NDPS CURRICULUM
OVERVIEW
At New Dawn Private School, our curriculum is designed to provide students with a rich, relevant, broad, and balanced education. We follow the Cambridge Curriculum, which is carefully mapped to the National Curriculum of England, ensuring both international relevance and a strong foundation in key academic disciplines.
Our dedicated teaching staff thoughtfully plan what they want students to learn, why it is important, and how best to teach and assess it. We focus on creating the right context for learning—emphasising skills development, enquiry-based learning, research, and deepening subject knowledge. A variety of innovative approaches are used, including music, art, computing, real-life experiences, and outdoor learning, all aimed at fostering exceptional learning experiences, high achievement, and significant growth in students’ understanding and well-being.
We are committed to promoting outstanding attitudes to learning. To keep teaching fresh, engaging, and impactful, the methods and strategies used to deliver these skills are left to the discretion of each year group. This approach empowers teachers to tailor their methods to meet students’ needs while ensuring continuity and progression in line with the Cambridge Curriculum. At New Dawn, students are taught a wide range of subjects, including:
• English
• Mathematics
• Science
• Computing
• Humanities (History & Geography)
• Art & Design
• Music
• Physical Education (PE)
• French as a foreign language
• Arabic A for Arabs
• Arabic B for Non-Arabs
• Islamic Studies for Muslims
• Moral, Social & Cultural Studies
| Curriculum Structure 2024-2025 | |||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| YEAR | English | Phonics | Mathematics | Science | Humanities | MSC | Arabic | Islamic | PE | Art | Music | Computing | French |
| YEAR 01 | 6 | 5 | 6 | 3 | 1 | 0 | 4 | 2 | 2 | 2 | 1 | 1 | 0 |
| YEAR 02 | 7 | 0 | 6 | 2 | 1 | 2 | 6 | 3 | 2 | 1 | 1 | 1 | 1 |
| YEAR 03 | 7 | 0 | 6 | 2 | 1 | 2 | 6 | 3 | 2 | 1 | 1 | 1 | 1 |
| YEAR 04 | 7 | 0 | 6 | 3 | 1 | 2 | 6 | 3 | 2 | 1 | 1 | 1 | 1 |
| YEAR 05 | 7 | 0 | 6 | 4 | 1 | 2 | 5 | 2 | 2 | 1 | 1 | 2 | 1 |
| YEAR 06 | 7 | 0 | 6 | 4 | 1 | 2 | 5 | 2 | 2 | 1 | 1 | 2 | 1 |
| YEAR 07 | 7 | 0 | 6 | 4 | 1 | 2 | 5 | 2 | 2 | 1 | 1 | 2 | 1 |
| Curriculum Structure 2024-2025 | ||||
|---|---|---|---|---|
| YEAR | Arabic | Islamic | PE | Art |
| YEAR 01 | 4 | 2 | 2 | 2 |
| YEAR 02 | 6 | 3 | 2 | 1 |
| YEAR 03 | 6 | 3 | 2 | 1 |
| YEAR 04 | 6 | 3 | 2 | 1 |
| YEAR 05 | 5 | 2 | 2 | 1 |
| YEAR 06 | 5 | 2 | 2 | 1 |
| YEAR 07 | 5 | 2 | 2 | 1 |
| Curriculum Structure 2024-2025 | |||||||
|---|---|---|---|---|---|---|---|
| YEAR | Music | Computing | French | ||||
| YEAR 01 | 1 | 1 | 0 | ||||
| YEAR 02 | 1 | 1 | 1 | ||||
| YEAR 03 | 1 | 1 | 1 | ||||
| YEAR 04 | 1 | 1 | 1 | ||||
| YEAR 05 | 1 | 2 | 1 | ||||
| YEAR 06 | 1 | 2 | 1 | ||||
| YEAR 07 | 1 | 2 | 1 | ||||
| Curriculum Structure 2024-2025 | |||||||
|---|---|---|---|---|---|---|---|
| YEAR | Arabic | Islamic | PE | Art | Music | Computing | French |
| YEAR 01 | 4 | 2 | 2 | 2 | 1 | 1 | 0 |
| YEAR 02 | 6 | 3 | 2 | 1 | 1 | 1 | 1 |
| YEAR 03 | 6 | 3 | 2 | 1 | 1 | 1 | 1 |
| YEAR 04 | 6 | 3 | 2 | 1 | 1 | 1 | 1 |
| YEAR 05 | 5 | 2 | 2 | 1 | 1 | 2 | 1 |
| YEAR 06 | 5 | 2 | 2 | 1 | 1 | 2 | 1 |
| YEAR 07 | 5 | 2 | 2 | 1 | 1 | 2 | 1 |
| Curriculum Structure 2024-2025 | ||||||
|---|---|---|---|---|---|---|
| YEAR | English | Phonics | Mathematics | Science | Humanities | MSC |
| YEAR 01 | 6 | 5 | 6 | 3 | 1 | 0 |
| YEAR 02 | 7 | 0 | 6 | 2 | 1 | 2 |
| YEAR 03 | 7 | 0 | 6 | 2 | 1 | 2 |
| YEAR 04 | 7 | 0 | 6 | 3 | 1 | 2 |
| YEAR 05 | 7 | 0 | 6 | 4 | 1 | 2 |
| YEAR 06 | 7 | 0 | 6 | 4 | 1 | 2 |
| YEAR 07 | 7 | 0 | 6 | 4 | 1 | 2 |
| Curriculum Structure 2024-2025 | |||
|---|---|---|---|
| YEAR | English | Phonics | Mathematics |
| YEAR 01 | 6 | 5 | 6 |
| YEAR 02 | 7 | 0 | 6 |
| YEAR 03 | 7 | 0 | 6 |
| YEAR 04 | 7 | 0 | 6 |
| YEAR 05 | 7 | 0 | 6 |
| YEAR 06 | 7 | 0 | 6 |
| YEAR 07 | 7 | 0 | 6 |
| Curriculum Structure 2024-2025 | |||
|---|---|---|---|
| YEAR | Science | Humanities | MSC |
| YEAR 01 | 3 | 1 | 0 |
| YEAR 02 | 2 | 1 | 2 |
| YEAR 03 | 2 | 1 | 2 |
| YEAR 04 | 3 | 1 | 2 |
| YEAR 05 | 4 | 1 | 2 |
| YEAR 06 | 4 | 1 | 2 |
| YEAR 07 | 4 | 1 | 2 |
***This structure is subject to annual review based on MOE / KHDA and curriculum requirements.
| Curriculum statutory teaching hours for Core Subjects | |||
|---|---|---|---|
| YEAR | English | Mathematics | Science |
| YEAR 01 | 150 Hrs | 150 Hrs | 45 Hrs |
| YEAR 02 | 150 Hrs | 150 Hrs | 45 Hrs |
| YEAR 03 | 150 Hrs | 150 Hrs | 60 Hrs |
| YEAR 04 | 150 Hrs | 150 Hrs | 60 Hrs |
| YEAR 05 | 150 Hrs | 150 Hrs | 75 Hrs |
| YEAR 06 | 150 Hrs | 150 Hrs | 75 Hrs |
| YEAR 07 | 150 Hrs | 150 Hrs | 75 Hrs |
The Cambridge Curriculum is designed to support the development of the Cambridge Learner Attributes, helping students become confident, responsible, reflective, innovative, and engaged. Through a rich, skills-based approach, the curriculum encourages students to think deeply, work collaboratively, and apply their learning in real-world contexts—preparing them for success in school and beyond.
| The Cambridge learner attributes | |
|---|---|
| Confident | Confident in working with information and ideas – their own and those of others. Cambridge learners are confident, secure in their knowledge, unwilling to take things for granted and ready to take intellectual risks. They are keen to explore and evaluate ideas and arguments in a structured, critical and analytical way. They are able to communicate and defend views and opinions as well as respect those of others. |
| Responsible | Responsible for themselves, responsive to and respectful of others. Cambridge learners take ownership of their learning, set targets and insist on intellectual integrity. They are collaborative and supportive. They understand that their actions have impacts on others and on the environment. They appreciate the importance of culture, context and community |
| Reflective | Reflective as learners, developing their ability to learn. Cambridge learners understand themselves as learners. They are concerned with the processes as well as the products of their learning and develop the awareness and strategies to be life-long learners. |
| Innovative | Innovative and equipped for new and future challenges. Cambridge learners welcome new challenges and meet them resourcefully, creatively and imaginatively. They are capable of applying their knowledge and understanding to solve new and unfamiliar problems. They can adapt flexibly to new situations requiring new ways of thinking |
| Engaged | Engaged intellectually and socially, ready to make a difference. Cambridge learners are alive with curiosity, embody a spirit of enquiry and want to dig more deeply. They are keen to learn new skills and are receptive to new ideas. They work well independently but also with others. They are equipped to participate constructively in society and the economy – locally, nationally and globally. |
To read more about Cambridge curriculum please go to :
Benefits of a Cambridge Education.
To Read more about the National Curriculum of England:
