The Curriculum

Early Year Curriculum The EYFS requires us to prioritise the below overarching principles when planning our curriculum: 1. Every child is a unique child, who is constantly learning and can be resilient, capable, confident and self-assured. 2. Children learn to be strong and independent through positive relationships. 3. Children learn well and develop well in enabling environments, in which their experiences respond to their individual needs and there is a strong partnership between practitioners and parents / carers; and 4. Children develop and learn in different ways and at different rates. The framework covers the education and care of all children in Early Years provision, including children with special educational needs and disabilities.

The National Curriculum for early years in is divided into 7 learning areas. These learning areas comprise of three prime areas:  Personal, Social and Emotional Development  Communication and Language  Physical Development and four specific areas:  Literacy  Mathematics  Understanding the World  Expressive Arts and Design Attainment in these learning areas is measured against 17 Early Learning Goals at the end of Foundation Stage 2. As most of our students entering Foundation 1 have little or no English we focus heavily on developing their speech through songs, rhymes and stories. This ensures children acquire English in a fun and engaging manner. In Foundation stage 1, we also begin the school year teaching ‘Letters and Sounds’ Phase 1 which is the prelude to phonics. In Phase 1 the emphasis is on developing a child’s listening and speaking skills. Seven aspects are covered within Phase 1: 1. General sound discrimination – environmental sounds 2. General sound discrimination – instrumental sounds 3. General sound discrimination – Body Percussion 4. Rhythm and Rhyme 5. Alliteration 6. Voice sounds 7. Oral blending and Segmenting Once a child has successfully moved through these seven aspects they are ready to start learning Phase 2 which is letter sounds. In this phase, the students will learn 23 letter sounds while looking at letter formation, blending and segmenting of the sounds as they learn them. In Foundation 2, children will recap the first 23 sounds and then continue onto Phase 3, which includes the last 8 letter sounds and then moves on to digraphs. It is important for children to be allowed to move and grow. All lessons in our setting incorporate some aspect of fine or gross motor development, which supports children later when they begin to write. In EYFS, we cover Literacy from 2 perspectives they are reading and writing. Before a child is encouraged to hold a pencil, they are given many opportunities to mark make and increase their fine motor control before they hold a pencil. Reading is encouraged right from the beginning of Foundation 1 where children are exposed to weekly stories, which help build vocabulary and foster a love for reading. Once a child’s vocabulary has been established and children have better understanding of the structure of a story they are encouraged to create their own stories and later once able write them down. An important role of teacher and teaching assistant in the EYFS classroom is to help the pupils develop the confidence to approach new activities and to independently choose their resources in the environment. Children are encouraged to think critically about their work and about different topics, and to share their thoughts and ideas during activities such as Circle-Time or Show and Tell. Efforts towards independence are always encouraged and valued and children are encouraged to reflect on their own work and progress through sensible questioning and instant feedback. Tapestry observations are shared with parents and pictures and videos are often shared via Class Dojo. This helps to further boost the child’s confidence and keeps parents involved in their child’s education.

Children in EYFS are developing social skills and learning how to share, self-control and how to play in a group. We address this in daily circle time, P4C and character education lessons. All these lessons work together to help children build strong relationships with a good understanding of right from wrong. We further build stronger characters by improving confidence and we do this by celebrating all the successes no matter how big or small of each child. By prioritising child initiated play, we are giving children the ability to learn at their own pace. However, we still manage to do this in a structured environment where a child is able to learn routine and expectations. It also allows them to process and interpret information, which in turn gives children the ability to learn and develop concepts such as number, time, colour, logic and reasoning. We use many different approaches to learning during our child initiated play sessions so that all children are stimulated through positive praise, role modelling and adult/ child interaction. We enhance all our learning areas to specifically augment the stimulation the children receive. We utilise a wide range of physical resources to ensure that children understand the concept and value of numbers before they go on to develop the ability to recognise and write numerals. Through games and practical activities, children are taught the basics of numbers, number bonds and basic calculation. Children are given many opportunities to use numbers in a variety of situations such as songs, games, shape, measurement and role-play. Children are assessed when they apply to the setting and in their first few weeks to better evaluate their starting point against their age related expectations. The baseline assessment provides information about a child’s background, individual needs, ability and aptitude. This information is recorded on tracking ladders. Teachers complete this review within the first 6 weeks of the child entering the setting. The class teacher then highlights the child’s progress on these tracking ladders every term through continuous assessment carried out. Each child is required to make two steps of progress within an academic year. For example, if a child’s baseline says they are emerging in 30-50 months learning outcomes at the start of the year then that child should be secure in 30-50 month learning outcomes by the end of the year. Every month we expect them to move up in the bands on the tracker ladder. If a child does not move, the coordinator meets with the teacher to discuss the reasons for this and parents may be contacted. An IEP (Individual Education Plan) is then created as the next step to support the child. Planning is done as a year group and is differentiated according to the needs of each individual child in the setting. Teachers adapt planning to meet and differentiate for the learning needs of their children by annotating the planning as they go. Most lessons have a WALT, an introduction, a focus activity and a plenary. Extension work is available in the classroom and outdoor area. Activities are planned to suit all types of pupils, kinaesthetic, auditory and visual. Teachers utilise all the different types of resources they have access to provide the best quality and range of learning they can. For example, books, interactive whiteboard, CD players and iPads.

At the end of every week, teachers evaluate their planning and highlight the next steps for learning. A different topic is chosen each half term; each topic is made up of a few sub-topics that are chosen from the Long Term Plans or based on the children’s interests. Each session has a balance of adult-led, child-led and child-initiated activities. Teachers keep track of statements they will cover to keep a record of what skills the children have been taught and to make sure children are given the opportunity to learn all skills required in the curriculum. Children’s progress is continuously assessed through the continuous assessment grids and online observations according to the learning objectives of each lesson. Observations are done online through an application called Tapestry. Data from Tapestry is closely monitored by the EYFS coordinator. Data from Tapestry is used with the tracking ladders to directly inform the end of term report. Children are consistently pushed to extend their learning in each activity. At every mid-term teachers look at each child’s next steps according to Tapestry and the continuous assessment tracking ladders and use these results to inform their planning. At the end of the term teachers are given a week to make sure each child has an observation in each learning objective and each child is at the correct level against their age related expectations. Children who are not making the desired level of progress are highlighted and included in an IEP (Individual Education Plan). Cause for concern meetings are held with parents to notify them of the action that we have taken to better support their child. Once the assessment week is complete we use this data to inform end of term reports. Each term school visits are organised to further enhance learning and develop links within the community. These events include activities in the snow, to the farm and with other groups. Each term parents are invited to come and share in their child’s learning during ‘stay and play’ mornings, ‘reading breakfasts’ and other activities during specialist weeks. Our parents are one of our most valuable resources. At the beginning of each academic year parents are invited to a ‘Welcome Meeting’ where the EYFS coordinator outlines the curriculum and the expectations for the year. Parents of F1 are also invited to bring their child in for a welcome to school day in August before school starts to meet the teacher and give the child the opportunity to familiarise themselves with the new environment. There after several workshops are provided for the parents to help them better understand the curriculum, learn what kinds of activities their children do at school and help them to support their child at home. Parents have complete access to Tapestry and their child’s learning. They are encouraged to view and upload their own observations of their child’s learning at home. We encourage them to share pieces of work on the Parent Proud Cloud display in the EYFS building. This gives us more information about each child holistically and decreases the gap between school and home. 1 Curriculum

Key Stage 1 consists of Years 1 and 2. The courses for KS1 are designed to meet the requirements of the National Curriculum of England. Subjects:  English  Mathematics  Science  Arabic  Islamic Studies / Citizenship  Art and Design  Topic (History / Geography)  ICT  P.E.  Music  Qatar History

In addition to these subjects, children also have a Philosophy for Children (P4C) lesson and a PSHE lesson each week.

English

At NBS Muraikh, we follow the English Programmes of Study as set out in the National Curriculum (2014). In KS1 English, children develop skills in reading, writing, speaking and listening. They will be introduced to a range of materials, including stories, poems and plays, non-fiction and information books and will start writing their own versions of familiar stories as well as pieces of non-fiction. By the end of KS1 they will be planning their work and writing longer pieces with a beginning, middle and conclusion.

The principle aim for English in the national curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The national curriculum for English aims to ensure that all pupils:

 read easily, fluently and with good understanding  develop the habit of reading widely and often, for both pleasure and information  acquire a broad vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language  appreciate our rich and varied literary heritage  write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences  use discussion in order to learn; learners should be able to elaborate and explain clearly their understanding and ideas  are competent in the art of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

It is essential that children are immersed in a rich literary environment both at home and at school. In , children will be sent home each week with a book to read. Every half term we hold a reading breakfast and invite parents in to read with their children. We hold our book week at the beginning of the year to promote reading for enjoyment from the first day. The children visit the library once a week and bring a book home to read with their parents.

Mathematics

At NBS, Muraikh we follow the Mathematics Programme of Study as set out in the National Curriculum (2014). The principal focus of mathematics teaching in KS1 is to ensure that pupils develop confidence and mental fluency with whole numbers, counting and place value. This should involve working with numerals, words and the four operations, including with practical resources [for example, concrete objects and measuring tools].

At this stage, pupils should develop their ability to recognise, describe, draw, compare and sort different shapes and use the related vocabulary. Teaching should also involve using a range of measures to describe and compare different quantities such as length, mass, capacity/volume, time and money. By the end of Year 2, pupils should know the number bonds to 20 and be precise in using and understanding place value. An emphasis on practice at this early stage will aid fluency.

Science

The principal focus of science teaching in KS1 is to enable pupils to experience and observe phenomena, looking more closely at the natural and humanly-constructed world around them. Pupils will be encouraged to be curious and ask questions about what they notice. They will be helped to develop their understanding of scientific ideas by using different types of scientific enquiry to answer their own questions, including observing changes over a period of time, noticing patterns, grouping and classifying things, carrying out simple comparative tests, and finding things out using secondary sources of information. Pupils should begin to use simple scientific language to talk about what they have found out and communicate their ideas to a range of audiences in a variety of ways. Most of the learning about science will be done through the use of first-hand practical experiences, but there should also be some use of appropriate secondary sources, such as books, photographs and videos. We encourage the teachers to use our science room when conducting experiences or planting seeds to observe their growth and change over time. The children will be studying the following topics in KS1:  Year 1: Plants; Animals including Humans; Everyday Materials; Seasonal Changes  Year 2: Living Things & Habitats; Plants; Animals including Humans; Uses of Everyday Materials

Arabic, Islamic Studies and Qatar History in Primary

The Arabic curriculum consists of two levels. Each level aims to help pupils acquire good speaking, listening and reading skills. Easy Arabic lessons help beginners build a gradual interest in developing practical linguistic skills in listening, speaking, reading and writing. All this aims to help the pupil be able to pronounce and speak Arabic more fluently. Children receive 4 Arabic lessons each week.

Features of an Arabic lesson:  The build-up of linguistic skills to cater to different levels in Arabic  Focus on reading and listening - this is very practical for beginners  An increase of Arabic-language skills delivered in a fun and exciting way  The ability of pupils to read properly is enhanced by starting with phonetic awareness and then reading aloud.  Pupils’ physical and mental abilities are expanded by doing text-level work or grammar- based book exercises such as: o Providing word synonyms, antonyms and singular, dual and plural forms o Comprehending over 80% of Arabic texts o Building correctly structured and meaningful sentences and short paragraphs, while looking at picture prompts and discussing the lesson’s subjects o Forming basic Arabic sentences, then applying advanced structures to re- form those sentences and use them in daily life. o Writing sentences related to lesson’s subjects, then correcting mistakes by writing words phonetically.

Islamic Studies and Qatar History These lessons are taught by the Arabic department staff. Non-Arabic speakers will receive the Qatar History programme in English. We follow the standards of the Ministry of Education and Higher Education for the teaching of Arabic, Islamic Studies and The History of Qatar. Pupils within Key Stages 1 and 2 currently receive:  2 lessons of Islamic Studies per week  1 lesson of ‘The History of Qatar’ per week

History

In Key Stage 1, pupils should develop an awareness of the past, using common words and phrases relating to the passing of time. They should know where the people and events they study fit within a chronological framework and identify similarities and differences between ways of life in different periods. They should use a wide vocabulary of everyday historical terms. They should ask and answer questions, choosing and using parts of stories and other sources to show that they know and understand key features of events. They should understand some of the ways in which we find out about the past and identify different ways in which it is represented.

Pupils will be taught about:  changes within living memory.  events beyond living memory that are significant nationally or globally  the lives of significant individuals in the past who have contributed to national and international achievements. Some should be used to compare aspects of life in different periods [for example, Elizabeth I and Queen Victoria, Christopher Columbus and Neil Armstrong, William Caxton and Tim Berners-Lee, Pieter Bruegel the Elder and LS Lowry, Rosa Parks and Emily Davison, Mary Seacole and/or Florence Nightingale and Edith Cavell]  significant historical events, people and places in their own locality.

Geography

In Key Stage 1, pupils should develop knowledge about the world, the United Kingdom and Qatar. They should understand basic subject-specific vocabulary relating to human and physical geography and begin to use geographical skills, including first-hand observation, to enhance their locational awareness. Pupils will be taught:

Locational knowledge  To name and locate the world’s seven continents and five oceans  To name, locate and identify characteristics of the four countries and capital cities of the United Kingdom and its surrounding seas.

Place knowledge  To understand geographical similarities and differences through studying the human and physical geography of a small area of the United Kingdom, and of a small area in a contrasting non-European country  Human and physical geography  To identify seasonal and daily weather patterns in the United Kingdom and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles  To use basic geographical vocabulary in referring to: -  Key physical features, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation, season and weather  Key human features, including: city, town, village, factory, farm, house, office, port, harbour and shop.

Geographical skills and fieldwork  To use world maps, atlases and globes to identify the United Kingdom and its countries, as well as the countries, continents and oceans studied at this key stage  To use simple compass directions (North, South, East and West) and locational and directional language [for example, near and far; left and right], to describe the location of features and routes on a map.

ICT - Computing at Key Stage 1

Computing is taught through specialist lessons in Key Stage 1. Pupils will take part in a computing lesson once a week. As well as this, a number of opportunities for children to be using different technologies in the classroom to support other curriculum areas will occur each week.

Pupils will be taught to:  To understand what algorithms are; how they are implemented as programmes on digital devices; and that programs execute by following precise and unambiguous instructions  To create and debug simple programmes  To use logical reasoning to predict the behaviour of simple programmes  To use technology purposefully to create, organise, store, manipulate and retrieve digital content  To recognise common uses of information technology beyond school  To use technology safely and respectfully, keeping personal information private; identify where to go for help and support when they have concerns about content or contact on the internet or other online technologies.

Art and Design

Pupils are taught:  To use a range of materials creatively to design and make products  To use drawing, painting and sculpture to develop and share their ideas, experiences and imagination  To develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space  About the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work.

Music

At Key Stage 1 Music is taught in class and is enjoyable, practical hands on lessons. Pupils will be taught:  To use their voices expressively and creatively by singing songs and speaking chants and rhymes  To listen with concentration and understanding to a range of high-quality live and recorded music  To experiment with, create, select and combine sounds using the inter-related dimensions of music.

Physical Education

Physical education is taught as a specialist subject; it is essential that children are in the correct PE clothing for their weekly lessons. Pupils will develop fundamental movement skills, become increasingly competent and confident and access a broad range of opportunities to extend their agility, balance and coordination, individually and with others. They will be able to engage in competitive (both against self and against others) and co-operative physical activities, in a range of increasingly challenging situations.

Pupils will be taught:  To master basic movements including running, jumping, throwing and catching, as well as developing balance, agility and co-ordination, and begin to apply these in a range of activities  To participate in team games, developing simple tactics for attacking and defending  To perform dances using simple movement patterns.

Key Stage 2 Curriculum

Key Stage 2 consists of Years 3 - 6 – often divided into Lower KS2 (Years 3 and 4) and Upper KS2 (Years 5 and 6). At NBS Muraikh, we follow the Programmes of Study as set out in the National Curriculum of England.

Subjects:  English  Mathematics  Science  Arabic  Islamic Studies / Citizenship  History  Geography  Art and Design  P.E.  Qatar History  French  ICT  Music

In addition to these subjects, pupils also receive one lesson each week in Philosophy for Children (P4C) and one lesson in PSHE.

English

The English Programmes of Study as set out in the National Curriculum in England (2014). In Key Stage 2, children develop skills in speaking, listening, reading and writing. They learn to express themselves creatively and imaginatively and to communicate with others effectively. Children learn to become enthusiastic and critical readers of stories, poetry and drama as well as non- fiction and media texts. Studying English helps children understand how language works by looking at its patterns and structure enabling them to adapt what they say and write in different situations.

The overarching aim for English in the National Curriculum is to promote high standards of language and literacy by equipping pupils with a strong command of the spoken and written word, and to develop their love of literature through widespread reading for enjoyment. The National Curriculum for English aims to ensure that all pupils:  read easily, fluently and with good understanding  develop the habit of reading widely and often, for both pleasure and information  acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language  appreciate our rich and varied literary heritage  write clearly, accurately and coherently, adapting their language and style in and for a range of contexts, purposes and audiences  use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas  are competent in the arts of speaking and listening, making formal presentations, demonstrating to others and participating in debate.

It is essential that children are immersed in a rich literary environment both at home and at school. In Key Stage 2, every child will be sent home each week with a book to read and a book from the Library.

Mathematics

At NBS Muraikh, we follow the Mathematics Programme of Study as set out in the National Curriculum (2014).

Year 3 and Year 4 (Lower Key Stage 2) The principal focus of Mathematics teaching in Lower Key Stage 2 is to ensure that pupils become increasingly fluent with whole numbers and the four operations, including number facts and the concept of place value. This ensures that pupils develop efficient written and mental methods and perform calculations accurately with increasingly large whole numbers. At this stage, pupils develop their ability to solve a range of problems, including with simple fractions and decimal place value. Teaching also ensures that pupils draw with increasing accuracy and develop mathematical reasoning so they can analyse shapes and their properties, and confidently describe the relationships between them. It should ensure that they could use measuring instruments with accuracy and make connections between measure and number.

By the end of Year 4, pupils should have memorised their multiplication tables up to and including the 12 multiplication table and show precision and fluency in their work. Pupils should read and spell mathematical vocabulary correctly and confidently, using their growing word reading knowledge and their knowledge of spelling.

Year 5 and Year 6 (Upper Key Stage 2) The principal focus of mathematics teaching in Upper Key Stage 2 is to ensure that pupils extend their understanding of the number system and place value to include larger integers. This should develop the connections that pupils make between multiplication and division with fractions, decimals, percentages and ratio.

At this stage, pupils develop their ability to solve a wider range of problems, including increasingly complex properties of numbers and arithmetic, and problems demanding efficient written and mental methods of calculation. With this foundation in arithmetic, pupils are introduced to the language of algebra as a means for solving a variety of problems. Teaching in geometry and measures should consolidate and extend knowledge developed in number. Teaching should also ensure that pupils classify shapes with increasingly complex geometric properties and that they learn the vocabulary they need to describe them.

By the end of Year 6, pupils should be fluent in written methods for all four operations, including long multiplication and division, and in working with fractions, decimals and percentages. Pupils should read, spell and pronounce mathematical vocabulary correctly.

Science

Year 3 and Year 4 (Lower Key Stage 2) The principal focus of science teaching in Lower Key Stage 2 is to enable pupils to broaden their scientific view of the world around them. They do this through exploring, talking about, testing and developing ideas about everyday phenomena and the relationships between living things and familiar environments, and by beginning to develop their ideas about functions, relationships and interactions. They should ask their own questions about what they observe and make some decisions about which types of scientific enquiry are likely to be the best ways of answering them, including observing changes over time, noticing patterns, grouping and classifying things, carrying out simple comparative and fair tests and finding things out using secondary sources of information. They draw simple conclusions and use some scientific language, first, to talk about and, later, to write about what they have found out. Year 3 – Plants, Animals including Humans, Rocks, Light, Forces and Magnets Year 4 – Living Things and their Habitat, Animals including Humans, States of Matter, Sound, and Electricity.

Year 5 and Year 6 (Upper Key Stage 2) The principal focus of science teaching in Upper Key Stage 2 is to enable pupils to develop a deeper understanding of a wide range of scientific ideas. They do this through exploring and talking about their ideas; asking their own questions about scientific phenomena; and analysing functions, relationships and interactions more systematically. At Upper Key Stage 2, they should encounter more abstract ideas and begin to recognise how these ideas help them to understand and predict how the world operates. They also begin to recognise that scientific ideas change and develop over time. They select the most appropriate ways to answer science questions using different types of scientific enquiry, including observing changes over different periods of time, noticing patterns, grouping and classifying things, carrying out comparative and fair tests and finding things out using a wide range of secondary sources of information. Pupils should draw conclusions based on their data and observations, use evidence to justify their ideas, and use their scientific knowledge and understanding to explain their findings. Year 5 – Living Things and their Habitats, Animals including Humans, Properties of Materials, Earth and Space, Forces Year 6 – Living Things and their Habitats, Animals including Humans, Adaptations and Inheritance, Light, Electricity

History

In Key Stage 2, pupils continue to develop a chronologically secure knowledge and understanding of British, local and world history, establishing clear narratives within and across the periods they study. They note connections, contrasts and trends over time and develop the appropriate use of historical terms. They should regularly address and sometimes devise historically valid questions about change, cause, similarity and difference, and significance. They should construct informed responses that involve thoughtful selection and organisation of relevant historical information. They learn how knowledge of the past is constructed from a range of sources.

Geography

In Key Stage 2, pupils should extend their knowledge and understanding beyond the local area to include the United Kingdom and Europe, North and South America and the Middle East. This will include the location and characteristics of a range of the world’s most significant human and physical features. They should develop their use of geographical knowledge, understanding and skills to enhance their locational and place knowledge. Pupils will be taught:

Locational knowledge  To locate the world’s countries, using maps to focus on Europe (including the location of Russia) and North and South America, concentrating on their environmental regions, key physical and human characteristics, countries, and major cities  To name and locate counties and cities of the United Kingdom, geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time  To identify the position and significance of latitude, longitude, Equator, Northern Hemisphere, Southern Hemisphere, the Tropics of Cancer and Capricorn, Arctic and Antarctic Circle, the Prime/Greenwich Meridian and time zones (including day and night)

Place knowledge  To understand geographical similarities and differences through the study of human and physical geography of a region of the United Kingdom, a region in a European country, and a region within North or South America

Human and physical geography To describe and understand key aspects of:  Physical geography, including: climate zones, biomes and vegetation belts, rivers, mountains, volcanoes and earthquakes, and the water cycle  Human geography, including: types of settlement and land use, economic activity including trade links, and the distribution of natural resources including energy, food, minerals and water

Geographical skills and fieldwork  To use maps, atlases, globes and digital/computer mapping to locate countries and describe features studied  To use the eight points of a compass, four and six-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world  To use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies

Computing

Computing is taught through specialist lessons in Key Stage 2. Children will take part in a computing lesson once a week. As well as this a number of opportunities for children to be using different technologies in the classroom to support other curriculum areas will occur each week. Pupils should be taught to:  design, write and debug programmes that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts  use sequence, selection, and repetition in programmes; work with variables and various forms of input and output  use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programmes  understand computer networks including the internet; how they can provide multiple services, such as the world wide web; and the opportunities they offer for communication and collaboration  use search technologies effectively, appreciate how results are selected and ranked, and be discerning in evaluating digital content  select, use and combine a variety of software (including internet services) on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information  use technology safely, respectfully and responsibly; recognise acceptable/unacceptable behaviour; identify a range of ways to report concerns about content and contact. French

All children from Year 3 to Year 6 will learn French. They will study different topics in French ranging from numbers and the alphabet, to being able to introduce themselves in French and talk about their families. French is taught by a specialist French teacher.

Art and Design

The work completed in Art will enhance the subjects/topics being taught in class. Pupils should be taught to develop their techniques, including their control and their use of materials, with creativity, experimentation and an increasing awareness of different kinds of art, craft and design. Pupils should be taught:  To create art work to record their observations and use them to review and revisit ideas  To improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]  About great artists, architects and designers in history.

Music

In Key Stage 2 music is taught in class in practical hands on lessons. Pupils should be taught to sing and play musically with increasing confidence and control. They should develop an understanding of musical composition, organising and manipulating ideas within musical structures and reproducing sounds from aural memory. Pupils should be taught to:  Play and perform in solo and ensemble contexts, using their voices and playing musical instruments with increasing accuracy, fluency, control and expression  Listen with attention to detail and recall sounds with increasing aural memory  Use and understand staff and other musical notations  Appreciate and understand a wide range of high-quality live and recorded music drawn from different traditions and from great composers and musicians  Develop an understanding of the history of music.

Physical Education

Physical education is taught as a specialist subject; children wear PE clothing for their weekly lessons. Pupils continue to apply and develop a broader range of skills, learning how to use them in different ways and to link them to make actions and sequences of movement. They enjoy communicating, collaborating and competing with each other. They should develop an understanding of how to improve in different physical activities and sports and learn how to evaluate and recognise their own success.

Pupils are taught to:  Use running, jumping, throwing and catching in isolation and in combination  Play competitive games, modified where appropriate [for example, badminton, basketball, cricket, football, hockey, netball, rounders and tennis], and apply basic principles suitable for attacking and defending  Develop flexibility, strength, technique, control and balance [for example, through athletics and gymnastics]  Perform dances using a range of movement patterns  Take part in outdoor and adventurous activity challenges both individually and within a team  Compare their performances with previous ones and demonstrate improvement to achieve their personal best.

Key Stage Three (Years Seven, Eight and Nine). All students follow the British National Curriculum The Key Stage Three curriculum builds on the experiences students have had at their . Our aim is to transfer the skills and attributes from the primary phase and introduce teaching by subject specialists. In particular, we encourage students to use their skills across the curriculum and not to confine them to the subject in which they happen to be learned. The subjects currently offered are: English, Mathematics, Science, ICT, History, Geography, French, Arabic, Islamic Studies, Qatar History, P.E., Art, with English, Science and Mathematics being taught each day of the academic week. Within the structure of the National Strategies, the Programmes of Study set out what students should be taught, and the attainment target sets out the expected standards of students' performance. The aim of KS3 is to focus upon the practical development of the skills needed as to develop the students to become successful learners who enjoy learning, make progress and achieve; confident individuals who are able to live safe, healthy and fulfilling lives and responsible citizens who make a positive contribution to society. English A core subjects in Key Stage Three, the National Curriculum of England and will be followed, covering all essential areas of study. Students will receive five English lessons per week, comprising written work; comprehension and language, speaking and listening and literature. Extra attention will be given to spelling and vocabulary in an effort to raise Literacy levels across the Key Stage. All students are encouraged to read privately on a daily basis and two English homework tasks will be set each week. Mathematics Years Seven, Eight and Nine follow the National Curriculum for England and Wales. Every week the students receive five lessons in mathematics. Class work is then consolidated by homework, which is an integral part of the course as it helps to highlight any problems the student may be experiencing and can be quickly rectified. A class test is given at the end of each topic. By the end of students should be able to accurately apply mathematics in the classroom, communicate mathematics effectively and use mathematics tools and methods preparing them for entry into .

Science Key Stage Three Science offers opportunities for students to enjoy and experience a broad, well- rounded introduction to Science. The course is split into discrete units of Biology, Chemistry and Physics spaced throughout the year. These are arranged specific topics, which will then build into the contents taught at GCSE. Students will:

 build in their Scientific knowledge and understanding from Key Stage Two and make connections between different areas of Science  use Scientific ideas and models to explain phenomena and events  understand a range of familiar applications of Science  think about the advantages and drawbacks of Scientific and technological developments for the environment and in other contexts, considering the reasons for different opinions  carry out investigations of different types, on their own and in groups, making use of reference sources and evaluation their work.  learn how Scientists work and the importance of experimental evidence in supporting scientific ideas.

History The teaching of History follows the National Curriculum of England and Wales. The development of society is studied via the role of explorers, writers, composers, artists, soldiers and politicians, amongst others. However, as of this year, each year group has included a unit on the History of Qatar. Topics take a thematic approach, helping students to see links between topics, spot changes, and note continuity over time. Students are taught the importance and relevance of the more significant periods. Students will have three lessons per week and will be expected to complete one hour of homework as well. Geography The teaching of Geography follows the National Curriculum and it is a subject that stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and changing world. Geographical issues are examined in the local, regional and global scales, and students have opportunities to investigate a variety of themes. Topics such as physical landscapes and mapping are studied in , population and weather in , while earth forces and resources are taken in Year Nine. In addition to classroom teaching students are encouraged to carry out individual research, and there will be fieldwork activities done outside of the classroom. Arabic In Key Stage Three, all students are taught Arabic twice a week. They are two classes of Arabic in this school: Easy Arabic and Hard Arabic. In Hard Arabic, students are taught grammar rules, reading comprehension and composition. The books used for this subject are provided from the government. In Easy Arabic, students are taught spelling, speaking and writing skills. The Arabic department adheres to the requirements as set out by the Ministry of Education. French In Key Stage Three, all students are taught French twice a week and homework is set once a week as to reinforce what has been taught in class previously. The lessons are mainly taught in the target language for the learners to adapt and get more familiar with the French sounds. Students are assessed in four skills: listening, speaking, writing and reading. Students are encouraged to work in groups as it is an important tool for the future. Computing The course followed is based on the National Curriculum of England and Wales. Students will have the opportunity to learn about different devices; the effects of ICT in society; they will use the Internet & Web design packages, Microsoft Office, Network topology and computer graphics. Art and Design The programs of study in Art and Design; knowledge, skills and understanding set out what students should be taught and provide the basis for schemes of work. Teaching ensures that investigating and making includes exploring, developing ideas, evaluating, and developing work. Knowledge and understanding should inform this process Art and Design covers such topics as: drawing, painting, 3-D construction, design, collage and printmaking. Students take two lessons of Art and Design a week and develop their creativity and imagination through skills and extend their knowledge and experience of materials, processes and practices. P.E. The P.E department follows the National Curriculum for England & Wales, therefore all students take part in P.E. lessons every week. Practical lessons are split into three main parts. Each lesson begins with a warm up and stretch for all students, followed by the lesson objectives. The students then are led through practical demonstrations of specific skills relating to the sport and are then given a chance to put the practical demonstrations into play during a game situation Students in secondary have the opportunity to take part in sports within the ECA (Extra Curricular Activities) programme after school throughout all three terms. Students will also be chosen to represent Newton School in sporting competitions throughout Qatar involving a number of different schools. Islamic Studies Islamic Studies in Secondary is taught once a week for Islamic students. Homework is given once a week. Islamic Studies is provided only for Arabic students. The books used for this subject are provided by the Ministry. Students learn skills such as listening and understanding the Qu'ran and on how to lead a good life as a Muslim.

Qatar History These lessons are taught by the Arabic department staff for fluent Arabic speakers. Non-Arabic speakers will receive instruction from their class teachers in Citizenship when Islamic is being taught and the Qatar History programme will be delivered to them in English.

Key Stage 4

Option Blocks for 2019-10

Compulsory

Mathematics (5 lessons)

English as an additional language (5 lessons)

Information and Communication Technology (3 lessons)

Islamic (2 lessons)

PE (1 lesson)

Tutorial (1 lesson)

Options

One subject from each of the 6 blocks. There are 3 lessons for each subject.

Boys

Block A Block B Block C Block D Block E Block F Arabic Language Art Business Studies History French Travel & Tourism History Geography Arabic Language Biology Chemistry Physics

Girls

Block A Block B Block C Block D Block E Block F Travel & Tourism French History Arabic Language Art Arabic Language Physics Chemistry Biology Business Studies Geography History

Additional non-IGCSE compulsory subjects Islamic Studies Qatar Ministry Curriculum in Year 10 Only – This is not an accredited IGCSE subject by Cambridge International or Edexcel

OR

Citizenship/Life Skills (UK National Curriculum) – This is not an accredited IGCSE subject by Cambridge International or Edexcel

All students will take 1 lesson of PE. English as a First Language (available from year 11, dependent on outcomes in Year 10)

Course Introduction Students who study first language are generally mother tongue speakers of English, but there may be exceptions. Pupils need to have accurate language skills and be confident readers and lateral thinkers to cope with English First Language. The course enables pupils to take English Language at A level and to then study at an English medium university. English First Language course comprises written coursework as well as a written language exam. Pupils who do not make sufficient progress on the Extended Tier will be moved to the Core Tier if they are mother tongue speakers, or they will be moved to English Second Language if they are second language or additional language speakers. These moves are at the discretion of the English Department and they are not negotiable.

Summary of the Programme Students focus on writing for specific purposes and audiences and adjust their writing to suit these needs. They will learn new skills and writing techniques, which allows them to do this. They will also learn reading for meaning and learn how to identify implicit meaning in writing. These skills will allow them to study English at a higher level anywhere in the world as the Cambridge First Language course is recognized internationally and gives a solid foundation for further study. English as a Second Language

Course Introduction Pupils who study this IGCSE are not native speakers and they are studying English as a Second Language or as an Additional Language. This course enables pupils to live in an English speaking country. The two-year course comprises a written language exam, a listening exam and speaking coursework. The emphasis is on understanding both written and spoken discourse. Pupils who are unable to make sufficient progress on the Extended Tier will be moved to the Core Tier. These moves are at the discretion of the English Department and are not negotiable

Summary of the Programme Students will study reading, writing, speaking and listening skills, which will enable them to improve their all-round English proficiency. These skills are developed through tasks in class, group work and constant studying of past exam papers. Students are encouraged to use English in everyday situations and use their experience to construct this. The course therefore gives students a strong basis for living in countries where English is spoken and allows them to communicate with millions of people worldwide

Mathematics Course Introduction Students of our Edexcel International GCSE in Mathematics A will build a foundation of mathematical skills, develop their knowledge and understanding of mathematical concepts and techniques, and gain confidence in using mathematics to solve problems. This is a compulsory subject.

Summary of the Programme

The Edexcel International GCSE in Mathematics A specification is assessed through two papers, with two tiers of entry to allow students to be entered for the appropriate level. Focusing on mathematical skills, techniques and concepts and how to use them to solve problems, it is designed as a two-year course for teaching in international schools and colleges and UK independent schools.

Arabic as a First Language

Course Introduction This First Language syllabus develops learners' ability to communicate clearly, accurately and effectively. They learn how to employ a wide-ranging vocabulary, use correct grammar, spelling and punctuation, and develop a personal style and an awareness of the audience being addressed Learners are also encouraged to read widely, both for their own enjoyment and in order to develop an appreciation of how writers achieve their effects. The syllabus also complements other areas of study by encouraging skills of more general application.

Summary of the Program IGCSE First Language qualifications are accepted by universities and employers as proof of knowledge and understanding of a language. Successful candidates gain lifelong skills including:

• The ability to communicate clearly, accurately and effectively in writing • The ability to use a wide range of vocabulary, correct grammar, spelling and punctuation • A personal style and an awareness of the audience being addressed.

Students are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which the language can be used. Cambridge IGCSE First Language qualifications also develop more general analysis and communication skills such as synthesis, inference, and the ability to order facts and present opinions effectively

French Course Introduction The purpose of the Modern Foreign Languages (MFL) programme is to develop the skills of listening, speaking, reading and writing. This is done through purposeful and fun activities, which build up language gradually. The emphasis is on real language which will help the student to communicate in the target language. The student will develop the knowledge and understanding necessary for effective interaction in French. Students will also develop knowledge of the culture of French-speaking communities and an understanding of the interdependence of language and culture, thereby encouraging reflection on their own cultural heritage.

Summary of the Programme The two-year syllabus content is organised around five broad topic areas which provide contexts for the acquisition of vocabulary, the study of grammar and structures in French. The topic areas are:

•Home and abroad: life in the town and rural life, weather and climate; travel, transport and directions, holidays •Education and employment: childhood, school life and routine, work and careers, future plans. •House, home and daily routines: homes, family, friends, food and drinks. •The modern world and the environment: environment, media, new technologies •The social studies, fitness and health: special occasions, hobbies, interests, sports, shopping, common ailments.

Physics

Course Introduction The course gives the students the opportunity to experience physics within the context of their general education. It includes aspects of science appropriate for the 21st century. It provides a sound foundation of progression to further study in GCE Advanced Subsidiary and Advanced Level Physics. The aims of the syllabus listed below describe the educational purposes of this examination. The aims of the syllabus are not listed in order of priority: ● learn about the unifying patterns and themes of physics ● acquire knowledge and understanding of physical facts, concepts and principles ● appreciate the practical nature of physics, developing experimental and investigative skills based on correct and safe laboratory techniques ● appreciate the importance of accurate experimental work and reporting as scientific methods ● develop a logical approach to problem solving in a wider context ● evaluate, in terms of their scientific knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects ● select, organise and present information clearly and logically, using appropriate scientific terms and conventions ● prepare for more advanced courses in physics and for other courses which require them to have a knowledge of physics. Summary of the programme The main areas of study covered in physics are: ● Forces and motion ● Electricity ● Waves ● Energy resources and energy transfer ● Solids, liquids and gases ● Magnetism and electromagnetism ● Radioactivity and particles ● Astrophysics Chemistry

Course Introduction The course gives the students the opportunity to experience chemistry within the context of their general education. It includes aspects of science appropriate for the 21st century. It provides a sound foundation of progression to further study in GCE Advanced Subsidiary and Advanced Level chemistry. The aims of the syllabus listed below describe the educational purposes of this examination. The aims of the syllabus are not listed in order of priority: ● learn about the unifying patterns and themes of chemistry ● acquire knowledge and understanding of chemical facts, concepts and principles ● appreciate the practical nature of chemistry, developing experimental and investigative skills based on correct and safe laboratory techniques ● appreciate the importance of accurate experimental work and reporting as scientific methods ● develop a logical approach to problem solving in a wider context ● understand the widespread importance of chemistry and how materials are used in the world ● evaluate, in terms of their chemical knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects ● select, organise and present information clearly and logically, using appropriate scientific terms and conventions ● prepare for more advanced courses in chemistry and for other courses which require them to have a knowledge of chemistry.

Summary of the programme The main areas of study covered in chemistry are: ● Principles of chemistry ● Inorganic chemistry ● Physical chemistry ● Organic chemistry

Biology

Course Introduction The course gives students the opportunity to experience biology within the context of their general education. It includes aspects of science appropriate for the 21st century. It provides a sound foundation for progression to further study in GCE Advanced Subsidiary and Advanced Level Biology.

The aims of the syllabus listed below describe the educational purposes of this examination. The aims of the syllabus are not listed in order of priority.

● learn about the unifying patterns and themes of biology ● acquire knowledge and understanding of biological facts, concepts and principles and the skills needed to use them in new and changing situations ● appreciate the practical nature of biology, developing experimental and investigative skills based on correct and safe laboratory techniques ● appreciate the importance of accurate experimental work and reporting as scientific methods sustain and develop an enjoyment of, and interest in, the study of living organisms ● evaluate, in terms of their biological knowledge and understanding, the benefits ● and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects ● select, organise and present information clearly and logically, using appropriate scientific terms and conventions ● prepare for more advanced courses in biology and for other courses which require them to have a knowledge of biology.

Summary of the Programme The main areas of study covered in Biology are: ● The nature and variety of living organisms ● Structures and functions in living organisms ● Reproduction and inheritance ● Ecology and the environment ● Use of biological resources

Science (Dual Award)

Course Introduction The course gives the students the opportunity to experience science within the context of their general education. It includes aspects of science appropriate for the 21st century. It takes approximately two-thirds of the subject content of each of the Edexcel International GCSEs in single sciences (Biology, Chemistry and Physics), and combines them into an International GCSE in Science (Double Award) worth two GCSEs. The aims of the syllabus listed below describe the educational purposes of this examination. The aims of the syllabus are not listed in order of priority:

● acquire scientific knowledge and facts, and an understanding of scientific concepts, principles, themes and patterns ● appreciate the practical nature of science, acquiring experimental skills based on correct and safe laboratory techniques ● appreciate the importance of accurate experimental work and reporting as scientific methods ● form hypotheses and design experiments to test them ● sustain and develop an enjoyment of, and interest in, the scientific world ● evaluate, in terms of their scientific knowledge and understanding, the benefits and drawbacks of real-life applications of science, including their everyday, industrial and environmental aspects ● select, organise and present information clearly and logically, using appropriate scientific terms and conventions ● prepare for more advanced courses in each of the three scientific disciplines which comprise this specification.

Summary of the Programme

Biology

● The nature and variety of living organisms ● Structures and functions in living organisms ● Reproduction and inheritance ● Ecology and the environment ● Use of biological resources Chemistry ● Principles of chemistry ● Inorganic chemistry ● Physical chemistry ● Organic chemistry

Physics ● Forces and motion ● Electricity ● Waves ● Energy resources and energy transfer ● Solids, liquids and gases ● Magnetism and electromagnetism ● Radioactivity and particles ● Astrophysics Geography

Course Introduction

The IGCSE in Geography enables students to apply and build on the fundamental building blocks of geographical knowledge learnt in KS3. To actively engage in the process of geographical enquiry to develop as effective and independent learners and as critical and reflective thinkers with enquiring minds by doing geographical fieldwork.

It will develop their knowledge and understanding of geographical concepts and appreciate the relevance of these concepts to our changing world. The IGCSE aims to develop a framework of spatial awareness in which to appreciate the importance of the location of places and environments from a local to global scale.

Geography students will be developing and learning to apply practical geographical enquiry skills in a series of fieldwork trips. So data collection and presentation, analysis and drawing conclusions are essential elements and skills of this 2 year course.

Summary of the Programme There are 4 areas of study in this two year course:

Section A – The Natural Environment

Section B – People and their Environments

Section C – Practical Geographical Enquiry

Section D – Global Issues History Course Introduction This year we are teaching from a new scheme of work that looks at a variety of countries from around the world. The History IGCSE we have chosen is a study of revolutions and disputes around the world. It has studies on the French Revolution; The Civil Rights Movement in America; The Russian Revolution and the Chinese Revolution. Summary of the programme

History is about the skills required to understand the past. It is about understanding evidence from the past and how historians themselves interpret and evaluate this evidence. These skills are the core of the programme and are the basis of the continuous assessment and exams of the course. This is a two year course with a final exam at the end. The purpose of the course is to acquire knowledge and understanding of selected periods and/or aspects of history, exploring the significance of historical events, people, changes and issues. Students will also learn to be able to use historical sources critically, in context, recording significant information and reaching conclusions. They will learn to organise and communicate their knowledge and understanding of history and be able to effectively draw conclusions and make historical judgments Art and Design

Course Introduction The IGCSE Art and Design syllabus aims to encourage a student’s intellectual, imaginative, creative and intuitive capabilities. Learners gain confidence and enthusiasm as they develop technical skills, aesthetic understanding and critical judgement. Students will learn independence of mind in developing, refining and communicating their own ideas, their own intentions and their own personal outcomes to an audience. They also learn how to develop ideas from initial attempts to final solutions. An ideal foundation for further study, Cambridge IGCSE Art and Design also develops a greater awareness of the role played by the visual arts in society and in history, broadening cultural horizons and individual experience.

Summary of the Programme Cambridge IGCSE Art and Design has been designed to offer a broad choice of media and approaches so that candidates can produce a personal response and the school can play to their strengths in terms of staff, expertise and interests. The broad areas of study are: • Painting and related media • Printmaking • Three-dimensional studies • Photography, digital and lens-based media Candidates can respond to any component using any of the media above. Computing Course Introduction The Information and Communication Technology syllabus encourages learners to develop lifelong skills, which will be useful to them in their work across the curriculum and prepare them for future employment. They will develop understanding of the implications of technology in society, including social, economic and ethical uses and awareness of the ways ICT can help in home, learning and work environments.

The syllabus combines theoretical and practical studies focusing on the ability to use common software applications to solve problems, including word processors, spreadsheets, databases, interactive presentation software, web browsers and website design. Learners analyse, design, implement, test and evaluate ICT systems, ensuring that they are fit for purpose.

Summary of the Programme Cambridge IGCSE Information and Communication Technology aims to develop: Knowledge of ICT including new and emerging technologies: ● Autonomous and discerning use of ICT ● Skills to enhance work produced in a range of contexts ● Skills to analyse, design, implement, test and evaluate ICT systems ● Skills to consider the impact of current and new technologies on methods of working in the outside world and on social, economic, ethical and moral issues ● ICT-based solutions to solve problems ● The ability to recognise potential risks when using ICT, and use safe, secure and responsible practice.