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Curriculum

A guide to Year 8 2016 | 2017 Internationally British


Contents

Welcome to Year 8

3

Learning Support

3

Homework 4

Assessment 4

Reporting and contact

4

Tutor time

4

Languages 4

Key dates for Year 8

4

Developing effective learners

5

Art and Design

6

Design and Technology

7

English and Drama

8

Food Preparation and Nutrition

9

Geography 10

History 11

Information and Communication Technology

11

Computing 12

Integrated Science

14

Learning Support

15

English as an Additional Language (EAL)

16

Mathematics 17

Modern Foreign Languages

18

Music 20

Life Skills

22

Physical Education

22

Appendix 24

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Welcome to Year 8 Welcome to Year 8, the second year of the Senior School. Year 8 is the second year of Key Stage 3. The curriculum in Year 8 continues to offer a broad and balanced education, consolidating the work from Year 7 and providing, as part of Key Stage 3, the essential foundations for the GCSE courses offered later in Key Stage 4 (Years 10 and 11) and beyond. Our programmes of study take into account the rich diversity of nationalities in the student body. The school now operates a two-week timetable so lessons in Week A will be different to those in Week B.

The school day Monday, Tuesday and Thursday: 08.50-15.55 (6 x 55 minute lessons a day with break in the morning and 55 minutes for lunch).

Subjects ● English including Drama (8 lessons per fortnight) ● Dutch (3) ● German/Spanish/French (3) ● German/Spanish/French (3) ● 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)

Learning support We have provision, where necessary, to offer students support in English as an Additional language (EAL). Additional Educational Needs (AEN) staff are also available to give help to children with particular needs.

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).

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 8 | 3


Homework All Year 8 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 8, 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 8 to give the best possible analysis of student progress and achievement.

Reporting and contact A Tutor Consultation Evening will occur in November. Here, parents and students will be able to meet the form tutors and the Head of Year to discuss general pastoral issues. Parents who have concerns or queries about a particular subject are welcome to contact the teacher or department via their direct email, or via senior@britishschool.nl at any time. An interim report will also be issued in November, and another in January. In February there is a Progress Evening, and in May an Invitational Parent’s Evening where subject teachers and pastoral staff can invite parents and students to talk about their progress before the children move up to Year 9. A final 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 threeway. Students can also be very helpful in

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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 Bradley is the Head of Year 8 2016/17.

Tutor time Each form has a form tutor. The students will spend 5 minutes at the beginning of each day and the first part of lunchtime with their form tutor. There is twenty-five minute tutor period (lesson 3) on a Wednesday and either a further tutor period or an assembly (lesson 3) on a Friday. 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.

Languages During the course of Year 8, students will be asked to choose the two languages they would like to take in Year 9. More details about this choice will be given out during the Spring Term.

Key dates for Year 8* ● Interim Report issued: 11 November ● Tutor Consultation Evening: 15 November ● Interim Report issued: 18 January ● Progress Evening: 9 February ● English and Science Trip: 11 April ● Geography Trip: 10 May ● Invitational Parent’s Evening: 16 May ● Activities Week: week beginning Monday 3 July ● Progress Report issued: 11 July *Dates correct at the time of printing. Parents will receive a final list of key dates in the Welcome Pack before students start the next academic year.


Developing effective learners

Open-minded

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 level 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.

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.

Underneath 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. Inquirers

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.

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

Reflective

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.

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.

Thinkers

Principled

They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.

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.

Balanced

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.

A guide to Year 8 | 5


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. Whether your son or daughter is an existing student, or new to the BSN, we look forward to welcoming your son/daughter in September and wish him/her a happy and rewarding time in Year 8. James Oxlade | Acting Headteacher

Art and Design Aims of the course The aims of the Year 8 Art and Design curriculum are to: ● Develop observational skills and associated techniques; ● Emphasise the need to research and develop ideas, within a given context; ● Develop the use of tone in different media; ● Explore design applications; ● Encourage the development of work in appropriate sequence ● Make use of the works of artists, designers and craftsmen ● To nurture creativity and the capacity for independent and critical thought Details of what the course involves Year 8 is very much focused on the building of skills, using the previous year as a platform to extend into new experiences. A range of new processes will be considered including modelling and sculpture, refining painting skills, and also image manipulation. Adobe Photoshop is explored to develop students understanding of new media and its potential as an artistic tool. Students continue to develop their use of the sketchbook to record and develop ideas, organising and presenting their work. 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. Access to a camera will be essential as some homework is photography based. Having a USB memory drive will help to transfer images from home to school.

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Design and Technology Aims of the Year 8 course Design and Technology (DT) in Year 8 aims to consolidate and build upon the introduction Year 7 students had last year to DT in Key Stage 3. This process gives the students a framework within which they can start to identify 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 8 students will now be experienced in working in the DT environment, so they will be able to work safely with an increasingly wide range of media, materials and equipment. 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-for-purpose 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

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. There is an end-of-year assessment to evaluate the individual level of knowledge and understanding accrued during the Year 8 DT course. This takes place in the Summer Term. 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

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-andMaking skills. IDEAS are used to help students to understand how familiar existing products work and are manufactured. This helps the DT

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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 8 is broadly in line with the National Curriculum and National Literacy Strategy requirements for Key Stage Three, which focus on the four areas of: 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, autobiographical writing, literary nonfiction, and media texts. One lesson per two week cycle is allocated for library work. 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 writing, descriptive writing, poetry, personal writing, play scenes, formal letters, essays, a structured speech and magazine/ newspaper articles. Language skills taught in Year 7 are reinforced; grammar and spelling skills are an integral part of the course. Year 8 students will need to begin to come to terms with the development of a detached critical voice when analysing texts. They should become increasingly confident with embedding 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 8 present a formal speech at some stage during the year and contribute to the end of year Inter-House Debating Competition.

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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. 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 8 Food Technology are: ● To further students’ knowledge and understanding of nutrition ● To help students to develop an understanding of how culture and lifestyle affect food choice; ● To encourage students to work creatively with food to produce quality dishes ● To apply students understanding of food science and experimental work to practical food preparation Details of what the course involves 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 Nutrition, Multi-Cultural Foods and The Science of Baking. 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.

A guide to Year 8 | 9


Geography Aims of the course The course is designed to meet the needs to the English National Curriculum whilst recognising the European and international dimensions of the BSN, and to develop an awareness of some key physical and human issues such as coastal retreat and dark tourism. Details of what the course involves We cover human, physical and environmental geography in each of the years in Key Stage Three. The skills and techniques of Year 7 are built upon and developed throughout the Year 8 course. A wide variety of places are studied, from the UK to Cambodia and beyond. Coasts This unit explores the formation of erosion features such as caves, arches, stacks, stumps and wave cut platforms. Students will also investigate the impact cliff retreat can have on human activities. The course will also look at depositional landforms such as beaches, spits and tomobolos. Methods of coastal defence will also be considered with particular reference to The Netherlands.

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Tourism Students will consider the social, economic, political and environmental consequences of tourism. The importance of tourism to The Netherlands will also be considered. Students will gain an understanding of complexities of tourism and explore the ethics of ‘dark tourism’. Fieldwork: The Keukenhof This unit focuses on field work and geographical skills. Students will visit the Keukenhof to collect a range of data which will be presented, manipulated and analysed in class with reference to a series of aims linked to tourism in The Netherlands. Food The final unit of the year focuses on the interactions between human and physical processes. Student will study food production and consider the food miles that make our current diets possible. How the course will be assessed? 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.


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 During Year 8 students learn about significant individuals, events and changes between c.1550 and 1900. The main theme linking the topics taught is the idea of revolutionary change. They will analyse the origins of the Reformation and its implications for European society and politics and the causes of both the American and French Revolutions, and their consequences. Students will also study some of the key features of the Napoleonic era and the development of empires, involving a depth study of the Mid-Atlantic Slave Trade. 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. 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 in Year 8 will continue with the European Computer Driving Licence (ECDL) qualification they started in Year 7, working towards completion of the Word processing module (using Microsoft Word) and the Spreadsheet module (using Microsoft Excel). 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 a further ECDL unit in Year 9, with the option to add to these in extra-curricular clubs. Continued

A guide to Year 8 | 11


Additionally, students in Year 8 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 digital video, web-design, Adobe Flash and 3D-game creation. They will have the chance to use a range of hardware, including iPads, iPods, digital cameras, green-screen technology and microphones. This hardware will be supported by the use of a range of industry-standard software (for example Adobe Flash, Dreamweaver and Premiere Pro). 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 ECDL Spreadsheet test 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.

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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 8 Computing curriculum aims to: ● Give students an awareness of the underlying technologies behind the World Wide Web ● Reinforce key coding skills and techniques using a blocks-based language ● Allow students to create develop their own games using a text-based language ● Embed computational thinking skills at all levels 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

How will the course be assessed?

Students in Year 8 Computing will work on three main units during the year. Each unit will last for roughly one term.

Students will receive regular fortnightly homework assignments which will be graded using the standard BSN reporting grades. They will also receive SMART feedback from their teacher for each piece of submitted work. The main assessed pieces of work will be the web page project and the games design project.

Wonderful Web (WW) This first unit of work sees Year 8 students getting to grips with the wonderful Web. What exactly is the World Wide Web? How long has it been around for? What does the Web consist of? Students will learn the basics of the triumvirate of web design: HTML, CSS and JavaScript. They will work through a series of online lessons introducing them to the essentials of web page design. They will then use their skills to create their own web page on a topic of their choice. Links: www.w3schools.com thimble.mozilla.org www.codecademy.com/ Super Scratch (SS) In this unit students will be introduced to the online Scratch environment and become familiar with the essentials of a blocks-based approach to coding. They will learn how to interact online with other Scratch users and be able to share, comment and re-mix Scratch projects. After learning the basics of using Scratch, students will have the opportunity to explore various types of project that are possible with Scratch, such as simulation, story-telling and games. A key reinforcing thread throughout will be the key coding constructs of sequence, selection and repetition. Students will be introduced to data types, variables and lists. At all stages the focus will be on computational thinking techniques. Links: scratch.mit.edu snap.berkeley.edu Groovy Games (GG)

There will also be regular quizzes and tests throughout the year to test students’ understanding. Use will also be made of online coding platforms such as Code Studio, Code Academy and Khan Academy which track student progress through a series of tasks and activities, and provides useful feedback on individual student performance. Other Information 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. 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.

Most children like playing games but how many know how to make one? The focus of this unit will be on games creation. Students will learn some techniques and skills particular to games, such as event-driven programming, scoring systems, levels of difficulty, and playability. They will learn about the main game genres and look at examples of each genre. The unit will culminate with the students working on creating their own original game. Links: www.smallbasic.com/ A guide to Year 8 | 13


Integrated Science Year 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 the 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 ● Food and nutrition ● Plants and their reproduction ● Breathing and respiration Chemistry ● Combustion ● The Periodic table ● Rocks Physics ● Fluids ● Light ● Energy transfers The course uses a specially designed text book ‘Exploring Science 8’, Working Scientifically, which is supported by “Active Teach”.

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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 8 | 15


English as an Additional Language (EAL) 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.

16 | Curriculum


Mathematics Aims of the course 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: identifying the necessary information to solve a problem, representing and interpreting solutions in algebraic, geometric and graphical form. ● Number and algebra: mental and written arithmetic including fractions, percentages and ratio, more complicated linear equations and sequences, y=mx+c and non-linear formulae. ● Shape and space: geometry, transformations, construction and mensuration. ● Data handling: collecting, processing and representing discrete and continuous data, mutually exclusive and exhaustive events in probability and expectation.

Banding and setting Students in Year 8 are taught in bands (Extension Plus, Extension, Core and Support) according to ability. Students new to the BSN are given a diagnostic placement test. 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.

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.

A guide to Year 8 | 17


Modern Foreign Languages Dutch Aims of the course All students in Year 8 study Dutch. Students are divided into three or four sets in Dutch in. The sets range from those who are quite fluent through to students who are (near) beginners. 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. By the end of the course, intermediate students should be able to use the present and past tenses with a reasonable amount of accuracy. They should also be coming to terms with the word order rules. The advanced students should be able to use these concepts with a greater degree of accuracy. Those students in the advanced group should also feel at ease with the written language.

French Aims of the course The aim of the course is to further promote the enjoyment of learning and using French, developing skills gained in Year 7 to a higher level and consolidating the students’ understanding of the structure of the language in order to equip them with the tools needed to use French in everyday situations. Details of what the course involves Students work with the course book Métro 2 and an accompanying Cahier d’Exercices. This follows directly from the course studied in Year 7 and consolidates structures and vocabulary encountered in their first year of French. Students cover various topics including School Life, Health and Fitness, Food and Drink, Shopping and Money Matters, and Holidays, and will also focus on learning to use the past tense. Homework will be set once a fortnight. Students may choose French as one of the two languages that they study in addition to Dutch.

Details of what the course involves

How will the course be assessed?

Students in the beginners, intermediate and work with the course book Zeg ‘t Eens, and Kom je mee? The Advanced group with Near Native Speakers and Native Speakers will work with Kidsweek and Op Nieuw Niveau 1 respectively. The grammar of the top set will be covered by Zebra and Cambiumned.nl.

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.

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.

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 continue to be offered an alternative course to prepare them for the GCSE exam – this will be organised by the Language Centre.

German Aims of the course The Year 8 course follows on from the Year 7 courses and will promote the students’ understanding and enjoyment of the language. Their grammatical knowledge will be extended to include a wider range of tenses and structures.

18 | Curriculum


Details of what the course involves Students work with a course book produced in the UK for learners of German as a foreign language – this is adapted and complemented by the department with appropriate materials. They cover eight topics over year 8 and year 9 : Myself, My family, My home, My home town and surrounding area, Free time and Hobbies, Food and Meals, Daily Routine and Travel. Students will be provided with two exercise books, one for rough work in class and one for work that is more formally assessed. Students may choose German as one of their two languages to study in Year 8, alongside Dutch. 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

that contains a list of all of the vocabulary and structures covered. Students will have expanded their vocabulary and knowledge of structures and will be able to deal with present and immediate future tenses and be confident with the manipulation of “gustar”. Students may choose Spanish as one of their two languages to study in Year 8, alongside Dutch. 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 The main 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 to prepare them for the GCSE exam. This course will be offered by the Language Centre.

This course assumes that students have followed just the taster course offered in Year 7. Those students with an advanced level of language, either by virtue of their nationality or residence in a German-speaking country, will be offered an alternative course to prepare them for the GCSE exam which is offered through the BSN’s Language Centre.

Spanish Aims of the course This course follows on directly from the Year 7 course, and will build on the situations and the grammar that the students encountered. They will continue to work to improve their skills in oral work and listening in particular. Details of what the course involves Students work with a course book produced by the Spanish Department. They cover six topics: Holiday plans, shopping, life at school, tourist office, food and drink and family. At the end of the course, students keep their workbook

A guide to Year 8 | 19


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 ● The reinforcement of the core musical skills developed in Year 7, such as notation, awareness of pitch and discrimination between instruments ● To introduce new and exciting concepts and styles, broadening students’ musical tastes and horizons ● To encourage pupils to make personal responses to music, and to evaluate works of music ● To encourage pupils 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 Details of what the course involves All students will spend 3 x 55-minutes over the course of 2 weeks developing their musical understanding through a combination of Music Technology tasks, practical activities and written tasks. Students study six projects, based around a genre, group of instruments, or music from a non-Western culture, and research assignments are given as homework. 20 | Curriculum

The focus of the 6 main Music modules undertaken is as follows: ● Developing Arranging/Editing skills for a range of instruments, using Music Technology/Logic Pro ● Developing ability in playing the Keyboard, specifically Blues style lines, and understanding how to play and use chords to create various accompaniment styles and bass lines. ● Using Blues skills to perform own Blues song, and learning a part of specific difficulty in our own ‘Ode to Joy’ ensemble arrangement ● Rhythm and Beat. Composing idiomatic drum kit (and bass guitar) parts for a pop song: ‘Baggy Trousers’, using computer sequencing software-Logic Pro custom drum maps developed here ● Individual and Ensemble Keyboard Playing skills – reading notation/understanding and using chords –‘The Final Countdown’ ● Performing –notation reading/chords/bass/ rhythm/percussion – ‘Rockin’ All Over the World’, or a similar song Alongside these, students again 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 Y8, 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 are re-introduced to common Music Technology software/hardware. Most classwork is kept in a folder which stays with the student throughout Years 7-9. 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.


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.

Students will carry with them, in their Music folders, a SKILLS TRACKING document/checklist, 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.

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.

A guide to Year 8 | 21


Life Skills

Physical Education

Aims of the course

Aims of the course

Several important topics are considered through both informative and discussion based lessons, making use of worksheets, newspaper articles, DVDs, role play, games and debate, and student presentations.

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 underlying aims of the course are to encourage students to: ● Develop the skills necessary to become informed and responsible citizens ● 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 ● Take increasing responsibility for their own learning and behaviour Details of what the course involves The following themes form the framework of Year 8 PSHE and Citizenship course, which is delivered via one 55 minute lesson per week: ● Personal management: research and discussion skills; group relationships; concerns and responsibilities; decision making and managing risk; values; learning styles; money management; career choices exploration ● Health and Safety: drug dependence and addictions; knowledge of ‘soft’ drugs; alcohol and its effects; media pressure ● Personal Relationships: friendship; influences on behaviour; self-awareness; communication; stereotyping; discrimination ● Citizenship: rules, laws, rights and personal responsibility; wealth and poverty; Third World debt and its impact on education; child labour; media and wealth; diversity: key features of the main world religions

22 | Curriculum

● 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, to understand, and to 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

How will the course be assessed?

● 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 ● 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

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. Other Information Senior School sports kit

Details of what the course involves All Year 8 girls receive instruction in the following activities: ● Athletics ● Netball ● Dance ● Rounders ● Gymnastics ● Basketball ● Hockey ● Soccer ● Health-related fitness ● Softball ● Cricket

● 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

All Year 8 boys receive instruction in the following activities: ● Athletics ● Rugby ● Basketball ● Soccer ● Cricket ● Tennis ● Cross-country ● Softball ● Gymnastics ● Health-related fitness A guide to Year 8 | 23


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 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).

24 | Curriculum

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 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) 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.

Years 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 www.education.gov.uk/schools/ teachingandlearning/curriculum/secondary Edexcel (examinations board which we mostly use at GCSE and A level) www.edexcel.com International Baccalaureate www.ibo.org UCAS: Universities and Colleges Admissions Service www.ucas.co.uk EUNiCAS: European university Central Application Support Service www.eunicas.co.uk The Department for Education (UK government) www.education.gov.uk The British Council guide for overseas students wishing to study in the UK www.educationuk.org

A guide to Year 8 | 25


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 8 Curriculum Guide 2016  
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