Toempowereverystudenttodeveloptheirfullpotentialandachieve personal excellence in all endeavours, enabling them to lead successful,fulfillinglivesandenrichtheworld.
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.Weareresilientandalwaysstrivingtolearnandgrow.
Respect
We value our diverse community, appreciating their unique contributions, needs and rights. We foster positive relationships throughkindnessandempathy,embracingaglobalmindset.
Integrity
We act with honesty and make responsible choices, understanding the impact of our actions on ourselves and others. We are self-aware,compassionateandaccountable.
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 experientiallearningenvironmentforourstudents.
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 orintoYear7or8fromelsewhere.
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 learningtotheindividualacademicneedsofeachchild.
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 theirinformationliteracyandinquiryskillsthroughbespokecollaborativeprojects.
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.
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 totheirIGCSEsorequivalent.
TIMETABLE STRUCTURE
Students study 14 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 diaryforquickreference,andparentsareabletoaccesstheirchildren’stimetables through theParentPortal.
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 articulatemanner,bothverballyandinwriting.
LEARNING FOCUS
Term 1
Y7
Y8
● Descriptive Writing
● Biography
● An Introduction to Media: Shrek
● An Introduction to Drama: Frankenstein
Term 2
● Journeys into Poetry
● The Giver Novel Study
● Poetry
● The Boy in the Striped Pyjamas Novel Study
Term 3
● The Princess Bride Media Study
● Speeches
MATHEMATICS
OVERVIEW
In Mathematics, the curriculum is divided into four key concepts: Number, Algebra, Geometry and Data. All year groups study the same concept concurrently, but each group engages with the material at varying degrees of difficulty. The course is designed to enhance mathematical thinking and problem-solving skills through inquiry-based learning. Students have the opportunity to apply the content being taught to real-life problems and unfamiliarsituationsthroughavarietyofprojectsandactivities.
The table on the next page outlines the concepts that are taught. The examples provided for each year group do not encompass all topics but are intended to illustrate how the complexityofeachtopicincreasesprogressivelyeachyear.
LEARNING FOCUS
Term 1
Number & Algebra
Y7
Y8
● Calculating Fractions & Percentages of Amounts
● Reading Timetables
● Rounding Numbers to Decimal Places & Significant Figures
● Solving Linear Equations
● Using Percentages to Increase or Decrease an Amount
● Converting Decimal Units of Time
● Calculating the Upper & Lower Bounds
● Constructing Linear Equations From Worded Problems
Term 2
Concepts
Geometry & Data
● Calculating the Area of Quadrilaterals
● Converting Metric Units
● Calculating Averages
Term 3
Algebra & Data (Including Probability)
● Using the Four Operations With Fractions
● Exploring Angles in Parallel Lines
● Using Two-way Tables to Calculate Probability
● Calculating the Volume of a Prism
● Constructing Conversion Graphs
● Finding the Mean From a Frequency Table
● Using the Four Operations With Mixed Numbers
● Calculating Interior & Exterior Angles
● Calculating a Combined Probability
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 knowledgefromeachfield.
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 focusondevelopingskillsandcultivatingscientificallycuriousminds.
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 theystarttheirIGCSEsinYear9.
LEARNING FOCUS
Term 1
Term 2
Y7 Introduction to Science
● Unit 1: Introduction to Science
● Unit 2: Introduction to Energy
● Unit 3: Introduction to the Human Body
● Unit 4: Introduction to Atoms
Y8 Working Scientifically
● Unit 1: Working Scientifically
● Unit 2: Working with Cells
● Unit 3: Working with Chemicals
● Unit 4: Working with Forces
Term 3
● Unit 5: Introduction to the Earth
● Unit 6: Introduction to Space
● Unit 5: Working with Materials
● Unit 6: Working with Fluids
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 criticalthinkers,effectivespeakers,andskilledresearchers.
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 significanceandtheimportanceofsustainablemanagement.
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 challengesinenvironmentalstewardship.
LEARNING FOCUS
Term 1
Y7
Y8
● How Diverse is Hong Kong?
● Physical Features & Processes
● Population, Inequality & Land Use
● Environmental Conflicts
● Fieldwork & Practical Application
Term 2
● How Hazardous is Hong Kong?
● Hong Kong's Climate & Extreme Weather
● Associated Hazards & Management
● Comparative Hazard Analysis
● Climate Change & Future Hazards
Term 3
● How do Earth's Natural Resources Shape Our World?
● Essential Resources: Water, Soil & Trees
● Resource Interdependence & Global Patterns
● Ecological Footprints & Consumption
● Sustainable Resource Management
● 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
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 historicalthemes.
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 vitalnetworkoftraderoutesandtherichculturalexchangeitfacilitated.
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 oftheprofoundlearning.
LEARNING FOCUS
Term 1
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
Term 2
● 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
Term 3
● 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
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 usethelanguagespontaneouslyviadifferentlinguisticroutines.
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 ResponsibleCitizens.
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
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 basisontheskillsoflistening,speaking,readingandwriting.
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 lessonstodeveloptheirlisteningskillsandtoengagethemmoreintheculturesurrounding 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 CommunicatorsandResponsibleCitizens.
● En el instituto: School subjects, opinions, regular er/ar/ir verbs, adjective agreements & the verb ‘to be’
Y8 ● La gente: Nationalities, places & present tense
● ¿Adónde vas? Places in town, questions with invitations
Term 2
● Mi familia: Describing family & pets with adjectives & comparisons
Term 3
● 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’
● Mis vacaciones:
Advanced simple past with the verbs ‘to be’ & ‘to go’, & more verbs to describe holidays
● 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’
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 MandarinChinesecoursesthatareofferedinYears9–11.Studentsexploreawiderange 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 ResponsibleCitizens.
ThetablebelowshowsanexampleofthecurriculumcoverageofaMandarinasa 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 firstlanguage.
LEARNING FOCUS
Term 1
Y7
Y8
● Introduction to Mandarin
● Pinyin & Basic Strokes; Greetings
● Times & Dates
● Me & Family
● Occupations
● Review Year 7 Content
● Nationalities & Languages
● Subjects
● Making Phone Calls
Term 2
● Daily Routine
● Transportation
● CNY Inquiry Project: New Year Celebrations Around the World
Term 3
● Colour & Clothing
● Parts of the Body
● End-of-Year Project: Family Album
● Weather & Seasons
● Seeing the Doctor
● CNY Inquiry Project: Traditional Chinese Clothing
● End-of-Year Project: YouTube Vlog – My Ideal Weekend
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 ResponsibleCitizens.
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 throughavarietyoflearningactivities.
LEARNING FOCUS
Term 1
Y7
● My School Life
● Buying Stationery
● Shopping
Y8
● Review Year 7 Content
● Birthday Celebrations
● The Mid-Autumn Festival
Term 2
● My Relatives
● CNY Inquiry Project: New Year Celebrations Around the World
● Spring Festival
● CNY Inquiry Project: Traditional Chinese Clothing & Traditional Activities
Term 3
● Household Chores
● Keeping Pets
● End-of-Year Project: Family Album
● Asking for Directions
● My Holidays
● End-of-Year Project:
Oral Presentation – My Summer Vacation
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 enablestudentstocommunicateeffectivelyinChineseandunderstandChineseculture.
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 throughavarietyoflearningactivities.
LEARNING FOCUS
Term 1
Y7 ● 春/朱自清
● 济南的冬天/老舍
Term 2
● 雨的四季/刘湛秋 ● 古代诗歌四首
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
春节由来、活动
● 《论语》十二章
● 课外古诗词诵读
● 春节活动
Term 3
● 秋天的怀念/史铁生
● 散步/ 莫怀戚
● 散文诗二首
● 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
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,makinginformedlinkstotheirdecision-makingandleadingontofinalworks.
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 andhowtocreateworkinavarietyof2Dand3Ddisciplines.
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 aroundcomputersystems,algorithmsandprogramming,andICT/media.
LEARNING FOCUS
Term 1
Y7
● Digital Citizenship
● Clear Messaging in Digital Media
Y8
● Digital Citizenship
● Computing Systems
Term 2
● Networks
● Programming Essentials – Scratch
● Developing for the Web
● Representation
Term 3
● Modelling Data
● Programming Essentials – Scratch
● Mobile App Development
● Introduction to Python
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 tothinkcreatively,communicateclearly,problem-solveindependently,work collaboratively and take risks. The assessed competencies centre around researching, designing, developing, manufacturing, evaluating and technical knowledge, which align with the IGCSEassessmentcriteria.
LEARNING FOCUS
Term 1
Y7
Y8
● Introduction to 2D Design (CAD)
● Introduction to the Laser Cutter
● Introduction to Additional Drawing Techniques
● Introduction to the Vacuum Former
Term 2
● Introduction to Materials
● Working With Wood & Acrylic
● Introduction to User-Centred Design
● Developing 3D Drawing Skills (by Hand) & Using Software
Term 3
● Introduction to 3D Drawing & CAD
● Introduction to the 3D Printer
● Introduction to Metals
● Working With Metals
● Introduction to Orthographic Drawing
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 aneffectiveway,aswellascreativethinkingandleadershipskills.
LEARNING FOCUS
Term 1
Y7
● Introduction to Drama: Matilda the Musical
Term 2
● Performing a Script: Ernie’s Incredible Illucinations by Alan Ayckbourne
Y8
● Victorian Theatre: Melodrama
● Scripted Performance: Our Teacher is a Troll by Dennis Kelly
● Physical Theatre 1: An Introduction to Physical Theatre
Term 3
● Script Analysis: Refugee Boy by Benjamin Zephaniah
● Voice Acting & Performing for a Young Audience
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 everylesson.
LEARNING FOCUS
Term 1
Y7 ● Musical Elements
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.
Term 2
● Hooks & Riffs
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.
Term 3
● 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.
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 understandinginPEandsport.
LEARNING FOCUS
Term 1
Y7
● Basketball
● Netball
● Swimming
● Water Polo
Y8
● Basketball
● Netball
● Swimming
● Water Polo
Term 2
Acquiring Skills & Knowledge
● Personal Survival
● Badminton
● Gymnastics
● Table Tennis
Term 3
● Cricket
● Health & Fitness
● Softball
Developing Skills & Knowledge
● Personal Survival
● Badminton
● Gymnastics
● Table Tennis ● Cricket ● Health & Fitness
Softball
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 tomakethemostoflifeandwork.
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 PSHEAssociationwebsite.
LEARNING FOCUS
Term 1
Health & Wellbeing
Y7
● Transition to Year 7
● My Identity
● Evaluating Self & Others
Y8
● Managing Change
● Food & Health
● Coping Strategies
Term 2
Term 3
Living in the Wider World Relationships
● Personal Finances
● Basic First Aid
● Diversity ● E-Safety
● Radicalisation
● Democracy
● Core Values
● Communication
● Relationships & Sex Education (RSE)
● Language & Behaviour
● Complex Forms of Bullying
● Relationships & Sex Education (RSE)
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 transferableskillsthatarebeingdeveloped,andinvestigationisthekey.
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.
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 coursesofstudy.
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 EALclasses,wherenecessary.
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 elementofthiscommitment.
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 necessarylinkstoallSecondarySchoolpoliciesandprocedures.
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
David Coburn
Assistant Head of Secondary dcoburn@dbis.edu.hk
Jason Broderick Deputy Head of Secondary jbroderick@dbis.edu.hk
