KS3 Curriculum Booklet 2018-2019

St. Catherine’s British School ‘Excellence and Happiness’

St. Catherine’s KS 3

KS3 Curriculum Booklet

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 shall make every effort to ensure that your introduction is smooth, 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. There are 14 subjects on offer in KS3.

The school day is divided up into 8 teaching periods of 40 minutes each. Morning registration is at 8.30 a.m., followed by four 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 two lessons after lunch and the day ends at 3.15p.m.

Across KS3 constant communication between home and school is key; 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.

In communicating with the school, the most effective route would be: ● Subject and/or Form Tutor ● Head of Key Stage and/or for Years 7 & 8, Head of Year 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 have a high priority and are discussed in Form periods, through Assemblies and by visitors to the school. Any pastoral difficulties are dealt with by the Head of Key Stage and/or Head of Year for Years 7 & 8, in conjunction with the Form Tutor.

A programme of ‘Partnership with Parents’ workshops are organised in conjunction with 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 debate, drama, music and sport. The elected representatives of the School Council debate student welfare issues, report back to their forms and negotiate improvements with the Head of the Upper School and Headmaster. Additionally they regularly arrange charitable fund-raising initiatives.

Parents seeking advice on supporting their children are most welcome to contact Mrs Sarantaris, the Upper School Administrator, who will be happy to arrange for an appointment with the appropriate member of staff.

James Soumilas, Head of Key Stage 3

August, 2018

ST. CATHERINE’S VISION To fully develop a pupil’s intellectual, social, physical and creative potential, in the anticipation that they will develop into sensitive, informed, decisive and capable global citizens of the future.

KEY STAGE 3 AT ST. CATHERINE’S BRITISH SCHOOL Key Stage 3 is the first key stage of the Senior School and spans Years 7 to 9. This key stage covers the transition from the more structured environment of the Lower School and prepares students for the more independent study required for (I)GCSE courses in Years 10 and 11 (Key Stage 4).

Joining Key Stage 3 in Year 7, a student encounters a new learning environment. Their Form Tutor who they see on a daily basis, oversees their academic and personal progress, while specialist teachers guide their learning in specific subjects.

Students in the Upper School are aware that learning does not only take place in the classroom: beyond the structured schedule of lessons, students consolidate and extend their knowledge base through home learning and independent study. Each student is expected to develop their organisational skills through appropriate use of their Homework Diary, which will allow them to effectively plan and prepare for homework tasks and revise for tests, and the school’s Virtual Learning Environment (PowerSchool Learning/HAIKU). Whilst we encourage students in Key Stage 3 to be responsible for monitoring their learning, we guide them in setting learning targets, and we ask Form Tutors and parents to check regularly that students are on track and working appropriately.

In Years 7, 8 & 9 students are encouraged to take advantage of the various extra-curricular activities that we offer, both during lunchtime and after school. These activities include: choir, instrumental lessons, drama, debate, sport, and art and offer opportunities to work collaboratively and cooperatively on shared endeavours, reflecting our belief that personal and social development are as vital as academic growth.

The following pages present an outline of the academic and pastoral programme of Key Stage 3 for 2018-2019.

Should you require any further information, or if you have any questions, please do not hesitate to get in touch.

Mr J. Soumilas Head of Key Stage 3

Mr M. Sharratt Head of Year 7

Miss A. Eaton Head of Year 8

PASTORAL CARE All staff take leading roles in the care and welfare of each student and are available to offer support at any time. However it is the Form Tutor who is constantly in touch with each student in his/her form.

Each form is assigned a Form Tutor at the beginning of Key Stage 3 and she/he guide this form through the 3 years of Key Stage 3.

Every student meets with his/her Form Tutor once a day, at morning registration. The Form Tutor checks attendance, follows up any absences, deals with any behaviour issues and keeps an eye on general presentation and the maintenance of homework diaries.

The Form 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.

As an IB school we encourage the individual qualities that appear on the IB learner Profile, right from the start of Key Stage 3.

There are many ways that we develop the qualities of an IB learner whilst pupils are in Key Stage 3.

Pupils in key stage 3 have a range of opportunities to play an active role in school life. ➢ PSHCE: Participate in discussions and activities that focus on a wide range of topics that will allow pupils to develop their awareness of themselves, the world around them and the significance of global concerns. ➢ CAS: Become involved in a projects that aims to raise awareness of the needs of those less fortunate than us through the Student Council. ➢ HOUSES: Demonstrate pupil’s teamwork skills and sense of competition through inter-house competition. ➢ PRESENTATIONS: Pupils gain confidence in their communication skills through planning and presenting ideas in class or taking part in debate and forensic competitions. ➢

STUDENT VOICE: Through the Student Council pupils get the chance to contribute to the discussion that identifies ways to make the school community even stronger and make the school experience even richer. ➢ TARGET SETTING: Pupils get to reflect upon their progress, and identify specific targets that will allow them to achieve their goal(s

A.S.P.I.R.E All Key Stage 3 students should:

ACHIEVE their full potential

EXTEND their horizons, striving to achieve their best

SUPPORT each other as members of a caring and creative community

A.S.P.I.R.E .

RESPECT other people's values, beliefs and customs

PURSUE knowledge and understanding INVOLVE themselves in the wide range of activities that the school offers

SUBJECTS IN 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 Arts Art and Design (2) Drama (1) I.C.T. (2) Music (2) Personal, Social and Health Education and Citizenship (1) Physical Education (3)

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 20-30 minutes per subject. It should be completed on that evening. On completion, parents are requested to sign the diary.

Homework is posted on Power Learning (HAIKU), the School’s virtual learning environment (VLE) which students access via their St. Catherine’s email account. Power Learning (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.

ENGLISH WHAT IS ENGLISH? WHY IS IT IMPORTANT? 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 to both 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) ● WHAT SKILLS DO WE TEACH? The syllabus is integrated, but skills may be broken down as follows.

Reading Writing Speaking and listening Grammar and vocabulary Resources: Students are exposed to a wide range of literary, non-literary, fiction and non-fiction 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. ●

● WHAT TOPICS WILL WE COVER? Poetry Novels Short stories Dramatic texts Non-literary texts

WHAT HAPPENS IN ENGLISH IN KEY STAGE 4?

All students at St. Catherine’s are entered for the extended assessment, involving a written Reading and Directed Writing exam. In addition, students submit a coursework folder comprising their best pieces of creative, informative and responsive writing from the two year course.

In English Literature, assessment is based on one open book written exam, on drama and one closed book written exam on poetry and prose, testing students’ literary analysis skills, as well as a coursework folder comprising literary essays based on texts of different genres. ●

MATHEMATICS ● WHAT IS MATHEMATICS? WHY IS IT IMPORTANT? Mathematical thinking is important for all members of a modern society as a habit of mind for use in the workplace, business, finance and personal decision-making. Mathematics equips students with uniquely powerful ways to describe, analyse and change the world. It can stimulate moments of pleasure and wonder for all students when they solve a problem for the first time, discover a more elegant solution, or notice hidden connections. Students who are functional in mathematics and financially capable are able to think independently in applied and abstract ways, and can reason, solve problems and assess risk. Mathematics is a creative discipline. The language of mathematics is international. The subject transcends cultural boundaries and its importance is universally recognised. ● WHAT SKILLS DO WE TEACH? The Maths Department is fully aware that although mathematical knowledge is valuable and interesting in itself, the ability to use and apply it in real life situations is important.

WHAT TOPICS WILL WE COVER? The Maths syllabus incorporates the areas of Number; Algebra; Ratio, Proportion and rates of change; Geometry and measures; Probability and Statistics. ●

WHAT HAPPENS IN MATHEMATICS IN KEY STAGE 4?

It is recognised that individual students have differing needs, interests and abilities in mathematics so the curriculum has been designed so that all students find the assessment accessible. All students follow the core curriculum and the majority will also follow the extended curriculum. In common with other IGCSE subjects, assessment of the core and extended curricula is targeted for students aiming for grades A* to C. Whereas a grade C is the maximum achievable if only the core examinations are taken. ●

SCIENCE ● WHAT IS SCIENCE? WHY IS IT IMPORTANT? Through Science, students understand how major scientific ideas contribute to technological change impacting on industry, business and medicine and improving quality of life. They learn to question and discuss science-based issues that may affect their own lives. Science stimulates and excites students’ curiosity about phenomena and events in the world around them. Students learn to express themselves through practical experience and develop and evaluate explanations through experimental evidence and modelling. ● WHAT SKILLS DO WE TEACH? 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’.

â—? WHAT TOPICS WILL WE COVER? Biology Cells and organisation Nutrition and digestion Reproduction Cellular respiration Inheritance, chromosomes, DNA and genes The skeletal and muscular systems Gas exchange systems Photosynthesis Relationships in an ecosystem

Chemistry The particulate nature of matter Pure and impure substances Energetics Materials Atoms, elements and compounds Chemical reactions The Periodic Table Physics Calculation of fuel uses and costs in the domestic context Changes in systems Forces Balanced forces Observed waves Energy changes and transfers Describing motion Pressure in fluids Forces and motion Sound waves WHAT HAPPENS IN SCIENCE IN KEY STAGE 4?

DOUBLE AWARD: The Edexcel IGCSE in Double Award Science is designed as a two-year course of study. It takes approximately two-thirds of the subject content of each of the Edexcel IGCSE separate sciences (Biology, Chemistry and Physics), and combines them into an IGCSE in the Double Award Science specification worth two IGCSEs. It is designed to be an interesting and inspiring modern specification for those who require a sound foundation for further study.

TRIPLE AWARD: The Edexcel IGCSE Separate Awards in Biology, Chemistry and Physics are designed as a two-year course of study. Each Separate Award science contains an additional one-third of the subject content in comparison with the Edexcel IGCSE Double Award Science. â—?

MODERN LANGUAGES WHAT ARE MODERN LANGUAGES? WHY ARE THEY IMPORTANT? Languages are part of the cultural richness of our society and the world in which we live and work.

Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfilment. Students learn to appreciate different countries, cultures, communities and people. By making comparisons, they gain insight into their own culture and society. The ability to understand and communicate in another language is a lifelong skill for education, employment and leisure. ●

● WHAT SKILLS DO WE TEACH? In Key Stage 3 students are given the opportunity to learn Modern Greek at a suitable level and an additional language from a choice: French, German and Spanish. French and Greek are offered at different levels whereas German and Spanish are for beginners.

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. ●

WHAT TOPICS WILL WE COVER?

MODERN LANGUAGES (FRENCH, GERMAN, GREEK AS A FOREIGN LANGUAGE AND SPANISH) INTRODUCING YOURSELF FAMILY LIFE SCHOOL LIFE FOOD

THE WORLD AROUND US LEISURE DAILY ROUTINE DESCRIBING FRIENDS AND CELEBRITIES PLACES IN TOWN AND ACTIVITIES DESCRIBING VACATIONS (PAST TENSES) TRANSPORT FASHION TECHNOLOGY AND COMMUNICATION HEALTH ISSUES WORK/EMPLOYMENT ENVIRONMENT FUTURE PLANS

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

Language books such as Expo in French, Ξεκινώντας/Ταξίδι στην Ελλάδα/Κλικ/Ελληνικά Α&Β in Greek as a Foreign Language, Stimmt in German 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. Regarding Greek for Fluent Speakers, we use the schemes of work set by the Ministry of Education.

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. 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. ● WHAT HAPPENS IN MODERN LANGUAGES IN KEY STAGE 4?

At St Catherine’s we follow the Cambridge IGCSE syllabi in French, Spanish and German. These courses are designed for students who already have had formal contact with the language and are at the stage where they are able to begin to use the language more independently, drawing on a former grasp of grammar and a wider and more complex range of expression. During the course the students learn to adapt their use of the language according to context, purpose and audience.

MODERN GREEK FOR BILINGUAL LEARNERS ●

WHAT IS MODERN GREEK FOR BILINGUAL LEARNERS? WHY IS IT IMPORTANT?

Modern Greek as a Second Language is available to students of Greek origin and to students who have lived many years in Greece and have acquired certain fluency. Students study the language of the host country and their ancestors, deepening their knowledge of the language that is the foundation of Western Civilisation. ● WHAT SKILLS DO WE TEACH? 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 (Ellinomatheia: Levels A2 - B2), which is recognised internationally.

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WHAT TOPICS WILL WE COVER?

GREEK FOR FLUENT SPEAKERS DIFFERENT GENRES (FORMAL LETTER, ARTICLE, DIARY, DIALOGUE. PERSUASIVE WRITING, NARRATION, DESCRIPTION, NEWS REPORTS) GRAMMAR LITERATURE (NOVELS, POETRY, SHORT STORIES) HISTORY (GREEK WAR OF INDEPENDENCE, ASIA MINOR CRISIS, GREECE DURING WW2) DIFFERENT TOPICS (ENVIRONMENT, MEDITERRANEAN DIET, URBAN AND RURAL LIFE, CULTURAL LIFE, WOMEN IN CONTEMPORARY SOCIETY)

PREPARATION FOR ELLINOMATHEIA (GREEK CERTIFICATE OF PROFICIENCY) EXAMS IN YEAR 8 AND GREEK IGCSE EXAM IN YEAR 9.

WHAT HAPPENS IN MODERN GREEK FOR BILINGUAL LEARNERS IN KEY STAGE 4?

The Modern Greek course in Key Stage 4 is available at two different levels – at native and non-native speaker intermediate levels. As of 2014 all year 9 native speaker level Greek students are being entered for the Cambridge IGCSE Modern Greek examination. The same students, if they continue studying Greek in Key Stage 4, will take International AS level Modern Greek in year 11.

The International AS level Modern Greek is now being offered to students at the end of year 11 and it is felt to provide a sound background in essential skills for students intending to study Greek at I.B. (please note, from 2012 this is only available at the more advanced A level). ●

GEOGRAPHY ● WHAT IS GEOGRAPHY? WHY IS IT IMPORTANT? 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. ● WHAT SKILLS DO WE TEACH? 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. ● ●

WHAT TOPICS WILL WE COVER? 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.

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. ● WHAT HAPPENS IN GEOGRAPHY IN KEY STAGE 4?

Geography is the subject for a student who has an interest in local, national and world affairs, as well as an interest in how the physical world around us works and how planners, politicians and other groups organize the environment and society in which we live.

The Cambridge IGCSE syllabus focuses equally on people and the environment in which they live. During the course three main units will be studied.

Population and settlement, the natural environment and economic development and the use of resources.

This is assessed by written examinations at the end of the course. There are 3 exams. The first paper assesses Units 1-3 (above), a second exam is based on map skills and the third exam assesses coursework skills.

HISTORY ● WHAT IS HISTORY? WHY IS IT IMPORTANT? 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.

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WHAT SKILLS DO WE TEACH?

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, museum and site visits, and where available, eyewitness 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.

WHAT TOPICS WILL WE COVER? 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 1750- including 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 Nafplio 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. Local depth study: Greece during the Second World War Occupation.

Visits: The Jewish Museum; the War Museum. ●

● WHAT HAPPENS IN HISTORY IN KEY STAGE 4?

History offers students the opportunity to study some of the major international issues of the 20th century, as well as explore in greater depth the history of particular regions. The syllabus focuses both on developing historical skills and promoting an understanding of cause and consequence, continuity and change, similarity and difference through close analysis of a wide variety of historical evidence.

CLASSICAL CIVILIZATION ● WHAT IS CLASSICAL CIVILISATION? WHY IS IT IMPORTANT? 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 subject is taught only in Key Stage 3.

WHAT SKILLS DO WE TEACH? Students 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.

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. ●

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. ● WHAT TOPICS WILL WE COVER? 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.

Year 7

Year 8

Year 9

City-States Colonies Everyday life in Ancient Athens and Sparta Theatre Olympic games Alexander the Great

Democracy Architecture Ancient Agora of Athens Great Thinkers

Roman legacy The founding of Rome The Etruscans Hannibal and the Punic Wars Julius Caesar Cleopatra Pompeii

ART AND DESIGN WHAT IS ART AND DESIGN? WHY IS IT IMPORTANT? The study of Art and Design offers students the opportunity to develop their creative skills and effectively encourages the communication of ideas and opinions. Art touches us every day, even if we are not consciously aware of it. Every aspect of our world involves Art and Design from the clothes we wear and the chairs we sit in to the cinema, theatre or gallery we visit. The work of creative, imaginative people enriches our lives. ●

● WHAT SKILLS DO WE TEACH? 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 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.

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.

● WHAT TOPICS WILL WE COVER? 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. ● WHAT HAPPENS IN ART AND DESIGN IN KEY STAGE 4?

Through the 2 year Cambridge IGCSE syllabus, students will have the opportunity to learn and practise many techniques and skills in various disciplines of Art and Design. The course is mainly practical by nature; however, a working knowledge of Art terminology as well as a critical/analytical approach will be evidenced in the supporting studies or in the critical essay option.

Students are assessed through a combination of coursework submission and examination.

DRAMA ● WHAT IS DRAMA? WHY IS IT IMPORTANT? Drama is an art form, a practical activity and an intellectual discipline. Through engagement in drama, students apply their imaginations and draw upon their own personal experiences. Their increasing knowledge and understanding of how the elements of drama work enable them to effectively shape, express and share their ideas, feelings and responses, making use of language, space, symbol, allegory and metaphor.

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. ● WHAT SKILLS DO WE TEACH? 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. ● WHAT TOPICS WILL WE COVER? 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.

● WHAT HAPPENS IN DRAMA IN KEY STAGE 4?

There are five elements to the course with each one relying on the other elements and not being discrete.

Students will use all elements to show what they know, understand and can do in Drama. The elements are: Improvisation, language of drama, text, evaluation and performance.

Assessment of the course is in three parts consisting of two practical based group workshops together with two workshop portfolios of evaluative commentaries, and a performance component. There is no formal written examination.

COMPUTER SCIENCE ● WHAT IS ICT AND COMPUTER SCIENCE? WHY IS IT IMPORTANT? Learning Computer Science is important for two core reasons. First, digital literacy is of growing importance within society. Second, it promotes the development of intellect and problem solving skills in a way that applies to many other subjects and other areas of life. Computer Science is intensely creative; it empowers students to bring new things into being, and to move from being consumers of technology to producers and shapers of technology. Students will still be exposed to more traditional ICT elements such as the mastery of technical skills and techniques, but also the purposeful, safe and responsible application of these skills in learning, everyday life and employment. As the use of technology has increased in all aspects of society, proficiency in ICT is fundamental to participation and engagement in modern society.

WHAT SKILLS DO WE TEACH? All students should have the opportunity to write their own programs, produce their own apps or create professional quality digital products. ●

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.

WHAT TOPICS WILL WE COVER? 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. ●

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 CS 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.

WHAT HAPPENS IN COMPUTER SCIENCE IN KEY STAGE 4?

St Catherine’s offers the IGCSE Computer Science course developed by Pearson Edexcel aimed at promoting computer science as a rigorous, knowledge-based subject discipline enabling learners to: ● Develop knowledge and understanding of the fundamental principles and concepts of computer science ● Develop and apply computational thinking skills to analyse problems and design solutions across a range of contexts ● Gain practical experience of designing, writing and testing computer programs that accomplish specific goals ● Develop the ability to reason, explain and evaluate computing solutions ● Develop awareness of current and emerging trends in computing technologies ● Develop awareness of the impact of computing on individuals, society and the environment, including ethical, legal and ownership issues ● Communicate computer science concepts and explain computational solutions clearly and concisely using appropriate terminology ●

2 Paper-based examination assessment: Principles of Computer Science and Computational Thinking School-based controlled assessment: Practical Programming.

MUSIC WHAT IS MUSIC? WHY IS IT IMPORTANT? Music fosters creativity and teamwork. We ask our students to think critically about the quality of the musical sounds they encounter in class and in their personal lives. This inspires students to be strong cultural arts patrons as they grow up. We provide extensive performance opportunities for talented soloists and well-rehearsed classwork alike. ●

● WHAT SKILLS DO WE TEACH? 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 CS department on various projects.

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WHAT TOPICS WILL WE COVER?

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 extra-curricular 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 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.

WHAT HAPPENS IN MUSIC IN KEY STAGE 4?

The EDEXCEL GCSE in Music is designed to allow candidates to study music through the integration of performing, composing, listening and appraising with opportunities to use music technology. It gives students the opportunity to make music, both individually and in groups, to develop a lifelong interest in music and to progress to further study.

The syllabus builds on the knowledge; understanding and skills established by the national Curriculum and is designed for any pupil who likes music, whether or not they have received instrumental tuition.

However, playing one or two instruments will be an asset in the performing component of the course.

There is one tier of examinations covering the full range of grades G-A* ●

PERSONAL, SOCIAL, HEALTH AND CITIZENSHIP EDUCATION (PSHCE) WHAT IS PSHCE? WHY IS IT IMPORTANT? PSHCE is a school subject through which pupils develop the knowledge, skills and attributes they need to manage their lives, now and in the future.

These skills and attributes help pupils to stay healthy, safe and prepare them for life and work. PSHCE helps pupils to achieve their academic potential, and leave school equipped with skills they will need throughout later life.

PSHCE helps pupils to develop the knowledge, skills and attributes they need to thrive as individuals, family members and members of society. From making responsible decisions about alcohol to succeeding in their first job, PSHCE helps pupils to manage many of the most critical opportunities, challenges and responsibilities they will face growing up. ●

● WHAT SKILLS DO WE TEACH? 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 ●

WHAT TOPICS WILL WE COVER?

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. ● WHAT HAPPENS IN PSHCE IN KEY STAGE 4?

In Years 10 and 11 we continue to offer PSHCE on the curriculum providing opportunities for continued personal development with an emphasis on the development of skills and attitudes. Our aim is to help students reflect on their own learning and development and to prepare them to take responsibility for their own actions and to play an active role as good citizens of the world.

Topics include sex and relationship education, drug and alcohol awareness, human rights, entrepreneurship and managing on a budget.

PHYSICAL EDUCATION ● WHAT IS PHYSICAL EDUCATION? WHY IS IT IMPORTANT? PE helps students learn the value of leading a healthy and active lifestyle. It develops students’ competence and confidence to take part in a range of physical activities that become a central part of their lives, both in and out of school. ● WHAT SKILLS DO WE TEACH? Through safe physical exercise, students develop personally and socially, working as individuals, in groups and in teams. They take on different roles and responsibilities including leadership, coaching and officiating. Through the variety of activities that PE offers, students learn how to be effective in competitive, creative and challenging situations. ● WHAT TOPICS WILL WE COVER? Football Volleyball Basketball Health Related Fitness Athletics Dance Rugby Cricket Rounders Swimming How to Play Fairly Effects of Exercise on the Body Benefit of a Thorough Warm Up and Cool Down Develop their leadership skills, by leading a warm up for their peers and through giving feedback on a selected skill ● WHAT HAPPENS IN PHYSICAL EDUCATION IN KEY STAGE 4?

In Key Stage 4, students will have the opportunity to select GCSE Physical Education as one of their options. The GCSE course incorporates the study of both theory and practical elements of sport and performance.

All other students will complete a personal fitness programme and play a variety of different sports.