St. Andrews Sukhumvit 107 Key Stage 3 Curriculum Guide

CURRICULUM GUIDE Key Stage 3 2024/25

Key Contacts

Name

Email

Head of School

Ms Caroline Ratcliffe

caroline.ra@standrews-schools.com

Head of Secondary

Mr Finbarr Cosgrove

fcosgrove@standrews-schools.com

Head of Year 7 / Head of Transition

Mr Mark Anderson

manderson@standrews-schools.com

Head of Year 8 & 9

Mr Shaun Livesey

slivesey@standrews-schools.com

Admissions Manager

Ms Cartoon Sa-Nguanjin

punyachalees@standrews-schools.com

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CONTENTS HEAD OF SCHOOL MESSAGE.......................................................................................05 HEAD OF SECONDARY MESSAGE..................................................................................................07 KEY STAGE 3 CURRICULUM...............................................................................................................08 THE PASTORAL PROGRAMME...........................................................................................................11 UNIVERSITY OFFERS OVER THE YEARS.......................................................................................55

SUBJECT GUIDE ENGLISH....................................................14

MUSIC........................................................33

MATHEMATICS........................................16

ART.............................................................35

SCIENCE....................................................23

DESIGN & TECHNOLOGY.....................38

MODERN FOREIGN LANGUAGES

DRAMA......................................................40

(MFL).........................................................26

GEOGRAPHY............................................44

THAI...........................................................28

HISTORY....................................................46

PHYSICAL EDUCATION.........................32

COMPUTER SCIENCE............................50 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)...................................53

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40 STUDENT NATIONALITIES

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HEAD OF SCHOOL MESSAGE As the Head of School at St. Andrews Sukhumvit 107, it is with pleasure that I present to you our Key Stage 3 curriculum booklet for the academic year 2024/25. I take great pride in offering a comprehensive and holistic international education journey from Nursery to Year 13.

This booklet is part of a series that concisely summarises our curriculum across Key Stage 3 (Year 7, Year 8 and Year 9). This summary plays a pivotal role in providing parents, staff, and students with a holistic understanding of our educational offerings throughout the various phases of schooling. As our students progress, these insights become even more significant, especially when they make crucial decisions regarding their academic paths, including (I)GCSE and the International Baccalaureate (IB).

I urge you to read this booklet thoughtfully, in conjunction with our website. Doing so will give you a deeper appreciation for the unique aspects that make St. Andrews Sukhumvit 107 a remarkable international school.

Our students are excelling academically and thriving through our extensive array of learning experiences, both within the curriculum and through our vibrant extra-curricular programme.

As our students journey through our school, we aspire for them to cultivate independence, motivation, and a thirst for knowledge. We encourage them to embrace challenges, learn from setbacks, and think critically. These skills are the cornerstone of their readiness for further education and eventual success in the 21st-century workforce.

Our commitment to exceptional teaching and learning is a source of immense pride for us, and we hope that this booklet, along with our other publications, offers you deeper insights into our educational philosophy and objectives. Should you require further assistance or information, please do not hesitate to contact us through the Admissions Office or our Primary and Secondary School offices.

Thank you for being an integral part of the St. Andrews Sukhumvit 107 community. Together, we shall continue to nurture and empower the bright minds of tomorrow.

Caroline Ratcliffe Head of School

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“We expect our students to acquire the skills and motivation to become independent learners who actively seek knowledge and fulfilment while also seeking to establish balance in their lives. We want them to take risks, learn from their mistakes and question critically.”

Finbarr Cosgrove, Head of Secondary

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HEAD OF SECONDARY MESSAGE As the Head of Secondary, I am delighted to introduce the Secondary programme at St. Andrews International School Sukhumvit 107. S107 is an exceptional learning environment where your child's educational journey is nurtured with care, dedication, and a commitment to excellence.

St. Andrews Sukhumvit 107 proudly follows the English National Curriculum, which offers a balance of academic rigour, flexibility, and international recognition, making it a popular choice for our families, who are seeking a school that provides a high-quality education to their students. In Key Stage 4, we take IGCSE and Key Stage 5, IB. The Key Stage 3 (KS3) Curriculum Booklet serves as a comprehensive guide to our secondary school curriculum in Year 7, 8 and 9. Providing detailed information about the subjects, teaching methodologies, and extracurricular activities (ECA's) offered at this crucial stage of your child's education journey.

It is designed to offer insight into the holistic learning experience we provide here at St. Andrews Sukhumvit 107. Within the pages of this booklet, you will find in-depth descriptions of our curriculum, which is carefully crafted to challenge and inspire our students to achieve their full potential.

Our curriculum emphasises not only academic excellence but also the development of essential life skills, fostering creativity, critical thinking, and resilience among our students. Furthermore, you will have the opportunity to get acquainted with our dedicated team of teachers, who are passionate about education and committed to nurturing the talents and interests of each individual student. Our educators bring a wealth of experience and expertise to the classroom, ensuring that every student receives personalised support and guidance throughout their academic journey.

Beyond academics, the culture of our school is characterised by a strong sense of community, inclusivity, and respect. We foster an environment where students feel valued, supported, and empowered to pursue their passions and contribute positively to society.

I encourage you to take the time to explore the contents of the KS3 Curriculum Booklet thoroughly.

Should you have any questions or require further information, please do not hesitate to reach out to our team. We are here to support you every step of the way.

Thank you for your continued trust and partnership in your child's education journey at St. Andrews Sukhumvit 107.

Finbarr Cosgrove Head of Secondary

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KEY STAGE 3 CURRICULUM Students in Year 7, 8 and 9 follow a broad and balanced curriculum which includes the following subjects: Tutor time English Mathematics Science Modern Foreign Language (MFL) Thai PE Music

Art Design and Technology Drama Geography History ICT English as Additional Language (EAL)

Setting Students are placed in tiers in Mathematics only, all other subjects are taught in mixed-ability groups.

Assessment and Reporting Students are assessed regularly in a variety of ways, depending on what is appropriate to the subject and the type of learning being undertaken. For example, students will regularly sit progress tests, complete extended written assignments or be observed preparing and presenting creative and/or collaborative work. The way in which students’ learning is assessed varies from subject to subject. Details are provided by Faculties in this booklet, and at the beginning of every year, so that students understand the various procedures that apply.

Feedback is given to students as a regular feature of their ongoing learning in the classroom.

This takes a variety of forms, and includes written and verbal feedback. In addition, formal feedback is given in the form of written reports which are issued to parents four times a year.

Home Learning Home Learning is seen as an important complementary aspect of S107's Secondary curriculum.

Students are expected to complete their Home Learning tasks by the specified date and to the best of their ability within the given time-frame.

In order to promote personal wellbeing, Key Stage 3 students need to develop effective organisation and time-management skills to ensure their academic obligations are balanced against other interests and commitments. There is a gradual introduction to Home Learning in Year 7.

The most important aspect of Year 7 is for all students to settle into Secondary as optimally as possible, and to feel safe and secure. By not having the full burden of Home Learning in the first term of their Secondary programme, our youngest students are able to concentrate on settling in with their teachers, lessons, learning and organisation, as well as settling in emotionally and socially.

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Experience has shown that students respond well to parental interest in their learning and we encourage parents to monitor their child’s Home Learning habits and take an interest in what is being studied at school.

Tutor Groups Students are placed in a group which is overseen by a tutor. They meet their tutors every morning for registration. Tutors are the first point of contact for students experiencing difficulties.

For subject-specific concerns, it is advisable to contact the subject teacher directly.

Students are taught in their tutor groups for most of the school day. Tutor groups are arranged with consideration of gender, nationality and ability, in order to ensure as wide a mix of students as possible.

Laptops for Learning All Secondary students are required to have a personal laptop to support their learning. It is primarily considered as a device for learning at school and home.

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The School Day Students receive most lessons as double periods (80-minutes); the exceptions to this are English and Mathematics which are allocated two 80-minute lessons and one 40-minute lesson each. There are two break times which the students can use for eating, recreation or extracurricular activities.

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07:45 - 08:00

Registration

08:10 - 08:50

Period 1

08:50 - 09:30

Period 2

09:30 - 09:50

Break

09:50 - 10:30

Period 3

10:30 - 11:10

Period 4

11:10 - 11:50

Period 5

11:50 - 12:30

Period 6

12:30 - 13:10

Lunch Break

13:10 - 13:50

Period 7

13:50 - 14:30

Period 8

14:35 - 15:35

ECA (Optional)

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THE PASTORAL PROGRAMME Year 7 Transition S107 is dedicated to ensuring a seamless transition for students moving from Primary School (Year 6) to Secondary School (Year 7). Recognising the significance of this transition period, the school employs various strategies to support students and parents throughout the process.

One key aspect is easing students into the Secondary school curriculum, bridging the gap between primary and secondary education. Through carefully designed orientation programmes and introductory lessons, students are gradually introduced to the academic expectations and rigours of Year 7, fostering a smooth academic progression.

Moreover, the school provides personalised assistance through the Head of Year 7 and Transition Coordinator, Mr Mark, who plays a pivotal role in guiding students through the initial stages of their Secondary school journey. Mr Mark offers individualised support, addressing any concerns or challenges students may face during this transitional period.

Additionally, new students are paired with buddies, offering a friendly face and a source of support as they navigate the new environment, fostering a sense of belonging and camaraderie among peers.

Furthermore, the importance of involving parents in the transition process is also recognised.

Regular coffee mornings are organised, providing parents with the opportunity to connect with school staff, share experiences, and seek advice on supporting their children through this stage.

Key Stage 3 Careers Guidance Year 9 As part of our comprehensive guidance programme for Year 9 students, we dedicate a focused session to discuss the key decisions surrounding IGCSE options. Recognising the varied ambitions and talents of our students, our approach is to integrate Unifrog's psychometric testing. This tool has played a key role in mapping students' personalities, interests, and skill sets. Following the assessment, each student receives a personalised report highlighting potential career paths aligned with their profiles and recommending specific courses for their IGCSE. This process is designed to empower students with the insights needed to make informed choices about their educational journey, ensuring that their selection of subjects is both strategic and aligned with their long-term aspirations.

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Residential Visits All year groups in the Key Stage 3 programme attend a Residential Visit. The mandatory Residential Visits are an integral part of the Secondary School curriculum. They provide our students with an opportunity to develop through experience. One of the main aims is to involve them in activities and situations which they may not have experienced before and which encourage them to think about the values which they are applying and the attitudes they adopt. Each visit is designed with a specific programme to help enhance the mainstream curriculum and to provide opportunities for personal and social development. To follow on from the work in the Primary School Residential Visits, each visit and related activities are planned to accomplish the following aims: • exploration of cultural, historical or physical environments with specific targets linked to the school’s curriculum setting; • reinforcement of self-esteem and positive interaction amongst students and staff within a unique setting.

As students progress through the school, the experiences develop requiring the student to become more independent. As well as the clear curriculum links, the visits will provide the opportunity for students to develop personal and social skills. The following list outlines the types of areas covered: independence and self-discipline initiative and problem solving skills confidence and self-esteem

the ability to enjoy the environment without destroying it flexibility and consideration for others ability to work with others in a team

leadership skills development of sound relationships among students

development of sound relationships between students and staff communication skills

The nature of life in Bangkok is that it is sometimes difficult for students to socialise outside school. Therefore, another important reason for taking the students away is for them to have an opportunity to socialise and have fun.

Currently the following visits take place: Year 7 4-night stay in Chanthaburi with a programme run by the Barge This established environmental education integrated trip brings to life academic content from Geography, Science, Thai and more. Students will spend 1 night under canvas, before heading to accommodation in Chanthaburi for the remainder of their trip. They will learn about the importance of mangroves through an exploration journey on Stand Up Paddle Boards, sustainable fishing and campcraft.

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Year 8 4-night stay in Kanchanaburi with a programme run by CDR Adventure Our popular Year 8 residential is in Kanchanaburi. Students focus on teamwork and collaboration across a multitude of activities at CDR Adventure but with a focus on building biking skills . They also embed elements of history as they learn about at Sai Yok railway at the end of their trek to the waterfall.

Year 9 4-night stay in Chiang Mai with CMRCA This trip aims to get students to push their understanding of themselves through a variety of challenging and adventurous activities. Students will engage in a variety of hard skills such as climbing, hiking, and outdoor cooking all while building communication skills, enhancing critical thinking, and developing an understanding of their peer network. There will also be a focus on living sustainably in nature, with one night camping and sessions on self-sufficiency and wilderness survival skills.

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ENGLISH Aims To maintain, develop and extend: • an enjoyment of English with regards to all of the key forms and skills • an understanding of the spoken word and the capacity to participate effectively in a variety of speaking and listening activities, matching style and response to audience and purpose; • the ability to read, understand and respond to a range of texts; recognise and appreciate themes and attitudes and the ways in which writers achieve their effects; • the ability to construct and convey meaning in written language, matching style to audience, form and purpose Course Outline

Speaking and Listening

Students will develop competency in a range of situations where speaking and listening skills are paramount: speech making, debates, group discussion, presentations, paired work and role-play are thus integral to the course.

Writing and Reading

Reading in class will focus on the skills of inference, insight, analysis and interpretation. Students will read independently in lessons and at home to ensure that they are developing their own private reading skills and engaging with texts that suit their own personal interests. Challenging prose, poetry and drama will be taught throughout the Key Stage. Writing skills will focus on adapting writing for a range of purposes and audiences with writing to describe, narrate, analyse, persuade and advise amongst others.

Students will explore non-literary texts throughout the course to acknowledge the key issues and ideas that are presented in the literary texts they have studied. Through reading and writing there will be a focus on expanding vocabulary to better equip the students to use language more effectively. Students also have a regular weekly vocabulary building through reading homework set on the Bedrock learning platform

Assessment Description

Time

Students will be assessed for reading, writing and skills of literary analysis, progressing in difficulty each year. The work will be in a wide variety of forms and genres. Students will complete two assessed pieces in each module most of which will be sat in timed conditions in the classroom. At the end of each school there is a formal reading and writing test for the entire year group.

In the middle and end of each module.

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ENGLISH Time Allocation Year 7, 8 and 9 Five x 40-minute periods per week (2 doubles and 1 single) Structure Students are taught in sets based on their baseline data scores at the start of Year 7 and ongoing teacher assessment thereafter. Sets 1 and 2 (and 3 in the current four stream Year 7) follow a relatively similar curriculum to each other, but Set 3 (4 in Year 7 2024-25) is much more focused on increasing the students’ level of language.

The year is split into 4 teaching modules with different focuses such as poetry, play scripts, novels, non-fiction, genre or time period.

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MATHEMATICS Aims At S107 we believe that the study of mathematics provides students with rich knowledge, skills and deep conceptual understanding of mathematical concepts so that they can take advantage of the opportunities, responsibilities and experiences of later life.

The focus of the teaching of Mathematics at S107 is: To build on prior knowledge and provide the building blocks to be able to proceed to study mathematics at a higher level.

To develop fluency of procedural methods before developing skills in application, reasoning and problem solving.

Ensure students are highly mathematically literate, numerate and mathematically creative. ​ We strive to provide opportunities to interweave mathematical topics both in maths and other curriculum areas.

To inspire students to see the beauty of mathematics, to be confident mathematicians and recognise the opportunities it creates for them.

Course Outline We follow the WhiteRose Maths curriculum through KS3 and into KS4, picking up where our colleagues left off in primary school. This ensures that the curriculum builds on prior learning through incremental steps, allowing teachers to deliver with both breadth and depth at each stage. We know, from research, that teaching in small, related chunks helps students secure and embed mathematical concepts and techniques, and helps them understand their learning.

Mapped out below is the teaching sequence for topics covered across KS3. The order is followed but the time spent on each unit may vary with learner groups. Teachers are asked to ensure knowledge and learning is secure before moving onto the next step.

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MATHEMATICS Term 1

Week

7

8

9

Sequences

Ratio & Scale

Straight Line Graphs

Algebraic Notation

Multiplicative Change

Forming & solving equations

Equivalence

Fractions x and /

Testing Conjectures

Place Value & Ordering

Working in Cartesian Plane

Three Dimensional Shapes

FDP Equivalence

Representing Data

Constructions & Congruency

1 2 3 4 5 6 7 8 Half Term 9 10 11 12

Secondary Residential FDP Equivalence

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Constructions & Congruency

End of Term Assessment window opens WRM Term end

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Tables & Probability

Solving problems with addition and subtraction Solving problems with multiplication and division

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Numbers Equations & Inequalities

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Using Percentages

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MATHEMATICS Term 2

Week

7

8

9

17

Equations & Inequalities

Using Percentages

18

Solving problems with multiplication and division

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Fractions & % of an amount

Sequences

Maths & Money

Indices

20

Deduction

21

Directed Number

Half Term

Fractions & Percentages

22

Rotation & Translation

23 Fractions addition and subtraction

24

Number Sense

25

Pythagoras' Theorem

End of Term Assessment window opens WRM Term end

WRM Term end

WRM Term end

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Standard Form

Geometry Construction

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Angles in Parallel lines & Polygons

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Enlargement & Similarity Solving Ratio & Proportion problems

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MATHEMATICS Term 3 Week

7

29 Geometry Reasoning

30 31

Area of Trapezia & Circles

9 Solving Ratio & Proportion problems Rates

Line Symmetry

32

Number Sense

Probability

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8

Data HandlingCycle

Algebraic Representation

Sets & Probability 35

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Prime & Proof

Measures of Location

WRM Term end

WRM Term end

WRM Term end

Revision

Revision

Revision

Time Allocation Five x 40-minute periods per week (2 x 80 mins and 1 x 40 mins).

Assessment Students learning mathematics are regularly assessed in the following ways: Topic Temperature checks - at the end of every topic These are quick 20-mark assessments completed in class that inform the teacher about which small steps or concepts are secure and which may need to be revisited, either discretely or as part of a related topic.

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MATHEMATICS End of Term Assessment These assessments take place towards the end of each term after every 6/7 topics of work.

Students may use a calculator for these assessments and should have a full complement of mathematical equipment (protractor, compass, ruler) to support them.

Assessments cover content taught so far in that current academic year and the years preceding it. Students should expect to have to revise learning from years lower down the school as well as the new learning that has been covered.

The assessment is a 70 min exam paper comprising two parts Core and Applied (40 marks each). The core section of the paper covers mathematical content in discrete skills and enables staff to see where there are gaps in knowledge and processes.

The applied section looks at the same skills but in different contexts, often blending strands of mathematics. These questions often look to see if students can discern the maths they need to use to solve a problem.

The outcomes from these assessments are recorded and reported home.

Home Learning - SPARX Maths platform All maths homework across years 7-11 is set via this platform. Homework is about an hour in length and is set weekly on Wednesday at 4pm and due the following Wednesday at 3pm.

The platform tracks alongside our teaching curriculum and each homework has 3 sections to it: Compulsory: Must be completed within the weekly deadline.

New Learning: Work currently being covered in maths lessons.

Consolidation: Revisits topics from previous units and academic years.

Times Tables: Develops and improves multiplicative reasoning skills.

XP Boost: Revisits topics that students have already encountered at the same level or an easier level than they are currently working at. This helps to consolidate new learning.

Target Boost: Focuses on current topics in greater depth and provides students with the opportunity to explore a mathematical strand in more detail.

Sparx is an AI based programme that adjusts the homework and questions to support learners at their level whilst assessing them constantly so that depth of learning increases incrementally.

To get the most out of the platform 100% of the compulsory homework must be completed weekly this enables Sparx to personalise the homework more effectively for each student.

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MATHEMATICS Sparx Bookwork The unique feature of Sparx as an online platform is that students are required to complete bookwork alongside their homework. This helps both students and staff to better understand where errors have been made and address misconceptions before they become ingrained in a student’s mathematical routines.

More importantly, it establishes the rigour of mathematics and encourages students to develop the good habit of showing their workings.

Books are collected at every mid-term and end-of-term break so that staff can review students' work.

Groupings and Pathways We want all students to succeed mathematically, and to achieve this, it is important that they are given the opportunity to learn in an environment that provides depth of knowledge rather than accelerated content. As such, our groups are structured to maximise learning and are adjusted for each year group based on their context. The current structures for each cohort in KS3 are outlined below: Year 7

Year 8

Year 9

4 Classes

3 classes

3 classes

Mixed attainment groups

Mixed attainment groups

1 Extension group 2 Mixed attainment groups

The relationship between teacher and pupils is a vital one especially in mathematics where students often find the feeling of failure or wrestling with a topic can negatively determine their approach to learning in future.

In year 9 we begin the process of identifying students who may wish to sit Further Pure Maths iGCSE alongside their iGCSE maths. These students are in the extension group and cover the same content as the rest of the year group at the same pace but are given the opportunity to further explore mathematical concepts with even greater depth. Once these students reach year 11 they have the option to be entered for an additional mathematics qualification.

The focus for all our students is to experience success and secure the very best grades in their iGCSE Maths in the first instance.

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MATHEMATICS Course Structure Students are initially placed into groups based on their abilities, with a single high-ability set and the other groups being mixed ability. The highly capable students in the high-ability set undergo accelerated learning, commencing the IGCSE programme in Year 9. If deemed ready, they take the extended IGCSE Mathematics Exam at the conclusion of Year 10. Subsequently, in Year 11, these students delve into Further Mathematics IGCSE, preparing them for the International Baccalaureate (IB) programme.

Meanwhile, the majority of students from other groups, particularly those in the mixed-ability categories, follow the extended IGCSE Mathematics course. They embark on this programme in Year 10, with their final exams scheduled for the culmination of Year 11. The remaining students from the mixed-ability groups, possibly along with some from the high-ability set, pursue the core IGCSE Mathematics course. Similar to their peers in the extended course, they commence in Year 10 and sit their final exams at the close of Year 11.

It's noteworthy that during Key Stage 3, there is flexibility in tier movement to align with individual student progress, and set placement does not immediately impact examination entries.

Challenge We are committed to ensuring that our most able students are continuously challenged in all aspects of their mathematical learning. Below is a list of strategies we implement to achieve this.

• The faculty is made up of mathematics specialists who are passionate about their subject. This allows for "on-the-spot" extension and enrichment that is individualised to suit either the student or the situation.

• Teachers are constantly considering which learning experiences will provide sufficient challenge for their most able students. With a wealth of resources at hand, a lesson is rarely without a task that allows students to really delve into their understanding of a particular concept.

•Students have the opportunity to participate in UKMT Maths challenges throughout the academic year.

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SCIENCE Aims The aims of the Science curriculum at KS3 level are to: Develop a solid foundation of scientific knowledge and skills through the disciplines of biology, chemistry, and physics.

Give students the application skills to face novel challenges with confidence and apply scientific knowledge in explaining observations about the world around them.

Stimulate students’ natural curiosity and ignite a passion for science.

Time Allocation All KS3 students receive four x 40-minute periods per week, always arranged as double lessons (two x 80 minute lessons per week). These double lessons provide sufficient time for in-depth laboratory practical work.

Assessment & Course Structure In addition to an end-of-year test, students are given frequent end-of-unit tests as well as skills assessments in order to track their progress as they continue through the curriculum. In Year 9, students begin studying IGCSE Science in term 2 and their end-of-year exam focuses solely on IGCSE Science content.

The course structure and assessment schedule is as follows:

End of Unit Test

Skills Assessment

Year 7

Timing

Safety and the Scientific Method

Term 1.1

Heating water (ungraded)

Cells

Term 1.1

Using Microscopes

Forces and Motion

Term 1.2

Paper Parachutes

The Particle Model

Term 2.1

x

Reproduction

Term 2.1

Germination

Gravity and Space

Term 2.2

Planet Patterns

Elements, Mixtures and Compounds

Term 3.1

Neutralisation

END OF YEAR ASSESSMENT

Term 3 Week 6 Recreational Drugs Research Project

Health

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SCIENCE Year 8

Timing

Ecosystem Processes

Term 1.1

Fermentation in Yeast

Electricity and Magnetism

Term 1.2

Electromagnets

Chemical Reactions 1

Term 1.2

Neutralisation

Body Systems

Term 2.1

Drawing Digestive System

Energy and Matter

Term 2.2

Investigating Insulators

Chemical Reactions 2: Metals and reactivity

Term 3.1

Rusting

END OF YEAR ASSESSMENT

Term 3 Week 6

Chemical reactions 2 (continued)

Term 3

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SCIENCE Year 9

Timing

Waves

Term 1.1

Sound/Light in Animals

Reactions 3: Energy and Rates of Reaction

Term 1.2

Rates Graphing

Variation and Inheritance

Term 1.2

Variation

Forces and Materials

Term 2.1

Hooke's Law

IGCSE Biology

Term 2.1

IGCSE Chemistry

Term 2.2

IGCSE Physics

Term 3

END OF YEAR ASSESSMENT

Term 3 Week 6

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End of Unit Test

Skills Assessment

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MODERN FOREIGN LANGUAGES (MFL) Language List French Mandarin Spanish French, Mandarin, Japanese (IGCSE 1st language & IB Lang A as well) Aims KS3 students develop their ability to communicate in the target language through the study of themes and written and oral texts, also developing a conceptual understanding of how language works based on prior knowledge from primary. Students have to communicate in speech and writing showing knowledge of a range of vocabulary, using grammar and structures accurately, appropriate to the situation.

They have to understand and respond to reading and listening tasks, showing comprehension of a variety of topics.

Course Outline The themes studied during KS3, the strengthening of the range of vocabulary and grammar as well as knowledge of the culture of the target language allow students to make the smoothest possible transition on solid foundations to the IGCSE, having acquired sufficient knowledge in all four skills. Obviously, independent work outside the class on regular speaking and listening practice is important.

The weighting of each skill are equally important: listening, speaking, reading, writing.

Students work on subtopics per half term, which allows them to cover and review vocabulary and grammar regularly: personal identification, relationships with family and friends, holidays, food and drink, sport and leisure, school, money matters, shopping, the world around us, the world of work and healthy living.

The structure and grammar of the languages studied are taught in context and through the topics. Students are expected to become increasingly aware of and be able to use more complex grammatical structures as they move up through the courses.

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Modern Foreign Language Time Allocation French & Mandarin Y7 3 x 40-minutes - 1 single & 1 double Y8 3 x 40-minutes - 1 single & 1 double Y9 3 x 40-minutes - 1 single & 1 double Spanish Y7 2 x 40-minutes - 1 double Y8 2 x 40-minutes - 1 double Y9 3 x 40-minutes - 1 single & 1 double Assessment Students are continuously assessed throughout the year to ensure their progress in the four skills, with formative and summative tests spread across the different half terms, interspersed with regular oral and written tasks (role plays, audio, video, etc.). Students are aware of their learning objectives, as well as the level descriptors, which allows them to focus on personalised work to strengthen their strengths and the areas where they still need to improve.

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THAI There are two Thai courses offered to Key Stage 3 students: 1. Thai as a First Language 2. Thai MFL (Non-Thai Students) All courses teach an appreciation and understanding of Thai culture through reading, writing, speaking and listening.

Course Structure The course units are designed according to MOE standards of Thai language and Culture for Thai students in international schools.

Aims The course aims to develop: • the four language skills and language competence necessary for effective communication; • knowledge, understanding and appreciation of Thai culture; • high-order thinking skills and produce critical responses to a variety of literary genres and social issues.

Course Outline 1. Thai First language Mom, a short story Reading comprehension Summarising a work of fiction Understanding the use of literary devices Word choices Improving spelling Word choices Conjunctions

Year 7

Culture: Wai Khru Ceremony The Late King’s Bhumibol Memorial Weeks Loy Kratong Festival

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THAI Literary Studies “Chang Sam Ran” The impact of current media shapes how people's thoughts and actions are perceived in different ways.

To analyse the literary elements of the story.

To identify the main idea of the story.

To summarise the story.

To create sentences using the vocabulary learned.

To enhance general knowledge of the impact of different ads in various cultures.

Year 8

Culture: Wai Khru Ceremony The Late King’s Bhumibol Memorial Weeks Loy Kratong Festival Unit 1: Into the Writing Inquiry statement: Written communication is one of the significant elements to convey meaningful and effective texts to the readers (Language aspects) Wan Tii Phom Tuen Saay To understand facts and opinions To understand how to construct questions regarding facts, opinions, and concepts -To explore various academic non-literary texts both in print and media-To summarise and identify reading texts

Year 9

Culture: Wai Khru Ceremony The Late King’s Bhumibol Memorial Weeks Loy Kratong Festival Assessment Year 7, 8 and 9 will use the simplified guided assessments developed from the IGCSE Thai First Language criteria, as well as a more rigorous assessment across the language skills throughout the year in terms of formative and summative assessments.

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THAI 2.Thai as a Modern Foreign Language (Non-Thai Students) There are two tiers of Thai Language and Culture courses offered to cover the five levels of language proficiency: beginner, confident beginner, intermediate, confident intermediate, and advanced.

Tier

1

2

Aim

Course outline

to develop students’ proficiency in oral language skills and acquire a range of vocabulary and grammatical patterns; to improve students’ reading comprehensi on and writing skills; to encourage students to enjoy, understand and appreciate cultural aspects of Thai lives to develop students’ communication skills on daily situations for the students to acquire basic survival vocabulary and simple grammatical patterns; to introduce students to fundamental Thai reading and writing; to encourage students to enjoy, understand and appreciate cultural aspects of Thai lives

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Tier 1 curriculum is designed to develop students’ language proficiency from confident intermediate to advanced levels with an emphasis on reading and writing skills Through the learning and exploration of five cultural themes including: All about me Community around us Exploring Thailand Interculturalism Thai wisdom and beliefs Tier 2 curriculum is designed to develop students’ language proficiency from beginning to intermediate levels with an emphasis on speaking and listening skills

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THAI Time Allocation Thai 1st Language

Thai MFL

Year 7

3 x 40-minute periods per week

1 x 40-minute period per week

Year 8

3 x 40-minute periods per week

1 x 40-minute period per week

Year 9

3 x 40-minute periods per week

1 x 40-minute period per week

Please note that Thai nationals must all take Thai 1st language, while dual nationals and foreign students may be given the option to join 1st language lessons if their language proficiency is sufficient.

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PHYSICAL EDUCATION (PE) Aims At S107, we have the following aims for KS3 Physical Education: To allow students to experience a broad and balanced curriculum.

To develop a love of physical activity.

To improve personal and interpersonal skills, including communication and team work.

For students to develop an appreciation of personal health, well-being and fitness.

Course Outline S107 students will study a wide variety of activities: OAA Personal Fitness Sport Education Striking & Fielding Swimming Touch Rugby

Athletics Badminton Basketball Floorball Football Handball

Ultimate Frisbee Volleyball Waterpolo

Time Allocation 1 x 80 minute PE lesson per week 1 x 80 minute enrichment activity lesson per week, KS3 only Course Structure Students are taught in mixed sex and ability groups for Years 7, 8 & 9. Students are expected to have the correct S107 PE kit every lesson. If a student is not participating in the activity, then they will be undertaking another role within the lesson, for example, officiating.

Assessment Students are assessed through their performance of physical skills as well as understanding of concepts in each activity they participate in.

PE lessons Safe, fun and active learning Maximise physical activity Foster a love of physical activity Develop student as sports leaders for the future

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MUSIC Aims There are three main aims in the design of the music curriculum at S107: to meet and surpass the aims and content given by the English National Curriculum. to prepare and equip every student with the skills, knowledge and abilities they need to succeed at KS4 study and beyond. to foster a lifelong appreciation for and love of music.

Course Outline The Key Stage 3 Music curriculum at S107 provides students with regular opportunities to refine and develop the core skills of performance, composition, listening and understanding. Each unit of work has a primary focus of performance or composition, with listening and understanding forming a line throughout the curriculum.

In Year 7, students will be introduced to basic performance skills on a selection of 4 different classroom instruments; keyboard, guitar, bass guitar and ukulele. Students will then choose which instrument they wish to specialise in for the remainder of KS3 performance work - this helps our students to develop great technical ability on their chosen instrument.

Year 7: Theme and Variations - Composition You’re in the Band - Ensemble Performance (classroom instruments) Samba - Ensemble Performance Melody Maker - Composition Instrumental Skills - Ensemble Performance (classroom instruments) Year 8: Battle of the Bands: Rock On - Ensemble Performance (classroom instruments) Djembe Drumming - Ensemble Performance Ternary and Rondo Form - Composition Intro to DAWs - Composition (Music Tech) All Blues - Ensemble Performance (classroom instruments) Year 9: Battle of the Bands: We’re Jammin’ (Reggae Music) - Ensemble Performance (classroom instruments) Canon in DAW - Composition (Music Tech) Minimalism in Music - Ensemble Performance Music from the Stage and Screen - Composition Pop Song Composition - Composition

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MUSIC Time Allocation 2x 40-minute periods per week Home Learning Students will typically receive a piece of home learning every 2-3 weeks. It is expected that students take 30-40 minutes to complete the home learning. The home learning tasks will often be consolidation tasks based on recent class content, or practice tasks to build confidence with specific skills.

Assessment Students will complete one large piece of formally assessed practical work every half term. This large piece of work will either be: a solo performance, an ensemble performance, or a composition.

Students will also be assessed - informally every 2-3 weeks on specific skills, such as reading treble clef notation - at the end of each term, with tests that cover the listening and understanding content from each term

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ART Aims There are three main aims in the design of the art curriculum at S107: To meet and surpass the aims and content given by the English National Curriculum.

To prepare and equip every student with the skills, knowledge, and abilities they need to succeed at KS4 study and beyond.

To foster a lifelong appreciation for and love of art.

Course Outline Students will normally study three key units per year. The content of these units will vary, but typical topics include: Observational Drawing (Still Life), Elements of Art, Painting, Colour Theory, and 3-Dimensional Work. Students will be encouraged to experiment with and explore different materials during these units. Each unit will include research and links to at least one artist and/or art movement. Exploration of materials and theoretical learning will be recorded in sketchbooks, and practical skills development will be recorded in final artworks at the end of each unit.

The units taught will include one or more of the following skill areas:

Drawing

Drawing is fundamental to students’ progress in Art and taught as distinct units in each year, as well as underpinning most of the projects students will complete.

Painting

Painting techniques will feature in most units in all year groups. Initially as a method of experimenting with colour. As students progress through KS3, painting will become more fine art focused with dedicated units focusing on process and technique.

Sculpture and 3D Design

Students will learn to produce work that makes creative use of form and space. Students may work with wire, card construction, papier mache, air dry clay, and found forms.

Creative Thinking

Students' ability to think creatively and originally is nurtured through every unit and each year group. Creative thinking not only underpins every discipline of art and design but also allows students to transfer their creativity to all areas of the curriculum.

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ART Year 7: Basic Drawing Skills – Observational Drawing and Tonal Shading Shape and Form in Art – Still Life Drawing Perspective – One-Point Perspective Drawing Introduction to Clay – Sculpting Techniques Clay Project- Sugar Skulls + Mexican Cultural Study + Frida Kahlo Artist Study Introduction to Colour Theory – Primary, Secondary and Tertiary Colours Painting Project- Monochromatic Scheme, Basic Acrylic Painting Techniques Year 8: Exploring Texture – Drawing and Painting Colour Theory – Primary, Secondary and Tertiary Colours Art Movement Study- Pop Art, Blending with Oil Pastels Pop Art Oil Pastel Project- Wayne Thiebaud Cupcake Painting Techniques- Acrylic Paint, Mixing Tint, Tone + Shade Final Project – Gemstone Paintings Clay Project- Creative Pinch Pots (lidded vessels) Year 9: Advanced Drawing Techniques – Observational drawing Figure Drawing + Proportion – Drawing the human figure Advanced Shading – Value Scale, Tonal Drawing studies Mixed Media Exploration- Variety of art media and surfaces Clay Project- 3D Paintings Art History and Styles – Study of Movements and Styles Final Project – Development of Personal Art Projects

S107 Timetable Allocation Two x 40-minute periods per week

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ART Assessment Students are assessed according to end of unit result, modified for an end of year outcome.

Assessment tasks are varied for each unit. However, for each unit students will be assessed on the following areas.

Understanding

The work produced each lesson will either be recorded in art journals through lesson based tasks or form part of a finished piece of artwork.

Students will be regularly assessed for their understanding during each unit based on the lesson topic, theoretical or practical.

Development

Units are structured around progressively challenging lessons designed to build upon previous learned skills or techniques.

Presentation / Technical Skills

Assessment will be based on the students' ability to improve the presentation of their work, demonstrating improvement in technical ability and understanding of the process.

Theoretical and Practical formal assessment

All units of work in KS3 will result in a practical assessment based upon the technical results of a finished artwork. Most units will also include a written theory test / quiz to assess understanding.

Self Assessment/ Peer Assessment

Reflect on their own achievements; reflect on possible areas for focus; accept and incorporate views and feedback from others to further develop their artistic potential; show self-motivation in setting and meeting deadlines; demonstrate initiative, creativity, and a willingness to take risks; support and encourage their peers towards a positive working environment.

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DESIGN & TECHNOLOGY (DT) Aims Design and Technology has the main aim of trying to develop design thinking in the students- investigating problems, developing ideas for solutions, creating the ideas, testing and evaluating their ideas.

Develop their creative, practical and technical skills to achieve well thought out and executed design solutions.

Develop their knowledge and understanding of how to manipulate materials to achieve high quality solutions.

Develop knowledge of aesthetics, design from the past and how these can affect the creativity of future designers.

Preparing students for success at IGCSE and IB level for Design and Technology.

Giving students life-long skills and confidence to engage with activities that are related to Design and Technology.

Course Outline The course outline is based on the English National Curriculum as well as elements from Australian curricula and the needs and requirements for the students at IGCSE and IB Diploma programme levels.

Term

Year 7

Year 8

Year 9

1

Introduction to basic cooking skills and equipment; developing basic design ideas in food.

Developing 3D drawing skills; introduction to basic sheet metal skills and equipment; developing creativity.

Developing 3D drawing skills and knowledge; developing Design Thinking and understanding the design cycle.

2

Development of woodworking skills and knowledge; 3D drawing skills.

Developing woodworking skills and knowledge.

Developing design cycle skills, including empathising with target market and user.

3

Developing skills using machinery; developing understanding of manipulating plastics; end of year exam.

Developing metalworking skills and knowledge; developing an understanding of designing for a target market; end of year exam.

Developing creativity; developing skills to manipulate a range of different materials; end of year exam.

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DESIGN & TECHNOLOGY (DT) The design cycle in Key Stage 3 gradually progresses towards the cycle required to complete the IGCSE coursework, with stages developed and progressed over the three years of study. This allows students to focus on practical skills while developing a mastery of key design cycle stages over an extended period. The stages are as follows: Develop an understanding of a problem and methods to research it.

Research leading to a set of design specifications, with an understanding of user needs.

Development of ideas through a range of creative and technical drawing skills.

Further development of ideas through iterative modelling.

Evaluation of ideas.

Planning steps to develop high-quality prototypes.

Realising prototypes with a range of practical skills and the manipulation of materials safely, developing towards independent working.

Evaluating and testing the work.

Using user feedback to help guide further design developments.

Time Allocation Two x 40 minute periods per week, with these always being back-to-back (80 minutes per week).

Assessment Assessment in Design and Technology at S107 involves students being assessed in four key areas: Designing, Making, Evaluating, and Knowledge. Within these four areas, there are further foci that cover the required skills. These are addressed through a range of Design and Make projects, as well as sets of homework tasks and end of year exams.

Formative assessment is used frequently throughout the year to gauge students' ongoing knowledge and skills. This occurs through small quizzes, low-stakes tests, in-class assessments, and ongoing projects. Summative assessment takes place at the conclusion of project phases, where the students' full project is assessed, as well as through end-of-year exams.

Students are given clear guidance on what will be assessed at the start of each project learning phase, and they are reminded about core knowledge throughout each project. The end-of-year exams are a culmination of the year's worth of knowledge, as well as their drawing and creative skills.

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DRAMA Aims Drama in Key Stage 3 is made up of three key areas of learning:

Theatre Arts

The theory and practice of the art of theatre: acting, directing, producing, designing, technical.

Drama for Understandin g Social and Global Issues

Drama is used to develop empathy, coordination, team-building and team-leading skills, as well as confidence expressing one’s creative ideas and instincts. It is also used to explore issues and concepts that apply across the school curricula and the world at large.

Social Skills

Drama is, in essence, a social and collaborative art form. Therefore students learn and practise a wide variety of transferable skills about communication, collaboration, leadership, facing challenges, problem solving.

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DRAMA Course Outline Students study topics during Key Stage 3 that incorporate the following themes:

1

Drama For Understanding

These units are often focused on process and can be cross-curricular in nature. Drama is used to explore concepts and ideas inline with the school’s values of Care, Success, Inclusion and Innovation, as well as expanding students’ exposure to the medium of theatre and its creative potential. Drama is also used as a method of examining concepts, ideas and perspectives with regards big human issues.

2

Social Awareness Drama

Drama is used to explore individual perspectives on social issues that are relevant to the student’s lives eg. bullying, gang mentality, power of social media

3

The Cultural Perspective

Drama encourages the study of theatrical techniques and cultural storytelling traditions from a specific period or culture e.g. the Commedia Del ‘Arte tradition from Italy

4

Page To Stage

Students learn step-by-step the process of bringing a script from the written word to a spoken performance. They explore the dramatic potential of various scripts including explorations of physical theatre staging.

Performance Skills And The Art Form

The art form of Drama is explored through assessment of specific skills, such as using movement and voice to create characterisation. The nature and function of theatre is studied as are key roles within the theatre world – designers, technicians, directors, actors, producers. Assessed work might also include costume designs, mask making and/or research about a particular theatre period in history e.g. Ancient Greek Chorus

5

Time Allocation Two x 40-minute periods per week

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DRAMA Assessment Students are assessed termly according to the end of Key Stage 3 outcomes, which are modified for each year. Assessment tasks are varied but during each unit of study, students will be assessed on each of the three following targets at least once.

Making

Performing

Responding

Response to Stimulus / Script Analysis of Technique

Invention/ Creativity

Analysis of Character

Group Cooperation Use Of Rehearsal Time Including, but not limited to: Group work skills Individual Skills Collaboration and communication Preparation, motivation, engagement and focus.

Ability to work with others Understanding of Drama conventions Chorus, mask, soundscapes

Physical Skills Vocal Skills

Analysis of Rehearsal Time

Communication

Including, but not limited to:

Including, but not limited to:

Levels of empathy and emotional intelligence

Preparation, motivation, engagement and focus.

Leadership skills Articulation of ideas

Use of voice and movement Characterisation

Written Reflections and response to feedback

Understanding of style, genre or playtext

Understanding of Drama conventions Ability to analyse and evaluate Understanding of style, genre or playtext

Understanding of style, genre or playtext

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DRAMA Key Stage 3 Progression Term 1 1.1

Year 7

1.2

Serious Fun – Intro To Drama Skills Ensemble

Ancient Greek Theatre Year 8

History Genre Masks World

Commedia Del ‘Arte History Genre Skills Masks

History Genre

Theory Skills AND/OR

Term 3 2.2

3.1

3.3

Ernie’s Ernie’s Grimm’s Incredible Incredible Tales Illucinations Illucinations PSHE Script Script History

Trestle Masks

Blood Brothers

Blood Brothers

Script PSHE theme:

Script PSHE theme

Skills Masks

Radio Play

Dramatic Structures

Skills Genre AND/OR/

Skills Radio Play Skills Genre

Let Him Have It PSHE

Modern Theatre Practitioner s– Complicite / Kneehigh / Frantic Assembly Theory Skills

Kabuki Theatre World Masks Skills

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Melodrama / Sweeney Todd

Theatre Practitioner s – Stan / Brecht / Art

Year 9

Term 2

AND/OR Pantomime

An Inspector Calls

An Inspector Calls

Script

Script

Curious Incident

Curious Incident

Skills Ensemble PSHE

Skills Ensemble PSHE

Didactic Theatre SkillsPSHE theme

Film Project

“Ethical dilemma” into:

Skills Genre

Film Project Skills Genre

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GEOGRAPHY Aims To provide students an understanding of the important relationships between humans and the physical world that focuses on the concept of sustainability in the 21st century. We wish to ensure that students appreciate a variety of opinions and can confidently engage in conversation with those with alternating points of view. Our key stage 3 will provide them the foundational tools to transition effectively into IGCSE, IB diploma and beyond.

Course Outline

Year 7

Year 8

Year 9

Introduction to map skills A study of the map skills used in geography

Biomes: A study on the impact of latitude on a range of ecosystems

Food: A study on the sustainability of the food industry

Sustainability and climate change

Fast Fashion: A study on the winners and losers of the global fashion trade

Global crimes: A study on the ecological impacts of human actions

Fieldwork- investigating microclimates

Fieldwork skills: A study on sustainability through geographical enquiry

Earthshot prize: A study on reducing the impact of human actions in Thailand

India’s physical geography Theme 4 A study on the physical features of India

Weather: A study on processes that create global weather patterns

Fieldwork skills: A study on flooding through geographical enquiry

India’s human geography Theme 5 A study on the human features of India

Coasts: A study on the relationship people have with the coasts

Africa: A study on the diversity of landscapes and culture within Africa

Natural hazards: Theme 6 A study on the earth’s structure and hazards

Madagascar: A study on the human and physical landscape of Madagascar

Human conflicts: A study on the causes and consequences of human conflicts

Theme 1

Theme 2

Theme 3

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GEOGRAPHY Time Allocation Year 7 1 single (40 minutes) and 1 double lesson (80 minutes) per week Year 8 Year 9 1 double lesson per week (80 minutes) Assessment More formal assessments provided focus on key geographical skills required at IGCSE geography. Assessments will vary in outcome from group presentations, independent research and more traditional assessments. All will be done with guided success criteria so students can reflect. Formative assessment in lessons will include actions such as think-pair-share, verbal feedback and white board use.

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HISTORY Aims 1. The History course in Key Stage 3 aims to develop in students: a) Understanding of chronology. b) An ability to describe and analyse the significance of events, the role of men and women as agents of change and c) Understand the 4 key Historic Skills: i. Interpretation ii. Change iii. Cause and consequence iv. Using Evidence 2. Key historical turning points; a) Skills to carry out historical enquiry and research using a variety of sources b) Information processing skills, reasoning, creative thinking and evaluation of sources c) Skills in organising and communicating historical information; 3. Empathy with people from the past Course Outline

Year 7

Term 1.1 Using Evidence -First Settlers in Thailand Term 1.2 Interpretations - Vikings and Genghis Term 2.1 Change - England in the Middle Ages Term 2.2 Change - England in Middle Ages Term 3 Causes/consequences - Silk Road / Columbus/British empire

Year 8

Term 1.1 Interpretation - Opium Wars Term 1.2 Using Evidence - Slave trade Term 2.1 Change - USA 19th century Term 2.2 Change - Siam 19th century Term 3 Cause and Consequences - Industrial Revolution

Year 9

Term 1.1 Change - The causes and consequences of WW1 Term 1.2 Source Analysis - Murder Mystery: Who killed JFK? Term 2.1 Interpretations - What was the most significant battle of WW2?

Term 2.2 WW2 Local Focus - What was the Death Railway?

Term 3 Change - 20th Century Events that Changed the World

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HISTORY Year 7 Theme

Topic

EQ

Sub questions

Thailand

How do historians learn about the past?

How do we know what happened 1000 years ago?

Who were the first settlers in Thailand? What was it like to live in Sukhothai in the 12th Using evidence century?

Benin

How do historians learn about the past?

How do we know what happened 1000 years ago?

Who was the most powerful ruler of Benin?

UK

Viking Raiders

Why can't Were the Vikings Really Vicious? Was people agree Genghis Khan a saviour or a savage? on history?

Interpretations

China

Mongol Savages

Why can't Were the Vikings Really Vicious? Was people agree Genghis Khan a saviour or a savage? on history?

Interpretations

UK

Medieval England

Trade and Travel -Silk Roads, Marco Polo, China/UK Columbus, /Africa Pilgrim Fathers, Benin - British Empire.

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Skills Focus

Using evidence

How much did England change during the Middle Ages?

What happened when the Normans invaded England? Did life change for farmers in the Middle Ages? How much did life change in the city of ?London? during the Middle Ages? How much did the Black Death change England? Why was there no feudal system by the end of the Middle Ages?

Change

Why did people travel to new places in the Middle Ages?

Why did people travel along the Silk Road in the Middle Ages? How did Columbus change America ? Why did the British travel the world in the 18th century? (Empire)

Causation consequences of travel

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HISTORY Year 8 Theme

Topic

EQ

Skills Focus

UK

British Empire

Was the British Empire a good thing?

Interpretation

China

Qing Dynasty

Was Britain the most powerful empire in the world?

Interpretation

UK/China

Opium War

Who was to blame for the Opium War?

Interpretation/c auses

Africa / UK/ USA

Slave Trade

What was the origins, impact and legacy of the Transatlantic Slave Trade?

Evidence

USA

USA in 19th century

What was life like for the people of America by 1900?

Change

Thailand

Siam in the 19th century

To what extent did King Chulalongkorn transform Siam?

Change

UK

Industrial Revolution

Was the industrial revolution good news for everyone?

Causes and consequences

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HISTORY Year 9 Theme

Topic

EQ

World

WW2 and Holocaust

Was the Holocaust inevitable?

What was the holocaust? Why did Interpretation the Holocaust happen?

WW2 in Asia

What impact did WW2 have on people living in Asia?

China - Thailand (Death Railway) Japan (Atomic Bomb)

Suffragettes

How did British women gain the right to vote in 1918?

Causes / conseqeunces

USA

Civil Rights Movement

How far did Black Americans succeed in gaining their civil rights in the 1950s?

Causes / consequences

China

Chairman Mao

World

20th century significant events

Asia

UK

Was the 20th century a period of progress?

Skills Focus

include Olympic Games from SHP

Causes / conseqeunces, evidence

Change

Time Allocation Y7&8 - Three x 45-minute periods per week Y9 - Two x 45-minute periods per week Assessment Topics will be assessed through research assignments and essays to demonstrate each of the skills listed above. Students will use information supplied in class and from the Secondary Library.

They will also be encouraged and guided in use of the Internet. There will also be progress tests.

History tests will largely focus on analysis of historical sources, knowledge and written answers that focus on key concepts such as causes and consequences. Regular home learning will be set based on interpreting sources, writing tasks, role play preparation, creative work and thinking skills

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COMPUTER SCIENCE Aims We aim to equip students with the right skills and knowledge to prepare them for a rapidly changing future. We do this through creativity, problem-solving, and collaboration. Students are exposed to a wide range of technologies and are taught to understand the dynamic nature of technology whilst being mindful of responsibility and ethics.

Key objectives include: Computational thinking - Developing the ability to think logically, to break down problems and recognise patterns to formulate solutions.

Programming and Coding Skills - equip student with proficiency in programming languages. Develop algorithms, and solve problems through code..

Computer Systems - expose students to new technologies and provide students an understanding of computer hardware, software and networks.

Digital literacy and Online Safety - educating students on safe and responsible use of technology, including online safety, cybersecurity, and awareness of potential risks Creativity & Innovation - Encourage students to explore their creativity by designing and developing digital solutions, projects, and multimedia applications, fostering innovation and entrepreneurial skills Course Outline

Year 7

Year 8

Year 9

E-safety / Digital Literacy Scratch Programming 1 Modelling data Spreadsheets Physical Computing Game Design - Kodu

App Development 1 Logo & Sequencing Scratch Programming 2 Python Coding Beginners Media and Graphics

App Development 2 Python Coding Advance Robotics / Microbit Drone programming 3D Animations

Time Allocation Two x 40-minute periods per week

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COMPUTER SCIENCE Assessment The Computing department use a variety of methods to assess students. As teacher we are constantly assessing students in each lesson ensuring learning is taking place. Assessments are usually at the end of each unit. Assessment comes in 2 forms as an online multiple choice assessment and/or assessed project. Online assesment is based on skills and concepts taught for each unit.

After each assessment students have a chance to fill any gaps in knowledge and get direct feedback. Grading of these online tests is in the form of a percentage, these percentages are then converted into the following bands accordingly.

Band A: Working above the expected level

Band B: Working at the expected level

Band C: Working below the expected level

Students attitude to learning is also reported

Home Learning As many units of study are of a practical nature homework is set when required, and not necessarily each week. The task may be of a practical nature, research or written design activity.

Students will usually be given a minimum of one week to complete the home learning. Students are welcome to use their laptop at break and lunchtime.

Technical Support All students are expected to bring in their own device as per the school policy. The primary device is a laptop that is light and easy to carry. Ipads and tables can be used as additional devices.

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COMPUTER SCIENCE

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EAL Aims Our aim is to provide students with confidence, a love of learning language and the skills and aspirations to use them, leading to much improved functional English skills, both socially and academically, to enable all our EAL students access to the full curriculum as soon as possible.

Course Outline The EAL programmeme aims to improve all 4 English skills of Speaking, Listening, Reading and Writing using the following focus areas: Improving reading and comprehension skills with group study and independent home study using reading journals Developing writing skills by using specific plans for different types of writing Listening practise both independently and at home with guidance Confidence building along with vocabulary development practising speaking for different situations Timed writing exercises Subject-specific vocabulary from mainstream subjects In addition, Key Stage 3 EAL students will complete weekly reading journals.

These form the basis of students’ home learning and parents are asked to sign them each week.

Time Allocation Key Stage 3 contains 3 phases that are calculated at admission: Intensive: 8 lessons per week plus in-class support in Science Intermediate: 4 lessons per week plus in-class support in Science Standard: 2 lessons per week Assessment At admission students are tested to find our which EAL phase they need to be in. In addition to this: There are 2 formative assessments per term and results are sent home to parents.

Students move between the Intensive, intermediate and Standard phases based on their end of term assessment results At the end of Term 3 all EAL students have the option to be entered in to the internationally recognised Cambridge International Language Exams: Key English Test, Preliminary English Test and First Certificate All students are continually assessed during lessons and both verbal and written feedback is given to them

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EAL Course Structure Key Stage 3 contains 3 phases that are calculated at admission: Intensive: 10 lessons per week plus in-class support in Science Students develop English in the following areas: Survival everyday English and classroom language language Social language to develop friendships and contacts Parts of speech Basic grammar - past and present tenses Basic sentence structure Developing basic Tier 1 vocabulary Phonics and pronunciation study and practise Intermediate: 6 lessons per week plus in-class support in Science Learning language for situations including formal and informal English and more advanced social language to further develop friendships and contacts Intermediate sentence structures using clauses and developing skills to extend writing and speaking grammar - past and present tenses Developing Intermediate Tier 2 vocabulary Guided reading and skill building for comprehension Humanities based EAL programmeme where students develop English around the context of geography, history and social studies Standard: 2-3 lessons per week Learning language for situations including formal and informal English and more advanced social language to further develop friendships and contacts Advanced sentence structures developing skills to extend both social and academic writing and speaking Advanced grammar - all tenses and structures Developing Advanced multi-meaning Tier 3 vocabulary that covers all subject areas Guided reading and skill building for comprehension Humanities based EAL programmeme where students develop English around the context of geography, history and social studies Once students have reached the graduation level they stop having EAL lessons, and in-class support, and are instead monitored.

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Key Stage 3 Curriculum Booklet

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UNIVERSITY OFFERS OVER THE YEARS Canada

United Kingdom

Europe

Fraser International College McMaster University Queen's University Southern Alberta Institute of Technology *The University of British Columbia University Canada West University of Manitoba University of Toronto Scarborough University of Victoria University of Waterloo University of Western Ontario

Anglia Ruskin University British and Irish Modern Music Institute *Kings College London Loughborough University Newcastle University Northumbria University *Queens University Belfast *Trinity College Dublin *St. Andrews University *University College London University of Brighton University of Bristol University of East Anglia University of Essex University of Liverpool University of Manchester University of Plymouth University of Reading University of the West of England, Bristol University of West London

Amsterdam University of Applied Sciences, Netherlands Fontys University of Applied Sciences, Netherlands Hanze University of Applied Sciences, Netherlands IE Business School, Madrid, Spain Karel De Grote University, Belgium Karlsruhe Institute of Technology, Germany Leiden University, Netherlands Saxion University of Applied Sciences, Netherlands Technical University of Eindhoven, Netherlands Technical University of Munich (TMU), Germany The University of Barcelona, Spain Tilburg University, Netherlands University of Amsterdam, Netherlands University of Twente, Netherlands Utrecht University, Netherlands

United States of America *Berklee School of Music Brigham Young University Florida Institute of Technology Lesley University Boston Los Angeles Film School Marymount Manhattan College Occidental College Rutgers University *UMass Boston University of California, Irvine University of Delaware University of Kansas

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Asia Assumption University Bangkok University Chulalongkorn University *Chulalongkorn University Dusit Thani College Kasetsart University King Mongkut’s Institution of Technology Ladkrabang (KMITL) Mahidol University Silpakorn University *Thammasat University Manipal Institute of Technology, India National Tsinghua University, Taiwan Sophia University, Japan Temple University, Japan University of Hong Kong, Hong Kong

Key Stage 3 Curriculum Booklet

Australia Macquarie University SAE Institute The University of Western Australia University of Monash University of New South Wales *University of Sydney University of Technology Sydney College

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A Community That Succeeds

St. Andrews International School Sukhumvit 107 (Bangna) 7 Sukhumvit 107, Khwaeng Bang Na, Khet Bang Na, Krung Thep Maha Nakhon 10260

+66 (0) 2393 3883 admissionss107@standrews-schools.com @standrewssukhumvit