Daryl Sims – Coordinator of the curriculum

In line with UAE national priorities and the Dubai strategic plan 2021, schools in Dubai are required to incorporate the Ministry of Education UAE social studies curriculum standards into their curricula. The rationale for this is to provide students with in-depth knowledge, skills and understanding in history, geography and civics, which emphasise the links and relationships between diverse groups, people, science and society. Students will contribute, as responsible citizens and residents of the UAE, to the building of a cohesive society that is inclusive of all, while preserving the UAE culture, heritage and traditions.

This subject is only learnt by student in Year 10, the scheme of work is found in ‘what we study’

The subject is not studied at KS5

Social Studies does not have an external examination and therefore no results are available

Students should expect to be given research topics to complete at home, this is likely to happen about once every three lessons.

Year 7

Economics Student is able to identify economic concepts necessary for development (investment – competition – economic activities).
Economics Student is able to explain the importance of investment and its different forms, and provide examples.
Economics Student is able to explain the characteristics (features) of competition and its impact on developing the national economy.
Economics Student is able to describe how economic systems fulfill essential needs (production and the process of production).
Economics Student is able to discuss how economic decisions are made and how economic wealth is achieved.
Economics Student is able to link natural features, availability of materials, and their distribution among world countries, to the rise of international trade.
Economics Student is able to explain how commodities and services are produced. Student is able to distinguish between commodities and services in varying the sources of income.
National Education Student is able to explain the relationship between good citizenship and upholding virtuous values and principles.
National Education Student is able to distinguish the types of heritage in the Emirates (material and moral). Student is able to identify the traditional sports in his/her country.
National Education Student is able to explain the role played by the country’s founding fathers in developing the UAE and securing the welfare of the people. Student is able to know the biographies and distinctive achievements of the people who made the history of the Emirates (Zayed bin Khalifa I – may Allah have mercy on his soul).
National Education Student is able to explain the role played by UAE to serve the peoples and countries of the world (Development aid). Student is able to compare between the elements of material and immaterial heritage (diving profession – types of ships – names of pearls – poems – proverbs – some social customs).
National Education Student is able to explain the biographies of the leading Sheikhs in the Emirate of Abu Dhabi and their roles in establishing the Union.
Geography Student is able to identify aspects of economic activities of the population of Asia and Africa.
Geography Student is able to analyze the physical features of different places on the earth and to what extent they affect the life of the population (specifically, South Korea and Egypt).
Geography Student is able to explain the interaction between population and environment (economic activities – population distribution – cities).
Geography Student is able to prepare a report about the features of cooperation and the most important relationships between his/her country and the countries of the ancient world (commercial – political – cultural).
Geography Student is able to utilize technology to search for the Founder’s contributions in achieving sustainable development and wellbeing for his people. Student is able to give practical examples that show the impact of technology on environment (Masdar City)
Geography Student is able to show how the Founder is universally held in a high esteem as far as the domain of environment is concerned.
History Student is able to explain the basis for the development of civilization – Africa (civilization concept, factors of forming a civilization).
History Student is able to explain the role and impact of important figures and their ideas and beliefs on the rise of ancient civilizations (Akhenaton, Ashoka the Great. and Minamoto).
History Student is able to determine the locations of civilizations of countries neighbouring the UAE (Persian, Indian, and Arabian etc).
History Student is able to give multiple examples of the achievements of ancient civilizations in the African and Asian continents (Egypt, the Levant, and Mesopotamia etc).
History Student is able to discuss the effects resulting from communication between the Emirates and neighboring civilizations Student is able to know the importance of safeguarding the cultural heritage of his/her country through various ways (museums – archaeological sites etc).
History Student is able to identify the most important modern and contemporary historical events of the African and Asian continents.

Year 8

Intro Introduction to Social Studies
Economics Student is able to recognize the currency types and their origin and development history in the Arabian Peninsula.
Economics Student is able to distinguish between supply and demand, inferring the affecting factors.
Economics Student is able to identify different bank categories and their distinctive features.
Economics Student is able to explain the economic concepts relevant to income, expenditure and saving.
Economics Student is able to describe the economic relations and bonds between his/her country and the neighboring countries.
Economics Student is able to discuss the factors hindering the international trade operations.
Economics Student is able to explain the factors contributing to economic growth in the UAE.
National Education Student is able to explain the main features of the UAE’s foreign policy with the Arabian Peninsula countries during the era of the Founder.
National Education Student is able to explain his/her role, as an individual, in supporting the global competitiveness of the UAE community.
National Education Student is able to explain the features of good citizenship.
National Education Student is able to explain the close cooperation relations among the GCC countries. Student is able to describe the close cooperation relations between the UAE and the Arabian Peninsula countries during the era of the Founding Fathers.
National Education Student is able to explain the biographies of the leading Sheikhs in the Emirate of Dubai and their roles in establishing the Union.
Geography Student is able to explain the physical and human characteristics of the Arabian Peninsula.
Geography Student is able to learn about the economic activities of the Arabian Peninsula peoples. Student is able to discuss how the peoples of the Arabian Peninsula developed their lifestyle, as to keep pace with the different environmental situations.
Geography Student is able to explain the interrelation between the different human societies and the physical surrounding environments.
Geography Student is able to recognize the physical and human characteristics of the UAE. Student is able to explain the most important economic sources and activities of the UAE people.
Geography Student is able to apply the critical thinking, problem-solving and decision-making skills, when examining environmental problems (climate change, environmental pollution, environmental change, etc…) Student is able to discuss his/her country’s experience in resolving local and global environmental issues.
Geography Student is able to explain the leadership role of the Founder in strengthening cooperation links between the Arabian Peninsula countries and the world.
Geography Student is able to anticipate the global consequences if world countries do not respond to the international resolutions on environment protection.
History Student is able to discuss political, social and religious situations taking place in the Arabian Peninsula before Islam.
History Student is able to link the letters of Prophet Muhammad (Peace be upon him) to the approach of the UAE people regarding the Islamic Da’wah.
History Student is able to list the figures of the Rashidun Caliphate in a sound chronological order (Rashidun Caliphs, Early Muslim conquests, and the Islamic countries safeguarding.) Student is able to explain the most significant historical events during the Rashidun Caliphate era.
History Student is able to explain the role and contributions of the UAE people in protecting the Islamic State (eradication of apostasy.)
History Student is able to recognize the most important conquest leaders during the Rashidun Caliphate era.
History Student is able to explain the modern and contemporary history of the Arabian Gulf and Arabian Peninsula.

Year 9

Economics Student is able to recognize innovation and creativity in small and medium enterprises in his/her country.
Economics Student is able to compare the various economic systems in different societies.
Economics Student is able to explain the Founder’s efforts in economic devolvement.
Economics Student is able to explain the role of technology in the success of small and medium enterprises.
Economics Student is able to research how countries with different economic systems specialize in certain sectors.
Economics Student is able to explain how the UAE invests its different sources in the best way.
Economics Student is able to conduct research on the importance of developing high-tech economic systems in his/her country.
National Education Student is able to recognize the issues and aspects related to individuals’ rights, responsibilities, and roles in promoting the common good of society (reporting on incidents, roads, drugs, etc.) Student is able to discuss the efforts of the Ruler of the UAE in human development…
National Education Student is able to discuss his/her positive role in supporting national security. Student is able to explain how he/she will carry out his/her duties with honesty and sincerity. Student is able to discuss the women’s role in the development and progress during the Founder’s era.
National Education Student is able to explain the efforts of the UAE authorities in the protection of the country. Student is able to explain his/her social responsibility.
National Education Student is able to explain his/her role in promoting social awareness. Student is able to identify the contributions of the Founding Fathers in the development of social life.
National Education Student is able to explain the biographies of the leading Sheikhs in the Emirate of Sharjah and their roles in establishing the Union.
Geography Student is able to identify the sources and explain the importance of population studies (settlement geography). Student is able to design mind maps of geographical regions of the world (political, economic, environmental, etc.)
Geography Student is able to explain the patterns of migrations in the world and their impact on the human characteristics in a certain geographical region. Student is able to identify the different patterns of settlement geography.
Geography Student is able to discuss how populations modify their lifestyles, to keep pace with the different environmental circumstances and their positive and negative outcomes.
Geography Student is able to explain different models of some Arab and Islamic countries.
Geography Student is able to explain the cities growth and urbanization phenomena.
Geography Student is able to discuss his/her country’s experience in resolving local and global population issues (Bedouin settlement, unemployment, etc.).
Geography Student is able to discuss the Founder’s environmental practices for achieving sustainable development.
History Student is able to explain the causes and effects of historical events in the Umayyad Caliphate (the rise of Umayyad Caliphate, conquests, etc.) Student is able to explain the Umayyad Caliphs roles in spreading Islam and safeguarding the Islamic State (Abd al-Malik bin Marwan – Al-Walid bin Abd al-Malik)
History Student is able to state examples of historical figures having a significant impact in the Abbasid history (Harun al-Rashid, Al-Mu’tasim and Al- Ma’mun). Student is able to compare the first and second Abbasid era (Caliph’s authority, State borders, etc.)
History Student is able to distinguish between the systems of governance and administration in the Umayyad and Abbasid eras, using tables. Student is able to discuss the reasons for the rise of sub-states in the second Abbasid era (Ghaznavids, The Caliphate of Córdoba.)
History Student is able to make connections between the Muslims’ weakness and the rise of Crusades invasions in the Levant (the Crusades invasion routes, their leaders, their outcomes, etc.)
History Student is able discuss the Mongol invasion of the Islamic countries and the Mamluk Sultanate’s role in combating against them.
History Student is able to produce a report of the most important Emirati cities that flourished during the Umayyad era.

Year 10

Economics Student is able to interpret the rise of international trade and privatization.
Economics Student is able to discuss types of trading. Student is able to provide examples of international trade devolvement in the UAE.
Economics Student is able to explain the impact of continuing education and sustainable development on families’ future income.
Economics Student is able to identify e-commerce characteristics and forms.
Economics Student is able to clarify the role of economic blocs in addressing the global economic problems. Also explain the GATT’s negative effects on developing countries.
Economics Student is able to clarify the relation between planning and economic development. Also, explain the sustainable development goals.
Economics Student is able to clarify the economic policies’ impact on global trade during the Founder’s era.
National Education Student is able to discuss the homeland concept and the impact of patriotism on his/her society. Student is able to compare between the different types of regimes in the world (monarchy- republican).
National Education Student is able to recognize the importance of the constitution and law in society and the fundamental human rights in the UAE (some of the applicable laws: traffic and environmental laws). Student is able to evaluate the laws addressing general affairs and issues (special needs laws – modern technologies usage). Student is able to identify innovation and entrepreneurship skills.
National Education Student is able to clarify the fundamental pillars of the UAE foreign policy. Student is able to explain his/her role in promoting social awareness.
National Education Student is able to explain the society members’ responsibilities to achieve national unity (responsibility concept – citizenship responsibilities). Student is able to describe his/her role, as an individual, in preserving the national identity.
National Education Student is able to explain the biographies of the leading Sheikhs in the Emirate of Ajman and their roles in establishing the Union.
Geography Student is able to identify the characteristics and challenges of the Arab world due to its geographic nature. Student is able to distinguish the physical and human characteristics of geographical regions (areas, population, terrain, climatic and botanical regions, wealth distribution)
Geography Student is able to make connections between the physical characteristic of the region and the prevalent human activities of his/her country and the Arab world.
Geography Student is able to identify the different aspects of his/her country and the Arab world countries (characteristics and the prevailing economic activities of the population.) using specialized maps, diagrams, charts, graphs and databases.
Geography Student is able to explain the strategic significance of the region and the resulting issues and problems (boarders, territorial water, Emirates islands.)
Geography Student is able to use relevant sources to resolve geographical problems of the Arab world (water and food safety, population issues, climate change, environmental pollution, environmental change.)
Geography Student is able to produce mind maps of the geographical region in the Arab world.
Geography Student is able to explain the efforts and measures carried out by the UAE during the Founder’s era to utilize the geographic information technology for environment protection, and achieve local and global sustainable development (environmental/ nuclear/ health security, space).
History Student is able to make connections between Ottoman historical figures and their most remarkable achievements (Ottoman, Selim I, Mehmed the Conqueror, Suleiman 1, Abdul Hamid II)
History Student is able to explain the role of the European countries in weakening the Ottoman Empire (Issues with the Levant, internal and external factors of the Ottoman Empire’s weaknesses.)
History Student is able to provide examples of the most important movements towards sub-states and their impact on the Ottoman Empire (the movement of Zahir al-Umar, Muhammad Ali.) Student is able to determine the most important Ottoman Empire events.
History Student is able to make connections between Ottoman historical figures and their most remarkable achievements (Ottoman, Selim I, Mehmed the Conqueror, Suleiman 1, Abdul Hamid II)
History Student is able to explain the role of the European countries in weakening the Ottoman Empire (Issues with the Levant, internal and external factors of the Ottoman Empire’s weaknesses.)
History Student is able to provide examples of the most important movements towards sub-states and their impact on the Ottoman Empire (the movement of Zahir al-Umar, Muhammad Ali.) Student is able to determine the most important Ottoman Empire events.

The subject is completely based on life in The UAE, everything that is learnt is around the students and effects them as a citizen of The UAE.