3
key stage 3 guide
ks
Key Stage 3 Guide
Contents Introduction
2
Art and Design
4
Design and Technology
6
English
8
English as an Additional Language
10
Geography
11
History
14
Information and Communication Technology
16
Intensive English
17
Mathematics
18
Modern Languages
20
French
21
German
24
Spanish
25
Music
27
Physical Education
29
Personal, Social and Health Education (PSHE)
31
Science
32
Curriculum Support
34
1
Key Stage 3 Guide
Introduction This guide contains descriptions of the courses we offer to pupils in the first three years of their secondary education at The British School of Paris. These have been written by the Heads of Faculty, who, together with their colleagues, have designed and developed courses that are in line with the National Curriculum for England and Wales. The British government formulated the National Curriculum to provide a broad and rigorous programme for all school children. It suggests balanced coverage of the humanities, arts and sciences, expressive arts and physical education, ensuring that pupils develop a wide range of skills and techniques together with creativity and physical well-being. Independent Schools are not obliged to comply with the National Curriculum. We follow it at The British School of Paris, as do most good independent schools in Britain, though we may make changes where we perceive a benefit. The subjects offered by us at Key Stage 3 are: English, Mathematics, Science, French, Geography, History, Technology, Information and Communication Technology (ICT), Art, Music, Physical Education (PE) and Personal, Social and Health Education (PSHE). We also offer either German, Spanish, English as an Additional Language or Curriculum Support. Each child is assigned to a Tutor Group where his/ her academic and social development is closely monitored and recorded. The tutor liaises between pupils, subject teachers and parents, and should be the first port of call when academic or pastoral matters need attention. Each year, our assessment procedures will allow you to follow your child’s progress, and will give the pupils regular feedback on their own performance. At these times, with help and guidance from parents and tutor, pupils are encouraged to set themselves realistic targets for their future performance, as well as to think of ways in which to achieve them. However, a pupil’s experience in Key Stage 3 is not just about academic opportunity and success. All our pupils enjoy a wide variety of lunchtime and after-
Our School bonds and interacts with other international Schools in sports, an experience we really enjoy. 2
school activities. The programme varies from term to term but typically involves drama, music and sports clubs and groups of all kinds. Pupils are encouraged to take positions of responsibility within their peer groups and may represent a Tutor Group at Student Council. An interest in the world around us leads to participation in many activities to raise money for charities. Team building activities for each year group such as bowling, discos and competitions are very important and help newcomers to settle in quickly.
Key Stage 3 Guide
After examinations in the summer term, normal lessons are suspended for a week and each year group travels to a different location in order to benefit from an exciting outdoor education programme taught by resident experts. Activities build upon the skills acquired in sports lessons and include rock climbing, orienteering, sailing and mountain biking. We organise activities and visits to enhance learning throughout the year. History, Geography, French, Maths, Art, Science, Technology, Music, English and Drama, PE‌ nearly every area of the curriculum will extend beyond the walls of the classroom to put learning into the context of the world at large. We hope that you will find this booklet helpful and interesting. If you would like further information, please do not hesitate to contact us. We are always pleased to answer your questions on academic and pastoral matters.
Julia Batters – Head of Senior School
3
Key Stage 3 Guide
Art and Design In Key Stage 3 Art, projects are formed around the requirements outlined by the National Curriculum.
Overview
Pupils will build up a sketchbook of work each year, recording and developing observational studies based around a theme, before developing their own ideas towards a final outcome. Throughout the course, pupils work at their own pace. Both those experiencing difficulties and those who are more confident work on differentiated tasks to suit their level. Written research booklets are differentiated to suit pupils with all levels of English.
Aims
• To produce creative work, exploring ideas and recording experiences • To become proficient in drawing, painting, sculpture and other art, craft and design techniques • To evaluate and analyse creative works using the language of art, craft and design • To know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
4
Skills
Drawing forms the basis of all projects. Pupils will have the opportunity to learn new techniques and processes in each project, and extend existing skills as they progress through KS3, exploring the formal elements of art.
Homework
Pupils receive weekly homework tasks to reinforce work carried out in lessons. Some longer written and drawing tasks are set over a longer period.
Key Stage 3 Guide
Equipment
Pupils are expected to bring the following equipment to every lesson: • Pencils- ideally HB and 2B • Sharpener
KS3 Art Club
A weekly after-school club provides budding artists with the opportunity to take part in fun projects and try material and techniques usually reserved for older students.
• Black biro or fine line pen • Rubber • Glue Stick • Scissors • Colouring pencils
Exhibition
Pupils have the opportunity to exhibit their work during the year around the school, as well as taking part in an exhibition at the end of the year. They will carry out trips and visits linked to one of their project themes.
5
Key Stage 3 Guide
Design and Technology Foundation Design & Technology ‘The best way to predict the future is to create it.’
The above quote is closely linked to the aims and objectives of Design & Technology at key stage 3. As the world continues to change at a rapid rate, tomorrow’s work force must be prepared for jobs that do not currently even exist! For this, pupils need to learn independently and think creatively in order to quickly and successfully adapt to their given situation. This ability to innovate, along with a focus on graphic communication, quality manufacture and computer aided design are the primary drivers of the Design & Technology curriculum at the British School of Paris.
Year 7: Project-based Learning In year 7, students engage in project-based learning activities; where – both in groups and individually – they are given challenges – often in the form of live project briefs – to generate solutions for. Skillspecific workshops give equip them with the practical resources and processes required to tackle such problems. Examples of the projects previously tackled include designing a range of products to sell at the Winter Wonderland Fete, along with a series of mini-tasks concerned with developing individual super hero identities.
Years 8 and 9: Design and Make Tasks Beyond year 7, pupils continue in a similar vein, identifying needs and drawing on knowledge and understanding from a wide range of subject areas to generate ideas to satisfy pre-determined project briefs. Pupils will develop their affinity for conducting effective research before applying the lessons learnt within their own design processes; much in the same way as any designer would in a professional setting. Throughout years 8 and 9, students will be involved in a number of DMTs (design and make tasks); each of which focusing on a different aspect of Product Design; providing a natural link and foundation to the GCSE and A Level Product Design courses offered. The DMTs provide a focus for our studies, ensuring that within every specialist area, the pupil will be involved in making. Pupils are encouraged to develop
6
their practical skills and emphasis is placed on not just the quality of the finished product, but also the process by which the student generates that particular solution. Pupil assessment is explicitly linked to departmental ‘I can’ statements. This transparent skill-based assessment procedure means that pupils are able to clearly identify their working levels across the whole of key stage 3.
Equipment Students have access to the following equipment and software in class and after school but would benefit from having their own especially for continuing work at home. • Propelling pencil with 0.5mm HB leads and metal sleeve (or HB pencil and eraser) • 200mm rule or larger • Protractor • Set Square • Compass • Colouring Pencils • Set of Black Fineliners
Key Stage 3 Guide
Computer Software: The following programs are regularly used within lessons. If students are able to download these at home, it can often prove useful to continue developing certain CAD skills. • SketchUP • Photoshop • Corel Draw
Graphics Year 7
RMT
Systems & control
Project-based Learning Design styles: iPad
Year 8
CAD: Photoshop [Various Projects]
Year 9
3D Design: MINECRAFT Me’s CAD/CAM manufacture: Design Design Development: Zombie-proof Housing
Stands
Movement Coasters
Electronics: Circuits
Programming:
Numerically Controlled Robots
7
Key Stage 3 Guide
English
Key Stage Three Teaching and Learning in English is based on the following ethos: All pupils are encouraged to: • Enjoy English • Be enthusiastic about English • Develop the confidence necessary to rise to challenges in English • Read a wide range of texts in class and independently, including poetry, drama, nonfiction and pre-twentieth century works • Write accurately and creatively for a range of purposes and audiences • Consolidate and build on their knowledge of Standard English grammar and vocabulary • Speak confidently and effectively in debate, drama and individual presentations • Develop their knowledge of English-language culture
Reading All sets in all years cover a range of appropriate fiction, poetry, drama, and non-fiction texts in lessons. Additionally, pupils are expected to keep an independent reading journal on their iPad. Classes have the opportunity to make good use of the Library on a regular basis. Reading Lists and Competitions are open and available to all.
Writing All sets in all years learn to write for a range of purposes and audiences, using a variety of formats. Spelling, punctuation and grammar are taught and assessed, in addition to language techniques. Modelling and scaffolding of tasks is offered when appropriate, either for the individual or the set.
8
Pupils are expected to act on feedback given in order to improve and progress (for example, learning their spelling corrections).
Speaking and Listening The English classroom provides ample opportunity for pupils to express themselves orally. Tasks may range from individual formal presentations, to informal group discussion, to formal debate and textbased role-play. Drama is an integral part of the syllabus. Shakespeare is initially studied in Year 7 and an entire play in Year 9. Year 8 drama is focused on a modern playwright. Pupils benefit from access to the Drama Studio and Braille Multi-Purpose Room, where activities also include improvised and devised work.
Differentiation Pupils are taught in sets according to ability, which provides a suitable environment for stretch and challenge but also support for those who need it. All sets follow the same Long-Term Plan, covering the same topics and skills in a way which is most suited to their learning needs. Naturally, there are regular opportunities for pupils to change set if it is in their interest to do so.
Information Technology Pupils may use their iPad in all aspects of English work, from research and planning to writing and redrafting. Pages documents such as leaflets and posters are employed when appropriate. Similarly, pupils may be asked to download certain Apps, for example, Haiku Poems in Year 7.
Key Stage 3 Guide Year 9 devise a tableau of an oxymoron from Romeo and Juliet
Year 7 enjoying reading in the library
Year 8 Set 4 film their ballad, The Witch of En4
9
Key Stage 3 Guide
English as an Additional Language
English as an Additional Language (EAL) classes can be offered to pupils whose first language is not English or whose previous educational work has not been in English. EAL pupils are taught in small groups where the level of instruction is adjusted to suit each pupil’s needs. Emphasis is given to all four language skills listening, reading, speaking and writing - to provide the pupils with sufficient English for their needs in the Senior School.
10
You feel much more comfortable working in a small group and you become more confident
Key Stage 3 Guide
Geography Geography is the subject that holds the key to our future. Geography is fundamental to understanding the why, how and when of many issues occurring in the world today. Geography really does matter; the planet is such a controversial topic now. When we look at any issue with the balance and scrutiny that geographical study offers, we move beyond the media hype or political spin. Geography allows us to see the world more clearly. Geography at Key Stage 3 aims to: • stimulate pupils’ interest in their surroundings • foster pupils’ sense of wonder at the beauty of the world around them • help pupils develop a concern about the quality of the environment and a sense of responsibility for the care of the earth and its people. The courses cover essential geographical skills such as: • using maps to interpret information and record information • weather forecasting, measuring and recording • land use surveys • developing questionnaires • land use management and risk assessment • using ICT to: • research information on the internet, including maps and census data • record data and draw appropriate graphs using excel spread sheets • write up assignments including pieces of coursework using data collected on fieldwork • download, record and use data from a digital weather centre
• Problem solving, by analysing results and drawing conclusions. This also involves issues of global concern such as global warming or earthquake hazards and investigating possible outcomes and measures that could be taken to limit the effects.
• use GIS to map data • annotate digital photographs and ask geographical questions • give presentations. While covering these geographical skills pupils will also be fulfilling the Key Stage 3 Key Skills of: • Communication, through written reports, class debates and presentations given to the rest of the class
• Application of number, by recording and displaying data using excel spreadsheets
• Information technology, by using ICT where ever possible as described above
• Working with others, both in collecting data in the field and group work in class
11
Key Stage 3 Guide Geography (Continued)
The Knowledge and Understanding of Places
We start off in year 7 looking at natural and human wonders of the world. We use map skills to explore places and start explaining processes that formed these features. Later on in the year we do an environmental survey with a study of the school and its immediate surroundings, expanding into a study of the original site and growth of Croissy and its changing function. We then look at how Croissy is connected to other places in terms of the sphere of influence of The British School and carry out a survey around school. The theme of the inter-connectedness of places is then extended in years 8 and 9 by looking at migration, shopping habits, tourism, international companies. International events appearing on the news are used as a vehicle to make pupils aware of where places
12
are located. Atlas exercises and OS maps are used to develop this sense of place. More detailed studies of China, are carried out as examples of ‘NIC’s (Newly industrialised countries) and comparisons are made with ‘Less Economically Developed Countries’, namely The Gambia, Ghana, Brazil and India.
The Knowledge and Understanding of Geographical Processes and Patterns
This involves the study of the physical process of landscape, including river valley, glacial landscapes, coasts, deserts, and plate tectonics. We look at how physical landscape has affected human activity, and the impact of man on the physical landscape. This involves the study of hazards, such as flooding, coastal erosion, earthquakes and volcanoes. We look at the effects such disasters have on the local populations and what can be done to prevent them in the future. This section also involves economic processes and patterns. Pupils are required to have a knowledge and understanding of the
Key Stage 3 Guide
changing pattern of primary, secondary, tertiary and quaternary industries. These studies are carried out by using case studies from the real world, developing the pupil’s sense of place.
Knowledge and Understanding of Environmental Change and Sustainable Development
This will include issues of citizenship and sustainable development and stewardship. The impact of man on ecosystems with fragile environments such as Tundra and the Sahel are studied and
possible solutions investigated. The effect of world population growth on resources is considered and the rapid growth of cities in the developing world is studied. The understanding that the effects of rainforest destruction, environmental pollution and local actions can produce global consequences is developed. The study of National Parks and places of special scientific interest e.g. Antarctica allows pupils to understand that some environments require protection.
Term
Year 7
Year 8
Year 9
Autumn
What a wonderful world
Ecosystems
Natural hazards Volcanoes, earthquakes
Brazil and the Amazon rainforest
Coasts
Brazil and the Amazon rainforest
Environmental Issues
China
Flood- a study of rivers
Population
Development, trade and aid
Spring
Summer
How environmentally friendly Fashion and globalisation is BSP?
Tourism
A study of Croissy/Paris
Weather and climatic hazards
An outline of the work covered in each year group is given in the table below: In a truly international school such as The British School of Paris, with over 50 nationalities represented in the pupil population, we feel that it is our main
aim to give the pupils an understanding of the cultural richness of the world around them and how we should all be working together as world citizens to make the world more sustainable and develop a sense of stewardship.
13
Key Stage 3 Guide
History
History is the past and the study of the past The two main aims or purposes of school History are: • to help pupils to develop a sense of identity through learning about the development of Britain, Europe and the world • to introduce pupils to what is involved in understanding and interpreting the past. There are a number of other purposes: • to arouse interest in the past • to contribute to pupils’ knowledge and understanding of other countries and cultures • to understand the present in the light of the past • to enrich other areas of the curriculum • to train the mind by disciplined study • to prepare pupils for adult life. There is a strong sense of why History is being taught throughout the course. There are three attainment targets in the teaching of History.
Understanding history in its setting This attainment target is concerned with the setting of historical information. History is fundamentally about understanding events over time and in a chronological structure. The concepts of change and continuity and of cause and effect are related to the chronological structure of history. Marking schemes assess pupils’ understanding of these concepts. Pupils should not gain the impression that history represents a continuous line of progress; they should discover that human affairs have developed at different speeds in different places and they have frequently zig-zagged or regressed. The concept of cause will help pupils to understand why things happened, what motivated people to act as they did and what were the effects. Pupils will come to understand that these concepts are useful but also have their limitations.
14
Acquiring and evaluating historical information As pupils acquire historical information and understanding so the foundation for developing historical skills grows firmer. As knowledge accumulates and becomes more complex so the skills of critical and objective analysis, the ability to form and test hypotheses, the ability to use the imagination in a disciplined way, and the capacity to read and to listen critically and comparatively, all become more important and increasingly refined. Pupils should therefore progress in their ability to gauge the relative reliability and usefulness of a wide range of sources of evidence in seeking historical explanations. This attainment target is concerned with the ways in which pupils become involved in history as a process of discovery.
Organising and communicating the results of historical study Historical information will remain inert unless it is gathered, processed, and ultimately communicated in logical and systematic ways. History as a set of processes is concerned with the inter-relationship between the planning of an investigation, refining ideas, and organising and communicating findings based on historical evidence. This attainment target is concerned with all these processes and with bringing them together in a coherent presentation which can take a variety of forms including written narrative, formal reasoned explanation, discussion and argument or dramatic reconstruction. Communication in history requires concepts specific to the area of study, and this attainment target measures the mastery of such concepts.
Key Stage 3 Guide
Course Content At the beginning of Year 7 all pupils are given a short introductory course which is designed to make them aware of the nature of the subject. This course invites them to think critically about the assumptions that lie behind any chronological survey and begins to teach them the skills that they will find necessary throughout their secondary education. Once this has been completed Year 7 pupils will begin their first Study unit - the Roman Empire. This will be followed during the Spring and Summer terms by Medieval Realms and Islamic Civilisations. In Year 8 the pupils study The Making of the UK, 1500-1680, Empire Native Americans and The French Revolution. They progress in Year 9 to study both World War One and World War Two, understanding the Holocaust and Modern Genocide and completing an Individual project: Assassination in History ending their Key Stage 3 History studies with an in-depth examination of the era of the First World War and an overview of 20th century history. It is obviously not possible to give more than a general survey of these centuries, given the time available. The teaching seeks to strike a balance between establishing general trends, and examining particular events and social structures in detail. Emphasis is always given to distinguishing the importance of chronology, evidence and empathy as well as the role of the individual.
Year
Year 7 History
Year 8 History
Year 9 History
Course Content
Skills in History
Making of the UK 1500 – 1680
Path to WWI & WWII
The Roman Empire The Medieval Realms
Native American History
The French Islamic Civilisations Revolution
Holocaust – Understanding Genocide Individual Project: Assassinations in History
15
Key Stage 3 Guide
Information and Communication Technology In today’s society, technology influences the way we work, shop, travel and spend our leisure time. The ability to use Information and Communication Technology competently is essential.
The ICT programme of study in Key Stage 3 provides pupils with practical skills in using computer hardware and software, as well as the ability to work independently to set deadlines. Pupils complete a range of projects using ICT as a tool for problem solving; they see their technical expertise and interpersonal skills develop throughout years 7 to 9. The aims of the ICT programme of study are to teach pupils to: • become confident users of technology • use ICT as a tool for problem solving • understand and use technical terms • choose software and equipment that is most appropriate for meeting the requirements of specific tasks • become critical users of technology, aware of its benefits and limitations • recognise the implications of ICT in the wider world. The units of work are based on the ICT national curriculum themes: • Finding things out • Developing ideas and making things happen • Exchanging and sharing information • Reviewing, modifying and evaluating work as it progresses.
16
Pupils work through projects where they are required to identify and analyse a problem, design and then implement a solution, and finally evaluate their achievements. A range of contexts are selected for project themes to ensure a cross-curricular approach to ICT, for example, developing a marketing campaign for a new cinema complex, designing posters to promote healthy eating, planning the financing of a school tuck shop. Pupils are exposed to a range of software tools, which are continually changing to reflect developments in technology. They decide on appropriate solutions for specific problems focussing on: • word processing • spreadsheets • databases • web design • desk-top publishing • computer control • multimedia and the Internet. The ICT suites at The British School of Paris have recently been upgraded to provide high specification multimedia PCs connected to the school network. All machines provide fast access to the Internet. Digital cameras, scanners and a range of printers are available to pupils as they work through projects.
Key Stage 3 Guide
Intensive English We offer Intensive English for pupils at any stage in Key Stage 3 who have very little or no English.
Intensive English pupils are taught English in small groups by a range of specialised teachers. The pupils belong to tutor groups and join in sporting activities, French, Physical Education, PSHE, Art, Mathematics, ICT and Technology with their mainstream class. They may move into Science 1 mainstream classes at the beginning of the second term accompanied by their Intensive English teacher.
...you have the opportunity to speak more, you feel more comfortable because ever yone in the class is learning English with you.
The aim for each pupil is to achieve proficiency in listening, reading, writing and speaking English so that he/she can integrate fully into the mainstream class.
17
Key Stage 3 Guide
Mathematics The power of mathematics lies in its capacity not just to describe and explain but also to predict. Mathematics is important; it offers a means to solve real life problems, indeed everyday problems.
The study of mathematics equips pupils with the skills they need to gain knowledge in other subjects, notably science and technology. However, mathematics is taught not only because it is useful; the subject itself is a source of delight and wonder. In accordance with the renewed Framework of the National Strategy guidelines, the mathematics that pupils encounter is listed under 5 broad headings: • Mathematical processes and applications • Number • Algebra • Geometry and measures • Statistics. The Department aims to make mathematics attractive and accessible to all pupils; interesting and useful; varied and fun, a challenge and a success for everyone. In consequence, pupils are encouraged to: • draw, measure and count accurately • communicate the techniques and methods they use • relate number exercises to real life situations • relate algebraic manipulations to number calculations • identify number patterns and create formulae • practice mental calculations, estimate • use a calculator frequently but sensibly, efficiently and as a discovery item • look critically at answers and make checks and improvements • read timetables, charts, etc. accurately - handle data efficiently • present information clearly and attractively • write readable, well ordered and neat solutions or records • be well organised with books, calculator, ipad and instruments • complete pieces of homework carefully, meet deadlines
18
• look for mathematics in other subjects and in everyday life. Pupils do need to be well equipped for mathematics and simple sturdy instruments are far more appropriate than fine drawing sets. The maths teachers strongly recommend that pupils possess a second pencil case free from clutter and dedicated to mathematics. This should include: • a scientific calculator. We recommend the Casio fx-85 GTPLUS • a small clear plastic protractor and 20cm ruler • a sturdy compass with pencil • an eraser, a sharpener with a box, pencil (HB) Pupils are encouraged to use their iPads and will be requested to download Apps from time to time.
Setting and Assessment
In mathematics pupils are placed in sets according to their performance and individual needs. There is a specific text for each level with a common core
Key Stage 3 Guide
of topics, and differentiated tasks. Pupils will have a textbook which will be available in class. Pupils will also be issued with a Homework Book appropriate to their level. Regular tests allow each pupil’s progress to be assessed and if necessary, pupils are transferred to a more appropriate set. Pupils in the stronger sets prepare and enter the UK Junior Maths Challenge and the ISMTF Mathematics League. The former is a national postal competition devised to inspire and challenge young Mathematicians. Many of the questions are interesting and fun and successful participants are awarded certificates at gold, silver or bronze levels. Exceptional students may qualify for the Mathematics Kangaroo or the Mathematics Olympiad. The Mathematics League is a similar competition devised for pupils in International Schools. Interested students may also attend a weekly training session. The most able students are selected to represent The British School of Paris at the ISMTF Middle Schools Mathematics Competition which takes place at an International School in Europe.
Homework and Record of Scores Two pieces of homework are set each week. Questions are chosen to reflect class work and to allow the pupils to demonstrate how well they are coping with the present topic. Homework is short and the pupils are required to produce accurate, well presented, complete solutions, often with a clear diagram.
19
Key Stage 3 Guide
Modern Languages
All language courses at The British School of Paris are based on the introduction, practice and acquisition of the four skill areas outlined by the National Curriculum: • Attainment Target 1 - Listening • Attainment Target 2 - Speaking • Attainment Target 3 - Reading • Attainment Target 4 - Writing. The language content of our courses is chosen with the aim of exposing the pupils, throughout their Key Stage 3 teaching, to the four topic areas eventually examined at GCSE level:• Out and about • Customer service and transactions • Personal information • Future plans, education and work. Languages are taught in topic-based units which aim to cover a wide range of situations in appropriate settings for the purposes of practical communication in French, German or Spanish speaking countries with a view to preparing the foundations for GCSE study. In Years 7 - 9 vocabulary acquisition and effective communication are primary aims. Listening, Speaking and basic Reading skills are emphasised. Extended reading tasks and a study of language structure and grammatical points to enable accurate writing are introduced progressively throughout each course. The various cultures of French, German and Spanish speaking countries are also covered. Teaching is conducted as much as possible in French, German or Spanish and pupils are encouraged to use the foreign language between themselves and when communicating with the teacher. Textbooks are often supplemented by more recent materials such as magazines and videos. We aim to make situations for language practice authentic and relevant. Although much introductory work in the language classroom is undertaken by the teacher with the whole class, pupils are gradually encouraged to work individually, in pairs and in groups in order to foster the independent study skills necessary for GCSE and beyond.
20
All pupils study French from Year 7 to Year 11. In Year 7, pupils have the opportunity to study both German and Spanish (pupils switch language at the end of January) in order to be able to sample the two languages. This allows pupils to make an informed choice between German and Spanish for Year 8.
Key Stage 3 Guide
Modern Languages - French
French
• Free time
There are several teaching groups in each year in French. Pupils are grouped as much as possible in homogeneous attainment groups. Transfers will occur when teachers have consulted about the best timing for the pupils concerned. Flexibility is extremely important and these transfers can happen right up to the Summer Term if appropriate.
• Dates and weather
In each year there is one Special Objectives group. It is generally made up of pupils who have already had considerable exposure to French. This group will aim to take the GCSE examination one year early (e.g. at the end of Year 10) and will go on to begin preparation for AS/A level in Year 11.
Year 7 – Mainstream
• Holiday plans • Directions • Feeling ill • School life They will also be taught the following grammatical concepts: • gender • present tense verbs • adjectival agreement • simple negatives
The main textbook used is Encore Tricolore 1 (Nouvelle Edition) for beginners (Set 4), and Encore Tricolore 2 (Nouvelle Edition) for sets 2 and 3.
• possessive adjectives
Pupils cover the following language topics:
• imperative mood
• Personal introductions
• perfect tense
• Food
• comparisons
• Home and family
• direct object pronouns
• prepositions
Year 8 – Mainstream
The main textbooks are Encore Tricolore 2 and Encore Tricolore 3 (Nouvelle Edition) Pupils cover the following language topics: Finding out about France and French speaking countries • Feeling ill • Eating out • Staying with a family • Entertainment/Leisure activities • Holiday plans • School life • Future plans • Exploring Paris
21
22
Key Stage 3 Guide
French (Continued)
They are also taught the following grammatical concepts: • present tense of irregular verbs • the simple future tense • comparatives and superlative • the perfect tense • reflexive verbs
Special Objectives programme whenever possible. In Year 7, students study a well-known novel by Alexandre Dumas. They also study a book which has become a classic in children’s literature, as well as the film adaptation. In Year 8, students study selected mini-plays as well as a historical novel set at the time of Louis XIV.
• pronouns (direct /indirect).
In Year 9, students also study a historical novel set during the Second World War and learn about France and the Occupation period.
Year 9 – Mainstream
French Special Objectives
• imperfect tense
The main textbooks are Encore Tricolore 3 and Tricolore 4 (Nouvelle Edition) Pupils cover the following language topics: • Paris and French speaking countries • Young people and their interests • Activity holidays • The Future • Health They will also be taught the following grammatical concepts: • the perfect tense • the imperfect tense • the future tense • direct and indirect object pronouns • relative pronouns • adverbs of frequency. Pupils are encouraged to develop their reading skills in lessons (readers are also available for Sets 3+4) and outside lessons (some French books are available on loan). Students in Special Objectives groups are encouraged to prepare book reviews (Powerpoint presentations). DVDs are used (where appropriate) to support the curriculum and to expose the students to French culture (all sets).
Year 7, 8 & 9 – Set 2
A selection of literary texts, poetry and film has been introduced to further challenge the students in Set 2. The curriculum also provides a study of the history of France linked with the texts chosen as well as with the
French Special Objectives groups are taught almost entirely in French. The oral French of the Special Objectives groups is generally of a higher standard than their written French and, although they are fluent in every day idiom, they are often unable to appreciate the finer points of language and style. Grammar points are therefore emphasised at all stages. The teaching of grammar is both global and methodical: that is to say that the various grammatical points are taught as they occur in the texts the children study. The texts and films are carefully chosen to cover a range of styles, topics and vocabulary, and to stimulate the children’s interest and their desire to read further. The cultural aspect is another essential element of the Special Objectives programme. A major part of developing reading and writing skills is based on the use of literary texts, poetry and films and on the study of the history and geography of France. In Year 7, students study a whole range of texts (from classic children literature). In Year 8, students study a play by Molière and then a historical novel set during the French Revolution, time allowing. In Year 9, students study a well-known autobiographic novel which gives them the opportunity to learn about and understand France during the Occupation, or a play by Jean AnouiIh.
Trips
During the academic year, KS3 students have the opportunity to go on a trip. In the past, visits have been organised to the Château de Maisons, to the house of Alexandre Dumas in Port-Marly or to France miniature.
23
Key Stage 3 Guide Modern Languages - German
German
• Negatives • Plural nouns
Years 7, 8 and 9
In Years 7, 8 and 9 vocabulary acquisition and effective communication are primary areas of the foreign language classroom. Listening, speaking and basic reading skills are emphasised. The target language is used as much as is practical for beginners and as much as possible in years 8 and 9. The main textbooks used in Key Stage 3 are Echo Express 1 and Echo Express 2 but in addition, interactive whiteboard exercises, videos and language-specific websites are frequently used. In Years 7, 8 and 9 pupils will cover the following topics: • Personal Introduction
• Es gibt plus accusative • Regular and irregular verbs in the present tense • Using conjunctions to build more complex sentences • Prepositions with the dative and the accusative • Recognising references to the past using imperfect of “haben” and “sein” • Man kann plus infinitive • Using the present tense to talk about the future
• Compound nouns
• Freetime and Hobbies
• Preferences with gern/lieber/am liebsten
• House and Home
• Word order – time, manner, place
• Town and Country
• Modal verbs
• Holidays
• Subordinate clauses
• Shopping and Eating • Entertainment and Leisure Activities • Health and Feeling ill • Going out and Daily Routine • Future Plans In the context of the above topic areas, the following grammatical concepts will be taught:
• Subject pronouns and verbs in the present tense
• Questions • Numbers 1 – 100 • The alphabet • Colours • Telling the time
24
• Word order – verb as second idea
• Um….zu plus infinitive
• Family and Friends
• Possessive adjectives
• Adverbs of frequency
• Perfect tense with “haben” and “sein”
• School Life
• Gender
• Introduction to adjectival endings before nouns
• An introduction to the case system
• Seit with the present tense • Future tense with “werden” • Recognising and understanding reflexive verbs • Separable verbs
Key Stage 3 Guide
Spanish
• Physical Descriptions
Years 7 & 8
• Classroom Objects
In Years 7 and 8 vocabulary acquisition and effective communication are primary aims of the foreign language classroom. Listening, speaking and basic skills are emphasised. The KS3 Spanish Curriculum is exciting, creative, challenging and stimulating. It consists of interactive activities, ICT opportunities and student-led projects based on the following topics:
• Pastimes and Leisure Activities • School, School subjects and opinions • Home and Daily Routine • Places in a Town • Describing Towns and Cities • Food and Drink
• Meeting people, Greetings
They will also be taught the following grammatical concepts:
• Numbers and Dates
• The gender of nouns
• Personal Identification
• The gender of articles
• Pets and Family
The School organises fun and enjoyable activities.
25
Key Stage 3 Guide Spanish (Continued)
• Numbers • Dates • Adjectives • Possessive Adjectives • Prepositions of Place • Questions • Negatives • Verbs in Present Tense: Regular and Irregular • Verbs: Ser and Estar • Verbs: Radical Changing Verbs • Verbs: Reflexive Verbs • The immediate future • The conditional
• The verb Gustar and Expressing likes and dislikes
• The imperfect & The preterite
• Verbs: The Preterite – Regular and irregular preterits (revision)
• The verb Gustar Pupils will be encouraged to develop their individual reading skills. The target language will be used as much is as practical for beginners groups. Innovation in the classroom is at the centre of the lessons and the use of ICT including ipads is regular practice.
Year 9
Vocabulary acquisition and effective communication continue to be primary aims of the foreign language classroom. Listening, speaking and basic reading skills are emphasised. Extended writing, speaking activities and a study of language structure and grammatical points to enable accurate writing are introduced progressively throughout the course and a taste of what GCSE can be like. Year 9 cover the topic areas of holidays, health and healthy living and the environment as well as the following grammatical concepts: • Adverbs (use and formation) • Demonstrative Adjectives • Pronouns
26
• Verbs: The Imperfect Tense (revision) • Verbs: The Perfect Tense Pupils will be encouraged to develop their reading skills by the use of children’s Spanish books and magazines. Informal assessment takes place throughout all language lessons. Pupils are encouraged to review constantly and to perfect their work. Homework is set twice a week in French and once in German and Spanish. Homework may be based on any one of the four skills and learning homework will be tested in class. Marking is positive, pupils are given credit for what they can do rather than penalised for what they cannot do. Formal assessment within the department takes place at regular intervals. In line with the French department the Spanish department is now running a pilot, Spanish Special Objectives group. This group is almost entirely taught in Spanish and is designed for students who already have a very good level of Spanish.
Key Stage 3 Guide
Music Music education has changed dramatically in schools in recent years and the Music department at The British School of Paris has moved forward positively, changing with the times.
The most recent National Curriculum document is based on the two main elements of Performing/ Composing and Listening /Appraising. Activities undertaken in class are based on these elements and provide for students a course of practical and active lessons. In addition, the music centre offers many extracurricular activities so that students can expand their own individual interests. There are opportunities for tuition in almost every instrument, including voice, and opportunities to join the many musical ensembles that exist in school. Each year’s course is divided into several units. As work is completed it is marked and the results are used to help complete the requirements of the assessment process. Assessment is by observation, completion of set practical tasks which are recorded on the iPad and completion of written exercises. The final teaching block in each year is used to review the work of the whole year in preparation for the final examination.
Year 7
appropriate signs, symbols and instructions.
Listening and Appraising Students listen to music from a broad range of traditions and historical periods, especially music from around the world. They spend one half term looking at the development of the modern symphony orchestra and its instruments. They attempt basic analysis and evaluation of music considering such elements as pitch, duration, timbre, pace, texture, dynamics and structure. The theory covered includes basic rhythm and pitch, simple graphic scores and traditional notation.
Year 8 The units covered are: • Exploring chords and bass in Reggae music • The keyboard – hands separately and hands together • Hardware and software skills • Composition – 16 bar melody • World Music
The units covered are:
• Song analysis and presentation
• The Elements of Music
Performing and Composing
• Song analysis • Graphic Notation • Instruments of the Orchestra • Theory and traditional notation • Music from Latin America
Performing and Composing
The instrumental pieces used in the classroom become more demanding, requiring wider knowledge of notation, more fluency and expression in performance of solo work, and greater independence of parts in ensemble work. Students are introduced to the electronic keyboard and encouraged to use it for performance and as
Classroom percussion instruments are used to explore the elements of music and for composition. The materials used are taken from a wide range of musical traditions and different types of musical notation are introduced. Singing and playing in parts is attempted and students are expected to perform solo and in a group in the classroom as part of the assessment process. Students consider basic forms in music; the organisation of pitch, rhythm and timbre. They explore techniques of improvisation. They invent and perform their own music to others, notating it using
27
Key Stage 3 Guide
a tool for composition. Students are encouraged to write music for others, expressing their ideas and instructions in appropriate notation. Work is recorded onto the iPad for assessment and students are taught to use Sibelius software in the classroom for the notation of their compositions.
Listening and Appraising The range of music presented to the students is increased with greater emphasis on 20th century music and non-orchestral instruments. Analysis and evaluation continue with greater attention being paid to structure and form.
Year 9 The units covered are: • Chords into Jazz • Using the iPad as a recording studio • Irregular time signatures – playing in 5 and 7 time • Polyrhythm into minimalism • Ground Bass Variations – a common device for composers
Performing and Composing Students continue to have lessons using the electronic keyboards in the music suite’s custombuilt studio. They work individually and in groups according to their experience. Students are encouraged to read melodies and chord symbols from printed music. Work on classroom and orchestral instruments continue alongside the keyboard work. Students invent and notate music in popular styles with the aid of a keyboard. They also have access to the computers and Sibelius software. This can be used for creating, managing and storing student compositions. Final versions of students’ compositions are then performed and recorded onto the iPad as part of the assessment process. Garage Band application and iTrack interfaces enables students to master the basic studio recording techniques on their iPads.
28
To enable the compositions in this year to become more musically sophisticated more advanced
harmony, syncopation, transposition and arranging skills are taught.
Listening and Appraising The listening programme is extended to include 20th century music in all its forms, including commercial music. Analysis and evaluation of music is at a higher level than in Year 8 with listening activities similar in style to those at GCSE level.
Peripatetic teaching, Ensemble and Music Exams (ABRSM and Rockschool) Apart from classroom music we offer individual instrumental lessons in school on most instruments and these are arranged through the Head of Music. The main school ensembles are Choir and Orchestra. These groups meet weekly to rehearse and perform at all manner of concerts. Choir and Orchestra are open to all. Students receiving instrumental tuition in the school day are expected to be involved in the orchestra or choir. Other ensembles are selected from the open ensembles to prepare more demanding group pieces. Membership is offered to those students who show themselves to be mature, confident and hardworking performers, often those attaining Merit and Distinction awards in practical examinations of Grade 4 and above in their instrument. The school is also a centre for Rockschool exams and these exams take place in the summer term. Students are examined on drums, electric guitar, keyboards and vocals. The British School of Paris is the centre for the ABRSM in France. The practical and theory examinations are offered two or three times a year, and results are excellent with many distinction and merit grades being obtained.
Key Stage 3 Guide
Physical Education Pupils in Years 7-9 experience Physical Education in both mixed ability and, depending on activity, mixed gender lessons.
The department aims to provide a balanced and varied programme which will enable each pupil as far as possible to be proficient in a number of physical activities.
The climbing wall is enjoyed by all the students.
The department concerns itself with achieving a measure of success in the following areas: • enjoyment and satisfaction • physical development • acquisition of motor skills • self expression/aesthetic appreciation • social training • education for leisure Assessment is internally based and records each pupil’s progress over the year. As Physical Education is aimed at educating the pupils both ‘in’ and ‘through’ the physical, assessment within the department will not only record the pupils’ abilities but also their motivation, their ability to work with others, their interests and achievements.
Either individually or in a team sport, you’re given the opportunities for your talent to shine through.
29
Key Stage 3 Guide Physical Education (Continued)
The following table shows our typical programme for Year 7-9 (this may vary depending on availability of facilities). PE
Sport Year 7 Girls Hockey/Netball
Sept-Oct
Years 7-9 Fitness/Multi-skills
Years 8+9 Girls Hockey Years 7-9 Boys Rugby Year 7 Girls Swimming
Oct-Dec
Jan-Feb
Years 7-9 Badminton
Years 7-9 Basketball
Years 7-9 Boys Football Years 8+9 Girls Football
Years 8+9
Year 7 Boys Swimming
Rock Climbing Rotation
Year 7 Girls Hockey/Netball Years 8+9 Girls Netball Years 8+9 Boys Hockey
Feb-April
30
Year 7 Dance
Year 7 Boys Hockey
Year 8 Gymnastics
Year 7 Girls Football
Year 9 Volleyball
Years 8+9 Leadership
April-May
Years 7-9 Athletics
June-July
Years 7-9 Tennis
Years 7-9 Boys Cricket Years 7-9 Girls Rounders Years 7-9 Boys Softball/Handball Year 7-9 Girls Cricket
Key Stage 3 Guide
Personal, Social and Health Education (PSHE) The PSHE scheme of work follows the UK National Curriculum non-statutory guidelines for Personal, Social and Health Education and the Key Stage 3 statutory curriculum for Citizenship.
Lessons are often discussion based, making use of worksheets, newspaper articles, video, role-play, debate and student presentations. In addition we have incorporated a PSHE package of interactive lessons and materials which are now available on the school’s VLE.
The students are encouraged to develop: • a healthy and safe lifestyle. • good relationships while respecting the differences between people. • skills of enquiry and communication. • methodical and successful work habits.
The programme for Years 7 - 9 remains flexible and responsive but will include a majority of the following areas:
Year
Term 1
7
Class ethos Smart Targets e-safety Study skills and self-organisation Healthy relationships: friendships and bullying World religion – appreciating cultural differences
Anxiety Action for Happiness Hygiene Healthy eating Exercise Study skills Target setting Revision skills and planning
Revision skills and planning Target setting Year 6 visit Presentations Outdoor education week preparation Relationships Puberty and changes End of year evaluation
Class ethos – helping new pupils Study skills e-safety Friends and self-image Bullying Positive contribution- based on charities committee event Identities Prejudice Love in a box
Health in mind and body image Personal Wellbeing: self esteem Citizenship: The EU Study skills and target setting Smoking and alcohol: risks Careers Current affairs Sex and Relationships education
Revision and study skills
Class ethos Study skills - good vs bad e-safety Rights and Responsibilities Drug/Alcohol awareness Developing an identity/image Budgeting Love in a box
Health and personal hygiene Eating disorders Target setting Social skills: speaking your mind Options for GCSE Sex and Relationships education
Revision techniques
8
9
Term 2
Term 3
Citizenship: speaking your minddebating Relationships: preparing for Orpierre Outdoor education week Managing my feelings: how to make decisions and be more decisive. First Aid Training Outdoor education week preparation Preparing for Year 10 Target setting
31
Key Stage 3 Guide
Science The Science programme studied at The British School of Paris in Years 7, 8 and 9 follows the National Curriculum of England and Wales.
Thus pupils transferring from the UK should encounter a good degree of continuity. It is also our experience that the subject matter agrees well with science programmes all around the world since its broad base covers nearly all the essential scientific skills, knowledge and understanding typical for this age. The National Curriculum in Key Stage Three Science embraces a broad scientific education. The emphasis of the curriculum is linking students’ knowledge of science with its relevance to our everyday life as well as that of all the other subjects studied at this level. This holistic approach to teaching Science is welcomed by BSP Science teachers as it can only open the students’ minds to all the implications that science can have on their lives. The Science National Curriculum is divided into four areas:
Key concepts • Scientific thinking. Applications and implications of science. Cultural understanding. Collaboration.
Key processes • Practical skills. Critical understanding of evidence. Communication.
Range and content • Energy, electricity and forces. Chemical and material behaviour. Organisms, behaviour and health. The environment, Earth and universe.
Curriculum opportunities • Research, experiment, discuss and develop arguments • Study science in local, national and global contexts • Experience science outside the school environment, including in the workplace where possible • Use creativity and innovation in science and appreciate their importance in enterprise
32
• Prepare to specialise in a range of Science subjects at KS4 and consider career opportunities both within science and in other areas that are provided
by scientific qualifications • Make links between science and other subjects and areas of the curriculum. To deliver this curriculum we follow a scheme of work laid out by the QCA using the Go Science! course and resources, published by Pearson/Heinemann. Experimental work is a vital and exciting part of scientific education and at The British School we use every opportunity to perform experiments as a basis for both discovery and reinforcement of concepts and ideas. It is a rare week if a pupil in Years 7, 8 and 9 has not been involved in practical work, although this does depend on the topic being studied. Communication skills, whether it be writing up experiments or engaging in class discussions, are also essential for any scientist. Pupils are always encouraged to express their ideas, theories and creative thought. We also provide opportunities for pupils to incorporate Information Technology into their scientific work especially in the collection and analysis of data. By the end of Year 9, those pupils who attend The British School of Paris from Year 7 will have studied the entire Key Stage Three Programme of Study; they will also have laid firm foundations for the GCSE courses ahead. We feel we have succeeded if they have also enjoyed this experience and are able to apply their skills and knowledge to further their development as members of society. The following give an outline of the topics covered in each year of the course:
Year 7 Staying alive Why are we different? What are things made of? Be reactive How things move Using energy Earth, Space and beyond.
Year 8 Systems for survival
How we stay healthy How do living things interact? What’s in a reaction? Heating and cooling Finding out about light and sound Exploring magnetism Changing Earth.
Year 9 Are you fit? Upsetting the balance Chemical reactions Environmental chemistry Calculating forces Earth and Space Energy and conservation.
33
Key Stage 3 Guide
Curriculum Support: Literacy and Numeracy The British School of Paris aims to provide an environment where all students are able to realise their full potential. The most important role of the Curriculum Support Department is to help the students to achieve this.
The school operates a policy of inclusion. All students belong to a tutor group. Literacy and Numeracy are separate intervention classes offered to Key Stage 3 pupils. Lessons are timetabled for one and a half hours per week and occur at the same time that German, Spanish and EAL classes are taught. There are separate Year 7, Year 8 and Year 9 groups. The Literacy and Numeracy provision both aim to give extra support to pupils who, irrespective of ability, benefit from studying one less foreign language. Moreover, children who join these small intervention groups have been identified as underachieving in respect to certain core elements of the English and Maths curriculum. Recommendation for entry into the Literacy or Numeracy group is made on the results of end and start of year screening tests as well as the ongoing advice of teachers and parents/guardians. In consultation with parents/guardians, learners may enter and leave these groups during the year depending on progress. The Literacy class aims to boost the reading, spelling and overall writing skills of pupils. Correspondingly, the numeracy class targets children with mathematical difficulties and aims to help them meet age appropriate expectations in respect to arithmetic, geometry and mental calculations. Both programmes are designed to motivate and develop the confidence of learners. Curriculum Support is a timetabled option and is not an additional educational service. Therefore, there are no extra fees levied for these classes.
34
Key Stage 3 Guide
35
The British School of Paris 38 quai de l’Ecluse 78290 Croissy sur Seine Tel: +33 (0)1 34 80 45 94 Fax: +33 (0)1 39 76 32 21 Website www.britishschool.fr Email ssc@britishschool.fr April 2015