Interna'onal College Hong Kong
INTERNATIONAL COLLEGE HONG KONG Curriculum Brochure Years 7 to 9 2013 -‐ 2014
Year 7 to 9 Curriculum
Dear Parents and Students, A school’s curriculum includes all those student ac6vi6es — academic and non-‐ academic — for which the school takes responsibility, as they all have a signiﬁcant impact on student learning. The purpose of this brochure is to ensure that parents and students have an understanding of the aims of the various components of our curriculum, and of the methods we use to report on student achievement. It also provides details of our ac6vi6es programme, our oﬀ-‐site CAS Week and our pastoral support structures, each of which plays an important part in the holis6c development of our students. Please take the 6me to look through this Curriculum Brochure and feel free to contact us, or the appropriate teacher, with any addi6onal ques6ons you may have. Yours faithfully, Toby Newton Deputy Principal (Head of Lower School) Email: email@example.com
ICHK Mission & Vision
Proﬁle of an ICHK Student
The IB Learner Proﬁle
Campus & Class sizes
Teaching & Learning Philosophy
Student Wellbeing and Achievement Team
Assessment and ReporXng
SeZng & Textbooks
Year 7 to 9 Subjects
English Mathema9cs Science Language (Chinese or Spanish) Human Technologies Art Drama Movement Humani9es (Geography and History) ICT and Media Studies Physical Educa9on Extra-‐Curricular Ac9vi9es & CAS Week
Years 10 to 13: Looking ahead to GCSE/IBDP
For details on assessment levels for each subject, please see the Appendix to this Curriculum Brochure via: www.ichk.edu.hk
Mission & Vision “The hallmark of successful individuals is that they love learning, they seek challenges, they value eﬀort, and they persist in the face of obstacles.” Carol S. Dweck , Professor of Developmental Psychology, Stanford University
OUR MISSION Set in a green and spacious campus, Interna6onal College Hong Kong provides secondary educa6on for students from our primary-‐school partners and from other New Territories’ families who desire an interna6onal educa6on using English as the medium of instruc6on. Our Vision ‘Inspiring students to realize their poten6al as leaders and learners.’ ICHK is a genuine learning community. With teachers commiTed not just to their students’ but to their own learning and improvement; with small class sizes; with a dynamic yet sympathe6c approach to instruc6on and study, ICHK inspires and challenges its students to realize their full academic and personal poten6al. As a learning community, we expect each individual to be principled, to be caring, to appreciate and cri6cally examine diﬀerent viewpoints and to act in support of each other’s learning and development.
ICHK Year 7 to 9 Curriculum
Living the ICHK Vision “They spent their lunch hour helping a new student to understand simile and metaphor.” ICHK community members help and support others. _____ “She handed me the story and a[er reading it, I congratulated her. She said, ‘No, it’s not mine. It’s hers. Isn’t it fabulous?’ ” ICHK community members take pride in the accomplishments of others and oﬀer praise and encouragement. _____ “She stood up and said, ‘You’re not being principled. That isn’t the way we should treat other people.’ ” ICHK community members are principled and take acHon when individuals are not being respecIul, courteous or supporHve.
Proﬁle of an ICHK Student PROFILE OF AN ICHK STUDENT To achieve the mission and vision for ICHK, we ensure that every student: Beneﬁts from an internaXonal educaXon by: • Gaining historic and contemporary knowledge of the world • Acquiring interna6onal understanding through interac6on with others, and by studying and experiencing other cultures and belief systems • Developing personal values while respec6ng those of others • Valuing their language and culture • Maintaining the ﬂuency of their mother tongue and valuing the acquisi6on of other languages • Understanding global issues and problem resolu6on • Knowing they can make a diﬀerence to global issues • Engaging in oﬀsite ac6vi6es to enhance personal, social and physical development, and to appreciate the beauty of our environment Is principled, criXcally examines viewpoints and acts in support of others by: • Sharing, coopera6ng and contribu6ng responsibly • Thinking and ac6ng cri6cally, crea6vely, and independently • Understanding the rela6onship between rights and responsibili6es • Prac6cing tolerance • Taking ac6on to protect our environment Strives to realise their potenXal as learners by: • Learning how they learn best • Discovering the joy of learning • ATaining depth and breadth of knowledge and understanding • Acquiring the skills that support intellectual and academic success • Understanding and developing their Human Technologies • Preparing themselves for the demands of higher educa6on Strives to realise their potenXal as leaders by: • Developing skills and knowledge that support leadership • Solving problems independently and with others • Encouraging and suppor6ng others • Reﬂec6ng on their contribu6on and sedng targets for improvement • Displaying sound decision-‐making skills • Building understanding and trust
The IB Learner Proﬁle THE IB LEARNER PROFILE ICHK is well on its way towards becoming an authorized IB school. We have chosen the IB as we believe in developing interna6onally minded people who help to create a beTer and more peaceful world. In keeping with this vision for educa6on, and our commitment to the IB, we will aim to ensure that ICHK students strive to be: Inquirers
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They ac9vely enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global signiﬁcance. In so doing, they acquire in-‐depth knowledge and develop understanding across a broad and balanced range of disciplines. Thinkers
They exercise ini9a9ve in applying thinking skills cri9cally and crea9vely to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and informa9on conﬁdently and crea9vely in more than one language and in a variety of modes of communica9on. They work eﬀec9vely and willingly in collabora9on with others. Principled
They act with integrity and honesty, with a strong sense of fairness, jus9ce and respect for the dignity of the individual, groups and communi9es. They take responsibility for their own ac9ons and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspec9ves, values and tradi9ons of others. They are accustomed to seeking and evalua9ng a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a posi9ve diﬀerence to the lives of others and to the environment.
They approach unfamiliar situa9ons with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and ar9culate in defending their beliefs.
They understand the importance of intellectual, physical and emo9onal balance to achieve personal well-‐being for themselves and others.
They give thoughZul considera9on to their own learning and experience. They are able to assess and understand their strengths and limita9ons in order to support their learning and personal development.
The CIB Learner roﬁlesizes Our ampus & CPlass OUR CAMPUS & LOCATION ICHK’s spacious, green and low-‐rise campus is set in an area of outstanding natural beauty in the northern New Territories. Surrounded by country parks, our school oﬀers the ideal loca6on for students to develop a deeper apprecia6on for Hong Kong’s geography, weather paTerns and wildlife, and for their own role in protec6ng the natural environment.
LEARNING FOCUS, CURRICULUM & CLASS SIZES Our commitment to small class sizes allows for a higher degree of interac6on between teacher and student, and between student and student. Through inquiry, we encourage crea6ve thinking and innova6on, and strive to develop technologically-‐minded ci6zens with the knowledge and skills to appreciate and act on issues of local, regional and global importance. As well as suppor6ng the vision of our school, the Year 7 to 9 Curriculum reﬂects our belief that students beneﬁt from breadth, balance, progression and con6nuity in their educa6on. We achieve this breadth and balance by oﬀering a diverse range of subjects and a broad selec6on of extra-‐curricular ac6vi6es. We ensure progression and conHnuity by u6lizing, where appropriate, the same inquiry-‐based approach to teaching and learning that students will have encountered in their primary schools, and by preparing students for the demands of the GCSE and Interna6onal Baccalaureate Diploma Programme (IBDP) oﬀered in the senior school.
Teaching & Learning TEACHING AND LEARNING: GENERAL CHARACTERISTICS It is our commitment to ensure that all students will con6nue to ﬁnd enjoyment in their learning and develop as independent learners and cri6cal thinkers. In honouring this commitment, ICHK oﬀers an approach to teaching and learning with several key characteris6cs. Structured Inquiry One of the key aspects of our approach is to provide students with opportuni6es to formulate their own ques6ons related to signiﬁcant content in real-‐world contexts. They are required to assess the various means they have available to answer these ques6ons, and to proceed with research, experimenta6on, observa6on and analysis that will help them establish their own responses to issues. As in the students’ primary schools, this process of inquiry is supported and structured by the teacher. The star6ng point is the student’s current understanding. The goal is the ac6ve construc6on of meaning by building connec6ons between that ini6al understanding and the new informa6on and experience derived through the process. Not all learning takes place using this method -‐ however, when it is used, an inquiry-‐ based approach provides students with the opportunity to take ownership of their own learning and to be mo6vated to look deeply into key issues. Assessment for Learning Students learn best when: they understand clearly what they are to learn and what is expected; they are given feedback and advice which explains what they can do to make their work beTer; and they are fully involved in deciding what they need to do next. While assessment at ICHK will take many forms, our primary focus is to enable students to improve and thus our approach will reﬂect these principles. Some ICHK teachers will make use of rubrics as a means for students to understand the criteria by which they will be assessed and so as to show them what they will need to do to realize a higher level of achievement. With our smaller class sizes, all students can expect to receive more frequent feedback. SMART Targets In order to maximize the assessment for learning strategies discussed above, students are given 6me to reﬂect on their progress and set new targets. This occurs at the end of a unit of work, term, or the school year. At the end of each term students will assess their progress; parents and teachers can examine these reﬂec6ons and schedule 6mes to meet if required. The student organizer also provides students with the means to record and review agreed SMART targets.
Teaching & Learning School-‐based problem-‐solving In keeping with our aim to ensure that students become cri6cal and crea6ve thinkers and problem solvers, ICHK students begin to learn and prac6ce how to use problem solving strategies both in Human Technologies and in our Personal, Social and Health Educa6on Course. School issues are used, wherever possible, to provide a meaningful and real-‐world context for inves6ga6ons. The skills generated in the early years are further explored and developed in the senior school. Independent Learning As students mature and gain in conﬁdence, subject teachers ensure that they experience opportuni6es to work independently (or with less direc6on from the teacher). In addi6on, a central strand of the Human Technologies course is designed to provide opportuni6es for students to develop their communica6on and ICT skills, and provide more occasions for them to work with greater independence. An independent project forms another component of the course. It is hoped that by working on a self-‐ directed project, and by receiving regular feedback from their teachers, students will begin to develop greater independence, 6me management skills and be able to seek answers to their own ques6ons. Sources: • InternaHonal Baccalaureate (2008) ‘Middle Years Programme: From Principles into PracHce’, Cardiﬀ, U.K. • Youth Learn (2010) ‘Intro to Inquiry Learning’, EducaHon Development Centre, Newton, MA www.youthlearn.org/learning/general-‐info/our-‐approach/intro-‐inquiry-‐learning/intro-‐inquiry-‐learning • Department for EducaHon (2010) ‘Assessing Pupil’s Progress’ h^p://naHonalstrategies.standards.dcsf.gov.uk/secondary/assessment/assessingstudentsprogressapp
Student Well-‐being and Achievement Team The Student Well-‐Being and Achievement Team at ICHK helps students to be and to want to be the best they can. By providing Personal, Social, Emo6onal and Academic guidance, the team, along with form tutors and teachers, provides a secure and caring environment for students to develop as learners and become happy and fulﬁlled individuals. To enable this, tutors facilitate a Personal, Social, Health and Educa6on programme (PSHE), which explores many of the topics that students are interested in and o[en concerned about. Our primary aim is to equip them with the skills necessary to deal with these issues, as and when they arise, and to boost our students’ conﬁdence in feeling equal to the challenges of their rapidly evolving lives. For those students who need personal, social and/or emo6onal support, our team includes an educa6onal psychologist and a counselor, both of whom have considerable experience dealing with young people in an educa6onal sedng. Where needs are more academically inclined, the team includes specialist teachers with exper6se in developing Individual Educa6on Plans (IEP) that provides teaching strategies and targets for each individual. IEPs are a powerful weapon in helping students who would otherwise struggle to realize, let alone exceed, their poten6al. We fundamentally believe that students grow and progress best when involved in the learning process, and we therefore take great care in listening to each individual, valuing and respec6ng their opinion when pudng support provision in place. Our open door policy means that parents have a direct route through which to gain advice and support should they require it. With everyone working together, in a sympathe6c and responsive environment, we aim to develop mentally and physically healthy individuals who are able to take the best possible beneﬁt from their school experience. Teacher Responsible : Ms Ann St. John, Deputy Head of Lower School
Assessment & ReporXng ASSESSMENT & REPORTING The school makes use of Assessment for Learning Strategies and has students set SMART targets to help understand and work towards ways to improve. The ra6onale, process and dates for repor6ng to parents is shown below. Please note that tutors and teachers can also be contacted outside of these 6mes. Furthermore, the student organizer provides a way to communicate issues related to student progress. WriTen Reports Parents receives one full report each year. These wriTen reports provide a summary of student aiainment, using the ICHK grading system, and an approach to learning grade. As these full reports may be shown to other schools or universi6es, teachers generally focus on the posi6ve aspects of a student’s eﬀorts and achievements, while sedng at least one area for improvement. At the end of the school year they will also receive a transcript summarizing their child’s grades. Grades • Within the UK Na6onal Curriculum, students are awarded a ‘Level‘ for aTainment, with levels ranging from 1 to 8 in Years 7 to 9. • In Years 10 and 11, the UK examina6on boards award students a grade from A* to G. • For Year 12 and 13, the IB awards points ranging from 1 to 7 (with 7 being the highest). These diﬀerent approaches can be confusing for parents. So, to simplify repor6ng and to show the correla6on between the diﬀerent systems, we always report on a scale from 1 to 7, a[er conver6ng the levels or grades as appropriate. A detailed descripHon of how each subject is assessed, and what students need to do to achieve higher grades, is included in our online Appendix to this Curriculum Brochure.
Parent/Teacher Mee6ngs The main purpose of assessment is to ensure that students know where they are and how they can improve. We believe that face-‐to-‐face mee6ngs are the best way for students, parents and teachers to exchange views and come to an understanding on how to support the student’s academic improvement. Parent-‐teacher mee6ngs also allow parents to meet with the student’s subject teacher. These mee6ngs provide an opportunity to have more holis6c discussions about the learning and the progress of a student. Your child’s tutor can oﬀer details about a student’s development, their progress in rela6on to standardized test scores, involvement in ac6vi6es, and any areas of concern. In any academic year, there will be one mee6ng with the form tutor in the ﬁrst term, followed by two subject teacher consulta6ons spread throughout the year. These sessions provide an opportunity to delve deeper into issues and set challenging targets so the student can make progress.
SeZng & Textbooks SETTING In order to ensure that students are able to realise their academic poten6al they must be suitably challenged, mo6vated and supported. In order to accomplish this, students are placed into ability groups (or sets) based on their knowledge and performance in Mathema6cs and Chinese. These sets enable the students to learn at the appropriate pace using the most appropriate teaching resources. Class sizes may be smaller for those students requiring any addi6onal support and guidance. It is vital that students have the opportunity to move between sets, so subject teachers meet regularly to discuss student performance. At the beginning of Year 7, teachers will wait for a few weeks before placing students into the appropriate sets. They will use the following data to inform their decision: primary school reports, informa6on from conversa6ons with primary teachers, Cogni6ve Ability Test scores and their own assessments. If a change is to be made during the year, the subject coordinator will inform parents and discuss such changes with the student concerned.
TEXTBOOKS The school has selected publishers who oﬀer diﬀeren6ated textbooks for each year. The Mathema6cs textbooks (and science textbooks) look iden6cal and cover essen6ally the same concepts but ques6ons can be more (or less) challenging depending on the text. The Mathema6cs books are diﬀeren6ated as follows: Plus, Core, Star with the 7+ book having more diﬃcult ques6ons that the 7* books. In terms of the assessment levels described in the appendix available from our school website, the books cover the levels as follows: 7+ (4 to 7), 7 (4 to 6) and 7* (2 to 4). This is similar for year 8 and 9. The Science books : 7 Blue (Levels 4 to 7) or 7 Green/Elements (levels 3 to 6). The Chinese books for 1st language students are all wriTen in Chinese, while those for the non-‐na6ve speakers of the language are wriTen with English Instruc6ons. N.B. Maths, Science & Language Textbooks: in order to reduce the weight of student textbooks each student is given a workbook to take home rather than the text. This workbook summarises the concepts/methods along with providing suitable ques6ons.
Compulsory subjects & acXviXes YEAR 7 TO 9 SUBJECTS The Year 7 to 9 curriculum comprises the subjects below. These subjects ensure that breadth and balance is maintained and that students will have the requisite knowledge and experience for the IGCSE/IB programmes in the senior school. Compulsory Subjects/AcXviXes 1. English 2. Mathema6cs 3. Science 4. Language (Chinese or Spanish or Japanese) 5. Human Technologies 6. Art 7. Drama 8. Movement 9. Humani6es (Geography and History) 10. ICT and Media Studies 11. Physical Educa6on 12. Extra-‐Curricular Ac6vi6es 13. Personal, Social and Health Educa6on (PSHE) Timetable: E
N.B. Students can take extra-‐curricular ac6vi6es outside the 6metable. Students also have a 1 hour PSHE lesson each week.
English ENGLISH In English, we aim to teach our students to be competent in being clear, coherent and accurate in both spoken and wriTen communica6on as well as reading and understanding a range of texts and responding appropriately. Focusing and building on the areas of reading, wri6ng and speaking and listening enables pupils to be successful and to engage with the world beyond the classroom. They are able to communicate eﬀec6vely and to func6on in a wide range of situa6ons and contexts. In being able to speak or write correctly, read or listen reliably and accurately they are able to adapt to the demands of work or study and be successful. Through the study of English we encourage students to not only demonstrate secure understanding of the conven6ons of wriTen language, including grammar, spelling and punctua6on, but to focus on crea6vity, cultural understanding and cri6cal understanding. Through the study of literature, we explore how ideas, experiences and values are portrayed diﬀerently in texts from a range of cultures and tradi6ons, whilst at the same 6me gaining a sense of the English literary heritage. Students thus gain a sense of culture of their society, the groups in which they par6cipate and ques6ons of local and na6onal iden6ty. Addi6onally, developing cri6cal skills allows pupils to challenge ideas, interpreta6ons and assump6ons on the grounds of logic, evidence or argument, and is essen6al if students are to form and express their own views independently. The curriculum provides opportuniXes for students to: a) Speaking and Listening
• Present informa6on and points of view clearly and appropriately in diﬀerent • • • • • • • • • • •
contexts, adap6ng talk for a range of purposes and audiences, including the more formal Use a range of ways to structure and organise their speech to support their purposes and guide the listener Vary vocabulary, structures and grammar to convey meaning, including speaking standard English ﬂuently Engage an audience, using a range of techniques to explore, enrich and explain their ideas Listen and respond construc6vely to others, taking diﬀerent views into account and modifying their own views in the light of what others say Understand explicit and implicit meanings Make diﬀerent kinds of relevant contribu6ons in groups, responding appropriately to others, proposing ideas and asking ques6ons Take diﬀerent roles in organising, planning and sustaining talk in groups Si[, summarise and use the most important points Use diﬀerent drama6c approaches to explore ideas, texts and issues Use diﬀerent drama6c techniques to convey ac6on, character, atmosphere and tension Explore the ways that words, ac6ons, sound and staging combine to create drama6c moments.
b) Reading • Extract and interpret informa6on, events, main points and ideas from texts • Infer and deduce meanings, recognising the writers’ inten6ons
English • Understand how meaning is constructed within sentences and across texts as a whole
• Select and compare informa6on from diﬀerent texts • Assess the usefulness of texts, si[ the relevant from the irrelevant and dis6nguish between fact and opinion
• Recognise and discuss diﬀerent interpreta6ons of texts, jus6fying their own views on what they read and see, and suppor6ng them with evidence
• Understand how audiences and readers choose and respond to texts • Understand how the nature and purpose of texts inﬂuences the selec6on of content and its meanings
• Understand how meaning is created through the combina6on of words, images and sounds in mul6modal texts.
• How texts are cra[ed to shape meaning and produce par6cular eﬀects • How writers structure and organise diﬀerent texts, including non-‐linear and mul6modal
• How writers’ uses of language and rhetorical, gramma6cal and literary features inﬂuence the reader
• How writers present ideas and issues to have an impact on the reader • How form, layout and presenta6on contribute to eﬀect how themes are explored in diﬀerent texts
• How texts relate to the social, historical and cultural context in which they were wriTen.
• Write clearly and coherently, including an appropriate level of detail • Write imagina6vely, crea6vely and thoughyully, producing texts that interest and engage the reader
• Generate and harness new ideas and develop them in their wri6ng • Adapt style and language appropriately for a range of forms, purposes and readers
• Maintain consistent points of view in ﬁc6on and non-‐ﬁc6on wri6ng • Use imagina6ve vocabulary and varied linguis6c and literary techniques to • • • • • • • • • • • • • • •
achieve par6cular eﬀects Structure their wri6ng to support the purpose of the task and guide the reader Use clearly demarcated paragraphs to organise meaning Use complex sentences to extend, link and develop ideas Vary sentence structure for interest, eﬀect and subtle6es of meaning Consider what the reader needs to know and include relevant details Use formal and impersonal language and concise expression Develop logical arguments and cite evidence Use persuasive techniques and rhetorical devices Form their own view, taking into account a range of evidence and opinions Present material clearly, using appropriate layout, illustra6ons and organisa6on Use planning, dra[ing, edi6ng, proofreading and self-‐evalua6on to shape and cra[ their wri6ng for maximum eﬀect Summarise and take notes Write legibly, with ﬂuency and, when required, speed Use the conven6ons of standard English eﬀec6vely Use grammar accurately in a variety of sentence types, including subject–verb
English agreement and correct and consistent use of tense
• Signal sentence structure by the eﬀec6ve use of the full range of punctua6on marks to clarify meaning
• Spell correctly, increasing their knowledge of regular paTerns of spelling, word
families, roots of words and deriva6ons, including preﬁxes, suﬃxes and inﬂec6ons.
Teacher Responsible: Ms. Elaine Long
MathemaXcs MATHEMATICS Mathema6cal thinking is important for all members of a modern society as a habit of mind for its use in the workplace, business and ﬁnance; and for personal decision-‐ making. Mathema6cs is fundamental to na6onal prosperity in providing tools for understanding science, engineering, technology and economics. It is essen6al in public decision-‐making and for par6cipa6on in the knowledge economy. Mathema6cs equips students with uniquely powerful ways to describe, analyse and change the world. It can s6mulate moments of pleasure and wonder for all students when they solve a problem for the ﬁrst 6me, discover a more elegant solu6on, or no6ce hidden connec6ons. Students who are func6onal in mathema6cs and ﬁnancially capable are able to think independently in applied and abstract ways, and can reason, solve problems and assess risk. Mathema6cs is a crea6ve discipline. The language of mathema6cs is interna6onal. The subject transcends cultural boundaries and its importance is universally recognised. Mathema6cs has developed over 6me as a means of solving problems and also for its own sake. The curriculum provides opportuniXes for students to:
• develop conﬁdence in an increasing range of methods and techniques • work on sequences of tasks that involve using the same mathema6cs in • • • • •
increasingly diﬃcult or unfamiliar contexts, or increasingly demanding mathema6cs in similar contexts work on open and closed tasks in a variety of real and abstract contexts that allow them to select the mathema6cs to use work on problems that arise in other subjects and in contexts beyond the school work on tasks that bring together diﬀerent aspects of concepts, processes and mathema6cal content work collabora6vely as well as independently in a range of contexts become familiar with a range of resources, including ICT, so that they can select appropriately.
Teacher Responsible: Mr David Pulger-‐Frame
The Sciences SCIENCE The study of science ﬁres students’ curiosity about phenomena in the world around them and oﬀers opportuni6es to ﬁnd explana6ons. It engages learners at many levels, linking direct prac6cal experience with scien6ﬁc ideas. Experimenta6on and modelling are used to develop and evaluate explana6ons, encouraging cri6cal and crea6ve thought. Students learn how knowledge and understanding in science are rooted in evidence. They discover how scien6ﬁc ideas contribute to technological change – aﬀec6ng industry, business and medicine and improving quality of life. They trace the development of science worldwide and recognise its cultural signiﬁcance. They learn to ques6on and discuss issues that may aﬀect their own lives, the direc6ons of socie6es and the future of the world. The curriculum provides opportuniXes for students to:
• • • • • • • • • • •
research, experiment, discuss and develop arguments pursue an independent enquiry into an aspect of science of personal interest use real-‐life examples as a basis for ﬁnding out about science study science in local, na6onal and global contexts, and appreciate the connec6ons between these experience science outside the school environment, including in the workplace, where possible use crea6vity and innova6on in science, and appreciate their importance in enterprise recognise the importance of sustainability in scien6ﬁc and technological developments explore contemporary and historical scien6ﬁc developments and how they have been communicated prepare to specialise in a range of science subjects at Key Stage 4 and consider career opportuni6es both within science and in other areas that are provided by science qualiﬁca6ons consider how knowledge and understanding of science informs personal and collec6ve decisions, including those on substance abuse and sexual health make links between science and other subjects and areas of the curriculum
Teacher Responsible: Mr Malcolm Drew
Languages LANGUAGES Languages are part of the cultural richness of our society and the world in which we live and work. Learning languages contributes to mutual understanding, a sense of global ci9zenship and personal fulﬁllment. The ability to understand and communicate in diﬀerent languages is a lifelong skill for educa9on, employment and leisure. Language courses at ICHK challenge students to view the world from diﬀerent perspec9ves and to see how language is crucial in communica9ng our understanding. We aim at nurturing an interna9onal outlook, thus apprecia9ng the richness and diversity of other cultures as well as recognising that there are diﬀerent ways of seeing the world. We ins9ll crea9ve thinking in our ability to manipulate and use language to convey our understanding and in the act of persuasion. We encourage cri9cal thinking in a classroom, which is founded on an inquiry-‐based approach. I. FIRST LANGUAGE (Chinese or Japanese) The study of ﬁrst language (Chinese or Japanese) focuses on the development of language skills, learning strategies, and processes that are essen9al for promo9ng pupils’ progress in speaking and listening, reading and wri9ng in their na9ve tongue. The curriculum provides opportuniXes for students to develop: Competence a. Being clear, coherent and accurate in spoken and wriaen communica9on. b. Reading and understanding a range of texts, and responding appropriately. c. Demonstra9ng a secure understanding of the conven9ons of wriaen language, including grammar, wri9ng systems of the target language (Tradi9onal/Simpliﬁed characters in Chinese; Hiragana, Katakana and Kanji, in the case of Japanese) as well as punctua9on conven9ons. d. The ability to adapt to a widening range of familiar and unfamiliar contexts within the classroom and beyond. e. Making informed choices about eﬀec9ve ways to communicate formally and informally. 2. CreaXvity a. Making fresh connec9ons between ideas, experiences, texts and words, drawing on a rich experience of language and literature. b. Using inven9ve approaches to making meaning, taking risks, playing with language and using it to create new eﬀects. c. Using imagina9on to convey themes, ideas and arguments, solve problems, and create sefngs, moods and characters. 1.
Languages d. Using crea9ve approaches to answering ques9ons, solving problems and developing ideas. 3. Cultural understanding a. Gaining a sense of the target language’s literary heritage and engaging with important texts in it. b. Understanding how the target language varies locally and globally, and how these varia9ons relate to iden9ty and cultural diversity. 4. CriXcal understanding a. Engaging with ideas and texts, understanding and responding to the main issues. b. Assessing the validity and signiﬁcance of informa9on and ideas from diﬀerent sources. c. Exploring others’ ideas and developing their own. d. Analysing and evalua9ng spoken and wriaen language to appreciate how meaning is shaped. CHINESE AS A FIRST LANGUAGE There are two streams of Chinese First Language classes. The ﬁrst group is designed for students whose mother tongue is Chinese and have a strong formal founda9on of the grammar as well as a good repertoire of characters (tradi9onal or simpliﬁed). The aim is to develop students’ ability to communicate clearly, accurately and eﬀec9vely at the level of a na9ve speaker. Students taking this course should qualify to take Chinese Language A: language and literature in the IB Diploma programme during Years 12 and 13. The second group is designed for students with nearly-‐na9ve communica9ve competence in Chinese, who have been studying the language formally and aim at improving their linguis9c proﬁciency, both orally and in wri9ng. They may choose to study Chinese in Year 12 and 13, either as a ﬁrst or as a second language (Language A or Language B, at either Higher or Standard Level). Teacher Responsible: Ms. Leah Tsao JAPANESE AS A FIRST LANGUAGE Japanese is a key language in Asia, and ICHK has introduced its study as First Language in academic year 2011-‐12. This course is designed for students whose mother tongue is Japanese and have studied for a number of years. It follows the Japanese na9onal curriculum, though, as in other language courses, evalua9on is based on ICHK assessment criteria. Students taking this course should qualify to take Japanese Language A (and op9onally its literature) in the IB Diploma programme during Years 12 and 13. Teacher Responsible: Ms. Kyoko Moriyama
II. SECOND LANGUAGE (Chinese or Spanish) The development of communica9on skills, together with understanding of the structure of languages, lay the founda9ons for future study of other languages and support the development of literacy skills in a pupil’s own language. Second language courses (students can choose between two op9ons: Chinese or Spanish) focus on the development of language skills, learning strategies, and processes that are essen9al for promo9ng pupils’ progress in speaking and listening, reading and wri9ng in the target language, following the UK Key Stage 3 Na9onal Curriculum for Modern Foreign Languages. Year 7 students are immersed in an introductory linguis9c experience which builds the founda9on for the learning of the new language. Grammar is fully integrated into the teaching sequence though as needed it will be isolated and studied with explana9ons and further prac9ce. Thus, basic skills are taught and revisited through a variety of age-‐appropriate and challenging exercises and fun-‐oriented tasks (games, songs, etc.). Year 8 builds upon these founda9ons and encourages students to dig deeper and to employ a higher degree of sophis9ca9on and maturity in their approach to grammar, and culture. Assessment tasks require a greater degree of proﬁciency of skills as well as more communica9ve-‐oriented exercises. Year 9 further builds upon this but also prepares students for the rigor of the GCSE courses and external examina9ons in Years 10 and 11. Students joining 2nd Language class (Chinese or Spanish) in Year 8 and 9 without previous knowledge are expected to catch up following an individualised plan designed according to the stage of the course as well as the proﬁle of the language learner ajer an overall linguis9c ap9tude assessment. The measures include support from the teacher during the breaks and the work with a student-‐mentor. Further external assistance might be recommended in some cases.
Languages The curriculum provides opportuniXes for students to: 1.
Develop their linguisXc competence a. Developing the skills of listening, speaking, reading and wri9ng in a range of situa9ons and contexts. b. Applying linguis9c knowledge and skills to understand and communicate eﬀec9vely. Extend their knowledge about the language a. Understanding how a language works and how to manipulate it. b. Recognizing that languages diﬀer but may share common gramma9cal, morpho-‐syntac9cal or lexical features. SXmulate their creaXvity a. Using familiar language for new purposes and in new contexts. b. Using imagina9on to express thoughts, ideas, experiences and feelings. Increase their intercultural understanding a. Apprecia9ng the richness and diversity of other cultures. b. Recognizing that there are diﬀerent ways of seeing the world.
CHINESE AS A SECOND LANGUAGE There are two streams of Chinese Second Language classes. The ﬁrst group is for second language speakers who have studied some Chinese before, and they are working within or above the level expected. The second group is designed for Chinese “ab ini9o” students, that is, for students with no prior knowledge of Chinese. Students taking Chinese as a second language and aaaining sa9sfactory results should qualify to take Chinese Language B (Higher or Standard level) in the IB Diploma during Years 12 and 13. Teacher Responsible: Ms. Amanda Luk SPANISH AS A SECOND LANGUAGE Year 7 students who choose Spanish language courses will learn “ab ini9o”, that is, no prior knowledge of Spanish is required. Students will study one of the three most spoken languages in the world. Spanish is the ﬁrst language in 21 countries in America, Europe, Africa, and has an important presence in many other countries around the world. Students taking Spanish as a second language and aaaining sa9sfactory results should qualify to take Spanish Language B (Higher or Standard level) in the IB Diploma during Years 12 and 13. Teacher Responsible: Mr. Nicolás Arriaga
Human Technologies Human Technologies is a course of our own design -‐ it introduces students to a perspec9ve on human intelligence, rela9onships and ac9ons that seeks to make more sense of the curriculum, the process of schooling and their lives in general. Our aim has been to create a course that: -‐
-‐ -‐ -‐ -‐
draws on mental, social, physical and spiritual tools and techniques to provide opportuni6es and experiences that encourage the development of skills for learning and living (including self management; collabora6on; leadership; cri6cal thinking; enquiry and ICT skills) encourages self awareness and reﬂec6on explores age-‐appropriate social and cultural issues employs a pedagogy that is ac6ve and engaging, and which enables students to express and share their thoughts and ideas encourages an empathe6c and mindful approach to the diverse personali6es, values and perspec6ves of others
Human Technologies adopts a central metaphor of tool acquisi9on and tool use to build a more connected and meaningful narra9ve than is typical of many tradi9onal school curricula. We have developed a learning journey that encourages students to draw and explore connec9ons between their broader experience as individuals and learners, within and beyond school. The course revolves around the interconnec9vity of four forms of technology whose development has accompanied and characterised the progress of humankind down the ages. The meaning of technology is understood as: the prac9cal applica9on of knowledge especially in a par9cular area; a capability given by the prac9cal applica9on of knowledge; a manner of accomplishing a task especially using processes, methods or knowledge; and the specialized aspects of a par9cular ﬁeld of endeavour.
Following Vygotsky and others, a governing insight of the course is that much of what we call intelligence resides not within the individual mind but in how that mind relates to, and takes advantage of, the shared and social world around it and of which it is a part. The course seeks opportuni9es to engage students mindfully and reﬂec9vely in individual, group and team work, skillfully using old and new technologies, to achieve ends that, without the thoughZul employment of human tools, would not otherwise be possible. Teacher Responsible: Mr. Toby Newton
Art & Design ART & DESIGN In art, cra[ and design, students explore visual, tac6le and other sensory experiences to communicate ideas and meanings. They work with tradi6onal and new media, developing conﬁdence, competence, imagina6on and crea6vity. They learn to appreciate and value images and artefacts across 6mes and cultures, and to understand the contexts in which they were made. In art, cra[ and design, students reﬂect cri6cally on their own and other people’s work, judging quality, value and meaning. They learn to think and act as ar6sts, cra[speople and designers, working crea6vely and intelligently. They develop an apprecia6on of art, cra[ and design, and its role in the crea6ve and cultural industries that enrich their lives. The curriculum should provide opportuniXes for students to: • Work in, and across, the areas of ﬁne art, cra[ and design, including both applied and ﬁne art prac6ces • Explore diﬀerent media, processes and techniques in 2D, 3D and new technologies • Study a range of ar6facts from contemporary, historical, personal and cultural contexts • Understand art, cra[ and design processes, associated equipment and safe working prac6ces Teacher Responsible: Ms Chris Cook
Drama & Movement DRAMA Drama is an exci6ng, experimental and inspira6onal subject and every student is exposed to the innova6ve and dynamic world drama creates in their lessons. The lessons are skills based and provide the students with: • • •
The opportunity to adopt the roles of theatre prac66oners including actors, directors and designers. The opportunity to develop and demonstrate competence in a range of performance skills The opportunity to learn about the history of Drama and u6lise this knowledge within their performance work.
• The lessons, in addi6on are focused on the communicaXve skills that they help the students to develop as a basis for their future role as ac6ve ci6zens in employment and society. These quali6es are suppor6ve of the ICHK school mission and vision, including: • • • • •
Encouraging co-‐opera6on and team working abili6es Increasing social awareness Building self conﬁdence Developing self expression and sparking crea6vity Enhancing the skills of analysis, reﬂec6on, reasoning, enquiry and evalua6on.
In each lesson the students: Make drama The students formulate ideas through eﬀec6ve communica6ve skills as discussed above. In their assessment they are marked on their making skills. Perform drama The students use a range of diﬀerent drama skills to structure themes, issues and ideas in their drama as discussed above. These skills include: s6ll image, thought tracking, narra6on, exaggera6on, mime, hot sea6ng, slow mo6on, marking the moment, synchronised movement, ﬂashbacks, ﬂash-‐forwards, cross cudng and choral speaking. Assessments Progression concerns the development of each individual student. Progression implies that the ac6vi6es that the students have taken part in has resulted in a development in their understanding and demonstra6on of the knowledge in group discussion, prac6cal performance and wriTen tasks. The department is commiTed to spiraling work to ensure that students are constantly reusing prior understanding to develop more advance learning. Each week the teacher can monitor the progress of the individual student through:
Their response levels in the group discussions
Drama & Movement • • •
Their own individual/pair/group work as they make their drama Their performance work Their evaluaXve comments
Teacher Responsible: Ms Jennifer Goldthorpe MOVEMENT “a crea&ve and ar&s&c medium in which students can use movement and dance to explore, express and communicate ideas and issues, and their own feelings and moods, thoughts and emo&ons.” -‐ Qualiﬁca9on and Curriculum Development Agency, UK At ICHK we use movement in our arts curriculum to develop students’ personal, learning and thinking skills. Students think about how to express and communicate ideas, emo6ons and concepts through experien6al and inquiry based teaching and learning strategies. This unique approach allows students to use their bodies as a tool for expression along with giving them the opportunity to work as an ar6st, a performer, a choreographer and cri6c. Arts Council England (DfES, 2006) believes movement and dance makes a signiﬁcant contribu6on to the lives of young people and we believe that too. Educa6on is the only way to ensure all young people have access to relevant, high-‐quality performing arts experiences and to learning in, through and about performing arts. The curriculum should provide opportuniXes for students to: • Use movement as a means of communica6on within a variety of cultural, aesthe6c and ar6s6c contexts Use t he body as a medium for personal expression • • Extend their individual range of movement vocabulary • Improve physical competence in performance • Make individual and collabora6ve responses to a variety of sources and to employ diﬀerent approaches to choreographing and presen6ng work • Develop and use personal, learning and thinking skills • Develop crea6ve, imagina6ve, emo6onal and intellectual abili6es • Learn to be open-‐minded, to ques6on, to challenge, to take risks, to develop as independent thinkers • To work collabora6vely with other individuals Assessments Progression concerns the development of each individual student. Progression implies that the ac6vi6es that the students have taken part in has resulted in a development in their understanding and demonstra6on of the knowledge in group discussion, prac6cal performance and wriTen tasks. The visual and performing arts department is
Drama & Movement commiTed to spiraling work to ensure that students are constantly reusing prior understanding to develop more advance learning. Each week the teacher can monitor the progress of the individual student through:
• • • • •
Their response levels in the group discussions Their own individual and collabora6ve work as they choreograph and learn movement Their performance work Their evalua6ve comments Their wriTen homework in their movement development log
The teacher is looking for a development in their understanding of the key skills within skills development, choreography, performing and evalua6on work. At the end of each scheme of work (two per term) the students are assessed by their teacher using the following three-‐stage process: • • •
Teacher assessment: Movement progression chart Peer assessment: Peer evalua6on sheet Self assessment and reﬂecXon sheet
Units include: Exploring movement, Prac66oner focuses (Merce Cunningham, Martha Graham, Pina Bausch), exploring s6mulus, physical theatre, mask and mime, media and movement and exploring choreography
Teacher Responsible: Mr Liam Greenall
HumaniXes HUMANITIES (Geography, History) At ICHK we take an integrated approach to humani6es, in which topics are examined using the ﬁlters of Geography, History and Religious Studies. Examining issues in this way allows students to develop the language and skills within each separate discipline, but also ensures a more complex understanding of the issues evolves. That said, each subject also has its own importance in expanding human knowledge. Geography The study of geography s6mulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, socie6es and environments are interconnected. It builds on pupils’ own experiences to inves6gate places at all scales, from the personal to the global. Geographical enquiry encourages ques6oning, inves6ga6on and cri6cal thinking about issues aﬀec6ng the world and people’s lives, now and in the future. Fieldwork is an essen6al element of this. Pupils learn to think spa6ally and use maps, visual images and new technologies, including geographical informa6on systems (GIS), to obtain, present and analyse informa6on. Geography inspires pupils to become global ci6zens by exploring their own place in the world, their values and their responsibili6es to other people, to the environment and to the sustainability of the planet. The curriculum provides opportuniXes for pupils to: • • • • • • • • •
Build on and expand their personal experience of geography Explore real and relevant contemporary contexts Use a range of approaches to inquiries Use varied resources, including maps, visual media and geographical informa6on systems Undertake ﬁeldwork inves6ga6ons in diﬀerent loca6ons outside the classroom, individually and as part of a team Par6cipate in informed responsible ac6on in rela6on to geographical issues that aﬀect them and those around them Examine geographical issues in the news Inves6gate issues of relevance to HK and globally using a range of skills, including ICT Make links between geography and other subjects, including ci6zenship and ICT, and areas of the curriculum including sustainability and global dimension.
History History ﬁres pupils' curiosity and imagina6on, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps pupils develop their own iden66es through an understanding of history at personal, local, na6onal and interna6onal levels. It helps them to ask and answer ques6ons of the present by engaging with the past. Pupils ﬁnd out about the history of their communi6es and the world. They develop a chronological overview that enables them to make connec6ons within and across diﬀerent periods and socie6es.
HumaniXes The curriculum provides opportuniXes for students to: • Explore the ways in which the past has helped shape iden66es, shared cultures, values and adtudes today • Inves6gate aspects of personal, family or local history and how they relate to a broader historical context • Appreciate and evaluate, through visits where possible, the role of museums, galleries, archives and historic sites in preserving, presen6ng and inﬂuencing people’s adtudes towards the past • Use ICT to research informa6on about the past, process historical data, and select, categorise, organise and present their ﬁndings • Make links between history and other subjects and areas of the curriculum, including ci6zenship.
Teacher Responsible: Mr MarXn Clarke
ICT & Media Studies ICT AND MEDIA STUDIES The increasing use of technology in all aspects of society makes conﬁdent, crea6ve, produc6ve and informed use of ICT an essen6al skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. This ICT capability is fundamental to par6cipa6on and engagement in modern society. ICT can be used to ﬁnd, develop, analyse and present informa6on, as well as to model situa6ons and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communi6es and cultures, and allows pupils to collaborate and exchange informa6on on a wide scale. ICT acts as a powerful force for change in society and ci6zens should have an understanding of the social, ethical, legal and economic implica6ons of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports ini6a6ve and independent learning, as pupils are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work. The curriculum should provide opportuniXes for pupils to: • Make choices about when and where it is appropriate to exploit technology to support them in their learning and everyday life • Work crea6vely and collabora6vely • Be independent, discrimina6ng and reﬂec6ve in choosing when to use technology • Apply ICT to real-‐world situa6ons when solving problems and carrying out a range of tasks and enquiries • Share their views and experiences of ICT, considering the range of its uses and its signiﬁcance to individuals, communi6es and society • Use ICT in other subjects and areas of learning with contexts that are relevant and interes6ng to them • Use their ICT skills to learn about, empathise with and help others who are less fortunate than themselves. Teacher Responsible: Mr Ross Parker
Physical EducaXon (PE) PHYSICAL EDUCATION (PE) PE develops pupils’ competence and conﬁdence to take part in a range of physical ac6vi6es that become a central part of their lives, both in and out of school. A high-‐quality PE curriculum enables all pupils to enjoy and succeed in many kinds of physical ac6vity. They develop a wide range of skills and the ability to use tac6cs, strategies and composi6onal ideas to perform successfully. When they are performing, they think about what they are doing, analyse the situa6on and make decisions. They also reﬂect on their own and others’ performances and ﬁnd ways to improve them. As a result, they develop the conﬁdence to take part in diﬀerent physical ac6vi6es and learn about the value of healthy, ac6ve lifestyles. Discovering what they like to do, what their ap6tudes are at school, and how and where to get involved in physical ac6vity helps them make informed choices about lifelong physical ac6vity. PE helps pupils develop personally and socially. They work as individuals, in groups and in teams, developing concepts of fairness and of personal and social responsibility. They take on diﬀerent roles and responsibili6es, including leadership, coaching and oﬃcia6ng. Through the range of experiences that PE oﬀers, they learn how to be eﬀec6ve in compe66ve, crea6ve and challenging situa6ons. The curriculum provides opportuniXes for pupils to: • Get involved in a broad range of diﬀerent ac6vi6es that, in combina6on, develop the whole body • Experience a range of roles within a physical ac6vity • specialise in speciﬁc ac6vi6es and roles • Follow pathways to other ac6vi6es in and beyond school • Perform as an individual, in a group or as part of a team in formal compe66ons or performances to audiences beyond the class • Use ICT as an aid to improving performance and tracking progress • Make links between PE and other subjects and areas of the curriculum. Teacher Responsible: Mr Raymond Chan
Extra Curricular AcXviXes EXTRA CURRICULAR ACTIVITIES Extra-‐curricular ac6vi6es are a cri6cal aspect of the social, emo6onal and physical development that students require to mature into successful and well-‐rounded young adults. Given our rural loca6on and spacious campus, many of our ac6vi6es focus on outdoor educa6on and apprecia6on of the environment. AcXvity Sessions: Ac6vity sessions take place twice a week (one compulsory, one op6onal) and range from spor6ng and physical to cultural and reﬂec6ve. Examples of ac6vi6es we oﬀer include:
School News Broadcas9ng
Model United Na9ons www.hkmunc.org.hk
We also oﬀer various ac6vi6es that run during school break Xmes. These may include Badminton, Table Tennis, Girls Football, and Cross Country.
Teachers Responsible: Mr Raymond Chan
Creativity, Action, Service + Environment CAS+E WEEK CreaHvity, AcHon, Service + Environment CAS+E allows students to: Develop as leaders and team members. Develop their knowledge of camping, hiking and orienteering. Demonstrate teamwork through physical ac6vi6es and challenges. Develop their understanding and apprecia6on for the Chinese Culture and Language • Develop independence and their organiza6on skills. • • • •
Once a year, all Year 7, 8 and 9 students take part in an oﬀ-‐site CAS+E Week. The focus for each year group is as follows:
Year 7 students (Camping/Team Building/Outdoor Ac6vi6es) In Year 7 the key focus is for the students to begin to develop an iden6ty as a form and with their tutor. This period of 6me is quite an important one for students to begin developing their house spirit and building the leadership capacity of our students. Teacher Responsible: Mr. Ben Blaine Year 8 students (Chinese Immersion Programme in Mainland China) Community service and outdoor ac6vi6es feature heavily within this CAS trip. The other main area of focus is language development with all students studying and developing their knowledge of Chinese language and culture (even if taking Spanish in school). Teacher Responsible: Ms Elaine Long Year 9 students (Outdoor Adventure Programme) The aim of this experience is for students to develop their knowledge of ﬁrst-‐aid and establish the skills they will need to begin working toward the Hong Kong Award for Young People (HKAYP). Teacher Responsible: Mr Andrew McLeod
Looking Ahead ... LOOKING AHEAD: GCSE & IGCSE EXAMINATIONS (YEAR 10/11) During Years 10 and 11, students work towards their GCSE and IGCSE examina6ons (Interna6onal General Cer6ﬁcate of Educa6on). Most examina6ons are taken at the end of Year 11. The grades available range from A* to G. Normally a grade C or above is recommended for a student to con6nue studying a par6cular subject in Year 12 (with a ‘B’ normally recommended for a Higher Level Subject).
LOOKING AHEAD: IB DIPLOMA PROGRAMME (IBDP) ICHK oﬀers the IB Diploma Programme. The IB Diploma Programme (IBDP) is a leading, interna6onally recognised pre-‐university qualiﬁca6on, and is a symbol of academic excellence worldwide. Students who undertake the IBDP demonstrate a strong commitment to learning, both in terms of the mastery of subject content and in the development of wide-‐ranging skills. The aims of the IB Diploma Programme are to: • Provide an interna6onally accepted qualiﬁca6on for entry into higher educa6on. • Promote interna6onal understanding. • Educate the whole person, emphasizing intellectual, personal, emo6onal and social growth. • Develop inquiry and thinking skills, and the capacity to reﬂect upon and to evaluate ac6ons cri6cally The IB Diploma Programme ensures a balanced curriculum through the hexagon. Students select one subject from each group (see diagram below). In addi6on, students must also study the compulsory core, made up of the Extended Essay, Theory of Knowledge (TOK) and a CAS programme.