Year 7 Subject Handbook | 2025-26
Introduction
Welcome to Year 7 – the beginning of an exciting new chapter in your child’s educational journey. As students transition from primary school, our curriculum is carefully designed to build on the skills and knowledge they have already acquired. We work closely with our primary colleagues to ensure continuity in learning, aligning core competencies such as literacy, numeracy, and inquiry-based thinking. Our vertically structured curriculum allows for smooth progression from primary to secondary, while horizontal alignment across subjects ensures a connected and coherent learning experience. Year 7 also places strong emphasis on developing essential skills—critical thinking, collaboration, communication, and creativity that will underpin success throughout secondary school and beyond. Students begin to engage with global themes and are encouraged to consider their role as responsible global citizens and future leaders. This booklet provides a clear overview of how each subject supports a well-rounded, globally conscious education.
Curriculum connections and interdisciplinary learning
At KTJ, we believe that deep understanding is nurtured when students can make meaningful connections across subjects. Our curriculum is designed with a whole-school vision in mind, ensuring coherence and collaboration between departments. All staff are aware of the broader curriculum journey, and work together to reinforce key skills—such as analysis, problem-solving, communication, and creativity—across disciplines.
Interdisciplinary learning is enriched through CCAs, educational trips, and carefully planned cross-curricular projects that highlight the real-world relevance of what students learn. Whether exploring environmental themes across Science and Geography, blending History and Literature through shared contexts, or applying mathematical models in Business or Design, students see that knowledge is not confined to subject boundaries. These opportunities help learners view their education as a connected whole, developing flexible thinkers prepared for a complex, global world.
Adaptive teaching
At KTJ, we are deeply committed to delivering an inclusive, high-quality education that meets the needs of every learner. Adaptive teaching sits at the heart of this mission. It ensures that all students—regardless of starting point—can access the full breadth and ambition of our curriculum. Drawing on the latest research, including Tom Sherrington’s Walkthrus and guidance from the Education Endowment Foundation (EEF), adaptive teaching helps our teachers to respond intelligently and consistently to student needs.
Proactive adaptation: Before the lesson
Effective adaptive teaching begins before the lesson. Teachers analyse data, provision maps, prior knowledge, vocabulary gaps, cultural experiences, and potential misconceptions. This informs lesson planning that includes:
Use of scaffolding, such as sentence stems or models.
Accessibility adjustments (font size, visuals, clarity of task).
Tailored teaching strategies for EAL, SEND, or low-attaining students.
Liaison with the SENDCO and planned TA deployment.
Designing in opportunities for pre-teaching or retrieval.
Proactive planning ensures barriers are anticipated, not just reacted to, promoting equity through thoughtful preparation.
Responsive adaptation: During the lesson
Adaptive teaching continues in the moment, using formative assessment to check for understanding and respond in real time. Teachers use strategies such as:
Cold calling, hinge questions, and mini whiteboards.
Live modelling and use of analogies or visual prompts.
Adjusting language, re-explaining tasks, or clarifying success criteria.
Modifying challenge level and using live feedback.
Flexible grouping and backward fading to reduce support over time.
This responsive approach helps close gaps as they arise and ensures that misconceptions do not persist unaddressed.
Conclusion
Adaptive teaching is not about creating separate tasks for every student, but about delivering a high-quality, ambitious curriculum in ways that all learners can access. Through proactive planning and responsive in-lesson actions, teachers at KTJ ensure progress, promote independence, and reduce the need for intervention later.
Assessment
At KTJ, assessment is not simply about tracking outcomes—it is a powerful tool for guiding learning. Our approach prioritises checking for understanding through continuous, low-stakes assessment that allows students to reflect, improve, and develop core knowledge and skills. We create a culture of risk-free learning, where students are encouraged to make mistakes and learn from them, fostering resilience and deep understanding. After all, it is often through mistakes that the most meaningful progress is made.
Live Feedback and Ongoing Assessment
Teachers use live feedback as a central strategy to adapt teaching in real time. This may take the form of hinge questions, cold calling, mini-whiteboard responses, or verbal check-ins—all of which provide immediate insight into student understanding. This allows for agile re-teaching, clarification, or deepening of content in the moment.
Assessment opportunities are often cunningly blended with practice tasks that mirror exam conditions, reinforcing subject-specific skills without compromising student confidence. By doing this regularly, we prepare students not only for summative assessments but also for lifelong learning and reflection.
Subject-Specific Adaptation
Assessment methods are thoughtfully adapted to suit the nature of each subject. For example:
In Maths and Science, precise written responses and problem-solving are checked frequently for accuracy and process.
In English and Humanities, analytical thinking and argument construction are modelled and practised, with feedback targeting structure, clarity, and depth.
In creative subjects, assessment includes peer critique, performances, or portfolios, encouraging reflective improvement.
Informing Future Planning
Regular checks for understanding do more than guide individual lessons they shape future curriculum planning and assessment design. Teachers analyse patterns in performance to identify gaps, misconceptions, or opportunities for stretch and support. This cyclical process ensures our teaching remains responsive, inclusive, and aspirational.
Linking Pastoral Care to Academic Excellence at KTJ
At KTJ, we believe that wellbeing and academic success go hand in hand. A student who feels safe, supported, and valued is far more likely to thrive intellectually and personally. Our pastoral care system is deeply integrated with our academic structures, ensuring that every learner is seen, known, and nurtured.
There is exceptional communication between House Parents, Form Tutors, and academic staff, allowing us to take a holistic view of each student’s progress. Our dedicated counsellors and pastoral support workers collaborate closely with teachers to identify barriers to learning whether emotional, social, or behavioural—and to develop targeted support plans.
We foster a culture of care and accountability through restorative practice, helping students reflect on challenges and rebuild positive relationships. Co-coaching between pastoral and academic staff strengthens our shared understanding of student needs and promotes consistent, compassionate responses. This integrated approach ensures that every child has the foundation to reach their full potential.
Teaching and learning
At KTJ, we are proud of our vibrant and collaborative teaching culture, where every teacher is both a learner and a leader in the pursuit of excellence. We believe that outstanding teaching and learning are driven by reflection, shared practice, and a commitment to staying abreast of educational research. Our approach ensures that students benefit from consistently high-quality, evidence-informed instruction in every classroom.
A central feature of our professional learning culture is the KTJ Buddy System. Every teacher is paired with a colleague to provide mutual support, encouragement, and reflection. This peer-to-peer model promotes honest dialogue, practical idea-sharing, and continuous professional growth in a safe, respectful environment. It is an essential part of how we build trust and openness within our teaching community.
In addition, our weekly CPD (Continuing Professional Development) sessions offer structured opportunities for staff to engage with current research and emerging best practices. Sessions are aligned with school priorities and focus on all aspects of teaching and learning—from curriculum design and adaptive teaching to effective questioning and formative assessment. These sessions also create space for innovation and exploration, empowering staff to implement new strategies confidently in the classroom.
We are fortunate to have Tom Sherrington as a critical friend, whose guidance, rooted in the Walkthrus model, helps shape our pedagogical approach. His collaboration supports our continued drive for excellence and ensures that our strategies remain deeply anchored in current, high-impact research.
This work is strengthened by the close, strategic partnership between curriculum leaders and leaders of teaching and learning, who operate in perfect symmetry. Together, they ensure that what we teach and how we teach it are perfectly aligned—supporting progression, coherence, and student engagement across the school.
We reinforce these developmental structures through a rigorous but supportive quality assurance system, including learning walks, cocoaching, and developmental observations. These are not about performance management but about identifying and celebrating effective practice while supporting areas for refinement. Staff are encouraged to trial approaches, reflect collaboratively, and take ownership of their professional growth.
Our commitment to exceptional teaching and learning is not static—it is dynamic, evolving, and rooted in a whole-school culture of reflective practice. Through this, we ensure that every student at KTJ benefits from a rich, challenging, and supportive educational experience.
Global Citizenship
At the heart of our curriculum is the development of global citizenship — a vital quality for every young international student in today’s interconnected world. Global citizenship is defined through seven key pillars: Ethics, Diversity, Global Issues, Communication, Global Service, Leadership, and Sustainable Lifestyle. These values empower students to think critically, act compassionately, and lead responsibly across cultures and communities.
Each subject area integrates these principles to foster awareness, empathy, and action. From understanding ethical dilemmas in literature to addressing climate change in science, students gain a holistic education that extends far beyond the classroom. Global citizenship is essential not only for individual growth but for building a more just, peaceful, and sustainable world. By nurturing these qualities early, we prepare our learners to become thoughtful leaders and active contributors to positive global change. Together, we are shaping citizens of the world — ready for tomorrow, rooted in values today.
Intercultural Learning
Intercultural learning is a vital part of our curriculum, distinct from—but closely linked to—global citizenship. While global citizenship focuses on global responsibility and leadership, intercultural learning emphasizes how we understand, respect, and engage with diverse cultures in our everyday lives. It is rooted in four key pillars: Cultural Inclusivity, Anti-bias/Open-mindedness, Conflict Resolution, and Cultural Celebrations.
These pillars guide students to value differences, challenge stereotypes, and build positive relationships across cultures. Through activities, discussions, and real-world applications, students learn to navigate cultural complexities with empathy and respect.
Intercultural learning is embedded and tracked across all subjects, with strong inter-disciplinary links encouraging students to make connections between history, language, the arts, and beyond. This fosters deeper understanding and allows for richer classroom experiences.
By nurturing intercultural competence, we prepare students to thrive in diverse environments—empowered not just to live in a global world, but to connect meaningfully within it.
Wellbeing and PSHE
Wellbeing and PSHE (Personal, Social, Health and Economic education) are at the core of our commitment to developing confident, healthy, and resilient learners. Through dedicated PSHE lessons and integration across all subject areas, we explore key themes including: Physical and Mental Health, Growing and Changing, Personal Safety, Relationships and Sex Education, Bullying and Discrimination, Media and Digital Literacy, Money and Careers, and Community and Responsibility.
These areas equip students with essential life skills, emotional intelligence, and the confidence to navigate an ever-changing world. While every subject contributes to a student’s personal development, our dedicated PSHE programme ensures focused, age-appropriate learning in a safe, supportive environment.
We believe that when pastoral care and academic learning work hand-in-hand, students thrive. Happy, self-aware learners with high selfesteem not only lead more fulfilling lives but also achieve stronger academic outcomes. Our aim is to nurture well-rounded individuals ready for all aspects of life.
Digital Citizenship
In an increasingly digital and AI-driven world, teaching young people to be responsible, ethical digital citizens is more important than ever. Our digital citizenship curriculum equips students with the knowledge and skills to navigate online spaces safely, respectfully, and thoughtfully. Key themes include Privacy & Security, Cyberbullying, Digital Drama & Hate Speech, Digital Footprint & Identity, Relationships & Communication, News & Media Literacy, and Media Balance & Well-being.
These areas are explored both in dedicated lessons and across subject areas, ensuring students understand how their digital lives connect with the real world. With the rapid development of technology, particularly AI, students must be prepared to engage critically and responsibly with digital tools, platforms, and information.
Digital citizenship goes beyond internet safety—it’s about shaping mindful, informed individuals who can lead with integrity in the digital age. As global citizens of the future, our students must be equipped to use technology to build, not divide, the world around them.
Art & Design
Curriculum
roadmap
Students will explore the fundamental elements of Art, which are integrated into all themes and projects they undertake.
These elements are:
Students will gain a comprehensive understanding of the elements and principles of Art and learn how to apply them effectively in their artwork. They will delve into the intricate style of zentangle, transforming their observational drawings into structured patterns that highlight positive and negative space.
Students will explore the theme of food to produce artworks in various media that embody the vibrant and bold characteristics of the pop art style. They will study a diverse array of artists, gaining insights into their techniques and approaches. Students will create personal pieces that will showcase their ability to incorporate pop art’s distinctive elements into their own creative expressions.
Students will delve into the theme of Japanese art, exploring the dramatic Noh Masks and the minimalist principles of Notan art, which emphasise balance and simplicity. They will create their own Noh Masks, selecting a character and emotion to express in their designs, thereby gaining a deeper understanding of the cultural and artistic significance of these traditional forms.
Students will delve into the work and cultural significance of various artists and art forms, including Rosaline Monks, Rick Roberts, Maria Thomas, Andy Warhol, Roy Lichtenstein, and Sarah Graham. Additionally, they will explore the traditional Japanese art forms of Noh Masks and Notan art, gaining a comprehensive understanding of their historical and cultural contexts.
Art & Design
Assessment
In Year 7 Art, both formative and summative assessments are crucial for evaluating student progress and learning. Formative assessment provides ongoing feedback throughout the art-making process, helping students refine their skills and ideas as they work. This can include teacher observations, peer reviews, and self-reflections, allowing for continuous adjustments and growth. Summative assessment occurs at the end of a project or unit, offering a final evaluation of the student's work. It typically involves assessing the finished artwork based on criteria such as creativity, technique, and adherence to project goals. Together, these assessments guide student development and enhance overall learning in Art.
Knowledge and skills
In Year 7 Art, students develop their knowledge and skills by experimenting with a wide range of media, including drawing, painting, collage, and sculpture. This hands-on exploration enables them to discover various techniques and materials, enhancing their ability to express ideas creatively. They also learn about the visual elements—line, shape, texture, color, and composition—which help them build their visual language and communicate through art. By studying a variety of artworks from different time periods and cultures, students broaden their understanding of how art is created and the diverse ways it reflects human experiences. This exploration fosters both technical ability and a deeper appreciation for the richness and variety of artistic expression.
Chinese: Advanced Curriculum roadmap
Narrative reading and writing
In our narrative writing unit, students started by analysing the six key elements of a text through engaging reading and discussion sessions. They then explored the fundamental structure of narrative writing, which includes the introduction, development, climax, and conclusion, by watching short videos and recalling their favorite fairy tales. Finally, students applied their newfound understanding to craft their own stories, utilising the narrative structure they had studied.
In the portrait description unit, students began by learning techniques for character description through reading and analyzing various texts. They then applied the vocabulary acquired in class to describe themselves and familiar individuals, which further enhanced their observation and creativity skills. This approach allowed students to deepen their understanding of descriptive language while honing their ability to vividly portray characters.
In the portrait description unit, students started by learning techniques for character description through the reading and analysis of various texts. They then applied the vocabulary acquired in class to describe themselves and familiar individuals, further enhancing their observation and creativity skills. This approach enabled students to deepen their understanding of descriptive language while honing their ability to vividly portray characters.
In the summary unit, students began by learning to work with short sentences and practiced extracting key information. Through these exercises, they acquired the skills needed to effectively summarize and condense text content. This process significantly enhanced their information processing and comprehension abilities, enabling them to distill complex information into concise and clear summaries.
Chinese: Advanced
Assessment
Throughout the year, assessments are conducted both formally and informally to evaluate student progress. Teachers provide live feedback during class, offering assistance both verbally and in writing, often on a one-to-one basis. Additionally, detailed written comments on assignments help students understand their progress and identify areas for improvement. Reading, writing, listening, and speaking tasks and assessments are designed to boost students' confidence and proficiency in Chinese.
Knowledge and skills
Students develop their knowledge and skills in Chinese by learning basic characters and common daily expressions, while deepening their understanding of Chinese culture through interactive activities and cultural experiences. In reading and writing, they comprehensively enhance their language abilities. They learn the basic structure of narrative writing—introduction, development, climax, and conclusion—and create their own stories. Through descriptive writing exercises, students use vivid language to describe people and scenes, improving their observation and creativity skills. Portrait description activities help them better describe themselves and familiar individuals.
Additionally, students explore classical Chinese, learning about its origins, acquiring basic vocabulary, and gaining a deeper understanding of ancient culture through fables. They also learn to extract key information and effectively summarize text content, which enhances their reading comprehension and information processing abilities. These learning experiences not only improve students' language skills but also foster their creativity and cultural appreciation.
Chinese: Beginners Curriculum Roadmap
This topic introduces the fundamentals of numbers in Chinese, including counting, telling dates, and discussing birthdays.
Students will learn how to ask and answer questions about ages and significant dates, enhancing their ability to communicate effectively in everyday situations.
Students will learn how to tell the time and greet people in Chinese. This topic covers essential phrases for different times of the day, teaching students how to ask for and give the time accurately. They’ll also master various greetings, enhancing their ability to communicate effectively in everyday situations.
Students will become acquainted with vocabulary related to family members and social visits. This topic will help students talk about their family, inquire about others' families, and use polite expressions when visiting friends or inviting them over. They'll gain the language skills needed to navigate social interactions with ease and courtesy.
This topic covers essential vocabulary for different jobs, teaching students how to describe what their parents do for a living and how to inquire about others' parents' careers. They'll gain the language skills needed to engage in conversations about professions and family roles effectively.
Students will learn the names of colours and clothing items in Chinese. This topic will teach them how to describe what they're wearing, inquire about others' clothing, and discuss their favourite colours. Students will gain the vocabulary and language skills needed to confidently talk about fashion and personal preferences in everyday conversations.
Assessment
Chinese: Beginners
Throughout the year, assessments are conducted both formally and informally to evaluate student progress.
Teachers provide live feedback during class, particularly for role play and listening practice. Additionally, students' writing skills are assessed through spelling exercises for each topic. Reading, writing, speaking, and listening skills are closely monitored throughout the completion of the workbook, ensuring comprehensive evaluation and support.
Knowledge and skills
Listening, reading, speaking, and writing: Students develop a thorough understanding of Mandarin, including pinyin, phonics, stroke order, radicals, Chinese characters, basic questions, and simple sentence structures. They also learn to construct simple paragraphs, enhancing their overall language proficiency.
Cultural understanding: Students recognise the significance of radicals and the connection between Chinese characters, pronunciation, and meaning, deepening their appreciation of Chinese culture.
Language learning strategies: Students acquire techniques for memorising vocabulary, corresponding Chinese characters, and constructing simple sentences and paragraphs, which aid in their language learning journey.
Chinese: Intermediate Curriculum Roadmap
Students learn to describe their new house and room, including the various items within them. They incorporate directional language in their descriptions to provide a clearer picture. Through engaging dialogue conversations and reading relevant texts, students expand their vocabulary and enhance their grammar skills.
Students learn to express their preferences for Chinese or Western food, describing what they typically eat for their three daily meals, and their favourite beverages. Through engaging dialogue activities, students develop their conversational skills and expand their vocabulary related to food and beverages.
Students explore the diverse weather conditions of China's four seasons. They practice using both past and present tense in their descriptions, enhancing their ability to communicate about weather patterns effectively. This activity helps students develop their language skills while gaining a deeper understanding of China's climatic variations.
Students learn to describe their hobbies and cocurricular activities at school, discussing their daily routines and the amount of time they dedicate to each activity. They also talk about the subjects they are studying at school. In their descriptions, students apply adjectives and conjunctions to enhance their language skills and create more detailed and engaging narratives.
Students learn to describe the surroundings of their school, as well as the facilities available. They create detailed drawings of the school's layout and present them in class. They share their personal reasons for liking their school and discuss what the school offers that best supports their learning and development. This activity helps students articulate their thoughts and enhances their presentation skills.
Chinese: Intermediate
Assessment
Assessments are conducted both formally and informally throughout the year. Teachers provide live feedback in class, particularly during role plays and topic conversations, to help students improve in real-time. Writing skills are assessed through spelling exercises, which cover vocabulary and sentences, as well as essay writing for each topic. Listening, reading, speaking, and writing tasks and assessments are designed to enhance students' confidence and proficiency in Chinese, ensuring a comprehensive approach to language learning.
Knowledge and skills
Reading: Students read various types of texts, learning to understand and respond to information presented in different forms. They also practice translating texts to enhance their comprehension and language skills.
Writing: Students focus on using correct strokes and order when writing Chinese characters. They learn to write accurate sentences and develop their ability to compose essays. Additionally, they work on improving punctuation and spelling, as well as incorporating idioms into their writing.
Speaking and listening: Students practice using idioms in their speech and learn to listen and respond effectively to the contributions of others during discussions.
Throughout the course, students develop their cultural knowledge to foster their multi-cultural awareness, enriching their understanding of the diverse contexts in which the language is used.
Computer Science
Curriculum Roadmap
Clear messaging in digital media Computer networks and data transmission
Using Media for Support and fundamental programming contructs
Modelling data using a spreadsheet
In this lesson, learners will begin by searching the web for relevant content, capturing and annotating their findings. They will then use various applications to create a visually appealing poster. As part of their exploration of branding, students will recolor a logo, add text and images to slides, and plan a comprehensive presentation. Finally, they will present their slides to the class or a small group, showcasing their understanding and creativity.
In this lesson, students will learn about computer networks and how they enable devices to connect and share information. They will explore the role of protocols and IP addresses in managing communication, and understand the differences between wired and wireless networks. The lesson also introduces the Internet, the World Wide Web (WWW), and the Internet of Things (IoT), where everyday devices are connected and the impact on privacy.
In this lesson, students will learn how to create and develop a blog by exploring its key features, using images appropriately whilst ensuring to comply with copyright and licensing restrictions, checking the credibility of sources, and carrying out research and planning to promote a cause effectively. They will also build their programming skills by applying variables, selection, operators, and count-controlled iteration to design solutions and solve problems using programming constructs.
In this lesson, students will be introduced to modeling with spreadsheets. They will learn how to navigate rows and columns, and use cell references effectively. Students will perform calculations using basic formulas and functions to analyse data. Additionally, they will discover how to create charts automatically and utilise various functions for efficient data analysis. This comprehensive approach will equip students with the skills needed to manage and interpret data using spreadsheets.
Computer Science
Assessment
Quizzes will be used to assess students' understanding, and a practical programming task will be given where they will write a program using variables, selection, operators, and iteration. Presentations will also be used to evaluate how effectively students organise, explain, and communicate their ideas.
Knowledge and skills
Students will develop a range of skills, including:
Image creation and editing: Using various tools to create and edit images.
Presentation organisation: Organising content clearly in presentations with consistent fonts and layouts.
Basic coding: Developing basic coding skills with Scratch.
Spreadsheet proficiency: Entering data, applying formulas, creating visuals, and analyzing information using spreadsheets.
Integrated application use: Combining multiple applications to create a blog and present their work effectively, whether it's a spreadsheet model or a presentation on technology milestones.
Design and Technology
Curriculum Roadmap
Each rotation within Design Technology uses the same curriculum roadmap.
Research and analysis Design ideas and communication
Students engage in focused practical tasks where they begin to learn about ergonomic design. These projects provide an introduction to the subject areas and unique workspaces, as well as using basic tools and equipment. This approach helps students become familiar with the fundamental aspects of the subject and the specific environments in which they will be working.
Students engage in a variety of design projects, focusing on ergonomic design by considering their clients and the intended users of their products. Students learn the importance of presentation and effective communication of their design ideas. They utilise sketches and notes to articulate their concepts clearly, demonstrating their ability to convey their design rationale.
Students select a design they wish to create and develop a final version of their product. Throughout this process, they critically evaluate their design ideas, considering the reasons behind their choices and how their designs will meet the needs of their target market. This thoughtful approach ensures that their final products are both practical and appealing to their target audience.
The practical lessons are structured to ensure that students receive comprehensive demonstrations of the tools, equipment, and machinery they will be using. Additionally, students learn about the properties of various materials, enabling them to work safely and independently during the manufacturing of their products.
At the end of the rotation, students evaluate their products to reflect on the manufacturing process. They consider what aspects went well and identify areas for improvement. This reflection helps them understand the strengths of their approach and recognise opportunities for enhancing their products in future projects.
Design and Technology
Assessment
Assessment in KS3 Design & Technology aims to develop students' creativity, problem-solving skills, and technical competence. It evaluates their ability to research and analyze design problems, generate and communicate innovative ideas, refine designs, and apply practical skills to create high-quality products. Students are also assessed on their ability to critically evaluate their work, considering functionality, sustainability, and user needs. A balanced approach combines formative assessment—through peer and teacher feedback, design portfolios, and iterative improvements—with summative assessment using structured rubrics. This ensures students gain a solid foundation in design principles, material properties, manufacturing processes, and responsible design practices, preparing them for further study at GCSE and beyond.
Knowledge and skills
Design principles: Understanding aesthetics, function and user needs.
Materials and properties: Exploring woods, metals, plastics
Manufacturing processes: Learning techniques like cutting, shaping, joining, and finishing.
Sustainability and ethics: Considering environmental impact and responsible design choices.
Ergonomics and human factors: Designing with the user in mind for comfort and efficiency.
Technical drawing and CAD: Developing skills in sketching and computer-aided design.
Problem solving and creativity: Generating and developing innovative design ideas.
Research and analysis: Investigating design briefs and evaluating existing products.
Practical and making skills: Using hand tools, machinery, and digital technologies to create prototypes.
Iterative design and evaluation: Testing, refining, and improving products based on feedback.
Communication and presentation: Using sketches, models, and digital tools to express design concepts.
Drama Curriculum Roadmap
Students explore the fundamental skills of drama through storytelling, collaboration, and creative problem solving. Activities develop confidence, teamwork, communication, and empathy. Students learn to express character, emotion, and perspective through movement and tableaux. The unit also builds life skills such as listening, adaptability, and understanding different viewpoints in unfamiliar or challenging situations.
This unit develops students’ improvisation skills while exploring how purpose and audience shape performance. Students learn to build believable characters based on motivation and context. Through imaginative scenarios, students reflect on personal responsibility, peer influence, and social values, through themes like addiction, risk, and ethical decision-making.
Students explore how theatre evolves by adapting traditional folk performance for a modern audience. They develop vocal and physical performance skills while staging original scenes in-the-round. The unit links to cultural history, religion, and seasonal festivals, encouraging reflection on symbolism, legacy, and community expression across time and cultures.
Assessment
Assessment is on an ongoing basis, based on observation of work in class, both in the planning and performance stages, and on participation in discussion, and description and analysis of work in writing.
Knowledge and skills
Throughout the year, students will build foundational drama skills through a diverse range of performance tasks. They will explore improvisation, role play, and scripted and devised drama, developing characterisation and expressive techniques including voice, movement, and staging. Students will learn to adapt performance choices based on purpose, audience, and context, while working collaboratively to create and refine original work. Key drama conventions such as tableau, teacher-in-role, and in-the-round performance will be introduced and revisited. Students will also reflect on drama’s connections to history, culture, and PSHE themes such as identity, social responsibility, and ethical decision-making. Emphasis is placed on developing confidence, empathy, critical thinking, and the ability to give and receive constructive feedback. These experiences provide a foundation not only for future drama study, but for wider life skills in communication, creativity, and collaboration.
English
Curriculum Roadmap
Creative writing and the study of selected poems. Through poetry the students learn how to use poetic devices and to listen to the music and the rhythm of language. Poetry frees them to write more creatively.
Speaking and listening and the study of a drama. Through reading and acting out the drama in class the students gain confidence and learn to enjoy speaking in public by mastering intonation and diction.
Writing non-fiction texts. Grammar and language as a communication tool. By studying and practising writing letters, journals, interviews and proposals students develop their vocabulary and an understanding of standard English grammar.
The power of language. Students further develop their writing skills by learning the rhetorical devices used in defending a view point or selling an idea. Articles, speeches, advertising and debates are all explored.
Assessment
English
Assessments are both formal and informal, and are conducted throughout the year. Teachers provide live feedback in class and help is given both verbally and in writing, often on a one-to-one basis. Reading, writing, listening and speaking tasks and assessments are designed to improve the students confidence and proficiency in English.
Knowledge and skills
English language curriculum is designed to develop students' skills in reading, writing, listening, and speaking.
Students explore a variety of literary forms, including a novel, a play, and poetry, allowing them to analyse themes, characters, and language techniques. They also engage in writing different text types, such as speeches, articles, and letters, honing their ability to express ideas clearly and persuasively. Through discussions, presentations, and group activities, students build confidence in verbal communication, while comprehension tasks and creative responses enhance their critical thinking and analytical skills. This well-rounded curriculum encourages curiosity and self-study; laying a strong foundation of communication skills that will help them in all their academic subjects. .
Food Technology Curriculum
Roadmap
Students are introduced to the concept of a balanced diet through fruit and vegetable classification, food groups, and key micronutrients such as fat soluble and water soluble vitamins and fibre. They learn how everyday meals and snacks like summer rolls, smoothies, dips and pizza toast can contribute to health.
From group-based and solo cooking tasks, students develop independence, time management, hygiene, and accuracy in measuring, mixing, and presenting dishes. Recipes progress in complexity and include both savoury and sweet applications, encouraging hands-on engagement and peer collaboration. Students are also introduced to cuisines from around the world.
Using kitchen tools and equipment.
Learners gain confidence using basic kitchen tools such as knives, peelers, and graters, progressing to appliances like blenders, air fryers, ovens, and hobs. They practise setting up and clearing, wiping down workstations, learning safe and appropriate usage of each piece of equipment across various recipes.
Students explore scientific principles through cooking and investigations, such as enzymic browning in potatoes, vitamin C degradation, gelatin setting, and the functions of ingredients in baking. They learn to observe changes and draw conclusions, linking theory to practice in creative and engaging ways.
Key hygiene practices are taught from the outset, including handwashing, surface cleaning, and safe food handling—especially of raw meat and eggs. Students also learn about food labelling, spoilage, and shelf life, with clear links to real-world scenarios and health implications.
Food Technology
Assessment
Year 7 students will be assessed through a combination of practical performance and theoretical understanding. They will complete two solo cooking assessments, which are graded on hygiene, preparation skills, timing, and presentation. Additional assessment will include online quizzes based on nutrition and food science theory, groupwork evaluation from collaborative cooking sessions, and evidence of engagement with flipped learning content specifically, their ability to watch and follow recipe demonstrations on the Foodbrainwash YouTube channel.
Knowledge and skills
Year 7 students will learn the basics of healthy eating, kitchen safety, and food preparation. They will gain confidence using knives and small appliances, practise hygiene routines, and explore simple food science concepts like enzymic browning and gelatine setting. Through practical cooking and flipped learning, they will develop independence, teamwork, and an understanding of how nutrition links to everyday meals.
Geography
Curriculum Roadmap
This unit explores the geography of Malaysia, unpacking landscapes, physical and human features and using map skills to analyse and interpret a variety of locational maps. Pupils will also be able to compare Malaysia’s geography with other regions throughout the world.
Building on skills learned in the previous unit, pupils will then begin a broader journey around the world, analysing different landscapes throughout the continents, analysing maps, photographs and other geographical resources to deepen their understanding and appreciation of different environments and cultures.
Blessed with the most biodiverse ecosystem on the planet surrounding the school, pupils will enhance their knowledge and understanding of the different layers of tropical rainforests, plant and animal adaptations as well as threats to their future existence.
In this unit pupils will learn about one of the biggest challenges facing our rapidly growing populated regions of the worldwaste management. They will explore the different types of waste management, their challenges as well as looking at the threat Ewaste poses to locations around the world.
In the final topic of Year 7, pupils delve into the wild world of weather hazards. They will learn about the different types of weather, cloud formation and the conditions required for tropical storms. Pupils will then understand the impacts of such extreme weather events and how humans can react to minimise their damage.
Assessment
Geography
Geography assessment focuses on formative feedback, with teachers providing live guidance to address misconceptions and support progress. Students are assessed through a range of tasks, including data analysis, case study evaluations, fieldwork reports, map interpretation exercises, and structured written responses. These assessments develop their ability to interpret spatial patterns, analyse geographical data, and apply concepts to realworld issues. Regular feedback—both verbal and written—helps them refine their explanations, improve their use of geographical terminology, and strengthen their analytical skills. Emphasis is placed on justifying conclusions with evidence, evaluating sustainability and development issues, and understanding the interconnections between human and physical geography. At the end of the year, students sit a summative test to consolidate their learning. This varied approach ensures all students are supported and challenged in developing their geographical understanding.
Knowledge and skills
In Year 7 Geography, students develop core geographical skills, including map reading, data interpretation, and spatial awareness. They learn to ask questions about places, environments, and people, and begin to analyse patterns and processes. Fieldwork introduces enquiry-based learning, encouraging observation, evidence gathering, and drawing conclusions from real-world examples.
History Curriculum Roadmap
This unit explores how Rome expanded from a small city-state to a vast empire and what led to its decline. Students examine the power of the Roman army, the role of emperors, daily life in the Empire, and its impact on Britain. They also investigate challenges like rebellion, corruption, and invasion, considering how these factors contributed to its collapse.
This unit explores the Han Dynasty’s rise, achievements, and legacy in China. Students examine its expansion, governance, and innovations in technology, trade, and culture. They also consider daily life, the importance of the Silk Road, and how the Han shaped China’s identity.
This unit explores the Mongol Empire’s expansion and impact, questioning whether the Mongols were ruthless conquerors or effective rulers. Students examine their military tactics, governance, and cultural influence, alongside different contemporary perspectives. They also consider how the Mongols have been portrayed in history, assessing the fairness of historical representations.
This unit explores the rise of the Malacca Sultanate as a major trading hub and cultural centre in Southeast Asia. Students examine its role in regional trade, the spread of Islam, and its political and cultural influence, and its enduring importance to modern Malaysian identity. They also consider its relationships with China, India, and the Middle East, and the factors that led to its decline.
This unit explores England from the Norman Conquest to the late Middle Ages. Students examine the feudal system, the power of the monarchy, the role of the Church, and daily life for different social groups. They also investigate major events such as the Black Death, the Peasants’ Revolt, and the Hundred Years’ War, considering how these shaped medieval society and influenced England’s future.
Assessment
History
History assessment focuses on formative feedback, with teachers providing live guidance in lessons to address misconceptions and support progress. Students are assessed through essays, quizzes, presentations, debates, and project work, allowing them to engage with history in different ways. Regular feedback—both verbal and written— helps them refine their understanding and communication skills. At the end of the year, students sit a summative test to consolidate their learning. This varied approach ensures all students are supported and challenged in developing their historical thinking.
Knowledge and skills
Students develop a synoptic and comparative understanding of the rise and fall of empires by exploring these five topics. They examine power, government, trade, warfare, and culture, comparing how different civilisations expanded, ruled, and eventually declined.
Alongside historical knowledge, students build essential skills. They analyse primary sources, evaluate interpretations, and develop arguments using evidence. Second-order concepts such as causation, significance, and change over time are central to their learning. Literacy is also a focus, with students improving their ability to write clearly, structure arguments effectively, and communicate ideas with confidence.
Malay Language
Curriculum Roadmap
Reading and comprehension
Writing
Speaking
Listening
Cultural understanding
Topics include:
Clothing
Family and my home
Festivals and special occasions
Friends and my school
Food and drink
Nature
Places to visit
Transportation
Grammar
Simple, compound and complex sentence construction
Writing a short essay (60 words)
Writing a long essay (140 words)
Role Play
Topic presentation
Topic conversation
Listen to audio and answer the questions (MCQ)
Family values
Time management
Save the environment
Friendship
Love animals
Eating etiquette
Festivals and culture
Road safety
Historical places
Malay Language
Assessment
Formative assessment (40%)
Listening
Speaking
Presentation
Worksheet
Project based activities
Summative assessment (60%)
Reading and comprehension
Writing
Knowledge and skills
This syllabus is designed for students who are learning Malay as a foreign language. The aim is to develop an ability to use the language effectively for practical communication. The course is based on the linked language skills of listening, reading, speaking and writing, and these are built on as learners progress through their studies.
The syllabus also aims to offer insights into the culture of countries where Malay is spoken, thus encouraging positive attitudes towards language learning and towards speakers of other languages.
Numeracy
Learners explore rational and irrational numbers, lowest common multiple, highest common factor, direct and inverse proportion, and indices. They practice rounding numbers and finding upper and lower limits. They examine decimals, fractions, and percentages, and simplify calculations using arithmetic laws and order of operations. Mental strategies for estimation are encouraged before formal calculations.
Maths
Curriculum Roadmap
Geometry and measurement Algebraic
Learners discuss expressions, formulae, and equations, applying them to real-life situations. They explore term-to-term and nth term rules in patterns and sequences. They learn about linear and quadratic functions, graphing them on the Cartesian plane. Additionally, learners use algebra and graphs to solve simultaneous equations and inequalities.
Learners explore polygons and circles, investigating the area of 2D shapes and the surface area and volume of 3D shapes. They study angles in polygons, parallel lines, and intersecting lines. Using tools or technology, they construct triangles, polygons, and bisectors. They interpret maps using scale and bearings and describe transformations of points and shapes with precise mathematical language.
Statistics and probability Thinking and working mathematically
Learners use various data collection methods, considering categorical, discrete, or continuous data. They review the pros and cons of different sampling methods. Learners interpret data to identify patterns, trends, and relationships, discussing conclusions and making inferences to check their predictions.
When learners think and work mathematically, they actively engage with their learning, making sense of ideas and connecting facts, procedures, and concepts. Those who don't may follow processes without understanding them. Noticing inconsistencies, patterns, and representations encourages mathematical thinking. Practice, reflection, and questioning help improve their skills.
Assessment
Topical/sub-topical assessments, end of term examination
Quizzes
Self and peer assessments
Maths projects/research/presentation
Knowledge and skills
In Year 7 Mathematics, students build on foundational skills and explore more complex concepts across several key areas. For Number and Algebra, students will work with integers, fractions, decimals, and percentages, understanding factors, multiples, prime numbers, and perform basic operations with them and begin solving simple algebraic equations and use basic formulas. Under Geometry and Measurement, students will measure and convert units of length, area, volume, and time, calculate the perimeter, area, and volume of shapes and explore angles, 2D and 3D shapes, and symmetry. For Statistics and Probability, students will collect and represent data using graphs (bar graphs, pie charts, etc.), calculate and interpret mean, median, mode, and range and calculate basic probabilities. Under thinking and working mathematically, students will develop logical thinking to solve multi-step problems and apply math to real-life situations in addition to explain reasoning clearly when solving problems.
This interactive topic is designed to introduce students to a variety of musical instruments, fostering a passion for learning and playing music. Each term, students rotate through different instruments from the Brass, String, or Woodwind families. They will have the opportunity to work on both solo and ensemble pieces, enhancing their skills and appreciation for music.
Music
Curriculum Roadmap
Music is composed of several fundamental elements that work together to create a cohesive and expressive piece. This topic Introduces and explores the Elements of Music through the acronym: DR T SMITH
Dynamics, Rhythm and Metre, Tempo, Structure, Melody, Instrumentation, Texture, Harmony and Tonality.
This topic explores Rhythm and Metre in greater detail and develops students’ theoretical knowledge. The London Underground Composition Rhythm Project offers a unique chance to understand rhythm through practical application and creative experiences. Students are introduced to notation software in music technology allowing them to transcribe and manipulate musical ideas.
In this topic, students explore the various instrumental families and instruments of the orchestra, supported by an interactive online repository of audio files, videos and scores. This topic has cross-curricular links with Design and Technology, where students build and perform their own instruments and compositions.
Music
Assessment
Student understanding and application of musical concepts is assessed through observational, formative and summative performance, composition and appraisal activities. All composition and performance project submissions are assessed against rubric taken and amended from the IGCSE course. At the end of each unit, students take a listening and appraisal exam to assess their understanding of the topic and assist them in identifying areas for improvement.
Knowledge and skills
Year 7 music offers students a thorough and inclusive introduction to music education, setting the stage early for IGCSE studies in Years 10 and 11. Throughout the year, students will gain an initial understanding of the Elements of Music and learn how to apply these elements in their listening, composing, and performing activities. In addition to building their musical knowledge, students will enhance their practical skills, such as listening and ensemble playing. They will also develop cognitive and social skills, including creativity, problemsolving, and teamwork. Furthermore, personal skills like confidence, discipline, and a deep appreciation for music will be fostered.
Physical Education
Curriculum Roadmap
Game principles:
Modified invasion games Inter class sports
Track and field
Striking and net games
Alternative PE and international games
Game principle application:
Developing fundamental strategies that a team and/or an individual uses to effectively adapt to any tactical situation during a game e.g. receiving, releasing, retaining, creativity and running.
Sport-specific skills
mastery:
Acquiring and refining skills and techniques specific to a range of sports and activities, including traditional and non traditional e.g. handball.
Motor and cognitive skills
enhancement:
Developing and improving fundamental and functional movement skills e.g. movement patterns.
Strengthening fitness, health and exercise commitment:
Building and developing positive habits and relationships with exercise, fitness and training e.g. 800m. Long Jump.
Personal, emotional and social skills cultivation:
Fostering personal, emotional and social skills such as leadership, ownership, adaptability, resilience, and accountability.
Sport-specific skills mastery:
Acquiring and refining skills and techniques specific to a range of athletic events and activities e.g. javelin, and high jump.
Motor and Cognitive Skills
Enhancement:
Developing and improving fundamental and functional movement skills e.g. movement patterns.
Sport-Specific Skills
Mastery:
Acquiring and refining skills and techniques specific to a range of sports and activities, including traditional and non traditional e.g. badminton.
Sport-Specific Skills
Mastery:
Acquiring and refining skills and techniques specific to a range of international sports and games, including traditional and non traditional e.g. Tchouckball.
Game Principle Application:
Developing fundamental strategies that a team and/or an individual uses to effectively adapt to any tactical situation during a game e.g. receiving, releasing, retaining, and running.
Physical Education
Assessment
In Year 7 Physical Education (PE), both formative and summative assessments are crucial for evaluating student progress and development. Formative assessment involves ongoing feedback throughout lessons, helping students refine their movement skills, strategies, and overall fitness. This may include teacher observations, peer assessments, and self-reflections, allowing for continuous improvement. Summative assessment, on the other hand, occurs at the end of a unit, providing a final evaluation of a student's performance based on specific criteria such as skill execution, game understanding, fitness levels, and application of strategies. Both types of assessments guide student learning, ensuring they build confidence and competence in physical activities.
Knowledge and skills
Year 7 PE focuses on developing motor and cognitive skills by refining movement patterns and enhancing coordination, agility, and physical literacy. Students build lifelong fitness, health, and exercise habits through various units. They also master sport-specific skills across traditional and emerging sports such as football, basketball, and handball. Through the application of game principles, they learn key fundamentals such as receiving, releasing, retaining, and running. Additionally, the curriculum fosters personal, emotional, and social growth, promoting leadership, resilience, teamwork, and adaptability. This holistic approach equips students with essential skills to promote a positive lifelong relationship with physical and mental well-being.
SnapshotJigsawPSHE11-16
ShowsthesummaryofsubjectcontentineachPuzzle(unit) (UpdatedAugust2025)
Unique me, differences and conflict, my influences, gateway emotions, belonging to a group, peer pressure, child-on-child abuse, online safety, consequences of sharing personal images, online legislation, online identity.
Bullying, prejudice and discrimination (positive and negative). Equality Act, bystanders, stereotyping, challenging influences, negative behaviour and attitudes, assertiveness, importance of being included.
Celebrating success, identifying goals, employment, learning from mistakes, overcoming challenges, planning skills, safe & unsafe choices, substances, gangs, control over your life, exploitation, emergency first aid.
Stress and anxiety, managing physical activity and mental health, effects of substances, legal consequences, nutrition, sleep, vaccination and immunisation, importance of information on making health choices, physical illness and medicine, mindfulness.
Characteristics of healthier relationships, consent, relationships and change, emotions and conflict within friendships, child-on-child abuse, rights and responsibilities, being discerning, assertiveness, social media vs real life, fake news, authenticity.
Puberty changes, reproduction facts, menstrual cycle, responsibilities of parenthood, IVF, types of committed relationships, media and self-esteem, self-image, brain changes in puberty, factors affecting moods, sources of help and support.
Self-identity, influences, family and identity, stereotypes, personal beliefs and judgements, managing expectations, first impressions, marriage and the law, beliefs and religions, protected characteristics, online and offline identity, active listening.
Positive change made by others, how positive behaviour affects feelings of wellbeing, social injustice, inequality, community cohesion and support, multi- culturalism, diversity, race and religion, stereotypes, prejudice, bullying, hate crime, fear and emotions, stand up to bullying, the golden rule.
Long-term goals, skills, qualifications, careers, money and happiness, ethics and mental wellbeing, budgeting, variation in income, positive and negative impact of money, online safety and legal responsibilities, gambling issues.
Types of health, nutrition and exercise, cardiovascular health and diabetes.
Risks, illegal and legal substances, dental health, skin health, vaccinations, peer pressure, teenage brain.
Positive relationship with self, social media, managing a range of relationships, child-on-child abuse, personal space, online etiquette, online privacy, bullying and personal safety, social media issues and the law, coercion, unhealthy balance of power in relationships, sources of support.
Types of close intimate relationships, legal status of relationships, behaviours in healthy and unhealthy romantic relationships, What makes a healthier relationship? Explicit materials and the law, dealing with unwanted messages. Alcohol and the law.
Perceptions about intimate relationships, consent, sexual exploitation, peer approval, child-on- child abuse, grooming, radicalisation, risky experimentation, positive and negative self-identity, groups, influences, social media, abuse and coercion, coercive control in groups, fitting in.
Protected characteristics, Equality Act, phobic and racist language, legal consequences of bullying and hate crime, sexism, ageism, positive and negative language, banter, child-on-child abuse, bullying in the workplace, direct and indirect discrimination, harassment, victimisation. Prejudice, discrimination and stereotyping.
Personal strengths, health goals, SMART planning, the world of work, links between body image and mental health, non-financial dreams and goals, mental health and ill health, media manipulation, self-harm, self-esteem, stigma, anxiety disorders, eating disorders, depression.
Misperceptions about young peoples’ health choices, physical and psychological effects of drugs and alcohol, alcohol and the law, alcohol and drug poisoning, addiction, smoking, vaping, drug classification, supply and possession legislation, emergency situations, first aid, CPR, substances and safety, sources of advice and support, mental health first aid.
Healthy relationships, power and control in intimate relationships, risk in intimate relationships, importance of consent, assertiveness skills, sex and the law, explicit materials and stereotypes, contraception choices, age of consent, family planning, consequences of unprotected sex, STIs, support and advice services.
Mental health stigma, triggers, support strategies, managing emotional changes, resilience and how to improve it, importance of sleep in relation to mental health, reflection on changes, benefits of relaxation, self expression, influences, body image.
PSHE
Human rights, societal freedom, understanding safety in MY and beyond, ending relationships safely, stages of grief, loss and bereavement, child-on-child abuse, social media and culture, use of online data, threats to online safety, online identity, assessing and managing risk, the law and social media risk and emergency contacts, positive and negative relationships, GDPR/PDPA, managing screentime, sharing/ enhancing of images, managing different types of relationships.
Becoming an adult, age limits and the law, relationships and the law, consent, coercive control, child-on-child abuse, domestic abuse, honourbased, violence, arranged and forced marriages, the Equality Act, possession of drugs.
The law on internet use and explicit materials, social media concerns, sexting keeping safe, emergency situations, key advice, first aid, scenarios and consequences.
Equality in the workplace, in society, in relationships, Equality Act, disability and hidden disability, workplace expectations, rights and responsibilities, power and control in relationships, coercive control, benefits of multicultural societies, equality and inequality, my health.
Impact of physical and mental health in reaching goals, resilience, work-life balance, connections and impact of mental health. Balanced diet, vital organs, blood donation, benefits of helping others. Online profile and impact on future goals and employability.
Improving health, mental health, sexual health, bloodborne infections, selfexamination. Diet and longterm health, misuse of prescription drugs, substances and the body. Common mental health disorders, positive impact of volunteering. Common threats to health including chronic disease. Epidemics, misuse of antibiotics, organ donation, stem cells.
Sustaining long-term relationships, intimacy, healthy relationship with self, attraction, love, lust. Relationship choices, ending relationships safely, consequences of relationships ending, explicit materials vs real life, relationships and the media, discernment, healthier and less healthy relationships, coercion, abuse and the law, acceptable and unacceptable behaviours.
Impact of societal change on young people, role of media on societal change, reflection on change so far and how to manage it successfully. Decisionmaking, stereotypes in romantic relationships, sexual identity and risk, physical and emotional changes, family change, sources of support, personal safety, cycling, water safety, alcohol, transport.
Anxiety, solution focused thinking, sleep, relaxation, aspirations on; career, finances, budgeting, borrowing. Skills identification, realistic goals, gambling, financial pressure, debt, dream jobs, skills set, employment, education and training options. Long term relationship dreams and goals, parenting skills and challenges. Resilience, what to do when things go wrong.
Managing anxiety and stress, self-worth, identity, sleep, nutrition, exercise and mental health.
Relationships and consent, being ready for loving relationships, coercion, sexual harassment and violence. Puberty, hormones, fertility, testicular checks, menstrual cycle, IVF. Contraceptives and sexual health. Pregnancy choices including adoption, abortion, bringing up a baby. Health choices, mental, physical, sexual health.
Stages of intimate relationships, positive and negative connotations of intimacy.
Balance of power in relationships, addressing steroetypes, challenging harmful social and cultural norms.
Staying true to yourself in a relationship.
Science
Curriculum Roadmap
Biology: Cells,
Organisms and Microorganisms
Term 1:
Animal Cells and Plant Cells
Specialised Cells
Term 2:
Characteristics of Living
Things
Classifying Species
Term 3:
Microorganisms
Food Chains and Food Webs
Chemistry: Materials and their Properties
Term 1:
States of Matter
The Periodic Table
Elements and Compounds
Term 2:
Metals and Non-metals
Acids and Alkalis
Term 3:
Chemical Reactions
Neutralisation
Physics: Forces,
Energy and Electricity
Term 1:
Mass vs Weight
The Solar System
Energy Transfers
Term 2:
Sound Waves
Structure of The Earth
Term 3:
Electrical Circuits
Conductors and Insulators
In this bonus topic, students learn about the reproductive processes of plants and animals. Students also carry out an investigation to determine the factors affecting the germination of seeds, and discuss the science behind puberty and growing up.
Assessment
Science
Science assessment includes both formative and summative approaches to track students' progress and understanding. Teachers provide live feedback during lessons, using quizzes, discussions, and practical investigations to address misconceptions and reinforce learning.
Formative assessments include short quizzes, practical investigations, and class discussions, allowing students to apply their knowledge regularly. Summative assessments involve written tests, practical evaluations, and projectbased work to measure overall progress. This balanced approach ensures students build confidence in both theoretical and practical aspects of science.
Knowledge and skills
Throughout the course, students develop a strong foundation in scientific thinking, problem-solving, and analytical skills. They learn to apply the scientific method, make predictions, and evaluate evidence critically.
Practical skills are a key focus, with students gaining hands-on experience using lab equipment, recording observations, and carrying out investigations. They also enhance their ability to communicate scientific ideas effectively through diagrams, explanations, and data interpretation.
By exploring a range of topics, students develop curiosity about the natural world and an appreciation for how science impacts everyday life, laying the groundwork for further study in science subjects.
