SSV Y9 Curriculum Booklet

SSV Curriculum A guide to Year 9

Welcome to Year 9

Welcome to Year 9, the last year of Key Stage 3 before students embark upon two years of GCSE courses in Years 10 and 11. We will be expecting students to seize new challenges in and out of the classroom and to take more responsibility for their learning and for how they organise themselves.

The Year 9 curriculum offers a broad and balanced education, building on the programme laid down in the junior schools and Year 7 and 8, and is based on the National Curriculum for England. Our programmes of study take into account the rich diversity of nationalities in the student body.

Students have the opportunity to study the two modern languages chosen from French, German, and Spanish which they will have chosen in Year 8. In Year 9, sciences – Chemistry, Physics and Biology – are taught separately.

The school operates a two-week timetable so lessons in Week A will be different to those in Week B.

The school day

Monday to Friday 6 x 50 minute lessons each day with a morning break and a tutor period in the morning and a one hour lunch break.

Subjects

l English (7 lessons per fortnight)

l French, German, Spanish (Students do two languages) (3 per language)

l Geography (3)

l History (3)

l Mathematics (7)

l Computing (3)

l Science (Three each of Biology, Chemistry, Physics) (9)

l Design and Technology (3 for half of the year)

l Food Preparation and Nutrition (3 for half of the year)

l Music (3)

l Art and Design (3)

l Physical Education (4)

l Drama (2)

l PSHE (2)

Learning support

We have provision, where necessary, to offer students support in English as an Additional language (EAL). Additional Educational Needs (AEN) staff are also available to give help to children with particular needs.

Homework

Presently, all Year 9 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. After two years of secondary school we would expect students to take greater responsibility for the organisation of their work. The Library is also open for study after school until 17.30 (16.00 on Fridays) each weekday evening and at lunchtimes.

Assessment

Students are continually assessed throughout the year in a variety of ways which will include formal tests.

Reporting and contact

A full report will be issued in December, followed by an Achievement and Progress update in March and a short summative report in July. Following the Options Evening, held in January, there will be a Progress Evening in early February.

We strongly encourage parents to bring their children to progress and consultation evenings. It is important for students to hear what is being said directly and to be able to contribute to the discussion. The most effective dialogue is threeway. Students can also be very helpful in guiding parents from one room to another between appointments!

In between these formal periods of contact, problems and issues may arise. Parents may contact the school and vice-versa. Staff can be contacted via direct email. All addresses are available via the SSV homepage of Compass. Staff will also communicate with parents – both collectively and individually – via Compass.

Options for Years 10 and 11

In Years 10 and 11, students will follow courses leading to external examinations called the General Certificate of Secondary Education (GCSE). Some of these subjects are compulsory and others are options. Students take four optional subjects in Years 10 and 11 as well as enrichment option. In January, there will be a special Options Evening where parents and students are invited to talk to staff about their potential options for GCSE. A detailed guidance curriculum booklet will be given out in advance and students are given a lot of helpful advice in their PSHE lessons in the weeks leading up to this important evening.

Tutor time

The students register with their form tutor for 5 minutes at the beginning of each day and then see their tutor for 20 minutes’ Tutor Time later in the morning.

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.

Developing effective learners

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 level 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.

Inquirers

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.

Knowledgeable

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.

Thinkers

They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

Communicators

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.

Open-minded

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.

Caring

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.

Risk-takers

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.

Balanced

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Reflective

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

Principled

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.

Whether your child is an existing student, or new to the BSN, we look forward to welcoming them in September and wish them a happy and rewarding time in Year 9.

Art and Design

Aims of the course

The aims of the year 9 Art and Design curriculum are to:

l Make use of techniques learnt and skills developed.

l Follow through an artistic or design process, within a given context, from research, through the development of an idea and experimentation with application of an artist reference, to the final piece.

l Develop responsibility for their own ideas and independent research.

l Begin to develop their own individuality in their artwork.

Details of what the course involves

Students will have a number of extended workshops during the year. The topics cover areas such as illustration and graphics, architectural design and 3D construction, and animation. More freedom is allowed to develop ideas where a personal and creative approach is encouraged.

Book making, use of acrylic paint and mixed media, with card construction are some approaches that will be used.

Work will be organised and presented in sketchbooks, where students will use previous experience to respond with greater depth and understanding of the context of their own work.

Amongst the media on offer are wire and papier maché, ceramics, found objects, fabrics, printing, collage, charcoal, acrylic paint, gouache, and watercolour, as well as ‘Photoshop’ manipulation of images. Students have a resource book in which they carry out homework and resource tasks, and contextual work in support of their classwork. This book also builds up a photographic record of their artwork.

How will the course be assessed?

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. Homework will require students to work with greater independence where they will be encouraged to set their own to complement classwork.

Design and Technology

Aims of the course

Design and Technology (DT) in Year 9 aims to consolidate and build upon the work completed during Years 7 and 8, in preparation for the step-up to GCSE. Year 9 students will now be experienced in working in the DT environment, so they will be able to work safely with an increasingly wide range of media, materials and equipment. Designing techniques which the students use will now range from handsketching with annotation, to Computer-Aided Design (C.A.D.). 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, using handtools, specialist machinery and equipment, as well as Computer-Aided Manufacture (C.A.M.) to realise higher quality products. At the end of the DT process the Year 9 students should now be able to propose how to test their finished product for fitness-for-purpose 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.

Continued

Details of what the course involves

The DT course involves a number of different Design and Make Assignments (DMA), Focused Practical Tasks (FPT) and Investigation, Disassembly and Evaluation Assignments (IDEAS). DMA’s 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. FPT’s 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-andMaking 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.

How will the course be assessed?

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. There is an end of year examination to assess the individual level of knowledge and understanding accrued during the Year 9 DT course.

Other information

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

Aims of the course

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.

Details of what the course involves

The English Syllabus for Year 9 is broadly in line with the National Curriculum for England and National Literacy Strategy requirements for Key Stage 3, but it seeks to go beyond those requirements. The Year 9 course provides a bridge from the first two years in Senior School to the beginning of examination courses in Year 10. Texts of an increasingly mature and challenging nature are explored by students.

Reading

Reading, both shared and individual, is central to the English curriculum. Students study a wide variety of literature, including two fiction texts, two plays including one Shakespeare play, short stories and a selection of poetry, including First World War 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 are encouraged to read at home.

Writing

In Year 9, students should move towards planning, drafting and writing for GCSE. As well as short, focused pieces, it is expected that, by the end of the year, students will have built up a portfolio based on the requirements for GCSE. This may include examples of the following:

l Personal/imaginative/creative writing

l Response to Shakespeare

l Response to pre-twentieth century prose or drama text

l Response to a twentieth century prose or drama text

l Response to writing of diverse cultures;

l Response to First World War poetry, linked to the Ypres visit

l Response to non-fiction/media task

The planning, drafting and proofreading of written work in preparation for GCSE assignments is encouraged. The concepts of audience, purpose, style and structure are emphasised. Technical accuracy and grammar and spelling skills are also an integral part of the English course. By the end of Year 9, a student should be able to write literary analysis using embedded quotations and employing a detached critical voice.

Speaking and Listening

Students will have the opportunity to participate in a wide range of speaking and listening activities, from formal discussion to informal contributions and contribute to the end of year Inter-House Debating Competition.

Drama

Aims of the course

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.

Details of what the course involves

In Year 9, the course builds upon and develops further Drama conventions which allow learners to be specific when approaching devising and script work. Working in groups, learners are now challenged to work on their directing skills in addition to their writing skills through devised performance. A more focused study of a GCSE set text introduces learners to the approach to a play text that is more intense and allows for both the practical and theoretical aspects of the GCSE course that could be opted for. Character creation and development is explored further than in previous years as learners experiment with more elongated projects and performances. The technical aspects of Theatre are also explored both through the GCSE text study and further Shakespeare texts.

How will the course be assessed?

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.

Other information

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.

Food Preparation and Nutrition

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

Geography

Aims of the course

The course is designed to meet the needs of the National Curriculum for England whilst recognising the European and international dimensions of the BSN, and to develop an awareness of some key Global issues such as poverty, environmental sustainability and natural hazards.

Details of what the course involves

We cover human, physical and environmental geography in each of the years in Key Stage 3. The skills and techniques of Year 7 and Year 8 are built upon and developed throughout the Year 9 course. A wide variety of places are studied, from both the more and less economically-developed world.

Aims of the course

The main aims of the Year 9 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

Details of what the course involves

The course is organised into 2 units of work. The course focuses on a range of student–centred activities based on the theme of bread making and the study of current nutritional issues. (Including Iron and Anaemia, Calcium and Osteoporosis, Vitamin B12 and Vegetarianism). Students also complete practical cookery assignments and experimental work as a part of the course.

How will the course be assessed?

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.

Conflict

This popular unit offers students the opportunity to explore the Geography of Conflict. We will discover the roles that Geography can play in creating conflicts (e.g. borders and territory) alongside the geopolitical, socio-economic and environmental issues that conflict brings to a region. This unit will focus on the Israel-Palestine conflict alongside conflicts that affect indigenous groups, gender and race equality and our natural environment. During this unit, students will complete an independent study into one contemporary conflict of their choice.

Tropical Rainforests

This is a study of the Tropical Rainforest, with particular reference to the lifestyles of the indigenous tribes and the impacts of large scale deforestation. Students will gain an understanding of the importance of tropical rainforests on both a local and global scale.

Migration

This engaging unit explores the contemporary issues surrounding migration today. Linking back to the conflict unit, students will explore the journeys of refugees and asylum seekers from the Middle East into Europe and explore the opportunities and challenges these groups face. It will then look at wider migration patterns, highlighting the positive impacts of migration in Europe alongside considering the geopolitical issues accompanying growing migrant numbers.

Urban Areas: Amsterdam as a sustainable city

This unit focuses on field work and geographical skills. Students will develop their knowledge of sustainable urban design in class and will visit Amsterdam to collect a range of data which will be presented, manipulated and analysed in class with reference to how far Amsterdam can be called a sustainable city.

Hazards

This hazards unit will explore some of the hazards that have not been covered in Y7 and 8, looking at sink holes and tsunamis alongside human hazards. The assessment of this unit offers students an opportunity to look back across 3 years of learning to evaluate the largest hazards facing humans today.

How the course will be assessed?

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. There will also be an end of year exam sat by all students.

History

Aims of the course

To develop the historical knowledge and skills of all students and enable them to apply historical skills to a variety of different tasks.

Details of what the course involves

The course broadly follows the lines set out in the National Curriculum for England . Students learn about significant individuals, events and changes in the Twentieth Century World such as the First World War, the rise of European Dictatorships and the characteristics of a democracy. There are depth units on Protest movements, Genocide in the Twentieth Century (the Holocaust, Rwanda and Srebrenica), the Changing Nature of Warfare and Social & Cultural Change in Britain after the Second World War.

Additionally, students have the chance to research a topic of their own choice from a past non-European society, such as the Native Americans, Islamic civilisations and Imperial China.

They 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.

How will the course be assessed?

Classwork and homework are assessed formatively i.e. to support learning during the learning process. Thus students will be engaged in peer and selfassessment 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.

Computer Science

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.

Aims of the course

The BSN Year 9 Computer Science curriculum aims to:

l Introduce students to the fundamental concepts of Computer Science such as hardware, software, data representation and networking.

l Reinforce key coding skills and techniques using a text-based languages such as Python

l Embed computational thinking skills at all levels and create learners who can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms, and data representation

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.

Details of what the course involves

Students in Year 9 Computer Science will work on five main topics during the year:

Computer Science Fundamentals

This unit will introduce students to key principles of how Computers work. Students will explore hardware components, key software, networking concepts as well as how computers represent diverse types of data.

Computational Thinking & Algorithms

In this unit students will explore their own computational thinking in more depth. They will learn about algorithms from the world around us and write their own algorithms using Python code. They will also reflect on the moral and ethical issues presented by the increased influence algorithms are having on everyday life.

Digital Audio Production

Our students consume a huge amount of digital content every day. In this topic, students will explore how digital audio content is made and work in teams to develop their own original audio products.

Network Security

Building on their understanding from the World Wide Web topic in year 8 as well as Computer Science Fundamentals from the beginning of the year, students will explore the impact of networks in this topic. They will explore the different network approaches as well as the vulnerabilities such systems can have. They will then explore the steps that can be taken to protect computer networks.

App Development

This unit will allow students to learn the skills and techniques involved in creating their own apps for mobile devices. Building on their coding skills, students will plan, design, and implement their own apps and get real-life feedback from end users.

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!

Aims of the course

We aim to:

l Draw on the student’s everyday experiences to develop scientific ideas

l Show students the direct relevance of science to their everyday lives

l Develop the skills of collecting, interpreting and communicating data and information, using manual and electronic means

l Develop the practical skills of handling a variety of equipment, chemicals and living materials safely and effectively; and

l Increase the student’s awareness of the strengths and limitations of the scientific approach and of the social, economic and ethical factors affecting science and the world in which we live.

Details of what the course involves

During Year 9, students complete the National Curriculum of England for Key Stage 3, together with supplementary material, which is designed to take advantage of student ability and the international character of our school. Students in Year 9 have nine lessons over a fortnight, divided equally between separate lessons of Biology, Chemistry and Physics. In each subject area, we teach a series of modules. In these modules, we reinforce the concept of the unity of the scientific approach established in Year 7 and 8, while introducing the students to the diversity of style and content to the three subject areas in preparation for GCSE.

The Science course in Year 9 is practical-based, as far as this is possible, but also introduces enough new theoretical ideas to allow students real understanding of the material that they investigate experimentally. We use background reading material and textbooks when they can improve a student’s understanding. The course involves students competing topics in each of the separate Sciences. The topic titles are outlined below; each topic covers a range of key concepts from the relevant Science.

Biology

Unicellular organisms; Respiration; Muscles and Bones; Variation and inheritance; Ecology

Chemistry

Making materials; Patterns of Reactivity; The Periodic Table and Applications of Chemistry

Physics

“Being an experimental scientist” (pressure and moments)

“Being a theoretical scientist” (Space)

“Being an IT confident scientist” (Forces and motion)

“Being a complete scientist” (Electricity)

How will the course be assessed?

We set regular homework in each subject area. Homework can include writing reports of experiments, designing a new experiment, consolidation exercise on theory covered, background reading, researching a part of the topic or revision for a test.

In each subject area, we assess the progress of students by means of standardised tests at the end of each module. Students will be tested in each science subject at the end of each topic; part of each test may assess practical skills (ability to follow instructions, obtain evidence and record measurements and results). These tests are the same for each Year 9 student. There will be an overall test in each science subject in the Spring Term.

We use the results of assessments and homework assignments to chart the progress of our students through levels of development of scientific expertise, to highlight areas that require attention, and to identify areas where an especially motivated, or able student will benefit from enrichment material.

Learning Support

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.

Additional Educational Needs (AEN)

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.

English as an Additional Language (EAL)

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.

How is EAL taught at SSV?

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.

When do EAL classes take place?

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..

Mathematics

Aims of the course

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.

Details of what the course involves

The course follows the guidelines set out in the National Curriculum for England. This comprises four areas of study in which students increase their knowledge and skills:

l Using and applying Mathematics: applying Mathematics to real life situations.

l Algebra and number: further equations, inequalities, sequences, graphs, algebraic fractions and further number work.

l Shape and space: angles, polygons, Pythagoras’ theorem, trigonometry, transformations, prisms and loci.

l Data handling: further statistical investigation, representing data and probability.

Physical textbooks are not used; digital text books are used from a UK based supplier.

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.

Banding and setting

Students in Year 9 are taught in bands according to ability. Students new to the BSN are given a diagnostic placement test.

All students follow similar schemes of work in the above four areas, the difference largely being in terms of depth and pace. In this way, the faculty is more able to meet the mathematical needs of each individual student.

It should also be noted that through close monitoring of individual progress, adjustments to teaching groups may be made during the year.

How will the course be assessed?

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.

What happens after Key Stage 3?

Students will follow the GCSE Mathematics curriculum during Key Stage 4.

Aims of the course

All students in Year 9 study Dutch, and they are divided in different sets: beginners, intermediate and advanced/proficient. The aim of the course is to ensure students get to know and understand the Dutch culture, and to give them the confidence that they require to function in everyday situations. By the end of the course, those students in the intermediate class should be able to use the present and past tenses with a reasonable level of accuracy. They should also be coming to terms with the word order rules. Those students in the advance/proficient class should be able to use these tenses with a greater degree of accuracy and feel at ease when writing in Dutch. Students in the advance/proficient class are expected to sit the CNaVT A2 exam at the end of Year 9. The mock exam should be a good indicator as to whether students are ready to sit this exam.

Details of what the course involves

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 Work, Weather, Environment, Holidays, Art and Culture, etc. We also use additional resources such as Eenvoudige basisgrammatica NT2, Geregeld spreken and Kidsweek. .

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. There will be formal tests assessing knowledge and understanding of the subject matter covered in the course.

Students eligible to sit the CNaVT A2 exam in Dutch in Year 9 will also be tested through the Year 11 MOCK exams to confirm their entry for the CNaVT A2 exams.

French

Aims of the course

The aim of the course is to further promote the enjoyment of learning and using French, developing skills gained in Year 8 to a higher level and consolidating the students’ understanding of the language in order to equip them with the tools needed to use French in everyday situations. Their grammatical knowledge will be extended to include a wider range of tenses and structures. Students who arrive in Year 9 with no previous experience of French will be given special help so that as a beginner they can catch up with the work missed in Years 7 and 8.

Details of what the course involves

Students will work with the digital course book Dynamo and an accompanying “Cahier d’Exercices” with consolidation and extension exercises. This follows directly from the course studied in Year 8 and consolidates structures and vocabulary encountered in their first two years of French. Students will cover various topics including My World, Jobs and Future Plans, Music and Changes in Myself and the World, Healthy Eating, The Natural World and the Environment, The French-speaking World and will focus on learning to consolidate the three tenses - past, present and near future and acquiring the imperfect, simple future and conditional tenses. Homework will be set once a fortnight. Students will continue with French as one of the two languages that they study in addition to Dutch.

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.

Proficient Speakers of French

Those students who followed the Year 7 Personal Language Programme at the BSN or were tested when they arrived in Year 8 or when they arrive in Year 9 and have an advanced level of language, either by virtue of nationality or lengthy residence in a French-speaking country, will continue to be offered an alternative after school

Personal Language Programme, which aims to maintain their level of French and promote their knowledge of their home culture and history, in the hope that they will continue with the Personal Language Programme in Years 10 and 11, preparing them for their GCSE as an extra language at the end of Year 11.

German Aims of the course

The aim of the course is to further promote the enjoyment of learning and using German, developing skills gained in Year 8 to a higher level and consolidating the students’ understanding of the language in order to equip them with the tools needed to use German in everyday situations. Their grammatical knowledge will be extended to include a wider range of tenses and structures. Students who arrive in Year 9 with no previous experience of German will be given special help so that as a beginner they can catch up with the work missed in Years 7 and 8.

Details of what the course involves

Students will work with the digital course book Stimmt! 3 Rot and an accompanying Übungsheft with consolidation and extension exercises. This follows directly from the course studied in Year 8 and consolidates structures and vocabulary encountered in their first two years of German. Students will cover various topics including Role Models, Music, Jobs and Future Plans, Childhood and School and My Rights and Responsibilities in Society and will focus on learning to consolidate the three tenses - past, present and future and acquiring the imperfect, word order and varying sentence structures. Homework will be set once a fortnight. Students will continue with German as one of the two languages that they study in addition to Dutch.

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.

Proficient Speakers of German

Those students who followed the Year 7 Personal Language Programme at the BSN or were tested when they arrived in Year 8 or when they arrive in Year 9 and have an advanced level of language, either by virtue of nationality or lengthy residence in a German-speaking country, will continue to be offered an alternative after school Personal Language Programme, which aims to maintain their level of German and promote their knowledge of their home culture and history, in the hope that they will continue with the Personal Language Programme in Years 10 and 11, preparing them for their GCSE as an extra language at the end of Year 11.

Spanish

Aims of the course

The aim of the course is to further promote the enjoyment of learning and using Spanish, developing skills gained in Year 8 to a higher level and consolidating the students’ understanding of the language in order to equip them with the tools needed to use Spanish in everyday situations. Their grammatical knowledge will be extended to include a wider range of tenses and structures. Students who arrive in Year 9 with no previous experience of Spanish will be given special help so that as a beginner they can catch up with the work missed in Years 7 and 8.

Details of what the course involves

Students will work with the digital course book Viva 3 Rojo. This follows directly from the course studied in Year 8 and consolidates structures and vocabulary encountered in their first two years of Spanish. Students will cover various topics including The Social Life of Young People, Health and Welfare, Jobs and Future Plans, Holidays and Travel, My role as a Young person in Society and will focus on learning to consolidate the three tenses - past, present and near future and acquiring the imperfect, simple future and conditional tenses. Homework will be set once a fortnight. Students will continue with Spanish as one of the two languages that they study in addition to Dutch.

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.

Proficient Speakers of Spanish

Those students who followed the Year 7 Personal Language Programme at the BSN or were tested when they arrived in Year 8 or when they arrive in Year 9 and have an advanced level of language, either by virtue of nationality or lengthy residence in a Spanish-speaking country, will continue to be offered an alternative after school Personal Language Programme (or should continue to study with the Spanish Embassy). The programme aims to maintain their level of Spanish and promote their knowledge of their home culture and history, in the hope that they will continue with the Personal Language Programme in Years 10 and 11, preparing them for their GCSE as an extra language at the end of Year 11.

Students in Year 9 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 National Curriculum for England:

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.

Aims of the course

l The reinforcement of the core musical skills developed in Year 8, such as reading notation, awareness of pitch and discrimination between instruments, performing and composing music…

l To introduce new and exciting concepts and styles, broadening students’ musical tastes and horizons

l To encourage students to make personal responses to music, and to evaluate and appreciate various genres of music

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

Details of what the course involves:

All students will spend 3 x 50-minutes over the course of 2 weeks developing their musical understanding through a combination of Music Technology tasks, practical activities and written tasks. Students study six projects, based around a genre, group of instruments, or music from a non-Western culture, and research assignments are given as homework.

The focus of the 6 main Music modules undertaken is as follows:

l Film Music – students learn to compose ‘Music For the Moving Image’ using Music Technology/ Logic Pro X

l Cover Song Group Performance – students take a well-known song of their own choice and make their own version of it in groups on classroom instruments.

l EDM Music – students learn to compose in the style of electronic dance music, developing riffs/melodies, creating drum patterns and using sound effects and other relevant stylistic features

l Pop Song Keyboard Performance – students select their own keyboard pop song to play from a given repertoire and perform and demonstrate their progress to the class

l Song Writing Project – in groups, students learn about the 32 bar song form structure (Verse/Chorus), and how to write well-balanced phrases and chord structures. They perform their songs back to each other at the end of the project

l Hooks and Riffs – students learn to play various well-known riff patterns on keyboard. In pairs, they compose their own riff pattern and perform it with supporting chords and backing beat to the rest of the class

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). Students also complete exercises in musical theory as a combination of classwork 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/self-evaluation 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.

Other information

Instrumental lessons are available throughout 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 co-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.

Physical Education

Aims of the course

Through 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; and

l The development of relevant skills, knowledge and understanding for future vocations in sport and recreation.

Objectives

l To provide and maintain an orderly, well structured and safe environment conducive to learning and achievement.

l To provide an effective PE curriculum, 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

Details of what the course involves

All Year 9 girls receive instruction in the following activities:

l Athletics

l Netball

l Cricket

l Rounders

l Gymnastics

l Badminton

l Hockey

l Soccer

l Health-related fitness

l Softball

l Basketball

All Year 9 boys receive instruction in the following activities:

l Athletics

l Rugby

l Basketball

l Soccer

l Cricket

l Tennis

l Cross-country

l Softball

l Badminton

l Health-related fitness

How will the course be assessed?

At the end of each unit of work every child is graded based on a scale of 1 – 5 (1 is high, 5 is low). These criteria have been written with reference to the PE National Curriculum for England levels and are year-group specific. The scale itself has been selected to dovetail into the school system of 1 – 5, which is used in both grade cards and formal reports.

The process of assessment is fully explained to all students at the start of each academic year and they are reminded throughout the year. There is a permanent display of these criteria on the PE notice board outside the main changing rooms.

Grades are recorded, firstly, on the register at the end of the final session. These are then transferred onto the profile sheet that forms a central database of information. These grades are the ones that will be used on the reports at the end of the academic year. Students also complete a self-assessment grade which is recorded only on the register.

Other information

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 hooded 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

(Personal, Social and Health Education)

Aims of the course

Several important topics are considered through both informative and discussion based lessons, making use of worksheets, news 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.

Details of what the course involves

The following themes form the framework of Year 9 PSHE and Citizenship course, which is delivered via two 50 minute lesson per fortnight.

l Personal management: research, presentation, negotiating and discussion skills; emotional intelligence; decision-making; group relationships and team work; personal strengths/KS4 option choices; careers research; financial terms and concepts; life path choices/happiness quotient; financial project development.

l Health and Safety: drug abuse including information on illegal drugs; slang names and legal consequences; alcohol – units, measures and effects; Internet safety.

l Personal Relationships: communication; body image and self-esteem; positive relationships; peer/social pressure; sexual responsibility; contraception.

l Citizenship: ‘Are you a good consumer?’ Issues examined include – fair trade, the environmental impact of our choices; sustainable development: recycling, packaging, wastage, energy conservation, and media pressure; environmental issues research project; welfare.

Years 7-9: Key Stage 3

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; www.education. gov.uk/schools/teachingandlearning/curriculum/ b00200366/about-the-school-curriculum EAL

English as an Additional Language (see Learning Support section) AEN

Additional Educational Needs (previously known as SEN, see Learning Support section)

Years 10 and 11: Key Stage 4 GCSE

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 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).

Year 12

GCE AS Level

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.’

Year 13 GCE A Level (A2 Level)

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.

Year 12 and 13

IB – International Baccalaureate Diploma Programme

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.’

IB – International Baccalaureate Careers-related Programme (IBCP)

The IBCP is an internationally recognised 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 ‘6th Form.’

Websites

Here are some website addresses which you might find useful in your thinking about GCSE choices and beyond

The National Curriculum online: www.education.gov.uk/schools/ teachingandlearning/curriculum/secondary

Edexcel (examinations board which we mostly use at GCSE and A level) www.edexcel.com

International Baccalaureate: www.ibo.org

UCAS: Universities and Colleges Admissions Service www.ucas.co.uk

EUNiCAS: European university Central Application Support Service www.eunicas.co.uk

The Department for Education (UK government) www.education.gov.uk

The British Council guide for overseas students wishing to study in the UK: www.educationuk.org