2022–23 | DBIS Year 7–9 Curriculum Handbook by DBIS

Year 7–9 Curriculum Handbook 2022–23

Our Core Values •

We respect the needs and rights of each member of our community.

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We show care, kindness and compassion to others.

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We are supportive of each other.

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We embrace diversity and celebrate individuality.

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We are responsible and honest in our actions.

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We promote a sense of personal identity and a global mindset.

Our Mission We provide an outstanding holistic international education to students in an inclusive and nurturing learning environment. We seek to inspire and empower students to succeed in fulfilling their individual potential as global citizens in a rapidly changing world.

Our Aims •

To promote a culture of excellence in teaching and learning.

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To provide a broad and balanced curriculum that reflects the international nature of the DBIS student community.

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To encourage internationalism, providing students with the skills, dispositions and knowledge to participate in an increasingly interconnected world.

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To ensure a supportive, happy and secure environment for learning.

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To develop leadership skills and a sense of service to others through a range of extracurricular opportunities locally and internationally.

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To encourage the physical and emotional wellbeing of each individual.

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To use innovative pedagogy and technology to enrich learning.

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To work in partnership with parents, alumni and the local and wider community in the ongoing development of the school.

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To foster a learning community where every student, teacher, staff member, parent and DBIS alumni has an ongoing passion for learning.

Contents Welcome to Our Secondary School

Our Secondary Pastoral System

The Year 7–9 Pastoral Team

The House System

Student Wellbeing

Student Leadership

The DBIS Learner Profile

The Year 7–9 Curriculum

Timetable Structure

Subject Areas English Mathematics Science Humanities French Spanish Mandarin Chinese Art Computer Science Design & Technology Drama Music Physical Education Learning for Life Discovery Learning Enhancement & EAL Communication

16 18 20 22 24 26 28 30 32 34 36 38 40 42 44 46 47

Welcome to Our Secondary School I warmly introduce you to this guide to Years 7–9 of Discovery Bay International School (DBIS). We are a truly unique school in Hong Kong, with both an established culture of excellence in teaching and learning and the fact that we are a genuinely inclusive school. We are excellently located in Discovery Bay on Lantau island, with the sea, hills and beaches right on our doorstep, which allows us to offer a truly experiential learning environment for our students. The first few years of Secondary School are a key developmental stage for young adults. We understand that students are best placed to achieve their full academic potential when they are settled, happy and confident, and we proactively work to support the wellbeing of every student. As part of this, we are focused on supporting our students, and their families, as they transition into this phase of the school, whether they are coming into Year 7 from DBIS Primary or into Year 7, 8 or 9 from elsewhere. The inquiry-based curriculum that our Year 7–9 students follow is engaging, challenging and rigorous, whilst our small class sizes ensure that we are well placed to tailor learning to the individual academic needs of every child.

Together, these assist our children in developing into critical thinkers, problem solvers and independent learners in readiness for their later years at DBIS and beyond. Across these important years, our students broaden their knowledge of the core subjects of English, Mathematics and Science whilst also studying Mandarin and a second modern foreign language (French or Spanish). By drawing from many subject areas, including Geography, History, Business, Media Studies and Psychology, our expansive Humanities curriculum demonstrates one of the clear strengths of our inquiry-based curriculum. Additionally, our students enjoy instruction in the Creative Arts (Drama, Art and Music), Technology (Design & Technology and Computer Science) as well as regular Physical Education (PE) lessons. Their Learning for Life sessions promote their personal growth and wellbeing, and their Discovery lessons allow them to actively work on their own projects from a wide range of options throughout the year. I hope that the following pages provide you with more insight into the excellent programme that we offer here for our Year 7–9 students. This handbook covers the extensive pastoral and wellbeing provision of the Secondary phase and provides an illustration of the curriculum offered in the various subject areas. Please note that the illustrations given are usually based on the work that students have covered in previous academic years and that our curriculum evolves and is tailored to the needs of our students to ensure that they are able to make the most of their learning opportunities. Simon Oakley Head of Secondary

Our Secondary Pastoral System The pastoral support structure in the Secondary School consists of the tutor, Head of Year, wellbeing coach and Assistant Head of Secondary, plus additional guidance and support provided by the school counsellor. Students have daily tutor sessions in the morning, at which they are provided with individualised support for both academic and personal development. Part of this support is delivered through 1:1 tutoring sessions. These meetings, involving students and their tutor, take place throughout the school year on a rotation basis. The fundamental rationale behind our 1:1 tutoring programme is to ensure that every individual in our Secondary School is well known and that they have an adult they can trust and receive support from in all areas of their school journey. Students are expected to attend and will have the chance to discuss their academic SMART (specific, measurable, attainable, relevant and time-bound) targets, which they will list in their student diaries with the guidance of their subject teachers and tutors during the first stage of the academic year. SMART targets are research based and are a proven method in helping students accomplish set goals. Students learn that setting goals is an important aspect of their school journey as it provides them with a sense of direction within each curriculum area, helps guide their focus and, importantly, helps engage and motivate them.

Define the target as clearly as possible with no unclear language. What is it that you are going to accomplish, and how are you going to do it?

Make sure you can track your progress and measure the outcome. What is achieved when the target is accomplished?

Is the target reasonable enough to be accomplished? Make sure it is not completely out of reach or below standard.

When setting your target, you need to think about your long-term plans. Does the target allow you to meet your long-term goals? Is it consistent with the other targets you have set?

Set time limits on the steps to complete to achieve your target. Ensure you are always making progress towards the goal.

SMART targets are reviewed several times throughout the year in order to ensure students are fully focused on achieving ongoing tangible and measurable targets.

The Year 7–9 Pastoral Team: Heads of Year & Tutors Head of Year 7: Karina Johnson (KJO) History teacher Y7CRE

Chris Reinhardt

Art/Design teacher

Y7VSR

Vandy Srivastava

English teacher

Y7JLU

James Lugg

Physical Education teacher

Head of Year 8: Neil O’Maonaigh-Lennon (NOM) Psychology teacher Y8WTH

Wendy Thomson

Science & Mathematics teacher

Y8SLE

Sarah Lewis

Mathematics teacher

Y8ABU

Andrew Buddery

English teacher

Head of Year 9: Tracey Smal (TSM) Learning Enhancement/ Core Skills/BTEC teacher Y9SCL

Susanne Clark

Physical Education teacher

Y9FMA

Fiona Mak

Mandarin teacher

Y9JKA

James Kane

Chemistry teacher

The House System The primary purpose of the house system is to encourage ways in which students and staff can feel more connected to and involved with the community and culture of our school. It facilitates discussions between students across the Secondary School and fosters friendly, competitive spirit and a sense of belonging along the way. Students are designated a house for the whole of their time in Secondary. Our four houses are represented by natural phenomena: Lightning, Storm, Thunder and Typhoon. Students will generally stay in the same house throughout their Secondary School experience, meaning they have the opportunity to develop meaningful relationships with their peers and tutor alike. Siblings are automatically put into the same house, although this can change upon request.

Student Wellbeing At DBIS, we believe and acknowledge that health, wellness and wellbeing are essential for quality of life and are fundamental preconditions for learning and development. Active participation and engagement in learning, a positive experience of education or training and an informed awareness of health are crucial to long-term health and wellbeing. Children’s wellbeing is a priority, especially in light of the recent pandemic and the growing demands of the twenty-first century learning and working environment. As a school, it is our mission to not only provide our students with excellent learning opportunities but to do so in a nurturing, safe and supportive environment that allows them to maximise their individual potential. The Secondary School Learning for Life objectives permeate throughout all subjects and are an integral component of the pastoral programme through Tutor Time and assemblies, providing a critical foundation for learners whilst exploring attitudes to help young people shape their understanding of themselves and the world they live in. Learning for Life also offers Relationships and Sexual Education (RSE) lessons, and the content covered during these lessons includes age-appropriate topics such as: the human body and puberty; relationships and communication skills; pregnancy; contraceptives; prevention of HIV/AIDS and other sexually transmitted diseases; prevention of sexual abuse; body image; sexting and social media; pornography; and consent. The aim of the Learning for Life course is to help our students make safe and informed decisions during their school years and beyond. Skills such as communication, listening, refusal, decision-making and negotiation; interpersonal interactions; critical thinking; building self-awareness; developing empathy; accessing reliable information or services; challenging stigma and discrimination; and advocating for rights are also explored. Many of the learning opportunities refer to ‘managing’ or ‘responding to’ challenging situations. Depending on the context, these might include: being able to identify risks or warning signs; resisting internal or external pressures; making informed decisions; exit strategies for unsafe situations; and knowing whom, how and when to ask for help, including reporting concerns.

Student Leadership There are numerous leadership opportunities and roles offered for students within the DBIS Secondary School. Formal leadership opportunities:

STUDENT COUNCIL In Years 7–10, students can apply to be a part of the Secondary Student Council. The Student Council plays an important role in representing student voice and gives students the opportunity to work in partnership with management and staff across all phases of DBIS to improve the school.

HOUSE CAPTAINS In Year 11, students can apply to be a House Captain. They go through an interview process and then are elected by their peers. House Captains are responsible for coordinating inter-house competitions, including sporting, musical and academic challenges, and aiding the Heads of Year with house-related matters. Shadow House Captains are appointed in Year 10, and these students assist the House Captains in their duties.

PREFECTS & HEAD PREFECTS Students have the opportunity to be a Prefect in Year 12, and Prefects may then apply to be one of two Head Prefects in Year 13. The members of the Prefect team play an important role in promoting the DBIS Learner Profile and are given a considerable amount of responsibility to assist and guide students, parents and staff. Their roles have a significant influence on the daily life of school. Prefects and Head Prefects support the other student leadership roles across the school.

DIGITAL LEADERS Digital Leaders promote student awareness of digital wellbeing and how to stay safe with technology. They are role models to other students and work cooperatively with staff to promote their subject area. Students in Years 7–10 make up the Digital Leader Council.

SUBJECT AMBASSADORS Subject Ambassadors are students who show a passion for a particular subject area and who promote this across the school. They are involved in the planning and organisation of events that showcase their area of expertise. Students in Years 7–11 are Subject Ambassadors.

SUSTAINABILITY COUNCIL Sustainability Leaders show a passion for enterprise and ecological work. They work to raise awareness of issues around the topic of sustainability, and they organise events and projects to support this. Students in Years 7–11 may apply to be part of the Sustainability Council.

COMMUNITY COUNCIL Community Leaders work to organise and promote charitable events and projects and are passionate about encouraging other students to participate. Students in Years 7–11 make up the Community Council.

Other potential leadership opportunities: Extracurricular Activities (ECAs) A great way for our student cohort to develop their leadership is through the extensive extracurricular programme DBIS provides. There are numerous ECAS, tailored for students who are passionate and/or interested in, for example: the creative arts, sport, music, photography, technology or service in the community. These programmes are run by experienced, passionate teachers who allow students to challenge themselves and develop their interpersonal skills. Competitions Students have the opportunity to participate in competitions run both internally and externally. Internally, house competitions are run throughout the year in various competition formats: musical, sporting, academic, general knowledge, teachers vs students, etc. Externally, we have historically performed strongly through our FOBISIA (Federation of British International Schools in Asia) teams, who have represented the school in Mathematics, Music and Sport (including gymnastics). These types of competitions allow students to strive for excellence and, in the process, develop their interpersonal skills and make lifelong friendships with students at DBIS and from other schools. Charity Drives As part of developing the ‘whole student’, DBIS Secondary students get to participate in and drive events in support of their house’s affiliated charity. These charities include: Forever Angels; Impact HK; Plastic Free Seas; and The Hong Kong Down Syndrome Association. Green walks, community beach clean-ups, bake sales, physical challenges and other similar events allow students to work as a collective in helping raise money and awareness for these charities. Importantly, they also help students strengthen their own personal values and model and influence the behaviour of the community as they support these worthwhile charities.

FOR DBIS STUDENTS As DBIS students, you will be supported in actively developing these learner attributes in many ways. They are a guide for your holistic and personal development, and by identifying and acting in ways that develop these attributes, you will become more skilful, empathetic and well-rounded young people. Through considered reflection, you will be genuinely prepared for the wider world that awaits you.

FOR DBIS TEACHERS

The DBIS Learner Profile The DBIS Learner Profile is a set of personal learner attributes that are at the heart of our curriculum and the international education we provide for all our students. We actively support our students with their holistic development in order to prepare them for their lives as global citizens. We believe that through the development of these learner attributes and skills, DBIS students will recognise that their time at DBIS has resulted in them being exceptionally well equipped to live successfully in the wider world that awaits them.

The DBIS Learner Profile is a guide to support the holistic development of all learners across the three phases of the school. They are common goals that transcend individual curriculum areas and unite us in a shared belief of what all DBIS students can and should become. We embed meaningful learning opportunities throughout the curriculum in order to support this.

FOR DBIS PARENTS The DBIS Learner Profile demonstrates to you our aspirations for your children. The creation of opportunities to develop these attributes are all around us, and we want to work with you, in partnership, to support your children in the development of these attributes that we truly value.

COMMITTED LEARNERS Dedicated students who channel their curiosity and develop their intrinsic motivation to learn. As they take risks and learn from mistakes, they grow as resilient, lifelong learners who adapt to their learning environment, establishing mutual respect in pursuit of collective and individual excellence.

BALANCED INDIVIDUALS Reflective students who value their sense of self and are aware of their emotions and the impact they have on others. They understand the importance of physical, social and emotional balance to achieve personal wellbeing and know when to draw on the support of others.

MINDFUL LEADERS Empowered students who build trust to activate and lead others to take action and make a positive difference in the world. They lead with kindness, integrity, honesty and with a strong sense of equality and respect for all, nurturing an inclusive and respectful approach to leadership at all levels.

RESPONSIBLE CITIZENS Internationally minded students who act proactively to make a positive difference in the lives of others and to the environment. They are courageous change agents who understand the importance of their role and are proud of the positive contribution and impact they have both locally and globally through service.

EFFECTIVE COLLABORATORS Purposeful students who work together towards a shared goal and promote a collaborative learning culture which is inclusive and celebrates diversity in the perspectives of others. They are confident when working independently but recognise they can be stronger when collaborating together.

CONFIDENT COMMUNICATORS Articulate students who process, organise and coherently express their thoughts and opinions and actively listen and reflect on the views of others. They carefully consider purpose, audience and style when communicating, interpreting and expressing their ideas.

PROBLEM SOLVERS Adaptive students who think deeply and critically about their learning and apply logic and innovation to identify and solve authentic problems. They set goals, plan and prioritise their approach and keep solution focused as they explore and iterate to discover creative solutions and different strategies.

CREATIVE THINKERS Inquisitive students who think creatively and imaginatively, asking great questions in order to inquire and make connections to further their understanding and satisfy their curiosity. They investigate their own lines of inquiry and demonstrate their learning in innovative and creative ways. 13

TheYear 7–9 Curriculum The bespoke Year 7–9 Curriculum, which incorporates principles of Concept-Based Curriculum and Instruction (CBCI) into the learning experience, is underpinned by the rigour of the English National Curriculum. The curriculum allows students to build the necessary skills, competencies and Learner Profile dispositions to successfully transition to their IGCSEs or equivalent.

TIMETABLE STRUCTURE Students study fourteen different subjects across a two-week timetable, with five lessons per day. Each lesson is one hour long. Students are given hard copies of their timetable on the first day of the academic year. These are glued into the student planner for quick reference, and copies of this timetable can be provided to parents if required. To request a copy, parents are advised to contact their child’s tutor directly.

Subject

Lessons

Mathematics

English

Science

Mandarin

French or Spanish

Humanities

Design & Technology

Computer Science

Art

Drama

Music

Learning for Life

Discovery

3 15

ENGLISH OVERVIEW In English, students learn key critical-thinking and analytical skills that are transferable over the study of various text types. The texts are increasingly challenging, and students read a wide range of fiction and non-fiction, including short stories, poems and plays, providing a solid foundation for IGCSE English Language and Literature. Students learn how to identify and write for different genres, audiences and purposes and become equipped with a vast range of vocabulary and techniques to express their ideas in an accurate, fluent and articulate manner, both verbally and in writing.

LEARNING FOCUS Term 1 Y7

Term 2

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Creative Writing Autobiography Journeys into Poetry

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Language & Advertising ‘Shrek’ Media Study Product Pitch

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‘The Curious Incident of the Dog in the Night-Time’ Fiction Text/‘Noughts & Crosses’ Fiction Text ‘Heroes & Villains’ Media Unit

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‘The Giver’ Novel Study

Term 3 • •

‘The Princess Bride’ Media Study Travel Writing

Poetry ‘The Boy in the Striped Pyjamas’ Novel Study

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Transactional Writing ‘Holes’ Novel Study

Introduction to IGCSE Poetry ‘Macbeth’ by William Shakespeare

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Transactional Writing IGCSE Spoken Language Endorsement

MATHEMATICS OVERVIEW In Mathematics, the curriculum is broken into five concepts: Practical, Construction, Analysis, Patterns and Prediction. All year groups study the same concept at the same time but at different degrees of difficulty. The course is designed to improve mathematical thinking and problem-solving through inquiry. Students have the opportunity to apply the content being taught to real-life problems and unfamiliar situations through multiple projects and activities. The following table shows the concepts that are taught. The examples included for each year group do not show all the topics but are there to demonstrate how the same topic increases with difficulty each year.

LEARNING FOCUS

Concepts

Term 1

Practical Mathematics: Mathematics that has an everyday practical use

Construction: How Algebra & Geometry are used to design & create Analysis: Collecting, recording & presenting data

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Term 2

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Calculating Fractions & Percentages of Amounts Reading Timetables Rounding Numbers to Decimal Places & Significant Figures

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Using Percentages to Increase or Decrease an Amount Converting Decimal Units of Time Calculating the Upper & Lower Bounds

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Calculating Compound Interest Solving Speed, Distance & Time Problems Applying Upper & Lower Bounds to Solve Complex Problems

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Term 3 Patterns: Recognising, creating & applying patterns in Mathematics Prediction: Making predictions based on mathematical observations

Solving Linear Equations Calculating the Area of Quadrilaterals Converting Metric Units Calculating Averages

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Constructing Linear Equations from Worded Problems Calculating the Volume of a Prism Constructing Conversion Graphs Finding the Mean from a Frequency Table

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Solving Simultaneous Equations Finding the Surface Area of a Cylinder Converting Square & Cubic Units Calculating all Averages from Grouped Data

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Using the Four Operations with Fractions Exploring Angles in Parallel Lines Using Two-way Tables to Calculate Probability Using the Four Operations with Mixed Numbers Calculating Interior & Exterior Angles Calculating a Combined Probability

Calculating Reverse Percentages Finding Angles Using Circle Theorems Calculating Relative Frequency

SCIENCE OVERVIEW Students learn all three Science disciplines – Biology, Chemistry and Physics – structured around key questions each academic year, spiralising in nature and allowing students to develop their theoretical, practical and conceptual understanding in each subject area. Biology • How do you make an organism? • What are the chemical processes of life? • How is the sun important to life on Earth? Chemistry • What is everything made from? • How do chemicals react and change? • How can chemical processes affect our environment? Physics • What is our universe made from, and how do we know that? • How is energy transferred in our universe? • What do forces do in our universe?

LEARNING FOCUS Term 1 Y7

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Term 2

Term 3

Cells, Organs & Organ Systems Atoms, Elements & Compound Forces

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Ecosystems Chemical Reactions

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Reproduction Acids & Alkalis Solar System

Health, Diet & Digestion Electricity Waves I Energy Transfers

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Chemical Resources Forces in Motion

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Microbes & Disease Electricity Waves II

Circulatory & Respiratory Systems Pressure & Machines

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Cellular Processes of Plants Inheritance & Variation

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IGCSE Science starts

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HUMANITIES OVERVIEW Our students learn about real-world issues through a range of subjects, including History, Geography, Psychology, Media and Business. We focus on teaching students the skills they will need to learn for IGCSE and A Level, such as how to critically analyse sources and data, how to carry out valid research and investigations and how to evaluate topics through a conceptual lens.

LEARNING FOCUS Term 1 Y7

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Sustainability Students focus on:

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Environmental sustainability, specifically looking at the sustainability of the school Southeast Asia Students focus on:

Term 2

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History Mystery Students learn History skills, including: • • • •

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Mapping key locations in SE Asia Buddhism Culture Impacts of Tourism

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Globalisation Students focus on:

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Cultural diversity Population analysis Impacts of transnational corporations

War & Peace Students learn about the key concepts of power & conflict over the last 100 years; the main focus is on conflict resolution, looking at the following wars: WW1 WW2 The War on Terrorism Israeli–Palestinian Conflict

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Mapping key destinations of the Japanese Olympics The impact of hosting the Olympics How development affects the likelihood of success

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Development indicators Access to water Disease & healthcare Trade

Technology Students focus on: The impact of TV on society The impact of video games on society

Resilience This unit has two distinct sections: 1. Extreme Environments: • How have plants, animals & people adapted to living in deserts, mountains & the Arctic? 2. Slavery • Roman • Transatlantic • Modern-day

Source analysis Bias Reliability Inference

Development Students investigate why some countries are richer than others & learn about some of the following topics: •

Ideology Students learn about a variety of political ideologies, such as democracy & dictatorships, & have to create their own political party

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Olympics 2020–21 Students focus on:

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Term 3

Independent Research Students have a variety of ‘taster’ lessons & then choose one topic area to investigate further: • • • • • •

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Terrorism Migration – refugees Impact of social media Climate change Pollution Religion

Civil rights Students focus on: •

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Black civil rights in America 1950+/BLM Women’s rights – suffragettes/ #MeToo LQBTQ+

FRENCH OVERVIEW In French, the curriculum is entirely tailored to students’ needs so that they can manipulate the French language successfully. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and an understanding of basic grammar before the start of the IGCSE course in Year 10. Students cover a wide variety of topics to discover all basic structures and have opportunities to use the language in spontaneous ways via different linguistic routines. The curriculum is designed to give students a chance to learn more about the Francophone world with a greater focus on culture. At the end of each year, students review the language covered throughout the year and study three popular French films, through which they can engage with the language in a different way and get to reuse previously learnt expressions in a ‘real’ yet creative context. They also get to develop their cultural knowledge of France and of Francophone countries. Throughout the course, there are many occasions for students to work collaboratively on various projects, such as planning a trip to a French-speaking country. This well-rounded curriculum helps students develop key skills to become confident communicators and responsible citizens.

LEARNING FOCUS Term 1 Y7

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Bonjour Introducing yourself

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Ma famille Introducing & describing your family & pets

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Ma routine Speaking about your daily routine

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La nourriture Speaking about what you eat & drink; discovering traditional dishes

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Ma ville Speaking about where you live

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Le week-end dernier Speaking about what you did last weekend & discovering the city of Paris

Term 2 •

Mon école Describing your school & the subjects you study

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Ma maison Describing your house & different houses around the Francophone world

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Les vêtements Describing your clothes & what others wear around Francophonie

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Mes loisirs Speaking about what you do in your free time

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La musique et la poésie Describing & giving your opinion about different Francophone songs & poems

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Mon voyage Francophon Planning a trip to a French-speaking country

Term 3 •

Film Study Reviewing vocabulary & grammar covered throughout the year, with the film ‘Kirikou et la Sorcière’

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Film Study Reviewing vocabulary & grammar covered throughout the year, with the film ‘Joyeux Noël’

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Film Study Reviewing vocabulary & grammar covered throughout the year, with the film ‘Les Choristes’

SPANISH OVERVIEW In Spanish, the curriculum is entirely tailored to students’ needs so that they can manipulate the Spanish language successfully. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and an understanding of basic grammar before the start of the IGCSE course in Year 10. Students cover a wide variety of topics to discover all basic structures and have opportunities to use the language in spontaneous ways via different linguistic routines. Students are assessed on the skills of listening, speaking, reading and writing on a regular basis. The curriculum is designed to give students a chance to learn more about the Hispanic world, with a great focus on culture. Students are encouraged to listen to Spanish music in lessons to develop their listening skills and to engage them more in the culture surrounding the Spanish language. At the end of each year, students present on a topic related to the Spanish-speaking world in a combination of Spanish and English. This well-rounded curriculum helps students develop key skills required to become confident communicators and responsible citizens.

LEARNING FOCUS Term 1 Y7

Term 2

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iVamos! Introductions, ages, numbers, alphabet, classroom objects & articles (a, the)

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En el instituto School subjects, opinions, regular er/ar/ ir verbs, adjective agreements & the verb ‘to be’

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La gente Nationalities, places & present tense

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¿Adónde vas? Places in town, questions with invitations

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Los medios de • comunicación Talking about what you do on your computer, opinions & justifications with TV & film & the cinema in three tenses

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El instituto Talking about school, school rules, school subjects & extracurricular activities

Term 3

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Mi familia Describing family & pets with adjectives & comparisons

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En casa Describing where you live, your house & what you do at home

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Mis vacaciones Advanced simple past with the verbs ‘to be’ & ‘to go’, & more verbs to describe holidays

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La comida Eating, ordering & buying food & drink in three tenses

La salud Talking about pains, illness, healthy diets & healthy lifestyles in three tenses

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Ganarse la vida Talking about career plans, aspirations & employment in three tenses

MANDARIN CHINESE OVERVIEW In Mandarin Chinese, the curriculum is entirely tailored to students’ needs so that they will be able to manipulate Mandarin Chinese as a foreign language, second language or first language. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and an understanding of the grammar before the start of the three IGCSE Mandarin Chinese courses that are offered in Year 10 and Year 11. Students explore a wide range of topics related to the Mandarin Chinese language and culture, which help them develop listening, speaking, reading and writing skills and become confident communicators and responsible citizens. The table below shows an example of the curriculum coverage of a Mandarin as a Foreign Language (MFL) class in which students have some degree of Mandarin learning experience. The progress and topics coverage will be different in each language set as students will be following different pathways of Mandarin as a foreign language, second language or first language.

LEARNING FOCUS Term 1 Y7

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Daily Routine Transportation CNY Inquiry Project: New Year Celebrations Around the World

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Colour & Clothing Parts of the Body End-of-Year Project: Family Album

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Weather & Seasons Seeing the Doctor CNY Inquiry Project: Traditional Chinese Clothing

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Review Year 7 Content Nationalities & Languages Subjects Making Phone Calls

After-School Activities & Hobbies: Music, Sports & Dance End-of-Year Project: YouTube Vlog – My Ideal Weekend

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Review Year 8 Content Vegetables & Fruits Three Meals a Day Eating Out

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House & Rooms CNY Inquiry Project: Food & Drinks at CNY

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Term 3

Introduction to Mandarin Pinyin & Basic Strokes; Greetings Times & Dates Me & Family Occupations

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Term 2

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Furniture Community End-of-Year Project: Be an Airbnb Host in Your Favourite Country

ART OVERVIEW There are two main components of the Year 7–9 Art programme, consisting of ‘Making Art’ and ‘Knowing About Art’. The programme prepares students for the IGCSE Art and Design course by following a similar model: recording, developing and refining ideas through a meaningful response in a final piece of work. ‘Making Art’ comprises learning specific skills within our four main disciplines of design, painting, printmaking and sculpture, where drawing underpins every discipline; there is also scope to link disciplines and introduce new media. ‘Knowing About Art’ is embedded within all projects, and students explore art and design history and theory by analysing a range of contemporary and historical artist models, making informed links to their decision-making and leading on to final works. The Year 7–9 Art programme creates confident communicators through written, oral and practical work, problem-solving at every stage of their projects and thinking creatively every step of the way. By the end of the course, students know how to analyse artwork through discussion and written pieces, how to explain what makes something an artwork and how to create work in a variety of 2D and 3D disciplines.

LEARNING FOCUS Term 1

Term 2

Term 3

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Drawing & Printmaking/ Mixed Media

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Drawing & Painting

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Sculpture Digital Design

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Drawing & Painting

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Drawing & Printmaking/ Mixed Media

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Sculpture Digital Design

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Sculpture

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Drawing & Painting

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Printmaking/Mixed Media Digital Design

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COMPUTER SCIENCE OVERVIEW In Years 7–9, Computer Science students develop their understanding of the core theoretical and practical elements of the subject. The Computer Science curriculum encourages students to develop computational thinking, think creatively, communicate clearly, problem-solve independently and work collaboratively. Students will have the opportunity to understand the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Throughout Years 7–9, students are equipped to use information technology correctly and develop an awareness of the importance of being safe online. The assessed competencies centre around computer systems, algorithms and programming, and ICT/media.

LEARNING FOCUS Term 1

Term 2

Term 3

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Digital Citizenship Problem-Solving & Computation

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Cryptography

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Modelling Data Introduction to Electronics

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Digital Citizenship Data & Society

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HTML Web Development

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Introduction to Python

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Digital Citizenship AI & Machine Learning

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AI & Machine Learning

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Python

DESIGN & TECHNOLOGY (D&T) OVERVIEW The Year 7–9 Design & Technology curriculum has been designed to prepare students for the IGCSE D&T Resistant Materials course. The curriculum enables students to acquire fundamental material and design knowledge and skills, which are then secured through practical application. Students have the opportunity to work with plastics, metals and woods throughout Years 7–9 and develop their practical skills with both modern and traditional workshop processes. During the Year 7–9 experience, students are encouraged to think creatively, communicate clearly, problem-solve independently, work collaboratively and take risks. The assessed competencies centre around researching, designing, developing, manufacturing, evaluating and technical knowledge, which aligns with the IGCSE assessment criteria.

LEARNING FOCUS Term 1

Term 2

Term 3

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Iterative Design: The Ruler Project

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Working with Wood: • The Wooden Slot Puzzle Project

Working in CAD: The 3D Printing Project

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Branding & Packaging: The Chocolate Project

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Working with Wood: The Wooden Slot Animal Project

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Working with Metal: The Metal Keyring Project

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Skills Revisited: The Biomimicry Project

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Group Enterprise: The Design, Business & Marketing Project

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Creative Design: The Upcycle Challenge Project

DRAMA OVERVIEW Through practical and theoretical study, Year 7–9 Drama encourages students to understand and enjoy Drama. Students do this by developing their performance skills, both individually and in groups. Students learn to understand the role of actor, director and designer in creating a piece of theatre, considering ways in which ideas and feelings can be communicated to an audience. They discover the performance possibilities of plays whilst also being given an opportunity to devise performances of their own. In Years 7–9, Drama is a practical and collaborative subject. Students are therefore expected to work with each other, developing key skills such as the ability to collaborate in an effective way, with creative-thinking and leadership skills.

LEARNING FOCUS Term 1 Y7

•

Introduction to Drama: ‘Matilda the Musical’

Term 2 • •

•

Character Exploration: ‘Alice’ by Laura Wade

• •

•

Live Theatre Review: ‘A Monster Calls’

• •

Term 3

Introduction to Physical Theatre: Mime Performing a Script: ‘Grimms’ Fairy Tales’

•

Physical Theatre

Script Analysis: ‘Refugee Boy’ Genre Exploration: ‘Haunted Mansion’

•

Melodrama

Documentary & Verbatim Theatre Devising, Improvisation & Comedy

•

Theatre Practitioners

MUSIC OVERVIEW In Music, students listen to, analyse, perform and compose in a wide range of genres, styles and traditions. Students perform both as a soloist and as part of small and whole-class ensembles. When composing, students use a wide range of music technology platforms to annotate and refine ideas. Close listening to and analysis of musical elements and key style indicators involve close technical study of music and are incorporated into every lesson.

LEARNING FOCUS Term 1

Term 2

Term 3

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‘The Elements of Music’ & ‘Musical Structures’, incorporating staff notation & body percussion

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‘Instruments of the Orchestra’ & ‘Instruments of the 20th & 21st centuries’, incorporating ensemble performance skills

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‘Video Games Music’ & ‘TV adverts’, incorporating composition skills & music software skills

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‘Rudiments of Music’ & ‘Harmonising Melodies with Chords’, incorporating staff notation & composition skills

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‘Exploring Music from Around the World’, incorporating solo performance skills

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‘Dance Music, from 1600 to Present Day’ & ‘Film Music’, incorporating solo performance skills, ensemble performance skills & composition skills

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‘Songwriting’ & ‘Recording Techniques’, incorporating performance skills & music software skills

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‘Exploring Latin American Music’, incorporating solo performance skills & composition skills

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‘Band Project’, from writing to performing, incorporating ensemble performance skills, composition skills & music software skills

PHYSICAL EDUCATION (PE) OVERVIEW Students are encouraged to develop the DBIS Learner Profile attributes throughout all areas of study. During the ‘Health-Related Fitness’ module, they learn how to be a ‘Balanced Individual’ by developing a healthy, active lifestyle in order to maintain and promote wellbeing. During the ‘International Games’ module, we promote a diverse appreciation of games and activities from other cultures in order to encourage students to become ‘Responsible Citizens’ and globally minded. In the ‘Sports Education’ module, students are given the opportunity to develop their ‘Mindful Leadership’ qualities by planning and leading activities in small groups. During the ‘Invasion and Net Games’ units, students learn to be ‘Effective Collaborators’ and ‘Confident Communicators’, working in pairs or small-sided teams. They develop as ‘Problem Solvers’ and ‘Creative Thinkers ’ as they develop tactics and strategies. Students are encouraged to show that they are ‘Committed Learners’ by taking part in ECAs in order to further develop their skills, knowledge and understanding in PE and Sport.

LEARNING FOCUS Term 1 Y7

• • • •

Term 2

Term 3

International Games Net Games (Volleyball) Swimming & Personal Survival Striking & Fielding

• • •

Health-Related Fitness Water Polo/Swim Fit Invasion Games (Basketball)

• • •

Athletics Net Games (Badminton) Sports Education

International Games Net Games (Volleyball) Swimming & Personal Survival Striking & Fielding

• • •

Health-Related Fitness Water Polo/Swim Fit Invasion Games (Basketball)

• • •

Athletics Net Games (Badminton) Sport Education

International Games Net Games (Volleyball) Swimming & Personal Survival Striking & Fielding

• • •

Health-Related Fitness Water Polo/Swim Fit Invasion Games (Basketball)

• • •

Athletics Net Games (Badminton) Sports Education

LEARNING FOR LIFE (L4L) OVERVIEW Learning for Life is a non-academic subject through which students develop the knowledge, skills and attributes they may need to manage their lives, now and in the future. It helps children and young people to stay healthy and safe, whilst preparing them to make the most of life and work. L4L addresses both students’ current experiences and preparation for their future. The programme of study therefore provides a spiral curriculum to develop knowledge, skills and attributes, where prior learning is revisited, reinforced and extended year on year. This is grounded in the established evidence base for effective practice within PSHE (Personal, Social, Health and Economic Education) and the UNESCO education framework. More on this and other relevant research can be found in the evidence and research section of the PSHE Association website.

LEARNING FOCUS Term 1

Term 2

Term 3

• • •

Transition to Year 7 • My Identity • Evaluating Self & Others

Personal Finances Basic First Aid

• • •

Core Values Communication Relationships & Sex Education

• • •

Managing Change Food & Health Coping Strategies

• • • •

Diversity E-Safety Radicalisation Democracy

• •

Language & Behaviour Complex Forms of Bullying Relationships & Sex Education

•

Careers: The World of Work Financial Capability

• • •

Work, Leisure & Exercise Health & Media Reducing Risk

•

Human Rights Exploitation Relationships & Sex Education

DISCOVERY OVERVIEW Discovery in Years 7–9 has some similarities with its Primary counterpart in that it is inquiry led and provides students with the opportunity to develop key skills and understanding associated with an inquiry and conceptual approach to learning. Students have greater autonomy with their learning, which often begins with a big idea or question. Teachers act as facilitators, using carefully considered approaches to support, question and guide. This is followed by students investigating, reflecting and connecting what they have learnt and have found out to the real world. Discovery is about the process and the transferable skills that are being developed, and investigation is the key.

LEARNING FOCUS Term 1 Y7

Y8 & Y9

Terms 2 & 3

Transition – Supporting Year 6 in 2022:

Sustainability:

Students conduct an inquiry into an area of interest that will help support and innovate what the Year 6 teachers and students currently have in place to support the Year 6 to Year 7 transition.

Students explore the concept and how it focuses on meeting the needs of the present without compromising the ability of future generations to meet their needs.

Students have the agency to decide what they would like to inquire into and to make a difference through action resulting from the inquiry. Two choices are made over the year. Sustainability Students explore this concept and how it focuses on meeting the needs of the present without compromising the ability of future generations to meet their needs. Helper Community in DB The month of May is traditionally marked as ‘Helper Appreciation Month’. Could this month of wonderful events inspire something that could happen more than just in May? UN Sustainable Goals Students select a goal that interests them, and they use it to guide an inquiry into making a difference and providing an opportunity for powerful action. STEAM Students identify a real-world problem that needs a solution – either through innovating an existing solution or inventing something entirely new that can solve the problem. School Issues Students consider what problems or issues they encounter at school and ask whether there are aspects they want to change or make better. Own Interest Students think about what they have a passion for, what makes them wonder and drives their curiosity, and whether they have an interest that could result in a difference and help drive action.

Learning Enhancement & English as an Additional Language In line with our philosophy of supporting students in their individual development, we offer a great deal of additional support both inside the classroom and through personalised courses of study. Students who have English as an Additional Language (EAL) needs will be supported in acquiring further English skills to ensure they are able to access the curriculum. This will take the form of educational assistant (EA) provision during classes as well as additional EAL classes, where necessary. Students who require learning enhancement will be provided with a structured plan from the Learning Enhancement team and the student’s subject teachers. It is our commitment as a school that all students reach their individual potential, and learning support forms an element of this commitment.

Communication Clear communication between home and school is essential. Our communication system utilises the functionality of the following platforms to communicate with our parent community:

THE PARENT HUB The Parent Hub, linked HERE, is our main platform for communication between school and home. All communication to parents regarding upcoming events and information can be found on the Parent Hub. Any calendared event has a parent bulletin approximately two weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Saturday so parents can organise the forthcoming two weeks. The Parent Hub also contains the current DBIS school calendar, which lists term dates as well as the dates of all upcoming school events.

ISAMS PARENT PORTAL & APP Parents can access all student-specific information via the iSAMS Parent Portal and app. This platform is used to communicate confidential information about your children, such as school reports and attendance data. The app can be downloaded for free from the App Store and Google Play Store. The school code is DBIS, and you will need your personal iSAMS username and password to log on.

SCHOOLSBUDDY ACTIVITIES & TRIPS PLATFORM All information about your child’s ECAs, fixtures, camps and trips can be found via the SchoolsBuddy platform. You will need a personal iSAMS username and password to log on. Once you are logged on, you will be able to see all of the activities your child is involved with.

PARENT–TEACHER–STUDENT CONFERENCES There will be an opportunity to meet with each of your child’s subject teachers at the Parent–Teacher–Student Conferences, which take place annually for Years 7, 8 and 9. The intention of this event is to provide you with the opportunity to discuss your child’s progress and performance. It is an extremely valuable part of our academic and pastoral support for your child. We encourage your child to attend the event with you to maximise the benefit of the meetings. The dates and timings of these events will be communicated via the school calendar, available on the Parent Hub.

SECONDARY PARENT & STUDENT HANDBOOK Additional information, including all Secondary School policies and procedures, can be found in the DBIS Secondary Parent and Student Handbook. 47

We are extremely proud of everything the DBIS Year 7–9 curriculum has to offer all our students, and we warmly welcome you to our unique school community.

Should you have any questions, or if you would like any further information, please don’t hesitate to contact us. Simon Oakley Head of Secondary soakley@dbis.edu.hk

Peter Roberts Deputy Head of Secondary (Academic) proberts@dbis.edu.hk

Jason Broderick Assistant Head of Secondary (Pastoral) jbroderick@dbis.edu.hk

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