Academy Academy Description ADEK Rating Curricula Location
Al Ain Academy

Primary & Secondary, Mixed

Very Good With Outstanding FeaturesEnglish National CurriculumAl Ain
Al Bateen Academy

Secondary, Mixed

OutstandingEnglish National Curriculum,IB Diploma ProgrammeAbu Dhabi
Al Mamoura Academy

Primary Mixed / Secondary Girls Only

Good With Very Good Features English National CurriculumAbu Dhabi
Al Muna Academy

Primary, Mixed

OutstandingEnglish National CurriculumAbu Dhabi
Al Yasmina Academy

Primary & Secondary, Mixed

Very Good With Outstanding FeaturesEnglish National CurriculumAbu Dhabi
The Pearl Academy

Primary, Mixed

Very Good With Outstanding FeaturesEnglish National CurriculumAbu Dhabi
West Yas Academy

Primary Mixed / Secondary Segregated 

GoodAmerican Massachusetts State CurriculumAbu Dhabi
Al Forsan Nursery

Nursery Mixed

Not ApplicableEnglish National CurriculumAbu Dhabi
Curricula

Our programme for geography education aims to inspire in students a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip students with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As students progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time. The national curriculum for geography aims to ensure that all students:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
  • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
  • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
  • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

In Key Stage Three, students will consolidate and extend their knowledge of the world’s major countries and their physical and human features. They should understand how geographical processes interact to create distinctive human and physical landscapes that change over time. In doing so, they should become aware of increasingly complex geographical systems in the world around them. They should develop greater competence in using geographical knowledge, approaches and concepts and geographical skills in analysing and interpreting different data sources. In this way students will continue to enrich their locational knowledge and spatial and environmental understanding.

Locational knowledge

  • extend their locational knowledge and deepen their spatial awareness of the world’s countries using maps of the world to focus on Africa, Russia, Asia (including China and India), and the Middle East, focusing on their environmental regions, including polar and hot deserts, key physical and human characteristics, countries and major cities.

Place Knowledge

  • understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Human and physical geography

  • understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in:
  • physical geography relating to: geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology and coasts
  • human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources
  • understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Geographical skills and fieldwork

  • build on their knowledge of globes, maps and atlases and apply and develop this knowledge routinely in the classroom and in the field
  • interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic mapping, and aerial and satellite photographs
  • use Geographical Information Systems (GIS) to view, analyse and interpret places and data
  • use fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of increasingly complex information.