SECONDARY CURRICULUM | THE ARBOR SCHOOL

Key Stage 3 establishes broad academic foundations and prepares students for the greater independence and specialisation of Key Stage 4.

Students encounter a wide range of academic, creative, technical and physical subjects taught by specialist teachers. They learn to manage different lessons and expectations, organise their work and take increasing responsibility for their progress.

The curriculum develops:

• Secure subject knowledge
• Critical and analytical thinking
• Research and inquiry skills
• Communication and collaboration
• Creativity and problem-solving
• Organisation and independent learning
• Global awareness and environmental responsibility

Alongside their subject curricula, students complete Arbor’s Community Impact Certificate, connecting interdisciplinary learning with inquiry, service and community engagement.

Key Stage 3 subjects

Subjects include:

• English
• Mathematics
• Science
• Arabic
• Islamic Education for Muslim students
• Moral, Social and Cultural Education
• Ecoliteracy and concept-based learning
• Geography
• History
• French or Spanish
• Art and Design
• Design Technology and Food Technology
• Music and Performing Arts
• Computing and Digital Technology
• Physical Education

Families can access year-specific curriculum overviews for further information about the concepts, knowledge and skills taught within each subject.

At Key Stage 4, students follow personalised GCSE, IGCSE and vocational pathways designed around their interests, strengths and longer-term ambitions.

English, mathematics and science remain at the centre of each student’s programme. Students then select three or four additional subjects from the available options, supported by guidance from teachers, pastoral leaders and the Futures Counselling team.

Learning becomes increasingly focused on:

• Developing detailed subject knowledge
• Applying knowledge to unfamiliar questions
• Analysing evidence and constructing arguments
• Working independently
• Responding effectively to assessment and feedback
• Building revision and examination skills
• Preparing for suitable post-16 pathways

Physical Education, Moral, Social and Cultural Education and wellbeing remain important components of the Key Stage 4 experience.

Arbor Sixth Form provides personalised academic and vocational pathways for students preparing for university, further study, employment and other future opportunities.

Students typically specialise in three or four subjects, allowing them to explore areas of genuine interest in greater depth. Teaching develops advanced subject knowledge alongside the analytical, research and independent-learning skills needed for successful post-18 progression.

The Sixth Form experience combines:

• A Level and vocational pathways
• Specialist subject teaching
• Personalised academic guidance
• Dedicated pastoral support
• University and careers counselling
• Leadership and community engagement
• Work experience
• Enrichment through the Branching Out Programme
• The Global Impact Certificate
• The opportunity to complete an Extended Project Qualification

Subjects offered at Key Stage 5 include:

Mathematics – A Level, Physics – A Level, Chemistry – A Level, Global Perspectives & Research – A Level, Art & Design – A Level, Business – A Level, Sociology A Level, Biology – A Level, French – A Level, Psychology – A Level, Design Technology – A Level, Spanish – A Level, Economics – A Level, History – A Level, Geography – A Level, Vocational Pathway Options, English Literature – A Level, Sport – L3 BTEC Sub Dip, Business – BTEC L3 Sub Diploma, Hospitality – BTEC L3 (Sub Diploma)

All Key Stage 3 students work towards Arbor’s Community Impact Certificate.

The programme combines three core elements:

• The Concept Curriculum
• Termly showcase events
• Service Learning and Action Exhibition

Through interdisciplinary inquiry, students explore significant ideas using ecological perspectives and real-world questions. They build relevant knowledge across different subjects, undertake research and fieldwork and consider how meaningful action can contribute to their communities.

The programme helps students develop:

• Systems thinking
• Real-world problem-solving
• Collaboration and communication
• Creativity
• Empathy and global awareness
• Environmental stewardship
• Research and inquiry
• Confidence in taking purposeful action

Termly showcases and exhibitions give students an authentic audience for their work and enable them to communicate what they have learned.

The Global Impact Certificate is Arbor’s distinctive programme for developing global citizenship, ecoliteracy and purposeful action at Key Stages 4 and 5.

Level 1: Key Stage 4

All Key Stage 4 students complete Level 1 during curriculum time.

The programme focuses on Passion, Purpose and Perception and combines service learning, enterprise, recreation, academic learning and the arts through student-led sustainability projects.

Its core components are:

• Global Perspectives IGCSE
• Arbor Action and Service
• Presentations and exhibitions

Level 2: Key Stage 5

Level 2 is an advanced programme aligned with the United Nations Sustainable Development Goals and competencies for education for sustainable development.

Through Arbor’s Branching Out Programme, students select experiences aligned with their interests, strengths and aspirations. They also complete a service-learning project, compile an evidence portfolio and reflect upon their leadership, personal growth and contribution to the community.

Core components include:

• Branching Out pathways
• A service-learning project
• An evidence portfolio
• A viva voce presentation

Level 3: Extended Project Qualification

Students may also choose to undertake an Extended Project Qualification.

Working independently with the support of a supervisor, students investigate a topic of their choice and produce one of four project types:

• A dissertation
• An investigation
• A performance
• An artefact

The EPQ develops advanced research, critical thinking, project management, reflection and academic writing skills valued by universities and future employers.

Ecoliteracy enables students to understand relationships between ecological, social and economic systems and consider their own place within them.

Across Secondary, students examine issues such as biodiversity, climate justice, resilience, sustainable development and changing economic systems. These ideas are explored through subject teaching, concept-based learning, Global Perspectives, service projects and independent research.

Rather than sitting apart from the academic curriculum, ecoliteracy provides meaningful contexts in which students can apply disciplinary knowledge. A scientific question may also involve ethical, economic or geographical considerations; a service project may require research, communication, collaboration and evaluation.

As students mature, they are expected to engage with increasing complexity, evaluate evidence and distinguish between different perspectives before developing informed responses.

Inquiry is embedded throughout the Secondary curriculum.

Students are taught how to ask productive questions, locate and evaluate information, construct arguments and communicate supported conclusions. Teachers balance inquiry with explicit subject instruction, ensuring that independent thinking is grounded in secure knowledge.

Students progressively develop their ability to:

• Examine complex questions
• Make connections between concepts
• Research independently
• Evaluate the reliability of evidence
• Recognise assumptions and differing perspectives
• Apply knowledge in unfamiliar contexts
• Justify decisions
• Reflect upon and refine their work

This approach prepares students for examination success while also developing the adaptable thinking required beyond school.

Students are taught by specialist teachers across the Secondary curriculum. This allows them to access subject expertise, specialist resources and teaching appropriate to the demands of each discipline.

Learning takes place across classrooms and dedicated environments including:

• Science laboratories and the Secondary Biolab
• Biodomes and wider living-campus spaces
• Design and technology facilities
• Food technology facilities
• Art studios
• IT and computing spaces
• Music technology and recording studios
• The library
• Sports and performance facilities
• Seminar rooms and flexible learning spaces
• Dedicated Sixth Form study areas

These spaces support practical investigation, creative production, collaborative learning and independent study.

Home learning reinforces and extends classroom learning while helping students develop organisation, independence and positive study habits.

Key Stage 3

English, mathematics, science, Arabic, French and Spanish set weekly home learning according to an established schedule. Individual tasks should generally take approximately 20–30 minutes.

Students can also complete activities connected to the termly Concept Curriculum. These inquiry-driven choices may involve independent research, reflection and creativity across subjects such as history, geography, physical education, art, design technology, performing arts, computing and digital technology.

Key Stages 4 and 5

As students progress towards public examinations and further study, expectations for independent learning increase.

Tasks may include:

• Online assignments
• Exam-style questions
• Extended writing
• Revision and retrieval practice
• Independent research
• Pre-reading
• Coursework and project development

Home learning is adapted where appropriate to support individual needs while maintaining suitable academic expectations.

Assessment is used to understand students’ attainment, monitor progress and identify appropriate next steps.

Teachers draw upon a range of evidence, which may include:

• Classroom work and discussion
• Homework and independent study
• Practical activities
• Projects, presentations and exhibitions
• Formal assessments
• Mock and public examinations
• Students’ attitude to learning
• Teachers’ professional judgement

Students receive feedback that helps them understand their strengths, address misconceptions and improve their work.

Families receive a report in each term:

• Term 1: Includes SMART targets
• Term 2: Provides a data-focused progress update
• Term 3: Includes a written narrative

Reports include information about attainment, attitude to learning, attendance and punctuality, together with recommendations for further development. Parent-Teacher Conferences provide opportunities to discuss academic progress, wellbeing and next steps.

Students receive age-appropriate guidance as they move through Secondary and make increasingly important decisions about their education.

Support includes:

• Individual and group counselling
• GCSE and post-16 subject-selection guidance
• Personalised academic and career planning
• University and apprenticeship guidance
• Digital portfolios through Unifrog
• University fairs, visits and application workshops
• Guest speakers and industry professionals
• Parent workshops and webinars
• Work experience for Sixth Form students
• Resources connected with students’ individual interests

Arbor’s Futures Counselling provision helps students understand the opportunities available to them and build pathways aligned with their abilities, interests and ambitions.

Explore Futures Counselling

Academic progress and wellbeing are closely connected.

Students meet their Form Tutor each morning and participate in a dedicated weekly tutor session. The pastoral curriculum encompasses:

• Emotional awareness and resilience
• Relationships, empathy and communication
• Decision-making and problem-solving
• Digital wellbeing
• Values and ethics
• Relationship and Social Health Education
• Positive Education

Positive Education draws upon positive psychology to help students recognise their strengths, develop constructive habits and build strategies for flourishing in school and beyond.

This is supported by a wider pastoral network including Form Tutors, Heads of Year, counsellors, inclusion specialists and senior leaders.

Moral, Social and Cultural Education helps students develop character, cultural understanding and responsibility.

The curriculum encompasses:

• Character and morality
• Individual and community
• Civic studies
• Cultural studies

Students explore ethics, citizenship, identity, heritage and global issues. They learn to consider different perspectives, understand their responsibilities and contribute positively to their communities.

Islamic values form an important part of the UAE’s educational and cultural context. Muslim students receive Islamic Education in accordance with national requirements, while the wider school culture reflects principles including respect, compassion, honesty, integrity, humility and social responsibility.

The Thrive Team works alongside teachers, pastoral leaders, students and families to support a wide range of educational and wellbeing needs.

Support may include:

• Classroom adaptations
• Targeted academic intervention
• English-language support
• Individual learning strategies
• Alternative provision where appropriate
• Counselling and wellbeing support
• Extension for accomplished learners
• Support for Students of Determination

Provision is designed to help students access an ambitious curriculum, develop independence and make progress from their individual starting points.

The Arbor Enrichment Experience allows students to explore interests and develop capabilities beyond their timetabled lessons.

Its seven strands encompass academic inquiry, competition, outdoor exploration, creativity, performance, leadership, service, entrepreneurship and real-world experience.

Activities take place before school, during lunchtime and after school. Students may also participate in competitions, events, student councils, leadership groups, curriculum-linked visits and residential experiences.

Day trips connect classroom learning with museums, cultural institutions, natural environments, businesses and community organisations. Residential experiences build independence, resilience and teamwork through adventurous challenges, service and immersive learning.