Key Stage 3 Curriculum Guide

Curriculum Guide 2016/2017

Matthew G Mills [email protected]

Michael Smith [email protected]

Suzanne Lindley [email protected]

Helen Thew [email protected]

Andrew Roff [email protected]

Andrew Haughton [email protected]

Rachel Jones [email protected]

Our mission is to ensure students of different nationalities grow

to their full potential as

in a caring British international community.

Foreword from the Head of School .............................................................................................. 5

Introduction from the Secondary Principal................................................................................... 6

The Key Stage 3 Curriculum.......................................................................................................... 7

Learning to Learn (Year 7 only)…………………………………………………………………………………….. 9

The Pastoral Programme ……………………………..……………….………………….………………………………….… 10

Art ……………………………………………………..….24

Design and Technology …………………...….….25

Drama ……………………………...……………..……..27

Geography ………………………………...…………..29

History ………………………………………….………..30

Computing ………………………………………….....31

Music …………………………………………………..…32

English ……………………………………...….……………. 14

Mathematics ……………………………………………… 15

Science …………………………………………………….... 17

Modern Foreign Languages ……………………..…. 18

Thai ………………………………………..…….. 20

English As An Additional Language (EAL)..…….22

Home Languages …….. …………………..…………….23

Learning Support ………………………………………..33

Extra-curricular Activities Programme (ECA)..34

Physical Education (PE) ……………….…….…...35

PLEASE NOTE: The content of this booklet was accurate at the time of publication (March 2016). The curriculum is forever evolving, and during the course of the coming year, aspects may be developed or amended. Any amendments will be communicated to parents during the academic year.

Bangkok Patana School 5


B angkok Patana School offers a broad and balanced British international education from Nursery to Year 13 when students complete their prepara-

tion for university entrance. This booklet is one of a series that summarises the curriculum for 2016/17 at the following stages:

Foundation and Key Stage 1 (Nursery to Year 2) Key Stage 2 (Year 3 to Year 6) Key Stage 3 (Year 7 to Year 9) Key Stage 4 (Years 10 and 11) Senior Studies (Years 12 and 13)

These summaries are important as they give parents and staff an overview of

what we offer across the complete age range. This overview is also increasingly important to students as they too seek to understand the nature of what they are leaning, especially when they have to make choices about what they will study for (I)GCSE and the International Baccalaureate Diploma programme.

This booklet should be read after a careful review of our website, www.patana.ac.th and in conjunction with another of our publications, Stu-dent Achievement. Here you will find more background about what makes Bangkok Patana so special, as students of all ages grasp the opportunities of an extensive range of learning experiences offered both in the main curriculum and our extra-curricular programme. What our students achieve academically, which is of an extremely high standard, must therefore be set in the context of their incredible commitment to our sports programme, outdoor education, our cultural activities and service projects. We are the leading sports school in Thai-land, the pioneer of the International Award for Young People, one of the key schools in South East Asia offering Model United Nations and a leading school for the arts.

As they progress through the school, we expect our students to acquire the skills and motivation to become independent learners, who seek knowledge and fulfilment actively while also seeking to establish a balance in their lives. We want them to take risks, learn from their mistakes and question critically. These are the skills that will prepare them for the next stage of their education, wherever it takes place, and get them ready for the challenge of the world of work in the 21st Century.

We are very proud of the quality of teaching and learning that takes place at Bangkok Patana and we hope that these booklets and our other publications will help you understand more about what we set out to achieve here as we introduce increasingly challenging material to our students as they progress through the school.

We would be delighted to help you in any way once you have read this book-let. Please do not hesitate to contact us through the Admissions Office, or via our Primary and Secondary school offices if you need any further information.

Matt G Mills

Head of School

“We expect our students to acquire

the skills and motivation to

become independent learners who seek

knowledge and fulfilment actively while also seeking

to establish a balance in their lives. We want

them to take risks, learn from their

mistakes and question critically.”

http://www.patana.ac.th/



T he academic programme at Bangkok Patana School has its roots in the English National Curriculum but has been further developed and

constructed to celebrate the international context in which the school resides. There are many opportunities to study international themes and cultures across the wide range of subjects students take. The programme is underpinned by a Pastoral Programme which seeks to develop the individual skills necessary for students to make the right decisions, take responsibility for their actions and have a broad understanding and appreciation of the cultures that live together in our international community.

Students enter the Secondary School from the age of 11 and in Years 7, 8 and 9 - collectively referred to as Key Stage 3 - follow a course of study which provides a broad and balanced range of learning experiences. The content of the National Curriculum is modified to take account of our position in South East Asia, but the basic skills and concepts remain the same.

In Term 2 of Year 9, students start to make decisions concerning the courses they will pursue during Key Stage 4. In order to help students make informed decisions the school will hold an Options Morning where parents and students will be informed of the courses available for study at (I)GCSE. In the Pastoral Programme students meet with one of our Careers and Universities Guidance Counsellors for age specific advice regarding personal preferences and strengths to feed into later guidance for subject choices and university preferences.

As well as allowing young people to develop their social, literacy and analytical skills the Key Stage 3 curriculum provides the challenge to help our students to be able to perform in today’s modern technological world. A key focus which has been developed over the last two years is in helping them to gain a greater understanding of the increased connectedness of their learning, and the need to not only acquire knowledge, but to develop skills and acquire the personal attributes that will enable them to be successful, principled and caring citizens of the mid- 21st Century world.

Mick Smith

Secondary School Principal

“As well as allowing young people to develop their social, literacy and analytical skills, the Key Stage 3 curriculum provides the challenge to help our students to be able to perform in today’s modern technological world.”



Students in Years 7, 8 and 9 follow a broad and balanced curriculum which includes the following subjects:

Setting Students are placed in sets in Mathematics only, all other subjects are taught in mixed ability groups.

Assessment and Reporting Students are assessed regularly in a variety of ways, depending on what is appropriate to the subject and

the type of learning being undertaken. For example, they will regularly sit end of topic tests, complete ex-tended written assignments or be observed preparing creative and/or collaborative work. The way in which students’ learning is assessed varies from subject to subject. Details are provided by Faculties in this booklet, and at the beginning of every year so that students understand the various procedures that apply.

Year 9 students currently sit Annual Examinations towards the end of the academic year in English, Mathe-matics and Science only.

The Year 9 Annual Examinations are intended to provide an opportunity for students to experience whole Year group examinations in the Conference Centre. This is balanced against the need to plan and manage the added workload and pressure exam week entails. The Annual Examinations are not only intended to assess student learning. They are also intended to continue to develop students’ confidence in a formal examina-tion setting, and to help students develop effective revision and exam skills as they look ahead to Key Stage 4.

Feedback is given to students as a regular feature of their learning in the classroom; this takes a variety of forms, including written and verbal. In addition, formal feedback is given in the form of written reports which are issued to parents each term.

Connected Learning and IB Learner Profile Attributes

Students also have the opportunity to make connections and links between subjects, and to develop the skills and attributes for life-long learning. This is built into the subject-specific programmes of study. In addi-tion, Years 7 and 8 have whole days during the year where the regular timetable is suspended for them so they can engage in special Learning to Learn Connections Projects which are not only based on developing the IB Learner Profile Attributes for each student, but which also encompass the learning from a wide variety of curriculum areas. Home Learning

Home learning is seen as an important aspect of the curriculum and students are expected to complete their tasks by the specified date and to the best of their ability. A Home Learning timetable is in place for all students in Years 7, 8 and 9 to help students to organise their time more effectively.

Staff record home learning tasks online, through the Firefly platform, accessible to both students and par-

Tutorial Art

English Design and Technology

Mathematics Drama

Science Geography

World Languages History

PE ICT

Learning to Learn (Year 7 only) Music



ents. This enables parents to support the learning that their children undertake at home. Experience has shown that students respond well to parental interest in their work and we encourage parents to monitor their child’s home learning habits and take an interest in what is being studied at school.

As our students are so dedicated, there can be the temptation to spend significant amounts of time on home learning tasks undertaken at home. Therefore, it is appropriate for a parent to sign off a piece of unfin-ished work, if the allocated time has already been spent on it. This will indicate to the teacher that the stu-dent has fulfilled the requirement.

Tutor Groups

Students are placed in a group which is overseen by a tutor. They meet their tutors every morning for regis-tration, and also for Tutorial lessons (one 80-minute lesson per week). Tutors are the first point of contact for students experiencing difficulties. For subject-specific concerns, it is advisable to contact the subject teacher directly.

Students are taught in their Tutor groups for most of the school day. The groups are arranged with consid-eration of gender, nationality and ability, in order to ensure as wide a mix of students as possible.

Library Supporting the Curriculum

Students are encouraged to visit the Secondary Library during English lessons in Key Stage 3. During this time the students are encouraged to change their reading books, are taught how to select appropriate read-ing material, and are encouraged to share and discuss their reading choices. Time is set aside for reading for pleasure. In this way, the Secondary Library aims to fulfil the Library mission of supporting the school in the facilitation of recreational and reading development.

In Year 7 students are explicitly taught how to complete research, using a six step approach of planning, locating, appraising, organising, communicating and evaluating information. In addition, they are taught how to create a formal bibliography which develops and extends learning from Key Stage 2. Referencing and Re-search skills are taught as part of Learning to Learn lessons. Across the whole of Key Stage 3, staff are en-couraged to use the Secondary Library resources and staff to enhance learning in their subject areas and to support children in developing information literacy skills.

Recreation

Students can use their free time to become involved in a number of activities during lunch break and after school. The activities offered vary from time to time, but encompass sports, drama, art, music and other cre-ative pursuits. Students may also attend a Youth Club which is available every lunch time to undertake a range of activities, or simply to socialise with friends. Further opportunities for meeting others occur at the Key Stage 3 dances which take place during Terms 1 and 2.



Assessment We are using the attributes of the IB Learner Profile as the common language of learning – designed to be readily understood by students and staff. Each of the attributes is underpinned by a skill set that is delivered in the Learning to Learn course. Students routinely engage in reflective practice based on the IB Learner Profile Attributes. Students record evidence of their learning in a variety of ways including the use of an ePortfolio. Timetable Allocation Two x 40-minute lessons per week Course Structure Students are taught Learning To Learn in their mixed-ability Tutor Groups in Year 7.

Term Theme Big Question Outcome

1 iLearn How can I learn better? Students are equipped with a wide range of cross-curricula thinking and

research skills.

2

weLearn How do I learn with others? Students engage in a range of collaborative learning tasks. This culminates

with a major whole Year group collaborative project, the ‘Year 7

Connections project’.

3

iWillBe How can we ensure happy

futures?

Students develop an appreciation for and understanding of what their

futures might hold for them both on a personal level, and on a broader

scale by looking at wider global, environmental and digital issues.

Year 7 Only

Aims To develop a ‘toolkit’ for learning. Year 7 students will develop a wide range of transferable, cross-

curricular skills that can be readily applied in a variety of learning contexts. To develop a ‘mind-set’ for learning. Students will continue to develop the positive attitudes, dispositions,

values, and habits of mind which will support their journey towards fulfilling their potential. To develop the ten IB Learner Profile attributes so that our students continue their development as inquir-

ing, knowledgeable, thinking, communicating, principled, open-minded, caring, risk taking, balanced and reflective individuals.

To prepare our students for further studies (either at Bangkok Patana or another school) as well as life beyond school by nurturing their ability and willingness to be adaptive and open-minded lifelong learners.

To support our students’ awareness of global issues and develop their understanding of the importance and relevance of these issues to their own lives, and how they can respond to these issues in a positive and sustainable way. Students will also look at their own futures through a series of lessons focused on careers.



The Pastoral Programme at Key Stage 3 builds upon the skills, concepts and knowledge introduced during the Pri-mary School years.

Aims

At Bangkok Patana School, we aim to ensure that everyone: works within an atmosphere where individuals are valued and where their self-esteem is enhanced; gains sufficient knowledge with which to make informed choices concerning moral issues; prepares for adult life.

Year 7 Term 1 - Making Connections and being connected Term 1 focuses on managing the transition from Primary to Secondary School. Some of the issues include

the practical aspects of Secondary School, such as navigating the physical environment, and coping with lock-ers, the online systems, and one’s own timetable. There is also a strong emphasis on how to deal effectively with a range of social and emotional challenges, including making new friends, coping with a wide range of teachers and knowing who can offer support when necessary. This inter-connectivity encompasses a wide range of contexts, such as the different subjects the students learn at school and the wider range of learning opportunities the students can engage in beyond the classroom. The Year 7 careers lessons will take place at the end of the term and students explore the importance of job fulfilment by interviewing some working adults about their experiences and playing The Careers Game. The unit is completed by students putting to-gether a broadcast of their findings. Some of the other issues will include making positive social choices, and assertiveness in the face of peer pressure.

Term 2 - Overcoming Challenges

During this term there is a focus on ourselves and leading a happy and healthy lifestyle, we will look at over-coming any physical and emotional challenges that are now facing students as they become accustomed to secondary life. There is also a focus on challenges that we may face through peer pressure and the changing circumstances from Primary school, and the environment we all live in. The students will also have a focus on helping the Year 6 students and their transition by being buddies and some will present on how to overcome the issues that they faced when they moved into Secondary school.

Term 3 - Healthy, Happy Futures and our values

During this term student will re visit how to be emotionally and physically happy and healthy, there is also another focus on our responsibilities as digital citizens and the online world. We will also have a focus on the Media and Global Citizenship. Students look back on their first year in Secondary School and celebrate their achievements, and then look forwards to the challenges and opportunities that lie ahead in Year 8 and beyond.

Year 8 Term 1 – Making Connections: Me and My World This unit covers the importance of creating a caring community for everybody to feel safe within. Students

look at issues arising from connections online (such as cyber safety, social networking and cyberbully-ing). Students will also look at the systems within school that can help to support them. Leading up to Resi-dential, students participate in a workshop titled, ‘Discover and ignite your Strengths’. They consider how to put their personal strengths to best use to help fulfil their potential. During a careers unit, students have the opportunity to explore life as an employed adult through playing, ‘The Real Game’ – they learn to make im-portant life decisions to shape and direct their future.



Term 2 – Overcoming Challenges In this unit we look at the physical and emotional changes that occur during adolescence. Students exam-

ine the importance of keeping good mental health as well as good physical health. There will be a focus on different scenarios that students may come across within their friendships and how to deal with these situa-tions. There will be some sessions on how to overcome difficult online issues and how to become a responsi-ble digital citizen.

Term 3 - Healthy, Happy Futures and our values In this unit we learn assertiveness and independence; how to make our own choices; and how to resist

peer pressure, how to lead a healthy and positive lifestyle and how to make good choices. The end of the term will link with the previous learning continuing to look at our values and developing the students as a responsible global citizen.

Year 9 Term 1 - Making Connections: Me and My World Students are taught the skills to help them cope with the many decisions they will begin to face from this

age onwards in the contexts of peer pressure, healthy eating, Freedom from Chemical Dependency and the subject choices for (I)GCSE. Year 9 have support and guidance from Careers Guidance Counsellors as well as their subject teachers and tutors as they make their IGCSE choices. Students receive information via assem-blies and have the opportunity to have one to one sessions with the counsellors. There will also be some in-put on Digital Citizenship and online issues that students may be dealing with inside and outside of the school environment.

Term 2 - Overcoming Challenges

In this unit, (I)GCSE options are finalised and the students start to focus on the person they are and the physical and emotional challenges they face there will be a specific focus on body image and contraception, self-harm and First Aid. The carousel of study skills sessions help our students to prepare for Key Stage 4. We will also visit Digital Citizenship and Global Citizenship.

Term 3 - Healthy, Happy Futures and our values The end of Key Stage 3 is marked by the students making their Year 9 film and completing their self-

evaluations. Physical and emotional health will also be revisited looking into nutrition and activity in order to stay healthy and happy currently and in the future, we will also look at the media and how they influence our physical and emotional health.

Delivery

The programme is delivered by the pastoral group tutors during an 80-minute session each week. When expertise or knowledge is required which is beyond that of the tutor, outside speakers are invited in or the school’s own subject specialists are used to supplement the programme. Support tutors are also available to assist with the delivery of the tutorial programme.

An integrated approach is used, where skills, concepts and knowledge are cultivated in the mainstream curriculum and reinforced in the tutorial programme. Often, several related key learning objectives are cov-ered in the same unit.

Approaches

A wide range of teaching strategies are used in the programme in order to increase the students’ effective-ness as learners and so enhance their learning. Role play, group activities, individual study, demonstrations, individual interviews, visiting speakers, discussion, video presentations and displays all contribute to a varied



programme. In addition, the students undertake a Residential Visit which supports and enhances many of the programme strands.

Assessment in Years 7, 8 and 9

Students will be given feedback in the end of Term reports as to their use of the IBLP Attributes within Tu-torial.

Residential Visits

All Year groups in the Key Stage 3 programme attend a Residential Visit. Objectives of the Secondary School Residential Visits The mandatory Residential Visits are an integral part of the Secondary School curriculum and therefore

contribute to the fulfilment of the School’s Mission Statement. They provide our students with an opportuni-ty to develop through experience. One of the main aims is to involve them in activities and situations which they may not have experienced before and which encourage them to think about the values which they are applying and the attitudes they adopt.

Each visit is designed with a specific programme to help enhance the mainstream curriculum and to pro-vide opportunities for personal and social development. To follow on from the work in the Primary School Residential Visits, each visit and related activities are planned to accomplish the following aims:

exploration of cultural, historical or physical environments with specific targets

linked to the school’s curriculum setting; reinforcement of self-esteem and positive interaction amongst students and

staff within a unique setting. As students progress through the school, the experiences develop requiring the student to become more

independent. As well as the obvious curriculum links, the visits will provide the opportunity for students to develop personal and social skills. The following list outlines the types of areas covered:

The nature of life in Bangkok is that it is sometimes difficult for students to socialise outside school. There-

fore, another important reason for taking the students away is for them to have an opportunity to socialise and have fun.

Currently the following visits take place: Year 7 Year 7 visit the Rayong region where students enjoy a wide selection of outdoor activities, including

kayaking and visiting a turtle sanctuary. There is some associated curriculum input, particularly with Geogra-phy. Part of the week’s activities focuses on developing a range of sampling techniques and skill develop-ment as the students look at the human impact on a specific location. The Residential Visit is a valuable op-

independence and self-discipline initiative and problem solving skills

confidence and self-esteem leadership skills

development of sound relationships among students

the ability to enjoy the environment without destroying it

flexibility and consideration for others ability to work with others in a team

development of sound relationships between students and staff

communication skills



portunity to reinforce the year group’s cohesion and to develop relationships with tutors, other staff and students.

Year 8 The Year 8 students visit the Kanchanaburi region where the main focus is the enrichment of the History

curriculum. History specialists attend the Residential Visit to give insight into this region. There is also a very important environmental focus to this visit. Students in recent years have had a worthwhile opportunity to help in a reforestation program in the locale. Students also have an opportunity to participate in team build-ing activities and develop their friendships with other students in the Year group.

Year 9 The Year 9 students fly to Chiang Mai and then travel on to Mae Thaeng. This is a true outdoor experience

with rafting, mountain-biking and trekking in a safe environment so that students develop their self-confidence.



Aims To maintain, develop and extend: an understanding of the spoken word and the capacity to participate effectively in a variety of speaking

and listening activities, matching style and response to audience and purpose; the ability to read, understand and respond to a range of texts; recognise and appreciate themes and

attitudes and the ways in which writers achieve their effects; information retrieval strategies for the purpose of study; the ability to construct and convey meaning in written language, matching style to audience and pur-

pose. Course Outline

Assessment

Time Allocation

Year 7: Four x 40-minute periods per week Year 8: Five x 40-minute periods per week

Course Structure Students are taught in their mixed ability tutor groups in Year 7 and 8. In Year 9, mixed ability continues for the majority of students though there is one support group which

gives extra assistance to ensure that all students are prepared for the transition to IGCSE.

Speaking and Listening

Students will have to develop competency in a range of situations where speaking and listening skills are paramount: speech making, debates, group discussion and role-play are thus integral to the course.

Writing and Reading

Reading will focus on the skills of inference, insight, analysis, interpretation and even synthesis of both fiction and non-fiction texts. Challenging prose, poetry and drama will be taught throughout the Key Stage. Writing skills will focus on adapting writing for a range of purposes and audiences with writing to explore, inform, persuade, advise, analyse and instruct as the main areas of focus.

Component Description Time Weighting

Speaking and listening

A wide range of individual, paired and group activities are assessed throughout each year, progressing in difficulty through Year 7, 8 and9.

Activities completed throughout Year 7, 8, 9

33%

Written coursework

Students will be assessed for reading, writing and skills of literary analysis, progressing in difficulty each year. The work will be in a wide variety of forms and genres. A minimum of 6 major coursework pieces will be assessed each year culminating in a minimum of 18 major tasks by the end of the Key Stage.

Completed by end of Year 7, 8, 9

33%



Aims The aims of the course are to enable students to: develop their mathematical knowledge and oral, written and practical skills in a way which encourages

confidence and provides satisfaction and enjoyment; apply mathematics in everyday situations and develop an understanding of the part which mathematics

plays in the world around them; use mathematics as a means of communication with emphasis on the use of clear expression; solve problems, present the solutions clearly, check and interpret the results; acquire a foundation appropriate to their further study of mathematics and of other disciplines.

Course Outline The content in the table below is for the Year 7, 8 and 9:

Tier Year 7 Year 8 Year 9

1

Ratio and Proportion, efficient use of the calculator, calculating with percentages, calculating with fractions, estimation and approximation, algebraic manipulation, solving linear equations, using and manipulating formulae, sequences, transformation of shapes, area and perimeter of 2D shapes, volume and surface area of prisms, construction and loci, calculating averages.

Calculating with percentages, fraction and decimal equivalence, laws of indices, standard index form, quadratics, using and manipulating formulae, plotting and interpreting linear functions, real life graphs, quadratic and cubic graphs, angle facts, Pythagoras’ theorem, trigonometry, congruence and similarity, probability and statistical diagrams

Number, set notation, indices, directed numbers, ordering, standard form, estimation, accura-cy, ratio, proportion, rate, percent-ages, using a calculator, measures, graphs in practical situations, graphs of functions, straight line graphs, algebra, functions, equations and inequalities, linear programming, geometry, locus, mensuration, trigonometry, statistics, probability.

Consolidating L5, Mostly L6, Extending L7*


Students starting IGCSE Course

2

Multiplication methods, number patterns, directed number, rounding, fraction decimal and percentage equivalence, order of operation, calculating with percentages, calculating with fractions, algebraic manipulation, solving linear equations, using formulae, sequences, transfor-mation of shape, area and perimeter of 2D shapes, volume and surface area of cuboids, construction, plans and elevations.

Ratio and proportion, efficient use of the calculator, calculating with percentages, estimation and approximation, solving linear equations, solving simultaneous equations, plotting and interpreting linear functions, real life graphs, volume and surface area of prisms, angle facts, probability and statistical diagrams.

Fraction and decimal equivalence, calculating with percentages, laws of indices, repeated proportional change, standard index form, quadratics, using and manipulating formulae, sequences, transfor-mation of shape, Pythagoras’ theorem, trigonometry, congruence and similarity, loci and construction, probability and calculating averag-es.






* The table above is generic and so where a student requires extra support or extension then this will be

provided by both by the teacher and also where appropriate, extra provision.

Timetable Allocation

Five x 40-minute periods per week

Assessment All students sit major assessments in Mathematics at timely points throughout the academic year. The re-

sults of these tests, in conjunction with teacher-based assessment, are used to see if individual students are following the optimal programme for them. Forms of assessment used by teachers in class include topic skill checks, quizzes and questioning of students understanding.

Further information is available regarding setting, please contact the Head of Faculty (Dr Scott Tooley, [email protected]).

Course Structure

All students are set by ability and this is achieved by looking at prior assessments. Within each Year group three tiers of learning are available with the most able students following the material in tier one. Those stu-dents who are the most challenged by Mathematics are likely to follow tier three.

As these tiers progress into Key Stage 4, the most able Mathematics students from tier one will have al-ready begun the IGCSE programme in Year 9. If then considered ready, these students will take the extended IGCSE Mathematics Exam at the end of Year 10. These students will then go on to study Mathematics at a higher level which could lead them to sitting further assessments, gaining a higher qualification in Mathe-matics.

Some students from tier one, all those from tier two and some students from tier three will follow the ex-tended IGCSE Mathematics course, starting in Year 10 and sitting their final exams at the end of Year 11.

The remaining students from tier three will follow the core IGCSE Mathematics course, starting in Year 10 and sitting their final exams at the end of Year 11.

Although set placement eventually affects examination entries, this does not occur at Key Stage 3, and set movement remains fluid during these years to match students’ individual progression.

.

3

Factors, multiples and primes, efficient methods for the four operations, multiplication methods, number patterns, directed number, ordering decimals, simple fractions and percentages, fraction, decimal and percentage equivalence, simplifying fractions, order of oper-ation, four operations with decimals, symbolic notation, solve simple equations, substitute into simple formulae, transformation of shape, area and perimeter of rectangles and compound shapes, 3D models and nets, probability scale and average calculations.

Ratio and proportion, calculating with percentages, calculating with fractions, constructing and solving linear equations, algebraic manipulation, coordinates, plotting and interpreting linear functions, real life graphs, transformation of shape, area and perimeter of 2D shapes, volume and surface area of cuboids, angle facts, surveys, two-way tables, frequency diagrams, Venn diagrams and pie charts.

Estimation and approximation, sequences, solving linear equations, transformation of shape, volume and surface area of prisms, loci and construction, and plan views, probability and calculating averages. Preparation work for IGCSE Mathematics

Consolidating L3, Mostly L4,

Extending L5* Consolidating L4, Mostly L5,

Extending L6* Consolidating L5, Mostly L6,

Extending L7*



Aims The Key Stage 3 Science curriculum is designed to develop the necessary skills through a co-ordinated series of

topics based on experimental and practical science. The skills areas are: scientific knowledge and understanding; manipulating scientific apparatus; data collection, processing and presentation; experimental design and investigation.

Timetable Allocation Year 7: Four x 40-minute periods per week Year 8: Five x 40-minute periods per week Year 9: Five x 40-minute periods per week

Assessment

Throughout each year students undergo continual assessment via a combination of topic tests and in-class practical assessments. In this way, accurate up-to-date grades reflecting the student’s current attainment grade can be produced at any time during the year. All students in a year group take the same topic tests, although the practical assessments may vary slightly. Teachers will also assess students’ manipulative and personal skills in the laboratory on an ongoing basis. Since the topics are studied on a rotation basis, we do not allow the tests to go home with students. However, tests are available for inspection at an arranged time with the teacher.

An examination is taken at the end of Year 9 which assesses all topics studied throughout the Year 9 curric-ulum.

At the end of Year 9, performance in the topic tests, annual examination, report grades and the teacher’s professional judgement is used to decide which pathway through IGCSE Science, the Standard Science pro-gramme or the Specialist in Science programme, is best suited to each individual student so as to ensure the best possible outcome. Course Structure

Year 7 and 8 Science is taught in Tutor groups by one Science teacher. In Year 9 the Biology, Chemistry and Physics topics are taught in mixed ability classes by subject specialists.

Each class moves on to a different subject specialist after approximately 20 lessons so that six topics across the three Sciences are completed during the year.

YEAR 7 YEAR 8

Cells Particle model Energy Reproduction Acids and alkalis Forces Environment Chemical reactions

Digestion and Respiration Atoms, elements, compounds and mix-

tures Light and sound The Climate Crisis (Heating and Cooling) Microbes and disease Solutions

YEAR 9

Unit Biology Component Chemistry Component Physics Component

1 Evolutionary Biology Chemical structure and Chemical Energy Rockets and Submarines

2 Human Performance Physiology Reactivity, Reaction rate, Acids and Alkalis Electricity



French German Japanese Mandarin Spanish Aims

The Modern Foreign Language (MFL) courses aim to enable students to: write accurately in the target language; read and understand the written language; communicate orally in the target language; understand the spoken language.

Course Outline

The courses offered in the Modern Foreign Language faculty are to support the learning of a first (MFL1) and second (MFL2) foreign language.

In MFL equal weighting will be given to the four key skills of listening speaking reading writing

During the three-year course, students will cover such topics as personal identification, food and drink, sport and leisure, school, the world around us, a visit to the target language country, the world of work and healthy living. The structure and grammar of the languages studied are taught in context and through the topics. Students are expected to become increasingly aware of and be able to use more complex grammati-cal structures as they move up through the courses. Timetable Allocation For details of MFL1 and MFL2, see below.

Assessment Students will be assessed continually in the four skills, with more formal tests each term. In addition, there

will be regular vocabulary tests. There is a formal assessment at the end of Year 9. Student progress is meas-ured against the National Curriculum Sub-Levels. Students are familiar with these Sub-Levels and should be able to explain not only which Sub-Level they are working at but what they need to do in order to progress to the next Sub-Level . Course Structure All language work is centered on the development of language skills within a given topic area:

Year MFL1 MFL2

7, 8 and 9 3 x 40-minute periods per week 2 x 40-minute periods per week

Year Structure MFL1 Structure MFL2

7

In Year 7, students’ language knowledge is developed through the study of new topics. This language is a continuation of the language studied in Primary School and students have already been exposed to a large amount of culture and language. Year 7 MFL1 learners will be mostly working at Levels 2-5.

Students will begin the study of a new language for two periods per week. This second language will introduce the basics of that language and provide a foundation for further study. Year 7 MFL2 learners will be mostly working at Levels 1-4.



Should students wish, they may take MFL1, MFL2 or both into Years 10 and 11.

Year Structure MFL1 Structure MFL2

8

Students continue with the language they studied in Year 7 for three periods per week. Students will be learning more about the grammatical structure of the language being learnt and develop a better understanding of how to apply the grammatical rules. Year 8 MFL1 learners will mostly be working at Levels 3-6.

The Year 8 MFL2 course follows on from the MFL2 studied in Year 7, moving more quickly through the course as students apply the skills learnt through their MFL1 to become increasingly confident in the MFL2. Year 8 MFL2 learners will mostly be working at Levels 2-5.

9

The Year 9 MFL1 course follows on from the MFL1 studied in Year 8. It forms a foundation for the GCSE courses in Years 10 and 11. At the end of Year 9, students must continue with one MFL and they will have the option to continue with both. Year 9 MFL1 learners will mostly be working at Levels 5-7.

By Year 9, MFL2 students will be in the position to seriously consider the study of their MFL2 for IGCSE, having developed their knowledge of vocabulary and grammar in their MFL2. Year 9 MFL2 learners will mostly be working at Levels 3-6.



There are two Thai courses offered to Key Stage 3 students: 1. Thai as a First Language 2. Thai Language and Culture

All courses teach an appreciation and understanding of Thai culture through reading, writing, speaking and listening.

1. Thai as a First Language Aims

The course aims to develop: the four language skills and language competence necessary for effective communication; knowledge, understanding and appreciation of Thai culture; high-order thinking skills and produce critical responses to a variety of literary genres and social issues.

Course Outline

Year 7

Autobiography Places of attraction and travelling Thai folktales Art and culture in different regions General royal words

Year 8

Food and herbs Health Thai local wisdom Ecology Animal rights Natural conservation Sciences and technology Royal words for everyday use Thai classical literature Ramakien

Year 9

History of Rattanakosin period Advertisement Biography of famous Thai people Debate on social issues Royal words for various registers Thai classical literature Phra Apai Manee



2. Thai Language and Culture (TLC)

There are 2 tiers of Thai Language and Culture course offered to cover the five levels of language proficien-cy: beginner, confidant beginner, intermediate, confidant intermediate, and advanced.

Timetable Allocation These courses are available either as MFL1 or MFL2, with details on allocation summarised below:

Please note that:

Thai nationals who are not required to do EAL must study Thai as their MFL1 Thai nationals who are required to learn EAL must learn Thai as their MFL2 All Thai nationals are required to take one session of the after-school Extended Thai Programme (ETP) Non-Thai nationals who learn Thai as their MFL1 are encouraged but not mandated to join the ETP

Assessment

Students’ performances in both courses are internally assessed in four language skills: speaking, listening, reading and writing. The assessment includes the observation of students’ work, class assignments, tests and annual exams.

Course Structure

Students who demonstrate language proficiency as native or near-native speakers will join the Thai First Language course. Students who demonstrate proficiency at a non-native level will join either tier one or tier two of the Thai Language and Culture (TLC) course.

Tier Aim Course Outline

1

· to develop students’ proficiency in oral language skills and acquire a range of vocabulary and grammatical patterns;

· to improve students’ reading comprehension and writing skills;

· to encourage students to enjoy, understand and appreciate cultural aspects of Thai lives.

Through the learning and exploration of five cultural themes including: · All about me

· Community around us

· Exploring Thailand

· Inter-culturalism · Thai wisdom and beliefs

Tier 1 curriculum is designed to develop students’ language proficiency from confident intermediate to advanced levels with an emphasis on reading and writing skills.

2

· to develop students’ communication skills on daily situa-tions

· for the students to acquire basic survival vocabulary and simple grammatical patterns;

· to introduce students to fundamental Thai reading and writing;

· to encourage students to enjoy, understand and appreciate cultural aspects of Thai lives.

Tier 2 curriculum is designed to develop students’ language proficiency from beginning to intermediate levels with an emphasis on speaking and listening skills.

Thai MFL 1 Thai MFL 2

Three x 40-minute periods per week Two x 40-minute periods per week

ETP - One session per week (two x 40 minute periods)- compulsory for Thai national



Aims Although we teach all four language skills, we focus strongly on students' reading and writing skills as these

are invariably at a lower level than their speaking and listening skills. The course aims to improve: reading skills by encouraging private reading, studying class novels and practising timed reading compre-

hension exercises using a variety of texts; writing skills by using plans to craft compositions, practising timed writing exercises and encouraging

proofreading skills; students' General English and subject-specific vocabulary.

Course Outline Key Stage 3 students will study:

General English writing topics. Timed reading comprehension exercises. Class readers. Timed writing exercises. Subject-specific vocabulary from mainstream subjects.

In addition, Key Stage 3 EAL students will complete weekly reading records which will reflect their private reading habits. These reading records form the basis of students' home learning and parents are asked to sign them each week.


EAL is only offered as an MFL1 course and consists of three x 40-minute periods per week.

Assessment There is an assessment test at the end of every term which consists of:

Timed reading comprehension exercises. Timed writing exercises about general topics.

Course Structure

Key Stage 3 students are placed in one of two sets depending on their level of English. Movement between the two sets is occasionally warranted based on a student’s performance in an end-of-term test.

Students are able to exit the EAL programme in Year 7 Terms 1 and 2 if their level of English is considered by the EAL Faculty to be strong enough, and if they are performing well in their other subjects. After Year 7, Term 2, exiting EAL students also need to have proficiency in the language they wish to study so that they will be at a similar level to the other students in the group. Finally, at the end of Year 9, students can exit EAL if their level of English is at a suitable level. Exiting students at the end of Key Stage 3 will not be required to study IGCSE ESL in Years 10 and 11.



Language is central to all learning and teaching at Bangkok Patana School. English is our main language of communication and enables students to realise their academic potential. However, we equally value all lan-guages as fundamental to our understanding of internationalism. We appreciate the role of language in per-sonal development as well as in developing, maintaining and celebrating a diverse cultural identity. Our Home Languages Programme is developing, under the leadership of our Primary and Secondary Home Lan-guage Coordinators.

Aims

The Home Languages Programme strives to provide multilingual students with the opportunity to validate and reinforce their existing fluency in their Home Language by:

creating a school environment which values linguistic diversity; encouraging the use of the language within the home environment; furthering the Bangkok Patana community's understanding on multilingual matters; providing, where possible, curriculum time in which to enhance their learning of independently-

identified areas; providing information on opportunities beyond the scope of the classroom. Currently our Extra-curricular Activities programme offers a range of Home Language opportunities includ-

ing Japanese, French, Spanish, Chinese Mandarin, Singaporean Mandarin, Dutch and Thai. Other languages may be accommodated upon request. Additionally, the school has dedicated Dutch and Singaporean Manda-rin teachers located on campus.

Course Outline

In Key Stage 3 we offer some Home Language classes during MFL2 lesson time and in Key Stage 4 during students’ MFL lessons. These classes enable students to develop their language skills in their native language in addition to learning an MFL, and it is hoped that this will ultimately lead to students being able to take the bilingual IB Diploma in Years 12 and 13.

The Home Language Programme focuses on the key skills of listening, speaking, reading and writing. Stu-dents are exposed to a wide range of texts in a variety of genres in their Home Language, alongside cultural topics linked to their age group.

They learn to extract specific information, organise material and present it in a given format. They are supported in expressing opinions in accurate, clear language. Students write for various purposes and audiences, including creative, narrative and descriptive writing. They demonstrate control of vocabulary, syntax, grammar and punctuation. Students also develop their vocabulary, including the use of idioms. When reading texts, students recognise and respond to simple linguistic devices.

Please note, however, that being able to offer Home Language classes in a particular language will always depend

upon staff availability and student numbers in our current taught languages. In some circumstances we can only offer a language taught by an external provider, for which there is an additional charge, even though the class is taught in cur-riculum time. In 2016/17 Mandarin as a Second Language will be introduced as a taught class during MFL2 time. This is a course designed for students for whom Mandarin may be a home language but in which they are not necessarily bilin-gual. Students taking this course can opt to take IGCSE Second language Mandarin for IGCSE

Currently, First language French is offered at Key Stage 4 (IGCSE), taught by an external provider at an additional cost, and in Senior Studies Language A French (Languages and Literature).

Assessment

Students are continually assessed in the four skills and there is formal assessment at the end of each aca-demic year and their progress is measured against appropriate National Curriculum Levels.


All Key Stage 3 Home Language students receive two x 40-minute periods per week.

http://www.patana.ac.th/eca.asp



Aims Art in Key Stage 3 is made up of three key areas of learning:

Course Outline

Students will normally study three key units per year. The content of these will vary but typical units in-clude: Still life, Portraiture, Landscape, Identity, Popular culture, Traditional cultures. Each unit will include a study of at least one art movement. Practical and theoretical learning will be recorded in sketchbooks. The units taught will include one or more of the following skill areas

Timetable Allocation Two x 40-minute periods per week

Assessment

Students are assessed according to end of Key Stage 3 outcomes, modified for each year. Assessment tasks are varied for each unit. However for each unit students will be assessed on the following areas:

More information More information can be found at: http://www.patana.ac.th/Curriculum/Art.asp

Technical Skills Practical activities in 2 and 3 dimensions.

Investigating Art Looking and responding to artwork from a variety of times and cultures.

Developing Ideas Using skills and investigation to create personal and meaningful art.

1 Drawing and Painting Drawing and painting skills are fundamental to students’ progress in Art. They are taught both as distinct projects, as well as underpinning most of the projects students’ will complete.

2 Printmaking The art creating multiples and variations of an image. Students may work with etching, lino print, digital printmaking, mono prints, stamps and image transfer.

3 Graphic Communication

Art for a specific purpose. Students will follow a brief for a client. Work may include drawing, making, pattern, illustration, modelling and digital design.

4 Sculpture and 3D Design

Students will produce work that makes creative use of form and space. Students may work with wire, card construction, papier mache, clay, mod rock, and found forms.

5 Photography The art capturing an image through recording light. Students will work with both traditional and digital methods.

Knowledge and

Understanding

· demonstrate knowledge and understanding of the theoretical basis/ function of the artwork studied; · demonstrate knowledge and understanding of a variety of styles, developments and ideas which have shaped

art across time and cultures; · apply appropriate terminology to show aesthetic and critical awareness.

Process of

Developing Ideas

· plan, research and organise to identify and set goals, solve problems, negotiate and make decisions; · experiment and explore through both spontaneous and structured activities; · demonstrate an ability to find original and inventive solutions; · apply skills specific to art making to elaborate ideas, themes or compositions to a point of realisation.

Technical Skills

· use methods of creating art confidently as a form of expression and communication while demonstrating a range of technical skills;

· present work through formal or informal performance and/or exhibition.

Reflection

· reflect upon and evaluate their work in order to set goals for future development; · use group discussion and feedback to support and promote creative development; · assess and appraise their work and that of others.

Personal

Engagement

and Group Work

Ability

· show sensitivity to their own and different cultures; · accept and incorporate views and feedback from others to further develop their artistic potential; · show self-motivation in setting and meeting deadlines; · show initiative, creativity and a willingness to take risks; · support and encourage their peers towards a positive working environment.

http://www.patana.ac.th/Curriculum/Art.asp



Aims Design and Technology prepares students to participate in tomorrow's rapidly changing technologies;

they learn to think and intervene creatively to improve quality of life. The subject calls for students to become autonomous and creative problem solvers, as individuals and

members of a team. They must look for needs, wants and opportunities and respond to them by devel-oping a range of ideas and making products and systems.

They combine practical skills with an understanding of aesthetics, social and environmental issues, func-tion and industrial practices. As they do so, they reflect on and evaluate present and past design and technology, its uses and effects.

Through Design and Technology, all students can become discriminating and informed users of prod-ucts, and become innovators.

Course Outline (example modules or projects)

From Years 7 to 9, the course is based upon the National Curriculum from England. The Key Stage 3 Design and Technology curriculum is split up into skills and theory based modules in each year, with a design and make assignment in Term 3.

Each module consists of focused practical tasks aimed at developing skills and Knowledge and Understand-ing. There is an opportunity to put the skills covered into practice in Term 3 during a design and make assign-ment , in Year 7 and 8, based on an iconic design movement, and in Year 9 a group-based problem solving design challenge, helping to raise students design awareness and develop understanding of the design pro-cess in preparation for IGCSE coursework projects. Theoretical study accompanies modules, where appropri-ate, with links to IGCSE and IB; preparing students for their future studies in Design and Technology. Across the Key Stage students will work towards ability to:

Identify a design need – understand a user and product requirements, Research (develop a critical awareness of designed products) generate a design brief and specifications, Develop ideas and design proposals Communicate ideas effectively using a variety of media Plan for manufacture / production Produce or manufacture the chosen solution using appropriate techniques to the best standard of finish. Use tools and machinery, independently, accurately and safely Test and evaluate the success of the design and suggest improvements. All modules of learning contain theoretical study which link into IGCSE and IB studies.

Timetable Allocation Two x 40-minute periods per week

Year 7 Year 8 Year 9

Term 1 Desk Tidy Project Graphics Skills Soma Cube Project Lamp Project

Term 2 CAD

Basic Techsoft 2D Design Skills

CAD/CAM USB Drive Project

CAD Basic SpaceClaim

Engineer Skills

Graphics Skills

Graphics Skills

CAD Intermediate SpaceClaim

Engineer Skills

Term

3

Memphis Clock Project DMA

Art Deco Jewellery Project DMA

Year 9 DMA Design Challenge—360 camera

device for a laptop



Assessment In D+T, four key areas of study are assessed. Each module has a focus on one or more of the areas below; (Designing - broken down into specific elements of focus across the Key Stage) Designing - identifying needs, research, design thinking (problem solving), developing ideas, evaluating Communication skills – graphics, CAD Making/Realisation – planning, independence, workshop practice, CAD/CAM, quality of outcome Knowledge and understanding – materials, processes, tools and equipment and associated theory

According to the Scheme of Learning, a National Curriculum sub-level will be given on assessed pieces of work related to the rubric and students’ progress recorded. To generate an overall level of attainment an average sub-level is produced from work throughout each module - (home learning, focused work), assessed pieces of work and module tests which can then inform the completion of the reporting process. Students are encouraged to become part of the assessment process themselves with the use of activities in line with a rubric to self-assess, peer assess, monitor their own progress, setting their own targets for im-provement. Students track their own progress on a Key Stage 3 rubric in their folders. Course Structure

Students are taught Design Technology in their mixed-ability Tutor groups throughout Key Stage 3.



Aims Drama in Key Stage 3 is made up of three key areas of learning:

Course Outline There are five key units which students cover each year, although the topic or theme that the students are

studying may vary according to the needs of the class. Also, one project may cover more than one of these units.


Two x 40-minute periods per week

Assessment Students are assessed according to end of Key Stage 3 outcomes, modified for each year. Assessment tasks are varied but during each unit of study, students will be assessed on each of the four following targets at least once.

Theatre Arts The theory and practice of the art of theatre.

Drama for Understanding Using drama to explore issues and concepts.

Social Skills Drama is in essence a collaborative art form and students learn and practice a wide variety of transferable skills throughout their classroom experiences of drama.

1 Drama For Understanding

Non-performance or product based, this unit can be cross-curricular as drama is used to explore concepts and ideas being studied in another area. Drama is used as a method of examining concepts and ideas.

2 Social Awareness Drama

Drama is used to explore individual perspectives of a social or health issue.

3 The Cultural Perspective

The study of theatrical techniques and cultural traditions from a specific period or culture.

4 Page To Stage The potential of a piece of textual material is explored and dramatised for performance

5 Performance Skills And The Art Form

The nature of the art form is explored through specific skills such as movement and voice. The nature and function of theatre is studied and this may include theatre visits and reviews.

Responding with Knowledge and Understanding

Demonstrate knowledge and understanding of the historical, cultural and social contexts of the drama studied;

Demonstrate knowledge and understanding of a variety of strategies, elements and mediums used to explore and create drama;

Show initiative, creativity and a willingness to take risks; Support and encourage their peers towards a positive working environment; Show sensitivity to their own and others ideas and cultures; Use drama confidently as a form of expression and communication while demonstrating

a range of technical skills; Contribution to class and group discussions; Develop research skills.

Creating and Devising Plan and organise effectively to define and set goals, solve problems, negotiate and make decisions;

Experiment and explore through both spontaneous and structured activities; Show self-motivation in setting and meeting deadlines; Accept and incorporate views and feedback from peer mentors and group discussions to

further develop their artistic potential; Demonstrate an ability to find original and inventive solutions; Select and apply the Strategies, Elements and Mediums of Drama to create an intended

impact on the audience; Show leadership potential.



Performance and Design

Present work through formal and informal performance Use drama confidently as a form of expression and communication while demonstrating

a range of technical skills. Use voice and movement confidently to express character, form, central themes etc. Development of ensemble skills; rapport with each other and the audience Exploration and presentation as a theatre designer: costume, sound, lighting, masks,

hair/makeup, set and props. Create performances from a range of cultures and world theatre forms: e.g.. mask work,

clowning, shadow puppetry, melodrama, Greek theatre etc.

Reflecting and Evaluating

Reflect upon and evaluate their work in order to set goals for future development; Justify their own choice of Strategy, Elements and Mediums used within their work; Apply appropriate terminology to show aesthetic and critical awareness; Assess and appraise their own work and the work of others; Analyse key moments and say how all the production elements work together to create

meaning for an audience. Reflect and evaluate upon their own contribution to the group’s work in order to set

goals for future development.



Aims The aims of this course are to: help young people make sense of a complex and dynamically changing world; create an understanding of where places are, how places and landscapes are formed, how people and

their environment interact, and how a diverse range of economies, societies and environments are in-terconnected;

through geographical enquiry, encourage questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future;

inspire students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet;

enable students to use and understand a plethora of geographical skills ranging from data collection techniques to interpretation of maps and diagrams whilst incorporating a range of ICT related activities.

Course Outline

Timetable Allocation Two x 40-minute periods per week Assessment Grades with greater weighting are given for tests and assignments, while grades of lesser weighting are given for shorter pieces of work. Assignments are set for each theme, often requiring computer-based research in the Secondary Library and at home. Assessments include role-play presentations and debates, group projects, and individual assignments including fieldwork investigations. Skills are often tested through home learning or short, class exercises. Assessment takes a variety of forms and tests may be given at the end of some units. Course Structure Throughout Key Stage 3, students are taught in their mixed ability Tutor groups. More information More information can be found at:

http://community.patana.ac.th/humanities-1/geography/year-7-geography-2


Theme 1 Introduction to Geography

and Fantastic Bangkok Tropical Storms

Brazil and Urbanisation OR

Earthquakes and Volcanoes

Theme 2 Fantastic Places Around the

World Climate Change Leisure and Tourism

Theme 3

Should the Residential Area be

Designated National Park

Status?

Globalisation: the geography of

my stuff Amazonia and Deforestation

Theme 4 The Causes of the 2011 Floods

in Thailand

Theme 5 Map Skills

http://community.patana.ac.th/humanities-1/geography/year-7-geography-2



Aims The History course in Key Stage 3 aims to develop in students: an understanding of chronology; an ability to describe and analyse the significance of events, the role of men and women as agents of

change and key historical turning points; skills to carry out historical enquiry and research using a variety of sources; information processing skills, reasoning, creative thinking and evaluation of sources; skills in organising and communicating historical information; empathy with people from the past.

Course Outline



Assessment Topics will be assessed through research assignments and essays to demonstrate each of the skills listed above. Students will use information supplied in class and from the Secondary Library. They will also be encouraged and guided in use of the Internet. There will also be topic tests. History tests will largely focus on analysis of historical sources, knowledge and written answers that focus on key concepts such as causes and consequences.

Regular home learning will be set based on interpreting sources, writing tasks, role play preparation, creative work and thinking skills

Course Structure

Students are taught in mixed ability tutor groups. Topics vary in time allocation but generally one topic is studied for half the year.

Year 7 The Italian Renaissance

Renaissance, Reformation and Revolution in the United Kingdom—focus on the Tudors

Year 8

Clash of Cultures-China, Japan and the West-Industrial Revolution Opium Wars, Boxer

Rebellion, World War 2 in Asia

Age of Revolution, 1775-1815, The American and French Revolutions

Year 9 Struggle for Black Civil Rights in the USA, 1954-1970

Vietnam War, 1945-1975



Aims The course aims to encourage students to: solve problems and design systems by drawing on the concepts fundamental to computer science; become independent users of IT tools and information sources; understand how IT can help the student’s work in other subjects; develop the ability to judge when and how to use IT and where it has its limitations; develop an awareness of the social, ethical, health and safety issues related to IT and CS use.

Course Outline



Assessment The Computing faculty uses assessment strategies that promote learning. Students know and recognise the

standards aimed for in each unit and generally maintain a skills check list for skill development units and/or an assessment rubric which clearly outlines the assessment criteria. Students are able to reflect on their learning and are involved in peer and self-assessment.

Formal assessment tasks such as open-ended projects, in-class testing or monitoring of mastery of practical skills, tests and classroom exercises will be set for most units. All assessment tasks are moderated to ensure standardisation across all teaching groups.

Course Structure

Home learning is usually set each week. The task may be of a practical nature, research or written design activity. Students will usually be given a minimum of one week to complete the home learning and are welcome to use their laptop at break and lunchtime as well as use the library computers.

There are also laptops that the students can borrow during the day or overnight if their laptop is broken. Wherever possible we utilise software that is freely available to the students and which executes natively on both the Mac and Windows operating system.


Laptops-4-Learning

Programming

Computer Systems

Spreadsheets and Word Processing

Laptops-4-Learning

Programming

Computer Systems

Web Development

Laptops-4-Learning

Programming and Control

Computer Systems

Multimedia Representation



Aims Students are encouraged to develop a strong sense of ensemble playing through developing:

their ability to read and identify music notation; playing techniques; good practice habits; collaborative skills; reflective skills; an awareness of different styles.

Course Outline

The Key Stage 3 Music curriculum at Bangkok Patana School is performance-based. It fosters life-long skills on a particular instrument, enables students to read music well and gives all students the opportunity to participate in school musical ensembles.

Year 7 Students choose from concert band, string ensemble, vocal ensemble, guitar ensemble or Thai ensemble.

For instrumental ensembles, they are provided with a school instrument to take home and practise. The present choice of instrument includes:

A standard of approximately Prep Test level with the Associated Board of the Royal Schools of Music

(ABRSM) will be reached. Year 8 Students continue with their choice of ensemble from Year 7. They continue to develop skills in their

chosen instrument and most are able to reach ABRSM Grade 1 standard. Year 9 Students continue with their choice of instrument from Years 7 and 8, in the same ensembles. There is

increasing emphasis on group performance opportunities in the school community. A playing standard ranging from ABRSM Grade 1 to 2 will be reached, allowing further development in succeeding years either within IGCSE Music, school ensembles or through private tuition.



Assessment Assessment in the Ensemble Programme is by regular short instrumental tests, observation of contribution

and commitment to the ensemble, and evidence of continuing good home practice of instrument and repertoire.

More information

More information can be found at: http://community.patana.ac.th/arts/secondary-music/secondary-music-department/ks3-ensemble-programme-copy

violin viola cello double bass

flute clarinet saxophone trumpet

trombone baritone French horn tuba

percussion classical guitar ranard Khim sor (Thai violin)

http://community.patana.ac.th/arts/secondary-music/secondary-music-department/ks3-ensemble-programme-copy

http://community.patana.ac.th/arts/secondary-music/secondary-music-department/ks3-ensemble-programme-copy



In Learning Support we strongly believe that the needs of every student are important. Bangkok Patana School is academically non-selective and thus recognises that a percentage of the student body will have different educational needs at some stage in their school career. The transient nature of our school population can also contribute to gaps in a student’s education and this might also result in the student being offered extra support.

Once a student is identified as needing extra support with their learning, a thorough assessment of needs is made either in school or with the support of outside agencies. Subsequently appropriate interventions are planned.

Different levels of support can be offered based on the needs of the individual student. A decision is made involving the Learning Support liaison teacher, parents and the student about the most appropriate type of support which could include one or more of the following:

Student tracking through our support list and learner profiles In-class support of students in their mainstream subject lessons Withdrawal from mainstream subject lessons to engage in subject based support or study skills Before or after school booster sessions to improve skills, technique and/or subject knowledge.



The school organises a comprehensive programme of extra-curricular activities for students, which oper-ates from Monday to Friday. The Secondary School sessions occur both at lunch-time and after school (2:30 to 3:45/4:30pm) with programmes being coordinated to ensure students have adequate access to school fa-cilities. As students progress through the school the range of activities becomes more varied and provides students with opportunities to link their activities with other schools both locally and regionally. Sports, Model United Nations, Drama, the International Award Scheme and community-based projects provide the opportunity for travel in Thailand and South East Asia. Please contact school for more details about the Se-lective Sports programmes and other Music and Drama opportunities.

Enrolment for the various activities is on-line via the Parents Gateway. Typical activities include: Community Service projects are supported and organised by Senior Studies students and include:

Skills-based activities including: A diverse range of dance styles:

A range of recreational sports-related activities in addition to the competitive sports programme

including:

Ballet Jazz Hip hop

Tap Traditional Chinese and Thai dancing Latin

Teaching English at local schools Mercy Centre work with or- World Food Programme

Smile Club Green Team Youth Club

Project Star Interact Club Patana Marine Conservation Society

First Aid Jewellery Making Student Magazine

Cookery Computer Coding Meditation

Scrapbooking Minecraft Music Composition

Drama Club Pottery Electronics

Digital Photography Theatre Sports

Yoga Golf Indoor Rock Climbing

Rugby Trampolining Badminton

Table Tennis Football Squash

Wakeboarding Fitness/Weight Training Horse Riding

Basketball Ice Skating Sailing



Aims

The course aims to: develop skills specific to sports and to enable students to participate in a broad and balanced

curriculum; improve students’ knowledge of health related issues and personal levels of fitness; develop and maintain a habit of physical exercise and activity and a lifelong commitment to physical

activity; give students the opportunity to learn skills that will be of use in their leisure time and as part of the

school’s extra-curricular programme.

Course Outline

Students study each activity for a 6 week block of learning. Activities covered in Key Stage 3 may include:

Many of the activities will be delivered more than once throughout the Key Stage.



Assessment

Students are assessed during each lesson, and a National Curriculum attainment sub-Level is awarded at the end of each unit. The average sub-Level of all activities is used when reporting to parents.

Course Structure

Students are taught in mixed-gender/mixed-ability at the start of the Key Stage. Groups are then streamed according to ability and may be single- or mixed-gender. Lessons consist of double periods and students have two double periods per week. Students are expected to have the correct kit for each lesson regardless of injury. Students may adopt different roles of performer, coach or official in lessons.

Athletics (indoor/outdoor) badminton basketball

fitness football trampolining

kayaking touch rugby Softball/striking and fielding

Swimming/pool activities tennis volleyball

dance Climbing handball

PLEASE NOTE: The content of this booklet was accurate at the time of publication (March 2016). The curriculum is forever evolving, and during the course of the coming year, aspects may be developed or amended. Any amendments will be communicated to parents during the academic year.

Key Stage 3 Curriculum Guide

Documents

Transcript of Key Stage 3 Curriculum Guide