KS3 Curriculum Guide 2018-19

3 ks key stage 3 guide

Key Stage 3 Guide

Contents Introduction 2 Art and Design

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Computing 6 Curriculum Support: Literacy and Numeracy

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Design and Technology

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English

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English as an Additional Language

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Geography 13 History

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Intensive English

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Mathematics 19 Modern Languages

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French

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German

24

Spanish

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Music

25

Physical Education

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Personal, Social and Health Education (PSHE)

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Science

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Key Stage 3 Guide

Introduction This guide contains descriptions of the courses we offer to pupils in the first three years of their secondary education at The British School of Paris. These have been written by the Heads of Faculty, who, together with their colleagues, have designed and developed BSP courses that are in line with the curriculum for England and Wales.

The British government formulated the National Curriculum to provide a broad and rigorous programme for all school children. It suggests a balanced coverage of the humanities, arts and sciences, expressive arts and physical education, ensuring that pupils are exposed to a wide range of skills and techniques, as well as experiencing opportunities to develop creativity and well-being.

Independent Schools are not obliged to comply with the National Curriculum. We follow it at The British School of Paris, as do most good independent schools in Britain, though we may make changes where we perceive a benefit.

The subjects offered at the BSP at Key Stage 3 are: English, Mathematics, Science, French, Geography, History, Design and Technology, Computing, Art, Music, Physical Education (PE) and Personal, Social and Health Education (PSHE). We also offer extension or support in the form of German, Spanish, English as an Additional Language, Curriculum Support Literacy, or Curriculum Support Numeracy.

Each child is assigned to a Tutor Group where his/ her academic and social development is closely monitored and recorded. The tutor liaises between pupils, subject teachers and parents, and should be the first port of call if academic or pastoral matters need attention.

Each year, our assessment procedures, our Learning Log and explicit ‘I can’ statements will allow you to follow your child’s progress, and will give the pupils regular feedback on their own performance. At these times, with help and guidance from parents and tutor, pupils are encouraged to set themselves realistic targets for their future performance, as well as to think of ways in which to achieve them.

Our School bonds and interacts with other schools in sports, an experience we really enjoy.

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However, a pupil’s experience in Key Stage 3 is not just about academic opportunity and success. All our pupils enjoy a wide variety of lunchtime and afterschool activities. The programme varies from term to term but typically involves drama, music, sport, creative opportunities and an impressive range of other clubs.

Pupils are encouraged to take positions of responsibility within their peer groups and may represent their year group at Student Council. An interest in the world around us leads pupils to participate in many activities to raise money for charities.

Key Stage 3 Guide

Team building activities for each year group are also very important and help newcomers to settle in quickly.

After assessment in the summer term, each year group travels to a different location for a week away from school in order to benefit from an exciting outdoor education programme taught by resident experts. Activities build upon the skills acquired in sports lessons and offer different experiences such as rock climbing, orienteering, sailing and mountain biking.

We organise activities and visits to enhance learning throughout the year. History, Geography, French, Maths, Art and Science... nearly every area of the curriculum will at some point, extend beyond the walls of the classroom to put learning into the context of the world at large.

We hope that you will find this booklet helpful and interesting. If you would like further information, please do not hesitate to contact us. We are always pleased to answer any questions.

Dr Julia Batters – Head of Senior School

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Key Stage 3 Guide

Art and Design “Art does not reproduce what we see. It makes us see.”

-Paul Klee

Overview

Art at KS3 is designed to teach pupils the fundamentals of drawing, painting, printmaking and sculpture in an environment that encourages curiosity, creative problem-solving and fun.

Aims • That pupils look more carefully at the world around them through observational drawing.

• That pupils explore new techniques and materials, and refine their use of these.

• That pupils evaluate and analyse their own and others’ work using subject-specific keywords.

• That pupils demonstrate the ability to work independently and solve problems in a creative way.

Skills

Drawing in all its forms is at the core of every project.

Pupils are introduced to the formal elements in Year 7, learning the basics of working with line, tone, shape and colour. They will then extend these skills as they progress through Year 8 and 9, while exploring new techniques and materials, such as ceramics, printmaking and digital media.

Pupils will learn to look at, describe and analyse the work of other artists linked to their project themes, gradually building up more complex vocabulary and subject specific language.

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Assessment

Pupils are assessed against the learning log at each internal assessment period. Pupils will not be required to sit internal exams in Art at KS3.

Homework

Pupils are set weekly homework tasks to extend or consolidate work done in lessons, in line with the homework policy. Longer tasks may be set over a two-week period.

Key Stage 3 Guide

Art and Design (Continued)

Equipment

Pupils are expected to bring the following equipment to every lesson: • Pencils - ideally HB and 2B • Sharpener • Black biro or fine line pen • Rubber • Glue Stick • Scissors • Colouring pencils • iPad

Extra-Curricular Opportunities

Weekly clubs for Art and Photography provide budding artists with the opportunity to take part in fun projects and try materials and techniques usually reserved for older students. Pupils are encouraged to enter international and school-wide art and photography competitions each year.

Exhibition and Curricular Opportunities

Pupils’ work is exhibited throughout the school and forms part of the art building’s permanent exhibition of work. Trips and workshops take place at various points throughout KS3.

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Key Stage 3 Guide

Computing At Key Stage 3, pupils are taught to use computer resources effectively and independently.

They are given the tools to learn and demonstrate practical competence in Digital Literacy, Information Communication Technology and Programming.

Digital Literacy will give the pupils an opportunity to develop their understanding of the Internet and Worldwide Web. They will learn how to be a responsible digital citizen and will develop sound knowledge of e-safety and some of the issues involved in the Digital Age. Information Communication Technology is the discipline of using software as a tool. Students will learn how to use graphic packages to manipulate and create graphics. Students will use a wide variety of software applications to create websites, animations and podcasts to promote events in a given scenario.

In the programming section of the KS3 curriculum, pupils attempt to code and create their own technology. Coding, in the simplest of terms, is telling a computer what you want it to do, which involves typing in step-by-step commands for the computer to follow using the correct syntax. Through coding pupils are able to build, for example, graphical and text based adventure games. They will learn to use programs such as Flowol to understand sequences and sub-routines. As they develop their understanding of programming they will use a text based programming language called Python and learn the difference between a complier and interpreter.

Year 7

Year 8

Year 9

Understanding systems at the BSP

Models and Numeric Data II

Planning an Event

Using ICT

Understanding Computers

Computer Crime and Cyber Security

Models and Numeric Data I

Programming with Python I

Programming with Python II

Programming with Scratch

The Internet and Worldwide Web

Networks

Programming Robots

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Key Stage 3 Guide

Curriculum Support: Literacy and Numeracy The British School of Paris aims to provide an environment where all pupils are able to realise their full potential. The most important role of the Learning Support Department is to help the pupils to achieve this.

Literacy and Numeracy are separate intervention classes offered to KS3 pupils. Lessons are timetabled for one and a half hours per week and occur at the same time as German, Spanish and EAL classes. There are separate Year 7, Year 8 and Year 9 groups.

The Literacy and Numeracy provision both aim to give extra support to pupils who, irrespective of ability, benefit from studying one less foreign language. Moreover, children who join these small intervention groups have been identified as underachieving in respect to certain core elements of the English and Mathematics curriculum.

Recommendation for entry into the Literacy or Numeracy group is made on the results of screening tests as well as the ongoing advice of teachers and parents/guardians. In consultation with parents/ guardians, learners may enter and leave these groups during the year depending on progress.

The Literacy class aims to boost the reading, spelling and overall writing skills of pupils. Correspondingly, the numeracy class targets children with mathematical difficulties and aims to help them meet challenges in respect to arithmetic, geometry and mental calculations. Both programmes are designed to motivate and develop the confidence of learners.

Curriculum Support is a timetabled option and is not an additional educational service. Therefore, there are no extra fees levied for these classes.

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Key Stage 3 Guide

Design and Technology Foundation Design & Technology ‘The best way to predict the future is to create it.’

The above quote is closely linked to the aims and objectives of Design & Technology at Key Stage 3.

As the world continues to change at a rapid rate, tomorrow’s work force must be prepared for jobs that do not currently even exist! For this, pupils need to learn independently and think creatively in order to quickly and successfully adapt to their given situation. This ability to innovate, along with a focus on graphic communication, quality of manufacture and computer aided design are the primary drivers of the Design & Technology curriculum at the British School of Paris.

Year 7: Project-based Learning

In Year 7, pupils engage in project-based learning activities; where, both in groups and individually, they are given challenges often in the form of live project briefs for which they need to generate solutions.

Skill-specific workshops equip them with the practical resources and processes required to tackle such problems.

Examples of previous projects include designing a range of products to sell at the Winter Wonderland Fete, along with a series of mini-tasks concerned with developing individual Superhero identities.

Years 8 and 9: Design and Make Tasks

Beyond Year 7, pupils continue in a similar vein, identifying needs and drawing on knowledge and understanding from a wide range of subject areas to generate ideas to satisfy pre-determined project briefs.

Pupils will develop their capability for conducting effective research before applying the lessons learnt within their own design processes; much in the same way as any designer would in a professional setting.

Throughout Years 8 and 9, pupils will be involved in a number of DMTs (design and make tasks); each focusing on a different aspect of Product Design; providing a natural link and foundation to the GCSE and A Level Product Design courses offered to older pupils.

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The DMTs provide a focus for our studies, ensuring that within every specialist area, the pupil will be involved in making. Pupils are encouraged to develop their practical skills and emphasis is placed on not just the quality of the finished product, but also the

process by which the pupil generates that particular solution.

Pupil assessment is explicitly linked to departmental ‘I can’ statements. This transparent skill-based assessment procedure means that pupils are able to clearly identify their working levels across the whole of key stage 3.

Equipment

The following pieces of equipment are essential within Design & Technology lessons. Some extra pieces of equipment have also been listed that, although not essential, would help give pupils a higher level of quality in certain areas of the design process.

Essential: • Propelling pencil with 0.5mm HB leads and metal sleeve, or HB pencil and eraser.

• 200mm rule or larger • Colouring Pencils Desirable: • Set of Black Fineliners • Set Square • Compass

Key Stage 3 Guide

Design and Technology (Continued)

Computer Software:

The following programs are regularly used within lessons. If students are able to download these at home, it can often prove useful to continue developing certain CAD skills.

• SketchUP • Photoshop • CorelDraw

iPad Design & Manufacture

Year 9

Resistant Materials & Systems

Textiles

Project Based Learning – Various Projects Winter Wonderland, Superheroes, Garden Party, STEM Challenges

Year 7

Year 8

Graphics

2D & 3D

CAD

Electronic Circuits

Stuffed Toys

Board Games

Art Deco Coasters

Pianos

Ugly Dolls

3D

Traditional hand, and computer, tasks

Children’s toy

Woodwork Handmade wooden box

Cushions Characters

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Key Stage 3 Guide

English

Key Stage 3 Teaching and Learning in English is based on the following ethos: All pupils are encouraged to: • Enjoy English • Be enthusiastic about English • Develop the confidence necessary to rise to challenges in English • Read a wide range of texts in class and independently, including poetry, drama, nonfiction and pre-twentieth century works • Write accurately and creatively for a range of purposes and audiences • Consolidate and build on their knowledge of Standard English grammar and vocabulary • Speak confidently and effectively in debate, drama, and individual presentations • Develop their knowledge of English-language culture.

Reading

All classes in all years cover a range of appropriate fiction, poetry, drama, and non-fiction texts in lessons.

Pupils are expected to keep an independent reading journal on their iPad. Classes have the opportunity to make good use of the Library on a regular basis.

Writing

All classes in all years learn to write for a range of purposes and audiences, using a variety of formats.

Spelling, punctuation, and grammar are taught and assessed, in addition to language techniques.

Modelling and scaffolding of tasks is offered when appropriate, either for the individual or the class.

Pupils are expected to act on feedback given in order to improve and progress (for example, learning their spelling corrections).

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Speaking and Listening

The English classroom provides ample opportunity for pupils to express themselves orally. Tasks may range from individual formal presentations, to informal group discussion, to formal debate and textbased role-play.

Drama is an integral part of the syllabus. Shakespeare is initially studied in Year 7 and an entire play in Year 9. Year 8 Drama is focused on a modern playwright.

Pupils benefit from access to the Drama Studio and Braille Multi-Purpose Room, where activities also include improvised and devised work.

Differentiation

Pupils in Year 7 are taught in form groups; pupils in Years 8 and 9 are broadly grouped according to ability. In all three years, there is a fourth, smaller class for pupils who might find it difficult to access the mainstream curriculum.

Information Technology

Pupils may use their iPad in all aspects of English work, from research and planning, writing and redrafting, and filming.

Key Stage 3 Guide

English (Continued)

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Key Stage 3 Guide

English as an Additional Language

English as an Additional Language (EAL) classes are offered to any students whose first language is not English or whose previous schooling was not within an English-speaking environment. Following a placement test, it will be decided whether EAL is suitable for the pupil, although any pupil who feels he/she would benefit from extra English language instruction is welcome to join. A lower-intermediate level is required as a minimum. Any level below this and the pupil would need to be enrolled on the Intensive English course. All pupils who have previously followed the Intensive English course will also be expected to join EAL for at least the following year.

Within the school timetable, EAL replaces an additional language (usually German or Spanish).

However, pupils will continue to study French.

Course content

EAL pupils are taught in small groups and the level of instruction is adjusted to suit each pupil’s needs. Emphasis is given to all four language skills listening, reading, speaking and writing - to provide the pupils with sufficient English for their needs in the Senior School. The course is very flexible with the content changing from year to year depending on the age and ability of the pupils within the group. We also listen to their interests and take this into account

when choosing the content. Over the course of the year they may study some of the following areas: • Grammar • Literacy • Presentation skills • Creative writing • Non-fiction writing • Listening skills EAL teachers will also work alongside staff from the History and Geography departments in order to provide extra support for these subjects, which our EAL pupils often find challenging. Additionally, there may be the chance to offer extra classes or in-class support to pupils who are having further difficulties.

The course is very much centered around English language learning and giving the pupils the skills needed to access the whole-school curriculum as well as using English naturally. The small group sizes give pupils plenty of opportunities to work in pairs and to peer and self-assess.

Assessment and homework

Pupils will receive one homework per week from EAL. This may take the form of reading comprehension, preparation for a presentation, essay writing or research. They will be continuously informally assessed throughout the year and in Year 9 will also take an exam in the subject in June.

You feel much more comfortable working in a small group and you become more confident 12

Key Stage 3 Guide

Geography The study of Geography inspires curiosity in places, people, resources and environments.

Geography offers pupils the knowledge and skill to enhance their role as a caring, proactive global citizen. Pupils will measure places, people, resources, and natural and human environments, especially the interactions between them. Inspiring fieldtrips explore the relationships between people, their living spaces, and their natural environment. In the role of a Geographer pupils will debate using evidence, making sense of the potentially confusing world rising above media hype, populism and political spin.

Pupils will investigate what the world has to offer, but value precious economic, social, and environmental stewardship.

Aims To analyse, interpret and evaluate physical and human interactions.

• To identify physical and human characteristics and processes in globally significant places.

• To understand the relationships between them to gain an appreciation of how these change over time and between different places.

• To be able to use geographical skills of being able to collect, analyse and communicate a range of data from the classroom and fieldwork deepens this understanding.

• To interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS).

• To communicate geographical information in a variety of ways, including through presentations, maps, numerical and quantitative skills and writing at length.

Pupils will study major countries and their physical and human features to develop an understanding of how geographical processes interact to create distinctive human and physical landscapes that change over time. Geographical, scientific statistical models and theories help to interpret different data sources enriching pupils’ understanding of complex geographical systems.

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Key Stage 3 Guide Geography (Continued)

Location and place knowledge

Improvement to spatial awareness will develop with the study of world maps focusing on African and Middle Eastern countries, as well as Russia, China, India. These areas have distinct cities, a wide range of human characteristics and unique environments including polar and hot deserts.

Human and Physical Geography

Pupils will be helped to understand geographical processes and express their understanding using case studies in a variety of places. Human processes consider population; urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and use of natural resources. Physical processes consider geological timescales and plate tectonics; rocks, weathering and soils; weather and climate; climate change from Ice Age to the present; glaciation, hydrology and coasts. When investigating how

Geographical skills and fieldwork

Use of globes, maps and atlases will be routine. Pupils will interpret Ordnance Survey maps in the classroom and the field, including using grid references and scale, topographical and other thematic maps, and aerial and satellite photographs. Information technology has advanced in the Geography classroom meaning pupils will also view, analyse and interpret places and data using Geographical Information Systems (GIS). All these skills are enriched by carrying out fieldwork in contrasting locations to collect, analyse and draw conclusions from geographical data, using multiple sources of information. Teamwork and solving problems with others is key to success in Geography.

Year 7 Topics

Year 8 Topics

Year 9 Topics

Map Skills, Brazil & Amazon Rainforest

Wonderful World

Crime & Conflict

Weather & Climate (Hurricane Season in USA)

Living & Working Sustainably

Climate Hazards & Change

Population & China

Ecosystems

Resource Management

Ricers & Floods

Tourism

Development, Trade & Aid

Settlement & Urbanisation

Deserts

Glaciers

Volcanoes & Earthquakes

Energy

Globalisation & Fashion

Unique Geography at The British School of Paris

In a truly international school such as The British School of Paris, with over 50 nationalities represented in the pupil population, we feel that it is our main aim to generate understanding of the geographical

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these processes interact to influence, and change landscapes, environments and the climate, pupils will evaluate to what extent human activity relies upon these physical systems.

richness and diversity of our world. As a community of global citizens it is our duty to enjoy the world and be informed by it while preserving its vast richness for future generations.

Key Stage 3 Guide

History History is the past and the study of the past

The two main aims or purposes of school History are: • to help pupils to develop a sense of identity through learning about the development of Britain, Europe and the world.

• to introduce pupils to what is involved in understanding and interpreting the past.

There are a number of other purposes: • to arouse interest in the past.

• to contribute to pupils’ knowledge and understanding of other countries and cultures.

• to understand the present in the light of the past.

• to enrich other areas of the curriculum.

• to train the mind by disciplined study.

• to prepare pupils for adult life.

There is a strong sense of why History is being taught throughout the course.

There are three attainment targets in the teaching of History.

Understanding history in its setting

This attainment target is concerned with the setting of historical information. History is fundamentally about understanding events over time and in a chronological structure. The concepts of change and continuity and of cause and effect are related to the chronological structure of history.

Marking schemes assess pupils’ understanding of these concepts. Pupils should not gain the impression that history represents a continuous line of progress; they should discover that human affairs have developed at different speeds in different places and they have frequently zig-zagged or regressed. The concept of cause will help pupils to understand why things happened, what motivated people to act as they did and what were the effects. Pupils will come to understand that these concepts are useful but also have their limitations.

Acquiring and evaluating historical information

As pupils acquire historical information and understanding so the foundation for developing historical skills grows firmer. As knowledge

accumulates and becomes more complex so the skills of critical and objective analysis, the ability to form and test hypotheses, the ability to use the imagination in a disciplined way, and the capacity to read and to listen critically and comparatively, all become more important and increasingly refined.

Pupils should therefore progress in their ability to gauge the relative reliability and usefulness of a wide range of sources of evidence in seeking historical explanations. This attainment target is concerned with the ways in which pupils become involved in history as a process of discovery.

Organising and communicating the results of historical study

Historical information will remain inert unless it is gathered, processed, and ultimately communicated in logical and systematic ways. History as a set of processes is concerned with the inter-relationship between the planning of an investigation, refining ideas, and organising and communicating findings based on historical evidence. This attainment target is concerned with all these processes and with bringing them together in a coherent presentation which can take a variety of forms including written narrative, formal reasoned explanation, discussion and argument or dramatic reconstruction.

Communication in history requires concepts specific to the area of study, and this attainment target measures the mastery of such concepts.

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Key Stage 3 Guide History (Continued)

Course Content

At the beginning of Year 7 all pupils are given a short introductory course which is designed to make them aware of the nature of the subject. This course invites them to think critically about the assumptions that lie behind any chronological survey and begins to teach them the skills that they will find necessary throughout their secondary education.

Once this has been completed Year 7 pupils will begin their first Study unit - the Roman Empire. This will be followed during the Spring and Summer terms

by Medieval Realms and Islamic Civilisations. In Year 8 the pupils study The Making of the UK, 1500-1680, Empire Native Americans and The French Revolution.

They progress in Year 9 to study both World War One and World War Two, understanding the Holocaust and Modern Genocide and completing an Individual project: Assassination in History ends their Key Stage 3 History studies with an in-depth examination of the era of the First World War and an overview of 20th century history.

It is obviously not possible to give more than a general survey of these centuries, given the time available. The teaching seeks to strike a balance between establishing general trends, and examining particular events and social structures in detail.

Emphasis is always given to distinguishing the importance of chronology, evidence and empathy as well as the role of the individual.

Year

Year 7 History

Year 8 History

Year 9 History

Course Content

Skills in History

England 1500-1660

Path to WWI & WWII

The Roman Empire

The Americas: NativesSlavery

Holocaust – Understanding Genocide

The French Revolution

South Africa and the Rainbow Nation

The Medieval Realms Islamic Civilisations

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Key Stage 3 Guide

Intensive English We offer Intensive English for pupils at any stage in Key Stage 3 who have very little or no English.

Intensive English pupils are taught English in small groups by a range of specialist teachers. The aim for each pupil is to achieve proficiency in listening, reading, writing and speaking English so that he/ she can integrate fully into mainstream classes in the second year at school.

Course Content

Pupils on the Intensive English course will spend 50% of their timetabled hours in the IE/EAL Department learning English. They will study a variety of modules aimed at improving their skills. The course is adapted yearly according to the age and number of pupils as well as their particular interests or strengths and areas of improvement. This may include all or some of the following areas: • Grammar – All pupils will have up to 6 hours of dedicated grammar lessons per week. They will be provided with a Work Book to complete at home and an accompanying CD to practise listening skills independently. Teachers also have computer software to use in class that includes interactive games, role-plays and listening activities. We currently follow the “Solutions” method, produced and developed by Oxford University Press.

• Private Reading – We have a wide range of short books that are organized according to difficulty level. Pupils will select a book of interest to read at home. This is accompanied by comprehension activities to be completed over one or two weeks depending on the pupil’s reading ability.

• Presentations – Pupils will be expected to write and give presentations in class about a range of subjects. At the beginning of the year they may give a speech about familiar topics such as their family, favourite film or previous school. As the year goes on they will be expected to tackle more difficult topics.

• Group Reading – The class teacher will select a novel to be read as a group suitable for the age and level of the pupils. At home pupils will complete comprehension activities as well as creative writing (for example a diary entry imagining they are one of the characters, letters or newspaper articles). Books that have been studied in previous years include ‘Holes’ by Louis Sachar,

‘War Horse’ by Michael Morpurgo and ‘Charlie and the Chocolate Factory’ by Roald Dahl.

• Film – Pupils may have the opportunity to study two or three films over the course of the year. They will be expected to summarise key events and imagine how the characters may be feeling or what they are experiencing.

• Geography – We have a dedicated teacher who delivers two hours of Geography to Intensive English pupils each week. Pupils follow a specialised

...you have the opportunity to speak more, you feel more comfortable because everyone in the class is learning English with you.

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Key Stage 3 Guide Intensive English (Continued)

Geography course book, which prepares them for joining the mainstream. They often cover topics studied by mainstream pupils but at a slower pace.

They will also be exposed to a range of spoken and written texts such as articles, short clips or documentaries. • Other modules that may be studied for all or part of the year include, but are not limited to, pronunciation practice, dictation, drama, the news, literacy skills, creative writing, ICT skills (if the pupils have previously had little exposure to computers or iPads) and/or handwriting skills.

Homework and Assessment

Intensive English pupils will receive homework after most lessons. The deadlines will vary from the following day to a week later, depending on the type of homework being set. Pupils are assessed according to the Common European Framework of Reference

for Languages (CEFR) levels for foreign languages.

These grades range from pre-A1 (someone with very basic English) through to C2 (completely fluent university-level of English for non-native speakers).

Pupils on the Intensive English programme should be aiming to achieve an A2-B1 level by the end of the course. Parents will receive 5 reports per year based on these grades. They will give details of the areas in which their child is achieving as well as the areas for improvement. These are provided in addition to the school grades.

Further to the ongoing informal assessments all pupils will complete the placement test taken before joining the school twice more during the year to check for progress. They will also take formal inschool exams towards the end of June.

Integration into the Mainstream

All Intensive English pupils belong to mainstream tutor groups, which allows them to meet other pupils from outside the IE department. They also take the following classes within the mainstream from the beginning of the school year: French, Physical Education, Sport, PSHE, Art, Mathematics, Computing and DT. They may move into some other mainstream classes at the beginning of the second term, for example Science, if the department teachers and the pupils feel they are ready.

When the pupils move out of Intensive English they will move into an English as an Additional Language class instead of taking up another foreign language.

For those who are still having difficulties there may be the opportunity to arrange extra one on one or small group lessons to focus on key skills.

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Key Stage 3 Guide

Mathematics The power of mathematics lies in its capacity not just to describe and explain but also to predict. Mathematics is important; it offers a means to solve real life problems, indeed everyday problems.

The study of Mathematics equips pupils with the skills they need to gain knowledge in other subjects, notably Science and Technology. However, Mathematics is taught not only because it is useful; the subject itself is a source of delight and wonder.

In accordance with the National Curriculum guidelines, the Mathematics that pupils encounter is listed under 7 broad headings: • Mathematical processes and applications • Number • Algebra • Ratio, proportion and rates of change • Geometry and measures • Probability • Statistics The Department aims to make Mathematics attractive and accessible to all pupils; interesting and useful; varied and fun, a challenge and a success for everyone. In consequence, pupils are encouraged to:

• complete pieces of homework carefully and meet deadlines • look for Mathematics in other subjects and in everyday life Pupils do need to be well equipped for Mathematics and simple sturdy instruments are far more appropriate than fine drawing sets. The Mathematics teachers strongly recommend that pupils possess a second pencil case free from clutter and dedicated to Mathematics. This should include: • a scientific calculator - we recommend the Casio fx-85 GTPLUS • a small clear plastic protractor and 20cm ruler • a sturdy compass with pencil • an eraser, a sharpener with a box, a pencil (HB) Pupils are encouraged to use their iPads and will be requested to download Apps, such as Geogebra, from time to time.

• draw, measure and count accurately • communicate the techniques and methods they use • relate number exercises to real life situations • relate algebraic manipulations to number calculations • identify number patterns and create formulae • practise mental calculations, estimate • use a calculator frequently but sensibly, efficiently and as a discovery item • look critically at answers and make checks and improvements • read timetables, charts, etc. accurately - handle data efficiently • present information clearly and attractively • write readable, well ordered and neat solutions or records • be well organised with books, calculator, iPad and instruments

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Key Stage 3 Guide Mathematics (Continued)

Setting and Assessment

In Mathematics pupils are placed in sets according to their performance and individual needs. There is a specific text for each level with a common core of topics, and differentiated tasks. Pupils will have a textbook which will be available in class and an electronic version of the textbook will be available through the Kerboodle platform. From this there are links to Invisipen lessons, video solutions and MyMaths, all of which pupils will be able to access using their iPads. Pupils are also issued with a Homework Book appropriate to their level in electronic form and access to homework exercises on MyMaths. Regular tests allow each pupil’s progress to be assessed and if necessary, pupils are transferred to a more appropriate set.

Pupils in the stronger sets in Years 7 and 8 prepare and enter the UKMT Junior Maths Challenge. Those in Year 9 are entered for the UKMT Intermediate Maths Challenge. This is a national postal competition devised to inspire and challenge young Mathematicians. The school also enters teams for UKMT and ISMTF team competitions. Many of the questions are interesting and fun and successful participants are awarded certificates at gold, silver or bronze levels. Exceptional pupils may qualify for the Mathematics Kangaroo or the Mathematics Olympiad.

Interested pupils may also attend a weekly training session. The most able pupils are selected to represent The British School of Paris at the ISMTF Middle Schools Mathematics Competition which takes place at an International School in Europe, or the nearest UKMT Team Challenge Regional Final which takes place in the south of England.

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Key Stage 3 Guide

Modern Languages

All language courses at The British School of Paris are based on the introduction, practice and acquisition of the four skill areas outlined by the National Curriculum: • Attainment Target 1 - Listening • Attainment Target 2 - Speaking • Attainment Target 3 - Reading

the independent study skills necessary for GCSE and beyond.

All pupils study French from Year 7 to Year 11. In Year 7, pupils have the opportunity to study both German and Spanish (pupils switch language at the end of January) in order to be able to sample the two languages. This allows pupils to make an informed choice between German and Spanish for Year 8.

• Attainment Target 4 - Writing.

The language content of our courses is chosen with the aim of exposing the pupils, throughout their Key Stage 3 teaching, to the five topic areas eventually examined at GCSE level: • Identity and culture • Local area, holiday and travel • School • Future aspirations, study and work • International and global dimensions Languages are taught in topic-based units which aim to cover a wide range of situations in appropriate settings for the purposes of practical communication in French, German or Spanish speaking countries with a view to preparing the foundations for GCSE study.

In Years 7 - 9 vocabulary acquisition and effective communication are primary aims. Listening, Speaking and basic Reading skills are emphasised. Extended reading tasks and a study of language structure and grammatical points to enable accurate writing are introduced progressively throughout each course.

The various cultures of French, German and Spanish speaking countries are also covered.

Teaching is conducted as much as possible in French, German or Spanish and pupils are encouraged to use the foreign language between themselves and when communicating with the teacher. Textbooks are often supplemented by more recent materials such as magazines and videos. We aim to make situations for language practice authentic and relevant.

Although much introductory work in the language classroom is undertaken by the teacher with the whole class, pupils are gradually encouraged to work individually, in pairs and in groups in order to foster

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Key Stage 3 Guide Modern Languages - French

French There are several teaching groups in each year in French. Pupils are grouped as much as possible in homogeneous groups which reflect previous exposure and confidence with the language. Transfers will occur when teachers have consulted about the best timing for the pupils concerned. Flexibility is extremely important and these transfers can happen right up to the Summer Term if appropriate.

In each year there is one Special Objectives group.

It is generally made up of pupils who have already had considerable exposure to French. This group will aim to take the GCSE examination one year early (i.e. at the end of Year 10) and will go on to begin preparation for A Level in Year 11.

Mainstream

With a developing emphasis on translation skills, the study of literacy texts and boosting the spontaneous use of French, we cover the following:

Year 7

Year 8

Year 9

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Topics

Grammatical concept

• Personal introductions • School life • Free time • Places in town and directions • Holiday plans • Media and new technology • Exploring Paris • Personal descriptions • At home and meals

• Present tense of regular and some common irregular verbs • Adjectives and understanding agreement • Possessive adjectives • Partitive articles • Using “on” to say “we” • Understanding when to use “tu” and “vous” • Modal verbs • Prepositions • Near future tense • Perfect tense of regular and irregular verbs • Reflexive verbs • Near future tense • Comparisons

• At home and meals • France has got talent!

• World geography and French-speaking countries • The French revolution • Media and new technology • Exploring Paris • Personal descriptions

• Present tense of regular and irregular verbs • Perfect tense of regular and irregular verbs • Adjectival agreement • Reflexive verbs • Near future tense • Comparative adjectives • Prepositions • Modal verbs • Imperative mood

• Teenagers and their interests • Sports and healthy eating • Jobs and career plans for the future • Holidays • The world around us

• The perfect tense • Direct object pronouns • Relative pronouns • Adverbs of frequency • The imperfect tense • Modal verbs • The future tense • Conditional mood • Emphatic pronouns • Expressions with “avoir” • “Si” and complex sentences

Key Stage 3 Guide

French (Continued)

Year 7, 8 & 9 – Set 2

A selection of literary texts, poetry and films has been introduced to further challenge the students in Set 2.

The curriculum also provides a study of the history of France linked with the texts chosen as well as with the Special Objectives programme whenever possible.

In Year 7, pupils study two abridged novels, literary extracts and a film.

In Year 8, pupils also study two abridged novels as well as a film.

In Year 9, pupils study a novel and a film.

French Special Objectives

French Special Objectives groups are taught almost entirely in French and do not follow the same topics as other groups. The oral French of the Special Objectives groups is generally of a higher standard than their written French and, although they are fluent in every day idiom, pupils are often unable to appreciate the finer points of language and style. Grammar points are therefore emphasised at all stages. The teaching of grammar is both global and methodical: that is to say that the various grammatical points are taught as they occur in the texts the children study. The texts and films are carefully chosen to cover a range of styles, topics and vocabulary, and to stimulate the children’s interest and their desire to read further.

The cultural aspect is another essential element of the Special Objectives programme. A major part of developing reading and writing skills is based on the use of literary texts, poetry and films and on the study of the history and geography of France.

In Year 7, pupils study a whole range of texts (classic children’s literature).

In Year 8, the emphasis is put on theatre therefore pupils study some plays (Molière or Feydeau).

In Year 9, pupils also study a play (Anouilh)

Trips

During the academic year, KS3 pupils have the opportunity to go on a trip. In the past, visits have been organised to the Château de Maisons, to the house of Alexandre Dumas in Port-Marly, France Miniature, to the Château de Malmaison as well as to the Château de Vaux-le-Vicomte.

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Key Stage 3 Guide

German

Spanish

Years 7, 8 and 9

Years 7, 8 and 9

IIn Years 7, 8 and 9 the four key skills of reading, writing, speaking and listening are emphasised.

The KS3 German Curriculum is exciting, creative, challenging and stimulating.

In Years 7 and 8 vocabulary acquisition, grammar and effective communication are primary aims of the foreign language classroom.

Listening, speaking and basic reading and writing skills are emphasised.

The KS3 Spanish Curriculum is exciting, creative, challenging and stimulating. It consists of interactive activities, iPad use and pupil-led projects based on the following topics: • Personal introduction • My family • School, school subjects and opinions • Home and Daily Routine • Describing Towns and Cities • Food and Drink • Holidays • Technology • Media • Health

The main textbooks used are Echo Express 1 and Echo Express 2 but in addition, interactive whiteboard exercises, videos and language – specific websites are also used.

Grammar, translation, poetry and songs are also practised and the following topics are taught: • Personal introduction • School life • Family and Friends • Freetime and Hobbies • House and Home • Town and Country • Holidays

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• Shopping and Eating

Key Stage 3 Guide

Music Music education has changed dramatically in schools in recent years and the Music department at The British School of Paris has moved forward positively, changing with the times.

The most recent National Curriculum document is based on the two main strands of Performing/ Composing and Listening /Appraising. Activities undertaken in class are based on these strands and provide for students a course of practical and active lessons.

In addition, the music centre offers many extracurricular activities so that students can expand their own individual interests. There are opportunities for tuition in almost every instrument, including voice, and opportunities to join the many musical ensembles that exist in school.

Listening and Appraising

Students listen to music from a broad range of traditions and historical periods, especially music from around the world. They spend one half term looking at the development of the modern symphony orchestra and its instruments. They attempt basic analysis and evaluation of music considering such elements as pitch, duration, timbre, pace, texture, dynamics and structure. The theory covered includes basic rhythm and pitch, simple graphic scores and traditional notation.

Each year’s course is divided into several units. As work is completed it is marked and the results are used to help complete the requirements of the assessment process. Assessment is by observation, completion of set practical tasks which are recorded on the iPad and completion of written exercises.

Year 7

The units covered are: • The Elements of Music • Song analysis • Graphic Notation • Instruments of the Orchestra • Theory and traditional notation • Music from Latin America

Performing and Composing

Classroom percussion instruments are used to explore the elements of music and for composition.

The materials used are taken from a wide range of musical traditions and different types of musical notation are introduced. Singing and playing in parts is attempted and students are expected to perform solo and in a group in the classroom as part of the assessment process.

Students consider basic forms in music; the organisation of pitch, rhythm and timbre. They explore techniques of improvisation. They invent and perform their own music to others, notating it using appropriate signs, symbols and instructions.

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Key Stage 3 Guide Music (Continued)

Year 8

The units covered are: • Exploring chords and bass in Reggae music • Improvisation • Going Solo • Film Music • Night Music • Song analysis and presentation

Performing and Composing

The instrumental pieces used in the classroom become more demanding, requiring wider knowledge of notation, more fluency and expression in performance of solo work, and greater independence of parts in ensemble work. Students are introduced to the electronic keyboard and are encouraged to use them for performance and as a tool for composition. Students are encouraged to write music for themselves and others, expressing their ideas and instructions in appropriate notation.

Work is recorded onto the iPad for assessment and students are taught to use Sibelius software in the classroom for the notation of their compositions.

Listening and Appraising

The range of music presented to the students is increased with greater emphasis on 20th century music and non-orchestral instruments. Analysis and evaluation continue with greater attention being paid to the use of specific musical vocabulary.

Year 9

The units covered are: • Chords into Jazz • Improvisation and Organisation • Ground Bass variations • The Guitar Family • Making Arrangements

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Performing and Composing

Students continue to have lessons using the electronic keyboards in the music suite’s custombuilt studio. They work individually and in groups according to their experience. Students are encouraged to read melodies and chord symbols from printed music.

Work on classroom and orchestral instruments continue alongside the keyboard work.

Students invent and notate music in popular styles with the aid of a keyboard. They also have access to the computers and Sibelius software. This can be used for creating, managing and storing student compositions. Final versions of students’ compositions are then performed and recorded onto the iPad as part of the assessment process.

To enable the compositions in this year to become more musically sophisticated more advanced harmony, syncopation, transposition and arranging skills are taught.

A Unit on the Guitar family is delivered to encourage students to continue future music making (in case they don’t choose Music as an option in Year 10).

Students learn basic chord shapes and how to read both tablature and traditional notation on acoustic, electric and bass guitar.

Key Stage 3 Guide

Music (Continued)

Listening and Appraising

The listening programme is extended to include 20th century music in all its forms, including commercial music. Analysis and evaluation of music is at a higher level than in Year 8 with listening activities similar in style to those at GCSE level.

Peripatetic teaching, Ensembles, the Associated Board of the Royal Schools of Music (ABRSM) and RSL Rock School Ltd. Apart from classroom music we offer individual instrumental lessons in school on most instruments and these are arranged through the Head of Music.

The main school ensembles are Orchestra, Choir and “Just Men� our male vocal group.

These groups meet weekly to rehearse and perform at all manner of concerts. Choir membership is by audition and Orchestra is open to all. Students receiving instrumental tuition in the school day are strongly encouraged to be involved in the orchestra or choir.

Other ensembles are selected from the open ensembles to prepare more demanding group pieces.

Membership is offered to those students who show themselves to be mature, confident and hardworking performers, often those attaining Merit and Distinction awards in practical examinations of Grade 4 and above in their instrument. The school is also a centre for Rockschool exams and these exams take place in the summer term. Students are examined on drums, electric guitar, keyboards and vocals.

The British School of Paris is the centre for the ABRSM in France. The practical and theory examinations are offered two or three times a year, and results are excellent with many distinction and merit grades being obtained.

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Key Stage 3 Guide

Physical Education Pupils in Years 7-9 experience Physical Education in both mixed ability and, depending on activity, mixed gender lessons.

The department aims to provide a balanced and varied programme which will enable each pupil as far as possible to be proficient in a number of physical activities.

The department concerns itself with achieving success in the following areas: • Enjoyment and satisfaction • Physical development • Acquisition of motor skills • Self-expression/aesthetic appreciation • Social training • Education for leisure

Either individually or in a team sport, you’re given the opportunities for your talent to shine through.

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The Fitness Suite is enjoyed by all pupils’.

Key Stage 3 Guide

Assessment records each pupil’s progress over the year. As Physical Education is aimed at educating the pupils both ‘in’ and ‘through’ the physical, assessment within the department will not only record the pupils’ abilities but also their motivation, their ability to work with others, their ability to lead and organise, along with a basic knowledge and understanding of how to maintain a healthy, active lifestyle.

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Key Stage 3 Guide

Personal, Social and Health Education (PSHE) The PSHE scheme of work follows the UK National Curriculum non-statutory guidelines for Personal, Social and Health Education and the Key Stage 3 statutory curriculum for Citizenship.

LLessons are often discussion based, making use of worksheets, newspaper articles, video, role-play, debate and pupil presentations.

The pupils are encouraged to develop: • A healthy and safe lifestyle.

• Good relationships while respecting the differences between people.

• Skills of enquiry and communication.

• Methodical and successful work habits.

• Ways of living independently in the wider world.

The programme for Years 7-9 remains flexible and responsive to changing needs but includes the following areas:

Year

7

8

9

Term 1:

Term 2:

Term 3:

The Purpose Project

Staying Safe

Health and Wellbeing

Local and Global Communities

The Best Me

Focus on the Future

• Personal and community values • Growth mindset • The changing adolescent brain • Setting and achieving goals • Relationships: making and maintaining friendships; respecting cultural and religious differences • Community project

• Relationships: managing different types, including those online • Micromastery • Emotions • Decision making

• Healthy diet and exercise • Puberty • Action for happiness • Revision and study skills • Target setting • Outdoor education week preparation • End of year evaluation • Team building challenges

• Core personal values • Self-esteem • Helping new students • Making mistakes • Advanced goal setting • Community rights and responsibilities • Environmental responsibilities and climate project • Current affairs

• Finance skills: recognising money habits, value for money, financial dilemmas • Thinking critically and conducting good research, including digital skills • Relationships: good relationship habits, sexuality

• Personal hygiene • Mindfulness and coping strategies • Drug and alcohol education • Outdoor education week preparation • Study skills and preparing for Year 9

• Identifying and facing adolescent issues and challenges • My key attributes • Me as a learner • Goal setting • Negotiating with others • Active citizenship • Human rights • Democratic structures and current global issues

• Relationships: understanding healthy relationships and peer pressure • GCSE options • The career journey; understanding how people choose careers

• First Aid • Contraception • Body image • Revision and study skills • Outdoor education week preparation • Preparing for Year 10

Please note that you should contact the school (ssc@britishschool.fr) if you have any concerns about your child attending any of the above classes.

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Key Stage 3 Guide

Science The Science programme studied at The British School of Paris in Years 7, 8 and 9 follows the National Curriculum of England and Wales.

Pupils transferring from the UK will integrate seamlessly into our programme of study at KS3. It is also our experience that the subject matter agrees well with science programmes all around the world since its broad base covers nearly all the essential scientific skills, knowledge and understanding typical for this age.

A high-quality science education provides the foundations for understanding the world through the specific disciplines of Biology, Chemistry and Physics. Science has changed our lives and is vital to the world’s future prosperity, and all pupils should be taught essential aspects of the knowledge, methods, processes and uses of science. By building up key knowledge and concepts, pupils should be encouraged to recognise the power of rational explanation and develop a sense of excitement and curiosity about natural phenomena. They should be encouraged to understand how science can be used to explain what is occurring, predict how things will behave, and analyse causes.

Aims

The British School of Paris programme of study at Key Stage 3 aims to ensure that all pupils: • Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology, Chemistry and Physics.

• Develop understanding of the nature, processes and methods of science through different types of science enquiries that help them to answer scientific questions about the world around them.

• Are equipped with the scientific knowledge required to understand the uses and implications of science, today and for the future.

Key processes • Practical skills; critical understanding of evidence; and communication.

Curriculum opportunities • Research, experiment, discuss and develop arguments • Study science in local, national and global contexts • Experience science outside the school environment • Use creativity and innovation in science and appreciate their importance in enterprise • Prepare to specialise in a range of science subjects at Key Stage 4 and consider career opportunities both within science and in other areas that are provided by scientific qualifications • Make links between science and other subjects and areas of the curriculum To deliver this curriculum we follow a scheme of work laid out by the Department for Education. All pupils will have access to an electronic textbook via an app on their iPad. Experimental work is a vital and exciting part of scientific education and at The British School of Paris we use every opportunity to perform experiments as a basis for both discovery and reinforcement of concepts and ideas. It is a rare week if a pupil in Years 7, 8 and 9 has not been involved in practical work, although this does depend on the topic being studied. Communication skills, whether it be writing

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Key Stage 3 Guide Science (Continued) up experiments or engaging in class discussions, are also essential for any scientist. Pupils are always encouraged to express their ideas, theories and creative thought. We also provide opportunities for pupils to incorporate Information Technology into their scientific work especially in the collection and analysis of data.

Year 8

By the end of Year 9, those pupils who attend The British School of Paris from Year 7 will have studied the entire KS3 Programme of Study; they will also have laid firm foundations for the GCSE courses ahead. We feel we will have succeeded if they have also enjoyed this experience and are able to apply their skills and knowledge to further their development as members of society.

Physics 3 – Electricity and Electromagnetism

Lessons are divided into two timetabled classes as Science 1 and Science 2, where each is taught by a separate teacher.

Chemistry 5 – Reactions

In Science 1 lessons the Biology topics listed below are covered as well as half of the Chemistry topics.

Science 2 lessons cover the remaining Chemistry topics as well as the Physics topics.

Course Topics:

The following give an outline of the topics covered in each year of the course:

Year 7 Biology 1 – Living Systems Biology 2 – Reproduction and Growth Chemistry 1 – The Particulate Nature of Matter Chemistry 2 – Acids and Alkalis Physics 1 – Forces and Motion Physics 2 – Space

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Biology 3 – Diet and Health Biology 4 – Ecosystems Chemistry 3 – Atoms, Elements and Compounds Chemistry 4 – The Earth and the Atmosphere

Physics 4 – Energy

Year 9 Biology 5 – Genetics and Evolution Biology 6 – Photosynthesis, Respiration and Circulation

Chemistry 6 – Materials and Everyday Chemistry Physics 5 – Waves Physics 6 – Levers, Moments and Pressure

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The British School of Paris 38 quai de l’Ecluse 78290 Croissy sur Seine Tel: +33 (0)1 34 80 45 94 Fax: +33 (0)1 39 76 32 21 Website www.britishschool.fr Email ssc@britishschool.fr May 2018