2024 Foundation IGCSE (Grades 7&8) Curriculum Booklet

ST. JOSEPH’S INSTITUTION INTERNATIONAL

2024 FOUNDATION IGCSE (Grades 7&8) CURRICULUM BOOKLET

Contents

Page

Welcome

2

The Mission &Values of SJI International

3

The Foundation IGCSE Course

4

Teaching & Learning at SJI International

6

Mathematics

7

English

12

Languages

13

Science

17

Design & Technology

20

Geography

21

History

23

Art

25

Drama

27

Music

28

Wellbeing Education (WE)

31

Religious Education (RE)

33

Physical Education

35

1

Welcome Academic learning within SJI International is designed to be an active process focused on our mission statement to enabling students to ‘learn how to learn and learn how to live’. Students have responsibility for their own learning - they are able to exercise choice, develop goals, plan their approach and work independently supported by both the teacher and others in their peer group.

Learning develops in the form of interaction, collaboration and teacher intervention.

We strive to create a learning environment, where students feel able to make mistakes and are comfortable to learn from them, and where individuals are encouraged to be reflective and are capable of monitoring and reviewing their own learning. We believe that students are more likely to achieve their full potential when they are captivated and enthused by what they are learning.

Our teachers facilitate opportunities for students to enjoy learning within the academic framework.

Our academic curriculum, drawn from the best international curricular models, is designed to provide the necessary background for academic progression throughout the High School whilst challenging and engaging our students at every opportunity. At Foundation IGCSE (Grades 7 and 8), all students follow a broad range of subjects taught by specialist teachers. Being exposed to a range of subjects enables students to make an informed choice about their option choices at IGCSE and ultimately for the IB Diploma Programme.

Each student will also engage in our extensive enrichment programme. Our enrichment programme is devised to recognise outstanding effort and achievement in the 4 Pillars of Learning: academic; co-curricular; outdoor education; and service. Participation in this programme encourages the holistic development of each student, and is an opportunity to enrich learning with excitement and fun.

We hope you find the following information valuable in understanding the content of the Foundation IGCSE curriculum.

Ms Winson Coe

Head of Grade 7

Mr Goldbert Dy Head of Grade 8

Mr Oliver Brown Learning Coordinator of Grades 7 & 8

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The Mission & Values of SJI International Established in 2007, St. Joseph’s Institution International (SJI International) is a Catholic school in the Lasallian tradition offering education from Preparatory 1 to Grade 12. It is a privately funded school under the auspices of St. Joseph’s Institution, a Catholic secondary school in the Lasallian tradition founded in Singapore by the De La Salle Christian Brothers in 1852.

Although relatively young, we have drawn on the best practices from leading international schools around the world. We also tap freely on the experience of the original St. Joseph’s Institution, with its 160 years of tradition in the field of education in Singapore and its distinguished and thriving alumni. Underpinning everything that we do is the ethos of the 330-year Catholic educational tradition of the De La Salle Brothers – named after St. John Baptist de La Salle, the Patron Saint of Teachers – with its network of over 900 Lasallian educational institutions in more than 80 countries, including almost 70 universities.

Mission & Values of SJI International Our Vision To Learn, Inspire and Serve Our School Mission Enabling students to learn how to learn and learn how to live as Lasallian people for others

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The Foundation IGCSE Programme The Foundation IGCSE Programme is a two year course which covers Grades 7 and 8. It is designed to provide a transition from primary education and build a foundation for the IGCSE course followed in Grades 9 and 10.

In order for them to start to specialise in their IGCSEs and then yet further in the IB Diploma Programme, the students experience a broad curriculum in the following subjects: English Mathematics Science Asian or European Modern Language - Chinese, Spanish, Indonesian/Malay, Tamil, Hindi, Home Languages* Geography, History Art, Drama, Music, Design & Technology Physical Education Religious Education Wellbeing Education SJI International adheres to the principle of continuous formative assessment. Homework is set and marked on a regular basis. We also hold a parents’ conference at the school. There are no formal or full end of year examinations for Grades 7 and 8 with individual subjects adopting a comprehensive system of assessment throughout the year, which may include a “big test” towards the end of the respective grade. Regularly throughout the year parents receive Assessment Snapshots which indicate a student’s progress against standards for each subject. These culminate in a summative report at the end of the year. The snapshots are complemented by regular Parent Students Teacher conferences throughout the year.

*(additional fees apply)

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FOUNDATION IGCSE

INTERNATIONAL GENERAL CERTIFICATE OF SECONDARY EDUCATION Grades 7 and 8 All students follow a broad range of subjects taught by specialist teachers. Being exposed to a range of subjects enables students to make informed choices about their IGCSE options and ultimately the International Baccalaureate (IB) Diploma Programme.

2024 HIGH SCHOOL CURRICULUM Subject

Lessons over 2-week timetable

English

7

Mathematics

8

Science

7

Chinese, Malay, Tamil, Hindi, Indonesian, Spanish, Home Languages*

7

Art

2

Drama

2

Geography

3

History

3

Music

2

Physical Education

4

Religious Education

2

Design & Technology

2

Wellbeing Education

1

Students are also required to participate in: • • •

The Service Programme The Activity and Sports Programme (over 100 options available each week) A compulsory one-week NYAA Expedition in Grade 9 (voluntary in Grade 10)

*For those with a MOE-approved Mother Tongue Language-in-lieu OR a home language not listed above, our Home Languages Programme allows students to build the learning of that language into their schedule. More details are available on request. Additional fees apply.

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Teaching and Learning at SJI International The teaching and learning at SJII is aimed at producing curious, independent and confident learners from Grades 7 right through to Grade 12; principles that underpin the IB learner profile.

The most important principle within the school’s educational philosophy is that of active learning. This is based upon the fact the students learn and, above all, understand best when information and concepts are processed. This processing takes place through some sort of activity. It is even more powerful when students first discover for themselves the information or concept and then process it.

Crucially active learning is about students doing. This involves a wide range of activities, which will vary according to the subject: research, role plays, simulations, thinking exercises, decision making exercises, debates, presentations and so on. This provides a very stimulating educational environment and one which is intellectually more challenging for the students.

With a greater emphasis on the students’ learning there also comes greater demand for participation from the students. It is not a matter of putting questions to the teacher, but of the students expressing their own opinions; being able to debate, defend, challenge, deduce, analyse and synthesise.

This type of learning is facilitated by smaller, more interactive classes which rely on a blend of teacher led activities, group work and class activities which may well be led by students. This means that lecture or lecture-style lessons are an extremely rare method of delivery at SJII.

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Mathematics

What is the nature of Mathematics in Grades 7 & 8?

We are preparing our students in Grades 7 to 10 for the International IGCSE Mathematics course with the intention that our students complete the Extended curriculum. Some will also take Additional Mathematics in future years. Grade 7 Mathematics at SJII challenges students of all abilities. The emphasis is on building skills in mathematics in preparation for the IGCSE. From the start of Grade 8 students are formally introduced to the IGCSE course which they will complete at the end of Grade 10.

What is the approach to teaching and learning?

Learning is student-centred as well as inquiry based. Students will learn through different teaching methods, approaches and styles, including pair and group work, activities which promote thinking skills and creativity and IT-based lessons.

Students will be encouraged to undertake their own mathematical investigations under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above.

In this way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle for promoting mathematical thinking rather than being labored over for their own sake.

Topics

Grade 7

Grade 8

Number Factors and Multiples; Integers and Arithmetic Problems and Standard Form; Directed Numbers; Rational Numbers; Irrational Numbers; Laws of Indices, Percentages Estimation and Approximation; and Interest Percentages; Ratio, Rates and Speed; Laws of Indices; Number Sequences Shape

Perimeter and Area of Simple Geometrical Figures; Basic Geometrical Concepts and Properties; Angle Properties of Polygons; Geometrical Constructions; Volume and Surface Area; Transformations and Symmetry; Scales and Maps

Scales and Maps; Symmetry and Angle Properties of Polygons; Mensuration; Arc Length & Sector Area; Pythagoras’ Theorem; Volume and Surface Area; Circle Theorems

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Algebra

Fundamental Algebra; Algebraic Equations and Simple Inequalities; Linear Sequences; Linear Graphs

Expansion and Factorisation of Algebraic Expressions; Solving Quadratic Equations by Factorisation; Algebraic Manipulation and Formulae; Simultaneous Linear Equations; Algebraic Fractions

Statistics

Mean, Median and Mode; Displaying and Reading Statistical Information; Basic Probability

Mean, Median and Mode, and comparisons between them; Reading and Displaying Statistical Information – Grouped Data and Cumulative Frequency Curves; Use of Graphical Display Calculators; Basic Probability and Combined Events;

What is the nature of the assessment?

We assess in Grade 7 and Grade 8 with a lens on the students’ next stage of articulation in IGCSE and IB. In IGCSE all students will do Extended Mathematics and the students demonstrating a higher level of achievement at that time will also take Additional Mathematics. Students wishing to do Higher Level Mathematics in IB may need to have taken Additional Mathematics at IGCSE level.

It is therefore imperative that all assessment is well calibrated to ensure that students are placed in the appropriate courses for IGCSE level and beyond. All classes prepare the students appropriately for all assessment pieces and there is no quota on the number who can take a particular course at IGCSE and IB. Assessment’s primary purpose is to generate learning and it can take various forms. Most assessment is not graded and is used purely to give formative feedback to create learning. Only assessment which is wholly reliable (taken under exam conditions) is used to inform streaming decisions. Typically, throughout Grade 7 and Grade 8, students will sit for Common Assessment Tasks (CAT) and an End-of-Year consolidation test.

Common Assessment Tasks: Tasks (exam format) based on a number of topics that are done under exam conditions. Students are not allowed to consult their books.

Consolidation test: An exam that covers all topics for the year. This is under exam conditions and students are not allowed to refer to their books.

They will also complete formative tasks for homework, as well as a number of mathematical investigations and modelling projects to develop their mathematical understanding as well as their mathematical initiative and problem-solving skills. Students may also be required to make short oral presentations. The assessment data provides us with the evidence needed for us to be able to better personalise the learning. For this reason, it is very important that students complete this work independently, allowing the teacher to see and respond to their achievement and provide feedback to move the learning forward.

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Grade 7 students may or may not be streamed and this depends on the cohort; if streaming occurs, it will be once in April/May and once before they move on to Grade 8 according to the chart below: Assessment Weightage Breakdown: Grade 7 May Streaming [Grade 7 ONLY]

100% - Common Assessment Tasks and Streaming Test

Streaming Criteria

30% - Common Assessment Tasks 70% - End-of-Year Test

Grade 8

30% - Common Assessment Tasks 70% - End-of-Year Test

Students also have the opportunity to move between streams at other times if they have been placed in the wrong stream. Such cases are dealt with on a case by case basis based on the evidence that is available at the time. Such cases are uncommon and only happen when students have been placed in a stream that is not in line with their current achievement level. In such cases we endeavour, based on the evidence, to place the student in a more appropriate class.

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English What is the nature of English at Grades 7 and 8?

At Grades 7 and 8, the aim is to establish a love of Literature and a keen interest in language - and how it works. We emphasise skills-building through a curriculum which enables students to progress to the standard required to begin the study of the IGCSE. Students are exposed to a variety of texts from all genres - Prose, Poetry, Drama and Non-Fiction. They also explore multimodal texts such as graphic novels, film and the Media - how these texts work to convey ideas to their intended audiences. We intend to give our students broad based learning opportunities and a chance for agency and mastery of skills at a pre-IGCSE level, so as to engage their full participation.

What is the approach to teaching and learning?

We adopt a student-centred approach that encourages curiosity, exploration and experimentation, as well as considers different viewpoints and perceptions. A variety of teaching methods are adopted, such as: ● group and pair activities ● opportunities for individual reflection ● chances to present ideas on a range of topics formally in front of an audience ● research-based activities ● study skills – learning how to learn (approaches to learning; metacognition) Students learn: ● the skills of close reading and analysis ● to develop their speaking and listening skills ● how language is used in a variety of contexts and for what purposes ● the elements of textual analysis ● to apply these elements to the texts they study

What is the subject content?

Poetry Students study between 6 - 8 poems as part of this unit, in both Grades 7 and 8. As part of this study, students are introduced to poetry from different cultures and about different situations, exploring different attitudes and perspectives, thereby developing cultural and social sensitivity.

Teachers use core anthologies of poetry which include: ● Poetry from different times ● Poetry from different cultures and traditions ● A balanced weighting of male/female writers ● Different poetic forms and styles (to ensure that in grade 9 our students are fully prepared for the poetry presented to them for study at IGCSE) As well as analysis of poetry, students are actively encouraged to pursue creative responses to the poems.

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The Novel In accordance with SJII’s emphasis on interactive pedagogy, students study a novel in both Grade 7 and 8 through a range of teaching and learning approaches.

Study of the novel leads to the production of detailed essay responses that will prepare students for the IGCSE course. In addition, at Grade 7, students will also study a small range of texts related to the genre of their novel (currently The Giver) e.g dystopian articles, short stories, poems. At Grade 8 level a greater understanding of how social context affects both the production and reception of a text (currently, Maus) is required.

Language and Mass Communication: Students look at a range of multimodal texts during this unit in Grades 7 and 8. The focus is consistently on how language works for audience and purpose. In both years, students are encouraged to develop skills of textual analysis in order to understand in detail how texts work. Also, within this unit students are assessed on their ability to create a specific media text, which works effectively for audience and purpose.

Types of media studied across Grades 7 and 8: Multimodal texts: Infographics, Public Service Announcements, Leaflets Journalism: Newspapers/magazines/television/radio/internet/advertisements Drama: In Grade 7 teachers introduce students to a small range of play-texts to learn the elements of dramatic texts. In Grade 8, students’ study one whole play by William Shakespeare – currently this is ‘Romeo and Juliet’.

This is to allow students to: • Experience a range of genres • Study style and use of language in detail • Gain an understanding of the social/historical context of plays • Gain an appreciation of the nature of theatrical text.

Writers’ Workshop: The English Department also includes a Writers’ Workshop program in both Grades 7 and 8, to learn how to write creatively and intentionally. In Grade 7, students focus on writing realistic fiction whereas in Grade 8, students learn to write like investigative journalists.

What is the nature of assessment? ● Reading, writing and speaking and listening skills are assessed and pre-IGCSE mark schemes are used with the students for each of these areas to ensure that focused progression can be achieved. ● Teachers constantly offer opportunities for students to work on their close reading and analytical writing skills. Students will undertake a number of tasks throughout the year that allow them to practise writing to argue, persuade, narrate and describe in preparation for the IGCSE composition tasks that they will face in Grades 9 and 10. ● Teachers will go through specific mark schemes with the students before undertaking any assessment task. Then, on completion of assessed tasks, students undertake a process of selfevaluation/ reflection before having their marked work returned to them by the teacher. This 11

is to encourage students to work towards becoming independent learners who are increasingly responsible for their own learning path.

There is no end of year examination; the emphasis is on continuous formative assessment throughout the year. The assessed unit tasks provide multiple opportunities for a range of skills to be practised and consolidated.

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Languages Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment.

For our Singaporean Citizens and Permanent Residents, we comply with the Singapore Ministry of Education’s Mother Tongue Language (MTL) Requirements. Please click here to access the school policy on MTL Requirements.

What is the nature of Languages in Grades 7 & 8?

Students will develop the ability to communicate effectively with the use of the language in listening, speaking, reading and writing. They will use the language whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so that they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will develop critical thinking around culture and intercultural connections.

What is the approach to learning?

In Languages, students will improve their listening, speaking, reading and writing skills using a learner-centered approach that is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-plays, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.

As Foundation IGCSE language teachers, we encourage students to develop lifelong skills: ● to appreciate the richness and diversity of other countries, cultures, communities and people; ● to communicate effectively in the target language; ● to apply linguistic knowledge and skills to understand and communicate effectively; ● to understand how language works and how to manipulate it; ● to use familiar languages for new purposes and in new contexts; ● to use their imagination to express thoughts, ideas, experiences and feelings; ● to work independently as well as in pairs and groups; ● to actively participate in the classroom and beyond; and ● to take advantage of learning technologies in lessons and at home.

Home Language Programme The Home Language Programme is designed for students who have a linguistic or cultural connection to a language other than English that is not currently taught in school as part of the mainstream curriculum. Students can study their Home Language at either a first or foreign language level.

Students will be given an appropriate benchmark assessment at the end of Grade 8. This course is very flexible and is tailored towards individual students. Currently we offer French, German, Japanese, Korean and Vietnamese under this programme; however, we are open to offering more options. Additional fees are payable for this programme.

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Further details: 1.

2.

Because of the small class sizes, Indonesian, Malay and Tamil will be taught for two periods per week instead of three. For the remaining one period, students will report to the school library to do self-study. Subject teachers will set meaningful work for the students.

For a more detailed explanation on the various Chinese examinations, as well as the level descriptors for the Chinese ILR scale referenced in the diagram, please click here.

Language pathways: Chinese

English Acquisition

Grades 7 to 8

IGCSE

IB Diploma (Grades 11 and 12)

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English Language Acquisition (ELA) programme In-class support for selected lessons only

English Language Acquisition

English as an Additional Language

English as an Additional Language

English as an Additional Language (EAL) programme, withdrawal from English and History lessons and in-class support for selected lessons

IGCSE English - First Language

English A: Literature SL/HL or English A: language and literature SL/HL and, if required, IB study support tutorials English B HL And IB study support tutorials

Grades 7 to 10

G10 examination

IB Diploma (Grades 11 and 12)

Hindi

IGCSE Hindi as a Second Language

learned the language for some years and have attained a satisfactory level of competency)

Second Language

English A: Literature SL/HL or English A: language and literature SL/HL

IGCSE English as a Second Language and in-class support for selected lessons

English as an Additional Language (EAL) programme, withdrawal from English and History lessons and in-class support for selected lessons

Hindi (students who have

IGCSE English - First Language

Hindi B SL / HL (exam in May in G12)

Indonesian

Grades 7 to 10

G10 examination

IB Diploma (Grades 11 and 12)

First Language

Indonesian

IGCSE Bahasa Indonesia

Indonesian A: language and Literature SL/HL (May exam) Indonesian A: literature SL/HL

Indonesian

Foreign Language

(There is no IGCSE Indonesian exam)

Indonesian B SL/HL

(Little or no exposure to Indonesian.)

Indonesian ab initio

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Malay

Grades 7 to 10

G10 examination

IB Diploma (Grades 11 and 12)

First Language

Malay

IGCSE Malay - First Language (exam in

Malay A: Literature SL/HL

May in Grade 10)

(exam in May in G12)

Second Language

Malay - Express Syllabus

GCE O Level Express Malay (exam in

Malay B SL

Foreign Language

Malay

IGCSE Malay - Foreign Language (exam

Spanish

Foreign Language

May in Grade 10)

Malay B SL

in May in Grade 10)

Grades 7 to 10

G10 examination

IB Diploma (Grades 11 and 12)

Spanish (for beginners as well as non-beginners)

IGCSE Spanish - Foreign Language

Spanish B SL / HL

(Little or no exposure to Spanish)

Spanish ab initio

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Science What is the nature of Science in Grades 7 & 8?

The aims of the SJII Grades 7 & 8 Science curriculum deliberately encompass a broad educational framework incorporating SJII’s approach to learning and school philosophies. We have incorporated best practice principles by consulting a number of world leading curricula, including of course those of Singapore MOE education program and the International Primary Curriculum (IPC).

We believe “The goal of Science education is not knowledge of a body of facts and theories, but a progression towards key ideas which enable understanding of events and phenomena of relevance to students’ lives.” (The Association for Science Education, 2010) When students are engaged and excited by their learning, they are eager to pursue and explore their learning further. Through provision of such a curriculum a natural progression of the knowledge and content delivery occurs in a seamless, embedded manner.

The following is a list of some of the sources drawn upon in the curriculum’s development; • Middle Years Program • Australian Curriculum • International Baccalaureate • The Singapore Curriculum for Science • The SJI International Approach to Teaching and Learning The key aims are to nurture students’ learning and development of • Scientific Literacy • Inquiry Skills • Internationalism • Environmental awareness, and be able to clearly see the • Relevance of Science to humanity

What is our approach to learning?

We recognize that “Young people will need a wide and adaptive set of knowledge, understanding and skills to meet the changing expectations of society and contribute to the creation of a more productive, sustainable and just society” (Australian Curriculum and Reporting Authority, 2016). We aim to harness the innate curiosity of students and their desire to explore the world around them, and create a natural progression from this point into their learning in Science in Grade 7 & 8.

The curriculum encompasses the broad subject areas of Chemistry, Physics, Biology, Earth and Space, and Scientific Inquiry; which is embedded in all teaching practice, as well as being explicitly taught in the Investigation Unit. These learning areas will be introduced through ‘Big Ideas’ that usually pose a question for the student to explore, enabling instant connections to a real world contexts to be made.

Grade 7 & 8 Science embraces the beneficial place information technology has in education.

Utilization of the Teamie platform enables an extension of teaching and learning, and another means of differentiating the curriculum to meet the needs of each student as an individual. Coupled with the move to one to one computers, online learning tools and approaches such as flipped

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classrooms are being introduced into the pedagogical process ensuring an interactive and dynamic lesson that encourages best practice learning to occur.

What is the nature of assessment?

Assessment is designed to enable the recognition of all aspects of a student growth and learning in Science. This assessment builds the students’ capacity to apply the concepts, reasoning, understanding and attitudes that contribute to a rich and purposeful education. We believe formative assessment to be a very important element of students learning.

Our pedagogical practice prioritizes the need for formative, whilst still including necessary summative assessment techniques. It incorporates a reflective element that enables the learner to take ownership, and be engaged, in their learning. Relevant and stimulating practical experiments provide further depth of understanding and learning opportunities.

Formally assessed tasks can include written end of unit tests (EOUT), practical laboratory experiments, investigations, projects, research tasks and digitally based class presentations.

Routinely, students in Grades 7 and 8 will sit for an EOUT at the end of one to two units. Towards the end of two years in Grade 8, there will also be one end-of-year review assessment after the October break. As students learn many topics in 3 different disciplines of Sciences, this review assessment serves to give opportunity for students to consolidate their learning and develop a foundation in preparation for their future iGCSE course in Grade 9. This end-of-year assessment does not have any impact on their progression onto Grade 9 or iGCSE subject options. Students who join us in Term 2 are not required to partake questions related to units taught in Term 1 should they decide not to do so. In order to support their learning, their science teachers will provide them with resources from earlier units missed, which students can review on their own and seek help from their science teachers if necessary.

In Grade 7, students will learn the following units in this order: (*sequence and timeline subjected to changes) 1. Introduction to Science EOUT (Week 29 Jan)* 2. Cells 3. States of Matter EOUT (Week 8 Apr)* 4. Energy 5. Separating Mixtures EOUT (Week 3 Jun)* 6. Body Systems EOUT (Week 19 Aug)* 7. Forces in Action 8. Structure & Properties of Matter EOUT (Week 30 Sep)* 9. Student Investigation Project 10. Classification In Grade 8, students will learn the following units in this order: (*sequence and timeline subjected to changes) 1. Periodic Table & Bonding EOUT (Week 5 Feb)* 2. Forces in Balance 3. Immunity & Health EOUT (Week 22 Apr)* 4. Electricity at Work 5. Reproduction EOUT (Week 22 July)* 6. Chemical Reactions 18

7. Student Investigation Project SPI Project (Week 16 Sep)* 8. Invisible Waves (Light & Sound) End-of-year Review (Week 21 Oct)* 9. The Solar System 10. Ecology & Impact of Humans on the Environment

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Design & Technology What is the nature of Design & Technology in Grades 7 & 8?

In Design & Technology students will be introduced to the key elements of Design & Technology.

Students will undertake research, and gain subject specific knowledge and make cross curricular links to subjects including art, mathematics and science. They will use creativity and imagination to design and make products to solve problems. Students will learn how to take risks, exhibiting resourcefulness and innovative thinking. Students will demonstrate critical thinking when evaluating their processes utilised and the products created.

What is the approach to learning?

Design & Technology is a subject where students are challenged to apply theoretical knowledge to the production of a physical product. As such it has practical elements as part of its nature. Units of work usually begin with students exploring why the design is needed and responding to this in a brief. They will gather research through analysis of existing products, and exploration of material properties to create product requirements in the design specification. Students then express creativity through design ideas. Planning for manufacture and the creation of solutions is followed by testing and evaluation.

What is the nature of assessment?

Students are assessed continually as they progress through each stage of the design process.

Assessment comes in various formats including peer, formative and summative reviews.

Students will be assessed on a combination of the following: -

Research Skills and Application of knowledge - Students can gather appropriate research on materials, manufacturing processes and design inspirations.

- Students can create appropriate product requirements

-

Designing - Students can express creative thinking by generating, modelling and communicating ideas.

-

Making and Technical Knowledge - Students can apply knowledge to plan for the creation of their product - Students can apply practical skills and techniques to manufacture products

-

Evaluating - Students can test and evaluate their product - Students can identify ways to improve their products.

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Geography What is the nature of Geography in Grades 7 & 8?

Geography is a diverse discipline which bridges the arts, social and natural sciences. It is concerned with developing a better understanding of the world we live in. It is distinctive in its spatial dimension, and it takes advantage of its position to draw on a wide range of disciplines to examine a variety of issues and concepts.

The Grade 7 and 8 Geography curriculum introduces students to a broad range of contemporary issues – such as climate change, water security or inequality – and encourages students to be curious and fascinated about the world and the people within. Students are also systematically introduced to a range of transferrable skills which are strengthened through the two years.

The Geography curriculum content also provides essential context for the service learning and outdoor education programmes at SJII, thus enabling students to enrich their learning experiences, improve their understanding, make critically and thoughtfully informed choices and come up with sustainable responses to real-world problems.

What is the approach to learning in Geography?

Lessons are planned to engage students and enable them to see the value of understanding places and issues at a variety of scales - from our SJII campus, Singapore, the broader region and other parts of the world. Students are explicitly taught to explain human and physical geographical processes and the interactions between them.

The processes of enquiry and interaction with places is fundamental in geographical learning, so each year, students have the opportunity to engage in fieldwork, where they plan an enquiry within a topic, then collect, present and interpret data.

Through each unit, students develop and strengthen approaches to learning (AtL) skills related to for example research, collaboration, effective communication and self-management. Students also progressively develop their information and literacy skills as well as media literacy skills.

What is the subject content?

The Geography curriculum at SJII is developed by the department and draws on a range of sources including the International Baccalaureate. Units of study in Grades 7 and 8 provide students with knowledge and understanding of a selection of contemporary issues and help them develop key skills which are required for IGCSE and IB Geography. In each grade, Geography works in close collaboration with Service Learning and Outdoor Education to provide invaluable context for student initiatives.

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Grade 7 – Units Development Students are introduced to the concept of development, how it can be measured and investigate why different places have different levels of development and what this means for the people living there. This unit helps provide context for Grade 7’s service learning programme with communities in Cambodia investigating how we can be good community partners

Grade 8 - Units Energy and Climate Change Students are introduced to the greenhouse effect, and examine natural and anthropogenic activities which can affect this and lead to changes to climate. Energy sources and related emissions are investigated to better understand possible responses.

Plate Tectonics and Hazards Students are introduced to the theory of plate tectonics, the hazards associated with tectonic activity, and how different places are affected, plan for and respond to hazards such as earthquakes and volcanoes.

Oceans and Coasts Students are introduced to the value of the ocean and its natural beauty and learn about threats posed by human activities. Students share their learning through an exhibition and presentation to Elementary School students on World Ocean’s Day. The unit supports outdoor education expeditions.

Freshwater Students are introduced to the water cycle and river processes, and the significance of freshwater security for communities including places such as Singapore

Globalisation Students are introduced to globalisation and investigate what it means, and its importance to the interconnections between people and places.

Weather and Geographical Skills Through Grade 7, students are introduced to weather and its various components. Through a fieldwork investigation on microclimates in school, students learn a range of geographical skills, such as collecting data, map reading and using maps to locate places or represent information

Urban Environments Students learn how urban areas are increasing across the world, the pressures and opportunities these present to places at different levels of development and consider possible solutions to urban problems

What is the nature of assessment?

Students are assessed formatively and summatively through mid or end of unit tests and a variety of individual and group projects and/or presentations with assessment focusing on: • knowledge and understanding of geographical concepts; • the ability to design enquiries, research, collect and record data, present and interpret data and evaluate methods and sources of information; • the ability to community effectively; • map skills Examples of assessments include reports, blog entries, websites, infographics, poems and videos.

Feedback is a key component of all assessments, with students encouraged to reflect and identify areas for improvement, thus providing them with skills needed as the progress through school.

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History What is the nature of History in Grades 7 and 8?

History at SJI International aims to develop a passion for the subject through a wide range of activities. Through these student’s experience, understand and analyse the events they are studying. Above all, it is process of thinking and developing a range of skills. In the case of Grades 7 and 8 it is the foundation of their historical skills, their understanding of the world around them, through the critical and analytical eyes of a historian.

What is the approach to learning?

The students’ experience of History at SJII will be active, diverse and engaging. It will challenge their skills of judgement, evaluation and reasoning, and it will strengthen their values as they study real world dilemmas. They will be given opportunities to be original and creative, to communicate to small and larger audiences, to be persuasive, to lead and to follow. Through activities and means of engaging with the material, the students’ historical skills will develop in an enjoyable academic environment.

What is the subject content?

The topics of study in Grades 7 and 8 aim to provide a broad subject knowledge of events and themes from around the world which are significant enough to stand on their own but which also build a background for the study of History IGCSE. In Grade 7 we study the following: A.

Early and Early-Modern Singapore to 1900 The students start their history development with a familiar topic that introduces them to the necessary historical skills which they will build throughout the two years.

B.

East Asia meet the West Students study imperialism in the form of British expansion into China and the opening of Japan while also examining the modernisation that follows for both countries.

C.

The French Revolution Students get to examine the original revolution for liberty, to understand its ideas, its causes and its importance to history and the world today.

D.

Slavery and Civil Rights Students examine the impact of the French Revolution in their study of slavery and the civil rights movement in the USA.

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In Grade 8 we study the following: A.

20th Century Concepts Students examine three –isms – Militarism, Imperialism and Communism in the context of the early 20 th Century to allow them to access some key facets that set the century into motion.

B.

The Russian Revolution Students are introduced to an alternative revolution to that of the French Revolution in the form of the Communist revolution and its political and social structures.

C.

World War Two (WWII) and WWII in Singapore Students examine the causes, course and consequences of war in Asia through a selection of significant aspects that examine political and social history, including a selection through the eyes of Singapore.

D.

The Jewish Holocaust and 20th Century Blog Project The students examine the brutality of the Jewish Holocaust to raise their empathy and reflect on the lessons learnt. This is followed by a pair work blog creation of a theme of the 20th Century. This will require them to investigate and explore a selfdirected study, to expose their understanding of the concepts of ‘change and continuity’.

What is the nature of assessment?

The assessments cover the broad areas required within the subject of History; knowledge, application of knowledge, understanding, communication, and the more subject specific skills of evaluation and using evidence. All the skills and assessments lead up to the IGCSE style examinations but there are a variety of assessment methods employed to take account of the variety of competencies and topics studied in History. Some of the assessments will be creative and some will be more formal.

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Art What is the nature of Art in Grades 7 & 8?

The art course studied by Grade 7 and 8 students is designed to ignite the student’s love and passion for art, whilst teaching them valuable skills, which will be built upon from Grade 7 to Grade 8. Students will experience a wide range of artistic approaches and techniques, and develop an understanding of the formal elements of art and design. The course is designed to encourage students to become independent learners, and inquisitive artists with unique ideas and creative solutions. Students will look at art from a range of different artists, times and places, and will apply some of these techniques and styles to their own work.

What is the approach to learning?

During Grade 7 and Grade 8, students will be faced with a series of challenges, giving them the opportunity to work in and learn skills in 2D and 3D techniques, and to work individually and in groups. They will learn observational drawing techniques, learn to work in pencil, paint, oil pastel, chalks, collage, and learn to work in 3D with card, wire, paper-mache and other model making materials.

Students will sometimes work in sketchbooks, and sometimes on large pieces out of the books.

There will be an emphasis in each project on observational drawing, experimentation, development of ideas, and creating personal and imaginative conclusions.

What is the subject content?

Projects may vary from year to year but a typical year will include a drawing and observation project, a 3D design and making project, and a textiles based project. For example, a Grade 7 year might include a project on Drawing and formal qualities of art, looking at Cubism and still life, where students are encouraged to make work which expresses something about themselves. They will develop observational drawing and painting skills, and will learn to develop an idea from conception to conclusion. They may then study the architecture of Gaudi and Hundertwasser, and design and then make a 3D city as a large group project using various construction techniques, which they will learn.

Lastly, they might look at patterns found in textiles from different countries in South East Asia and other parts of the world, and learn a range of collage, batik and printing techniques. Grade 8 students will have the year broken down into three projects covering the same skills, but at a more advanced level and with different content in the focus of the projects.

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What is the nature of assessment?

Students will be self and peer assessed during all projects, with formative and summative assessment taking place by the teacher. They will be assessed against common standards, and learn how to move up to the next level. Homework will be assessed in a variety of ways – sometimes with comments on how to improve and what has been successful, sometimes a grade, again supported by comments. Also throughout the year, in line with assessments from all subjects, parents will receive regular assessment grades on Teamie showing students attainment and progress throughout the year.

Students in art will be assessed on 4 criteria within their work: -Knowledge and Understanding KU1 – Knowledge KU2 – Application of knowledge -Developing Skills DS1 – Art making skills DS2 – Research skills DS3 – Presentation skills

Within each criteria there are different standards, so students will receive feedback on each individual standard so they know how to make progress in future projects.

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Drama

What is the nature of Drama in Grades 7 & 8?

In Grade 7 students are introduced to drama, exploring how to use their voice and body effectively in performance.

In Grade 8 students develop and extend the core skills and understandings introduced in Grade 7.

Greater emphasis is placed on the messages and meaning that can be shared through performances with emphasis on communication skills and developing their creative approach to performance tasks.

What is the approach to learning?

Drama is a practical subject that is free from the conventional classroom set-up. This allows students to physically build their vocal and body-movement skills. Units of work usually begin with explorative workshops that introduce specific dramatic concepts and skills, often linked to various styles and traditions of drama and theatre. Having explored and developed these skills, students then apply them to creative performance tasks, often working collaboratively, aiming to convey an intended ‘message’ or impact in mind. Performances are presented to the class and appropriate feedback is facilitated.

What is the nature of assessment?

Grade 7 and 8 students are assessed continuously as they work with their peers as well as through various assignments and performance tasks. There will be self, peer and teacher-led assessment.

Students in Drama will be assessed on using the three criteria below: -

Knowledge and Understanding Display knowledge and understanding of theatrical styles, theories and/or terminology.

-

Thinking Creatively Engage in a process of creative exploration and (self-) discovery.

-

Applying Skills Apply practical skills for rehearsal and/or performance and communicate intention, feelings, themes and/or ideas.

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Music What is the nature of Music in Grades 7 and 8 Music?

A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar musical worlds. Through learning and participating in the study of music we are able to explore the similarities, differences and links in music from within our own culture and that of others across time. At SJI International students’ learning and active musical engagement allows them to become informed, reflective and critical practitioners in music, to explore and value the diversity of the music across time, place and cultures and develop confidence and experience as a performer.

What is the approach to learning?

Students are required to develop musical skills and awareness through an integrated programme of listening, performing, appraising and composing. These practical activities aim to: • Help students to recognize and understand the music of various cultures and traditions and

form an appreciation of cultural similarities and differences.

• Help students interpret music for independent practice, performances and composition.

• Introduce students to a variety of music related technology and technical proficiencies.

• Provide a foundation for further study in music at IGCSE and IB levels.

• Have fun and develop a lifelong love for Music.

During the performance and composition components in the course, students will have opportunities to learn basic skills on keyboards, guitar, ukulele and various drumming and percussion instruments (including an ensemble performance unit on Indonesian Gamelan) as well as singing. In grade 7, each student is loaned a Ukulele for the year and every unit involves an element of playing ukulele to help improve them on this specific instrument. In grade 7 & 8, students will explore Music Technology with access to comprehensive resources and facilities, using programs such as Soundtrap, Flat.io, Sibelius and Logic Pro What is the Subject Content?

Students will follow a curriculum which teaches different units through the elements of music; dynamics, rhythm, context, structure, melody, instrumentation, harmony and texture. These units extend from skills learnt in Grade 6 and help develop skills and knowledge required for IGCSE Music. Through the exploration of different musical elements, G7 and 8 Music is divided into the following three basic components: • Performing • Composing • Knowledge & Understanding 28

Learning Activities include: ● Performing on a range of instruments, including singing and other vocal expressions, individually, in small and large groups, in unison and in parts, to demonstrate control of technique through articulation, phrasing and dynamics. ● Composing from a range of stimuli, using a range of resources including Music Technology, developing ideas with improvisation and experimentation including electronic sound. ● Appraising recordings and performances using musical language to demonstrate listening skills and understanding of music conventions and processes.

Grade 7 Music Units

Grade 8 Music Units

African Ensembles – Djembe, marimba and ukulele ensemble performance, composition and focused listening

Samba Drumming – Samba Drumming class and small group performance, focused listening, rhythmic improvisation

Ukulele skills – Ukulele solo performances, scales and notation, focused listening,

Gamelan – Gamelan percussion workshops and performances & focused listening

Film Score Melodies – Composing, using Flat.io, focussed listening Beginner Bands – Group performance (band instruments), Improvisation and focused listening

Pop Song Arranging - Ensemble performances of pop songs and focused listening Music Production – Music technology composition, writing melodies and accompaniments, focused listening Composition - Traditional western music compositions using notation software

What is the nature of assessment?

Students will be self and peer assessed during all projects, with formative and summative assessment taking place by the teacher. They are assessed against common standards, and learn how to move towards mastering that standard. Homework is assessed in a variety of ways – sometimes with comments on how to improve and what has been successful, sometimes a grade, again supported by comments. Homework will often be to practice or rehearse for performance assessments.

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Students in music are assessed against 8 standards throughout the year, that feed into the 2 overall school categories of Developing Skills and Knowledge and Understanding:

Demonstrating Skills

Knowledge and Understanding

Presentation & Commitment

Final work shows commitment, is presented professionally and appropriate to the setting

Accuracy

Plays the intended notes with no mistakes and in time with a steady pulse

Playing Techniques

Plays the instrument with the right finger choices, hand position and/or posture to create the most appropriate sound

Ensemble Skills

Highly engaged in group work by listening, communicating and adapting to those around them, maintaining the flow of the piece

Musical Ideas

Can creatively use melodic and rhythmic techniques when developing music

Structure & Contrast

Can organise music into a clear structure, with inventive use of musical elements to create contrast

Context & Terminology

Describes elements of music using accurate terminology, showing clear understanding of social-cultural context

Aural Skills

Can identify elements of music through listening

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Well-Being Education What is the nature of Well-being Education in Grades 7 and 8?

Well-being Education gives students the opportunity to explore personal and social issues pertinent to their development as well as nurturing their awareness of national and global issues. We encourage students to examine their own values and beliefs, make connections between their lives and wider society and consider perspectives other than their own.

The aim of Wellbeing Education is to: Examine influences (socio-cultural factors) and consequences (positive and negative) and debate choices that students experience in life. We support the development and implementation of strategies (personal, interpersonal and societal) to enhance their own well-being and the well-being of others.

What is the approach to learning?

The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Utmost is the aim to provide a secure environment through which students can explore issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion, presentations and rigorous debate. Students need to be active learners by participating in discussions and exploring their views on personal, social and cultural issues.

What is the subject content?

The Well-being programme of study at SJII is based on students developing an understanding of how influences, consequences and strategies affect the well-being of self, others and society.

The specific topics of study are modified yearly in accordance with world issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following: Grade 7 • • • • •

Mindfulness Personal Identity Friendships Mental Health Relationships and Sexuality

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Grade 8 • • • • •

Mindfulness Personal Identity Mental Health Drug Awareness Relationships and Sexuality

What is the nature of assessment?

The students are assessed through SJI International’s own continuous monitoring of student performance.

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Religious Education (RE)

What is the nature of RE in Grades 7 and 8?

Religious Education (RE) introduces students to a broader and more in-depth exploration of religion and ethics and how they contribute to holistic human development. Religious Education (RE) aims to help students develop and deepen their awareness of the world around them. RE encourages students to think critically and evaluate pertinent religious and moral issues. Through the study of different religions, morality and what it means to be Lasallian, RE aims to help the students to begin to build for themselves a framework of values and guiding principles which will help them to grow and serve as citizens of the world.

The aim of RE is to: · To think critically and approach religious and ethical issues in an academically robust manner. · To foster open-mindedness · Devote mental and emotional energy to appreciating their own and others’ religion, beliefs and culture · Effectively observe, reflect and commit to serving their community · Embrace human dignity · Feel a sense of wonder, valuing all forms of life as a gift to be shared with others

What is the approach to learning?

The whole curriculum is designed to ensure that students have an understanding of the fundamental beliefs of each of the major world religions and are able to articulate an ethical position regarding ethical issues relevant to society today. A variety of activities has been compiled to cater to a wide range of individuals but there is an emphasis on individual r e f l e c t i o n , interactive and independent learning, group discussion and academic rigour. Popular culture, current events and technology are important components that are constantly referred to in the curriculum.

What is the subject content?

The RE programme of study at SJII is structured into two main units of study for both Grades 7 and 8: Grade 7 Unit 1: Grade 7 students study the main beliefs and practices of Islam.

Unit 2: Students study ethical issues which are contained within the topics of “Crime and Punishment” and “Prejudice and Discrimination”.

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Grade 8 Unit 1: Grade 8 students study the main beliefs and practices of Hinduism.

Unit 2: Students study ethical issues which are contained within the topics of “Abortion” and “Euthanasia”.

What is the nature of assessment?

Students are assessed through SJI International’s own continuous monitoring of student performance which aligns itself with the aims of the course and the standards students are expected to meet. A written assessment takes place at the end of each unit and tests students on three key skills; Knowledge, Understanding and Evaluation.

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Physical Education (Core) What is the nature of Physical Education in Grades 7 & 8?

The aim of Physical Education at SJI International is to develop the attributes of cohesion, friendship, social interaction and leadership, combined with competitive spirit where children are challenged through enjoyable and competitive activities. Within the structure of PE we promote and develop physical skilfulness, personal development, awareness, and knowledge of the body, through a range of activities. We provide various opportunities for pupils to be creative and competitive, and for them to work to specific goals as individuals and as members of a group or team.

What is the approach to learning?

The Physical Education curriculum is designed to allow the students to learn skills, key concepts, rules and strategies across a range of sports and activities in school, as well as gaining an understanding about how these can become good recreational pursuits for life. Activities are varied to cater for a wide range of abilities and learning styles. Students are always encouraged to better themselves as well as their peer’s performances through giving appropriate feedback. There is also a great focus on character strengths in Physical Education, and how students can be mindful of how they can utilise these strengths in order to be the best performer they can be.

What is the subject content?

Students develop key skills in a number of sports/activities including; Tactical and Strategic activities such as; Netball, Touch Rugby, Basketball, Volleyball, Football, Table Tennis, Badminton, Rounders, Softball and Cricket; activities which comprise of specific movement techniques and performances such as; Swimming, and Athletic activities; Team work and problem solving activities such as Sports education, Climbing, Orienteering, Outdoor and Adventurous activities, Lifesaving & personal survival activities, and also Fitness activities.

Students learn to: Explain the relationship of P.E. to health, for example how to avoid injuries, or the benefits of cardiovascular fitness.

Develop social skills and a strong sense of fair play, enthusiasm and commitment, building a firm basis of the development of a range of character strengths.

Refine the motor skills necessary for a variety of activities Understand and apply theories, techniques, rules and training principles of different games Develop strategies and tactics to improve performance Reflect on and evaluate their own and others performances.

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What is the nature of assessment?

Students are assessed formatively each lesson and receive a summative level at the end of each unit of work, both against a set of criteria. The criteria, look at students’ understanding of principles and strategies as well as their competence demonstrating skills and techniques in a range of activities. Students are exposed to the criteria on a regular basis and can work together to identify areas for improvement based upon these criteria.

Students are not solely assessed on their practical abilities. This allows all students (including those medically exempt from lessons) the opportunity to progress and be assessed.

Students are assessed on and are expected to have a knowledge and understanding of the physical activities or topics studied. They are also expected to be able to use this knowledge and understanding critically, and be able to apply it to analyse situations and solve problems.

Students will perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations.

Students are also encouraged to develop the character strengths and dispositions that underpin each activity studied including positive sportsmanship.

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