Academic Enrichment Programme
Academic Enrichment Programme
Philosophy
Into to Logic and Reasoning
- Introduce what philosophy is: asking big questions and deeper thinking
- Develop basic logical and critical thinking skills
- Encourage discussion, respectful disagreement and reasoned arguments.
- Develop a student toolkit for asking questions, constructing arguments and spotting weak reasoning.
- What is Philosophy? - Asking big questions
- Introduction to Logic - Thinking Clearly
- Thinking about thinking - What is Knowledge?
- Ethics - What is the right thing to do?
- Fallacies and Mistakes in Reasoning
- Philosophy in Action - Discussion Showcase
- Understand that philosophy involves asking deep, open-ended questions about life, knowledge, and existence, and will create their own philosophical questions.
- Students will be introduced to the basic structure of logical arguments, learning how to identify premises and conclusions and recognise simple examples of good and bad reasoning.
- Explore the nature of knowledge, questioning how we know what we know, and practise investigating assumptions through Socratic questioning.
- Examine ethical decision-making by considering moral dilemmas, learning that different perspectives can lead to different ideas about what is 'right'.
- Learn to identify common logical fallacies in arguments and practise spotting errors in reasoning to strengthen their own thinking.
- Apply their philosophical and reasoning skills in structured discussions, demonstrating the ability to build, challenge, and adapt arguments respectfully.
Rhetoric & Public Speaking
Speak Up: Rhetoric and Public Speaking
This unit introduces students to the foundational skills of rhetoric — the art of effective speaking and persuasive communication. Through practical exercises and analysis of powerful speeches, students learn to organise their ideas, use rhetorical techniques, adapt their message for different audiences, and develop confidence in their voice and delivery. By the end of the unit, students will be equipped to speak with purpose, clarity, and impact in a variety of real-world contexts
- What Is Rhetoric? – The Power of Words
- Audience and Purpose
- Structure and Clarity – Organising Ideas
- Voice, Body, and Delivery
- Using Rhetorical Devices
- Final Speeches – Speak to Inspire
- Understand what rhetoric is and why public speaking matters, exploring the persuasive power of language.
- Learn to adapt their speaking style depending on the audience and goal.
- Learn to structure a speech with a clear introduction, main points, and conclusion.
- Develop skills in vocal projection, pace, gestures, and posture to enhance their presence.
- Explore and use rhetorical techniques to add power and style to their speeches.
- Deliver a short persuasive or inspirational speech to an audience, applying all the skills learned.
Global Politics
Power and People – An Introduction to Global Politics
This unit introduces students to the basic structures of political systems, ideas of justice and authority, and the global issues that affect people’s lives. Students explore themes such as democracy, rights, international organisations, and protest — all through case studies and discussion. By the end, students will understand that politics is not just for adults or politicians — it’s about how people live together, solve problems, and shape their futures.
- What Is Politics?
- Who Has Power — and Why?
- Systems of Government
- Rights, Rules, and Justice
- Global Organisations and Cooperation
- Young Voices and Political Action
- Understand that politics is about how groups make decisions and distribute power.
- Explore types of power (authority, influence, force) and where power comes from.
- Compare basic political systems such as democracy, monarchy, and dictatorship.
- Explore the idea of rights and how they shape laws and justice systems.
- Learn about international organisations like the UN and how countries work together.
- Understand how individuals (including young people) can influence politics and create change.
History - Classics
History and Humanity – Lessons from the Ancient World
This unit introduces students to key classical civilisations (Ancient Greece, Rome, Egypt, and others) with a focus on timeless themes like leadership, democracy, empire, rights, and human behaviour. Rather than just learning names and dates, students explore stories, dilemmas, and decisions from the ancient world and draw connections to the challenges we still face today — such as power, war, inequality, and citizenship.
- Why Study the Ancient World?
- Democracy and Power in Ancient Athens
- The Rise and Fall of Empires – Lessons from Rome
- Justice and Law in Ancient Civilisations
- Great Thinkers and Big Ideas
- What Can We Learn from the Past?
- Explore the importance of studying ancient history and identify universal themes across time.
- Learn how democracy developed in Athens and reflect on leadership and equality.
- Explore how Rome expanded and collapsed — and what it tells us about ambition, leadership, and legacy.
- Examine early legal systems and compare them to modern ideas of justice.
- Explore ancient philosophers and their influence on how we think today.
- Reflect on lessons from ancient civilisations and how they connect to today’s world.
History - Classics - V2
Ancient Greece and Rome – Power, People, and Legacy
This unit introduces students to two of the most influential classical civilisations in history — Ancient Greece and Ancient Rome. Through the lens of leadership, democracy, empire, innovation, and citizenship, students explore how these societies shaped the foundations of the modern world. Rather than focusing on dates and battles alone, students examine the lives of real people, the choices leaders made, and the values these civilisations held. They are encouraged to reflect on key themes such as justice, power, inequality, and legacy — and to consider what lessons these ancient cultures still offer us today.
- What Makes a Civilisation Great?
- Democracy vs Empire – Who Should Rule?
- Citizens, Slaves, and Soldiers – Life in Ancient Times
- Architecture, Art, and Invention – Building a Legacy
- Conflict and Conquest – Power Through War
- What Should We Remember – And Why?
- Introduce the concept of civilisation and explore the foundations of Ancient Greece and Rome.
- Compare Athenian democracy with the Roman Republic and Empire.
- Explore daily life in Ancient Greece and Rome for different members of society.
- Examine how Greek and Roman innovations still influence modern life.
- Explore how the Romans expanded their empire and how the Greeks fought for their city-states.
- Reflect on what made these civilisations memorable and their influence on the world today.
Environmental Science and Sustainability
Planet in Our Hands – Environmental Sustainability
This unit introduces students to the science behind ecosystems, climate, and human impact, while encouraging critical thinking about sustainability and responsibility. Students explore real-world issues like pollution, deforestation, climate change, and energy use — not just through facts, but through ethical questions and action-based learning. The aim is to foster curiosity, empathy, and agency in the face of environmental challenges.
- What Is Our Planet Made Of?
- Humans and the Environment – A History of Impact
- Climate Change – The Science and the Stakes
- Resources and Energy – What Do We Use, and At What Cost?
- Sustainability and Solutions
- My Role – Local Action, Global Change
- Explore Earth’s basic systems (biosphere, atmosphere, hydrosphere) and understand the concept of interconnected ecosystems.
- Trace how human activity has changed the planet over time.
- Understand the greenhouse effect, global warming, and consequences of a changing climate.
- Explore how we use natural resources and the impact of different energy sources.
- Investigate sustainable practices and technologies around the world.
- Reflect on their own environmental footprint and plan a personal or school-wide sustainability initiative.
Personal Research Project
Investigating What Matters to Me
In this final unit, students design and carry out a personal research project on a topic they are curious or passionate about. They apply skills developed throughout the year — such as philosophical questioning, logic, communication, presentation, and reflective thinking — to plan, investigate, and present their findings in a final showcase event. The focus is on student voice, intellectual curiosity, and communicating ideas effectively.
- What Do I Want to Explore?
- Planning My Project
- Research and Investigation
- From Notes to Meaning
- Finalise and Rehearse
- Showcase Event
- Generate researchable questions based on personal interest, curiosity, or connections to previous units.
- Outline their research process and choose how they will present their final work.
- Gather and record information from reliable sources.
- Begin drafting or assembling their final product and analyse what they’ve learned.
- Complete their project and rehearse how to communicate it clearly and confidently.
- Present their projects at a celebration event, demonstrating curiosity, research, and communication.
Cultural Studies
Expressions of Humanity – Culture Through Art, Music, and Story
In this six-week block, students explore how different cultures across history and geography have expressed their values, beliefs, and identities through art, architecture, music, poetry, stories, and traditions. They’ll encounter a curated selection of global cultural artefacts — from ancient to modern — and reflect on their meanings and lasting influence. Through creative responses, students begin to see the world as an interconnected mosaic of ideas, values, and voices.
- What Is Culture? Why Does It Matter?
- Buildings That Tell Stories
- Music and Movement Across Borders
- Storytelling, Symbols and Poetry
- Food, Festivals and Shared Traditions
- Culture Connects – My Cultural Curiosity
- Understand the concept of culture and begin to explore how it shapes identity, belief, and expression.
- Explore traditional and modern music from different regions and its role in celebration, resistance, and identity.
- Discover global poetry and storytelling traditions and explore how stories pass on cultural knowledge.
- Explore the role of food, rituals and festivals in cultural identity.
- Choose one cultural expression explored during the block and present a creative response.
1. Activity: Culture map (language, art, stories, music, food, traditions)
Explore: Ancient and living cultures from different regions (e.g., Aboriginal songlines, Inuit carvings, Emirati weaving)
Task: Create a personal or family “culture circle” Big Question: How is culture passed on or changed over time?
2. Examples:
- The Great Mosque of Samarra (Iraq)
- Sagrada Familia (Spain)
- Burj Khalifa (UAE)
- Shinto Shrines (Japan)
- Ancient Mayan temples (Central America)
3. Listen & Respond:
- Taiko drumming (Japan)
- Gnawa music (Morocco)
- Bedouin poetry/music traditions (UAE)
- South African isicathamiya (e.g., Ladysmith Black Mambazo)
- Samba or Andean panpipes (Latin America)
4. Examples:
- Native American creation stories
- Nizar Qabbani (Arab poet)
- Haiku (Japan)
- Fables from West Africa
- Shakespeare’s global influence
5. Compare:
- Ramadan and Eid (UAE)
- Diwali (India)
- Día de los Muertos (Mexico)
- Lunar New Year (China)
- Thanksgiving (North America – critical lens encouraged)
6. Project: Mini showcase (poem, poster, short video, skit, soundscape, design) Event: Classroom “Culture Connect” Gallery or Café Reflection: What did I learn about another culture – and about myself?
Philosophy
Philosophy and the Human Experience
From ""What is thinking?"" → to ""How do different people think about the world, and why does it matter?"" Introduce key philosophical branches (epistemology, metaphysics, ethics, political philosophy), and focus more on structured reasoning and debate.
- Revisiting Reason – What Makes a Good Argument?
- Epistemology – Can We Trust Our Senses?
- Metaphysics – What Is a Person?
- Ethics – Is It Ever Right to Break the Rules?
- Political Philosophy – Who Should Be in Charge?
- Structured Debate – The Philosophy Showdown
- Recap logical structure from Year 7 and learn how to evaluate and build stronger arguments using clear reasoning and evidence.
- Explore how we know what’s real, and question the reliability of perception, memory, and experience.
- Explore what it means to be a person by discussing identity, consciousness, and what stays the same over time.
- Examine when rules or laws should be followed, and debate moral principles such as justice, fairness, and consequences.
- Consider different forms of leadership and government, and debate what makes authority fair or unfair.
- Apply philosophical reasoning to a chosen topic, preparing and delivering arguments in a formal, respectful debate.
Rhetoric & Public Speaking
Make Your Case: Debate, Dialogue and the Power of Persuasion
This unit develops students’ persuasive speaking by introducing structured debate, rebuttal, and critical listening. Students learn how to build convincing arguments, anticipate counterarguments, and respond with clarity and confidence. The unit balances persuasive techniques with the importance of respectful dialogue, helping students navigate disagreement and build credibility. By the end, students will be able to construct and defend ideas in debates while listening thoughtfully and adapting their communication for impact.
- What Makes a Strong Argument?
- Counterarguments and Rebuttal
- Speaking with Credibility and Confidence
- Structured Debate – Learning the Format
- Class Debates – Putting It Into Practice
- Reflection and Freestyle Debate
- Review key rhetorical techniques and learn how to structure an argument with clear reasoning and evidence.
- Understand how to anticipate and respond to opposing views.
- Practise delivering persuasive arguments with clear tone, pace, and body language.
- Learn how formal debates work and how to prepare arguments as a team.
- Engage in formal debates, using argument structure, rebuttal, and delivery skills.
- Reflect on their progress and take part in a less formal debate to test adaptability and quick thinking.
Global Politics
Politics and Perspectives – Who Gets What, and Why?
This unit deepens students’ political understanding by exploring ideologies (like liberalism, socialism, authoritarianism), the causes of inequality and conflict, and the role of international cooperation. Students compare perspectives on justice, freedom, and equality, and consider global challenges such as migration, poverty, and war. The focus shifts from recognising systems to understanding why different people disagree about how the world should work — and what actions might help create change.
- What Do People Believe About Politics?
- Freedom, Equality, and Justice – Can We Have All Three?
- Global Inequality – Who Has, and Who Has Not?
- Conflict and Cooperation – What Causes War?
- Migration and Global Responsibility
- What Kind of World Do You Want?
- Explore basic political ideologies and understand how beliefs influence decisions.
- Examine the tensions between different political values and how they play out in real life.
- Analyse the causes and consequences of inequality between and within nations.
- Explore why countries go to war and how conflicts are resolved.
- Examine why people move across borders and how countries respond to global issues.
- Reflect on political values and global issues, then propose actions for change.
History - Classics
Empire, Revolution and Belief – How History Shaped the Modern World
This unit explores the impact of empires, revolutions, and world-changing ideas — from colonialism and rebellion to religion and human rights. Students examine how individuals and groups challenged injustice, reshaped society, and left lasting legacies. By connecting past struggles to today’s issues, students refine their ability to evaluate sources, question power, and consider the moral lessons of history.
- What Is an Empire?
- Voices of Resistance – Who Fought Back?
- Faith, Power and Conflict
- Revolution! When the People Rise
- Whose Story Gets Told?
- Learning From the Past
- Explore what empires are, why they expand, and how they affect both rulers and the ruled.
- Learn about individuals and communities who resisted empire and injustice.
- Examine how religion and belief systems shaped societies, sparked conflict, and inspired reform.
- Investigate major revolutions and the causes behind them.
- Evaluate historical sources and examine how narratives are shaped by perspective.
- Reflect on the ethical lessons from empires, revolutions, and beliefs — and apply them to today.
History - Classics - V2
Civilisations and the World – Influence, Innovation, and Impact
This unit expands students’ understanding of ancient history by exploring powerful civilisations from across the globe — including Ancient China, the Maya and Aztecs of Mesoamerica, and the early African kingdoms of Kush and Great Zimbabwe. Students investigate how these societies were structured, what they valued, and the innovations they introduced, from early writing systems and trade networks to city planning and scientific breakthroughs. Rather than viewing history through a single lens, students are encouraged to compare civilisations, question why some are more remembered than others, and reflect on what lasting influence these societies have on the modern world. The focus is on power, progress, and perspective — helping students see history as a global story of human achievement and complexity.
- What Makes a Civilisation Endure?
- Ancient China – Innovation, Leadership, and Legacy
- Mesoamerica – Power and Progress Before Colonisation
- Ancient Africa – Trade, Cities, and Cultural Influence
- Comparing Civilisations – Different Paths, Shared Ideas
- What Should We Remember – And Why?
- Revisit core features of civilisation and introduce a global lens for exploring influence and legacy.
- Explore key aspects of Ancient Chinese civilisation and their lasting influence.
- Introduce the Maya and Aztec civilisations as complex societies with rich cultural and scientific developments.
- Explore powerful ancient African civilisations and their global significance.
- Draw comparisons across civilisations in terms of leadership, innovation, and legacy.
- Reflect on the influence of ancient civilisations on the modern world and explore how history is remembered or forgotten.
Environmental Science and Sustainability
Agents of Change – Sustainability and the Power of One
This unit empowers students to think of themselves not just as consumers or learners, but as changemakers. They explore the ripple effect of personal and community-level actions, learn from youth activists and innovators, and evaluate how everyday decisions around food, fashion, energy, and technology impact the environment. The focus is not just on facts, but on agency, values, and hopeful action.
- Can One Person Really Make a Difference?
- Examine how everyday behaviours affect the environment — and what alternatives exist.
- Sustainable Solutions in Action
- The Power of Your Voice – Awareness and Advocacy
- From Ideas to Action – What Can We Do Here?
- I Am a Changemaker
- Reflect on their own environmental identity and investigate examples of young people making an impact.
- Trace how human activity has changed the planet over time.
- Explore real-life sustainable innovations and community projects around the world.
- Learn how awareness-raising and communication can drive change.
- Work in teams to design a realistic school-based sustainability initiative.
- Reflect on their journey and create a statement of personal responsibility and future action.
Personal Research Project
Passion to Project – Investigating Issues, Inspiring Change
In this unit, students select a real-world issue, conduct critical research, and produce a persuasive, informative, or creative outcome designed to raise awareness, challenge assumptions, or propose solutions. Projects are issue-based rather than purely interest-based — encouraging more depth, structure, and real-world thinking. The unit culminates in a Showcase for Change event, where students present to an authentic audience.
- What’s the Issue? Why Does It Matter?
- Who’s Affected? What Do We Need to Know?
- What’s the Message? How Will We Communicate It?
- Creating the Project
- Polish and Prepare
- Showcase for Change
- Identify a meaningful issue they care about and refine it into a strong research question or inquiry focus.
- Explore the social, ethical, and environmental dimensions of their issue through research.
- Decide how they want to present their message — and to whom.
- Create their final product using persuasive language, visuals, and facts to build impact.
- Refine their work and rehearse how to present and explain their ideas with clarity and conviction.
- Present their projects to peers, teachers, and guests in a showcase event aimed at educating or inspiring others.
Cultural Studies
Masterpieces and Meaning – Culture Through Iconic Works
Each week focuses on a single cultural medium, using one or two iconic pieces of work as central case studies. Students will analyse their form, meaning, influence, and cultural context, while comparing them to global equivalents.
- Art That Tells a Story – The Bayeux Tapestry & Kehinde Wiley
- Architecture and Belief – The Sheikh Zayed Grand Mosque and the Parthenon
- Music of Protest and Power – Fela Kuti and Billie Holiday
- Food, Migration and Memory – Palestinian Maqluba and Chinese Dumplings
- Literature That Shaped the World – One Thousand and One Nights and The Little Prince
- Connecting Cultures – A Celebration of Global Masterpieces
- Examine how art has been used to record history, power, and identity — and how artists shape who gets remembered.
- Compare sacred architecture across cultures, focusing on symbolism and design.
- Explore how music has been used to challenge injustice and express identity.
- Investigate how traditional dishes reflect history, displacement, and belonging.
- Compare how iconic literary works from different cultures use imagination to explore human truth.
- Curate and present a short personal project inspired by one cultural work from the unit.
- Case Study 1: The Bayeux Tapestry (England/Normandy, 11th century)
Case Study 2: Kehinde Wiley’s presidential portrait of Obama (USA/Nigeria, contemporary)
Activity: Create a single-frame “story tapestry” from modern life
Discussion: Who gets remembered in art, and why? - Case Study 1: Sheikh Zayed Grand Mosque (UAE, Islamic architecture)
Case Study 2: The Parthenon (Greece, classical design)
Activity: Analyse symmetry, materials, and symbolism
Reflection: How do buildings shape how we feel or think about the sacred? - Case Study 1: Fela Kuti – Zombie (Nigeria, Afrobeat, anti-military regime)
Case Study 2: Billie Holiday – Strange Fruit (USA, civil rights)
Activity: Lyric analysis + student protest poem/song line writing
Reflection: Can music create real change? - Case Study 1: Maqluba (Palestinian dish symbolising resilience)
Case Study 2: Dumplings (China – cultural festivals, symbolism of luck and unity)
Activity: Recipe decoding – what do the ingredients tell us?
Task: Write or record a food memory – “What does food say about my culture?” - Case Study 1: One Thousand and One Nights (Arab world)
Case Study 2: The Little Prince (France – universal allegory)
Activity: Create an illustrated quote scroll from either story
Reflection: Why do some stories last forever? - Project options: Mini exhibition, presentation, podcast snippet, digital poster, interview with a family member about a cultural tradition
Showcase: “Gallery of Masterpieces” walk-through in the classroom
Final Reflection: How do cultural works help us connect across time, borders, and beliefs?
Philosophy
Theory of Knowledge: How Do We Know What We Know?
Explore how we know things, why we believe them, and what we can trust — laying the groundwork for higher-order thinking and interdisciplinary connections (e.g., science, history, media literacy).
- What Is Knowledge?
- Ways of Knowing – Perception and Emotion
- Ways of Knowing – Language and Reason
- Bias and Belief – Can We Ever Be Objective?
- Knowledge in Different Subjects
- Can We Ever Be Certain?
- Define knowledge and understand the difference between opinion, belief, and knowledge.
- Analyse how sense perception and emotion contribute to (or distort) our knowledge of the world.
- Explore the strengths and limits of language and logic in shaping and communicating knowledge.
- Evaluate how personal bias, culture, and experience affect how people interpret knowledge.
- Examine how knowledge is constructed and tested in different disciplines (science vs history vs art).
- Reflect on the limits of knowledge and evaluate whether certainty is possible or necessary.
Rhetoric & Public Speaking
Speak for Change – Persuasion, Power and Public Voice
This unit explores how persuasion operates in public life — in media, advertising, activism, and politics. Students learn to deconstruct powerful messaging, identify manipulation or bias, and craft their own influential texts and speeches. By the end, they will have developed the tools to use language not just to argue — but to advocate, inspire, and challenge.
- The Language of Influence
- Spotting Bias and Manipulation
- Speaking Truth to Power
- Writing to Persuade – Your Voice
- Delivering Your Message
- Reflection and Final Performance
- Identify how persuasive techniques are used in real-world media to shape opinions and emotions.
- Learn to recognise bias, loaded language, and misinformation.
- Examine how public speaking has been used to create social change and challenge injustice.
- Plan and draft a persuasive speech or open letter that addresses a real issue affecting them or society.
- Rehearse and deliver their speech, applying confident vocal and physical techniques.
- Perform their speeches and reflect on how their voice can influence others respectfully and powerfully.
Global Politics
Global Futures – Systems, Challenges and the World
This unit gives students a critical overview of global systems — economics, governance, climate, and international cooperation — and examines how these systems affect everything from trade to technology to the environment. Students consider future challenges, ethical trade-offs, and what global citizenship might mean. They will explore how action at local, national, and international levels can help build a fairer, more sustainable world.
- How Does the Global System Work?
- Global Trade – Fair or Exploitative?
- Climate Crisis – A Political and Moral Challenge
- Technology, Surveillance, and Human Rights
- Migration, Borders, and Belonging
- What Kind of Future Will We Build?
- Understand how international systems like the UN, World Bank, WTO, and IMF shape global decisions and relationships.
- Explore global trade and consider the impact of unfair trade systems.
- Examine the global politics of climate change and climate justice.
- Analyse how global technology raises ethical and political questions about privacy, power, and freedom.
- Explore how borders shape identity, opportunity, and global justice.
- Synthesise their understanding of global systems and propose actions for a more just and sustainable future.
IGCSE Options Tasters
Pathways and Possibilities – Preparing for IGCSE
This 6-week programme introduces students to the options available for their IGCSE studies. Through engaging taster lessons across subjects, students will deepen their understanding of different disciplines, reflect on their strengths and interests, and develop the skills needed to make confident, well-informed choices for their academic future.
- Introduction to IGCSE Pathways
- IGCSE Taster Lessons
- IGCSE Taster Lessons
- IGCSE Taster Lessons
- IGCSE Taster Lessons
- Reflection, Guidance, and Future Planning
- Understand the structure, expectations, and possibilities of IGCSE study and begin reflecting on their interests and goals.
- Experience sample lessons from different IGCSE subjects, designed to showcase content, skills, and style of learning.
- Experience sample lessons from different IGCSE subjects, designed to showcase content, skills, and style of learning.
- Experience sample lessons from different IGCSE subjects, designed to showcase content, skills, and style of learning.
- Experience sample lessons from different IGCSE subjects, designed to showcase content, skills, and style of learning.
- Consolidate their experiences and create an informed action plan for IGCSE selection.
History - Classics - V2
Legacy and Interpretation – How the Ancient World Is Viewed
This unit challenges students to think critically about how history is not only studied — but used. Building on their exploration of ancient civilisations in Years 7 and 8, students examine how the legacies of Greece, Rome, China, Mesoamerica, Africa, and others have been remembered, reinterpreted, and sometimes manipulated throughout history. From government buildings inspired by Roman architecture to films and video games that dramatise ancient battles, students explore how the past lives on in politics, media, and culture. They also question whose stories have been celebrated, whose have been forgotten, and what that means for how we understand the world today. By the end of the unit, students will not only appreciate the impact of ancient history but also reflect on their own responsibility in how history is shared, questioned, and preserved.
- Why Does the Ancient World Still Matter?
- Monuments, Museums, and Memory
- Power and Propaganda – Reusing the Past
- The Ancient World in Pop Culture
- Whose Story Gets Told?
- How Should We Use the Past Today?
- Revisit key civilisations from Years 7 and 8 and explore the idea of “legacy.”
- Explore how ancient history is preserved, displayed, or repurposed in public spaces.
- Examine how governments and leaders have used ancient imagery to promote power.
- Analyse how films, games, and media represent ancient civilisations — accurately or otherwise.
- Explore underrepresented voices and civilisations, and question historical bias.
- Reflect on how we can learn from, honour, and critically engage with ancient history.
- Activity: Legacy brainstorm – what ideas, inventions, or values have lasted? Task: Create a legacy map linking ancient innovations to modern life Key Question: Why do some civilisations have lasting influence while others are forgotten?
- Case Studies: Roman-style government buildings, stolen artefacts in Western museums Activity: Source analysis – who built it, who displays it, who benefits? Key Question: Is it possible to “own” history?
- Case Studies: Roman symbols in empire-building; Ancient Greek ideals in modern nationalism Activity: Deconstruct a political speech or artwork using ancient references Key Question: Can the past be used to manipulate the present?
- Examples: Gladiator, Assassin’s Creed, Percy Jackson, 300 Activity: Compare a film scene to historical sources Key Question: Do popular representations help or harm our understanding of history?
- Activity: Investigate a lesser-known ancient civilisation or figure (e.g. Nok culture, female leaders) Task: Create a mini profile: “What the world should remember” Key Question: Who decides what gets included in history books?
- Task: Final project – write a speech, article, or create a display answering the question: “How should we remember the ancient world — and why does it matter?” Showcase: Gallery walk or student-led discussion panel Key Question: What responsibilities do we have when studying and sharing history?
Environmental Science and Sustainability
Sustainability in Action – Leading Change in Our School
This unit challenges students to move from theory to real-world action. In teams, they will identify sustainability issues in the school, design practical solutions, and lead mini-projects that make a visible difference. Whether through waste reduction, energy saving, biodiversity, or awareness campaigns, students take ownership of change and reflect on the challenges of turning values into action.
- What Needs to Change Here?
- From Problem to Project – Planning for Impact
- Building the Project
- Communication and Influence
- Project Launch and Implementation
- Review, Reflect, and Celebrate
- Audit the school’s current environmental practices and identify opportunities for improvement.
- Form project teams, select a focus area, and begin planning their initiative.
- Begin implementing the first phase of their action project.
- Design a communication strategy to promote their project and engage others.
- Launch their project and gather feedback or data on its effect.
- Evaluate their project's impact, reflect on lessons learned, and consider next steps.
Personal Research Project
Capstone: The World We Shape
In this culminating unit, students design and complete a self-directed capstone project that brings together the core themes from their 3-year journey: philosophical questioning, global awareness, personal responsibility, environmental action, and social justice. They take full ownership of a project that reflects who they are, what they’ve learned, and the change they want to see. The process ends with a Celebration of Learning Showcase where they present their work to a live audience.
- Looking Back, Looking Forward – Defining My Purpose
- Planning My Capstone Project
- Research, Create, Reflect
- Testing and Feedback
- Finalise and Prepare to Present
- Celebration of Learning Showcase
- Reflect on their 3-year journey and identify a topic, challenge, or question that matters deeply to them.
- Students will shape their vision into a realistic, focused, and meaningful plan of action.
- Begin the creation and inquiry process, gathering sources, creating materials, and reflecting on progress.
- Share an early version of their work for authentic feedback and make meaningful improvements.
- Finalise their capstone product and rehearse how to present it confidently and purposefully.
- Present their capstone work to a live audience of peers, parents, and teachers, celebrating their growth and vision.
Project Examples
- “How Can We Make Our School More Inclusive?” – action-based project with student interviews
- “Do We Still Need Democracy?” – multimedia exhibit + recorded speech
- “My Grandparents’ Migration Story” – oral history + short documentary
- “Fast Fashion vs My Future” – awareness campaign + sustainable fashion
- “The Ethics of AI in Education” – research podcast + discussion guide"
Cultural Studies
Culture in Context – Creating and Curating the Human Story
Students draw on three years of exploring global cultural expression to create a student-curated cultural exhibition, where they showcase both the works that have inspired them and their own cultural interpretations or creative contributions. This final block encourages deep personal connection, interdisciplinary thinking, and global understanding.
- What Is Cultural Legacy?
- Curation and Context – Telling the Story
- Global Works, Local Meaning
- Your Cultural Response – Contribute Your Voice
- Exhibition Curation and Preparation
- Voices of Culture – The Exhibition
- Explore how cultural works leave lasting influence.
- Learn how museums, exhibitions, and cultural organisations curate narratives through collections.
- Explore how cultural works are interpreted differently around the world and consider their local significance.
- Create a personal or collaborative response piece to include in their final exhibition.
- Students will bring their projects together into a cohesive display and plan how to present their ideas.
- Present their curated collections and original work in a public showcase event.
- Discussion: What cultural work has stayed with you the most — and why? Explore: Enduring cultural legacies across time (e.g., pyramids, protest songs, sacred texts, dances) Activity: Culture reflection map – chart 3 years of studied pieces across continents and art forms Task: Choose 1–2 cultural works that you feel define your understanding of humanity
- Case Study: Louvre Abu Dhabi, British Museum, Smithsonian, Palestinian Museum (virtual/visual tours) Activity: Analyse how layout, labels, and multimedia tell a story Task: Begin designing a “Curated Cultural Story” – a theme they want to tell through 3–5 works (can include ones from earlier years or new discoveries)
- Explore: Examples of reinterpretation (e.g., The Little Prince in Arabic, street art versions of classical works, cultural fusions in fashion or music) UAE Link: How is global culture displayed, celebrated, or reimagined in the UAE? Task: Choose one work from their curated collection and explore how it’s been adapted or viewed differently across cultures or time
- Formats: poem, visual art, short video, spoken word, musical piece, digital art, food/costume design, short story, architectural model Task: This work must connect thematically to their curated pieces — either as a tribute, reinterpretation, critique, or cultural continuation Focus: Technique + message — What do I want my work to say about the human experience?
- Task: Finalise titles, labels, artist statements, and layout for their “gallery space” Peer feedback: Walkthrough rehearsals and critique rounds Optional: Design invitations for families, SLT, or other classes
- Format: Pop-up cultural museum / student gallery / immersive classroom exhibition Each student or group presents: 3–5 curated works (with written/contextual explanation) 1 personal cultural response work A 2-minute introduction or tour explaining their vision Celebration: Visitors vote or leave comments; students reflect on the creative process
Academic Enrichment Booklet
