E
ducation for Life
‘What do you want to do when you leave school?’ is a question that all students are
asked at one time or another. For most, it is a question that they find hard to
answer. At The British School Manila we have to provide the scope for young people
to realise all of their future ambitions.
The aim of this booklet is to provide you, the parent, with an overview of what your child is being
taught. It is not possible to give details of all the finer points of the entire curriculum, nor is this
booklet intended to replace the good personal communication that we have between parents and
teachers. Ultimately, both teachers and parents care about the same thing – the progress and
well-being of the child. This is best done through regular dialogue.
Years 7, 8 and 9 will provide a wealth of opportunities for students with a wide range of abilities
and aspirations not only to build a solid foundation for their future (I)GCSE courses but also to
prepare themselves for further study either here at BSM or at any other school in the world. Our
challenge is to ensure that we provide all students with a full and varied curriculum, which will
enable them to make informed choices in Year 9 that will prepare them for their Higher Education.
Key Stage 3 prides themselves in a curriculum is that it is broad, balanced, differentiated and
relevant:




Broad, in that a wide range of subjects across all of the academic disciplines are studied.
Balanced by an appropriate amount of time being given to each subject area.
Differentiated, so that each student can reach his/her potential.
Relevant to students having a wide range of educational backgrounds, abilities and
aspirations.
Taken together, we consider that the three-year Key Stage 3 programme offers a learning journey
that will equip every student with the skills needed to embark on their next venture at (I)GCSE
Level and beyond.
Yours sincerely
Helen Olds
Head of Senior School
Key Stage 3 Overview 2013 - 2016
Principles
British school Manila’s approach to Learning is underpinned by three principles



At BSM we strive for academic excellence where all students are able to fulfil or exceed
their potential.
The curriculum is effective preparation for the IB Diploma programme, Higher
education and equips the students with the skills needed for 21st Century
employment.
The shape of the curriculum at BSM is holistic; looking at academic and non-academic
achievements, ensuring students feel safe, happy and can excel.
With this in mind, our Key Stage 3 has been adapted to best fit our students and provide them
every chance for success.
What do you learn at KS3?
Key Stage 3 comprises of Years 7, 8 and 9 students and we broadly follow the British National
Curriculum with an international flavour. Other than the core subjects of English, Mathematics and
Science, students also cover Modern foreign languages, Creative Arts, Physical Education,
Humanities and PSHE (Personal, Social and Health Education.
Key Stage 3 embarked on a new venture this year, combining the traditional separate Geography,
History and Religious Education into one overarching subject, Humanities. Students study the
same topic but from different perspectives thus giving them a wider understanding of the world we
live in.
We aim to give every student a full and varied skills based curriculum, adequately preparing them
for their future studies at (I)GCSE and onward to the International Baccalaureate Diploma
programme (IBDP).
Alongside the timetabled lessons, students can also participate in subject based After School
Activities (ASAs) to further enhance their enjoyment of a particular subject. Together with our
community service programme and varied residential opportunities, our students experience an
holistic approach to learning giving them a wider understanding of the wider world.
Assessment
New this year we have decided to incorporate the use the National Curriculum levels through from
KS2 to KS3 to mirror the British Education system more closely and allow for a better transition
from Primary School as well as giving a benchmark against other British and British International
schools.
Each subject has its own assessment criteria which will help measure your child’s ability in a range
of skills regularly throughout the year rather than once at the end of a year.
The levels range from 3 to 8 and onward to Exceptional performance (EP). To stream the
attainment further each level is given a sub-level of ‘c’, ‘b’ or ‘a’ with ‘a’ being the highest. This
gives each student a very accurate view of their current performance and areas for development.
It is expected that each child will improve by at least two sublevels every academic year. There
are four opportunities for BSM families to formally receive feedback on their child. These come in
the way of reports and Student Led Conferences.
Further Support
If you child needs a little extra support in lessons we have a strong Learning Support team who
will tailor your child’s curriculum to best suit them. In addition to having full time Learning Support
Assistants (LSAs) we have English as Additional Language (EAL) teachers to give a helping hand
where needed. Our aim is to ensure your child has every opportunity to succeed and reach their
potential.
Pastoral Support
Research shows that that a relaxed, happy and well balanced student will be more likely to achieve
well academically. To this end we have a superb School Councillor who is based on site and is
available at any time for students, parents and teachers.
Working together
BSM has a very busy calendar in order to fulfil its commitment to the students learning. With this
in mind, there are many occasions whereby parents and carers are invited into school to meet
staff and discuss the academic progression your child is making. These occasions are also good for
meeting other parents to share experiences and advice whilst being part of the unique school
community BSM prides itself in.
Supporting you child through their studies is paramount in their success and through this positive
partnership we aim to give your child every prospect of achieving their full potential.
Dates for your diary
Term 1
Date
August 27th and 28th 2013
September 4th 2013
September 6th 2013
September 19th 2013
September 25th 2013
September 27th 2013
October 22nd
November 7th 2013
November 13th 2013
November 22nd 2013
Term 2 to follow
Event
New Parents Induction
Year 7 Settling In event
Whole school Assembly and
coffee morning
Curriculum Evening
Parent Coffee Morning
Whole school Assembly and
coffee morning
Parent Coffee Morning
Student Led Conferences (A-M)
Student Led Conferences (A-M)
Whole school Assembly and
coffee morning
Time and Venue
8am -9am Refectory
6.30pm Bunker
7.50am Main Hall
6.30pm Main Hall
tbc
7.50am Main Hall
tbc
tbc
tbc
7.50am Main Hall
Course Information
Useful Websites: http://www.moma.org/
http://www.tate.org.uk/visit/tate-modern
http://www.louvre.fr/en
Art
rgrennan@britishschoolmanila.org
Course Outline
In Key stage three we develop students’ skills in a range of media over an integrated three year
program. The first project in Year 7 emphasises developing and extending fundamental drawing
skills, from measuring techniques and the use of guidelines to create accurate proportions through
to mark making techniques for creating a range of textures and tones. These skills are developed
throughout the three years, with perspective drawing forming a major part of the Year 8
cityscapes project.
In Year 8 students are introduced to relief printing in the form of lino printing, printing is
then developed further in Year 9 with screen-printing. Painting is developed across the three year
groups through acrylic, watercolour and gouache paint. Design work is integrated into the natural
forms Year 8 printing project and architecture is studied in the cityscapes.
In Year 9 students will undertake an extended photography project using DSLR cameras,
learning how to use the manual settings and how this effects the depth of field.
Course Breakdown
Year 7
Year 8
Year 9
Term 1
Term 1
Term 1
Drawing & Painting
Term 2
Animals
Drawing & Pop Art
Term 2
Lino Printing
Term 3
Self-portraits
Drawing & Natural Forms
Term 2
Screen-printing
Term 3
Cityscapes
Term 3
Photography
Assessment
Formative assessment in the form of constructive comments is the most common form of
assessment along with summative assessment using an adapted form of the National Curriculum
levels.
Course Information
English
Course Outline
Haiku. Year 7
https://bsm.haikulearning.com/ctaylor/year
7english/cms_page/view
Year 8
http://bsm.haikulearning.com/ctaylor/year
8english/cms_page/view/6817439
Year 9
https://bsm.haikulearning.com/ctaylor/year
9english/cms_page/view
The Key stage 3 curriculum covers a
variety of texts in order to prepare your
child for IGCSE and the IB Diploma
programme. There are many crosscurricular links, such as Music, Drama
BBC Bitesize KS3
and History. Learning and teaching is
focused and designed to begin to build
the skills required for IGCSE and IB. A range of fiction and non-fiction texts are studied. Your child
will study a variety of traditional writers such as Shakespeare and Dickens as well as learning
about the development of the world in which they live and the texts that are produced for this;
such as advertisements and on-line newspapers.
Course Breakdown
Year 7
Year 8
Year 9
Term 1
Autobiography
Term 1
Animal Farm
Term 1
Lord of the Flies
Christmas Carol
War Poetry
Term 2
Shakespeare
Term 2
Media- Online Newspapers
Ballad Poetry
Romeo and Juliet
Poetry
Term 3
Adverts and Advertising
Term 3
Short Stories- Grimm Tales
End of Year Exam
End of Year Exam
End of Year Exam
Facing the Lion-Novel
Introduction to Shakespeare
Term 2
Media/ Non-fiction unit
Kids speak project
Frankenstein
Term 3
Assessment
This is done both formatively and summatively over three stands in English; speaking and listening
20%, reading 40% and writing 40%.
Please ask your child to show you the APP guides and assessment sheets on their Haiku page.
FRENCH
Course Information
Useful Websites:
Course Outline :
www.linguascope.com
www.languagesonline.org.uk
www.busuu.com
Curriculum Leader: Mathilde Mouquet
The focus in French at KS3, is to develop
spontaneous communication through a wide
range of fun activities. Our philosophy is
based on a skill-based approach, prioritising cross-curricular projects and strong motivation. We
strive to offer enquiry-based activities to help our young linguists become creative and
spontaneous communicators as well as independent learners. We encourage each one of them to
reflect on their language learning journey in order to set themselves new challenges with clear
objectives. The students become confident in using the NC level descriptors to monitor their own
progress and comfortable with our various assessment for learning methods which include peer
evaluation and support. Our teaching is customized yet consistent and provides a smooth voyage
towards future examinations.
The four skills of performance (reading, listening, writing and speaking) are regularly practised and
assessed formally and informally. Classroom activities cater for all learning styles and activities are
differentiated accordingly. French is the main language of interaction. English is also used to
reflect on skills and establish learning strategies.
The topics of discussion provide language input through a wide range of activities as well as a
strong insight into French speaking countries promoting a wider international awareness.
Course Breakdown



Year 7
Year 8
Year 9
Term 1
Term 1
Term 1
Presentation:
Talking about what you
like/dislike, describing
yourself, describing other
people
My school:
School subjects, asking
questions, give opinions,
timetable + time, routine,
school day
Cultural encounter:
Christmas and food in
France, watching a French
movie



Term 2



My hobbies:
Computers and mobiles,
sports, activities,
The place I live:
My town/village, directions
Cultural encounter:
Chandeleur, carnival,
Easter
Les loisirs: investigating
young people’s spare time
(cinema, reading,
television, internet)
Paris: A journey through
the French capital and
other French speaking
countries.
Cultural encounter:
French customs and
traditions. (Halloween and
Christmas)
Term 2



Mon identité: Talking
about oneself (character,
passion, clothes, music)
Chez moi: Describing our
world (house, shopping)
Cultural encounter:
Carnaval and chandeleur




La France: Geographie et
tresors (A journey through
France)
Ma famille: Talking about
one’s family and
relationships
Les jobs: To discuss the
duty at home To identify
cultural differences
Cultural encounter:
French customs and
traditions. (Halloween and
Christmas)
Term 2
 Un voyage dans une
région de France: to
investigate a French
region and talk about the
past
 C’est la forme!: To discuss
healthy life style and the
importance keeping fit.
 La mode: To discuss
fashion and give opinions.
To be able to shop in
France.
Term 3
Term 3

Holidays
Holidays plans, future tense,
ordering snacks and food,
money



Extra activities
Describing animals, writing a
poetry, Talking about a French
painting
Quel talent: discussing
ambitions and encouraging
people
Cultural encounter: Les
pays francophones: A
journey through French
speaking countries.
Term 3
Revision for end of year
exams + EXAMS
Revision for end of year
exams + EXAMS
Assessment
Tasks
Weighing in
the SSA grade
Reference
Attitude to learning
End of unit/module tests
60%
NC level descriptors
In class work + homework
(selected tasks)
40%
Grades translated
into levels or NC
levels.
This grade is calculated
upon descriptors of the
students’ oral
participation, notebook
keeping and general
attitude to learning (as
detailed in their
notebooks)
Expected levels of attainment:
Year 7: from 1 to 4
Year 8: from 3 to 6
Year 9: from 5 to Exceptional Performance
Course Information
Geography
2013/14 sees a new approach to the
subject in years 8 and 9. The new units
reflect the subject in later years and the
issues that will impact upon the lives of
the students in the medium and long
term.
Useful Websites: www.prb.org,
http://mapzone.ordnancesurvey.co.uk/mapzone/
, http://www.bbc.co.uk/news;
http://www.newseum.org/todaysfrontpages/flas
h/
Paul Doran – Curriculum Leader
The course aims to;

Tackle the big issues (environmental responsibility, interdependence, cultural
understanding);

Develop transferable skills (using primary and secondary data; analysis, evaluation and
decision-making; and report writing; using ICT; fieldwork and investigation); gain access
to a wide range of opportunities (management and administration; environmental
management; information services; leisure, travel and tourism; education, professional
and social services; business and scientific services);

Enjoy discovering and being challenged by the beauty and complexity of your planet.
Course Breakdown
Year 8
Year 9
Term 1
Term 1
Weather and climate (this includes global
warming)
Development.
Reasons, impacts and solutions to low
levels of development
Plate tectonics and management of hazards
Food and supply. Why some areas of the
world are hungry
Term 2
The rise of China
Term 2
Pollution. Local and global studies of air,
water and land pollution.
The changing place of China in the world
Population
Water wars. The issues related to water
supply and how it can be managed
Issues associated with global growth and
national structures
Term 3
Term 3
Continued work on population.
Issues in the urban areas of Manila
Revision work for end of year exam
Revision work for end of year exam
Assessment
Regularly throughout the year, most in the form of written examinations. There will be at least two
assessments in each SSA cycle.
History
The aims of the course are to acquire
knowledge of different periods of history,
develop an understanding of how the past
has been represented and draw conclusions
based on a range of evidence. Pupils are
encouraged to debate, question, and voice
their independent views and opinions.
Course Information
Useful Websites:
http://www.bbc.co.uk/history/0/
http://www.historyonthenet.com/
http://www.schoolhistory.co.uk/
Curriculum Leader: Paul Doran
Current Key Stage 3 History teachers:
Miss A King & Miss A Holmes
Course Outline
Pupils studying in Year 8 and Year 9 tackle
both British, Filipino and world affairs through social and political history. They will examine causes
and consequences of key events such as the First and Second World War and differing
interpretations of individuals and their actions, for example General Douglas MacArthur. Change
over time will be addressed through a detailed study of the industrial revolution, linking to issues
on slavery and empire. In every unit, pupils examine a range of source material, learning to judge
the value of evidence as well as using it to make a judgement. Pupils are also invited to reflect
upon their own environment through a visit to the American Cemetery, and collaborate through a
‘teach-off’ activity with Year 6. All of these elements of the subject help to create more curious,
critical, literate and articulate pupils, aware not only of the story of others, but that of their own
society and the world around them.
Course Breakdown
Year 8
Year 9
Term 1
The Tudors-A Golden Age?
Henry VII, Henry VIII, Edward VI, Mary I,
Elizabeth I. Religious change, portraits,
poverty, Spanish Armada.
Term 1
The First World War – Causes, course and
impact.
Term 2
Industrial Revolution in Britain – Change
over time. Domestic system to factory
system. New inventions. Growth of
towns. Child labour and Factory Acts.
Impact on Great Britain.
Term 2
Second World War in the Pacific continued.
‘Teach-off ‘with Year 6. Reasons for the
dropping of the atom bomb.
Term 3
Empire and Slavery – Exploring links to
industrial revolution. Slave triangle,
middle passage, life on plantation,
abolition. Empire. Was it all bad?
Inter-war period.
Second World War in the Pacific – visit to
American Cemetery. Why was there a war
in the Pacific? Pearl Harbor. MacArthur:
hero or villain?
Russian Revolution 1917 – introduction to
Communism.
Term 3
The Holocaust.
Women and the vote. Change.
Interpretations.
Assessment: Pupils are assessed in a variety of ways; through essays, presentations, debates
and source enquiries.
Course Information
Humanities
Useful Websites:
http://www.mapzone.co.uk;
http://www.newseum.org/todaysfrontpages/flash/
Paul Doran – Curriculum Leader
2013/14 sees the introduction
of a new cross-subject approach in year 7. The new course reflects a more skills-based, inclusive
and complementary approach to learning about History, Geography, Religion, Psychology and
Business/Economics within the context of human thought, culture and experience.
The course aims to;

Learn about how different Humanities subjects approach important and pertinent issues
and topics;

Develop a skills-based approach to learning with an emphasis on a broad range of
questioning and research techniques, and rigorous analytical strategies;

Develop students with an increased awareness of local and global phenomena with
contemporary and future relevance.
Course Breakdown
Year 7
Term 1

An introduction to Humanities

The Philippines. Building a website to reflect the humanities in the country

Discrimination
Term 2

Globalisation. We explore the growing connections between countries and
debate the benefits of closer global links.

War
Term 3

Continued work on War

Revision work for end of year exam
Assessment
Regularly throughout the year, most in the form of written examinations. There will be at least two
assessments in each SSA cycle.
Course Information
Useful Websites:
www.teach-ict.com
www.excel-2010.com/vlookup-excel
http://office.microsoft.com/enus/support/getting-started-with-office2010-FX101822272.aspx
ICT
Course Outline
Throughout KS3, students will develop
Curriculum Leader: Mr Fabrice Blum
their IT skills through a range of
practical projects. This course is progressive through years 7 to 9.
In year 7 students will learn how to carry out effective online research, how to create PowerPoint
presentations, learn basic photo editing techniques and how to animate objects using Flash Adobe
CS5. Students will also be introduced to spreadsheet applications and programming. Students will
also discuss a number of IT-related topics such as online safety.
In years 8 and 9 students will further develop their IT skills by working on a range of projects
using the following applications: spreadsheet, database, word processing, photo and audio-editing,
3D-modeling, multimedia and web-authoring software. Students will also discuss a range of IT
related topics such as Copyright regulation and Health and Safety and ICT.
Course Breakdown




Year 7
Year 8
Year 9
Term 1
Term 1
Term 1
Presentation software
(PowerPoint)
Using the Internet to
research topics
Internet Safety
Introduction to
programming
(Scratch)



Term 2


Fireworks
Animation


Term 3

Introduction to
Spreadsheet
application (Excel)
Photoshop


The Internet and Social
Networks
3D Modeling (Google
Sketch-up)
Term 2


Presentation
software
(PowerPoint)
Using spreadsheets
(Excel)
Health and Safety
when using a
computer
Multimedia and
animation (Flash)
Creating and
manipulating
graphics
(Photoshop)
Copyright and
regulations
Term 2


Term 3


Technology of the
Future
Video Editing
Using databases
(Access)
Podcasts (Audacity)
Term 3


Web design
Computer Misuse
Act and Data
Protection Act
Assessment
Formative assessment in the form of constructive comments is the most common form of
assessment along with summative assessment in the form of a level and effort grade for key
pieces of work.
Course Information
Useful Websites:
www.myimaths.com
www.nrich.com
www.mangahigh.com
Curriculum Leader: Mr Ian Taylor
Maths
Course Outline
At key stage 3 the students will be
following an adapted form of the British
National Curriculum. We aim to give students a wide understanding of mathematical concepts and
strengthen their mathematical knowledge through a range of fun and interactive methods,
including investigational work, practical work, ICT and mental methods. Set 1 in each year group
is accelerated and completes the Key Stage 3 work at the end of Year 8. In Year 9 they begin
working towards the IGCSE examination.
Course Breakdown
Year 7
Year 8
Year 9
Term 1
Term 1
Term 1
Number
Sequences
Length and area
Number
Angles
Probability
Algebra
Sequences and functions
Fractions, decimals, percentage
Equations and formulae
Handling data
Probability
Term 2
Algebra
Rotation and reflections
Angles
Handling Data
Term 3
Solving equations
Shape, space and measures
Further number work
Term 2
Linear and quadratic
graphs.
Transformations
Decimals and fractions
Term 3
Further algebra
Handling Data
Constructions
Term 2
Area and volume
Number
Algebra
Probability
Term 3
Transformations
Area and volume
Further algebra
Shape and space
Assessment
We assess the students through quizzes, end of topic tests, written projects and homework. In
addition assessment for learning is a core focus in every lesson. The level reported on the SSA will
be largely made up from quiz and test results plus one submitted project. Performance in lessons,
homework plus any additional work the student attempts will help to decide their effort grade.
Course Information
Useful Websites:
Music
Curriculum Leader: Ms Anita Quigley
Course Outline
Key Stage3 Music is divided into 3 parts:
composing, performing and listening.
Composing includes song writing, composing their own music and composing a theme to a given
stimuli. Performing gives every student to chance to make music on a variety of instruments
including the guitar, drums and keyboard. Students are exposed to a wide range of music
throughout this 3 year course.
Course Breakdown
Year 7
Year 8
Year 9
Term 1
Term 1
Term 1
Classical Guitar – The basic
skills including reading chords
and notation.
Superhero Project with
composing using Music
Technology
Piano/Keyboard –
developing skills leading up
to ABRSM grade 1
African Drumming
Singing
Theory of Music
Term 2
Samba Music
Drum – Kit – basic skills
leading to a developed Rock
Beat.
Term 3
Garage Band Music Technology
and an introduction to
composing.
Term 2
Gamelan Music from
Indonesia
Term 2
Music/ICT Project
Film Music
Instruments of the
Orchestra
Term 3
Piano/Keyboard skills
– Basic left and right
hand development
Term 3
Band Project
Assessment
Assessment is continual for each scheme and students receive a level from 3-8 on their
achievement.
Physical Education
Course Outline
The diagram below shows the Key
processes & concepts that we
deliver during PE lessons in KS3.
The 6 boxes on the outside are
the strands that we incorporate in
our different units of activity.
Course Breakdown
Year 7
Term 1
Fitness testing
Swimming
Health Related Exercise
Volleyball
Football
Term 2
Fitness testing
Swimming/Personal Survival &
Life Saving
Athletics
Basketball
Rounders
Term 3
Fitness Testing
Water polo
Cricket
Badminton
Course Information
Useful Websites:
www.bbc.co.uk/sport
www.brianmac.co.uk
www.olympic.org
Curriculum Leader: Mr A Dunstan
Director of Sports & Activities: Mr L Keens
Sports & ASA Coordinator: Mr D Harfield
Year 8
Term 1
Fitness Testing
Swimming
HRE
Football
Basketball
Rugby
Term 2
Fitness testing/Personal
Survival & Life Saving
Swimming
Athletics
Volleyball
Rounders
Term 3
Fitness Testing
Water polo
Cricket
Badminton
Year 9
Term 1
Fitness Testing
Swimming
HRE
Football
Basketball
Rugby
Term 2
Fitness testing/Personal
Survival & Life Saving
Swimming
Athletics
Volleyball
Rounders
Term 3
Fitness Testing
Water polo
Cricket
Badminton
Assessment
Students will be assessed on their ability to understand and demonstrate the key processes and
concepts. They will explore the six PE strands throughout Key Stage 3.
Course Information
Useful Websites:
Science
www.bbc.co.uk/bitesize/ks3
www.skoool.co.uk
www.schoolscience.co.uk
Curriculum Leaders: Miss Fernandez & Mr
Moore
Course Outline
The course aims to excite and engage, providing students with action packed skills based
modules. In science we like to question the world around us, ‘what is matter made of?
Can anyone really be healthy? What’s beneath our feet? Our enquiry based modules
allow students to be inquisitive learners and find the answers to these questions, whilst
developing the necessary skills for IGSCE and the IB. They will become experts at
collecting accurate and reliable data, planning for a fair test, drawing conclusions and
evaluating their experimental procedures.
Course Breakdown
Year 7
Term 1
What is matter made of?
Chemistry Covering:- Particle
model of solids, liquids & gases,
solutions, atoms & elements,
compounds & mixtures
What keeps us alive?
Biology Covering:-Cells, plants &
photosynthesis, reproduction,
respiration
Term 2
Year 8
Term 1
Can anyone really be healthy?
Biology Covering:- Food and
digestion, microbes and disease,
circulatory and respiratory
system, the skeleton and drugs.
How do different elements and
compounds react?
Chemistry Covering:- Acids and
bases, patterns of reactivity,
reactions of metals and metal
compounds and simple chemical
reactions.
Term 2
How can we use energy
transfer ethically?
Physics Covering:- Electricity, light
and soun, energy and
magnetism.
What’s above our heads?
Physics Covering:- Space, forces
and motion.
Term 3
What’s beneath our feet?
Chemistry Covering:-The rock
cycle, rocks and weathering,
environmental chemistry and
using chemistry.
Term 3
What makes me who I am?
Biology Covering:- Variation and
classification, inheritance and
selection, ecology.
Assessment:-The SSA grade is calculated for each module using the following
assessment:
•
Internal assessment 25%
•
Multiple choice quiz 10%
•
Application of knowledge 25%
•
End of unit test 40%
Course Information
Spanish
Course Outline
Useful Websites (top 3):
www.linguascope.com
www.languagesonline.org.uk
www.busuu.com
Curriculum Leader: Mathilde Mouquet
At KS3, the Spanish course follows an
adapted version of the British National
Curriculum as we cater for a more
international array of students and we focus primarily on language acquisition skills. Students are
required to reflect on the levels they are currently working at and to set themselves targets for
improvement. This is achieved through continuous use of varied Assessment for Learning activities
involving peer evaluation and support.
The four skills of performance (reading, listening, writing and speaking) are regularly practised and
assessed formally and informally. Classroom activities cater for all learning styles and are
differentiated accordingly. Spanish is mostly the language of interaction, and English is used when
the focus is on reflections on skills and establishing learning strategies.
The topics of discussion provide language input as well as a strong hindsight into Spanish speaking
countries granting thus a wider international awareness.
Course Breakdown
Year 7
Year 8
Year 9
Term 1
Term 1
Term 1
Unidad 1 : En clase (
school items, alphabet,
meeting people)
Unidad 2 : Quien eres (
age, birthday, months, nbrs
up to 40, residence,
nationalities)
Unidad 3: Mi familia (bros
and sis, nbrs up 100,
description
Unidad 1 : La escuela
(subjects, school timetable,
food and drink, transport)
Unidad 2 : Mi ciudad (the
most common places in a town,
directions, the weather, the
seasons)
Unidad 3 : Mi tiempo libre
(free time activities, sports,
domestic chores)
De compras (Shopping +
quantities + frequency)
medios de comunicación
(comparisons and opinión,
writing up a review)
De fiesta (writing in
paragraphs, revision of 2 pasts)
Term 2
Term 2
Term 2
Unidad 4: Mi pueblo
places in town, describing a
place, weather
Unidad5: En casa (rooms,
furniture, daily routine,
reflexive verbs)
Unidad 6: El tiempo libre
hobbies and sports, meeting
people
Unidad 4: Salud y bienestar
(parts of the body, the most
common illnesses, healthy
living)
Unidad 5: De vacaciones
(holidays and holiday activities,
accommodation, the weather)
En casa (descriptions and house
chores + continuous tenses /
relationships at home and can
dos and cannot)
El medio ambiente ( the three
Rs + future tense)
Term 3
Term 3
Term 3
Revision for end of year
exams + exams
Revision for end of year
exams + exams
Comida (ordering at a
restaurant, describing a recipe,
deciding on what is healthy or
not) (using Caminos 3)
Revision for end of year
exams + EXAMS
Assessment
Tasks
Weighing in
the SSA grade
Reference
Attitude to learning
End of unit/module tests
60%
NC level descriptors
In class work + homework
(selected tasks)
40%
Grades translated
into levels or NC
levels.
This grade is calculated
upon descriptors of the
students’ oral
participation, notebook
keeping and general
attitude to learning (as
detailed in their
notebooks)
Expected levels of attainment:
Year 7: from 1 to 4
Year 8: from 3 to 6
Year 9: from 5 to Exceptional Performance
Course Information
Useful Websites:
Curriculum Leader – Mr Paul Doran
Religious Education
Course Outline
Religious Studies provokes challenging questions about the ultimate meaning and purpose of life,
beliefs about God, the self and the nature of reality, issues of right and wrong and what it means
to be human. It develops students’ knowledge and understanding of Christianity, other principal
religions, other religious traditions, and other world views that offer answers to these challenging
questions. It offers opportunities for personal reflection and spiritual development. It enhances
students’ awareness and understanding of religions and beliefs, teachings, practices and forms of
expression, as well as of the influence of religion on individuals, families, communities and
cultures.
RS encourages students to learn from different religions, beliefs, values and traditions, while
exploring their own beliefs and questions of meaning. RS encourages students to develop their
sense of identity and belonging. It enables them to flourish individually within their communities
and as citizens in a diverse society and global community
Course Breakdown
Year 8
Term 1
Islam
Rites of passage
Year 9
Term 1
Introduction to Ethics
(Moral Issues: Abortion,
Euthanasia & Capital Punishment)
Prejudice and Discrimination
(Martin Luther King)
Term 2
Wealth and Poverty
Term 3
Mother Teresa Project
Who? What? Why? I?
Term 2
Introduction to Philosophy
including Ultimate questions
Term 3
Buddism
Introduction to IGCSE
Assessment
All assessment is internal. At Key Stage three we will use a variety of assessment types and
continually use assessments to inform students how to improve. There will be at least 2 assessed
pieces of work per half term which will contribute towards SSA levels.
Course Information
History
Useful Websites:
http://www.bbc.co.uk/history/0/
http://www.historyonthenet.com/
http://www.schoolhistory.co.uk/
The aims of the course are to acquire
knowledge of different periods of
history, develop an understanding of
Curriculum Leader: Paul Doran
how the past has been represented and
draw conclusions based on a range of
evidence. Pupils are encouraged to debate, question, and voice their independent views and
opinions.
Course Outline
Pupils studying in Year 8 and Year 9 tackle both British, Filipino and world affairs through social
and political history. They will examine causes and consequences of key events such as the First
and Second World War and differing interpretations of individuals and their actions, for example
General Douglas MacArthur. Change over time will be addressed through a detailed study of the
industrial revolution, linking to issues on slavery and empire. In every unit, pupils examine a range
of source material, learning to judge the value of evidence as well as using it to make a
judgement. Pupils are also invited to reflect upon their own environment through a visit to the
American Cemetery, and collaborate through a ‘teach-off’ activity with Year 6. All of these
elements of the subject help to create more curious, critical, literate and articulate pupils, aware
not only of the story of others, but that of their own society and the world around them.
Course Breakdown
Year 8
Year 9
Term 1
The Tudors-A Golden Age?
Henry VII, Henry VIII, Edward VI, Mary I,
Elizabeth I. Religious change, image
control, poverty, war.
Term 1
The First World War – Causes, course and
impact.
Term 2
Industrial Revolution in Britain – Change
over time. Domestic system to factory
system. New inventions. Growth of
towns. Child labour and Factory Acts.
Impact on Great Britain.
Term 2
Second World War in the Pacific continued.
‘Teach-off ‘with Year 6. Reasons for the
dropping of the atom bomb.
Term 3
Empire and Slavery – Exploring links to
industrial revolution. Slave triangle,
middle passage, life on plantation,
abolition. Empire. Was it all bad?
Inter-war period.
Second World War in the Pacific – visit to
American Cemetery. Why was there a war
in the Pacific? Pearl Harbor. MacArthur:
hero or villain?
Russian Revolution 1917 – introduction to
Communism.
Term 3
The Holocaust.
Women and the vote. Change.
Interpretations.
Assessment
Pupils are assessed in a variety of ways; through essays, presentations, debates and source
enquiries.
Course Information
Drama
Useful Websites: www.nationaltheatre.org.uk
www.bbc.co.uk/schools/gcsebitesize/drama/
Curriculum Leader: Natalie Mann
Course Outline
Students are given a practical, technical and academic insight into the art of producing and
performing theatrical work, creating with intention and communicating with a clear sense of
vision, audience and style. Students develop the skills to present themselves and their creative
concepts individually and in a variety of groupings.
At Key Stage 3, the topics selected are chosen to give students a range of exciting learning
experiences that are not only fun but which provide grounding in the methods, terminology and
working theatrical practices used in IGCSE, IB Theatre and IB Literature & Performance.
Course Breakdown
Year 7
Year 8
Term 1
Cuddington Manor: Developing drama
skills through plot and teacher in role.
Genres: Devising, using a wide range
of theatrical styles.
Term 1
Spies: Developing skills through
exploring a specific genre,
including filming.
Transformation: Transforming
a literary text into a script for
performance.
Term 1
Naturalism: Using Stanislavski’s
methods to approaching
performance.
Physical Theatre: Expressing
performances in new ways.
Term 2
Movement and Mime: Developing skills
in working physically on stage.
Behind the Scenes: Research project
about the range of roles in the theatre
and creating a design portfolio for an
imagined production.
Term 2
Shakespeare: Exploring his
work through performance.
Concept Portfolio: Compiling a
production design portfolio for
the exam performance work,
modernising a version of a
Shakespeare play.
Term 2
Voice: Developing skills in vocal
work, narration and presentation to
an audience.
Concept Portfolio: Compiling a
production design portfolio to be
realised in the end of year exam
performance.
Term 3
Monologues: Developing skills in
building a role and making decisions
about rehearsing and presenting
performances.
Term 3
Modern Shakespeare: Bringing
a production concept to life for a
polished performance.
Term 3
Interpreting Script: Bringing a
production concept to life and
performing an extended role on
stage.
Year 9
Assessment:
Students are familiar with performing in front of an audience, regularly sharing their work and
giving and receiving formative constructive feedback on their own and others’ performances
during each lesson. The end of unit summative performance work is based on both the
preparation and rehearsal process as well as the final performance, and is designed to afford an
opportunity for a polished showcase of the key skills the student has developed during the unit.