Secondary Vice Principal, Curriculum and Assessment
Secondary Vice Principal, Student Welfare
Assistant Principal, IB Coordinator
Assistant Principal, Student Welfare
Head of Admissions
Mr Chris Sammons
crsa@patana.ac.th
Ms Cindy Adair ciad@patana.ac.th
Mr Matt Seddon mase@patana.ac.th
Mr Luke Jones lujo@patana.ac.th
Mrs Lorna Conroy loco@patana.ac.th
Mr Andrew Roff anro@patana.ac.th
Mr Grant Robertson grro@patana.ac.th
Ms Rachel Jones rajo@patana.ac.th
SUBJECT GUIDE
ADDITIONAL AREAS
WELCOME FROM THE HEAD OF SCHOOL
Our school family is united by a common purpose bequeathed to us from our founder: to provide a first-rate education for our children.
The pioneer Rosamund Struetzel arrived in Thailand in 1938 and her ambition to remain here with her family led to the founding of Bangkok Patana school in 1957. A British based correspondence course was chosen as the curriculum that enabled children living in remote locations all over the world to be taught by adults who were not qualified teachers.
The world has changed, so too the curriculum we teach children. Seventy years of service, development and thinking by countless world class educators has led to what we do today. It is as ambitious today as the first pioneers who wanted young people to develop their knowledge, understanding and skills in readiness for their futures.
Ask our generations of Alumni who have spent longer in our school than any job they have had since. Their curriculum has enabled them to achieve highly, develop their purpose, progress to study with world leading academics; most of all, they have been able to meet the demands of any future job that is yet to be thought of. This is our curriculum, the written and unwritten legacy which generations of educators and learners continue to weave.
We look forward to meeting you, to understanding your child’s interests and talents, to adapt to their needs as they become themselves, to see them make use of our incredible learning resources, and; for them to feel rooted in this caring community.
Chris Sammons Head of School
“ We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and the high standards which our students achieve year after year.”
Chris Sammons, Head of School
INTRODUCTION FROM THE SECONDARY PRINCIPAL
“In addition to enhancing their social, literacy, and analytical abilities, the Key Stage 3 curriculum aims to prepare young people to thrive in today’s world”
Students enter Secondary School from the age of 11 and in Years 7, 8 and 9 - collectively referred to as Key Stage 3 - follow a course of study which provides a broad and balanced range of learning experiences. The content of the National Curriculum is modified to take account of our position in South East Asia, but the competencies remain the same.
Bangkok Patana School’s KS3 academic programme is based on the English National Curriculum but also embraces its international setting. Students explore global themes and cultures across various subjects. The Well-being Curriculum supports this by helping students develop decision-making skills, responsibility, and appreciation for diverse cultures..
In Term 2 of Year 9, students begin choosing their Key Stage 4 courses. The school helps by informing students and parents about available (I)GCSE courses through an options process. In Well-being classes, students receive age-appropriate advice from our Careers and Universities Guidance Counsellors about their preferences and strengths to help with future subject and university choices.
In addition to enhancing their social, literacy, and analytical abilities, the Key Stage 3 curriculum aims to prepare young people to thrive in today’s world. A significant focus over the past two years has been fostering an understanding of the interconnected nature of their education, which is at the heart of our newly developed Global Citizenship: Impact Projects. This focus means that our students are not just acquiring knowledge, but also developing skills and personal qualities that will help them become successful, ethical, and empathetic citizens of the mid-21st century.
Matt Seddon Principal, Secondary School
THE KEY STAGE 3 CURRICULUM
Students in Years 7, 8 and 9 follow a broad and balanced curriculum which includes the following subjects:
• Well-Being
• English
• Mathematics
• Science
• World Languages
• PE
• Music
Setting
• Art
• Design and Technology
• Drama
• Geography
• History
• ICT
Students are placed in tiers in Mathematics only, all other subjects are taught in mixed-ability groups.
Assessment and Reporting
Students are assessed regularly in a variety of ways, depending on what is appropriate to the subject and the type of learning being undertaken. For example, students will regularly sit progress tests, complete extended written assignments or be observed preparing and presenting creative collaborative work. How students’ learning is assessed varies from subject to subject. Details are provided by Faculties in this booklet, and at the beginning of every year, so that students understand the various procedures that apply. Feedback is given to students as a regular feature of their ongoing learning in the classroom. This takes a variety of forms and includes written and verbal feedback. In addition, formal feedback is given in the form of reports which are issued to parents four times a year.
Tracking Student Progress
In all subjects, student progress is measured against high quality Progress Maps, which are tools that describe the learning journey in explicit steps up through each component of the subject. Progress Maps are based on the curriculum standards and expectations, and they provide clear indicators of what students need to know and be able to do at each level of proficiency. By using Progress Maps, teachers can provide feedback and guidance that is aligned with the learning goals. Progress Maps also help students to monitor their own learning and identify their strengths and areas for improvement.
Global Impact Projects
Students also have the opportunity to make connections and links between subjects, and to develop competencies for life-long learning. These opportunities are inherent in each subject’s programme of study. In addition, during Year 7 and Year 8, students are challenged with six Transdisciplinary Learning Projects, which are centered around the United Nations Sustainable Development Goals (UN SDGs). These projects combine the curricula of two to three subjects, typically span about six weeks and are designed to encourage students to explore the real-world implications of the SDGs. The projects aim to foster holistic understanding and problem-solving skills, and this approach not only promotes a deeper comprehension of subjects but also equips students with the ability to address complex global challenges by drawing from a diverse range of knowledge and skills. The projects empower students to become active contributors to a sustainable future, aligning their educational experiences with the broader goals of society, and offer open-ended context for each student to further develop the values we promote as a school.
Home Learning
Home Learning is seen as an important complementary aspect of Patana’s Secondary curriculum. Students are expected to complete their Home Learning tasks by the specified date and to the best of their ability within the given time frame.
To promote personal wellbeing, Key Stage 3 students need to develop effective organisation and time-management skills to ensure their academic obligations are balanced against other interests and commitments.
There is a gradual introduction to Home Learning in Year 7. The most important aspect of Year 7 is for all students to settle into Secondary as optimally as possible, and to feel safe and secure. By not having the full burden of Home Learning in the first term of their Secondary programme, our youngest students can concentrate on settling in with their teachers, lessons, learning and organisation, as well as settling in emotionally and socially.
It is important to note that teachers are not required to set Home Learning in Key Stage 3. What is required is that all Home Learning that teachers do set is:
• Purposeful and of high-quality learning value;
• Is achievable by all students within the set time limits;
• Is posted as a Task on our Firefly Virtual Learning Environment (which is accessible to parents to support and monitor) by 4pm the day of the lesson;
• Followed up with timely feedback.
Experience has shown that students respond well to parental interest in their learning, and we encourage parents to monitor their child’s Home Learning habits and take an interest in what is being studied at school.
As our students are so dedicated, there can be the temptation to spend significant amounts of time on Home Learning tasks undertaken at home. Therefore, it is appropriate for a parent to sign off a piece of unfinished work, if the allocated time has already been spent on it. This will indicate to the teacher that the student has fulfilled the requirement.
Tutor Groups
Students are placed in a group which is overseen by a tutor. They meet their tutors every morning for registration, and for Well-being lessons (one 80-minute lesson per week). Tutors are the first point of contact for students experiencing difficulties. For subject-specific concerns, it is advisable to contact the subject teacher directly.
Students are taught in their Tutor groups for most of the school day. Tutor groups are arranged with consideration of gender, nationality and ability, in order to ensure as wide a mix of students as possible.
Library Supporting the Curriculum
Students are encouraged to visit the Secondary Library during lessons in Key Stage 3. During their English lessons students are encouraged to change their reading books, are taught how to select appropriate reading material, and are encouraged to share and discuss their reading choices. Time is set aside for reading for pleasure. In this way, the Secondary Library aims to fulfil the library mission of supporting the school in the facilitation of recreational and reading development.
In Year 7 students are explicitly taught how to complete research, using a six-step approach (super six) of planning, locating, judging, organising, sharing and evaluating information. In addition, they are taught how to create a formal bibliography which develops and extends learning from Key Stage 2. Referencing and research skills are taught within subjects. Across the whole of Key Stage 3, students are encouraged to use the Secondary Library resources to enhance learning in their subject areas, and to help them develop information literacy skills.
Recreation
Students can use their free time to become involved in a number of activities during lunch break and after school. The activities offered at any one time can vary, but encompass sports, drama, art, music and other creative pursuits. Students may also attend a Youth Club which is available every lunchtime to undertake a range of activities, or simply to socialise with friends. Further opportunities for meeting others occur at the Key Stage 3 dances which take place during Terms 1 and 2.
Laptops for Learning
All Secondary students are required to have a personal laptop to support their learning. It is primarily considered as a device for learning at school and home. Further details about our Laptops for Learning programme, including the minimum specifications, recommended devices and registration process, can be found on our website: https://patana.fireflycloud. asia/technology-for-learning/laptops-for-learning-students
If you have any questions or queries, please contact helpdesk@patana.ac.th
THE WELL-BEING PROGRAMME
The Well-Being Programme at Key Stage 3 builds upon the skills, concepts and knowledge introduced during the Primary School years.
The Well-Being programme focuses on three themes:
• Relationships and well-being
• Emotional well-being
• Physical well-being
THE WELL-BEING CURRICULUM
Year 7
Term 1:
Term 1 focuses on managing the transition from Primary to Secondary School. Some of the issues include the practical aspects of Secondary School, such as navigating the physical environment, the online systems and the timetable. There is also a strong emphasis on how to deal effectively with a range of social and emotional challenges, including keeping themselves and others safe, building positive relationships, making new friends, coping with a wide range of teachers and knowing who can offer support when necessary. They also complete a diversity project to help them forge new relationships and celebrate the diversity amongst students in their new tutor groups. They are also introduced to a range of opportunities beyond the classroom e.g. Community Engagement Team and ECA’s.
Term 2:
In term 2 the well-being curriculum continues to focus on the three themes. The students learn about the importance of sleep, healthy eating and first aid as part of the physical well-being unit. For emotional well-being they learn about body positivity
and growth mindsets, as well as learning strategies to manage stress. In the relationships and well-being theme they revisit the changes associated with puberty and explore the concept on consent.
Term 3:
In the final term of Year 7 the themes continue with students investigating the impact of social media on mental health, positive friendships, and celebration of everything they have achieved in Secondary so far. They also have a number of sessions led by the careers and university counselling team focusing on identifying their interests, and developing their personal and professional skills.
Year 8
Term 1:
Students cover a whole range of well-being related topics in term 1 of Year 8. Some topics covered in Year 7 are revisited while new topics are introduced. These include investigating the impact of social media on mental health, building resilience, self-motivation and avoiding procrastination, and character strengths. Leading up to Residential trips, students participate in workshops focuing on inclusivity and diversity, positive friendships, as well as kindness and respect, as well as considering their own personal strengths and expectations in relationships
Term 2:
In Term 2 they continue to build on their previous learning in line with the three key themes. As they grow into teenagers they are introduced to topics relating to sex and romantic relations, and further investigate the concept on consent. They also have time to think about their online footprint and the importance of making positive online contributions.
Term 3:
In the final term of Year 8 they investigate the concept of emotional well-being in more depth. Learning ways to positively manage their own well-being and how to support others with their well-being. They also engage in a well-being project designing a story book for Primary students about well-being.
Year 9
Term 1:
Year 9 students begin the academic year with a session led by the social and emotional counselling team focusing on managing teenage emotions. This is followed by a range sessions focusing on substance abuse, cleaning up their digital footprint, friendship challenges and managing peer pressure.
Term 2:
At the start of term two Year 9 students begin the process of selecting their iGCSE courses. To support this process they have the opportunity to talk to older students, to ask them questions and hear their stories as part of the well-being programme. During the remainder of the term they have sessions focusing on Respectful relationships (including romantic relationship), first aid, gender stereotypes, and positive masculinity and femininity.
Term 3:
In the final term of Key Stage 3 the well-being programme for Year 9 focuses on elements of our Comprehensive Sexuality Education programme. They learn more about consent, contraception, sexual health, and how to manage the ending of a relationship.
Delivery
The programme is predominantly delivered by tutors and support tutors during an 80-minute session each week. It is then supplemented with input from experts in their particular area. This could be our in house Social and Emotional Counelling Team, Careers and University Counselling Team or First aid instructors; or it could be specialists from the wider community.
In additional to the topics above students in all year groups engage in a range of Inter House events, learn strategies to support their emotional health through the delivery of the well-being toolkit and learn more about substance mis-use from our visiting specialists.
Approaches
A wide range of teaching strategies are used in the programme in order to increase student learning. Role play, group activities, individual study, demonstrations, individual interviews, visiting speakers, discussion, video presentations and displays all contribute to a varied programme. In addition, the students undertake a Residential Visit which supports and enhances many of the programme strands.
Residential Visits
All Year groups in the Key Stage 3 programme attend a Residential Visit.
Objectives of the Secondary School Residential Visits
The mandatory Residential Visits are an integral part of the Secondary School curriculum and therefore contribute to the fulfilment of the School’s Mission Statement. They provide our students with an opportunity to develop through experience. One of the main aims is to involve them in activities and situations which they may not have experienced before and which encourage them to think about the values which they are applying and the attitudes they adopt.
Each visit is designed with a specific programme to help enhance the mainstream curriculum and to provide opportunities for personal and social development. To follow on from the work in the Primary School Residential Visits, each visit and related activities are planned to accomplish the following aims:
• exploration of cultural, historical or physical environments with specific targets linked to the school’s curriculum setting;
• reinforcement of self-esteem and positive interaction amongst students and staff within a unique setting.
As students progress through the school, the experiences develop requiring the student to become more independent. As well as the clear curriculum links, the visits will provide the opportunity for students to develop personal and social skills. The following list outlines the types of areas covered:
• independence and self-discipline
• confidence and self-esteem
• development of sound relationships among students
• flexibility and consideration for others
• development of sound relationships between students and staff
• initiative and problem-solving skills
• leadership skills
• the ability to enjoy the environment without destroying it
• ability to work with others in a team
• communication skills
The nature of life in Bangkok is that it is sometimes difficult for students to socialise outside school. Therefore, another important reason for taking the students away is for them to have an opportunity to socialise and have fun.
Currently the following visits take place:
Year 7 visit the Rayong region where students enjoy a wide selection of outdoor activities, including kayaking, snorkelling, a trek, a beach clean-up, Thai cooking and a visit to a turtle sanctuary. The Residential is a valuable opportunity to reinforce the year group’s cohesion and to develop relationships with tutors, other staff and students.
Year 8 students visit the Kanchanaburi region where there is a focus on the enrichment of the History curriculum. History specialists attend the Residential Visit to give insight into this region. There is also an environmental focus to this visit. The students go to Erawan waterfall within the national park and visit a local elephant sanctuary where they get to interact with the elephants. There is also a physical challenge within the stand up paddle boarding activity. Students also have an opportunity to participate in team building activities as well as an obstacle course to complete and develop their friendships with other students in the year group.
Year 9 students fly to Chiang Mai and then travel on to Mae Taeng. This is a true outdoor experience with rafting, mountainbiking and kayaking a safe environment so that students develop their self-confidence. The focus of the week is develop teamwork, try a new experience and work with new people. Students have the opportunity to throw themselves into an activity they may have never done before. Many Bangkok Patana students describe the Year 9 Residential as the one they look back on most fondly.
ENGLISH
Aims
To maintain, develop and extend:
• an understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities, matching style and response to audience and purpose;
• the ability to read, understand and respond to a range of texts; recognise and appreciate themes and attitudes and the ways in which writers achieve their effects;
• information retrieval strategies for the purpose of study;
• the ability to construct and convey meaning in written language, matching style to audience and purpose.
Course Outline
Speaking and Listening
Students will develop competency in a range of situations where speaking and listening skills are paramount: speech making, debates, group discussion and role-play are thus integral to the course.
Writing and Reading
Assessment
Reading in class will focus on the skills of inference, insight, analysis and interpretation. Students will read independently in lessons, during library lessons and at home to ensure that they are developing their own private reading skills and engaging with texts that suit their own personal interests. We aim to encourage independence in reading and reading for pleasure.
Challenging prose, poetry and drama will be taught throughout the Key Stage. Writing skills will focus on adapting writing for a range of purposes and audiences with writing to describe, narrate, analyse, persuade and advise, amongst others.
Students will explore non-literary texts throughout the course to acknowledge the key issues and ideas that are presented in the literary texts they have studied.
Component Description Time
Speaking and Listening
Written Pieces
A wide range of individual, paired and group activities are assessed throughout each year, progressing in difficulty through Year 7, 8 and 9.
Students will be assessed for reading, writing and skills of literary analysis, progressing in difficulty each year. The work will be in a wide variety of forms and genres.
Students will complete six written tasks each year and these will be kept in their English Learner Portfolio. Three of the written pieces will be drafted and completed with the assistance of teacher feedback and three of them will be timed pieces.
Activities completed throughout Years 7, 8, 9
Completed by end of Years 7, 8, 9
Time Allocation
Year 7, 8 and 9
Five x 40-minute periods per week
Course Structure
Students are taught in their mixed ability tutor groups in Years 7 and 8.
In Year 9, mixed ability continues for the majority of students with the addition of one support group and one language rich group, giving extra assistance to ensure that all students are prepared for the transition to IGCSE.
MATHEMATICS
Aims
The key learning intentions for Key Stage 3 are:
• to prove mastery of the concepts we feel are required to start the IGCSE course;
• to develop an understanding of algebra and how it can be used to communicate mathematically;
• to develop Mathematical fluency in all areas of the curriculum;
• to develop Mathematical resilience through tackling challenging problems;
• to make connections between different topics and build an awareness of what comes next;
• to enjoy studying and learning Mathematics and to appreciate some of the beauty that the subject holds.
Year 7
Understanding Numbers:
• Explore foundational questions about numbers, such as if all numbers can be written as fractions.
• Understand the importance of the order of operations and the concept of proportion.
• Make connections across mathematical concepts to see their interconnectedness.
Algebra:
• Learn algebra as the abstract language of mathematics, including its rules and conventions.
• Generalize numerical ideas using variables, form expressions, simplify them, and solve problems with equations.
• Use algebra to prove conjectures with rigour.
Geometry:
• Use geometry to describe objects in two and three dimensions.
• Develop geometrical reasoning to understand properties of shapes (e.g., angles, areas, perimeters).
• Solve problems that integrate numerical and algebraic skills, such as calculating areas, and volumes, or working backwards to find unknowns.
Maths in Motion (Formula 1 Simulation):
• Apply mathematical knowledge to a Formula 1-style racing scenario.
• Calculate practice laps, pit stop strategies, and compete in a 50-lap race to test mathematical problem-solving skills.
Continued over the page
Year 8
Place-Value System and Decimals:
• Extend understanding of the place-value system to decimals.
• Learn significant figures and standard form to represent large and small numbers.
Linear Sequences:
• Deepen understanding of linear sequences and term-to-term rules.
• Progress to describing any term based on its position in the sequence.
Linear Relationships and Graphs:
• Explore straight line graphs and linear relationships.
• Recognize key characteristics like points and rate of change in both algebraic and graphical form.
Connections Between Number and Algebra:
• Understand the link between number and algebra.
• Solve linear equations by reversing operations to find unknown values.
Multiplicative Relationships:
• Connect topics like percentages, fractions, proportionality, and ratios through multiplicative relationships.
Measures of Central Tendency and Spread:
• Learn to calculate mode, median, and range.
• Apply these measures in sophisticated data analysis of real-life problems.
Statistical Analysis and Representation:
• Make informed choices in statistical tools for discrete, continuous, and grouped data.
• Understand how these choices affect data interpretation.
Perimeter and Area:
• Build on previous knowledge to calculate the circumference of circles and the surface area of prisms.
• Learn that the ratio of circumference to diameter is constant for all circles.
Geometry and Proof:
• Use geometry to explore relationships and structures, reason logically, and prove results.
• Develop deductive arguments based on the geometry of angles and intersecting lines.
Year 9
Similarity and Congruence:
• Understand what changes or remains constant for shapes to be similar or congruent.
Pythagoras’ Theorem:
• Move from knowing it’s true to understanding why it’s true.
• Reason about relationships and structures and prove results.
Simultaneous Equations:
• Solve equations with multiple variables simultaneously.
• Apply in fields such as physics, engineering, and economics.
Probability:
• Explore real-world applications of probability.
• Quantify likelihood and reason about uncertainty.
Trigonometric Functions:
• Link similarity, scale factors, and trigonometry (sin, cos, tan).
• Understand relationships between right-angled triangles, the unit circle, and circular functions.
Algebraic Manipulation:
• Build on algebraic expressions and generality.
• Manipulate algebraic notation based on number system structure.
Numerical Representations:
• Develop proficiency in expressing numbers in different forms.
• Understand how different representations reveal number structures.
Sequences:
• Consolidate understanding of non-arithmetic sequences.
• Progress to describing sequence terms in relation to their position.
Graphical and Algebraic Representations:
• Move between numerical, algebraic, graphical, and diagrammatic representations.
• Understand linear and quadratic graphs and solve real-life problems with graphs.
Course Outline
The content in the table below is for Years 7, 8 and 9: Tier
1
Ratio and Proportion, efficient use of the calculator, calculating with percentages, calculating with fractions, estimation and approximation, algebraic manipulation, solving linear equations, using and manipulating formulae, sequences, transformation of shapes, area and perimeter of 2D shapes, volume and surface area of prisms, construction and loci, calculating averages
Calculating with percentages, fraction and decimal equivalence, laws of indices, standard index form, quadratics, using and manipulating formulae, plotting and interpreting linear functions, real life graphs, quadratic and cubic graphs, angle facts, Pythagoras’ theorem, trigonometry, congruence and similarity, probability and statistical diagrams
Number, prime decomposition, indices, directed numbers, ordering, standard form, estimation, accuracy, ratio, proportion, rate, percentages, exponential growth and decay, using a calculator, graphs in practical situations, graphs of functions, straight line graphs, algebraic fluency, functions, equations and inequalities, quadratics, rational expressions, linear sequences, angle properties and circle theorems, mensuration, transformations, trigonometry, statistics, probability.
Continued over the page
2
Multiplication methods, number patterns, directed number, rounding, fraction decimal and percentage equivalence, order of operation, calculating with percentages, calculating with fractions, algebraic manipulation, solving linear equations, using formulae, sequences, transformation of shape, area and perimeter of 2D shapes, volume and surface area of cuboids, construction, plans and elevations.
Ratio and proportion, efficient use of the calculator, calculating with percentages, estimation and approximation, solving linear equations, solving simultaneous equations, plotting and interpreting linear functions, real life graphs, volume and surface area of prisms, angle facts, probability and statistical diagrams.
Fraction and decimal equivalence, calculating with percentages, laws of indices, repeated proportional change, standard index form, quadratics, using and manipulating formulae, sequences, transformation of shape, Pythagoras’ theorem, trigonometry, congruence and similarity, loci and construction, probability and calculating averages.
3
Factors, multiples and primes, efficient methods for the four operations, multiplication methods, number patterns, directed number, ordering decimals, simple fractions and percentages, fraction, decimal and percentage equivalence, simplifying fractions, order of operation, four operations with decimals, symbolic notation, solve simple equations, substitute into simple formulae, transformation of shape, area and perimeter of rectangles and compound shapes, 3D models and nets, probability scale and average calculations.
Timetable Allocation
Five x 40-minute periods per week
Assessment
Ratio and proportion, calculating with percentages, calculating with fractions, constructing and solving linear equations, algebraic manipulation, coordinates, plotting and interpreting linear functions, real life graphs, transformation of shape, area and perimeter of 2D shapes, volume and surface area of cuboid, angle facts, surveys, two-way tables, frequency diagrams, Venn diagrams and pie charts.
Estimation and approximation, sequences, solving linear equations, transformation of shape, volume and surface area of prisms, loci and construction, and plan views, probability and calculating averages.
Preparation work for IGCSE Mathematics
All students take key assessments in Mathematics at timely points throughout the academic year. The results of these, in conjunction with continuous teacher assessment, are used to ensure individual students are following the optimal programme. Forms of assessment used by teachers in class include topic skill checks, quizzes and questioning of students understanding. Further information is available regarding tiering, please contact the Head of Faculty, Dr Scott Tooley, scto@patana.ac.th
Home Learning
Students will be set home learning tasks if and when it is appropriate. This will likely take various forms depending on the teacher’s reason for setting it. Some possible reasons for setting a home learning task could be:
• to consolidate a new mathematical process learnt in class – routine practice
• to review some previous learning that will be built on in a subsequent lesson - retrieval practice
• to learn something new in advance of the lesson – flipped learning
• improve a student’s problem-solving skills – open ended problems
Course Structure
All students are grouped by ability and this is achieved by looking at prior assessments. Within each Year group two/three tiers of learning are available with the most able students following the material in tier one. Those students who are the most challenged by Mathematics are likely to follow tier three. The number of tiers depends on cohort strength.
As these tiers progress into Key Stage 4, the most able Mathematics students from tier one will have already begun the IGCSE programme in Year 9. These students will follow an enriched pathway, leading them to taking their IGCSE examination in Year 11 and if appropriate, an AS Level Qualification in the same exam session. The majority of students from tier two and some students from tier three will follow the extended IGCSE Mathematics course, starting in Year 10 and sitting their final exams at the end of Year 11. The remaining students from tier three and perhaps some students from tier 2 will follow the core IGCSE Mathematics course, starting in Year 10 and sitting their final exams at the end of Year 11.
Although set placement eventually affects examination entries, this does not occur at Key Stage 3, and tier movement remains fluid during these years to match students’ individual progression.
Challenge
It is very important to us to make sure that the most able are challenged throughout all their Mathematical experiences. The following is a list of some of the things we do to make sure that this is the case.
• The faculty is full of Mathematics specialists who are passionate about their subject. This allows for ‘on the spot’ extension and enrichment that is individualised to either the student or the situation.
• Teachers are continually considering what learning experiences will provide sufficient challenge for their most able students. With a wealth of resources to hand a lesson is rarely without a task that allows a student to really dig deep into their understanding of a particular concept. Enrichment tasks are present in every lesson.
• Students have the opportunity to enter Maths challenges/competitions throughout the academic year.
• Other competitions such as WMC and FOBISIA are available for our most able students to be a part of.
SCIENCE
Aims
The aims of the Key Stage 3 Science curriculum are to:
• Increase students’ fluency in Science skills.
• Deepen students’ Science knowledge, understandings and applications.
• Foster engagement, curiosity, exploration and sustainability.
• Provide a foundation of knowledge and understanding for learning Science in Key Stage 4
How does Evolution explain locomotion strategies in vertebrates?
Timetable Allocation
Year 7: Four x 40-minute periods per week
Year 8: Five x 40-minute periods per week
Year 9: Five x 40-minute periods per week
Assessment
Energy and Rates of Reaction
Spy Science: Rockets, Submarines and Cracking the Safe
Throughout Year 7 and Year 8, students undergo continual assessment via a combination of in-class formative assessments and progress checks on their understanding of scientific concepts as well as their proficiency is practical skills. During Year 9, students will be assessed via a combination of in-class formative assessments and end of topic tests. Additionally, In-class assessments for each subject are taken at the end of Year 9 which assess all topics studied throughout the Year 9 curriculum. At the end of Year 9, performance in the topic tests, in-class assessments and the teacher’s professional judgement are used to decide which pathway through IGCSE Science is most appropriate. The pathways are: Standard Science Programme; Specialist in Science Programme; Single Science Programme. Each student is directed onto the pathway that they are best suited to so as to ensure the best possible outcome at IGCSE Science.
Course Structure
Year 7 and 8 Science is taught in Tutor groups by one Science teacher. In Year 9 the Biology, Chemistry and Physics topics are taught in mixed ability classes by subject specialists. Each class moves on to a different subject specialist after approximately 40 lessons so that all three Sciences are completed during the year.
Challenge
Each unit will have a variety of challenging activities. The challenge may take the form of questions, activities or presentations that students can access both in and out of the class. They are designed to: stimulate application of knowledge and understandings; inspire students to inquire more deeply; link different areas of the curriculum together; encourage thinking about a sustainable future.
Throughout the whole of Key Stage 3 Science, students are challenged to apply their Science knowledge, understanding and skills, to confront current global issues so that they are inspired to improve global sustainability and develop as Global Citizens.
WORLD LANGUAGES
MODERN FOREIGN LANGUAGES
• French
• German
• Japanese
• Mandarin
• Spanish
Aims
The Modern Foreign Language (MFL) courses aim to enable students to:
• write accurately in the target language;
• read and understand the written target language;
• communicate orally in the target language;
• understand the spoken target language
Course Outline
• The courses offered in the Modern Foreign Language faculty are to support the learning of a foreign language,these courses are not suitable for second language and home language learners, please see the information available on the Home Languages section if your child is a (near) native speaker.
In MFL, equal weighting will be given to the four key skills of:
• listening
• speaking
• reading
• writing
During the three-year course, students will cover such topics as personal identification, food and drink, sport and leisure, school, the world around us, a visit to the target language country, the world of work and healthy living. The structure and grammar of the languages studied are taught in context and through the topics. Students are expected to become increasingly aware of and be able to use more complex grammatical structures as they move up through the courses.
Assessment
Students will be assessed continuously throughout the year to ensure progress and to inform planning. in the four skills, with some formal assessments.
WORLD LANGUAGES
HOME LANGUAGES
Language is central to all learning and teaching at Bangkok Patana School. English is our main language of communication and enables students to realise their academic potential. However, all languages are not only equally valued, but they are also fundamental to our understanding of internationalism. We appreciate the role of language in personal development as well as in developing, maintaining and celebrating a diverse cultural identity. Our Home Languages Programme is developing, under the leadership of our Primary and Secondary Home Language Coordinators.
Aims
The Home Languages Programme strives to provide bilingual students with the opportunity to validate and reinforce their existing fluency in their Home Language by:
• creating a school environment which values linguistic diversity;
• encouraging the use of the language within the home environment;
• furthering the Bangkok Patana community’s understanding on multilingual matters;
• providing, where possible, curriculum time in which to enhance their learning of independently-identified areas;
• providing information on opportunities beyond the scope of the classroom.
We offer a range of Home Language opportunities in Japanese, French, Spanish, Chinese, Dutch and Thai.
Course Outline
In Key Stage 3 we offer Home Language classes either as taught classes or as online programmes taught by an external provider. This enables students to develop their language skills in their native language and may lead them to being able to take the bilingual IB Diploma in Years 12 and 13. Please note that home language classes either face-to-face or taken online may incur an extra cost.
The Home Language Programme focuses on the key skills of listening, speaking, reading and writing. Students are exposed to a wide range of texts in a variety of genres in their Home Language, alongside cultural topics linked to their age group.
• They learn to extract specific information, organise material and present it in a given format.
• They are supported in expressing opinions in accurate, clear language.
• Students write for various purposes and audiences, including creative, narrative and descriptive writing.
• They demonstrate control of vocabulary, syntax, grammar and punctuation.
• Students also develop their vocabulary, including the use of idioms.
• When reading texts, students recognise and respond to simple linguistic devices.
Assessment
Students are continually assessed in the four skills (Speaking, Listening, Reading and Writing) and there is formal assessment in two skills at the end of each term.
THAI
There are two Thai courses offered to Key Stage 3 students:
1. Thai as a First Language
2. Thai Language and Culture
All courses teach an appreciation and understanding of Thai culture through reading, writing, speaking and listening.
1. Thai as a First Language
Aims
The course aims to develop:
• the four language skills and language competence necessary for effective communication;
• knowledge, understanding and appreciation of Thai culture;
• high-order thinking skills and produce critical responses to a variety of literary genres and social issues.
Course Outline
Year 7
Year 8
Year 9
• Autobiography
• Mox’s The Wonder Cat (ม็อกซ์แมวมหัศจรรย์)
• Places of attraction and travelling
• Ban-pong (บ้านโป่ง)
• Thai Wisdom
• When the grandparents were young (เมื่อคุณตาคุณยายยังเด็ก)
• Short stories and reading articles
• Nature and Environment
• The Moon Castle (ปราสาทกระต่ายจันทร์)
• Community
• Science and Technology
• Short stories and reading articles
• Evolution of Language
• Tawipob (ทวิภพ)
• Famous Thai people
• Kwan-song (ขวัญสงฆ์)
• Ads analysis
• Short stories and reading articles
2. Thai Language and Culture (TLC)
There are two tiers of Thai Language and Culture course offered to cover the five levels of language proficiency: beginner, confidant beginner, intermediate, confidant intermediate, and advanced.
Tier Aim
• to develop students’ proficiency in oral language skills and acquire a range of vocabulary and grammatical patterns;
1
2
• to improve students’ reading comprehension and writing skills;
• to encourage students to enjoy, understand and appreciate cultural aspects of Thai lives.
• to develop students’ communication skills on daily situations
• for the students to acquire basic survival vocabulary and simple grammatical patterns;
• to introduce students to fundamental Thai reading and writing;
• to encourage students to enjoy, understand and appreciate cultural aspects of Thai lives.
Timetable Allocation
Course Outline
Through the learning and exploration of five cultural themes including:
• All about me
• Community around us
• Exploring Thailand
• Inter-culturalism
• Thai wisdom and beliefs
Tier 1 curriculum is designed to develop students’ language proficiency from confident intermediate to advanced levels with an emphasis on reading and writing skills.
Tier 2 curriculum is designed to develop students’ language proficiency from beginning to intermediate levels with an emphasis on speaking and listening skills.
These courses are available either as MFL1 or MFL2, with details on allocation summarised below:
MFL 1
Year 7
Three x 40 minute
MFL 2
ETP - One session per week (two x 40 minute periods)- compulsory for Thai national
Please note:
• Thai nationals who are not required to do EAL must study Thai as their MFL1
• Thai nationals who are required to learn EAL must learn Thai as their MFL2
• All Thai nationals are required to take one session of the after-school Extended Thai Programme (ETP)
• Non-Thai nationals who learn Thai as their MFL1 are encouraged but not mandated to join the ETP
Assessment
Students’ performances in both courses are internally assessed in four language skills: speaking, listening, reading and writing. The assessment includes the observation of students’ work, class assignments, tests and annual exams.
Course Structure
Students who demonstrate language proficiency as native or near-native speakers will join the Thai First Language course. Students who demonstrate proficiency at a non-native level will join either tier one or tier two of the Thai Language and Culture (TLC) course.
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)
Aims
Although we teach all four language skills, we focus strongly on students’ reading and writing skills as these are invariably at a lower level than their speaking and listening skills.
The course aims to improve:
• reading skills by encouraging private reading, studying class novels and practising timed reading comprehension exercises using a variety of texts;
• writing skills by using plans to craft compositions, practising timed writing exercises and encouraging proofreading skills;
• students’ General English and subject-specific vocabulary.
Course Outline
Key Stage 3 students will study:
• General and Academic English writing topics linked to IGCSE / IB themes
• Timed reading comprehension exercises
• Class readers
• Timed writing exercises
• Subject-specific vocabulary from mainstream subjects
In addition, Key Stage 3 EAL students will use the digital Bedrock Learning in class and for homework in order to learn new academic vocabulary and develop in academic reading and writing.
Timetable Allocation
EAL is usually offered as an MFL1 course and consists of three x 40-minute periods per week. In cases where there is a greater need, students can also take EAL as their MFL2.
Assessment
There is a key skills check at the end of every term which consists of:
• Timed reading comprehension exercises
• Timed writing exercises about general topics
Course Structure
Key Stage 3 students are placed in groups depending on their level of English. Movement between the groups is occasionally warranted based on a student’s performance in key assessments and their linguistic development over each term.
Students may exit the EAL programme if their level of English is considered by the EAL Faculty to be strong enough, and if they are performing well with the English language demands across the school curriculum. After Year 7, Term 2, exiting EAL students also need to have proficiency in the language they wish to study as their MFL so that they will be at a similar level to the other students in the MFL group. At the end of Year 9 Term 2, students may exit EAL if their level of English is at a suitable level to follow all mainstream courses in English with no further need for EAL support. Exiting students at the end of Key Stage 3 will not be required to study IGCSE ESL in Years 10 and 11.
ART
Aims
Our Key Stage 3 Art and Design curriculum is designed to inspire and nurture creativity, critical thinking, and visual literacy in our students. Through a broad exploration of various artistic mediums, techniques, and cultural contexts, students develop their ability to express themselves confidently and creatively. We aim to provide a supportive environment where students can experiment, take risks, and refine their skills, preparing them for further study in the arts and fostering an appreciation for the role of art and design in society.
Course Outline
Students will normally study three key projects per year. The content of these will vary but typical units include: Still life, Portraiture, Landscape, Identity, Popular culture and Traditional cultures. Each project will include a study of at least one artist and/or art movement. Exploration of materials will be in sketchbooks and practical and theoretical learning will be recorded in digital portfolios.
The projects taught will include one or more of the following skill areas:
Drawing and Painting
Printmaking
Graphic Communication
Sculpture and 3D Design
Photography
Drawing and painting skills are fundamental to students’ progress in Art. They are taught both as distinct projects, as well as underpinning most of the projects students will complete.
The art of creating multiples and variations of an image. Students may work with etching, lino print, digital printmaking, mono prints, stamps and image transfer.
Art for a specific purpose. Students will follow a brief for a client. Work may include drawing, making, pattern, illustration, modelling and digital design.
Students will produce work that makes creative use of form and space. Students may work with wire, card construction, papier mache, clay, mod rock, and found forms.
The art of capturing an image through recording light. Students will work with both traditional and digital methods.
Timetable Allocation
Two x 40-minute periods per week
Assessment
Students are assessed according to end of Key Stage 3 outcomes, modified for each year. Assessment tasks are varied for each unit. However, for each unit students will be assessed on the following areas:
Developing Ideas
Develop ideas through investigating a range of sources. Apply understanding of sources to inform the development of ideas, designs and practical work.
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Recording Observations
Record observations appropriate to intentions & ideas, through drawing, photography and note-taking. Select sources to record from, applying recording techniques & methods.
Refining Work
Refine and modify work, through a process of reflection and review. Demonstrate ability to make selections through exploration with a range of media, techniques and processes.
Creating Outcomes
Create outcomes, realising intentions. Demonstrate application of visual language, through the use and control of a range of media & techniques.
DESIGN AND TECHNOLOGY (D+T)
Aims
• Design and Technology prepares students to participate in tomorrow’s rapidly changing technologies; they learn to think and intervene creatively to improve quality of life.
• The subject calls for students to become autonomous and creative problem solvers, as individuals and members of a team. They must look for needs, wants and opportunities and respond to them by developing a range of ideas and making products and systems.
• They combine practical skills with an understanding of aesthetics, social and environmental issues, function and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects.
• Through Design and Technology, all students can become discriminating and informed users of products and innovators.
Course Outline (example modules or projects)
From Years 7 to 9, the course is based upon the National Curriculum for England. The Key Stage 3 Design and Technology curriculum is split up into skills and theory-based modules in each year, with a design and make assignment (DMA) in Term 3.
Year 7
Term 1
Term 2
Shaping Materials through Subtraction Processes
CAD Basic Techsoft 2D Design Skills
Year 8
Global Impact Project Graphics Skills 3D CAD Modelling Basic SpaceClaim Engineer Skills
CAD/CAM USB Drive Project
Forming and Reforming Materials
Continue with forming and reforming materials Graphics Skills
Term 3 Memphis Clock Project DMA Art Deco Jewellery Project DMA
Year 9
Graphics
Orthographic Projection
Commercial Manufacturing Iterative Design / design for manufacture and using CAD/CAM processes
Continue with iterative design
CAD SpaceClaim Engineer Skills
Commercial Manufacturing
Commercial Manufacturing
Continued LCA – Life Cycle Analysis of Products
Each module consists of focused practical tasks aimed at developing skills and knowledge and understanding. IIn term 3 of Years 7 and 8 there is an opportunity to put the skills covered into practice during a design and make assignment based on an iconic design movement. In Year 9 there is a problem-solving iterative design challenge, helping to raise students design awareness and develop understanding of the design process in preparation for IGCSE coursework projects. We place great value in developing skills in Computer Aided Design (CAD) and Computer Aided Manufacture (CAM) throughout Key stage 3. Theoretical study accompanies modules, where appropriate, with links to IGCSE and IB, preparing students for their future studies in Design and Technology. New to our KS3 program of study is the introduction of cross curricular global impact projects. Students will work with another subject focusing on UN Sustainable Development goals.
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Across the Key Stage students will work towards ability to:
• Identify a design need – understand a user and product requirements,
• Research and develop a critical awareness of designed products so as to generate a design brief and specification,
• Develop ideas and design proposals,
• Communicate ideas effectively using a variety of media,
• Plan for manufacture / production
• Produce or manufacture the chosen solution using appropriate techniques to the best standard of finish.
• Use tools and machinery, independently, accurately and safely
• Test and evaluate the success of the design and suggest improvements.
All modules of learning contain theoretical study which link into IGCSE and IB studies.
Timetable Allocation
Two x 40-minute periods per week
Assessment
In Design and Technology, four key areas of study are assessed. Each module has a focus on one or more of the areas below:
• Designing: identifying needs, research, design thinking (problem solving), developing ideas, evaluating (Designing - broken down into specific elements of focus across the Key Stage)
• Communication skills: graphics, CAD
• Making/Realisation: planning, independence, workshop practice, CAD/CAM, quality of outcome
• Knowledge and understanding of materials, processes, tools and equipment and associated theory
• According to the Scheme of Learning, a level will be given on assessed pieces of work according to the KS3 student Progress Map, areas of assessment include; designing, communicating, manipulative workshop skills and knowledge and understanding. A range of different assessment opportunities are provided in different formats including in class discussion, home learning, practical tasks, quizzes and progress tests which can then inform the feedback loop and reporting process.
Students are encouraged to become part of the assessment process themselves with the use of activities to self-assess, peer assess, monitor their own progress, setting their own targets for improvement. Students track their own progress.
DRAMA
Aims
Drama in Key Stage 3 is made up of three key areas of learning:
Theatre Arts
Drama for Understanding Social and Global Issues
Social Skills
Course Outline
The theory and practice of the art of theatre: acting, directing, producing, designing, technical
Drama is used to explore issues and concepts that apply to other curricula areas and the world around us to develop awareness of their own lives in relation to others, perspectives and empathy.
Drama is, in essence, a collaborative art form and students learn and practice a wide variety of transferable skills about communication, collaboration, leadership, facing challenges, problem solving.
Students study topics during Key Stage 3 that incorporate the following themes:
Drama For Understanding
Social Awareness Drama
The Cultural Perspective
Page To Stage
Performance Skills and Genre
Timetable Allocation
These units are often focused on process and can be cross-curricular in nature. Drama is used to explore concepts and ideas being studied in another area, like the theme of persecution in Anne Frank or the plight of refugees and immigrants moving to a new country. Drama is used as a method of examining concepts and ideas and exploring different perspectives with regards to big human issues.
Drama is used to explore individual perspectives on social issues pertinent to the student’s lives eg. Forced marriage, self image, power of social media and animal welfare.
The study of theatrical techniques and cultural traditions from a specific period or culture. Eg. The Ramakien in Thailand which is based on the epic of the Ramayana from India.
The dramatic potential of a script is explored and dramatised. Eg. Monologues and group extracts.
The nature of the art form is explored through specific skills such as using movement and voice to create characterisation. The nature and function of theatre is studied as is key roles within the theatre world – designers, technicians, directors, actors, producers. Assessed work might include costume designs, mask making and/or research about a particular theatre period in History. Eg. Greek chorus.
Two x 40-minute periods per week
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Assessment
Students are assessed according to end of Key Stage 3 outcomes, modified for each year. Assessment tasks are varied but during each unit of study, students will be assessed on each of the four following targets at least once.
Formative Assessment –Ongoing
Group work skills
Individual Skills
Summative Assessment –Termly
Individual Skills
Individual and/or Group work skills
Collaboration and communication
Preparation, motivation, engagement and focus.
Leadership skills; Articulation of ideas; Ability to work with others; Levels of empathy and emotional intelligence
Characterisation
Written Reflections and response to feedback
Design/Technical
Understanding of Drama conventions
Use of voice and movement
Ability to analyse and evaluate
Ability to justify choices for design and technical choices
Chorus, mask, soundscapes
Understanding of style, genre or playtext
GEOGRAPHY
Aims
The aims of this course are to:
• help young people make sense of a complex and dynamically changing world;
• create an understanding of where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected;
• through geographical enquiry, encourage questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future; inspire students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet;
• enable students to use and understand a plethora of geographical skills ranging from data collection techniques to interpretation of maps and diagrams whilst incorporating a range of ICT related activities.
Course Outline
Year 7 Year 8
Theme 1 Introduction to Geography
Tropical Storms
Year 9
Global development and resource security
Theme 2 Fantastic places around the world Climate Change The Restless Earth
Theme 3 Map Skills and KS3 Project ‘Sustainable Cities’
Theme 4 Oceans and Sustainability
Timetable Allocation
Two x 40-minute periods per week
Assessment
Leisure and Tourism Population and migration
Assessments include role-play presentations and debates, group projects, and individual assignments as well as progress tests.
Assignments are set for each theme, often requiring computer-based research in the Secondary Library and at home. Assessments include role-play presentations and debates, group projects, and individual assignments.
HISTORY
Aims
The History course in Key Stage 3 aims to develop in students:
• an understanding of chronology;
• an ability to identify and analyse the significance of events, the role of individuals as agents of change and key historical turning points;
• skills to assess the causes and consequences of events as well as the extent of change over a period of time
• skills in recognising and judging the validity of differing perspectives of events and individuals
• information processing skills, reasoning, creative thinking and evaluation of sources;
• skills in organising and communicating historical information;
• empathy with people from the past.
Course Outline
Year 7
Year 8
• Is Globalisation Really New?
• China and the rule of Qin Shi Huang
• The Silk Roads: cities and leaders
• Spread of Islam
• The Crusades
• The Black Death
• Medicine
• Comparison with modern day ‘silk roads’
• Industrial Revolution in Great Britain
• African Kingdoms
• The Trans-Atlantic Slave Trade and Abolition
• India, Gandhi and Independence
• The First World War: the war that changed everything?
• Causes, nature and impact of the First World War
• The Peace
Year 9
• Germany and the USSR: a comparison of authoritarian rule
• The Holocaust in Europe
• Rise of nationalism and militarism in Japan
• Second World War in Asia: Pearl Harbor to the atom bomb
Timetable Allocation
Two x 40-minute periods per week
Assessment
Students will be building a range of skills in history in activities throughout the year as outlined on their Progress Map. This could involve unpicking different views of events and individuals in history, source analysis or evaluation of the causes or consequences of an event. Knowledge is selected and used to support judgements and views rather than as a stand-alone discipline. Checkpoints can be open-book and require students to work with information provided to produce crisp, concise analysis that answers the question and reaches an independent judgement with their own reasoning. Pages of writing that tell a story are not a historical skill. Home learning can involve preparing for a lesson ahead by watching a history documentary, listening to a podcast, reading an article or gathering evidence for a debate.
COMPUTING
Aims
The course aims to encourage students to:
• solve problems and design systems by drawing on the concepts fundamental to computer science (CS);
• become independent users of Information and Communication Technology (ICT) tools and information sources;
• understand how ICT can help the student’s work in other subjects;
• develop the ability to judge when and how to use ICT and where it has its limitations;
• develop an awareness of the social, ethical, health and safety issues related to ICT and CS use.
Course Outline
Year 7
• Laptops-4-Learning (ICT)
• Spreadsheets (ICT)
• Project Based Learning (ICT)
• Word Processing (ICT)
• Computer Systems (CS)
• Python Programming (CS)
Timetable Allocation
Two x 40-minute periods per week
Assessment
Year 8
• Laptops-4-Learning (ICT)
• Computing Ethics
• Python Programming (CS)
• Computer Systems (CS)
• Web Development (ICT)
Year 9
• Laptops-4-Learning (ICT)
• Computing Ethics
• Java Programming (CS)
• Computer Systems (CS)
• Image Editing (ICT)
• Multimedia Representation (ICT)
The Computing faculty uses assessment strategies that promote learning. Students know and recognise the standards aimed for in each unit and generally maintain a skills check list for skill development units and/or an assessment rubric which clearly outlines the assessment criteria. Students are able to reflect on their learning and are involved in peer and self-assessment.
Formal assessment tasks such as open-ended projects, in-class testing or monitoring of mastery of practical skills, tests and classroom exercises will be set for most units. All assessment tasks are moderated to ensure standardisation across all teaching groups.
Home Learning
Home learning is set when required, and not necessarily each week. The task may be of a practical nature, research or written design activity. Students will usually be given a minimum of one week to complete the home learning. Students are welcome to use their laptop at break and lunchtime, as well as the library computers.
Technical Support
For students using an iPad we utilise a virtual Windows environment for applications and software that cannot be run natively on the iPad.
There are also laptops that the students can borrow during the day or overnight if their laptop is broken. Wherever possible we utilise software that is freely available to the students and which executes natively on both the Macintosh and Windows operating system.
MUSIC
Aims
Students are encouraged to develop a strong sense of ensemble playing through developing:
• their ability to read and identify music notation;
• playing techniques;
• good practice habits;
• collaborative skills;
• reflective skills;
• an awareness of different styles.
Course Outline
The Key Stage 3 Music curriculum at Bangkok Patana School is performance-based. It fosters life-long skills on a particular instrument, enables students to read music well and gives all students the opportunity to participate in school musical ensembles.
Year 7
Students choose from Concert Band, String Ensemble, Vocal Ensemble, Guitar Ensemble or Thai Ensemble. For instrumental ensembles, they are provided with a school instrument to take home and practise.
A standard of approximately Prep Test level with the Associated Board of the Royal Schools of Music (ABRSM) will be reached.
Year 8
Students continue with their choice of ensemble from Year 7. They continue to develop skills in their chosen instrument and most are able to reach ABRSM Grade 1 standard.
Year 9
Students continue with their choice of instrument/voice from Years 7 and 8, in the same ensembles. There is increasing emphasis on group performance opportunities in the school community. A playing standard ranging from ABRSM Grade 1 to 2 will be reached, allowing further development in succeeding years either within IGCSE Music, school ensembles or through private tuition.
*ABRSM epected levels apply to beginners. Students with prior experience will be challenged appropriately.
Timetable Allocation
Two x 40-minute periods per week
Home Learning
Students in Key Stage 3 are expected to practice for 15 mins, 5 times per week. They will be required to submit a recording of their playing/singing.
Assessment
Assessment in the Ensemble Programme is by regular short instrumental tests, observation of contribution and commitment to the ensemble, and evidence of continuing good home practice of instrument and repertoire.
More information
More information can be found in our Key Stage 3 Music Ensemble Handbook
LEARNING SUPPORT
In Learning Support we strongly believe that the needs of every student are important. Bangkok Patana School is academically non-selective and thus recognises that a percentage of the student body will have different educational needs at some stage in their school career. The transient nature of our school population can also contribute to gaps in a student’s education and this might also result in the student being offered extra support.
Once a student is identified as needing extra support with their learning, a thorough assessment of needs is made either in school or with the support of outside agencies. Subsequently appropriate interventions are planned.
Different levels of support can be offered based on the needs of the individual student. A decision is made involving the Learning Support liaison teacher, parents and the student about the most appropriate type of support which could include one or more of the following:
• Student tracking through our support list and learner profiles.
• In-class support of students in their mainstream subject lessons.
• Withdrawal from mainstream subject lessons to engage in subject based support or study skills.
• Learning Support ECA sessions to improve skills, technique and/or subject knowledge.
PHYSICAL EDUCATION (PE)
Aims
The course aims to:
• enable students to participate in a broad and balanced curriculum;
• improve students’ knowledge of health and personal fitness;
• develop and maintain physical activity and a lifelong commitment to physical activity;
• develop thinking and communication skills and improve teamwork.
Course Outline
Students study each activity for a 6-week block of learning. Activities covered in Key Stage 3 may include:
• Athletics (indoor/outdoor)
• Fitness
• Kayaking
• Swimming/Water Activities
• Dance
• Badminton
• Football
• Touch Rugby
• Tennis
• Climbing
• Basketball
• Gymnastics/Trampolining
• Softball/Striking and Fielding
• Volleyball
• Handball
Many of the activities will be delivered more than once throughout the Key Stage.
Timetable Allocation
Two x 1hour 20 minute periods per week
Course Structure
Students are taught in tutor groups throughout Year 7 and then in single sex ability groups for Years 8 and 9. Lessons consist of double periods and students have two double periods per week. Students are expected to have the correct kit for each lesson regardless of injury. Students may adopt different roles of performer, coach or official in lessons.
Assessment
Students are assessed across the key stage in three areas; physical, thinker and communicator. Students are not given attainment levels but are assessed against Learning Attributes.
PE Lessons
Key Stage 3 PE lessons aim to:
• ensure fun and enjoyment for all
• maximise physical engagement
• introduce as much game play as possible
• encourage student leadership
• foster a safe but challenging learning environment
EXTRA-CURRICULAR ACTIVITY (ECA) PROGRAMME
The school organises a comprehensive programme of Extra-curricular Activities for students which operates from Monday to Friday. The Secondary School sessions occur both at lunch-time and after school, with three different time slots being offered- 2.30-3.30pm, 3.30-4.30pm and 2.30-4.30pm; with programmes being coordinated to ensure students have adequate access to school facilities and opportunities for supervised off site visits. At Bangkok Patana, we run a four Block ECA system, with the school year being divided up into four blocks of approximately eight weeks.
As students progress through the school the range of activities becomes more varied and provides students with opportunities to link their activities with other schools both locally and regionally. Sports, Model United Nations, Drama, Musical Ensembles, the International Award and community-based projects provide the opportunity for travel in Thailand and South East Asia.
In line with Bangkok Patana’s Guiding Statements, ECAs are categorised in relation to our core values of Well-being, Learning and Global Citizenship.
Enrolment for the various activities is on-line via the Parents’ Gateway.
Competitive Sports
Academic
e.g. Core Magazine, Business Club, Improve your Maths skills
Recreational Sports
e.g. Horse-riding, Squash, Off-Road Cycling, Taekwondo
Fitness
e.g. BASE Fitness Camp, Morning Stretching, Thai Boxing for fitness
Mindfulness
e.g. Yoga and relaxation methods
Dance
e.g. Classical Ballet, Salsa, Tap, Jazz
Communications
Home Language
Creative
e.g. Acrylic Painting, Knitting, Pottery, Print Making, Baking
Instrumental Music
Performing and Fine Arts
e.g. Drama Productions and clubs
Environmental Awareness and Action
e.g. Digging in the dirt: Community Garden
Digital Citizenship
e.g. Electronics, Python Programming, Robotics
Community Service
(CAT Clubs, CAS, Committees and Councils) e.g. Amnesty International, Thongbai Day Care, Habitat for Humanity
Model United Nations
International Award
A range of communications are in place to assist students and parents to access the programme.
• At the start of each Academic year, all families receive a fridge magnet with all key ECA dates stated.
• We host a large ECA Open House event where Providers can opt to have a stall and meet and greet potential clients. Parents can ask questions and learn about all the ECAs on offer.
• ECA team members are present at the New Student Inductions to answer any queries from new families.
• At the start of each ECA sign-up period we offer a Parent Help Desk in the PTG room from 7.30 – 8.30am following drop-off, to assist parents who are struggling to login or need help to make their child’s ECA choices and allocate preferences.
• Prior to each Block we communicate via a whole school email, sharing key dates and deadlines as well as highlighting new ECAs and any additional pertinent information specific to that Block. We utilise our school social media channels and Student Daily Notices to remind everyone when and how to sign-up. We offer bespoke communications for students moving into Year 1 and into Year 7 in Block 1 as they make those key transitions.
All students provide feedback on the ECA provision each block when they are signing up for the next block. A simple likert scale survey asks them to indicate their overall enjoyment of each activity and then a comment box gathers more qualitative feedback. The Sports and Activities team then access this data and identify high-flyers (score of 8.0+) and provide praise and encouragement to the Teacher/Provider who is offering the ECA via email. Concurrently they identify lower scorers (score less than 5.0) and share this ‘red flag’ with the relevant Coordinator to investigate further.
