Secondary School

The academic programme in Secondary offers a challenging curriculum that fulfils the Saudi MOE and offers Cambridge IGCSE. It is designed to prepare students to meet the requirements of and excel in Universities here in the Kingdom of Saudi Arabia and in diverse university systems around the world.

All curricular and co-curricular offered within the secondary school fulfil the Nün mission, vision and values. The school follows the Cambridge International curriculums in Lower Secondary, IGCSE in years 10 and 11. In addition, all students complete examination requirements set up by the Saudi Arabian Ministry of Education.

Nün Academy values curricular diversity and student voice, offering a wide range of courses with the intention of meeting both the academic needs of each student and supporting their individual learning interest on to University.

In Year 10, students begin the Cambridge IGCSE programme, developing both the social skills and discipline for academic success. All students follow a common core of Mathematics, English Language, Science and Arabic, alongside the Saudi Arabian MOE examinations. These programmes are well established with articulated standards and benchmarks for learning, with clear assessment and feedback practices. We aim to prepare students to be responsible citizens and have the skills to work in careers that may not have been thought of yet. Students are tracked against their academic potential to make sure they achieve their best possible outcome.

We also offer elective options designed to develop areas of wellness, creativity and expression through courses such as Physical Education, Art and Music.

At the end of Year 11, all students will sit IGCSE examinations in the common core and two electives, chosen by the student. The emphasis in Year 11 is on students taking responsibility for their own learning and preparing to meet the demands of external examinations.

English is a subject that asks us profound questions about what it means to be a human; to face obstacles and impediments; to overcome and conquer the unconquerable. It is also a technical subject where language is explored in forensic detail; where students discover new worlds and new ideas, and ultimately, develop strong, compelling arguments. The skills learnt in English not only support students across all their subjects but also prepare them for life beyond school.

The great philosopher, Ludwig Wittgenstein, famously said that, “The limits of my language mean the limits of my world” and here at Nun Academy, we have developed a curriculum which aims to broaden the world of our students by promoting high standards of language and literacy by equipping students with a strong command of the spoken and written word and cultural capital through the study of literature.

In English, as an academic subject


is not only the skill to comprehend a text, but to also be able to infer the implicit meanings in it, and to analyse how a writer has crafted that piece of writing and used language consciously to create an intended effect on the reader.


is the ability to thoughtfully craft a piece of writing for specific audiences and purposes, using form, structure, vocabulary and punctuation to create intended effects in a range of forms, including both creative.

Speaking and Listening

is the process of developing the ability to listen carefully for meanings and implications, and of developing the skills required to clearly articulate ideas and information in tones that are contextually appropriate.

English in KS3 at Nün Academy is the time for students to clearly practice and master reading and writing skills and, crucially, to begin to think of themselves as assured, competent, and astute readers and writers.

Secondary English language

The core aims of the Key Stage 3 English Curriculum at Nün Academy are to encourage learners to:

  • Read easily, fluently and with good understanding.
  • Develop the habit of reading widely and often, for both pleasure and information.
  • Acquire a wide vocabulary, an understanding of grammar and knowledge of linguistic conventions for reading, writing and spoken language.
  • Write clearly, accurately and coherently, adapting language and style in and for a range of contexts, purposes and audiences.
  • Use discussion in order to learn; they should be able to elaborate and explain clearly their understanding and ideas.
  • Develop competency in the arts of speaking and listening; making formal presentations and participating in debate.
  • To embed core skills which will prove fundamental for IGCSE study and beyond.

All the schemes of work we study during Years 7, 8 and 9 are designed to target one or more of our three foci (reading, writing, speaking and listening), with each scheme of work especially designed to complement and build the skills needed to be prepared for IGCSEs in Year 10 and Year 11.

Our curriculum develops students who are literate in both classic and modern texts, representing diverse voices and ideas from around the world, including writers such as, Shakespeare, Doyle, Shelley, Vuong, Stoker, Nichols, Agard, Zephaniah and Aristotle. The richness and breadth of authors that we study allows our students to understand how ideas in literature cross the centuries and influence our world today.

Developing good reading habits early on is critical to our success. At Nun Academy, we aim to nurture young people who can see the relevance and importance of reading and writing as a way of both enriching their lives and furthering their education.

The vision of Nün Academy is to enable students from the nursery school to the twelfth grade to learn the skills of the classical Arabic language, master its standards, acquire its skills, and discover and taste its beauty; to document their connection with it, their culture and identity.

The Arabic language curriculum aims to familiarize students with the Arabic language through a program rich in different literary genres. It enables them to use the language fluently, preparing them to participate in dialogues, discussions, and high language tasks, making them think in their mother tongue, and through it, and clarify the Arab point of view on various occasions and forums. The curriculum is built on standards, progress marks, and performance indicators for the Arabic language. It includes the best teaching methods in terms of curriculum design, content, and assessment. It contains a wide range of novels, stories, and original children’s literature, which are its main pillar and content, encouraging students to investigate and creative thinking, through which they learn the skills of reading, analysis and thinking.

It integrates technology and higher-order thinking skills and helps convey the impact of learning. It focuses on the keys to knowledge and skill development.
It offers multiple learning resources that take into account the needs of students and their different language levels. In addition, it includes topics relevant to students and aligned with their interest, allowing them to engage with content while developing analytical skills, creative and critical thinking and rhetoric through the Arabic language.  It aims to make them independent readers who understand, discuss, analyze, research and write using the Arabic language.

It is divided into three levels:


For Arabic speakers. For those who are at year level reading, writing, speaking and listening.


Students who partially speak a dialect and are not proficient in reading, writing, and speaking Standard Arabic at the class level, so they are supported and taught the language in small groups that enable them to acquire the foundational skills that prepare them to learn the language at the class level.


Non-Arabic speakers have a curriculum in which the student acquires the language, which helps him in Arabic, and acquires reading and writing skills in interesting ways, based on the “Arabi 21” standards for teaching language to non- Arabic speakers

In Secondary, our mathematics program provides a strong foundation of mathematical knowledge for higher-level maths students and those who mathematics to support skills in other subjects. Our maths programme, Complete Mathematics for Cambridge, Secondary supports students in building competency, confidence and fluency in mathematical strategies and understanding. They develop a feel for quantity, patterns, and relationships and practise their problem-solving skills in various abstract and real-life contexts.

Complete Mathematics for Cambridge, Secondary directly supports the Cambridge Secondary Mathematics framework, enabling students to tackle the checkpoint test and rise to the challenge of Cambridge IGCSE with confidence.

The curriculum frameworks for Cambridge Secondary 1 are organised into three stages corresponding to the first three years of secondary education. They reflect the teaching target for each year group and provide comprehensive learning objectives.

Cambridge Lower Secondary Mathematics Syllabus Explores Five Content Areas:

  • Number 
  • Geometry
  • Measure
  • Handling data
  • Problem-solving
student reading book

This curriculum focuses on principles, patterns, systems, functions and relationships so that students can apply their mathematical knowledge and develop a holistic understanding of the subject. The Cambridge Secondary 1 Mathematics curriculum framework provides a solid foundation on which the later stages of education can be built.

The first five content areas are underpinned by problem-solving, which provides a structure for applying mathematical skills. Mental strategies are also a key part of the Number content. Together, these two areas form a progressive step preparing students for entry onto IGCSE level courses.

In Science, we encourage students to develop enquiring minds and become independent and focused learners who desire academic success in the years to come. We also help students gain a lifelong passion for Science. We follow the KED program for Science, which aligns with the Cambridge International Lower Secondary Science Stage 7-9 Schemes of Work and provides a unique experience for students.

Selected themes and topics relate to the Global World and environmental issues, reflect those of the Cambridge curriculum, and allow for the development of practical skills in scientific investigations alongside building upon scientific knowledge and understanding. Topics for study include Living and Non-Living Things, Nature and Beyond, Space, and Earth Science.

At Nün Academy, we believe that all students can succeed and provide our students with the positive encouragement they need to ensure that they feel comfortable in their learning environment and participate confidently in lessons. Students are encouraged to showcase their work with group and individual presentations, freely give their opinions, and seek knowledge. The Cambridge Lower Secondary Science curriculum framework provides a solid foundation for further stages of education such as Cambridge IGCSE.

Secondary Science
Secondary Science
Secondary Science

Secondary Islamic Curriculum (Year 7 - Year 8)

In the name of Allah, the Most Gracious, the Most Merciful: “And I did not create the jinn and mankind except to worship Me.” Surah Al-Dhariyat (65)

The purpose of the religion of Islam is to achieve submission and obedience to Allah as a comprehensive concept, which is not limited to the performance of the statutes of worship, but goes beyond that to include our life style,, our beliefs and our relationship with our surroundings, committed to Allah’s law and applied to the words of Allah Almighty, ” The true religion with Allah is Islam” Surah Al Imran (19)

Since the subject of Islamic education includes the relationship of man with his Creator, his family, his community and himself, the importance of its teaching is beneficial for both individuals and our society. . Globalisation social media and technology signify a cultural invasion that can threaten our culture and Islamic teachings. Emerging generations can lose the balance between the knowledge and practice of our Islamic faith. Therefore, we provide a curriculum that fits the needs of the 21st century student by introducing emerging issues and taking into account the environment and local culture in the Kingdom. This means that the curriculum is not only limited to the acquisition of knowledge but considers the use of this knowledge in everyday life. Our students explore Islamic values ​​and practice the skills needed to be a believer in the faith, committed to Islamic values, ​​open positively to others, compassionate, proud of their identity, aware of their responsibility and loyal to their country.

The Islamic curriculum at Nün Academy aims to prepare a generation from the beginning of their childhood until they reach the age of accountability. A good preparation that helps them understand Islamic principles and values ​​in thought and behavior, and builds the student’s personality in an integrated mental, spiritual and physical structure.

The Islamic curriculum at Nün Academy aims to prepare a generation from the beginning of their childhood until they reach the age of accountability. A good preparation that helps them understand Islamic principles and values ​​in thought and behavior, and builds the student’s personality in an integrated mental, spiritual and physical structure.

Students attend five Islamic Studies classes per week. The curriculum includes Tajweed Hadith, Seerah, Tawheed, Fiqh and Islamic behavior. The prescribed Ministerial Curriculum includes the following topics:

The main themes: Divine Revelation, The Values and Objectives of Islam, Provisions and Manners of Islam, Prophetic Biography and the Prophets, Man and the Universe, Identity and Belonging.

Sub-themes: The Qur’an, Hadith, Islamic faith, Values, Islamic Fiqh and its origins, behavior, role modeling, Islamic role models(including the conduct of some of the companions and Ahl al-Bayt), human dignity, culture and language, environment, and community

Today, our students are faced with an explosion of knowledge, scientific and technical progress, and a rapidly changing cultural tide. They cannot live in isolation from the modern world. Therefore,we strive to keep pace with global society through the inclusion of its concepts in the curricula.

Our curriculum focuses on concepts that validate and deepen our students’ worship and faith. We cover topics that are related directly to our students’ lives and serve to ensure the correct practice of their worship such as purity, prayer and fasting.

At the same time, our students learn how to search for facts and concepts, evaluating sources for accuracy. They ‘learn how to learn’. So they can keep pace with the rapid changes that affect our societies, and deepen their understanding of Islamic concepts in various cultural, social and economic fields.

Social Studies

As the students enter the secondary school stage of their education at Nün Academy, it is our aim to broaden their view and perspective of the world around them. To that end, the children are introduced to the subject of Social Studies or, as it is termed in the United Kingdom, the humanities and social sciences. This is done in order to prepare for and give them the option of doing subjects in these fields at IGCSE & IB (International Baccalaureate) levels in years 10-13. In lower secondary, we introduce such pertinent subjects as: Sociology, History, Geography, Citizenship and Economics. Four of these subjects can be taken on at higher levels later in the children’s school careers. It must also be noted that the perspective from which the children are largely introduced to the subject materials is via immersing themselves in knowledge of theMENA (Middle East and North Africa) region, as an aid to their learning. A wider awareness of the region and the circumstances in which it finds itself will hopefully add to the students larger overall understanding.

Identity & Culture

Topics here include the importance of the students' cultural environment as well as the meaning of values, morals and principles and the different types of identity that they themselves will form in their lives.

History & Heritage

Included here are questions about the early pre-Islamic civilizations in the region as well as the growth, spread and development of Islamic civilization.

People and Places

Essentially this covers the subjects areas of human and physical geography of the region whilst, at the same time, introducing the students to the topic of ecological issues such as the need for water here.


This also falls under the category of sociology from a macro perspective inasmuch as it discusses the concepts of government and citizenship and also people's lives in society.


At Nün Academy, we believe that good teaching is diverse, and we make sure to provide a variety of carefully planned, engaging activities that allow our students to grow creatively and musically. We embrace several philosophies, including the principles of Orff Schulwerk and the Kodaly approach to reading rhythm and melody. Our students perform through singing and playing a many musical instruments, including explorations with found objects and music technology.

Music fosters creativity and builds confidence. It helps learners to express themselves and shows them the importance of communication as they learn to connect with other musicians and with audiences. Learners explore music as performers, composers and informed listeners. They make, understand and appreciate music from different cultures, times and places, helping them to develop leadership and collaboration skills as well as self-confidence.

Cambridge Primary Music 0068 Curriculum Framework.

In Secondary School, we follow the Cambridge Primary Music framework, where our learners:

  • Cultivate the joy of music through participating in meaningful and enjoyable experiences.
  • Develop the knowledge, skills and attitudes necessary to contribute as musicians.
  • Collaborate with others in purposeful and expressive ways through singing and playing instruments.
  • Nurture their individual and collective creativity.
  • Use their growing knowledge to explore and generate music that is unique, relevant and valuable.

An important part of our music lessons is to give learners formative feedback on the skills they are developing. This can be through discussion, observation and lesson outputs where teachers meet with students to help them reflect on and improve their performance.

Making music

Stage 7 and 8

Contributing to coherent and successful compositions and improvisations, drawing on internalised sounds from a wide variety of sources.

Stage 9

Improvising and composing using a range of musical structures and devices, with growing independence.

Making sense of music

Stage 7 and 8

Beginning to explore and recognise specific features of particular styles, genres and traditions in music, relating it to context.

Stage 9

Identifying, explaining and demonstrating how specific features of music relate to its context.

Making Music
Making Music
Making Music


Throughout their time at Nün Academy, Art students will develop their confidence in Art, improve their technical skills and their artistic independence. They will experiment through taking creative risks and making judgements about the value of those risks and not worry about making mistakes. They also embrace creative opportunities imaginatively and reflect on their own work and practice, and that of peers.

With the positive encouragement that all can succeed, students are made to feel comfortable in their learning environment and that they are able to participate happily and confidently in lessons. Students are encouraged to showcase their work with group and individual presentations and freely give their opinions and most importantly develop a lifelong interest and passion for Art...

Throughout their time at Nün Academy, Art students will develop their confidence

Physical Education

Nün Academy Physical Education department mission is to provide an engaging therapeutic environment for students to actively participate in a variety of structured games and organized sport specific activities. Skill development in combination with team tactics, strategies, rules of the game and the understanding of team concept are essential for students to gain confidence performing high level movement skills and understandings of how to effectively play sports such as Football, Baseball, American Football, Badminton, Bowling, Jump rope, Basketball, Kickball, Speed and Agility games and much more.

In addition, the implementation of strength development and individual fitness are introduced through concepts of personal workout plans based on each student’s baseline fitness levels, motivations, and goals. We discuss what types of exercise plans are effective to develop strength and cardiovascular endurance. By learning how to create exercise plans to reach a specific goal of either increasing muscular strength or increasing the ability to run for longer periods of time we tailor individual students’ workouts to fit these personal goals.

Our students learn fundamental techniques of catching, throwing, running, leaping, skipping, special awareness while using equipment. In addition, the knowledge needed to participate as a member of a team while playing these fun games. Our focus is on active participation, teamwork, cooperation and fostering a supportive environment inspiring all students to feel safe and comfortable to express themselves free of judgement and ridicule. Students take on leadership responsibilities as students’ coaches, equipment managers, referees, and administrative support staff in Physical Education class. Overall, Physical Education at Nun is all about providing students opportunities to actively participate, take ownership, problem solve collectively and be a part of a highly effective team.

This philosophy cultivates a classroom culture that is encouraging to students of all motivation levels and physical abilities. In turn, maximizing our ability to help students develop a lifelong passion for Physical Education and an active lifestyle for years to come. The implementation of these concepts on a consistent day to day basis results in a synergistic classroom of students participating and administering activities independently as learners and collectively as a team.

Physical Education
physical education
physical education

Global Studies

Our goal in teaching social studies is to help students become good citizens. We are living in a diverse society — one that requires knowledge of social studies to succeed. With a social studies background, children become adults that can participate civilly in building a modern society. Our students explore the real-world application of social studies to interact with people of all cultures and communities. History is what made the world the way it is, and people must study it to appreciate and understand the way the world works. Learning about history is what makes it possible to learn from the past and plan for the future.

In Secondary, students study the history and heritage of the region. They practice research skills as they delve into the history of ancient civilisation and learn how geographical characteristics affected the development of societies. They also examine the factors that cause migration and resettlement. Finally, they study the effect that technology has on culture.