ST JOSEPH’S INSTITUTION INTERNATIONAL
2019 FOUNDATION IGCSE CURRICULUM BOOKLET
Contents
Page
Welcome
2
The Values of SJI International
3
The Foundation IGCSE Course
4
Teaching and Learning at SJI International
5
Mathematics
6
English
9
Languages
13
Science
17
Geography
20
History
22
Art
24
Drama
26
Music
27
Wellbeing Education (WE)
30
Religious Education (RE)
32
Physical Education
35
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Welcome Academic learning within SJI International is designed to be an active process focused on our mission statement to enabling students to ‘learn how to learn and learn how to live’. Students have responsibility for their own learning - they are able to exercise choice, develop goals, plan their approach and work independently supported by both the teacher and others in their peer group. Learning develops in the form of interaction, collaboration and teacher intervention. We strive to create a learning environment, where students feel able to make mistakes and are comfortable to learn from them, and where individuals are encouraged to be reflective and are capable of monitoring and reviewing their own learning. We believe that students are more likely to achieve their full potential when they are captivated and enthused by what they are learning. Our teachers facilitate opportunities for students to enjoy learning within the academic framework. Our academic curriculum, drawn from the best international curricular models, is designed to provide the necessary background for academic progression throughout the High School whilst challenging and engaging our students at every opportunity. At Foundation IGCSE (Grades 7 and 8), all students follow a broad range of subjects taught by specialist teachers. Being exposed to a range of subjects enables students to make an informed choice about their option choices at IGCSE and ultimately for the IB Diploma Programme. Each student will also engage in our enrichment programme, known in Grade 7 and 8 as the SMILES Award. The SMILES Award is a programme devised to recognise outstanding effort and achievement in the 4 Pillars of Learning: academic; co-curricular; outdoor education; and service. Participation in this programme encourages the holistic development of each student, and is an opportunity to enrich learning with excitement and fun. We hope you find the following information valuable in understanding the content of the Foundation IGCSE curriculum.
Mr Oliver Brown Head of Grade 7
Ms Nina Jaworski Head of Grade 8
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The Values of SJI International Established in 2007, St. Joseph’s Institution International (SJI International) is a Catholic school in the Lasallian tradition offering education from Preparatory 1 to Grade 12. It is a privately funded school under the auspices of St. Joseph’s Institution, a Catholic secondary school in the Lasallian tradition founded in Singapore by the De La Salle Christian Brothers in 1852. Although relatively young, we have drawn on the best practices from leading international schools around the world. We also tap freely on the experience of the original St. Joseph’s Institution, with its 160 years of tradition in the field of education in Singapore and its distinguished and thriving alumni. Underpinning everything that we do is the ethos of the 330-year Catholic educational tradition of the De La Salle Brothers – named after St. John Baptist de La Salle, the Patron Saint of Teachers – with its network of over 900 Lasallian educational institutions in 84 countries, including 67 universities. Values of SJI International School The holistic development provided for our students is based on Lasallian core principles and are expressed through central values unique to SJI International. There are five core Lasallian principles that shape the nature of an education inspired by St. John Baptist de La Salle and the educational movement that he brought about: •
We are animated by and foster a spirit of faith and zeal
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We instil Gospel values
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We create and sustain respectful human relationships in the community
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We develop and maintain diverse programs meeting recognised standards of excellence
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We exercise a preferential option for the marginalised
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At SJI International, these five core principles are expressed through a set of six school values that form the acronym SMILES.
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Spirituality – learn what is just, beautiful, and good, guided by the Catholic tradition.
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Mutual Respect – treat others with fairness, kindness, courtesy, and the Golden Rule.
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Internationalism – celebrate and build upon internal and external cultural diversity.
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Leadership – develop the capacity to lead through inspiration rather than by authority.
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Experiences – be open to adventurous and challenging expeditions that integrate learning.
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Service – develop skills and habits for serving the school, nation, and global community .
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The Foundation IGCSE Programme The Foundation IGCSE Programme is a two year course which covers Grades 7 and 8. It is designed to provide a transition from primary education and build a foundation for the IGCSE course followed in Grades 9 and 10. In order for them to start to specialise in their IGCSEs and then yet further in the IB Diploma Programme, the students experience a broad curriculum in the following subjects: English, Mathematics, Science Asian or European Modern Language - Chinese, Spanish, Indonesian/Malay, Tamil, Hindi* Geography History Art Drama Music
In addition, students have a double lesson (80 minutes) of Physical Education per week and a combination of Religious Education (RE) and Wellbeing Education (WE). SJI International adheres to the principle of continuous formative assessment. Homework is set and marked on a regular basis. Twice a year, parents will receive a set of reports for their child, with feedback about Attainment and Attitudes towards Learning for each subject. We also hold a parents’ conference at the school. There are no formal or full end of year examinations for Grades 7 and 8 with individual subjects adopting a comprehensive system of assessment throughout the year, which may include a “big test” towards the end of the respective grade. Parents can access grades for major assessment pieces via a continually updated online markbook.
*(additional fees apply)
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Teaching and Learning at SJI International The teaching and learning at SJII is aimed at producing curious, independent and confident learners from Grades 7 right through to Grade 12; principles that underpin the IB learner profile. The most important principle within the school’s educational philosophy is that of active learning. This is based upon the fact the students learn and, above all, understand best when information and concepts are processed. This processing takes place through some sort of activity. It is even more powerful when students first discover for themselves the information or concept and then process it. Crucially active learning is about students doing. This involves a wide range of activities, which will vary according to the subject: research, role plays, simulations, thinking exercises, decision making exercises, debates, presentations and so on. This provides a very stimulating educational environment and one which is intellectually more challenging for the students. With a greater emphasis on the students’ learning there also comes greater demand for participation from the students. It is not a matter of putting questions to the teacher, but of the students expressing their own opinions; being able to debate, defend, challenge, deduce, analyse and synthesise. This type of learning is facilitated by smaller, more interactive classes which rely on a blend of teacher led activities, group work and class activities which may well be led by students. This means that lecture or lecture-style lessons are an extremely rare method of delivery at SJII.
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Mathematics
What is the nature of Mathematics in Grades 7 & 8? We are preparing our students in Grades 7 to 10 for the International IGCSE Mathematics course with the intention that our students complete the Extended curriculum. Some will also take Additional Mathematics in future years. Grade 7 Mathematics at SJII challenges students of all abilities. The emphasis is on building skills in mathematics in preparation for the IGCSE. From the start of Grade 8 students are formally introduced to the IGCSE course which they will complete at the end of Grade 10.
What is the approach to teaching and learning? Learning is student-centred. Students will learn through different teaching methods, approaches and styles, including pair and group work, activities which promote thinking skills and creativity and ITbased lessons. Students will be encouraged to undertake their own mathematical investigations under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions relating to mathematical concepts and methods.
What is the subject content? The following content will be used as a basis to help students achieve the outcomes described above. In this way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle for promoting mathematical thinking rather than being labored over for their own sake. Topics
Grade 7
Grade 8
Number Factors and Multiples; Integers; Rational Numbers; Estimation and Approximation; Percentages; Ratio, Rate and Speed
Arithmetic Problems and Standard Form; Irrational Numbers;
Shape
Scales and Maps; Symmetry and Angle Properties of Polygons; Mensuration; Arc Length & Sector Area; Pythagoras’ Theorem;
Perimeter and Area of Simple Geometrical Figures; Basic Geometrical Concepts and Properties; Angle Properties of Polygons; Geometrical Constructions; Volume and Surface Area
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Algebra
Fundamental Algebra; Algebraic Equations and Simple Inequalities; Number Sequences; Functions and Graphs
Expansion and Factorisation of Algebraic Expressions; Solving Quadratic; Equations by Factorisation; Algebraic Manipulation and Formulae; Simultaneous Linear Equations; Analytical Geometry; Linear Graphs and their Applications; Graphs of Quadratic Functions; Motion Geometry;
Statistics
Mean, Median and Mode; Displaying Statistical Information – Charts and Histograms
Mean, Median and Mode, and comparisons between them; Displaying Statistical Information – Charts, Stem and leaf plots, Histograms; Grouped Data; Use of Graphical Display Calculators.
What is the nature of the assessment? We assess in Grade 7 and Grade 8 with a lens on the students’ next stage of articulation in IGCSE and IB. In IGCSE all students will do Extended Mathematics and the students demonstrating a higher level of achievement at that time will also take Additional Mathematics. Students wishing to do Higher Level Mathematics in IB may need to have taken Additional Mathematics at IGCSE level. (The IB courses are currently under review and eligibility decisions will be made at the end of 2018). It is therefore imperative that all assessment is well calibrated to ensure that students are placed in the appropriate courses for IGCSE level and beyond. All classes prepare the students appropriately for all assessment pieces and there is no quota on the number who can take a particular course at IGCSE and IB. Assessment’s primary purpose is generate learning and can take various forms. Most assessment is not graded and is used purely to give formative feedback to create learning. Only assessment which is wholly reliable (taken under exam conditions) is used to inform streaming decisions. Typically, throughout Grade 7 and Grade 8, students will sit for level tests, an end of year “big test” and end of topic reviews. Level tests: Tasks (exam format) based on a number of topics that are done under exam conditions. Students are not allowed to consult their books. End of topic reviews: Tasks based on a number of topics that are done under exam conditions. Students are allowed to consult their books. Big test: An exam that covers all topics for the year. This is under exam conditions and students are not allowed to refer to their books.
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They will also complete formative tasks for homework, as well as a number of mathematical investigations and modelling projects to develop their mathematical understanding as well as their mathematical initiative and problem solving skills. Students may also be required to make short oral presentations. The assessment data provides us with the evidence needed for us to be able to better personalise the learning. For this reason it is very important that students complete this work independently, allowing the teacher to see and respond to their achievement and provide feedback to move the learning forward. Grade 7 students are streamed twice a year; once in May and once before they move on to Grade 8 according to the chart below: Assessment Weightage Breakdown: Grade 7 May Streaming [Grade 7 ONLY]
20% - End of Topic Reviews 80% - Level Tests
Streaming Criteria
20% - Level Tests and End of Topic Reviews 80% - Big Test
Grade 8
20% - Level Tests and End of Topic Reviews 80% - Big Test
Students also have the opportunity to move between streams at other times if they have been placed in the wrong stream. Such cases are dealt with on a case by case basis based on the evidence that is available at the time. Such cases are uncommon and only happen when students have been placed in a stream that is not in line with their current achievement level. In such cases we endeavour, based on the evidence, to place the student in a more appropriate class.
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English What is the nature of English at Grades 7 and 8? At Grades 7 and 8 there is a clear intention to prepare our students for the IGCSE syllabus that will begin in Grade 9. The aim of the English department is to establish a love of Literature and a keen interest in language and how it works. One emphasis is on skill building through establishing a curriculum that allows all students to progress to the standard required to begin the study of the IGCSE. Students read a variety of texts from all genres: Prose, Poetry, Drama and Non-Fiction. They also explore multimodal texts such as graphic novels and film. Students learn the skills of close reading and analysis while being given the opportunity to develop their speaking and listening skills. Students learn how language is used in a variety of contexts and for what purposes. They learn the elements of textual analysis and are given opportunities for applying these to the texts they study.
What is the approach to teaching and learning? We adopt a student-centred approach that includes a variety of teaching methods. Students take part in group and pair activities; they are also given opportunities for individual reflection and presentation of ideas. For these activities, key aspects of research- based learning are taught, along with the implementation of study skills – learning how to learn. Students are encouraged to present their own views and ideas on a range of topics and as well as being introduced to a variety of literature texts, they are introduced to the Media and how it works to convey ideas to the general public. It is our intention that students are given broad based learning opportunities that require their full participation. Grade 7 and 8 Year Planner Poetry
Language and Mass Communication
Students study between 6 - 8 poems as part of this unit, in both Grades 7 and 8. As part of this study, students are introduced to poetry from different cultures – so as to explore different attitudes and perspectives and begin to develop their cultural sensitivity.
Students look at a range of multimodal texts during this unit in Grades 7 and 8. The focus is consistently on how language works for audience and purpose. In both years, students are encouraged to develop skills of textual analysis in order to understand in detail how texts work. Also, within this unit students are assessed on their ability to create a specific media text, which works effectively for audience and purpose.
Teachers use core anthologies of poetry which include:
Types of media studied across Grades 7 and 8:
Poetry from different times Poetry from different cultures and traditions Balanced weighting of male/female writers
Multimodal texts: Comics/Graphic novels/Film Journalism: Newspapers/magazines/television/radio/internet 9
Different poetic forms and styles (to ensure that in grade 9 our students are fully prepared for the poetry presented to them for study at IGCSE)
As well as analysis of poetry, students are encouraged to pursue creative responses to the poems.
Core Assessment:
Grade 7: Superhero back story and comic strip Grade 8: Production of a newspaper or online news article.
Core Assessment: Grade 7: Students prepare a presentation on a poem (incorporating both visuals and music) in response to one of the Different Cultures poems they have studied. Grade 8: Students produce a piece of performance poetry. The Novel
Drama:
In accordance with SJII’s emphasis on interactive pedagogy, students study a whole novel in both Grade 7 and 8 through a range of teaching and learning approaches.
In Grade 7 teachers introduce students to a range of Shakespeare extracts. In Grade 8, students study one whole play by William Shakespeare – currently this is The Tempest. Grade 7 extracts are chose to allow students to:
Study of the novel leads to the production of detailed essay responses that will prepare students for the IGCSE course.
• •
Study skills taught from Grade 7 onwards • •
Organisation
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Time Management
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Effective Reading and Listening
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Efficient Note-taking
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Mind-mapping
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Close reading
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Summarising
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Researching
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Selecting and using quotations
•
Experience a range of Shakespearean genres Study Shakespeare’s style and use of language in detail Gain an understanding of the social/historical context of Shakespeare’s plays Gain an appreciation of the nature of theatrical text.
These skills developed in Grade 7 are to form the basis for successful Shakespeare study in Grade 8, and later on at IGCSE level. Core Assessment: Grade 7: Students prepare and present a dramatic piece based on a passage from a Shakespeare play. 10
Core Assessment:
Grade 8: Students are assessed on their participation in a group debate on an aspect of the play The Tempest.
Grade 7: Students produce an analytical essay in response to the novel they have been studying. Currently, this novel is The Giver. Grade 8: Students produce an analytical essay in response to the novel they have been studying. They will be given a question that has a broad thematic focus. Currently, the novel is The Outsiders. At Grade 8 level a greater understanding of how social/historical context affects both the production and reception of a text is required.
Writers’ Workshop - The English Department also includes a Writers’ Workshop program in both Grades 7 and 8. Over the course of a term, teachers dedicate one lesson a week to this creative writing course. In Grade 7, students focus on writing realistic fiction whereas in Grade 8, students learn to write like investigative journalists. Homework – It is English Department policy to give two homework activities per week in Grades 7 and 8. These do NOT always have to be written tasks but whatever homework activity is devised, there should be evidence of the task having been completed. Assessment Reading, writing and speaking and listening skills are assessed throughout Grades 7 and 8 and specific mark schemes are used with the students for each of these areas to ensure that focused progression can be achieved. In addition to the Core Assessments, teachers constantly offer opportunities for students to work on their close reading and analytical writing skills. Students will undertake a number of tasks throughout the year that allow them to practise writing to argue, persuade, narrate and describe (this is in preparation for the IGCSE composition tasks that they will face in Grades 9 and 10). It is English Department policy that teachers go through specific mark schemes with the students before undertaking any assessment task. Then, on completion of assessed tasks, students undertake a process of self-evaluation before having their marked work returned to them by the teacher. This is to encourage students to work towards becoming independent learners who are increasingly responsible for their own learning path.
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There are no end of year examinations; the emphasis is on continuous formative assessment throughout the year. The assessed unit tasks provide multiple opportunities for a range of skills to be practised and consolidated.
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Languages Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. What is the nature of Languages in Grades 7 & 8? Students will develop the ability to communicate effectively with the use of the language in listening, speaking, reading and writing. They will use the language whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so that they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will have a positive attitude towards the cultures of others. What is the approach to learning? In Languages, students will improve their listening, speaking, reading and writing skills using a learner-centered approach that is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-plays, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved. As Foundation IGCSE language teachers, we encourage students to develop lifelong skills: to appreciate the richness and diversity of other countries, cultures, communities and people; to communicate effectively in the target language; to apply linguistic knowledge and skills to understand and communicate effectively; to understand how language works and how to manipulate it; to use familiar languages for new purposes and in new contexts; to use their imagination to express thoughts, ideas, experiences and feelings; to work independently as well as in pairs and groups; to actively participate in the classroom and beyond; and to take advantage of learning technologies in lessons and at home.
What is the subject content? Please note: 1. The following lists of topics are not exhaustive and may be changed according to students’ level of ability and interest. The topics might not be taught in the order as they appear on the lists. 2. Because of the small class sizes, Malay/Indonesian and Tamil will be taught for four periods per week instead of six. For the remaining two periods, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students. 13
3. Hindi lessons operate under a different arrangement. There are six periods of Hindi lessons per week. Parents pay the Hindi teacher separately and will be informed of the charges by the teacher herself. 4. For Chinese courses, please refer to the Chinese Language Course Routes document (overleaf) for more information on how students progress according to their level of proficiency. For a more detailed explanation on the various examinations, as well as the level descriptors for the Chinese ILR scale referenced in the diagram, please click here. 5. For other Languages, please see the Other Languages Course Routes document.
A. 1st Language
Chinese The 1 Language Chinese course is designed for students who have attained a higher level of Chinese. Students will be prepared to take the IGCSE First Language Chinese examination and the IB Chinese A: Language & Literature (Standard/Higher Level) courses OR Chinese B (Higher Level) course in Grade 11 and 12. st
[Basic textbooks: Chinese Made Easy 5; Chinese Made Easy 6]
Grade 7
Uniform and school rules Chinese New Year and Christmas International schools and local schools Volunteer work Teenage BGR (Boy-Girl Relationships) Hollywood films based on Chinese stories Social Media Travel Travel blog (Classical Chinese) Culinary diversity and globalisation Healthy eating habits Urban and rural life Low-carbon living Pollution and global warming Study pressure Comparing Chinese and Western education systems Festivals and celebrations Chinese culinary etiquette Technology
Grade 8
Family relationships Education systems in China Influences of technology on social relationships Relationships in school Different types of leisure activities CCAs in school Paperbacks and Ebooks Inner and outer beauty Lifestyles Food wastage Students’ health care Chinese food culture Reunion dinner Traditional values
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B. 2nd Language
Chinese The 2 Language Chinese course is designed for students who have learned the language for some years and have attained a satisfactory level of competency. Students will be prepared to take the IGCSE Chinese as a Second Language examination and the IB Chinese B (Standard Level) course in Grade 11 and 12. nd
[Basic Textbook: Chinese Made Easy 4]
Tamil
Students will be prepared to sit for the GCE ‘O’ level Higher Tamil, Tamil or B Syllabus Tamil examination and the IB Tamil B (Standard) course in Grade 11 and 12. [Basic Textbook: Tamil Sudar Express 1A, 1B, 2A & 2B (Course and Work Book)]
Hindi Students will be prepared to sit for the IGCSE Hindi as a Second Language examination and the IB Hindi B (Standard level) course in Grade 11 and 12.
Grade 7
Grade 8
Family relationships Role Models Festival and traditional food Language learning experience Leisure activities Holiday and travel Technology Integrating technology in education
Friendship Stress Service Learning Journey Diet and health Sports and health Environmental issues Low carbon life
C. Foreign Language
Chinese The Foreign Language Chinese course is designed for students learning Chinese as a foreign language but who are not experienced enough for the 2 Language Chinese class. Students will be prepared to take the IGCSE Chinese (Mandarin) examination and the IB Chinese B (Standard Level) course in Grade 11 and 12. nd
[Basic Text: Chinese Made Easy 3]
Malay/Indonesian Students of Malay will be prepared to sit for the IGCSE Malay Foreign Language Examinations and the IB Malay B (Standard) course in Grade 11 and 12. Foreign Language students of Indonesian will be prepared to sit for the IGCSE Indonesian Foreign Language Examinations and the IB Indonesian B (Standard) course in Grade 11 and 12. 15
Native speakers of Indonesian will be prepared for the IB Indonesian A: Literature (Standard / Higher Level) courses in Grade 11 and 12.
Spanish
This course is designed for students learning Spanish as a foreign language. Over the two years, students will develop their ability to use the language effectively for purposes of practical communication, and to develop a solid grounding for future studies of the language at IGCSE level and beyond.
Grade 7
Transitions Comparing school systems Identity What makes you who you are? Architecture Sustainable living Passions across the Globe Cultural interests in other countries Plastic Pollution Mitigating against plastic pollution
Grade 8 Majulah Singapura Living in Singapore Malaysia, Truly Asia The importance of travel Yesterday The influence of the past Wellbeing Living a balance lifestyle People that Matter Who inspires you?
D. Home Language Programme The Home Language Programme is designed for students who have a linguistic or cultural connection to a language other than English that is not currently taught in school as part of the mainstream curriculum. Students can study their Home Language at either a first or second language level. Students will be given an appropriate benchmark assessment at the end of Grade 8. This course is very flexible and is tailored towards individual students. Currently we offer Thai, Korean, Japanese and French under this programme; however, we are open to offering more options. Additional fees are payable for this programme. What is the nature of assessment? Assessment throughout all languages courses will be based on class activities, class work, homework and texts.
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Science What is the nature of Science in Grades 7 & 8? The aims of the SJII Grades 7 & 8 Science curriculum deliberately encompass a broad educational framework incorporating SJII’s approach to learning and school philosophies. We have incorporated best practice principles by consulting a number of world leading curricula, including of course those of Singapore MOE education program and the International Primary Curriculum (IPC). We believe “The goal of Science education is not knowledge of a body of facts and theories, but a progression towards key ideas which enable understanding of events and phenomena of relevance to students’ lives.” (The Association for Science Education, 2010) When students are engaged and excited by their learning, they are eager to pursue and explore their learning further. Through provision of such a curriculum a natural progression of the knowledge and content delivery occurs in a seamless, embedded manner.
The following is a list of some of the sources drawn upon in the curriculum’s development;
Middle Years Program
Australian Curriculum
The Big Ideas of Science (The Association for Science Education, 2010)
International Baccalaureate
The Singapore Curriculum for Science
The SJI International Approach to Teaching and Learning
The key aims are to nurture students’ learning and development of
Scientific Literacy
Inquiry Skills
Internationalism
Environmental awareness, and be able to clearly see the
Relevance of Science to humanity
What is our approach to learning? We recognize that “Young people will need a wide and adaptive set of knowledge, understanding and skills to meet the changing expectations of society and contribute to the creation of a more productive, sustainable and just society” (Australian Curriculum and Reporting Authority, 2016). We aim to harness the innate curiosity of students and their desire to explore the world around them, and create a natural progression from this point into their learning in Science in Grade 7 & 8. 17
The curriculum encompasses the broad subject areas of Chemistry, Physics, Biology, Earth and Space, and Scientific Inquiry; which is embedded in all teaching practice, as well as being explicitly taught in the Investigation Unit. These learning areas will be introduced through ‘Big Ideas’ that usually pose a question for the student to explore, enabling instant connections to a real world contexts to be made. Grade 7 schooling begins with the first unit ‘Curiosity, wonder and questioning’. The Science program enacts a pedagogical approach that includes active learning and draws upon SJII’s school wide approach to learning. Research by Conway and Andrews (2016) shows that effective schools are embedding this pedagogical approach. Science is linked to the Service and Pastoral programs through experiences such as the trip to Bintan Island in Grade 7, and the Grade 8 Environment Project. Grade 7 & 8 Science embraces the beneficial place information technology has in education. Utilisation of the Teamie platform enables an extension of teaching and learning, and another means of differentiating the curriculum to meet the needs of each student as an individual. Coupled with the move to one to one computers, online learning tools and approaches such as flipped classrooms are being introduced into the pedagogical process ensuring an interactive and dynamic lesson that encourages best practice learning to occur. What is the nature of assessment? Assessment is designed to enable the recognition of all aspects of a student growth and learning in Science. This assessment builds the students’ capacity to apply the concepts, reasoning, understanding and attitudes that contribute to a rich and purposeful education. We believe formative assessment to be a very important element of students learning. Some of these outcomes can be difficult to assess through written end of unit tests, which is why SJI International includes a common assessed task for each unit taught. Formally assessed tasks can include practical laboratory experiments, investigations, projects, presentations and digitally based class presentations. Our pedagogical practice prioritises the need for formative, whilst still including necessary summative assessment techniques. It incorporates a reflective element that enables the learner to take ownership, and be engaged, in their learning. Relevant and stimulating practical experiments provide further depth of understanding and learning opportunities. Within their assessments, students will receive targeted feedback where they will be able to reflect on their strengths and weaknesses, enabling them to monitor their performance and progress. Valuable feedback is provided to our parent community, through reporting, Teamie and parent teacher conferences. Finally there is an end of year exam that draws together the content, skills, and understanding encompassing all units covered during the year, whilst being mindful of the overarching aims of Science at SJI International.
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Grade 7 Units
Grade 8 Units
Curiosity, wonder and questioning
Life under the microscope
Sorting out biodiversity
Functioning organisms
Investigation Unit
Investigation Unit
Pure or not?
Making things happen
The Earth, sun and moon
The nature of matter
Forces in balance
Making new substances
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Geography What is the nature of Geography in Grades 7 and 8? Geography is the subject that more than any other prepares our students to become big picture thinkers, unafraid to engage with important questions and the issues we face in our world. It takes a highly diverse and developed skill set to be a real world problem solver, and through our dynamic teaching style, contemporary curriculum and broad range of assessment styles we are able to raise standards and create a buzz of pupil engagement and motivation. All the necessary thinking skills can be taught explicitly through geography, though some are more fundamental than others to learning in the subject. Information- processing skills are essential to enable pupils to select and use sources that help make sense of their world at various scales. As geographical enquiry is central to independent learning in the subject, enquiry skills and decision making are taught explicitly and progressively through Grades 7 and 8 and students are encouraged to develop their own questions and investigations. Pupils need to be able to reason across all aspects of the subject if they are to explain human and physical patterns and processes and how these interact to bring about change in places and environments. They also need to think critically to evaluate the importance of different stakeholders and sources of evidence that they use in their enquiries. Creative thinking is explored often in lessons and offers great potential for developing Geographers capable of creating innovative solutions that are based not just on evidence and fact, but on empathy and the ability to make the right choices for managing our world sustainably. What is the approach to learning in Geography? Whilst Geography requires a wide selection of functional skills, fundamental to our teaching and students learning are the SMILES values of Internationalism and mutual respect. The physical world cannot be disassociated from our spiritual and ethical minds, so whilst we embed practical and cognitive skills in the learning that takes place we challenge our students to become world citizens. To give them a sense of awe and wonder and tread carefully in the global landscape. We believe that information processing is fundamental to learning geography. Pupils need to be able to select and use skills, information and sources of evidence across the programme of study. Reasoning skills are also necessary to enable pupils to give reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think and to make judgements and decisions informed by reason or evidence. Reasoning is an essential element of enquiry-based learning and decision-making in geography because pupils need to draw substantiated conclusions about their findings or opinions. They are also explicitly taught to explain human and physical geographical processes and the interactions between them. Enquiry skills enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences and to test conclusions and improve ideas. The process of enquiry is at the heart of geographical learning. Pupils need to become increasingly independent in their use of enquiry skills across Grades 7 and 8. 20
Creative-thinking skills enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes. Geography provides opportunities for pupils to think imaginatively and sensitively about people’s views and opinions. It provides scope for them to investigate and present ideas and information in innovative ways. Finally, evaluation skills enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas and to have confidence in their judgements. Students in geography also have the opportunity to learn outside of the classroom as the department offers field trips in both grades. These are an ideal situation for interactive learning. Student in Grades 7 and 8 are not given specific textbooks. This is because the range of topics (shown below) is not found in any one textbook and teachers have created their own resources that are specific to the Geography of the region and high achieving students. For the purpose of revision, all of which can be found on Teamie. What is the subject content? The topics of study in Grades 7 and 8 aim to provide a subject knowledge of events and themes from around the world which is broad enough to gain a solid foundation and also build a background for the study of Geography at IGCSE.
Grade 7
Service Learning – Development in Indonesia
Grade 8
Energy & Climate Change
Geographical Skills
Globalisation
Tectonics
Settlement and Urban Challenges
Rivers and Flooding
Oceans and Coasts
What is the nature of assessment? Students are assessed in several ways. They are assessed formatively and summatively. Formative assessments are done as each topic is taught (this may be done as project or presentation work) and students are given the necessary assessment criteria to enable them to reach the highest of attainment levels. Summative assessment is completed at the end of each topic in the form of a test or written assignment. Both forms of assessment are graded between 1 and 7. The assessments enable teachers and students to see how progression is made in creativity, knowledge, understanding, enquiry, reasoning and evaluation. As progression is tracked, the necessary skills and assessments all help to point the students in the direction of IGCSE style exams.
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History What is the nature of History in Grades 7 and 8? History at SJII is not a matter of learning names and dates, nor a matter of spending long periods taking notes from the teacher or the textbook. It is rather a wide range of activities through which students experience, understand and analyse the events they are studying. Above all, it is process of thinking and developing a range of skills. In the case of Grades 7 and 8 it is the foundation of their historical skills, their understanding of the world around them, through the critical and analytical eyes of a historian.
What is the approach to learning? The students’ experience of History at SJII will be active, diverse and engaging. It will challenge their skills of judgement, evaluation and reasoning, and it will strengthen their values as they study real world dilemmas. They will be given opportunities to be original and creative, to communicate to small and larger audiences, to be persuasive, to lead and to follow. Through activities and means of engaging with the material, the students’ historical skills will develop in an enjoyable academic environment.
What is the subject content? The topics of study in Grades 7 and 8 aim to provide a broad subject knowledge of events and themes from around the world which are significant enough to stand on their own but which also build a background for the study of History IGCSE. In Grade 7 we study the following: A.
Early and Early-Modern Singapore to 1900 The students start their history development with a familiar topic that introduces them to the necessary historical skills which they will build throughout the two years.
B.
The Opium Wars Students study imperialism in the form of British rule in China during the opium wars while also examining regional history.
C.
The French Revolution Students get to examine the original revolution for liberty, to understand its ideas, its causes and its importance to history and the world today.
D.
Slavery and Civil Rights Students examine the impact of the French Revolution in their study of slavery and the civil rights movement in the USA.
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In Grade 8 we study the following: A.
World War One (WWI) Students examine the causes, course and consequences of WWI, examining military and social history while evaluating the significant of the conflict.
B.
The Russian Revolution Students are introduced to an alternative revolution to that of the French Revolution in the form of the Communist revolution and its political and social structures.
C.
World War Two (WWII) and WWII in Singapore Students get to examine the causes, course and consequences of war in Asia through a selection of significant aspects that examine political and social history, including a selection through the eyes of Singapore.
D.
Holocausts and self-directed investigation The students are introduced to the horrors and crimes of war while also being able to undertake self-directed study in preparation for IGCSE.
What is the nature of assessment? Students will be assessed throughout the two years on a subject based assessment criteria scale which ranges between 1 and 7. The scale covers the broad areas required within the subject of History; knowledge, application of knowledge, understanding, communication, and the more subject specific skills of evaluation and using evidence. All the skills and assessments lead up to the IGCSE style examinations but there are a variety of assessment methods employed to take account of the variety of competencies and topics studied in History. Some of the assessments will be creative and some will be more formal.
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Art What is the nature of Art in Grades 7 & 8? The art course studied by Grade 7 and 8 students is designed to ignite the student’s love and passion for art, whilst teaching them valuable skills, which will be built upon from Grade 7 to Grade 8. Students will experience a wide range of artistic approaches and techniques, and develop an understanding of the formal elements of art and design. The course is designed to encourage students to become independent learners, and inquisitive artists with unique ideas and creative solutions. Students will look at art from a range of different artists, times and places, and will apply some of these techniques and styles to their own work.
What is the approach to learning? During Grade 7 and Grade 8, students will be faced with a series of challenges, giving them the opportunity to work in and learn skills in 2D and 3D techniques, and to work individually and in groups. They will learn observational drawing techniques, learn to work in pencil, paint, oil pastel, chalks, collage, and learn to work in 3D with card, wire, paper-mache and other model making materials. Students will sometimes work in sketchbooks, and sometimes on large pieces out of the books. There will be an emphasis in each project on observational drawing, experimentation, development of ideas, and creating personal and imaginative conclusions.
What is the subject content? Projects may vary from year to year but a typical year will include a drawing and observation project, a 3D design and making project, and a textiles based project. For example, a Grade 7 year might include a project on Drawing and formal qualities of art, looking at Cubism and still life, where students are encouraged to make work which expresses something about themselves. They will develop observational drawing and painting skills, and will learn to develop an idea from conception to conclusion. They may then study the architecture of Gaudi and Hundertwasser, and design and then make a 3D city as a large group project using various construction techniques, which they will learn. Lastly, they might look at patterns found in textiles from different countries in South East Asia and other parts of the world, and learn a range of collage, batik and printing techniques. Grade 8 students will have the year broken down into three projects covering the same skills, but at a more advanced level and with different content in the focus of the projects.
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What is the nature of assessment? Students will be self and peer assessed during all projects, with formative and summative assessment taking place by the teacher. They will be assessed against common standards, and learn how to move up to the next level. Homework will be assessed in a variety of ways – sometimes with comments on how to improve and what has been successful, sometimes a grade, again supported by comments. Also throughout the year, in line with assessments from all subjects, parents will receive regular assessment grades on Teamie showing students attainment and progress throughout the year. Students in art will be assessed on 4 criteria within their work: -Knowledge and Understanding -Thinking Creatively -Developing Skills -Reflection and response
Within each criteria there are different standards, so students will receive feedback on each individual standard so they know how to make progress in future projects.
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Drama
What is the nature of Drama in Grades 7 & 8? In Grade 7 students are introduced to working in a studio environment, in which ideas and team co-operation are physically manifested through drama related workshops. In Grade 8 they develop and extend the skills and understanding introduced in Grade 7. Greater emphasis is placed on personal development in communication skills and developing their creative approach to performance tasks. What is the approach to learning? Students have to be attired in PE kit, and work in a studio that is free from the conventional classroom set-up. These free them physically to build upon their vocal and body-movement skills. Units of work begin with workshops which introduce specific dramatic concepts and skills, often linked to styles and traditions of theatre. Having explored and developed these skills, students then apply them to creative performance tasks, often working collaboratively, aiming to convey an intended ‘message’ or impact in mind. Performances are presented to the class and appropriate feedback is facilitated. The unit culminates with individual reflections on their skill development, application, and the success of their intended impact on the audience. What is the nature of assessment? Grade 7 and 8 students are assessed every lesson as they work in teams, in their journal writing as well as in class presentation. There will be self, peer and teacher assessment. Students in Drama will be assessed on 4 criteria within their work: -Knowledge and Understanding -Thinking Creatively -Developing Skills -Reflection and response
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Grade 7 and 8 Music What is the nature of Music in Grades 7 and 8 Music? A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through learning and participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. At SJI International students’ learning and active musical engagement allows them to become informed, reflective and critical practitioners in music, to explore and value the diversity of the music across time, place and cultures and develop confidence and experience as a performer. What is the approach to learning? Students are required to develop musical skills and awareness through an integrated programme of listening, performing, appraising and composing. These practical activities aim to: ● Help students develop a perceptive, sensitive and critical response to the main historical periods and styles of Western Art music as well as the different genres and styles in music. ● Help students to recognize and understand the music of various non-Western traditions and thus to form an appreciation of cultural similarities and differences. ● Provide a foundation for the development of an informed appreciation of music. ● Provide a foundation for further study in music at IGCSE and IB levels. ● Have fun and develop and lifelong love for Music. During the performance and composition components in the course, students will have opportunities to learn basic skills on keyboards, guitar, ukulele and various drumming and percussion instruments (including an ensemble performance unit on Indonesian Gamelan) as well as class singing. In Grade 7 and 8 Music, students will also explore Music Technology with access to one of the most comprehensive Music Technology facilities in Singapore and using programs such as GarageBand, Sibelius and Logic Pro.
What is the Subject Content? Students will follow a curriculum which teaches different units through the elements of music; Texture, Timbre, Rhythm, Melody, Harmony, and finally Form and Structure. These units extend from skills learnt in Grade 6 and focuses on the skills and knowledge required for IGCSE Music. Through the exploration of different musical elements, G7 and 8 Music, is divided into the following four basic components: Focused Listening, Performing, Knowledge and Understanding.
Composing
and
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Learning Activities include: ● Performing on a range of instruments, including singing and other vocal expressions, individually, in small and large groups, in unison and in parts, to demonstrate control of technique through articulation, phrasing and dynamics. ● Composing from a range of stimuli, using a range of resources including Music Technology, developing ideas with improvisation, experimentation
including electronic sound. Appraising recorded and own performances using musical language to demonstrate listening skills and understanding of music conventions and processes.
Grade 7 Music Units
Grade 8 Music Units
Film Music – Keyboard performance, Music Technology composition, class Singing, focused listening
Samba Drumming – Samba Drumming class and small group performance, focused listening, rhythmic improvisation
African Drumming – Djembe and percussion ensemble performance, rhythmic composition including African Marimbas and percussion, focused listening
Minimalism – Tuned percussion and midi instrument group performance, individual/group composition, focused listening
Blues and Jazz Improvisation – Group performance (band instruments), lyric writing, Improvisation and focused listening
Gamelan – (3 weeks) Class ensemble performance workshops
4 Chord Song – Ukulele ensemble performance,collaborative arrangement/composition, focused listening, class singing
4 Chord Song – Band instrument group performance, group composition, focused listening, class singing
SHOWCASE - November
SHOWCASE - November
Free Composition – Response to Stimuli, (Instrumental or Music Technology composition)
Free Composition – Response to Stimuli , (Instrumental or Music Technology composition)
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What is the nature of assessment? The junior music curriculum assesses students in the following four components; Students will be self and peer assessed during all projects, with formative and summative assessment taking place by the teacher. They will be assessed against common standards, and learn how to move up to the next level. Homework will be assessed in a variety of ways – sometimes with comments on how to improve and what has been successful, sometimes a grade, again supported by comments. Also throughout the year, in line with assessments from all subjects, parents will receive regular assessment grades on Teamie showing students attainment and progress throughout the year. Students in art will be assessed on 4 criteria within their work: -Knowledge and Understanding -Thinking Creatively -Developing Skills -Reflection and response
Within each criteria there are different standards, so students will receive feedback on each individual standard so they know how to make progress in future projects.
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Wellbeing Education What is the nature of Wellbeing Education in Grades 7 and 8? Wellbeing Education gives students the opportunity to explore personal and social issues pertinent to their development as well as nurturing their awareness of national and global issues. We encourage students to examine their own values and beliefs, make connections between their lives and wider society and consider perspectives other than their own. The aim of Wellbeing Education is to:
equip students with the tools to deal with issues that affect them allow students to engage with big questions about moving forward in life and how choices they make affect their life outcomes afford students the time to reflect on their place in their community from a local, national and global perspective and how they can be active citizens give students the knowledge and skills needed to lead healthy and responsible lives as confident individuals and members of society develop students’ interpersonal skills to foster healthy, positive friendships within and beyond the classroom
What is the approach to learning? The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Utmost is the aim to provide a secure environment through which students can explore issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion, presentations and rigorous debate. Students need to be active learners by participating in discussion and offering their views on personal and social and cultural issues. It is recommended that students broaden their knowledge of current affairs by regularly reading appropriate news media. Newspaper articles, web materials, video clips etc. are constantly sourced and modified by teachers to provide the students with up to date resources from the world around them.
What is the subject content? The Wellbeing programme of study at SJII is based on our school ethos which is broken down into four main units of study:
Learning to Learn Growth mind set, independent learning, research skills, recognising bias, reflection and self analysis Learning to Live Personal and social health and development People of Integrity
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Decision making, values and virtues, cultural awareness, inclusion, recognising strengths, gratitude People for Others Positive purpose and meaning, global and local citizenship, communities and rights and responsibilities
The specific topics of study are modified yearly in accordance with world issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following: Grade 7
Friendships (includes an anti-bullying module) Learning to learn (learning styles and study skills) Cyber wellness and responsible use of the internet Leadership and Teamwork skills Positive Body (looking after our bodies through exercise, sleep and avoidance of stress) Puberty (physical, social and emotional changes)
Grade 8
Healthy lifestyles (healthy eating) Puberty, building self-esteem, positive relationships and growing up Working as a team Character Strengths for Learning Rights and responsibilities
What is the nature of assessment? Wellbeing is taught at Grades 7-10 for two periods per fortnight (1.2 hrs) but is not examined at IGCSE. The students are assessed through SJI International’s own continuous monitoring of student performance.
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Religious Education (RE) What is the nature of RE in Grades 7 and 8?
Religious Education (RE) introduces students to a broader and more in-depth exploration of religion and its significance to holistic human development. Religious Education (RE) aims to help students develop and deepen their awareness of the connection between their interior life (psychological, emotional and spiritual) and the world around them. RE encourages them to reflect on and critically evaluate their experiences and responses to the different events of their life and happenings of the world. Through the study of different religions, morality and what it means to be Lasallian, RE aims to help the students to begin to build for themselves a framework of values and guiding principles which will help them to grow and serve as part of our Lasallian community. The aim of RE is to: · Devote mental and emotional energy to appreciating their own and others’ religion, beliefs and culture · Effectively observe, reflect and commit to serving their community · Embrace human dignity · Have developed and be able to express their Lasallian and personal value systems and use them as a foundational core for their life · Feel a sense of wonder, valuing all forms of life as a gift to be shared with others What is the approach to learning? The whole curriculum is designed to accompany the students as they make sense of their own development at this critical stage of their lives. The aim is to offer religion as one of the fundamental options that help to search for TRUTH in their own belief system and the belief system of others and bring about individual and communal improvement and harmony. A variety of activities has been compiled to cater to a wide range of individuals but there is an emphasis on individual reflection, group discussion and sharing. Popular culture, current events and technology are important components that are constantly referred to in the curriculum. What is the subject content? The RE programme of study at SJII is broadly structured into 3 main units of study: 1. What does it mean to be Lasallian – in Grade’s 9 & 10 this develops from the foundation IGCSE stage where students were discovering and developing their Lasallian identities to now finding greater clarity and action in their personal understanding of the five core principles of being a Lasallian: Faith, Community, Values, Service and Education. Grade 7 Focus: Looks at the history of our founder, St. John Baptist de la Salle and Lasallian history in Singapore. We then look at our own school, and our own lives within it, and what it means to be Lasallian in the context of the core principles of values, faith, community and service. Grade 8 Focus: How is the Lasallian mission lived across the globe? 32
2. World Religions – Through the study of the major world religions students are encouraged to expand their understanding and appreciation of their own and others religions. Grade 7 Focus: examines the commonalities of what it means to be religious, as well as the differences in main beliefs. The unit explores how different religions worship and where, their central doctrines and concepts as well as their rites of passage, traditions and their icons and important leaders. Grade 8 Focus: What is the relationship between religion and worship? Including places of worship, sacred text, role of religious leaders, the practice of worship where students visit a number of places of worship throughout Singapore to contextualise their learning
3. Moral Development – forms the third strand of Religious Education throughout the school in grades 7 & 8 the subject area is currently under development but currently includes: Grade 7 Focus: The value of self, understanding right and wrong and making moral choices. Grade 8 Focus: Relationships and respect, empathy and compassion, fairness equity and inclusion.
What is the nature of assessment? RE is non-examination subject which is taught at Grades 7-10 for two periods per week (1hr 20mins). Wellness Education shares this timetable slot with RE and so, throughout the year, students switch between the two subjects on alternate weeks. Whilst there is no formal examination, the subject has clear standards which students should be working towards in each of their assessed tasks, aiming for mastery in all areas . Assessments take place during and at the end of each unit and can take a variety of forms such as project-based assessment, oral presentations, reflective journals, examination style questions, group debate etc. The specific topics of study are modified yearly in accordance with issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following: Grade 7
Elements of a Person’s Identity Testimonies and living symbols of Lasallian Tradition Essence of Lasallian Tradition Highlights from the life of St. John Baptist de la Salle Inspirational People: Mahatma Gandhi and Abraham, a man of Faith La Salle in Singapore and the Rest of Asia Religion, its constitutive elements and humanity’s search for meaning, and value of life and purpose. Atheism and Beliefs Religion and Science The major religions of the world: an overview 33
The human person as defined by the major religions Experiencing the Divine through prayer and worship
Grade 8
Inspiration & Spirituality: My Family, My Founder – Roots of Tradition Lasallian Core Principles St. La Salle: A closer look at his world, early life, his priestly vocation and the beginnings of his education ministry Call to be a Lasallian Leader Understanding the belief systems of the major religions Sacred Scriptures Symbols & Rituals Festivals & Worships
What is the nature of assessment? RE is non-examination subject which is taught at grades 7-10 for two periods per week (1 hour 20 minutes). RE shares this timetable slot with Wellbeing Education and so, throughout the year, students switch between the two subjects in alternate weeks. Whilst there is no formal examinations the students are assessed through SJI International’s own continuous monitoring of student performance which aligns itself with the aims of the course and the standards students are expected to meet. These types of assessment take place at the end of each unit and can take a variety of forms such as project based assessment, oral presentations, examination style questions and group debate.
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Physical Education (Core) What is the nature of Physical Education in Grades 7 & 8? The aim of Physical Education at SJI International is to develop the attributes of cohesion, friendship, social interaction and leadership, combined with competitive spirit where children are challenged through enjoyable and competitive activities. Within the structure of PE we promote and develop physical skilfulness, personal development, awareness, and knowledge of the body, through a range of activities. We provide various opportunities for pupils to be creative and competitive, and for them to work to specific goals as individuals and as members of a group or team.
What is the approach to learning? The Physical Education curriculum is designed to allow the students to learn skills, key concepts, rules and strategies across a range of sports and activities in school, as well as gaining an understanding about how these can become good recreational pursuits for life. Activities are varied to cater for a wide range of abilities and learning styles. Students are always encouraged to better themselves as well as their peer’s performances through giving appropriate feedback. There is also a great focus on character strengths in Physical Education, and how students can be mindful of how they can utilise these strengths in order to be the best performer they can be.
What is the subject content? Students develop key skills in a number of sports/activities including; Tactical and Strategic activities such as; Netball, Touch Rugby, Basketball, Volleyball, Football, Table Tennis, Badminton, Rounders, Softball and Cricket; activities which comprise of specific movement techniques and performances such as; Swimming, and Athletic activities; Team work and problem solving activities such as Sports education, Climbing, Orienteering, Outdoor and Adventurous activities, Lifesaving & personal survival activities, and also Fitness activities. Students learn to: Explain the relationship of P.E. to health, for example how to avoid injuries, or the benefits of cardiovascular fitness. Develop social skills and a strong sense of fair play, enthusiasm and commitment, building a firm basis of the development of a range of character strengths. Refine the motor skills necessary for a variety of activities Understand and apply theories, techniques, rules and training principles of different games Develop strategies and tactics to improve performance Reflect on and evaluate their own and others performances.
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What is the nature of assessment? Students are assessed formatively each lesson and receive a summative level at the end of each unit of work, both against a set criteria. The criteria, look at students’ understanding of principles and strategies as well as their competence demonstrating skills and techniques in a range of activities. Students are exposed to the criteria on a regular basis and can work together to identify areas for improvement based upon these criteria. Students are not solely assessed on their practical abilities. This allows all students (including those medically exempt from lessons) the opportunity to progress and be assessed. Students are assessed on and are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and be able to apply it to analyse situations and solve problems. Students will perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations. Students are also encouraged to develop the character strengths and dispositions that underpin each activity studied including positive sportsmanship.
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