Welcome to Year 7 the first year of the Senior School. The purpose of this booklet is to give students and parents an introduction to, and an overview of, the Year 7 curriculum.
The move to the Senior School is exciting. Students are taught a range of subjects by a number of different teachers. This involves moving to specialist areas and being organised for each lesson. Students will receive plenty of help to settle into a positive routine, especially from their form tutors who will see students on a daily basis. What may initially seem a little confusing soon becomes familiar.
The school operates a two-week timetable so lessons in Week A will be different to those in Week B. There is an exemplar timetable at the end of this introduction.
Monday to Friday 08:45–15:30
6 x 50 minute lessons with a break and tutor time in the morning and a 1 hour lunch break
l English (7 lessons per fortnight)
l French (2)
l Dutch (4)
l German (2)
l Spanish (2)
l Geography (3)
l History (3)
l Mathematics (7)
l Computing (3)
l Integrated Science (7)
l Design and Technology (3)
l Food Preparation and Nutrition (3)
l Music (3)
l Art and Design (3)
l Physical Education (4)
l Drama (2)
l PSHE (2)
The Year 7 curriculum offers a broad and balanced education, building on the programme laid down in the Junior Schools. Many subjects follow on from courses already started in Year 6, the highest year of junior school, and are based on the National Curriculum for England and Wales. Our programmes of study take into account the rich diversity of nationalities in the student body.
We have provision, where necessary, to offer students support in English as an Additional language (EAL). Additional Educational Needs (AEN) staff give individual help to children with particular needs.
All Year 7 students have regular homework, with each piece taking around half an hour. A variety of tasks are set and homework involving project work in some subjects may last over several weeks. All students are therefore taught and encouraged to manage the timing of their homework to see that it balances out over each week. We would expect students to take increasing responsibility for the organisation of their work as they move through the first three years of the Senior School. The Library is also open for study after school until 17.30 (16.00 on Fridays) each weekday evening and at breaks and lunchtimes.
Students are continually assessed throughout the year in a variety of ways which will include formal tests. Please see the subject entries for details. There is no official examination period at the end of Year 7, although there are end of year assessments carried out by some subjects. The reported attainment at the end of the year will be based on data that is gathered throughout Year 7 to give the best possible analysis of student progress and achievement.
There will be numerous events organised during Year 7 where parents will have written, online or face to face contact with staff. There will be a Welcome Evening for parents, normally within the first half term. Parents will have the opportunity to meet face to face with key staff and to learn about issues of interest in a semiformal gathering.
More formal Parent Evenings are held during the year. We strongly encourage parents to bring their children to these consultation evenings as it is important for students to hear what is being said directly and to be able to participate in the discussions. The dates of these events can be found on the SSV Calendar on Compass. Parents who have concerns or questions about a particular subject are always welcome to contact the teacher and department via their direct email.
There is also a settling in report and grade cards are issued throughout the year that give an overview of your child’s progress across all subjects. A full progress report is issued in July. This contains recommended steps for students to prepare for Year 8 and an appraisal on progress and attitudes to learning.
In between these formal periods of contact, problems and issues may arise. Parents may contact the school and vice-versa. The form tutor, or Head of Year are the main people to contact if you have any concerns. Staff can be contacted via e-mail. All addresses are available via the SSV homepage on Compass. Staff will also communicate with parents – both collectively and individually – via Compass. Mr Mark Bennett Head of Year 7 for 2023-2024
Year 7 students are divided into form groups. Each form has a form tutor. Each group will stay together with their form tutor for the first two years of secondary school. The students will spend five minutes at the beginning of each day with their tutor in registration and 20 minutes after morning break each day during tutor time. The form tutor is there to help with problems, encourage students to organise themselves for the day, check homework entries and to discuss matters of importance.
The BSN Senior School places students and their learning – both inside and outside the classroom –at the centre of its thinking and planning. Ours is a holistic education. We introduced the International Baccalaureate Diploma Programme in September 2008 alongside A levels for Years 12 and 13. The school also offers the International Baccalaureate Careers Related Programme (IBCP), which includes a core vocational Business programme and 2 subject courses from the Diploma programme. The BSN is an IB World School.
Below is the IB Learner Profile which we believe is applicable not only to students in the final two years of school but younger students too. Although we certainly encourage these qualities already in all students, we would expect this approach to infuse the whole curriculum in the years ahead. These are the kinds of learning qualities which we would like our students to develop.
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
The last of these qualities is addressed under the school’s Academic Honesty Policy which both discourages acts of academic dishonesty and malpractice and encourages students to develop decent and effective study habits which will stand them in good stead in the future. This policy can be viewed on Compass.
In the Appendix you will find what we hope will be a helpful section with further information about some of the most common terms and abbreviations used in the English system as well as some websites which provide additional background information, including examinations after the age of 14 and universities.
We look forward to welcoming your children in September and wish them a happy and rewarding time at the BSN.
The aims of the year 7 Art and Design curriculum are to provide a foundation in:
l Exploring ways to communicate ideas and meanings through a variety of approaches
l Experimenting with differing materials and processes to learn new skills and build on previous learning
l Allow students to explore and understand the work of others, using what they have found out to impact on their own learning
l Develop a student’s ability to reflect on their own learning and practice as an artist
l Developing a student’s ability to work creatively, being innovative and independent, as they explore ideas taking responsibility for their own learning
l Giving students the ability to make judgements on the world around them, developing their visual awareness and understanding of the power of the ‘image’
l Encouraging students to value their work, and the effort and commitment needed to be successful and make progress
Details of what the course involves
Students explore a wide range of visual elements including line, tone, shape, colour and pattern.
Through a series of workshops, students experience a range of techniques focusing on drawing, painting, textiles and clay work. This is placed in the context of selected artists’ work. ICT is an integral part of studies, including the use of photography for research.
All work is presented in a sketchbook that students use to explore themes and develop ideas. There is importance placed on organisation and presentation of work.
Assessment is a key element to student progress. A number of approaches are used to have maximum impact, mainly focusing around teacher, peer and self-assessment. The process is continual to support development, focusing on spoken and written feedback.
Other information
Students require some basic equipment to complete class and homework. We do expect all students to have a range of pencils to use in lessons. At home, pencil crayons and a set of watercolour paints would help.
Design and Technology (DT) aims to introduce Year 7 students to the DT process. This process gives the students a framework within which they can start to identify/analyse real situations and solve problems in an increasingly sophisticated way, and to write a specification to guide them when designing and making a product.
A wide range of communication techniques is taught; these techniques help the young designers to articulate their design ideas and to present a final design proposal ready for manufacture. Year 7 students will then be introduced to making their product in a practical workshop using a wide range of hand-tools and specialist machinery. This will probably be the first time that the students have worked in this environment, so they are made aware of safe working practices through demonstration and risk assessment.
The students will develop an increased appreciation of the properties of a range of materials and how they can be formed and wasted, safely and appropriately. At the end of the DT process the students are taught how to test their finished product for fitness-forpurpose as well as quality of finish, and also how to evaluate their product against the original specification, to demonstrate how successfully they have been able to solve the problem they were set and how to propose modifications to improve the final design.
The DT course involves a number of different Design-and-Make Assignments (DMA), Focused Practical Tasks (FPT) and Investigation, Disassembly and Evaluation Assignments (IDEAS).
DMAs are projects designed to develop and assess the whole range of Designing-and-Making skills of a student through to the testing and evaluation of a final practical outcome. FPTs are used for teachers to demonstrate new skills and processes involving materials and equipment, and for students to practise them safely. This raises the level of knowledge and understanding of specialist DT terms and hones Designing-and-Making skills.
IDEAS are used to help students to understand how familiar, existing products work and are manufactured. This helps the DT students to understand the built environment they live in, appreciate the role of industry in designing and making, and to help them to discriminate between products fit for their intended purpose and products which do not meet their original specification, or do not pass health and safety legislation.
DT assesses three main areas of study: Designing; Making; and Knowledge and Understanding. The DT students keep a DT resource folder, which they build up throughout the Key Stage covering Years 7, 8 and 9. They record their projects using the DT process of Designing-and-Making as a guide. The projects are assessed at key points and targets are set to help the students towards future progress.
It is important to the students’ progress and well-being that they bring essential equipment to all of their DT lessons. Students should bring the following:
l Surface Pro
l Black or blue ball point pen
l Band to tie back long hair
l HB and 2H pencils
l Set of coloured pencils
l 30cm rule
l Eraser
English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English, students develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. The study of English helps students understand how language works by looking at its patterns, structures and origins. Using this knowledge, students can choose and adapt what they say and write in different situations.
The English and Drama syllabus for Year 7 is broadly in line with the National Curriculum and National Literacy Strategy requirements for Key Stage Three, which focus on: competence in communication, creativity, cultural understanding and critical understanding.
Reading, both shared and individual, is central to the English curriculum. Students study a wide variety of literature, including fiction texts, plays, Shakespeare, short stories and a selection of poetry. Students also study literature from other cultures, literary non-fiction, and media texts. One lesson per two week cycle is allocated for library work. Students follow a Library Induction Course in their first few weeks at the Senior School and are encouraged to read at home.
It is important that students enjoy writing. Throughout the course, students are given the opportunity to express their ideas in a variety of forms and styles. Through planning and drafting, students are encouraged to consider the purpose of their writing and their audience. Students are encouraged to use dictionaries and thesauri; they are expected to proofread their work before submission. Throughout the course they will produce a range of different writing, including: narrative or descriptive writing, poetry, personal writing, play scenes, formal letters and reading journals, advertisements, letters, diaries and literary essays. Technical accuracy and grammar and spelling skills are also an integral part of the English course. Year 7 students will be introduced to the features of a detached critical voice when analysing texts. They will also learn how to embed quotation in their work.
Students will have the opportunity to participate in a wide range of Speaking and Listening activities, from formal discussion to informal contributions. All students in Year 7 take part in a year-end humorous speech competition.
Dispelling the myth that Drama is about creating “actors”, we are encouraging our learners to develop transferable skills that are relevant to all aspects of life. We aim to encourage our learners to take risks, develop tolerance, resilience and to be reflective. Through group work we will work on developing team-working and communication skills, invaluable tools for any learner’s journey.
In Year 7 the course starts to develop and build on some of the basics of working in groups, specific performance skills, sharing of performance and evaluation. Using Drama conventions to explore issues relevant to the learners, they understand perhaps how they can navigate their way through the world around us and how the world impacts us all, role play is vital for this process. By developing performance skills; hot-seating, monologue and physicalisation, the learners will be encouraged to grow in confidence and have the tools to build character and understand the structure of performance through the use of scripts and devised work.
Assessment for Drama takes the form of selfevaluation linking directly to the BSN Assessment Levels dealing with the creation, performance and response to Drama. This is then progressed with further dialogue directly between learner and teacher. It is a more formative approach to assessment which is designed to be informal and useful to the learner directly.
Learners will be encouraged to take part in all elements of the lesson, they will be expected to try all aspects of the tasks set.
Learners should be prepared, like any other lesson, with their Surface Pro’s, their pencil cases and anything else they should need.
This is an exciting and creative course focusing on Food and Nutrition. Through the course students will develop a thorough understanding of nutrition, food preparation and the working characteristics of ingredients.
The five core topics at Key Stage 3 are:
l Food, nutrition and health
l Food science
l Food safety
l Food choice
l Food provenance including information on the environmental issues associated with sustainable sources of food
The main aims of the Year 7 Food Technology course are:
l To further students’ knowledge and understanding of nutrition
l To help students to develop an understanding of how culture and lifestyle affect food choice;
l To encourage students to work creatively with food to produce quality dishes
l To apply students understanding of food science and experimental work to practical food preparation
The course is organised into units of work, each unit lasting approximately a term. The course focuses on a range of student–centred activities based on the themes of Safety and Hygiene, Healthy Eating, Sustainable Foods and the Use of Equipment. Students also complete practical cookery assignments and experimental work as a part of the course.
Students will have their practical skills assessed at the end of each module and in addition homework and classwork will be assessed throughout the year. Students will be encouraged to evaluate their work.
Geography aims to inspire students and encourages them to connect and engage with the world around them. Throughout the year, students learn and build on a range of transferable skills including problem solving, analysis, critical thinking, data presentation and evaluation. Year 7 Geography provides students with a gateway to the subject and sense of wonder with the natural environment.
In Year 7 we cover Human, Physical and Environmental issues that are central to the study of Geography at all levels.
Students will have their practical skills assessed at the end of each module and in addition homework and classwork will be assessed throughout the year. Students will be encouraged to evaluate their work.
This unit is an exciting start to Year 7 Geography, looking at a variety of extreme weather, mapping where it occurs and discovering the Geography behind it. We will study Hurricane Katrina as a case study, looking at the human and physical factors that made the hurricane so devastating and the social issues it bought to light.
This unit leads nicely on from Extreme weather and explores the causes and impacts of the Climate Crisis. Students will look at issues of sustainability and the impacts of the climate crisis on children their ages across the world. We will also introduce the Sustainable Development Goals (SDGs) and students will evaluate the progress made so far, and how far these sustainable development goals can help to mitigate future problems.
Looking at a range of desert environments, the unit focuses on climatic conditions associated with deserts and the ways in which humans, plants and animals have adapted to live in these extreme environments. Linking back to the SDGs from our Climate Crisis unit, students will explore new technology such as Aquaponic and how this can help communities in extreme environments develop sustainably.
Based on the book by Hans Rosling, this new unit aims to dispel some of the myths and generalisations people have about the world. Students critically evaluate data and are taught to spot fake news stories – as well as developing an understanding of why dichotomies and generalisations are unhelpful for Geographers.
The final unit of Year 7 links back to all previous units and draws together the skills students have developed. We will evaluate if tourism in Antarctica can be sustainable and whether resource extraction from the Arctic is viable in today’s world, alongside discovering the lifestyles of indigenous communities in these extreme cold environments.
Students have homework once every 2 weeks. Classwork and homework will be assessed through a range of formative approaches including self and peer assessment where students will be involved in setting their own “next steps” and targets. End of topic assessments will include a range of skills tests, written tests and projects which will be given a BSN level.
The aims of the course are to develop the historical knowledge and skills of all students, and to enable them to apply historical skills to a variety of different tasks.
At the start of the year, students learn about the nature of the subject and the historical skills that are taught and assessed during Key Stage 3. Students learn about the significant individuals, events and changes in European History and West African civilisations between c.1050 and 1650. The topics that are currently taught are:
l Introductory unit – What is History?
l The Norman Conquest 1066
l The Crusades
l Rats to Rebellion – a focus on the Black Death and Peasant Revolt of 1381
l West African Kingdoms
l The Reformation and it’s impact across Europe
Students will be taught the following knowledge, skills and understanding:
l Chronology
l Knowledge and understanding of events, people and changes in the past
l Historical interpretation
l Historical enquiry
l Organisation and communication
Each student will be issued with the relevant textbook, though teachers make use of other resources. ICT is treated as an integral part of the course and students are given opportunities within the curriculum to develop their ICT skills.
Classwork and homework are assessed formatively i.e. to support learning during the learning process. Thus students will be engaged in peer and self-assessment and will be expected to be involved in setting their own targets in relation to their learning in History. Students will also sit a series of formal assessments, which specifically target a number of historical skills. Additionally, at least once a year, students will have the opportunity to explore different homework tasks on a given topic area, with an emphasis on free choice, creativity and extending historical knowledge.
A high-quality Computer Science education equips students to use computational thinking and creativity to understand and change the world. Computer Science has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of the subject builds from the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, students are equipped to use information technology to create programs, systems, and a range of content. Computer Science also ensures that students become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.
The BSN Year 7 Computer Science curriculum aims to:
l Introduce all students to the computing systems in use at the BSN Senior School
l Heighten awareness of online safety and sensible online behaviour
l Introduce key coding concepts using blocks and text-based code
l Reinforce computational thinking techniques at all levels.
l Give students opportunities to analyse problems in computational terms.
l Develop critical thinkers who can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
l Empower students to be responsible, competent, confident, and creative users of information and communication technology.
Students in Year 7 Computer Science will work on three main units during the year:
BSN Computing Driving License (BSNCDL)
This unit will introduce new Year 7 students to the digital world of Computer Science at the BSN. The main aim is to ensure all students have the necessary knowledge and skills to be effective digital users and learners at school.
Students will explore the history of game development; the ethical and moral issues gaming has created as well as designing and developing their own computer games using the MIT (Massachusetts Institute of Technology) Scratch platform.
Students will continue exploring the exciting world of code and computational thinking, through programming with microbit devices. We will explore both block and text-based coding through a range of practical projects..
Continued
How will the course be assessed?
Students will complete a piece of assessed work at the end of each topic during which they can demonstrate the skills they have developed in the area of study. This could be in the form of an extended project to demonstrate a computational skill, a lesson-based coding task or OneNote portfolio submission. There will also be regular quizzes and homework activities to test students’ understanding and track their performance throughout the year.
What other opportunities are there within the subject?
The Computer Science department runs several CCAs that allow students to develop their computational thinking skills further. These include:
Python Café, where students can get help and support with their Python code.
Competitive Coding Club, where students work in teams to develop their computational thinking and problem-solving skills using real coding competition challenges.
Minecraft Club, where students can explore the wonderful world of Minecraft.
Technovation, a global competition specifically targeted at girls in Computer Science and encourages them to solve real world problems by designing and building digital products.
The students will also have opportunities to take part in several Computer Science based events throughout the school year including Ada Lovelace Day, Hour of Code, EU Code Week, The Bebras Computational Thinking Competition, Oxford University Coding Competition and much more!
During the first two years of the Senior School, students in Year 7 and 8 follow an Integrated Science course. Each class has one or two Science teachers for all their Integrated Science lessons (seven lessons over two weeks).
Aims of the course
l Planning and carrying out scientific investigations
l Making accurate and relevant observations
l Recording and presenting results appropriately
l Working safely and co-operatively
l Stimulating and maintaining interest and enjoyment of science
l Preparing students for Year 9 separate science courses which lay foundations for GCSE and round off KS3
Details of what the course involves
Lessons are taught in purpose-built teaching laboratories and supported by experienced technical staff. The complete course is structured into independent modules which are divided into Biology, Chemistry and Physics sections.
Biology
l Cells, tissues, organs and systems
l Sexual reproduction in animals
l Ecosystems
Chemistry
l Acids and Alkalis
l Mixtures and separation
l Particles, atoms and elements
Physics
l Energy
l Current electricity
l Forces
l Sound
The course uses a specially designed textbook ‘Exploring Science 7: Working Scientifically, which is supported by Active Teach.
On completion of a module students will be given a quick multiple-choice quiz. On completion of 3 modules, one Biology, one Chemistry and one Physics they will sit a test of structured questions. Students will receive a summary sheet for each module to prepare.
In the summer term, students will also carry out a Core practical and a practical skills written test.
This will involve:
l Planning a simple practical
l Setting up a results table
l Carrying out a practical by following instructions (this will be given to them)
l Collecting data
l Drawing a graph and making a conclusion
l Answering questions on practical skills learnt throughout the year
This will take 2-3 lessons to complete (one week) and will not require any revision. It will be based on skills they will have acquired during the year.
The Learning Support Faculty consists of two departments: Additional Educational Needs and English as an Additional Language. The aim of both departments is to enable students to access the curriculum to the best of their ability.
Some students have additional educational needs and have difficulty (temporary or longer term) accessing the curriculum, which requires additional educational provision to be made for them.
The aim of the Additional Educational Needs department is to ensure students who have additional educational needs are enabled to make the best possible progress at the BSN and to become independent, confident and successful learners.
Students who require additional support in school usually have difficulties in one or more of the following areas:
l Students may make little or no progress despite the use of targeted teaching approaches and a differentiated curriculum
l Students may work at levels significantly below age expectations, particularly in Literacy or Numeracy
l Students could present with persistent emotional and/or behavioural difficulties, which have not been managed by appropriate strategies usually employed
l Students may have Sensory or Physical impairments that result in little progress despite the provision of appropriate aids or equipment
l Students may have medical needs, which require additional interventions or adaptations to the curriculum in order ensure progress is being made
l Students may have poor communication or interaction skills, requiring specific interactions and adaptations to access learning
The AEN department offers a wide variety of additional interventions, such as:
l Appropriate curriculum teaching groups or setting
l Assessment by the AEN department – this may be triggered when a student fails to achieve adequate progress, despite having had access to a differentiated programme
l A student passport, outlining a student’s learning needs, how these are presenting in class and what support is needed in curriculum lessons to ensure good progress
l Small group support focussing on Curriculum Support
l Targeted small group or 1-1 support, in order to improve or manage a student’s specific learning need(s)
l Assessment and/or intervention from Specialist Agencies when required (this comes at an additional cost to parents)
l In class and 1-1 directed study support from a Learning Support Assistant (this comes at an additional cost to parents)
Parents, students and staff will be informed should a student be identified with additional educational needs. Additional support in the school will always be discussed with the student, parents and teachers to ensure appropriate interventions are in place to meet the student’s individual needs. Interventions and their impact are regularly reviewed with everyone involved and are adjusted when required.
Please contact the Head of AEN should you have any questions or concerns.
In many schools, English language acquisition is referred to as ESL (English as a Second Language) but as many of our students are already multilingual, the British School uses the term EAL (English as an Additional Language).
Many of our students are also proficient in English as a personal and academic language. For those who are developing their English in a school context, we provide specialist support both within the mainstream classroom and in small group or one-to-one EAL classes.
Students who need extra support work with language acquisition specialists in small groups. A wide range of materials are used to facilitate language learning in meaningful and realistic contexts for the age of the students and in close collaboration with subject teachers.
Our EAL syllabus reflects the topics and concepts that students encounter across the curriculum and is based on texts that inform, argue, narrate and explain. Students explore academic conventions and learn to interpret different types of writing, reading, speaking and listening so that they can become successful learners in an English medium classroom.
In addition to this, we provide in-class support for small groups and individuals, where possible, to support the development of classroom skills and strategies for academic English literacy.
Academic language development is a long-term but rewarding journey for students learning EAL. Initially, students will swap some language and/ or mainstream English lessons for EAL classes. However, we constantly assess progress and reduce support incrementally as students are increasingly able to access and respond to the curriculum successfully on their own. Timetable changes and decisions regarding changes in support are always taken in consultation with the students themselves and with their parents.
The aims of the course are to increase the mathematical skills of the individual and to enable students to apply these skills in solving a variety of problems in different contexts.
The course follows the guidelines set out in the UK Curriculum. This comprises four areas of study in which students increase their knowledge and skills:
l Using and applying Mathematics: investigations, explaining and justifying methods and conclusions
l Number and algebra: mental and written arithmetic, simple linear equations, sequences, functions and formulae
l Shape and space: simple geometry, transformations, construction and mensuration
l Data handling: collecting, processing and representing discrete data, calculating and interpreting averages and simple probability
Physical textbooks are not used; online text books are used.
Each student will also be issued with a username and password for the MyMaths website, which will be used for some homework tasks as well as the review and practice of key skills.
Initially, students will be taught in mixed ability groups.
Through careful observation, assessment and testing during the first term, sets will be created based on performance and progress.
All year 7 students follow a similar curriculum, but by setting, the faculty is more able to meet the mathematical needs of each induvial student. The difference between the sets can involve the pace of delivery, the complexity of the problems and the suitable depth to which a topic is explored..
Aside from the regular assessment of classwork and homework, students will take several tests during the course of the year. At the end of the academic year, the students take two summative assessments.
Students are divided into three sets in Dutch in Y7.
Students with little or no experience of the language are taught as ‘beginners’, going on to intermediate level and those with more experience as advanced and native level. Advanced and proficient speaker will be working from a variety of materials ranging from websites to Dutch newspapers. The course aims to make the students aware of the Dutch culture around them and to give them the confidence that they require to function in everyday situations in the language. The advanced students should be able to use different tenses with a greater degree of accuracy and feel at ease with the written language. Proficient speakers should aim to be at approximately the same level as their counterparts in Dutch schools.
Students work with the course book Plein 16, which focuses mainly on vocabulary acquisition and oral communication, and the website Nieuwsbegrip.nl, covering a vast range of topics, including Family, School, Holidays, etc. We also use additional resources such as Eenvoudige basisgrammatica NT2, Geregeld spreken and Kidsweek.
Students are assessed in the four skills throughout the course and staff will also set homework tasks requiring students to practise and learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year. There will be formal tests assessing knowledge and understanding of the subject matter covered in the course.
The aim of this course is to encourage students to enjoy learning and using French, focusing particularly on gaining confidence in the skills of Listening and Speaking, but also developing their Reading and Writing skills, giving all students the opportunity to read authentic texts and write simple French for everyday situations.
Students will work with the digital course book Dynamo, covering various topics including, Going Back to School, In the Classroom, Free Time and Leisure, Family Life and In Town. There will be one homework every two weeks.
Students are assessed in the four skills throughout the course and staff will also set homework tasks requiring students to practise and learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year.
Those students who are proficient speakers of French, either by virtue of their nationality or lengthy residence in a French-speaking country, will be tested at the beginning of the year, and if they have an appropriate level of the French language, will be offered an alternative Personal Language Programme with a teacher who is a proficient speaker of French.
Continued
The aim of this course is to encourage students to enjoy learning and using German, focusing particularly on gaining confidence in the skills of Listening and Speaking, but also developing their Reading and Writing skills, giving all students the opportunity to read authentic texts and write simple German for everyday situations.
Details of what the course involves
Students will work with the digital course book Stimmt! 1, covering various topics including, My World, Family and Pets, Free Time and Leisure, School and Holidays. There will be one homework every two weeks.
How will the course be assessed?
Students are assessed in the four skills throughout the course and staff will also set homework tasks requiring students to practise and learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year.
Those students who are proficient speakers of German, either by virtue of their nationality or lengthy residence in a German-speaking country, will be tested at the beginning of the year, and if they have an appropriate level of the German language, will be offered an alternative Personal Language Programme with a teacher who is a proficient speaker of German.
The aim of this course is to encourage students to enjoy learning and using Spanish, focusing particularly on gaining confidence in the skills of Listening and Speaking, but also developing their Reading and Writing skills, giving all students the opportunity to read authentic texts and write simple Spanish for everyday situations.
Details of what the course involves
Students will work with the digital course book Viva 1, covering various topics including, Personal Identification, Free Time and Leisure, School, Family and Festivals and Your Town. There will be one homework every two weeks.
Students are assessed in the four skills throughout the course and staff will also set homework tasks requiring students to practise and learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year.
Those students with an advanced level of language, either by virtue of their nationality or lengthy residence in a Spanish-speaking country, will be tested at the beginning of the year and if they have an appropriate level of the Spanish language will be offered an alternative Personal Language Programme with a proficient speaker assistant in Year 7.
At the end of Year 7, students choose the two languages from French, Spanish and German that they would like to study in Year 8.
Students in Year 7 receive 3 x 50-minute sessions of curriculum time for Music over 2 weeks. The activities undertaken address the major Areas of Study of the UK National Curriculum:
l Performing
l Composing
l Listening and Appraising
Activities are loosely structured around 5 or 6 week blocks, during which the Programmes of Study are implemented so as to integrate the 3 Areas of Study wherever possible.
Activities are designed to address individuals’ progression of both skills and understanding whilst at the same time striving to maintain a balance with introduction to new skills and musical involvement. Classwork is designed to stretch students’ individual musical capabilities, and students are encouraged to broaden their musical skills base through Performing, Composing and Listening/Appraising activities.
l First and foremost, to cultivate a passion, excitement and enthusiastic enjoyment and appreciation for Music
l The establishment and reinforcement of core musical skills such as being able to sing and play with increasing fluency, including reading notation, awareness of pitch and being able to discriminate between instruments and to play by ear with aural awareness
l To introduce new and exciting concepts and styles, broadening students’ musical tastes and horizons including the use of music technology
l To encourage students to make personal responses to music, and to evaluate music heard
l To encourage students to create music individually and in groups, working as a team and constructing coherent patterns
l To encourage performance both in and outside the classroom, solo and ensemble, vocal and instrumental
Students undertake a course of study based largely around practical activities in singing/ playing, composing/arranging and listening/ appraising. The work is centred on a series of projects, each representing a musical genre, group of instruments, skill development or music from a non-Western culture.
The focus of the 6 main Music projects undertaken is as follows:
l Improvisation project - developing good aural/ critical listening skills through improvising over a backing track using Music Technology (Logic Pro X and/or Soundtrap)
l Star Wars project – developing the ability to play the Keyboard and read from staff notation.
l All about the rhythm - composing a piece together in groups that includes a variety of rhythms and other elements of music such as form/structure, dynamics, tempo changes etc..
l Instruments of the Orchestra - Sequencing/ Arranging project on Logic Pro X
l World Music project – developing ensemble playing skills together on keyboard and other classroom instruments through a study of music from different parts of the world (e.g. China, Reggae, Samba)
l The Viennese Waltz – composing a waltz to be played on the Keyboard and developing reading/writing of traditional music notation
Alongside these projects, students do much singing, playing and listening to a wide range of different musical styles/genres, and develop background knowledge and build up their musical vocabulary. In class, students use a mixture of their own instruments, classroom percussion, electronic keyboards, guitars, ukuleles and Music Technology Suite equipment (Apple Mac workstations using Logic Pro).
The Students also complete exercises in musical theory as a combination of class work and appropriate homework. Any written work undertaken is usually kept in an electronic folder (One Note), which stays with the student throughout Years 7–9, and many worksheets and student help sheets are stored on students’ own Surface Pro. In addition, computer files of their Music Technology work are stored in secure areas on individually numbered machines. The member of staff also stores recordings and/or videos securely, where this is appropriate.
How the course is assessed:
Continuous formative assessment of practical activities, including Performance and Composition, takes place throughout the year, and this is supplemented by listening activity tasks and a series of self-assessment/selfevaluation sheets completed by students.
Homework is linked to furthering understanding of the project topics, and is a mixture of aural, theoretical, practical and written research tasks. Much emphasis is placed on individual discussion with students about their work. Staff talk to students on a regular basis, continuously monitoring their work and taking account of their rate of progress and skills development. This is a major feature of how the department works, and of how we track individuals’ progress and achievements. As most of our work is practical in nature, this ongoing conversation and dialogue is worth so much more than just grading/assessing their work formally.
Grading throughout the course is in line with the school’s assessment criteria used on both the grade cards and reports. Throughout, and certainly at the end of each 5/6 week project, assessment of students’ work takes place, and they are given time to reflect on and evaluate what they have learned and how they have progressed. These are recorded by the teacher and form part of ongoing assessment strategies and overview.
Instrumental lessons are available through the school. A proportion of lessons are taken by Year 7-9 students during the academic day, on a rotating timetable, with other lessons taking place after school and into the evening where appropriate. Instrumental and Vocal lessons run from 9.00am until 9.00pm Monday to Friday.
All students, whether they have lessons in or out of school, are strongly encouraged to participate in a wide range of extra-curricular school ensembles which are an important part of our provision.
In recent years, these have included: Lower School Choir, Senior Choir, Showstoppers Group, Guitar Ensemble, Rock Groups, Orchestra, String Quartet, Funk band, Jazz band, Ukulele ensemble and BSN Sessions (the school’s official record label) and a variety of other ad-hoc ensembles which vary throughout the year. We also stage regular full-school musicals/plays and provide musical support for whole-school and lower school drama productions.
Several important topics are considered through both informative and discussion based lessons, making use of worksheets, newspaper articles, DVDs, interactive CDs, role play, games, card sorts, debate, and student presentations.
The underlying aims of the course are to encourage students to:
l Develop a basic knowledge and understanding of the spiritual, moral, cultural, economic, physical and mental development of themselves and others
l Become self-confident and happy young people
l Develop a healthy and safe lifestyle
l Explore and understand the feelings, attitudes and values of themselves and others
l Develop and practise skills of enquiry and communication
l Become more responsible for their own learning and behaviour
l Develop the skills necessary to become informed and responsible citizens
The following themes form the framework of Year
7 PSHE and Citizenship course, which is delivered via one 50 minute lesson per week:
l Personal management: ground rules for PSHE; developing potential; managing time and making priorities; enhancing memory skills; being resilient; thinking positively; handling feelings; rules and ethics; consequences of actions; listening and communicating; discussion skills; banks and what they do; money management and budgeting
l Health and safety: smoking and alcohol education; puberty and growing up; how to handle an emergency
l Personal relationships and social awareness: belonging to groups; the need for rules and personal responsibilities; friendship; bullying and teasing; cyber bullying; assertiveness skills
l Citizenship: care of the environment; animal welfare
By offering a broad, balanced and progressive curriculum involving a range of challenging and enjoyable experiences to all students, the PE Faculty aims to promote the following:
l The physiological development of the student
l The development of movement co-ordination and the acquisition of a range of motor skills
l An understanding and appreciation of a range of physical activities
l An understanding and appreciation of health, fitness and the benefits of being involved in regular physical activity
l An ability to work with others and to value their contribution without prejudice towards gender, ability and social/cultural background
l The development of personal qualities
e.g. tolerance, leadership, fair play and responsibility
l An ability to plan and compose movement sequences in a variety of activities
l An ability to recognise, understand, and appreciate varying levels of performance
l The value and importance of physical exercise as a leisure time pursuit in the wider community
l The development of relevant skills, knowledge and understanding for future vocations in sport and recreation
l To provide and maintain an orderly, wellstructured and safe environment conducive to learning and achievement
l To provide an effective PE curriculum, available to all and appropriate to student needs. By doing so, this will promote the physiological development of students
l To provide for the development of both physical competence and awareness of aesthetic appreciation and of personal and social skills
l To promote the link between regular physical activity and a healthy lifestyle
l To provide for the development of the following:
Skills – motor, problem-solving, decisionmaking and co-operation
Knowledge – rules, basic health, fitness and physiological aspects
Concepts – of defence, attack, space, safety, healthy lifestyles, teamwork and appreciation of movement
Attitudes – of fair play, responsibility, confidence and commitment
All Year 7 girls receive instruction in the following activities:
l Gymnastics
l Hockey
l Health Related Exercise
l Football
l Basketball
l Dance
l Ultimate Frisbee
l Swimming
l Tennis
l Striking and Fielding Games
l Softball
All Year 7 boys receive instruction in the following activities:
l Badminton
l Tennis
l Rugby
l Gymnastics
l Swimming
l Health Related Exercise
l Cricket
l Football
l Softball
l Athletics
Senior School sports kit
l T-Shirt: house coloured T-shirt with BSN logo
l Shorts or hockey skirt: navy blue
l Warm Top: choice of navy blue top with BSN logo or navy blue tracksuit top with BSN logo
l Tracksuit bottoms: navy blue
l Rugby kit: navy blue rugby shirt, shorts and long socks
l Footwear: trainers, boots (football, rugby or hockey as appropriate), indoor trainers
l Miscellaneous: sports socks, shin guards, mouth guard
The English and Welsh system is divided into key stages. The section covering Years 7-9 is called Key Stage 3. Key Stage 4 covers Years 10 and 11
For further details please see; http://www. education.gov.uk/schools/teachingandlearning/ curriculum/b00200366/about-the-schoolcurriculum
EAL
English as an Additional Language (see Learning Support section)
AEN
Additional Educational Needs (previously known as SEN, see Learning Support section)
General Certificate of Secondary Education. Examinations are taken at 16 years of age usually in nine, or ten subjects. Grades range from A* to G. Higher grades from A* – C are generally accepted as qualifications to begin a course at AS level in Year 12, leading to A2 level in Year 13, or for the IB Diploma which runs over two years. The minimum requirement to enter the Sixth Form at the BSN is five passes at C grade, or better. In order to start a particular AS or IB course subject, most subjects require at least a pass at B grade on a higher paper in that subject or in a related area (see the subject entries, or talk to the departments for details).
General Certificate of Education at Advanced Subsidiary Level. These examinations form part of an internationally-recognised qualification for university entrance. Students usually take four subjects at the age of 17 in Year 12. They allow students to retain a breadth of knowledge at a high academic level, or to begin courses
in new subjects. If students continue at A2 Level, the AS results count towards the final A Level award. Results in the subject(s) which a student may typically drop at the end of Year 12 to concentrate on their A2 courses, count as AS grades and may be used, along with GCSE grades, as part of a student’s application to university. For further details please see Compass, ‘Year Groups and Curriculum’ and choose ‘Year 12.’
General Certificate of Education at Advanced Level. These are examinations which are internationally-recognised as university entrance qualifications. Students usually take these examinations at the age of 18 in Year 13, in three or four subjects. A levels are being increasingly referred to as A2 Levels; it means the same.
The school is an IB World School and we offer the full IB Diploma alongside A level. Like A level, the IB Diploma is internationally-recognised as a university entrance qualification. Students study six subjects – three at higher and three at standard level – over two years along with a central core which must be passed to gain the final diploma. For further details please see Compass, ‘Year Group Pages’ and choose ‘6th Form.’
The IBCP is an internationally recognized university entrance qualification that has a specific vocational focus. All students will study a core BTEC Business programme, which has the broad equivalence of 2 ‘A’ levels, combined with two standard level Diploma subjects, chosen from a limited range. Students are also required to follow a “core programme” that includes community service, approaches to learning and an extended reflective project. For further details please see Compass, ‘Year Group Pages’ and choose ‘Sixth Form.’
Here are some website addresses which you might find useful in your thinking about GCSE choices and beyond
The National Curriculum online: http://www.education.gov.uk/schools/ teachingandlearning/curriculum/secondary
Edexcel (examinations board which we mostly use at GCSE and A level)
http://www.edexcel.com
International Baccalaureate: http://www.ibo.org
UCAS: Universities and Colleges Admissions Service
http://www.ucas.co.uk
EUNiCAS: European university Central Application Support Service
http://www.eunicas.co.uk
The Department for Education (UK government) http://www.education.gov.uk
The British Council guide for overseas students wishing to study in the UK: http://www.educationuk.org