In welcoming your child into the BSB community we aim to ensure that all children in our care are happy, confident, well-motivated, enthusiastic and excited about learning. One of our key goals is to develop within our pupils a desire to learn that will remain with them for life and help them to meet future challenges confidently and successfully. 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 seek a curriculum of quality - one that is team-planned, drawing upon the energy, imagination and talents of all. We offer a curriculum that recognises the importance of experiential learning and provides wholeheartedly for the needs of individual children. 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. As a whole school we acknowledge that good relationships are essential to develop our children’s self-image, confidence and independence. As a result, all members of staff work together to advance this caring and supportive atmosphere.
THE PRIMARY SCHOOL WHY IS BSB A ‘SCHOOL WITH A DIFFERENCE’ BSB is a wonderful school to be a pupil in, but why? Here is what pupils, parents and staff have said: Warm, welcoming and supportive of new children and their families: we know how to support families new to Beijing and help make their start at their new school a comfortable and fun experience. Friendly, approachable staff: teachers and TAs work very well together and parents find our staff to be highly professional and knowledgeable. Our pupils know that BSB staff are there to help and support them and there is a great deal of warm, caring interaction between staff and pupils regardless of age group. Native speaking teaching assistants: our TAs are second to none, as we hire only the best and the brightest, who must be intelligent native English speakers, with enthusiasm and sports/musical skill to be in our teaching teams which are lead by highly qualified teachers. In this way, our pupils have a very high level of teaching and interactions with trained native speakers, and make superb progress. A broad, balanced and challenging programme which includes sports, music and the arts for all pupils. Everyone is involved: all pupils have the chance to be in the choir, our famous musicals, concerts, sports teams and so on – all we ask for is enthusiasm and they are in! Parents are involved at BSB too with opportunities to help in class, join the Parents’ Society, run art classes for other parents, help in the Coffee Shop, library or with the Toddler Group – if you have the time and energy, we can use you!
Philosophy We aim to:
Educate pupils intellectually, socially, morally, aesthetically, physically and spiritually Give instruction in the basic skills, namely reading, listening, speaking, literacy, and numeracy . Encourage the development of all pupils, so that they will learn to take their place in society, Instill in pupils a sense of decency, commitment, self-reliance, responsibility, respect for others and healthy self-esteem Create an atmosphere that is relaxed but purposeful and facilitate the achievement of these aims by forming the best possible relationships between teachers, children, parents and others involved.
We are concerned with the development of the ‘whole child’, ensuring that we provide opportunities for all pupils to excel and be successful. We endeavour to teach what each child needs to excel, regardless of age, gender or ability. We present the child with tasks which are attractive and correctly differentiated to their targets. We wish to create incentives, to increase the natural thirst for knowledge and skills that is present in almost all children and to channel efforts into useful and interesting pursuits. We want children to enjoy school and to make the best use of their time there.
Values and Precepts We want our pupils to achieve their full potential and to become good members of the community by embracing, with us all, the following precepts:
To tell the truth To keep promises To respect the rights and property of others To act considerately towards all living things To help those who are weaker and less fortunate than ourselves To take personal responsibility for all our actions To develop self-discipline.
OUR TASK Promoting a Safe and Happy Community To have a happy school, an orderly and supportive atmosphere is necessary. School rules are based on the need for a large community of children and adults to work together. Children should be able to come to school happy and free of fear, knowing their rights will be respected, and prepared to respect the rights of others. Such rules that do exist do so to ensure mutual respect and to prevent injury or accident. We aim for a caring, orderly school based on selfdiscipline. Parental support is sought in ensuring that school rules are respected. The school’s emphasis is placed on encouraging and rewarding the positive aspects of children’s work and behaviour throughout the school. The learning environment is very organized, stimulating and challenging for all children. Classroom areas are arranged imaginatively and contain displays which assist learning, engage children in their learning process and celebrate children’s achievements. Parents are recognised and warmly welcomed in school. Their full involvement and contribution is sought consistently across the school in a partnership that enhances the children’s education and welfare.
Our Curriculum BSB recognises that successful curriculum needs to promote the four aspects of achievement, which are:
The ability to express oneself in oral and written form and, where appropriate, to remember facts accurately and use them constructively The ability to apply knowledge through practical tasks, problem solving, investigation skills, and through the use of oral and written language
The development of personal and social skills, such as the ability to work with others and to be able to take on a leadership role within a group
The ability to develop confidence that comes with self-discipline and the commitment to learn and persevere even when tasks seem difficult.
KEY STAGE ONE AND KEY STAGE TWO
CURRICULUM LITERACY English teaching concentrates on the four key skills that your child needs to get the most out of all their learning at school - speaking, listening, reading and writing. They can now put their thoughts into writing much more easily, because they know more about language, spelling and punctuation. At BSB we use the National Literacy Strategy Framework for teaching, which gives detailed objectives organised into twelve strands. The key skills are an essential part of our curriculum and different aspects are covered on a daily basis. We strive to offer a range of different activities using both the indoor and outdoor spaces. During our literacy lessons the children take part in many different kinds of activities. These may include using the Interactive White Board, playing games, taking part in a guided reading or writing activity, using computer programmes, drama activities, role play and many more. The children work in ability groups for literacy, completing tasks which have been especially prepared for their level. The teacher and TA take turns ‘focus teaching’ these little groups, reminding the children about their additional targets. In this way, challenge and secure learning can be achieved, allowing children to make the best possible progress and understand what they need to do next to improve further.
Speaking and Listening A child’s ability to listen actively and their capacity to express themselves effectively in a variety of speaking and listening activities, is essential to their development across the curriculum. We realise the importance of this, especially in an international setting. Children are therefore given a variety of opportunities to develop their speaking and listening skills. We provide opportunities for children to talk together in pairs (“talking partners”) or small groups, encourage children to speak about family, hobbies, pets and other areas of interest and provide opportunities through role-play and drama. In addition to literacy, we practise our speaking and listening skills in other curriculum areas too. They speak to different audiences and use language for effect. They shape what they say with a clear beginning and ending. They listen carefully, picking out the main points of what people say, and ask questions or make comments. They work flexibly in groups, making different contributions. They write scripts or improvise plays and comment on how successful their performances are. They learn about how language changes in different situations and between speech and writing.
Writing It is important for children to become confident, independent writers. To help them to achieve this, we give them a variety of opportunities to develop their vocabulary by listening to a wide range of stories and poems and using talk partners to help children to respond to stories. We use of role-play and drama to help children to generate ideas which they can use in their writing. We build upon the skills children have when they come to the school. We also use “Big Writing” which is a programme to help children use vocabulary, connectives, sentence openers and punctuation with increasing skills (VCOP for short). The children have Big Writing sessions each week where the task
is made important and special by the use of props, music, lighting or sensory stimulus. We find that these writing sessions are popular and really help the children progress dramatically. They write in a range of ways to explore feelings, explain, persuade, review and comment. They plan and draft their work, checking it for spelling, punctuation and grammar. Children need to have the opportunities to experiment, improvise and take risks. To encourage this we do not correct every spelling mistake a child makes in their free writing, but we provide support and opportunities to show them the correct model, emphasising how well they are doing and guiding them in their next attempt.
Cursive Handwriting At BSB we consider handwriting to be very important and we teach the children to write using a cursive (joined) handwriting style called Kingston. We believe handwriting must be taught, for we are so often judged by how neat and legible our handwriting is. Children are encouraged to form a joined hand from the start, and handwriting with the teaching of spelling often goes hand in hand, as this helps children’s spelling enormously.
Reading We encourage our pupils to become independent readers by exposing them to an attractive and stimulating array of books. These represent a wide variety of genre, formats and levels of difficulty. We provide Book Corners in each class, both as a means of learning to read and as a means of nurturing a love and enthusiasm for reading, creating competent and avid readers. We have a large, well-stocked school library that all the children use on a regular basis and are encouraged to borrow a variety of books from. We teach reading during literacy lessons in ‘shared reading’ sessions, in group ‘guided reading’ sessions and on a 1-to-1 basis too; the teaching of reading happens every day. We help our students to seek meaning and enjoyment from books by showing them how reading works; this is done by example and encouragement, with direct teaching about words and letters. We do not view reading as a competition or a race, but wish to encourage and develop readers for life. We teach phonics as an aid to reading, along with other techniques that good readers use to read and comprehend. They read a broad range of materials and use their knowledge of words, sentences and texts to understand the meaning. At the start of KS1, the children are taught to read using reading scheme books (with coloured book bands to show their level) which provide pupils with the support, repetition and simple story plots that we know are both of benefit and enjoyable to young readers. As they get better at reading challenging, lengthy texts are introduced for personal reading and they discuss the meaning of more mature fiction and non-fiction with others.
By the end of Key Stage 1 most children are able to: Speaking and Listening Show confidence in talking and listening Show awareness of the needs of the listener Develop and explain their ideas clearly and use a growing vocabulary Listen carefully and respond with increasing appropriateness Be aware that in some situations a more formal vocabulary and tone of voice are used
Reading Read simple texts showing an understanding that is usually correct
Express opinions about major events in stories, poems or non-fiction Use more than one strategy such as phonic, graphic, syntactic, and contextual in reading unfamiliar words and establishing meaning
Writing Produce writing which communicates meaning in both narrative and non-narrative form, using appropriate and interesting vocabulary Develop ideas in a sequence of sentences demarcated with capital letters and full stops Simple words are spelt correctly and inaccuracies phonetically plausible Handwriting consistent in size and letters correctly formed using the cursive style.
By the end of Key Stage 2, most children are able to: Speaking and listening Listen to presentations and discussions Talk intelligently about what they have heard Develop and shape ideas and stories, using language imaginatively to interest the listener Use some of the features of formal English when the occasion is right
Reading Understand important ideas, themes, events and characters Read between the lines Give ideas about a text, supporting them by referring to it Use different ways to find information in print and on screen (for example, an index, or web site links)
Writing Write in a lively, thoughtful way in a range of forms Organise ideas to draw them to the reader’s attention Use words adventurously and for effect Spell words accurately, most of the time Use punctuation to show where sentences begin and end and to make meaning clear within the sentence Write legibly and fluently in joined-up writing.
NUMERACY Our aim is to develop the children’s ability to make use of mathematical skills that enable them, as individuals, to cope with the numerical demands of everyday life. Throughout KS1 and KS2, we endeavour to make our mathematics as practical and as much fun as possible by using a multitude of resources. Our daily numeracy lessons consist of 3 parts: a mental numeracy starter, the main teaching input with independent or small group activities (in ability groups) and a plenary to check understanding and celebrate successes. The children work in ability groups for numeracy, completing tasks which have been especially prepared for their level. The teacher and TA take turns ‘focus teaching’ these little groups, reminding the children about their
additional targets and assessing their attainment and progress. In this way, challenge and secure learning can be achieved, allowing children to make the best possible progress and understand what they need to do next to improve further. Children are helped to acquire mathematical concepts and understandings through a variety of activities and are given the opportunity to cover number, calculating, shape space and measurement. We use and apply these skills in context as much as possible by integrating numeracy across the curriculum. Where possible, we plan many practical activities using the variety of resources available as well as using Interactive Whiteboards which are in all classes. The children are encouraged to record their findings by jottings, using number lines, whiteboards and exampling their answers. We aim for children to become confident when using mathematics and to ensure that it is an enjoyable activity for them. We use the National Numeracy Strategy Framework for teaching mathematics. This gives detailed aims for teaching numeracy, which are taught during lesson for all pupils.
Counting and understanding number (using and applying number, numbers and the number system, calculations, solving numerical problems) Shape, space and measures (using and applying shape, space and measures, understanding properties of
shape, understanding properties of position and movement and understanding measures) Handling data (using and applying handling data, processing, representing and interpreting data)
Children are taught how to use and apply mathematics. They decide how to tackle problems. They record what they do using mathematical language, symbols and diagrams, and explain their reasoning. Children are also taught how to use a calculator to solve certain sorts of problem, but are also expected to do numeracy in their heads or on paper.
By the end of KS1 most children will be able to: Using and applying Use mathematics as an integral part of classroom activities Represent their work with objects or pictures Recognise and use a simple pattern or relationship
Number and algebra Count sets of objects reliably Use mental recall of addition and subtraction facts to 10 Begin to understand the place value of each digit in a number and use this to order numbers up to 100 Choose the appropriate operation when solving addition and subtraction problems Use the knowledge that subtraction is the inverse of addition Use mental calculation strategies to solve number problems involving money and measures Recognise sequences of numbers, including odd and even numbers
Shape space and measures
Use mathematical names for common 3-D and 2-D shapes and describe their properties, including numbers of sides and corners Distinguish between straight and turning movements Understand angle as a measurement of turn and recognise right angles in turns Begin to use everyday non-standard and standard units to measure length and mass
Data Handling Sort objects and classify them using more than one criterion Record results in simple lists, tables and block graphs, in order to communicate their findings.
By the end of Key Stage 2, most children are able to: Using and applying mathematics Tackle a problem using different approaches, trying out ideas of their own Apply numeracy to practical problems Present their results in a clear and organised way
Counting and understanding number Multiply and divide decimals by 10 or 100, and whole numbers by 1000 in their heads Put in order a set of numbers with up to three decimal places Work with decimals to add and subtract on paper Reduce a fraction to its simplest form (for example, four-sixteenths to one-quarter) Work out fractions of numbers or quantities (for example, they should be able to work out five-eighths of 32, seven-tenths of 40 and nine-one hundredths of 400 centimetres) Understand that a percentage is the number of parts in every hundred, and work out simple percentages of whole numbers Solve problems involving ratio and proportion Know all the times tables and use them to divide as well as multiply Use +, -, รท, and \ to solve problems given in words, which could be about numbers or measures (kilograms, kilometres and so on) Use paper and pencil methods of multiplying and dividing for harder calculations (for example, 434.25 multiplied by 8, 195 divided by 6 and 352 multiplied by 27)
Understanding shape Use a protractor to measure angles to the nearest degree Calculate the perimeter and area of shapes that can be split into rectangles Read and plot coordinates in all four quadrants Interpret numbers accurately on a range of measuring instruments Tell the time and solve problems involving time on a 12-hour or 24-hour clock
Handling data Solve a problem by collecting and using information in tables, graphs and charts.
SCIENCE Science is one of the core subjects that is taught in KS1 and KS2. Every child has a natural curiosity about the way the world works and our programme aims to ensure that our children continue to develop inquiring minds that enable them to investigate the world around them with enjoyment, confidence, interest and curiosity. We encourage our children to develop a scientific approach to problems and guide them towards developing some basic scientific concepts. We do this by delivering a science curriculum that is fun and as practical as possible. Our science programme consists of 4 main elements:
Scientific enquiry (ideas and evidence in science and investigative skills) Life processes and living things (life processes, humans and other animals, green plants, variation and
classification and living things in their environment) Materials and their properties (grouping and classifying materials, changing materials and separating
mixtures of materials) Physical processes (electricity, forces and motion, light and sound and the Earth and beyond)
Through work in these areas children are taught about scientific enquiry. The teacher or children ask questions and develop ideas, then the children work together to try to answer the questions, by finding things out and recording data (for example, measurements). They may look for patterns in the data. They will think about their tests, make comparisons, and decide whether or not these are a fair way to help answer questions and theories. They use reference books and computer sources to find out more about scientific ideas. They communicate their work and their results in scientific language, drawings, tables and graphs (thus linking science to their numeracy and literacy work).
In KS1 the topics include: Life processes and living things (Ourselves, Health and Growth, Growing Plants, Plants and Animals in our Environment) Materials and properties (Sorting and Using Materials, Grouping and Changing Materials) Physical processes (Pushes and Pulls, Forces and Movement, Sound and Hearing, Using Electricity) We teach these topics through predicting what might happen, turning ideas into questions that can be investigated, making and recording observations and simple comparisons, presenting results in tables and graphs and deciding whether the results support predictions. We encourage the children to ask and answer questions, which, in turn, help with the development of an inquiring scientific mind.
By the end of Key Stage 2, most children are able to: Scientific enquiry Recognise that scientific ideas are based on evidence Suggest practical ways to answer scientific questions
Set up a fair test by varying one thing while keeping everything else the same (to see the effect of light on plant growth they could change the lighting conditions but keep the water supply and temperature the same) Choose the equipment they need Make a series of observations or measurements and record them using tables, bar charts and simple graphs Make predictions (for example, that coins are magnetic) and draw conclusions (‘from my own observations and from what I have found out from reference books, only steel coins are magnetic’)
Life processes and living things Name major body organs (for example, heart and lungs), and know where these organs are Name plant organs, such as a stamen Identify and group animals and plants by using methods (‘keys’) based on their features Explain some ideas about the food chain (animals eat other animals and plants, some are predators, some are prey, some are both)
Materials and their properties Classify materials by their different properties (as solid, liquid, gas) Describe ways of separating substances (filtering) Use scientific names for some important changes (evaporation, condensation), Use knowledge about which changes can or cannot be reversed (melted chocolate goes hard again but cooked egg stays cooked) to predict whether other changes can be reversed
Physical processes Connect, make changes to and draw diagrams of simple electrical circuits Describe what happens to light and sound when we see and hear Describe the appearance of the Sun, Earth and Moon and how their positions change Make generalisations about forces (for example, magnets attract and repel, friction slows things down).
MUSIC A powerful and unique form of communication, music can change the way children feel, think and act. Music brings together intellect and feeling, enabling personal expression, reflection and emotional development. Class Music Lessons (60 minutes per week) In class lessons, children express themselves through singing and performance on both tuned and untuned percussion instruments. They create and explore musical patterns and find various ways to notate them, choosing and organizing a range of sounds. Children rehearse and perform with their peers, developing insight into how their part and other parts fit into the overall ensemble sound. As they compose and improvise their own music, children demonstrate and further enhance their own understanding. Children use musical language, movement and dance to explore and express ideas about the music they hear or perform. The ability to apply knowledge and understanding is developed through listening focused on various musical elements with the goal of internalising and recalling sounds. Throughout Key Stage 1 student learning utilises a range of musical activities that integrate performing, composing and appraising in a variety of group and individual settings.
Starting points include both musical and non-musical and feature a range of recorded music from different times and cultures. Primary Instrumental Programme (PIPs) KS1 children have small group instrumental tuition twice per week for 30 minutes each session. The children are taught to play the recorder or keyboard and to read music. KS2 children have an even wider choice available, including, but not limited to the flute, trumpet, guitar, clarinet and piano. Individual Music Lessons Pupils who wish to have further instrumental or vocal tuition may opt for an additional paid lesson each week. Individual lesson sign up days happen at the start of each term. After School Activity Programme – Music Pupils with an interest in music making and singing have the option of signing up for musical ASAs on Tuesdays and Wednesdays after school.
By the end of Key Stage 2, most children are able to: Express themselves in their singing and sing in tune Be aware of how their own part fits into a group performance and understand how all the parts of the performance fit together. Make up their own pieces of music. Talk and write about music using musical terms - describing different types, comparing them and making judgments. Improve their own and others’ work.
TOPIC WORK (HISTORY AND GEOGRAPHY) In KS1 ad KS2, the children are usually taught history and geography through broad topics, which are very carefully planned by the teaching teams. Some of the science, literacy, art and ICT curriculum is also integrated into a broad, balanced topic approach which continues for much of the term. Although the objectives taught and the aims for the children with regard to their skills development remain the same, the topic may change from year to year, i.e. Year 2 have studied Holidays, looking at the history of people taking vacations, using their geography with world maps and looking at their own holidays on a timeline of their lives. Art and science work also developed from their study and they used their ICT skills to enhance their learning.
HISTORY How did we get here? Where do we come from? History helps to shed light on these big questions. It introduces children to an unfamiliar, but important world - the past. Piecing together the picture of the past is a bit like detective work. Children use different kinds of evidence to find out about people’s lives and events and how things have changed. Learning how to weigh up evidence and reach conclusions are just some of the skills children develop through studying the history of China and the wider world. As they do this, they begin to understand and remember a framework of significant events and people.
Through History in KS1, we are developing the children’s concept of the past, to help them understand that many things such as clothes, toys, transport, houses and shops have changed, progressed and developed over the years. We help the children to understand that people, including themselves, have changed through their lives. The children will also be able to find out about people from the past and present who are famous. In KS2 the children learn about life in ancient times, about invasion and exploration, World War 2 and Chinese history. Children learn about kings and queens, explorers and other famous people and about events and places from the past. They learn about changes and about why some things stayed the same. They look at history from different viewpoints, such as political, social and religious. They use different types of information to investigate the past. They learn that the past can be shown and explained in different ways. We will achieve this by bringing the past into the classroom through interactive whiteboard resources, information books, pictures, photographs and looking at a variety of artifacts. We also have the opportunity to visit various locations to develop their knowledge of history – an appreciation of China’s history is an essential part of BSB’s programme. KS2 overnight trips tend to have a Chinese history focus as does classroom study in KS1.
By the end of KS1 most children are able to: Locate events on a timeline Recognise that some people lived a long time ago Identify present and past people who are famous and explain why they are famous Recognise similarities and differences between clothing from the past and present Sort photographs into chronological order and explain reasons for the order Make accurate drawings of objects from the past.
By the end of Key Stage 2, most children are able to: Describe some of the most significant people from the periods they have studied Describe some of the main events, situations and changes, giving reasons and results Sometimes give detailed answers to questions, using dates and historical terms Choose and combine information from different sources to answer questions in history Describe the important features of the societies they have studied Show that they know the past has been depicted and explained in different ways.
GEOGRAPHY Through geography we are developing the children’s interest in their immediate surroundings, increasing their understanding of the world around them, learning to respect people and their cultures, learning to respect their neighbours near and far and begin to research and carry out investigations within and out of the classroom. When appropriate the children will use the ‘outdoor’ classroom to investigate their local and distant surroundings by visiting a variety of Beijing locations (and further afield in KS2) to compare features of the landscape and their inhabitants. We encourage the children to be ‘detectives’ to question using ‘what, where, who, why, how and when’.
They have the opportunity to use the computers, interactive whiteboards and the internet as well as other resources to assist them in their investigations. As far as possible we like to give the children ‘hands on experience’ so that they can recall their knowledge of the activities.
By the end of KS1, most children are able to: Ask and respond to questions using geographical language Identify hot and cold places in an atlas or on a globe Show an awareness of the wider world Identify similarities and differences between other countries and their own Investigate places and recognise features that are unique to that place Know the effects of the weather on people and their surroundings.
By the end of Key Stage 2, most children are able to: Explain natural and human features of places and how places are similar and different Know where important places and environments are in the UK, Europe, China and the wider world (for example, learning country locations and capital cities) Explain patterns of natural features (for example, how seasons change) and human features (for example, the layout of roads in a town), and how natural and human processes change places and environments Describe how people can damage and improve environments and how and why they protect them Find out about places and environments by observing them, asking and answering questions, finding out about different people’s views and by using other resources, such as maps and photographs.
INFORMATION COMMUNICATION TECHNOLOGY (ICT) The school follows the UK National Curriculum for ICT. Children in Key Stage One enjoy up to two lessons a week in our well-equipped ICT suites. One lesson is taught to allow pupils to explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. Addition lessons give the children an opportunity to apply and develop their ICT capability in a range of subject areas. Children in KS1 and KS2 become familiar with a range of hardware and software including programmable robots, cameras for still and movie photography and digital microscopes. They start to use ICT to develop their ideas and record their creative work and they talk about the use of ICT both inside and outside of school.
By the end of Key Stage 1, most children are able to: Gather information from a variety of sources - people, books, CD-ROMs, videos and TV Enter and store information in a variety of forms - storing information in a prepared database, saving work Retrieve information that has been stored - using a CD-ROM, loading saved work. To use text, images and sounds to develop their ideas How to plan and give instructions to make things happen - programming a floor turtle, controlling machines, placing instructions in the right order To try things out and explore what happens in real and imaginary situations - trying out different colours on an image, using an adventure game or simulation. How to share their ideas by presenting information in a variety of forms, for example, text, images, sounds To present their completed work effectively, for example, for public display.
Review what they have done to help them develop their ideas Describe the effects of their actions Talk about what they might change in future work.
By the end of Key Stage 2, most children are able to: Use ICT to present information and share ideas in different ways, including using email Check the reliability of information Think carefully about their audience when presenting and communicating information Write and test simple computer programs to control and monitor events (for example, children might create programs that monitor temperature change, or switch on a light bulb when light levels drop below a certain point) Use simulation software and spreadsheets to test theories and explore patterns in data.
PHYSICAL EDUCATION Whether regular exercise is swimming or a Sunday afternoon kick around, we know keeping fit is important these days. In physical education, or PE, children learn that it’s fun to stay in shape. They learn how to prepare for and recover from exercise and what happens to their body when they work out in a variety of ways. It’s a vital foundation to help them lead active and healthy lives as they grow up. PE lessons are based on the National Curriculum. The children in Key Stage One have 2 weekly PE lessons. During the course of the year, the children work on 4 main areas: dance, athletics and games skills, plus swimming. Swimming which is a skills-based programme teaches children water confidence and then moves on to stroke development and technique. Through their games lesson children experience a variety of activities and complete blocks of Gymnastics, Dance, Athletics and Game development. The skills acquired aim to improve physical fitness, strength, agility and coordination as well as balance and agility. Dance: children create and perform dances from different cultures to express ideas and feelings through movement. Games: they play and invent games to score points or goals against others - either on their own, or in small teams. Gymnastics: they make up and perform sequences of movements, still shapes and balanced poses, both on the floor and using apparatus. Swimming activities and water safety: they float and move in water using skills such as sculling and treading water and strokes such as front and back crawl. They learn safety rules so that they can be confident when in or on water. Athletics: they run, jump and throw, trying to beat their own records and competing against others. Children learn how to use skills for different purposes - for example, to score points in a game or to be as accurate as possible in performing a sequence. They begin to play adapted versions of adult games such as hockey, cricket or netball. As they grow in confidence, they learn how to improve their performance and see what type of physical activity they could enjoy in their own time.
During Key Stage One, the children will build on their natural enthusiasm for movement, using it to explore and learn about their world. They will start to play and work with other children in pairs and small groups. By watching, listening and experimenting with movement and ideas, they will begin to develop their skills in movement and their coordination and enjoy expressing and testing themselves in a variety of situations.
The KS1 children will: Find out what they can do as they explore a range of basic skills, actions and ideas, such as running, jumping and turning, throwing or kicking a ball and responding to music in dance Learn to practise by repeating what they have done in ways that make it better, such as making movements more controlled, effective or expressive Use movement imaginatively to communicate ideas and feelings Watch, copy and describe what they and others have practised, to build their awareness of how to improve the way they move and play Recognise that their bodies feel different when they run short or longer distances, move slowly or suddenly, and lift heavy objects or float in water Learn to use space safely when they work alone and with others, showing increasing control over their movements.
By the end of Key Stage 2, most children are able to: Join skills together for an activity in a smooth, fluid way Understand how to use rules and tactics in competitive games and activities and how to compose and perform dances and gymnastic sequences Say what they need to concentrate on to improve their performance and how to practise and prepare for activity safely Explain how exercise affects their bodies and how it helps to keep them healthy and fit Get involved in physical activity in their own time.
Sports Teams and Competitive Opportunities The Primary School actively encourages all children join our various sports teams. From swimming to football, cross-country and handball, BSB competes regularly in Beijing and beyond against other international schools. Our teams have a reputation for competing very fairly and with great sportsmanship. However we are also very successful, winning trophies and competitions very regularly. We also send teams of talented pupils to regional performing arts and creative arts competitions and workshops. Pupils who represent the school are presented with a BSB Badge and their name joins other sin the Sports Hall of Fame.
ART There’s nothing like experimenting with colour and paint when you’re a child. You can show how you see the world by making a picture of what’s around you or communicating how you feel, by using lines, shapes and textures to make a design. Children feed their imagination through art and design. They study different sorts of art work, from murals to sculptures, and learn how art, craft and design can enrich their lives in many different ways.
Children are taught a range of skills and encouraged to use many different media, e.g. paint, clay, dough, card, paper and learn skills such as printing, marbling, observational drawings, pattern, shape, colour and perspective. They do this on their own and working with others, using a range of starting points (such as their own experiences, natural and man-made objects, and the local environment). They look at a range of work (for example, studying originals and reproductions, going to galleries and museums and using the internet). As well as taking part in adult-initiated activities children are encouraged to become independent learners through developing and using their own ideas. Art is linked to the class topic work where specific skills are focused on and children are encouraged to spend time exploring before using their skills to complete a final piece of work. As in the Early Years Foundation Stage these skills are often practised within other curriculum areas within Topic work to enhance learning within these subject areas. All art work is greatly valued within our school and children’s own efforts and individual creativity is praised. Art is displayed around school as part of class displays and framed pieces of our children’s art work are on display for others to enjoy.
KS1 Children are taught to: Investigate the possibilities of a range of materials and processes Ask and answer questions about the starting point for their work Try out tools and techniques and apply these to materials and processes Experiment and develop ideas through different media.
By the end of Key Stage 1, most children are able to: Work collaboratively to create a finished piece of artwork Record observations of line, shape, colour and texture Comment on differences in others work Identify what they might like to change or improve.
KS2 Children are taught to: Explore and develop ideas, by collecting visual and other information in a sketchbook and choosing which ideas they want to develop Mix different materials, tools and techniques (for example, using dyeing, printing and embroidery to create a textile) to achieve effects Review their own and others’ work, saying what they think and feel about it Combine colour, pattern and texture, line and tone, shape, form and space Investigate the roles and purposes of artists, craftspeople and designers in different times and cultures.
By the end of Key Stage 2, most children are able to: Collect information to help them develop ideas Combine materials, tools and techniques to communicate their ideas Comment on art works, thinking about how time and place affect the ideas and methods used Adapt and improve their own work.
PERSONAL, SOCIAL AND HEALTH EDUCATION In this subject, children learn about important life skills. They learn not only about their own rights, duties and responsibilities but also about the rights and responsibilities of others. Teaching aims to help them respect and value the richness and diversity of our society. At BSB, although PSHE is taught as a subject in its own right, it often appears through other subjects and through special time set aside (i.e. Circle Time and assemblies) and by creating special opportunities for children to take responsibility.
Children are taught personal skills, such as how to: Be more independent, confident and mature Recognise their own achievements and mistakes Share their views and discuss what’s fair and unfair, what’s right and wrong Set themselves goals and try to achieve them Keep themselves safe and healthy as they grow
Children also learn social skills: They think about how the choices they make affect other people and the environment They consider the different groups in society and how to get on with them They think about how and why rules are made.
Primary Student Council Each class from Year 1 – 6 elects a Student Council Representative who all meet as the Primary Student Council twice per month. The Council gives a voice to pupils on all school matters and provide important leadership opportunities to our motivated and articulate pupils. The Reps run our weekly charity Bake Sales, using the profits to fund their own in-school projects and give donations to charities. So far the Council have donated bed nets to the UN in East Africa; to Coal for Kids (providing coal for poor northern orphanages); nappies for a local charity who helps babies with cleft palates; and balls, newspapers and food to a local animal sanctuary.
Primary Assemblies Twice per week the Primary School meets for an Assembly. Often the focus is a pastoral issue, such as helping others, sharing, good manners or forgiveness. The theme may be chosen as a result of an issue spotted in school or as brought up by the Student Council.
THE CHINESE PROGRAMME We provide all our pupils, from beginners to native speakers, with opportunities to learn Mandarin at their appropriate level. Each key stage has different programs specially designed to accommodate an increasing cognitive level in between the age groups.
Aims and purposes of learning Chinese Key Stage 1 To enable students to: Develop an interest and basic linguistic competence in Mandarin Develop elementary listening comprehension of class instructions and simple dialogues related to daily routines Build on a range of oral vocabulary associated with school and home life Prepare for the next stage of Mandarin learning where characters will be further developed Learn about traditional festivals and customs.
Key Stage 2 To enable students to: Develop an interest and linguistic competence in Mandarin Follow class instructions and understand daily conversations Respond to questions in complete sentences and take part in dialogues in different situations Read and write commonly-used characters and phrases Develop basic reading and writing skills Build an understanding of Chinese culture and culture-related language items.
A variety of activities that stimulates learning Pupils learn and develop their speaking, writing, reading and listening skills in Mandarin by taking part in a variety of activities such as role-play, listening to and singing songs, watching and interacting with videos and learning games based on various ICT-based activities. They also are challenged to use Chinese whilst completing writing and reading activities.
Teaching Materials Teaching materials are carefully selected to ensure they are age-appropriate, adapted to the international environment and to meet the various requirements from pupils of different learning backgrounds. The following teaching materials are used for different levels of teaching in Primary: Monkey King Chinese, My First Chinese Word, Standard Mandarin, and Yu Wen.
Assessments New pupils are evaluated on arrival at the school before being placed into levels. Existing pupils are streamed according to their previous performance and academic records. Individual needs and differentiation are carefully taken into consideration when placing pupils into groups. Pupils are tested regularly throughout the year and will have other assessments which are also related to report writing.
Teaching Methodology Mandarin teaching in Primary is conducted in a vivid way, under an immersion philosophy of Chinese language and culture in and outside of the school environment. A variety of curriculum-based activities are adopted in the Mandarin class to ensure Mandarin is delivered not only in a pupil-friendly way but also through a rather serious systematic and consistent curriculum.
How to help at home There are various ways for parents to help your child in Mandarin study, whether it is to lead your child through the first stage of learning or is to encourage your child in continuing enhancement in literature. You may do the following, whether you are a native speaker or not. Your attention, encouragement and participation are great support to your child’s Mandarin learning, especially when they are having difficulties. You may show your interests in Chinese language and culture by learning Mandarin together with your child or entering a community cultural class like Chinese cooking or painting, etc. Make full use of the local resources, e.g. encourage your child to make local friends, visit local families, participate in community activities and take part in dialogues in situations like shopping, eating in restaurants, taking a taxi, etc. Check your child’s Mandarin homework regularly. Ask your child to explain to you what he/she did. Spend some time shopping for Mandarin books and read them together with your child. For a native speaker, you can encourage your child to write for a variety of purposes under certain circumstances, such as cards for holiday seasons, letters for families, e-mails to friends, notes for teachers or recipes for different uses, etc.
ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) We provide an EAL (English as an Additional Language) programme to students for whom English is not their first language and who require additional help with the English language in order to access the mainstream curriculum successfully. There is a limit of 4 pupils per class who require full EAL support. The EAL programme operates across both Key Stages and at different levels to cater for a student’s individual needs and requirements. Pupils are grouped according to their abilities and the programme designed to accommodate increasing ability levels in English. Students also are supported in their mainstream classroom by their teacher and TA.
Teaching Materials Teaching materials are carefully selected to ensure they are age and ability-appropriate, whilst catering to the vast range of individual needs of students. Commercial programmes are used to support curriculum delivery across Key Stage 1 & 2. Alongside these, teachers will use materials from the English National Curriculum to preview or review content with EAL students. As a result of the hands-on nature of learning in EAL, games, puzzles and computer programmes with a strong language focus are also used.
Assessment New students are tested on admission arrival at the school to determine their level of English in the four disciplines of speaking, listening, reading and writing.
Existing students are assessed at the commencement of the academic year to determine the group they will join. During the school year students are assessed regularly in class on an on-going basis to determine progression through the steps and to inform the teacher of progress made.
Teaching Methodology English as an Additional Language is taught in a hands-on, interactive way whereby students are using the language for personal and academic reasons. The programme encompasses grammar, phonics, vocabulary and year group content. The topics covered are relevant to the student’s development phase and aim to be fun whilst building communicative competence and confidence.
How To Help at Home There are many ways in which family members can support their child’s developing abilities in English. The main thing to remember is that it should be an enjoyable experience for your child and it is important not to place too much pressure, demands or expectations on them. After all, we all learn better when we are having fun. If possible for your family try to speak English at home, even if it is for a limited time each day. This could be meal times when members are encouraged to recap their day. Try to help your child with their homework from the classroom, in English, to ensure that they understand concepts and terms being used. If you are not able to understand yourself ask for assistance from friends, relatives or older siblings. Alternatively a tutor could be hired. Try to surround your child in as much English as possible at home. English television programmes, DVDs, radio programmes, taped stories are all ways in which the language can be modelled for your child. Encourage your child to read every night in English. This is easy as each child brings home a levelled reader from their classroom. Ensure your child can understand what they read. Access EAL (ESL) websites. You and your child could explore these together. Encourage your child to practise their spoken English at every opportunity. Try to keep up their practise, especially when you go home for the holidays.
REWARDS AND ACHIEVEMENT There are many different ways in which the achievements of pupils are recognised and celebrated at BSB. Such methods include: House Points Marbles Assemblies Visits to the Head with excellent work
Excellent Work displays Class awards at Speech Day in June (academic and pastoral)
House System On joining BSB your child will be assigned to a ‘House’, of which there are four: Romans (blue) Normans (red) Vikings (yellow) Saxons (green) House Points are awarded to pupils for academic achievement and progress. They are immediate rewards and are recorded individually by pupils on charts in each classroom. These, in turn, are collected on a weekly basis by eight Year 6 pupils who have been selected by the student body to be representative House Captains. The weekly Primary School House point totals are then announced in the weekly assemblies and the House displays are updated accordingly. Who will win the House Point trophy at the end of the year? House Captains Each House elects 2 children each year to be their House Captains. The HCs organise and motivate the members of House for events throughout the year. House meeting take place each term to discuss teams, strategy and have some fun, making up House chants. House Point Certificates On earning 25 House Points individual pupils are awarded a Bronze Certificate at a Friday Assembly, 50 HPs equals a silver, 100 HPs is Gold, and 200 HPs is Platinum. Most pupils earn a Gold each term. House Competitions During the year there are various competitions in which Houses compete against each other. Competition is fierce but great fun. These include: House Sports competitions in year groups (termly) House Music Competitions in which all pupils either sing or play House Sports Days in which all pupils run, throw and compete House Swimming Galas where pupils swim for their House
MARBLE REWARDS Pupils are awarded Marbles for helping others and showing good manners and organizational skills, i.e.:
Welcoming new pupils Being a good friend Holding doors open for others Helping classmates or the teacher Being smartly dressed Being well organised with personal belongings and homework Trying hard with new or tricky tasks
Listening well Being proactive
The class collects Marbles in groups of 100. For each 100 collected by the class, a reward is agreed upon at the start of each term. For example:
100 marbles = 15 mins extra playtime 200 = 30 mins extra swimming 300 = 45 min volleyball 400 = 1 hour of ICT games 500 = ½ day trip for kite flying
ENRICHMENT AT BSB After School Activities All children in Key Stage 1 & 2 take part in After School Activities (ASAs) on Tuesday and Wednesday afternoons (3.30-4.30pm) for 8/9 weeks per term. These activities and clubs complement the curriculum and provide very broad range of opportunities for pupils to develop skills and interests beyond those taught within the curriculum. Pupils receive ASA information and sign-up sheets at the start of each term. On Mondays, Thursdays and Fridays additional ASA’s are offered by external organisations ASA’s that are offered in Key Stage 1 & 2: Football, badminton, netball, 3D puppet making, movie making, 3D art club, library club, dodgeball, basketball, choir, pom-pom making, board games, Big Writing, Sudoku, chess club, science club, ICT club, swim for fun, mask design, paper weaving and table tennis. We also have paid ASA activities such as jewellery making, yoga, horse riding and ice skating which run each term.
Day Trips Field trips are usually directly related to the curriculum and are planned well in advance. Such trips help to bring learning alive and provide pupils with a practical dimension to what they are learning. Every year group usually has one field trip in each term. Trips this year have included the Beijing Planning Museum, Blue Zoo and the Zoo Aquarium, ChaoYang Park, Temple of Heaven, Lama Temple, countryside hikes and nature studies.
Residential Trips Further Field Year 2 One of the highlights for Year 2 children is our Overnight Adventure Sleepover in school. The children have a BBQ and games with their teachers and TAs, followed by a movie, hot chocolate and then a relaxing bedtime story. Then they are tucked up in bed in the library by staff in their sleeping bags and with teddy for the night. It’s a big step for some of our children but their sense of achievement and pride in themselves is clear to all parents when they are picked up at 11am the next morning. Parents delight to hear how well the children coped with brushing their own hair and teeth, choosing their own outfits and organising their belongings with mum or ayi!
Year 3 In the summer of Year 3 our students visit the countryside outside of Beijing, exploring the flora and fauna of the area for two nights. They stay in a local hotel each night and hike during the day, looking at the bug and plant life as they walk, and photography the dramatic rock formations all around them. The sketches completed during the hikes are used to create t-shirt designs which the children then make. This expedition reinforces and extends the children’s classroom learning on rocks, soils and mini-beasts. (2 nights/3 days) Year 4 PingYao is an ancient walled city east of Beijing and is the ultimate destination of Year 4’s 4 night spring expedition. The children first visit the Buddhist monastery of DaTong where they sketch and photograph the amazing cliff-side buildings and walk through the temple complexes nearby, consolidating their work on Buddhism. Finally they reach PingYao to explore the tiny walled city and learn about it’s ancient past and development. The children sample local delicacies and try new arts and crafts while staying in a traditional courtyard hotel. (4 nights/5 days) Year 5 Xi’an is south-east of Beijing and the Y5 children fly there each April for the trip of a lifetime. Having studied the 1 st Emperor of China, Qin ShiHaungDi, and the Neolithic settlement of Bampo, the children visit to see for themselves the remains of these great settlements and complexes. The children have guided tours of 2 funeral complexes from the Qin and Han dynasties (including ½ day at the Terracotta Warriors), along with a visit to the famous Shanxi museum and the Moslem Quarter of the city to visit the mosque there and haggle in Chinese at the market. (4 nights/5 days) Year 6 Year 6 set out by overnight sleeper train due north to Inner Mongolia on their summer expedition each June. Their aim is to immerse themselves in the local culture and, with this in mind, they build their own yurt to sleep in on the grasslands, have a desert safari with sand surfing, eat under the stars, try Mongolian wrestling and really get a flavour of food of the region at a traditional meal. But as important, the children develop a keener sense of their own abilities as they are pushed out of their ‘comfort zone’ and are encouraged to try new experiences. (4 nights/5 days)
Special Days at BSB Each year special days are planned to enrich the curriculum and broaden children’s experiences further. These include: Book Week with UK authors and storytellers who give talks and workshops to pupils and parents Science and Maths days with practical workshops and challenges for pupils International Day where pupils and staff dress in their national costume and share foods and activities from around the world Art Day with visiting artists who lead whole-school art projects Chinese Day with cultural activities and performances by all KS1 and KS2 pupils Christmas and Summer Performances: Twice yearly musicals, in which all pupils sing, dance or speak. Weekly Class Assemblies: each Friday a class hosted the assembly and performs for the school and parents, showing new skills and learning from class work. Music Concerts: 4 per year in which all Primary pupils have the chance to play and perform.
Teacher/ Parent Communication At the British School of Beijing we greatly value working in partnership with parents and carers to ensure the very best for your children. As part of this, we place a strong emphasis on opening up many avenues of communication between parents and teachers. Please take the time to read the following to help you understand the different ways that we can share information with each other. Daily Communication: 1. When dropping off or collecting your child
When you drop your child off in the morning or collect him/her at the end of the day, it is an good opportunity for you to convey any important information to the teacher about your child (i.e. if your child didn’t sleep well last night, really loved their new library book or has made great progress with tables recently at home etc). Pop up and see the teacher briefly if that is the case. 2. Email
You will be given the teacher’s email address and can email them at any time. Emails are checked regularly throughout the day and will be replied as soon as possible. Each Week: 1. Weekly Blurb: Every Friday, the teacher writes a similar summary of the week with information from specialist teachers too (music, PE and Chinese). This will also identify the activities that your child has been doing and inform you of any specific requirements for the week (i.e. to bring swimming kit for PE lessons). 2. Weekly Newsletter article: Every Friday, one of the teachers from the Key Stage writes an article for the weekly school newsletter. This includes a summary of the week and photos celebrating what the children have done throughout the week. Make sure to look out for it in the weekly newsletter! 3. Photographs: Photos are taken regularly in class, some of which are shared via email so please make sure your child’s class teacher has your up-to-date email address. Others go into children’s Excellent Workbooks which go home at the end of the academic year, while others are displayed around the school or on the school website.
Additional Information and Correspondence during the Year: You will also be given:1. Three official BSB school reports per year: each term you will receive a full written report on your child’s progress and attainment. 2. A Parent Handbook: This describes aspects of the every day organization and procedures in the Primary School. 3. Class Timetable: This timetable indicates which activity your child is doing at what time during the week. 4. Termly Curriculum Letter: This is sent out to parents three times a year and is an overview of what the year group will be addressing each term.
5. Coming Soon: KS1 and KS2 Curriculum Handbook: this document will outline the very broad and balanced curriculum at BSB from Years 1 to 6.
Information we offer to parents personally on a face –to face situation; 1. September Curriculum Evening: This is a presentation at the beginning of each academic year where you will get the opportunity to meet all the teachers and TA’s and hear about the curriculum and organization of specific year groups. 2. Parents’ Evenings: These take place 3 times a year and give you the opportunity to talk one-to-one with the teacher about your child’s progress, development and targets. 3. Open Mornings: These happen 3 times per year and offer parents the opportunity to see the Primary School in action. The morning starts with a short informative presentation from the leadership team regarding an aspect of teaching and learning at BSB, and then parents and guests are invited to visit classes to see teaching and learning in progress. 4. Open Door Policy: We are very pleased and willing to meet to discuss anything parents should wish to address. Please just let the teachers know and we can arrange a time that is agreeable to both parties. Please see Mrs Smith with any whole school or policy type questions or comments.
Other Opportunities to get involved at BSB: We have lots of parents in school during the week taking part in some of the following activities:
Reading with children in class (training is given) Helping with class trips Being part of the school’s Parents’ Society that organises fun events for pupils and supports the work of the school Helping with cookery or art lessons Coming to our coffee mornings and talks Being a Parent Representative for the class Leading whole school art projects with the children NEW assisting with the new school coffee shop NEW coming to our new Thursday Family Library Sessions (3.30-5pm) And many more.
So please get in touch if you would like to offer some of your spare time in school. We would love to have your input. If you have any questions or comments regarding any of the points that have been referred to in this booklet, then please do not hesitate to let us know. Kind regards The Primary Team