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Curriculum

A guide to Year 7 2016 | 2017 Internationally British


Contents

Welcome to Year 7

2

Homework 4

Assessment 4

Reporting and contact

3

Tutor time

4

Key dates for Year 7

4

Art and Design

7

Design and Technology

8

English and Drama

9

Food Preparation and Nutrition

10

Geography 11

History 12

Information and Communication Technology

13

English as an Additional Language (EAL)

14

Computing 14

Integrated Science

15

Learning Support

16

Mathematics 18

Modern Foreign Languages

19

Music 21

Life Skills

23

Physical Education

24

Appendix 26

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Welcome to Year 7 Welcome to Year 7 the first year of the Senior School. The purpose of this booklet is to give students and parents an introduction to, and an overview of, the Year 7 curriculum. The move to the Senior School is exciting. Students are taught a range of subjects by a number of different teachers. This involves moving to specialist areas and being organised for each lesson. Students will receive plenty of help to settle into a positive routine, especially from their form tutors who will see students on a daily basis. What may initially seem a little confusing soon becomes familiar. The school operates a two-week timetable so lessons in Week A will be different to those in Week B. There is an exemplar timetable at the end of this introduction.

The school day Monday, Tuesday and Thursday: 08:50–15:55 (6 x 55 minute lessons a day with a break in the morning and 55 minutes for lunch) Wednesday and Friday: 08:50–15:25 (5 x 55 minute and 1 x 25 minute lessons a day with a break in the morning and 55 minutes for lunch)

Subjects ● English including Drama (8 lessons per fortnight) ● French (2) ● Dutch (3) ● German (2) ● Spanish (2) ● Geography (3) ● History (3) ● Mathematics (6) ● Computing (2) ● Integrated Science (6) ● Design and Technology (3) ● Food Preparation and Nutrition (3) ● Music (3) ● Art and Design (3) ● Physical Education (5) ● Life Skills (2) The Year 7 curriculum offers a broad and balanced education, building on the programme laid down in the Junior Schools. Many subjects follow on from courses already started in Year 6, the highest year of junior school, and are based on the National Curriculum for England and Wales. Our programmes of study take into account the rich diversity of nationalities in the student body. We have provision, where necessary, to offer students support in English as an Additional language (EAL). Additional Educational Needs (AEN) staff give individual help to children with particular needs.

Monday, Tuesday and Thursday

Wednesday and Friday

08:50–08:55

Registration

08:50–08:55

Registration

08:55–09:50

Lesson 1

08:55–09:50

Lesson 1

09:55–10:50

Lesson 2

09:55–10:50

Lesson 2

10:50–11:10

Break

10:50–11:15

Break or Lesson 3

11:10–12:05

Lesson 3

11:15–11:40

Break or Lesson 3

12:10–13:05

Lesson 4

11:40–12:35

Lesson 4

13:05–14:00

Lunch

12:35–13:30

Lunch

14:00–14:55

Lesson 5

13:30–14:25

Lesson 5

15:00–15:55

Lesson 6

14:30–15:25

Lesson 6

A guide to Year 7 | 3


Homework All Year 7 students have regular homework, with each piece taking around half an hour. A variety of tasks are set and homework involving project work in some subjects may last over several weeks. All students are therefore taught and encouraged to manage the timing of their homework to see that it balances out over each week. We would expect students to take increasing responsibility for the organisation of their work as they move through the first three years of the Senior School. The Library is also open for study after school until 17.30 (16.00 on Fridays) each weekday evening and at breaks and lunchtimes.

Assessment Students are continually assessed throughout the year in a variety of ways which will include formal tests. Please see the subject entries for details. There is no official examination period at the end of Year 7, although there are end of year assessments carried out by some subjects. The reported attainment at the end of the year will be based on data that is gathered throughout Year 7 to give the best possible analysis of student progress and achievement.

Reporting and contact We start the year with a Year 7 Welcome Evening for parents. The purposes of the evening are to meet key staff with responsibility for looking after Year 7s, to learn more about some areas of generic interest and to meet other parents. The evening is semi-formal but hopefully fully informative. This will be followed by a residential trip for students and their tutors. A settling-in report will be issued in October to give you an idea of how well your son/daughter feels they have come to terms with the demands of the secondary school curriculum so far. An interim report will be issued in November, followed by a Tutor Consultation Evening where you and your son/daughter can meet the form tutor by individual appointment and discuss how well he/she has settled into Senior School. Parents who have concerns or queries about a particular subject are welcome to contact the teacher and department via their direct email, or via senior@britishschool.nl at any time.

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In January the next interim report will be written. This report will include details of how students are doing academically in each of their subjects. This will be followed by a Progress Evening. There will be an Invitational Parent’s Evening in May, where subject teachers can invite parents and students in to talk about their progress before the children move up to Year 8. A further progress report will be issued in July. We strongly encourage parents to bring their children to progress and consultation evenings. It is important for students to hear what is being said directly and to be able to contribute to the discussion. The most effective dialogue is three-way. Students can also be very helpful in guiding parents from one room to another between appointments! In between these formal periods of contact, problems and issues may arise. Parents may contact the school and vice-versa. The form tutor, or Head of Year are the main people to contact if you have any concerns. Staff can be contacted via the main office at senior@britishschool.nl, or by telephone. Staff will also communicate with parents – both collectively and individually – via Gateway. Mrs Hallett is the Head of Year 7 2016/17. We will also be holding an evening to celebrate the success of Year 7s in June to give parents a picture of what their children they have been involved in, both in and out of the classroom.

Tutor time Year 7 students are divided into form groups. Each form has a form tutor. Each group will stay together with their form tutor for the first two years of secondary school. The students will spend five minutes at the beginning of each day with their tutor in registration and at the beginning of lunchtime. The form tutor is there to help with problems, encourage students to organise themselves for the day, check homework entries and to discuss matters of importance. There is a twenty-five minute tutor period (lesson 3) on a Wednesday, and either a further tutor period or an assembly (lesson 3) on a Friday.


Key dates for Year 7*

Developing effective learners

● Year 7 Open Evening: 20 September ● Year 7 residential: 22-23 and 29-30 September ● Settling-in Reports issued: 10 October ● Interim Reports issued: 11 November ● Tutor Consultation Evening: 15 November ● Interim Reports issued: 18 January ● Progress Evening: 24 January ● Geography trip to Rotterdam: 11 April ● Invitational Progress Evening: 16 May ● Activities Week: week beginning Monday 3 July ● Progress Reports issued: 11 July

The BSN Senior School places students and their learning – both inside and outside the classroom – at the centre of its thinking and planning. Ours is a holistic education. We introduced the International Baccalaureate Diploma Programme in September 2008 alongside A levels for Years 12 and 13. The school also offers the International Baccalaureate Careers Related Programme (IBCP), which includes a core vocational Business programme and 2 subject courses from the Diploma programme. The BSN is an IB World School.

*These dates are provisional at the time of writing. Parents will receive a final list of key dates in the Welcome Pack before students start the next academic year.

Below is the IB Learner Profile which we believe is applicable not only to students in the final two years of school but younger students too. Although we certainly encourage these qualities already in all students, we would expect this approach to infuse the whole curriculum in the years ahead. These are the kinds of learning qualities which we would like our students to develop. Continued

Exemplar Year 7 timetable A Lesson Monday

Tuesday

Wednesday

Thursday

Friday

1

English

English

Dutch

Math

Science

2

Food Preparation Maths and Nutrition

Art

Phys. Ed

Phys. Ed

3

Geog

History

Tutor time/ Assembly

Spanish

Tutor time/ Assembly

4

French

German

Science

Music

Geog

5

Art

Phys. Ed

IT

Science

DT

6

Maths

PSHE

English

English

DT

15:25 finish Exemplar Year 7 timetable B Lesson Monday

Tuesday

Wednesday

Thursday

Friday

1

History

English

Art

Music

Dutch

2

English

History

Geog

Phys. Ed

Spanish

3

Dutch

Computing

Tutor time/ Assembly

English

Tutor time/ Assembly

4

Maths

Science

German or Spanish

Science

Maths

5

Music

French

Maths

Food Preparation Science and Nutrition

6

PSHE

Phys. Ed

English

Food Preparation DT and Nutrition

15:25 finish

A guide to Year 7 | 5


Inquirers

Balanced

They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.

Knowledgeable

They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development

They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.

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Reflective

Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. The last of these qualities is addressed under the school’s Academic Honesty Policy which both discourages acts of academic dishonesty and malpractice and encourages students to develop decent and effective study habits which will stand them in good stead in the future. This policy can be viewed on the Gateway. In the Appendix you will find what we hope will be a helpful section with further information about some of the most common terms and abbreviations used in the English system as well as some websites which provide additional background information, including examinations after the age of 14 and universities. We look forward to welcoming your son/daughter in September and wish him/her a happy and rewarding time at the BSN. James Oxlade | Acting Headteacher


Art and Design Aims of the course The aims of the year 7 Art and Design curriculum are to provide a foundation in: ● Exploring ways to communicate ideas and meanings through a variety of approaches ● Experimenting with differing materials and processes to learn new skills and build on previous learning ● Allow students to explore and understand the work of others, using what they have found out to impact on their own learning ● Develop a student’s ability to reflect on their own learning and practice as an artist ● Developing a student’s ability to work creatively, being innovative and independent, as they explore ideas taking responsibility for their own learning ● Giving students the ability to make judgements on the world around them, developing their visual awareness and understanding of the power of the ‘image’ ● Encouraging students to value their work, and the effort and commitment needed to be successful and make progress

How will the course be assessed? Assessment is a key element to student progress. A number of approaches are used to have maximum impact, mainly focusing around teacher, peer and self-assessment. The process is continual to support development, focusing on spoken and written feedback. Other information Students require some basic equipment to complete class and home work. We do expect all students to have a range of pencils to use in lessons. At home, pencil crayons and a set of watercolour paints would help.

Details of what the course involves Students explore a wide range of visual elements including line, tone, shape, colour and pattern. Through a series of workshops, students experience a range of techniques focusing on drawing, painting, textiles and clay work. This is placed in the context of selected artists’ work. ICT is an integral part of studies, including the use of photography for research. All work is presented in a sketchbook that students use to explore themes and develop ideas. There is importance placed on organisation and presentation of work.

A guide to Year 7 | 7


Design and Technology Aims of the course Design and Technology (DT) aims to introduce Year 7 students to the DT process. This process gives the students a framework within which they can start to identify/analyse real situations and solve problems in an increasingly sophisticated way, and to write a specification to guide them when designing and making a product. A wide range of communication techniques is taught; these techniques help the young designers to articulate their design ideas and to present a final design proposal ready for manufacture. Year 7 students will then be introduced to making their product in a practical workshop using a wide range of hand-tools and specialist machinery. This will probably be the first time that the students have worked in this environment, so they are made aware of safe working practices through demonstration and risk assessment. The students will develop an increased appreciation of the properties of a range of materials and how they can be formed and wasted, safely and appropriately. At the end of the DT process the students are taught how to test their finished product for fitness-forpurpose as well as quality of finish, and also how to evaluate their product against the original specification, to demonstrate how successfully they have been able to solve the problem they were set and how to propose modifications to improve the final design. Details of what the course involves The DT course involves a number of different Design-and-Make Assignments (DMA), Focused Practical Tasks (FPT) and Investigation, Disassembly and Evaluation Assignments (IDEAS). DMAs are projects designed to develop and assess the whole range of Designing-and-Making skills of a student through to the testing and evaluation of a final practical outcome. FPTs are used for teachers to demonstrate new skills and processes involving materials and equipment, and for students to practice them safely. This raises the level of knowledge and understanding of specialist DT terms and hones Designing-and-Making skills.

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IDEAS are used to help students to understand how familiar existing products work and are manufactured. This helps the DT students to understand the built environment they live in, appreciate the role of industry in designing and making, and to help them to discriminate between products fit for their intended purpose and products which do not meet their original specification, or do not pass health and safety legislation. How will the course be assessed? DT assesses three main areas of study: Designing; Making; and Knowledge and Understanding. The DT students keep a DT resource folder, which they build up throughout the Key Stage covering Years 7, 8 and 9. They record their projects using the DT process of Designing-and-Making as a guide. The projects are assessed at key points and targets are set to help the students towards future progress. Other information It is important to the students’ progress and well-being that they bring essential equipment to all of their DT lessons. Students should bring the following: ● iPad ● Black or blue ball point pen ● Band to tie back long hair ● HB and 2H pencils ● Set of coloured pencils ● 30cm rule ● Eraser


English and Drama English Aims of the course English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English, students develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively and to communicate with others effectively. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. The study of English helps students understand how language works by looking at its patterns, structures and origins. Using this knowledge, students can choose and adapt what they say and write in different situations. Details of what the course involves The English and Drama syllabus for Year 7 is broadly in line with the National Curriculum and National Literacy Strategy requirements for Key Stage Three, which focus on: competence in communication, creativity, cultural understanding and critical understanding. Reading Reading, both shared and individual, is central to the English curriculum. Students study a wide variety of literature, including fiction texts, plays, Shakespeare, short stories and a selection of poetry. Students also study literature from other cultures, literary non-fiction, and media texts. One lesson per two week cycle is allocated for library work. Students follow a Library Induction Course in their first few weeks at the Senior School and are encouraged to read at home.

Writing It is important that students enjoy writing. Throughout the course, students are given the opportunity to express their ideas in a variety of forms and styles. Through planning and drafting, students are encouraged to consider the purpose of their writing and their audience. Students are encouraged to use dictionaries and thesauri; they are expected to proofread their work before submission. Throughout the course they will produce a range of different writing, including: narrative or descriptive writing, descriptive writing, poetry, personal writing, play scenes, formal letters and reading journals, advertisements, letters, diaries and literary essays. Technical accuracy and grammar and spelling skills are also an integral part of the English course. Year 7 students will be introduced to the features of a detached critical voice when analysing texts. They will also learn how to embed quotation in their work. Speaking and Listening Students will have the opportunity to participate in a wide range of Speaking and Listening activities, from formal discussion to informal contributions. All students in Year 7 take part in a year-end humorous speech competition.

Drama The faculty follows a separate Drama curriculum at Key Stage Three. Skills covered include: role-play, improvisation, devising scripts and performing scripted scenes, as well as evaluating their own work. Homework Two thirty-minute slots per week are allocated to English and Drama homework. Homework is often assigned as extended projects and will include both reading and writing. Our aim with homework is to encourage students to develop their own extended, individual responses that subject matter presents to them. The Learning Support Faculty gives extensive support where necessary. Continued

A guide to Year 7 | 9


How will the course be assessed? Students are assessed throughout the course in a variety of ways: ● Speaking and listening work is assessed by the teacher and a record is kept for each student ● Written work is assessed using a criteria-based progress ladder, to which students should often refer ● Drama performances are assessed using Drama criteria ● Students sit common assessments in reading and writing throughout the year though these only account for a small proportion of their teacher’s holistic assessment of ability. These occur once per term and focus on responses to unseen and taught material.

Food Preparation and Nutrition This is an exciting and creative course focusing on Food and Nutrition. Through the course students will develop a thorough understanding of nutrition, food preparation and the working characteristics of ingredients. The five core topics at Key Stage 3 are: ● Food, nutrition and health ● Food science ● Food safety ● Food choice ● Food provenance including information on the environmental issues associated with sustainable sources of food Aims of the course The main aims of the Year 7 Food Technology course are: ● To make students aware of the importance of food hygiene and safety ● To improve students’ knowledge and understanding of food and its function ● To promote the development of a wide range of practical skills ● To apply students understanding of food and nutrition to practical preparation. Details of the course The course is organised into units of work, each unit lasting approximately a term. The course focuses on a range of student–centred activities based on the themes of Safety and Hygiene, Healthy Eating, Sustainable Foods and the Use of Equipment. Students also complete practical cookery assignments and experimental work as a part of the course. How will the course be assessed? Students will have their practical skills assessed at the end of each module and in addition homework and classwork will be assessed throughout the year. Students will be encouraged to evaluate their work.

10 | Curriculum


Geography Aims of the course The course is designed to meet the demands of the English National Curriculum whilst recognising the European and international dimensions of the BSN.

Rotterdam field course Year 7 will visit Rotterdam for a day of primary data collection at 4 different locations. There is also a tour of the harbour on the Spido boat to allow students to see some of the activity in the largest port in Europe.

In Year 7 we cover Human, Physical and Environmental issues that are central to the study of Geography at all levels.

A fieldwork report will be produced using data collected on the day, internet resources, maps and reference materials from the Rotterdam City Information Centre. Students will be expected to process, present and analyse their data. This will include drawing accurate plans, pie charts and use of maps to show the origin of ships in Rotterdam harbour on the day of our visit.

Geographical skills

Population

Mapwork and rivers

Overpopulation, ageing populations, disparities in wealth and dependency ratios are all discussed and investigated in this unit.

Details of what the course involves

This will include: symbols, scales, directions, gridreferences, relief and the use of Ordnance Survey maps. The emphasis is on developing skills that will be re-enforced through the use of actual OS maps in relation to rivers and their features. Students will learn about the journey and uses of a river from the upper course through to the lower course. The skills developed in Year 7 form the basis of Geography skills in KS3 and beyond. India Students will explore the varied physical regions of the Indian subcontinent and a number of issues relating to working conditions and population. Important geographical concepts will be developed using examples from India.

How the course will be assessed? Students have homework once every 2 weeks. Classwork and homework will be assessed through a range of formative approaches including self and peer assessment where students will be involved in setting their own “next steps” and targets. End of topic assessments will include a range of skills tests, written tests and projects which will be given a BSN level.

A study of life in the Thar Desert will be used to investigate population density, settlement and tourism in a hostile environment.

A guide to Year 7 | 11


History Aims of the course The aims of the course are to develop the historical knowledge and skills of all students, and to enable them to apply historical skills to a variety of different tasks. Details of what the course involves At the start of the year, students learn about the nature of the subject and the historical skills that are taught and assessed during Key Stage 3. Students learn about the significant individuals, events and changes in European History between c.1050 and 1650. The main theme linking the topics taught is Power – who has it and how it is wielded. The topics that are currently taught are: ● Introductory skills focussed unit: What is History? ● Overview Study: Medieval Europe 1050-1450 – Key overarching question – Who had power? ● Enquiry – What was the Renaissance? Students will be taught the following knowledge, skills and understanding: ● Chronology ● Knowledge and understanding of events, people and changes in the past ● Historical interpretation ● Historical enquiry ● Organisation and communication Each student will be issued with the relevant textbook, though teachers make use of other resources. ICT is treated as an integral part of the course and students are given opportunities within the curriculum to develop their ICT skills.

12 | Curriculum

How will the course be assessed? Classwork and homework are assessed formatively i.e. to support learning during the learning process. Thus students will be engaged in peer and self-assessment and will be expected to be involved in setting their own targets in relation to their learning in History. Students will also sit a series of formal assessments, which specifically target a number of historical skills. Additionally, at least once a year, students will have the opportunity to explore three homework tasks out of a selection of nine on a given topic area, with the emphasis being on free choice, creativity and extending historical understanding.


Information and Communication Technology Aims of the course Students will explore a range of technology and thereby increase their understanding, application and creativity through using ICT by: ● Developing an understanding of safe and effective use of ICT (e-Safety) ● Developing an understanding of the current and future effects of ICT on society, industry and the individual ● Processing and evaluating information in their planning and investigations ● Generating and exploring ideas, trying different ways to tackle a problem and working with others to find imaginative solutions ● Working with others to reach an agreed outcome ● Organising themselves and showing personal responsibility, creativity, initiative and coping with challenges ● Evaluating their strengths and limitations and setting themselves realistic goals with criteria for success Details of what the course involves Students will undertake two units of the European Computer Driving Licence (ECDL) qualification in Year 7: Word-processing (using Microsoft Word) and Presentation Software (using Microsoft PowerPoint). This course is an internationally recognised qualification and combines topics and themes related to the English National Curriculum Programme of Study for ICT. Students will complete further ECDL units in Years 8 and 9, with the option to add to these in extra-curricular clubs.

Additionally, students in Year 7 will be given opportunities throughout the year to explore how ICT can enhance their creativity and ability to be effective participators, independent enquirers and collaborative workers by way of project work involving the use of animation and computer game creation. They will have the chance to use a range of hardware, including iPads, iPods, digital cameras, microphones and control technology equipment. This hardware will be supported by the use of a range of industry-standard software (for example Adobe Photoshop). All of the National Curriculum requirements are covered as required and expected at this level. How will the course be assessed? Continuous assessment of classwork assignments are recorded along with assessment for learning comments to help students improve their work. There is also an expectation that students will access both the Internet and standard software at home on a regular basis. Students are expected to work both individually and collaboratively on projects, the end result of which they are assessed on. Students are also expected to be self-critical and reflective of their own (and others’) work and to know what needs to be done to improve. In addition, regular online tests via ECDL allow students to monitor their own progress and inform future learning before undertaking the wordprocessing and presentation ECDL tests online. Other Information Students will require a USB memory stick for saving and transporting their work. These are available in the school uniform shop. A good internet connection and access to standard software from home is also expected for the completion of homework. However, there is access available to students at lunchtimes and after school for individual study, where necessary, ensuring that no student is disadvantaged.

A guide to Year 7 | 13


Computing A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world. Aims of the course The BSN Year 7 Computing curriculum aims to: ● Introduce all students to the Computing systems in use at the BSN Senior School ● Heighten awareness of online safety and sensible online behaviour ● Introduce key coding concepts using blocks and text-based code ● Reinforce computational thinking techniques at all levels

14 | Curriculum

The UK national curriculum for computing aims to ensure that all pupils: ● Can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation ● Can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems ● Can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems ● Are responsible, competent, confident and creative users of information and communication technology Details of what the course involves Students in Year 7 Computing will work on three main units during the year. Each unit will last for roughly one term. BSN Computing Driving License (BSNCDL) This unit will introduce new Year 7 students to the digital world of Computing at the BSN. The main aim is to ensure all students have the necessary knowledge and skills to be effective digital users and learners at school. Students will learn how to login to the school network and systems, appreciate the importance of a safe password, be able to work effectively within the Windows OS, know how to use Edmodo properly (and ultimately Canvas), be able to use Office 365 productivity tools, be able to work in the Cloud with One Drive, be able to work with e-mail effectively, be able to be carry out more efficient searches on the Web, and be aware of safe working practises on the Internet. Links: portal.office.com, britishschoolnl.edmodo.com


Crafty Coding (CC)

Other information

Students will be introduced to the world of code and computational thinking, through firstly working with code blocks in Blockly and similar environments, then progressing onto typed program instructions in Small Basic. Students will be able to recognise the key programming constructs of sequence, selection and repetition and be able to implement them in blocks and program code. The cornerstones of computational thinking will also be introduced and constantly linked to: decomposition, pattern recognition, abstraction, pattern generalisation and algorithm design. Links: blockly-games.appspot.com trinket.io www.smallbasic.com studio.code.org/

It is highly recommended that students have access to a Windows PC or Mac computer at home. While we will occasionally make use of the iPad much of the Computing curriculum will be experienced more effectively on a standard computer. A good Internet connection and access to standard productivity software such as Office is also expected for the completion of homework (the main Office apps are freely available for all students in Office 365.) However, there is computer access available to students every lunchtime and after school for individual study and homework, where necessary, ensuring that no student should be disadvantaged.

Amazing Apps (AA) This unit will allow the students to start learning the skills and techniques involved in creating their own apps for porting to their mobile devices. Building on their coding skills, students will plan, design and implement their own apps and get real-life feedback from end users. Links: code.org/educate/applab appstudio.windows.com

Students will be expected to know how to use and access the school’s virtual learning platform (Edmodo or Canvas) and be able to use Office 365 and e-mail effectively. Students will be encouraged to purchase their own Raspberry Pi computers for use at home, allowing them to enrich their Computing experience with this highly versatile low-cost option.

How will the course be assessed? Students will receive regular fortnightly homework assignments which will be graded using BSN grades and receive SMART feedback for each piece of submitted work. The main assessed piece of work will be the app project which will be completed towards the end of the year. There will also be regular quizzes and tests throughout the year to test students’ understanding. Use will also be made of online coding platforms like Code Studio which track student progress through a series of tasks and activities, which provides useful feedback on individual student performance.

A guide to Year 7 | 15


Integrated Science During the first two years of the Senior School, students in Year 7 and 8 follow an Integrated Science course. Each class has one or two Science teachers for all their Integrated Science lessons (six lessons over two weeks). Aims of the course ● Planning and carrying out scientific investigations ● Making accurate and relevant observations ● Recording and presenting results appropriately ● Working safely and co-operatively ● Stimulating and maintaining interest and enjoyment of science ● Preparing students for Year 9 separate science courses which lay foundations for GCSE and round off KS3 Details of what the course involves Lessons are taught in purpose-built teaching laboratories and supported by experienced technical staff. The complete course is structured into independent modules which are divided into Biology, Chemistry and Physics sections. Biology ● Cells, tissues, organs and systems ● Sexual reproduction in animals ● Ecosystems Chemistry ● Acids and Alkalis ● Mixtures and separation ● Particles, atoms and elements Physics ● Energy ● Current electricity ● Forces ● Sound The course uses a specially designed text book ‘Exploring Science 7: Working Scientifically which is supported by Active Teach.

16 | Curriculum

How will the course be assessed? On completion of a module students will be given a quick multiple-choice quiz. On completion of 3 modules, one Biology, one Chemistry and one Physics they will sit a test of structured questions. Students will receive a summary sheet for each module to prepare. In the summer term students will also carry out a Core practical and a practical skills written test. This will involve: ● Planning a simple practical ● Setting up a results table ● Carrying out a practical by following instructions (this will be given to them) ● Collecting data ● Drawing a graph and making a conclusion ● Answering questions practical skills learnt throughout the year This will take 2-3 lessons to complete (one week) and will not require any revision. It will be based on skills they will have acquired during the year.


Learning Support The Learning Support Faculty consists of two departments: Additional Educational Needs and English as an Additional Language. The aim of both departments is to enable students to access the curriculum to the best of their ability.

Additional Educational Needs (AEN) Some students have additional educational needs and have difficulty (temporary or longer term) accessing the curriculum, which requires additional educational provision to be made for them. The aim of the Additional Educational Needs department is to ensure students who have additional educational needs are enabled to make the best possible progress at the BSN and to become independent, confident and successful learners. Students who require additional support in school usually have difficulties in one or more of the following areas: ● Students may make little or no progress despite the use of targeted teaching approaches and a differentiated curriculum ● Students may work at levels significantly below age expectations, particularly in Literacy or Numeracy ● Students could present with persistent emotional and/or behavioural difficulties, which have not been managed by appropriate strategies usually employed ● Students may have Sensory or Physical impairments that result in little progress despite the provision of appropriate aids or equipment ● Students may have medical needs, which require additional interventions or adaptations to the curriculum in order ensure progress is being made ● Students may have poor communication or interaction skills, requiring specific interactions and adaptations to access learning

The AEN department offers a wide variety of additional interventions, such as: ● Appropriate curriculum teaching groups or setting ● Assessment by the AEN department – this may be triggered when a student fails to achieve adequate progress, despite having had access to a differentiated programme ● A student passport, outlining a student’s learning needs, how these are presenting in class and what support is needed in curriculum lessons to ensure good progress ● Small group support focussing on Curriculum Support ● Targeted small group or 1-1 support, in order to improve or manage a student’s specific learning need(s) ● Assessment and/or intervention from Specialist Agencies when required (this comes at an additional cost to parents) ● In class and 1-1 directed study support from a Learning Support Assistant (this comes at an additional cost to parents) Parents, students and staff will be informed should a student be identified with additional educational needs. Additional support in the school will always be discussed with the student, parents and teachers to ensure appropriate interventions are in place to meet the student’s individual needs. Interventions and their impact are regularly reviewed with everyone involved and are adjusted when required. Please contact the Head of AEN should you have any questions or concerns. Continued

A guide to Year 7 | 17


English as an Mathematics Additional Language (EAL) Aims of the course

English as an Additional Language (EAL) is available for those students whose mother tongue is not English. The EAL department supports the mainstream subjects with an integrated programme of listening, speaking, reading and writing. The backgrounds of the students vary greatly and we like to build on the richness of this cultural diversity. The aim of the teaching is to provide the students with a sufficient level of English to enable them, in due course, to undertake the full academic programme. This means that much of the work is based upon individual needs. Our teaching necessarily focuses on small groups and individuals. A wide range of audio-visual and paper-based materials is used to facilitate language learning in meaningful and realistic contexts for the age of the students and in close collaboration with subject teachers. In addition to this withdrawal work, we provide support in subject classes to small groups and individuals who are having particular difficulty accessing the curriculum. In order to motivate students further, we organise external examinations at all levels and these are recognised by institutions and organisations all over the world.

18 | Curriculum

The aims of the course are to increase the mathematical skills of the individual and to enable students to apply these skills in solving a variety of problems in different contexts. Details of what the course involves The course follows the guidelines set out in the UK Curriculum. This comprises four areas of study in which students increase their knowledge and skills: ● Using and applying Mathematics: investigations, explaining and justifying methods and conclusions ● Number and algebra: mental and written arithmetic, simple linear equations, sequences, functions and formulae ● Shape and space: simple geometry, transformations, construction and mensuration ● Data handling: collecting, processing and representing discrete data, calculating and interpreting averages and simple probability Physical textbooks are not used; all material is distributed via CANVAS. Each student will also be issued with a username and password for the MyMaths website, which will be used for some homework tasks as well as the review and practice of key skills.


Banding and Setting The Mathematics Faculty places the students into bands in Year 7 according to ability. The placements are made based primarily upon the suggestion of the Junior School teachers (for existing BSN students). All students sit a Mathematics assessment, either towards the end of Year 6 to support their teacher’s recommendation or, for students new to the BSN, upon joining Year 7. All students follow similar schemes of work in the above four areas, the difference largely being in terms of depth and pace. In this way, the faculty is more able to meet the mathematical needs of each individual student. It should also be noted that through close monitoring of individual progress, adjustments to teaching groups may be made during the year. How will the course be assessed? Aside from the regular assessment of classwork and homework, students will take several tests during the course of the year. At the end of the academic year, the students take two summative assessments.

Modern Foreign Languages Dutch Aims of the course Students are divided into three or four sets in Dutch in Year 7. Students with little or no experience of the language are taught as ‘beginners’, going on to intermediate level and those with more experience as ‘advanced’ students. Native speakers will be working from the same books as an average Dutch school. The students are set according to the information from the junior schools and after diagnostic testing in the week they arrive at the senior school. The course aims to make the students aware of the Dutch culture around them and to give them the confidence that they require to function in everyday situations in the language. The advanced students should be able to use different tenses with a greater degree of accuracy and feel at ease with the written language. The Native Speakers should be on the same level of their Dutch Counterparts. Details of what the course involves Students work with the course books Zeg ‘T Eens, Kom je mee?, and Op Nieuw Niveau 1 and Kidsweek, respectively, according to the level at which they are set. The topics covered will include Family, School, House and Home, Holidays, Environment, Dutch Festivals and Customs. How will the course be assessed? Students are assessed in the four skills throughout the course and staff will also set homework requiring students to learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year. There will be formal tests assessing knowledge and understanding of the subject matter covered in the course. Continued

A guide to Year 7 | 19


Dutch Assistant The school has a Dutch assistant who will work with the beginners as well as the most advanced students on an individual or small group basis during some of the lessons.

French Aims of the course This is a taster course to encourage students to enjoy learning and using French, focusing particularly on gaining confidence in the skills of Listening and Speaking. We also aim to develop their Reading and Writing skills, giving all students the opportunity to read authentic French texts and write simple French for everyday situations. Details of what the course involves Students work with a course book Métro 1 and an accompanying Cahier d’Exercices covering various topics including Personal Identification, The Family and Pets, Free Time and the Weather, The Home and Finding Your Way around Town. There will be one homework every two weeks. How will the course be assessed? Students are assessed in the four skills throughout the course and staff will also set homework requiring students to learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year. Native speakers Those students with an advanced level of language, either by virtue of their nationality, or residence in a French-speaking country, will be tested at the beginning of the year and if they have an appropriate level of the French language will be offered an alternative with the native speaker assistant.

20 | Curriculum

German Aims of the course This is a taster course aimed at giving a basic introduction to the German language. The skills of listening, speaking, reading and writing are covered. Students work with the spoken language in both transactional and conversational situations. Details of what the course involves Students work with a course based around Echo 1. They cover four topics: Introductions; Numbers and the Calendar; Personal Information; and The Family and Pets. At the end of the course, students keep their workbook that contains a list of all of the vocabulary and structures covered. How will the course be assessed? Students are assessed in the four skills throughout the course and staff will also set homework requiring students to learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year. Native speakers This course assumes that students have little or no knowledge of German. Those students with an advanced level of language, either by virtue of their nationality or residence in a Germanspeaking country, will be offered an alternative course given by the native speaker assistant.


Spanish Aims of the course This is a taster course aimed at giving a basic introduction to the Spanish language. The skills of listening, speaking and reading and writing are covered. Students work with the spoken language in both transactional and conversational situations. Homework is set once every two weeks Details of what the course involves Students work with a course book produced by the Spanish Department. They cover six topics: Food and Drink, Finding the Way, Personal Identification, School, Free Time and the Family. At the end of the course, students keep their workbook that contains a list of all of the vocabulary and structures covered. How will the course be assessed? Students are assessed in the four skills throughout the course and staff will also set homework requiring students to learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year. Native speakers This course assumes that students have little or no knowledge of Spanish. Those students with an advanced level of language, either by virtue of their nationality or residence in a Spanishspeaking country, will be offered an alternative course given by the native speaker assistant. At the end of Year 7, students choose the two languages from French, Spanish and German that they would like to study in Year 8.

Music Pupils in Years 7 – 9 receive 3 x 55-minute sessions of curriculum time for Music over 2 weeks. The activities undertaken address the major Areas of Study of the UK National Curriculum: ● Performing ● Composing ● Listening and Appraising Activities are loosely structured around 5- or 6-week blocks, during which the Programmes of Study are implemented so as to integrate the 3 Areas of Study wherever possible. Activities are designed to address individuals’ progression of both skills and understanding whilst at the same time striving to maintain a balance with introduction to new skills and musical involvement. Classwork is designed to stretch pupils’ individual musical capabilities, and pupils are encouraged to broaden their musical skills base through the Performing, Composing and Listening/Appraising activities. Aims of the course ● First and foremost, to engender and cultivate a passion, excitement and enthusiastic enjoyment for discovering the rich and infinitely varied and creative language of music, in all its expressions ● The establishment and reinforcement of core musical skills such as being able to sing and play with increasing fluency, including reading notation, awareness of pitch and being able to discriminate between instruments ● To introduce new and exciting concepts and styles, broadening students’ musical tastes and horizons ● To encourage students to make personal responses to music, and to evaluate music heard ● To encourage students to create music individually and in groups, working as a team and constructing coherent patterns ● To encourage performance both in and outside the classroom, solo and ensemble, vocal and instrumental Continued

A guide to Year 7 | 21


Details of what the course involves: Pupils undertake a course of study based largely around practical activities in singing/playing, composing/arranging and listening/appraising. The work is centred on a series of projects, each representing a musical genre, group of instruments, skill development or music from a non-Western culture. The focus of the 6 main Music projects undertaken is as follows: ● Developing good aural skills/critical listening through Improvisation using Music Technology/ Logic Pro X ● Developing ability in playing the Keyboard and developing reading/writing of traditional music notation ● Composing music in groups to paint an Atmospheric musical picture or mood. ● Exploring sound/Developing ideas. ● Form and Structure in Music. Music Technology – creating a well-structured piece of music within given diatonic/ pentatonic parameters ● Ensemble Playing skills – on keyboard and/ or other instruments – developing performing skills together ● Exploring Gamelan music – practically in ensemble and through Group Composition Alongside these, students do much singing, playing and listening to a wide range of music, developing background knowledge and awareness of musical vocabulary by means of additional focal content on a series of Set Works, covering a range of different musical styles/ genres. They study this series of Set Works in detail, learning background information relating to these, and learning to both identify and talk/write about the musical elements found in the piece(s). These are taught/listened to in class, then set as ‘learning revision’ homework, where students have the music clips and the associated notes that were taught in class. At the end of minimum 2 weeks’ revision time in Y7, the students are then given a Set Works test, based on their learning, comprising questions of knowledge allied to aural discrimination. There are 3 tests per year, each focussing on a different musical genre, style or musical culture. Students use a mixture of their own instruments, classroom percussion, electronic keyboards, guitars, recorders and Music Technology Suite equipment (Apple Mac workstations using Logic Pro).

22 | Curriculum

Students also complete exercises in general musical background and notational understanding, as a combination of class work and appropriate homework. Any written work undertaken is usually kept in a folder, which stays with the student throughout Years 7-9, and many worksheets and student help sheets are stored on students’ own iPads. In addition, computer files of their Music Technology work are stored in secure areas on individually numbered machines. The member of staff also stores recordings and/or videos securely, where this is appropriate. How the course is assessed: Continuous formative assessment of practical activities, including Performance and Composition, takes place throughout the year, and this is supplemented by listening activity tasks and a series of self-assessment/selfevaluation sheets completed by students. Homework is linked to furthering understanding of the project topics, and is a mixture of aural, practical and written research tasks. Much emphasis is placed on individual discussion with students about their work. Staff talk to them continually and monitoring of work is continuously taking account of their rate of progress and skills development. This is a major feature of how the department works, and of how we track individuals’ work and achievements. As most of our work is practical in nature, this ongoing conversation and dialogue is worth so much more than just grading/assessing their work formally. The process of learning means that we get involved in students’ ongoing work on a oneto-one basis. The ‘Final Product’ is not always a measure of the student’s understanding. We aim for them to find and experience tangible success at whatever level of musical ability. Overall Attainment, Effort, Homework Quality and Homework Punctuality Grades are given throughout the course are in line with the school’s assessment criteria used on both the grade cards and reports. Throughout, and certainly at the end of each 5- or 6- week module, assessment of students’ work takes place, and they are given time to reflect on and evaluate what they have learned and how they have progressed. These are recorded by the teacher and form part of ongoing assessment strategies and overview.


The Music Department records their own separate tracking grades for Performing, Composing and Listening/Appraising from year to year, so that subsequent teachers can chart students’ overall progress and achievement throughout KS3 and beyond where appropriate. Students from October 2015 will carry with them, in their Music folders, the SKILLS TRACKING document/ checklist (see earlier), where they can record progress and be able to chart their relative strengths/weaknesses throughout KS3. The relevant sections will be filled in at the end of each 6-week work module, under guidance and discussion with their Music teacher.

Other information Instrumental lessons are available through the school. A proportion of lessons are taken by Year 7-9 students during the academic day, on a rotating timetable, with other lessons taking place after school and into the evening where appropriate. Instrumental and Vocal lessons run from 9.00am until 9.00pm Monday to Friday. All students, whether they have lessons in or out of school, are strongly encouraged to participate in a wide range of school ensembles which are an important part of our provision. In recent years, these have included: Junior Choir, Senior Choir, Showstoppers Group, Recorder Group, Guitar Ensemble, Ensemble 2, Concert Band, Rock Groups, Swing Band, String Group, Orchestra, String Quartet, Flute Choir, Senior and Junior Performance Choirs, and a variety of other adhoc ensembles which vary throughout the year. We also stage regular full-school musicals and provide musical support for whole-school and lower school drama productions.

Life Skills Aims of the course Several important topics are considered through both informative and discussion based lessons, making use of worksheets, newspaper articles, DVDs, interactive CDs, role play, games, card sorts, debate, and student presentations. The underlying aims of the course are to encourage students to: ● Develop a basic knowledge and understanding of the spiritual, moral, cultural, economic, physical and mental development of themselves and others ● Become self-confident and happy young people ● Develop a healthy and safe lifestyle ● Explore and understand the feelings, attitudes and values of themselves and others ● Develop and practise skills of enquiry and communication ● Become more responsible for their own learning and behaviour ● Develop the skills necessary to become informed and responsible citizens Details of what the course involves The following themes form the framework of Year 7 PSHE and Citizenship course, which is delivered via one 55 minute lesson per week: ● Personal management: ground rules for PSHE; developing potential; managing time and making priorities; enhancing memory skills; being resilient; thinking positively; handling feelings; rules and ethics; consequences of actions; listening and communicating; discussion skills; banks and what they do; money management and budgeting ● Health and safety: smoking and alcohol education; puberty and growing up; how to handle an emergency ● Personal relationships and social awareness: belonging to groups; the need for rules and personal responsibilities; friendship; bullying and teasing; cyber bullying; assertiveness skills ● Citizenship: care of the environment; animal welfare

A guide to Year 7 | 23


Physical Education Aims of the course By offering a broad, balanced and progressive curriculum involving a range of challenging and enjoyable experiences to all students, the PE Faculty aims to promote the following: ● The physiological development of the student ● The development of movement co-ordination and the acquisition of a range of motor skills ● An understanding and appreciation of a range of physical activities ● An understanding and appreciation of health, fitness and the benefits of being involved in regular physical activity ● An ability to work with others and to value their contribution without prejudice towards gender, ability and social/cultural background ● The development of personal qualities e.g. tolerance, leadership, fair play and responsibility ● An ability to plan and compose movement sequences in a variety of activities ● An ability to recognise, understand, and appreciate varying levels of performance ● The value and importance of physical exercise as a leisure time pursuit in the wider community ● The development of relevant skills, knowledge and understanding for future vocations in sport and recreation Objectives ● To provide and maintain an orderly, wellstructured and safe environment conducive to learning and achievement ● To provide an effective PE curriculum, available to all and appropriate to student needs. By doing so, this will promote the physiological development of students ● To provide for the development of both physical competence and awareness of aesthetic appreciation and of personal and social skills ● To promote the link between regular physical activity and a healthy lifestyle

24 | Curriculum

● To provide for the development of the following: Skills – motor, problem-solving, decisionmaking and co-operation Knowledge – rules, basic health, fitness and physiological aspects Concepts – of defence, attack, space, safety, healthy lifestyles, teamwork and appreciation of movement Attitudes – of fair play, responsibility, confidence and commitment Details of what the course involves All Year 7 girls receive instruction in the following activities: ● Athletics ● Indoor Athletics ● Dance ● Rounders ● Gymnastics ● Swimming ● Hockey ● Soccer ● Health-related fitness ● Softball All Year 7 boys receive instruction in the following activities: ● Athletics ● Rugby ● Basketball ● Soccer ● Cricket ● Swimming ● Cross-country ● Softball ● Gymnastics ● Tennis ● Health-related fitness


How will the course be assessed? At the end of each unit of work every child is graded based on a scale of 1 – 5 (1 is high, 5 is low). These criteria have been written with reference to the PE National Curriculum levels. The scale has been selected to dovetail into the school system of 1– 5, which is used in both grade cards and formal reports. The process of assessment is fully explained to all students at the start of each academic year and they are reminded throughout the year. There is a permanent display of these criteria on the PE notice board outside the main changing rooms. Grades are recorded, firstly, on the register at the end of the final session. These are then transferred onto the profile sheet that forms a central database of information. These grades are the ones that will be used on the reports at the end of the academic year. Students are also encouraged to evaluate their own work by completing a self-assessment grade. Senior School sports kit ● T-Shirt: house coloured T-shirt with BSN logo ● Shorts or hockey skirt: navy blue ● Warm Top: choice of navy blue hooded top with BSN logo or navy blue tracksuit top with BSN logo ● Tracksuit bottoms: navy blue ● Rugby kit: navy blue rugby shirt, shorts and long socks ● Footwear: trainers, boots (football, rugby or hockey as appropriate), indoor trainers ● Miscellaneous: sports socks, shin guards, mouth guard

A guide to Year 7 | 25


Appendix Years 7-9: Key Stage 3 The English and Welsh system is divided into key stages. The section covering Years 7-9 is called Key Stage 3. Key Stage 4 covers Years 10 and 11 For further details please see; http://www. education.gov.uk/schools/teachingandlearning/ curriculum/b00200366/about-the-schoolcurriculum

new subjects. If students continue at A2 Level, the AS results count towards the final A Level award. Results in the subject(s) which a student may typically drop at the end of Year 12 to concentrate on their A2 courses, count as AS grades and may be used, along with GCSE grades, as part of a student’s application to university. For further details please see Gateway, ‘Year Groups and Curriculum’ and choose ‘Year 12.’

Year 13 GCE A Level (A2 Level)

EAL English as an Additional Language (see Learning Support section) AEN Additional Educational Needs (previously known as SEN, see Learning Support section)

Years 10 and 11: Key Stage 4 GCSE General Certificate of Secondary Education. Examinations are taken at 16 years of age usually in nine, or ten subjects. Grades range from A* to G. Higher grades from A* – C are generally accepted as qualifications to begin a course at AS level in Year 12, leading to A2 level in Year 13, or for the IB Diploma which runs over two years. The minimum requirement to enter the Sixth Form at the BSN is five passes at C grade, or better. In order to start a particular AS or IB course subject, most subjects require at least a pass at B grade on a higher paper in that subject or in a related area (see the subject entries, or talk to the departments for details).

Year 12 GCE AS Level General Certificate of Education at Advanced Subsidiary Level. These examinations form part of an internationally-recognised qualification for university entrance. Students usually take four subjects at the age of 17 in Year 12. They allow students to retain a breadth of knowledge at a high academic level, or to begin courses in 26 | Curriculum

General Certificate of Education at Advanced Level. These are examinations which are internationally-recognised as university entrance qualifications. Students usually take these examinations at the age of 18 in Year 13, in three or four subjects. A levels are being increasingly referred to as A2 Levels; it means the same.

Year 12 and 13 IB – International Baccalaureate Diploma Programme The school is an IB World School and we offer the full IB Diploma alongside A level. Like A level, the IB Diploma is internationally-recognised as a university entrance qualification. Students study six subjects – three at higher and three at standard level – over two years along with a central core which must be passed to gain the final diploma. For further details please see Gateway, ‘Year Group Pages’ and choose ‘6th Form.’ IB – International Baccalaureate Careers-related Programme (IBCP) The IBCP is an internationally recognized university entrance qualification that has a specific vocational focus. All students will study a core BTEC Business programme, which has the broad equivalence of 2 ‘A’ levels, combined with two standard level Diploma subjects, chosen from a limited range. Students are also required to follow a “core programme” that includes community service, approaches to learning and an extended reflective project. For further details please see Gateway, ‘Year Group Pages’ and choose ‘6th Form.’


Websites Here are some website addresses which you might find useful in your thinking about GCSE choices and beyond The National Curriculum online: http://www.education.gov.uk/schools/ teachingandlearning/curriculum/secondary Edexcel (examinations board which we mostly use at GCSE and A level) http://www.edexcel.com International Baccalaureate: http://www.ibo.org UCAS: Universities and Colleges Admissions Service http://www.ucas.co.uk EUNiCAS: European university Central Application Support Service http://www.eunicas.co.uk The Department for Education (UK government) http://www.education.gov.uk The British Council guide for overseas students wishing to study in the UK: http://www.educationuk.org

A guide to Year 7 | 27


The British School in The Netherlands (Official) @BSNetherlands @BSNSenior

Senior School Voorschoten Jan van Hooflaan 3 2252 BG Voorschoten Telephone: +31 (0)71 560 2222 Fax: +31 (0)71 560 2200 Email: senior@britishschool.nl www.britishschool.nl

Year 7 Curriculum Guide 2016  
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