CURRICULUM OVERVIEW YEAR 9 TERM 1 (SEPTEMBER – DECEMBER)

ACADEMIC YEAR 2024-2025

Curriculum Overview Year 9 Term 1 2024-2025 Page 1

Dear Parents,
The curriculum develops the following important 7 skills of students by
I am pleased to share with you the 'Year 9 Curriculum Overview' for Term I, enhancing learning experiences that they will need to survive and thrive in
which I hope you will find useful as it is designed to enable you to follow your the 21st century:
child's learning journey through the year. 1. Critical thinking and problem-solving skills to develop their skills at seeing
problems from different angles and formulating their own solutions.
At PPS we aim to create young people who are committed and compassionate 2. Collaboration across networks and leading by influence to encourage
learners; empowered to fulfil their potential and be successful global citizens. students to take on different roles within their groups while working on
Our curriculum combined with the development of skills and personal collaborative tasks.
attributes helps us to achieve our school mission and vision. Wellbeing is 3. Agility and adaptability skills to make students feel comfortable with the
central to the school’s mission where learning engagements and co-curricular idea of change and be willing to adapt to the changes around them.
activities ensures inclusive learning environment and equity. 4. Initiative and entrepreneurship skills for students to be able to take initiative
and contribute to the world with their creative and innovative ideas.
Key Stage 3 5. Effective oral and written communication skills for students to be able to
speak and write confidently with clarity including the use of technology
Key Stage 3 is comprised of three-year groups, Years 7, 8 and 9. Students find available to help check their writing.
the learning in these year groups an exciting and dynamic transition point in 6. Accessing and analysing information skills to be able to learn the difference
their lives as the Key Stage provides a stepping-stone and pathway between between factual information and factual-sounding opinions, identify reliable
the Primary School and the (I)GCSE examination years. The Cambridge Lower sources of information when searching online resources.
Secondary Curriculum is followed with modifications to reflect the school's 7. Encourage and further enhance curiosity and imagination skills of students
international context and focus on developing lifelong learners prepared for to be able to apply them creatively and purposefully.
the challenges of the (I)GCSEs.
Onward and Upward towards a successful new academic year 2024-2025!
The major emphasis in these years is to learn and consolidate new concepts
and skills that form a strong foundation for the Higher Secondary years in Key Tasneem Usman
Stage 4. These learnings then culminate into specialised learning in Key Stage
Head of Secondary
5. In Key Stage 3, students follow a broad and balanced curriculum which
includes the following subjects: English, Mathematics, Science, Islamic
Education, Arabic, Moral Social Cultural Studies, Computing, Geography,
History, Art and Design and Physical Education.

The curriculum fosters five aspects of High-Quality learning: being informed,

being ambitious, engaging with the world, personalising the experience,
collaborating with others. Our aim is to enable students to think for
themselves, to develop the skills and attitudes to be lifelong learners and
enrich their lives in school and beyond. The curriculum is designed to provide
a broad range of experiences to enable students to learn and develop through
a variety of contexts within the classroom and through other aspects of school
life.

Curriculum Overview Year 9 Term 1 2024-2025 Page 2

 Cambridge Learner Attributes
CONFIDENT
01 in working with information and ideas –
their own and those of others.

RESPONSIBLE
02 for themselves, responsive to and respectful
of others.

REFLECTIVE
03 as learners, developing their ability to learn.

INNOVATIVE
04 and equipped for new and innovative
challenges.

ENGAGED
05 Intellectually and socially, ready to make a
difference.

Cambridge learner attributes support the development of five powerful and highly desirable learning habits that inspire students to love learning and help them
to lead fulfilled and successful lives. By demonstrating these attributes habitually, students approach learning by being confident, responsible, reflective, innovative
and engaged. They skilfully employ a broad range of cognitive skills and socio-emotional skills (including personality qualities such as resilience, self-motivation
and self-regulation) towards effectively managing their performance.

Curriculum Overview Year 9 Term 1 2024-2025 Page 3

 Curriculum Overview Term 1 Year 9
Academic Year 2024-2025
English Mathematics
1) Going underground Unit 1. Number and calculation
• Explore how key information helps readers understand a character's actions • Understand the difference between rational and irrational numbers.
• The effect of story structure • Use positive, negative and zero indices, and the index laws for
• Summarise impressions of a story opening multiplication and division.
• Punctuation choices used to present a character
• Understand the standard form for representing large and small
• Writing the continuation of a story in the style of an author
• Analyse how personal context affects the reading and writing of texts numbers.
• Writing a formal interview • Use knowledge of square and cube roots to estimate surds.
• Synthesise information from different sources Unit 2. Expressions and formulae
• Use voice and gesture to convey character and theme in drama • Understand that the laws of arithmetic and order of operations apply to
• Appreciate the effect of structural choices in a script algebraic terms and expressions (four operations and integer powers).
• Explore the implications of explicit information • Understand how to manipulate algebraic expressions including: expanding
• The importance of using extended metaphors to contribute to the purpose the product of two algebraic expressions, applying the laws of indices and
and effect of a text
simplifying algebraic fractions.
• Analyse the effect of structural choices in a piece of travel writing
• Discuss and give a personal response to theme and ideas across the text • Understand that a situation can be represented either in words or as an
algebraic expression, and move between the two representations (including
2) Law and Order squares, cubes and roots).
• Use reading strategies to identify key information in a non-fiction text and • Understand that a situation can be represented either in words or as a
discuss its implications formula (including squares and cubes) and manipulate using knowledge of
• Understand how the placement of different sentence types supports the inverse operations to change the subject of a formula.
purpose of a text
Unit 3. Decimals, percentages and rounding
• Analyse language and purpose in related texts, and explain how context
affects reader reaction • Multiply and divide integers and decimals by 10 to the power of any
• Identify and comment on the purpose, audience and structural features of a positive or negative number.
text • Understand compound percentages.
• Use colons and semi-colons to organise writing and create different effects • Understand that when a number is rounded there are upper and lower
• Summarise points of agreement and disagreement from a discussion limits for the original number.
• Write a descriptive account Unit 4. Equations and inequalities
• Explore the characters, events and tone of a detective story
• Understand that a situation can be represented either in words or as an
• Compare characters and ideas in two texts
equation. Move between the two representations and solve the equation
• Consider the process of deduction as a structural feature
(including those with an unknown in the denominator).

Curriculum Overview Year 9 Term 1 2024-2025 Page 4

 • Explore the implications of information in a story • Understand that the solution of simultaneous linear equations: is the pair of
• Identify the conventions of detective fiction values that satisfy both equations, can be found algebraically (eliminating
• Examine the purpose of a text to detect bias one variable) and can be found graphically (point of intersection).
• Understand that a situation can be represented either in words or as an
3) ‘The Red-Headed League’
inequality. Move between the two representations and solve linear
• Read and interpret information in the opening of a mystery story
• Consider the impact of structural events inequalities.
• Explore the presentation of characters in two texts Unit 5. Angles
• Improvise a conversation in character • Derive and use the formula for the sum of the interior angles of any
• Appreciate the development of feelings of sympathy towards a character polygon.
• Interpret details about a central character in a story • Know that the sum of the exterior angles of any polygon is 360°.
• Write a formal report • Use properties of angles, parallel and intersecting lines, triangles and
• Write and edit an ending to a mystery story involving tension, climax and quadrilaterals to calculate missing angles.
release
• Know and use Pythagoras’ theorem.
• Practise writing descriptively, using aural and tactile images
• Express a personal response to the end of a mystery story • Construct 60º, 45º and 30º angles and regular polygons.
• Explore how readers’ reactions to stories are shaped by their experiences Unit 6. Data collection and sampling
and beliefs • Select, trial and justify data collection and sampling methods to
investigate predictions for a set of related statistical questions,
4) Time considering what data to collect, and the appropriateness of each type
• Give a personal response to a writer's work (qualitative or quantitative; categorical, discrete or continuous).
• Write a poem in the style of a well known poet
• Explain potential issues and sources of bias with data collection and
• Explore the effect of images and language choices in a poem
• Discuss how personal beliefs can affect interpretations of a poem sampling methods, identifying further questions to ask.
• Write a poem using genre features Unit 7. Shapes and measurements
• Write and perform a persuasive speech • Know and use the formulae for the area and circumference of a circle.
• Discuss genre features in relation to a story • Know and recognise very small or very large units of length, capacity
• Consider how verb choices convey action, pace and atmosphere and mass.
• Analyse reasons and the effects of withholding information from readers • Estimate and calculate areas of compound 2D shapes made from
• Explore the impact of variations in speech rectangles, triangles and circles.
• Write in an informal voice
Unit 8. Fractions and recurring decimals
• Understand how variations in speech have different impact on audiences
• Deduce whether fractions will have recurring or terminating decimal
equivalents.
• Estimate, add and subtract proper and improper fractions, and mixed
numbers, using the order of operations.

Curriculum Overview Year 9 Term 1 2024-2025 Page 5

 • Estimate, multiply and divide fractions, interpret division as a
multiplicative inverse, and cancel common factors before multiplying or
dividing.
• Use knowledge of the laws of arithmetic, inverse operations,
equivalence and order of operations (brackets and indices) to simplify
calculations containing decimals and fractions.
Science Humanities

Unit 2: The excretory system Geography

• Describe the structure of the human excretory (renal) system and its
function Unit 11 Can we ever know enough about earthquakes and volcanoes to live safely?
(limited to kidneys filtering blood to remove urea, which is excreted in urine).
Unit 12 What are the challenges and opportunities facing Africa?
Unit 3: Variation and Inheritance - Locate the global distribution of volcanoes, earthquakes, mountain belts and
• Explain that chromosomes contain genes, made of DNA, and that genes plate boundaries.
contribute to the determination of an organism's characteristics. - Understand the theory of continental drift and recognise the patterns of
• Describe the role of genes in inherited variations and explain how earthquake, volcano and mountain belts as plate boundaries.
fertilization in humans occurs. - Understand the theory of plate tectonics and scientists’ evolving.
- Understand the types of plate boundary.
• Explain why organisms inherit features from both their parents.
- appreciate how scientific theories and understanding about plate tectonics
• Describe the fusion of gametes to produce a fertilised egg with a new have evolved through time through a series of discoveries.
combination of DNA. - Understand how people respond and manage risk in areas prone to
• Describe how foetus is protected as it develops and how it can be harmed . earthquake.
• Discuss how fetal development is affected by the health of the mother, - Understand the impact of development on management of natural disasters.
including the effect of diet, smoking and drugs. - Identify key features of Africa’s physical landscape, climate, environments,
population distribution and economy.
• Explain how organisms are adapted to where they live and describe what is
- Understand geographical similarities, differences and links between places
meant by Evolution. through the study of the human and physical geography of a region within
• Describe how genetic difference between organisms can lead to variation Africa, and of a region within Asia.
within the species - Know the physical landscape of Africa
• Explain ways in which organisms are adopted to their ecosystems. - Understand the pattern of climate zones and biomes across Africa
- Identify the causes and consequences of desertification in the Sahel
- Understand how biomes are formed by the interaction of the Earth’s spheres –
Unit 5: The Periodic Table
savanna.
- Understand the changing state of development across African countries.
- Understand population distribution and change in Africa.
- Understand how urbanisation is changing Africa.

Curriculum Overview Year 9 Term 1 2024-2025 Page 6

 • Understand that the structure of the Periodic Table is related to the atomic - Compare urbanisation in a region of India to a region of Africa.
structure of the elements and the Periodic Table can be used to predict an - Identify reasons for economic growth in Africa.
element’s structure and properties. - Understand and consider the reasons for China investing in and trading with
countries in Africa.
• Understand that a molecule is formed when two or more atoms join together
- Interpret statistics, graphs, population density maps and population pyramids
chemically, through a covalent bond. to investigate population change.
• Describe a covalent bond as a bond made when a pair of electrons is shared - Consider different points of view and decisions that people make to change.
by two atoms (limited to single bonds). - Apply understanding of migration and urbanisation to analyse a range of
• Describe an ion as an atom that has gained at least one electron to be geographical information about Ethiopia.
negatively charged or lost at least one electron to be positively charged. - Apply understanding of development and Sustainable Development Goals to
Africa.
• Describe an ionic bond as an attraction between a positively charged ion and -
a negatively charged ion
History
Unit7: Chemical changes Unit 7: Thematic Study: Migration to Britain through time
Unit 7A: Migration to Britain through time.
• Use word equations and symbol equations to describe reactions (balancing
symbol equations is not required). Unit 7B: Early Medieval Migration
• Use and formulae to represent scientific ideas (Criss Cross Method to Unit 7C: Late Medieval Migration, 1066 –1500
describe chemical reactions using word or symbol equations (not including
balancing) Unit 7D: Early Modern migration, 1500 – 1750
• Use word equations and symbol equations to describe reactions (balancing Unit 7E: Industrial and Imperial migration, 1750 – 1900
symbol equations is not required).
Unit 7F: Modern Migration, 1900 - Present
• Identify examples of displacement reactions and predict products (limited to
reactions involving calcium, magnesium, zinc, iron, copper, gold and silver Unit 8.4C: Winston Churchill – From war leader to retirement, 1940 -65
salts).
SKILLS
• Describe how to prepare some common salts by the reactions of metals with
acids, and metal carbonates with acids, and purify them, using filtration,
• Evaluate the long-term consequences of various migration waves on the social,
evaporation and crystallization.
economic, and cultural aspects of Britain's history and identity.
• Describe the effects of concentration, surface area and temperature on the
• Compare and contrast the reasons for migration in different historical periods,
rate of reaction, and explain them using the particle model. such as medieval migration and modern migration.
• Understand that in chemical reactions mass and energy are conserved. • Identify the ways in which migrations spanning thousands of years have shaped
Britain's population.
Unit 10: Electricity • Describe how migration shapes societies.
• Understanding wartime leadership challenges.

Curriculum Overview Year 9 Term 1 2024-2025 Page 7

 • Describe how current divides in parallel circuits. • Exploring the transition from power to retirement.
• Know how to measure current and voltage in series and parallel circuits, and • Identifying post-war decisions and impacts.
describe the effect of adding cells and lamps.
• Calculate resistance (resistance = voltage / current) and describe how
resistance affects current.
• Use diagrams and conventional symbols to represent, make and compare
circuits that include cells, switches, resistors (fixed and variable), ammeters,
voltmeters, lamps and buzzers.
Unit 11: Sound

• Draw and interpret waveforms, and recognise the link between loudness and
amplitude, pitch and frequency.
• Use waveforms to show how sound waves interact to reinforce or cancel
each other Understand how to represent interference *or reinforcement of
sound waves using waveforms
Unit13: Climate Change
• Describe the carbon cycle (limited to photosynthesis, respiration, feeding,
decomposition and combustion).
• Describe the historical and predicted future impacts of climate change,
including sea level changes, flooding, drought and extreme weather events.
Models and representations
• Understand that models and analogies reflect current scientific evidence and
understanding and can change.
• Describe some important models, including analogies, and discuss their
strengths and limitations.
• Use symbols and formulae to represent scientific ideas.
Scientific enquiry: purpose and planning
• Suggest a testable hypothesis based on scientific understanding.
• Describe examples where scientists' unexpected results from enquiries have
led to improved scientific understanding.
• Make predictions of likely outcomes for a scientific enquiry based on
scientific knowledge and understanding.

Curriculum Overview Year 9 Term 1 2024-2025 Page 8

 • Plan a range of investigations of different types to obtain appropriate
evidence when testing hypotheses.
• Make risk assessments for practical work to identify and control risks.
Carrying out scientific enquiry
• Sort, group and classify phenomena, objects, materials and organisms
through testing, observation, using secondary information, and making and
using keys.
• Decide what equipment is required to carry out an investigation or
experiment and use it appropriately.
• Decide when to increase the range of observations and measurements, and
increase the extent of repetition, to give sufficiently reliable data.
• Take appropriately accurate and precise measurements, explaining why
accuracy and precision are important.
• Carry out practical work safely, supported by risk assessments where
appropriate.
• Make an informed decision whether to use evidence from first-hand
experience or secondary sources.
• Collect, record and summarize sufficient observations and measurements, in
an appropriate form.
Advanced Arabic Arabic B
‫أسماء الدروس‬
:‫أسماء الدروس‬
. ‫ال للتنمر‬-1
) ‫_ ( النصوص حولنا – االإحسان إىل الوالدين – خطبة الرسول يف حجة الوداع‬: ‫النصوص األدبية‬-1 .‫صديق الغريب‬ -2
‫ي‬
.‫والشاب‬‫ الطعام ر‬-3
) ‫ حفنة تمر‬- ‫قصة ( العقد‬
.‫مدرست‬
‫ي‬ -4
)- ‫شعر ( من تجارب الحياة _ إىل شباب بالدي‬ . ‫ أسلوب التعجب‬-5
. ‫األعداد‬-6
‫_ (كن أنت – اإلدمان عىل ر‬:‫النصوص المعلوماتية‬-2
)) ‫اإلنتنت‬ . ‫ الجملة االسمية والجملة الفعلية بالتفصيل‬-7
.‫الماض والمضارع‬
‫ي‬ ‫ الفعل‬-8
) ‫( صناعة السينما – القدرات الكامنة‬ _ :‫االستماع‬-3
. ‫كتابة رسالة‬-9
) ‫ _(تقديم عرض‬: ‫ التحدث‬-4 ‫االستماع‬

. ) ‫تفستي‬
‫ر‬ ‫بحث – نص‬
‫ي‬ ‫ _ (تقرير‬:‫الكتابة‬-5 ‫ ويقوم بتنفيذ تعليمات‬، ‫غي مألوفة‬
‫الكل لنصوص مألوفة أو ر‬
‫يستطيع المتعلم أن يفهم المعت ي‬ §
.‫وإرشادات‬

Curriculum Overview Year 9 Term 1 2024-2025 Page 9

 ‫ً‬
‫‪ -6‬النحو ‪(_ :‬مراجعة عامة – الحال _ إعراب المثث وجمع المذكر السالم )‪.‬‬ ‫الماض والحاض لنصوص مسموعة ‪.‬‬ ‫ي‬ ‫يستطيع المتعلم أن يظهر المتعلم فهما ألحداث‬ ‫•‬
‫يستطيع المتعلم أن يتعرف عل وجهات النظر ‪.‬‬ ‫•‬
‫األنشائ وأغراضه)‬
‫ي‬ ‫الختي _ األسلوب‬
‫‪ -7‬البالغة ‪( _:‬التشبيه وأركانه– االستعارة ‪ -‬األسلوب ر‬
‫يستطيع المتعلم أن يجيب إجابة شفهية وتحريرية عل أسئلة الفهم للمادة المسموعة ‪.‬‬ ‫•‬
‫المهارات‬ ‫المتحدثي يف نصوص وصفية‪.‬‬ ‫ر‬ ‫يستطيع المتعلم أن يستدل عل غاية‬ ‫•‬
‫يستطيع المتعلم أن يبدي رأيه فيما أسمع شفاهة بلغة سليمة‪.‬‬ ‫•‬
‫االستماع ( المهارات ‪Skills)-‬‬ ‫يستطيع المتعلم أن يلخص النص المسموع متضمنا الفكرة الرئيسة و أهم التفاصيل الواردة فيه‬ ‫•‬
‫ِّ‬
‫أدئ) محد ًدا الفكر والنقاط الرئيسة وطبيعة الحجج المقدمة فيه‪..‬‬ ‫ّ‬ ‫ُ ّ‬
‫‪ -‬يحلل المتعلم المادة المسموعة (نص ر ي‬
‫شفاهة و كتابة بلغة سليمة‪.‬‬
‫يستطيع المتعلم أن يستنتج الحقائق الرئيسة والتفاصيل من نصوص رسدية ووصفية‪.‬‬ ‫•‬
‫المحادثة ( المهارات ‪Skills) -‬‬
‫ا‬ ‫ً‬ ‫ً‬ ‫ّ‬ ‫وغي مألوفة‪.‬‬
‫يستطيع المتعلم أن يستنتج المعت الكل لنصوص مسموعة مألوفة ر‬ ‫•‬
‫‪ -‬يقدم المتعلم عرضا تقديميا ممطوًل عن ظاهرة أو قضية بطرائق مصممة القناع الجمهور‬
‫‪ o‬المحادثة‬
‫القراءة‬ ‫ً‬ ‫ً‬
‫يستطيع المتعلم أن ينتج حديثا ميابطا ‪.‬‬ ‫•‬
‫تفستا ويقوم بعرضة مراعيا مخارج الحروف والضبط اللغوي‪.‬‬
‫ر‬ ‫يقدم المتعلم استجابة ادبية أو نصا‬ ‫يستطيع المتعلم أن يصف أشخاص و أحداث و معالم مشهورة و أماكن مفضلة‪.‬‬ ‫•‬
‫النصوص األدبية ‪:‬‬
‫يستطيع المتعلم أن يستخدم مجموعة من تراكيب اللغة عند التحدث‪.‬‬ ‫•‬
‫الت تؤثر‬
‫تقديم حول القواعد األساسية‪ ،‬األحكام واللوائح ي‬‫ي‬ ‫يعط عرض‬ ‫ي‬ ‫يستطيع المتعلم أن يفش أو‬ ‫•‬
‫اإلجماىل للنص موضحا الفكرة الرئيسة والجزئية و التفاصيل المساندة‪.‬‬ ‫ّ‬
‫يبي المتعلم المعث‬
‫ي‬ ‫أن ر‬ ‫عل الحياة يف المدرسة وداخل المجتمع‪.‬‬
‫ً‬ ‫ً‬ ‫ً‬
‫تحليلل ً‬ ‫يستطيع المتعلم أن يشد فقرة مستخدما األزمنة المختلفة ‪.‬‬ ‫•‬
‫أدبيا وفكريا ونقديا‬ ‫أن يحلل المتعلم النصوص األدبية‬
‫يستطيع المتعلم أن يتحدث بشكل ميابط يف حوارات موسعة ‪.‬‬ ‫•‬
‫يتعرف مفهوم المفارقه ويحللها‪.‬‬
‫يستطيع المتعلم أن يشارك يف حوارات مقننة استجابة لمساهمات اآلخرين بشكل مناسب‪.‬‬ ‫•‬
‫تقديم‪.‬‬
‫ي‬ ‫يعط عرض‬ ‫ي‬ ‫يستطيع المتعلم أن يفش أو‬ ‫•‬
‫وغي مألوفة ‪.‬‬
‫يستطيع المتعلم أن ينتج حديثا ميابطا عن موضوعات وصفية مألوفة ر‬ ‫•‬
‫النصوص المعلوماتية ‪:‬‬
‫§ يستطيع المتعلم أن يشارك يف محادثة بطالقة مقبولة حول مواضيع مألوفة‪.‬‬
‫ً‬
‫أن يحدد المتعلم الفكر الرئيسة للنص من خالل تحليل المعلومات الرصيحة والضمنية مستشهدا بمصادر‬
‫متعددة‬

‫الكتابة و الخط و اإلمالء‬ ‫القراءة‬ ‫•‬

‫المدرس ونصوص خارجية ويلخص قصة‪.‬‬ ‫الكتاب‬ ‫من‬ ‫وسعة‬ ‫يستطيع المتعلم أن يحلل نصوص ُ‬
‫م‬ ‫•‬
‫بحث ‪.‬‬ ‫تفستية أو استجابة أدبية‪ ,‬ويقوم بكتابة تقرير‬
‫ر‬ ‫يكتب نصوصا‬ ‫ي‬
‫ي‬ ‫وغي مألوفة‪.‬‬ ‫•‬
‫يستطيع المتعلم أن يستنتج المعت الكل لنصوص مألوفة ر‬
‫يتعرف مواطن الهمزة المتطرفة‪ ،‬ويكتب كلمات بها همزات متطرفة كتابة سليمة إمالئيا ويوظفها يف إبداعاته‬ ‫يستطيع المتعلم أن يفهم مدونة حول السفر واستخدام المعلومات للتخطيط لرحلة‪.‬‬ ‫•‬
‫الكتابية‪.‬‬ ‫يستطيع المتعلم أن يستنتج األفكار الرئيسة من نصوص رسدية ووصفية‬ ‫•‬
‫ر‬ ‫ر‬ ‫يستطيع المتعلم أن يحدد توجه الكاتب عند قراءة نصوص موسعة ‪.‬‬ ‫•‬
‫الث بها حروف تكتب وال تلفظ‪ ،‬ويوظفها يف‬
‫الث بها حروف تلفظ وال تكتب ‪ ،‬والكلمات ي‬
‫‪ -‬يتعرف الكلمات ي‬
‫إبداعاته الكتابية‬
‫يستطيع المتعلم أن يستنبط األفكار الرئيسة واألفكار الفرعية يف نصوص موسعة ‪.‬‬ ‫•‬
‫ون‪.‬‬
‫يستطيع المتعلم أن يفش المفردات مستخدما المعجم اإلليكي ي‬ ‫•‬
‫ويمت بينهما ‪ ،‬ويوظفها يف إبداعاته الكتابية‪.‬‬
‫ر‬ ‫‪ -‬يتعرف التاء المفتوحة والمربوطة ‪،‬‬ ‫يستطيع المتعلم أن يفش المفردات من خالل اليادف و التضاد‪.‬‬ ‫•‬

‫‪Curriculum Overview Year 9 Term 1 2024-2025‬‬ ‫‪Page 10‬‬

 ‫‪ -‬يتعرف تنوين الفتح ‪ ،‬ويوظفها يف إبداعاته الكتابية‬ ‫يستطيع المتعلم أن يفش المفردات من خالل السياق‪.‬‬

‫القواعد النحوية‬ ‫يستطيع المتعلم أن يوظف المفردات الجديدة يف سياقات مختلفة ومتعددة من انشائه‪.‬‬ ‫•‬
‫يستطيع المتعلم أن يحلل النص محددا الفكرة الرئيسة والتفاصيل‪.‬‬ ‫•‬
‫أن يعرب المثث وجمع المذكر السالم و األسماء الخمسة و الحال ويوظفهم يف كتابات مختلفة‪.‬‬
‫الكتابة والخط و اإلمالء‬
‫ملحوظة‪ :‬يمكن تعديل‪ ،‬أو إضافة دروس يف الخطة فيما بعد بناء عل تحديثات الوزارة‪.‬‬
‫ً‬
‫غي مألوفة‪.‬‬
‫يستطيع المتعلم أن يكتب نصوصا موسعة يف موضوعات مألوفة وبعضها ر‬ ‫•‬
‫تعبيية مركبة عن المفردات الجديدة‪.‬‬
‫يستطيع المتعلم أن يكتب جمل ر‬ ‫•‬
‫تقديم وتفاصيله‪.‬‬
‫ي‬ ‫يستطيع المتعلم أن يكتب محتوى عرض‬ ‫•‬
‫ً‬
‫يستطيع المتعلم أن يصف صور ا بجمل مركبة تامة المعت‪.‬‬ ‫•‬
‫يعي كتابيا بنص رسدي عن موضوعات وصفية فيما ال يقل عن ‪ 90‬كلمة‬ ‫يستطيع المتعلم أن ر‬ ‫•‬
‫معايي الكتابة‪.‬‬
‫ر‬ ‫بلغة سليمة ومراعيا‬

‫القواعد النحوية‬
‫يمي األعداد ويضبط المعدود‪.‬‬‫• يستطيع المتعلم أن ر‬
‫والماض واألمر‪.‬‬
‫ي‬ ‫ع‬‫المضار‬ ‫الفعل‬ ‫بي‬‫• يستطيع المتعلم أن ر ر‬
‫يمي‬
‫• يستطيع المتعلم أن ر‬
‫يمي أركان الجملة االسمية والفعلية‪.‬‬
‫يمي أسلوب التعجب ‪.‬‬ ‫• يستطيع المتعلم أن ر‬

‫)‪Arabic Islamic (Islamic-A‬‬ ‫)‪Islamic Education (Islamic-B‬‬

‫‪Unit-1,2 and 3 Surah-Al-Yasin-Verses: 1-32‬‬
‫الوحدة ‪ ،2 ،1‬و ‪ :3‬سورة يس اآليات من (‪)32-1‬‬ ‫‪• Analyse and interpret the verses of Surah Ya-Sin, ensuring adherence to‬‬
‫حلل وفرس آيات سورة يس‪ ،‬مع التأكيد عىل ر‬
‫االلتام بقواعد التجويد واستخالص معناها العام‪.‬‬ ‫‪Tajweed rules and deriving their overall meaning.‬‬
‫استنتج ّ‬
‫وقيم الحكمة من إرسال الرسل‪.‬‬ ‫‪• Infer and evaluate the wisdom behind sending Messengers.‬‬
‫ناقش وحلل بشكل نقدي موقف سكان المدينة تجاه رسل هللا (صىل هللا عليه وسلم)‪.‬‬ ‫‪• Discuss and critically assess the stance that the inhabitants of the city‬‬
‫‪took toward the Messengers of Allah (SAW).‬‬
‫قدم واثبت أدلة عىل صدق رسالة الرسل‬
‫‪• Provide and substantiate evidence of the truthfulness of the message of‬‬
‫‪the Messengers.‬‬
‫األصىل)‬
‫ي‬ ‫الوحدة ‪ 1‬الدرس ‪ - 2‬قواعد المد) ‪ :1‬المد‬ ‫‪Unit-1 Lesson-2 -Rules of Madd (Prolongation) 1: Original Madd‬‬
‫حلل ووضح مفهوم وحروف المد‪.‬‬ ‫‪• Analyse and elucidate the concept and letters of Madd (Prolongation).‬‬
‫مت وصنف األنواع المختلفة للمد‪.‬‬
‫ر‬ ‫‪• Distinguish and categorize the different types of Madd.‬‬
‫أظهر وطبق قواعد المد مع النطق الصحيح آليات القرآن الكريم‬ ‫‪• Demonstrate and apply the rules of Madd while properly articulating‬‬
‫‪Qur'anic verses.‬‬
‫الوحدة ‪ 1‬الدرس ‪ - 3‬األعمال بالنيات (الحديث ر‬
‫الرسيف)‬
‫الرسيف‬‫افحص أهمية الحديث ر‬ ‫)‪Unit-1 Lesson-3-Acts are Judged Only by Intentions (Noble Hadeeth‬‬

‫‪Curriculum Overview Year 9 Term 1 2024-2025‬‬ ‫‪Page 11‬‬

 :‫حلل العالقة ربي النية الصادقة وقبول األعمال‬
• Examine the significance of the noble Hadith.
‫ اإلخالص‬- 4 ‫ الدرس‬1 ‫الوحدة‬ • Analyse the relationship between having sincere intentions and the
.‫حدد مفهوم اإلخالص‬ acceptability of acts.
‫تشت إىل اإلخالص‬
‫الث ر‬‫ر‬
‫حلل العالمات ي‬
ّ
.‫قيم آثار اإلخالص عىل الفرد والمجتمع‬ Unit-1 Lesson-4- Sincerity

• Establish the concept of sincerity (Ikhlas).

‫ الحديث‬-‫ الكسب الطيب والتقرب إىل هللا سبحانه وتعاىل‬2-‫ الدرس‬2-‫ الوحدة‬5-‫ الدرس‬1-‫الوحدة‬
‫ر‬ • Analyse the signs indicating sincerity.
‫الرسيف‬ • Assess the effects of sincerity on both the individual and society.

.‫حلل العالقة ربي الكسب الجيد وقبول العمل‬ Unit-1 Lesson-5, Unit-2 Lesson-2 Good Earning and Getting Closer to Allah
.‫فرق ربي الكسب الحالل والكسب الحرام‬ (SWT)- Noble Ḥadīth
.‫استدل عىل أسباب قبول الدعاء‬
.‫الصالحي عند هللا‬
‫ر‬ ‫المؤمني‬
‫ر‬ ‫ناقش موقف‬ • Analyse the connection between good earnings and the acceptability of
‫ر‬
‫الث تؤدي إىل محبة هللا سبحانه وتعاىل‬ work.
‫قيم الطرق ي‬
• Differentiate between Halal earnings and Haram earnings.
)‫ (نعمة األمن‬6-‫ الدرس‬1-‫الوحدة‬ • Infer the reasons for the acceptance of supplications (du'a).
• Discuss the position of righteous believers with Allah.
• Evaluate ways that lead to the love of Allah (SWT).
.‫استكشف مفهوم األمن (األمن) يف اإلسالم‬
.‫قدر أهمية األمن بالنسبة للفرد والمجتمع‬
Unit-1 Lesson-6 The Gift of Security Identity

‫اإليمان بالقضاء والقدر‬-3-‫ الدرس‬:‫الثانية‬-‫الوحدة‬ • Explore the concept of security (amn) in Islam.
.‫وضح مفهوم القضاء والقدر‬- • Assess the importance of security for both the individual and society.
‫ ربي أهمية اإليمان بالقضاء والقدر بالنسبة للمسلم‬-
Unit-2 Lesson-3-Belief in Divine Decree and Predestination

)‫ أدعية بعض المناسبات (الكسوف والمطر والهداية‬-4-‫ الدرس‬:‫الثانية‬-‫الوحدة‬ • Clarify the concept of Divine Decree and Predestination.
.‫وضح مفهوم صالة الكسوف والمطر واالستخارة‬ • Justify the importance of belief in Divine Decree and Predestination for the
.‫اإلسالم‬ ‫تأمل يف أهمية صالة الكسوف والمطر واالستخارة يف التقليد‬ Muslim.
‫ي‬
-‫ا‬.‫بحث عن السبب وراء جواز هذه الصلوات السنة‬
Unit-2 Lesson-4- Prayers for Certain Occasions (Eclipse, Rain and Guidance)

• Elucidate the concept of Eclipse, Rain, and Istikhara prayers.

Curriculum Overview Year 9 Term 1 2024-2025 Page 12

 ‫ الشفاء بنت عبدهللا العدوية‬-5-‫ الدرس‬2-‫الوحدة‬ • Reflect on the significance of Eclipse, Rain, and Istikhara prayers in
Islamic tradition.
.)‫(رض هللا عنه‬
‫ي‬ ‫وضح سمات شخصية الشفاء العدوية‬ • Examine the rationale behind the permissibility of these Sunnah
‫ستة الشفاء‬
‫استخرج الدروس من ر‬ prayers.
‫ناقش أهمية دور المرأة يف خدمة المجتمع‬
Unit-2 Lesson-5- Al-Shifāʾ bint ʿAbdillāh al-ʿAdawiyyah RA
• Highlight the characteristics of the personality of Al-Shifa' al-Adawiyyah
‫ السورة وأحكام التجويد والحديث‬:‫الحفظ‬
(RA).
32-1 :‫ اآليات‬-‫ياسي‬
‫ر‬ ‫سورة‬ • Extract lessons from the biography of Al-Shifa'
‫أحاديث ذات صلة بالموضوعات‬ • Discuss the importance of women's roles in serving society.
‫ أحكام المد‬،‫ أحكام الظهر الصامت والتنوين‬،‫ حكم القلقلة‬:‫أحكام التجويد‬
Memorisation: Surah, Tajweed rules and Hadeeth

1- Surah-Yasin- Verses: 1-32

2- Hadeeth related to the topics
3- Tajweed rules: Qalqalah rule, Rules of Silent noon and Tanween, Rules of
Madd.
Art & Design Computing

1- Learning about (Project)Pop up Greeting card Theory topics:

• Paper Engineering:
Unit 1 - Cracking the code: Binary characters, cyphers and encryption.Number
• Understanding basic principles of paper engineering and pop-up
systems and the use of binary digits in computing
mechanisms.
• Learning techniques for creating folds, tabs, and other structural • Conversion of positive 16 bit binary into decimal numbers.
elements in pop-up cards. • Conversion of positive decimal numbers into 16-bit binary numbers
• Design Thinking: (base line method of conversion).
• Developing creative thinking and problem-solving skills in designing • Conversion of 16 bit binary into hexadecimal numbers.
pop-up cards. • Conversion of hexadecimal numbers into 16 bits binary (no division
• Brainstorm ideas and consider different concepts for their designs. method).
• Measurement and Precision: • Understand encryption and the need to encrypt data.
• Practicing accurate measuring and cutting of paper for pop-up card • Describe the ways to convert cypher text without a key and convert it
construction. back into plaintext.
• Learning how to achieve precise folds and alignments to ensure • Show the understanding of converting a simple cypher using a
smooth operation of the pop-up mechanisms substitution or transposition method.

Curriculum Overview Year 9 Term 1 2024-2025 Page 13

2-Learning about Poster making. (Handmade) • Common methods for encrypting data such as Reverse cypher,
• Visual Communication: substitution method and transposition.
Unit 2 - Representing sounds.
• Understanding the purpose and audience of the poster.
• Learning how to effectively convey a message or idea through visual • File storage – bits, bytes, kilobytes and conversions
elements. • Explain how to measure file size, transmission time and bandwidth
• Typography: • Calculating sampling rate
• Compression – lossy and lossless, uncompressed
• Understanding the basics of typography, including font selection, size, and • Evaluate the advantages of lossy and lossless compression.
alignment. • Distinguish the differences between lossy and lossless compression.
• Layout Design: • Evaluate the advantages of lossless and lossy compression.
• Learning principles of layout design such as balance, contrast. Unit 3 - Combining constructs
• Experimenting with different arrangements of text and images to create
visually appealing compositions. • Flowcharts 1 – standard flowcharting symbols, assignment, conditional
• Color Theory: statements
• Understanding the psychological effects of color and how to use color • Flowcharts 2 – If -Then -Else - Endif
effectively in design. • Flowcharts 3 – Case – of – Otherwise – endif
• Practicing color schemes and combinations to create visual impact and • Flowcharts 4 – Loop structure – For – Next, while – do – End while
harmony. Practical topics:
• Graphic Design Elements: 1. Word processing
• Learning to incorporate graphic elements such as icons, illustrations, and
decorative motifs into poster designs. • Importing files from different formats and formatting of text
• Experimenting with graphic styles and techniques to enhance visual interest • Inserting bulleted lists and tables
• Inserting images, resizing and flipping
2- spray painting. 2. Presentation Authoring
• Learning about Stencil making.
• Importing from rtf, word, master slide (title, date, slide number, image
• Learning about spray painting with toothbrush.
• Using a master slide (candidate details in the footer), levels, bullets
• Toothbrush Control:
3. Website Development with HTML and CSS
• Learning how to control the flow and direction of spray paint with
toothbrush. • HTML 1 - Introduction to HTML – table, list, hyperlink, image
• Stencil Making: • Create the content layer of a web page.
• Learning how to create stencils for use in spray painting. • Insert a table including table header, table rows, table data.
• Practicing cutting techniques and stencil design to achieve desired effects. • Create hyperlinks from text and images.
• Color Theory: • Apply styles to elements within a web page

Curriculum Overview Year 9 Term 1 2024-2025 Page 14

 • Understanding the properties of color and how to create harmonious color • Enhancing HTML skills with CSS.
schemes. • Designing and formatting web pages with CSS.
• Experimenting with color combinations and gradients in spray painting. • Creating responsive layouts and media queries.Building interactive web
• Layering and Blending: forms.
• Learning techniques for layering and blending colors with spray paint.
• Practicing controlled application to create smooth transitions and depth in
artwork.
3-Project work. (Cross Curricular artwork or competition artwork)
4-Exhibition work.
Value Education Moral Social Cultural Studies
Topics: Topics:
Unit: You and your feelings: Self Esteem Unit 1: Ethics in the context of communities
Unit: You and your responsibilities: Other cultures and Lifestyle Unit 2: Valuing diversity
Unit 3: African civilisations
Unit: You and your money- Making the most of your money
Unit: You and your Values- Where do you stand?
Skills:
• Develops the language, understanding and skills of moral thinking and
Skills:
reasoning to grow as a moral individual.
• Build Self-esteem by discovering unique abilities and characteristics by • Applies moral thinking to the development of individuals as members of
applying positive attitude to achieve high self-esteem. their communities.
• Cultivate empathy and tolerance for ethnic diverse groups and to exhibit • Understands the corelation between individuality and diversity.
responsibilities to stop stereotyping practiced in society. • Defend the value of tolerance as an element of social cohesion and social
• Develop a thorough understanding of financial matters to examine the order.
significance of being financially independent. • Identifies significant people, events, developments that shaped
• Exhibit ownership to take initiatives for social issues and uphold moral communities and regions around the world and in different periods.
principles for a worthwhile existence. • Investigate how geographic factors can contribute to shaping a nation's
history, civilisation and society.
• Argue for or against historical revisionism to break historical stereotypes.
• Author write-ups, blogs, and/or make social media content that promotes
multiculturalism as a solution for breaking historical stereotypes and
biases.

Curriculum Overview Year 9 Term 1 2024-2025 Page 15

Modern foreign Languages Physical Education

French: Physical Fitness

Textbook- Tricolor Total 3 UNIT 1. • Promotes growth and development and has multiple benefits for physical, mental,
This curriculum helps prepare students for the next step of their education, and psychosocial health that undoubtedly contribute to learning.
providing a clear path as they progress through the Cambridge Pathway in an age-
Hockey
appropriate way. They will be developing their speaking, reading, writing and
listening skills as they explore the objectives below: • Dribble and pass with defender and scooping- These skills enable players to
• Faire une reseache du monde francophone. (Find out about French-speaking navigate through tight spaces, maintain possession, and execute effective passes
world) while under pressure, all of which contribute to success in field hockey.
• Donner les information personnel. (Exchange personal information)
• Parler de la technologie et l'internet (Talk about technology and internet) Football
• Parler et décrire la famille. (Describe and talk about families)
• Décrire les gens (Describe people) • Fake and move- Faking and moving is about deceiving opponents through body
• Décrire la journée quotidienne. (Describe aspect of daily life) movements or feints to create space and gain an advantage.
• Utiliser des verbes au présent. • Trapping- Trapping is the skill of receiving and controlling the ball with your feet,
• Utiliser les adjectifs et verbs réflexifs. chest, thighs, or head. A successful trap sets you up for your next move.

Volleyball
Filipino:
• Passing, setting, service receive, and continuous passing are interconnected skills
that contribute to a team's overall performance. These skills require practice,
Textbook: Bayabayin 9
teamwork, and the ability to adapt to different game situations for success on the
• Pagbabalik tanaw sa Pangngalan, Pang-uri, Panghalip at Pandiwa volleyball court.
• Denotasyon at Konotasyon
• Kwento: Ibong Adarna
• Elemento ng Maikling Kwento
• Elemento ng Tula
• Pagsulat ng Tula
• Kwento: Isang Umaga ng Digma
• Pagbibigay ng Opinyon

Urdu:
‫پہلی سہ ماہی‬

Curriculum Overview Year 9 Term 1 2024-2025 Page 16

 ‫اشتہار ساز‬
‫نکات بنانا‬
‫ای منل‬
‫درست جواب کا ابتخاب‬
‫مضمون نویسی‬

‫آزاد مطالعہ‬

Wellbeing
Relationships
Understand the characteristics of healthy relationships.
Maintaining balance in relationships
Setting priority.
Examine how to navigate peer pressure.
Respect other people's boundaries.
Communicate their own boundaries to others.
Impact of one’s words on the wellbeing of others.

Resilience:
Understand what 'resilience' means
Identify strategies which support them to become more resilient
Relate to sports and other events in life.
How do you show your resilience?

Self-esteem
Explore the relationship between self-esteem and their personal strengths.
How to improve your self-esteem
Why building self-esteem is important?

Preventative healthcare-
Importance, when to ask for help.

Curriculum Overview Year 9 Term 1 2024-2025 Page 17

Impact of unhealthy diet on wellbeing
School doctor session on
• Obesity
• necessary nutrients, and
• balanced diet

Empathy
Are you empathetic?
How is it useful?

Sleep
What is the required amount of sleep?
Why am I learning about sleep?
Am I sleeping enough?
Does my routine affect my efficiency?
Explore the effects of poor quality or limited sleep on the brain.

Impact of media on body-image

Does media always play a positive role?
Do we have to adopt everything that is depicted in the media?
How to keep my sanity while using social media.

EMOTIONS
Understanding emotions, using appropriate vocabulary
Understanding emotions
What am I feeling?
How to manage them?

Digital Learning Resources and Tools

Literacy
www.bbc.co.uk/schools/spellits/ad_menu_flash
www.english-online.org.uk
www.readingmatters.co.uk
www.spinebreakers.co.uk

Curriculum Overview Year 9 Term 1 2024-2025 Page 18

www.cool-reads.co.uk
www.teenreads.com
www.writebuzzschools.com
www.bbc.co.uk/schools/ks3bitesize/
http://www.bbc.co.uk/worldservice/learningenglish/teach/
www.nationalstrategies.standards.dcsf.gov.uk/secondary
http://www.parentcentre.gov.uk
http://www.dfes.gov.uk/popularquestions/
http://www.learn.co.uk
https://connect.collins.co.uk

Math
http://nrich.maths.org/public/
https://www.transum.org
https://www.educationquizzes.com/ks3/
https://corbettmaths.com
https://www.educationperfect.com/
https://www.stem.org.uk/secondary/resources/collections/maths/secondary-maths
https://www.geogebra.org
TED Education maths videos: https://ed.ted.com/lessons?category=mathematics
UK Maths Challenge questions:
https://www.drfrostmaths.com/browse.php?mode=ukmt https://brilliant.org/courses/#math-foundational https://mathigon.org/courses#recreational

SCIENCE
http://www.bbc.co.uk/bitesize/ks3/science/
http://www.scibermonkey.org/level.asp?page=KS3
http://lgfl.skoool.co.uk/keystage3.aspx?id=80
https://www.cgpbooks.co.uk/interactive_ks3_science
http://www.docbrown.info/ks3science.htm
http://www.dontstoplearning.com/ks3science/contents.htm
https://gizmos.explorelearning.com/

Other Links
https://school.kutubee.com
http://www.ibrainstormapp.com/
https://popplet.com
https://kahoot.com/b/
https://padlet.com/
https://www.plickers.com/

Curriculum Overview Year 9 Term 1 2024-2025 Page 19

National Geographic facts: www.natgeokids.com/uk/discover/geograph y/physical-geography/volcano-facts/
https://play.google.com/store/apps/details?id=com.grandsons.dictboxur&hl=en_US&gl=US

Computing Resource Links:

KS3 Computer Science - BBC Bitesize

Computing - BBC Bitesize

- Representation of Data - how different types of data are all stored as numbers inside the computer (and numbers are stored as binary)
- Maths for Computing - including number bases, Boolean logic and an introduction to the idea of graph theory
- Algorithms and Programming - including sorting, searching, Scratch, BASIC and Python
- Networking - including transmission and error-detection
- Information Systems - including spreadsheets, databases, and the use of HTML and CSS to create web-pages
- E-Safety
- Examples, Revision, Scheme of Work and Assessment

Arabic Resource Links:

https://www.ireadarabic.com/ar/Login ( Advanced Arabic)
https://seraj-uae.com/ ( Advanced Arabic)
https://madrasa.org/ ( Advanced Arabic)
https://www.istartarabic.com/ar/login ( Arabic B)

Curriculum Overview Year 9 Term 1 2024-2025 Page 20

 Meet the Team
Form Tutors Email ID Subject Leaders Department Email ID

Ms. Huma Naeem [email protected] KS4 & Post-16 Math

Ms. Puja Srivastava [email protected]
Coordinator
Ms. Sumaira Waqar [email protected] KS3 Math
Mr. Roger Samuel [email protected]
Coordinator
Ms. Ambareen Razi [email protected]
Ms. Samina Siddiqui English Coordinator [email protected]

Ms. Leslie Anne Dizon [email protected] KS4 & Post-16

Ms. Shanitha M.V [email protected]
Science Coordinator
Ms. Thereza Benzi [email protected] KS3 Science
Ms. Almas Naureen [email protected]
Coordinator
Pastoral Care Email ID Humanities
Ms. Zehra Islam [email protected]
Coordinator
Ms. Brikna Afsar [email protected] Ms. Priya Rajesh IT Coordinator [email protected]
Head of Secondary Email ID Commerce
Ms. Shaista Azmi [email protected]
Coordinator
Tasneem Usman [email protected] Ms. Afaf Azibi Arabic Coordinator [email protected]

Deputy Head of Email ID

Ms. Maryam Jameela Islamic Coordinator [email protected]
Secondary
Innovation and G&T
Padma Unnam [email protected] Ms. Zainab Roker [email protected]
Coordinator
Academic and Career
Ms. Parul Verma [email protected]
Counseling

Curriculum Overview Year 9 Term 1 2024-2025 Page 21