Wisdom begins with wonder; wonder must be nourished every day. St George’s is a school that celebrates the joy of learning, fosters perseverance and resilience and inspires its students to unleash their curiosity and let their imagination soar.
Our Mission
Our mission at St George’s is to deliver an exciting, engaging academic curriculum in an environment where our children flourish, developing the values, knowledge and skills to thrive in a complex world where we are ready to make a difference, locally and globally, and where we celebrate creativity, collaboration and innovation. Beyond the rich academic curriculum, we ensure that every student has the opportunity to explore opportunities to learn and grow through leadership, social initiatives, the performing arts and sporting achievement. We aspire to send St George’s students into the world as kind, confident, wise individuals ready to contribute and participate fully in the challenges of the 21st Century.
Key Stage 3 (Year 7 and 9) Curriculum Introduction
Students joining Year 7 will be expected to adapt to secondary school life, an important element of which is developing good organisational skills and routines. The need for high levels of organisation continues throughout Years 8 and 9, where students are taught by up to six different teachers every day and must therefore ensure they are in the right place, at the right time, with the right equipment for learning.
Homework is set as part of the learning in the Secondary school, and it is the responsibility of students themselves to ensure they are completing and submitting homework. The teachers will set the homework online as a Teams assignment to guarantee every student receives the homework instructions.
At the beginning of each day is a 10-minute registration period with the Form Tutor, where students take part in a weekly programme of different learning activities such as assemblies, quizzes, discussions, presentations and collaborative tasks. Registration is also the time for daily notices, so students must be present before 8.30am in order to receive important information necessary for the day ahead. Form Tutors are the first point of contact for students in Years 7-9, as they are well placed to answer students’ questions, discuss any concerns or spot issues with which students may need further support.
Technology is an important part of learning and the use of laptops and tablets in lessons to enhance, support and develop student outcomes is a feature of 21st Century schools. However, during breaks and lunchtimes, we encourage students to play outdoors and to socialise with friends. Using personal electronic devices after 8.20am is not permitted, unless a student is directed to do so by a teacher as part of a learning activity in the classroom.
It is important that students learn how to balance academic study with leading a healthy, active lifestyle. Our Extra-Curricular programme provides a wealth of opportunities for students to engage in their passions and participation in a range of activities is strongly encouraged.
Additionally, the concept of leading a healthy active lifestyle is explored in more detail as part of our PSHE programme.
Alongside the support offered by the Form Tutor we have a Personal Development (PDV) Mentor who is available to listen to students’ questions and concerns as well as their Head of Year. We also have Year 7-9 representatives in the Student Parliament who can raise issues and suggestions from the student body. Important to mention is also our online SHARP system where students can report issues and concerns anonymously to the Safeguarding Team.
Parents of students wishing to join the school in Key Stage 3 are asked to contact Mrs Tranter, Admissions Officer (admissions@st-georges.lu).
The Core Curriculum
At St George’s International School, students in Key Stage 3 study a broad and balanced curriculum that builds on their learning in the Primary school and prepares them for the examination courses which begin in Key Stage 4 (Years 10-11).
All students will study the following subjects:
Art, Craft & Design (2 lessons per week)
Drama (2 lessons per week)
English (4 lessons per week)
French (2 lessons per week)
Geography (2 lessons per week)
German (2 lessons per week)
History (2 lessons per week)
ICT (1 lesson per week)
Mathematics (4 lessons per week)
Music (2 lessons per week)
PSHE (1 lesson per week)
Physical Education (2 lessons per week)
Science (4 lessons per week)
Assessment and Homework
Assessment during Key Stage 3 takes place informally through continual teacher assessment and also formally in end of year exams in the summer term. Year 7 students will take a CAT 4 test (Cognitive Abilities Test) in the autumn term. This provides the school with an indication of the potential of individual students and is used internally to assist subject teachers when monitoring and tracking student progress through the Key Stage. Students are assessed using 4 criteria to measure academic performance against expected standards in each subject for that year group:
X – student is showing exceptional levels of attainment for their age group
E – student is showing an excellent level of attainment for their age group
A – student is at the expected standard for their age group
T – student is working towards the expected standard for their age group
Homework in Key Stage 3 will follow the programme outlined in the Key Stage 3 homework timetable which is published on the school’s Parent Portal.
Art, Craft and Design
How is the Course Assessed?
Students will be assessed on their contributions to class discussions and their ability to work independently and as a group. Technical skills and creative process will be assessed on completion of classroom-based projects and homework. An assessment of skills, technical ability, understanding and development of ideas will take place at the end of each topic.
Course Content Year 7
Students will focus on the fundamentals of art and start by developing mark making using a variety of materials to gain confidence in the subject. Students will further develop their drawing skills concentrating on line and tonal drawings, colour theory, painting, printing and 3D. Projects will include portraits, landscapes and group collaboration. Students will explore a variety of materials including pencil, pen, charcoal, ink, wire, acrylic paint, cardboard, watercolour, oil pastels, mono-printing and digital media. Students will also study historical and contemporary artists and cultures from around the world.
Course Content Year 8
Skills from Year 7 are built upon with the introduction of design-based projects. Students will look at Global Issues through Craftivism and textiles. In a graphics design-based project students explore printmaking and typography whilst looking at the theme of creative careers. Students will explore a range of artists and artwork from across the globe whilst curating a mini exhibition. Working with recycled materials, students will develop knowledge of 3D and sculpture through basic construction using cardboard. Some additional materials used include pencil, pen, ink, paint, pastels, press-printing and digital media.
Course Content Year 9
In Year 9 students will work with more challenging materials such as clay, printing, photography, and collage. Students will explore the theme of identity in Art, Architecture and cultural identity influenced by Ardmore. During the year students will experience a mini GCSE Art, Craft and Design project on the theme environment which will help prepare them for their options choices. Some additional materials will include pencil, pen, charcoal, ink, acrylic paint, cardboard, watercolour, oil pastels, lino-printing and digital media. Students will also study historical and contemporary artists and cultures from around the world.
Responsibility of the student
Students are expected to complete weekly homeworks and termly holiday research projects. Students are encouraged to take part in drawing challenges such as Inktober, other super curricular activities and visit museums and galleries to cultivate an appreciation and enjoyment of the subject.
Drama
How is the Course Assessed?
Students are continually assessed on 4 categories: Collaboration, Creation, Performance and Analysis. They will make plays, bring scripts to life and perform these in front of audiences.
Course Content Year 7
Students work towards half termly deadlines, exploring the spooky world of Darkwood Manor in the run up to Halloween, followed by Pantomime in the second half term. We then look at Commedia Dell´arte before preparing for the Summer Fayre scripted performance.
Course Content Year 8
This year centres around the Shakespeare Schools Festival, where students prepare a Shakespeare play in their form groups to perform in a festival with schools from all around Europe in front of a large public audience. We also cover exploration of scripts, improvisation and acting skills.
Course Content Year 9
The year starts off with some practitioner theory as we study Bertolt Brecht, his ideas and his practice. We then move on to the Christmas play writing, where each Y9 class prepares a play for a Y6 group to come and watch. At the end of Y9, the group work towards their Y9 showcase where they perform a work of their choosing to parents and friends.
Responsibility of the student
Students are expected to engage enthusiastically with practical tasks, work to make each other better collectively and to increase confidence in public facing roles through showing courage and volunteering.
English
How is the Course Assessed?
Assessment in English occurs through various methods, including lesson tasks, homework, and formal evaluations throughout the year. Lessons feature activities with immediate feedback on writing, reading, speaking, and listening. Formal assessments occur throughout each year to evaluate students’ progress. Students compile their best work in folders showcasing progress throughout KS3.
Course Content Year 7
Term 1:
“I am Malala” – Malala Yousafzai “I am David” – Anne Holm
Term 2:
Introduction to Shakespeare and his World: “A Midsummer Night’s Dream” “Skellig” – David Almond
Term 3:
An introduction to Poetic Styles and Forms.
Descriptive writing
Course Content Year 8
Term 1:
“The Boy in the Striped Pyjamas” – John Boyne “Romeo & Juliet” – William Shakespeare Term 2:
Speeches that changed the world - Writing persuasive speeches and articles.
Gothic Short Stories
Term 3:
Ballad & Narrative Poems
Narrative writing
Throughout Years 7 & 8 we embed GCSE exam writing skills through the topics that we cover ensuring students are ready to progress to KS4 and start their GCSE English course at the end of Year 9.
Course Content Year 9
Term 1:
“The Tempest” or any other Shakespeare drama – William Shakespeare Modern Novel – E.G. ‘Lord of the Flies’ by William Golding Term 2:
Poetry: Clashes and Collisions
Transactional writing: letters, articles, guides, leaflets, reviews and speeches.
Term 3:
Year 9 students begin their GCSE course (Pearson Edexcel) – They will cover texts from the anthology and begin their reading coursework.
Responsibility of the student
Students are expected to read widely and frequently, and are also required to complete homework assignments according to set deadlines, which will require working independently in school and at home. These must be completed to the expected high standards. Students should be organised and prepared and ready to learn , bringing all of the equipment they need, and must have a can-do attitude ready to give 100% in all English lessons.
French
How is the Course Assessed?
Students are assessed in all four language skills: speaking, listening, reading and writing. There is at least one test at the end of each unit.
Course Content
The curriculum for all three year groups is based on the following key learning aims:
Developing the skills of listening, speaking, reading, and writing in a range of situations.
Applying linguistic knowledge and skills to understand and communicate effectively.
Knowledge of spelling, grammar, intonation and pronunciation.
Understanding how a language works and how to manipulate it creatively.
Using familiar language for new purposes and in new contexts.
Using imagination to express thoughts, ideas, experiences, and feelings.
Intercultural understanding.
Appreciating the richness and diversity of French culture and traditions.
Course Content Year 7
Topics covered:
Me, my home, my family, countries, my school, my hobbies, travel and holidays, food.
Course Content Year 8
Topics covered:
My home, my family, my school, daily routine, my hobbies, travel and holidays, technology.
Course Content Year 9
Topics covered:
My home, my family, my school, daily routine, my hobbies, travel and holidays, technology, environment.
Responsibility of the student
Students learning a foreign language should attend classes regularly, participate actively in classroom discussions, and practise the language daily. They should ask questions, explore cultural aspects, set goals, and follow teachers’ feedback. Using resources effectively and respecting the learning environment are key. Collaboration, and embracing cultural awareness ensure success, while persistence and learning from mistakes foster growth. All students are expected to complete all homework.
Geography
How is the Course Assessed?
The geography course is assessed using a variety of methods to measure student progress. Summative assessments include written tests, essays, and presentations at the end of each unit. Students maintain a portfolio of their work and complete reflection sheets for each assessment. Online resources, including self-marking activities, support their revision efforts.
Course Content Year 7
In Year 7, students begin with foundational concepts: Term 1:
Introduction to Geography, focusing on map skills, including drawing to scale, using keys, and understanding grid references.
Term 2:
Exploration of glaciers and their impact on landscapes, alongside a study of Africa's geographical features.
Term 3:
Examination of rivers, their processes, and flooding, reinforcing the importance of water systems.
Course Content Year 8
In Year 8, the focus shifts to human geography: Term 1:
Study of population dynamics and the factors influencing population distribution.
Term 2:
Investigation of coastal environments and processes, including erosion and deposition.
Term 3:
In-depth look at urbanization and its effects, with a focus on Asia's urban landscapes.
Course Content Year 9
Year 9 delves into more complex topics:
Term 1:
Understanding plate tectonics, including earthquakes and volcanoes, and their global distribution. Development at the international and national level is investigated, with causes for inequality being investigated.
Term 2:
Exploration of soil formation processes and the use of Earth's resources.
Term 3:
The St George’s Resource Use Project, where students apply their knowledge to real-world resource management issues.
Responsibility of the student
Students are expected to actively engage in their learning by attending classes, participating in discussions, and completing assignments on time. They should take responsibility for their own learning by conducting independent research and utilising online resources for revision. Students must also collaborate with peers, respect diverse viewpoints, and demonstrate inquiry skills to deepen their understanding of geographical concepts and issues.
German
How is the Course Assessed?
Students are assessed in all four language skills: speaking, listening, reading, and writing. There is at least one test at the end of each unit.
Course Content:
The curriculum in all three year groups is based on the following key learning aims:
Developing the skills of listening, speaking, reading, and writing in a range of situations.
Applying linguistic knowledge and skills to understand and communicate effectively.
Knowledge of spelling, grammar, intonation, and pronunciation.
Understanding how a language works and how to manipulate it creatively.
Using familiar language for new purposes and in new contexts.
Using imagination to express thoughts, ideas, experiences, and feelings.
Intercultural understanding.
Appreciating the richness and diversity of German culture and traditions.
Course Content Year 7
Topics covered: Me, my home, my family, countries, my school, animals, food.
Course Content Year 8
Topics covered: Me, my home, my family, my school, my town, my hobbies, travel and holidays, food.
Course Content Year 9
Topics covered: Me, my home, my family, countries, my school, my town, travel and holidays, fashion.
Responsibility of the student
Students learning a foreign language should attend classes regularly, participate actively in classroom discussions, and practise the language daily. They should ask questions, explore cultural aspects, set goals, and follow teachers' feedback. Using resources effectively and respecting the learning environment are key. Collaboration, and embracing cultural awareness ensure success, while persistence and learning from mistakes foster growth. All students are expected to complete all homework.
History
How
is the Course Assessed?
The History course is assessed through various methods, including formal written tests, projectbased tasks, and presentations. Students receive detailed feedback on their performance, highlighting strengths and areas for improvement. Regular feedback on classwork and homework is also provided to support ongoing learning. Assessments occur at the end of each unit.
Course Content Year 7
Term 1:
Introduction to the concept of history, exploring what it means and its significance.
Term 2: Study of the Middle Ages, focusing on key events, figures, and societal changes during this period.
Term 3: Examination of the Wars of the Roses, analysing the causes, key battles, and outcomes of this conflict.
Course Content Year 8
Term 1:
Exploration of the Tudors, including their impact on Britain and significant events during their reign.
Term 2:
Study of the Stuarts, focusing on their rule and the political and social changes of the time.
Term 3:
Investigation of the English Civil War, discussing its causes, major events, and consequences.
Course Content Year 9
Term 1:
Analysis of the Industrial Revolution, examining its effects on society, economy, and technology.
Term 2:
Study of World War One, focusing on its causes, major battles, and the war's impact on the world.
Term 3:
The Trenches Research Project, where students conduct in-depth research on trench warfare and its historical significance.
Responsibility of the student
Students are expected to actively engage in their learning, participate in class discussions, complete assignments on time and collect evidence in their portfolios. Regular reflection on progress is essential and students should use teacher feedback to improve their work. Students must collaborate with peers, respect diverse viewpoints, and demonstrate critical thinking skills to deepen their understanding of historical concepts and events.
Information Communication Technology (ICT)
How is the Course Assessed?
Assessment takes place in a variety of ways, both formatively within individual lessons and on a more summative basis.
Course Content Year 7
Term 1:
The units of study are: File management; Under the hood of a computer; E-Safety, Think like a computer scientist and Data handling
Term 2:
The units of study are: Drawing and manipulating Shapes using coding, creating an animation, representing images, Desk top publishing
Term 3:
The units of study are: Designing an app Interface, Digital Dramas, How the web works.
Course Content Year 8
Term 1:
The units of study are: E-Safety, Introduction to Python – basic constructs (variables, string manipulation, conditional statements, count-controlled and conditional loops)
Term 2:
The units of study are: Sound editing in Python (Earsketch), Python GUI, Projects in Python
Course Content Year 9
Term 1:
Students begin by learning how to use Computers safely, effectively and responsibly. The units of study are: Data representation, Data transmission
Term 2:
The units of study are: Boolean Logic, Communications and Internet technologies
Term 3:
The units of study are: Creating apps in Python
Responsibility of the student
To be aware, through the media, of current computing and technological developments. To engage with the subject in a meaningful manner.
Mathematics
How is the Course Assessed?
Most lessons will see students answering a variety of questions, with immediate feedback generally provided. More formal assessments are given at regular intervals throughout each year (approximately every half-term).
Course Content Year 7
Term 1:
Number skills; equations, functions & formulae; fractions; angles & shapes.
Students are expected to complete classwork and homework according to set deadlines, which will require working independently in school and at home, and make use of the Dr Frost programme to revisit topics they are not confident with.
Music
How is the Course Assessed?
Key Stage 3 music is assessed through 3 main pillars: Appraising, Performing, and Composition. This can include listening quizzes, large and small group performances, and Logic Pro X compositions.
Course Content Year 7
Unit 1:
Rhythm Unit - Gumboot / Step Unit and Step Off Competition
Unit 2:
World Music research project and presentations
Unit 3:
Ukulele Unit and Coffee House Week
Unit 4:
Brass Fanfare compositions
Course Content Year 8
Unit 1:
Rhythm Unit - Bucket drumming skills and ensemble performances
Unit 2:
Rap / Protest Music - Composing beats and lyrics for Coffee House Week
Unit 3:
Musical Elements / Theory - Learning how to listen and analyse musical elements
Unit 4:
Orchestra / Music Theory Unit: Composing music with instruments of the orchestra
Course Content Year 9
Unit 1:
Found Sounds Composition - Beat making with recorded sounds
Unit 2:
Music Theory - Building scales and chords on the piano
Unit 3:
Careers in the Music Industry - Research different musical professions / Prepare for Coffee House Performances
Unit 4:
Film Music - Composing leitmotif and film trailers
Responsibility of the student
Students must be prepared to learn new instruments, complete homework when required, and rehearse their music outside of class if necessary. Students must also bring their music notebook, a folder, and writing utensils to each class.
Personal Social Health Economic (PSHE)
PSHE education helps children and young people stay healthy, safe and prepared for life – and work –in the modern world. We develop and adapt our lessons from this base, in order to engage our students with more specific issues affecting young people growing up both in Luxembourg and internationally. The curriculum is split in four main topics, which will be taught on a rotation basis. The topics are; Wellbeing, Relationships, Careers and Future Planning and Global Issues.
The PSHE lessons focus on the development of interpersonal relationship skills, such as listening, turn-taking, researching, collaborating, formulating and justifying opinions and considering others’ opinions. Through developing these skills and others, we seek to expose students to important topics and enable them to consider the topic, broaden their related knowledge, and formulate a thoughtful response.
Year 7 Relationships
Students will cover the following topics: gender, healthy and unhealthy relationships, puberty, menstruation, friendship and empathy.
Well-being
Students will cover the following topics: Resilience, friendships and social wellbeing, physical wellbeing, mental and emotional wellbeing.
Careers and Future Planning
Students will cover the following topics using the Unifrog online platform: different careers, personal interests and hobbies, transition through St George’s, goal setting, salary and working hours.
Global Issues
Students will cover the following topics: UN Sustainable development goals, global inequalities, Net Zero and climate change, fast fashion and awareness campaigns.
Year 8
Relationships
We focus on: Your Relationship with Yourself, Body Image, Friendships, Changes to Friendships, Dating and Romantic Relationships, and a new lesson on Gender and Sexual Identity.
Culture & Identity
In Culture & Identity, students explore belonging, kindness, and understanding towards diverse beliefs, traditions, and cultures. They research religious celebrations, develop teamwork and explore volunteering in Luxembourg.
Careers and Future Planning
Students explore career journeys through various lessons including discovering jobs, using networks for information, broadening career ideas with Unifrog, learning from parents’ careers, exploring AI’s impact on future jobs, understanding motivation and success.
Global Issues
The students explore the UN SDGs and their roles as global citizens. Lessons cover sewage and water, cobalt and e-waste, human rights and climate justice, child labour through a football challenge, and fair-trade and future foods.
Year 9
Relationships
Students will cover the following topics: Gender and sexual identity (co-taught with DEIJ Coordinator); Sexual relationships You and safer sex; Staying safe from abuse; Stereotype and Prejudice (co-taught with DEIJ Coordinator).
Well-being
Students will cover the following topics: You, Adolescence and Identity (co-taught with DEIJ Coordinator); Drugs, Alcohol, Vaping and Addiction; Managing Stress; Managing your Emotions.
Careers and Future Planning
This unit is specially created by our careers advisor Mrs Hudson and covers the following topics: Decision Making; Employability skills; Choosing GCSE options; Unifrog; Unifrog’s Personality Profile & Interests Profile.
Global Issues
This unit is specially created by our Eco Agent Mrs McHugh and covers the following topics: Human Rights (Amnesty International Workshop); Climate Justice and Global Citizenship; Systemic Thinking and Sustainability; Environmentalism and Intersectionalism.
Responsibility of the Student
At Key Stage 3, PSHE students should actively participate in discussions, reflect on values, respect others, apply learning to real life, manage their own and others well-being, contribute to the community, and stay open to growth.
Physical Education
How is the Course Assessed?
Physical Education is assessed in terms of both effort in lessons, along with a level of competency in the specific sports and themes for each lesson, this varies from sport to sport and from year to year. By using descriptors of performance, teachers can assess student performance.
Course Content Year 7
Our theme in Year 7 is skill development; with so many students from so many backgrounds and previous schools we look to focus on the basic skills development. Over the course of the year this will be a focussed approach through the sports of Football, Volleyball, Rugby, Basketball, Athletics, Cricket and Rounders. The students can represent the school on a domestic level through LASEL competition, which is the Luxembourgish School Sports program. The students could also represent the school internationally at the Verona football Tournament or the COBIS Games which is a multi-sport event held every two years.
Course Content Year 8
In Year 8 the focus of our lessons switches to officiating and the rules of specific sports, an understanding of the rules for sports and how they need to be respected to make it fair. We look at how we can apply conditions to games and activities to give a developmental focus to certain areas. We also give students the opportunity to officiate in these games and activities. These practices allow students to reinforce their knowledge and understanding of each game. The students can represent the school on a domestic level through LASEL competition, which is the Luxembourgish School Sports program. The students could represent the school internationally at the Verona football Tournament or the COBIS Games which is a multi-sport event held every two years.
Course Content Year 9
In Year 9 we build on the previous year and look at a more tactical approach in our sports, from attacking space in invasion games, through running into it and moving the ball quickly to the importance of pacing in the 800m for athletics. Conditioned games create an environment where students can make decisions and learn from feedback from their peers, opposition and teaching staff. We also look at how styles of play might be more suited to the profile of one team and not to another. Students can again participate in LASEL events, the Verona Football Tournament or the Rosslyn Park Rugby 7s competition in London.
Responsibility of the student
We actively encourage the students to join our growing after school sports program, to build on their progress in Physical Education and experience the benefits of an active lifestyle. Students are encouraged to participate in as many sports as possible outside of their main sport as it will only facilitate their athletic development and keep them aligned with our primary objective, which is to keep them active for the rest of the lives.
Science
How is the Course Assessed?
Students are assessed at the end of each topic with a short test and in a longer exam at the end of the year, which will include questions from all the topics learnt during the school year. Following assessments, students will reflect on what they have done well and how they can improve. Students will also receive feedback on class work, homework and verbal responses throughout the year.
Course Content Year 7
Biology topics: Cells, Reproduction, Ecosystems
Chemistry topics: Mixtures and separation, Acids and alkalis, Particle model, Atoms, elements and molecules
Physics topics: Energy, Electricity, Forces
Course Content Year 8
Biology topics: Food and nutrition, Breathing and respiration, Unicellular organisms
Chemistry topics: Combustion, Periodic table, Metals and their uses
Physics topics: Fluids, Light, Energy transfers
Course Content Year 9
Biology topics: Genetics and evolution, Plant growth
Chemistry topics: Making materials, Reactivity
Physics topics: Sound, Earth and space, Forces and motion, Force fields and electromagnets
Students will also study some GCSE transition topics to aid the transition into the Year 10 course.
Responsibility of the student
Arrive to all lessons fully equipped and ready to learn
Work safely and sensibly during practical activities
Review new keywords, concepts and equations on a regular basis
Complete independent study at home, using the online textbook and interactive activities provided on Active Learn
Utilise the resources provided in the Science TEAM
