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Key Stage 3 Information Booklet


Education for Life ‘What do you want to do when you leave school?’ is a question that all students are asked at one time or another. For most, it is a question that they find hard to answer. At The British School Manila we have to provide the scope for young people to realise all of their future ambitions.

The aim of this booklet is to provide you, the parent, with an overview of what your child is being taught. It is not possible to give details of all the finer points of the entire curriculum, nor is this booklet intended to replace the good personal communication that we have between parents and teachers. Ultimately, both teachers and parents care about the same thing – the progress and well-being of the child. This is best done through regular dialogue. Years 7, 8 and 9 will provide a wealth of opportunities for students with a wide range of abilities and aspirations not only to build a solid foundation for their future (I)GCSE courses but also to prepare themselves for further study either here at BSM or at any other school in the world. Our challenge is to ensure that we provide all students with a full and varied curriculum, which will enable them to make informed choices in Year 9 that will prepare them for their Higher Education. Key Stage 3 prides themselves in a curriculum is that it is broad, balanced, differentiated and relevant: • • • •

Broad, in that a wide range of subjects across all of the academic disciplines are studied. Balanced by an appropriate amount of time being given to each subject area. Differentiated, so that each student can reach his/her potential. Relevant to students having a wide range of educational backgrounds, abilities and aspirations.

Taken together, we consider that the three-year Key Stage 3 programme offers a learning journey that will equip every student with the skills needed to embark on their next venture at (I)GCSE Level and beyond. Yours sincerely

Helen Olds

Head of Senior School

British School Manila

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Key Stage 3 Overview Principles British school Manila’s approach to Learning is underpinned by three principles:

• At BSM we strive for academic excellence where all students are able to fulfil or exceed their potential. • The curriculum is effective preparation for the IB Diploma programme, Higher education and equips the students with the skills needed for 21st Century employment.

• The shape of the curriculum at BSM is holistic; looking at academic and non-academic achievements, ensuring students feel safe, happy and can excel.

With this in mind, our Key Stage 3 has been adapted to best fit our students and provide them every chance for success.

What do you learn at KS3? Key Stage 3 comprises of Years 7, 8 and 9 students and we broadly follow the British National Curriculum with an international flavour. Other than the core subjects of English, Mathematics and Science, students also cover Modern foreign languages, Creative Arts, Physical Education, Humanities and PSHE (Personal, Social and Health Education. Key Stage 3 embarked on a new venture this year, combining the traditional separate Geography, History and Religious Education into one overarching subject, Humanities. Students study the same topic but from different perspectives thus giving them a wider understanding of the world we live in. We aim to give every student a full and varied skills based curriculum, adequately preparing them for their future studies at (I)GCSE and onward to the International Baccalaureate Diploma programme (IBDP). Alongside the timetabled lessons, students can also participate in subject based After School Activities (ASAs) to further enhance their enjoyment of a particular subject. Together with our community service programme and varied residential opportunities, our students experience an holistic approach to learning giving them a wider understanding of the wider world.

Assessment New this year we have decided to incorporate the use the National Curriculum levels through from KS2 to KS3 to mirror the British Education system more closely and allow for a better transition from Primary School as well as giving a benchmark against other British and British International schools. Each subject has its own assessment criteria which will help measure your child’s ability in a range of skills regularly throughout the year rather than once at the end of a year. The levels range from 3 to 8 and onward to Exceptional performance (EP). To stream the attainment further each level is given a sub-level of ‘c’, ‘b’ or ‘a’ with ‘a’ being the highest. This gives each student a very accurate view of their current performance and areas for development. It is expected that each child will improve by at least two sublevels every academic year. There are four opportunities for BSM families to formally receive feedback on their child. These come in the way of reports and Student Led Conferences.

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British School Manila


Key Stage 3 Overview Further Support If you child needs a little extra support in lessons we have a strong Learning Support team who will tailor your child’s curriculum to best suit them. In addition to having full time Learning Support Assistants (LSAs) we have English as Additional Language (EAL) teachers to give a helping hand where needed. Our aim is to ensure your child has every opportunity to succeed and reach their potential.

Pastoral Support Research shows that that a relaxed, happy and well balanced student will be more likely to achieve well academically. To this end we have a superb School Councillor who is based on site and is available at any time for students, parents and teachers. Working together BSM has a very busy calendar in order to fulfil its commitment to the students learning. With this in mind, there are many occasions whereby parents and carers are invited into school to meet staff and discuss the academic progression your child is making. These occasions are also good for meeting other parents to share experiences and advice whilst being part of the unique school community BSM prides itself in. Supporting you child through their studies is paramount in their success and through this positive partnership we aim to give your child every prospect of achieving their full potential.

Dates for your diary Date

Event

Time and Venue

August 27th and 28th 2013

New Parents Induction

8.00 am - 9.00 am Refectory

September 4th 2013

Year 7 settling In event

6.30 pm Bunker

September 6th 2013

Whole school Assembly and coffee morning

7.50 am Main Hall

September 19th 2013

Curriculum Evening

6.30 pm Main Hall

September 25th 2013

Parent Coffee Morning

TBC

September 27th 2013

Whole school Assembly and coffee morning

7.50 am Main Hall

October 22nd 2013

Parent Coffee Morning

TBC

November 7th 2013

Student Led Conferences (A-M)

TBC

November 13th 2013

Student Led Conferences (A-M)

TBC

November 22nd 2013

Whole school Assembly and coffee morning

7.50 am Main Hall

British School Manila

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Subjects

Subjects Art English French Geography Humanities ICT Maths Music Physical Education Science Spanish Religious Education History Drama

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British School Manila


Art Course Outline In Key stage three we develop students’ skills in a range of media over an integrated three year program. The first project in Year 7 emphasises developing and extending fundamental drawing skills, from measuring techniques and the use of guidelines to create accurate proportions through to mark making techniques for creating a range of textures and tones. These skills are developed throughout the three years, with perspective drawing forming a major part of the Year 8 cityscapes project. In Year 8 students are introduced to relief printing in the form of lino printing, printing is then developed further in Year 9 with screen-printing. Painting is developed across the three year groups through acrylic, watercolour and gouache paint. Design work is integrated into the natural forms Year 8 printing project and architecture is studied in the cityscapes. In Year 9 students will undertake an extended photography project using DSLR cameras, learning how to use the manual settings and how this effects the depth of field.

Course Breakdown Year 7

Year 8

Year 9

Term 1 Drawing & Painting

Term 1 Drawing & Natural Forms

Term 1 Drawing & Pop Art

Term 2 Animals

Term 2 Lino Printing

Term 2 Screen-printing

Term 3 Self-portraits

Term 3 Cityscapes

Term 3 Photography

Assessment Formative assessment in the form of constructive comments is the most common form of assessment along with summative assessment using an adapted form of the National Curriculum levels.

Course Information

Useful websites: http://www.moma.org http://www.tate.org.uk/visit/tate-modern http://www.louvre.fr/en Email: rgrennan@britishschoolmanila.org

British School Manila

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English Course Outline The Key stage 3 curriculum covers a variety of texts in order to prepare your child for IGCSE and the IB Diploma programme. There are many cross-curricular links, such as Music, Drama and History. Learning and teaching is focused and designed to begin to build the skills required for IGCSE and IB. A range of fiction and non-fiction texts are studied. Your child will study a variety of traditional writers such as Shakespeare and Dickens as well as learning about the development of the world in which they live and the texts that are produced for this; such as advertisements and on-line newspapers.

Course Breakdown Year 7

Year 8

Year 9

Term 1 • Autobiography • Facing the Lion-Novel • Introduction to Shakespeare

Term 1 • Animal Farm • Christmas Carol

Term 1 • Lord of the Flies • War Poetry

Term 2 • Media/ Non-fiction unit • Kids speak project • Frankenstein

Term 2 • Shakespeare • Ballad Poetry

Term 2 • Media- Online Newspapers • Romeo and Juliet

Term 3 • Poetry • End of Year Exam

Term 3 • Adverts and Advertising • End of Year Exam

Term 3 • Short Stories- Grimm Tales • End of Year Exam

Assessment This is done both formatively and summatively over three stands in English; speaking and listening 20%, reading 40% and writing 40%. Please ask your child to show you the APP guides and assessment sheets on their Haiku page.

Course Information: Language

Year 7 Haiku: https://bsm.haikulearning.com/ctaylor/year7english/cms_page/view Year 8 Haiku: http://bsm.haikulearning.com/ctaylor/year8english/cms_page/view/6817439 Year 9 Haiku: https://bsm.haikulearning.com/ctaylor/year9english/cms_page/view BBC Bitesize KS3: http://www.bbc.co.uk/bitesize/ks3/

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British School Manila


French Course Outline The focus in French at KS3, is to develop spontaneous communication through a wide range of fun activities. Our philosophy is based on a skill-based approach, prioritising cross-curricular projects and strong motivation. We strive to offer enquiry-based activities to help our young linguists become creative and spontaneous communicators as well as independent learners. We encourage each one of them to reflect on their language learning journey in order to set themselves new challenges with clear objectives. The students become confident in using the NC level descriptors to monitor their own progress and comfortable with our various assessment for learning methods which include peer evaluation and support. Our teaching is customized yet consistent and provides a smooth voyage towards future examinations. The four skills of performance (reading, listening, writing and speaking) are regularly practised and assessed formally and informally. Classroom activities cater for all learning styles and activities are differentiated accordingly. French is the main language of interaction. English is also used to reflect on skills and establish learning strategies. The topics of discussion provide language input through a wide range of activities as well as a strong insight into French speaking countries promoting a wider international awareness.

Course Breakdown Year 7

Year 8

Term 1 • Presentation: Talking about what you like/dislike, describing yourself, describing other people • My school: School subjects, asking questions, give opinions, timetable + time, routine, school day • Cultural encounter: Christmas and food in France, watching a French movie

Term 1 Term 1 • Les loisirs: investigating young • La France: Geographie et tresors (A people’s spare time (cinema, journey through France) reading, television, internet) • Ma famille: Talking about one’s • Paris: A journey through the French family and relationships capital and other French speaking • Les jobs: To discuss the duty countries. at home To identify cultural • Cultural encounter: French customs differences and traditions. (Halloween and • Cultural encounter: French customs Christmas) and traditions. (Halloween and Christmas)

Term 2

Term 2 Term 2 • Mon identité: Talking about oneself • Un voyage dans une région de (character, passion, clothes, music) France: to investigate a French • Chez moi: Describing our world region and talk about the past (house, shopping) • C’est la forme!: To discuss healthy • Cultural encounter: Carnaval and life style and the importance chandeleur keeping fit. • La mode: To discuss fashion and give opinions. To be able to shop in France.

• My hobbies: • •

Computers and mobiles, sports, activities, The place I live: My town/village, directions Cultural encounter: Chandeleur, carnival, Easter

Term 3

• Holidays: •

Holidays plans, future tense, ordering snacks and food, money Extra activities: Describing animals, writing a poetry, Talking about a French painting

British School Manila

Year 9

Term 3 • Quel talent: discussing ambitions and encouraging people • Cultural encounter: Les pays francophones: A journey through French speaking countries. • Revision for end of year exams + EXAMS

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Term 3 • Revision for end of year exams + EXAMS


French Assessment Tasks

Weighing in the SSA grade

Reference

Attitude to learning

End of unit/module tests

60%

NC level descriptors

In class work + homework (selected tasks)

40%

Grades translated into levels or NC levels.

This grade is calculated upon descriptors of the students’ oral participation, notebook keeping and general attitude to learning (as detailed in their notebooks)

Expected levels of attainment: Year 7: from 1 to 4 Year 8: from 3 to 6 Year 9: from 5 to Exceptional Performance

Course Information

Useful websites: www.linguascope.com www.languagesonline.org.uk www.busuu.com Contact: Mathilde Mouquet - Curriculum Leader

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British School Manila


Geography 2013/14 sees a new approach to the subject in Years 8 and 9. The new units reflect the subject in later years and the issues that will impact upon the lives of the students in the medium and long term. The course aims to; • •

Tackle the big issues (environmental responsibility, interdependence, cultural understanding); Develop transferable skills (using primary and secondary data; analysis, evaluation and decision-making; and report writing; using ICT; fieldwork and investigation); gain access to a wide range of opportunities (management and administration; environmental management; information services; leisure, travel and tourism; education, professional and social services; business and scientific services); Enjoy discovering and being challenged by the beauty and complexity of your planet.

Course Breakdown Year 8

Year 9

Term 1 • Weather and climate (this includes global warming) • Plate tectonics and management of hazards

Term 1 • Development. • Reasons, impacts and solutions to low levels of development • Food and supply. Why some areas of the world are hungry

Term 2

Term 2 • Pollution. Local and global studies of air, water and land pollution. • Water wars. The issues related to water supply and how it can be managed

• The rise of China • The changing place of China in the world Population • Issues associated with global growth and national structures

Term 3

• Continued work on population. • Revision work for end of year exam

Term 3 • Issues in the urban areas of Manila • Revision work for end of year exam

Assessment Regularly throughout the year, most in the form of written examinations. There will be at least two assessments in each SSA cycle.

Course Information

Useful websites: www.prb.org http://mapzone.ordnancesurvey.co.uk/mapzone/ http://www.bbc.co.uk/news http://www.newseum.org/todaysfrontpages/flash/ Contact: Paul Doran - Curriculum Leader

British School Manila

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Humanities 2013/14 sees the introduction of a new cross-subject approach in year 7. The new course reflects a more skills-based, inclusive and complementary approach to learning about History, Geography, Religion, Psychology and Business/ Economics within the context of human thought, culture and experience. The course aims to; • • •

Learn about how different Humanities subjects approach important and pertinent issues and topics; Develop a skills-based approach to learning with an emphasis on a broad range of questioning and research techniques, and rigorous analytical strategies; Develop students with an increased awareness of local and global phenomena with contemporary and future relevance.

Course Breakdown Year 7 Term 1 • An introduction to Humanities • The Philippines. Building a website to reflect the humanities in the country • Discrimination Term 2 • Globalisation. We explore the growing connections between countries and debate the benefits of closer global links. • War Term 3 • Continued work on War • Revision work for end of year exam

Assessment Regularly throughout the year, most in the form of written examinations. There will be at least two assessments in each SSA cycle.

Course Information

Useful websites: http://www.mapzone.co.uk http://www.newseum.org/todaysfrontpages/flash/ Contact: Paul Doran - Curriculum Leader

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British School Manila


ICT Course Outline Throughout KS3, students will develop their IT skills through a range of practical projects. This course is progressive through Years 7 to 9. In Year 7 students will learn how to carry out effective online research, how to create PowerPoint presentations, learn basic photo editing techniques and how to animate objects using Flash Adobe CS5. Students will also be introduced to spreadsheet applications and programming. Students will also discuss a number of IT-related topics such as online safety. In Years 8 and 9 students will further develop their IT skills by working on a range of projects using the following applications: spreadsheet, database, word processing, photo and audio-editing, 3D-modeling, multimedia and webauthoring software. Students will also discuss a range of IT related topics such as Copyright regulation and Health and Safety and ICT.

Course Breakdown Year 7

Year 8

Year 9

Term 1 Term 1 Term 1 • Presentation software (PowerPoint) • Presentation software (PowerPoint) • The Internet and Social Networks • Using the Internet to research • Using spreadsheets (Excel) • 3D Modeling (Google Sketch-up topics • Health and Safety when using a • Internet Safety computer • Introduction to programming (Scratch) Term 2 • Fireworks • Animation

Term 2 • Multimedia and animation (Flash) • Creating and manipulating graphics (Photoshop) • Copyright and regulations

Term 2 • Using databases (Access) • Podcasts (Audacity)

Term 3 • Introduction to Spreadsheet application (Excel) • Photoshop

Term 3 • Technology of the Future • Video Editing

Term 3 • Web design • Computer Misuse Act and Data Protection Act

Assessment

Formative assessment in the form of constructive comments is the most common form of assessment along with summative assessment in the form of a level and effort grade for key pieces of work.

Course Information

Useful websites: www.teach-ict.com www.excel-2010.com/vlookup-excel http://office.microsoft.com/en-us/support/getting-started-with-office-2010-FX101822272.aspx Contact: Fabrice Blum - Curriculum Leader

British School Manila

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Maths Course Outline At key stage 3 the students will be following an adapted form of the British National Curriculum. We aim to give students a wide understanding of mathematical concepts and strengthen their mathematical knowledge through a range of fun and interactive methods, including investigational work, practical work, ICT and mental methods. Set 1 in each year group is accelerated and completes the Key Stage 3 work at the end of Year 8. In Year 9 they begin working towards the IGCSE examination.

Course Breakdown Year 7

Year 8

Year 9

Term 1 • Number • Sequences • Length and area • Probability

Term 1 • Number • Angles • Probability • Algebra

Term 1 • Sequences and functions • Fractions, decimals, percentage • Equations and formulae • Handling data

Term 2 • Algebra • Rotation and reflections • Angles • Handling Data

Term 2 • Linear and quadratic graphs. • Transformations • Decimals and fractions

Term 2 • Area and volume • Number • Algebra • Probability

Term 3 • Solving equations • Shape, space and measures • Further number work

Term 3 • Further algebra • Handling Data • Constructions

Term 3 • Transformations • Area and volume • Further algebra • Shape and space

Assessment We assess the students through quizzes, end of topic tests, written projects and homework. In addition assessment for learning is a core focus in every lesson. The level reported on the SSA will be largely made up from quiz and test results plus one submitted project. Performance in lessons, homework plus any additional work the student attempts will help to decide their effort grade.

Course Information Useful websites: www.myimaths.com www.nrich.com www.mangahigh.com

Contact: Ian Taylor - Curriculum Leader

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British School Manila


Music Course Outline Key Stage3 Music is divided into 3 parts: composing, performing and listening. Composing includes song writing, composing their own music and composing a theme to a given stimuli. Performing gives every student to chance to make music on a variety of instruments including the guitar, drums and keyboard. Students are exposed to a wide range of music throughout this 3 year course.

Course Breakdown Year 7

Year 8

Year 9

Term 1 • Classical Guitar – The basic skills including reading chords and notation. • African Drumming

Term 1 • Superhero Project with composing using Music Technology • Singing

Term 1 • Piano/Keyboard – developing skills leading up to ABRSM grade 1 • Theory of Music

Term 2 Term 2 • Samba Music • Gamelan Music from Indonesia • Drum – Kit – basic skills leading to a • Instruments of the Orchestra developed Rock Beat.

Term 2 • Music/ICT Project • Film Music

Term 3 • Garage Band Music Technology and an introduction to composing

Term 3 • Band Project

Term 3 • Piano/Keyboard skills – Basic left and right hand development

Assessment

Assessment is continual for each scheme and students receive a level from 3-8 on their achievement.

Course Information

Contact: Anita Quigley - Curriculum Leader

British School Manila

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Physical Education Course Outline The diagram below shows the Key processes & concepts that we deliver during PE lessons in KS3. The 6 boxes on the outside are the strands that we incorporate in our different units of activity. Accurate replication (of actions, phrases and sequences as in gymnastic activities)

Outwitting opponents (as in games activities)

Developing skills in physical

Developing physical and mental

Making and applying decisions

Exploring and communicating ideas, concepts and emotions (as in dance activities)

Evaluating and improving

Making informed choices about health, active lifestyles

Key processes Competence

Performance

Creativity

Healthy, active lifestyles

Key concepts

Performing at maximum levels (in relation to speed, height, distance, strength or accuracy as in athletic activities)

Identifying and solving problems (to overcome challenges of an adventurous nature as in lifesaving and personal survival in swimming and OAA)

Exercising safely and effectively (to improve health and well being as in HRE)

Course Breakdown Year 7

Year 8

Year 9

Term 1 • Fitness testing • Swimming • Health Related Exercise • Volleyball • Football

Term 1 • Fitness Testing • Swimming • HRE • Football • Basketball • Rugby

Term 1 • Fitness Testing • Swimming • HRE • Football • Basketball • Rugby

Term 2 • Fitness testing • Swimming/Personal Survival & Life Saving • Athletics • Basketball • Rounders

Term 2 • Fitness testing/Personal Survival & Life Saving • Swimming • Athletics • Volleyball • Rounders

Term 2 • Fitness testing/Personal Survival & Life Saving • Swimming • Athletics • Volleyball • Rounders

Term 3 • Fitness Testing • Water polo • Cricket • Badminton

Term 3 • Fitness Testing • Water polo • Cricket • Badminton

Term 3 • Fitness Testing • Water polo • Cricket • Badminton

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Physical Education Assessment Students will be assessed on their ability to understand and demonstrate the key processes and concepts. They will explore the six PE strands throughout Key Stage 3.

Course Information Useful websites: www.bbc.co.uk/sport www.brianmac.co.uk

Contact: Alan Dunstan - Curriculum Leader Lewis Keens - Director of Sports and Activities Dave Harfield - Sports and ASA Co-ordinator

British School Manila

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Science Course Outline The course aims to excite and engage, providing students with action packed skills based modules. In science we like to question the world around us, ‘what is matter made of? Can anyone really be healthy? What’s beneath our feet? Our enquiry based modules allow students to be inquisitive learners and find the answers to these questions, whilst developing the necessary skills for IGSCE and the IB. They will become experts at collecting accurate and reliable data, planning for a fair test, drawing conclusions and evaluating their experimental procedures.

Course Breakdown Year 7

Year 8

Term 1 • What is matter made of? Chemistry Covering:- Particle model of solids, liquids & gases, solutions, atoms & elements, compounds & mixtures • What keeps us alive? Biology Covering:-Cells, plants & photosynthesis, reproduction, respiration

Term 1 • Can anyone really be healthy? Biology Covering:- Food and digestion, microbes and disease, circulatory and respiratory system, the skeleton and drugs. • How do different elements and compounds react? Chemistry Covering:- Acids and bases, patterns of reactivity, reactions of metals and metal compounds and simple chemical reactions.

Term 2

Term 2 • What’s above our heads? Physics Covering:- Space, forces and motion.

• How can we use energy transfer ethically?

Physics Covering:- Electricity, light and soun, energy and magnetism.

Term 3

• What’s beneath our feet? • Chemistry Covering:-The rock cycle, rocks and

weathering, environmental chemistry and using chemistry.

Term 3 • What makes me who I am? • Biology Covering:- Variation and classification, inheritance and selection, ecology.

Assessment The SSA grade is calculated for each module using the following assessment: • Internal assessment 25% • Multiple choice quiz 10% • Application of knowledge 25% • End of unit test 40%

Course Information

Useful websites: www.bbc.co.uk/bitesize/ks3 www.skoool.co.uk www.schoolscience.co.uk Contact: Sophie Fernandez and Thomas Moore - Curriculum Leaders

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British School Manila


Spanish Course Outline At KS3, the Spanish course follows an adapted version of the British National Curriculum as we cater for a more international array of students and we focus primarily on language acquisition skills. Students are required to reflect on the levels they are currently working at and to set themselves targets for improvement. This is achieved through continuous use of varied Assessment for Learning activities involving peer evaluation and support. The four skills of performance (reading, listening, writing and speaking) are regularly practised and assessed formally and informally. Classroom activities cater for all learning styles and are differentiated accordingly. Spanish is mostly the language of interaction, and English is used when the focus is on reflections on skills and establishing learning strategies. The topics of discussion provide language input as well as a strong hindsight into Spanish speaking countries granting thus a wider international awareness.

Course Breakdown Year 7

Year 8

Year 9

Term 1 • Unidad 1 : En clase ( school items, alphabet, meeting people) • Unidad 2 : Quien eres ( age, birthday, months, nbrs up to 40, residence, nationalities) • Unidad 3: Mi familia (bros and sis, nbrs up 100, description

Term 1 • Unidad 1 : La escuela (subjects, school timetable, food and drink, transport) • Unidad 2 : Mi ciudad (the most common places in a town, directions, the weather, the seasons) • Unidad 3 : Mi tiempo libre (free time activities, sports, domestic chores)

Term 1 • De compras (Shopping + quantities + frequency) • medios de comunicación (comparisons and opinión, writing up a review) • De fiesta (writing in paragraphs, revision of 2 pasts)

Term 2

Term 2 • Unidad 4: Salud y bienestar (parts of the body, the most common illnesses, healthy living) • Unidad 5: De vacaciones • (holidays and holiday activities, accommodation, the weather)

Term 2 • En casa (descriptions and house chores + continuous tenses / relationships at home and can dos and cannot) • El medio ambiente ( the three Rs + future tense)

Term 3 • Revision for end of year exams + exams

Term 3 • Comida (ordering at a restaurant, describing a recipe, deciding on what is healthy or not) (using Caminos 3) • Revision for end of year exams + EXAMS

• Unidad 4: Mi pueblo places in

town, describing a place, weather

• Unidad5: En casa (rooms, furniture, daily routine, reflexive verbs)

• Unidad 6: El tiempo libre hobbies and sports, meeting people

Term 3

• Revision for end of year exams + exams

British School Manila

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Spanish Assessment Tasks

Weighing in the SSA grade

Reference

Attitude to learning

End of unit/module tests

60%

NC level descriptors

In class work + homework (selected tasks)

40%

Grades translated into levels or NC levels.

This grade is calculated upon descriptors of the students’ oral participation, notebook keeping and general attitude to learning (as detailed in their notebooks)

Expected levels of attainment: Year 7: from 1 to 4 Year 8: from 3 to 6 Year 9: from 5 to Exceptional Performance

Course Information

Useful websites: www.linguascope.com www.languagesonline.org.uk www.busuu.com Contact: Mathilde Mouquet - Curriculum Leader

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British School Manila


Religious Education Course Outline Religious Studies provokes challenging questions about the ultimate meaning and purpose of life, beliefs about God, the self and the nature of reality, issues of right and wrong and what it means to be human. It develops students’ knowledge and understanding of Christianity, other principal religions, other religious traditions, and other world views that offer answers to these challenging questions. It offers opportunities for personal reflection and spiritual development. It enhances students’ awareness and understanding of religions and beliefs, teachings, practices and forms of expression, as well as of the influence of religion on individuals, families, communities and cultures. RS encourages students to learn from different religions, beliefs, values and traditions, while exploring their own beliefs and questions of meaning. RS encourages students to develop their sense of identity and belonging. It enables them to flourish individually within their communities and as citizens in a diverse society and global community.

Course Breakdown Year 8

Year 9

Term 1 • Islam • Rites of passage

Term 1 • Introduction to Ethics (Moral Issues: Abortion, Euthanasia & Capital Punishment) • Prejudice and Discrimination (Martin Luther King)

• Wealth and Poverty

Term 2

Term 2 • Introduction to Philosophy including Ultimate questions

Term 3 • Mother Teresa Project • Who? What? Why? I?

Term 3 • Buddism • Introduction to IGCSE

Assessment All assessment is internal. At Key Stage three we will use a variety of assessment types and continually use assessments to inform students how to improve. There will be at least 2 assessed pieces of work per half term which will contribute towards SSA levels.

Course Information

Contact: Paul Doran - Curriculum Leader

British School Manila

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History The aims of the course are to acquire knowledge of different periods of history, develop an understanding of how the past has been represented and draw conclusions based on a range of evidence. Pupils are encouraged to debate, question, and voice their independent views and opinions.

Course Outline Pupils studying in Year 8 and Year 9 tackle both British, Filipino and world affairs through social and political history. They will examine causes and consequences of key events such as the First and Second World War and differing interpretations of individuals and their actions, for example General Douglas MacArthur. Change over time will be addressed through a detailed study of the industrial revolution, linking to issues on slavery and empire. In every unit, pupils examine a range of source material, learning to judge the value of evidence as well as using it to make a judgement. Pupils are also invited to reflect upon their own environment through a visit to the American Cemetery, and collaborate through a ‘teach-off’ activity with Year 6. All of these elements of the subject help to create more curious, critical, literate and articulate pupils, aware not only of the story of others, but that of their own society and the world around them.

Course Breakdown Year 8

Year 9

Term 1 • The Tudors-A Golden Age? Henry VII, Henry VIII, Edward VI, Mary I, Elizabeth I. Religious change, image control, poverty, war.

Term 1 • The First World War – Causes, course and impact. • Inter-war period. Second World War in the Pacific – visit to American Cemetery. Why was there a war in the Pacific? Pearl Harbor. MacArthur: hero or villain?

Term 2

Term 2 • Second World War in the Pacific continued. ‘Teach-off ‘with Year 6. Reasons for the dropping of the atom bomb. • Russian Revolution 1917 – introduction to Communism.

• Industrial Revolution in Britain – Change over time.

Domestic system to factory system. New inventions. Growth of towns. Child labour and Factory Acts. Impact on Great Britain.

Term 3 • Empire and Slavery – Exploring links to industrial revolution. Slave triangle, middle passage, life on plantation, abolition. Empire. Was it all bad?

Term 3 • The Holocaust. • Women and the vote. Change. Interpretations.

Assessment Pupils are assessed in a variety of ways; through essays, presentations, debates and source enquiries.

Course Information

Useful websites: http://www.bbc.co.uk/history/0/ http://www.historyonthenet.com/ http://www.schoolhistory.co.uk/ Contact: Paul Doran - Curriculum Leader

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British School Manila


Drama Course Outline Students are given a practical, technical and academic insight into the art of producing and performing theatrical work, creating with intention and communicating with a clear sense of vision, audience and style. Students develop the skills to present themselves and their creative concepts individually and in a variety of groupings. At Key Stage 3, the topics selected are chosen to give students a range of exciting learning experiences that are not only fun but which provide grounding in the methods, terminology and working theatrical practices used in IGCSE, IB Theatre and IB Literature & Performance.

Course Breakdown Year 7

Year 8

Year 9

Term 1 • Cuddington Manor: Developing drama skills through plot and teacher in role. • Genres: Devising, using a wide range of theatrical styles.

Term 1 • Spies: Developing skills through exploring a specific genre, including filming. • Transformation: Transforming a literary text into a script for performance.

Term 1 • Naturalism: Using Stanislavski’s methods to approaching performance. • Physical Theatre: Expressing performances in new ways.

Term 2

Term 2 • Shakespeare: Exploring his work through performance. • Concept Portfolio: Compiling a production design portfolio for the exam performance work, modernising a version of a Shakespeare play.

Term 2 • Voice: Developing skills in vocal work, narration and presentation to an audience. • Concept Portfolio: Compiling a production design portfolio to be realised in the end of year exam performance.

Term 3 • Modern Shakespeare: Bringing a production concept to life for a polished performance.

Term 3 • Interpreting Script: Bringing a production concept to life and performing an extended role on stage.

• Movement and Mime: Developing •

skills in working physically on stage. Behind the Scenes: Research project about the range of roles in the theatre and creating a design portfolio for an imagined production.

Term 3

• Monologues: Developing skills

in building a role and making decisions about rehearsing and presenting performances.

Assessment: Students are familiar with performing in front of an audience, regularly sharing their work and giving and receiving formative constructive feedback on their own and others’performances during each lesson. The end of unit summative performance work is based on both the preparation and rehearsal process as well as the final performance, and is designed to afford an opportunity for a polished showcase of the key skills the student has developed during the unit.

Course Information

Useful websites: www.nationaltheatre.org.uk www.bbc.co.uk/schools/gcsebitesize/drama/ Contact: Natalie Mann - Curriculum Leader

British School Manila

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36th Street, University Park, Bonifacio Global City 1634 Taguig, Metro Manila, Philippines Tel: (632) 860 4800 • Fax: (632) 860 4900 Email: enquiries@britishschoolmanila.org www.britishschoolmanila.org

Accredited by CIS

Key Stage 3 Information Booklet