Learning in Year 9
2014-2015
Curriculum Booklet
www.bisphuket.ac.th
Year 9 Curriculum Introduction
Welcome to Year 9 at the British International School, Phuket. The purpose of this booklet is to
give students and parents an introduction to, and overview of, the Year 9 curriculum. Please
read this booklet in conjunction with the Secondary Parent / Student Handbook which you will
find on our website.
Year 9 is the final year of Key Stage 3 in the Secondary School. The curriculum in Year 9
continues to offer a broad, balanced education based around the programmes of study laid out
by the English National Curriculum for Key Stage 3. There are still links back to work covered in
Key Stage 2 and Year 7 and 8, but the focus is now firmly on links to the future and IGCSE
studies in Key Stage 4.
The school day lasts from 7.50 to 14.35, except for Mondays where there is an extra lesson at
the end of the day and school finishes at 15.40. There are five lessons a day, with six on
Monday, each lasting one hour. There is a registration period at the start of each day lasting
fifteen minutes. This takes place in the designated form room with the class tutor.
Subjects Studied
Subject
Art
Lesson(s)
Subject
per week
Modern foreign Languages
1
French, Spanish, Mandarin or
Thai
Lesson(s)
per week
3
Design Technology
1
Music
1
Drama
English Language A and B
(First and second
language)
Geography
1
Physical Education
2
4
Science
4
2
Thai Studies
History
2
PSHE (Rolling Programme)
Information Technology
1
Mathematics
3
1
3 lessons
per half
term
Options for Year 10 and 11 IGCSE Subjects
In Year 10 students enter Key Stage 4 of the National Curriculum leading to external
examinations called the International General Certificate of Secondary Education at the end of
Year 11. Information about the option choices for IGCSE is given first to parents in a talk at
8.15am on the 30th October; and secondly to students during Student Development Week
(Monday 3rd to Friday 7th November) where they will have a chance to question Year 10
students and their teachers about the options available to them and will receive presentations
from different career options. A guidance booklet will also be given out with lots of helpful advice
and information about the choices in Year 10. The Parent / Teacher consultations on the 12 and
13th November are an additional source of support. Options will be finalised in January 2014.
Homework
The homework schedule for Years 7-9 is intended to provide a structured framework that
will support students in their development of well-organized work and study habits. Students in
Year 9 are issued with a homework timetable of three subjects each night with no more than 30
minutes of homework per subject making one hour and a half in all. English, mathematics,
science and languages have two thirty minute slots of homework a week, with the other subjects
having one. Homework, when given, must be recorded each day in the student's planner, which
parents are asked to check and sign on a weekly basis. Further information about homework’s
will be posted for each group on Edmodo.
Reporting and Assessment
Formative assessment is an ongoing process in all subject areas throughout the year. This can
occur in a variety of ways including written work, questioning, practical activities, projects, class
discussions, group work, role play and many more. Students will be assessed using a variety of
these techniques against the National Curriculum Key Stage 3 level descriptors for each
subject. The levels available range from 1-8 with EP (Exceptional Performance) also being
possible. Their progress through these levels within each year will be tracked with the help of
Assessing Pupil Progress (APP) tasks. These are linked to levelled Assessment Focuses that
allow students to progress through the skills necessary for each subject. In terms of summative
assessment, end of year examinations will be taken in May of the summer term. The marks
attained in these, together with those from the formative assessments will be amalgamated to
give an overall grade for Year 9 and the end of this Key Stage. These are important as they will
determine the groups into which students are placed for their IGCSE’s.
There are four reporting points to parents throughout the year, two full written reports and two
progress reports showing just grades. The first progress report, at October half term, is
designed to provide an overview of all the subjects studied by a student and gives both an effort
grade and an indication of whether students are achieving at the expected level. Following this,
in February, parents will receive a full written report for the first half of the year. The second
progress report follows in April, with the final written report for the year being received in June at
the end of the summer term.
Parent consultations occur twice each year and allow parents a chance to meet with each of
their child’s teachers to discuss their progress and any queries arising from the reports. The first
such meeting happens in November after the first progress report has been received and the
second in the final school term in May. In between these periods of formal contact parents
should feel free to contact the school at any time if they have concerns about either the well
being or progress of their child. The form tutor is the first point of contact for parents, with more
serious matters then being referred up to the Key Stage 3 Coordinator or the Pastoral
Coordinator. Appointments can be made via the school office or by emailing the individual tutor
concerned:
Tutors of 9A
Mr Tim Parkes; [email protected] and
Ms Marisa Nudaeng; [email protected]
Tutors of 9B
Mrs Gemma Clark; [email protected] and
Mr Robert Mark; [email protected]
Tutors of 9C
Mr Tim Pearson; [email protected] and
Ms Pimolnart Chayprassart; [email protected]
Key Stage 3 Coordinator
Ms Ginette Stockings; [email protected]
Pastoral Coordinator
Mr Paul Wheatley; [email protected]
You can also contact the Secondary Office and leave a message:
Tel: 076 335555 (ext 1203); Fax: 076 238749; email: [email protected]
Activities
Activities take place 4 afternoons a week (Tuesday – Friday) for one hour after school (2.453.45). They range from sporting activities to arts and music and science. Students chose to do
one or two a week from the programme. Activities run in the following weeks:
September 8th – December 4th; January 12th – April 3rd and April 27th – June 19th
Tutor time
Year 9 students are divided into three form groups each with 2 designated form tutors. They are
the first point of contact with parents. The students spend 15 minutes at the beginning of each
day with their form tutors who are there to help with problems, encourage students to organise
themselves for the day, check homework planners and to discuss matters of importance.
Students will also consider their academic performance and study habits with their tutors during
the year after each report. Clear targets for improvement will be set.
Personal, Health and Social Education (PHSE) is taught to Year 9 students by their tutors and
other staff. In this time issues such as healthy eating, exercise, personal organisation and
relationships and many more are discussed between the form and tutors in order for the
students to develop an awareness of and opinions on these within a caring environment.
Key Dates for Year 9 during 2013-2014
First Progress Report:
October 15th
First Parent/Teacher Consultations:
November 12th and 13th
Mid Year Report:
February 13th
Second Progress Report:
April 3rd
Second Parent/Teacher Consultations:
May 6th and 7th
Year 9 End of Year Examinations:
May 14th – 26th
Year 9 Trip:
1st – 5th June
Final Report:
June 25th
Learning Skills
We are committed to the development of some key learning skills across the whole school. These are
evident in our approaches to teaching and learning from Little Ducks to IB level and support those
attributes and learner profiles required for success at IGCSE and IB level. These skills directly link to our
learning values and enable pupils to personalise and connect their learning in a safe yet rigorous
environment in order to become expert learners.
These skills are:
x
x
x
x
x
Researchers and Investigators: Challenge and question material and ideas from a range of
sources; become increasingly critical and evaluative
Self Managers: welcome challenge and take risks in their learning; demonstrate willingness to
learn from mistakes and embrace new ideas; participate constructively in and beyond the
classroom; show flexibility in approaches to thinking, learning and creating
Communicators: communicate effectively in spoken and written contexts and in increasingly
complex situations; demonstrate respect for others and their ideas
Thinkers: use a range of strategies to promote personal learning; consider responses and how to
apply knowledge and learning; reflect on the learning process and outcomes; show commitment
to learning across all disciplines and contexts
Team Members: demonstrate ability to work collaboratively; work in a variety of roles and
contexts; is prepared to take ownership of ideas, targets and goals; listen with respect and
appreciation of context, community and diversity
Year 9 Art and Design
Aims
x
x
x
x
x
x
x
x
x
x
x
x
To encourage the students to appreciate the value of Art, Craft and Design in our lives as a means of
expression, communication and enjoyment.
To encourage the natural creative abilities of every pupil, to develop the appropriate knowledge, skills,
concepts and processes related to the ability level of each individual student.
To help the students acquire a visual language to use and understand art as a form of visual and tactile
communication and to have competence and confidence in reading and evaluating visual images and
artifacts.
To stimulate and develop interest in (and critical awareness of) environments and cultures, from the
past and present.
To appreciate the contribution made by artists, craftspeople and designers.
To develop an ability to record from direct observation and from personal experience.
To develop the student’s capacity for imaginative and original thought and experimentation.
To develop particular creative and technical skills so those ideas can be realised, and artifacts
produced.
To encourage experimentation through the inventive use of a wide variety of materials and techniques.
To develop knowledge of a working vocabulary relevant to the subject.
To experience different approaches to Art, Craft and Design by working individually and co-operatively.
To use materials, tools and techniques safely.
Details of what the course involves
Students in Year 9 Art and Design follow a multi-disciplinary programme of study. Year 9 follow the Key Stage
3 English National Curriculum for Art and Design. The knowledge, skills and understanding that the students
gain will build upon their previous experience at Year 8. The Year 9 course at BIS is modified to reflect the
international makeup of the school community, drawing upon its diversity; inspired by our location in S. E Asia.
Year 9 receive one Art and Design lesson each week. They are taught in tutor groups by one designated Art
teacher.
The students will continue to use their sketchbook and folder from Year 8. All students are also expected to
keep a digital portfolio of their art work throughout the year.
To ensure that BIS student’s activities in Art exist within a broad context, the contents of the programme of
study are structured around the following key concepts: Creativity, Competence, Cultural Understanding and
Critical Understanding. Students will learn how to use the formal elements in Art which are line, tone, form,
shape, texture, pattern and colour. The units in the Year 9 course are based on preparing students for the
Cambridge IGCSE course we offer in Art and Design. Students are encouraged to explore a wide range of
media, which will allow them to develop a broad skills base.
How will the course be assessed?
The Art Department follows the school’s present reporting system. To provide the information for these reports
students will be formatively assessed on their final pieces, research and sketchbook work, self-evaluations and
digital portfolio work for each unit. Students work will be assessed using the National Curriculum levels for Art
and Design from Level 1-8 with Exceptional Performance also possible.
At the end of Year 9 students will sit an end-of-year observational drawing paper that will give a summative
assessment of their drawing skills. Marks from both their formative and summative assessments will be
amalgamated to give an overall level for the year.
Useful Web links
www.wwar.com
http://www.artcyclopedia.com/
www.artchive.com
http://www.tate.org.uk/
http://www.artlex.com
http://icom.museum/vlmp/world
www.nationalgallery.org.uk
www.rama9art.org
Year 9 Design Technology
Aims
x
x
x
x
Introducing students to the design process and how to apply this whilst following the IGCSE
recommendations and concepts.
Giving students the freedom of design to plan, develop, justify, make and finally evaluate
given issues.
Working safely and co-operatively.
Preparing students for Year 10 IGCSE Resistant materials or Graphical Products.
Details of what the course involves
Year 9 works from the Key Stage 3 English National Curriculum for Design Technology. Students
will receive one Design Technology lesson a week either in one of the design classrooms or a
specially equipped workshop.
The students will progress through two specially designed units of work giving freedom of choice
and justifying their decisions. This will expand their knowledge of the requirements at IGCSE and
further design studies.
For year 9 these are:
x
x
x
x
x
Understanding, that products and systems have an impact on quality of life.
Exploring how products contribute to lifestyle and consumer choices.
Exploring the impact of ideas and decisions.
Analyzing existing products.
Applying knowledge of materials to produce practical solutions.
How will the course be assessed?
Each unit will finish with an end of unit test that assesses a student’s level for one of the technology
criteria 1-4. Students will practise each of these twice during the year.
On completion of two units; ‘Design and Make’ and ‘Creativity’ students will sit a structured test and
receive a level for this (1-8 and Exceptional Performance). There are two such assessment points
in Year 9. The average of these tests will make up 55% of their overall mark for the year.
At the end of Year 9 students will sit an end-of-year examination covering all of the units studied.
The result from this will make up the other 45% of their Year 9 overall mark.
Useful Web links
http://www.bbc.co.uk/schools/gcsebitesize/design/ http://www.technologystudent.com/
http://www.design-technology.info/
http://www.designandtech.com/
Year 9 Drama
Aims
x
x
x
x
Each unit is designed to last approximately half a term, and develops pupils’ understanding of
the way in which
Drama and performance are constructed, produced and influenced by time and place in the
context of a particular genre or style.
Each unit will allow solo, pair and group work. The ensemble approach makes work suitable
for all abilities.
Students will use drama as a tool to develop essential life skills such as: organization to meet
dead-lines, teamwork, idea sharing, performing under pressure, building confidence and self
esteem, responsibility, common sense, listening and spontaneity. The aim is to make students
see that drama is about creating life on stage.
Details of what the course involves
Each unit focuses on at least one skill – for example, a convention, form or element of Drama. The
chosen repertoire is then explored in terms of social, theatrical and improvisational possibility.
Year 9 receive one Drama lesson a week, in the Drama room. They are taught in Tutor groups by the
Drama teacher. The work is essentially practical and collaborative.
The Year 9 course covers:
Unit 1:
Physical Theatre
Unit 2:
Voice 3
Unit 3:
Prop – the sarong
Unit 4:
Improv 3
Working
predominantly
physically
Mechanics of
breathing,
posture,
relaxation
Exploring the
imagination
Status – recognizing
rank and hierarchy
Sarong as
Refine initial work
Moving to free the
voice
Create physical
story
Vowels and
consonants
Making a transition
- ability to be
changed and
affected by
conditions, events
and people around
you
Watch peer
performances and
assess them
Tongue twisters
Costume
Headgear
Carrier
Wrapping
Support/constraint
Carpet
emblem
Collaboration
Exploring pitch
Developing a
character
Unit 5:
The MASK –
Commedia
Italian theatre and
Commedia’s
place in it
The stock
characters and
their status
The walk and
posture
The mask –
wearing and
working it
Unit 6:
The Humpty Files
Students will study the
origins and cultural
significance of Humpty
Dumpty.
The place of nursery
rhymes in society
Performing Humpty in
different styles
e.g silent movie, soap
opera & murder mystery
How will the course be assessed?
Peer and self-assessment activities are constantly practised in rehearsal, devising and after the
showing. In addition, lessons incorporate opportunities to develop pupils’ thinking and problem-solving
skills, particularly from game to skill to rehearsal to performance.
At the end of Year 9 students will sit an end-of -year examination based on work from Unit 6. This will
be practical in nature. The result from this will make up 25% of their Year 9 overall mark. The other
75% will be assessed in practical group activities
Useful Web links
http://dramaresource.com/resources/useful-links
http://www.bbc.co.uk/schools/gcsebitesize/drama/
http://www.ista.co.uk/
http://www.lamda.org.uk/exams/overseas/subjects/
communication.htm#overseasse
http://www.imprology.com/
http://www.stagecoach.co.uk/
http://www.stagecoach.co.uk/holidaycamps.html
http://dramaresource.com/resources/feature
s/285-seven-levels-of-tension
Year 9 English A (First Language)
Aims
x
x
x
x
Students develop skills in speaking, listening, reading and writing in order to participate fully in society.
Students learn to express themselves creatively and imaginatively and to communicate with others confidently
and effectively.
Students become enthusiastic and critical readers of a range of literature, non-fiction and media texts.
Students prepare for the rigors of studying language and literature for IGCSE and IB courses.
Details of what the course involves
Key Stage 3 National Curriculum for English covers Year 7, 8 and 9.
Year 9 receive four English lessons a week with each one occurring in a dedicated English classroom and the library.
They are taught in graded classes by one designated English teacher. The students will receive a range of books
including novels, plays, media texts and skills books. English skills will be continually improved throughout the course
using Assessing Pupil Progress tasks (APP’s) which are embedded in each of the units studied. Students participate
in an Independent Reading Programme coordinated by teachers in conjunction with units, reflecting increasing
sophistication in text type, reading level and subject in this pre-IGCSE year. Units, activities and assessments in
Speaking, Listening, Reading and Writing act as preparation for the IGCSE First Language English and World
Literature courses. There is a focus on high-level critical analysis and writing throughout the year. Students are also
introduced to oral commentary and analysis.
The Year 9 course covers the following units:
Elements of Fiction
The Art of Rhetoric
Representations of War
Novel study in 2 genres
with emphasis on
production and context
Literary analysis –
detailed study of text and
extracts
as well as critical essay
writing
Empathic responses
Narrative writing
Book talks and oral
literary analysis
(recorded)
Critical analysis of
persuasive speaking
Persuasive speech and
participation in the
competitive BISP Big
Speak
Critical analysis of a widevariety of text types and
mediums concerning how war
is represented.
Textual analyses—including
on written (literary and nonliterary), visual, auditory texts
Imaginative writing (War
Poem)
Informative writing—report (not
news)
Oral commentary
The Art of
Persuasion
Close study of
advertising
techniques through
production and
reception
Analytical essay
Comparative essay
Presentation—
campaign pitch
Romeo and Juliet
Blended drama and film
unit.
In-depth study of Romeo
and Juliet.
Literary analysis
Film analysis
Comparative analysis
Informative writing—
summary
Imaginative—dramatic
modernization (screenplay)
How will the course be assessed?
Each unit will contain tasks that formatively assess a student’s achievements within each of the assessment focuses.
Students will practise each of the skills in English several times a year and will be assessed using the level descriptors
from the National Curriculum 1-8 and EP (Exceptional Performance). These will be used to assess a student’s
progress within the four assessment focuses in Speaking and Listening, the seven in Reading and the eight in Writing.
At the end of Year 9 students will sit a summative end-of-year examination covering the skills studied. The result from
this will be included in the end of year level, along with the unit assessment tasks.
http://www.bbc.co.uk/schools/ks3bitesize/english
http://www.bbc.co.uk/skillswise/topicgroup/word-grammar
http://www.vocabulary.co.il/
http://www.educationquizzes.com/ks3/english/
http://www.channel4learning.com/apps/homeworkhig
h/english/index.jsp
http://www.famous-speeches-and-speechtopics.info/speech-topics/persuasive-speech.htm
http://www.shakespeareonline.com/plays/romeoandjuliet/romeoresources.ht
ml
http://www.sparknotes.com/shakespeare/romeojuliet/
Year 9 English B (Second Language)
Aims
x
x
x
x
x
Enable second language students in English to become competent in the four language domains:
listening, speaking, reading and writing at the expected level of English for KS3 Year 9.
Improve the students’ communication skills and raise the level of their engagement with texts in a
mainstream context with L2 informed teaching.
Provide a supportive environment to communicate effectively in the mainstream classroom.
Guide students towards greater independence and flexibility in the production of English
Monitor students’ progress as they gain increasing control and understanding of the language.
Details of what the course involves
The course emphasises proficiency in the English language to enable students to participate effectively
in the mainstream classrooms. In Year 9, students receive four English lessons a week and through
appropriate classroom activities, such as class and group discussion, debates and role-play; they learn
to modify speech according the status of the speaker and situation. For class study and independent
reading, students are provided with a range of mainstream imaginative and factual texts that are both
accessible and appropriate to the mainstream classroom. Through discussion and guided activities,
students are lead to a deeper understanding and interpretation of the texts. Students are encouraged to
produce an extensive range of extended texts, imaginative and factual, taking some account of purpose
and audience. Online Internet resources enable L2 students to develop their writing skill and widen their
repertoire of English vocabulary and expressions.
The course covers a range of end-of-stage goals based on the Cambridge 1 ESL curriculum framework.
Speaking and Listening
Explore and discuss issues and
tasks to extend oral repertoire
through pair and small-group
work, and formal situations,
such as debates and talks.
Analyse and evaluate the views
of others in a range of context.
Recognise typical features at
word, sentence and text level
on a range of spoken genres.
Reading
Extend reading through studies of
narratives, short poems,
biographies and informative texts.
Develop the skills to interpret
non-script materials, such as
diagrams, graphs and tables in
the context of articles studied and
learn to extract some relevant
information from more demanding
factual texts.
Writing
Improve the clarity of writing
and to view writing from the
readers’ perspectives.
Use increasing knowledge of
grammatical structures to
improve the versatility and
quality of writing.
Develop coherent arguments,
supported by reasons,
examples and evidence.
Use appropriate layout for a
range of written genres.
How will the course be assessed?
A comprehensive set of progressive learning objectives based on the Council of Europe’s Common
Framework of Reference for Languages (CEFR) is designed to support and motivate students through
end-of-stage goals to help students and parents monitor progress being made. At the end of Year 9
students will sit an external Cambridge English examination covering the skills studied. The result from
this will be included in the end of year grade, along with their progression in their end-of-key-stage goals
during the year.
Online Resources
The course uses a blended form of learning: traditional classroom activities and online tasks that student
complete inside and outside the classroom. Students can access these resources at our dedicated Year
9 English Second Language web pages on the school’s online learning platform.
Year 9 Geography
Purpose of study:
A high-quality geography education should inspire in pupils a curiosity and fascination about the world and its
people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about
diverse places, people, resources and natural and human environments, together with a deep understanding of
the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world
should help them to deepen their understanding of the interaction between physical and human processes, and
of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills
provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped,
interconnected and change over time.
Aims:
The national curriculum for geography aims to ensure that all pupils:
x develop contextual knowledge of the location of globally significant places – both terrestrial and marine –
including their defining physical and human characteristics and how these provide a geographical context
for understanding the actions of processes
x understand the processes that give rise to key physical and human geographical features of the world,
how these are interdependent and how they bring about spatial variation and change over time
x are competent in the geographical skills needed to:
9 collect, analyse and communicate with a range of data gathered through experiences of fieldwork that
deepen their understanding of geographical processes
9 interpret a range of sources of geographical information, including maps, diagrams, globes, aerial
photographs and Geographical Information Systems (GIS)
9 communicate geographical information in a variety of ways, including through maps, numerical and
quantitative skills and writing at length.
Details of what the course involves
Years 7, 8 and 9 complete a modified, international and regionally appropriate Key Stage 3 English National
Curriculum for Geography. Year 9 have two Geography lessons a week. They are taught in Tutor groups by one
designated Humanities teacher. The students will use a wide range of sources and materials with the geog. 123
series of textbooks providing a common foundation.
Term 1
Natural Hazards
Tectonic processes
Term 2
Economic Development
Trade, aid and sustainability
Term 3:
Ecosystems
World Biomes
How will the course be assessed?
Each unit will contain one task that assesses a student’s level (1-8). The level awarded is based on the National
Curriculum Level descriptors and students are awarded the level on a “best-fit” approach. Skills and techniques
are integrated into the level descriptors. In addition to the formal assessment, on-going formative assessment
pieces will also be set.
At the end of Year 9 students will sit an end-of-year examination, which will be predominantly knowledge-based.
Useful Web links
www.bbcnews.com
www.blueplanetbiomes.org
www.geographyalltheway.com
http://volcano.oregonstate.edu/
http://www.un.org/en/
www.geographypods.com
Year 9 History
Purpose of study
A high-quality history education will help pupils gain a coherent knowledge and understanding of Britain’s past
and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should
equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop
perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of
change, the diversity of societies and relationships between different groups, as well as their own identity and
the challenges of their time.
Aims
The national curriculum for history aims to ensure that all pupils:
x know and understand how history forms a coherent, chronological narrative, from the earliest times to
the present day: how people’s lives have shaped national cultures and how selected countries have
influenced and been influenced by the wider world
x know and understand significant aspects of the history of the wider world: the nature of ancient
civilisations; the expansion and dissolution of empires; characteristic features of past non-European
societies; achievements and follies of mankind
x gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’,
‘parliament’ and ‘peasantry’
x understand historical concepts such as continuity and change, cause and consequence, similarity,
difference and significance, and use them to make connections, draw contrasts, analyse trends, frame
historically-valid questions and create their own structured accounts, including written narratives and
analyses
x understand the methods of historical enquiry, including how evidence is used rigorously to make
historical claims, and discern how and why contrasting arguments and interpretations of the past have
been constructed
x gain historical perspective by placing their growing knowledge into different contexts, understanding the
connections between local, regional, national and international history; between cultural, economic,
military, political, religious and social history; and between short- and long-term timescales.
Details of what the course involves
Years 7, 8 and 9 complete a modified, international and regionally appropriate Key Stage 3 English National
Curriculum for History. Year 9 receive two history lessons a week. They are taught in Tutor groups by one
History specialist teacher. The students will use a wide range of sources and materials, and there is no single
set textbook for the course.
Term 1
Revolutions
1. The Industrial Revolution
2. The French Revolution
3. The Russian Revolution
Term 2
World War I
1. World War I
2. The treaty of Versailles
3. The prelude to World War ll
Term 3:
World War ll
1. The War in Europe
2. The War in Asia
How will the course be assessed?
Each unit will contain at least one task that assesses a student’s level (1-8). The level given is based on the
National Curriculum Level descriptors and students are awarded the level on a “best-fit” approach. Skills and
techniques are integrated into the level descriptors. In addition to the formal assessments, on-going formative
assessment pieces will also be set.
At the end of Year 9 students will sit an end-of-year summative examination, which will be predominantly
knowledge-based.
Useful Web links
www.schoolshistory.org.uk
http://www.historylearningsite.co.uk
www.thinkinghistory.co.uk
www.activehistory.co.uk
www.bbc.co.uk/history
Year 9 Computing and Information &
Communication Technology
Aims
x
x
x
x
x
To develop students programming skills by creating dynamic webpages using JavaScript
code.
To develop students 3D design capabilities and programming in Python by creating 3D games.
To create links between ICT, Design Technology and Art & Design through the use of CAD
software.
To create computer generated animations that can be added to their Dynamic websites.
To assess student progress on the 3 ICT Assessment Focus criteria:
o AF1 Planning, Developing and Evaluating
o AF2 Handling Data, Sequencing Instructions and Modelling
o AF3 Finding, Using and Communicating Information
Details of what the course involves
In year 9 Computing & ICT, students undertake several projects that further develop their skills. The
projects include, programming with Python and JavaScript, 3D game creation and animation.
These units of work are designed to be regionally aware and encompass a variety of industryrecognised skills that are transferable internationally. Year 9 have one lesson per week and are taught
in tutor groups by one designated ICT teacher.
All class activities will be posted on the ICT & Computing website. Homework is posted on Edmodo.
Furthermore, in the interest of the environment, and to instil in students the benefits of using ePortfolios safely and effectively. All assignments will be submitted to the student’s personal blog,
which each student creates and maintains. Parents are encouraged to view their child’s blog
periodically to view the work their child has published.
How will the course be assessed?
Each unit of work will contain a series of APP projects that assess a student’s level (1-EP) against at
least two of the ICT skills AF1-3. Overall, students will have the opportunity to develop each of these
skills at least once within the year. On completion of their final project, students will be given a final
grade and the student’s final level will be awarded based upon all of the projects undertaken.
Useful Web links
BISP KS3 ICT and Computing Website:
https://sites.google.com/a/bisphuket.ac.th/bisp-ks3-ict-computing/
Year 9 Mathematics
Aims
x
x
x
x
x
x
x
x
x
x
x
Applying suitable Mathematics accurately within the classroom and beyond
Communicating Mathematics effectively
Engaging in Mathematics as an interesting and worthwhile activity
Selecting appropriate Mathematical tools and methods, including
Knowing that Mathematics is a rigorous, coherent discipline
Combining understanding, experiences, imagination and reasoning to construct new
knowledge
Using existing Mathematical knowledge to create solutions to unfamiliar problems
Understanding that Mathematics is used as a tool in a wide range of contexts
Recognising the rich historical and cultural roots of Mathematics
Knowing that Mathematics is essentially abstract and can be used to model, interpret or
represent situations
Recognising the limitations and scope of a model or representation
Details of what the course involves
Years 7, 8 and 9 complete the Key Stage 3 English National Curriculum for Mathematics in a three
year course. However, Year 9 set 1 will start the Cambridge IGCSE course in the third term.
The Year 9 course covers the following units:x Estimation and approximation
x Basic operations
x Indices and standard form
x Fractions and percentages
x Linear graphs and equations
x Statistical diagrams
x Probability
x Trigonometry
x Area, perimeter and volume
x Sequences
x Algebraic manipulation
x Angles, construction and loci
x Graphs, equations and inequalities
x Cumulative frequency
x Quadratic functions
How will the course be assessed?
Each unit will be assessed by means of an end of unit test. In addition there will be grouped
tests, which assess a pupil’s performance over a number of units. There will be five of these
tests spread over the year.
Each test will be assessed according to the English National Curriculum criteria and a level
awarded from 1-8 & EP (exceptional performance) for each test.
An end of year NC level will be awarded based on the pupil’s performance in the tests and
the end of year examination.
Useful Web links
http://www.bbc.co.uk/schools/ks3bitesize/maths/
www.mangahigh.com
www.myimaths.com
Year 9 Modern Foreign Language - French
Aims
In Key Stage 3, our aim is that every student in the school learns to speak, read, write and understand
the spoken form of an additional language to the best of their ability. In doing so, our students will
become confident, independent learners with an interest in the wider context of that language, a respect
for people of other origins and an understanding of their cultures. With the highest expectations for each
student, we hope to encourage life skills in language learning and to develop students’ ability to play a
full role as global citizens.
Details of what the course involves
Year 9 receive three French lessons a week. Students will be given their own copy of the course book
‘Clic 3’ with their own CD. The course book covers various topics including:
Year 9 topics
Inviting people and making
friends
Talking about movies
Discussing life styles
How to travel
Jobs and ambitions
The environment
This course is designed to encourage students to enjoy learning and using French, focusing on
communicating with confidence on a variety of aspects within common/everyday topics. We also
develop reading and writing skills, whilst giving all students the opportunity to read authentic French
texts and write simple and more complex structures.
How will the course be assessed?
For modern languages, the four attainment targets are equally weighted.
Listening and responding (AT1)
Reading and responding (AT3)
Speaking (AT2)
Writing (AT4)
Students might be working at different levels in each of the four attainment targets in their modern
language. Between Years 7-9 the levels range from Level 1 to 8, including EP (Exceptional
Performance).
There will be two kinds of assessments:
x
x
Formative assessments are designed to reinforce learning as students progress through each
unit of the course.
Summative assessments are designed to provide you with a snapshot of the students’ progress
at the end of each unit, each term and at the end of the year and offer an indication of the
National Curriculum level towards which they are working.
Useful Web links
http://www.education.vic.gov.au/languagesonline/french/french.htm
www.languagesonline.org.uk
www.lexiquefle.free.fr
www.lepointdufle.net
www.tapis.com
www.linguascope.com
Year 9 Modern Foreign Languages - Spanish
Aims
Our aim is that every student in the school learns to speak, read, write and understand the spoken form
of an additional language to the best of their ability. In doing so, our students will become confident,
independent learners with an interest in the wider context of that language, a respect for people of other
origins and an understanding of their cultures. With the highest expectations for each student, we hope
to encourage life skills in language learning and to develop students’ ability to play a full role as global
citizens.
Details of what the course involves
In the course of studying their topics in KS3, students will develop skills useful across the whole curriculum
and will also be encouraged to think critically and across cultures.
In the Year 9 Spanish course, students will study the following units :
What is “beauty”?
What do I know about the world?
Let’s go on holiday!
Year 9
How do we learn?
The environment: problems &
solutions.
The course focuses on gaining confidence in listening and speaking skills and developing basic writing
skills for everyday situations and reading skills using some authentic and some simplified Spanish texts.
Students receive 3 lessons a week in Spanish.
How will the course be assessed?
For modern languages, the four attainment targets are equally weighted.
Listening and responding (AT1)
Reading and responding (AT3)
Speaking (AT2)
Writing (AT4)
Students might be working at different levels in each of the four attainment targets in their modern
language. Between Years 7-9 the levels range from Level 1 to 8, including EP (Exceptional
Performance).
There will be two kinds of assessments:
x
x
Formative assessments are designed to reinforce learning as students progress through each
unit of the course.
Summative assessments are designed to provide you with a snapshot of the students’ progress
at the end of each unit, each term and at the end of the year and offer an indication of the
National Curriculum level towards which they are working.
Useful Web links
http://quizlet.com/
http://www.languagesonline.org.uk/
http://www.spaleon.com/
http://www.rtve.es/
http://www.spanishspanish.com/
http://www.memrise.com/
http://www.espanol-extra.co.uk/
http://www.linguascope.com
Year 9 Modern Foreign Language - Mandarin
Aims
x
x
Our aim is that every student in the school learns to speak, read, write and understand the spoken
form of an additional language to the best of their ability. In doing so, our students will become
confident, independent learners with an interest in the wider context of that language, a respect for
people of other origins and an understanding of their cultures.
With the highest expectations for each student, we hope to encourage life skills in language
learning and to develop students’ ability to play a full role as global citizens.
Details of what the course involves
In the course of studying their topics in KS3, students will develop skills useful across the whole curriculum
and will also be encouraged to think critically and across cultures.
In the Year 9 course, students will study the following units :
1.School life: subjects/homework/tests
2.Transportation and visiting places
3.Leisure life: TV/movies/music/sports
4.Inviting people and having a Party
5.Illness and seeing a doctor
6.Making a travel plan and discovering
the world
This course is designed to encourage students to use previously learnt skills to offer opinions and discuss
points of view. We also further develop reading skills using more complex texts, and encourage students
to express written ideas in Chinese at a higher level. Students receive 3 lessons a week in Mandarin.
How will the course be assessed?
For modern languages, the four attainment targets are equally weighted.
Listening and responding (AT1)
Reading and responding (AT3)
Speaking (AT2)
Writing (AT4)
Students might be working at different levels in each of the four attainment targets in their modern
language. Between Years 7-9 the levels range from Level 1 to 8, including EP (Exceptional Performance).
There will be two kinds of assessments:
x
x
Formative assessments are designed to reinforce learning as students progress through each unit
of the course.
Summative assessments are designed to provide you with a snapshot of the students’ progress at
the end of each unit, each term and at the end of the year and offer an indication of the National
Curriculum level towards which they are working.
Useful Web links
http://quizlet.com/subject/nihao-1
http://www.yes-chinese.com
http://www.ninhao.com
http://www.betterchinese.com
http://www.digitaldialects.com/Chinese.htm
http://classes.yale.edu/chns130/Dictionary/inde
x.html
Year 9 First Language Thai
Aims
Offering opportunities to learn and undertake activities to achieve Prathom 6 Thai language (Tor) and
culture (Sor) standards prescribed by the Ministry of Education of Thailand (MOE) whilst covering the
content for this:
x Tor 1.1 To develop a reading habit, knowledge and thoughts to support decision making
x Tor 2.1 To write efficiently in different forms
x Tor 3.1 To make a sound choice in listening and watching and to speak constructively and
creatively on different occasions
x Tor 4.1 To understand Thai language nature, conventions, changes, power and wisdom and
conserve it as a national asset
x Tor 5.1 To appreciate Thai literature and to apply the knowledge in real life situations
x Sor 2.1 To observe Thai traditions and culture and live peacefully in the Thai and global society
x Sor 2.2 To understand and uphold the Thai constitutional monarchy
x Sor 4.3 To conserve the Thai nation, Thai culture and Thai wisdom
x Sor 5.2 To understand the relationship between man and their physical environment that has led
to the creation of its culture and to conserve nature for giving sustainable development in Thailand
Details of what the course involves
Year 9 receive 3 lessons in Thai language plus their Thai Studies lesson and 1 lesson in Mother Tongue,
which allows them to meet the Thai government requirement of 5 lessons of Thai language and culture in
a week. They are taught in ability groups by one designated Thai teacher and will receive a Thai textbook
which is the same as the textbook in Matayom 2 in Thai schools. Thai language and culture skills Tor 1.1
– 5.1 and Sor 2.1, 2.2, 4.3 and 5.2 will be continually improved throughout the course using Assessing
Pupil Progress tasks (APP’s) which are embedded in each of the units studied.
The Year 9 course covers:
9.1 Reading Aloud
9.11 Facts and Opinions
9.20 Thai Festivals
9.2 Writing Process and
9.12 Argumentative Writing
9.21 Thai Manners and Thai Arts
Techniques
9.13 Reading for Pleasure
9.22 Rattanakosin Period
9.3 Writing Styles and
9.14 Literary Work
9.23 Important People in Thailand
Components
Summarizing
9.24 Persuasive Writing
9.4 Journal Writing
9.15 Plots
9.25 Report/Bibliography Writing
9.5 Self-Improvement
9.16 Characters
9.26 Thai Governance
9.7 Thai Short Stories
9.17 Figures of Speech
9.27 Thai Natural/Social Environment
9.9 Summary Writing
9.18 Thai Society in
9.28 Important Current Issues
9.9 Literal/Implicit Meanings
Literature
9.10 Power of Words
9.19 Buddhism / Thai
Wisdoms and Beliefs
How will the course be assessed?
Each unit will contain an APP task that assesses a student’s level for one of the Thai language and
culture skills Tor 1.1 – 5.1 and Sor 2.1, 2.2, 4.3 and 5.2. Students will practise each of the skills
throughout the year. On completion of each unit, students will do an assessment task either orally or in
writing and receive a level for this. The average of these assessment points will make up 70% of their
overall mark for the year.
At the end of Year 9 students will sit an end-of-year examination covering all of the units studied. The
result from this will make up the other 30% of their Year 9 overall mark.
Useful Web links
http://www.trueplookpanya.com
http://allknowledges.tripod.com/rattanakosin.html
http://www.thaigoodview.com/
http://www.dekgeng.com/
http://202.28.94.60/webcontest/2551/g36/main1.
http://www.thaigoodview.com/thai
Year 9 Music
Aims
x
x
x
x
Each unit is designed to last approximately half a term, and develops pupils’ understanding of
the way in which
Music is constructed, produced and influenced by time and place in the context of a particular
genre or style.
Each unit contains suitably differentiated materials to allow for the wide ability range to be found
in the
KS3 classroom. Students will use Music as a tool to develop essential life skills such as:
organisation, teamwork, idea sharing, performing under pressure, building confidence and self
esteem, responsibility, common sense and listening.
Details of what the course involves
Each unit focuses on a discrete repertoire – for example, a selected genre, style or musical process.
The chosen repertoire is then explored in terms of its devices/compositional techniques, resources,
conventions,
processes, procedures and influences that affect the way the music is created, performed and heard.
Within each year, an appropriate breadth of repertoire is introduced.
Year 9 receive one music lesson a week, in a specialist music room. They are taught in Tutor groups by
one designated music teacher. Cultural and theoretical information is given via power point
presentations and all material can be accessed via Studywiz.
The Year 9 course covers:
Unit 1:
Musical Elements
Note names,
durations, tempo and
expression.
Introduction to
Sibelius and Garage
Band
Unit 2:
Chords into Jazz
Learning how jazz
musicians use chords
as a basis for creating
and improvising
melodies within a
harmonic framework.
Unit 3:
The Music Industry
Learning about the
music industry and
develop awareness of
major companies, how
record labels promote
their artists, indie
labels, how music is
promoted and the
role of the internet
Unit 4:
Improvisation vs.
Organisation
Learning about
common processes
and procedures
associated
with ‘improvisational’
keyboard genres of
the Baroque and
making connections
with related
non-western music.
Unit 5:
Music for Special
Occasions
Learning about the
challenge of
composing music to a
brief or
commission for a
particular event,
occasion or audience.
How will the course be assessed?
Peer and self-assessment activities build up and revisit musical vocabulary and help pupils to develop
an increasingly critical and analytical ability. In addition, lessons incorporate opportunities to develop
pupils’ thinking and problem-solving skills, particularly through the activities proposed for starter and
plenary sessions. At the end of each unit students will do a short quiz on the information studied.
At the end of Year 9 students will sit a summative end-of -year examination covering all of the units
studied. The result from this will make up 25% of their Year 7 overall mark. The other 75% will be
assessed in practical group activities and homework tasks.
Useful Web links
http://www.musictheory.org.uk/
http://imslp.org/wiki//Category:Composers
http://www.oxfordmusiconline.com/public/
http://www.last.fm/music
http://www.bbc.co.uk/schools/gcsebitesize/music/ http://www.naxos.com/
Year 9 Physical Education
Aims
x
x
x
x
x
Develop pupils’ competence and confidence to take part in a range of physical activities that
become a central part of their lives, both in and out of school.
Develop pupils’ ability to work individually, in groups and in teams, developing concepts of fairness
and of personal and social responsibility.
Pupils take on different roles and responsibilities, including leadership, coaching and officiating
and through their experiences in PE they learn how to be effective in competitive, creative and
challenging situations.
Develop a wide range of skills, use tactics, strategies and compositional ideas to perform
successfully. When performing pupils think about what they are doing, analyse situations and
make decisions, reflect on their own and others’ performances and find ways to improve them.
Learn about the value of healthy, active lifestyles.
Details of what the course involves
Year 9 will follow the Key Stage 3 English National Curriculum Programme of study for Physical
Education through 2 lessons per week being taught in a variety of groups and by a range of specialist
teachers.
Pupils will learn to develop skills in physical activity, making and apply decisions, developing physical and
mental capacity, evaluating and improving performance and making informed choices about healthy,
active lifestyles through the following activity areas:
x Invasion games: football and basketball
x Field and striking: rounders and golf
x Net wall: tennis
x Swimming: competitive/personal survival
x Gymnastics: experience trapeze
x Dance
x Outdoor Education: Cross country/Orienteering
x Athletics
How will the course be assessed?
All pupils will be assessed using the National Curriculum level descriptors (1-8 and EP). Pupils will be
assessed in the activity areas they are covering throughout the course with a formal assessment being
undertaken at the end of most units.
A pupil’s level in each activity area will be assessed when carrying out an APP task that allows
judgements to be made for the following assessment focuses (AF):
x AF1: Developing physical competence and performance
x AF2: Developing healthy, active lifestyles
x AF3: Evaluating and creating solutions
Pupils will sit a final end of year written examination which, along with all of the pupil’s previous
assessments, will be used to determine which level descriptor best fits the pupil for their overall end of
year grade.
Useful Web links
http://www.bbc.co.uk/schools/gcsebitesize/pe/
http://news.bbc.co.uk/sportacademy/parent/hi/default.stm
http://www.nourishinteractive.com/
http://news.bbc.co.uk/sport2/hi/academy/default.stm
http://www.teachPE.com/
http://kidshealth.org/kid/
http://www.nhs.uk/Change4Life
http://tinyurl.com/7rwozr7 (Levels)
Year 9 Science
Aims
x
x
x
Showing students the direct relevance of science to their everyday lives and increasing their
awareness of the strengths and weaknesses of the scientific approach.
Developing practical skills to enable students to collect, interpret and communicate data and
information whilst working safely and co-operatively within a group or individually.
Commencing to prepare students for the Cambridge Separate Science IGCSE courses in Biology,
Chemistry and Physics whilst retaining a skills-based approach to the content in preparation for the
IB Diploma in Year 12 and 13.
Details of what the course involves
Year 9 students begin to study their Cambridge Examination Board Separate IGCSE Science courses in
Biology, Chemistry and Physics. These will be completed in Year 11 with final examinations occurring in the
summer of that year. Some students may have the opportunity to sit some of their science exams early,
most likely in November of year 11. Year 9 receive four science lessons a week with each one occurring in
a specialist laboratory. They are taught in ability groups by one designated science teacher. The students
will receive three separate textbooks, one for each of the sciences, to help them with their studies at home.
The Year 9 course covers units from all three sciences including:
Biology
Chemistry
x Cells and Classification
x Atoms, Elements,
Compounds and
x Animal Nutrition
Experimental techniques
x Ecosystems
x The Periodic table and
x Digestion and Enzymes
Chemical Reactions
Physics
x Measurement, density,
units and Kinematics
x Forces, Energy, Work and
Power
How will the course be assessed?
On completion of each unit (Biology, Chemistry or Physics), students will sit a structured test and receive an
IGCSE grade (A* - G) for this. The average of these tests will contribute towards their overall mark for the
year. Twenty per cent of their Science grade will be derived from written reports from investigations that
students undertake at intervals throughout the year.
At the end of Year 9 students will sit an end-of -year examination covering all of the units studied. Their
overall grade for Year 9 Science will be reported as an A*- G grade and be used to further set students into
ability groups for Year 10 and 11.
Useful Web links
www.bbc.co.uk/schools/gcsebitesize/science
http://www.brainpop.co.uk/science/
http://www.cgpbooks.co.uk/pages/interactive_gcse_science.
asp
http://www.s-cool.co.uk
http://www.docbrown.info
http://www.exploratorium.edu/
http://www.science-active.co.uk/
www.sciencemuseum.org.uk/education
Year 9 Thai Studies
Aims
Offering opportunities for non-Thai students to learn and undertake activities to achieve levels 1-5 of
Thai language and culture competency standards prescribed by the Ministry of Education of Thailand
(MOE) whilst covering the content for this:
x To engage in conversations, obtain and provide information, express feelings and exchange
opinions in Thai
x To demonstrate an understanding of the relationship between Thai language and culture, and
use Thai appropriately for different occasions both within and beyond the school setting
x To demonstrate an understanding of the similarities and differences between the Thai culture
and the students’ cultures and apply themselves appropriately with the Thai cultural practice
x To use English to communicate their knowledge and understanding of Thai culture, Thai society,
Thai literature, Thai traditional practices in different regions, and participate in Thai cultural
activities appropriately
Details of what the course involves
Year 9 receive 1 lesson a week in Thai language and culture as required by the Thai government for
non-Thai students. They are taught in ability groups by one designated Thai teacher and will receive a
textbook. The Thai language and culture competency above will continually be improved throughout the
course using Assessing Pupil Progress tasks (APP’s) which are embedded in each of the units studied.
The Year 9 course covers:
9.1 Wai Kru
9.2 Thai Greetings/Taking
Leave/Apologies
9.3 Thai National Holidays
9.4
9.5
9.6
9.7
Loy Krathong
Thai Society and Wisdom
Places of Attraction
Thai Nation
9.8
9.9
9.10
9.11
Thai Monarchs
Thai Culture and Products
Thai Arts
Thai Leisure
How will the course be assessed?
Each unit will contain an APP task that assesses a student’s level (1-8 and EP) for one of the Thai
language and culture competency standards. Students will practice each of the standards once
throughout the year. On completion of each unit, students will do an assessment task either orally or in
writing and receive a level for this. The average of these assessment points will make up 70% of their
overall mark for the year.
At the end of Year 9 students will sit a summative end-of-year examination covering all of the units
studied. The result from this will make up the other 30% of their Year 9 overall mark.
Useful Web links
http://www.learningthai.com/
http://www.learnthailanguage.org/tag/learn-thai-the-easy-way/
http://www.youtube.com/watch?v=mJNrs4z_Pn0
http://en.wikipedia.org/wiki/Loi_Krathong
http://en.wikipedia.org/wiki/Wai_khru
Year 9 Personal, Health and Social Education
Aims
The underlying aims of the course are to encourage students to:
x develop mutual respect and support;
x think about issues and make informed opinions;
x be aware of, and care for, others;
x talk about feelings and be sensitive to the feelings of others;
x be constructively critical and questioning;
x be responsible for their behaviour and learning.
Details of what the course involves
The content of the course is based around four main themes:x Personal management: personal organisation and homework; self-assessment; values; money
management; the world of work.
x
Health and safety: personal hygiene; acne; safety in the sun; smoking; drug education; sex
education and changes at puberty.
x
Personal relationships and social awareness: belonging to groups; the need for rules and
personal responsibilities; growing up; friendship; bullying and teasing; cyber bullying.
x
Citizenship: care of the environment; animal rights.
x
Economic well being and financial capability: this brings together careers education, workrelated learning, enterprise and financial risk and economic understanding.
How will the course be assessed?
PHSE is by its nature a difficult subject to assess. Students will arrive in the class room with very different
levels of understanding about the topics to be covered and with very different view points on these,
depending on their cultural background and past experiences. Assessment will therefore have to be
purely formative and will consist of a variety of methods for feeding-back their thoughts and ideas and
how these might have changed and developed during the session. They could include activities such as:
Presentations
Role play
Question and answers
Prose or poetry
The end product could also be of a much more practical nature such as setting up and running a stall as a
form during Charity Week.
Useful Web links
www.bbc.co.uk/schools/websites/11_16/site/pshe.shtml
www.channel4learning.com/support/websites/pshe.html
http://www.mikebakereducation.co.uk/
How is KS3 Structured? (Information from presentation to parents)
Programmes of Study (PoS) set out what students should be taught in each Key Stage with
one following on from the other. IGCSE syllabuses link into these too.
Attainment Targets (AT’s) divide each subject into specialist pieces around their content and
skills. They run through all Key Stages and help to develop the skills necessary for IGCSE and
IB Diploma studies.
What are Level Descriptors?
„ There are eight level descriptions of increasing difficulty plus a description for
exceptional performance above level 8 for each AT.
„ The level descriptions provide the basis for making judgements about pupils’
performance at the end of Key Stages 1, 2 and 3 in each AT. This is then amalgamated
into an overall score for the Key Stage which will appear on your child's report.
„ The expected progress between Key Stages is one and a half levels.
Assessment Focuses (AF’s)
„ The Assessment Focuses (AF’s) concentrate on the skills for each subject and give
descriptions of what levels 1-8 look like in each of these.
„ They are assessed using APP (Assessing Pupil Progress) tasks. These are project
based and help to develop the skills needed for IB Diploma.
What range of level are expected in each Key Stage?
Level
1
2
3
Key
Stage
1
Key
4
5
Stage
2
Key
6
7
Stage
3
Which levels should students be achieving in Y7, 8 and 9?
Levels
Year 7
Year 8
Year 9
8 (EP)
7
EXP +
6
EXP +
EXP
EXP
EXP
EXP -
5
EXP +
4
EXP
EXP
3
EXP -
EXP -
2
So in Y7 a L5 is very good, Y8 a L6 and in Y9 a L7.
8/EP
For more information please contact the school office at
Tel: +66 (0) 7633 5555 Fax: +66 (0) 7623 8750
Website: www.bisphuket.ac.th Email: [email protected]
59 Moo 2, Thepkrasattri Road, Koh Kaew, Muang, Phuket 83000 Thailand