Key Stage 3 Curriculum Guide

WELCOME TO THE BRITISH SCHOOL WARSAW

We are very proud to be the first international school established by Nord Anglia Education now celebrating our 30-year anniversary. We opened our doors in 1992 to 35 students: we now are a diverse community of over 1000 students of over 70 different nationalities.

The Nord Anglia vision is to shape a generation of creative and resilient global citizens – a generation that will change our world for the better.

At TBS Warsaw, we aim to achieve the NAE vision through delivering an inclusive, rigorous, high-quality British education in a diverse and caring environment. Our mission is to balance academic success with character building and well-being.

Our core values are embodying respect, sparking curiosity and celebrating diversity; these values underpin all learning at TBS.

AN OVERVIEW OF THE SECONDARY CURRICULUM

THE ENGLISH EDUCATIONAL SYSTEM DIVIDES THE SCHOOL INTO ‘KEY STAGES’ (KS FOR SHORT). THE TABLE BELOW SUMMARISES THESE YEAR GROUPS, AGE RANGE AND CURRICULUM STUDIED IN THESE STAGES.

KEY STAGE 3 CURRICULUM OVERVIEW

Our curriculum in Key Stage 3 is based on that of the English National Curriculum, adapted to meet the needs of our unique community. We ensure that we comply with Polish Kuratorium regulations and that we thoroughly prepare students so that they are ready academically and socially and have the right skills and dispositions to be successful in IGCSE and IB courses and beyond.

Key Stage 3 is an important time as it is when students begin studying in Secondary School. Instead of most lessons being delivered by a classroom teacher, students will have a specialist teacher and classroom for each subject. As students move around the school for different lessons, they must remember to bring the correct equipment with them and turn up punctually for lessons. There

is a greater emphasis on students being organised with their time and ensuring that they work independently to ensure that they complete assignments and hand them in on time. Our buddy system, Form Tutors, Heads of Year and friendly teachers all help to ensure that students settle into this new way of working quickly and are always on hand to help if needed.

IN KEY STAGE 3, ALL STUDENTS STUDY A WIDE RANGE OF SUBJECTS TO BEST PREPARE THEM FOR THE NEXT STAGE IN THEIR ACADEMIC CAREER. ALL STUDENTS IN KEY STAGE 3 STUDY MATHEMATICS, ENGLISH, SCIENCE, HISTORY, GEOGRAPHY, ART, ONE MODERN AND FOREIGN LANGUAGE, POLISH, COMPUTER SCIENCE, PHYSICAL EDUCATION, MUSIC, DRAMA AND PSHE (TBS DIPLOMA).

Please see below the breakdown of hours by subject:

• MATHEMATICS – 4 hours

• ENGLISH – 4 hours

• SCIENCE – 4 hours

• HISTORY – 2 hours

• GEOGRAPHY – 2 hours

• ART – 1 hour plus an additional hour for non-native students

• ENRICHMENT – 1 hour for non-native students.

• French/German/Spanish – 3 hours

• POLISH – 4 hours for native students, 2 hours for non-native students

• COMPUTER SCIENCE – 1 hour

• PHYSICAL EDUCATION – 2 hours

• MUSIC – 1 hour

• DRAMA – 1 hour

• PSHE – 1 hour

Students all join a Tutor group, led by a Form Tutor. They meet as a group at the start of each day and for PSHE lessons. For most subjects, students also have lessons in their tutor groupings. Groupings for Mathematics, Polish and English lessons for EAL learners are set according to ability. Language lessons are set by preference for the language studied.

APPROACHES TO LEARNING

Students who join Key Stage 3 from our Primary school will be very familiar with the IPC Personal Learning Goals of:

▶ ENQUIRY

▶ RESILIENCE

▶ MORALITY

▶ COMMUNICATION

▶ THOUGHTFULNESS

▶ CO-OPERATION

▶ RESPECT

▶ ADAPTABILITY

In Key Stage 3, we build on this dispositional learning, supporting students in ‘learning how to learn’ through the approaches to learning (ATLs) that are embedded in the IB curriculum.

ATLs are divided into five groups:

1. THINKING SKILLS

2. COMMUNICATION SKILLS

3. SELF MANAGEMENT SKILLS

4. RESEARCH SKILLS

5. SOCIAL SKILLS

These skills are developed throughout the whole curriculum offering in the secondary school: in academic lessons as well as through participation in LEAP activities and school events.

NAE CURRICULUM ENRICHMENT

Global Campus is Nord Anglia’s exclusive online learning platform, where students from our schools around the world learn and develop their problemsolving and creative thinking skills. Students often collaborate with other students in their school and other Nord Anglia schools around the world. Some of the projects in Global Campus are used by our teachers on an ad hoc basis.

The performing arts play a key role in a Nord Anglia education. In many findings, researchers link the study of performing arts to better child development and higher academic achievement. The performing arts provide unique opportunities to develop the skills, attitudes and attributes our students need for 21st century life, employment and personal success in other ways that other subjects cannot.

The Juilliard-Nord Anglia Performing Arts Programme enables students to learn with a world leader in performing arts education. The Juilliard approach to learning enables success for all through active and exploratory learning, inquiry and reflection. Rather than focusing on performance training and conservatory-track readiness, the programme has been designed to give all our students a deep engagement with music and drama, and to enhance their cultural awareness and appreciation. Igniting creativity is at the centre of learning and Juilliard lessons are anchored to illuminating engagements with extraordinary, recorded performances of music and dance.

By tackling real-world challenges across the subjects of science, technology, engineering, art and mathematics (STEAM), students develop transferable skills such as flexibility, creativity and communication. They are encouraged to experiment rather than wait for instructions and learn that collaboration and critical thinking can solve even the trickiest problems. As a Nord Anglia school, we work with MIT on projects that introduce students to this innovative way of learning the STEAM subjects which encourages creativity, experimentation, and teaches students how to apply their skills to real-world situations.

SUPPORT FOR LEARNING

EAL

For our students for whom English is an additional language (EAL), KS3 EAL lessons aim – through focused work on speaking, writing, reading, listening and notetakingto help students both gain control of the academic genres they explore in their subject classrooms (English, Geography, History and Science in particular) and use the English language to communicate effectively, confidently and competently in all contexts. Students also choose certain topics and participate in the planning of their learning, which helps ensure that EAL lessons are matched to students' individual needs, interests and abilities. EAL learners are assessed at regular, specific points throughout the academic year. When the agreed level of proficiency is reached, students exit the EAL classroom and join MFL lessons. We continue to monitor and, when necessary, assist these students as they study the curriculum after graduating from EAL.

LEARNING SUPPORT

We acknowledge that some children have varying educational needs and may require differentiated or more support within the school setting. With this in mind, we strive to ensure every student has a positive and progressive social and academic experience. Students with identified special educational needs are supported by our Learning Support department. The Learning Support department ensures that:

• all students with special educational needs are identified and assessed as early and as thoroughly;

• an effective system of assessment, record-keeping and evaluation is maintained;

• parents/guardians are worked with in partnership, in recognition of the central role parents play in the education of the child.

PASTORAL CARE

We are committed to ensuring all our students receive personalised and intensive specialist support, much of which is provided by Form Tutors. Every student is assigned to a tutor group, who they meet each morning at registration. As well as working with their tutor group each morning, Form Tutors deliver PSHE lessons in which the TBS Diploma curriculum is delivered. Any concerns about a student’s progress should be addressed in the first instance to the Form Tutor, as this is the adult in school who knows the students in their group the best.

Year groups come together on a weekly basis for year group assemblies, which are usually led by the Head of Year. Heads of Year get to know the students in their year group well and will step in to help support students and tutors, as well as drive the celebration of success.

We pride ourselves in knowing our students and plan our curriculum and delivery according to their strengths and areas for development. Thorough monitoring of progress occurs across all levels of leadership and by class teachers. We are committed to triangulating all available evidence to ensure we develop a rounded and accurate picture of students’ needs.

Students requiring further support are identified and intervention plans are in place to ensure effective action. Parents will be contacted as necessary.

We are all responsible for preserving the learning environment and safeguarding our community. It is everyone's responsibility to ensure our students feel safe and empowered to succeed, and we will intervene if this is not the case. The Secondary School Positive Behaviour Policy outlines clearly our ethos, aims and procedures when dealing with student behaviour and expectations. The policy applies to all school-related contexts, including off-site activities, buses and all school trips. Relevant points from this policy are provided below. The overarching intention is that all students should feel safe and happy in school. To create an environment in which learning occurs without disruption and our children feel connected to the community.

We recognise that school has a critical role to play in developing self-discipline and independence in students. We aim to establish acceptable patterns of behaviour and good habits as well as to encourage students to develop a sense of responsibility, selfrespect and respect for other people, property and the environment. All students are encouraged, taught and expected to demonstrate high standards of behaviour. We value highly the qualities of self-discipline, selfrespect and respect for others and their property.

LEARNING & ENRICHMENT ACTIVITIES PROGRAMME (LEAP)

Our commitment to fulfilling every child’s potential inside the classroom is replicated outside of the classroom through our Learning and Enrichment Programme. This covers our afterschool and weekend clubs and activities.

The school provides a wide variety of activities and clubs. These provide excellent opportunities for students to learn new skills, make new friends and contribute to enriching their own educational experience. Developing these skills is essential to the growth and development of all individuals in our community. Extracurricular activities provide an extra advantage to university applications. This may be by demonstrating a passion for a particular career or area of study or by evidencing character attributes such as perseverance, ambition, critical-thinking, resilience and teamwork skills.

The belief that anything is possible due to challenging yourself and working hard is central to LEAP, and every child involved in this programme will be guided and supported in reaching their goal.

TBS Hurricanes sport teams provide an opportunity for our students to compete in safe, fun, and organized events.

NAGGE (Nord Anglia Global Games Europe) and PAAC (Poland Athletics and Academics Conference) are two of the organisations that provide such experiences to our students.

WE ENCOURAGE ALL OUR STUDENTS TO PARTICIPATE IN THE LEAP ACTIVITIES.

GREEN CAMP

Some of the most exciting times students have at school will not be at school at all. Visits to other parts of Poland will give students opportunities to work in a completely different environment and with different groups of people.

Every year during the summer term we leave the heat of Warsaw and head to the Polish Lakes where students participate in a residential camp that offers

them a chance to appreciate the great outdoor life. Students try their hand at many different activities such as climbing, cycling and fishing and of course the watersports opportunities of kayaking, canoeing, windsurfing and sailing. Students will have the chance to roast a sausage over a fire and show some dance moves to their friends at the disco.

Activities week, or as we call it ‘Green Camp’, is a chance to get

away and discover things the students did not know about themselves as they take on challenges and support friends. All the activities are supervised by local professionals who will support, enhance and extend their experience so that students get the most out of the time away.

CELEBRATING SUCCESS

At The British School, Warsaw we believe in rewarding hard work, effort and success. Our aim is to motivate students to be the best they can be. We have a number of different ways in which we do this.

Commendations are central to our rewards system and are physically recognised through stickers entered into the student planner. As a daily occurrence, teachers award commendations/ House points for demonstrating our values of Embodying Respect, Sparking Curiosity and Celebrating diversity. We also reward students

for a positive attitude to learning; high levels of effort; progress; achievement in academic work; exceptional participation in extracurricular activities; and commitment to a worthy cause that makes a positive difference to our community or a positive contribution to the everyday life of the school. Commendations are entered onto the student’s record through the form tutor on a Friday during form time.

Students can collect house points for good work, helpfulness or

representing a team for example. House Points are recorded and passed onto the House Captains who will add them to the House totals.

If a student has done something exceptional either in class or out of school then a Success Postcard can be sent home to parents or given out directly to the student.

We recognise student successes in the weekly year group assemblies as well as through prizes awarded at the end of year assembly.

ASSESSMENT AND REPORTING

Assessment is an ongoing process that occurs daily in lessons. Our teachers employ a wide range of assessment techniques to support our students’ learning, some of which result in a grade. Grade results are recorded on FireFly by the subject teacher and are visible by the student and parents at any time.

Three times per year (at the end of Autumn, Spring and Summer terms), formal reports

are published on FireFly and are accessible by students and parents at any time after the publication date. These reports include overall attendance and punctuality statistics, as well as academic “Working At” and “Effort” grades for all subjects. Additionally, written commentary may be included in the form of subject teacher comments, student reflections and Form Tutor comments.

Academic Review Days are also planned multiple times per year which are opportunities for parents and students to have individual online meetings with teachers to discuss progress.

SUBJECT SPECIFIC INFORMATION

ART

The Art and Design Department seeks to achieve the highest standards in all areas of Art and Design, allowing the students to explore their creative potential. We aim to offer each individual an opportunity to find their own means of expression through visual media.

Students develop the ability to perceive, understand and express concepts and feelings; the ability to record from direct observation and personal experience; and the ability to communicate by using appropriate materials and techniques in a disciplined way. Students learn about experimentation, innovation and the use of intuition and imagination. They learn how to be critical, take initiative and develop a sense of adventure and achievement. Through art, students acquire relevant working vocabulary and subject specific language and an awareness and appreciation of the interdependence of Art & Design and the individual within cultural contexts.

YEAR 7

Drawing and Painting – Short exercises to teach the basics of drawing, including line, shape, form and tone, leading into colour theory and composition. The skills learnt are applied to a Mexican Doll project which has outcomes in both graphite pencil and acrylic painting.

Three-Dimensional Design – A three-dimensional design project in clay inspired by Mayan animal effigy pots.

Independent Learning – Students practice new skills in their own time. Research, using ICT, is undertaken into other artists’ and cultures’ skills and techniques.

YEAR 8

Observation - Still life drawings lead to painting compositions based on primary source. Students are taught to use multimedia including charcoal, watercolor, oil and chalk pastels, pen & ink and acrylic.

Three-dimensional Design – Papier mâché masks inspired by the Aztec empire. An in-depth study of their history and culture and their use of materials and mask design concepts. Students use this research to create their own unique masks.

Mixed Media – Georgia O’Keeffe inspired project to use nature to magnify and enlarge using a variety of media, including coloured pencils, oil pastels, soft pastels, and Batik.

Independent Learning – Students research traditional still life composition to contemporary works to produce a written analysis. Students generate their own individual pieces from their research and explore their own creativity.

YEAR 9

Students are introduced to a wide spectrum of media to allow them to experience the many areas in this subject so that they may find their own direction and build confidence in themselves using visual communication. Often, what cannot be said, finds an outlet in art.

Individuals are directed towards their own strengths and abilities, learning skills and methods of working, to prepare them for the requirements of the IGCSE syllabus. This year allows them to explore and develop their ideas in areas of study such as:

• Painting and Related Media

• Three Dimensional Studies

• Graphic Design

• Photography & Lens Based Media

• Computer generated and manipulated design

• History of Art

Students are required to keep a sketchbook throughout the year, to be used like a diary, recording ideas and observations. The key to this programme of study is to introduce students to the methods required to research topics that result in the development of ideas that lead to a final resolution.

In the ever-demanding world of commerce, Art plays a vital role; fashion design, advertising, photojournalism, architecture or interior design, to name but a few.

Art aims to increase personal expression and the powers of observation and interpretation. It widens cultural horizons and enriches our perception.

ASSESSMENT

Assessment is deemed as an integral part of art and takes 2 forms:

• Teacher led formal and informal assessment, both formative and summative, of ongoing project artwork and project outcomes

• Student directed self and peer group assessment Students are assessed on:

• records of ideas, observations, and insights relevant to intentions as work progresses;

• development of ideas and exploration and experimentation with different media, techniques and processes;

• references to contextual sources where appropriate, such asgrtists, key art movements, historical events or local or national art;

• selection, review and refinement of their ideas as work progresses, to plan and produce a personal and coherent final outcome.

COMPUTER SCIENCE

Students study a varied curriculum which introduces Computer Science as a subject while also reinforcing general computer skills to support other subjects in the school.

THE CURRICULUM IS BUILT AROUND THE FOLLOWING UNITS:

YEAR 7

THEORY 1

PROGRAMMING 1

SPREADSHEETS

What is data?

Python programming (My first program – Introducing the fundementals). We will include variables. Calculations, input and output

Visualising data

YEAR 8

YEAR 9

Vacuum tubes and transistors Networking

Python programming (Madlibs: writing an interactive story)

Python programming – Turtle – a graphics module built into Python

Secret codes

2D GRAPHICS Julian Opie Painting Photo-fakery

NEW MEDIA

THEORY 2

PROGRAMMING 2

HTML treasure map

Usability and design

Automata and robots Digital circuits

Python programming – A helper bot. This bot introduces selection.

3D GRAPHICS

Modelling in Magicka voxel

Python programming – Choose your own adventure. This combines skills from the previous two prgramming sessions.

Blender modelling with hard surfaces

Using formulae

Images of the past and future

Hacking the web

Number bases

Python programming – Naughts and crosses. Coding a realistic interactive game.

Blender modelling with textures and sculpting

There is no textbook used at Key Stage 3. A range of digital resources are used including Replit for Python, Blender for 3D Graphics, and Excel.

ASSESSMENT

Assessments takes place at the end of each unit, Assessments will include writing programs, creating media, and creating forms. Everything will be done digitally.

DRAMA

The “Juilliard Creative Classroom” is the basis of our Key Stage 3 drama curriculum. Each lesson is connected to a core dramatic work which includes Shakespeare, comedic theatre, mime and storytelling.

Through the drama curriculum, students develop skills of creativity, collaboration, self-presentation, expression, cultural awareness and appreciation and confidence to perform in all aspects of their lives.

PROGRAMME OVERVIEW

Year 7 students learn about action, audience awareness and pacing. Students will learn how to use their bodies and voices to move and express themselves on stage in an introduction to acting. Through the study of a collection of core works, students will devise and develop their own scene for a selected audience.

Year 8 students learn how to vary their movement size and range of extension to create distinct characters through the study of masked performance. Students will develop their skills of pacing, character, exaggeration and physical narrative.

Year 9 students learn about script analysis and narration and experiment with different ways narrators can activate stories. Students learn how to develop a playful balance of vulnerability and resilience to the stage. Students practise making use of pauses, inflection and nonverbal communication to express the rich subtext of seemingly neutral lines of dialogue.

ASSESSMENT

Assessment is driven by the Nord Anglia/Juilliard Performing Assessment Learning Ambitions through a series of tasks in performance, knowledge and understanding of repertoire and devising original drama.

RESOURCES

Students will have access to the “Juilliard Creative Classroom” resources during lesson time. All props will be provided.

ENGLISH

English is an important and enjoyable subject as the student’s ability to read and write helps determine success in most school subjects. The English department support students reading and writing skills to develop competence, confidence and enjoyment.

Students are not told what to read and what to think – instead, teachers help students form their own opinions, think for themselves and find the answers when they need them most. The philosophy is that being able to understand the things you hear or read and the ability to express yourself formally through writing (or informally through talk) is the most important skill you can learn in school.

Of course, reading is central to development in English. Alongside the class novel which is the main text for the year, students enjoy at least three other novels from a variety of genres.

WHAT WILL STUDENT STUDY

YEAR 7

• A main novel

• Gothic writing

• Poetry

• Non-fiction writing skills

• Play

• At least 3 other novels

SKILLS

YEAR 8

• A main novel

• Detective fiction

• Travel writing

• Play

• Poetry

• At least 3 other novels

• Vocabulary acquisition and consolidation

• Grammar, spelling, and punctuation

Planning and writing essays and creative writing texts

• Language analysis

• Speaking in different registers

Active listening

ASSESSMENT

Students will be formally assessed for each unit in the form of a piece of creative or non-fiction writing, an essay, or a speaking activity, such as a formal speech or performing an extract from a play.

RESOURCES

YEAR 9

• A main novel

• Short story writing

• Non-fiction writing skills: articles

• Romeo and Juliet

Transition to IGCSE

At least 3 other novels

• BBC Bitesize is great for different skills and areas of knowledge: KS3 English – BBC Bitesize

The British Council can help with grammar and vocabulary: Websites for learners | British Council

• For help with more specific grammar, try Grammarly: Grammarly: Free Online Writing Assistant

For ideas about what students can read, try this: Books for KS3 children aged 11–14 | School Reading List

• If students want to challenge themselves with a classic, here is a list of free books: Classic Books

– Free Classic eBooks

GEOGRAPHY

In Geography, students become familiar with the overall understanding as to how the physical world and geographical processes not only impact human life, but most importantly what are the causes and consequences of human impacts on the natural environment. This approach will develop a curiosity in the student to research and understand more about people and places, expanding their knowledge of location, investigating issues associated with the physical and cultural diversity of places and understanding the big geographical concept of how we are all linked together and interconnected.

TOPICS COVERED

YEAR 7

• What is a geographer?

• Map Skills and Settlement

• Plate tectonics

• Rivers and flooding

SKILLS DEVELOPED

• Students will develop the ability to:

Locate and describe places

• Use an OS map

To achieve this, specific skills of map and spatial awareness will be developed as well as using various presentation forms to communicate knowledge to show understanding, analysis and evaluation of arguments to form a well-supported conclusion. The aim for all students is to engage with and enjoy their studies in geography, developing a passion for learning about our rich and diverse planet.

YEAR 8

• Weather and climate

• Climat Change

• Population Ecosystems

Communicate their views and understanding on various topics/issues

• Use geographical terminology to support their discussions

Use statistical data to draw graphs and represent information visually for easy comparisons

• Make decisions about various world issues

• Interpret a variety of graphs and maps in order to draw conclusions on various issues

Consider different viewpoints and justify decisions on various topics

• Create a research question in order to conduct coursework to answer and measure a geographical issue.

RESOURCES USED

Textbook: Progress in Geography (Keystage 3)

Various webpages, articles and worksheets

ASSESSMENT

• Coasts

YEAR 9

• Development and Globalisation

Environmental Issues

Geography of Leisure and Sport (Olympics)

Topics are mainly assessed through a variety of project work, coursework, research and homework assignments. All topics are concluded with a formal unit test.

HISTORY

At TBS, students look at world history in chronological order, exploring world events that have shaped the way we live today. Our broad internationally minded curriculum offers the opportunity for students to learn through enquiry and discover the past for themselves, setting them up as independent thinkers, ready for the IGCSE and IB courses.

TOPICS COVERED

YEAR AND THEME

YEAR 7

Leaders, society and religion

YEAR 8

Rights and Protest

YEAR 9

War and Revolution

Intro to History Ancient Romans

Norman Conquest Life in the Middle Ages Medicine Through Time Significant individuals

Tudors and Reformation

Witches and the Industrial Revolution Slavery American Civil Rights Movement Turning points

World War One

SKILLS DEVELOPED

Russian Depth Study World War 2

An understanding of chronology; An ability to describe and analyse the causes and consequences of different events from the past;

• An abilility to describe and analyse the significance of events as key historical turning points, and the role of individuals as agents of change;

• Skills to carry out historical enquiry and research using a variety of sources;

• Information processing skills, reasoning skills, creative thinking and communication skills; An ability to evaluate sources; Skills in organising and communicating historical information;

• Empathy with people from the past.

RESOURCES USED

Students will have access to a range of information supplied in class and made available through the use of Firefly. They will also be encouraged and guided in safe and sensible use of the internet as a source of information for homework and research tasks in lesson time.

Holocaust Cold War

ASSESSMENT

Topics are assessed through assignments and essays to demonstrate the skills listed above. This is often done both during and at the end of a unit of work. History tests can focus on the analysis of historical sources or could be assessing knowledge and understanding of key content focusing on key concepts such as causation or change and continuity.

MATHEMATICS

Students follow the White Rose scheme, which focuses on inspiring curiosity-based learning and a mastery approach. Students learn about the ‘why’ rather than just the ‘how’.

Students should all have an approved calculator which they can use for a number of years.

The topics and skills we cover in each year group are as follows:

YEAR 7

Algebraic Thinking: sequences, understanding and using algebraic notation, equality and equivalence

Place value and Proportion: place value and ordering decimals and integers, fraction, decimal and percentage equivalence

Applications of number: solving problems with addition, subtraction, multiplication and division, fractions and percentages of amounts

Directed Number: operations and equations with directed number

Fractional thinking: addition and subtraction of fractions

Lines and angles: constructing, measuring and using geometric notation, developing geometric reasoning

Reasoning with number: developing number sense, sets and probability, prime numbers and proof

YEAR 8

Proportional reasoning: ratio and scale, multiplying and dividing fractions

Representations: working in the Cartesian Plane, representing data, tables and probability

Algebraic techniques: brackets, equations and inequalities, sequences, indices

Developing number: fractions, percentages, standard index form, number sense

Developing Geometry: angles in parallel lines, area of trapezia and circles, line symmetry and reflection

Reasoning with data: The data handling cycle, measure of location

YEAR 9

Reasoning with algebra: straight line graphs, forming and solving equations, testing conjectures

Constructing in 2D and 3D: three dimensional shapes, constructions and congruency

Units are generally split over two to three weeks and at the end of each unit students are given a small unit test. At the end of each term, students are given a longer test which covers the units covered during the term. Homework is given on a weekly basis through the MyiMaths.com platform.

RESOURCES

• White Rose resources

Home – MyiMaths: an online homework and revision platform. All students are given an individual login.

• Corbett Maths – Corbettmaths – Videos, worksheets, 5-a-day and much more

Reasoning with Number: using percentages, using money

Reasoning with Geometry: deduction, rotation and translation, Pythagoras’ Theorem

Reasoning with proportion: enlargement and similarity, solving ratio and proportion problems

Representations and Revision: probability, algebraic representation

MODERN FOREIGN LANGUAGES

FRENCH, GERMAN AND SPANISH

Learning a modern foreign language is both fun and practical. We focus on learning French, German and Spanish for real-life situations so that, as students' progress, they can understand the spoken and written language and communicate actively on a wide range of topics. From the basics, such as introducing yourself, to learning how to cope in a tourist office, students gain invaluable skills which will prove immensely useful in later life.

Alongside the vocabulary and grammar learnt and practised in the classroom, lessons are supplemented with opportunities to explore cultural life in French, German and Spanis speaking countries throughout the world. As students become more proficient, independent learning, through platforms such as Quizlet and Pearson Active Learn, helps students to practise, reinforce and extend the language learned in class.

PROGRAMME OVERVIEW

Towards the end of Key Stage 3, the IGCSE journey begins: by then, students will be able to understand and describe events in the past, present and future. Throughout the course a broad range of topics is introduced, first at a basic level, then at a more sophisticated one when topics are revisited during IGCSE preparations in Years 9, 10 and 11.

We learn about local and global issues and problems, how similar we are with others in many ways and that differences are to be respected and celebrated; indeed, tolerance and appreciation of all cultures is an important part of the languagelearning, especially in our international setting. Our aim is that students develop a life-long passion for learning modern foreign languages and experiencing other cultures, and that they have the tools and knowledge to be able to excel in their chosen language or any others they may choose in the future.

YEAR RESOURCES TOPICS COVERED ASSESSMENT/ SKILLS

Coursebook: Stimmt 2 / Studio 2 / Viva 2.

7

8

9

Online: Quizlet, Pearson Active Learn

Coursebook: Stimmt 3 / Studio 3 / Viva 3.

Online: Quizlet, Pearson Active Learn

Coursebook: Cambridge IGCSE

French / German / Spanish

Online: Quizlet

Holidays / Food & Drink / Going Out / Clothing / Technology

Role-models /

Listening, Reading, Speaking and Writing skills are developed and formally assessed every term with each skill contributing 25% of the overall ‘Working At' grade on end-of-term reports.

MUSIC

The Music Department ensures that our collaboration with The Juilliard School is at the heart of our Key Stage 3 curriculum. The “Juilliard Creative Classroom” core works are embedded into our units of work to ensure that that Music is inclusive and that all students have access to a high-quality music education. Throughout the KS3 curriculum, students are engaged and their creativity ignited to develop as musicians through firsthand practical experiences and participation. Students learn to perform, compose and listen to music performances, live and recorded, with an analytical and critical ear. The sequence of learning, which is robust, incremental and spiral over the Key Stage, cements and develops students’ musical knowledge and skills.

What students will study and what skills they will develop:

YEAR 7

The Baroque Era

Exploring music, composers and instruments from 1600-1750 through performance, composition and listening.

Rock and Roll from the 1950s

Discovering the origins of rock and roll and the development of the twelve-bar blues.

Learning to improvise as a mode to expression, developing melodies for 12-bar blues and playing chord sequences on the keyboard or guitar.

Women in Music/DR SMITH II

A celebration of International Womens Day and a deeper dive into the elements of music.

Keys to Expression

Exploring the world of the keyboard and its music. The harpsichord, organ, piano and synthesizer; their role, repertoire and composers. An opportunity for students to focus on learning and developing keyboard skills.

The Class Ensemble

Learning, developing and refining rehearsal and keyboard skills.

YEAR 8

Sonic Expressions

A journey into the vocal realm encompassing vocal health, voice types, opera, pop and musical theatre

Music Passport, Indonesia

Exploring the Javanese and Balinese gamelan. Performing with polyrhythms and heterophony.

Symphonies and Sonatas

UNVEILING THE MAJESTIC ERA OF CLASSICAL music from 1750-c1820 through performance, composition and listening.

Resonating Through Sound

A journey into 20th century music. Exploring the composers, instrumentation and music including impressionism, modernist, postmodernist and minimalism.

YEAR 9

Beyond the Screen

Exploring the magic of film music including composition techniques for action, thriller and horror movies. Mixing music technology with composed melodies and composing thematic contrast.

Music for the Small Screen

An exploration into music specifically composed for video gaming through listening, performance and composition.

Music Passport, South America

A performance-based unit culminating in a class performance playing the instruments of the samba band.

The Romantic Era

Exploring music, composers and instruments from C1820-1900 through performance, composition and listening.

Dance Music

The influence of music from around the world on dance to tango and EDM.

ASSESSMENT

Assessment is driven by the Nord Anglia/Juilliard Performing Assessment Learning Ambitions through a series of tasks in performance, critical listening and composition.

RESOURCES

Students will have access to the “Juilliard Creative Classroom” resources during lesson time.

While students are encouraged to bring their own instruments to the lessons, they do have access to full-size keyboards with piano weighted keys, untuned and tuned percussion and music software.

PHYSICAL EDUCATION (PE)

Throughout Key Stage 3, every student will take part in 10 sports that cover 5 areas of Physical Education; Net and Wall games, Invasion games, Striking and Fielding games, Aesthetic sports and Athletics. Students learn how to perform the skills needed for each activity through the correct techniques and understanding when, how and why to use them in a game situation. Whilst putting their skills into a game situation, students will also learn about tactics, rules and positions and how to apply them appropriately.

Students will be given all the equipment that they need for all the sports, however if they wish to

PROGRAMME OVERVIEW

YEAR 7

• Basketball

• Football

• Volleyball

• Gymnastics

• Athletics

• Team Building

• Badminton

• Dance

• Rounders or Softball

• Fitness

YEAR 8

• Football

• Table Tennis

• Gymnastics

• Basketball

• Dance

• Volleyball

• Fitness

• Athletics

• Rounders or Softball

1 Choice from

• Hockey

• Tag Rugby

• Football

bring astro boots, or their own table tennis racquet for example, then they are welcome to, provided they take responsibility for looking after the item(s). Students are expected to be in the correct TBS PE kit (weather appropriate) for every lesson with their hair tied back and all jewelry removed; and they need to have a water bottle.

Students will be formally assessed at the end of each sport. The formal assessment focuses on the skills needed for each sport and their ability to use them in both isolation and in a game situation; their knowledge and application of rules and tactics and two attributes that facilitate learning:

YEAR 9

• Basketball

• Football

• Volleyball

• Gymnastics

• Athletics

5 Choices from

• Handball

• Rounders

• Softball

• Table Tennis

• Tag Rugby

• Fitness

• Badminton

• Cross Country

• Dance

• Hockey

• Netball

• Ultimate Frisbee

• Alternative Games

ATTRIBUTES

Problem solving

Focus and concentration

Decision making

Creativity

Motivation

Confidence

Determination and resilience

Responsibility

Respect Communication

Kinaesthetic Balance

Co-ordination

Rhythm

Gross and fine skills

Stamina Speed

Strength

Flexibility

Risk taking

POLISH

As a British school in Poland, we fully recognise and value the importance of our students development of proficiency in Polish as well as their understanding of the history and culture of the country.

Polish national study the OKE curriculum, sitting examinations at the end of year 9. International students study our own, bespoke Polish curriculum that introduces newcomers to the language and develops those who are already in the process of acquiring Polish language skills.

YEAR 7 OKE POLISH

Content:

Writing: characteristics, formal letter, story, event description;

Language: syntax of the single clause; Spelling of capital letters;

Reading: fantasy novel "Hobbit" by J.R.R. Tolkien, si-fi stories “Bajki robotów” by St. Lem, Felix, Net i Nika

Resources: Textbook. "Niepewność" by A. Mickiewicz, "Orfeusz i Eurydyka" by W. Markowska, I. Singer “Miłość trzyma się mocno”;

Assessment: Tests on readings, writing a letter/story/ event description;

Skills: reading comprehension, writing, expressing opinions.

YEAR 8 OKE POLISH

Content:

Concepts: comedy and its types; genre features of comedy; intrigue; trials and tribulations; tragedy; ballade; generic syncretism;

Writing: comparative characters description;

Language: parts of a single sentence, graph of a single sentence; compound sentence; Punctuation in a simple and compound sentence.

Reading: “Zemsta” by A. Fredro; “Balladyna” by J. Słowacki.

Resources: Textbook. „Świtezianka” by A. Mickiewicz.

Assessment: End of term Test; comparative characteristics essay, flash tests – "Zemsta" and "Balladyna".

Skills: reading comprehension, reading for a gist, describing, justifying, writing, expressing opinions.

YEAR 9 OKE POLISH

Content:

Concepts: elegy, holocaust, ghetto, extermination, dynamic hero, historical novel, Christians and Pagans in the Ancient Rome;

Writing: argumentative essay;

Language: complex sentence syntax; Punctuation rules;

Reading: “Kamienie na szaniec” by A. Kamiński; “Quo vadis” by H. Sienkiewicz.

Resources: Textbook. “Z głową na karabinie” & “Elegia o chłopcu polskim” by K.K. Baczyński; “Wariat” by I. Fink; “Żal” by H. Krall.

Assessment: end of term test, argumentative essay, flash test – "Quo vadis".

Skills: reading comprehension, reading for a gist, justifying, writing, expressing opinions.

YEAR 7 NON-NATIVE POLISH

Content:

• How to describe their room, apartment, house; Names of different furniture and equipment at home;

• Verbs and adjectives needed to describe different rooms and home activities;

• Present tense of verbs in plural forms; Questions needed to ask in the conversation about home or flat.

Resources: Textbook “Polski Krok po kroku Junior”.

Assessment: Short vocabulary test

Skills: asking and answering, comparing, describing.

YEAR 8 NON-NATIVE POLISH

Content:

nouns, adjectives, adverbs and verbs needed to describe their own country and Poland.

• how to ask questions about another county, cities, interesting places geographical directions

• comparative forms of a basic adjectives and adverbs

how to compare countries, cities, and places.

Resources: Textbook “Polski Krok po kroku Junior1&2”.

Assessment: Presentation about a chosen country.

Skills: asking and answering, comparing, describing.

YEAR 9 NON-NATIVE POLISH

Content:

• How to talk about their short- and long-term plans- for next weekend, for holidays and for future education;

• Using verbs in future tense;

• Vocabulary needed to talk about dreams and plans;

Genitive form of nouns and adjectives;

• Question needed to ask in the discussion about the future.

Resources: Textbook “Po polsku po Polsce” – Unit 7.

Assessment: Vocabulary and grammar test.

Skills: asking and answering, comparing, describing.

SCIENCE

Science is a practical-based subject that is taught over 3 years. The curriculum is designed to introduce the student to a detailed and broad study of the world around us, through the interdisciplinary areas of Biology, Chemistry and Physics. Each student will gain an appreciation of the scientific fundamentals that govern all aspects of our lives, as well as an understanding of their application in a technological framework, thereby making them confident, informed and able citizens in an ever changing and evolving world.

Students will acquire a body of scientific knowledge which will provide them with an important and comprehensive insight into the world around them. By applying this knowledge and using it to solve realistic problems, they will be able to understand

TOPICS

YEAR 7

• Working Scientifically and Safely

• Cells and their Organisation

Acids and Alkalis

• Electrical Circuits

• Reproduction

Chemical Reactions

• Forces and their Effects

Adaptation and Classification

• Particle Model

The Solar System and Beyond

ASSESSMENT

the importance of science within their everyday lives. Alongside this knowledge, the student will gain a set of essential practical and intellectual skills. Through the extensive use of experimental work in the classroom, students will become grounded in the scientific method of planning, investigating, concluding and evaluating. They will learn to think critically; to generalise; deduce; connect; justify and to think flexibly and with creativity. It is the aim of all work within these topics to promote a genuine interest, enthusiasm and curiosity in the Sciences, as well as to enable our students to gain some of the skills needed to become lifelong learners who have the confidence to live and work in a predominantly scientific world.

YEAR 8 YEAR 9

• Working Scientifically and Safely

• Heating and Cooling Water

• Food and Digestion

• Magnets and Electromagnets

Elements and the Periodic Table

• Energy and Respiration

• Sound and Hearing

• Explaining the Earth

There will be continuous assessment of students’ skills in the two core areas of: Knowledge and Understanding

• Investigation Skills

The knowledge and understanding in the course will be assessed in a variety of ways, including end of topic tests. There will also be specific written tasks, comprehension tasks, presentations, poster work which make up part of activities called ‘Badger tasks’. The practical aspects of the course are assessed via written answers in the end of topic test, as well as through the carrying out of specific experimental tasks in the laboratory, which may also form part of the ‘Badger tasks’. After each assessment, students should complete a self-reflection in their unit tracker sheets stuck in their books at the start of each topic. Students are expected to know what they need to do to make improvements to their work and how to progress in Science.

• Metals

• Speed

• Inheritance and Selection Patterns of Reactivity

• Light Health and Disease

• Environmental Chemistry Pressure and Moments

• Plant Nutrition

RESOURCES

• Students will all be provided with a CGP KS3 Science revision book.

https://www.bbc.co.uk/bitesize/subjects/zng4d2p BBC Bitesize is an excellent site for information and revision activities.

• https://www.educake.co.uk/ All students have access to an online homework and revision platform. Their teachers will provide them with login details.

• The science museum https://www. sciencemuseum.org.uk/objects-and-stories

• The natural history museum https://www.nhm. ac.uk/discover.html

THE TBS DIPLOMA

The TBS Diploma is a TBS qualification delivered during PSHE lessons that is designed to prepare students for the life after school by linking together student activities beyond the classroom with their personal development. Each year group has specific tasks that link to their Key Stage. The programme has three core themes: Health and Wellbeing, Relationships and Living in the Wider World in which we consider ideas and look at topics that will support students in making informed decisions about their life. It is a carefully planned part of the curriculum that contributes to the individual student’s development.

Students will explore topics like bullying, healthy lifestyles, dealing with stress and emotions, alcohol and drug use, friendships and relationships, global issues, the environment, human and animal rights, managing money, dealing with racism and prejudice, and managing learning.

The programme promotes healthy and positive lifestyles as part of our school culture, and will help students understand how to become healthier, more independent, more responsible and more active members of the community. Students will learn and appreciate what it means to be a positive part of a multi-cultural school and society.

A note to parents: we do tackle all the topics here carefully and sensitively. If you would like to talk with us about what we cover and how we cover it, please get in touch. We are always happy to talk about what we do.

HOW DOES IT WORK?

Students have one lesson per week that is delivered by their tutor or a member of the pastoral team.

HOW ARE STUDENTS ASSESSED?

Students will be assessed on their engagement with the programme, this will be displayed in their end of term reports. In addition, at the end of the year, certificates will be given to those students who have met the objectives outlined by the assessment criteria.