CURRICULUM Key Stage Three THE BRITISH INTERNATIONAL SCHOOL PUXI SECONDARY CAMPUS
The British International School Shanghai, China
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THE MODERN WORLD In keeping with our mission statement, our curriculum prepares our students for their role in an increasingly challenging, cosmopolitan and rapidly changing world.
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CURRICULUM KEY STAGE THREE
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MISSION STATEMENT To provide a high-quality British education in an international context. Our commitment at BISS Puxi is to create and maintain a safe, happy and child-centred environment in which children are inspired to become purposeful life-long learners. We provide an education, based upon the English National Curriculum, in an international context for pupils with a wide range of abilities; where all pupils are supported in reaching their highest level of personal achievement through good learning habits, self-discipline and a strong sense of responsibility; with a strong emphasis upon the importance of kindness, courtesy, and consideration for others; where recognition is given for hard work and commitment in all areas of school life; where all pupils are encouraged, through a broad curriculum, to develop their individual strengths and interests, as well as the skills and enthusiasm for life-long, independent learning; where the school makes a positive contribution to the local community; with a learning environment that promotes a knowledge and understanding of diverse cultural backgrounds, belief systems and global issues. Our aim is that upon leaving BISS Puxi pupils are confident, well-rounded individuals who are well prepared for the next stage of their education and their role in a challenging, demanding and rapidly changing world.
Building a brighter and better future for young pupils in
THE KEY STAGE THREE
CURRICULUM The school offers a stimulating and supportive setting, defined by its sound balance of academic excellence and opportunities for personal development. This is achieved through our highly proficient delivery of the English National Curriculum. We foster a learning environment in which respect for the individual, as well as diverse cultural backgrounds and belief systems, are of equal importance. In addition to this social awareness, we aim to engender in our students a broad understanding of global issues; ultimately, both will be vital in establishing a fairer and more peaceful world.
THE BRITISH INTERNATIONAL SCHOOL, SHANGHAI SEEKS TO PREPARE ITS STUDENTS TO PLAY THEIR PART AS RESPONSIBLE CITIZENS IN AN INCREASINGLY CHALLENGING AND RAPIDLY CHANGING WORLD.
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AN INTRODUCTION In keeping with our mission statement, our curriculum prepares our students for their role in an increasingly challenging, cosmopolitan and rapidly changing world. Whether at the Primary or Secondary campus, this is done in a stimulating, caring and supportive setting where academic excellence is balanced with opportunities for personal development. In a school comprising young people from some 45 nationalities, respect is a key theme – from and for the individual pupil and for diverse cultural backgrounds and belief systems. We aim for our pupils to develop as enquiring, creative, reflective and motivated learners. Our high-calibre teachers (their names and main roles are listed at the end of this booklet) tailor their teaching to individual needs, to encourage all children to flourish, grow in self-confidence and, above all, to fulfil their potential. To this effect, an open partnership between home and school is actively encouraged. Within this booklet there is a separate section for each KS3 subject, describing subject-specific aims and outlining schemes of work. Information is also given on assessment and homework which may prove useful as you help your child to become better organised for school.
The importance of Key Stage 3 at BISS Puxi While every age is special and challenging in its own way, the Key Stage 3 age range, 11-14 years, involves a new start in our secondary school. Year 7 students become the youngest in this area of the school and those in year 9 are on their way to becoming responsible adults.
In Key Stage 3 we: • • • • • •
Help to prepare students for the adult world Introduce them to a wide range of subjects and studies Make them more independent and self-aware Help them to learn and think for themselves Give them confidence to join in, to ask questions and to help others Lay the foundations for academic success at IGCSE and beyond.
What do we teach at Key Stage 3 at BISS Puxi? • • • • • • • • • • • • •
English Literature and English Language Mathematics Science Information Technology French German Mandarin Art & Design History Geography Music PSHE Physical Education
What are the outcomes at Key Stage 3? Our aims and objectives are to make sure that all our students: • • • 8
Experience exciting and interesting lessons Are actively involved in lessons Are able to do things for themselves
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Make progress and achieve high standards Have extra support if they are not achieving their potential Are included, stimulated and make progress And their families are informed and involved.
How are pupils assessed at BISS Puxi? All subjects use a variety of assessment techniques throughout the academic year, including peer and self-assessment, teacher-assessment of group and individual work and marking of tests. Students may also be given end of topic/unit tests in some subjects which help to reinforce the learning covered in class. On entry to the school the core subjects (English, Maths and Science) assess the pupil’s National Curriculum Level as this gives a base line from where we can track individual progress throughout a pupil’s time in the school. In these core subjects - Maths, English and Science - pupils are then placed into ability-appropriate groups.
In English there are 4 ability groups: • • • •
Higher Intermediate Foundation EAL
In Maths and Science there are 3 groups: • • •
Higher Intermediate Foundation
In addition, there are internal examinations twice a year in December and June with reports being issued to parents indicating levels of attainment, effort and examination scores. There are also comments issued on these reports by the Form Tutor and the Assistant Principal Secondary. There are opportunities during the year for parents and staff to communicate with regard to student progress. Pupils are set targets 3 times a year (once each term). These targets are written in the pupil planner (blue pages) and will indicate to parents and pupils the progress they are making. If an area of concern arises, the teacher of the subject in question, Head of Faculty or Form Tutor will contact parents initially by the student planner, telephone or email to discuss support for the student. The following pages contain a broad overview of the subjects being studied in Key Stage 3, from the Autumn Term at the Secondary school.
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ENGLISH Overview There are over 97 countries in the world in which English is an official language, 80% of homepages on the internet are in English, at least 370 million speak English as a first language and over a billion people are at some stage of learning English worldwide. For these reasons, we hope that all students will succeed and we hope that all may experience positive progress throughout their studies of English Language and Literature. While students can expect to receive regular homework and assessments they should also realize that best results will be achieved if they are prepared to practise frequently and to develop their reading, writing, speaking and listening skills. Students are therefore encouraged to practise some aspects of English most days of the week. They should be encouraged to write regularly, to read widely and to practise spelling, vocabulary and grammar items so as to achieve the best possible results in this subject. As part of National Curriculum English all students are also required to study Drama and Media Studies throughout KS3 – from Year 7 to year 9. The aims of these studies will be to enable students to use a range of skills, techniques, forms and conventions to express ideas and feelings effectively.
Year 7 Throughout Key Stage 3, all students will focus on developing reading, writing, speaking and listening skills as outlined in the UK National Curriculum - adapted for an international context. In year 7, units of work are based on the Framework for Teaching English and the National Literacy Strategy. Students develop skills at word, sentence and text level. They will be required to develop research and study skills and to write in a range of styles for different purposes and audiences. Spelling, vocabulary and grammar will be practised at all levels. Students will have the opportunity to read a wide variety of literary texts written by a range of authors from different time periods, genres and cultures. They will develop their understanding of the author’s craft and will be encouraged to read widely and frequently.
Year 8 Assessment focuses and key skills and content in Year 8 are designed to build on what has been covered in Year 7 and prepare students well for Year 9 and beyond. As we have had the opportunity to expand the range of resources and programmes available in the English Department students will be encouraged to develop an appreciation of literary heritage and the rich and varied traditions of works originally published in English. However, students should also note that such works come from a wide variety of cultures and countries. They will be studied alongside works in translation from different cultures so as to encourage an international perspective that gives equal value to the experiences of people from many different backgrounds. Extracts and books will be provided as required in class while students will also have the opportunity to visit the library and to use ICT and media resources to extend their interests.
Year 9 Skills will be developed to an even higher level in Year 9 as all students are provided with the opportunity to study classic dramas such as those by William Shakespeare. As with all years of KS3 students will be actively encouraged to take advantage of opportunities to present, publish and perform their work.
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Throughout this Key Stage students will be assessed in a range of modes including written assignments, oral presentations, class work and homework, listening exams and end of year examinations.
All four key skills will be assessed and reported on using National Curriculum levels as students work towards achieving attainment targets linked to clear learning objectives in each lesson. EAL students will also be assessed using levels in reading, writing, speaking and listening until they can most fully access the curriculum as competent and independent learners in English. These culminate in final exams that provide an excellent benchmark for entering IGCSE subjects such as English 1st Language, Literature and / or English Second Language. The skills should also underpin successful performance in all subjects which are taught using the English Langauge.
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English as an Additional Language Pupils studying English as an Additional Language will study a range of topics in Years 7, 8 and 9, with the aim of working towards a national Curriculum level of 4c, 4a, and 5b respectively. Topics: Explorers, Inventions, Sportspeople, The Environment, Canada and The USA, Age, Humour & Films. Grammatical Areas: Present Simple/Continuous, Past Continuous vs. Past Simple, Comparative/Superlative, Future Forms, Question Tags, Present Perfect Simple, Present Simple Passive, ‘For’ vs. ‘Since’, Verbs with ‘-ing’ and verbs with the infinitive. Literature: A selection of short stories and novels. Poetry: A selection of basic poems as an introduction to analysing and writing poetry. Writing: A variety of different types of writing: narratives, letters, story endings etc., with the aim of working towards a National Curriculum level 4c.
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MATHS Overview BISS Puxi bases its Mathematics programme on the National Curriculum for England & Wales and aims to prepare all students for success at GCSE and further subject study. It is split into the 4 main subject areas: - Number, Algebra, Shape & Space and Data Handling. Integrated into all four areas are using and applying projects and the use of calculators and computers, ensuring that students progress into Key Stage 4 with knowledge, understanding and the thinking skills necessary for the next Key Stage of their mathematical education. Assessment takes many forms, whilst leaving maximum time for the acquisition of skills and essential knowledge.
Year 7 The Number strand includes factors, multiples, primes, rounding, estimation, order of operations, place value, decimals, negative numbers, fractions and percentages. The Algebra strand includes number patterns, formulae, collecting terms, substitution, coordinates in four quadrants, inverse operations, equations and trial and improvement. The Shape and Space strand includes symmetry, using compasses, tessellations and congruence, identifying shape, nets, angles, triangles and units. The Data Handling strand includes surveys, tally charts, pie charts, scatter diagrams, probability, types of average, the range and misleading statistics.
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Year 8 The Number strand includes powers and roots, estimation, number patterns, substitution, directed numbers, percentages, fractions, ratio, proportion, and scale drawing. The Algebra strand includes conversion graphs, graphs and rules, travel graphs, straight lines, trial and improvement, inequalities and equations. The Shape and Space strand includes transformations, angles in parallel lines, angles in polygons, bearings, perimeter, area, volume and prisms. The Data Handling strand includes pie charts, designing a questionnaire, probability, sample space diagrams, averages, range, grouping data and frequency polygons.
Year 9 The Number strand includes rounding, multiplying and dividing by numbers less than 1, error in measurement, ratio and decimals. The Algebra strand includes formulae, patterns, brackets, equations, trial and improvement, inequalities and simultaneous equations. The Shape and Space strand includes Pythagoras’ theorem, circles, capacity and volume, angles in polygons, loci, constructions, symmetry, nets of solids and building a shape sorter. The Data Handling strand includes looking at data, averages, range, scatter graphs, pie charts, misleading diagrams, relative frequency, listing outcomes and probability. SECONDARY CURRICULUM • KEY STAGE 3 15
SCIENCE Overview Students in 7 and 8 are following the revised English National Curriculum for Key Stage 3. They will use the exciting new course from Oxford University Press called “Science Works”. It will allow them to work out scientific ideas for themselves using results from their investigations. It also will develop their understanding of these ideas and let them see how science is used in everyday life. They will have an attractive colourful textbook and exciting new software. They will complete this curriculum at the end of Year 8 before starting on foundation elements of the KS4 curriculum in Year 9.
Year 7 The first year of the course covers the following topics; Cells, Reproduction,Differences, Classification, Acid reactions, Particles, Elements and Compounds, Chemical Reactions,Electricity and Magnetism, Energy, Forces and, finally, Space.
Year 8 The second year of the course covers the following topics; Life Support, Staying Healthy People and Environment, Photosynthesis, Shaping Life, the Periodic Table, Using Elements, Metal Reactions, What’s in rocks?, Heating and Cooling, Light, Sound, and, finally, Moving Around.
Year 9 The current year 8 going into year 9 will be completing the final year of the old KS3 National Curriculum. They will be covering a course that provides an ideal springboard for GCSE. It is designed to embed key concepts and develop and practise skills and so build firm foundations for all GCSE courses in science. SECONDARY CURRICULUM • KEY STAGE 3 17
HISTORY Overview Throughout the three years of Key Stage 3, we will be introducing and developing Historical Skills that are necessary for the full appreciation of this subject and essential for the pupil who wishes to progress into higher secondary and tertiary levels of education within this academic discipline. These skill areas include narrative: e.g. research, synthesis, relevance, accuracy, presentation, terminology (e.g. cause & effect, similarity & difference, change & continuity, application of appropriate terms); empathy (e.g. ability to think like a historical figure without anachronism or hindsight) and evidence (e.g. analysis, interpretation, extrapolation, synthesis of source material). These skills will be employed, whenever relevant and appropriate, to complement the Content Knowledge indicated below.
Year 7 Legends of Greece and Rome, Medieval Europe, and The Crusades In the first term, we concentrate upon defining and explaining myths and legends plus how and why they developed. Special attention will be paid to the characters involved because History is about human beings with all their strengths and weaknesses, quirks and foibles. Social aspects of the Medieval period will be dealt with in the second term - e.g. law and order, religion and the concept of Heaven and Hell, a comparison of rich and poor and effective government. The various Crusades will be in the third term of study dealing with motives, the relationship between Christianity and Islam, - the conflict - and special attention will be given to a the comparison of Richard l and Saladin. 18
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Year 8 Medicine, the Industrial Revolution, and the Impact of Europeans on the Americas In the first term, we study Medicine from Prehistoric period to Roman times. We examine who treated the sick and how they did it. Also considered are the beliefs and myths surrounding disease. We focus on Continuity and Change in the development of medicine throughout this extensive time span. The second term covers the Industrial Revolution 1750-1900; how and why it began and what were its characteristics. Serious consideration is given to the impact on and changes to the everyday lives of the citizens of Britain in the 19th. century - e.g. the expanding urban areas. There is discussion about the concepts of ‘empire’ and the ‘slave trade’. Term three concerns the European arrival in the Americas, from the Vikings to 13 colonies in New England. Characters studied include Columbus and Isabella, Cortes and Montezuma, Pizarro and Atahualpa plus Wolfe and Montcalm
Year 9 The Changing Role of Women, the French Revolution and Napoleon, Aspects of 20th. Century Political Problems The first term is devoted to examining the role of women in various societies at different times - e.g. from Ancient Greece via Medieval Europe and colonial America to modern Asia. Biblical and religious examples are considered plus the influence of emancipation and technology. The second term sees us study a different type of revolution. We will study various causes of discontent in France that led to the execution of Louis XVI and the establishment of a violent republic. The emergence, successes and failures of Emperor Napoleon will also be considered. The final term will utilize material that will complement, but not duplicate, the IGCSE course content in Years 10 and 11. aspects of World Wars I and II, the Arab-Israeli Conflict, Falklands War and the Gulf Wars will be studied.
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GEOGRAPHY Overview There has never been a better or more important time to study geography. With growing interest in issues such as climate change, the movement of people, and the destruction of the environment, geography is one of the most relevant courses you could choose to study. As a department, we have tried to choose topics which are modern, exciting and relevant to today’s young people. Whatever your passion for the world - fascination with landscapes or concerns about inequality - geography will provide you with the knowledge and skills that will reward you personally and maybe help you to help others too. Geographers are taught a wide-ranging combination of skills drawing in ideas from many sources. This ability to view issues from a wider perspective is appropriate for working in many different areas. The nature of peoples’ working lives is changing and geography can help you to develop transferable skills for later life.
Year 7 Students will look at ‘What Geography is’ and will be introduced to the three main strands; physical, human and environmental. They will then ‘Master the Map’ and be introduced to various skills and techniques including; grid references, scale, direction and Ordnance Survey work. They will study ‘Sustainable Energy’ and, how in this rapidly changing world, it is imperative that we learn how we use our resources in a more environmentally friendly manner, so that future generations do not suffer. Students will then learn about the ‘Structure of the Tropical Rainforest’, its climate, and how humans interact with this delicate ecosystem. ‘Changing the Way We Shop’ is an important topic where students will learn how even our shopping habits can have an effect on the world around us and how technology is helping change things. Finally, students will study ‘Coasts’, covering weathering, erosion and how the sea shapes the land. 20
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Year 8 In the important topic of ‘Geography of Crime’, students will learn how human geographers (Town Planners) can have a huge impact on our environment and even affect crime rates. With the rapidly approaching ‘London Olympics’, students will look at how environmentally friendly the Games will be, their costs, and their advantages / disadvantages. Next, in the topic of ‘Weather and Climate’, students will look at how it is classified, how we measure it, examples of extremes and then compare the climate of China with the U.K. For ‘Brazil’, students will look closely at this wonderful and diverse country studying its climate, its regions and its many wonderful people. In terms of ‘Global Warming’, this topic is a must. Students will study how humans burning fossil fuels is affecting the Earth. Finally, the unit of ‘Global Fashion’ looks at the many different countries involved in the production of our clothes and at why some of our clothes are produced so cheaply. It also looks at the effects of Globalisation.
Year 9 China: In this unit students will look more closely at this large and increasingly more powerful country. They will look at both its human and physical geography. Australia: Students will look closely at this diverse and culturally rich country, studying some of its many marvellous physical features, as well as looking closely at its towns and cities. Flooding: This unit will look at the Water Cycle, the causes of flooding, the effects it can have on the environment / humans and how we can manage rivers. Making Trade Fair: This unit looks at the relationship between the ‘poor south’ and the ‘rich north’. Why do some people get rich and why do some people get even poorer? Plate Tectonics: This fascinating unit looks at what Earthquakes and Volcanoes are and at what actually causes them. It looks at the advantages and disadvantages of living in areas which are prone to such natural phenomenon.
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PHYSICAL EDUCATION
Overview PE develops pupils’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. They develop a wide range of skills and the ability to use tactics, strategies and compositional ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situation and make decisions. As a result, they develop the confidence to take part in different physical activities and learn about the value of healthy, active lifestyles. Discovering what they like to do, what their aptitudes are at school, and how and where to get involved in physical activity helps them make informed choices about lifelong physical activity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on different roles and responsibilities, including leadership, coaching and officiating. Through the range of experiences that PE offers, they learn how to be effective in competitive, creative and challenging situations.
Year 7 The students will be introduced to the following units of work. The invasion games of basketball, football, touch rugby and netball; the net and wall games of volleyball, badminton and table tennis; striking and fielding game of softball; swimming, dance, fitness and athletic activities. In the invasion games, the students learn to consolidate the fundamental skills of control, passing, shooting, dribbling and applying the skills learnt to game situations. In net and wall games, the students develop their eye-to-hand coordination and apply the skills learnt to game situations. In swimming, the students develop stroke technique and be introduced to personal survival skills. In athletic activities, they will study aspects of track & field activities and, in dance, to develop their aesthetic skills and learn to develop dance routines. The students will learn about the importance of warm-up and cool-down in PE. They will have fitness testing three times throughout the year with the aim of developing the students understanding of fitness. 22
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Year 8 The students will build upon the work in Year 7 in the following units of work. The invasion games of basketball, football, touch rugby, hockey and netball; the net and wall games of volleyball, badminton and table tennis; striking and fielding game of cricket; swimming, dance, fitness and athletic activities. In the invasion games, the students learn to consolidate the fundamental skills of control, passing, shooting, dribbling & applying the skills learnt to game situations. In net and wall games the students develop their eye-to-hand coordination and apply the skills learnt to game situations. In swimming, students develop stroke technique and become confident in personal survival skills. In athletic activities they will study aspects of track and field activities and, in dance, to develop dance routines. The students will learn about the importance of being properly prepared for their activities in PE. They will have fitness testing three times throughout the year with the aim of developing the students understanding of fitness.
Year 9 The students will build upon the work of the previous two years of work. The curriculum areas are the invasion games of basketball, football, touch rugby, hockey and netball; the net and wall games of volleyball, badminton and table tennis; striking and fielding game of cricket and or softball; swimming, dance, fitness and athletic activities. In the invasion games the students learn to develop their fundamental skills of control, passing, shooting, dribbling and applying the skills learnt to game situations. In net and wall games the students develop their coordination and apply the skills learnt to game situations. In swimming, students develop srtoke technique and become confident in personal survival skills. In athletic activities, they will study aspects of track and field activities and, in dance, to develop dance routines. The students will demonstrate their knowledge of correct preparation for their activities in PE. They will have fitness testing three times throughout the year with the aim of developing the students understanding of fitness. SECONDARY CURRICULUM • KEY STAGE 3 23
MUSIC Overview Units are closely linked to the National Curriculum Programme of Study in Music, together with all the materials required to deliver them successfully to mixed ability classes. It builds upon the foundations laid in Key Stages 1 and 2 and provides a range of imaginative, challenging and interesting materials to motivate all pupils. Each unit is designed to develop pupils’ understanding of the way in which music is constructed, produced and influenced by time and place in the context of a particular genre or style. Each unit contains suitably differentiated materials to allow for the wide ability range to be found in the KS3 classroom. Lessons incorporate opportunities to develop pupils’ thinking and problem-solving skills, particularly through the activities during each lesson.
Year 7 In Year 7, students will learn how popular songs have mass appeal across all age ranges and in a variety of contexts. They will also research how Latin American music blends native Indian, transported African and imported European elements and is fundamentally linked to dance. In the final unit they will study how Egyptian music serves a variety of purposes linked to specific occasions and has been shaped by traditional, Arabic and Western influences.
Year 8 In Year 8, students will learn how music can enhance the visual images and dramatic impact of film, and can reflect the emotional and narrative messages of the drama. They will also learn about the key characteristics of jazz music, and how to compose and perform jazz music using improvisational techniques consistent with the musical style and genre. Finally, students will learn how diverse improvisation traditions are a common feature of music from across the world. 24
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Year 9 In Year 9, students will learn about how rock music has evolved since the 1950’s and the influence that some artists have had on its evolution. They will also learn about the processes that occur to produce a song from conception to delivery. Finally, they will learn how CD’s, MP3’s and DVD’s are created and made and how musical instruments have developed from acoustic to electronic and digital.
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INFORMATION TECHNOLOGY Overview The ICT programme of study for Key Stage 3 embeds the level 1 functional skills standard as set by The National Curriculum. Within Key Stage 3 students will learn key concepts of ICT and will be able to reflect on how ICT can be used throughout the school to benefit them in their learning process. Students will be able to communicate and collaborate with other learners to share and exchange information safely, effectively and responsibly. Students will use a range of ICT tools in a purposeful way to tackle questions, solve problems and create ideas and solutions of value in a range of contexts and in other areas of learning, work and life. Packages that will be used will include the Microsoft Office and the introduction of the Macromedia Suite of applications.
Year 7 In Year 7, students will learn how to use different software packages including Microsoft Office and the Macromedia Suite of applications. Students will learn to understand the different forms of information that can be used to create meaningful publications and presentations by the use of text, graphics, sound, numeric data and symbols. By identifying the suitability of the information source to advertise, publicize and whether it is likely to be biased, by looking at relevant information for the set task, for the use of exchanging and sharing information. Students will use spreadsheet software to investigate and amend simple models by formatting and labeling data appropriately to display calculations and the use of formulae. In the later part of the year, students will construct a control and monitoring system to carry out a simple control task by compiling a set of given instructions to control a light sensor. 26
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Year 8 In Year 8, students will learn how to search for information and to make judgments on its suitability for particular purposes, by considering its mix of fact, opinion and the information’s clarity. Students will be able to extend and refine their search methods to be more efficient by using synonyms and AND, OR, NOT and present their findings to suitable audiences. Students will need to recognize how different media and presentation techniques convey similar content in ways that have different impacts, as well as understanding that an effective presentation or publication will address audience expectations and needs. An introduction to databases and how they can be used to store and retrieve relevant information as requested by the end user and how databases are different from storing information on spreadsheets.
Year 9 In Year 9, students will use a wide range of ICT independently and efficiently to combine, refine, interpret and present information by structuring, refining and synthesising information from a range of different sources. The Microsoft and Macromedia Suite of applications will be used to their full potential. This will help students to produce a high-quality ICT-based project that will be presented in a website that students will design and create. The website and corresponding documents that students produce will need to be fit for a suitable audience. Students will be able to communicate their information efficiently to the teacher and other members of the class by the use of suitable file types to speed up transfer and the use of website tagging and hyperlinks to speed up searching. SECONDARY CURRICULUM • KEY STAGE 3 27
ART Overview In KS3, Art and Design gives pupils hands-on experience, challenging them to unearth and express ideas. As pupils discover their creative potential, they begin to create opportunities for themselves in their present and future lives. This builds upon primary art education and guides students toward readiness for the study of art at the IGCSE level.
Year 7 Pupils will use a variety of approaches to explore ideas in order to develop their intentions. They will work with different art materials and techniques and develop creative planning skills. Pupils will also look at the work of other artists as a point of instruction and departure. Pupils will play a role in evaluating their own work.
Year 8 Pupils will be encouraged to take creative risks when exploring, experimenting and responding to ideas. Development of technical skills and skilful and creative use of art materials will build on and continue from the Year 7 programme. Pupils will be encouraged to consider and discuss the ideas, methods and approaches that are used by artists, relating these to both context and purpose. Pupils will begin to play an increasing role in evaluating their own work and the work of others.
Year 9 Students will be given an increasing amount of creative latitude, while still working within the parameters of defined assignments and design problems. They will engage in more advanced planning of their creative efforts and, in a greater depth of analysis of the work of other artists, their intentions, and methods. The historical and cultural context of art will have an increasing importance in Year 9. Development of technical skills and skilful and creative use of art materials will build on and continue from the Year 8 programme, and self- and peer- evaluation will be well integrated. All of this will take place with an eye to preparation for IGCSE Art.
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MODERN FOREIGN LANGUAGES Overview Learning foreign languages is increasingly important in a global economy and also has great value in terms of cultural and linguistic richness in our society, personal fulfillment and global citizenship and understanding. In teaching of Modern Foreign Languages we underscore the vital importance of giving all pupils the tools to make direct and personal contact with other people and their cultures. In this way, we hope to create language learners. In offering French, German and Spanish we believe we cover the most widely used world languages alongside Mandarin. The objectives of our various courses are set out year on year and are structured so that each year of the key stage has its own character.
Year 7 In Year 7, students will receive a firm foundation in what will be, for most, their first year of foreign language learning. This will include areas of study such as self and family, Numbers, Colours, Adjectives, Classroom Vocabulary, Places in Town Directions, Prepositions, Opinions, Their Daily Routine, Reflexive Verbs, School subjects, Intensifiers and Connectives, Sports, Music, Infinitives and the Future Tense. They will also learn something about the geography and the culture of the country whose language they are studying.
Year 8 During the course of Year 8, the students will build on the secure start that they have made towards acquiring a new foreign language. They will be expected to increase their vocabulary and will also learn more about the use of Grammar. The topics to be studied will include: Family, Jobs, The Weather, Free Time, The Perfect Tense, Connectives, Verbs of Obligation, Shopping, Adjectives, School Uniform, Food and Drink, Quantities Dialogues Voyages and Holidays Countries, Opinions, Describing, Friends, Pocket Money, Comparatives and Superlatives, Present/Perfect and Future Tenses.
Year 9 By the time our students arrive in Year 9, the objectives of our courses are that they will have become much more independent students, able to take some responsibility for their development as language learners. They should know what is involved in learning a language and have a range of strategies for collecting or researching new language from sources they meet. They should be able to engage with native speakers, writers and texts of various kinds for purposes of real communication, to extract real information, or to read, listen or view for their own enjoyment. This is a key year for the students as their performance helps the school assess for which exams they should be entered in Y11.
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SPANISH Overview There are four broad aims common to each year group. These are to enable students to understand and use the target language spontaneously and effectively and to help students gain insight into the target language life and culture. The course also seeks to instil a positive attitude to the language learned and to encourage personal contact with native speakers and to instil a positive attitude to the learning of foreign languages in general. Teaching is based on real-life situations and the courses teach students to communicate in Spanish, providing practice in asking questions, giving information, role-playing and expressing opinion. The courses consist of various units which, when taken together, cover all the areas set out in the programmes of study of the National Curriculum.
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MANDARIN Overview In KS3, the Mandarin Department provides 3 courses: Mandarin as a Foreign Language (MNF), Mandarin for Native Speakers (MNH) and Chinese Language & Culture (CLC). The Aims of MNF are to enable the students to understand and initiate dialogues in various situations at normal speed, to read and understand a range of written materials and to develop exam preparation strategies for external examination courses in KS4/5. The Aims of MNH are to enable the students to develop a good knowledge of Chinese characters, skills to understand Chinese classic literature and overall skills in reading and writing. The Aims of CLC are to enable the students to communicate in spoken and written Chinese as well as to gain an understanding of key issues in Chinese history, geography and culture.
Year 7 There are two levels provided in MNF course in Y7: Beginner and Intermediate. Teaching materials include course books Chinese Made Easy, which caters for international school students. There is one level in MNH course in Y7. Teaching materials include Biao Zhun Zhong Wen (Standard Chinese) and a selection of materials for students with various learning backgrounds and at different levels. Teaching materials for CLC include Chinese Made Fun.
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Pupils are tested regularly throughout the year and have two main exams a year covering four language areas: Listening, Speaking, Reading and Writing.
Year 8 There are three levels provided in MNF course in Y8: Beginner, Intermediate and Advanced. Teaching materials include course books Chinese Made Easy, which caters for international school students. There is one level in MNH course in Y8. Teaching materials include Biao Zhun Zhong Wen (Standard Chinese) and a selection of materials for students with various learning backgrounds and at different levels. Teaching materials for CLC include Chinese Made Fun. Pupils are tested regularly throughout the year and have two main exams a year covering 4 language areas: Listening, Speaking, Reading and Writing.
Year 9 There are three levels provided in MNF course in Y9: Beginner, Intermediate and Advanced. Teaching materials include course books Chinese Made Easy, which caters for international school students. There is one level in MNH course in Y9. Teaching materials include Biao Zhun Zhong Wen (Standard Chinese) and a selection of materials for students with various learning backgrounds and at different levels. Teaching materials for CLC include Chinese Made Fun. Pupils are tested regularly throughout the year and have two main exams a year covering four language areas: Listening, Speaking, Reading and Writing.
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REWARDS At BISS Puxi Secondary School, Rewards are seen as a way of reinforcing healthy behaviour choices and encouraging positivity in how students approach all aspects of school life. Our teachers recognise that praise is the most effective form of reward and, as part of their daily classroom practice, our teachers praise their students. Additionally, in Key Stages 3 and 4, a House Merit System operates. Pupils are rewarded for academic achievement and improvement, contribution to extra-curricular activities and sports teams, positive behaviour and good citizenship and uniform. House Merits are recorded in students’ Planners and teachers award a House Merit Certificate when students have received five House Merits in each subject area. House Merit Certificates are presented in regular Achievement Assemblies where all students are encouraged to celebrate the success of their peers. Form Teachers monitor the total number of merits awarded to each child in their Form Group and students are also awarded for having achieved a total number of merits. At IB level, our students are naturally more intrinsically motivated, but here too we recognise and reward good work and positive contributions to school life. The Prefect Programme provides an opportunity for students to take on a much valued and respected leadership role within the student body. A further tier to our rewards practice is the ‘Principal’s Commendations’. These are awarded at the discretion of Mr. Foyle for outstanding performance or sustained improvement in any of the following areas: citizenship; behaviour and social graces; contribution to arts and music, sports or ECAs; and academic effort or excellence. Our teachers and managers are reward-orientated in their educational philosophy. They seek imaginative ways to highlight achievement and help our students to feel positively about the learning process and their daily experiences at BISS Puxi.
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SELF-MOTIVATED LEARNERS At BISS Puxi children are given the opportunity to become self-learners, to research
beyond the textbooks available in the classroom and to seek for themselves further understanding of the areas being covered in school.
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CURRICULUM
S E C O N D A RY H A N D B O O K
3
KS
There are very few aspects of a parent’s responsibility that are more important to the growth and development of their children than the school that they choose. The British International School Shanghai, Puxi Minhang Campus offers a superb, forward-looking education featuring the very best of the British educational system. The school offers a stimulating and supportive setting, defined by its sound balance of academic excellence and opportunities for personal development. This is achieved through our highly
proficient delivery of the English National Curriculum and the IB Diploma Programme. Visit www.bisspuxi.com, phone 021 5226 3211 ext. 110, fax 021 5226 3212, or email admissions@ bisspuxi.com for further information.
Floreat Nostra Schola W W W. B I S S H A N G H A I . C O M