Year - 5

Curriculum Handbook

Year 5

Curriculum Handbook

Contents

Academic Life …………………………………………………………………………………………………………………………. 2

Introduction by the Head of Phase …………………………………………………………………………………………. 3

The Tutorial System …………………………………………………………………………………………………………………… 3

Assessments ….……………………………………………………………………………………………………………………….…. 3

Careers Advice ….………………………………………………………………………………………………………………………. 4

Individual Learning Support ………………………………………………………………………………………………………. 4

Which Subjects? ……………………………………………………………………………………………………………………….. 4

Reporting ….………………………………………………………………………………………………………………………………. 4

Rewards …………………………………………………………………………………………………………………………………. 5

Communication/Homework Books …………………………………….……………….……………………………………. 6

Academic Life

At King’s College we aim to ensure that every pupil receives both the challenge and the support they need

academically.

This document provides a condensed version of the academic curriculum at King’s College. Further

information will be sent to you in due course at the appropriate points in your son’s or daughter’s time here.

The basic curriculum aim is to act within the spirit of the National Curriculum but also to offer a greater

breadth and diversity, taking full advantage of our independence and of the extra time available to a pupil at

King’s College.

In years 5 to 9 a broad curriculum is maintained so that few options are ruled out before choices of subjects

are made for IGCSE qualifications. There is an options system in Year 9 (choices made prior to starting

year 10), which enables pupils to take between eight and ten GCSE subjects. As pupils join the prep school

in year 5, we transition from having a class teacher to then having a subject specialist for all of their lessons,

rotation around the school from lesson to lesson. This early introduction to subject specialists allows for

strong foundations to be laid ahead of the senior school years which starts in year 9.

2

Introduction by the Head of Phase

The pupils will consolidate what they have learnt in the previous year and then use this to take the next steps

in their learning. As pupils progress through the academic year, the content of what they are studying will

become more complex and challenging as the pupils continue to mature.

All of Year 5 to 9 pupils are taught by subject specialists; however, they are also assigned to a tutor group.

While their form tutor continues to be there for morning registration, all the subject lessons will be with

specialist teachers. Furthermore, pupils are expected to take greater responsibility for homework and

organising themselves for their subjects and extra-curricular activities.

Outstanding pastoral care for pupils remains at the heart of everything we do at King’s. If pupils do not feel

happy, supported and safe in their classroom, their academic and social progress will not flourish. While the

Head of Year (working in conjunction with the Deputy Head Pastoral) has overall responsibility for the year

group, every teacher or teaching assistant has the safety and wellbeing of every single child at the forefront of

his or her mind. I look forward to working with you and your child throughout their time in Year 5 and 6.

Miss Lovatt

Mr Donlevy

Head of Phase - Year 5 & 6 Head of Phase-Years 7-9

The Tutorial System

One of the foundations for achieving our academic and pastoral aims is the Tutorial System. All pupils have

a Tutor who takes a particular interest in their welfare, as well as their Head of Year and class teachers. In

the early years these people are generally the first point of contact for both pupils and parents on any

academic or pastoral matter. Some of the tutorial sessions will address matters relating to Personal, Social

and Health Education (PSHE). Others will focus on time management, study skills and individual issues of

an academic or pastoral nature.

Assessments

There are 4 assessment windows across the academic year. These are opportunities for pupils to

consolidate their learning as well as rehears and practice for the IGCSE exams they will sit in year 11.

Revision skills, assessment techniques and dealing with pressure are all part of the training and guidance that

teachers will help pupils within the lead up to these assessment weeks. In addition to assessment weeks,

pupils will have their learning checked in end of topic tests, teacher verbal assessments and formative review

of work.

3

Careers Advice

Career’s advice is included as part of the PSHE and tutoring programme throughout a pupil’s time at King’s

College, including advice on subject choice at various stages and the move towards university applications

and consideration of gap years in the Sixth Form.

Individual Learning Support

These sessions are arranged outside of lesson time wherever possible. Individual support can focus on any

specific area of need, and the learning support teacher works closely with subject teachers to agree aims, but

ultimately the aim is that a pupil should develop strategies to manage their needs independently.

Which Subjects?

The following subjects are taught across the week: Biology, Chemistry, Physics, Maths, English, Arabic,

Islamic studies or Life Skills, Geography, History, Qatar History, Computing, Art and Design, PE, Music

and performing arts. In addition, all pupils must choose either French or Arabic as a core language.

In Year 10 and 11, all pupils will study the core subjects of English (Literature and Language), Maths,

Science (separate sciences in Biology, Chemistry, Physics) Arabic or French. In addition, pupils will opt to

study an additional 3 or 4 subjects from a combination of Computer Science, History, Geography, Art and

Design, Music, PE. As we near the GCSE years, these options will be reviewed and updated.

Thinking beyond GCSE, we require that a pupil should have achieved at least a 5 grade in Maths and

English Language, and beyond that at least a grade 7 in their chosen A-Level subjects. A Lower Sixth pupil

generally chooses three subjects to study at A Level. Sixth Form pupils are also given the opportunity to

take the Extended Project Qualification (EPQ) and the majority take the option.

Reporting

The School runs a careful and regular system for monitoring pupils’ progress in academic subjects. There

are two Parent Meetings for each year group annually in addition to Year 9 options evenings which support

the move into GCSE. Parents receive several reports (sometimes grade only and sometimes with written

comments) on a regular basis during the year. In these reports, pupils are given grades for effort and for

attainment from each of their teachers. Tutors discuss reports with their tutees, and copies are made

available through the parent portal. Beyond this, members of staff are always happy to discuss issues

with parents, the usual channels of communication are through a pupil’s Head of Year or form tutor.

4

Rewards

A good learning community is steeped in encouragement and praise.

The school works hard to promote good behaviour through a programme of rewards and sanctions and this

helps to set the tone of the whole school. This is accentuated weekly during our weekly Assembly. Pupils

can receive a range of rewards through their schoolwork, good citizenship and their endeavour. These

rewards include Merits, which are given by class teachers and recorded on the pupil's file. A Credit, which is

given by a class teacher for outstanding work or endeavour and is equal to five merits. These again will be

recorded onto the pupil's file. House Points, these are given during House Events or Competitions and are

accumulated as part of their House.

We host an annual rewards evening where special academic, sporting and character awards are presented.

In Year 5 and 6, pupils are expected to follow the Golden Rules of the school and set an example for the

younger pupils in the school. Positive behaviour management that focuses on and encourages correct

behavioural choices produces happy, respectful and motivated pupils. The Golden Rules are as follows:

Be honest

Be considerate

Be kind and helpful

Listen to other people

Work hard

Look after property

If pupils follow these rules successfully, they will be rewarded with Merits or Credits on a regular basis.

Every week, the pupils attend a ‘Celebration’ assembly. Praise Postcards will also be awarded and are at the

discretion of the specialist teachers depending on who they feel is most deserving of the award that week.

Form tutors will be in discussion with the specialist teacher to choose this individual.

If pupils are not following the behaviour guidelines either inside or outside the classroom, they will receive

verbal warnings. If the behaviour does not improve, a demerit will be issued and the pupil in question may

lose some of their break or lunch time. Following that, if disruptive behaviour persists, the issue will be

escalated to the Head of Phase and parents will be informed. Additionally, if your child receives two demerits

in a day, parents will be contacted. If there is still no improvement at this point, the Deputy

Head (Pastoral) will become involved in trying to resolve the issue.

As previously stated, the focus is firmly placed on rewarding positive behavioural choices in the hope that all

children will be motivated to earn the rewards for themselves and their houses. However, we recognise that

there are times where sanctions are necessary, and these will be applied consistently and fairly.

5

Communication/Homework Books

These books are the main form of communication between parents and teachers. The pupils should take

these home every day in case the teacher has a message that needs to be communicated with parents.

Furthermore, pupils should bring these to school and hand them to the form tutor if they have any important

notices for the teacher to see. Generally, Communication Books will only be written when necessary. Your

child’s Communication Book also includes a reading record for you to record their home reading.

King’s College Doha believes that reinforcement of what has been learned at school at home is beneficial to

academic progress. Pupils are asked to take responsibility to record their homework in

their Communication Book. Form tutors are expected to encourage, monitor, and support the use of the

book and parents are encouraged to sign it on a weekly basis. Below is an example of what the pupils are

expected to complete. Homework expectations will be shared at the start of the academic year for each year

group and will include an expected hand in day for each subject weekly. The amount of homework will vary

according to the time of year and demands of the subject.

The following pages give an overview of what learning will look like in each subject throughout the year. If

you have any questions, please do not hesitate to contact Mrs Jackson (Deputy Head Academics)

katejackson@kingscollegedoha.com

6

ARABIC

Language

Vocabulary

Being a Year 5 at

KCD

In Year 5 students are

learning to read short Arabic

sentences using nouns. The

students can speak and write

about different topics.

Year 5 Overview

Students in year 5 will be

prepared to use language in

all four skills (listening,

reading, writing, and

speaking). They can use

resources during group or

individual work. The

students can speak and

write about different topics,

also read tasks during

different activities

Monitoring progress

Teachers monitor the progress of their learners by collecting

information about learning processes and concepts while

learners are working on projects. By providing feedback

based on this information, teachers can address

misconceptions and other learning problems appropriately.

When data collected from assessments that monitor learner

progress is tied to timely, specific feedback, learners can

take more control over their learning by addressing specific

areas of weakness and affirming areas of understanding and

strength. Research shows that when feedback is specific,

focusing on features of the task and on ways that learners

can improve, all learners benefit, but struggling learners

benefit the most Sharing learning intentions at the start of

the lesson.

This will be achieved by using different strategies like:

Progress Checklists.

Questioning techniques

Class discussion.

Self-assessment

Progress Reports.

1

The future:

The aims and objectives of

learning Arabic:

1. develop the ability to

communicate

effectively using the

target language

2. offer insights into the

culture and civilization

of countries where the

language is spoken

3. encourage fuller

integration into the

local community,

where relevant

4. develop awareness of

the nature of language

and language learning

5. encourage positive

attitudes towards

speakers of other

languages and a

sympathetic approach

to other cultures and

civilizations

Extra-Curricular

In Year 5-9 students are encouraged to get involved in Arabic

written- Reading Clubs after schooldays.

We also offer guidance to those who need help choosing books

to read for pleasure and have a broad selection to choose from

the Library.

National and Overseas trips.

Helpful Resources

The resources below are wideranging

and cover a broad base of

skills for consolidation of learning:

http://www.arabalicious.com/

primary-resources.html

Subject Staff:

The Arabic Department works with:

https://qualifications.pearson.com/

en/home.html

https://encyclopedia.thefreedictiona

ry.com/arabic+language

https://www.adls.co.uk/arabicgcse/gcse-arabic-themes-andtopics/

Ms. Raghda Adnan Arabic B and Islamic A teacher.

Ms. Ibtisam Alqawasmi Arabic A teacher.

Ms. Riham AlMutlek Islamic B teacher.

Ms. Samia Alam Arabic A and Islamic A teacher.

Ms. Abeer Abu Al Aish Arabic A and Arabic B

teacher.

Ms.Nermin Ghaith HOD Arabic A and B, Islamic A

teacher.

2

ART & DESIGN

Creativity Problem Solving Resilience

Being a Year 5 Artist

at KCD

A brave and bold year for

the pupils. They will be

looking at a wide range of

projects and skills, all with a

greater resilience and sense

of discovery.

Year 5 Overview

Topics covered:

Mexican Day of the Dead

project. Looking at this

cultural festival and its

artworks. Pupils will

explore colour theory and

create a range of outcomes.

“Abstraction”. Pupils will

gain a fundamental insight

into the relationship

between Realism, Semiabstract

and Abstract

artwork. Designing and

planning their own piece

through a reduction and

grid process.

Landscape Vase project.

Pupils investigate what a

Landscape is and the

elements within it.

Collecting textures, before

designing and making a

piece using clay, will be our

aim.

What will progress look like?

All areas taught within the Department incorporate

Assessment for Learning techniques. Learning and teaching

is more focused as pupils are more involved with their

learning. Successes (even small ones!) are celebrated and

areas for improvement are identified, allowing pupils to find

out exactly what they need to do to make progress. Pupils

respond well to the strategies used and particularly enjoy

opportunities for working with peers. Techniques are

constantly evolving as staff experiment with

It is vitally important that all strategies used are planned and

managed well to be fully effective. These strategies include:

Sharing learning intentions at the start of the lesson

Evaluating the success of the lesson


Class discussion

Self-assessment

Peer and Group assessment

Personal target setting

1

The future:

Year 5 is a real experimental

playground for the pupils in which

they are exposed and investigate a

huge range of topics, skills and new

ways of thinking about Art.

Enrichment opportunities

Currently, pupils in Year 5 through to 9 have the opportunity to

take part in a varied range of artistic activities through the Co-

Curricular programme. These activities are aimed at those pupils

who are enthusiastic about the subject and want to diversify their

skills and interests within the subject.

Those pupils with an outstanding talent in the subject are

regularly monitored, identified and invited to participate in

small groups to further develop their artistic potential. The aim

here is to push their flourishing abilities but also give them a

better insight into what the subject entails at a higher level.

We also realise that not all pupils develop at the same rate or can

commit to the additional demands of the extra art. To that end,

we are planning another level of development to allow those

pupils to have space and time to enjoy and further their skills

with a subject they are passionate about.

Year 6 will build upon this and

draw ever further into the wonderful

and wide-spanning world of Art and

Design.

Helpful Resources

Please find below several links to

website, galleries and museum’s:

Introduction to Mexican Day of

the Dead

https://kids.nationalgeographic.

com/celebrations/article/day-ofthe-dead

Mathaf: Arab Museum of

Modern Art

https://www.mathaf.org.qa/en/

20 Famous Landscape Artists

you should know

https://www.artblr.com/blog/20

-famous-landscape-paintings

Subject Staff

Aaran Donlevy B.A hons (Fine Art Painting and Print

Making), PGCE (Secondary Education Art and Design)

Head of Art, Head of Phase (Year 7,8 9) and Head of House.

2

ENGLISH

Language Literature Vocabulary

Being a Year 5

English student at

KCD

Year 5 English students

begin to look at the world

around them with fresh

opinions on life. Immersion

in language and literature

encourages new perspectives

and views.

Year 5 Overview

Novel studies

Adventure stories

(short)

Poetry

Biography

Autobiography

Summaries

Myths & Legends

Reports



‘assessment for learning’ techniques.

Learning and teaching is divided into reading and writing

while vocabulary links both topics. Successes are celebrated

and areas for improvement are identified, allowing pupils to

find out exactly what they need to make progress.

Pupils particularly enjoy opportunities for creativity,

experimenting and performance.

It is vitally important that all students read independently at

home. There are several more keys to success:


Evaluating understanding of the lesson

Class discussion

Self-assessment


1

The future:

By the end of the year students

should aim to have achieved

the following objectives:

Read, understand and

respond to a wide range

of texts.

Learn how to deduce meaning

through context/structure.

Show understanding of

different forms of texts.

Use a range of vocabulary.

Communicate clearly,

effectively and

imaginatively in verbal

& writing responses.

Use a range of vocabulary and

sentence structures for clarity.

Helpful Resources

The resources below are wideranging

and cover a broad base

of skills for consolidation of

learning.

https://www.bbc.co.uk/bitesize

https://www.sparknotes.com/

https://www.poetryfoundation.org

/ https://www.storynory.com/

https://learnenglish.britishcouncil.

org/

APPS:

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take part in a varied range of language-centred activities through

the Co-Curricular programme. These activities are aimed at

those pupils who are enthusiastic about the subject and want to

diversify their skills and interests.



small groups to further develop their language and

communication potential. The aim here is to push their

flourishing abilities but also give them a better insight into what

the subject entails at a higher level.

Other development opportunities include:

Competitions e.g. Poetry recital or writing

competitions. Presentation days, guest speakers,

assisting in the KCD library, spelling bees, public

speaking and career workshops.

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2

FRENCH


Being a Year 5 at

KCD

In Year 5, we pass the second

gear and start learning more

specific language. Students

will be able to understand and

produce language which will

help them in a Frenchspeaking

country.

Year 5 Overview

Year 5 is highly targeting

communication. Topics we

learn include ordering in a

restaurant, a café or simply

an ice-cream on the beach

and ask for price. We also

ask for specific quantities

of fruits and vegetables at

the market. Students learn

to talk about their hobbies

and what they like/dislike

doing. Eventually we will

talk about holiday

including details.

Monitoring progress




learning. Successes (even small ones!) are celebrated and

areas for improvement are identified, allowing pupils to find

out exactly what they need to do to make progress. Pupils

respond well to the strategies used and particularly enjoy

opportunities for working with peers.






Class discussion

Self-assessment

Peer and Group assessment


1

The future:

This syllabus is designed for

students who are learning French as

a foreign language. The aim is to

develop an ability to use the

language effectively for practical

communication. The course is based

on the linked language skills of

listening, reading, speaking and

writing, and these are built on as

learners progress through their

studies.

The syllabus also aims to offer

insights into the culture of countries

where French is spoken, thus

encouraging positive attitudes

towards language learning and

towards speakers of other

languages.

Extra-Curricular


take part in a varied range of activities through the Co-Curricular

programme. These activities are aimed at those pupils who are

enthusiastic about the subject and want to diversify their skills

and interests within the subject.

Older students are highly motivated to pass on their French

knowledge and cultural awareness to younger students and as

soon as we return to school, this will happen in afterschool clubs

where Year 3 and 4 students will have the opportunity to learn

from their older peers.


commit to the additional demands of the extra French. To that

end, we are planning another level of development to allow

those pupils to have space and time to enjoy and further their

skills with a subject they are passionate about.

Helpful Resources


website:

https://www.bbc.co.uk/bitesize/subj

ects/z9dqxnb

https://www.digitaldialects.com/

French.htm

https://www.french-games.net/

https://pollylingu.al/fr/fr/courses/1

Subject Staff

Sylvain Kerzerho, PGCE (Secondary Education French) –

Head of French.

2

GEOGRAPHY

Place Knowledge Location Knowledge Geographical Skills and Fieldwork

Being a Y5

Geographer at KCD

Enhancing global perspectives

and citizenship is at the heart of

teaching and learning at King's

College. In Y5 Geography,

pupils should develop curiosity

and fascination of the world,

and explore key processes on a

global scale. We encourage

pupils to explore the world in

as many ways as they can.

Y5 Overview

Pupils should extend their

knowledge and understanding

beyond the local area to

include Qatar and Asia,

Europe, North and South

America. This will include the

location and characteristics of

a range of the world’s most

significant human and

physical features. They should

develop their use of

geographical knowledge,

understanding and skills to

enhance

their locational and place

knowledge.

Topics Covered

Term 1

Map Skills and Rivers

Term 2

Exploring Europe

What will progress look

like?

Progress in Geography will be assessed in a range of ways.

Improved locational knowledge, confidence and

geographical understanding are strong indicators of how

far a student moves between attainment levels.

In Geography, students will be given real time feedback to

help improve their understanding using “green & yellow

highlighters”. They will also be given challenge questions

using green pen to deepen their understanding.

Every half term, students will have a summative

assessment. Results will be tracked and monitored, and

students will be fully aware of their strengths and targets.

Throughout a topic, 'spot check' tests will track progress to

ensure students are on the right path. Parents will receive

attainment and progress grades each half term through our

reporting system.

Within our reports, we also provide a fair assessment of

student’s attitude towards learning. Next steps and targets

are communicated throughout.

Term 3

Mountains and Biomes

Ancient civilizations is the focus in Year

1

The Future ...

The next step is KS3, where

pupils continue to consolidate

and extend their knowledge of

the world’s major countries and

their physical and human

features. This is a compulsory

subject between Years 7 to 9.

Students can then choose to study

Geography at GCSE level and A

level between Years 10 and 13.

The aims and objectives of these

qualifications are to continue to

explore global processes and

apply field work techniques in

different areas (often overseas).

Enrichment Opportunities

Geography at King's College offers a range of enrichment

opportunities integrated into the curriculum to naturally

enhance and develop students learning. These include:

CCA clubs and activities

In school celebrations e.g. Geography

Awareness Week, Earth Day and International

Day

Guest speakers and career workshops

National and Overseas trips/field studies

Pupils with a particular talent or passion for Geography

are monitored closely and invited to participate in

additional, small group activities. The aim is to support

their skills and provide additional enrichment

opportunities outside of lesson time.

Helpful Resources

The resources below are all free to access and offer a wide

range of support and practice in line with current national

curriculum requirements:

https://www.natgeokids.com/

https://www.rgs.org/schools/

https://www.ordnancesurvey.co.uk/mapzone/


Geography is a broad-based

academic subject which will opens

a range of options in a student's

future. Employers and universities

see geography as a robust

academic subject rich in skills,

knowledge and understanding.

At university, there are multiple

Geography courses to choose

from and these lead to a range of

career areas. These include urban

planning, social research and

development. Governments,

research organisations, law and

the business world also recognise

the practical research skills that

geographers develop.

Subject Staff

Ciara Lovatt, B.A. hons (Human Geography) PGCE and

QTS

With over 8 years of experience across the Primary and

Secondary sectors, Miss Lovatt has a wealth of knowledge

in teaching Geography. She specialises in the Prep age, and

has taught in schools across South East Asia, the Middle

East and UK.

2

HISTORY

Chronology Significance Cause and Effect Source Enquiry

Being a Y5

Historian at KCD

At King's, our high-quality

history lessons inspire pupils’

curiosity to find out more

about the past. Y 5 historians

investigate and interpret the

past in accurate ways, ask

valid questions and make

links between their previous

learning. History is an

exciting subject and pupils

should be keen to explore!

Y5 Overview

Pupils will build on their work

in Y4 and continue to develop

a chronologically secure

knowledge and understanding

of local and world history. In

Y5, they will establish clear

narratives within and across

the periods they study by

noting connections, contrasts

and trends over time. They

will regularly address and

devise historically valid

questions.

Topics Covered

Term 1

Ancient Egypt

Term 2

Ancient Greece


Progress in history will be assessed in a range of ways.

Improved confidence, accuracy and historical

understanding are strong indicators of how far a student

moves between attainment levels.

In History, students will be given real time feedback to help

improve their understanding through the use of

“green & yellow highlighters”. They will also be given

challenge questions using green pen to deepen their

understanding.

Every half term, students will have a summative assessment.

Results will be tracked and monitored, and students will be

fully aware of their strengths and targets. Throughout a topic,

'spot check' tests will track progress to ensure students are on

the right path. Parents will receive attainment and progress

grades each half term through our reporting system.

Within our reports, we also provide a fair assessment of

students’ attitude towards learning. Next steps and targets are

communicated throughout so that pupils understand how to

move their learning on.

Term 3

Ancient Benin

Ancient civilizations is the focus in

1

Extra-Curricular

History at King's College offers a range of extracurricular

opportunities integrated into the

curriculum to naturally enhance and develop

students learning. These include:

CCA clubs and activities

The Future...

The next step is KS3 History, where

pupils will extend and deepen their

chronologically secure knowledge of

British, local and world history, they

will apply key skills with confidence

and accuracy. History is a

compulsory subject in Years 7 to 9.

Students can then choose to study

History at GCSE level and A level,

between Years 10 and 13. The aim of

these qualifications is to enable

students to develop and extend their

knowledge of specified key events,

periods and societies. Students will

engage in historical enquiry to develop

as independent learners as well as

critical thinkers.

At University, History is one of the

broadest subjects you can study, and

it gets taught in very different ways.

The various strands of the subject

include economic, cultural, social and

political history as well as the history

of ideas. All of these topics can be

studied at local, national or

international levels.

A History degree gives you the skills

that can take you into a variety of

careers from heritage work,

journalism, law, banking and

accountancy. National and local

government and the public services

also attract history graduates,

particularly the civil service (with

some graduates applying to the Civil

Service Fast Stream).

In school experiences e.g Ancient Greece days,

World history competitions

Guest speakers and career workshops

National and Overseas trips

Pupils with a particular talent or passion for History are

monitored closely and invited to participate in

additional, small group activities. The aim is to support

their skills and provide additional enrichment

opportunities outside of lesson time.

Helpful Websites

The resources below are all free to access and offer a wide

range of support and practice in line with current national

curriculum requirements:


https://www.dkfindout.com

https://www.history.com/classroom

Subject Staff

Ryan White - B.A Hons (History), PGCE

(Secondary History Education)

With over 20 years’ experience in British

Education, Ryan has a wealth of knowledge

across year groups.

2

COMPUTING


Being a Year 5

(Computer Scientist)

at KCD

Developing an awareness of

the ways to use a range of

software and technologies.

Students will become

confident creators of digital

content.

Year 5 Overview

Topics covered:

Digital citizenship and E-

Safety

Creating media

Database development

Coding

Data and Information

Key subject specific skills

to be developed:

Design, write and debug

programs that accomplish

specific goals.

Use sequence, selection,

and repetition in programs

Use technology safely,

respectfully and

responsibly.

Select, use and combine a

variety of software on a

range of digital devices to

design and create content


All areas taught within the department incorporate

assessment opportunities at every stage providing a more

detailed understanding of the progress and needs of each

student.

Learning and teaching is focused on providing the students

with the opportunity to learn, develop and master new skills

and explore a range of technologies.

Students are provided with regular opportunities to revisit

skills and expand their understanding of the different facets

of the subject.

Pupils are encouraged to take risks and explore their own

ideas and concepts for how to achieve the outcome they are

looking for.

To help them in this journey:

Learning intentions are shared at the start of the

lesson

Questioning techniques are used to focus

understanding

Class discussion is used to share ideas

Self-assessment and Peer and Group assessment

provide opportunities to feedback

1

The future:

Where can this lead to?

GCSE's/A-Levels

University and Careers



take part in Computer Science activities through the Co-

Curricular programme. These activities are aimed at those pupils

who are enthusiastic about the subject and want to diversify their

skills and interests within the subject.


commit to the additional demands of the extra art. To that end,

we are planning additional levels of development to allow those



Helpful Resources


useful Computing website:

BBC Bitesize

https://www.bbc.co.uk/bitesize/s

ubjects/zvc9q6f

W3Schools

https://www.w3schools.com/

Code Academy

https://www.codecademy.com/

Khan Academy

https://www.khanacademy.org/

Subject Staff

Mrs White

Head of Computing

BSc and MSc Computing and Information Systems

2

MATHEMATICS

Fluency Reasoning Problem Solving

Being a

Mathematician in

Year 5 at KCD

Mathematicians in KCD are

expected to display key

characteristics to ensure their

success including:

Resilience

Curiosity

Self-Motivation

Year 5 Overview

Topics covered:

Number and Place Value

4 Operations

Factors, Multiples and

Primes

Square and Cube numbers

Fractions

Property of Shape

Area and Perimeter

Time & Unit Conversions

Transformations

Representing Data

Key subject specific skills to

be developed:

Reasoning

Problem Solving

Thinking Systematically

Visualising


All areas taught within Mathematics offer our students the

opportunity to challenge themselves and develop brain

pathways through interleaving topics.

Students will be encouraged to consider why their methods

work and justify the reasoning behind methodological

learning. This understanding will be evident through class

discussions alongside reasoning and problem-solving style

questions.

Students will be encouraged to celebrate all successes in a

positive manner, building individual and whole class

confidence in their potential to excel.

Feedback is an essential part of the students learning cycle,

therefore, to maximise progress individuals can expect

formative and summative assessments. It is vital students take

on board verbal and written feedback with a positive and

resilient mindset. This will help individuals to surpass their

expectations and improve their overall attainment.

Students will sit half termly assessments to check their

understanding. Each of these will feed into reports

triangulating clear and transparent communication between

the teacher, parent, and student.

Aside from increased attainment a key factor to success in

mathematics is a growth mindset, therefore, developing

confidence is built into all lessons.

1

The future:

Mathematics is an essential part of

daily life, underpinning the effective

management of personal finances

through to analysing health and

fitness goals.

Beyond this the Mathematics

IGCSE is a compulsory part of

every student’s educational journey,

a positive attitude and exceptional

attainment will lead towards Further

Mathematics and A-Level

qualifications, opening doors to

exciting careers from accountancy

to meteorology and much more!



take part in a range of enrichment tasks throughout their

mathematical journey.

These opportunities happen both in lesson and outside of the

classroom. They are designed to help boost students’

engagement and love of mathematics whilst deepening their

knowledge of key learning. Examples of enrichment

opportunities include:

Vertical learning days,

Times Table Rock Stars (World Rocks Competition),

KCD Maths Society,

Beyond this, enrichment in mathematics is designed to broaden

students understanding. Offering them the chance to learn

beyond the curriculum, exploring where concepts originated

from and when/why mathematical concepts are important

outside the classroom.

Helpful Resources


websites offering a range of

helpful resources.

Maths Watch

https://vle.mathswatch.co.uk/vle

Corbett Maths

https://corbettmaths.com

TimesTable Rockstars

https://ttrockstars.com

Nrich

https://nrich.maths.org

Subject Staff

Mr Alex Garrod - Head of Department

alexgarrod@kingscollegedoha.com

Ms Holly Parker - Teacher of Mathematics

hollyparker@kingscollegedoha.com

2

YEAR 5/6 MUSIC

Imagine Create Inspire

Being a Year 5/6

Musician at KCD

At King’s College Doha, we

recognize the important role

that music plays in

children’s academic and

social development.

Our aim is to inspire pupils

to develop a love for music

through providing

opportunities to make music

with others and for others.

Year 5/6 Overview

Pupils will be introduced to

basic musical concepts,

terminology, and music

reading, and they will

develop an understanding

of the history of music.

Children will also learn to

use their singing voice

expressively and creatively

and to play on a variety of

musical Instruments with

increasing accuracy,

control and expression.


During lessons, students will be encouraged to develop

their vocal and instrumental fluency, accuracy, and

expressiveness.

Every half term, students will have a formative assessment

in music performance, theory, and History of music.

A descriptive feedback will let the students know whether

they have mastered an outcome or whether they require

more practice.

1

The future:

IGCSE's (9-1) Music provide a

foundation for further study in

music at a higher level.

Cambridge International A-

Levels, University and Careers

in music.

Helpful Resources

The resources below are all free

to access and offer a wide range

of support and practice in line

with current GCSE

requirements.


At King’s College Doha we see extra-curricular musicmaking

as a natural extension of classroom activities.

Beyond the classroom, children have the opportunity to take

part in vocal and instrumental ensembles such as

Orchestra

Vocal Ensemble

Junior & Senior Choir

Percussion Ensemble

Recorder Consort

Jazz Club

Individual vocal and instrumental tuition is also available on a

wide range of instruments with our highly skilled and

accomplished peripatetic music teachers.

Courses available:

Piano - Violin - Viola - Cello- Flute - Clarinet/Saxophone –

Recorder- Trumpet/Trombone - Drums/Percussion – Singing

– Music Theory

The instrumental Programme covers all levels from beginning

to Grade 8 and students can opt to take formal music exams.

A range of instruments in varying sizes are also available for

students to hire.

KCD runs a wide variety of opportunity to perform in

Concerts and Recitals. The Music Department has links with

other local schools and organizations to provide opportunities

for the kids to participate in Music Festivals, Workshops and

Competitions.

musictheory.net

musescore.org

Teoria.com

play.lso.co.uk

classicsforkids.com

Subject Staff

Ms. Corinna Mologni, MMus Conservatory “G.Verdi”

Milan- Italy

With over twenty-five years of orchestra, stage and operatic

career and 10 years’ experience in general and instrumental

music teaching, covering further, Secondary and Primary

education.

2

YEAR 5/6 PE

Academic focus Curiosity Care for others Respect and Tolerance Endeavour

Leadership, Teamwork and Enterprise

Being a Year 5/6

pupil at KCD

What do we want Year 5/6

KCD pupils to look like?

Developing a physically

active lifestyle and

understanding the benefits of

exercise. Applying

fundamental and individual

skills to team games and

Year 5/6 Overview

Lessons covered:

Pupils will develop their

individual skills and apply

these to competitive

situations and team games.

Pupils will be familiarised

with a range of sports,

including their rules, and

starting to develop tactical

awareness


• Develop basic skills in at least eight different physical

activities selected from no less than four areas through

introductory activities and modified games and engage regularly

in at least one PE-related co-curricular activity.

• Acquire basic knowledge about physical activities and their

contribution to health.

• Communicate effectively and cooperate with others.

• Follow rules and regulations and demonstrate fair play

This will be achieved

through the following

topics:

- Gymnastics

- Invasion games

- Net and wall games

- Striking and

fielding

- Athletics

- Swimming

1


A love of, and genuine enthusiasm for PE and Sport is actively

developed within the School’s CCA Programme.

Helpful Resources


videos you can use to stay active

at home:

Work out:

https://www.youtube.com/watch?v

=s5RMxHNNyBw

The

current offer includes:

- Netball

- Football

- Hockey

- Table Tennis

- Badminton

- Rugby

- Basketball

- Fitness

- Gymnastics

- Swimming

- Golf

This offer is available after the academic school day. CCA

clubs begin at 2:50-3:30pm

Dance:

https://www.youtube.com/watch?v

=gmohgMYIieQ

Home Court APP:

https://www.homecourt.ai/

PE Team

Mr S McDonough -BA Hons Physical Education Sport &

Dance with QTS

Mr J Kliber – BA Hons Physical Secondary Education with

QTS

Ms S Lee

2

SCIENCE

Knowledge Curiosity Experiment Working Scientifically

Being a Year 5

Scientist at KCD

Science at King’s College

Doha aims to provide a

rigorous and innovative

curriculum, where pupils are

nurtured to develop

inquiring minds and

curiosity about science and

the natural world.

Year 5 Overview

All 3 disciplines (biology,

chemistry & physics) are

taught in a variety of

different topics

Topics covered:

- Living things and

their habitats

- Animals including

Humans

- Properties and

changes of materials

- Forces

- Earth and space

- Lab safety

- Famous Scientist

Key subject specific skills

to be developed:

- Critical thinking

- Problem solving

- Reasoning

- Interpretation

- Adaptive learning

- Adaptability

- Self-direction

- Self-monitoring/selfevaluation

- Working

Scientifically





learning, especially through practical experiments. Successes

are celebrated and areas for improvement are identified,

allowing pupils to find out exactly what they need to do to

make progress. Pupils respond well to the strategies used and

particularly enjoy opportunities for working with peers.

Techniques are constantly evolving as staff experiment with a

variety of resources.






Class discussion

Self-assessment & peer and group assessment

Formative and summative assessments


1

The future:

Where can this lead to?

Science helps our understanding of

the world around us. Everything we

know about the universe, from how

trees reproduce to what an atom is

made up of, is the result of scientific

research and experiment. Science

opens up many and cross –

curricular doors to delve into

specialized areas. The three

disciplines of biology, chemistry and

physics are studied at a much higher

and in-depth level in KS3 and KS4.

At KS4 pupils will also gain

IGCSE’s in all the disciplines,

giving the best start to a career in

Science!

Helpful Resources


Science at King's College offers a range of extra-curricular

opportunities integrated into the curriculum to naturally

enhance and develop students learning. These include:

- STEM club

- External competitions e.g. Young Innovative Award

- In school experiences e.g. science week

- Subject enhancement and career workshops

- Trips



small groups to further develop their potential. The aim here is

to push their flourishing abilities but also give them a better

insight into what the subject entails at a higher level.


commit to the additional demands of the subject. To that end,

we are planning another level of development to allow those



- https://www.bbc.co.uk/bitesize

/ subjects

- https://www.stem.org.uk/

resources

- https://edu.rsc.org/resources

https://www.khanacademy.org

- www.nuffieldfoundation.org/

practical

Useful text

- https://www.cgpbooks.co.uk/

primary-

books/ks2/science/shr23-ks2-

science-study-book

- https://www.cgpbooks.co.uk/

secondary-

books/ks3/science/shs34-ks3-

science-complete-studypractice-hi

Subject Staff

Halima Khatun B.Sci hons (Pharmaceutical Sciences),

PGCE (Secondary Education of Science (Chemistry) with

QTS) – Head of Science.

Garth Wiese Bachelor of Education (Sciences and

Mathematics) – Teacher of Science.

2

Year - 5

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