YEAR 9 CURRICULUM 2013-2014
Welcome to Year 9 ................................................................................ 2 Learning Support ................................................................................... 3 Homework ............................................................................................ 3 Assessment .......................................................................................... 3 Reporting .............................................................................................. 3 Choosing Options for Years 10 and 11 ................................................... 4 Tutor Time ............................................................................................ 4 Key dates for Year 9s during 2013/14 * ................................................... 4 Developing effective learners ................................................................. 4 ART AND DESIGN ................................................................................ 6 DESIGN AND TECHNOLOGY ............................................................... 6 FOOD TECHNOLOGY .......................................................................... 7 ENGLISH AND DRAMA ......................................................................... 8 GEOGRAPHY ....................................................................................... 9 HISTORY............................................................................................ 10 INFORMATION AND COMMUNICATION TECHNOLOGY ..................... 10 LEARNING SUPPORT ........................................................................ 11 English As An Additional Language (EAL) ............................................. 12 MATHEMATICS .................................................................................. 12 MODERN LANGUAGES ...................................................................... 13 MUSIC................................................................................................ 15 PE & SPORT ...................................................................................... 16 PERSONAL SOCIAL HEALTH EDUCATION (PSHE) ............................ 18 SCIENCE............................................................................................ 18 APPENDIX ......................................................................................... 20
YEAR 9 CURRICULUM 2013-2014 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. The school day: Monday, Tuesday and Thursday: 08.50-15.55 ( 6 x 55 minute lessons a day with break in the morning and 55 minutes for lunch 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
0955 – 1050 Lesson 2
0955 – 1050
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
1305 – 1400 LUNCH
1235 – 1330
1400 – 1455 Lesson 5
1330 – 1425
1500 – 1555 Lesson 6
1430 – 1525
SUBJECTS STUDIED: in lessons per fortnight
English including Drama 8 Dutch, French, German, Spanish 4 (students do two languages) Geography 3 History 3 Mathematics 6 Information Technology 2 Science 9 (three each of Biology, Chemistry, Physics) Design and Technology 2 Food Technology 2 Music 3 Art and Design 3 Physical Education 5 Personal, Social and Health Education 2
Learning Support We have provision too, 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. Homework 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. Assessment Students are continually assessed throughout the year in a variety of ways which will include formal tests. Reporting A progress report will be issued in December. Following the Options Evening in January, there will be a Progress Evening in February. Parents and their children may attend a Consultation Evening with form tutors in early May by individual appointment to discuss their attitudinal and social situation as well as their general academic progress. Mr, Crawford, the Head of Year, will also be available to see parents and students. There will be a final Progress Evening at the end of May where subject teachers can invite parents and students in to talk before Year 9s embark upon GCSE courses in Year 10 and 11. 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 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.. Staff can be contacted via the main office at
firstname.lastname@example.org, or by telephone. Staff will also communicate with parents – both collectively and individually – via Gateway. Mr. Crawford is the Head of Year 9. Choosing Options for Years 10 and 11 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. On 30 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. 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 9s during 2013/14 * History field visit to Ieper: 1 November Progress reports issued: week beginning 9 December Options Evening: 30 January Progress evening: 10 February Year 9 Geography field trip: 7 April Tutor Consultation Evening: 1 May Invitational Progress Evening: 26 May Summative reports issued: week beginning 23 June Activities Week: week beginning Monday 30 June * 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 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.
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 schoolâ€™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 â€˜Curriculum Overview.â€™ 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, Deputy Headteacher June 2013
YEAR 9 CURRICULUM: Subjects 2013-2014 ART AND DESIGN Aims of the course The aims of the year 9 Art & 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 work on individual portfolio tasks and two projects during the year. As work is researched and developed they have the opportunity to make decisions for themselves as to which materials they are using and the direction their idea is taking. There is an emphasis on personal artistic development and expression. 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. 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 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 & 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 hand-tools, 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-forpurpose as well as quality of finish and also how to evaluate their product against the original specification, to demonstrate how successfully they have been able to solve the problem they were set and how to propose modifications to improve the final design.
Details of what the course involves The DT course involves a number of different Design and Make Assignments (DMA), Focused Practical Tasks (FPT) and Investigation, Disassembly and Evaluation Assignments (IDEAS). DMA’s 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. FPT’s 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 & Safety legislation. How will the course be assessed? DT assesses three main areas of study: Designing; Making; and Knowledge & Understanding. The DT students keep a DT resource folder, which they build up throughout the key stage covering Years 7, 8 & 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 & 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. Here is a list to help you prepare properly: • • • • •
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; and a Geometry set including a 30cm rule, a pair-of-compasses, a 45˚set square and a 30˚/60˚ set square FOOD TECHNOLOGY
Aims of the course The main aims of the Year 9 Food Technology course are: • to further the development of the students designing and making skills; • to learn about mass production of food products including the use of computer aided design and manufacture; • to provide opportunity for students to carry out product analysis and sensory evaluation; • to help student to explore the properties of materials/ingredients when designing; • to consider the nutritional aspects and values, sources and functions of a range of food products; and • to develop students’ understanding of how they can use ICT to support their researching and designing. Details of what the course involves All students study Food Technology in Year 9. The course is based around units of work lasting for half a term. Students work on a range of student- centred activities including Design and Make activities and experimental and investigation work. The themes of the units vary throughout the year. Some are product-based: e.g. on the theme of bread, whilst others are based on themes which are relevant to the teenage years such as vegetarianism, anorexia and obesity.
How will the course be assessed? The students are assessed throughout the year. The assessment takes a variety of forms including the assessment of knowledge and designing and making skills. Target setting is undertaken during the course of the year as a result of the assessment. All students undertake formal written assessment. ENGLISH AND DRAMA English Aims of the course English is a vital way of communicating in school, in public life and internationally. Literature in English is rich and influential, reflecting the experience of people from many countries and times. In studying English, students develop skills in speaking, listening, reading and writing. It enables them to express themselves creatively and imaginatively, and to communicate with others effectively. Students learn to become enthusiastic and critical readers of stories, poetry and drama as well as non-fiction and media texts. The study of English helps students understand how language works by looking at its patterns, structures and origins. Using this knowledge, students can choose and adapt what they say and write in different situations. Details of what the course involves The English/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. Writing 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: • 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; and • response to non-fiction/media task. The planning, drafting and proof-reading 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.
Drama The department follows a separate Drama curriculum at Key Stage Three. Skills covered include: role-play, improvisation and discussion, devising scripts and performing scripted scenes, as well as evaluating their own work. Homework In addition to reading, two thirty-minute slots per week are allocated to English/Drama homework. The Special Needs/ English as an Additional Language Faculty give 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 by the teacher for each pupil. • 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. • Drama performances are assessed using Drama criteria. • Students sit assessments in reading, writing and speaking & listening throughout the year; they will sit an internal mid-year examination, which will focus on a response to an unseen poem and a writing task and in the summer, they will sit an internal examination focussing on a piece of unseen drama text. 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, and to develop an awareness of some key Global issues, such as poverty, world trade, environmental fragility, and global warming. Details of what the course involves We cover human, physical and environmental geography in each of the years of Key Stage Three. The skills and techniques of Year 7 and Year 8 are built upon and developed throughout the Year 9 course. Examples from a wide variety of places are used and include a variety of places in both the more and less economicallydeveloped world. Unit 1 This is a study of levels of economic development in the world with particular reference to the less economically-developed countries. We will be studying the criteria used to recognise levels of development, the patterns and unfairness of world trade and the need for appropriate and targeted aid. There are opportunities to produce presentations to the rest of the class, and some individual project work. Unit 2 This unit looks closely at how ecosystems function, with a particular spotlight on Tropical Rain Forests, Coral Reefs and Savannah Grasslands. We will also examine the reasons for, and issues surrounding, the fragility and destruction of these important ecosystems. Unit 3 This unit takes a close look at the processes involved in Plate Tectonics and the attendant hazards of earthquakes and volcanoes. Several case studies are examined focussing on the effects of, and responses to, these major natural hazards. An assessment involving the making of a short film on an earthquake or a volcano ends the course
The main textbook used is Horizons Book 3. How the course will be assessed? The course is examined with regular homework assessed and graded by the teacher, and by end of topic common assessments. These include Internet research and IT presentations, written tests and practical experiments. At the end of the year there is a common examination. HISTORY Aims of the Course The aims of the course are 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. During Year 9 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; and organisation and communication.
o o o o o
Each student will be issued with the relevant textbook, though teachers make use of other resources. ICT is treated as an integral part of the course and students are given opportunities within the curriculum to develop their ICT skills. How will the course be assessed? Classwork and homework are assessed formatively i.e. to support learning during the learning process. Thus students will be engaged in peer and self-assessment and will be expected to be involved in setting their own targets in relation to their learning in History. Students will also sit a series of formal assessments, which specifically target a number of historical skills. Additionally, at least once a year, students will have the opportunity to explore three homework tasks out of a selection of nine on a given topic area, with the emphasis being on free choice, creativity and extending historical understanding. INFORMATION AND COMMUNICATION TECHNOLOGY Aims of the Course Students will explore a range of technology and thereby increase their understanding, application and creativity through using ICT by: • • • • •
Developing an understanding of safe and effective use of ICT (e-Safety) Developing an understanding of the current and future effects of ICT on society, industry and the individual Processing and evaluating information in their planning and investigations Generating and exploring ideas, trying different ways to tackle a problem and working with others to find imaginative solutions Working with others to reach an agreed outcome
Organising themselves and showing personal responsibility, creativity, initiative and coping with challenges Evaluating their strengths and limitations and setting themselves realistic goals with criteria for success
Details of what the course involves Students in Year 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. 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 industrystandard 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. 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. 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 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, 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: 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, Pytharoras’ Theorem, Trigonometry, Transformations, Prisms and Loci. • Data handling: Further Statistical Investigation, representing data and 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 review and practice of key skills. Setting Students in Year 9 will continue to be taught in sets. Students follow similar schemes of work, 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. Students new to BSN are given a diagnostic entrance test. It should also be noted
that through close monitoring of individual progress, adjustments to teaching groups may be made during the year. How will the course be assessed?
Aside from the regular assessment of 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. What happens after Key Stage 3? Students will follow the GCSE Mathematics course during Key Stage 4. Sets 1 & 2 also study the OCR Free Standing Maths Qualification Course. MODERN LANGUAGES Dutch Aims of the course Students are divided into two sets in Dutch in Year 9. Students with little or no experience of the language are taught as beginners and those with more experience as advanced students. 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 beginners should be able to use the present tense 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. Details of what the course involves Students in the beginners group work with the course book Zeg â€˜t Eens. Students in the advanced group will work with the follow up of this course Kom je mee? In the beginning of the year students can take out a subscription with Kidsweek, a newspaper designed for youngsters. This will also be used in the classroom. We will try to encourage youngsters as much as possible to use the Dutch environment and go out and speak/listen as much as they can. How will the course be assessed? Students are assessed in the four skill areas during the course in a variety of ways including formal tests. Native speakers This course is intended for those students who are learning Dutch as a foreign language. It is not suitable for native speakers. As the course is optional these students are expected to opt for other languages. There will be a Lunch time course for Native speakers. The students will be working from Text books similar to those in Dutch havo/vwo schools.
French Aims of the Course The aim of the course is to consolidate the students’ understanding of the structures from the first two years of study and to develop their skills to a higher level. Students will focus on developing a sound grasp of the different forms of the past tense and using these tenses with confidence in descriptive writing. They will continue to build on the skills of listening and speaking whilst at the same time reading more detailed passages in French about French life and culture. This course aims to prepare students well for the onset of CGSE French. Details of what the course involves Students work with a course book “Metro 3 Rouge” and cover various topics including Different Geographical Aspects of France and her Territories, Life at Home and Getting On With Other People, Talking About How Different Life was in The Past, Talking About Healthy Eating and Healthy Lifestyles, Fashion, Music and Shopping for Clothes, The Weather, The News and Other Media. Students will also study the imperfect tense and how to use this in conjunction with the past tense, met in last year’s curriculum. Homework will be set twice a week, once for learning or consolidating vocabulary and structures, and the second homework in order to put into practice some of the skills they are acquiring throughout the course. How will the course be assessed? Students are assessed in the four skills throughout the year and in a variety of ways including formal tests. German Aims of the course This one-year course carries on from the brief taster courses offered by the school in Year 7 and Year 8. However, it assumes no previous knowledge of the language and is suitable for complete beginners. During the course we cover all four skills: listening, speaking, reading and writing. By the end of the course, students should have gained a good degree of oral fluency and should be able to cope not only with everyday situations that they will encounter in German-speaking countries but also with any difficulties and negotiations that arise. They should be able to express themselves accurately in written language. In terms of grammar the course covers gender, adjective agreement, possessive pronouns and the present and perfect tenses of verbs. Details of what the course involves Students work with a National Curriculum compliant course book. 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. How will the course be assessed? Students are assessed in the four skill areas during the course in a variety of ways including formal tests. Native speakers This course is intended for those students who are learning German as a foreign language. It is not suitable for native speakers. As the course is optional these students are expected to opt for other languages. The school is normally able to provide lessons for fluent or near-fluent students outside of the curriculum time.
Spanish Aims of the course This one-year course carries on from the brief taster courses offered by the school in Year 7 and Year 8. However, it assumes no previous knowledge of the language and is suitable for complete beginners. During the course we cover all four skills : listening, speaking, reading and writing. By the end of the course, students should have gained a good degree of oral fluency and should be able to cope not only with everyday situations that they will encounter in Spain but also with any difficulties and negotiations that arise. They should be able to express themselves accurately in written language. In terms of grammar the course covers gender, adjective agreement, and the present and immediate future tenses of verbs. Details of what the course involves Students work with a course book produced by the Spanish Department. They cover eight topics: School, Health & Welfare, My Family, Hotel, Food & Drink, Shopping, Travel & Transport and Free Time. Students will be provided with two exercise books, one for rough work in class and one for work that is more formally assessed. At the end of the course, students keep their workbook that contains a list of all of the vocabulary and structures covered. How will the course be assessed? Students are assessed in the four skill areas during the course in a variety of ways including formal tests. Native speakers This course is intended for those students who are learning Spanish as a foreign language. It is not suitable for native speakers. As the course is optional these students are expected to opt for other languages. The school is normally able to provide lessons for fluent or near-fluent students outside of the curriculum time. MUSIC Aims of the course The aims of the Year 9 Music curriculum are: • the reinforcement of the core musical skills developed in Year 7-8, 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 three hours over the course of two weeks, following a programme of study based around largely practical activities in Performing, Composing, Listening/Appraising and Music Technology across a wide range of musical styles. Students learn how to develop musical accompaniments, melody writing, understanding and using chords/harmony, Latin American music, keyboard skills at a more advanced level, and arranging skills and composing music for multimedia games and film/video applications, making music as a full class, in small groups, pairs and on their own for individual projects where appropriate. At this stage, students are expected to take responsibility for having a reasonably good understanding of notational concepts, although help will be given where students are new to this.
How will the course be assessed? Continuous assessment and evaluation of practical activities, including performance and composition, take place throughout the year. Homework is set which is appropriate to supporting students’ understanding of the project topics being undertaken. This will take a variety of forms, ranging from listening or practical tasks through to research and written work. There is a ‘Listening & Appraising’ Examination Paper in the Summer Term related to study of a group of specific compositions which students will have studied in detail throughout the year, drawing on concepts and understanding developed throughout the key stage. Marks given are in line with the school’s assessment criteria used on both the grade cards and end-of-year reports. 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, 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, full-scale wholeschool 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 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 2262. PE & SPORT 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.
Objectives • 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, 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 9 girls receive instruction in the following activities: Athletics Cricket Gymnastics Hockey Health Related Fitness Basketball
Netball Rounders Badminton Soccer Softball
All Year 9 boys receive instruction in the following activities: Athletics Basketball Cricket Cross-country Badminton
Rugby Soccer Tennis Softball 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 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 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.
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, 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. 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 & discussion skills; emotional intelligence; decision-making; group relationships and team work; personal strengths/KS4 option choices; careers research; financial terms & concepts; life path choices/happiness quotient; financial project development. Health and Safety: drug abuse including information on illegal drugs; slang names & legal consequences; alcohol - units, measures & effects; Internet safety. Personal Relationships: communication; body image & 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.
SCIENCE Aims of the course 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.
Details of what the course involves During the first part of Year 9, students complete the National Curriculum of England and Wales 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 modules in each of the separate Sciences. The modules titles are out lined below, each module covers a range of key concepts from the relevant Science. BIOLOGY MODULES Structure of life; Fit and Healthy; Variation and Inheritance; Diet and Exercise; and Interdependence. CHEMISTRY MODULES Reactions of Metals and Metal Compounds; Patterns of Reactivity; and Using Chemistry PHYSICS MODULES Energy and Electricity; Gravity and Space; Speeding Up; and Pressure and Moments 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.
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-theschool-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) 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
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 http://www.universitiesaustralia.edu.au/page/about-us/ BELGIUM 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. 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: http://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. For more on this contact the French Institute or Alliance Française in your country. Some universities may require this; others - specially smaller ones that are keen to attract students - may not. France has recently set up 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: http://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. For details see: http://www.study-in.de/en/ 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: http://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: http://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: http://www.studyjapan.go.jp/en/toj/toj01e.html http://www.jasso.go.jp/index_e.html http://www.g-studyinjapan.jasso.go.jp/en/ KOREA 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. For details see: http://www.worknplay.co.kr/korea-information/studying-in-korea http://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 http://www.studyinholland.nl/ http://studyinholland.co.uk/ NEW ZEALAND 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. http://www.aut.ac.nz/__data/assets/pdf_file/0006/245148/International-Prospectus-2011.pdf
NORWAY In general the application deadline for foreign students is between December 1 to March 15 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 ‘post-qualification’ 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. http://www.studyinnorway.no/ SOUTH AFRICA 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. http://www.southafrica.info/about/education/universities.htm http://sa.gostudy.info/ http://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. http://www.universidad.es/ http://www.spainedu.org/studying-in-spain.html USA Students should have taken either IB or A Level, plus either the American College Testing Program (ACT), or Scholastic Assessment Test (SAT). The American School of The Hague is an official College Board testing centre and do 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. Entry is also possible, in some instances, after AS Levels. www.collegeboard.com https://www.commonapp.org/CommonApp/default.aspx http://www.ash.nl/standardizedtesting Please contact Ms Dawn Street in the Careers Office if you have any queries about university applications in relation to the curriculum we follow at the Senior School. Updated: June 2013
The British School in The Netherlands Senior School Jan van Hooflaan 3 2252 B.G., Voorschoten www.britishschool.nl +31 (0)71 560 2222 email@example.com