Issuu on Google+

Year 7

Curriculum Information

Internationally British


YEAR 7 CURRICULUM 2013/14

Welcome to Year 7 ..........................................................................................2 Homework ............................................................................................ 3 Assessment .......................................................................................... 3 Reporting and contact with parents ......................................................... 3 Tutor Time ............................................................................................ 4 Key dates for Year 7 during 2013/14 * .................................................... 4 ART & DESIGN ..................................................................................... 7 DESIGN & TECHNOLOGY .................................................................... 7 ENGLISH AND DRAMA ......................................................................... 8 FOOD TECHNOLOGY ........................................................................ 10 GEOGRAPHY ..................................................................................... 10 HISTORY............................................................................................ 11 INFORMATION AND COMMUNICATION TECHNOLOGY ..................... 12 INTEGRATED SCIENCE ..................................................................... 13 LEARNING SUPPORT ........................................................................ 14 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) ............................... 14 MATHEMATICS .................................................................................. 15 MODERN LANGUAGES ...................................................................... 15 MUSIC................................................................................................ 17 PERSONAL SOCIAL HEALTH EDUCATION (PSHE) ............................ 19 PHYSICAL EDUCATION ..................................................................... 19 APPENDIX ......................................................................................... 22

1


YEAR 7 CURRICULUM 2013-2014

Welcome to Year 7 the first year of the Senior School. The purpose of this booklet is to give students and parents an introduction to, and an overview of, the Year 7 curriculum. Please read this booklet in conjunction with the Year 7 ‘Guidance for Parents & Students’ which you will either have received in January or, if you are a family new to the BSN, will be included in the Welcome Pack. The move to the Senior School is exciting. Students are taught a range of subjects by a number of different teachers. This involves moving to specialist areas and being organised for each lesson. Students will receive plenty of help to settle into a positive routine, especially from their form tutors who will see students on a daily basis. What may initially seem a little confusing soon becomes familiar. The school operates a two-week timetable so lessons in Week A will be different to those in Week B. There is an exemplar timetable at the end of this introduction. The school day: Monday, Tuesday and Thursday: 08.50-15.55 (6 x 55 minute lessons a day with a break in the morning and 55 minutes for lunch) Wednesday and Friday:

08.50-15.25 (5x55 minute & 1x25 minute lessons a day with a break in the morning and 55 minutes for lunch)

MONDAY, TUESDAY, THURSDAY

WEDNESDAY AND FRIDAY

0850 – 0855 Registration

0850 – 0855 Registration

0855 – 0950 Lesson 1

0855 – 0950

Lesson 1

0955 – 1050 Lesson 2

0955 – 1050

Lesson 2

1050 – 1110 BREAK

1050 – 1115

BREAK or Lesson 3

1110 – 1205 Lesson 3

1115 – 1140

Lesson 3 or BREAK

1210 – 1305 Lesson 4

1140 – 1235

Lesson 4

1305 – 1400 LUNCH

1235 – 1330

LUNCH

1400 – 1455 Lesson 5

1330 – 1425

Lesson 5

2


1500 – 1555 Lesson 6

SUBJECTS STUDIED: in lessons per fortnight

1430 – 1525

Lesson 6

English including Drama French Dutch German/Spanish Geography History Mathematics Information Technology Integrated Science Design and Technology Food Technology Music Art and Design Physical Education Personal, Social and Health Education

8 4 3 2 3 3 6 2 6 3 3 3 3 5 2

The Year 7 curriculum offers a broad and balanced education, building on the programme laid down in the Junior Schools. Many subjects follow on from courses already started in Year 6, the highest year of junior school, and are based on the National Curriculum for England and Wales. Our programmes of study take into account the rich diversity of nationalities in the student body. We have provision too, where necessary, to offer students support in English as an Additional language (EAL). Additional Educational Needs (AEN) staff give individual help to children with particular needs. Homework All Year 7 students have regular homework, with each piece taking around half an hour. A variety of tasks are set and homework involving project work in some subjects may last over several weeks. All students are therefore taught and encouraged to manage the timing of their homework to see that it balances out over each week. We would expect students to take increasing responsibility for the organisation of their work as they move through the first three years of the Senior School. The Library is also open for study after school until 17.30 (16.00 on Fridays) each weekday evening and at breaks and lunchtimes. Assessment Students are continually assessed throughout the year in a variety of ways which will include formal tests. Please see the subject entries for details. There is no official examination period at the end of Year 7, although there are end of year assessments carried out by some subjects. The reported attainment at the end of the year will be based on data that is gathered throughout Year 7 to give the best possible analysis of student progress and achievement. Reporting and contact with parents We start the year with a Year 7 Open Evening for parents. The purposes of the evening are to meet key staff with responsibility for looking after Year 7s, to learn more about some areas of generic interest and to meet other parents. The evening is semi-formal but hopefully fully informative. This will be followed by a residential trip for students and their tutors. A settling-in card will be issued in October to give you an idea of how well subject staff feel the students have come to terms with the demands of the secondary school curriculum so far. We will also be holding a Tutor Consultation Evening where you

3


and your son/daughter can meet the form tutor by individual appointment and discuss how well he/she has settled into Senior School. Parents who have concerns or queries about a particular subject are welcome to contact the teacher and department via senior@britishschool.nl at any time. At the end of the first term a progress report will be written, followed by a Progress Evening a little later in the year. This report will include details of how students are doing academically in each of their subjects. A further progress report will be issued in June. There will be a final Progress Evening in May where subject teachers can invite parents and students in to talk about their progress before the children move up to Year 8. We strongly encourage parents to bring their children to progress and consultation evenings. It is important for students to hear what is being said directly and to be able to contribute to the discussion. The most effective dialogue is three-way. Students can also be very helpful in guiding parents from one room to another between appointments! In between these formal periods of contact, problems and issues may arise. Parents may contact the school and vice-versa. The form tutor, or Head of Year are the main people to contact if you have any concerns. Staff can be contacted via the main office at senior@britishschool.nl, or by telephone. Staff will also communicate with parents – both collectively and individually – via Gateway. Mrs Bradley is the Head of Year 7. We will also be holding an evening to celebrate the success of Year 7s in June to give parents a picture of what their children they have been involved in, both in and out of the classroom. Tutor Time Year 7 students are divided into form groups. Each form has a form tutor. Each group will stay together with their form tutor for the first two years of secondary school. The students will spend five minutes at the beginning of each day with their tutor in registration and at the beginning of lunchtime. The form tutor is there to help with problems, encourage students to organise themselves for the day, check homework entries and to discuss matters of importance. There is a twenty-five minute tutor period (lesson 3) on a Wednesday, and either a further tutor period or an assembly (lesson 3) on a Friday. Key dates for Year 7 during 2013/14 * Year 7 Open Evening: 24 September Year 7 residential: 12-13 & 26-27 September Settling-in cards issued: week beginning 7 October Tutor Consultation Evening 10 October Geography trip to Rotterdam: 03 December Progress report issued: week beginning 13 January Progress evening: 26 February Progress report issued: week beginning 30 June Year 7 Celebration of Success Evening: 12 June Invitational Progress Evening 26 May Activities Week: week beginning Monday 30 June *these dates are provisional at the time of writing. Parents will receive a final list of key dates in the Welcome Pack before students start the next academic year.

4


Exemplar Y7 timetable A A A A Mon Tues Wed Thur

A Fri

B B B B Mon Tues Wed Thur

B Fri

1

English

English

Dutch

Math

Science

History

English

Art

Music

Dutch

2

Food Tech

Maths

Art

PE

PE

English

History

Geog

PE

French

3

Geog

History

Science

French

Geog

Dutch

IT

German or Spanish

English

Maths

4

French

German or Spanish

IT

Music

DT

Maths

Science

Maths

Science

Science

5

Art

PE

English

Science

DT

Music

French

English

Food Tech

DT

6

Maths

PSHE

15.25 finish

English

PSHE

PE

15.25 finish

Food Tech

* 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 in September 2008 alongside A level for Years 12 and 13. 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.

5


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. 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. Thinkers They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions. Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience. Caring They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs. Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. Reflective 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 They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. The last of these qualities is addressed under the school’s Academic Honesty Policy which both discourages acts of academic dishonesty and malpractice and encourages students to develop decent and effective study habits which will stand them in good stead in the future. This policy can be viewed on the Gateway. In the Appendix you will find what we hope will be a helpful section with further information about some of the most common terms and abbreviations used in the English system as well as some websites which provide additional background information, including examinations after the age of 14 and universities. For parents unfamiliar with the English system, there is an explanatory document on Gateway called ‘Curriculum Overview.’ We look forward to welcoming your son/daughter in September and wish him/her a happy and rewarding time at the BSN. James Oxlade, Deputy Headteacher, June 2013

6


ART & DESIGN Aims of the course The aims of the year 7 Art & Design curriculum are to provide a foundation in: • exploring visual, tactile and other sensory experiences to communicate ideas and meanings; • establishing skills, using a range of media, developing confidence, competence, imagination and creativity; • encouraging students to learn to appreciate and value images and artefacts across times and cultures and to understand the contexts in which they are made; • helping students develop to ability to reflect critically on their own and other people’s work, judging quality, value and meaning in a sensitive manner; • challenging students to learn to think and act as artists, craftspeople and designers, working creatively and intelligently, both independently and collaboratively, developing a sense of responsibility for their own learning; • encouraging pupils to make sound critical judgements through developing an appreciation of art, craft and design, and its role in the creative and cultural industries that enrich their lives; and • encouraging attention to good presentation of work Details of what the course involves Students explore the areas of colour and line, and make a folder in which to store their work for the whole key stage. Students are introduced to many techniques and media in the area, including observational drawing, painting, lettering, collage, elements of pattern, batik, scraperboard, block printing and ceramics. The use of ICT is an integral part of their learning. Students have a resource book in which they carry out homework, resource tasks and contextual work in support of their class work. How will the course be assessed? Continuous assessment of all disciplines and media covered throughout the year takes place in Art & Design. Marks are in line with the school’s assessment criteria used on both the grade cards and end of year reports. Other information Students require some basic equipment to facilitate the completion of homework tasks; we recommend a set of colour pencils and a small set of watercolours. It is also advisable that students bring an apron or art shirt with them to lessons. DESIGN & TECHNOLOGY Aims of the course Design and Technology (DT) aims to introduce Year 7 students to the DT process. This process gives the students a framework within which they can start to identify 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

7


manufacture. Year 7 students will then be introduced to making their product in a practical workshop using a wide range of hand-tools and specialist machinery. This will probably be the first time that the students have worked in this environment, so they are made aware of the safe way to work through demonstration and risk assessment. The students will develop an increased appreciation of the properties of a range of materials and how they can be formed and wasted, safely and appropriately. At the end of the DT process the students are taught how to test their finished product for fitness-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 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 practise 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. How will the course be assessed? DT assesses three main areas of study: Designing; Making; and Knowledge and Understanding. The DT students keep a DT resource folder, which they build up throughout the Key Stage covering Years 7, 8 and 9. They record their projects using the DT process of Designing-and-Making as a guide. The projects are assessed at key points and targets are set to help the students towards future progress. Other information It is important to the students’ progress and well-being that they bring essential equipment to all of their DT lessons. Students should bring the following: • blue BSN DT apron available from the uniform shop; • a band to tie back long hair; • 2B, HB and 2H pencils; • a set of coloured pencils; • a Geometry set including a 30cm rule, a pair-of-compasses, a 45˚set square and a 30˚/60˚ set square 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

8


works by looking at its patterns, structures and origins. Using this knowledge, students can choose and adapt what they say and write in different situations.

Details of what the course involves The English and Drama syllabus for Year 7 is broadly in line with the National Curriculum and National Literacy Strategy requirements for Key Stage Three, which focuses on: competence in communication, creativity, cultural understanding and critical understanding. Reading Reading, both shared and individual, is central to the English curriculum. Students study a wide variety of literature, including fiction texts, plays, Shakespeare, short stories and a selection of poetry. Students also study literature from other cultures, literary non-fiction, and media texts. One lesson per two week cycle is allocated for library work. Students follow a Library Induction Course in their first few weeks at the Senior School and are encouraged to read at home. Writing It is important that students enjoy writing. Throughout the course, students are given the opportunity to express their ideas in a variety of forms and styles. Through planning and drafting, students are encouraged to consider the purpose of their writing and their audience. Students are encouraged to use dictionaries and thesauri; they are expected to proof-read 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 and magazine/newspaper articles. Technical accuracy and grammar and spelling skills are also an integral part of the English course. Year 7 students will be introduced to the features of a detached critical voice when analysing texts. They will also learn how to embed quotation in their work. Speaking and Listening Students will have the opportunity to participate in a wide range of Speaking and Listening activities, from formal discussion to informal contributions. All students in Year 7 present a prepared talk at some stage during the year. 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; one of these is usually a reading homework. The Special Needs/English as an Additional Language 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 three-strand grading criteria: work is assessed for content, technical accuracy and effort on a scale of 1-5. All students are issued with a copy of the grading criteria and the marking code;

9


• •

Drama performances are assessed using Drama criteria; Students sit assessments in reading, writing and speaking & listening throughout the year; in the spring term, they will sit a mid-year assessment, focusing on unseen poetry and a writing task and in the summer, they will take one further assessment, focusing on a core text studied by the year group as a whole and a writing task. FOOD TECHNOLOGY

Aims of the course The main aims of the Year 7 Food Technology course are: • to help students to develop the skills to design and make their own food products • to make students aware of the importance of food hygiene and safety • to improve students’ knowledge and understanding of food and its function • to promote the development of a wide range of practical skills • to introduce students to product research, development and evaluation • to provide opportunities for students to make single products and products in quantity using Computer-Aided Manufacture (CAM) Details of the course The course is organised into units of work, each unit lasting approximately half a term. The course focuses on a range of student–centred activities based on the themes of Safety and Hygiene, Healthy Eating, Sustainable Foods and the Use of Equipment. Students also complete several Design and Make activities throughout the year where they are given the opportunity to design and make their own food products. How will the course be assessed? Students will have their designing and making 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 with the help of their teachers. GEOGRAPHY Aims of the course The course is designed to meet the demands of the English National Curriculum whilst recognising the European and international dimensions of the BSN.

• Geographical skills

This will include: symbols, scales, directions, grid-references, representation of relief, and the use of atlases. The emphasis here is on developing skills that will be called upon and re-enforced throughout the rest of the Geography curriculum at Key Stage 3 and beyond. Rotterdam field course This will involve an extended write–up of the visit in December to Rotterdam city centre and port. It will involve location studies in the Netherlands. It will involve presentation skills like use of data on the port, including images, use of statistics, and use of historical documents. It also involves the drawing of accurate scale maps and sketch maps, and the drawing of pie and column charts. The study of rivers and river valleys This involves the study of river processes of erosion transport and deposition and the landforms characteristic of the upper, middle and lower courses of a

10


river valley. It also involves a study of the causes and effects of flooding in York, the Netherlands and Bangladesh, together with measures to deal with the threat of such floods.

The world of work This involves the study of primary, secondary and tertiary work types. It also involves the changing nature of the pattern of work.

Details of what the course involves We cover Human, Physical and Environmental Geography in each of the years of Key Stage Three. There are four main units studied during Year 7. The first of these is Geographical Skills, which provides a sound basis of skills and techniques built on throughout their studies in Geography. The next unit focuses on techniques of data collection, presentation and processing culminating in a project on the port city of Rotterdam. The third unit examines the key processes at work in rivers and floods, together with the human responses. The fourth unit is a study of the world of work, looking at different types of employment and income generating activities. The two main textbooks used are Mapstart Book 4 and Horizons Book 1 How the course will be assessed? The course is examined with bi-weekly homework, and by end-of-topic assessments. These include Internet research and IT presentations, written tests and practical experiments. There is also the experience of writing up the Rotterdam project, which for most of our students is their first real taste of such data based project work. HISTORY Aims of the Course The aims of the course are to develop the historical knowledge and skills of all students, and to enable them to apply historical skills to a variety of different tasks. Details of what the course involves At the start of the year, students learn about the nature of the subject and the historical skills that are taught and assessed during Key Stage 3. Year 7 students learn about the significant individuals, events and changes in European History between c.1050 and 1650. The main theme linking the topics taught is Power – who has it and how it is wielded. The topics that are currently taught are: • • •

Introductory skills focussed unit: What is History? Overview Study: Medieval Europe 1050-1450 – Key overarching question – Who had power? Enquiry – What was the Renaissance?

Students will be taught the following knowledge, skills and understanding: • chronology; • knowledge and understanding of events, people and changes in the past; • historical interpretation; • historical enquiry; and • 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.

11


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

Developing an understanding of safe and effective use of ICT (e-Safety) Developing an understanding of the current and future effects of ICT on society, industry and the individual Processing and evaluating information in their planning and investigations Generating and exploring ideas, trying different ways to tackle a problem and working with others to find imaginative solutions Working with others to reach an agreed outcome Organising themselves and showing personal responsibility, creativity, initiative and coping with challenges Evaluating their strengths and limitations and setting themselves realistic goals with criteria for success

Details of what the course involves Students will undertake two units of the European Computer Driving Licence (ECDL) qualification in Year 7: Word-processing (using Microsoft Word) and Presentation Software (using Microsoft PowerPoint). This course is an internationally recognised qualification and combines topics and themes related to the English National Curriculum Programme of Study for ICT. Students will complete further ECDL units in Years 8 and 9, with the option to add to these in extra-curricular clubs. Additionally, students in Year 7 will be given opportunities throughout the year to explore how ICT can enhance their creativity and ability to be effective participators, independent enquirers and collaborative workers by way of project work involving the use of animation and computer game creation. They will have the chance to use a range of hardware, including iPads, iPods, digital cameras, microphones and control technology equipment. This hardware will be supported by the use of a range of industry-standard software (for example Adobe Photoshop). All of the National Curriculum requirements are covered as required and expected at this level. How will the course be assessed? Continuous assessment of classwork assignments are recorded along with assessment for learning comments to help students improve their work. There is also an expectation that students will access both the Internet and standard software at home on a regular basis. Students are expected to work both individually and collaboratively on projects, the end result of which they are assessed on. Students are also expected to be selfcritical and reflective of their own (and others’) work and to know what needs to be done to improve.

12


In addition, regular online tests via ECDL allow students to monitor their own progress and inform future learning before undertaking the word-processing and presentation ECDL tests online. Other Information Students will require a USB memory stick for saving and transporting their work. These are available in the school uniform shop. A good internet connection and access to standard software from home is also expected for the completion of homework. However, there is access available to students at lunchtimes and after school for individual study, where necessary, ensuring that no student is disadvantaged. INTEGRATED SCIENCE During the first two years of the Senior School, students in Year 7 and 8 follow an Integrated Science course. Each class has one science teacher for all their Integrated Science lessons. Aims of the course • Planning and carrying out scientific investigations. • Making accurate and relevant observations. • Recording and presenting results appropriately. • Working safely and co-operatively. • Stimulating and maintaining interest and enjoyment of science. • Preparing students for Year 9 separate science courses which lay foundations for GCSE and round off KS3. Details of what the course involves Lessons are taught in purpose-built teaching laboratories and supported by experienced technical staff. The complete course is structured into independent modules which are divided into Biology, Chemistry and Physics sections. Biology • Ecology matters • Tissues and transport • Sex and science Chemistry • Acids and Alkalis • Bubbles, bangs and burning • What a waste! Physics • Energy and sustainable living • Electrical circuits • Forces and their effects The course uses a specially designed text book ‘Exploring Science 7: How Science Works’, which is supported by Active Teach. 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 Practical Skills Assessment. This will involve:-

13


1. 2. 3. 4. 5. 6.

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 on the topic and practical skills used.

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 more successfully. Additional Educational Needs (AEN - formerly Special Educational Needs) All students have individual needs, but these are not necessarily related to learning difficulties or disabilities. A student is defined as having Additional Educational Needs (AEN) if he or she has difficulty in accessing the BSN curriculum. Such a student may not be responding as expected to the curriculum on offer, or may not be coping within the normal classroom environment without additional help. The aim of the Additional Educational Needs Department is to support a student’s social, emotional and academic needs using a holistic approach which focuses on the student’s strengths as well as on areas of additional need. In order to best meet the needs of students, a range of flexible services is provided. Students are withdrawn in small groups to work on basic literacy skills and keyboard skills and to receive curriculum support. In-class maths support is provided for students with numeracy difficulties. The department has a wide range of up-to-date resources including highlystructured, multi-sensory literacy programmes, software packages and audio-visual materials, in addition to a comprehensive library of more traditional support materials. The Additional Educational Needs Co-ordinator (AENCO) works with students, parents, colleagues and other professionals to facilitate and support students’ learning. 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,

14


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.

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 lines set out in the National Curriculum and the National Numeracy Strategy in accordance with the Mathematics Framework. This comprises four areas of study in which students increase their knowledge and skills: • • • •

Using and applying mathematics: investigations; explaining and justifying methods and conclusions. Number and algebra: mental and written arithmetic; simple linear equations; sequences, functions and formulae. Shape and space: simple geometry; transformations, construction and mensuration; and Data handling: collecting, processing and representing discrete data; calculating and interpreting averages and simple probability.

The main text used is Cambridge Essentials Mathematics. Each student will be issued with a text book and CD-ROM. ICT is treated as an integral part of the course and students will be taught how to apply Mathematics using a variety of tools. Each student will also be issued with a username and password for the MyMaths website, which will be used for some homework tasks as well as the review and practice of key skills. Banding and Setting The Mathematics Faculty places the students into bands in Year 7 according to ability. The placements are made based primarily upon the suggestions of the Junior School teachers (for existing BSN students). All students sit a Maths assessment, either towards the end of Year 6 or upon joining Year 7; the results on the test are also used to help place students. 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. How will the course be assessed? Aside from the regular assessment of class work 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 LANGUAGES Dutch

15


Aims of the course Students are divided into three or four sets in Dutch in Year 7. Students with little or no experience of the language are taught as ‘beginners’, going on to intermediate level and those with more experience as ‘advanced’ students. Native speakers will be working from the same books as an average Dutch school. The students are set according to the information from the junior schools and after diagnostic testing in the week they arrive at the senior school. The course aims to make the students aware of the Dutch culture around them and to give them the confidence that they require to function in everyday situations in the language. The advanced students should be able to use different tenses with a greater degree of accuracy and feel at ease with the written language. The Native Speakers should be on the same level of their Dutch Counterparts. Details of what the course involves Students work with the course books Zeg ‘T Eens, Kom je mee?, and Op Nieuw Niveau 1 and Kidsweek, respectively, according to the level at which they are set. The topics covered will include Family, School, House and Home, Holidays, Environment, Dutch Festivals and Customs. How will the course be assessed? Students are assessed in the four skills throughout the course and staff will also set homework requiring students to learn core vocabulary and structures. These assessments will then contribute to the attainment grade on grade cards, which are issued throughout the year. There will be formal tests assessing knowledge and understanding of the subject matter covered in the course. Dutch Assistant The school has a Dutch assistant who will work with the beginners as well as the most advanced students on an individual or small group basis during some of the lessons. French Aims of the course The aim of the course is to encourage students to enjoy learning and using French, focusing particularly on gaining confidence in the skills of Listening and Speaking. We also aim to develop their Reading and Writing skills, giving all students the opportunity to read authentic French texts and write simple French for everyday situations. Details of what the course involves Students work with a course book Métro 1 and an accompanying Cahier d’Exercices covering various topics including Personal Identification, The Family and Pets, Free Time and the Weather, The Home and Finding Your Way around Town. Each homework should take approximately 20 minutes to complete. 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 tested at the beginning

16


of the year and if they have an appropriate level of the French language will be offered an alternative course to prepare them for the GCSE exam. German Aims of the course This is a short half-year taster course aimed at giving a basic introduction to the German language. The skills of listening, speaking and reading are covered. There is very little written work and no homework is set. Students work with the spoken language in both transactional and conversational situations. Details of what the course involves Students work with a course book produced by the German Department. They cover four topics: Introductions; Numbers and the Calendar; Personal Information; and The Family and Pets. At the end of the course, students keep their workbook that contains a list of all of the vocabulary and structures covered. How will the course be assessed? Students are assessed in the three skill areas during the course. There is no formal assessment at the end of the course. All students receive a certificate of achievement at the end of the course. Native speakers This course assumes that students have little or no knowledge of German. Those students with an advanced level of language, either by virtue of their nationality or residence in a German-speaking country, will be offered an alternative course to prepare them for the GCSE exam. Spanish Aims of the course This is a short half-year taster course aimed at giving a basic introduction to the Spanish language. The skills of listening, speaking and reading are covered. There is no written work and no homework is set. Students work with the spoken language in both transactional and conversational situations. Details of what the course involves Students work with a course book produced by the Spanish Department. They cover four topics: Food and Drink, Finding the Way, Personal Identification and the Family. At the end of the course, students keep their workbook that contains a list of all of the vocabulary and structures covered. How will the course be assessed? Students are assessed in the three skill areas during the course. There is no formal assessment at the end of the course. All students receive a certificate of achievement at the end of the course. Native speakers This course assumes that students have little or no knowledge of Spanish. Those students with an advanced level of language, either by virtue of their nationality or residence in a Spanish-speaking country, will be offered an alternative course to prepare them for the GCSE exam. MUSIC Aims of the course The aims of the Year 7 Music curriculum are:

17


• • • • •

the establishment and reinforcement of core musical skills 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 students to make personal responses to music, and to evaluate works of music; to encourage students to create music individually and in groups, working as a team and constructing coherent patterns; and 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 around three hours over the course of two weeks in full-class lessons, in which they will undertake a course of study based largely around practical activities in Performing (vocal and instrumental), Composing, Listening/Appraising and Music Technology. Students use a mixture of their own instruments, quality classroom-tuned and untuned percussion, acoustic and electric guitars, recorders, electronic keyboards and Music ICT Suite hardware/software. The work is centred around a series of projects, each representing a musical genre, a specific musical skill, group of instruments, or music from a non-Western culture. Alongside this, students complete exercises in notational understanding, as a combination of class work and appropriate homework. How will the course be assessed? Continuous assessment of practical activities, including performance and composition, takes place throughout the year. There will be regular ‘Listening & Appraising’ Tests related to study of specific compositions which students will have studied previously in some detail. Grades given throughout the course are in line with the school's assessment criteria used on both the grade cards and main reports. The overall Attainment Grade reported will be just one grade, reflecting the following balance of on-going assessments: Performing Work 40%, Composing and Arranging Work 40%, Listening and Appraising 20%. Other information Instrumental and vocal lessons with quality visiting staff are available through the school at an additional cost. In the first instance an application form should be downloaded, or collected from the Senior School Music Office and returned to the Director of Music, Mr John Saunders. A proportion of lessons are taken by Year 7-9 students during the academic day, on a continually rotating timetable, with other lessons taking place after school and into the evening where appropriate. All students, whether they have individual lessons or not (in or out of school), are strongly encouraged to participate in school ensembles. A variety of ensembles support the curriculum. In recent years, these have included: Junior Choir (‘Vocalise’), Senior Choir, Recorder Group, Guitar Ensemble, Rock Groups, Swing Band, Concert Band, Progress Band, String Group, String Quartet, Orchestra, Flute Choir, Senior Performance Choir, Showstoppers Choir, Traditional Music Group, fullscale whole-school Musicals and a variety of other ad-hoc ensembles which vary throughout the year. These take place generally during lunchtimes and after school, with occasional evening rehearsals. There are also further opportunities available for the most advanced musicians, through the BSN Centre for Young Musicians, which operates at weekends. In addition, the department has regular links with organisations and ensembles in the community, both at the professional and amateur level, and the department works

18


with many of these on a regular basis, helping provide a variety of performance platforms, workshops and concert-going opportunities. For more information please contact the Music Office on 071 560 2222.

PERSONAL SOCIAL HEALTH EDUCATION (PSHE) Aims of the course Several important topics are considered through both informative and discussion based lessons, making use of worksheets, newspaper articles, DVDs, interactive CDs, role play, games, card sorts, debate, and student presentations. The underlying aims of the course are to encourage students to: • • • • • • •

Develop a basic knowledge and understanding of the spiritual, moral, cultural, economic, physical and mental development of themselves and others. Become self-confident and happy young people. Develop a healthy and safe lifestyle. Explore and understand the feelings, attitudes and values of themselves and others. Develop and practise skills of enquiry and communication. Become more responsible for their own learning and behaviour. Develop the skills necessary to become informed and responsible citizens.

Details of what the course involves The following themes form the framework of Year 7 PSHE and Citizenship course, which is delivered via one 55 minute lesson per week: •

• • •

Personal management: ground rules for PSHE; developing potential; managing time and making priorities; enhancing memory skills; being resilient; thinking positively; handling feelings; rules and ethics; consequences of actions; listening & communicating; discussion skills; banks & what they do; money management and budgeting. Health and safety: smoking & alcohol education; puberty & growing up; how to handle an emergency. Personal relationships and social awareness: belonging to groups; the need for rules and personal responsibilities; friendship; bullying and teasing; cyber bullying; assertiveness skills. Citizenship: care of the environment; animal welfare.

PHYSICAL EDUCATION Aims of the course By offering a broad, balanced and progressive curriculum involving a range of challenging and enjoyable experiences to all students, the PE Faculty aims to promote the following: • the physiological development of the student;

19


• • • • • • • • •

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.

Objectives • To provide and maintain an orderly, well-structured 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, decision-making and co-operation. Knowledge – rules, basic health, fitness and physiological aspects. Concepts – of defence, attack, space, safety, healthy lifestyles, teamwork and appreciation of movement. Attitudes – of fair play, responsibility, confidence and commitment. Details of what the course involves All Year 7 girls receive instruction in the following activities: Athletics Indoor Athletics Dance Rounders Gymnastics Swimming Hockey Soccer Health-Related Fitness Softball All Year 7 boys receive instruction in the following activities: Athletics Rugby Basketball Soccer Cricket Swimming Cross-country Softball Gymnastics Tennis Health-Related Fitness How will the course be assessed? At the end of each unit of work every child is graded based on a scale of 1 – 5 (1 is high, 5 is low). These criteria have been written with reference to the PE National Curriculum levels. The scale has been selected to dovetail into the school system of 1– 5, which is used in both grade cards and formal reports.

20


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.

Sports Kit Senior School T-Shirt: Shorts or hockey skirt: Warm Top: Tracksuit bottoms: Rugby kit: Footwear: Miscellaneous:

house coloured T-shirt with BSN logo navy blue choice of navy blue hooded top with BSN logo or navy blue tracksuit top with BSN logo navy blue navy blue rugby shirt, shorts and long socks trainers, boots (football, rugby or hockey as appropriate), indoor trainers sports socks, shin guards, mouth guard.

21


APPENDIX 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-school-curriculum

EAL: English as an Additional Language (see Learning Support section) AEN: Additional Educational Needs (previously known as SEN, see Learning Support section) In 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). In 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 & Curriculum’ and choose ‘Year 12.’ In Year 13 GCE A Level (A2 Level)

22


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. In Year 12 and 13 IB – International Baccalaureate Diploma 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 Groups & Curriculum’ and choose ‘Year 12.’

Websites Here are some website addresses which you might find useful in your thinking about GCSE choices and beyond The National Curriculum online: http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary

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

23


The British School in The Netherlands Senior School Jan van Hooflaan 3 2252 B.G., Voorschoten www.britishschool.nl +31 (0)71 560 2222 senior@britishschool.nl


BSN Year 7 Curriculum Handbook 2013-14