Learning in Year 7
2014-2015
Curriculum Booklet
www.bisphuket.ac.th
Year 7 Curriculum Introduction
Welcome to Year 7 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 7 curriculum. Please read this booklet in
conjunction with the Secondary Parent/Student Handbook which you will find on our website.
Year 7 is the first year of the Secondary School and even though the move is physically not very far, the
change in routine and teaching and learning styles is significant. Students now are taught a range of
subjects, some of which are completely new to them, by a number of different teachers. This involves
moving to specialist areas around the school and being organised enough to arrive in the right place, at the
right time, with all the right equipment. Year 6 students will already have received a taste of this during
transition week, which is designed especially to ease the change from Primary School to Secondary.
Students will have all the help they need to settle into a positive routine at the speed which is right for them,
especially from their tutors who will see their tutees every morning.
The school day lasts from 07.50 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 tutors.
Subjects Studied
The Year 7 curriculum offers a broad balanced education based around the programmes of study laid out by
the English National Curriculum for Key Stage 3, but taking into account the rich diversity of nationalities in
our student body and the position of our school in South East Asia. This leads nicely on from the Primary
School curriculum where the Key Stage 1 and 2 programmes of study from the English National Curriculum
are followed, ensuring continuity of approach and content for our students.
Subject
Lessons
per week
Art
1
Modern foreign Languages
French, Spanish, Mandarin or First
Language Thai
Design Technology
1
Music
1
Drama
1
Physical Education
2
English Language A and B
(First and second language)
4
Science
3
Geography
2
Thai Studies
1
History
2
PSHE (Rolling programme)
3 lessons
per half term
Information Technology
1
Mathematics
4
Subject
Lessons
per week
3
Homework
The homework schedule for Years 7-9 is intended to provide a structured framework that will support
students in their development of well-organised work and study habits. Students in Year 7 are issued with a
homework timetable of three subjects a night with no more than 20 minutes of homework per subject making
one hour in all. English, Mathematics, Science and languages have two 20 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 will be posted for each group on Edmodo. In the early weeks of the new school year, homework
is reduced to allow students time to settle into the new routine of the Secondary School.
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 achievable. 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 a Year 7
overall level.
There are four reporting points to parents throughout the year: two full written reports and two progress
reports. 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 and so have settled well. 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 in the year and allow parents the opportunity 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:
Ms Susie Ingram and Mr John Morse (7A tutors)
singram or [email protected]
Mr Simon Hobbs and Ms Ubonrat Pirompak (7B tutors)
[email protected]
[email protected] or
Mrs Paulette Wilson and Mr Andrew Chambers (7C tutors)
pwilson or [email protected]
Ms Ginny Stockings (Key Stage 3 Coordinator)
[email protected]
Mr Paul Wheatley (Pastoral Coordinator)
[email protected]
Alternately you can contact the Secondary Office and leave a message:
Tel: 076 335555 (ext 1203); Fax: 076 238749; email:
[email protected]
Activities
Activities take place on four afternoons a week (Tuesday – Friday) for one hour after school (2.45-3.45).
They range from sporting activities to arts and music and science and students choose to do one or two a
week from the programme. Activities run during the following weeks:
September 8th – December 4th; January 12th – April 3rd and April 27th – June 19th
Tutor Time
Year 7 students are divided into three form groups each with two designated form tutors. They are the first
point of contact with parents. The students will 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 7 students by their tutors and other staff.
During this time issues such as healthy eating, exercise, personal organisation, 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 and safe environment.
Key Dates for Year 7 during 2013-2014
First Progress Report:
October 15th
First Parent/Teacher Consultations:
November 12th and 13th
Year 7 Trip to Krabi:
November 17th – 21st
Mid Year Report:
February 13th
Second Progress Report:
April 3rd
Second Parent/Teacher Consultations:
May 6th and 7th
Year 7 End of Year Examinations:
May 14th – 26th
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 7 Art and Design
Aims
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 7 Art and Design follow a multi-disciplinary programme of study based on 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 Key Stage 2. The Year 7 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 7 have one Art and Design lesson a week. They are taught in tutor groups by one designated Art teacher.
The students will receive a sketchbook and folder at the start of Year 7 that they must use through until Year 9.
All students are also expected to keep a digital portfolio of their art work throughout the year.
To ensure that each 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 Year 7 will be based on mark making, tone and colour.
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, 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.
To give a form of summative assessment at the end of Year 7 students will sit an end-of-year observational
drawing paper that will test 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 7 Design Technology
Aims
x
x
x
x
Stimulating and maintaining interest and enjoyment of Design Technology.
Offering Key Stage 3 Design Technology concepts.
o Designing and Making
o Cultural Understanding
o Creativity
o Critical Evaluation
Working safely and co-operatively.
Preparing students for Year 8 Design Technology.
Details of what the course involves
In Design and Technology pupils combine practical and technological skills with creative thinking to design
and make products and systems that meet human needs.
Year 7 works from the Key Stage 3 English National Curriculum for Design Technology. They will receive one
Design Technology lesson a week either in one of the design classrooms or specially equipped workshops.
They are taught in Tutor groups by one designated DT teacher and will progress through specially designed
units of work in order to deepen and broaden their knowledge, skills and understanding of the key concepts.In
ways appropriate to the product area, the curriculum will provide opportunities for pupils to:
x
x
x
x
Analyse products to learn how they function
Undertake focused tasks that develop knowledge, skills and understanding in relation to
design and make assignments
Engage in design and make assignments in different and progressively more complex
contexts, including for purposes and uses beyond̘the classroom
Work individually and in teams, taking on different roles and responsibilities
How will the course be assessed?
Each design unit will contain design cycle tasks that assess a student’s abilities. Students will be assessed on
each criteria at least twice within the year, and on completion of the four design tasks (in wood, electronics,
metal and plastics), students’ marks will be calculated. The National Curriculum level descriptors 1-8 and EP
will be used to assess pupils’ progress through these tasks in a formative way.
At the end of Year 7, students will sit an end-of-year examination covering selected pieces from all of the units
studied. The results from this exam will account for 25% of their overall Year 7 Design Technology level.
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 7 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 deadlines,
teamwork, idea sharing, performing under pressure, building confidence and self esteem, responsibility,
common sense, listening and spontaneity.
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 7 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 7 course covers:
Unit 1:
BUILDING an
ENSEMBLE
Students will learn
the essence of
drama.
The ability to
collaborate.
The idea that the
group is more
important than the
star.
Games and
physical exercises.
The student learns
to be actor, crew,
prop, anything on
the stage.
Unit 2:
VOICE 1
Students will try a
range of speaking
tasks including:
group recitation,
individual
speeches, playing
with the voice,
poetry and chant.
Public speaking:
poise, articulation,
coping with nerves,
and preparation.
Leading to a
LAMDA exam.
Unit 3:
The PROP
– a SHOE
Students will
learn that a
shoe can
become and be
used as:
- A weapon
- A language
- A symbol
- A prop
- A control
The Red Shoes
Unit 4:
Improvisation 1
Unit 5:
MASK 1
Unit 6:
Play text
What is
improvisation?
Basic terms &
skills
How teams work
An
understanding
of mask in
many cultures.
A play will be
rehearsed and
presented
Making an offer
Finding the
Focus
And
Playing the
Games to
practice the
above.
‘Space Jump’ –
the first game
Making a mask
from raw
materials.
The putting on
of mask.
The change in
body
movement
The Mask
Show.
from the plays
of D.M.Larsson
Students
decide :
+text editing
+Group actions
+Deadlines
+Style/Genre
+Physicality
How will the course be assessed?
Peer and self-assessment activities are 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 7 students will be examined on their work in Unit 6: The Farmhouse. This will be practical in nature.
The result from this will make up 25% of their Year 7 overall mark. The other 75% will be assessed formatively in
practical group activities based on the level descriptors 1-8 and EP from the National Curriculum for English.
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/commun
ication.htm#overseasse
http://www.imprology.com/
http://www.stagecoach.co.uk/
http://www.stagecoach.co.uk/holiday-camps.html
http://dramaresource.com/resources/features/285seven-levels-of-tension
Year 7 English A
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 7 receive four English lessons a week with each one occurring in a dedicated English classroom and the
library. They are taught in groups 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. Vocabulary study as well as the language of the discipline will be studied in each unit. Students will
engage in a required Independent Reading Programme through the course of the year in which they will be
exposed to a wide variety of genres and text types in conjunction with the Secondary Library.
The Year 7 course covers the following units:
All About Me
Sentence structure
Paragraph writing
Descriptive, explanatory
and reflective writing
Making inferences
Textual analysis
Explanatory speaking
Poetry Without
Pressure
A Good Read
Making the News
Big Stories Transformed
Reading a range of
poetry styles
Imaginative writing
(haiku, free verse,
concrete poetry)
Literary analysis
Oral reading and
interpretation
(performance)
Studying the novel as a
genre (elements and
features of)
Essay writing
Evaluative writing
Imaginative writing (the
empathic response)
Literary analysis
Persuasive speech
Journalism study –
critical reading, writing
and presenting of news
(various mediums)
Informative writing –
news report
Comparative study—
news report, news
feature, fictional
narrative
News broadcast
Focus on myth, legend and
fairy tale with an in-depth
study of Greek mythology
Informative writing
Imaginative and
Narrative writing
Research process—online
and print research from a
wide variety of sources, notetaking techniques,
introduction to citation and
bibliography
Comparative analysis
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 7 a final National Curriculum level will be awarded. This will combine all formative and
summative assessment opportunities throughout the year.
https://sites.google.com/a/mybsm.org/bsm-english
http://www.bgfl.org/bgfl/custom/resources_ftp/client_f
tp/ks3/ict/multiple_int/questions/questions.cfm
Http://www.bbc.co.uk/schoolreport
http://www.writeexpress.com/online2.html
www.myths.e2bn.org/mythsandlegends
http://mrsgraham.net/fractured%20fairytale%20webq
uest/fractured%20fairytales.htm
http://www.grimmstories.com/en/grimm_fairytales/index
http://www.bbc.co.uk/schools/ks3bitesize/
Interactive Skills revision quiz sites:
http://classroom.jc-schools.net/basic/lagrammar.html
http://www.tv411.org/lessons/cfm/reading.cfm?str=re
ading&num=8&act=3&que=1
http://www.englishonline.org.uk/games/gamezone2.htm
http://ancienthistory.about.com/cs/grecoromanmyth1
/a/mythslegends.htm
http://www.squidoo.com/classic-poems-for-kids
http://www.trelease-on-reading.com/rahcontents.html
Year 7 English B (Second Language)
Aims
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 7.
Develop students’ ability to produce or respond to spoken and written text, for both school-based and social
purposes to prepare them for the demands of the mainstream curriculum.
Engage students to speak, read and write adapted texts of some length and complexity.
Support students to extend the application of familiar structures to school-based contexts, producing and
responding to a variety of subject-based text types.
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 7, students receive four English lessons a week and through appropriate
classroom activities, such as role-plays, short dialogues and structured listening tasks students develop their
awareness of the ways English is used and interpreted. Through whole-class and group reading activities, students
extend their understanding of the different ways in which information is organized. With support, students carry out
a range of writing activities related to personal and school-based contexts. They are provided with models of
common subject-based texts, such as narratives, recounts, descriptions and basic explanations, and focus on their
common structures and features. Students draw upon these to structure their own writing and use features
appropriate to the text type and the purpose of the writing.
The course covers a range of end-of-stage goals based on the Cambridge 1 ESL curriculum framework.
Speaking and Listening
Use formal and informal register in
talk on a limited range.
Develop their understanding of
how stress, rhythm and intonation
are used to convey and interpret
information.
Learn to take longer turns in
interaction activities and use
expressions and subject-specific
vocabulary appropriate in context
Reading
Recognise typical features at word,
sentence and text level.
Outline the way texts are structured
to access information and gain
meaning.
Develop understanding of how
ideas are related in texts.
Extend knowledge of the lettersound relationships and
punctuation.
Writing
Brainstorm, plan and draft written
work at text level.
Compose, edit and proofread written
work.
Link ideas within and between
sentences using cohesive devices.
Experiment with a range of time
markers used for sequencing and
ordering sentences.
Develop understanding of sentence
level features.
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 7 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 7 English Second
Language web pages on the school’s online learning platform.
Year 7 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 British National
Curriculum for Geography. Year 7 are timetabled for 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.
There is no single set textbook for the course though the geog. 123 series as well as the websites shown below
will be regularly utilised in class.
Term 1
Mapping skills and techniques
South East Asia regional study
Term 2
Freshwater
River processes & landforms
Flooding
Term 3
Settlements
Ideal city project
How will the course be assessed?
Each unit will contain two tasks that assess 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, ongoing formative assessment
pieces will also be set.
At the end of Year 7 students will sit an end-of-year examination, which will be predominantly knowledge based.
Useful Web links
www.ordancesurvey.co.uk
www.infomapper.com
www.earth.google.com
www.geographyalltheway.com
www.worldbank.org/data/
www.geographypods.com
Year 7 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 7 are timetabled for two History 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, and there
is no single set text book for the course.
Term 1
1. Historical skills
2. Hunter Gatherers
Term 2
1. Early Civilizations
2. Ancient Rome
Term 3:
1. Barbarian invasions
2. Ancient societies investigation
project
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, ongoing formative
assessment pieces will also be set.
At the end of Year 7 students will sit an end-of-year summative examination, which will be predominantly skillsbased.
Useful Web links
www.schoolshistory.org.uk
www.activehistory.co.uk
www.thinkinghistory.co.uk
http://www.historylearningsite.co.uk
www.bbc.co.uk/history
Year 7 Computing and Information & Communication
Technology
Aims
x
x
x
x
x
x
To develop each student’s ICT skills with relation to file and folder organization, blogging, searching for
information and staying safe online.
To develop an awareness of the use of Digital Imaging as a means of communication for different
audiences and for specific purposes.
To learn the basics of programming by creating their own animations.
To create links between Computing, Design Technology and Humanities through the use of 3D Design
software.
To enhance a student’s ability to evaluate their own work and that of others, and to set relevant targets
based on feedback provided.
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 7 Computing and ICT, students undertake several project based units of work. These include image
editing with Photoshop, searching skills, Blogging, understanding the basics of programming by creating
animations unsing MIT’s Scratch program and 3D design with Google Sketchup. These units of work are
designed to be regionally aware and encompass a variety of industry-recognised skills that are transferable
internationally. Year 7 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 e-Portfolios 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 7 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.
The Year 7 course covers the following units:x Arithmetic
x Angles
x Number patterns and sequences
x Area and Perimeter
x Fractions
x Statistics
x Time and timetables
x Negative numbers
x Algebra
x Decimals and fractions
x Scale drawing
x Probability
x Volume
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 7 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 7 have three French lessons a week. Students will be given their own copy of the course book ‘Clic 1’ with
their own CD. The course book covers various topics including:
Year 7 topics
France and other countries
Sports and hobbies
At school
At home
Family and routines
Food and meals
The course is designed to encourage students to enjoy learning and using French, focusing on gaining
confidence in their language skills of listening and speaking. We also develop reading and basic writing skills,
whilst giving all students the opportunity to read authentic French texts and write simple French for everyday
situations.
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.linguascope.com
www.tapis.com
Year 7 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 process 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 7 Spanish course, students will study the following units :
Who am I?
Who is important to me?
Year 7
My ideal school.
How do I use my free time?
Make yourself at home.
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
have 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 7 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 7 course, students will study the following units :
1.Greetings and goodbye
5.Countries and languages
2.Numbers and articles
6.Sports and hobbies
3.Identifying people
7.School and friends
4.Family members and pets
8.Food and meals
The course centres around encouraging students to enjoy learning and using Mandarin, focusing on gaining
confidence in their language skills of listening and speaking. We also aim to develop basic Chinese writing
skills for everyday situations and reading skills using some authentic and some simplified Chinese texts.
Students have 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.ninhao.com
http://www.digitaldialects.com/Chinese.htm
http://www.yes-chinese.com
http://www.betterchinese.com
http://classes.yale.edu/chns130/Dictionary/index.html
Year 7 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 7 have 3 lessons in Thai language plus their Thai Studies lesson. 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 Prathom 6
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 7 course covers:
7.1
7.2
7.3
7.4
7.5
Reading Aloud
Literal Meanings
Facts and Opinions
Self-Improvement
Handwriting and Steps
and Strategies for Writing
7.6 Elements of Writing
7.7 Mind Mapping
7.8 Descriptive Writing
7.9
7.10
7.11
7.12
7.13
7.14
7.15
7.16
Summary Writing
Personal Letters
Form Filling
Creative Writing
Watching/Listening
Speaking
Thai Writing Conventions
Thai Literary Works
7.17 Religious Beliefs and Culture
in Thailand
7.18 Thai Festivals
7.19 Thai Manners
7.20 Current Issues
7.21 Democratic Process
7.22 Sukhothai Period
7.23 Natural and Social
Environment in Thailand
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 7 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 7 overall mark.
Useful Web links
http://www.trueplookpanya.com
http://www.dekgeng.com/
http://www.karn.tv/index.php?option=com_content
&view=article&id=1919
http://www.thaigoodview.com/
http://202.28.94.60/webcontest/2551/g36/main1.html
http://guru.sanook.com/encyclopedia/
http://www.thaigoodview.com/library/studentshow/st25
45/6-6/sukothai.htm
http://rirs3.royin.go.th/dictionary.asp
Year 7 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 7 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 Edmodo.
The Year 7 course covers:
Unit 1:
Unit 2:
Musical
What Makes a
Elements
Good Song?
Learning how
Note names,
popular songs
durations,
have
tempo and
mass appeal
expression.
across all age
ranges and in a
variety of
contexts.
Unit 3:
Latin Beat
Learning how
Latin
American music
blends native
Indian,
transported
African and
imported
European
elements and is
fundamentally
linked to dance.
Unit 4:
Folk Tradition
Learning how
folk music
is an aural
tradition in
which songs and
dances
are adapted and
arranged
according to the
resources and
stylistic interests
of the performers
and often linked
to specific
occasions.
Unit 5:
The Rhythms of
the Nile
Learning how
Egyptian music
serves a variety
of
purposes linked
to specific
occasions and
has been shaped
by traditional,
Arabic and
Western
influences.
Unit 6: Medieval
Music
Learning how
literate Medieval
musicians were
employed and
bound by the
beliefs and liturgy
of the Catholic
church whilst
secular music
co-existed as an
aural tradition of
songs and dances
with mass appeal.
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 problemsolving skills, particularly through the activities proposed for starter
and plenary sessions. At the end of each unit students will do a short quiz on information studied.
At the end of Year 7 students will sit an end-of -year examination covering all of the units studied. The result from this
will make up 25% of their Year 7 overall level. The other 75% will be assessed in practical group activities and
homework tasks.
Useful Web links
http://www.musictheory.org.uk/
http://www.oxfordmusiconline.com/public/
http://www.bbc.co.uk/schools/gcsebitesize/music/
http://www.naxos.com/
http://imslp.org/wiki//Category:Composers
http://www.last.fm/music
Year 7 Physical Education
Aims
x
x
x
x
x
Develop each 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 7 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
x
x
x
x
x
x
x
Invasion games: football and basketball
Field and striking games: rounders and golf
Net wall games: tennis
Swimming: competitive/personal survival
Gymnastics: experience trapeze
Dance
Outdoor Education: Cross country/Orienteering
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 will be assessed using an APP (Assessing Pupil Progress) task in each activity area that
allows a judgement to be made for each of the following assessment focuses (AF):
x AF1: Developing physical competence and performance
x AF2: Developing healthy, active lifestyles
x AF3: Evaluating and creating solutions
x
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 level.
Useful Web links
http://tinyurl.com/7rwozr7
(PE Level Descriptors)
http://news.bbc.co.uk/sportacademy/parent/hi/defaul
t.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://www.bbc.co.uk/schools/gcsebitesize/pe/
Year 7 Science
Aims
x
x
x
x
Stimulating and maintaining interest and enjoyment of science.
Offering opportunities to improve scientific skills covering the following assessment areas:
o Assessment Focus 1
Thinking Scientifically
o Assessment Focus 2
Understanding the Applications and Implications of Science
o Assessment Focus 3
Communicating and Collaborating in Science
o Assessment Focus 4
Using Investigative Approaches
o Assessment Focus 5
Working critically with Evidence
Working safely and co-operatively.
Preparing students for an early start to IGCSE separate sciences in Year 9.
Details of what the course involves
Years 7 and 8 complete the Key Stage 3 English National Curriculum for Science in a compressed two year
course published by Oxford University Press called ‘Science Works’. This course is recommended by
Cambridge Examination Board as an excellent preparation for IGCSE. The reduction from three to two years
allows us to start IGCSE studies in Year 9 and offer separate sciences to all students.
Year 7 receive three Science lessons a week with each one occurring in a specialist laboratory. They are
taught in Tutor groups usually by one designated science teacher. The students will receive an electronic
copy of the Science Works 1 text book.
The Year 7 course covers units from all three sciences including:
Biology
7.1
Cells
7.2
Reproduction
7.3/4 Differences and
Classification
Chemistry
7.5
Acid Reactions
7.6
Particles
7.7
Elements and Compounds
7.8
Chemical Reactions
Physics
7.9
Electricity and Magnetism
7.10
Energy
7.11
Forces
7.12
Space
How will the course be assessed?
Each unit will contain an APP task that assesses a student’s level for one of the science skills AF1-5.
Students will practice each of the skills twice within the year and these marks will make up one quarter of their
end of year total. On completion of three units (one Biology, one Chemistry and one Physics), students will sit
a structured test and receive a level for this. There are three such assessment points in Year 7. At the end of
Year 7 students will sit a summative end-of-year examination covering all of the units studied.
Useful Web links
http://www.bbc.co.uk/schools/ks3bitesize/science/
http://www.brainpop.co.uk/science/
http://www.nasa.gov/audience/forstudents/index.html
http://www.nhm.ac.uk/
http://www.sciencemuseum.org.uk/
http://www.exploratorium.edu/
http://www.science-active.co.uk/
http://nineplanets.org/
Year 7 Thai Studies
Aims
This course offers opportunities for non-Thai students to undertake activities to cover the Thai language and
culture competency standards prescribed by the Ministry of Education of Thailand (MOE). These include:
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 7 receive 1 hour each week of Thai language and culture as required by the Thai MOE for non-Thai
students. They are taught in ability groups by one designated Thai teacher and will receive a textbook.
The Year 7 course covers:
7.1 Wai Kru
7.2 Thai Greetings/Taking
Leave/Apologies
7.3 Self Introduction
7.4 Polite Request/Polite
Expressions/Thai
Etiquettes
7.5 Useful Daily Phrases in Thai
7.6 Loy Krathong
7.7 Sizes/Adjectives
7.8 Days/Months
7.9 Health/Illness
7.10 Family
7.11
7.12
7.13
7.14
Pets
Food/Fruits
Time
Directions and
Transportations
7.15 Thai Sports & Games
How will the course be assessed?
Each unit will contain a range of tasks that allows students to become more competent in one of the Thai
language and culture standards. Students will practise each of the standards at least once during the year.
Assessment tasks will be formative in nature and include activities such as role play, presentations, question
and answer sessions, and feedback from the trips undertaken to experience Thai culture at first hand.
Successful completion of the course is based upon a number of criteria including attendance and level of
participation in all activities.
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 7 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 wellbeing and financial capability: this brings together careers education, work-related
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 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 ranges 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
8/EP
Which levels should students be achieving in Y7, 8 and 9?
Levels
8 (EP)
7
6
5
4
3
2
Year 7
Year 8
EXP +
EXP
EXP -
EXP +
EXP
EXP
EXP -
So in Y7 a L5 is very good, Y8 a L6 and in Y9 a L7.
Year 9
EXP +
EXP
EXP
EXP -
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