Ks3 booklet updated 18 1 2016

Key Stage 3 Curriculum Programme

A GUIDE TO KEY STAGE 3 TABLE OF CONTENTS Key Stage 3 – Introduction Pastoral Care, Homework, Assessment Subjects on the Curriculum English Maths Science Modern Languages Modern Greek for Bilingual Learners Geography History Classical Civilization Art and Design Drama Computer Science Music Personal, Social and Health Education and Citizenship Physical Education Extra-Curricular Activities For Further Information Regarding Key Stage 3

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INTRODUCTION We are looking forward very much to welcoming you to the Upper School and the start of Key Stage 3 (Years 7, 8 and 9), and we shall make every effort to ensure that your introduction is smooth and stimulating, encouraging and challenging. The curriculum is wide ranging, based on the National Curriculum for England and Wales, with modifications made to accommodate the school’s status as an international school, and there are 14 subjects on the timetable.

The school day is divided up into 8 teaching periods of 40 minutes each. Morning registration is at 8.30 a.m. this is followed by 4 lessons and then a 20 minute mid-morning break at 11.20. Two more lessons precede 55 minutes for lunch, when all the Key Stage 3 students eat together in the Hall. Lunch may be brought from home or purchased from the school canteen. There are 2 lessons after lunch and the day ends with dismissal with the form teacher at 3.15p.m.

Throughout St Catherine’s constant communication between home and school is emphasised; we firmly believe that strong links between teachers and parents are a great facilitator of each student’s progress. This is especially important at Key Stage 3, as children pass into adolescence and seek to establish their independence, yet still benefit enormously from support and guidance from home.

Year group visits, including end of year residential trips are arranged to strengthen social relationships within peer groups and between staff and students. Pastoral issues, such as bullying are high profile on the list topics for the alternating weekly assembly and form period, and are regularly revisited.

A programme of workshops for parents is organised under the title of “Partnership with Parents” and with guidance of the school counsellor. These are designed to give families the opportunity to share concerns and strategies for supporting the needs and welfare of their adolescent children.

There is a diverse programme of extra- curricular activities which encompasses dance, debate, drama, music and sport. The elected representatives of the School Council debate student welfare issues, report back to the form, negotiate improvements with the Head of the Upper School and Headmaster, and they regularly arrange charitable fund raising initiatives.

Parents who are seeking advice on how to offer the most constructive support are most welcome to contact Mrs. Metaxa, the Upper School Administrator, who will be happy to arrange for an appointment with the appropriate member of staff.

Elizabeth M. Stewart, (Head of Key Stage 3)

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Educational Programme at St. Catherine’s School YEAR GROUP

Nursery I Nursery II Reception Year 1 Year 2

Year 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9

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NORMAL AGE RANGE

KEY STAGE (Written Examinations)

2–5

Foundation Stage

5–7

KEY STAGE 1 (End of Key Stage Tests in English and mathematics)

7 – 11

11 – 14

Year 10 Year 11

14 – 16

Year 12 Year 13

16 – 18

KEY STAGE 2 (End of Key Stage Tests in English, mathematics and science) KEY STAGE 3 (Insight examinations in English, Mathematics and Science) KEY STAGE 4 (IGCSE examinations in nine or ten chosen subjects) INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME (IB examinations in six chosen subjects)

PASTORAL CARE All staff take leading roles in the care and welfare of each student in the Upper School, and are available to offer support at any time. However it is the form teacher who is constantly in touch with each student in his/her form. Each form is assigned 2 form teachers at the beginning of Key Stage 3 and they guide this form through the 3 years of Key Stage 3.

Every student meets with one of his/her form teachers twice a day, at morning registration and afternoon dismissal. The form teacher checks attendance, follows up any absences and helps with catching up missed assignments, as well as keeping an eye on general presentation and the maintenance of homework diaries.

One of these teachers will be both form teacher and personal tutor for each student. The personal tutor’s role is that of confidante and advisor, as well as a facilitator between students and their subject teachers. The personal tutor may act as an intermediary if for example a teacher has identified either an academic or a pastoral concern.

There are regular staff meetings during which round table discussions focus on individual progress. If there is a cause for concern, parents are notified and where appropriate, a meeting is arranged with the members of staff concerned.

Students and parents receive regular progress reports via the Parent /teacher meetings which take place in the Autumn Term; and after the midyear and end of year tests, in the reports which are sent out in February and at the end of June.

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HOMEWORK AND HOMEWORK DIARIES Homework is regarded as an integral and valuable part of the curriculum, providing opportunities for reinforcement, independent research, further development and practice of skills, especially revision and retention which are vital on the road to success at I.G.C.S.E. and IB level.

Each student receives a homework timetable, along with the weekly timetable on the first day of the academic year, and a homework diary in which to record assignments. Homework is set in 3 designated subjects per night, with a time allocation of approximately 30 minutes per subject. It should be completed on that evening. On completion, parents are requested to check that the task adheres to the School’s guidelines on presentation, and to sign the diary.

Homework is regularly posted on HAIKU, the School’s virtual learning environment (VLE) which students access via their St. Catherine’s email account. HAIKU is also a very useful tool for catch up work in the event of absence and for revision purposes.

The homework diary is also intended to be used to write notes in by parents and teachers as another means of facilitating communication between home and school.

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MONITORING, ASSESSMENT AND REPORTING Monitoring and giving written and oral feedback to students are ongoing on a daily basis in all areas of the curriculum.

Assessment in all subjects apart from P.S.H.C.E. culminates in a term grade and effort mark on the twice yearly reports which are issued in February and June.

For P.S. H.C.E. an effort mark is given. In general, report grades are based on coursework (50%) and tests (50%). Coursework combines class work and homework.

In the following subjects, progress and effort is principally recorded in exercise books - English, maths, science, modern languages, geography and history. Art, music, ICT, classical civilisation, P.S C.H.E. use a combination of folders, exercise books and work for display. In P.E. each student has a file which records progress, achievements and effort in each sport continuously through each key stage.

There are 2 cycles of assessment tests which taken place mid-year and in April and May. The equivalency between grade and percentage is as follows: A* - 85%+, A – 75%+, B – 60%+, C – 50%+ etc.

The following descriptors are used in the mid and end of year report. They are intended to reflect performance throughout the term, including exam results.

Achievement grades: A*, A, B, C, D, E, F, G, (a grade C is broadly indicative of an average performance.)

Effort/Attitude: 1- Always tries his/her best. Very positive and enthusiastic.

2- Generally positive and well organised. Usually enthusiastic.

3- Effort, organisation and attitude are satisfactory, although there is still significant room for improvement.

4- Could push him/her more. Often disorganised, with work often incomplete or not handed in.

5- Little effort being made and concentration is poor. Frequently inadequately prepared.

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SUBJECTS ON THE CURRICULUM (The number in brackets after each subject refers to the number of teaching periods per week) Core subjects: English (5) Maths (6) Science (5) Modern Languages: Greek- compulsory for all students (4) And one of the following (3): French German Spanish Humanities: Geography (2) History (2) Classical Civilisation (1) Creative and Vocational Art and Design (2) Drama (1) I.C.T. (2) Music (2) Personal, Social and Health Education and Citizenship (1) Physical Education (3)

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ENGLISH PURPOSE OF STUDY English has a pre-eminent place in education and in society. A high-quality education in English will teach pupils to speak and write fluently so that they can communicate their ideas and emotions to others and through their reading and listening, others can communicate with them. Through reading in particular, pupils have a chance to develop culturally, emotionally, intellectually, socially and spiritually. Literature, especially, plays a key role in such development. Reading also enables pupils both to acquire knowledge and to build on what they already know. All the skills of language are essential to participating fully as a member of society; pupils, therefore, who do not learn to speak, read and write fluently and confidently are effectively disenfranchised.

(National Curriculum KS3) The changes to the curriculum at KS3 bring a greater focus on grammar than we have seen in the last 40 years. New texts will be used by our pupils to prepare them for possible grammar papers and a greater proportion of the IGCSE grade being awarded for grammar and vocabulary.

SKILLS AND ATTAINMENT TARGETS In Years 7, 8 and 9, students at St. Catherine’s will be building on many of the essential skills that they have begun to develop at Key Stage 2. The development of skills in Reading, Writing, and Speaking and Listening aims to equip students for today’s fast changing, global society, whilst also nurturing an appreciation of literature. The syllabus is integrated, but skills may be broken down as follows.

Reading: At Key Stage 3, students are called upon to read a wide variety of texts, both for study and for pleasure. They become enthusiastic, discriminating and responsive readers, able to understand layers of meaning and to appreciate alternative interpretations of a text. They are able to appreciate the scope and richness of complete novels, plays and poetic texts.

Students develop the ability to select, retrieve and interpret information from a wide variety of classic and contemporary literary and non-literary texts, using 9|Page

quotation and referencing correctly. They build an awareness of the writer’s use of language (using appropriate literary terminology), and the writer’s choice of structure and register, as well as an awareness of the effects of such features on the reader. Students will be able to identify and comment on the writer’s purpose and will develop the confidence to present, both orally and in writing, a considered personal response to a text.

Students also explore social and moral issues, gaining an appreciation of how ideas, values and emotions are conveyed, and identifying perspectives on individuals, community and society. The syllabus includes texts from several different cultures and traditions and students are able to make connections and comparisons between texts from different cultures.

Students are exposed to a range of printed, ICT-based, media and moving image texts. They are able to evaluate how information is presented and to differentiate between fact and opinion. They develop an awareness of how such factors as form, layout and presentation contribute to effect, and appreciate the importance of audience.

Writing: Students are encouraged to write imaginative, interesting and thoughtful texts that are appropriate to the task and show a clear awareness of audience and purpose. They develop the ability to organize and present information effectively, using paragraphs and a wide range of cohesive devices.

Students are able to use a variety of sentence lengths and constructions, as well as accurate syntax, punctuation and spelling. Vocabulary use should be appropriate, effective and imaginative, and handwriting should be fluent, joined and clear, though students will be encouraged to complete at least some of their assignments using a word processor.

Students are encouraged to draw on their experience of literature and of linguistic forms when composing their writing.

Students’ awareness of the many different functions that a written text may fulfil is enhanced through the different styles of writing that they are taught to use effectively, ranging from informative and instructional to descriptive, narrative and poetic texts.

Speaking and listening: Students will develop the confidence to talk and listen in a wide range of contexts, both formal and informal, using a variety of expression and vocabulary, showing an awareness of and taking into account the views of others. We recognize the ever growing need for good communicators in the modern world, and to this end, developing a good 10 | P a g e

grounding and confidence in public speaking and group discussion skills is considered a priority in Key Stage 3 English. As well as group project/research work, students enjoy participating in class debates (sometimes judged by year 12 and 13 students) and learn how to make effective oral presentations.

Grammar and vocabulary: Students will consolidate and build on their knowledge of grammar and vocabulary through: extending and applying the grammatical knowledge set out in English Appendix 2 to the key stage 1 and 2 programmes of study; to analyse more challenging texts, studying the effectiveness and impact of the grammatical features of the texts they read drawing on new vocabulary and grammatical constructions from their reading and listening. They should use these consciously in their writing and speech to achieve particular effects knowing and understanding the differences between spoken and written language, including differences associated with formal and informal registers, and between Standard English and other varieties of English and by doing this use Standard English confidently in their own writing and speech. They will be able to discuss reading, writing and spoken language with precise and confident use of linguistic and literary terminology.

Resources: Students are exposed to a wide range of literary, non-literary, fiction and nonfiction texts, in keeping with and exceeding the requirements of the National Curriculum of England and Wales. The texts used are chosen with care to be stimulating, interesting and appropriate to the age-group, and are under constant review by the department.

Literary texts: Study of literary texts, in a variety of genres, constitutes approximately one third of teaching time in Years 7 to 9. Students begin to develop an awareness of English literary heritage, thus texts are drawn from a variety of time periods.

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Poetic texts: It is largely through the study of poetic texts that student are introduced to a range of literary techniques, including imagery, personification, onomatopoeia, sound devices (alliteration, assonance, dissonance), parody, manipulation of rhyme and rhythm. Anthologies currently in use include ‘Wordspinners’, ‘Thoughtweavers’, Earshot and ‘Wordscapes’ edited by Barry Maybury. New Touchstones’ (Michael and Peter Benton) The novel: Aside from their own personal reading, which is actively encouraged, students study three or four novels as a class during the course of each year. These are taken from the following selection, according to the requirements and interests of each class: Years 7 & 8: ‘Which Witch?’ (Eva Ibottson), ‘Matilda’ and ‘Boy’ (Roald Dahl), The Secret Garden’ (Frances Hodgson Burnett), ‘Goodnight Mr. Tom’(Michelle Magorian), ‘The Hobbit’ (J. R. R. Tolkien),‘The Tulip Touch’, ‘Flour Babies’ and ‘The Book of the Banshee’(Anne Fine), “A Christmas Carol” (Charles Dickens), Beowulf, Dragonslayer’ (Rosemary Sutcliff), ‘The Turbulent Term of Tyke Tiler’ (Gene Kemp), 'Walkabout' (James Vance Marshall), 'The Breadwinner' (Richard Adams), ‘Stone Cold’ and ‘Abomination’ (Robert Swindells), ‘The Boy in the Striped Pyjamas’ (John Boyne), ‘The Curious Incident of the Dog in the NightTime’ (Mark Haddon), ‘The Recruit’ (Robert Muchamore), ‘Survival’ (Chris Ryan),’ Noughts and Crosses’ (Malorie Blackman), ‘The Shadow of the Minotaur’ (Allan Gibbons), ‘War Horse’ (Michael Morpurgo) ‘The London Eye Mystery’ (Siobhan O’Dowd) ‘The Merrybegot’ (Julia Hearn) ‘The King of Shadows’ (Susan Cooper) Year 9: 'The Lord of the Flies’ (William Golding), ‘Animal Farm' (George Orwell), ‘My Family and Other Animals'(Gerald Durrell), 'Jane Eyre' (Charlotte Bronte), ‘The Foreshadowing’ (Marcus Sedgewick), ‘A Tree Grows in Brooklyn’ (Betty Smith), ‘Of Mice and Men’ (John Steinbeck), Ácross the Nightingale Floor’(Lian Hearn), ‘The Wasp Factory’(Iain Banks, ‘Noughts and Crosses’ (Malorey Blackman) ‘Starseeker’ (Tim Bowler

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Short stories: Students become familiar with the conventions of the short story through perusal of the works of writers such as Roald Dahl and Paul Jennings.

Anthologies in use in the department at present include 'Tales with a Twist' (Mike Royston'), 'Stories from Different Genres' (Mike Hamlin), ‘Snapshots’ (ed.

Guy Dunbar) and ‘Working with Short Stories’ (ed. Kilduff, Hamer and McCannon) Dramatic texts: Students also study at least one dramatic text a year in the context of their English class, from a literary perspective. Texts include: ‘The Thwarting of Baron Bolligrew’ (Robert Bolt) and 'Wuthering Heights' (Emily Bronte). Pupils are introduced to Shakespeare gradually in Years 7 and 8, through extracts from his plays and sonnets, and in Year 9, read an entire Shakespeare play, as well as complete an in-depth group project related to his works.

Non-literary texts: A wide variety of non-literary texts are explored in Key Stage 3, ranging from informative, persuasive and explanatory, to entertaining, descriptive and imaginative. Approximately two text types are covered per term. The main text-book series in use at present is ‘Cambridge Checkpoint English Coursebook’, but this is supplemented by a large selection of stimulating texts from other textbooks as well as newspapers, magazines, advertisements, reference texts and ICT-based information.

MATHEMATICS The national curriculum for mathematics aims to ensure all pupils: -become fluent in the fundamentals of mathematics -reason mathematically -can solve problems by applying their mathematics The Maths syllabus incorporates the areas of Number; Algebra; Ratio, Proportion and rates of change; Geometry and measures; Probability and Statistics.

The Maths Department is fully aware that although this knowledge is valuable and interesting in itself, the ability to Use and Apply it in real life situations is important. A more detailed list of topics is given on the next page.

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Number

Algebra

Ratio

Geometry & Measures

4 rules for Positive and Negative Numbers

Solving Linear equations

Conversion between units

Properties of angles at a point, on a straight line, vertically opposite

4 rules for Fractions and Decimals

Algebraic Substitution

Changing the subject of a formula

Order of operations

Expanding brackets Factorising expressions

Percentage change; Original value problems; Simple interest

Parallel lines, alternate & corresponding angles Congruence of triangles Similar shapes by enlargement Properties of triangles & quadrilaterals, including perimeter & area

Introduce Venn diagrams

Percentages Decimals

Use scale factors, diagrams & maps Ratio

Approximations

Coordinates in all four quadrants

Direct & inverse proportion

Interior & exterior angles of regular & irregular polygons

Discrete, continuous & grouped data

Simultaneous linear equations

Compound units, i.e. speed, unit pricing and density

Circumference & area of a circle.

Composite shapes

Measures of central tendency (Mean, median, mode) Range.

Decimal Places Significant figures Integer powers and real roots

Standard Form

Number sequences

Units of mass, length, time, money and other measures

Graphing straight lines and quadratics

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Volume of prisms, pyramids, cones and spheres

Probability/ Statistics Simple probability (sum of all outcomes is 1)

Calculate theoretical probabilities Tree diagrams

Construct & interpret frequency tables, bar charts, pie charts Nets & surface area Bivariate Data Scatter graphs, correlation, lines of best fit

Use of a scientific calculator

Gradient and intercept

Pythagoras’ Theorem & trigonometric ratios

SCIENCE Science captivates, enthuses and inspires students during Key Stage 3 as experimental work is at the heart of the curriculum. Both independently and as part of a group, students develop investigative skills which enable them to design, obtain evidence, analyse and evaluate experiments. These are all invaluable skills which are required for both the IGCSE and IB courses.

The Key Stage 3 curriculum enables students to consolidate and build upon the knowledge which they have obtained during Key Stage 2. They develop a greater depth of understanding of key concepts through hands on experience and are therefore able to formulate reasons for phenomena that they have experienced in the world around them.

Students will undertake numerous projects throughout Key Stage 3, presenting their findings in a variety of ways including display work and presentations to their peers. Project work gives them the opportunity to apply their knowledge and enables them to develop skills such as communication, critical thinking, problem solving and teamwork. It is only through this type of work that students can really appreciate the work of a scientist in the ‘real world’.

The topics taught in Key Stage 3 are: Biology Cells and organisation Nutrition and digestion Reproduction Cellular respiration Inheritance, chromosomes, DNA and genes Chemistry The particulate nature of matter Pure and impure substances 16 | P a g e

The skeletal and muscular systems Gas exchange systems Photosynthesis Relationships in an ecosystem

Atoms, elements and compounds Chemical reactions

Energetics Materials

The Periodic Table Earth and atmosphere

Physics Calculation of fuel uses and costs in the domestic context Changes in systems Forces Balanced forces Observed waves Energy and waves Current electricity Magnetism Particle model Space physics

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Energy changes and transfers Describing motion Pressure in fluids Forces and motion Sound waves Light waves Static electricity Physical changes Energy in matter

MODERN LANGUAGES In Key Stage 3 students are given the opportunity to learn two languages from a choice of four: French, German, Greek and Spanish. The four languages are offered at different levels.

When teaching Modern Languages at St. Catherine’s we believe in the communicative approach. We feel this is the best way to encourage our students to become confident and competent users of the language. At the same time, we try to emphasise the underlying structure of the language in order to give students maximum independence when using a foreign language.

This facilitates a greater degree of fluency which is expected at IGCSE and IB levels.

In Key Stage 3, students are encouraged to communicate in the target language, to produce and respond to different types of spoken and written language, use the target language creatively and effectively both in speaking and in writing.

CDs, DVDs and other types of audio-visual stimuli are used to facilitate learning and in-depth cultural awareness and we integrate the use of IT into the learning process.

Language books such as the New Edition of Encore Tricolore in French, Communicate in Greek 1st and 2nd part in Greek and Mira in Spanish are used as main course books but are also supported by a variety of supplementary material. The school subscribes to a number of foreign magazines and websites offered at different levels in the three languages to give the pupils the opportunity to browse and become more familiar with the language outside the classroom.

The aim of each course is not only to teach the language itself but also for the students to appreciate some of the culture of the country and its people. At the end of the Key Stage in Year 9, an overseas trip to either Spain or France, is organised, during which students have the opportunity to put into action what they have learnt and get a real taste of life in the country where this language is spoken.

Activities such as cooking, singing, dancing, acting, also playing board games, films in the target language and all sorts of cultural events form an integral part of each course.

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MODERN GREEK FOR BILINGUAL LEARNERS This course aims at increasing fluency and accuracy in all language skills (speaking, listening and reading comprehension, writing). Various types of oral and written communication are developed through text handling, guided creative writing, debates and formal structure and grammar of the language.

Lessons are based on the Greek school books and are enriched with supplementary material, interactive board activities, DVDs and CDs. In addition, the course brings students in touch with Greek literature so that they gain insight of both the literary styles and cultural elements of Greece.

Elements of Greek history and geography are also taught during Key Stage 3.

Academic knowledge is enhanced by visits to archaeological sites, museums, exhibitions and libraries. Visits from Greek authors and illustrators are organized. Students attend theatrical performances and watch DVDs and documentaries as part of enrichment projects.

In Key Stage 3 students also work towards the Certificate of Proficiency in Greek (Ellinomathia), which is recognised internationally.

GEOGRAPHY Geography is a subject able to inspire and encourage pupils to learn about the world around them now and in the near future. What they learn is readily applicable, useful and will remain with them for the rest of their lives. Teaching will equip pupils with knowledge about diverse places, people, landscapes and geographical skills like mapping.

Learning through Geography is a practical way of creating an awareness of the world and understanding the interaction between physical and human processes, including the human impact on the environment and exploring sustainable development. Pupils will develop a sense of place, environmental responsibility and cultural awareness.

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Course aims The course aims for pupils to: ● Develop geographical knowledge of the location of globally significant places: both on land and in the sea. ● Understand the human and physical processes that shape our world and how they change over time. ● Be competent in geographical skills, such as collecting, analysing and communicating data gathered through fieldwork, and be able to interpret maps, diagrams and geographical data.

Course content The course content over the three years is as follows: Locational Knowledge Pupils to increase their spatial awareness of the world’s countries using maps to focus on Africa, Asia (including China and India), the Middle East and Russia. These areas should be studied in terms of their environmental regions, key physical and human characteristics and major cities.

Place Knowledge Pupils to understand geographical similarities, differences and links between places through the study of human and physical geography of a region within Africa, and of a region within Asia.

Human and Physical Geography Pupils to understand the key processes in: ● Physical geography relating to geological timescales and plate tectonics, rocks, weathering, soils, weather and climate, including the change in climate from the Ice Age to the present, glaciation, hydrology and coasts.

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 Human geography relating to population and urbanization, international development, economic activity in the primary, secondary, tertiary and quaternary sectors, the use of natural resources. � Interaction of human and physical processes to change landscapes, environments and the climate and how human activity relies on effective functioning of natural systems.

Geographical skills and fieldwork Pupils will build on their knowledge of globes, maps and atlases. They will interpret Ordnance Survey maps in the classroom and the field, including using grid references, scale, topographical and thematic mapping, and use aerial and satellite photographs. They will use Geographical Information Systems (GIS) to view, analyse and interpret places and data. Fieldwork will be used to collect, analyse and draw conclusions from geographical data.

Lessons are taught using a variety of teaching and learning methods including teacher directed discussion, small-group work, role-play, worksheets and written activities. The Geography department also has a good range of educational documentaries which are used to support learning as well as a wide variety of excellent textbooks and links to I.C.T. suitable for pupils of differing abilities.

HISTORY During Key Stage 3, students study a broad combination of British, European and world history, with special reference to the struggle for democracy, the fundamental importance of religion and economics in everyone’s lives, social and cultural change, and the impact certain individuals had at the time. The curriculum is based around change and continuity, cause and effect and making connections.

The syllabus for each year is grounded in chronological progression, from 1066 to the latter half of the twentieth century. It is designed to give each student a broad overview of the key events and personalities of the millennium as well as the opportunity to undertake depth studies and the investigation of specific topics, including events occurring in Greece during that period.

The History department is well resourced, and throughout the key stage, a variety of methods of enquiry and historical skills are practised, using primary and secondary sources, including library facilities, documents, the media, 22 | P a g e

museum and site visits, and where available, eye witness accounts.

Independent research is encouraged both in and outside the classroom. All this enables students to empathise and to describe their findings clearly, accurately and in detail. The value of neat and careful recording is emphasised through a wide variety of classwork and homework tasks. Students are always encouraged to include sources, historical terms and illustrations to develop real understanding of what it must have been like to live then and to communicate that fully to others.

Syllabus outline by year group: Year 7: Britain and Europe - 1066 to 1500, including the Norman Conquest; the power struggles between the monarchy and the Church, the barons, and the peasants; the Crusades; and the Black Death.

Local depth study: The fortress of Acrocorinth, on the route of the Crusaders to Jerusalem: the Byzantine Empire and the fall of Constantinople.

Visits: The site of Acrocorinth; the Byzantine Museum.

Year 8: Religious changes and the development of democracy 1500 to 1750including the Reformation; Henry VIII and the establishment of the Church of England; the Elizabethan era; the Civil War and Interregnum; the Restoration, the Glorious Revolution and the power of Parliament; aspects of daily life across the period.

The nineteenth century, including the agricultural and industrial revolutions.

Local depth study: The Greek War of Independence.

Visits: The National Historical Museum; Palamidi Fortress and associated sites in Nauphlion Year 9: The Twentieth Century World, including the causes, course and consequences of the First and Second World Wars; the Russian Revolution; the changing role of women in society; the Holocaust and the beginning of the Cold War.

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Local depth study: Greece during the Second World War Occupation.

Visits: The Jewish Museum; the War Museum.

CLASSICAL CIVILIZATION Classical Civilization combines different aspects of Ancient Greek and Roman history and culture and provides the students with the opportunity to explore and understand the lifestyles, religion, political systems, social structures, art and literature of classical times.

This course enables students to develop a good understanding of the basic ideas that define classical times through original sources from historical, literary and philosophical texts as well as artistic material. Students also develop their critical thinking and form their own insight into ancient times.

This then becomes a sound basis for their understanding of contemporary cultural matters, as they will be familiar with the origins of modern societies.

This is a vibrant course enhanced by visual stimuli and on site experience since in Greece we have the great advantage of visiting many of the target places easily. Trips and visits to museums, sites and ancient theatre performances are an integral part of the course, for example in Year 9, students may visit Rome and Pompeii.

Site and museum visits are enhanced by activities to develop awareness and empathy. Research projects offer the opportunity to students to explore topics for themselves and organise their findings to present their knowledge to fellow students.

ART AND DESIGN In Key Stage 3 Art and Design, curiosity plays a large part in finding out how materials and techniques are used in painting, drawing, printmaking and 3D ceramic work. Through a variety of projects students are encouraged to explore new materials. They also study the work of relevant artists to give them a clearer understanding of how different approaches to Art can be used successfully. The main emphasis is on practical work but students also learn to 24 | P a g e

build up more accurate terminology and how to use a sketchbook well. They begin to recognize the contribution of artists, craftspeople and designers from their own and other cultures and to understand how and why artistic styles are dependent on time and location.

At Key Stage 3, students are increasingly able to research, organize and experiment with relevant resources to develop their visual ideas. They are introduced to a wide range of materials, tools and techniques, both in 2D and 3D with an emphasis on skills building. The syllabus involves both observational and imaginative drawing and the development of visual ideas using a wide variety of media. Students explore printmaking techniques as well as 3D studies using clay hand-building techniques. They learn to select and interpret the visual elements and to develop a critical awareness that allows them to form judgments about their own and other’s work.

Students have the opportunity to visit galleries and museums in and around Athens, and we also take advantage of temporary exhibitions, as and when available. These visits provide a first-hand study of works of art, and students are encouraged to discuss and critically question what they see. They record their ideas in sketchbooks, in both visual and written form, going on to develop projects based on the work of established or contemporary artists.

Students also benefit from a wide range of resources in the Art and Design department, including DVDs, videos, books, access to pottery wheels and a photographic darkroom, a wide range of Art materials as well as Internet access for research purposes. Whenever possible, artists are invited into school, to work on topics with the students or talk about their work to them.

The programme of study for Key Stage 3 provides a solid foundation for those students wishing to continue to IGCSE and to the IB Visual Arts course.

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DRAMA Drama is “serious fun” and over three years the skills which students have learned is built upon and consolidated giving a solid foundation should a student then opt for GCSE Drama and, beyond, IB Theatre.

Every student becomes fully involved at his or her own level working in a safe environment. Drama is not theatre. Drama is something you do for yourself, theatre you do for others. Should a student wish to “be in the limelight” then extracurricular productions offer diverse opportunities. In the “safety” of the Drama lesson if a student wishes to perform (and they all always do!) then he or she may do so.

Look, Listen, Trust; on your feet and doing; group involvement and interaction; imagination – putting on your “Drama eyes”; freeze technique, the “built in” rules – all these elements are introduced in Year 7 initially through lots of Drama Games/Exercises and expanded throughout Key Stage 3.

From the initial introduction to Drama, students learn self-control, mime, movement, use of gesture, facial expression and voice. They understand “Every Picture Tells a Story”, the art of “Freeze Frame Acting”, the possibilities of “Thought Track” and how to “Mark a Moment” as well as “Cross Cut”. They learn how to “hot seat” to build characters, role play, use proxemics and levels, and how to create tension and manipulate dramatic irony. Spontaneous and Prepared Improvisation form an integral part of the course and the students become adept at working in a variety of groupings – solo, duet, small or large group to whole class.

I.C.T. and COMPUTER SCIENCE The aim of the curriculum is to develop confident digital citizens who understand the power of their digital world. It uses accessible, challenging and engaging projects that empower students and promotes the productive use of computational thinking. We want students to feel able to ‘tinker’ with technology, to understand how it works and how to make it work for them. All students should have the opportunity to write their own programs, produce their own apps or create professional quality digital products.

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Students should feel safe when using technology and the web. They must learn what their rights and responsibilities are, as well as how legislation such as The Protection from Harassment Act and The Computer Misuse Act can affects them.

Finally, students should understand how to utilise the power of the cloud, understand what services are available and that the cloud can be a powerful collaborative tool.

The course contains a number of original projects which have been designed so the basic computational strands aid progression from one year to the next. The basic strands include: ● Digital literacy includes: what is cloud technology, applications (on and offline), search engines and skills, social networks, web 2.0 ● Digital Citizenship includes how to be responsible when using social networks, technology and other online tools, understand and deal with the possible dangers they can face online, understand the positive and negative impact ICT has on the world around them ● Digital creativity includes: the importance of evaluating existing digital content, designing materials based on concept fit for purpose, importance of self and peer evaluation and to be effective when working independently as well as when collaborating with team ● Computing elements include: creating interactive games, learn how to program simple algorithms in a programming language, be able to understand related computational terminology associated with the hardware and software components inside a computer/tablet/smartphone, understand the history of Computer Science, learn what local area networks are and to have a basic understanding of how the internet works.

The Key Stage 3 curriculum enables students to progress to either GCSE Computer Science, IGCSE ICT or on to the skills or the (non-examined skills course).

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MUSIC At Key Stage 3, students continue to develop the skills of the Key Stage 2 programme; listening and appraising, performing and composing. These skills are taught and expanded through the study of different music styles both from the western traditions and from music round the world.

The syllabus is designed to give access to singing, instrumental playing and composing to every student. Those who receive instrumental tuition inside and outside school are encouraged to use their own instruments in class and work at their own level of performance ability.

The music department is well resourced with extra practice rooms, all of which are equipped with pianos. A variety of keyboards and percussions instruments are also available for the development of performance and composition skills.

The use of technology is encouraged throughout; the department uses music software and also works closely with the ICT department on various projects.

Syllabus outline by year group: Year 7: Intervals and their use in Western music. The Baroque and Classical period. Composition in ABA (ternary) form. Reggae, 12 Bar Blues and Rap. Compositional styles their origin and features, group compositions of songs in each style.

Year 8: Gamelan music of Bali: it features on influences of western music.

Performing with interlocking patterns and arranging popular songs in group performance. The study of Balkan rhythms in 5/8, 7/8 and 9/8 Latin American and African rhythms in performance.

Year 9: Variations and Ground bass. A tour of the forms from Renaissance to contemporary music. 20th century compositional styles: Impressionism, Serialism and Minimalism.

All students are encouraged to join in the extensive programme of extracurricular activities such as the Choir, orchestra and various musical plays and productions, and to participate in the regular concerts organized by the department. Visiting soloists and ensembles enhance the life of the school with their performances.

All students, who wish to, may also take the opportunity to use one or more of the school’s peripatetic instrument teachers to learn and play a musical 28 | P a g e

instrument on a one to one basis after school. This leads to the graded examinations of the Associated Board of the Royal Schools of Music.

PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION (PSHCE) St. Catherine’s has always been concerned with the education of the ‘whole student’ and teaching PSHE/Citizenship helps to achieve this. The framework for PSHE and Citizenship in The National Curriculum sets out the main strands to develop students’ knowledge, skills and understanding and gives advice on breadth of opportunities.

These strands are: Personal Well-being: ● Personal Identities ● Healthy Lifestyles ● Relationships ● Appreciating Diversity Economic Well-being and Financial Capability ● Career ● Capability ● Risk ● Economic understanding Citizenship ● Democracy and Justice ● Rights and Responsibilities ● Identities and Diversities

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The programme of study for Key Stage 3 is as follows: Year 7 Bullying Growing and Developing - personal hygiene Protecting the Environment Fair Trade British culture and traditions Safety on the Internet Year 8

Friendships Body image and the media Understanding Diabetes Unhealthy lifestyles - smoking and alcohol Healthy lifestyles - diet Eating disorders First Aid Year 9 HIV/AIDS Equal Opportunities Careers and personal development Parent-Teenage relationships Calculating risks – the risk of being a teenager Banking services, understanding debit and credit.

PSHCE/Citizenship at St. Catherine’s is taught through weekly lessons, as well as through other individual subjects taught in the school. We use a variety of teaching methods including discussing and debating issues, circle time activities, drama and role play, enquiry into topical issues, through visiting speakers, being actively involved in helping others or improving the environment, making posters and information displays, sharing their knowledge and opinions with others and through watching educational DVDs. In addition, assembly time is sometimes used to deliver relevant topics across the Key Stage.

Citizenship and PSHE includes what is planned and taught in the classroom, through these lessons and other subjects such as Science and Geography and 30 | P a g e

what is learnt through other school and community-based activities. There is one teaching period a week dedicated to this subject and the course is compulsory for all students, although there is no formal assessment at the end of the course. There is some flexibility in the delivery of the programme so that current issues or causes of concern for the students can be addressed at short notice.

In addition to being an integral part of the National Curriculum of England and Wales, many of the Citizenship and PSHE issues are subsequently developed in the Theory of Knowledge course and the Service component of CAS within the IB Diploma Programme, through which our students are encouraged to become responsible, informed and compassionate world citizens.

PHYSICAL EDUCATION Aims and Purposes of PE Pupils will be taught to: 1. use a range of tactics and strategies to overcome opponents in direct competition through team and individual games 2. develop their techniques and improve their performance in other competitive sports for example athletics, gymnastics and swimming 3. perform dances using advanced dance techniques in a range of dance styles and forms 4. analyse their performances compared to previous ones and demonstrate improvement to achieve their personal best 5. take part in competitive sports and activities outside school through community links, leagues and inter-school tournaments These aims and objectives are achieved through games (football, basketball, volleyball, cricket, rugby), dance, swimming, gymnastics and athletics.

Children are allocated to one of the four houses (Endeavour, Mayflower, Revenge, Victory) when they come to the main school and these are used as the basis for inter-house competitions. Inter-school competitions are typically arranged with other international schools.

IF YOUR CHILD HAS A PARTICULAR DIFFICULTY OR IS AT ALL CONCERNED, OR IF YOU HAVE ANY QUESTIONS REGARDING P.E. PLEASE CONTACT THE P.E. TEACHER VIA THE SCHOOL OFFICE.

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ATTENDANCE Physical Education is a compulsory part of the National Curriculum. If a child is well enough to attend school and go out to play at break and lunch-times, she/he is considered well enough to participate in the P.E. programme.

A MEDICAL CERTIFICATE is required if a child is to be withdrawn from two consecutive P.E. lessons. This note should state both the reason for not participating in the programme and when the child will re-start P.E. If a child is not to participate in P.E. on a long-term basis, the P.E. teacher may ask for additional information and/or medical proof.

PROGRAMME OVERVIEW Year 7 Autumn Term SWIMMING volleyball

Year 8

Year 9

Autumn Term SWIMMING volleyball

Autumn Term SWIMMING volleyball

Autumn Term Football or Tennis Basketball or Rugby Gymnastics

Autumn Term Football or Tennis Basketball or Rugby Gymnastics

SPRING TERM BASKETBALL-boys FOOTBALL-girls Dance

SPRING TERM BASKETBALL-boys FOOTBALL-girls Dance

SPRING TERM ATHLETICS Athletics

SPRING TERM ATHLETICS Athletics

Summer Term SWIMMING Cricket/Rounders

Summer Term SWIMMING Cricket/Rounders

October HALF TERM Autumn Term Football or Tennis Basketball or Rugby Gymnastics CHRISTMAS SPRING TERM Basketball or Rugby Football or Tennis Gymnastics February HALF TERM SPRING TERM ATHLETICS Athletics EASTER Summer Term SWIMMING Cricket/Rounders

The order of the above topics could change depending on the timetable and Hall availability.

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PROGRAMME OF STUDY

K.S.3

Year 7

Year 8

Year 9

Gymnastics

Dance

Athletics

Swimming

Basketball, volleyball, football, rugby, cricket, rounders.

Pupils choose to work on either floor work or trampoline.

Choreography, modern dance, technique.

Pupils can choose to work on one of the following-discus throwing, shot putt, long jump, high jumpand two running events.

Stroke work, back stroke turn, race diving, A.S.A. personal survival award.

Basketball, volleyball, football, rugby, cricket, rounders.

Pupils choose to work on either floor work or trampoline.

Choreography, modern dance, technique and rhythm.

Pupils can choose to work on one of the following-discus throwing, shot putt, long jump, high jumpand two running events.

Stroke work, butterfly turn, race diving, A.S.A. personal survival award.

Basketball, volleyball, football, rugby, cricket, rounders.

Pupils choose to work on either floor work or trampoline.

Choreography, modern dance, technique, rhythm and presentation.

Pupils can choose to work on one of the following-discus throwing, shot put, long jump, high jumpand two running events.

Stroke work, A.S.A. swimming challenge award.

Games

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EXTRA-CURRICULAR ACTIVITIES As part of St. Catherine’s commitment to a holistic education for all its students, it provides a wide and diverse programme of activities and events to further enrich the curriculum.

All students are encouraged to participate, according to their interests and other commitments outside school. * Music lessons- Individual instrument tuition by specialist teachers.

SPORT Autumn Term Spring Term Summer Term Basketball Basketball Basketball Volleyball Volleyball Volleyball Tennis Tennis Tennis Dance Dance Cricket Football Football Football Swimming Swimming Swimming Hockey Hockey Hockey Aerobics Aerobics Scuba Diving Scuba Diving Inter School Tournaments, Weekend Football Leagues and Inter-House Competitions *Drama and Music Productions *Educational Visits (including residential) *Inter School Tournaments and Competitions FOR FURTHER INFORMATION REGARDING KEY STAGE 3 Mrs. M. Metaxa Upper School Administrator, Tel: 210 2829 750-1 Ext 118 Fax: 210 2826 262 e-mail: maria.metaxa@stcatherines.gr

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