KS3 Curriculum Booklet by British School of Beijing

Our Principles Philosophy To ensure that all those who participate in the life of our school leave us as better, more able, more responsible and more confident individuals.

Governance To provide the highest quality of education to our students, where the long-term development and reputation of the organisation are safeguarded.

Personal Development To encourage students to explore the extent of their intellectual and physical abilities, helping them to fulfill their maximum potential.

Values To uphold values of honesty, integrity and respect for others.

Environment To provide a vibrant, happy and secure environment that is conducive to the development of our students.

Staff To ensure the school recruits and retains high caliber professionals who are worthy of the responsibility entrusted upon us.

Social Responsibility To ensure our organisation and its members are involved in promoting the general good within our community.

Key Stage 3: English Subject Teachers: Mr Julian Nelmes & Mr Phillip Whidden Curriculum At KS3 students follow the new English programme of study for key stage 3 from the 2007 National Curriculum. This is based on the National Framework for Literacy at Key Stage 3.

Curriculum Aims Learning and undertaking activities in English contribute to achievement of the curriculum aims for all young people to become:  successful learners who enjoy learning, make progress and achieve  confident individuals who are able to live safe, healthy and fulfilling lives  responsible citizens who make a positive contribution to society. English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum subjects. In studying English, pupils develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively. Literature in English is rich and influential. It reflects the experiences of people from many countries and times and contributes to our sense of cultural identity. Pupils learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers. Looking at the patterns, structures, origins and conventions of English helps pupils understand how language works. Using this understanding, pupils can choose and adapt what they say and write in different situations, as well as appreciate and interpret the choices made by other writers and speakers. (English Programme of study for key stage 3 and attainment targets QCA 2007)

Assessment Assessment is on-going, which includes at least one formal assessment during each unit of work. These assessments will inform students’ learning and will help them to achieve their target progress of two National Curriculum sub-levels during the course of each year. For more information, including attainment targets please go to www.qca.org.uk/curriculum

Year 7 - Course of Study Students will cover three core units plus any three of the optional units of study during the year: Core units: Autobiography unit Students will study Boy by Roald Dahl or A Life’s Story unit on from Text. They will be looking at various forms of autobiographical and biographical material leading to students producing personal writing, as well as developing research and note taking skills.

Origins of the English Language unit The aims of this unit are to introduce students to texts of significant literary heritage starting with Beowulf and moving on to Chaucer’s Canterbury Tales. Students will investigate the changing nature of the English language right through from its beginnings up to the modern day and the resulting variations of global English. They will explore spelling patterns and the etymology of English words through the influence of other languages on the development of the language. Poetry unit (from the book Developing Poetry Skills). The unit will include poems by famous poets, poems grouped by theme, varying types of poetry (narrative, descriptive, lyric) and study of the methods of poetry (figurative language, structure, description) and important matters related to understanding poetry, such as cultural context, tone, style and voice. Optional units Extended Fiction unit – Buddy by Nigel Hinton. The aims of this unit are for students to explore the author’s craft through investigation of plot, sub-plot, characterisation, dialogue and descriptive techniques. They will also explore themes from the book and relate the text to wider social and cultural contexts. Gothic Horror unit – unit from the book Text The aims of this unit are for students to explore the author’s craft through investigation of plot, sub-plot, characterisation, dialogue and descriptive techniques. The materials used are taken from a range of texts in the literary heritage of the English language. ‘Our World’ unit from the book Text: The aims of this unit are to develop reading skills through the study of various texts from around the world, as well as develop writing skills, especially for the purpose of reviewing and arguing.

Year 8 - Course of Study Students will cover the core units, plus any three two of the following units throughout the year: Core units Poetry unit from Interactive Poetry: a selection of poetry from William Blake. Students will study a selection of Blake’s poems, which are part of the literary heritage of the English language. They will examine elements of language, style and structure of the poems, as well as explore the social and historical context of the poems. Drama unit Romeo & Juliet by William Shakespeare The aims of this unit are to examine Shakespeare’s use of language and dramatic techniques and deepen students’ understanding of the cultural and literary heritage of the English language. Students will also examine film versions of the play from a media perspective, learning some of the techniques used in film-making and understanding why directors make the choices they do and the effects they want to achieve.

Optional units Extended fiction - Class reader Skellig by David Almond The aims of this unit are to explore and examine the author’s craft through investigation of plot, sub-plot, characterisation, dialogue and descriptive techniques. Students will also explore themes from the book and relate the text to wider social and cultural contexts. Extended Fiction - Class reader Holes by Louis Sachar The aims of this unit are to explore and examine the author’s craft through investigation of plot, sub-plot, characterisation, dialogue and descriptive techniques. Students will also explore themes from the book and relate the text to wider social and cultural contexts. The Island Writing Unit– A unit covering speaking and listening group work and writing for a wide range of purposes and audiences. Advertising from Interactive Non-Fiction and Media Students will learn about the impact of television on our lives, as well as explore conventions of television genres such as situation comedies and drama. They will also learn about the way radio stations target different audiences and about radio dramas.

Year 9 - Course of Study Students will cover the following units throughout the year: Extended Fiction Unit - Animal Farm by George Orwell The aims of this unit are to explore and examine the author’s craft through investigation of plot, sub-plot, characterisation, dialogue and descriptive techniques. They will study the conventions of satire and allegory, as well as explore rhetorical techniques. Students will also explore themes from the book and relate the text to wider social and cultural contexts. Short Stories Unit Students will be focusing on the craft of the writer in a series of themed short stories from ‘Stories from around the World’. Students will be also studying themes and broadening their understanding of the stories’ wider social and cultural contexts. Drama Unit Richard III by William Shakespeare The aim of this unit of work is for students examine Shakespeare’s use of language and dramatic techniques and deepen their understanding of the cultural and literary heritage of the English language. Students will also examine film versions of the play from a media perspective, learning some of the techniques used in film-making and understanding why directors make the choices they do and the effects they want to achieve. They will also learn to develop their own interpretation of elements of the play. Poetry Unit a selection of poetry from Thomas Hardy. Students will cover the following poems: A Light Snow-Fall after Frost, Heredity, The Walk. Students will examine elements of language, style and structure of the poems, as well as explore the social and historical context of the poems.

Television and Radio Unit from Interactive Non-Fiction and Media. Students will learn about the impact of television on our lives, as well as explore conventions of television genres such as situation comedies and drama. They will also learn about the way radio stations target different audiences and about radio dramas. Homework Homework is set as per homework timetable and normally related to the current unit being studied. In addition, students are expected follow the BSB reading programme.

How to Support Your Child’s Learning Talk to your child about what he or she is reading and learning Give your child plenty of opportunity for personal reading in English Encourage your child to read through any written homework before submitting it. Tools for Learning A dictionary and thesaurus at home Access to computer and Internet at home A portable USB storage device A variety of reading materials in English A black of blue pen Extra-Curricular Activities & Trips The English department organises theatre trips during the year, depending on availability of suitable productions. We also arrange for guest speakers to visit; in previous years we have had children’s writers Nigel Hinton, Ridley Pearson, Susanne Gervay and poet Liz Niven. Useful websites   

QCA website http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/english/keystage3/index.aspx BBC Bitesize for KS3 http://www.bbc.co.uk/schools/ks3bitesize/english/ English grammar and punctuation http://www.edufind.com/english/grammar/toc.cfm

Key Stage 3: Mathematics Subject Teachers: Mr Paul Readdy, Dr Swarminathan Gurumurthy and Mr Robert Bridges

Course Year 7: Follow the Key Maths Text (Nelson Thornes) for Year 7 Year 8: Follow the Key Maths Text (Nelson Thornes) for Year 8 Year 9: Follows the Key Maths Text (Nelson Thornes) for Year 9

Units Year 7: Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Number Patterns Area and perimeter Arithmetic and the calculator Statistics (Diagrams) Statistics (Averages) Algebra (Expressions) Decimals Angles

Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16

Area Directed Numbers Algebra - Substitution Percentages Mental Mathematics Statistics - Diagrams Statistics - Algebra Straight Lines

Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15

Negative Numbers Fractions and percentages Algebra (Equations) Probability Shape and construction D work Scale drawing Symmetry

Year 8: Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8

Ratio Inequalities Probability Angles Transformations Graphs SATâ&#x20AC;&#x2122;s Revision

Year 9: Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Assessment

Statistical - diagrams Statistical - averages Algebra 9 (brackets and equations) Circles Number revision Volume Formulas Pythagoras

End of unit tests End of term assessments Teacher assessments (ongoing) Group project/work

Unit 9 Unit 10 Unit 11 Unit 12 Unit 13 Unit 14 Unit 15 Unit 16

Transformations Trigonometry Probability Accuracy Algebra Loci Graphs Get in shape

For Year 9 SATs Key Stage 3 Public examination Homework Homework is set as per homework timetable and normally related to current unit being studied. How to Support Your Child’s Study Check and assist with homework Ensure they can recall multiplication tables up to 12 x 12 Ask mental mathematics questions to improve mental addition, subtraction, multiplying and division Tools for Learning Casio Scientific calculator Ruler Compass and protractor Useful websites   

www.bbc.co.uk/skillswise www.nrich.maths.org.uk www.coolmath.com

Key Stage 3: Science Subject Teachers: Dr Iain Massie, Dr Swarminathan Gurumurthy and Mr Robert Bridges

Course The key stage 3 science course is based on the QCA schemes of work but will follow the New Exploring Science, How Science Works course. Year 7, 8 and 9 will be issued with a textbook and a CD of the book.

Unit

Title

Introductory Unit

Tissues & Transplants (Cells)

Sex & science (Reproduction)

Ecology Matters

Classified

What happens when chemicals react together?

Acids & Alkalis Bubbles, Bangs & burning (Simple Chemical reactions) What a waste (Particle theory)

Energy & Sustainable living

Using and preserving energy resources.

Electrical circuits

Ideas and using electricity.

Forces and their effects

How we use forces.

The solar system and beyond

Ideas about the solar system and how it affects us.

Unit 8A

Title Food glorious food

Going for gold (Circulation & respiration)

8C 8D 8E

Doctors & disease (microbes) The way of the dodo (ecology) Water (solutions)

Materials & recycling (atoms & elements)

8G 8I

All that glitters (compounds & mixtures) Heat transfers Forces & transport (electromagnets & pressure) Light Sound & hearing

8J 8K 8L

Description A general introduction to science, safety, measurements and equipment. A course looking at the structures and functions in living organisms. A study into the role, structure and function of the reproductive systems. How organisms interact with each other and the environment. Studying organisms in the environment. Acids, alkalis and their uses.

How particles behave.

Description The role of food and the digestive system. The role of the circulatory and respiration systems in fitness and health. The roles of microbes. Studying how populations change. Mixing solids and liquids and how to separate them. The properties of elements and materials and why we should conserve them. What happens when different atoms come together. How does heat move? How can we make transport easier using pressure and electromagnets? The properties of light and how we see things. How we hear and change sounds.

Unit 9A 9B 9C 9D

Title Science & fiction (inheritance & selection) A model career (fit & healthy) On the farm (Plants and photosynthesis) Crime scene investigation (new) Building for the future (reactions of metals & metal compounds) Sculpture park (reactivity series) Cleaning up (environmental chemistry) Flying materials (using chemistry) Buying energy Satellites & space Record breakers Dam it! (pressure and moments)

9E 9F 9G 9H 9I 9J 9K 9L

Description Genetic inheritance and use of genetics. Fit and healthy living Plant growth and photosynthesis Using biology to detect evidence Reactions of metals and materials and the environment. How materials react differently Cleaning up the environment from chemicals Using chemicals to improve materials. Energy generation and costs. Gravity and space Speeding up Using pressure and moments.

Assessment Mid term tests End of term assessments Teacher assessments (ongoing) Homework Homework is set on a regular basis and is normally related to current unit being studied. How to Support Your Child’s Study Check and assist with homework Encourage him/her to independently research Encourage him/her to learn the new scientific vocabulary required for each unit. Tools for Learning Science dictionary Calculator USB flash drive Useful websites    

www.bbc.co.uk/schools/ks3bitesize/science/ www.standards.dfes.gov.uk/schemes2/secondary_science/ http://home.clara.net/darvill/ http://www.schoolsnet.com/uk-schools/schoolHome.jsp

Key Stage 3: Chinese (First Language Group) Subject Teacher: Ms Xiao Xiao

Course Year 7: 1. 2. 3. 4. 5. 6. 7.

Narrative reading and writing (level4) Expository reading and writing (level4) Descriptive reading and writing (level4) Classical Chinese poem, modern Chinese poem, Western poem (level4) Chinese drama (level4) Chinese historical story, fable story, fairytale (level4) Extra reading – Bao Hu Lu De Mi Mi, Xia Ci Kai Chuan Gang (level5)

Assessment in Year 7 Summative assessment: “End of module” examinations on completion of each module. Formative assessment: pair-work, mini-projects, posters, oral contribution in class. Extra Formal assessment content (optional as part as the extension programme): - Basic knowledge of Chinese history - Basic knowledge of Chinese geographical region and area - Basic knowledge of some famous Chinese poet and author - Basic knowledge of Chinese grammar - Basic knowledge of Chinese literature Homework in Year 7 Homework is set as per homework timetable and related to the current unit being studied. Year 8: 1. 2. 3. 4. 5. 6. 7.

Classical Chinese poem, modern Chinese poem, Western poem (level5) Descriptive reading and writing (level5) Biography and autobiography (level5) Narrative reading and writing (level5) Expository reading and writing (level4) Chinese drama (level5) Extra reading – Cheng Nan Jiu Shi, Hu Lan He Zhuan (level6)

Assessment in Year 8 Summative assessment: “End of module” examinations on completion of each module. Formative assessment: pair-works, mini-projects, posters, oral contribution in class. Extra Formal assessment content (optional as part as the extension programme): - Basic knowledge of traditional Chinese art and music - Basic knowledge of Chinese custom - Basic knowledge of some famous Chinese poet and author - Basic knowledge of Chinese grammar - Basic knowledge of Chinese literature Homework in Year 8 Homework is set as per homework timetable and related to current unit being studied. Year 9: 1. Narrative reading and writing (level6) 2. Lyric prose (level5) 3. Classical Chinese fiction and modern Chinese fiction (level5) 4. Classical Chinese nonfiction and modern Chinese nonfiction (level5) 5. Expository reading and writing (level5) 6. Chinese drama (level6) 7. Biography and autobiography (level6) 8. Extra reading – Cao Fang Zi, Na Han Assessment in Year 9 Summative assessment: “End of module” examinations on completion of each module. Formative assessment: pair-works, mini-projects, posters, oral contribution in class. Extra Formal assessment content (optional as part as the extension programme): - Basic knowledge of Chinese scientific achievement - Basic knowledge of Chinese religion and classical education - Basic knowledge of some famous Chinese poet and author - Basic knowledge of Chinese grammar - Basic knowledge of Chinese literature Homework in Year 9 Homework is set as per homework timetable and related to current unit being studied.

How to Support Your Child’s Study • Check and assist with homework • Check their knowledge of key vocabulary (list in books at the end of each module) • Check and assist with extra reading

Tools for Learning • Bilingual dictionary Lai Ming and Lai Tai-yi – The New Lin Yutang Chinese-English Dictionary (Hong Kong, Panorama, 1987) Liang Shiqiu – A New Practical Chinese-English Dictionary (The Far East Book Company, 1972) Liang Shiqiu – Far East Chinese-English Dictionary (Beijing, Xinhua) Wu Jingrong – A Chinese-English Dictionary (Beijing, Shangwu, 1990) Concise English-Chinese Chinese-English Dictionary (Beijing, Shangwu, 2005) • Advanced dictionary The Contemporary Chinese Dictionary (Beijing, Shangwu, 2008) Chinese Idiom Dictionary (Beijing, Shangwu) Xinhua Dictionary (Beijing, Shangwu, 2007) Extra-Curricular Activities Chinese Reading Club (term1-3) Chinese Writing Club (term2-3) Chinese Drama (term3) Useful websites    

www.pep.com.cn (comprehensive range of online material related to textbooks) www.hsk.org.cn (HSK exam centre) www.confuciusinstitute.net (comprehensive range of online activities) www.bbc.co.uk/languages/chinese (language and cultural information)

Key Stage 3: Chinese: (Secondary language A) Subject Teacher: Ms Ella Liu Course Year 7: 1. 2. 3. 4.

Parts of the body and illness Food and health Shopping, everyday articles, stationery and gifts Furniture and electrical appliances in the house, furniture and electrical appliances in the house, life at home, asking the way

Year 8: 1. 2. 3. 4.

Year 9: 1. 2. 3. 4. 5. 6. 7.

Relatives Appearance Seasons and weather School life Shopping and food Asking the way Neighbours

Assessment: End of unit tests. End of term assessments Teacher assessments (ongoing)

Homework: Homework is set twice a week and related to current unit being studied: How to Support Your Childâ&#x20AC;&#x2122;s Study Check and assist with homework Encourage them to speak more Chinese as well as experiencing Chinese culture Encourage them to read more Chinese books, bilingual or pinyin.

Tools for Learning Bilingual dictionary Chinese reading materials You can buy them in the Wang Fu Jing Bookstore. Extra-Curricular Activities Chinese calligraphy club (Culture) Chinese reading Useful websites ď&#x201A;ˇ

ď&#x201A;ˇ

http://www.confuciusinstitute.net/ http://chinesereadingworld.org/ (this website helps learners to practise reading skills.)

Key Stage 3: Chinese (Secondary language B) Subject Teacher: Mrs Stella Zhang Course Year 7: 1. 2. 3. 4. 5. 6. 7. 8.

Family, Time, Colour, Clothing, Daily routine Country and Languages Subjects of Study Parts of the body and illness Food and health hobby Shopping Furniture and house

Year 8: 1. 2. 3. 4. 5. 6. 7.

Country and Languages Subjects of Study Parts of the body and illness Food and health Hobby Shopping Furniture and house

Year 9: 1. 2. 3. 4. 5. 6. 7.

Relatives Appearance Seasons and weather School life Shopping and food Asking the way Neighbours

Assessment: • End of unit tests. • End of term assessments • Teacher assessments (ongoing)

Homework: Homework is set twice a week and related to current unit being studied: How to Support Your Child’s Study Check and assist with homework Encourage them to speak more Chinese as well as experiencing Chinese culture Encourage them to read more Chinese books, bilingual or pinyin.

http://www.confuciusinstitute.net/ http://chinesereadingworld.org/ this website helps learners to practise reading skills. http://hk.gochinese.net/goChinese/index.jsp/

Key Stage 3: French Subject Teacher: Mrs Amélie Azeem Course Content Year 7: 1. Meeting people: greetings, alphabet, school objects, counting up to 20, age and birthdays, colours 2. Family: family members, pets, describing self and others, Christmas in French speaking countries 3. House and home: describing habitat, types of houses, bedrooms, evening activities, telling the time 4. Daily routines: morning routine, school subjects, opinions and reasons, school timetables 5. Places in a town: asking for directions, places in town, expressing opinions, ordering drinks and snacks Assessment in Year 7 Summative assessment: “End of module” examinations on completion of each module. Formative assessment: pair-works, mini-projects, posters, oral contribution in class. Extra Formal assessment (optional as part as the extension programme): Module 1: produce a poster that display module 1 content Module 2: produce a “wanted” poster that recaps on Module 1 & 2 content using word processing. Module 3: write a letter describing your dream house. Module 4: make a PowerPoint presentation on school life at BSB Module 5: produce a booklet on a chosen town. Homework in Year 7 Homework is set as per homework timetable and related to current unit being studied: Learning homework involves learning to say, spell, understand and use the vocabulary in context. Year 8: 1. Family: talking about family / jobs / talking about where people live/ weather / personal descriptions 2. Free time: sports, TV programmes, going out with friends, leisure activities, Christmas 3. Outings: invitations, accepting and refusing, making excuses, clothes, shopping 4. Eating and drinking: food and meals, food shopping, preparing a party, healthy eating, at the restaurant 5. the world around us: countries and nationalities, planning holiday, talking about holiday in the past

Homework in Year 8 Homework is set as per homework timetable and related to current unit being studied: Learning homework involves learning to say, spell, understand and use the vocabulary in context. Year 9: 1. Leisure: TV and opinions, cinema and films, reading, opinions, daily routine 2. Future: predictions, careers, why languages are important (linked to Yr9 Options), Christmas 3. Healthy living: body parts, illnesses and injuries, healthy living, advice and instructions 4. Eating and drinking: food and meals, food shopping, preparing a party, healthy eating, at the restaurant 5. Holidays: regions of France, travel arrangements, arranging for a hotel Assessment in Year 9 Summative assessment: “End of module” examinations on completion of each module. Formative assessment: pair-works, mini-projects, posters, oral contribution in class. Extra Formal assessment (optional as part as the extension programme): Module 1: create a profile of a French speaking actor and write a review on their movie (use IT) Module 2: carry out a research on why study languages and write a report/devise poster for next year’s Yr9 Module 3: write and perform role-play Module 4: produce a didactic PowerPoint presentation on range of tenses and implications / French restaurant advertisement Module 5: produce a Podcast advertisement for Beijing (cross-curricular with ICT) Homework in Year 9 Homework is set as per homework timetable and related to current unit being studied: Learning homework involves learning to say, spell, understand and use the vocabulary in context.

How to Support Your Child’s Study Check and assist with homework Check their knowledge of key vocabulary (list in books at the end of each module) Tools for Learning Bilingual dictionary (Oxford Learner’s French Dictionary – ISBN 978-0-19-911645-4) Extra-Curricular Activities French Club (term 1) French books and magazines in library Useful websites      

www.wildfrench.co.uk (comprehensive range of online activities directly related to Expo) www.frenchrevision.co.uk (lots of online vocabulary work on different topics. The Beginner section is good for KS3.) www.bbc.co.uk/languages/french (language and cultural information) http://zut.languageskills.co.uk/index.html (online resources, including sound files) www.bonjour.org.uk (subscription site with interactive exercises) www.momes.net (all sorts of information

Key Stage 3: Spanish Subject Teacher: Mrs Marta Molina-Cox

Course Content Listos Key Stage 3 National Framework Spanish Course

Units:

Year 7: 1. 2. 3. 4. 5. 6.

Greetings and introductions, classroom items and instructions, birthdays, computers. Countries and nationalities, languages, family details, pets, describing self and others, Spanish speaking countries. School subjects, likes and dislikes, describing our school, how we travel to school, schools in Spain, telling the time, meals, food and drinks. House and home, describing rooms in the house, daily routine, after school activities. Directions, places in a town, describing towns, weather, life in Barcelona. Sports, free time, the weekend, helping with housework, Spanish young people.

Year 8: 1.

3. 4. 5. 6. 7. 8.

Talking about yourself and other people and making comparisons, saying how you do something, school and home routine, talking about immediate and future plans, asking for things and saying what you need, buying gifts and selecting gifts for friends and family, writing a thank-you letter. Food: what you eat and what you like eating, meal times in Spain and other countries, buying food in a shop, finding out how much things cost, numbers and measurements, saying you are hungry and thirsty and ordering ‘tapas’ and drinks, talking about healthy eating Shopping for clothing, talking about clothes, likes and dislike and what suits you, comparing prices. Uniform: talking about your school uniform, different types of shops, what you can buy in them. Town: asking what is of interest in a place and what activities you can do, talking about where you go and what you do on holiday, talking about your holidays, where you went, who with and what you did. Going out: making arrangements to go out, saying what sort of films you like, buying a cinema ticket and describing an event in the present and in the past. Feeling ill, saying what’s wrong, in the chemist asking for medicines and advice. Talking about how long you’ve been doing something, talking about what you should or shouldn’t do, talking about a healthy lifestyle.

Year 9: 1.

4. 5.

6. 7.

Introducing self to others and giving family information, describing your home and its contents, describing your town and expressing opinion about places and making comparisons between them. Talking about the weather. Describing school building and facilities, expressing opinion about school and give reasons. Describing daily routine and extra-curricular activities in school and outside school, talking about and describing holiday plans. Asking for and giving travel information, finding your way in a railway station, buying tickets, describing transport in a local area and describing difficult journeys and expressing opinions, talking about favourite ways of travel, reporting car breakdown, describing road accidents. Talking about health, saying why you feel ill and saying how you have hurt yourself, booking hotel accommodation, checking in, describing your lost property and making complaints. Talking about household chores that you do, describing a part-time job, saying how you spend your money, work experience, describing it, discussing pros and cons of work, describing lifestyle, giving and receiving health advice. Shopping in a department store, giving directions, expressing opinions and preferences about shopping, buying food, clothes and making comparisons. Finding out what’s on, buying tickets, inviting someone out, taking phone messages, accepting and declining an invitation, reading and discussing newspapers, magazines and comics, giving information about famous people, expressing opinion about a film or event, describing the plot of a soap opera. Describing types of personality, talking about problems at home and school, discussing the dangers of drug dependency, describing environmental problems and solutions, saying what you do for the environment. Discussion the options for further study, discussing school rules, talking about career choices, making a job application.

Assessment: End of module tests. End of term assessments Teacher assessments (ongoing) Homework: Homework is set as per homework timetable and normally related to current unit being studied. How to Support Your Child’s Study: Check and assist with homework Check knowledge of key vocabulary at the end of each module Tools for Learning: Bilingual dictionary Extra-Curricular Activities: Spanish books and magazines in the library Useful websites:   

http://www.spanishrevision.co.uk/ks3/listos1/index.htm, www.bbc.co.uk/languages/spanish www.languageskills.co.uk,

Key Stage 3: EAL Subject teacher: Mr Jim Hartland Course University of Cambridge PET (Preliminary English Test) and FCE (First Certificate in English) depending on students’ current ability Course recommended text: “Cutting Edge” Intermediate (for PET level) and Upper Intermediate (for FCE level) Workbooks, textbook and students’ CD (Longman) “English Grammar in Use: Intermediate” by Raymond Murphy (Cambridge) “English Vocabulary in Use: Pre-intermediate and Intermediate” by Stuart Redman (Cambridge) Assessment End of unit tests. End of term assessments Externally assessed Cambridge ESOL test (exact date is dependent on student’s progress but is likely to be towards the end of term three) Homework Homework is set as per homework timetable and normally related to current unit being studied. In addition, as part of their normal English classes, students should always have a reading book at home. This will be referred to at times in EAL lessons. Tools for Learning A good quality learner English dictionary (for example “Collins Cobuild Advanced Dictionary of British English”. This is preferable to a bi-lingual dictionary. Extra-Curricular Activities Anything involving speaking, listening, reading or writing but in particular Drama club, Debating club, Film club, Creative Writing club, Magazine club. How to Support Your Child’s Study Check and assist with homework Encourage your child to read, write, speak and listen to English as much as possible (without neglecting their first language) Encourage your child to use English at all times (except Chinese and MFL classes) in the school including break and lunch times. This will improve their English and assist in their socialization throughout the school. Useful websites    

http://www.pearsonlongman.com/newcuttingedge/ (includes materials related to the course book) http://www.cambridgeesol.org/exams/general-english/index.html information and advice about the Cambridge exams http://www.bbc.co.uk/worldservice/learningenglish/ Lots of materials and games. Also includes podcasts your child could listen to if they have an MP3 player http://www.learnenglish.org.uk/ British Council site filled with games and activities for every level

Key Stage 3 History Subject Teacher: Mr. Nick Bourne

Course Year 7: History is based on studying topics from Ancient and Medieval History. Year 8: History is based on studying topics from start of the Modern Age – the Renaissance, Reformation and Voyage of Discovery and Revolutions Year 9: History is based on studying topics from the Modern Age – Slavery, Conflict and Revolutions Units Year 7: 7A. Introduction – What is History and looking at evidence. 7B. The Norman Conquest 7C. Ancient China 7D. The rise of Islam and the Crusades 7E. The Black Death and the Japanese Samurai Year 8: 8A. Power and religion – The Reformation and the Tudor dynasty 8B. The Renaissance 8C. The Voyages of Discovery and the effects of exploration 8D. The American or French Revolution 8E. My Country’s History Year 9: 9A. Slavery and Black Peoples of the Americas, Civil Rights 9B. Conflict – World War One, Two and the Vietnam War 9C. The Industrial, Agricultural and Transport revolutions

Assessment End of unit tests. End of term assessments Teacher assessments (ongoing) Homework Homework is set as per homework timetable and normally related to current unit being studied.

How to Support Your Child’s Study Check and assist with homework Encourage them to independently research, Read books, magazines or watch documentaries or films linked to the topics being studied. Tools for Learning Full set of pencil case items. Extra-Curricular Activities Debating club Useful websites  

www.bbc.co.uk/schools/ks3bitesize/history/ www.schoolhistory.co.uk

Key Stage 3 Geography Subject Teacher: Mrs Jo Parr

Course Key stage 3 geography course is based on the QCA schemes of work

Units Year 7: All units are theme based. This allows for more effective progression through years 8 and 9. 1 2 3 4 5

The world around us – Introduction to physical and human geography, features and processes. Also to data gathering, graphs, atlases and grid references. The watery world – Looking at water and how it impacts on humans and the environment especially as regards to flooding. The built up world – Looking at settlements and with specific reference to Beijing, we investigate how and why they change over time. The natural world – Introduction to environmental geography with investigation into resources and how they are used. The restless world – Looking at causes and effects of volcanoes and earthquakes with an emphasis on how risk can be reduced.

Units combine a mixture of knowledge and understanding of basic concepts with skills based enquiry and investigation. Year 8: In year 8 there are four units. This is due to the differing unit lengths as units 3 and 4 are long units of 10 weeks whereas units 1 and 2 are shorter. 1 Coasts - This unit introduces pupils to geology and more physical geography, showing processes affecting erosion and deposition as well as looking at coastal management. 2 Geological Landscapes – As an introduction to weathering, this unit looks at limestone features and the processes that cause them. 3 Weather and Climate – pupils will be investigating microclimates as part of an enquiry and will also look at all aspects of the weather and meteorology. 4 Brazil - Pupils will study Brazil as part of an understanding of a newly industrialising country, looking at inequalities as well as other aspects of human and physical geography such as industry, farming, migration, ecosystems and settlement.

Units combine a mixture of knowledge and understanding of basic concepts with skills based enquiry and investigation.

Year 9: 1 2

3 4 5

Tourism - Pupils look at the impact of tourism in different countries with an emphasis on its changing nature as regards the emergence of responsible tourism. Japan - Investigating aspects of a developed country within Asia; its economic activities and employment structures; its population and natural hazards. We ask if developed countries can become more sustainable without affecting economic growth. World Development - Pupils assess the development of certain countries and look at how it is measured by varied indicators. They also look at aspects of globalisation within this theme. Resources and the environment - Following on from the last unit, pupils have a chance to look at environmental problems such as pollution and can ask whether this is a local or a global issue. Global Warming - A basic unit that reflects growing awareness of climate change, its causes and effects and possible solutions.

Units combine a mixture of knowledge and understanding of basic concepts with skills based enquiry and investigation. In year 9 there is a growing emphasis on decision making activities and problem solving as well as expansion of answers to include cause and effect. Assessment End of unit tests. Themed assessments within the unit Teacher assessments (ongoing) Homework Homework is set as per homework timetable and normally related to current unit being studied. How to Support Your Childâ&#x20AC;&#x2122;s Study Assistance with geographical vocabulary is sometimes required if English is not a first language. Assistance in independent research. Encourage their basic country knowledge by talking about places they have visited and their location. Tools for Learning An atlas and a world map USB flash drive, pencil, sharpener, ruler, eraser and a set of coloured pencils. Useful websites ď&#x201A;ˇ ď&#x201A;ˇ

Main website for all projects: www.nationalgeographic.com http://mapzone.ordnancesurvey.co.uk, www.oxfam.org.uk/coolplanet

Key Stage 3 ICT Subject Teacher: Mr Kim Ng

Course The KS3 ICT course is based on the QCA schemes of work.

Units Year 7: Unit 1 Using ICT Unit 2 Information and presentation Unit 3 Processing text and images Unit 4 Modeling and presenting numeric data Unit 5 Data handling Unit 6 Control and monitoring Year 8: Unit 1 Public information system Unit 2 Publishing on the web Unit 3 Information: reliability, validity and bias Unit 4 Models and presenting numeric data Unit 5 Control Year 9: Unit 1 Gathering and processing data Unit 2 Audio editing and Podcasting Unit 3 Control systems Unit 4 Building a system and managing a project Assessment End of unit tests. Assignment/Project assessments Teacher assessments (ongoing) Homework Homework is set as per homework timetable and normally related to current unit being studied.

How to Support Your Child’s Study Encourage your child to practice his/her ICT skills Encourage your child to proofread their work, checking the content and layout before printing and submitting Encourage your child to think about ways of improving ideas and quality of work Encourage your child to submit all work on time and catch up on all work missed as a result of absence Encourage safe working practices by ensuring your child takes breaks from using the computer and avoids long periods of repetitive game playing Discourage your child from copying and pasting work from the Internet. Check that your son is using his time on the computer wisely as it is very easy to become distracted by other activities when using a computer Tools for Learning Office suite (MS Office or Open Office) USB flash drive Web-based email account (Gmail or Yahoo Mail) Audacity sound editor Extra-Curricular Activities Podcasting Field trips Useful websites       

http://www.getsafeonline.org/ http://www.maran.com/dictionary http://www.thekjs.essex.sch.uk/yates/ks3.htm http://workspace.officelive.com http://docs.google.com http://fotoflexer.com http://www.zamzar.com

Key Stage 3 Art and Design Subject Teacher: Ms. Charlotte Yearn

Course Designed using the National Curriculum of England and Wales.

Units All projects require students to research gather and present visual and other information according to the topic being studied. Student’s research is then assessed according to the relevant criteria. Year 7 1) Portraiture and character – Exploring the qualities of different drawing materials; looking at form, tone and mark making. Students will then present a final mix media drawing that reflects their own personality/ how they believe that people view them. 2) Matisse jugs – Inspired by the work of Henri Matisse students will design and make a card jug based on Matisse. 3) Claus Oldenburg – Inspired by Oldenburg’s Pop Art sculptures of foods. Students will Draw, colour and design sculptures of their favourite foods. 4) Still Life – Working from observation initially; students will use graphite pencils to create an A2 drawing. This will then be developed into a painting study. 5) Lisa Milroy – Inspired by Milroy’s paintings Students will research mundane/ everyday objects and practice drawing them as realistically as possible. Taking photographs and gathering appropriate resources. Then they will paint in the style of Milroy the chosen objects. Year 8 1) Stamp design – Initially working from landscape images students will first draw a stamp. Then develop the colour design of the stamp and lastly create a mix media textured stamp. ( A2) th 2) Giacometti – Inspired by the 20 Century sculptor; students will explore proportion and select, gather and analyse his work. Working together they will sketch different postures and positions. Then using wire and clay create their own interpretation of his work. 3) Gaudi – Students will work from observation drawing the school/ part/ an area of the school. Inspired by Gaudi they will re-design part/all of the building as how Gaudi may have built the school. 4) Surrealism and Clocks – Students will research, gather and select information on suitable Surrealist artists. Using this as inspiration draw/ design and then make a surreal clock. 5) Observational studies – Develop student’s observational skills and experience of different drawing and painting materials. Exploring graphite, pastel and inks. Year 9 1) Georgia O’Keeffe – Inspired by O’Keeffe students will work from observation in pencil, looking very closely at a flower and recording detail. The drawings will then be developed in to an Acrylic painting and finally a mixed media collage. 2) Architecture – Student will explore the sequential development and different images achieved through a variety of media and processes; pencil study, ink and wax study and Lino Print. 3) Metamorphosis – Inspired by Surrealism, students will research, experiment, design and select materials to create a sculpture. (Pair work) 4) Miro – Inspired by Joan Miro; students will research and then create their own painting inspired by Miro; selecting a scene from Beijing and creating characters.

Assessment Teacher assessment is ongoing – Students are assessed at the end of a unit of work according to national curriculum criteria. Alongside the end of unit assessment homework’s and sketchbook work is marked according to school policy. They are assessed on their ability to explore and create and their demonstration of understanding and evaluating visual and other materials. Homework Homework is set as per homework timetable and normally related to current unit being studied. It is only set when appropriate. All homework is set for the week and should be brought to the next lesson. How to Support Your Child’s Study Encourage them to draw and paint independently in their sketchbook. Use the internet to research and look at artists work. Tools for Learning Pencils and pencil crayons. Water colour paints. Sketchbook. Extra-Curricular Activities Encourage your child to visit galleries and museums and practice drawing. Useful websites  www.artchive.com; http://witcome.sbc.edu/ARTlinks.html;  www.axisartists.org.uk  www.tate.org.uk; www.thebritishmuseum.ac.uk

Key Stage 3: Physical Education Subject Teachers: Mr. Julian Barnsley and Miss Tracey Hill

Course The Key Stage 3 PE course is based on the QCA schemes of work.

Units Football In this unit, pupils will focus on developing team attacking and defending strategies and techniques during small sided games. They will use their existing knowledge, skill and understanding to develop the effectiveness of their play. Additionally, the pupils will select and apply their skills so that they can carry out tactics with the intention of outwitting their opponent(s). Volleyball In this unit, pupils will focus on developing their understanding of the tactics, and recognising the importance of, and improving the techniques required to play more effectively and consistently. They will continue to develop the fundamental skills of the game and transfer these techniques into competitive game scenarios. Assessment End of unit assessment – Students are placed within a National Curriculum level applicable to their physical strengths, knowledge and understanding. Peer/ Self assessments Teacher assessments (ongoing) How to Support Your Child’s Study Practice basic skills and actions at home Encouragement to join sports clubs within and outside the school. Tools for Learning Correct PE kit Appropriate footwear Protective equipment e.g. shin pads for football. Extra-Curricular Activities Students will have the chance to represent their school within the ISAC (International Schools Athletics Conference) community in the sports of football, volleyball and swimming in weekly and twice weekly fixtures held at The British School and other ISAC member international schools. Useful websites  Youth Sports Trust – www.youthsportstrust.org  BBC Bitesize - http://www.bbc.co.uk/schools/gcsebitesize/pe/  The Fitness Jumpsite - http://primusweb.com/fitnesspartner/

Key Stage 3: Music Subject Teachers: Mr. A. Webb-Mitchell and Mr. P. England Course Designed from the National Curriculum of England and Wales. Units Year 7: Four beat Rhythms and Musical Notation Keyboard Skills The Instruments of the Orchestra Improvisation The Baroque Period Words and Rhythm Year 8: Musical structures Chords The Classical Period Chinese Music Musical Theatre Vocal Music Year 9: The Romantic period Jazz and Blues Music for Film Music of Latin America The Popular song since 1960 Music Technology Aims Music education encourages active involvement in different forms of music-making, both individual and communal, helping to develop a sense of group identity and togetherness. Music can influence pupils’ development in and out of school by fostering personal development and maturity, creating a sense of achievement and self-worth, and increasing pupils’ ability to work with others in a group context. Music learning develops pupils’ critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgments about musical quality. It also increases self-discipline, creativity, aesthetic sensitivity and fulfillment Assessment Within unit assessment/tests, End of year test Teacher assessments (ongoing) in the 3 key areas of: Performance, Listening and Composing Homework Homework is set as needed and normally related to current unit being studied. How to Support Your Child’s Study Encourage them to learn a musical instrument – it is never too late Encourage them to listen to as broader range of music as possible. Tools for Learning Keyboards, computers, interactive whiteboard, CDs, instruments Extra-Curricular Activities: Instrumental Programme, After School Activities (ASA’s)