2025-26 | DBIS Y7-8 Curriculum Handbook

EYFS

Key Stage 1

Key Stage 2

Year 7–8 Curriculum 2025–26 Years 9–11

Sixth Form

Our Mission To empower every student to develop their full potential and achieve personal excellence in all endeavours, enabling them to lead successful, fulfilling lives and enrich the world.

Our DBIS Mission is enacted through our values of Courage, Respect and Integrity.

Our Core Values Courage We embrace challenges, persevere and work hard to reach our full potential. We are resilient and always striving to learn and grow.

Respect We value our diverse community, appreciating their unique contributions, needs and rights. We foster positive relationships through kindness and empathy, embracing a global mindset.

Integrity We act with honesty and make responsible choices, understanding the impact of our actions on ourselves and others. We are self-aware, compassionate and accountable.

Contents Welcome to Our Secondary School

02

Key Personnel

04

The Year 7 to 8 Curriculum

05

Timetable Structure

07

Subject Areas

08

English

08

Mathematics

10

Science

12

Geography

14

History

16

French

18

Spanish

20

Mandarin Chinese

22

Chinese as a Second Language

24

Chinese as a First Language

25

Art

26

Computer Science

28

Design & Technology

30

Drama

32

Music

34

Physical Education

36

Learning for Life

38

Discovery

40

Learning Enhancement & EAL

42

Secondary Parent Handbook

42

Welcome to Our Secondary School I warmly introduce you to the Discovery Bay International School (DBIS) Curriculum Handbook for Years 7–8. We are a truly unique school in Hong Kong, with an established culture of excellence in teaching and learning and a genuinely inclusive philosophy. We are wonderfully situated 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 our young people. 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 or 8 from elsewhere.

The curriculum that our Year 7–8 students follow is engaging, challenging and rigorous, with an added emphasis on concept and inquiry learning, whilst our small class sizes ensure that we are well placed to tailor learning to the individual academic needs of each child.

These curriculum foundations 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 approach. Additionally, our students enjoy instruction in the Creative and Performing 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 information literacy and inquiry skills through bespoke collaborative projects.

I hope that the following pages provide you with more insight into the excellent programme that we offer here for our Year 7–8 students. This handbook provides insight into the Secondary curriculum offered in the various subject areas. Please note that our curriculum is reviewed regularly and may therefore evolve to ensure that we continue to tailor provision, applying up-to-date pedagogical approaches to support our students’ development.

Simon Oakley Head of Secondary

03

Key Personnel Name

Role

Email

Simon Oakley

Head of Secondary

soakley@dbis.edu.hk

Jason Broderick

Deputy Head of Secondary

jbroderick@dbis.edu.hk

David Coburn

Assistant Head of Secondary

dcoburn@dbis.edu.hk

Alexander Kilford

Assistant Head of Secondary

akilford@dbis.edu.hk

Louise Tyrrell

Head of Year 7

ltyrrell@dbis.edu.hk

Nicholas Moore

Head of Year 8

nmoore@dbis.edu.hk

Graham Glew

Head of Mathematics

gglew@dbis.edu.hk

Amy Hii

Head of English

ahii@dbis.edu.hk

Alexander Jamali

Head of Science

ajamali@dbis.edu.hk

Tom Boddington

Head of Humanities

tboddington@dbis.edu.hk

Myra Mi

Head of Chinese & Modern Foreign Languages

mmi@dbis.edu.hk

Nicolas Ng

Head of Computing & Learning Technologies

nng@dbis.edu.hk

Christopher Preddy

Head of Music

cpreddy@dbis.edu.hk

Nicola Culican

Head of Art and Design & Technology

nculican@dbis.edu.hk

James Lugg

Head of Physical Education & Sport

jlugg@dbis.edu.hk

04

CURRICULUM

The Year 7–8 Curriculum The bespoke Year 7–8 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 (I)GCSEs or equivalent.

TIMETABLE STRUCTURE Students study 15 different subjects in Years 7 and 8, across a two-week timetable, with five lessons per day. Each lesson is one hour long. Students are given printed copies of their timetable on the first day of the academic year. These are transferred into the student diary for quick reference, and parents are able to access their children’s timetables through the Parent Portal.

Subject

Lessons

English

7

Mathematics

7

Science

7

Mandarin

3

Spanish (Y7 only) / French or Spanish (Y8)

3

Geography

3

History

3

Design & Technology

2

Computer Science

2

Art

2

Drama

2

Music

2

Learning for Life

2

Discovery

2

PE

3

07

Subject Areas 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 English 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.

08

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

● ●

Descriptive Writing Biography

● ●

Journeys into Poetry The Giver Novel Study

●

The Princess Bride Media Study

Y8

●

An Introduction to Media: Shrek An Introduction to Drama: Frankenstein

● ●

Poetry The Boy in the Striped Pyjamas Novel Study

●

Speeches

●

09

MATHEMATICS OVERVIEW In Years 7 and 8, our Mathematics curriculum provides students with a strong foundation across the key strands of number, algebra, geometry, data, and problem-solving. The programme is designed to develop both fluency and reasoning, encouraging students to think critically, make connections and approach challenges with confidence. Lessons balance practice with exploration, ensuring students gain the skills they need while also experiencing the creativity and depth of mathematical thinking.

As students move into Year 8, topics build directly upon the knowledge established in Year 7 while also introducing more advanced concepts to prepare them for the next stage of study. Progress is measured through a combination of regular formative quizzes and more formal Key Assessment Tasks, which provide clear feedback on individual strengths and areas for improvement. Challenge is built into the curriculum for all, with opportunities for students to extend themselves further through participation in mathematics competitions and problem-solving activities.

10

LEARNING FOCUS Term 1

Term 2

Term 3

Concepts Y7

● ● ● ● ● ● ●

Y8

● ●

● ● ● ● ●

Working With Numbers Introducing Algebra Lines & Angles The Probability Scale Powers, Roots & Rounding Order of Operations Formulae, Sequences & Rules

● ● ●

Calculate Using Written & Mental Methods Linear Equations With Unknowns on Both Sides Parallel, Alternate & Corresponding Angles Sets & Unions Percentages Sequences & Relationships Symmetries & Constructions

●

Linear Equations Using Measurements Representing & Interpreting Data

● ● ● ●

● ●

Using Averages, Range & Relationships to Describe Data Multiples, Factors & Primes Linear Equations (Graphically & Algebraically)

●

● ● ●

Properties of Shapes & Solids Ratio Graphs of Linear Functions Congruence & Scale Drawings

Accuracy With Perimeter, Area & Volume Dividing Quantities Into Ratios Algebraic Expressions Translations, Rotations & Reflections

11

SCIENCE OVERVIEW At DBIS, we want our students to have a thorough and deep knowledge of Science with the key skills needed to access Science within the modern world. This has led to the development of a broad Science curriculum with scientific skills at its heart. Students learn about Biology, Chemistry and Physics through topics which develop their ability to link knowledge from each field.

In Year 7, students explore an ‘Introduction to Science’, which involves them studying Biology, Chemistry and Physics through wider topics that link all three together. There is a focus on developing skills and cultivating scientifically curious minds.

In Year 8, students focus on ‘Working Scientifically’, which further develops their scientific skills. Again, they study broader topics that link Biology, Chemistry and Physics together.

The course is designed to prepare students with the requisite knowledge and skills before they start their IGCSEs in Year 9.

12

LEARNING FOCUS Term 1 Y7

Term 2

Term 3

Introduction to Science ● ●

Unit 1: Introduction to Science Unit 2: Introduction to Energy

Y8

● ●

Unit 3: Introduction to the Human Body Unit 4: Introduction to Atoms

● ●

Unit 5: Introduction to the Earth Unit 6: Introduction to Space

Working Scientifically ● ●

Unit 1: Working Scientifically Unit 2: Working with Cells

● ●

Unit 3: Working with Chemicals Unit 4: Working with Forces

● ●

Unit 5: Working with Materials Unit 6: Working with Fluids

13

GEOGRAPHY OVERVIEW In Years 7 and 8, students explore key concepts in Geography while developing essential knowledge and skills. Throughout this curriculum, they are challenged to become great critical thinkers, effective speakers, and skilled researchers.

In Year 7, students start with a synoptic study of Hong Kong's geography, exploring population dynamics, land use, tectonic theory, and the region's coastline, mangroves and key industries. This first term includes hands-on fieldwork, allowing students to connect theory with real-world observations. The curriculum continues with an examination of natural hazards, their impacts on Hong Kong, and strategies for mitigation. In the final term, students gain an appreciation for Earth's natural resources, understanding their significance and the importance of sustainable management.

Year 8 introduces students to the concepts of globalisation and development, with fieldwork that investigates Hong Kong's global interconnectedness. The curriculum then shifts focus to polar biomes, discussing the threats they face and their critical role in sustaining life. Finally, students engage in project-based inquiries into environmental issues such as palm oil production, coltan mining and coral bleaching. This exploration enhances their research, critical thinking, and presentation skills, preparing them for future challenges in environmental stewardship.

14

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

● How Diverse is Hong Kong? ● Physical Features & Processes ● Population, Inequality & Land Use ● Environmental Conflicts ● Fieldwork & Practical Application

● How Hazardous is Hong Kong? ● Hong Kong's Climate & Extreme Weather ● Associated Hazards & Management ● Comparative Hazard Analysis ● Climate Change & Future Hazards

● How do Earth's Natural Resources Shape Our World? ● Essential Resources: Water, Soil & Trees ● Resource Interdependence & Global Patterns ● Ecological Footprints & Consumption ● Sustainable Resource Management

Y8

● How Globalised is Hong Kong? ● Globalisation Explained ● Hong Kong: A Trade Powerhouse ● Development & Inequality

● How Significant are Polar Biomes? ● Polar Environments ● Climate Change Impacts ● Human Activities in Polar Regions ● The Future of the Poles

● How do Human Activities Impact the Earth? ● Exploring Case Studies Explaining the Extraction, Production & Uses of Materials & Their Environmental Consequences ● Connecting the Dots – Linking Case Studies to Broader Geographical Concepts ● Earthshot Prize Project

15

HISTORY OVERVIEW Our Year 7 to 8 History course offers students a comprehensive exploration of pivotal moments, fostering a deep understanding of the forces that have shaped our world.

Students embark on a journey spanning continents and centuries, connecting past events to our present realities, providing a local lens through which to understand broader historical themes.

Next, we transport ourselves to the Middle Ages, a captivating era of knights, castles and profound societal change. Students explore daily life, medieval professions, warfare and early medicine. This unit also introduces ‘East Meets West: The Silk Roads’, examining this vital network of trade routes and the rich cultural exchange it facilitated.

The exploration continues looking at crime and punishment across different historical periods before attention turns to the Indian Subcontinent. Our final, crucial unit is dedicated to World War II. Students analyse the causes and major events, including Dunkirk, the Battle of Britain, the Blitz and the Pacific Theatre. A significant portion of this unit is dedicated to a sensitive study of the Holocaust, examining the persecution of Jewish people, the experiences of victims and survivors, and the liberation of the camps.

This allows for a deeper understanding of human resilience and the importance of remembrance.

Through engaging activities, discussions and primary source analysis, students develop critical thinking skills, historical empathy and a nuanced appreciation for the complexities of the profound learning.

16

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

●

My Hong Kong ● ● The Opium Wars ● WW2 & the Invasion of China ● WW2 & the Occupation of Hong Kong ● The Kowloon Walled City ● Significant Figures in Hong Kong

The Middle Ages ● What Was it Like to Live in the Middle Ages? ● Medieval Jobs ● Castles & Medieval Warfare ● Diseases in the Middle Ages ● Medieval Medicine

●

East Meets West: The Silk Roads ● Students will learn that the Silk Roads were not a single road, but a network of ancient trading routes connecting east & west, primarily from China to the Mediterranean ● An Understanding of the Types of Goods Traded ● Exchange of Cultures

Y8

●

Crime & Punishment ● ● Medieval Crime & Punishment ● The Pendle ● Witches ● Guy Fawkes & the Gunpowder Plot ● Young Criminals ● 19th Century Prisons ● The Indian Subcontinent ● The Mughal Empire & The East India Company ● India’s Landscape & Population, & Interdependence of Countries

The Indian Subcontinent (finishing the unit) The World at War ● The Causes of WW2 ● Dunkirk ● The Battle of Britain ● The Blitz ● War in the Pacific ● Pearl Harbour ● Home Fronts Around the World ● D Day ● Was the Dropping of the Atomic Bomb Justified?

●

The Holocaust ● The Persecution Against Jewish People, from Discrimination & Loss of Rights ● The Experiences of Victims & Survivors, Including Their Resilience, Resistance & the Individual Stories of Those Affected ● The Liberation of the Camps & the Aftermath of the Holocaust

17

FRENCH OVERVIEW French is available to students who are in Year 8 in the 2025–26 academic year. It will not be available going forward to students currently in Year 7 or below. Students joining in Year 7 will study Chinese and Spanish. 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 9.

Students cover various topics to discover all basic structures and have opportunities to use the language spontaneously via different linguistic routines.

The curriculum is designed to give students a chance to learn more about the Francophone world, with a focus on culture. They also get to develop their cultural knowledge of France and francophone countries. Throughout the course, there are many occasions for students to work collaboratively on various projects, such as a video project to describe their daily routines or planning a trip to a French-speaking country, as well as many other exciting opportunities to showcase their language skills. This well-rounded curriculum helps students develop key skills to become Confident Communicators and Responsible Citizens.

18

LEARNING FOCUS Term 1 Y8

●

●

Ma routine: Speaking about your daily routine La nourriture: Speaking about what you eat & drink; discovering traditional dishes

Term 2 ●

●

Les vêtements: Describing your clothes & what others wear around Francophonie Mes loisirs: Speaking about what you do in your free time

Term 3 ●

●

Les médias: Reviewing the topics of movies, TV programmes & online activities Film Study; Joyeux Noël Reviewing all vocabulary & grammar through the study of a French film

19

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 9. 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 a regular basis on the skills of listening, speaking, reading and writing.

The curriculum is designed to give students a chance to learn more about the Hispanic world, with a 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.

20

LEARNING FOCUS Term 1 Y7

●

●

Y8

●

●

Term 2

iVamos!

Introductions, ages, numbers, alphabet, classroom objects & articles (a, the) En el instituto: School subjects, opinions, regular er/ar/ir verbs, adjective agreements & the verb ‘to be’

●

La gente: Nationalities, places & present tense ¿Adónde vas?

Places in town, questions with invitations

●

Mi familia: Describing family & pets with adjectives & comparisons

Term 3 ●

●

●

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

●

●

●

En casa: Describing where you live, your house & what you do at home El tiempo libre: Saying what you do in your free time; using ‘salir’ & ‘hacer’; telling the time; saying what you are going to do En la ciudad: Saying what your town is like; talking about the weather; using ‘hay’ & ‘querer’ La comida: Eating, ordering & buying food & drink, in three tenses De moda: Describing clothes; making colours agree; using comparative & superlative adjectives La ciudad: Saying what is there to see & do in a place; asking & giving directions; using ‘estar’ & ‘se puede’

21

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 grammar before the start of the three IGCSE Mandarin Chinese courses that are offered in Years 9–11. 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.

22

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 set as students will be following different pathways of Mandarin as a foreign language, second language or first language.

LEARNING FOCUS Term 1 Y7

● ● ● ● ●

Y8

● ● ● ●

Term 2

Term 3

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

● ● ●

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

● ● ●

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

Review Year 7 Content Nationalities & Languages Subjects Making Phone Calls

● ● ●

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

●

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

●

23

CHINESE AS A SECOND LANGUAGE OVERVIEW The Chinese as a Second Language curriculum is designed to help nearly-native students of Chinese develop their language skills in listening, speaking, reading and writing. The curriculum covers a range of topics related to Chinese culture, society and daily life, and aims to enable students to communicate effectively in Chinese and understand Chinese culture.

The main objective of this curriculum is for students to gain a solid knowledge of vocabulary and an understanding of the grammar before the start of the IGCSE Chinese as a Second Language curriculum offered in Years 9–11. Students explore a wide range of topics related to the 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 Chinese as a Second Language (CSL) class in which students are required to meet the curriculum expectations through a variety of learning activities.

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

● ● ●

My School Life Buying Stationery Shopping

● ●

My Relatives CNY Inquiry Project: New Year Celebrations Around the World

● ● ●

Household Chores Keeping Pets End-of-Year Project: Family Album

Y8

● ● ●

Review Year 7 Content Birthday Celebrations The Mid-Autumn Festival

● ●

Spring Festival CNY Inquiry Project: Traditional Chinese Clothing & Traditional Activities

● ● ●

Asking for Directions My Holidays End-of-Year Project: Oral Presentation – My Summer Vacation

24

CHINESE AS A FIRST LANGUAGE OVERVIEW The Chinese as First Language curriculum is designed to help native students of Chinese develop their language skills in listening, speaking, reading and writing. The curriculum covers a range of topics related to Chinese culture, society and daily life, and aims to enable students to communicate effectively in Chinese and understand Chinese culture.

The main objective of this curriculum is for students to gain a solid knowledge of vocabulary and an understanding of the grammar before the start of the IGCSE Chinese as First Language curriculum offered in Years 9–11. Students explore a wide range of topics related to the 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 Chinese as First Language (CFL) class in which students are required to meet the curriculum expectations through a variety of learning activities.

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

● ● ●

春/朱自清 济南的冬天/老舍 雨的四季/刘湛秋

● ●

古代诗歌四首 春节由来、活动

● ● ●

秋天的怀念/史铁生 散步/ 莫怀戚 散文诗二首

Y8

● ●

《世说新语》二则 从百草园到三味 书屋 / 鲁迅 再塑生命的人 / 海伦凯 勒

● ● ●

《论语》十二章 课外古诗词诵读 春节活动

● ●

植树的牧羊人 / 让 乔诺 走一步、再走一步 /莫顿 亨特 诫子书 / 诸葛亮

●

●

25

ART OVERVIEW There are two main components of the Year 7–8 Art programme, consisting of ‘Making Art’ and ‘Knowing About Art’. The programme prepares students for the GCSE 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 7–8 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.

26

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

●

Drawing & Printmaking/ Mixed Media

●

Drawing & Painting

● ●

Sculpture Digital Design

Y8

●

Drawing & Painting

●

Drawing & Printmaking/ Mixed Media

● ●

Sculpture Digital Design

27

COMPUTER SCIENCE OVERVIEW In Years 7–8, 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 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 7–8, 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.

28

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

● ●

Digital Citizenship Clear Messaging in Digital Media

● ●

Networks ● Programming Essentials ● – Scratch

Y8

● ●

Digital Citizenship Computing Systems

● ●

Developing for the Web Representation

● ●

Modelling Data Programming Essentials – Scratch Mobile App Development Introduction to Python

29

DESIGN & TECHNOLOGY (D&T) OVERVIEW The Year 7–8 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 7–8 and develop their practical skills with both modern and traditional workshop processes. During the Year 7–8 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 align with the IGCSE assessment criteria.

30

LEARNING FOCUS Term 1 Y7

● ●

Y8

●

●

Term 2

Introduction to 2D Design (CAD) Introduction to the Laser Cutter

●

Introduction to Additional Drawing Techniques Introduction to the Vacuum Former

●

●

●

Term 3

Introduction to Materials Working With Wood & Acrylic

●

Introduction to User-Centred Design Developing 3D Drawing Skills (by Hand) & Using Software

● ● ●

●

Introduction to 3D Drawing & CAD Introduction to the 3D Printer Introduction to Metals Working With Metals Introduction to Orthographic Drawing

31

DRAMA OVERVIEW Through practical and theoretical study, Year 7–8 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 published plays whilst also being given an opportunity to devise performances of their own.

In Years 7–8, 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, as well as creative thinking and leadership skills.

32

LEARNING FOCUS Term 1

Term 2

Term 3

Y7

●

Introduction to Drama: Matilda the Musical

●

Performing a Script: Ernie’s Incredible Illucinations by Alan Ayckbourne

●

Script Analysis: Refugee Boy by Benjamin Zephaniah

Y8

●

Victorian Theatre: Melodrama

●

Scripted Performance: Our Teacher is a Troll by Dennis Kelly Physical Theatre 1: An Introduction to Physical Theatre

●

Voice Acting & Performing for a Young Audience

●

33

MUSIC OVERVIEW In Music, students listen to, analyse, perform and compose in a wide range of genres, styles and traditions. Students perform both as soloists and as part of small and whole-class ensembles. When composing, students use a 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.

34

LEARNING FOCUS Term 1 Y7

●

Musical Elements

Term 2 ●

This unit equips students with the ability to identify and comprehend the elements of music through listening to & appraising diverse musical works, culminating in the composition of an original piece.

Y8

●

Band Unit In this unit, students rehearse, refine their instrumental skills on a chosen instrument & perform.

Hooks & Riffs

Term 3 ●

This unit focuses on analysing & performing repeated musical phrases (ostinati & riffs) from various classical & contemporary works, such as Ravel's ‘Boléro’ and the Eurythmics' ‘Sweet Dreams’.

●

Music & Film This unit introduces students to the purpose & challenges of film music composition, focusing on the use of leitmotifs to represent characters & situations through the manipulation of musical elements, culminating in students composing music for a film clip.

Dance Music This unit introduces students to diverse forms of dance music, exploring their stylistic commonalities & differences, cultural/historical contexts, & basic harmony theory.

●

Computer & Video Game Music This unit introduces students to character themes in video game music, exploring their development for various scenarios & incorporating characteristic musical features through composition & performance tasks.

35

PHYSICAL EDUCATION (PE) OVERVIEW Students are encouraged to develop the DBIS Learner Profile Attributes throughout all areas of PE 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. 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 extracurricular activities in order to further develop their skills, knowledge and understanding in PE and sport.

36

LEARNING FOCUS Term 1

Term 2

Term 3

Acquiring Skills & Knowledge Y7

● ● ● ●

Basketball Netball Swimming Water Polo

● ● ● ●

Personal Survival Badminton Gymnastics Table Tennis

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Cricket Health & Fitness Softball

Developing Skills & Knowledge Y8

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Basketball Netball Swimming Water Polo

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Personal Survival Badminton Gymnastics Table Tennis

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Cricket Health & Fitness Softball

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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.

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LEARNING FOCUS Term 1

Term 2

Term 3

Health & Wellbeing

Living in the Wider World

Relationships

Y7

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Transition to Year 7 My Identity Evaluating Self & Others

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Personal Finances Basic First Aid

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Core Values Communication Relationships & Sex Education (RSE)

Y8

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Managing Change Food & Health Coping Strategies

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Diversity E-Safety Radicalisation Democracy

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Language & Behaviour Complex Forms of Bullying Relationships & Sex Education (RSE)

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DISCOVERY OVERVIEW Discovery in Years 7–8 has some similarities with its Primary counterpart in that it is inquiry led and provides students with the opportunity to develop information literacy skills and key skills associated with an inquiry and conceptual approach to learning. Students have great 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 found out to the real world. Discovery is about the process and the transferable skills that are being developed, and investigation is the key.

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LEARNING FOCUS Project 1 (Term 1) Y7 & 8

Students have a directed focus on either the UN Sustainable Development Goals and/or the theme of Sustainability. Emphasis is placed on an inquiry project outcome that is impactful and facilitates a strong opportunity for transformation/technology/ action/service and/or education that meets an apparent need.

Project 2 (Terms 2 & 3) Y7 & 8

Students have the agency to decide what they would like to inquire into and to make a difference through action resulting from the inquiry. Below is a list of common themes that can (and have) been explored.

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? 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.

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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.

Secondary Parent Handbook We encourage you to read through our Secondary Parent Handbook, which includes an overview of the day-to-day information that will be applicable to your child’s life at DBIS. The handbook will provide you with access to additional information, including the necessary links to all Secondary School policies and procedures.

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We are extremely proud of everything the DBIS Year 7–8 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

Jason Broderick Deputy Head of Secondary jbroderick@dbis.edu.hk

David Coburn Assistant Head of Secondary dcoburn@dbis.edu.hk

Alexander Kilford Assistant Head of Secondary akilford@dbis.edu.hk

dbis.edu.hk