Issuu

Your guide to the journey from Year 9 to IGCSE

Helping students and parents prepare for what’s ahead: 2026/27

Guiding Statements

The Shaper OUR Cs:

The Student is a compassionate, curious, collaborative communicator who above all has the courage to be an active global citizen

to make a difference in the world.

LEARNING

Encouraging students to become curious, creative, lifelong learners.

TOGETHER

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

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 Compassionate

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

Kindness am friendly polite and considerate towards others

Respect I value the rights of others and our environment

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

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

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

Curious

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.

Growth m ndset I believe abilities and intelligence can be developed through effort earning, and perseverance. I show commitment to growth and development

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

Reﬂective experiences and feedback to grow and develop The student is a collaborator able to work as part of a team to achieve a greater outcome and strive for a brighter future.

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

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

Inﬂuencing on the team by valuing the contributions to improve

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

Courage Global Citizenship Communicator

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

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

Unique voice I share my views and opinions with integr ty and honesty

Expressing ideas I express myself in more than one language and in a variety of ways

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

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.

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

Independence I use strategies to manage my learning and wellbeing

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

Ask ng for help I seek support to overcome challenges when I need t

Leadership lead with a strong sense of fairness and ustice and with respect for the dignity of others

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

Valu ng equity and diversity I appreciate my own cu ture and personal history as well as values and traditions of others. I str ve to understand the world around me. I demonstrate respect for the dignity and rights of people everywhere creating a sense of belonging

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

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

Integrity I am an upstander My actions for their consequences

Digital Cit zenship I use technology in an appropriate and responsible way

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 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

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.

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 time to research course content, speak to teachers, and explore career pathways linked to your choices.

Most impor tantly, choose a balance of subjects that setting the foundation for a rewarding future Meet the Options that you have chosen the subjects which are best for you.

Options Timeline

November: Assembly to communicate to students

December: January: February:

Nov

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

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

Dec

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

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:

Students and parents meet with department what each subject offers at IGCSE and have an opportunity to ask questions. Electronic Options form shared with Parents

Following the information evening

DEADLINE

information available to students and parents in the following ways:

School website for overview of KS4 IGCSE Curriculum Handbook - linked in the parent portal In lessons from teachers

Student Futures Team

Review choices

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

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

Jan Feb

9 IGCSEs

Nurturing GCSE Success for the next educational step

Compulsor y examination subjects

Mathematics

English Language

English Literature

Double Award Science

(Double Award plus Electives or Triple Award)

Por tuguese or French or German

Optionsexamination subjects

Choose three other subjects from the list shown below.

Computer Science

Triple Award Science

Business & Enterprise

Economics

Geography

Histor y

Ar t & Design

Design & Technology

Drama

Music

Physical Education (IGCSE)

French

German

Por tuguese

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 suppor ted 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

From All Available Subjects including at least 1 science = Total of 7 IGCSEs (a reduction of 2)

Additional suppor t

1h30 / week

English suppor t

1h30 / week

Mathematics suppor t

1h30 / week

Science suppor t

30m / week

Learning Suppor t

Choosing Science and Language Options in the Focused

IGCSE

Science

Choose at least one Science from Physics, Chemistry or Biology.

Students who choose a separate science will be taught with the Triple Science students. They will receive an IGCSE grade in this science subject.

Double Science may be chosen as two options

(a combination of the three sciences leading to two IGCSEs).

Languages

An additional language is notcompulsory, but should becarefully 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 suppor t students to achieve a set of good make the best possible step in their educational journey.

Families will receive individual advice on selecting options. All subjects will be of courses will be dependent on the ability to schedule individual combinations.

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 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.

Questions to consider

Portuguese schools Foundation courses

A minimum of 6 IGCSEs is needed for equivalençia. Grades are conver ted to points which enable entr y to the Por tuguese national curriculum pathway.

A number of foundation courses at universities could be open.

Is it likely that you will stay in Por tugal for university ?

Is the IB Career-related programme an option for your post-16 pathway ? Will Por tuguese language be needed for the next educational step?

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:

Physical Education All students

Curriculumn

The Enrichment curriculum consists of focused units of learning. The core components are Service Learning and Global Perspectives (covering world religions, geopolitics, and critical thinking).

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.

Engagement

DISRUPTING AVOIDING WITHDRAWING PARTICIPATING INVESTING DRIVING

Disrupting the learning environment

Refusing to participate

Arguing with the teacher

Looking for ways to avoid work

Being off-task

Being unprepared

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

Trying not to be noticed

Physically separating from others

Being distracted

Putting in low effort

Doing the work

Being on task

Paying attention

Responding to questions

Asking questions about what we are learning

Understanding why our learning matters

Showing interest or curiosity in what we are learning

Enjoying learning

Setting goals for my learning

Seeking feedback to help me improve

Showing the courage to take risks in my learning

Monitoring and evaluating my progress

Arguing with peers

Trying to distract others

Off-task talking with others

Playing around with others instead of working

Working with others when directed to do so

Sharing ideas and thinking with peers

Following shared interests

Collaborating with others towards a shared goal

Challenging each other to drive improvement

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 to be appropriate for use in school.

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

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.

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

Should have a battery life of at least 6 hours.

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

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

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 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:

Organisational Tools

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

This will involve:

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.

Google Classroom for lessons and homework

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.

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

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).

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 suppor t with independent study.

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 Establish learning goals Provide learning oppor tunities

Use the results

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

Uses a variety of different methods and formats

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

Should be progressive in allowing meaningful progress of each student

Will allow teachers to plan future lessons and assessment types

Rewards and For Parents

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

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

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 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.

For Parents

Technology Guide 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.