Year 9 Transition Guide

Your guide to the journey from Year 9 to IGCSE Helping students and parents prepare for what’s ahead: 2025/26

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This guide is designed to help both students and parents understand the transition from Year 9 to IGCSE and what to expect along the way.

Contents

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Guiding Statements and 6Cs

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Using Technology

04 What is Transition?

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Organisational Tools

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Options

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Organisation and Independence

Mrs Jo Stedman Deputy Principal (KS3)

Mr Jon Burke Deputy Principal (KS4)

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Timeline in Year 9 to 10

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Assessment

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9 IGCSEs

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Rewards and Notifications

jstedman@stjulians.com

jburkes@stjulians.com

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The Focused Curriculum

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For Parents

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Post 16 Pathways and Questions to consider

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Useful Links

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The Wider Curriculum

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Communicating with the School

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Engagement

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KS4 Curriculum Handbook

The last pages include useful links and how to communicate with the school.

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Guiding Statements

OUR

6Cs:

The Shaper Profile

Compassionate

Encouraging students to become curious, creative, lifelong learners.

The student is a collaborator: able to work as part of a team to achieve a greater outcome and strive for a brighter future.

Kindness I am friendly, polite and considerate towards others.

Growth mindset I believe abilities and intelligence can be developed through effort, learning, and perseverance. I show commitment to growth and development.

Trust I nurture positive relationships by presuming positive intent and acting with integrity.

Empathy I think about how others are feeling and consider the impact my actions can have.

Helping others I help others whenever I can, within and beyond our community.

TOGETHER TO SHAPE

Enabling students to construct meaning for themselves and to be active in creating a better society.

A BRIGHTER FUTURE

Learning is the guiding light that enables students to be global citizens, driving change towards a more peaceful, inclusive and sustainable world.

Collaborative

The student is a curious and creative thinker: thirsty to learn, interested in other perspectives, open to view the world in different ways and propose innovative solutions.

Balance I care for myself by looking after my physical and mental wellbeing and balancing different aspects of my life.

Fostering a stimulating environment which celebrates the uniqueness of each student and where everyone feels they belong.

Curious

The student is compassionate, empathetic and respectful: seeks to understand themselves, and others, be kind and have a positive impact on the world.

Respect I value the rights of others and our environment.

LEARNING

The Student is a compassionate, curious, collaborative communicator who above all has the courage to be a global active citizen to make a difference in the world.

Creative I use critical and creative thinking skills to analyse, generate innovative ideas and take responsible action on complex problems.

Inquisitive I ask questions, seek understanding and explore the unknown.

Open-minded I am open to new ideas, perspectives and experiences. I seek and evaluate a range of points of view and am willing to grow from the experience.

Sharing ideas I encourage others to contribute their perspectives, skills or knowledge.

Taking responsibility I complete tasks to the best of my ability and help to ensure others do the same.

Influencing I have a positive influence on the team by valuing the contributions of others, reflecting and evaluating to improve.

Listening I understand that other people with their differences can also be right.

Reflective I reflect on experiences and feedback to grow and develop.

Communicator

Courage

Global Citizenship

The student is a communicator: an active listener to other perspectives, with a unique voice who has the confidence to express and challenge ideas.

The student has courage: willing to take the lead, be independent, take risks and demonstrate resilience to overcome challenges and to be an agent of positive change.

The student is a global citizen: acts to make a positive difference in the lives of others and in the world around us.

Active Listening I pay attention to what others are saying and respond respectfully.

Resilience I show determination to overcome challenges and learn from my mistakes.

Unique voice I share my views and opinions with integrity and honesty.

Independence I use strategies to manage my learning and wellbeing.

Expressing ideas I express myself clearly, confidently and creatively, in more than one language and in a variety of ways.

Risk Taking I am willing to step out of my comfort zone to grow and develop.

Valuing equity and diversity I appreciate my own culture and personal history, as well as values and traditions of others.

I strive to understand the world around me. I demonstrate respect for the dignity and rights of people everywhere creating a sense of belonging.

Challenging ideas If I disagree, I do so in a respectful and constructive way.

Asking for help I seek support to overcome challenges when I need it.

Leadership I lead with a strong sense of fairness and justice and with respect for the dignity of others.

Making a difference I have a commitment to service and action to make a positive difference in the lives of others and the local and global environment.

Responsibility I exercise initiative in making reasoned, ethical decisions based on strong values and morals.

Integrity I am an upstander. My actions reflect my beliefs and I take responsibility for their consequences.

Digital Citizenship I use technology in an appropriate and responsible way.

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What is Transition?

The term transition often refers to a life change that a child or young person may go through. The change from Year 9 to KS4 and IGCSEs marks a significant step in your academic journey, bringing increased specialisation, responsibility, and exam-focused learning.

Students select subjects based on their interests and future aspirations while continuing core studies in English, Mathematics, Language and Science. The workload becomes more structured, with coursework, independent study, and formal assessments playing key role. Strong time management and revision skills are essential as IGCSE results influence post-16 education options.

Beyond academics, students develop critical thinking, leadership, and global awareness.

This guide is to help you and your parents know a little bit more about your move from Key Stage 3 to KS4 and the change in curriculum to IGCSE. The back pages include some extra help for your parents.

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Options When choosing your IGCSE subjects, focus on what excites and inspires you. Pick subjects you genuinely enjoy, as passion fuels motivation and success. Consider your strengths, choosing subjects that align with your skills will help you thrive.

Think about how each subject is assessed; if you excel in coursework, subjects with project-based components might suit you better, while if you perform well under pressure, exam subjects could be a good fit. Take time to research course content, speak to teachers, and explore career pathways linked to your choices.

Most importantly, choose a balance of subjects that challenge and fulfill you, setting the foundation for a rewarding future Meet the Options deadline with confidence that you have chosen the subjects which are best for you.

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Options Timeline November:

December:

January:

Letter sent home alerting Year 9 parents to the IGCSE options process

Parent and student information evening live presentation introduction to the IGCSE Programme and KS4. Curriculum Handbook will be available on the website

Assembly to communicate to students

Nov H & C sessions directed by the Student Futures Team (launching Unifrog)

Dec

February:

Before the options evening, all Year 9 subjects set aside a time in lessons for the IGCSE course to be explained and for students to have an opportunity to ask questions

Assembly reminder of informed choices

IGCSE Subject Options Fair:

Jan

Students and parents meet with department staff, find out what each subject offers at IGCSE and have an opportunity to ask questions.

Electronic Options form shared with Parents

Following the information evening

DEADLINE

Subject specific information available to students and parents in the following ways:

for submission of IGCSE option choices form (Electronic options form)

School website for overview of KS4 IGCSE Curriculum Handbook - linked in the parent portal In lessons from teachers Student Futures Team Review choices

Student Futures, HoY, Dep Principal, Principal and Head review individual options decisions, where doubts exist based on the student’s profile, we follow up with students & parents

Feb

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9 IGCSEs Nurturing GCSE Success for the next educational step Compulsory examination subjects

Options examination subjects Choose three other subjects from the list shown below.

Mathematics English Language English Literature * Double Award Science

(Double Award plus Electives or Triple Award)

Portuguese or French or German

*Double Award Science is the term used when a student studies Biology, Chemistry & Physics as the equivalent of two IGCSEs. It is less content than Triple Award Science.

Computer Science

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* Triple Award Science Business & Enterprise

Design & Technology

Drama Music

Geography

Physical Education (IGCSE)

History

French

Art & Design

German

Economics

Portuguese

*Triple Award Science is the term used when a student studies Biology, Chemistry & Physics as three seperate IGCSEs.

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The Focused Curriculum The Focused Curriculum supports students in achieving at least six IGCSEs at grade C/4 or above, including Mathematics and English Language, enabling progression to KS5, academic equivalency in Portugal, and access to university foundation courses.

This curriculum is for students who have been supported by the school and parents in a way that recognises that a reduced number of subjects will be in the best interest of the student.

Families will be contacted by the school if we feel their child is most suited to this pathway.

A reduced number of IGCSEs English Language & Literature + Mathematics + 4 options including at least 1 science

= Total of 7 IGCSEs (a reduction of 2)

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Additional support 1h30 / week English support 1h30 / week Mathematics support 1h30 / week Science support 30m / week Learning Support

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Wider Curriculum PE, Health & Citizenship, Outdoor Education, Service Learning, Study

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Choosing options in the Focused IGCSE Curriculum Science Choose at least one Science from Physics, Chemistry or Biology.

Double Science may be chosen as two options (a combination of the three sciences leading to two IGCSEs).

Languages An additional language is not compulsory, but should be carefully considered depending on desired next steps.

A combination of interest and ability should be considered when choosing courses as well as potential next steps for post-16 education. Our aim is to support students to achieve a set of good IGCSE qualifications and make the best possible step in their educational journey.

Families will receive individual advice on selecting options.

All subjects will be available, but confirmation of courses will be dependent on the ability to schedule individual combinations.

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Post 16 Pathways

IB Programmes at St. Julian’s

Students need to achieve at least 6 IGCSEs at grade C/4 or above with a C/4 in both Mathematics and English Language. For the following subjects students must have the minimum grade at IGCSE shown.

- Higher Level subjects - 6/B. - Standard Level subjects - 4/C. - HL Mathematics - 8/A. - HL Economics - 6/B in English Language.

- HL Economics - 6/B in English Language.

- HL ESS - 6/B in Biology / Geography / Double Award Science

Other international schools

Many schools require at least 6 IGCSEs at grade C/4 or above.

Portuguese schools

A minimum of 6 IGCSEs is needed for equivalençia.

Grades are converted to points which enable entry to the Portuguese national curriculum pathway.

Foundation courses

Questions to consider

A number of foundation courses at universities could be open.

Is it likely that you will stay in Portugal for university?

Is the IB Career-related programme an option for your post-16 pathway?

Will Portuguese language be needed for the next educational step?

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The Wider Curriculum Opportunities to develop the 6Cs beyond the classroom are an essential part of our holistic curriculum.

In Key Stage 4 the Wider Curriculum includes: For students choosing Double Award Science

Electives

The Electives provide a breadth of experience which will encourage students to explore their own interests and to develop the skills that are the hallmark of lifelong learners

Physical Education

All students

Outdoor Education Programme

All students First Aid Digital Citizenship Critical Thinking Service Learning

Enrichment

As part of the Enrichment Programme students will also be able to choose from a range of options such as Duke of Edinburgh, School Newspaper, Global Perspectives, Academic Passion Project and Maths Extension

Engagement Whether your child follows the seven subject Focused Curriculum or the nine subject IGCSE standard curriculum, the Engagement Continuum is a guide to expectations around learning both at home and at school.

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Engagement ACTIVE

ENGAGING WITH PEERS

ENGAGING IN THE ACTIVITY

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DISRUPTING

Disrupting the learning environment Refusing to participate Arguing with the teacher

PASSIVE 3 WITHDRAWING

4 PARTICIPATING

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INVESTING

6 DRIVING

Looking for ways to avoid work

Trying not to be noticed

Doing the work

Setting goals for my learning

Being off-task

Physically separating from others

Asking questions about what we are learning

Paying attention

Being distracted

Responding to questions

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AVOIDING

ACTIVE

Being unprepared Looking for reasons to leave the room or move around the room

Being on task

Putting in low effort

Understanding why our learning matters Showing interest or curiosity in what we are learning Enjoying learning

Arguing with peers

Off-task talking with others

Trying to distract others

Playing around with others instead of working

DISENGAGEMENT

Sitting with a group if directed but not interacting

Working with others when directed to do so

Sharing ideas and thinking with peers Following shared interests

ENGAGEMENT

Seeking feedback to help me improve Showing the courage to take risks in my learning Monitoring and evaluating my progress

Collaborating with others towards a shared goal Challenging each other to drive improvement

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Using Technology St Julian’s school currently runs a “Bring Your Own Device” (BYOD) programme for all students in Years 10-13.

This programme requires that all students must bring a device to school to enrich their learning and access online resources and learning environments in the classroom.

The BYOD scheme means that parents are free to choose a device for their child to bring to school.

There are some requirements that the device must fulfil to be appropriate for use in school.

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The device must be able to access a WiFi network. The school has a site wide wireless network for students to use.

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The device must allow the student to be able to type quickly and comfortably.

For example if a tablet device is bought then an external keyboard will be necessary.

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The screen size and resolution will need to be large enough to work effectively and comfortably all day.

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Should have a battery life of at least 6 hours.

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The device should be portable and light enough to carry around all day.

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Parents should consider the nature of the subjects being studied by the students when making choices.

Further information about the BYOD can be found here.

Our Technology for Parents website contains a range of useful information that tells you all about the technology at the school.

For Students In addition to the student portal we also have an intranet for students where they can find out a range of information from the KS4 curriculum handbook and details about technology such as:

Support For any technical problem, students can always go to our friendly and helpful technicians in the IT support room through the door near the entrance gates or they can email:

support@stjulians.com

How to connect to WiFi Printing from a BYOD

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Bring Your Own Device (BYOD)

BYOD FAQ’s The use of technology at St. Julian’s school

Acceptable Use Policies

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Organisational Tools

Google Classroom for lessons and homework

At the beginning of term all students will be shown how to use our digital tools to organise their work.

Google Classroom is our all-in-one place for teaching and learning. The easy-to-use and secure tool helps teachers manage, measure, and enrich learning experiences.

This will involve: 1

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Google Classroom To Do lists Google Classroom To Do lists where they can see a full list of all assignments and homework that need doing.

Google Tasks Using Google Tasks to keep track of what you need to do.

Google Calendar Using Google calendar to view all assignments from Classroom and Tasks so they can see at a glance what they have to do during the week.

Lockers are issued to each student to keep their belongings safe.

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Students will be added to all of their classes by their teachers.

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The Home Learning section in the SJS Portal App shows all the Classwork in a student’s Google Classroom across all their classes.

This provides a valuable insight into learning for parents, allowing you to: • Participate in your child’s learning.

• Have oversight of work set in Google Classroom.

• Help your child manage deadlines.

• View the current submission status of an assignment (To-do / Overdue / Done).

More details can be seen here.

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Organisation and Independence Key Stage 4 - Year 10-11 Students should have 45 minutes of homework time per subject. We understand that in advance of assessments, students will themselves wish to devote more time to the revision of a subject. We are considering this fact

The Toolkit from KS3 should be used as a framework and reminder for how and why to be active in various different methods of active study.

Choose a quiet place where you can focus without distractions.

Leave your phone in another room and turn off any social media on your laptop.

Ask for help if you need support with independent study.

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Purpose of Assessment in the IGCSE years IGCSE preparations are in line with the wider mission of the school to create a happy, secure and inspiring learning environment within which all members of our community can achieve their full potential.

Assessments and examinations in Year 10

Assess student learning

Provide learning opportunities

Use the results

Establish learning goals

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Should always have a clear purpose and be specific

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Let’s the teacher, parents and student know of developing skills, understandings and knowledge

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Uses a variety of different methods and formats

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Celebrates the combination of skills, content and attitude which lead to achievement in learning

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Should be progressive in allowing meaningful progress of each student

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Will allow teachers to plan future lessons and assessment types

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For Parents

Rewards and Notifications Rewards We recognise the importance of celebrating success Merits Teachers award merits for outstanding engagement, attainment and/or progress in class or homework. Merits are received via an email and can be followed by using the Parent and Student Portals.

Recognition Awards These are presented during assemblies and at the end-of-year Awards Ceremony.

Dealing with unexpected behaviours We recognise that mistakes are part of learning and use restorative practices to help positive development.

Learning and Incident Notifications If a student’s unexpected behaviour is causing harm to the learning or wellbeing of themself or others, teachers will issue either a Learning or Incident Notification. These will indicate what the unexpected behaviour was, how it impacted on the learning or wellbeing of the individual or others and what measures were taken by the teacher to restore expected behaviours.

Learning and Incident Notifications are logged on the school server, along with being shared with parents viaan ISAMS email.

Information will be provided at the start of the school year about how to access the school platforms available to parents and students.

There will also be an Information Evening in the second week of the school year where you will meet your child’s tutor and be able to ask specific questions.

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For Parents SJS Portal

The SJS Portal will be accessible via a dedicated web page and as a mobile app for both Android and iOS devices. Further details, including download instructions and a comprehensive guide, will be provided to parents.

Technology Guide Technology Guide for Parents Android Or go to Google Play and search SJS Portal

iOS App Or go to Further information App Store about the BYOD can and search be found here.

SJS Portal

Useful Links

KS3 Curriculum website This provides an overview of the subjects taught in KS3.

Creative Education Courses and webinars to learn about development and change.

The household agreement allows you to gain access.

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Communicating with the school The key method of communicating with the school about matters pertaining directly to your child is via their Form Tutor.

The tutor will ensure they respond to you within 24 hours (72 hours if the communication is received on a Friday).

Absence Call the Secondary School Office +351 21 458 5300 and email tutor Year 9 Tutors Mr Mallard smallard@stjulians.com Ms Csóbanka pcsobanka@stjulians.com Miss Skirka nskirka@stjulians.com Ms Alvarez ealvarez@stjulians.com

Questions or concerns related to your child Email tutor or call +351 21 458 5300 Leave a message with the Secondary School office

General queries Call the Secondary School Office +351 21 458 5300 or email secondary@stjulians.com

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Curriculum and Extracurricular activities The KS4 Curriculum Handbook allows you to understand course content and methods of assessment in more detail.

KS4 Curriculum Handbook