Secondary School Subject Overviews
2016 - 2017
Year 7
Subject: ​English - A
Term
1
Year: ​7
Topic/Project
Marketing Chocolate
Ajman Academy Secondary - Subject Overviews
No. Weeks
8
1
Poetry - Difference
7
2
Shakespeare - An Introduction to His
Life and Times
5
2
Writing Gothic Fiction
7
Information/Activities
Students will analyse a variety of persuasive
texts and identify key features and how they
are tailored to suit a specific audience.
Students will then use this information to
produce persuasive texts for their own
product. They will also learn to improve the
structure of their sentences, paragraphs and
extend their vocabulary through a variety of
starters.
Students will be introduced to poetry,
techniques, key terminology and the theme
‘Difference’. Students will look at different
types of poetry and what might influence a
poet, such as dialect, culture stereotypes,
history, dreams and background. Students will
have the opportunity to read poetry for
enjoyment, analyse a variety of different
poems, and will use their knowledge to create
their own poems.
Students will be introduced to Shakespeare,
his life and events of the Elizabethan era
surrounding his life. Students will have the
opportunity to explore historical sources,
interviews and extracts from some of
Shakespeare's plays and Sonnets in order to
develop an understanding of his works and the
historical context surrounding them. We will
also look at the Globe Theatre and how some
of Shakespeare’s plays would have been
dramatised.
This scheme of work uses gothic fiction
together with extracts from pre-twentieth
Assessment
Writing & Spoken English
Students will produce a portfolio of
media texts.
Group presentation of the text to the
rest of the class.
Reading
Students will produce a written response
to one of the poems they have studies
(Introduction to Point Evidence Explain
to write an essay).
Spoken English
Groups perform a dramatisation of an
area of Shakespeare's life and times.
Writing
Creative writing piece.
​
​
3
Contemporary Novel
6
3
Play Script
4
century literary texts (for example,
Frankenstein and ​Dracula) to identify and
explore the characteristics of the genre and
use this to create creative writing pieces.
Students will a number of writing objectives,
both nonfiction and fiction writing, and
researching and investigating using
Goosebumps plus others. Students will aim to
improve the sequencing of their writing,
identifying and using a range of figurative
language features, writing designed for the
specific purposes and audiences, vocabulary
improvement and making predictions.
During this unit of work, students will explore
an entire contemporary novel both in class
and at home. Students will be challenged to
explain the hidden meanings behind the text,
select relevant quotations to support your
points, and explain the relevance of certain
events within the text. Students will be taught
how to explain why the writer has used the
sentence, paragraph and whole text structure
of the text and explain how the writer’s use of
language effects the reader. Through reading
for enjoyment and through reading critically
and analytically, students will also explore
information on the history that influenced the
text.
Students explore the main ideas and issues in
a short play script through the use of a variety
of dramatic techniques. Understanding and
interpretation of character is demonstrated
through oral reading and through performance
of a section of the script. Students will also
consider the conventions of a play script.
Reading
Students write a critical response to one
of the themes of the novel.
Writing
Students write their own play script.
Subject: ​English - B
Year: ​7
Ajman Academy Secondary - Subject Overviews
Term
Topic/Project
No. Weeks
1
Grammar And Vocabulary Matters
Unit 1
7
1
Poetry - Difference
7
2
Shakespeare - An Introduction to His
Life and Times
5
2
Grammar and Vocabulary Matters
Unit 2
7
3
Contemporary Novel
6
Information/Activities
Assessment
Spelling Strategies
Words and Phrases.
Students will be introduced to poetry,
techniques, key terminology and the theme
‘Difference’. Students will look at different
types of poetry and what might influence a
poet, such as dialect, culture stereotypes,
history, dreams and background. Students will
have the opportunity to read poetry for
enjoyment, analyse a variety of different
poems, and will use their knowledge to create
their own poems.
Students will be introduced to Shakespeare,
his life and events of the Elizabethan era
surrounding his life. Students will have the
opportunity to explore historical sources,
interviews and extracts from some of
Shakespeare's plays and Sonnets in order to
develop an understanding of his works and the
historical context surrounding them. We will
also look at the Globe Theatre and how some
of Shakespeare’s plays would have been
dramatised.
Vowels and Consonants
Sentences
During this unit of work, students will explore
an entire contemporary novel both in class
and at home. Students will be challenged to
explain the hidden meanings behind the text,
select relevant quotations to support your
points, and explain the relevance of certain
events within the text. Students will be taught
Students complete a diagnostic test
based on the skills learnt.
Reading
Students will produce a written response
to one of the poems they have studies
(Introduction to Point Evidence Explain
to write an essay).
Spoken English
Groups perform a dramatisation of an
area of Shakespeare's life and times.
Students complete a diagnostic test
based on the skills learnt.
Reading
Students write a PEE response to one of
the themes of the novel.
3
Play Script
4
how to explain why the writer has used the
sentence, paragraph and whole text structure
of the text and explain how the writer’s use of
language effects the reader. Through reading
for enjoyment and through reading critically
and analytically, students will also explore
information on the history that influenced the
text.
Students explore the main ideas and issues in
a short play script through the use of a variety
of dramatic techniques. Understanding and
interpretation of character is demonstrated
through oral reading and through performance
of a section of the script. Students will also
consider the conventions of a play script.
Writing
Students write their own play script.
Subject: ​Maths
Year: ​7
Ajman Academy Secondary - Subject Overviews
Term
Topic/Project
No. Weeks
1
Subject introduction and diagnostic
tests
1
1
1
1
1
1
Integers and decimals
Fractions, decimals and percentages
Calculation and measure
Measures
2D shapes and construction
1
2
2
2
2
Information/Activities
Students will sit the most recent KS2 SAT
papers to assess their level in the subject
Write numbers and decimals in order. Multiply
and divide by powers of 10. Add and subtract
integers. Use written methods of addition and
subtraction of whole numbers and decimals.
Find equivalent fractions. Add fractions with
same denominator. Change a fraction to a
decimal and vice versa. Find a fraction of
quantity. Write percentages as fractions and as
decimals and vice versa. Find a percentage of a
quantity.
Round numbers to whole numbers, 1dp and
2dp. Use order of operations. Use written
methods to multiply and divide whole
numbers. Choosing scales and correct unit of
measurement.
Use standard metric units of length in a range
of contexts.​ ​Find perimeters of simple shapes.
Find areas of simple shapes. Use the formula
for the area of a rectangle. Convert between
metric units. Measure angles to the nearest
degree. Apply angles at a point and angle sum
of a triangle.
Classify 2-D shapes using mathematical
properties. Measure and draw angles to the
nearest degree. Use common 2-D
representations of 3-D shapes. Use the
properties of quadrilaterals
Assessment
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
1
Transformations and symmetry
1
Probability
1
Term 1 assessment
2
2
2
2
Sequences and functions
Expressions and formulae
Integers, functions and graphs
Integers, functions and graphs
2
Reflect simple shapes in a mirror line. Draw
2-D shapes in different orientations on grids.
Identify all the symmetries of 2-D shapes.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
1
Understand and use the probability scale from
0 to 1. Find and justify probabilities and
approximations to these using methods based
on equally likely outcomes. Find and justify
probabilities and approximations to these
using methods based on experimental
evidence. Understand that different outcomes
may come from repeating an experiment.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
2
Use simple formulae expressed in words. Find
and describe in words the rule for the next
term of a sequence where the rule is linear.
2
Construct and use simple formulae using one
or two operations. Express simple formulae in
symbolic form using one or two operations.
1
Use and interpret coordinates in all four
quadrants. Use simple formulae involving one
or two operations. Use Cartesian coordinates
for graphical representation.
1
Use and interpret coordinates in all four
quadrants. Use simple formulae involving one
or two operations. Use Cartesian coordinates
for graphical representation.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
2
2
Processing data
Surveys and data
2
1
Understand and use the mode and range to
describe sets of data. Represent collected data
in frequency diagrams. Interpret frequency
diagrams. Construct and interpret simple line
graphs. Interpret graphs and diagrams
including pie charts and draw conclusions.
Compare two simple distributions using the
range and one of the mode, the median or
mode
Record discrete data using a frequency table.
Group data in equal class intervals. Represent
collected data in frequency diagrams. Interpret
frequency diagrams. Interpret graphs and
diagrams including pie charts and draw
conclusions. Compare two simple distributions
using the range and one of the mode, the
median or mode
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Term 2 Assessment
3
3
Percentages, ratio and proportion
Calculations
2
2
Recognise approximate proportions of a whole
and use simple fractions and percentages to
describe these. Solve simple problems
involving ratio and direct proportion. Use the
equivalences between fractions, decimals and
percentages
Use a range of mental methods of
computation with the four operations. Use
efficient written methods of short
multiplication and short division. Multiply and
divide whole numbers and decimals. Calculate
fractional or percentage parts of a quantity or
measurement, using a calculator where
appropriate.Understand and use the
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
equivalences between fractions, decimals and
percentages.
3
3
3
Expressions and equations
Sequences and graphs
3D shapes
Term 3 Assessment
2
2
1
Formulate and solve linear equations with
whole number coefficients.
Construct, express in symbolic form and use
simple formulae involving one or two
operations. Use and interpret coordinates in all
four quadrants. Use Cartesian coordinates for
graphical representation. Represent mappings
expressed algebraically. Formulate and solve
linear equations with whole number
coefficients.
Measure and calculate angles in triangles.
Tesselate 2D shapes. Draw and measure
triangles accurately. Draw 3D solids on
isometric paper. Identify nets of solids. Find
the surface area of a cuboid. Find the volume
of 3D solids using cubes.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Chapter test. Homework quizzes on
MyiMaths. Mini quizzes in class.
Interactive notebook. Observations of
contributions in class discussions and
activities.
Subject: ​Science
Term
1
Ajman Academy Secondary - Subject Overviews
Year: ​7
Topic/Project
Introduction to Practical Science
No. Weeks
Information/Activities
Assessment
2
Students can ask questions that could be
tested in a laboratory. They can describe prior
knowledge that may help with the questions
and can suggest what might happen in the
test. Students can select one independent
variable and one dependent variable to make a
valid test and can identify suitable control
variables. Given a selection, students can
select suitable equipment. Students can
recognise common ranges in familiar variables.
Students can describe steps in an investigation
planning for repeats, and with some guidance,
or clear links to previous experience, create a
data table. Data, including repeats, is collected
and recorded clearly to a reasonable level of
accuracy. Calculation of averages will be
completed. Students can draw a graph with
correct axes scaling with some errors in
plotting. The pattern of data can be described
and explained, based upon prior knowledge.
Students can comment on how closely their
data matches what they expected and can
discuss if they choose a range that allowed the
original question to be answered. Safety
measures for a planned activity can be
identified. Students can look at data they are
given and check it matches the question being
investigated, with close attention being given
to variables. Students can give examples of
how key scientific ideas have changed through
history. Simple values can be calculated from
given equations and averages can be
calculated.
N/A
1
1
B1: Cells
C1: Particles & Reactions
4
4
Pupils describe processes and phenomena
related to organisms, their behaviour and the
environment, using abstract ideas and
appropriate terminology, for example simple
cell structure and function. They take account
of a number of factors or use abstract ideas or
models in their explanations of processes and
phenomena, such as environmental factors
affecting the distribution of organisms in
habitats. They apply and use knowledge and
understanding in unfamiliar contexts, such as a
food web in a habitat. They describe some
evidence for some accepted scientific ideas,
such as the causes of variation between living
things. They explain the importance of some
applications and implications of science, such
as the use of selective breeding.
Students describe processes and phenomena
related to materials, their properties and the
Earth, using abstract ideas and appropriate
terminology, for example the particle model
applied to solids, liquids and gases. They take
account of a number of factors or use abstract
ideas or models in their explanations of
processes and phenomena, such as word
equations. They apply and use knowledge and
understanding in unfamiliar contexts, such as
relating changes of state to energy transfers in
a range of contexts such as the formation of
igneous rocks. They describe some evidence
for some accepted scientific ideas, such as the
patterns in the reactions of acids with metals
and the reactions of a variety of substances
with oxygen. They explain the importance of
some applications and implications of science,
Mid Unit Assessment and End of Unit
Test
Mid Unit Assessment and End of Unit
Test
such as the production of new materials with
specific desirable properties.
2
2
P1: Forces & Speed
B2: Food Chains & Variation
4
4
Students describe processes and phenomena
related to energy, forces and space, using
abstract ideas and appropriate terminology, for
example electric current as a way of
transferring energy. They take account of a
number of factors in their explanations of
processes and phenomena, for example in the
relative brightness of stars and planets. They
also use abstract ideas or models, for example
sustainable energy sources and the refraction
of light. They apply and use knowledge and
understanding in unfamiliar contexts. They
describe some evidence for some accepted
scientific ideas, such as the transfer of energy
by light, sound or electricity, and the refraction
and dispersion of light. They explain the
importance of some applications and
implications of science, such as the responsible
use of unsustainable sources of energy.
Pupils describe processes and phenomena
related to organisms, their behaviour and the
environment, using abstract ideas and
appropriate terminology, for example simple
cell structure and function. They take account
of a number of factors or use abstract ideas or
models in their explanations of processes and
phenomena, such as environmental factors
affecting the distribution of organisms in
habitats. They apply and use knowledge and
understanding in unfamiliar contexts, such as a
food web in a habitat. They describe some
evidence for some accepted scientific ideas,
such as the causes of variation between living
Mid Unit Assessment and End of Unit
Test
Mid Unit Assessment and End of Unit
Test
things. They explain the importance of some
applications and implications of science, such
as the use of selective breeding.
2
3
C2: Solutions & Acids
P2: Space & Gravity
4
4
Pupils describe processes and phenomena
related to materials, their properties and the
Earth, using abstract ideas and appropriate
terminology, for example the particle model
applied to solids, liquids and gases. They take
account of a number of factors or use abstract
ideas or models in their explanations of
processes and phenomena, such as word
equations. They apply and use knowledge and
understanding in unfamiliar contexts, such as
relating changes of state to energy transfers in
a range of contexts such as the formation of
igneous rocks. They describe some evidence
for some accepted scientific ideas, such as the
patterns in the reactions of acids with metals
and the reactions of a variety of substances
with oxygen. They explain the importance of
some applications and implications of science,
such as the production of new materials with
specific desirable properties.
Students describe processes and phenomena
related to energy, forces and space, using
abstract ideas and appropriate terminology, for
example electric current as a way of
transferring energy. They take account of a
number of factors in their explanations of
processes and phenomena, for example in the
relative brightness of stars and planets. They
also use abstract ideas or models, for example
sustainable energy sources and the refraction
of light. They apply and use knowledge and
understanding in unfamiliar contexts. They
Mid Unit Assessment and End of Unit
Test
Mid Unit Assessment and End of Unit
Test
3
B6: Ecological Relationships
4
3
P3: Electrical Circuits
4
describe some evidence for some accepted
scientific ideas, such as the transfer of energy
by light, sound or electricity, and the refraction
and dispersion of light. They explain the
importance of some applications and
implications of science, such as the responsible
use of unsustainable sources of energy.
Pupils describe processes and phenomena
related to organisms, their behaviour and the
environment, using abstract ideas and
appropriate terminology, for example simple
cell structure and function. They take account
of a number of factors or use abstract ideas or
models in their explanations of processes and
phenomena, such as environmental factors
affecting the distribution of organisms in
habitats. They apply and use knowledge and
understanding in unfamiliar contexts, such as a
food web in a habitat. They describe some
evidence for some accepted scientific ideas,
such as the causes of variation between living
things. They explain the importance of some
applications and implications of science, such
as the use of selective breeding.
students will be able to:
-compare the effectiveness of different
energy-transforming
appliances,
eg
camping stoves, windmills
-select secondary sources to provide
information about the use of fuels or other
energy sources
Grade B
-make a fair comparison of the energy output
of a range of fuels or foods
-with help produce a bar chart or line graph of
results
Mid Unit Assessment and End of Unit
Test
Mid Unit Assessment and End of Unit
Test
-use information from a secondary source in
reporting on fuels and other energy
sources;
-use a Bunsen burner safely
Grade C
-plan a fair comparison of the energy output
of a range of fuels or foods
-control relevant variables
-reduce error by repeating readings
-comment on the accuracy of results
-find information from selected secondary
sources about fuels and energy devices
-produce rules for the safe operation of a
Bunsen burner
Subject: ​Arabic - A
Term
Year: ​7
Topic/Project
Ajman Academy Secondary - Subject Overviews
No. Weeks
Unit 1:
READING:​ Safe Country
POERTY: ​ Sunrise homeland
STORY:​ Hasson’s stories –
WRITING​: Write a short story .
GRAMMER: ​The complete simile The right verb and types - The ailing
verb and types .
1
1
6
Unit 2:
READING:​ khalifa Tower .
POERTY: ​Message to mom
WRITING​: Write a short story .
GRAMMER:​ Known and passive Soft character at the end of the
tripartite nouns, and tripartite verbs –
Adverb.
6
Information/Activities
Assessment
- Spelling, paragraphs, punctuation, layout and
presentation.
- Textual and grammatical aspects of
language, such as sentence structure and
vocabulary.
- Patterns of text structure and organization of
variety of texts.
- Research skills
- Identifying key words and search words
- Identifying important information ie main
points.
-Drawing.
-Posts and Cards
-Reading, listening, speaking and -writing
activities.
-Homework tasks (weekly):
-Different exercises.
Speaking: song, oral presentation
Reading: brochure, poster
Writing: short e-mail.
Listening: dialogue, role plays
Grammar: matching, sentence completion.
The ministry book’s activities.
- Spelling, paragraphs, punctuation, layout and
presentation.
- Textual and grammatical aspects of
language, such as sentence structure and
vocabulary.
- Patterns of text structure and organization of
variety of texts.
- Research skills
- Identifying key words and search words
-​Mid-term assessment​: Speaking
assessment. Podcast November 2016.
Writing, oral, speaking
-​EOT assessment​: 4-competency
assessment: speaking, writing, reading
and grammar. December 2016
-​EOT assessment​: 4-competency
assessment: speaking, writing, reading
and grammar. December 2016
Unit 2&3:
READING:​ The honest shepherd
POETRY: ​ Princess trees
STORY:​ My mom’s heart
WRITING​: Write an article
GRAMMAR: ​Questioning method imperative method
2
5
- Identifying important information ie main
points.
-Drawing.
-Posts and Cards
-Reading, listening, speaking and -writing
activities.
-Homework tasks (weekly):
-Different exercises.
Speaking: song, oral presentation
Reading: brochure, poster
Writing: short e-mail.
Listening: dialogue, role plays
Grammar: matching, sentence completion.
The ministry book’s activities.
Spelling, paragraphs, punctuation, layout and
presentation.
- Textual and grammatical aspects of
language, such as sentence structure and
vocabulary.
- Patterns of text structure and organization of
variety of texts.
- Research skills
- Identifying key words and search words
- Identifying important information. ie main
points.
-Drawing.
-Posts and Cards
-Reading, listening, speaking and -writing
activities.
-Homework tasks (weekly):
-Different exercises.
Speaking: song, oral presentation
Reading: brochure, poster
Writing: short e-mail.
Listening: dialogue, role plays
Grammar: matching, sentence completion.
The ministry book’s activities.
-​Mid-term assessment​: Speaking
assessment. Podcast February 2017.
Writing, oral, speaking
Unit 4:
POETRY: ​ High morals
STORY:​ 1000 buckets of water
WRITING​: Write an article
GRAMMAR: ​using some tools with
the present tense .
2
3
5
Unit 5:
READING:​ Museum of the future.
POETRY: ​ Al Motawakel’s lake
STORY:​ A pigeon, a fox and heron
WRITING​: Write a short story
GRAMMAR: ​Rhyme -using some
tools with the present tense 2
5
Spelling, paragraphs, punctuation, layout and
presentation.
- Textual and grammatical aspects of
language, such as sentence structure and
vocabulary.
- Patterns of text structure and organization of
variety of texts.
- Research skills
- Identifying key words and search words
- Identifying important information. ie main
points.
-Drawing.
-Posts and Cards
-Reading, listening, speaking and -writing
activities.
-Homework tasks (weekly):
-Different exercises.
Speaking: song, oral presentation
Reading: brochure, poster
Writing: short e-mail.
Listening: dialogue, role plays
Grammar: matching, sentence completion.
The ministry book’s activities.
- Spelling, paragraphs, punctuation, layout and
presentation.
- Textual and grammatical aspects of
language, such as sentence structure and
vocabulary.
- Patterns of text structure and organization of
variety of texts.
- Research skills
- Identifying key words and search words
- Identifying important information ie main
points.
-Drawing.
-Posts and Cards
-​EOT assessment​: 4-competency
assessment: speaking, writing, reading
and grammar. March 2017
-​Mid-term assessment​: Speaking
assessment. Podcast May 2017. Writing,
oral, speaking
-Reading, listening, speaking and -writing
activities.
-Homework tasks (weekly):
-Different exercises.
Speaking: song, oral presentation
Reading: brochure, poster
Writing: short e-mail.
Listening: dialogue, role plays
Grammar: matching, sentence completion.
The ministry book’s activities.
3
Unit 6
POETRY: ​ Al Motawakel’s lake Granada breeze
STORY:​ the last paper
WRITING​: Write an article
GRAMMAR: ​the object
5
- Spelling, paragraphs, punctuation, layout and
presentation.
- Textual and grammatical aspects of
language, such as sentence structure and
vocabulary.
- Patterns of text structure and organization of
variety of texts.
- Research skills
- Identifying key words and search words
- Identifying important information ie main
points.
-Drawing.
-Posts and Cards
-Reading, listening, speaking and -writing
activities.
-Homework tasks (weekly):
-Different exercises.
Speaking: song, oral presentation
Reading: brochure, poster
Writing: short e-mail.
Listening: dialogue, role plays
Grammar: matching, sentence completion.
The ministry book’s activities.
-​EOT assessment​: 4-competency
assessment: speaking, writing, reading
and grammar. June 2017
Subject: ​Arabic - B
Term
Year: ​7
Topic/Project
Ajman Academy Secondary - Subject Overviews
No. Weeks
UNIT 1: ​schools
Lesson 1​: At Class
Lesson2​: in the
drawing room
Lesson 3​: in the playing room
1
6
Information/Activities
Assessment
Speaking​: Recording dialogues, songs and
correcting oral conversations.
Reading​: brochure,poster,Newsbulletin from the
weather
and reading comprehension class work.
Writing:​ short e-mail, and creative writing. Writing
for the four seasons of the year and the features
of each chapter
Listening​: dialogue, role plays and debates.
Grammar​:
Question Tools.
Noun phrase.
Singular and plural.
- Pen Test
Presentation: Informal Presentation on the
role of a selected organization such as the.
Projects
Mid-term assessment.
EOT assessment.
Work sheets.
Class observations.
Speaking and lessening
*‫ ﻛﯿﻒ‬/ ‫ ﻣﺎذا‬/ ‫ ﻣﺘﻰ‬/ ‫ ﻣﻦ‬/ ‫اﺳﺘﺨﺪام أدوات اﻻﺳﺘﻔﻬﺎم )أﯾﻦ‬
‫*اﺳﺘﺨﺪام اﻟﺠﻤﻠﺔ‬
( ‫ ﺑﻜﻢ‬/ ‫ ﻛﻢ‬/ / ‫ ﻣﺎ‬/ ‫ﻫﻞ‬/
‫اﻹﺳﻤﯿﺔ‬.
*‫اﻟﻤﻔﺮد واﻟﺠﻤﻊ‬
.
Unit 2: ​places
Lesson 1​: in the activity room
Lesson 2​:in the field
Lesson 3​: in the music room
1
6
​Speaking​: Recording dialogues, songs and
correcting oral conversations.
Reading​: brochure, poster,Newsbulletin from the
weather
and reading comprehension class work.
Writing:​ short e-mail, and creative writing. Writing
for the four seasons of the year and the features
of each chapter
Listening​: dialogue, role-plays and debates.
Grammar​:
Question Tools.
Noun phrase.
Singular and plural.
Presentation: Informal Presentation on the
role of a selected organization such as the.
Projects
Mid-term assessment.
.
EOT assessment.
Work sheets.
Class observations.
Speaking and lessening
Subject: ​Art
Term
Year: ​7
Topic/Project
Ajman Academy Secondary - Subject Overviews
No. Weeks
10
1
African Art
(Not
including
week of Eid)
1/2
Observational Drawing
8
2
Colour theory
8
3
Drawing Exam
2/3
3
Gridded Animals
7
Information/Activities
Assessment
African Art including art history
-Accurate transfer of line drawing and
application of pencil colour - African mask
-Teamwork or individual -3D multimedia
mask. Design and Make task
Pencil study of sports trainers/shoes from still
life
Final project assessed:
African mask - Individual level
3D Multimedia mask - team/individual
level
Alien Landscape and picture box
-Looking at perspective and depth.
-Colour theory
-Developing control of paint and colour mixing
Observational drawing of still life - shoe or
trainer
Observational Drawing using the grid
technique. Incorporating application of
coloured pencils, shading, tones and colour
blending
Summative- final piece assessed
Final piece leveled
Exam mark/level
Final piece leveled
Subject: ​Computing
Term
Year: ​7
Topic/Project
Ajman Academy Secondary - Subject Overviews
No. Weeks
Information/Activities
-
Digital Learners
-
1
3
-
1
1
Online Safety: Viruses, password
security and digital footprint
Spreadsheets
3
5
Introduction to Computers
1
2
5
Representing data, images, sound
and text
5
Students to set up their email accounts,
Drive files, and classroom accounts
Teacher will check students accounts
and make sure that they are supported
during setup time
Students to learn how to create files
and folders. Also how to download and
upload files to and from the Google
Drive and how to link it to iTunes
U/Google classroom apps
Students learn how to name files
appropriately and efficiently
Students to recognise different files
types
This scheme of work aims to increase
students' awareness of the issues
surrounding computer viruses, poor
password security and their ever
increasing digital footprint
Basic spreadsheets skills: data entry, formulas,
graphs, formatting, printing, headers and
footers, sorting and filters
This scheme of work aims to provide a gentle
introduction for students to the world of
computers and computing over the course of
four lessons.
http://www.teach-ict.com/ks3/year7/computer
s/computers.htm
This scheme of work covers different ways of
representing data through graphics, sounds
and text.
Assessment
Rubric to check if students are able to
demonstrate the ability to manage their
files effectively and develop an
understanding of how their learning
network operates.
Students to create a poster for the the
Year 6 students to teach them about
Online Safety using their knowledge
Project: students will be given a task and
they will have to apply the skills they
have learned to finish it.
Quiz: short answers
Students to create an iMovie showes
different computer components and
explain what their role in operation the
computer
Quiz with multiple choices and short
answers
This scheme of work introduces the concept of
computational thinking. It does not assume
any prior knowledge on the part of the
student.
There is a complete lesson dedicated to:
2
Computational Thinking
5
●
●
●
●
decomposition
pattern recognition
abstraction
algorithms, testing and debugging
The philosophy behind this scheme of work is
to ensure that students have a firm grasp of
each of the main concepts behind
computational thinking. However, if you
wished to run the scheme of work over fewer
lessons then it would be fairly straightforward
to remove some of the stand alone tasks
within each lesson and cover two topics in one
lessons.
3
3
Programming- Scratch
Python Introduction
7
This is a unit that introduces programming
concept to the students in a visual interactive
way. The necessary building blocks introduced
in this unit are Input, output iteration,
selection, variables and control flow.
Students to create an interactive game
using ​https://scratch.mit.edu
5
This scheme of work guides students from the
basics of writing simple one line programs
through to using IF...Else and Elif.
By the end of the unit students will have
learned enough to create a simple
chatbot program that will respond to
user input
Subject: ​Drama
Term
1
1
Year: ​7
Topic/Project
Introduction to Drama
Silent Movie Unit
Ajman Academy Secondary - Subject Overviews
No. Weeks
4
5
1
Improvisation Unit
4
2
Charlotte Dymond
6
Information/Activities
The Elements of Drama- voice, body, face.
Using mime, do some charades to
demonstrate.
The importance of gesture, exaggeration and
also the technique of status.
An introduction to the stage: SL,SR etc.
To do a small monologue in groups.
Silent movie unit. Introduce showing silent
movies on Youtube. Divide into groups to
brainstorm storyline for own movies and
characters etc. Emphasis on skills to use inc
exaggeration of facial expressions, movement
etc. Use stereotypical melodrama characters,
inc hero, villain, heroine etc.
Developing trust: trust walk, improvised
scenes, accepting and blocking. Importance of
acceptance in developing a scene on stage.
Also importance of planning improvised
scenes. Various games inc “In the Box”,
“Presents” and “Householder”.
1. Read “Charlotte Dymond” poem
(Google) and discuss it and hot-seating,
freeze frames, thought tracking,
teacher-in-role, improvisation, role play
and promenade theatre.
2. Do the Charlotte Dymond worksheet.
3. Create short improvisations on what
community are saying about Charlotte’s
murder.
4. Create impro on who students think is
responsible for the murder and what
happened.
Assessment
Monologue performance assessed,
focusing on use of voice, movement and
facial expressions.
Assessment of silent movie and
individual roles in the devising and
performance aspects. Criteria inc use of
face, exaggeration, movement, placards
etc.
Assessment of improvised planned
pieces on “Holidays” or “The Party”.
Criteria inc planning, teamwork, blocking
and accepting by individuals.
Assess 2 and 5
2
Physical Theatre
6
3
Melodrama
6
3
Terrible Fate of Humpty Dumpty
6
5. Use at least three drama techniques in
group performances to tell the story.
1. Students create objects with bodies;
explore use of body creating letters,
sentences.
2. Physicalise fruits eg bananas. Put
actions with them and create voices.
3. Physicalise a fairy tale.
4. Create a fairytale performance without
props for a primary school audience.
1. Introduction to melodrama and
exaggeration.
2. Introduction to exaggerated set
movements for emotions.
3. Exaggerated movements using
“Narrative of Operative Tragedy”.
4. Introduce stock characters.
5. How do these characters speak and
exaggerate?
6. Script: Maria Martin/Murder in Red
Barn. Students given a scene to
perform.
1. Create a role play of key characters in
text.
2. Read chosen extract and begin
dramatising it in groups. OR provide
script to the class.
3. Add suspense and humour to the
scene.
4. Add images for projection as backdrop
5. Performance
Assess 4
Assess 6
Assessment of performance.
Performance must exhibit 4 techniques
of drama.
Subject: ​Geography
Term
1
2
3
Topic/Project
Africa
Mapping
It’s Your Planet
Year: ​7
Ajman Academy Secondary - Subject Overviews
No. Weeks
17
12
9
Information/Activities
Assessment
Africa ​; Location/Africa today/African
countries/Population distribution/Physical
features/Africa’s biomes/The Horn of Africa physical features and climate/Coffee farming in
Ethiopia - case study/Nomads/Salt mining in
Ethiopia - case study/The coast/Somalia’s
pirates/Addis Ababa slums - case
study/Djibouti; a great location - case study.
Classwork/individual
research/presentations/written
assignments/end of module
assessments.
Mapping ; Mapping connections around the
world/Scale drawings/Sketches and mental
maps/Scale and grid lines/Reading maps/Grid
references/Measuring distance/Direction and
compass points/Ordnance survey
maps/Measuring height using contour
lines/Latitude and Longitude.
Classwork/individual
research/presentations/written
assignments/end of module
assessments.
It’s Your Planet ​; The Big Bang/Development
of life on Earth/Earth’s Timescale/The Ice
Age/Human Movement/Earth and the solar
system/The changing Earth/Geography divided
- physical, human, environmental.
Classwork/individual
research/presentations/written
assignments/end of module
assessments.
Subject: ​History
Term
1
Year: ​7
Topic/Project
Introduction to History
Ajman Academy Secondary - Subject Overviews
No. Weeks
3
Information/Activities
Assessment
Introduction of key historical skills:
- Primary/Secondary Sources
- Chronology
- Bias
Baseline assessment to determine history
level.
Students will examine the rise and fall of the
Roman Empire.
1
The Roman Empire
11
Weekly Topics are:
1. Who were the Romans?
2. Romulus and Remus
3. Why did the Romans want an Empire?
4. The Roman Army
5. Roman Towns
6. Roman Villas
7. Roman Gods
8. Roman Technology
9. Interpretations of the Roman Empire
10. Fall of the Roman Empire
11. Final Assessment
Three levelled pieces of work will be
completed throughout the term:
1. A guidebook to a Roman Town.
2. Students create their own
interpretation of the Roman
Empire.
3. Final Assessment focusing on
recall.
Students will examine the events of 1066 and
how the Normans took control of England
2
How to conquer a country
10
Weekly topics are:
1. Invaders and Settlers
2. The Death of Edward
3. The Battle of Hastings
4. The Battle of Hastings
5. The Battle of Hastings Assessment
6. The problems of William
7. Harrying of the North
8. Feudalism
Three levelled pieces of work will be
completed throughout the term:
1. Letter from the Battle of Hastings
2. How did William get control?
3. Final Assessment focusing on
recall.
9. Castles
10. Getting Control Assessment
Students will examine how people travelled in
the Middle Ages and how this led to the spread
of various cultures.
3
Travel and Trade in the Middle Ages
11
Weekly topics are:
1. Arabia before Islam
2. Trade and travel in the Arab World
3. Trade and travel in England
4. The Black Death
5. The Black Death
6. The Black Death Assessment
7. Pilgrimages
8. Kingdom of Heaven
9. The Crusades
10. The Crusades
11. Final Assessment
There will be three pieces of levelled work
completed within this topic:
1. Diary of the Black Death
2. Who benefited from the Crusades
OR piece of Salah al-Deen
3. Final Assessment focusing on
recall.
-use information from a secondary source in
reporting on fuels and other energy
sources;
-use a Bunsen burner safely
Grade C
-plan a fair comparison of the energy output
of a range of fuels or foods
-control relevant variables
-reduce error by repeating readings
-comment on the accuracy of results
-find information from selected secondary
sources about fuels and energy devices
-produce rules for the safe operation of a
Bunsen burner
‫‪Ajman Academy Secondary - Subject Overviews‬‬
‫‪Information/Activities‬‬
‫‪Assessment‬‬
‫‪Year: ​7‬‬
‫‪No. Weeks‬‬
‫‪Subject: ​Islamic - A‬‬
‫‪Topic/Project‬‬
‫‪Term‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫‪.‬ـ ﯾﺤﻔﻆ اﻵﯾﺎت اﻟﻘﺮآﻧﯿﺔ‬
‫‪ .‬ـ ﯾﻔﺴﺮ ﻣﻌﺎﻧﻲ اﻟﻤﻔﺮدات اﻟﻮاردة ﻓﻲ اﻵﯾﺎت‬
‫‪.‬ـ ﯾﺴﺘﺨﻠﺺ اﻷﻓﻜﺎر اﻟﺮﺋﯿﺴﯿﺔ ﻣﻦ اﻵﯾﺎت‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻶﯾﺎت‬
‫‪ .‬ـ ﯾﺸﺮح أدﻟﺔ اﻟﺒﻌﺚ واﻟﻨﺸﻮر‬
‫‪.‬ـ ﯾﻮﺿﺢ ﻣﻈﺎﻫﺮ ﻋﻈﻤﺔ اﷲ وﻗﺪرﺗﻪ‬
‫‪.‬ـ ﯾﺴﺘﻨﺘﺞ ﻣﻨﻬﺠﯿﺔ اﻟﺤﻮار ﻓﻲ اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪2‬‬
‫اﻟﺒﻌﺚ واﻟﻨﺸﻮر‬
‫‪1‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ ﻗﻮاﻋﺪ اﻟﻘﺮاءة اﻟﺴﻠﯿﻤﺔ اﻟﻤﻌﺒﺮة‬
‫ً‬
‫‪.‬ـ ﯾﺴﻤﻊ اﻟﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫‪.‬ـ ﯾﻮﺿﺢ أﺑﻮاب اﻟﻔﻮز ﺑﻈﻞ اﷲ ﺗﻌﺎﻟﻰ ﯾﻮم اﻟﻘﯿﺎﻣﺔ‬
‫‪.‬ـ ﯾﺴﺘﻨﺘﺞ أﺛﺮ اﻟﺘﻘﻮى ﻓﻲ ﺣﯿﺎة اﻟﻔﺮد واﻟﻤﺠﺘﻤﻊ‬
‫‪2‬‬
‫ﺣﺪﯾﺚ ﺷﺮﯾﻒ‬
‫اﻟﻤﺴﺘﻈﻠﻮن ﻓﻲ ﻇﻞ اﻟﺮﺣﻤﻦ‬
‫‪1‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ ﻗﻮاﻋﺪ اﻟﻘﺮاءة اﻟﺴﻠﯿﻤﺔ اﻟﻤﻌﺒﺮة‬
‫ً‬
‫‪.‬ـ ﯾﺴﻤﻊ اﻟﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫‪.‬ـ ﯾﻮﺿﺢ ﻓﻀﺎﺋﻞ اﻟﻤﺸﻲ إﻟﻰ اﻟﻤﺴﺎﺟﺪ‬
‫‪.‬ـ ﯾﺒﯿﻦ ﻓﻀﻞ اﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ ﺻﻼﺗﻲ اﻟﻔﺠﺮ واﻟﻌﺸﺎء ﻓﻲ ﺟﻤﺎﻋﺔ‬
‫‪2‬‬
‫ﺣﺪﯾﺚ ﺷﺮﯾﻒ‬
‫ﻣﻦ ﺑﺸﺎﺋﺮ اﻟﻤﺼﻠﯿﻦ‬
‫‪1‬‬
‫اﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫‪ .‬ـ ﯾﺒﯿﻦ ﻣﻔﻬﻮم ﻣﺮاﻗﺒﺔ اﷲ ﺗﻌﺎﻟﻰ‬
‫‪.‬ـ ﯾﺤﺪد ﻓﻮاﺋﺪ ﻣﺮاﻗﺒﺔ اﷲ ﺗﻌﺎﻟﻰ‬
‫‪.‬ـ ﯾﻮﺿﺢ اﻷﺳﺒﺎب اﻟﻤﻌﯿﻨﺔ ﻋﻠﻰ ﻣﺮاﻗﺒﺔ اﷲ ﺗﻌﺎﻟﻰ‬
‫‪.‬ـ ﯾﺴﺘﻨﺒﻂ اﻵﺛﺎر اﻟﻤﺘﺮﺗﺒﺔ ﻋﻠﻰ ﻣﺮاﻗﺒﺔ اﷲ ﺗﻌﺎﻟﻰ ﻓﻲ ﺳﻠﻮك اﻟﻔﺮد‬
‫‪.‬ـ ﯾﻘﺘﺪي ﺑﻨﻤﺎذج ﻣﻦ ﺳﯿﺮ اﻟﺼﺎﻟﺤﯿﻦ ﻓﻲ ﻣﺮاﻗﺒﺔ اﷲ ﺗﻌﺎﻟﻰ‬
‫‪2‬‬
‫ﻣﺮاﻗﺒﺔ اﷲ ﺗﻌﺎﻟﻰ‬
‫‪1‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ أﺣﻜﺎم اﻟﺘﻼوة‬
‫ً‬
‫ﯾﺴﻤﻊ اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ّ‬
‫‪ .‬ـ ﯾﻔﺴﺮ ﻣﻔﺮدات اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻶﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﻮﺿﺢ ﻣﻈﺎﻫﺮ ﻋﻠﻢ اﷲ وﻋﺪﻟﻪ‬
‫‪2‬‬
‫اﻟﺨﻼق اﻟﻌﻠﯿﻢ‬
‫‪1‬‬
‫اﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ـ ﯾﻄﺒﻖ أﺣﻜﺎم اﻟﻐﺴﻞ‬
‫ـ ﯾﺤﺪد أﻓﻌﺎل اﻟﻐﺴﻞ وأﺣﻜﺎﻣﻬﺎ‬
‫‪2‬‬
‫اﻟﻐﺴﻞ‬
‫‪1‬‬
‫اﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﯾﻮﺿﺢ ﻣﻔﻬﻮﻣﻲ اﻟﺘﯿﻤﻢ واﻟﻤﺴﺢ ﻋﻠﻰ اﻟﺨﻔﯿﻦ‬
‫ً‬
‫ً‬
‫‪ .‬ـ ﯾﻄﺒﻖ اﻟﺘﯿﻤﻢ واﻟﻤﺴﺢ ﻋﻠﻰ اﻟﺨﻔﯿﻦ‬
‫ﺻﺤﯿﺤﺎ‬
‫ﺗﻄﺒﯿﻘﺎ‬
‫‪2‬‬
‫اﻟﺘﯿﻤﻢ واﻟﻤﺴﺢ ﻋﻠﻰ اﻟﺨﻔﯿﻦ‬
‫‪2‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ أﺣﻜﺎم اﻟﺘﻼوة‬
‫ً‬
‫ﯾﺴﻤﻊ اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ّ‬
‫‪ .‬ـ ﯾﻔﺴﺮ ﻣﻔﺮدات اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪1‬‬
‫ﺑﺸﺎرة وﻣﻮاﺳﺎة‬
‫‪2‬‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻶﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪ .‬ﯾﺼﻒ أﻫﻞ اﻟﺠﻨﺔ‬
‫‪.‬ـ ﯾﺤﺮص ﻋﻠﻰ اﻟﻄﺎﻋﺔ واﻟﻔﻮز‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻌﺒﺮة ﻣﻦ ذﻛﺮ اﻷﻣﻢ اﻟﺴﺎﺑﻘﺔ‬
‫اﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫‪.‬ـ ﯾﺤﺪد ﺣﺎﻻت اﻟﻤﯿﻢ اﻟﺴﺎﻛﻨﺔ ﺗﻼوة‬
‫‪.‬ـ ﯾﻄﺒﻖ أﺣﻜﺎم اﻟﻤﯿﻢ اﻟﺴﺎﻛﻨﺔ ﺗﻼوة‬
‫‪.‬ـ ﯾﻘﺎرن ﺑﯿﻦ ﺣﺎﻟﺘﻬﺎ وﺣﺎﻻت ﺣﺮوف أﺧﺮى ﻣﺸﺎﺑﻬﺔ‬
‫‪.‬ـ ﯾﺤﺮص ﻋﻠﻰ ﺗﻼوة ﻛﺘﺎب اﷲ‬
‫ـ‬
‫ـ‬
‫‪2‬‬
‫‪.‬أﺣﻜﺎم اﻟﻤﯿﻢ اﻟﺴﺎﻛﻨﺔ‬
‫‪2‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ أﺣﻜﺎم اﻟﺘﻼوة‬
‫ً‬
‫ﯾﺴﻤﻊ اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ــ ّ‬
‫‪ .‬ـ ﯾﻔﺴﺮ ﻣﻔﺮدات اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻶﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﺴﺘﻨﺘﺞ ﻣﻈﺎﻫﺮ رﺣﻤﺔ اﷲ ﺗﻌﺎﻟﻰ‬
‫‪.‬ـ ﯾﻮﺿﺢ ﺟﻮاﻧﺐ ﻋﻈﻤﺔ اﷲ ﻣﻦ ﺧﻼل ﻧﻌﻤﻪ‬
‫‪1‬‬
‫ﺳﻮرة اﻟﺮﺣﻤﻦ‬
‫‪2‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ ﻗﻮاﻋﺪ اﻟﻘﺮاءة اﻟﺴﻠﯿﻤﺔ اﻟﻤﻌﺒﺮة‬
‫ً‬
‫‪.‬ـ ﯾﺴﻤﻊ اﻟﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫ـ ﯾﺸﺮح ﻣﻌﺎﻧﻲ ﻣﻔﺮدات ﻟﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻠﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫‪.‬ـ ﯾﻮﺿﺢ أﺣﻮال اﻟﻘﻠﺐ‬
‫‪.‬ـ ﯾﺤﺮص ﻋﻠﻰ إﺧﻼص اﻟﻌﻤﻞ‬
‫‪2‬‬
‫اﻟﻘﻠﺐ وﺻﻼح اﻹﻧﺴﺎن‬
‫‪2‬‬
‫اﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫‪.‬ـ ﯾﻤﯿﺰ ﺑﯿﻦ أﺣﻜﺎم اﻟﺠﻤﻊ اﻟﺠﻤﻊ واﻟﻘﺼﺮ ﻓﻲ اﻟﺼﻼة‬
‫‪.‬ـ ﯾﺤﺪد اﻟﻤﺴﺎﻓﺔ اﻟﺘﻲ ﯾﻘﺼﺮ ﻓﯿﻬﺎ اﻟﻤﺴﺎﻓﺮ‬
‫‪.‬ـ ﯾﺒﯿﻦ ﻛﯿﻔﯿﺔ ﺻﻼة اﻟﻤﺮﯾﺾ‬
‫‪.‬ـ ﯾﻌﺒﺮ ﻋﻦ ﺗﻘﺪﯾﺮي ﻟﻘﯿﻤﺔ اﻟﯿﺴﺮ ﻓﻲ اﻹﺳﻼم‬
‫‪2‬‬
‫‪.‬ﺻﻼة اﻟﻤﺴﺎﻓﺮ واﻟﻤﺮﯾﺾ‬
‫‪3‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ أﺣﻜﺎم اﻟﺘﻼوة‬
‫ً‬
‫ﯾﺴﻤﻊ اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ــ ّ‬
‫‪ .‬ـ ﯾﻔﺴﺮ ﻣﻔﺮدات اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻶﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﺴﺘﻨﺘﺞ دﻻﻟﺔ ذﻛﺮ ﻋﺎﻗﺒﺔ اﻹﯾﻤﺎن واﻟﻜﻔﺮ‬
‫‪.‬ﯾﺤﺪد ﺳﺒﯿﻞ اﻟﻔﻮز ﻓﻲ اﻟﺤﯿﺎة‬
‫‪1‬‬
‫ﻧﻌﯿﻢ اﻟﺤﯿﺎة‬
‫‪3‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ ﻗﻮاﻋﺪ اﻟﻘﺮاءة اﻟﺴﻠﯿﻤﺔ اﻟﻤﻌﺒﺮة‬
‫ً‬
‫‪.‬ـ ﯾﺴﻤﻊ اﻟﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫ـ ﯾﺸﺮح ﻣﻌﺎﻧﻲ ﻣﻔﺮدات ﻟﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻠﺤﺪﯾﺚ اﻟﺸﺮﯾﻒ‬
‫‪.‬ﯾﺒﯿﻦ ﻣﻔﻬﻮم ﻛﻔﺎﻟﺔ اﻟﯿﺘﯿﻢ ﻓﻲ اﻹﺳﻼم‬
‫‪2‬‬
‫ﻛﻔﺎﻟﺔ اﻟﯿﺘﯿﻢ‬
‫ﺣﺪﯾﺚ ﺷﺮﯾﻒ‬
‫‪3‬‬
‫‪.‬ـ ﯾﻮﺿﺢ ﻓﻀﻞ ﻛﻔﺎﻟﺔ اﻟﯿﺘﯿﻢ ﻋﻨﺪ اﷲ‬
‫‪.‬ـ ﯾﺴﺘﻨﺘﺞ أﺛﺮ ﻛﻔﺎﻟﺔ اﻟﯿﺘﯿﻢ ﻓﻲ ﺣﯿﺎة اﻟﯿﺘﯿﻢ واﻟﻤﺠﺘﻤﻊ‬
‫اﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫‪.‬ـ ﯾﻤﯿﺰ ﺑﯿﻦ أﻧﻮاع ﺻﻼة اﻟﺘﻄﻮع‬
‫‪.‬ـ ﯾﺒﯿﻦ ﻓﻀﻞ ﺻﻼﺗﻲ اﻟﻀﺤﻰ واﻟﻠﯿﻞ‬
‫‪.‬ـ ﯾﻮﺿﺢ أﺣﻜﺎم ﺻﻼﺗﻲ اﻟﻀﺤﻰ واﻟﻠﯿﻞ‬
‫‪2‬‬
‫ﺻﻼة اﻟﺘﻄﻮع اﻟﻀﺤﻰ واﻟﻠﯿﻞ‬
‫‪3‬‬
‫اﻟﺘﻘﯿﯿﻢ اﻟﺸﻔﻬﻲ واﻻﻣﺘﺤﺎن اﻟﻜﺘﺎﺑﻲ‬
‫ﻣﺮاﻋﯿﺎ أﺣﻜﺎم اﻟﺘﻼوة‬
‫ً‬
‫‪.‬ﯾﺴﻤﻊ اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫ّ‬
‫‪ .‬ـ ﯾﻔﺴﺮ ﻣﻔﺮدات اﻵﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﺒﯿﻦ اﻟﻤﻌﻨﻰ اﻹﺟﻤﺎﻟﻲ ﻟﻶﯾﺎت اﻟﻜﺮﯾﻤﺔ‬
‫‪.‬ـ ﯾﻮﺿﺢ ﻣﻔﻬﻮم اﻹﺣﺴﺎن‬
‫ـ ﯾﺤﺪد أﺳﺒﺎب اﻟﻔﻮز ﺑﺎﻟﺠﻨﺔ‬
‫‪2‬‬
‫ﺟﺰاء اﻹﺣﺴﺎن‬
‫‪3‬‬
Subject: ​Islamic Studies B
Term
1
1
Year: ​7
Topic/Project
Belief in the unseen
Learning about Allah and believing in
him
Ajman Academy Secondary - Subject Overviews
No. Weeks
Information/Activities
Assessment
2
● Appreciate of belief in the unseen.
● Learn evidence on the existence of the
unseen world.
● Learn how to develop and maintain
unshakable faith in Allah and the
unseen.
● Learn and understand the name of
Allah Al- Batin
● Complete the kwl chart.
● Study questions and stretch your mind
page A11.
● Documentary movie (God known
through reason), by Harun Yahya.
Formative Assessment
Write paragraph that summarise the
lesson; how we believe in something we
do not see.
Summative Assessment: Chapter Quiz
2
● Review the oneness of Allah and the
Towhead.
● Learn the following attributes of Allah:
a-creator of universe
b-creator of mankind.
● Learn the reason Allah created the
mankind.
● Understand the concept that Allah has
names that are his alone.
● Make project by using model provided
by the teacher or those found in the
homer online to create a poster
whereby at least 5 of Allah’s attribute
are described.
● Complete the kwl chart (What I have
learned).
Formative Assessment
Summative assessment: Chapter quiz
Presenting the project
1
1
1
The universe speaks Tawheed
Surat As-Saff (1-4)
The story of Dawood and Jalut
The story of king Dawood
2
● Study the oneness of Allah.
● Understand that the creation has many
signs that show the same true creator
created it.
● Analyses Atheism, polytheism and
monotheism
● Projects and activities
● Write a letter to an atheist person trying
to persuade him or her that there is a
creator of this world.
● Write a 700-word essay that refutes
the belief in many Gods.
Presenting the essay with the evidences
that there is only one God
4
● Learn the general meaning of Surah
unsafe verses from 1-4.
● Understand the concept and Jihas in
Islam.
● Learn the general meaning of Surah
unsafe verses from 1-4
Formative assessment: by Learning the
Surah by heart
Summative assessment: by chapter quiz
2
● Learn the story of Dawud and Jalut as
presented in the Quran.
● Appreciate the value of courage, high
discipline and heroism.
● Learn, recite memorise and understand
the Ayat in chapter.
● Using moviemaker, make movie about
of the story of this chapter.
● Write a poem summarizing the story of
the chapter.
Summative assessment: Making the
iMovie about the Prophet Dawood, by
showing all the important details from it.
3
● Appreciate the value of courage and
heroism. Understand that rushing to
judgment and listening to one side of
an arrangement and ignoring the other
leads to injustice.
● Project pageA35
Chapter quiz
● Research the lineage of Prophet
Dawood in relation to Prophet Musa
and Isa using books provided by teacher
and supervised online references.
1
Assessment
2
Al Quran Al kareem the last holy.book
2
Al Quran Al kareem the last holy.book
2
2
2
2
2
You love it , then respect itYou love it , then respect it(Surat Al Muzzammil ( 1-9-
(Surat Al Muzzammil ( 1-9Surat Al Muzzammil ( 10-19)
1
1
● Learn the following facts about Quran:
● 1- time of revelation
● 2- Main elements of its messages
Formative assessment, summative
assessment and chapter quiz
1
● Appreciate the greatness and the
uniqueness of Al- Quran
Formative assessment, summative
assessment and chapter quiz
1
● Understand why do we need to respect
the Quran.
Formative assessment, summative
assessment and chapter quiz
1
● learnt tips we have to follow the we read Formative assessment, summative
Quran.
assessment and chapter quiz
1
● Learn the messages Surah ul Muzzammil
Formative assessment, summative
● Learn the value of praying the Qiyam
assessment and chapter quiz
ullayl.
1
● Value the importance of using tarteel
when reciting- Al Quran.
Formative assessment, summative
assessment and chapter quiz
1
● learn the Message in Surat Al
Muzzammil( 10-19)
● learn what will happen in the last day
Formative assessment, summative
assessment and chapter quiz
1
● learn the overall message Surah ul
Muzzammil verse 20.
Formative assessment, summative
● explain and understand the Hadith in the assessment and chapter quiz
lesson.
1
● Learn the place of salad in Islam.
Surat Al Muzzammil verse 20
2
2
Praying the Prophet way
● Assessment
Formative assessment, summative
assessment and chapter quiz
● Learn the importance of the following :
salad for every Muslim, prayer times,
how to perfect prayers.
● Learn a variety of important Thikr and
Duaa to use during Salah.
Prayers step by step
2
2
3
Assessment
Salat ul Sunnah : voluntary Prayer in
Islam
1
● Learning Prayer Times.
● Knowing how to perfect Prayers .
Formative assessment, summative
● Learning a variety of important Thikr and assessment and chapter quiz
Duaa to use during and after Prayer.
1
● Assessment
2
● Learn the different types of
recommended or voluntary Prayers .
● Learn and appreciate the importance
and beauty of recommended Prayers.
Formative assessment, summative
assessment and chapter quiz
2
● Learn and apply knowledge of
recommended prayers.
● Appreciate the importance of Qiyamul- Layl Prayer at night
Formative assessment, summative
assessment and chapter quiz
2
● Learn about the story of Ummu
Salamah.
● Learn about her acceptance of Islam.
● Learn about the Hijrah to Abyssinia, the
death of her husband and her marriage
to the Prophet.
● Appreciate how patience and total trust
in Allah bring wonderful results that one
cannot expect.
Formative assessment, summative
assessment and chapter quiz
2
● Learn the specific Al Ash-hur al Durum.
● Learn why people decided to go to
Makkah for Umrah.
● Learn why Rasulullah travelled toward
Makkah.
● Learn about the Bay’at -ur- Ridwan and
why it was necessary.
Formative assessment, summative
assessment and chapter quiz
True believer pray at night
3
Ummu Salamah
3
The peaceful march to makkah
3
Sulh- ul Hudaibiya
3
3
Assessment
2
● Learn what sulh-ul-Hudaybiah ia all
about.
● Learn what the treaty of Hudaybiyah
called for.
● Learn the benefits of Sulh-ulFormative assessment, summative
Hudaybiyah.
assessment and chapter quiz
● Learn about the main events that
followed the treaty
● Appreciate the wisdom and the
gentleness Prophet Mohammad showed
during and after sulh-ul Hudaybiyah
1
● Assessment
Subject: ​Music
Term
1
Year: ​7
Topic/Project
Rhythm and Pitch recap
Ajman Academy Secondary - Subject Overviews
No. Weeks
6
1
Scales and Chords
7
2
12 Bar Blues Musicals and Opera
6
2
Keyboard Skills
5
3
Music technology
6
Information/Activities
Building on knowledge gained in primary,
students develop their understanding of
standard notation and increase the complexity
of rhythms used during performance. They will
produce a variety of short pieces in whole class
and smaller groups exploring combinations of
timbres and textures.
Students develop understanding of harmony
and tonality in music through exploration of
different scales and chords. They will compose
their own melody and produce a score using
standard notation. Some students will
harmonise their melody producing either a
recording or performance.
Building on knowledge gained through the
scales and chords unit, students apply this
knowledge to study of blues music. They will
learn about the historical origins of this style
and, by listening to recordings in chronological
order, will begin to examine changes in
recording technology.
Students focus on development of keyboard
skills showing independent progress through a
number of short pieces for keyboard. They will
demonstrate increasing ability to self-evaluate
and peer assess in order to improve.
Students build on knowledge of Garageband,
exploring methods for song construction,
making use of melody and harmony skills
developed earlier in the year. They will
understand how to use basic editing functions
to develop longer pieces of music.
Assessment
Individual assessment of class based
performance and written notation.
Paired assessment of application of
melody and harmony through
performance.
Individual assessment/group assessment
of performance.
Weekly assessment and progression
through tasks.
Individual assessment of application of
editing functions and demonstration of
prior learning.
3
Musicals and Opera
6
Students explore musicals and opera, working
together to produce a ‘mini-musical’
performance in larger groups. They will
develop understanding of the role music plays
in story telling and show understanding of
mood and characterisation through longer
term performance construction.
Group assessment of musical
performance.
Subject: ​PE - Boys
Term
1
1
1-2
Topic/Project
Football
Basketball
Athletics
Year: ​7
Ajman Academy Secondary - Subject Overviews
No. Weeks
6
6
6
Information/Activities
1. Pupils will learn basic passing using
both feet
2. Pupils will learn how to control and
move the ball whilst maintaining
possession
3. Basic skills using different parts of the
body to control the ball
4. Basic skills of shooting, passing,
dribbling and defending are taught
1. Pupils will be taught the different
passes and their effectiveness in
different situations.
2. Pupils will learn how to best receive a
pass for the benefit of the team by
finding space and movement.
3. Dribbling the ball with control and using
this effectively to attack will be taught.
4. The lay up shot technique will be used
and will be the main form of point
scoring for pupils.
5. Basic defensive strategies will be
introduced and the man to man
defence used for game situations.
1. Pupils will learn the basic skills
necessary in throwing, jumping and
running events.
2. Pupils will be taught how to strengthen
and keep their bodies healthy to
optimise performance, learning the
Assessment
1. Pupils will be observed and
graded on performance outcome
2. Pupils will be observed on their
effectiveness to positively
influence a game using a range of
skills
1. Pupils will be observed and
graded on performance outcome
2. Pupils will be observed on their
effectiveness to positively
influence a game using a range of
skills
1. Pupils will use time and measure
performances to rate success.
2. Pupils will be able to discuss and
explain ways in which to maintain
a healthy lifestyle and to improve
performance.
difference between power, speed and
endurance.
Pupils will be undertake fitness tests
2
3
3
Volleyball
Swimming
Carousel
6
6
5
1. The basic skills of the serve, dig and set
shots are to be taught and when they
are most effective.
2. Pupils will learn the basic rules of the
game including number of touches, net
infringements and rotation.
1. Pupils will learn the rules of the pool
and how to enter the pool correctly at
the start of the lesson.
2. Pupils will learn the technique for 3
different swim strokes - freestyle,
backstroke and breaststroke. Focus will
be mainly on the kick.
3. Pupils will learn of the importance of
remaining ‘streamlined’ and be aware
of the effect that this will have on their
stroke and performance.
4. Pupils will learn to dive to start a race
5. Pupils will learn basic survival training
for the water so that they may save
themselves or a friend in trouble
During this period of the year, the pupils will
experience a variety of activities.
Activities may include but not limited to:
softball, rounders, cricket, badminton, gaelic
football, tag rugby, hockey.
As this period is dominated by Ramadan, table
tennis will be the main activity.
3. Pupils will be undertake fitness
tests to grade levels of strength,
power, speed, endurance and
flexibility.
1. Pupils will be observed and and
graded on performance outcome
2. Pupils will need to be able to
explain an understanding of the
basic rules used in volleyball
1. Pupils will be observed and
assessed according to the
technique that they can display in
all 4 strokes
2. They will be questioned about the
rules of the pool and safety
aspects involved
Pupils will be observed
Pupils will have the opportunity to
explain the rules through discussions and
question and answers
Subject: ​PE - Girls
Term
1
1
1-2
Topic/Project
Swimming
Netball
Athletics
Year: ​7
Ajman Academy Secondary - Subject Overviews
No. Weeks
6
6
6
Information/Activities
1. Pupils will learn the rules of the pool
and how to enter the pool correctly at
the start of the lesson.
2. Pupils will learn the technique for 3
different swim strokes - freestyle,
backstroke, and breaststroke. Focus will
be mainly on the kick.
3. Pupils will learn of the importance of
remaining ‘streamlined’ and be aware
of the effect that this will have on their
stroke and performance.
4. Pupils will learn to dive to start a race
5. Pupils will learn basic survival training
for the water so that they may save
themselves or a friend in trouble
1. Pupils will learn the different types of
pass
2. Rules are explained and taught, playing
particular attention to the footwork rule
3. Player positions tell the pupils the
restrictions on each player within the
games and pupils will have a chance to
experiment by playing all the positions.
This will enable players to realise the
various different attributes that each
position requires.
1. Pupils will learn the basic skills
necessary in throwing, jumping and
running events.
2. Pupils will be taught how to strengthen
and keep their bodies healthy to
optimise performance, learning the
Assessment
1. Pupils will be observed and
assessed according to the
technique that they can display in
all 3 strokes
2. They will be questioned about the
rules of the pool and safety
aspects involved
1. Pupils will be observed and
question and answer sessions
used to see if they have learnt the
rules and positioning in the
games.
2. Pupils will be able to show that
they are able to affect a game of
netball positively through the
outcome of the result
1. Pupils will use time and measure
performances to rate success.
2. Pupils will be able to discuss and
explain ways in which to maintain
a healthy lifestyle and to improve
performance.
difference between power, speed and
endurance.
2
3
3
Football
Volleyball
Carousel
6
5
5
1. Pupils will learn basic passing using
both feet
2. Pupils will learn how to control and
move the ball whilst maintaining
possession
3. Basic skills using different parts of the
body to control the ball
4. Basic skills of shooting, passing,
dribbling and defending are taught
1. The basic skills of the serve, dig and set
shots are to be taught and when they
are most effective.
2. Pupils will learn the basic rules of the
game including number of touches, net
infringements and rotation.
During this period of the year, the pupils will
experience a variety of activities.
Activities may include but not limited to:
softball, rounders, cricket, badminton, Gaelic
football, tag rugby, hockey
3. Pupils will be undertake fitness
tests to grade levels of strength,
power, speed, endurance and
flexibility.
1. Pupils will be observed and
graded on performance outcome
2. Pupils will be observed on their
effectiveness to positively
influence a game using a range of
skills
1. Pupils will be observed and
graded on performance outcome
2. Pupils will need to be able to
explain an understanding of the
basic rules used in volleyball
Pupils will be observed
Pupils will have the opportunity to
explain the rules through discussions and
question and answers
‫‪Ajman Academy Secondary - Subject Overviews‬‬
‫‪Assessment‬‬
‫‪Classwork, homework and tests‬‬
‫‪Information/Activities‬‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫‪Classwork, homework and tests‬‬
‫‪Classwork, homework and Presentation‬‬
‫‪Classwork, homework and tests‬‬
‫‪Classwork, homework and presentation‬‬
‫‪Classwork, homework and presentation‬‬
‫▪‬
‫▪‬
‫ﯾﺤﺪد ﻣﻮﻗﻊ اﻟﺠﻐﺮاﻓﻲ واﻟﻔﻠﻜﻲ ﻟﺸﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫ﯾﺮﺗﺐ دول ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ ﺣﺴﺐ اﻟﻤﺴﺎﺣﺔ‪.‬‬
‫ﯾﻤﯿﺰ اﻟﺤﺪود اﻟﺒﺮﯾﺔ واﻟﺒﺤﺮﯾﺔ ﻟﺪول ﺷﺒﻪ اﻟﺠﺰﯾﺮة‬
‫اﻟﻌﺮﺑﯿﺔ‬
‫ﯾﺒﯿﻦ أﻫﻤﯿﺔ اﻟﻤﻮﻗﻊ اﻟﺠﻐﺮاﻓﻲ اﻟﻤﺘﻤﯿﺰ ﻟﺸﺒﻪ اﻟﺠﺰﯾﺮة‬
‫اﻟﻌﺮﺑﯿﺔ‪.‬‬
‫ﯾﻔﺴﺮ اﻻزدﻫﺎر اﻻﻗﺘﺼﺎدي ﻟﺸﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫▪ ﯾﻌﺪد اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﺮﺗﯿﺔ ﻋﻠﻰ اﻟﻤﻮﻗﻊ اﻻﺳﺘﺮاﺗﯿﺠﻲ ﻟﺸﺒﻪ‬
‫اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫▪ ﯾﺼﻨﻒ اﻟﻨﺘﺎﺋﺞ اﻟﻤﺘﺮﺗﺒﺔ ﻋﻠﻰ اﻟﻤﻮﻗﻊ اﻻﺳﺘﺮاﺗﯿﺠﻲ ﻟﺸﺒﻪ‬
‫اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ )إﯾﺠﺎﺑﯿﺔ ‪+‬ﺳﻠﺒﯿﺔ(‬
‫▪ ﯾﺘﻌﺮف ﺗﺎرﯾﺦ ﺗﺄﺳﯿﺲ ﻣﺠﻠﺲ اﻟﺘﻌﺎون‪.‬‬
‫▪ ﯾﺴﻤﻲ اﻟﺪول اﻷﻋﻀﺎء ﻓﻲ ﻣﺠﻠﺲ اﻟﺘﻌﺎون ‪.‬‬
‫▪ ﯾﺜﻤﻦ ﺟﻬﻮد اﻟﺸﯿﺦ زاﯾﺪ – رﺣﻤﻪ اﷲ – ﻓﻲ ﻗﯿﺎم اﻟﻤﺠﻠﺲ‪.‬‬
‫▪ ﻧﻮاﺗﺞ ﺧﺎﺻﺔ ﺑﺎﻷﻧﺸﻄﺔ‬
‫▪ ﯾﺠﺮي ﺑﺤﺜﺎ ﺣﻮل ﻣﻮاﺿﯿﻊ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺪراﺳﺎت اﻻﺟﺘﻤﺎﻋﯿﺔ‬
‫ﻣﻦ ﻣﺼﺎدر ﻣﺘﻌﺪدة)ﻧﺼﻮص – ﺟﺪاول – ﻣﻮاد ﻣﺮﺋﯿﺔ‬
‫ﺧﺮاﺋﻂ – رﺳﻮم ﺑﯿﺎﻧﯿﺔ (‬
‫▪ ﯾﺤﺪد اﻟﻔﻜﺮة واﻟﻤﻌﻠﻮﻣﺔ اﻟﺮﺋﯿﺴﺔ ﻣﻦ ﻣﺼﺪر أوﻟﻲ أو‬
‫ﺛﺎﻧﻮي ﯾﻮﻓﺮ ﻣﻠﺨﺼﺎ ﻟﻠﻤﻌﻠﻮﻣﺎت اﻟﺘﻲ ﻗﺎم ﺑﺠﻤﻌﻬﺎ ﺑﺸﻜﻞ‬
‫دﻗﯿﻖ‬
‫▪ ﯾﺘﻌﺮف ﻣﻔﻬﻮم اﻟﺴﯿﺎﺳﯿﺔ اﻟﺨﺎرﺟﯿﺔ‬
‫▪ ﯾﺘﻮﻗﻊ ﻣﺎ ﺳﯿﺤﺪث ﻟﻮ ﻃﯿﻘﺖ ﻛﻞ دول اﻟﻌﺎﻟﻢ ﺳﯿﺎﺳﺔ دوﻟﺔ‬
‫اﻹﻣﺎرات اﻟﺨﺎرﺟﯿﺔ‪.‬‬
‫ﯾﻮﺿﺢ أﺛﺮ اﻟﻤﻮﻗﻊ اﻟﺠﻐﺮاﻓﻲ ﻓﻲ إﻗﺎﻣﺔ ﻋﻼﻗﺎت ﻗﻮﯾﺔ ﻣﻊ دول ﺷﺒﻪ‬
‫‪.‬اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫▪ ﯾﺘﻌﺮف دﻋﺎﺋﻢ وﻣﺮﺗﻜﺰات اﻟﺴﯿﺎﺳﺔ اﻟﺨﺎرﺟﯿﺔ ﻟﺪوﻟﺔ‬
‫اﻹﻣﺎرات‬
‫‪No. Weeks‬‬
‫‪3‬‬
‫‪3‬‬
‫‪2‬‬
‫‪2‬‬
‫‪Year: ​7‬‬
‫‪Subject: ​Social Studies A‬‬
‫‪Topic/Project‬‬
‫‪Term‬‬
‫اﻟﺪرس اﻷول‪:‬ﻣﻮﻗﻊ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ وأﻫﻤﯿﺘﻪ‬
‫أوﻻ‪:‬ﻣﻮﻗﻊ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫)اﻟﺼﻔﺤﺎت)‪13_11‬‬
‫‪1‬‬
‫اﻟﺪرس اﻷول‪:‬ﻣﻮﻗﻊ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ وأﻫﻤﯿﺘﻪ‬
‫ﺛﺎﻧﯿﺎً‪:‬أﻫﻤﯿﺔ ﻣﻮﻗﻊ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ ﻋﺒﺮ اﻟﺘﺎرﯾﺦ )‬
‫)‪17_14‬‬
‫اﻟﺪرس اﻷول‪:‬ﻣﻮﻗﻊ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ وأﻫﻤﯿﺘﻪ‬
‫ﺛﺎﻟﺜﺎً‪:‬اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ﺗﺮﺗﺒﺖ ﻋﻠﻰ ﻣﻮﻗﻊ ﺷﺒﻪ اﻟﺠﺰﯾﺮة‬
‫اﻟﻌﺮﺑﯿﺔ‬
‫​راﺑﻌﺎ‪:‬ﻋﻼﻗﺔ دوﻟﺔ اﻹﻣﺎرات ﺑﺪول ﺷﺒﻪ اﻟﺠﺰﯾﺮة‬
‫اﻟﻌﺮﺑﯿﺔ‬
‫اﻟﺼﻔﺤﺎت)‪(19_18‬‬
‫ﺗﻘﺪﯾﻢ وﻋﺮض أﻧﺸﻄﺔ اﻟﻄﻠﺒﺔ اﻟﺼﻔﯿﺔ واﻟﻼﺻﻔﯿﺔ‬
‫ﺗﺼﺤﯿﺢ أﻋﻤﺎل اﻟﻄﻠﺒﺔ اﻟﻜﺘﺎﺑﯿﺔ‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
‫‪2‬‬
‫اﻟﺪرس اﻟﺮاﺑﻊ‪:‬اﻟﺴﯿﺎﺳﺔ اﻟﺨﺎرﺟﯿﺔ ﻟﺪوﻟﺔ اﻹﻣﺎرات‬
‫ﻣﻊ دول ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫أوﻻ ‪:‬ﻣﻔﻬﻮم اﻟﺴﯿﺎﺳﺔ اﻟﺨﺎرﺟﯿﺔ‬
‫ً‬
‫اﻟﺼﻔﺤﺎت ‪48-46‬‬
‫‪1‬‬
‫‪2‬‬
‫اﻟﺪرس اﻟﺮاﺑﻊ‪:‬اﻟﺴﯿﺎﺳﺔ اﻟﺨﺎرﺟﯿﺔ ﻟﺪوﻟﺔ اﻹﻣﺎرات‬
‫ﻣﻊ دول ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‬
‫‪1‬‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫‪Test‬‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫▪‬
‫ﯾﻨﺎﻗﺶ اﻟﻄﺮق اﻟﺘﻲ ﺗﺘﺒﻌﻬﺎ دوﻟﺔ اﻹﻣﺎرات ﻟﻠﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﻗﻀﯿﺔ اﻟﺠﺰر اﻟﻤﺤﺘﻠﺔ‪.‬‬
‫ﯾﺴﺘﻨﺘﺞ اﻷﻫﻤﯿﺔ اﻻﻗﺘﺼﺎدﯾﺔ ﻟﻠﺠﺰر اﻹﻣﺎراﺗﯿﺔ اﻟﻤﺤﺘﻠﺔ‪.‬‬
‫ﯾﺘﻌﺮف أﺑﺮز إﻧﺠﺎزات اﻟﺴﯿﺎﺳﯿﺔ اﻟﺨﺎرﺟﯿﺔ ﻟﺪوﻟﺔ‬
‫اﻟﻐﻤﺎرات ﻣﻊ دول ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‪.‬‬
‫ﯾﻌﻄﻲ ﻣﺜﺎل ﻋﻠىﻤﻮاﻗﻒ اﺗﺨﺬﺗﻬﺎ دول اﻟﻤﺠﻠﺲ ﻟﻤﺴﺎﻧﺪة‬
‫دول ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‪.‬‬
‫ﯾﻌﺪد ﻣﻘﻮﻣﺎت اﻟﻮﺣﺪة واﻟﺘﺮاﺑﻂ ﺑﯿﻦ دول اﻟﺨﻠﯿﺞ اﻟﻌﺮﺑﻲ‪.‬‬
‫ﯾﻘﺪم ﻣﻘﺘﺮﺣﺎت ﻟﺘﻄﻮﯾﺮ وﺗﻨﺸﯿﻂ ﺣﺮﻛﺔ اﻟﺘﺠﺎرة ﺑﯿﻦ دول‬
‫ﻣﺠﻠﺲ اﻟﺘﻌﺎون اﻟﺨﻠﯿﺠﻲ‪.‬‬
‫ﯾﺮﺗﺐ زﻣﻨﯿﺎ ﺧﻄﻮات ﻗﯿﺎم ﻣﺠﻠﺲ اﻟﺘﻌﺎون‪.‬‬
‫ﯾﺼﻒ ﺷﻌﻮره ﺗﺠﺎه اﻟﻮﺣﺪة واﻟﺘﻌﺎون ﻓﯿﻤﺎ ﺑﯿﻦ دول‬
‫اﻟﺨﻠﯿﺞ اﻟﻌﺮﺑﻲ‪.‬‬
‫ﯾﺘﻌﺮف اﻟﻬﯿﻜﻞ اﻟﺘﻨﻈﯿﻤﻲ ﻷﺟﻬﺰة ﻣﺠﻠﺲ اﻟﺘﻌﺎون‬
‫اﻟﺨﻠﯿﺠﻲ‬
‫ﯾﺴﻤﻲ اﻷﻣﯿﻦ اﻟﻌﺎم اﻟﺤﺎﻟﻲ ﻟﻠﻤﺠﻠﺲ‪.‬‬
‫ﯾﻌﺪد أﺑﺮز إﻧﺠﺎزات ﻣﺠﻠﺲ اﻟﺘﻌﺎون اﻟﺘﻲ ﺗﺤﻘﻘﺖ‬
‫ﯾﻘﺪم ﻣﻘﺘﺮﺣﺎت ﻟﻠﺤﻔﺎظ ﻋﻠﻰ اﻟﻤﺠﻠﺲ‬
‫ﯾﺒﺪي وﺟﻬﺔ ﻧﻈﺮ ﻓﻲ ﻗﯿﺎم وﺣﺪة ﻋﺮﺑﯿﺔ ﺷﺎﻣﻠﺔ ‪.‬‬
‫ﯾﻔﺴﺮ أﺳﺒﺎب اﻟﺘﻨﻮع اﻟﻤﻨﺎﺧﻲ ﻓﻲ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‪.‬‬
‫ﯾﺴﺘﻨﺘﺞ اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻓﻲ ﻣﻨﺎخ ﺷﺒﻪ اﻟﺠﺰﯾﺮة اﻟﻌﺮﺑﯿﺔ‪.‬‬
‫ﯾﻔﺴﺮ ﺳﺒﺐ ﻗﻠﺔ اﻷﻣﻄﺎر ﻓﻲ اﻟﻤﻨﺎﻃﻖ اﻟﺼﺤﺮاوﯾﺔ‪.‬‬
‫ﯾﻘﺪم أدﻟﺔ ﻣﻦ دوﻟﺔ اﻹﻣﺎرات ﻋﻠﻰ أﺛﺮ اﻟﺘﻀﺎرﯾﺲ ﻓﻲ‬
‫اﻟﻤﻨﺎخ‬
‫ﺛﺎﻧﯿﺎ ‪:‬دﻋﺎﺋﻢ وﻣﺮﺗﻜﺰات اﻟﺴﯿﺎﺳﺔ اﻟﺨﺎرﺟﯿﺔ ﻟﺪوﻟﺔ‬
‫ً‬
‫اﻹﻣﺎرات‬
‫)اﻟﺼﻔﺤﺎت) ‪52-49‬‬
‫‪3‬‬
‫‪3‬‬
‫اﻟﺪرس اﻟﺴﺎﺑﻊ ‪:‬ﻣﺠﻠﺲ اﻟﺘﻌﺎون ﻟﺪول اﻟﺨﻠﯿﺞ اﻟﻌﺮﺑﯿﺔ‬
‫وأﻫﻢ إﻧﺠﺎزاﺗﻪ‬
‫ﺛﺎﻧﯿﺎً‪ :‬ﺧﻄﻮات ﻗﯿﺎم ﻣﺠﻠﺲ اﻟﺘﻌﺎون ﻟﺪول اﻟﺨﻠﯿﺞ‬
‫اﻟﻌﺮﺑﯿﺔ‬
‫اﻟﺼﻔﺤﺎت)‪(87‬‬
‫ﺛﺎﻟﺜﺎً‪ :‬اﻟﻬﯿﻜﻞ اﻟﺘﻨﻈﯿﻤﻲ ﻻﺟﻬﺰة ﻣﺠﻠﺲ اﻟﺘﻌﺎون‬
‫اﻟﺨﻠﯿﺠﻲ اﻟﺼﻔﺤﺎت)‪(88‬‬
‫اﻟﺪرس اﻟﺜﺎﻣﻦ‪:‬اﻟﻤﻨﺎخ واﻟﻨﺒﺎت اﻟﻄﺒﯿﻌﻲ‬
‫أوﻻً‪ :‬اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮة ﻓﻲ ﻣﻨﺎخ ﺷﺒﻪ اﻟﺠﺰﯾﺮة‬
‫اﻟﻌﺮﺑﯿﺔ‪ :‬اﻟﺼﻔﺤﺎت)‪(96-90‬‬
‫‪1‬‬
‫‪1‬‬
‫‪1‬‬
Subject: ​Social Studies B
Year: ​7
Ajman Academy Secondary - Subject Overviews
Term
Topic/Project
No. Weeks
Information/Activities
Assessment
1
The History of the UAE
(Unit 2- Chapter 1)
12
Classwork, homework and presentation
Various
2
The Birth of the UAE
( Unit 2- Chapter 2)
9
Classwork, homework and presentation
Various
3
The UAE foreign affairs
( Unit 2+ the UAE Society Unit 3)
8
Classwork, homework and presentation
Various
Subject: ​Spanish
Term
1
2
Year: ​7
Topic/Project
Me, my family and my house
Where do we go?
Ajman Academy Secondary - Subject Overviews
No. Weeks
12
4
Information/Activities
Assessment
Students will learn basic facts about Spanish
language.
Regarding grammar, they will learn how to
accurately conjugate verbs in present tense as
well as making articles, substantives and
adjectives agree in sentences in terms of
gender and number.
Grammar on the article, substantive and
adjective.
Accurate pronunciation of words and Spanish
letters.
They will learn how to use the language in
order to:
-Presenting themselves and others.
-Using the language to ask and give personal
information and, basic information about the
house, belongings and their relationships with
others.
-Expressing sensations and feelings.
-Asking and giving information about the
location of things.
-Speaking about the family and describing the
physical appearance, clothe and, character of
people.
Students will use the language in order to:
-Saying where and how they go to places and
the means of transportation they use.
-Asking and giving instructions on how to get
to places.
-Asking and saying the cost of things.
-Expressing needs, preferences and wants.
Reading, writing, listening.
Classroom observations.
Weekly homework.
Students will write and present an essay
about themselves, their family and their
house.
Summative assessment during last week
of the term and reflection day.
Reading, writing, listening and speaking.
Classroom observations.
Weekly homework.
Reading comprehension test.
2
2
3
3
Daily routine
Likes and dislikes
Tapas and Food
Travels and weather
5
3
5
6
The learning during this unit will be based on
the grammar about special verbs that are used
in a different way than English verbs.
Facts about timetables in different
Spanish-speaking countries.
Grammar on irregular verbs in present tense.
They will use the language in order to:
-Describing what you daily do.
-Asking and giving the time.
-Locating actions in time.
-Expressing quantity and frequency.
In this unit, students will enlarge the
vocabulary on activities and food.
Regarding grammar, Indirect object pronouns
will be the main target.
Students will use the language in order to:
-Asking about likes and dislikes.
-Expressing what they like.
-Expressing discomfort and pain.
The grammar content of this unit will mainly
be the use of gerundive and periphrases.
Students will enlarge the vocabulary on food
and verbs.
Students will use the language in order to:
-Proposing and rejecting plans.
-Expressing agreement or disagreement.
-Speaking about actions in process. (Present
continuous tense).
-Saying what you plan to do.
-Giving advice.
-Expressing the way you do things.
Students will read and analyse blogs and
reportages that will be used as model to create
a new one about student’s city or country.
The main grammar content is the preterit for
regular verbs and some of the irregulars.
Imperative mood will be presented and used.
Reading, writing, listening and speaking.
Classroom observations.
Weekly homework.
Students will create a draft of an agenda
for a week that will be used to present
the work.
Reading, writing, listening and speaking.
Classroom observations.
Weekly homework.
Summative assessment during last week
of the term and reflection day.
Reading, writing, listening and speaking.
Classroom observations.
Weekly homework.
Worksheet with questions that students
will prepare for a speaking test.
Reading, writing, listening and speaking.
Classroom observations.
Weekly homework.
Students will make a report about his/her
country or city. It will include information
Student will enlarge the vocabulary on
seasons, months, weather and time
expressions that are followed by preterit.
Students will use the language in order to:
-Speaking about the weather and describing
pictures.
-Describing places.
-Narrating actions in the past. (Simple Past
tense or preterit)
-Asking and giving opinion.
-Negating in Spanish.
-Giving instructions and orders.
about location, weather, cities and places
of interest.
Summative assessment during last week
of the term and reflection day.