Teaching and Learning at SJIInternational
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 as well as inquiry based Students will learn through different teaching methods, approaches and styles, including pair and group work, activities which promote thinking skills and creativity and IT-based 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 and Directed Numbers; Rational Numbers; Estimation and Approximation; Percentages; Ratio, Rates and Speed; Laws of Indices; Number Sequences
Shape Perimeter and Area of Simple
Geometrical Figures; Basic Geometrical Concepts and Properties; Angle Properties of Polygons; Geometrical Constructions; Volume and Surface Area; Transformations and Symmetry; Scales and Maps
Arithmetic Problems and Standard Form; Irrational Numbers; Laws of Indices, Percentages and Interest
Scales and Maps; Symmetry and Angle
Properties of Polygons; Mensuration; Arc
Length & Sector Area; Pythagoras’ Theorem;
Volume and Surface Area; Circle Theorems
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Algebra Fundamental Algebra; Algebraic Equations and Simple Inequalities; LinearSequences;LinearGraphs
Expansion and Factorisation of Algebraic Expressions; Solving Quadratic Equations by Factorisation; Algebraic Manipulation and Formulae; Simultaneous Linear Equations; Algebraic Fractions
Statistics Mean, Median and Mode; Displaying and Reading Statistical Information; Basic Probability
Mean, Median and Mode, and comparisons between them; Reading and Displaying Statistical Information – Grouped Data and Cumulative Frequency Curves; Use of Graphical Display Calculators; Basic Probability and Combined Events;
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.
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 to generate learning and it 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 Common Assessment Tasks (CAT) and an End-of-Year consolidation test.
Common Assessment Tasks: Tasks (exam format) based on a number of topics that are done under exam conditions. Students are not allowed to consult their books.
Consolidation 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.
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.
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Grade 7 students may or may not be streamed and this depends on the cohort; if streaming occurs, it will be once in April/May and once before they move on to Grade 8 according to the chart below:
Assessment Weightage Breakdown:
Grade 7
Grade 8
May Streaming [Grade 7 ONLY]
100% - Common Assessment Tasks and Streaming Test
Streaming Criteria 30% - Common Assessment Tasks 70% - End-of-Year Test
30% - Common Assessment Tasks 70% - End-of-Year 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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What is the nature of English at Grades 7 and 8?
At Grades 7 and 8, the aim is to establish a love of Literature and a keen interest in language - and how it works. We emphasise skills-building through a curriculum which enables students to progress to the standard required to begin the study of the IGCSE. Students are exposed to a variety of texts from all genres - Prose, Poetry, Drama and Non-Fiction. They also explore multimodal texts such as graphic novels, film and the Media - how these texts work to convey ideas to their intended audiences. We intend to give our students broad based learning opportunities and a chance for agency and mastery of skills at a pre-IGCSE level, so as to engage their full participation.
What is the approach to teaching and learning?
We adopt a student-centred approach that encourages curiosity, exploration and experimentation, as well as considers different viewpoints and perceptions. A variety of teaching methods are adopted, such as:
● group and pair activities
● opportunities for individual reflection
● chances to present ideas on a range of topics formally in front of an audience
● research-based activities
● study skills – learning how to learn (approaches to learning; metacognition)
Students learn:
● the skills of close reading and analysis
● to develop their speaking and listening skills
● how language is used in a variety of contexts and for what purposes
● the elements of textual analysis
● to apply these elements to the texts they study
What is the subject content?
Poetry
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 and about different situations, exploring different attitudes and perspectives, thereby developing cultural and social sensitivity.
Teachers use core anthologies of poetry which include:
● Poetry from different times
● Poetry from different cultures and traditions
● A balanced weighting of male/female writers
● 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 actively encouraged to pursue creative responses to the poems.
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The Novel
In accordance with SJII’s emphasis on interactive pedagogy, students study a novel in both Grade 7 and 8 through a range of teaching and learning approaches. Study of the novel leads to the production of detailed essay responses that will prepare students for the IGCSE course. In addition, at Grade 7, students will also study a small range of texts related to the genre of their novel (currently The Giver) e.g dystopian articles, short stories, poems. At Grade 8 level a greater understanding of how social context affects both the production and reception of a text (currently, Maus) is required.
Language and Mass Communication:
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.
Types of media studied across Grades 7 and 8:
Multimodal texts: Infographics, Public Service Announcements, Leaflets
Journalism: Newspapers/magazines/television/radio/internet/advertisements
Drama:
In Grade 7 teachers introduce students to a small range of play-texts to learn the elements of dramatic texts. In Grade 8, students’ study one whole play by William Shakespeare – currently this is ‘Romeo and Juliet’.
This is to allow students to:
• Experience a range of genres
• Study style and use of language in detail
• Gain an understanding of the social/historical context of plays
• Gain an appreciation of the nature of theatrical text.
Writers’ Workshop:
The English Department also includes a Writers’ Workshop program in both Grades 7 and 8, to learn how to write creatively and intentionally. In Grade 7, students focus on writing realistic fiction whereas in Grade 8, students learn to write like investigative journalists.
What is the nature of assessment?
● Reading, writing and speaking and listening skills are assessed and pre-IGCSE mark schemes are used with the students for each of these areas to ensure that focused progression can be achieved.
● 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 in preparation for the IGCSE composition tasks that they will face in Grades 9 and 10.
● Teachers will go through specific mark schemes with the students before undertaking any assessment task. Then, on completion of assessed tasks, students undertake a process of selfevaluation/ reflection before having their marked work returned to them by the teacher. This
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is to encourage students to work towards becoming independent learners who are increasingly responsible for their own learning path.
There is no end of year examination; 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.
For our Singaporean Citizens and Permanent Residents, we comply with the Singapore Ministry of Education’s Mother Tongue Language (MTL) Requirements. Please click here to access the school policy on MTL Requirements.
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 develop critical thinking around culture and intercultural connections.
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.
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 foreign 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 French, German, Japanese, Korean and Vietnamese under this programme; however, we are open to offering more options. Additional fees are payable for this programme.
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Further details:
1. Because of the small class sizes, Indonesian, Malay and Tamil will be taught for two periods per week instead of three. For the remaining one period, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.
2. For a more detailed explanation on the various Chinese examinations, as well as the level descriptors for the Chinese ILR scale referenced in the diagram, please click here
Language pathways:
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English Acquisition Grades 7 to 8 IGCSE IB Diploma (Grades 11 and 12)
English Language Acquisition
English Language Acquisition (ELA) programmeIn-class support for selected lessons only
IGCSE English - First Language
English A: Literature SL/HL or English A: language and literature SL/HL
English as an Additional Language
English as an Additional Language (EAL) programme, withdrawal from English and History lessons and in-class support for selected lessons
IGCSE English - First Language
English A: Literature SL/HL or English A: language and literature SL/HL and, if required, IB study support tutorials
English as an Additional Language
English as an Additional Language (EAL) programme, withdrawal from English and History lessons and in-class support for selected lessons
Hindi (students who have learned the language for some years and have attained a satisfactory level of competency)
IGCSE English as a Second Language and in-class support for selected lessons
English B HL And IB study support tutorials
Grades 7 to 10 G10 examination IB Diploma (Grades 11 and 12)
Second Language Hindi IGCSE Hindi as a Second Language
Hindi B SL / HL (exam in May in G12)
Indonesian Grades 7 to 10 G10 examination IB Diploma (Grades 11 and 12)
First Language
Indonesian IGCSE Bahasa Indonesia
Indonesian A: language and Literature SL/HL (May exam)
Indonesian A: literature SL/HL
Foreign Language
Indonesian (There is no IGCSE Indonesian exam)
(Little or no exposure to Indonesian.)
Indonesian B SL/HL
Indonesian ab initio
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Malay Grades 7 to 10
First Language
G10 examination IB Diploma (Grades 11 and 12)
Malay IGCSE Malay - First Language (exam in May in Grade 10)
Second Language Malay - Express Syllabus GCE O Level Express Malay (exam in May in Grade 10)
Foreign Language
Malay IGCSE Malay - Foreign Language (exam in May in Grade 10)
Malay A: Literature SL/HL (exam in May in G12)
Malay B SL
Malay B SL
Spanish Grades 7 to 10 G10 examination IB Diploma (Grades 11 and 12)
Foreign Language
Spanish (for beginners as well as non-beginners)
IGCSE Spanish - Foreign Language Spanish B SL / HL
(Little or no exposure to Spanish)
Spanish ab initio
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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
• 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.
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 context to be made.
Grade 7 & 8 Science embraces the beneficial place information technology has in education. Utilization 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
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Science
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.
Formally assessed tasks can include written end of unit tests, practical laboratory experiments, investigations, projects, research tasks and digitally based class presentations.
Our pedagogical practice prioritizes 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.
In Grade 7, there are two multi-topic review assessments done at the end of Term 1 and 2, whilst only one review assessment at the end of Grade 8. As students learn many topics in 3 different disciplines of Sciences, these review assessments serve to give opportunity for students to consolidate their learning and develop a foundation in preparation for their future IGCSE course in Grade 9. In Grade 7, These review assessments also do not have any impact on their progression onto Grade 8. In Grade 8, the review assessment does not have any impact on their progression onto Grade 9 or IGCSE subject options. Students who join us in Term 2 are not required to partake questions related to units taught in Term 1 should they decide not to do so. In order to support their learning, their science teachers will provide them with resources from earlier units missed, which students can review on their own and seek help from their science teachers if necessary.
In Grade 7, students will learn the following units in this order: (*sequence and timeline subjected to changes)
Multi-topic Review 1 (Week 29 May)*
Multi-topic Review 2 (Week 2 Oct)*
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Introduction to Science
Cells
States of Matter 4. Energy
Separating Mixtures
1.
2.
3.
5.
Body Systems
Forces in Action
Structure & Properties of Matter
Scientific Research Project
Classification
6.
7.
8.
9.
10.
In Grade 8, students will learn the following units in this order: (*sequence and timeline subjected to changes)
1. Forces in Balance
2. Ecology & Impact of Humans on the Environment
3. Electricity at Work
4. Periodic Table & Bonding
5. Invisible Waves (Light & Sound)
6. Chemical Reactions
7. Scientific Research Project
8. The Solar System
9. Growing & Multiplying
Multi-topic Review (Week 2 Oct)*
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Design & Technology
What is the nature of Design & Technology in Grades 7 & 8?
In Design & Technology students will be introduced to the key elements of Design & Technology. Students will undertake research, and gain subject specific knowledge and make cross curricular links to subjects including art, mathematics and science. They will use creativity and imagination to design and make products to solve problems. Students will learn how to take risks, exhibiting resourcefulness and innovative thinking. Students will demonstrate critical thinking when evaluating their processes utilised and the products created.
What is the approach to learning?
Design & Technology is a subject where students are challenged to apply theoretical knowledge to the production of a physical product. As such it has practical elements as part of its nature. Units of work usually begin with students exploring why the design is needed and responding to this in a brief. They will gather research through analysis of existing products, and exploration of material properties to create product requirements in the design specification. Students then express creativity through design ideas. Planning for manufacture and the creation of solutions is followed by testing and evaluation.
What is the nature of assessment?
Students are assessed continually as they progress through each stage of the design process. Assessment comes in various formats including peer, formative and summative reviews.
Students will be assessed on a combination of the following:
- Research Skills and Application of knowledge
- Students can gather appropriate research on materials, manufacturing processes and design inspirations.
- Students can create appropriate product requirements
- Designing
- Students can express creative thinking by generating, modelling and communicating ideas.
- Making and Technical Knowledge
- Students can apply knowledge to plan for the creation of their product
- Students can apply practical skills and techniques to manufacture products
- Evaluating
- Students can test and evaluate their product
- Students can identify ways to improve their products.
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Geography
What is the nature of Geography in Grades 7 & 8?
Geography is a diverse discipline which bridges the arts, social and natural sciences. It is concerned with developing a better understanding of the world we live in. It is distinctive in its spatial dimension, and it takes advantage of its position to draw on a wide range of disciplines to examine a variety of issues and concepts.
The Grade 7 and 8 Geography curriculum introduces students to a broad range of contemporary issues – such as climate change, water security or inequality – and encourages students to be curious and fascinated about the world and the people within. Students are also systematically introduced to a range of transferrable skills which are strengthened through the two years.
The Geography curriculum content also provides essential context for the service learning and outdoor education programmes at SJII, thus enabling students to enrich their learning experiences, improve their understanding, make critically and thoughtfully informed choices and come up with sustainable responses to real-world problems.
What is the approach to learning in Geography?
Lessons are planned to engage students and enable them to see the value of understanding places and issues at a variety of scales - from our SJII campus, Singapore, the broader region and other parts of the world. Students are explicitly taught to explain human and physical geographical processes and the interactions between them
The processes of enquiry and interaction with places is fundamental in geographical learning, so each year, students have the opportunity to engage in fieldwork, where they plan an enquiry within a topic, then collect, present and interpret data.
Through each unit, students develop and strengthen approaches to learning (AtL) skills related to for example research, collaboration, effective communication and self-management. Students also progressively develop their information and literacy skills as well as media literacy skills.
What is the subject content?
The Geography curriculum at SJII is developed by the department and draws on a range of sources including the International Baccalaureate. Units of study in Grades 7 and 8 provide students with knowledge and understanding of a selection of contemporary issues and help them develop key skills which are required for IGCSE and IB Geography. In each grade, Geography works in close collaboration with Service Learning and Outdoor Education to provide invaluable context for student initiatives.
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Grade 7 – Units
Grade 8 - Units Development
Students are introduced to the concept of development, how it can be measured and investigate why different places have different levels of development and what this means for the people living there. This unit helps provide context for Grade 7’s service learning programme with communities in Cambodia investigating how we can be good community partners
Plate Tectonics and Hazards
Students are introduced to the theory of plate tectonics, the hazards associated with tectonic activity, and how different places are affected, plan for and respond to hazards such as earthquakes and volcanoes.
Energy and Climate Change
Students are introduced to the greenhouse effect, and examine natural and anthropogenic activities which can affect this and lead to changes to climate. Energy sources and related emissions are investigated to better understand possible responses.
Oceans and Coasts
Students are introduced to the value of the ocean and its natural beauty and learn about threats posed by human activities. Students share their learning through an exhibition and presentation to Elementary School students on World Ocean’s Day. The unit supports outdoor education expeditions.
Freshwater
Students are introduced to the water cycle and river processes, and the significance of freshwater security for communities including places such as Singapore
Weather and Geographical Skills
Through Grade 7, students are introduced to weather and its various components. Through a fieldwork investigation on microclimates in school, students learn a range of geographical skills, such as collecting data, map reading and using maps to locate places or represent information
What is the nature of assessment?
Globalisation
Students are introduced to globalisation and investigate what it means, and its importance to the interconnections between people and places.
Urban Environments
Students learn how urban areas are increasing across the world, the pressures and opportunities these present to places at different levels of development and consider possible solutions to urban problems
Students are assessed formatively and summatively through mid or end of unit tests and a variety of individual and group projects and/or presentations with assessment focusing on:
• knowledge and understanding of geographical concepts;
• the ability to design enquiries, research, collect and record data, present and interpret data and evaluate methods and sources of information;
• the ability to community effectively;
• map skills
Examples of assessments include reports, blog entries, websites, infographics, poems and videos.
Feedback is a key component of all assessments, with students encouraged to reflect and identify areas for improvement, thus providing them with skills needed as the progress through school.
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History
What is the nature of History in Grades 7 and 8?
History at SJI International aims to develop a passion for the subject through a wide range of activities. Through these student’s 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. East Asia meet the West Students study imperialism in the form of British expansion into China and the opening of Japan while also examining the modernisation that follows for both countries.
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. 20th Century Concepts
Students examine three –isms – Militarism, Imperialism and Communism in the context of the early 20th Century to allow them to access some key facets that set the century into motion.
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 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. The Jewish Holocaust and 20th Century Blog Project
The students examine the brutality of the Jewish Holocaust to raise their empathy and reflect on the lessons learnt. This is followed by a pair work blog creation of a theme of the 20th Century. This will require them to investigate and explore a selfdirected study, to expose their understanding of the concepts of ‘change and continuity’.
What is the nature of assessment?
The assessments cover 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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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
KU1 – Knowledge
KU2 – Application of knowledge
-Developing Skills
DS1 – Art making skills
DS2 – Research skills
DS3 – Presentation skills
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 drama, exploring how to use their voice and body effectively in performance.
In Grade 8 students develop and extend the core skills and understandings introduced in Grade 7. Greater emphasis is placed on the messages and meaning that can be shared through performances with emphasis on communication skills and developing their creative approach to performance tasks.
What is the approach to learning?
Drama is a practical subject that is free from the conventional classroom set-up. This allows students to physically build their vocal and body-movement skills. Units of work usually begin with explorative workshops that introduce specific dramatic concepts and skills, often linked to various styles and traditions of drama and 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.
What is the nature of assessment?
Grade 7 and 8 students are assessed continuously as they work with their peers as well as through various assignments and performance tasks. There will be self, peer and teacher-led assessment.
Students in Drama will be assessed on using the three criteria below:
- Knowledge and Understanding
Display knowledge and understanding of theatrical styles, theories and/or terminology.
- Thinking Creatively
Engage in a process of creative exploration and (self-) discovery.
- Applying Skills
Apply practical skills for rehearsal and/or performance and communicate intention, feelings, themes and/or ideas.
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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 to recognize and understand the music of various cultures and traditions and form an appreciation of cultural similarities and differences.
• Help students interpret music for independent practice, performances and composition.
• Introduce students to a variety of music related technology and technical proficiencies.
• Provide a foundation for further study in music at IGCSE and IB levels.
• Have fun and develop a 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 singing. In grade 7, each student is loaned a Ukulele for the year and every unit involves an element of playing ukulele to help improve them on this specific instrument. In grade 7 & 8, students will explore Music Technology with access to comprehensive resources and facilities, using programs such as Soundtrap, Flat.io, Sibelius and Logic Pro
What is the Subject Content?
Students will follow a curriculum which teaches different units through the elements of music; dynamics, rhythm, context, structure, melody, instrumentation, harmony and texture. These units extend from skills learnt in Grade 6 and help develop skills and knowledge required for IGCSE Music. Through the exploration of different musical elements, G7 and 8 Music is divided into the following three basic components:
• Performing
• Composing
• Knowledge & Understanding
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Music
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 and experimentation including electronic sound.
● Appraising recordings and performances using musical language to demonstrate listening skills and understanding of music conventions and processes
Grade 7 Music Units
African Ensembles – Djembe, marimba and ukulele ensemble performance, composition and focused listening
Ukulele skills – Ukulele solo performances, scales and notation, focused listening,
Film Score Melodies – Composing, using Flat.io, focussed listening
Beginner Bands – Group performance (band instruments), Improvisation and focused listening
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 are assessed against common standards, and learn how to move towards mastering that standard. Homework is 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. Homework will often be to practice or rehearse for performance assessments.
Grade 8 Music Units
Samba Drumming – Samba Drumming class and small group performance, focused listening, rhythmic improvisation
Gamelan – Gamelan percussion workshops and performances & focused listening
Pop Song Arranging - Ensemble performances of pop songs and focused listening
Music Production – Music technology composition, writing melodies and accompaniments, focused listening Composition - Traditional western music compositions using notation software
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Students in music are assessed against 8 standards throughout the year, that feed into the 2 overall school categories of Developing Skills and Knowledge and Understanding:
Presentation & Commitment
Accuracy
Final work shows commitment, is presented professionally and appropriate to the setting
Plays the intended notes with no mistakes and in time with a steady pulse
Demonstrating Skills
Playing Techniques
Ensemble Skills
Musical Ideas
Plays the instrument with the right finger choices, hand position and/or posture to create the most appropriate sound
Highly engaged in group work by listening, communicating and adapting to those around them, maintaining the flow of the piece
Can creatively use melodic and rhythmic techniques when developing music
Structure & Contrast Can organise music into a clear structure, with inventive use of musical elements to create contrast
Knowledge and Understanding
Context & Terminology
Describes elements of music using accurate terminology, showing clear understanding of social-cultural context
Aural Skills Can identify elements of music through listening
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