A guide to Year 9 2016 | 2017 Internationally British
Welcome to Year 9
Reporting and contact
Options for Years 10 and 11
Key dates for Year 9
Developing effective learners
Art and Design
Design and Technology
English and Drama
Food Preparation and Nutrition
Information and Communication Technology
English as an Additional Language (EAL)
Modern Foreign Languages
Welcome to Year 9 Welcome to Year 9, the last year of Key Stage 3 before students embark upon two years of GCSE courses in Years 10 and 11. We will be expecting students to seize new challenges in and out of the classroom and to take more responsibility for their learning and for how they organise themselves. The Year 9 curriculum offers a broad and balanced education, building on the programme laid down in the junior schools and Year 7 and 8, and is 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. Students have the opportunity to study the two modern languages chosen from French, German, Spanish and Dutch which they will have chosen in Year 8. In Year 9, sciences – Chemistry, Physics and Biology – are taught separately. The school operates a two-week timetable so lessons in Week A will be different to those in Week B.
Subjects ● English including Drama (8 lessons per fortnight) ● Dutch, French, German, Spanish (Students do two languages) (4) ● Geography (3) ● History (3) ● Mathematics (6) ● Computing (2) ● Science (Three each of Biology, Chemistry, Physics) (9) ● Design and Technology (2) ● Food Preparation and Nutrition (2) ● 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.
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).
Monday, Tuesday and Thursday
Wednesday and Friday
Break or Lesson 3
Break or Lesson 3
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Options for Years 10 and 11
Presently, all Year 9 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. After two years of secondary school we would expect students to take greater responsibility for the organisation of their work. The Library is also open for study after school until 17.30 (16.00 on Fridays) each weekday evening and at lunchtimes.
In Years 10 and 11 students will follow courses leading to external examinations called the General Certificate of Secondary Education (GCSE). Some of these subjects are compulsory and others are options. Students take four optional subjects in Years 10 and 11 as well as enrichment option. In January, there will be a special Options Evening where parents and students are invited to talk to staff about their potential options for GCSE. A detailed guidance curriculum booklet will be given out in advance and students are given a lot of helpful advice in their PSHE lessons in the weeks leading up to this important evening.
Assessment Students are continually assessed throughout the year in a variety of ways which will include formal tests.
Reporting and contact An interim report will be issued in November, and a progress report in January. Following the Options Evening, also in January, there will be a Progress Evening in early February. Parents and their children may attend a Tutor Consultation Evening in November to discuss general pastoral issues and an Invitational Parent’s Evening with subject teachers in May, by individual appointment in order to discuss academic progress. The Head of Year will also be available to see parents and students. A summative progress report will be issued to mark the end of Key Stage 3. 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 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. Staff can be contacted via the main office at email@example.com, or by telephone. Staff will also communicate with parents – both collectively and individually – via Gateway. Ms. Rayner is the Head of Year 9.
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Tutor time Year 9 students are in new form groups and they will remain with their form tutor until the end of the year. The students will spend 5 minutes at the beginning of each day for registration and the first part of lunchtime with their form tutor. There is a twenty- five minute tutor period or an assembly (lesson 3) on a Wednesday and a further tutor period (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.
Key dates for Year 9* ● History field visit to Ypres: 14 October ● Interim Reports issued: 11 November ● Tutor Consultation Evening: 15 November ● Options Evening: 17 January ● Progress Report Issued: Early January ● Progress Evening: 1 February ● Year 9 Geography field trip: 9 March ● Invitational Parent’s Evening: 16 May ● Activities Week: week beginning Monday 3 July ● Summative Reports 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 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. 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.
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.
Inquirers 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.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective
Knowledgeable 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 Principled
Thinkers 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.
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.
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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 9. James Oxlade | Acting Headteacher
Art and Design Aims of the course The aims of the year 9 Art and Design curriculum are to: ● Make use of techniques learnt and skills developed. ● Follow through an artistic or design process, within a given context, from research, through the development of an idea and experimentation with application of an artist reference, to the final piece. ● Develop responsibility for their own ideas and independent research. ● Begin to develop their own individuality in their artwork. Details of what the course involves Students will have a number of extended workshops during the year. The topics cover areas such as illustration and graphics, architectural design and 3D construction, and animation. More freedom is allowed to develop ideas where a personal and creative approach is encouraged. Book making, use of acrylic paint and mixed media, with card construction are some approaches that will be used. Work will be organised and presented in sketchbooks, where students will use previous experience to respond with greater depth and understanding of the context of their own work. Amongst the media on offer are wire and papier maché, ceramics, found objects, fabrics, printing, collage, charcoal, acrylic paint, gouache, and watercolour, as well as ‘Photoshop’ manipulation of images. Students have a resource book in which they carry out homework and resource tasks, and contextual work in support of their classwork. This book also builds up a photographic record of their artwork.
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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. Homework will require students to work with greater independence where they will be encouraged to set their own to compliment class work.
Design and Technology Aims of the course Design and Technology (DT) in Year 9 aims to consolidate and build upon the work completed during Years 7 and 8, in preparation for the step-up to GCSE. Year 9 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. Designing techniques which the students use will now range from handsketching with annotation, to Computer-Aided Design (C.A.D.). 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, using handtools, specialist machinery and equipment, as well as Computer-Aided Manufacture (C.A.M.) to realise higher quality products. At the end of the DT process the Year 9 students should now be able to propose 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. Continued
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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). DMA’s are projects designed to develop and assess the whole range of Designing-andMaking skills of a student through to the testing and evaluation of a final practical outcome. FPT’s 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. 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.
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
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 examination to assess the individual level of knowledge and understanding accrued during the Year 9 DT course. 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
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The English/Drama Syllabus for Year 9 is broadly in line with the National Curriculum and National Literacy Strategy requirements for Key Stage Three, but it seeks to go beyond those requirements. The Year 9 course provides a bridge from the first two years in Senior School to the beginning of examination courses in Year 10. Texts of an increasingly mature and challenging nature are explored by students. Reading Reading, both shared and individual, is central to the English curriculum. Students study a wide variety of literature, including two fiction texts, two plays including one Shakespeare play, short stories and a selection of poetry, including First World War 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 are encouraged to read at home.
In Year 9, students should move towards planning, drafting and writing for GCSE. As well as short, focused pieces, it is expected that, by the end of the year, students will have built up a portfolio based on the requirements for GCSE. This may include examples of the following:
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.
● Personal/imaginative/creative writing ● Response to Shakespeare ● Response to pre-twentieth century prose or drama text ● Response to a twentieth century prose or drama text ● Response to writing of diverse cultures; ● Response to First World War poetry, linked to the Ypres visit ● Response to non-fiction/media task
The planning, drafting and proofreading of written work in preparation for GCSE assignments is encouraged. The concepts of audience, purpose, style and structure are emphasised. Technical accuracy and grammar and spelling skills are also an integral part of the English course. By the end of Year 9, a student should be able to write literary analysis using embedded quotations and employing a detached critical voice. 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 and contribute to the end of year Inter-House Debating Competition.
Two thirty-five 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
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Food Preparation and Nutrition
Geography Aims of the course
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 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 Global issues such as poverty, environmental sustainability and natural hazards.
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
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 and Year 8 are built upon and developed throughout the Year 9 course. A wide variety of places are studied, from both the more and less economically-developed world.
Aims of the course
The main aims of the Year 9 Food Technology course are:
By focusing on current global issues, this unit explores economic development across the globe, with particular reference to less economically developed countries. Ranging from the impacts of large trans-national corporations such as Starbucks to Gross National Happiness this unit allows students to develop a wider understanding of today’s world.
● To further the development of the students practical skills ● To help student to understand the scientific properties of ingredients when making bread ● To consider the health and nutritional values, sources and functions of a range of foods ● To apply students nutritional knowledge to the study of important nutritional issues Details of what the course involves The course is organised into 2 units of work. The course focuses on a range of student–centred activities based on the theme of bread making and the study of current nutritional issues. (Including Iron and Anaemia, Calcium and Osteoporosis, Vitamin B12 and Vegetarianism). Students also complete practical cookery assignments and experimental work as a part of the course. How will the course be assessed? Students will complete a written and practical examination. Homework and classwork will be assessed throughout the year. Students will be encouraged to evaluate their work.
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Tropical Rainforests This is a study of the Tropical Rainforest, with particular reference to the lifestyles of the indigenous tribes and the impacts of large scale deforestation. Students will gain an understanding of the importance of tropical rainforests on both a local and global scale. Urban Areas: Amsterdam This unit focuses on field work and geographical skills. Students will visit Amsterdam to collect a range of data which will be presented, manipulated and analysed in class with reference to a variety of urban land use model.
Tectonics The final unit of the year focuses on the interactions between humans and physical processes. Student will study the different types of volcanoes and their associated hazards before exploring why humans choose to live near to active volcanoes. This unit allow students to developed decision making skills and culminates in creating a short film about a volcanic eruption. 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. There will also be an end of year exam sat by all students.
History Aims of the course To develop the historical knowledge and skills of all students and enable them to apply historical skills to a variety of different tasks. Details of what the course involves The course broadly follows the lines set out in the National Curriculum. Students learn about significant individuals, events and changes in the Twentieth Century World such as the First World War, the rise of European Dictatorships, the nature of World War Two and the Holocaust. There will also be the opportunity for students to apply their knowledge in situ via a year group fieldtrip to the battlefields of Flanders. Additionally have the chance to research a topic of their own choice from a past non-European society, such as the Native Americans, Islamic civilisations and Imperial China. They 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 selfassessment 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. A guide to Year 9 | 11
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 9 will continue with the European Computer Driving Licence (ECDL) qualification they started in Year 7, working towards completion of the Database module (using Microsoft Access). This course is an internationally recognised qualification and combines topics and themes related to the English National Curriculum Programme of Study for ICT. Students can add to the modules already completed in ICT extra-curricular clubs.
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Additionally, students in Year 9 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 Adobe Photoshop, Adobe Premiere and a range of audio software. They will have the chance to use a range of hardware, including iPads, iPods, digital cameras and microphones. 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 ECDL Database 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.
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 9 Computing curriculum aims to: ● Develop cross-curricular spreadsheet skills for use in data handling ● Reinforce key coding skills and techniques using a web-based language ● Give students an understanding of the internal functions of a computer ● Improve students’ presentation skills using modern web-based tools 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.
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Powerful Presentations (PP)
In this unit of work students will learn to improve their presentation skills by looking at common presentation mistakes. What are the key ingredients of a successful presentation? Students will research, plan and build a Prezi presentation on a computing or technology topic of their choice. The presentation will aim to educate and inform and be composed of a variety of media elements. Links: prezi.com
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.
How will the course be assessed? 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 piece of project work will be the technology presentation. There will be an exam for all Year 9 students during the third term which will assess prior learning and inform their end-of-year grade. 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 Academy and Khan Academy which track student progress through a series of tasks and activities, and provides useful feedback on individual student performance.
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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.
Aims of the course
Unicellular organisms; Respiration; Muscles and Bones; Variation and inheritance; Evolution; Ecology
We aim to:
● Draw on the student’s everyday experiences to develop scientific ideas ● Show students the direct relevance of science to their everyday lives ● Develop the skills of collecting, interpreting and communicating data and information, using manual and electronic means ● Develop the practical skills of handling a variety of equipment, chemicals and living materials safely and effectively; and ● Increase the student’s awareness of the strengths and limitations of the scientific approach and of the social, economic and ethical factors affecting science and the world in which we live.
Reactions of Metals and Metal Compounds; Patterns of Reactivity; and Using Chemistry
Details of what the course involves During the first part of Year 9, students complete the National Curriculum of England for Key Stage 3, together with supplementary material, which is designed to take advantage of student ability and the international character of our school. Students in Year 9 have nine lessons over a fortnight, divided equally between separate lessons of Biology, Chemistry and Physics. In each subject area, we teach a series of modules. In these modules we reinforce the concept of the unity of the scientific approach established in Year 7 and 8, while introducing the students to the diversity of style and content to the three subject areas. The Science course in Year 9 is practical-based, as far as this is possible, but also introduces enough new theoretical ideas to allow students real understanding of the material that they investigate experimentally. We use background reading material and textbooks when they can improve a student’s understanding. The course involves students competing topics in each of the separate Sciences. The topic titles are out lined below; each topic covers a range of key concepts from the relevant Science.
Physics Forces and Motion; Moments; Pressure; Electricity; Magnetism How will the course be assessed? We set regular homework in each subject area. Homework can include writing reports of experiments, designing a new experiment, consolidation exercise on theory covered, background reading, researching a part of the topic or revision for a test. In each subject area, we assess the progress of students by means of standardised tests at the end of each module. Students will be tested in each science subject at the end of each topic; part of each test may assess practical skills (ability to follow instructions, obtain evidence and record measurements and results). These tests are the same for each Year 9 student. There will be an overall test in each science subject in the Spring Term. We use the results of assessments and homework assignments to chart the progress of our students through levels of development of scientific expertise, to highlight areas that require attention, and to identify areas where an especially motivated, or able student will benefit from enrichment material. Assessment results will also be used as evidence when students are placed into groups in Year 10.
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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.
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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.
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.
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: applying Mathematics to real life situations. ● Algebra and number: further equations, inequalities, sequences, graphs, algebraic fractions and further number work. ● Shape and space: angles, polygons, Pythagoras’ theorem, trigonometry, transformations, prisms and loci. ● Data handling: further statistical investigation, representing data and 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 Students in Year 9 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. Continued
A guide to Year 9 | 17
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
What happens after Key Stage 3?
Aims of the course
Students will follow the GCSE Mathematics curriculum during Key Stage 4.
All students in Year 9 study Dutch. Students are divided into three or four sets in Dutch in Year 9. 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. In the top sets students will be preparing for the GCSE in Dutch. If your son or daughter is in one of these sets, we will write to you with more details at the beginning of Year 9. Details of what the course involves 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. 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.
18 | Curriculum
Aims of the course
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 8 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. Students who arrive in Year 9 with no previous experience of French will be given special help so that as a beginner they can catch up with the work that they missed in Year 8.
The Year 9 course follows on from the Year 8 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. Students who arrive in Year 9 with little or no knowledge of German will be given special help so that they can catch up with work that they missed in year 7 and year 8. Details of what the course involves
Details of what the course involves Students work with the course book Métro 3 and an accompanying Cahier d’Exercices. This follows directly from the course studied in Year 8 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.
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: 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 9, alongside Dutch.
How will the course be assessed?
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 exam at the end of Year 9 assessing knowledge and understanding of the subject matter covered in the course.
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 exam at the end of Year 9 assessing knowledge and understanding of the subject matter covered in the course.
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.
This course assumes that students have two years’ 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 to prepare them for the GCSE exam which is offered through the BSN’s Language Centre. Students may choose German as one of their two languages to study in Year 9. Continued
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Spanish Aims of the course This course follows on directly from the Year 8 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. Those students who have little or no previous knowledge of Spanish will be given special help so that they can catch up with the work that they missed in Year 7 and Year 8. Details of what the course involves Students work with a course book produced by the Spanish Department. They cover six topics: Travel and Transport, House and Home, Daily Routine, Free Time, Holidays and Accommodation. At the end of the course, students keep their workbook 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 modal verbs and the preterite (past) tense. Students may choose Spanish as one of their two languages to study in Year 9, 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. There will be formal exam at the end of Year 9 assessing knowledge and understanding of the subject matter covered in the course. 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.
20 | Curriculum
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. The focus of the 6 main Music modules undertaken is as follows:
● Learning to Compose ‘Music For the Moving Image’ using Music Technology/Logic Pro ● Developing further Keyboard/Vocal/Drum Kit/ Bass Guitar skills, and extending knowledge of chords and inversions, based around ‘I Will Survive’ ● Conga/Latin American Music – Ensemble Playing skills – reading notation/understanding rhythms, in both large and small groups ● Learning to Compose – ‘Music for a Computer/ Video Game’ from scratch – developing character melodies/melodies to represent events/ synthesizing sound effects/Creating a sound script ● Composing/Writing Music- Rondo Project – writing melodies adding chords/performing them. Also writing melodies to fit chord sequences, using traditional hand-written notation methods ● Song Writing Project – 32-bar song form Verse/ Chorus –scansion –writing balanced-length lyrics – formulaic project allied to some ‘free’ song writing – aiming to perform at end of project. Looking at section planning and how to achieve a good balance between repetition and variety Alongside these, students again sing, play and listen to a wide range of music, developing background knowledge and awareness of musical vocabulary by means of additional focal content on a further 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. In the first half of the Summer Term, students sit a more formal Listening/Appraising Exam in class lesson, where their cumulative knowledge and ability to identify musical elements within the three Set Works mini-modules is tested. At this stage students are expected to take responsibility for having a reasonably good understanding of notational concepts, except in circumstances where they may not have studied this before. Most class work is kept in a folder, which will have stayed with the student throughout Years 7-9.
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/ self-evaluation 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 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. Continued
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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.
22 | Curriculum
Physical Education Aims of the course Through 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; and ● The development of relevant skills, knowledge and understanding for future vocations in sport and recreation.
How will the course be assessed?
● To provide and maintain an orderly, well structured and safe environment conducive to learning and achievement. ● To provide and 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 and are year-group specific. The scale itself 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 also complete a self-assessment grade which is recorded only on the register. Other information
Details of what the course involves
Senior School sports kit
All Year 9 girls receive instruction in the following activities:
● 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
● Athletics ● Netball ● Cricket ● Rounders ● Gymnastics ● Badminton ● Hockey ● Soccer ● Health-related fitness ● Softball ● Basketball All Year 9 boys receive instruction in the following activities: ● Athletics ● Rugby ● Basketball ● Soccer ● Cricket ● Tennis ● Cross-country ● Softball ● Badminton ● Health-related fitness
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Life Skills Aims of the course Several important topics are considered through both informative and discussion based lessons, making use of worksheets, news 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.
24 | Curriculum
Details of what the course involves The following themes form the framework of Year 9 PSHE and Citizenship course, which is delivered via one 55 minute lesson per week. ● Personal management: research, presentation, negotiating and discussion skills; emotional intelligence; decision-making; group relationships and team work; personal strengths/KS4 option choices; careers research; financial terms and concepts; life path choices/happiness quotient; financial project development. ● Health and Safety: drug abuse including information on illegal drugs; slang names and legal consequences; alcohol – units, measures and effects; Internet safety. ● Personal Relationships: communication; body image and self-esteem; positive relationships; peer/social pressure; sexual responsibility; contraception. ● Citizenship: ‘Are you a good consumer?’ Issues examined include – fair trade, the environmental impact of our choices; sustainable development: recycling, packaging, wastage, energy conservation, and media pressure; environmental issues research project.welfare.
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; www.education. gov.uk/schools/teachingandlearning/curriculum/ b00200366/about-the-school-curriculum
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 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 new subjects. If students continue at 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.
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.’ Continued
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Here are some website addresses which you might find useful in your thinking about GCSE choices and beyond
Generally IB and A level are accepted for international courses at Belgian universities but there are language requirements for many courses. Students wishing to study in Dutch may find the application easier if they have the IB. Universities will generally require proof of a sufficient level of proficiency although a limited number of courses are offered in English.
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
Applications to Universities worldwide Australia A Level and IB acceptable. Applications are post-qualification for entry the following March. Depending on country of origin, application is either made to the university itself, a nominated contact officer of that university or a local agent of the institution in The Netherlands. Each university will impose its own grade requirements. International students will require a certificate of English proficiency and certified copies of all qualifications. Proof of financial viability is essential as is a student visa. For details see: www.studyinaustralia.gov.au www.myuniversity.gov.au www.universitiesaustralia.edu.au
26 | Curriculum
Canada A Level and IB accepted. For non-indigenous English speakers, TOEFL is accepted, as is IELTS. Quebec requires competence in French via their own written test. Each university will state its own minimum A Level or IB grade requirement. For example, UBC requires a minimum of 24 points at IB or three A Level passes for undergraduate entry. In addition to these general requirements there will be course specific requirements that need to be achieved. For details see: www.ubc.ca France For prospective students from non-European Union countries enrolling as a first-year undergraduate, you must apply through the French Embassy in your country. To enrol directly in the third or higher levels of university, apply directly to the university. In all cases, visa requirements may apply. For school-leavers with British (or other E.U. or Swiss) nationality, enrolling in a French university is usually quite simple – just as long as you have a reasonable command of French. Prospective students should take one of the officially recognised proficiency tests in French such as the DALF. Some universities may require this; others – especially smaller ones that are keen to attract students – may not. France has an online application system similar basically to UCAS, but free. The http://www. admission-postbac.fr/ website, which is, of course, in French only, is an online portal where sixth-formers (final year high school students) can apply to any French university, and many other higher education courses in France. For university admission, this online application is optional; it is obligatory for many specialist and vocational further/higher education courses, such as courses in IUTs.
As with UCAS, sixth-formers should apply before taking their A levels or equivalent. The Admission-Postbac portal is open for preliminary applications from 20th January to 20th March or thereabouts. Filling in the form is not too complicated as long as your French is good. However the system also accepts late applications, from 20th June to 20th September. Since, with a few exceptions, there is no restriction on the number of students enrolling in first year at university, your application should automatically be provisionally accepted. (EU rules demand equal treatment for all EU nationals). Once A level (or other high school graduation) results have been obtained (for A levels, you should probably have to have passes in at least three subjects), you then have to follow up your online application, or preferably write to, or go to, the university and UFR (faculty) in which you wish to enrol, and request a “dossier d’inscription” (enrolment forms) and a “demande de validation des acquis” (to obtain official French validation of your UK diplomas), or fill in the documents online. For details see: www.about-france.com/study.htm Germany In general, A Levels are perceived to be an acceptable alternative to the ‘Abitur’, for universities with equivalent ranking to those in the UK. IB accepted widely but Mathematics at Higher Level may be required at some universities for some courses. Application system is not centralised – entrance is strictly controlled by each individual university. Increasing number of courses available taught in English. If planning to study in German then it is important to fulfil the language requirements. Application forms available from the German Embassy. Application deadlines vary depending on the individual university.
India A Levels and IB acceptable. All university courses are taught through the medium of English and it may be necessary to prove fluency. All international students are required to take a medical before a visa is issued. For details see: www.india.gov.in/overseas/study_india/ studyinindia.php?id=5#q13 Italy A Levels and IB are acceptable. Applications are made directly to the individual university. All transcripts must be translated into Italian and formally legalised by the Italian Embassy. The Embassy will provide the ‘Dichiarazione di Valore in loco’ related to the school leaving qualification. For details see: www.study-in-italy.it/index.html Japan A Levels and IB are acceptable. There is a requirement for twelve years of education. Students normally enrol in April, but some universities permit students to enter at a different time, such as in October. International candidates may be required to sit an admissions examination: the EJU, which is available in Japanese and English. For details see: www.studyjapan.go.jp/en/toj/toj01e.html www.jasso.go.jp/index_e.html www.g-studyinjapan.jasso.go.jp/en/ Continued
For details see: www.study-in.de/en
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The Korean university academic year begins in late February to early March. Most Korean universities admit new students twice a year. For spring semester starting in March applications are usually opened from September 1 to November 30. For fall semester starting in September applications are opened from April 1 to June 31. Students of Korean origin who have received an international education may be required to sit a performance test.
A Level and IB are accepted. For non-indigenous English speakers, TOEFL is accepted, as is IELTS. The academic year in New Zealand matches the calendar year. Institutions have their own deadlines – some allow applications twice a year, by May and November for entry into either semester 1 or semester 2. If planning to study full time for more than 3 months a student visa is required. To get a student visa proof is required that you are enrolled in an approved course at an institution that has been accredited to offer that course. Free, independent help and advice is available from the local New Zealand Embassy or Immigration New Zealand office.
For details see: www.worknplay.co.kr/korea-information/ studying-in-korea www.useoul.edu/index.html The Netherlands A levels and IB are acceptable. If the course is in Dutch, students would need either a Dutch A level, or to sit an examination at the university. Dutch students at the BSN are always considered as international students – the classification is made on the basis of non-Dutch qualifications (A Level and IB). There is a limited centralised system: http://info.studielink.nl/en/studenten/ Pages/Default.aspx but the majority of Dutch universities require additional individual applications and documentation, sometimes this can be sent electronically but often paper copies of documents are required. Prospective students should be aware that, although the entry requirements may seem relatively low, the failure rate at the end of the first year is higher than that in the UK. Increasingly, Dutch universities are offering courses in English which, with costs soaring in the UK, are becoming more attractive. The most popular courses, for example, Aerospace Engineering at TUDelft are now employing a highly selective process of Numerus Clausus as the competition for places increases. For details see: http://www.ib-groep.nl/International_visitors/ Studying_in_the_Netherlands/general.asp www.nuffic.nl www.studyinholland.nl studyinholland.co.uk
28 | Curriculum
For details see: www.aut.ac.nz/__data/assets/pdf_file/ 0006/245148/International-Prospectus-2011.pdf www.studyingnewzealand.com/ www.newzealandeducated.com/ Norway In general the application deadline for foreign students is between December and March for courses starting the following autumn (August). Please note that some institutions have separate “pre-qualification” deadlines that are earlier than this. This means that, in effect, a ‘postqualification’ application system to Norwegian universities in July of each year; although A levels are an acceptable qualification, choice of courses is restricted for same year entry due to August publication of examination results. Some courses require evidence of English proficiency. For details see: www.studyinnorway.no
A ‘Certificate of Exemption’ from the SA Matriculation Board is obtainable with ‘A’ Levels and IB. Application deadlines may vary from university to university but in general applications need to be completed by the end of September the year before entry. Students whose first language is not English will need to complete IELTS or TOEFL tests to prove fluency. A medical and proof of sufficient financial means is required for a student visa to be issued.
Students should have taken either IB or A Level, plus either the American College Testing Program (ACT), or Scholastic Assessment Test (SAT) and 2 or 3 subject SATs. It may be necessary for some students to sit the TOEFL test to prove English language competency. The American School of The Hague is an official College Board testing centre and offer revision classes for these tests. There is a limited centralised system, the Common Application, but a number of universities require students to make individual applications to them. Further information on how to apply is available on the individual university websites. Each university retains the right to impose its own admissions policy.
For details see: www.southafrica.info/about/education/ universities.htm sa.gostudy.info www.ru.ac.za SPAIN Students who have completed secondary education in a member state of the European Union (EU), Switzerland, Iceland, Norway, Liechtenstein or China, are not obliged to sit the Spanish university access examination (known as PAU, or “selectividad”). The legalization of original academic documents in order to ensure their validity in Spain is required. This involves a legal translation into Spanish of the relevant academic documents and an apostille applied by the local Spanish Consulate in The Netherlands.
Entry is also possible, in some instances, after AS Levels. For details see: www.collegeboard.com www.commonapp.org/CommonApp/default.aspx www.ash.nl/standardizedtesting Please contact Miss Street in the Careers Office if you have any queries about university applications in relation to the curriculum we follow at the Senior School.
For details see: www.universidad.es www.spainedu.org/studying-in-spain.html
A guide to Year 9 | 29
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: firstname.lastname@example.org www.britishschool.nl