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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: Literacy and Numeracy
34
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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
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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 portfolio 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 students 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
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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
Art and Design (Continued)
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 • iPad
Exhibition
Pupils’ work is exhibited throughout the school and forms part of the art building’s permanent exhibition of work. Pupils also take part in trips and visits linked to one of their project themes.
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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, pupils 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. Skill-specific workshops 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, pupils 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 their practical skills and emphasis is placed on not just the quality of the finished product, but also the
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process by which the pupil 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
Pupils 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 Rulers or larger • Protractor • Set Square • Compass • Colouring Pencils • Set of Black Fineliners
Key Stage 3 Guide
Design and Technology (Continued)
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
Year 8
Year 9
RMT
Systems & control
Project-based Learning CAD: Photoshop [Various
Design styles: iPad
3D Design: MINECRAFT Me’s
CAD/CAM manufacture: Design
Projects]
Design Development: Zombie-proof Housing
Stands
Movement Coasters
Electronics: Circuits
Programming:
Numerically Controlled Robots
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Key Stage 3 Guide
English
Key Stage 3 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. Pupils are expected to act on feedback given in order to improve and progress (for example, learning their spelling corrections).
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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. The Pages App documents such as leaflets and posters are employed when appropriate.
Key Stage 3 Guide
English (Continued)
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
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Key Stage 3 Guide
English as an Additional Language
English as an Additional Language (EAL) classes are offered to any pupils whose first language is not English or whose previous schooling was not within an English-speaking environment. Following a placement test, it will be decided whether EAL is suitable for the pupil, although any pupil who feels he/she would benefit from extra English Language instruction is welcome to join. A lower-intermediate level is required as a minimum. Any level below this and the pupil would need to be enrolled on the Intensive English course. All pupils who have previously followed the Intensive English course will also be expected to join EAL for at least the following year. Within the school timetable, EAL replaces an additional language (usually German or Spanish). However, pupils will continue to study French.
Course Content
EAL pupils are taught in small groups and 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. The course is very flexible with the content changing from year to year depending on the age and ability of the pupils within the group. We also listen to their interests and take this into account
when choosing the content. Over the course of the year they may study some of the following areas: • Grammar • Literacy • Group reading of a novel • Popular culture or the news • Presentation skills • History • Creative writing The course is very much centered around English Language learning and giving the pupils the skills needed to access the whole-school curriculum as well as using English naturally. The small group sizes give pupils plenty of opportunities to work in pairs with peer and self-assess.
Assessment and Homework
Pupils will receive one homework per week from EAL. This may take the form of reading comprehension, preparation for a presentation, essay writing or research. They will be continuously informally assessed throughout the year and may also take an exam in the subject in June.
You feel much more comfortable working in a small group and you become more confident
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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.
Skills taught:
• Using maps to interpret information and record information • Weather forecasting, measuring and recording • Land use surveys • Developing questionnaires • Land use management and risk assessment
ICT skills:
• 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 • 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 • 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
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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 carry out an environmental survey with a study of the school and its immediate surroundings. International events appearing on the news are used as a vehicle to make pupils aware of where places 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’.
The Knowledge and Understanding of Geographical Processes and Patterns
This involves the study of the physical process of landscape, including geological timescales and plate tectonics; rocks, weathering and soils; weather and climate, including the change in climate from the Ice Age to the present; and glaciation, hydrology
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and coasts. 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. In human geography pupils are required to have a knowledge and understanding of population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources. In addition, how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural system. These studies are carried out by using case studies from the real world, developing the pupil’s sense of place.
Key Stage 3 Guide
Geography (Continued)
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 Antarctica, 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. An outline of the work covered in each year group is given in the table below:
Term
Year 7
Year 8
Year 9
Autumn
What a Wonderful World
Ecosystems
Natural hazards Volcanoes, Earthquakes
Physical Features of Brazil
Coasts
China
Human features of Brazil
Environmental Issues
Development, Trade and Aid
Flood - a study of rivers
Population
Glaciation
Map Skills
Coasts
Climate and Hazards
A study of Croissy/Paris
Geography of crime
Tourism
Spring
Summer
Our local site 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.
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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.
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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 do 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
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Key Stage 3 Guide
Information and Communication Technology At Key Stage 3, pupils are taught to use ICT resources effectively and independently. They are given the tools to learn and demonstrate practical competence in Digital Literacy, Information Communication Technology and Programming.
Digital Literacy will give the pupils an opportunity to develop their understanding of the Internet and Worldwide Web. They will learn how to be a responsible digital citizen and will develop sound knowledge of e-safety and some of the issues involved in the Digital Age. Information Communication Technology allows pupils to learn how to use industry standard packages as a tool. They will produce websites learning basic HTML and how to use a web editor. They will create animations and learn how to use graphic packages to create, edit and manipulate images. Throughout KS3 they will use spreadsheets to model different scenarios from learning simple formulae to using more advanced functions to ask “What if� type questions. In the Computer Science band of the KS3 curriculum, pupils attempt to code and create their own technology. Coding, in the simplest of terms, is telling a computer what you want it to do, which involves typing in step-by-step commands for the computer to follow using the correct syntax. Through coding pupils are able to build, for example, graphical and text based adventure games. Their will learn to use programmes such as Flowol to understand sequences and sub-routines. As they develop their understanding of programming they will use a text based programming language called Python and learn the difference between a complier and interpreter.
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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 of up to six pupils by a range of specialist teachers. The aim for each pupil is to achieve proficiency in listening, reading, writing and speaking English so that he/she can integrate fully into mainstream classes in the second year at school.
Course Content
Pupils on the Intensive English course will spend 50% of their timetabled hours in the IE/EAL Department learning English. They will study a variety of modules aimed at improving their skills. The course is adapted yearly according to the age and number of pupils as well as their particular interests or strengths and areas of improvement. This may include all or some of the following areas: • Grammar – All pupils will have up to 6 hours of dedicated grammar lessons per week. They will be provided with a Work Book to complete at home and an accompanying CD to practice listening skills independently. Teachers also have computer software to use in class that includes interactive games, role-plays and listening activities. We currently follow the “Solutions” method, produced and developed by Oxford University Press. • Private Reading – We have a wide range of short books that are organized according to difficulty level. Pupils will select a book of interest to read at home. This is accompanied by comprehension activities to be completed over one or two weeks depending on the pupil’s reading ability. • Presentations – Pupils will be expected to write and give presentations in class about a range of subjects. At the beginning of the year they may give a speech about familiar topics such as their family, favourite film or previous school. As the year goes on they will be expected to tackle more difficult topics. • Group Reading – The class teacher will select a novel to be read as a group suitable for the age and level of the pupils. At home pupils will complete comprehension activities as well as creative writing (for example a diary entry imagining they are one of the characters, letters or newspaper articles). Books that have been studied in previous years include ‘Holes’ by Louis Sachar, ‘War Horse’ by Michael Morpurgo and ‘Charlie and the Chocolate Factory’ by Roald Dahl. • Film – Pupils may have the opportunity to study two or three films over the course of the year. They will be expected to summarise key events and
imagine how the characters may be feeling or what they are experiencing. • Geography – We have a dedicated teacher who delivers two hours of Geography to Intensive English pupils each week. Pupils follow a specialised Geography course book, which prepares them for joining the mainstream. They often cover topics studied by mainstream pupils but at a slower pace. They will also be exposed to a range of spoken and written texts such as articles, short clips or documentaries. • Other modules that may be studied for all or part of the year include, but are not limited to, pronunciation practice, dictation, drama, the news, literacy skills, creative writing, ICT skills (if the pupils have previously had little exposure to computers or iPads) and/or handwriting skills.
Homework and Assessment
Intensive English pupils will receive homework after most lessons. The deadlines will vary from the following day to a week later, depending on the type of homework being set. Pupils are assessed according to the QCA descriptors for English as an Additional Language. These grades range from Level 1 (someone with very basic English) through to Level 4 (the expected level of a native English-speaking 11 year old). Parents will receive 5 reports per year based on these grades. They will give details of the areas in which their child is achieving as well as the areas for improvement. These are provided in addition to the school grades. Further to the ongoing informal assessments all pupils will complete the placement test taken before joining the school twice more during the year to check for progress. They will also take formal inschool exams towards the end of June.
Integration into the Mainstream
All Intensive English pupils belong to mainstream tutor groups, which allows them to meet other pupils from outside the IE department. They also take the following classes within the mainstream from the beginning of the school year: French, Physical Education, Sport, PSHE, Art, Mathematics, ICT and DT. They may move into some other mainstream classes at the beginning of the second term, for example Science, if the department teachers and the pupils feel they are ready.
...you have the opportunity to speak more, you feel more comfortable because ever yone in the class is learning English with you. 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 National Curriculum guidelines, the Mathematics that pupils encounter is listed under 7 broad headings: • Mathematical processes and applications • Number • Algebra • Ratio, proportion and rates of change • Geometry and measures • Probability • 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
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• Be well organised with books, calculator, iPad and instruments
• Complete pieces of homework carefully and meet deadlines • 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 Mathematics 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.
Key Stage 3 Guide
Mathematics (Continued)
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 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 in Years 7 and 8 prepare and enter the UKMT Junior Maths Challenge. Those in Year 9 are entered for the UKMT Intermediate Maths Challenge. These students are also entered for 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 pupils may qualify for the Mathematics Kangaroo or the Mathematics Olympiad. The Mathematics League is a similar competition devised for pupils in International Schools. Interested pupils may also attend a weekly training session. The most able pupils 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.
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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 five topic areas eventually examined at GCSE level: • Identity and Culture • Local Area, Holiday and Travel • School • Future Aspirations, Study and Work • International and Global Dimensions 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
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the independent study skills necessary for GCSE and beyond. 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
• Home and Family
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.
• Free Time
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 A level in Year 11.
• Dates and Weather • Holiday Plans • Directions • Feeling Ill • School Life They will also be taught the following grammatical concepts: • Gender • Present tense verbs
Year 7 – Mainstream
• Adjectival agreement
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.
• Simple negatives
Pupils cover the following language topics: • Personal Introductions • Food
• Possessive adjectives • Prepositions • Imperative mood • Perfect tense • Comparisons • Direct object pronouns
Year 8 – Mainstream
The main textbooks are Encore Tricolore 2 and Encore Tricolore 3 (Nouvelle Edition) for sets 4 and 3 respectively. 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
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Key Stage 3 Guide
French (Continued)
• Future Plans • Exploring Paris 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 • Imperfect tense • Pronouns (direct /indirect).
Year 9 – Mainstream
From September 2016, a new course will be introduced in sets 3 and 4 to provide the pupils with all they need for the new Programme of Study (translation skills, study of literary texts and boost spontaneous use of French). All these skills will start preparing the pupils for the new GCSE course and help them achieve their potential by the end of Year 11. Topics include: • Teenagers and Their Interests • Media • Lifestyle and Health • Future Plans • Holidays • Paris • The World Around Us They will also be taught the following grammatical concepts: • The perfect tense • The imperfect tense
Year 7, 8 & 9 – Set 2
A selection of literary texts, poetry and films have been introduced to further challenge the students in Set 2. The Curriculum also provides a study of the History of France linked with the chosen texts and runs alongside the Special Objectives programme whenever possible. In Year 7, pupils study a variety of literary works and a film. In Year 8, pupils study two novels as well as extracts from a film. In Year 9, pupils also study a novel and a film.
French Special Objectives
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, pupils 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, pupils study a whole range of texts (from classic children literature).
• The future tense
In Year 8, the emphasis is on theatre, therefore pupils study several plays (by Molière and Feydeau).
• Direct and indirect object pronouns
In Year 9, pupils study a novel.
• Relative pronouns
Trips
• Adverbs of frequency Pupils are encouraged to develop their reading skills in lessons and outside lessons (some French books are available on loan). Pupils in Special Objectives groups are encouraged to prepare book reviews. DVDs are used to support the curriculum and to expose the students to French culture.
During the academic year, KS3 pupils have the opportunity to go on a trip. In the past, visits have been organised to the Château de Maisons, Alexandre Dumas’ house in Port-Marly, Château de Malmaison, as well as to Château de Vaux-le-Vicomte.
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Key Stage 3 Guide Modern Languages - German
German Years 7, 8 and 9
In Years 7, 8 and 9 the 4 key skills of reading, writing, speaking and listening are emphasised. The KS3 German Curriculum is exciting, creative, challenging and stimulating. The main textbooks used are Echo Express 1 and Echo Express 2 but in addition, interactive whiteboard exercises, videos and language – specific websites are also used. Grammar and translation are also practised and the following topics are taught: • Personal Introduction
• Entertainment
• School Life
• Leisure Activities
• Family and Friends
• Health
• Freetime and Hobbies
• Feeling Ill
• House and Home
• Going Out
• Town and Country
• Daily Routine
• Holidays
• Future Plans
• Shopping and Eating
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Key Stage 3 Guide
Spanish Years 7 & 8
In Years 7 and 8 vocabulary acquisition and effective communication are primary aims of the foreign language classroom. Listening, speaking and basic reading and writing skills are emphasised. The KS3 Spanish Curriculum is exciting, creative, challenging and stimulating. It consists of interactive activities, ICT opportunities and pupil-led projects based on the following topics:
• Physical Descriptions • School, School subjects and opinions • Home and Daily Routine • Places in a Town • Describing Towns and Cities • Food and Drink They will also be taught the following grammatical concepts: • The gender of nouns • The gender of articles • Numbers
• Meeting people, Greetings
• Dates
• Numbers and Dates
• Adjectives
• Personal Identification
• Possessive Adjectives
• Pets and Family
The School organises fun and enjoyable activities.
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Key Stage 3 Guide Spanish (Continued)
• 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 Verb Gustar • The Conditional • Introduction to the imperfect tense Pupils will be encouraged to develop their individual reading skills. The target language will be used as much as is 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 and writing skills are developed further. Extended writing, speaking activities and a study of language structure and grammatical points to enable accurate writing are introduced progressively throughout the course to give a taste of what GCSE can be like. Year 9 cover the topic areas of holidays, technology and the Media and the environment as well as the following grammatical concepts: • Adverbs (use and formation) • Demonstrative Adjectives • Pronouns • The verb Gustar and Expressing likes and dislikes • Verbs: The Preterite – Regular and irregular verbs • Verbs: The Imperfect Tense (consolidation and extension) • Verbs: The immediate and real future tenses
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• Expressions of advice, obligation, prohibition and necessity • Expressing opinions and points of view • Verbs: The immediate and real future tenses
Pupils will be encouraged to develop their reading skills by the use of children’s Spanish books, magazines and electronic resources. Informal assessment takes place throughout all language lessons. Pupils are encouraged to review their work constantly and to perfect their performance. Homework is set once a week in Spanish. Homework may be based on any one of the four skills and learning homework will be tested in class.
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 pupils 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 The units covered are: • The Elements of Music • Song Analysis • Graphic Notation • Instruments of the Orchestra • Theory and Traditional Notation • Music from Latin America
Performing and Composing
symbols and instructions.
Listening and Appraising Pupils 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 • Hardware/Software/Keyboard Skills for Composing • World Music • Film Music • Night Music • Song Analysis and Presentation
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. Pupils are introduced to the electronic keyboard and are encouraged to use them for performance and as a tool for composition. Pupils are encouraged to write
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. Pupils 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 appropriate signs,
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Key Stage 3 Guide Music (Continued)
music for themselves and others, expressing their ideas and instructions in appropriate notation. Work is recorded onto the iPad for assessment and pupils 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 pupils 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 Pupils continue to have lessons using the electronic keyboards in the music suite’s custom-built studio. They work individually and in groups according to their experience. Pupils are encouraged to read melodies and chord symbols from printed music. Work on classroom and orchestral instruments continue alongside the keyboard work. Pupils 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 pupil compositions. Final versions of pupils’ compositions are then performed and recorded onto the iPad as part of the assessment process. Garage Band application and iTrack interfaces enable pupils to master the basic studio recording techniques on their iPads.
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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, Ensembles, the Associated Board of the Royal Schools of Music (ABRSM) and RSL Rock School Ltd. 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 Orchestra, Choir and “Just Men” our male vocal group. These groups meet weekly to rehearse and perform at all manner of concerts. Choir membership is by audition and Orchestra is open to all. Pupils 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 pupils 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. Pupils 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 ability to lead and organise along with a basic knowledge and understanding of how to maintain a healthy, active lifestyle.
Either individually or in a team sport, you’re given the opportunities for your talent to shine through.
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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 (Tutor group) September-October
Years 7-9 Fitness/Multi-skills
Sport (Year group) Years 7-9 Girls - Football Years 7-9 Boys - Rugby Year 7 Girls - Swimming
October-December
January-February
Years 7-9 Badminton
Years 7-9 Basketball
Years 8+9 Girls - Netball Years 7-9 Boys - Football
Years 8+9
Year 7-9 Girls – Hockey
Rock Climbing Rotation
Year 7 Boys - Swimming Years 8+9 Boys - Leadership Year 7 Boys - Hockey
February-April
Year 7-9 Movement
Year 7 Girls - Netball Years 8+9 - Leadership
April-May
Years 7-8 Striking and fielding
Years 7-9 Boys Cricket
Year 9 Volleyball
Years 7-9 Girls Rounders Years 7-9 Boys Softball
May-July
Years 7-9 Athletics
Year 7-9 Girls Cricket Year 9 - Gym safety introduction
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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.
The pupils are encouraged to develop:
Lessons are often discussion based, making use of worksheets, newspaper articles, video, role-play, debate and pupil presentations.
• 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
7
8
Term 1
Term 3
World Religion – appreciating cultural differences
Class ethos – Helping new pupils
Sex and Relationships Education Respecting Different Relationships Environmental Responsibilities Emotional Wellbeing Study Skills and Target Setting Topical Issues
Revision and Study Skills
Healthy Eating and Body Image
Revision Techniques Managing Stress and Anxiety First Aid Training Outdoor Education Week Preparation Preparing for Year 10 Target Setting
Charities Study Skills e-safety Friends and Self-image Smoking and Alcohol: Risks Class Ethos Charities
9
Term 2
Class ethos Charities Smart Targets e-safety and Cyber-Bullying Study Skills and Selforganisation Healthy Relationships: Friendships and Bullying
Study Skills - good vs bad Personal Safety Careers
Action for Happiness Hygiene Study Skills Target Setting Topical Issues
Speaking your Mind Topical Issues Target Setting Options for GCSE
Revision Skills and Planning Target Setting Outdoor Education Week Preparation Healthy Lifestyles: Food and Exercise Puberty and Changes End of Year Evaluation
Careers Personal Hygiene First Aid
Please note that if you have any concerns about your child attending any of the above classes, please don’t hesitate to contact the school.
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Key Stage 3 Guide
Science The Science programme studied at The British School of Paris in Years 7, 8 and 9 follows the 2015 National Curriculum of England and Wales.
Pupils transferring from the UK will integrate seamlessly into our programme of study at Key Stage 3. 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. A high-quality science education provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. By building up key knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.
Aims
The BSP programme of study at Key Stage 3 aims to ensure that all pupils: • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics. • Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them. • Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.
Key Processes • Practical skills; critical understanding of evidence; and communication.
Curriculum Opportunities • Research, experiment, discuss and develop arguments • Study science in local, national and global contexts • Experience science outside the school environment,
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including in the workplace where possible • Use creativity and innovation in science and appreciate their importance in enterprise • Prepare to specialise in a range of science subjects at Key Stage 4 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 DfE (Department for Education) and is based on the SMART Science course and resources, published by Smart Learning. All pupils will have access to an electronic textbook via an App on their iPad, which contains a rich variety of interactive resources. Experimental work is a vital and exciting part of scientific education and at The British School of Paris 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 3 Programme of Study; they will also have laid firm foundations for the GCSE courses ahead. We feel we will 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.
Science (Continued)
The following give an outline of the topics covered in each year of the course: Year 7 Biology 1 – Living Systems Biology 2 – Diet and Health Chemistry 1 – The Particulate Nature of Matter Chemistry 2 – Atoms, Elements and Compounds
Year 9 Biology 5 – Reproduction and Growth Biology 6 – Ecosystems Chemistry 5 – Materials and Everyday Chemistry Chemistry 6 – The Earth and the Atmosphere Physics 5 – Waves Physics 6 – Space
Physics 1 – Forces and Motion Physics 2 – Levers, Moments and Pressure
Year 8 Biology 3 – Genetics and Evolution Biology 4 – Photosynthesis, Respiration and Circulation Chemistry 3 – Reactions Chemistry 4 – Acids and Alkalis Physics 3 – Electricity and Electromagnetism Physics 4 – Energy
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Key Stage 3 Guide
Curriculum Support: Literacy and Numeracy The British School of Paris aims to provide an environment where all pupils are able to realise their full potential. The most important role of the Learning Support Department is to help the pupils to achieve this.
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.
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Key Stage 3 Guide
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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 May 2016