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Year 7-9 Curriculum Information Booklet 2021-2022


OUR CORE VALUES z

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

z

We show care, kindness and compassion to others.

z

We are supportive of each other.

z

We embrace diversity and celebrate individuality.

z

We are responsible and honest in our actions.

z

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 z

To promote a culture of excellence in teaching and learning.

z

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

z

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

z

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

z

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

z

To encourage the physical and emotional wellbeing of each individual.

z

To use innovative pedagogy and technology to enrich learning.

z

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

z

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

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The DBIS Community


Welcome to Secondary School I warmly introduce you to this guide to Year 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 as well as being 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 early years of secondary school are key developmental years for a young adult. It is clear that settled, happy and confident students are best placed to achieve their full academic potential 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, transition into this phase of the school, whether they are coming into Year 7 from DBIS primary or from elsewhere into Year 7, 8 and 9. The enquiry-based curriculum that our Year 7 to 9 students follow is engaging, challenging and rigorous. Whilst our smaller class sizes ensure that we are well placed to tailor the learning to the individual academic needs of every child. Together these assist our children to develop 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 across many subject areas, including Geography, History, Business, Media Studies and Psychology, our expansive Humanities curriculum demonstrates one of the clear strengths of our enquiry-based curriculum. Additionally, students also study the Creative Arts (Drama, Art and Music), Technology (Design Technology and Computer Science) as well as regular Physical Education 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. They cover the extensive pastoral and well-being provision of the secondary phase as well as providing an illustration of the curriculum offered in the various subject areas. Please note that they are usually based on the work that students have covered in previous academic years as 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.

Regards, Simon Oakley Head of Secondary

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Contents

Contents Welcome to Secondary School 3 Pastoral Overview 5 Secondary Pastoral System

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House System

7

Student Well-Being

7

Student Leadership

8

DBIS Learner Profile

10

Year 7-9 Curriculum 12 Timetable Structure

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Learning Support and English as an Additional Language

13

English

14

Mathematics

15

Science

17

Humanities 18 French 20 Spanish 22 Mandarin Chinese

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Art 25 Computer Science

26

Design and Technology

27

Drama 28

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Music

29

Physical Education

30

Learning for Life (L4L)

31

Discovery

32

Communication

33

Useful Documents

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Secondary Pastoral System The pastoral support structure in the Secondary School consists of the Tutor, Head of Year, Well-Being Coach, Assistant Head of Secondary and additional guidance and support provided by the school counsellor. Students have daily tutor sessions in the morning where they are provided with personalised support for both academic and personal development. Part of this personalised support is through 1:1 tutoring sessions with their tutor. Our 1:1 tutoring sessions are meetings between students and their tutor which take place throughout the school year on a rotation basis. The fundamental rationale behind our 1:1 Tutoring programme is to ensure every individual in our Secondary School is well known and 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 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 researched based and a proven method in helping students accomplish set goals. Students learn that setting goals are an important aspect of their schooling journey as it provides students with a sense of direction within each curriculum area, helps guide students focus and importantly helps engage and motivate students.

S

SPECIFIC - 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?

M

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

A

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

R

RELEVANT - 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?

T

TIME-BOUND - 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.

Pastoral Overview

Pastoral Overview

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Year 7-9 Pastoral Team Head of Year 7: Karina Johnson (KJO) History Y7NLE

Neil O’Maonaigh-Lennon

Psychology / Chemistry

Y7WTH

Wendy Thomson

Science & Mathematics

Y7SLE

Sarah Lewis

Mathematics

Head of Year 8: Tom Lemon (TLE) Physical Education Y8SSM

Shelby Smal

Humanities

Y8SCL

Susanne Clark

Physical Education

Y8CRE/APY

Chris Reinhardt/Andy Pybus

Art / Design Technology

Y8JPI

Jack Piggott

Drama

Head of Year 9: Tracey Smal (TSM) Inclusion / Core Skills / BTEC

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Y9ASE

Alvin Sexton

Computer Science

Y9MMI

Myra Mi

Mandarin

Y9LSC

Lara Scrimgeour

Humanities


The primary purpose of the House system is to encourage ways in which students and staff can feel more connected to and involved within 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 Well-Being 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 pandemic, and growing demands of the twentieth 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 maximize their individual potential.

House System

House System

The Secondary School Learning for Life objectives per meate throughout all subjects and is an integral component of the pastoral programme through tutor time and assemblies, providing a critical foundation for learners while exploring attitudes to help young people shape their understanding of themselves, and the world they live in. Learning for Life also offers Relationship Sexual Education lessons and the content covered during these lessons will include 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; consent. The aim of the Learning for Life course is to help our pupils make safe and informed decisions during their school years and beyond. Skills such as communication, listening, refusal, decision-making and negotiation; interpersonal; critical-thinking; building self-awareness; developing empathy; accessing reliable information or services; challenging stigma and discrimination; and advocating for rights are also explored.

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Student Leadership

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 within the DBIS Secondary School. Formal leadership opportunities:

Student Council From Years 7 - 10, students can apply to be a part of the Secondary student council with the purpose of providing these students with an opportunity to develop leadership by organising and carrying out school activities and service projects in support of one of our four recognised charities. In addition to planning events that contribute to school spirit and community welfare, the student council is the voice of the student body.

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 academia challenges, and aiding Heads of Year with House related matters.

Prefects & Head students Year 12 and 13 students have the opportunity to be a prefect (year 12), senior prefect and/or head student (year 13). These students oversee the development of all student leaders and organise vertical leadership meetings in order to represent and discuss concerns and proposals to benefit the future of the school. Other potential leadership opportunities:

Extra-curricular activities - ECAs

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A great way for our student cohort to develop their leadership is through the extensive Extra-curricular programme Discovery Bay International School provides. There are a variety of ECA’s that are tailored for students who are passionate and/or interested in for example: the creative arts; sports; music; photography; technology; service in the community. These programmes are run by experienced and 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. Externally, historically we have performed strongly through our FOBISIA teams representing the school in mathematics, gymnastics, music and sport. These types of competitions allow students to strive for excellence and in the process also 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’, students get to participate and drive events in support of their House’s affiliated charity. These charities include: Forever Angels; Impact HK; Plastic Free Seas; and HK Down Syndrome Association. Organised green walks, community beach cleanups, organised bake sales, physical challenges and other similar run events allow students to work as a collective in helping raise money and awareness for these charities, but also importantly helps students strengthen their own personal values, model and influence the behaviour of the community in additionally supporting these worthwhile charities.

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DBIS Learner Profile

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 students in developing holistically to prepare for their life in the wider world, and as they leave us, students recognise and appreciate that their time at DBIS is the start of their exciting life-long learning journey for which, we believe they are exceptionally well equipped to successfully continue.

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.

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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 enquire and make connections to further their understanding and satisfy their curiosity as they investigate their own lines of enquiry and demonstrate their learning in innovative and creative ways.

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Year 7-9 Curriculum 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 by requesting directly from the tutor.

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Subject

Lessons

Maths

7

English

7

Science

7

Mandarin

3

French or Spanish

3

Humanities

6

Design Technology

2

Computer Science

2

Art

2

Drama

2

Music

2

Learning for Life

2

Discovery

2

PE

3


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 support will be provided with a structured plan from the Inclusion team and 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.

Learning Support

Learning Support and English as an Additional Language

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English

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 through which 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 will 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.

Areas of study

Year 7

Term 1

Term 2

Term 3

z Creative Writing

z Journeys into

z ‘Princess Bride’

- The concept of a

z Travel Writing

z Autobiography z ‘Underground to

Canada’ fiction text

poetry.

journey.

media

- Categories of

poetry.

- Poetic devices. - Spoken words

poetry.

Year 8

z ‘The Boy in the

Striped Pyjamas’ fiction text

z Product Pitch

Year 9

z ‘The Curious

Incident of the Dog in the Night time’ fiction text

z ‘Noughts &

Crosses’ fiction text

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z ‘Holes’ fiction

text.

z Media text types

and advertising

- Empathic writing.

z ‘Macbeth’

Shakespeare.

z ‘Heroes & Villains’

media unit.

z Transactional

Writing.


Overview In Mathematics the curriculum is broken into 5 concepts; Practical, Construction, Analysis, Patterns and Prediction. For all year groups they will 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 will have the opportunity to apply the content being taught to real life problems and unfamiliar situations through multiple projects and activities.

Areas of study The table below shows the concepts being 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.

Concepts

Term 1

Term 2

Term 3

Practical Maths

Construction

Patterns

z Mathematics

z How Algebra

z Recognising,

Analysis

Prediction

z Collecting,

z Making

z Solve linear

z Use the four

that has an everyday practical use.

and Geometry are used to design and create.

recording and presenting data.

Year 7

z Calculate

fractions and percentages of amounts.

z Reading

timetables.

z Round numbers

to decimal places and significant figures.

equations.

z Calculate

the area of quadrilaterals.

z Convert metric

units.

z Calculate

averages.

creating and applying patterns in Mathematics.

Mathematics

Mathematics

predictions based on Mathematical observations. operations with fractions.

z Explore angles in

parallel lines.

z Use two way

tables to calculate probability.

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Year 8

Term 1

Term 2

Term 3

z Use percentages

z Construct linear

z Use the four

z Converting

z Calculate the

z Calculating the

z Construct

to increase or decrease an amount.

decimal units of time. upper and lower bounds.

equations from worded problems. volume of a prism. conversion graphs.

operations with mixed numbers.

z Calculate the

interior and exterior angles.

z Calculate a

combined probability.

z Find the

mean from a frequency table.

Year 9

z Calculate

z Solve

z Calculate

z Solve speed,

z Find the surface

z Find angles using

z Applying upper

z Convert square

compound interest. distance and time problems. and lower bounds to solve complex problems.

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simultaneous equations. area of a cylinder.

and cubic units.

z Calculate all

averages from grouped data.

reverse percentages. circle theorems.

z Calculate

relative frequency.


Overview Students will study all three science disciplines; Biology, Chemistry and Physics, structured around key questions each academic year, spiralising in nature, allowing students to develop their theoretical, practical and conceptual understanding in each subject area. Biology z

How do you make an organism?

z

What are the chemical processes of life?

z

How is the Sun important to life on Earth?

Chemistry z

What is everything made from?

z

How do chemicals react and change?

z

How can chemical processes affect our environment?

Science

Science

Physics z

What is our universe made from and how do we know?

z

How is energy transferred in our universe?

z

What do forces do in our universe?

Areas of study

Year 7

Term 1

Term 2

Term 3

Cells, organs and organ systems

Ecosystems

Reproduction

Chemical Reactions

Acids and Alkalis

Atoms, Elements and Compounds

Solar System

Forces Year 8

Health, Diet and Digestion Waves I

Chemical Resources Forces in motion

Circulatory and Respiratory Systems Pressure and Machines

Electricity Waves II

Energy Transfers Year 9

Microbes and Disease

Cellular Processes of plants

Inheritance and Variation Preparation for IGCSE

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Humanities

Humanities Overview In Year 7-9 humanities 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 as well as how to evaluate topics through a conceptual lens.

Areas of study Term 1

Term 2

Year 7 Topic 1: Sustainability Topic 3: History Mystery Students focus on environmental sustainability specifically looking at the sustainability of the school.

z Bias z Reliability z Inference

Students look at: z Mapping key

Topic 4: Olympics 2020/21

z Buddhism

z Mapping key

locations in SE Asia Students look at:

z Impacts of tourism

destinations of the Japanese Olympics

z The impact

of hosting the Olympics

z How does

Development affect the likelihood of success

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Topic 5: Resilience

This unit has 2 distinct Students learn history sections skills: 1) Extreme z Source analysis Environments

Topic 2: South East Asia

z Culture

Term 3

z How have plants,

animals and people adapted to living in Deserts, Mountains and the Arctic?

2) Slavery z Roman z Transatlantic z Modern Day


Term 1

Term 2

Term 3

Topic 4: Independent Students look at: Students look at how Research China has changed. Students have a z Cultural/diversity The topic areas are: variety of ‘taster’ z Population analysis lessons and then z Industry (Three z Impacts of TNCs choose 1 topic area Gorges Dam) to investigate further: z The role of women z Terrorism Topic 2: Ideology z Population (One z Migration Students study a Child Policy) Refugees variety of political z Healthcare z Impact of social ideologies such as democracy and media dictatorships and z Climate Change have to create their z Pollution own political party. z Religion

Year 8 Topic 1: Globalisation Topic 3: China

Year 9

Topic 1: War and Peace

Topic 2: Technology

Students look at the key concepts of power and conflict over the last 100 years.

- The Impact of TV

The main focus is on conflict resolution looking at the following wars: z WW1 z WW2 z The War on

Terrorism

z Israeli - Palestine

war

Students look at: on society

- The impact of

video games on society

Topic 3: Civil Rights

Topic 4: Development Students look at why some countries are richer than others and looking at some of the following topics: z Development

Indicators

Students look at:

z Access to Water

z Black Civil Rights

z Disease and

in America 1950+/BLM

z Women's Rights -

Health care

z Trade

Suffragettes/Me too

z LQBTQ+

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French

French Overview In French, the curriculum is entirely tailored to students’ needs so they will be able to manipulate the French language successfully. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and understanding of basic grammar before the start of IGCSE course in Year 10. Students will study 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 will review the language covered throughout the year and study three popular French films, through which the students can engage with the language in a different way and get to reuse previously learnt expressions in a ‘real’ but yet creative context. They also get to develop their cultural knowledge of France and the Francophone world. Throughout the course, there will be many occasions for students to work collaboratively on various projects such as planning a trip to a French speaking country. This well-rounded curriculum will help students develop key skills to become confident communicators and responsible citizens.

Areas of study Term 1

Term 2

Term 3

Year 7 1) Bonjour: 3) Mon école: 5) Film study: Introducing myself. Describing your Reviewing school and the vocabulary and 2) Ma famille: subjects you study. grammar covered Introducing and throughout the describing your 4) Ma maison: year with the family and pets. Describing your film ‘Kirikou et la house and sorcière’. different houses around the Francophone world.

Year 8 1) Ma routine: Speaking about your daily routine.

3) Les vêtements: Describing your clothes and what others 2) La nourriture: wear around the Speaking about Francophonie. what you eat and drink. Discovering 4) Mes loisirs: traditional dishes. Speaking about what you do in your free-time.

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5) Film study: Reviewing vocabulary and grammar covered throughout the year with the film ‘Joyeux Noël’.


Term 1 Year 9 1) Ma ville: Speaking about where you live. 2) Le week-end dernier: Speaking about what you did last weekend.

Term 2

Term 3

3) La musique 5) Mon voyage et la poésie: Francophone: Describing and Planning a trip to giving your opinion a French-speaking about different country. Francophone songs and poems. 4) Film study: Reviewing vocabulary and grammar covered throughout the year with the film ‘Les Choristes’.

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Spanish

Spanish Overview In Spanish the curriculum is entirely tailored to students’ needs so they will be able to manipulate the Spanish language successfully. The main objective of this curriculum is for students to gain a sound knowledge of vocabulary and understanding of basic grammar before the start of IGCSE course in Year 10. Students will study 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 will present on a topic related to the Spanish-speaking world in a combination of Spanish and English. This well-rounded curriculum will help students develop key skills to become confident communicators and responsible citizens.

Areas of study Term 1 Year 7 1) iVamos! Introductions, ages, numbers, alphabet, classroom objects and articles (a, the).

Term 2

Term 3

3) Mi familia Describing family and pets with adjectives and comparisons.

4) En casa Describing where you live, your house, and what you do at home.

2) En el instituto School subjects, opinions, regular er/ar/ir verbs, adjective agreements and the verb “to be”. Year 8 1) La gente Nationalities, places and present tense. 2) ¿Adónde vas? Places in town, questions with invitations.

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3) Mis vacaciones 4) La comida Advanced simple Eating, ordering past with the verbs and buying food “to be” and “to and drink in three go” and more tenses. verbs to describe holidays.


Term 1

Term 2

Term 3

Year 9 1) Los medios de 3) La salud 4) Ganarse la vida comunicación Taking about Talking about Talking about what pains, illness, careers plans and you do on your healthy diets and aspiration and computer, opinions healthy lifestyles in employment in and justifications three tenses. three tenses. with tv and film, and the cinema in three tenses. 2) El instituto Talking about school, school rules, school subjects, extra curricular activities

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Mandarin Chinese

Mandarin Chinese Overview In Mandarin Chinese the curriculum is entirely tailored to students’ needs so they will be able to manipulate the Mandarin Chinese language 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 understanding of the grammar before the start of the three IGCSE Mandarin Chinese courses that are offered in Year 10 and Year 11. Students will be studying a wide range of topics related to the target language and culture, which will help them develop listening, speaking, reading and writing skills to become confident communicators and responsible citizens.

Areas of study Term 1

Term 2

Term 3

Year 7 Topics:

Topics:

Topics:

1) Daily routine 2) Transportation

1) Color & Clothing 2) Parts of body

3) CNY Inquiry Project: New Year Celebrations Around the World

3) End of Year project: Family Album

Topics:

Topics:

1) Introduction to Mandarin 2) Pinyin & basic strokes, Greetings 3) Time & Dates 4) Me & Family 5) Occupation Year 8 Topics: 1) Review Year 7 Content 2) Nationalities & Languages 3) Subjects 4) Making phone calls Year 9 Topics:

1) Weather & Season 1) After school activities and 2) Seeing the doctor hobbies: music, 3) CNY Inquiry sports and dance Project: Traditional 2) End of Year Chinese clothing project: Youtube Vlog: My ideal weekend Topics:

1) House and rooms 2) CNY Inquiry Project: Food and 2) Vegetables & Fruits drinks in CNY 3) Three meals a day 1) Review Year 8 Content

4) Eating out

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Topics: 1) Furniture 2) Community 3) End of Year project: Be an Airbnb host in your favorite country

* This is an example of curriculum coverage of a Mandarin as a Foreign Language(MFL) class that has 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.


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 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 scope to link disciplines and introduce new media. Knowing About Art is embedded within all projects where students explore art and design history and theory through analysing a range of contemporary and historical artist models, making informed links to their decision making leading onto 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 creative thinking every step of the way. By the end of the course, students will know how to analyse artwork through discussion and written pieces, to be able to explain what makes something an Artwork and to create work in a variety of 2-Dimensional and 3-Dimensional disciplines.

Art

Art

Areas of study Term 1 Year 7 Project 1 Drawing and Printmaking / Mixed Media

Term 2

Term 3

Project 2

Project 3

Drawing and Painting Sculpture Project 4 Digital Design

Year 8 Project 1

Project 2

Drawing and Painting Drawing and Printmaking / Mixed Media

Project 3 Sculpture Project 4 Digital Design

Year 9 Project 1 Sculpture

Project 2

Project 3

Drawing and Painting Drawing and Printmaking / Mixed Media Project 4 Digital Design

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Computer Science 26

Computer Science Overview In Year 7-9 Computer Science students develop their understanding of the theoretical and practical elements of the subject. Computer Science is a subject that encourages problem solving and aims to develop students' computational thinking and creativity skills. 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 Year 7-9 students will be equipped to use information technology to create programmes, systems and a range of content.

Areas of study Term 1 Year 7 z Impact of technology z Computer

Term 2

Term 3

z Programming

z Using Media

z Modelling Data

z Designing Arcade

Networks

Year 8 z Developing for the z Python Web Programming z Representation:

Visual

Year 9 z Programming z Media: Animation

Games

z Media: Vector

graphics

z Computer Systems z Designing

Wearable Tech

z Data Science

z Cybersecurity

z Representation:

z Physical

Audiovisual

Computing


Overview In Year 7-9 Design & Technology students develop skills in all areas of the design process. D&T is a subject that is inspiring, rigorous and practical, preparing all young people to value the world they live and work in, one that considers sustainable designing and making. Students are taught to consider real problems and how the iterative design process can help them to analyse, research, design, model, develop and evaluate possible solutions to problems. Throughout Year 7-9 students will be challenged with a range of designing and making tasks that use a variety of techniques, materials and processes, as well as a range of materials, tools and equipment including computer aided design and computer aided manufacture.

Areas of study Term 1 Year 7 z Pocket Game

Term 2

Term 3

z Metal Net Light

z Wood Slot

Decoration

z Designing Arcade

Games

Year 8 z Gumball Dispenser z Pewter Tag

z Interlocking

Structures

z Designing

Wearable Tech

Year 9 z Sustainability

z Inclusive Design

z Tolerance z Lamination

Design and Technology

Design and Technology

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Drama

Drama Overview Through practical and theoretical study, Year 7-9 drama encourages students to understand and enjoy drama. Students will do this by developing their performance skills, both individually and in groups. Students will 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. Students will discover the performance possibilities of plays whilst also being given an opportunity to devise performances of their own. In Year 7-9 drama is a mostly practical, collaborative subject. Students will therefore be expected to work with each other, developing key skills such as the ability to collaborate, creative thinking and leadership skills.

Areas of study Term 1

Term 2

Term 3

Year 7

Introduction to Drama: Matilda the Musical

Performing a Script: Ernie’s Incredible Illucinations

World Theatre

Year 8

Script Analysis:

Genre Exploration: Haunted Mansion

Melodrama

Devising, Improvisation and Comedy

Documentary Theatre

Refugee Boy Year 9

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Physical Theatre


Overview In music students will 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 and analysis of musical elements and key style indicators involve close technical study of music.

Areas of study Term 1

Term 2

Term 3

Year 7

Using pop and rock music as our featured genre, students will begin learning how songs are created. Students will work independently, as part of smaller groups and as a whole class to develop instrumental skills on a range of instruments.

Following on from Term 1, students will put their instrumental skills into practice by forming bands and preparing for an end of term performance.

In Term 3, students will use their knowledge & skills to begin creating original songs. They will be introduced to ‘hooks’ and ‘riffs’ in songs to accompany their knowledge of common chord progressions and song structure.

Year 8

Using film music as our featured genre, students will develop their notation and reading skills by learning and performing a piece of film music by the end of the Term.

Students will form small ensembles within the class and choose a piece of film music which they will rehearse and perform at the end of term.

In the final term, students will select a short scene from a film and compose an original piece of music to accompany the drama. They will work in smaller ensembles and take on individual roles within the ensemble.

Year 9

Students will explore stylistic convention whilst performing, analysing and composing Gamelan and traditional Japanese music.

In this term students will study the Blues and will form a range of ensembles to explore key skills in performing and improvising.

Students will prepare for a final showcase by forming a range of small ensembles. Pop and Rock music will be the key genres as students prepare their own cover versions of popular hit songs.

Music

Music

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Physical Education

Physical Education Overview Our students will be encouraged to develop the DBIS learner profile attributes throughout all areas of study. During the Health Related Fitness module they will learn how to be a ‘Balanced Individual’ by developing a healthy active lifestyle in order to maintain and promote well-being. During the International Games module we will promote a diverse appreciation of Games and activities from other cultures in order to encourage our students to become ‘Responsible Citizens’ and globally minded. In the Sports Education module, students will be 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 will learn ‘Collaboration’ and ‘Effective Communication’ skills when working in pairs or small sided teams. They will develop ‘Problem Solving’ and ‘Creative Thinking Skills’ in order to develop tactics and strategies. Students will be 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.

Areas of study

Year 7

Term 1

Term 2

Term 3

z International

z Health Related

z Athletics

z Net Games

z Water Polo/Swim

z Swimming &

z Invasion Games

Games

(Volleyball)

Personal Survival

Fitness Fit

z Net Games

(Badminton)

z Sports Education

(Basketball)

z Striking & Fielding

Year 8

z International

Games

z Health Related

Fitness

z Net Games

z Water Polo/Swim

z Swimming &

z Invasion Games

(Volleyball)

Personal Survival

Fit

z Athletics z Net Games

(Badminton)

z Sports Education

(Basketball)

z Striking & Fielding

Year 9

z International

z Health Related

z Net Games

z Water Polo/Swim

Games

(Volleyball)

z Swimming &

Personal Survival

z Striking & Fielding

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Fitness Fit

z Invasion Games

(Basketball)

z Athletics z Net Games

(Badminton)

z Sports Education


Overview Learning for Life is a non-academic subject through which pupils 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, while preparing them to make the most of life and work.

Areas of study L4L addresses both pupils’ 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 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. Health & Wellbeing Year 7

Living in the Wider World

z Transition to Year 7 z Personal Finances

z Core Values

z My Identity

z Communication

z Basic First Aid

z Evaluating Self

z Relationships and

and Others

Year 8

Relationships

z Managing

Change

z Food and Health z Coping Strategies

Sex Education

z Diversity z E-Safety z Radicalisation z Democracy

z Language and

Behaviour

z Complex forms of

Bullying

z Relationships and

Sex Education

Year 9

z Work, Leisure and

Exercise

z Careers - The

World of Work

z Health and Media z Financial z Reducing Risk

Capability

z Human Rights z Exploitation z Relationships and

Sex Education

Learning for Life (L4L)

Learning for Life (L4L)

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Discovery

Discovery Overview Discovery in Year 7 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. The students have greater autonomy with their learning that will often begin with a big idea or question. Teachers act as facilitators using carefully considered approaches to support, question and guide. This will be followed by investigating, reflecting and connecting to the real world, what they have learnt and have found out. It is about the process and the transferable skills that are being developed. Investigation is the key to Discovery.

Areas of study Term 1 Year 7

Transition - Supporting Y6 in 2021 Sustainability An enquiry into an area of interest that will help support and innovate what the Y6 teachers and students currently have in place to support the Y6Y7 Transition.

Year 8 and 9

Terms 2 and 3 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.

Students have the agency to decide what they would like to inquire into and make a difference through action resulting from the inquiry. Two choices will be made over the year. Sustainability 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 Select a Goal that interests you and use it to guide an enquiry into making a difference and providing an opportunity for powerful action. STEAM 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 What problems or issues do you encounter at school? Are there aspects you want to change or make better?

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Own Interest What do you have a passion for? What makes you wonder and drives your curiosity? Do you have an interest that could result in a difference and help drive action?


Clear communication between home and school is essential. Our communication system utilises the functionality of three platforms to communicate with our parent community. They are as follows.

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 will be found on the Parent Hub. Any calendared event will have a parent bulletin 2 weeks prior to the event taking place. All bulletins are sent to parents in a consolidated email each Sunday so parents can organise the forthcoming 2 weeks. The Parent Hub also contains the current DBIS school calendar that contains term dates, as well as the dates of all upcoming school events.

iSAMS Parent Portal and 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.

Communication

Communication

CHQ Activities and Trips Platform All information about your child’s Extra Curricular Activities (ECAs), fixtures, camps and trips can be found via the CHQ 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.

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Secondary Parent Student Handbook Additional infor mation, including all secondary policies and procedures can be found in the DBIS Secondary Parent and Student Handbook.

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Profile for DBIS

2021-22 | DBIS Year 7-9 Curriculum Information Booklet  

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