• We respect the needs and rights of each member of our community.
• We show care, kindness and compassion to others.
• We are supportive of each other.
• We embrace diversity and celebrate individuality.
• We are responsible and honest in our actions.
• We promote a sense of personal identity and a global mindset.
Our Mission
We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.
Our Aims
• To promote a culture of excellence in teaching and learning.
• To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.
• To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world.
• To ensure a supportive, happy and secure environment for learning.
• To develop leadership skills and a sense of service to others through a range of extracurricular opportunities locally and internationally.
• To encourage the physical and emotional wellbeing of each individual.
• To use innovative pedagogy and technology to enrich learning.
• To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.
• To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.
Welcome to Our Secondary School
I warmly introduce you to the Discovery Bay International School (DBIS) Curriculum Handbook for Years 7–9. We are a truly unique school in Hong Kong, with an established culture of excellence in teaching and learning and a genuinely inclusive philosophy. We are wonderfully situated in Discovery Bay on Lantau island, with the sea, hills and beaches right on our doorstep, which allows us to offer a truly experiential learning environment for our students.
The first few years of Secondary School are a key developmental stage for our young people. We understand that students are best placed to achieve their full academic potential when they are settled, happy and confident, and we proactively work to support the wellbeing of every student. As part of this, we are focused on supporting our students, and their families, as they transition into this phase of the school, whether they are coming into Year 7 from DBIS Primary or into Year 7, 8 or 9 from elsewhere.
The curriculum that our Year 7–9 students follow is engaging, challenging and rigorous, with an added emphasis on concept and inquiry learning, whilst our small class sizes ensure that we are well placed to tailor learning to the individual academic needs of each child.
These curriculum foundations assist our children in developing into critical thinkers, problem solvers and independent learners in readiness for their later years at DBIS and beyond. Across these important years, our students broaden their knowledge of the core subjects of English, Mathematics and Science whilst also studying Mandarin and a second modern foreign language (French or Spanish). By drawing from many subject areas, including Geography, History, Business, Media Studies and Psychology, our expansive Humanities curriculum demonstrates one of the clear strengths of our inquiry-based curriculum. Additionally, our students enjoy instruction in the Creative and Performing Arts (Drama, Art and Music), Technology (Design & Technology and Computer Science) as well as regular Physical Education (PE) lessons. Their Learning for Life sessions promote their personal growth and wellbeing, and their Discovery lessons allow them to actively work on their information literacy and inquiry skills through bespoke collaborative projects.
I hope that the following pages provide you with more insight into the excellent programme that we offer here for our Year 7–9 students. This handbook provides insight into the Secondary curriculum offered in the various subject areas. Please note that our curriculum is reviewed regularly and may therefore evolve to ensure that we continue to tailor provision, applying up-to-date pedagogical approaches to support our students’ development.
Simon Oakley Head of Secondary
Key Personnel
Name Role Email
Simon Oakley Head of Secondary soakley@dbis.edu.hk
Jason Broderick Deputy Head of Secondary jbroderick@dbis.edu.hk
David Coburn Assistant Head of Secondary dcoburn@dbis.edu.hk
Alexander Kilford Assistant Head of Secondary akilford@dbis.edu.hk
Louise Tyrrell Head of Year 7 ltyrrell@dbis.edu.hk
Aaron Day Head of Year 8 aday@dbis.edu.hk
Bobby Wilson Head of Year 9 bowilson@dbis.edu.hk
Adam Reid Head of Mathematics areid@dbis.edu.hk
Ioan Morgan Head of English imorgan@dbis.edu.hk
Alexander Jamali Head of Science ajamali@dbis.edu.hk
Tom Boddington Head of Humanities tboddington@dbis.edu.hk
Myra Mi Head of Chinese & Modern Foreign Languages mmi@dbis.edu.hk
Christopher Preddy Head of Performing Arts (Music & Drama) cpreddy@dbis.edu.hk
Frances Ward Head of Technology & Creative Arts (Art, Design & Technology, Computer Science) fward@dbis.edu.hk
James Lugg Head of Physical Education & Sport jlugg@dbis.edu.hk
The Year 7–9 Curriculum
The bespoke Year 7–9 Curriculum, which incorporates principles of Concept-Based Curriculum and Instruction (CBCI) into the learning experience, is underpinned by the rigour of the English National Curriculum. The curriculum allows students to build the necessary skills, competencies and Learner Profile dispositions to successfully transition to their IGCSEs or equivalent.
TIMETABLE STRUCTURE
Students study 14 different subjects in Years 7 and 8, and 13 different subjects in Year 9, across a two-week timetable, with five lessons per day. Each lesson is one hour long.
Students are given printed copies of their timetable on the first day of the academic year. These are transferred into the student planner for quick reference, and parents are able to access their children’s timetables through the Parent Portal.
Mandarin (Y7 & Y8)
French or
Mandarin,
(Y7 & Y8)
or Spanish (Y9)
Subject Areas
ENGLISH
OVERVIEW
In English, students learn key critical-thinking and analytical skills that are transferable over the study of various text types. The texts are increasingly challenging, and students read a wide range of fiction and non-fiction, including short stories, poems and plays, providing a solid foundation for IGCSE English Language and English Literature. Students learn how to identify and write for different genres, audiences and purposes and become equipped with a vast range of vocabulary and techniques to express their ideas in an accurate, fluent and articulate manner, both verbally and in writing.
LEARNING FOCUS
Term 1
Y7
• Creative Writing
• Autobiography
Y8
• Language & Advertising
• Shrek Media Study
Term 2
• Journeys into Poetry
• The Giver Novel Study
• Poetry
• The Boy in the Striped Pyjamas Novel Study
Term 3
• The Princess Bride Media Study
• Speeches
Y9
• Salt to the Sea Novel Study
• ‘Heroes & Villains’ Media Unit
• Macbeth by William Shakespeare
• Introduction to IGCSE Poetry
• Transactional Writing
MATHEMATICS
OVERVIEW
In Mathematics, the curriculum is broken into five concepts: Practical, Construction, Analysis, Patterns and Prediction. All year groups study the same concept at the same time but at different degrees of difficulty. The course is designed to improve mathematical thinking and problem-solving through inquiry. Students have the opportunity to apply the content being taught to real-life problems and unfamiliar situations through multiple projects and activities.
The table below shows the concepts that are taught. The examples included for each year group do not show all the topics but are there to demonstrate how the same topic increases with difficulty each year.
LEARNING FOCUS
Term 1 Term 2 Term 3
Practical Mathematics: Mathematics that has an everyday practical use
Construction: How Algebra & Geometry are used to design & create
Analysis: Collecting, recording & presenting data
• Calculating Fractions & Percentages of Amounts
• Reading Timetables
• Rounding Numbers to Decimal Places & Significant Figures
• Using Percentages to Increase or Decrease an Amount
• Converting Decimal Units of Time
• Calculating the Upper & Lower Bounds
• Solving Linear Equations
• Calculating the Area of Quadrilaterals
• Converting Metric Units
• Calculating Averages
• Constructing Linear Equations From Worded Problems
• Calculating the Volume of a Prism
• Constructing Conversion Graphs
• Finding the Mean From a Frequency Table
Patterns: Recognising, creating & applying patterns in Mathematics
Prediction: Making predictions based on mathematical observations
• Using the Four Operations With Fractions
• Exploring Angles in Parallel Lines
• Using Two-way Tables to Calculate Probability
• Using the Four Operations With Mixed Numbers
• Calculating Interior & Exterior Angles
• Calculating a Combined Probability
• Calculating Compound Interest
• Solving Speed, Distance & Time Problems
• Applying Upper & Lower Bounds to Solve Complex Problems
• Solving Simultaneous Equations
• Finding the Surface Area of a Cylinder
• Converting Square & Cubic Units
• Calculating all Averages From Grouped Data
• Calculating Reverse Percentages
• Finding Angles Using Circle Theorems
• Calculating Relative Frequency
SCIENCE
OVERVIEW
Students learn all three Science disciplines – Biology, Chemistry and Physics – structured around key questions each academic year, spiralising in nature and allowing students to develop their theoretical, practical and conceptual understanding in each subject area.
Biology
• How do you make an organism?
• What are the chemical processes of life?
• How is the sun important to life on Earth?
Chemistry
• What is everything made from?
• How do chemicals react and change?
• How can chemical processes affect our environment?
Physics
• What is our universe made from, and how do we know that?
• How is energy transferred in our universe?
• What do forces do in our universe?
LEARNING FOCUS
Term 1
Biology
Chemistry
Physics
Biology
Chemistry
Physics
Cells, Tissue & Organs
States of Matter & Separating Mixtures
Y9 IGSCE Science starts Y7
Term 2
Reproduction
Term 3
Ecosystems & Interdependence
Atoms & the Periodic Table Acids & Bases
Light & Sound Electricity Energy
Photosynthesis & Respiration
Inheritance & Evolution
Chemical Reactions Earth & the Atmosphere
Health & the Human Body
Materials & Recycling
Forces & Pressure Motion Space
HUMANITIES
OVERVIEW
In Years 7 and 8, our students have the opportunity to explore fascinating subjects like History and Geography. During these years, they will be honing valuable skills such as understanding how the past shapes the present, as well as developing map reading abilities and the ability to interpret data related to human and physical Geography. As they progress into Year 9, the Humanities curriculum takes a broader approach, covering a variety of topics to foster a global perspective and encourage our students to become responsible, engaged citizens of the world. This builds upon the foundational skills they acquired in Years 7 and 8.
LEARNING FOCUS
Term 1
Y7
• Our Home, Hong Kong
• The significant historical events that have shaped Hong Kong
• How the human and physical elements of Hong Kong have changed from a Geography point of view
• Specific History & Geography skills
Y8
Y9
• History
• Thematic unit focusing on the medieval period in Britain c.1066–1500
• Geography
• Natural hazards
• Environmental phenomena that have the potential to impact societies & the human environment
• War & Peace
• The key concepts of power & conflict over the last 100 years; the main focus is on conflict resolution, looking at the following wars:
• WW1
• WW2
• The War on Terrorism
• Israeli–Palestinian Conflict
Term 2 Term 3
• The Indian Subcontinent
• The Mughal Empire & The East India Company
• India’s landscape, population & interdependence of countries
• History
• Thematic unit looking at two main concepts: religion (Christianity) & revolution in Europe between 1517 & 1789
• Geography
• Weather & climate
• History
• The fight for equality
• Geography
• Crimes to the Earth, looking at palm oil, fast fashion, soil degradation, coltan mining
• Settlements & Civilisations
• History: Ancient China, Africa, Persia, Roman Empire & hidden histories
• Geography: The role of rivers, agricultural revolutions, resources & trade
• History
• Empire building across the world; the unit covers the growth of the British, French & Japanese empires, to prepare for Year 9
• Climate change: Climate is what we expect, weather is what we get; Exploring short- and long-term weather conditions
• Development
• Development indicators, with case studies examining various low-income and high-income countries
FRENCH
OVERVIEW
In French, the curriculum is entirely tailored to students’ needs so that they can manipulate the French language successfully. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and an understanding of basic grammar before the start of the IGCSE course in Year 10. Students cover various topics to discover all basic structures and have opportunities to use the language spontaneously via different linguistic routines.
The curriculum is designed to give students a chance to learn more about the Francophone world, with a focus on culture. They also get to develop their cultural knowledge of France and francophone countries. Throughout the course, there are many occasions for students to work collaboratively on various projects, such as a video project to describe their daily routines or planning a trip to a French-speaking country as well as many other exciting opportunities to showcase their language skills. This well-rounded curriculum helps students develop key skills to become confident communicators and responsible citizens.
LEARNING FOCUS
Term 1 Term 2 Term 3
Y7
• Bonjour: Introducing yourself
• Ma famille: Introducing & describing your family & pets
• Mon école: Describing your school & the subjects you study
• Ma maison: Describing your house & different houses around the Francophone world
Y8
• Ma routine: Speaking about your daily routine
• La nourriture: Speaking about what you eat & drink; discovering traditional dishes
• Les vêtements: Describing your clothes & what others wear around Francophonie
• Mes loisirs: Speaking about what you do in your free time
Y9
• Un mode de vie sain: Consolidating the topic of food & drinks by introducing the future tense in order to talk about future resolutions
• Mon voyage à Paris: Speaking about what you did last weekend & discovering the city of Paris, using the perfect tense
• A l’horizon: Talking about jobs, learning languages, & future plans, as well as discovering the imperfect tense in order to talk about childhood
• Ma vie Sociale
Talking about social media, reviewing how to ask someone out, planning a date with friends, describing a music event using three tenses, as well as discovering music festivals from around the world
• Moi dans le monde: Discussing the topics of rights, priorities, world problems, happiness & sustainable shopping
• Ma ville:
Describing your town, giving directions & arranging to go out
• Film Study: Kirikou
Reviewing all vocabulary & grammar through the study of a French film
• Les médias:
Reviewing the topics of movies, TV programmes & online activities
• Film Study; Joyeux Noël Reviewing all vocabulary & grammar through the study of a French film
• Mon voyage francophone: Planning a trip to a French-speaking country – reviewing the topic of holidays (countries, weather, transport, accommodation & activities)
• Occasion spéciales: Reviewing special occasions such as French celebrations & holidays as well as festivals & customs
SPANISH
OVERVIEW
In Spanish, the curriculum is entirely tailored to students’ needs so that they can manipulate the Spanish language successfully. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and an understanding of basic grammar before the start of the IGCSE course in Year 10. Students cover a wide variety of topics to discover all basic structures and have opportunities to use the language in spontaneous ways via different linguistic routines. Students are assessed on a regular basis on the skills of listening, speaking, reading and writing.
The curriculum is designed to give students a chance to learn more about the Hispanic world, with a focus on culture. Students are encouraged to listen to Spanish music in lessons to develop their listening skills and to engage them more in the culture surrounding the Spanish language. At the end of each year, students present on a topic related to the Spanish-speaking world in a combination of Spanish and English. This well-rounded curriculum helps students develop key skills required to become confident communicators and responsible citizens.
• En el instituto School subjects, opinions, regular er/ar/ ir verbs, adjective agreements & the verb ‘to be’
• Mi familia:
Describing family & pets with adjectives & comparisons
Y8
• La gente:
Nationalities, places & present tense
• ¿Adónde vas?
Places in town, questions with invitations
• Mis vacaciones:
Advanced simple past with the verbs ‘to be’ & ‘to go’, & more verbs to describe holidays
• En casa: Describing where you live, your house & what you do at home
• El tiempo libre: Saying what you do in your free time; using ‘salir’ & ‘hacer’; telling the time; saying what you are going to do
• En la ciudad: Saying what your town is like; talking about the weather; using ‘hay’ & ‘querer’
• La comida: Eating, ordering & buying food & drink, in three tenses
• De moda: Describing clothes; making colours agree; using comparative & superlative adjectives
• La ciudad: Saying what is there to see & do in a place; asking & giving directions; using ‘estar’ & ‘se puede’
LEARNING FOCUS
Term 1
• Los medios de comunicación: Talking about what you do on your computer, opinions & justifications with TV & film & the cinema, in three tenses
• El instituto: Talking about school, school rules, school subjects & extracurricular activities
• La educación:
• Exam techniques – IGCSE paper
2 (writing & reading) & paper 3 (speaking) exam practice on the topic of school
• Introduction of the conversation booklet for topic
B (education & employment)
Term 2 Term 3
• La salud: Talking about pains, illness, healthy diets & healthy lifestyles, in three tenses
• Ganarse la vida: Talking about career plans, aspirations & employment, in three tenses
• Emphasis on the future & conditional tenses with the 1st person pronoun
• Exam techniques – IGCSE paper
2 (writing & reading) & paper 3 (speaking) exam practice on the topic of employment
• Hispanoamérica: Learning more about Spanish-speaking countries Using reflexive verbs and the conditional of ‘deber’
• El mundo a nuestro alrededor:
• Discussing environmental problems & solutions, using formal verbs & language; emphasis on present, future & conditional tenses with a number of subject pronouns
• Introduction of the conversation booklet for topic D (the world around us)
• IGCSE paper 3 (speaking) practice & test (mini-mock) on the topic of environment
MANDARIN CHINESE
OVERVIEW
In Mandarin Chinese, the curriculum is entirely tailored to students’ needs so that they will be able to manipulate Mandarin Chinese as a foreign language, second language or first language. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and an understanding of grammar before the start of the three IGCSE Mandarin Chinese courses that are offered in Year 10 and Year 11. Students explore a wide range of topics related to the Mandarin Chinese language and culture, which help them develop listening, speaking, reading and writing skills and become confident communicators and responsible citizens.
The table below shows an example of the curriculum coverage of a Mandarin as a Foreign Language (MFL) class in which students have some degree of Mandarin learning experience. The progress and topics coverage will be different in each set as students will be following different pathways of Mandarin as a foreign language, second language or first language.
LEARNING FOCUS
Term 1
Y7
• Introduction to Mandarin
• Pinyin & Basic Strokes; Greetings
• Times & Dates
• Me & Family
• Occupations
Y8
• Review Year 7 Content
• Nationalities & Languages
• Subjects
• Making Phone Calls
Term 2
• Daily Routine
• Transportation
• CNY Inquiry Project: New Year Celebrations Around the World
Term 3
• Colour & Clothing
• Parts of the Body
• End-of-Year Project: Family Album
• Weather & Seasons
• Seeing the Doctor
• CNY Inquiry Project: Traditional Chinese Clothing
• End-of-Year Project: YouTube Vlog – My Ideal Weekend
• Community
• Living Environment
• End-of-Year Project: Be an Airbnb Host in Your Favourite Country
CHINESE AS A SECOND LANGUAGE
OVERVIEW
The Chinese as a Second Language curriculum is designed to help nearly-native students of Chinese to develop their language skills in listening, speaking, reading and writing. The curriculum covers a range of topics related to Chinese culture, society and daily life, and aims to enable students to communicate effectively in Chinese and understand Chinese culture.
The main objective of this curriculum is for students to gain a solid knowledge of vocabulary and an understanding of the grammar before the start of the IGCSE Chinese as a second language offered in Year 10 and Year 11. Students explore a wide range of topics related to the Chinese language and culture, which help them develop listening, speaking, reading and writing skills and become confident communicators and responsible citizens.
The table below shows an example of the curriculum coverage of a Chinese as a Second Language (CSL) class in which students are required to meet the curriculum expectations through a variety of learning activities.
Term 1
Y7
• My School Life
• Buying Stationery
• Shopping
Y8
• Review Year 7 Content
• Birthday Celebrations
• The Mid-Autumn Festival
Y9
• Review Year 8 Content
• Family Relationships
• Generation Gap
• Celebrity
• My Dream
Term 2
• My Relatives
• CNY Inquiry Project: New Year Celebrations Around the World
• Spring Festival
• CNY Inquiry Project: Traditional Chinese Clothing & Traditional Activities
• Travel
• Study Trip in China
• Chinese Language
• Famous Cities in China
• CNY Inquiry Project: Food & Drinks and Implications at CNY
Term 3
• Household Chores
• Keeping Pets
• End-of-Year Project: Family Album
• Asking for Directions
• My Holidays
• End-of-year Project:
Oral Presentation –My Summer Vacation
• Chinese Food
• Special Traditional Festival Food
• Health & Diet
• End-of-Year Project: Food Blog – Introduce Hong Kong & Chinese Traditional Food
CHINESE AS A FIRST LANGUAGE
OVERVIEW
The Chinese as First Language curriculum is designed to help native students of Chinese to develop their language skills in listening, speaking, reading and writing. The curriculum covers a range of topics related to Chinese culture, society and daily life, and aims to enable students to communicate effectively in Chinese and understand Chinese culture.
The main objective of this curriculum is for students to gain a solid knowledge of vocabulary and an understanding of the grammar before the start of the IGCSE Chinese as First language offered in Year 10 and Year 11. Students explore a wide range of topics related to the Chinese language and culture, which help them develop listening, speaking, reading and writing skills and become confident communicators and responsible citizens.
The table below shows an example of the curriculum coverage of a Chinese as First Language (CFL) class in which students are required to meet the curriculum expectations through a variety of learning activities.
Term 1
Y7
• 春/朱自清
• 济南的冬天/老舍
• 雨的四季/刘湛秋
• 《世说新语》二则
• 从百草园到三味书屋 / 鲁迅
• 再塑生命的人 / 海伦 凯勒
• 猫 / 郑振锋
• 动物笑谈 / 康拉德 劳 伦兹
• 狼 /蒲松龄
• 黔之驴/柳宗元
Term 2
• 古代诗歌四首
• 春节由来、活动
Term 3
• 秋天的怀念/史铁生
• 散步/ 莫怀戚
• 散文诗二首
• 《论语》十二章
• 课外古诗词诵读
• 春节活动
• 皇帝的新装/ 安徒生
• 天上的街市/ 郭沫若
• 寓言四则
• 庖丁解牛/庄子
• 春节活动
• 植树的牧羊人 / 让 乔诺
• 走一步、再走一步 /莫顿亨特
• 诫子书 / 诸葛亮
• 邓稼先/杨振宁
• 说和做——记闻一多先 生言行片段/藏克家
• 回忆鲁迅先生（节选）/ 萧红
• 卖油翁/欧阳修
ART
OVERVIEW
There are two main components of the Year 7–9 Art programme, consisting of ‘Making Art’ and ‘Knowing About Art’. The programme prepares students for the IGCSE Art and Design course by following a similar model: recording, developing and refining ideas through a meaningful response in a final piece of work. ‘Making Art’ comprises learning specific skills within our four main disciplines of design, painting, printmaking and sculpture, where drawing underpins every discipline; there is also scope to link disciplines and introduce new media. ‘Knowing About Art’ is embedded within all projects, and students explore art and design history and theory by analysing a range of contemporary and historical artist models, making informed links to their decisionmaking and leading on to final works.
The Year 7–9 Art programme creates Confident Communicators through written, oral and practical work, problem-solving at every stage of their projects and thinking creatively every step of the way. By the end of the course, students know how to analyse artwork through discussion and written pieces, how to explain what makes something an artwork and how to create work in a variety of 2D and 3D disciplines.
LEARNING FOCUS
Term 1
Term 2
Term 3
• Drawing & Painting
• Sculpture
• Digital Design Y7
Y8
• Drawing & Printmaking/ Mixed Media
• Drawing & Painting
• Sculpture
• Drawing & Printmaking/ Mixed Media
• Drawing & Painting
• Sculpture
• Digital Design
• Digital Design Y9
• Printmaking/Mixed Media
COMPUTER SCIENCE
OVERVIEW
In Years 7–9, Computer Science students develop their understanding of the core theoretical and practical elements of the subject. The Computer Science curriculum encourages students to develop computational thinking, think creatively, communicate clearly, problem-solve independently and work collaboratively. Students have the opportunity to understand the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Throughout Years 7–9, students are equipped to use information technology correctly and develop an awareness of the importance of being safe online. The assessed competencies centre around computer systems, algorithms and programming, and ICT/media.
LEARNING FOCUS
Term 1
• Digital Citizenship
• Clear Messaging in Digital Media
• Digital Citizenship
• Computing Systems
Term 2
• Networks
• Programming Essentials – Scratch
• Developing for the Web
• Representation
Term 3
• Modelling Data
• Programming Essentials – Scratch
• Mobile App Development
• Introduction to Python Y8
• Cybersecurity
• Media – Animation
• Data Science
• Representation
• Python
DESIGN & TECHNOLOGY (D&T)
OVERVIEW
The Year 7–9 Design & Technology curriculum has been designed to prepare students for the IGCSE D&T Resistant Materials course. The curriculum enables students to acquire fundamental material and design knowledge and skills, which are then secured through practical application. Students have the opportunity to work with plastics, metals and woods throughout Years 7–9 and develop their practical skills with both modern and traditional workshop processes. During the Year 7–9 experience, students are encouraged to think creatively, communicate clearly, problem-solve independently, work collaboratively and take risks. The assessed competencies centre around researching, designing, developing, manufacturing, evaluating and technical knowledge, which align with the IGCSE assessment criteria.
LEARNING FOCUS
Term 1
Y7
• Introduction to 2D Design (CAD)
• Introduction to the Laser Cutter
Y8
Y9
• Introduction to Additional Drawing Techniques
• Introduction to the Vacuum Former
• Consolidating an Understanding of the Design Process
• Strengthening Design Presentation Skills, Both by Hand & on the Computer
• Taking Ownership Over Manufacturing Processes to Realise Intentions
Term 2 Term 3
• Introduction to Materials
• Working With Wood & Acrylic
• Introduction to UserCentred Design
• Developing 3D Drawing Skills (by Hand) & Using Software
• Responding to a Client Design Brief
• Incorporating Design Movements Into Planning & Production
• Refining Hand Drawing & CAD Processes
• Introduction to 3D Drawing & CAD
• Introduction to the 3D Printer
• Introduction to Metals
• Working With Metals
• Introduction to Orthographic Drawing
• Introduction to the Environmental Impact of Design
• Upcycling & How to Recycle Plastic
DRAMA
OVERVIEW
Through practical and theoretical study, Year 7–9 Drama encourages students to understand and enjoy Drama. Students do this by developing their performance skills, both individually and in groups. Students learn to understand the role of actor, director and designer in creating a piece of theatre, considering ways in which ideas and feelings can be communicated to an audience. They discover the performance possibilities of published plays whilst also being given an opportunity to devise performances of their own.
In Years 7–9, Drama is a practical and collaborative subject. Students are therefore expected to work with each other, developing key skills such as the ability to collaborate in an effective way, as well as creative thinking and leadership skills.
LEARNING FOCUS
Term 1
• Introduction to Drama: Matilda the Musical
Term 2
• Performing a Script: Ernie’s Incredible Illucinations by Alan Ayckbourne
Term 3
• Script Analysis: Refugee Boy by Benjamin Zephaniah
• Victorian Theatre: Melodrama
• Devising Original Performances
• Scripted Performance: Our Teacher is a Troll by Dennis Kelly
• Physical Theatre 1: An Introduction to Physical Theatre
In Music, students listen to, analyse, perform and compose in a wide range of genres, styles and traditions. Students perform both as soloists and as part of small and wholeclass ensembles. When composing, students use a range of music technology platforms to annotate and refine ideas. Close listening to and analysis of musical elements and key style indicators involve close technical study of music and are incorporated into every lesson.
LEARNING FOCUS
Term 1
Y7 • ‘The Elements of Music’ & ‘Musical Structures’, incorporating staff notation & body percussion
• ‘Computer Game Music’, incorporating solo performance skills, composition skills & sequencing software
• ‘Band Project’, from writing to performing, incorporating ensemble performance skills, composition skills & music software skills
PHYSICAL EDUCATION (PE)
OVERVIEW
Students are encouraged to develop the DBIS Learner Profile Attributes throughout all areas of PE study. During the Health-Related Fitness module, they learn how to be a Balanced Individual by developing a healthy, active lifestyle in order to maintain and promote wellbeing. In the Sports Education module, students are given the opportunity to develop their Mindful Leadership qualities by planning and leading activities in small groups. During the Invasion and Net Games units, students learn to be Effective Collaborators and Confident Communicators, working in pairs or small-sided teams. They develop as Problem Solvers and Creative Thinkers as they develop tactics and strategies. Students are encouraged to show that they are Committed Learners by taking part in extracurricular activities in order to further develop their skills, knowledge and understanding in PE and sport.
LEARNING FOCUS
Term 1 Term 2 Term 3
Acquiring Skills & Knowledge
Y7
• Football
• Net Games (Volleyball)
• Swimming & Personal Survival
• Striking & Fielding
Y8
• Football
Y9
• Health-Related Fitness
• Water Polo/Swim Fit
• Invasion Games (Basketball)
• Athletics
• Net Games (Badminton)
• Sports Education
Developing Skills & Knowledge
• Net Games (Volleyball)
• Swimming & Personal Survival
• Striking & Fielding
• Health-Related Fitness
• Water Polo/Swim Fit
• Invasion Games (Basketball)
• Athletics
• Net Games (Badminton)
• Sport Education
Practising Skills & Knowledge
• Football
• Net Games (Volleyball)
• Swimming & Personal Survival
• Striking & Fielding
• Health-Related Fitness
• Water Polo/Swim Fit
• Invasion Games (Basketball)
• Athletics
• Net Games (Badminton)
• Sports Education
LEARNING FOR LIFE (L4L)
OVERVIEW
Learning for Life is a non-academic subject through which students develop the knowledge, skills and attributes they may need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, whilst preparing them to make the most of life and work.
L4L addresses both students’ current experiences and preparation for their future. The programme of study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice within PSHE (Personal, Social, Health and Economic Education) and the UNESCO education framework. More on this and other relevant research can be found in the evidence and research section of the PSHE Association website.
LEARNING FOCUS
Term 1
Term 2
Term 3
Living in the Wider World Relationships Health & Wellbeing
• Transition to Year 7
• My Identity
• Evaluating Self & Others
• Personal Finances
• Basic First Aid
• Managing Change
• Food & Health
• Coping Strategies
Y9
• Work, Leisure & Exercise
• Health & Media
• Reducing Risk
• Diversity
• E-Safety
• Radicalisation
• Democracy
• Careers: The World of Work
• Financial Capability
• Core Values
• Communication
• Relationships & Sex Education (RSE)
• Language & Behaviour
• Complex Forms of Bullying
• Relationships & Sex Education (RSE)
• Human Rights
• Exploitation
• Relationships & Sex Education (RSE)
DISCOVERY
OVERVIEW
Discovery in Years 7–9 has some similarities with its Primary counterpart in that it is inquiry led and provides students with the opportunity to develop information literacy skills and key skills associated with an inquiry and conceptual approach to learning. Students have great autonomy with their learning, which often begins with a big idea or question. Teachers act as facilitators, using carefully considered approaches to support, question and guide. This is followed by students investigating, reflecting and connecting what they have learnt and found out to the real world. Discovery is about the process and the transferable skills that are being developed, and investigation is the key.
LEARNING FOCUS
Project 1 (Term 1)
Y7, 8 & 9
Y7, 8 & 9
Students have a directed focus on either the UN Sustainable Development Goals and/or the theme of Sustainability . Emphasis is placed on an inquiry project outcome that is impactful and facilitates a strong opportunity for transformation/ technology/action/service and/or education that meets an apparent need.
Project 2 (Terms 2 & 3)
Students have the agency to decide what they would like to inquire into and to make a difference through action resulting from the inquiry. Below is a list of common themes that can (and have) been explored.
Sustainability
Students explore this concept and how it focuses on meeting the needs of the present without compromising the ability of future generations to meet their needs.
Helper Community in DB
The month of May is traditionally marked as ‘Helper Appreciation Month’. Could this month of wonderful events inspire something that could happen more than just in May?
STEAM
Students identify a real-world problem that needs a solution – either through innovating an existing solution or inventing something entirely new that can solve the problem.
School Issues
Students consider what problems or issues they encounter at school and ask whether there are aspects they want to change or make better.
Own Interest
Students think about what they have a passion for, what makes them wonder and drives their curiosity, and whether they have an interest that could result in a difference and help drive action.
Learning Enhancement & English as an Additional Language
In line with our philosophy of supporting students in their individual development, we offer a great deal of additional support both inside the classroom and through personalised courses of study.
Students who have English as an Additional Language (EAL) needs will be supported in acquiring further English skills to ensure they are able to access the curriculum. This will take the form of educational assistant (EA) provision during classes as well as additional EAL classes, where necessary.
Students who require learning enhancement will be provided with a structured plan from the Learning Enhancement team and the student’s subject teachers. It is our commitment as a school that all students reach their individual potential, and learning support forms an element of this commitment.
Secondary Parent Handbook
We encourage you to read through our Secondary Parent Handbook, which includes an overview of the day-to-day information that will be applicable to your child’s life at DBIS. The handbook will provide you with access to additional information, including the necessary links to all Secondary School policies and procedures.
We are extremely proud of everything the DBIS Year 7–9 curriculum has to offer all our students, and we warmly welcome you to our unique school community.
Should you have any questions, or if you would like any further information, please don’t hesitate to contact us.
Simon Oakley Head of Secondary soakley@dbis.edu.hk
David Coburn Assistant Head of Secondary dcoburn@dbis.edu.hk
Jason Broderic Deputy Head of Secondary jbroderick@dbis.edu.hk
Alexander Kilford Assistant Head of Secondary akilford@dbis.edu.hk
