehensive approach to grammar progression with clear explanations and extensive practice. •Motivating and challenging topics and tasks set in authentic contexts.
•Clear tasks to enable students to reach their full potential.
• User-friendly vocabulary and grammar reference sections to encourage independent learning.
•Provide a clear learning framework through unit summaries.