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Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 1 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Tenby International School
Curriculum Handbook
Year 7
2012 – 2013
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 2 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Welcome to Year 7. This Curriculum Handbook provides a summary of what your
child will be learning during the academic year 2012 – 2013. We hope that you will
find this information helpful in supporting your child at home and at school.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 3 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Contents
Agama 4 – 5
Art 6 – 7
Design and Technology 8
Drama 9
English Language 10 – 11
Geography 12 – 15
History 16 – 17
Information and Communications Technology (ICT) 18 – 20
Mathematics 21 – 24
Modern Foreign Languages
French 25 – 26
Malay 27
Mandarin 28 – 30
Music 31 – 32
Physical Education 33 – 34
Science 35 – 38
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 4 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Agama (For Malaysian Muslim Students Only)
Term 1
Tawheed
The Attributes of Allah
Creation
Man‟s Relationship with Allah
Preparation for the Hereafter
1. Students get to know God by learning of the divine attributes compounded in the
Asma‟ ul Husna. They develop appreciation for God as the great Creator by a
scientific study of the creation through reading the textbook and watching video
documentaries by Harun Yahya on The Cell and Facts of Creation.
2. They learn about the relationship of the created, man, with his Creator in order to
develop God-consciousness and reliance through worship and prayers.
Workbooks and worksheets are used to instil and assess knowledge gained. The
subject material are of an international variety as the books used are from South
Africa (Learning Islam - syllabus developed by the late Moulana Adam Ali Nadwi),
Britain (Basic Teachings by Ghulam Sarwar) and America (Text and workbooks
on Seerah, Faith and Worship from IQRA‟ Foundation, Chicago, Illinois). Harun
Yahya‟s works are Australian and Turkish in flavour.
Moral and Ethics
Respect
Care for the Environment
Qualities which Allah Dislikes
These topics are geared for the development of good character as a means for
promoting good all around. Much class discussions usually take place during the
study of these topics.
Term 2
History
Nabi Musa
Great Muslims
Knowing the stories of the great Prophets as told in the Qur‟an should have a
significant bearing on the strengthening of faith, and an inspiration from the lives of
the great Muslims of the past.
Term 3
Essentials and Practices
Buloogh
Fasting
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 5 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Zakaah
Haj
Technical Terms of Fiqh
Islamic Occasions
In these topics students learn about the ages and stages of puberty, what to expect,
rules governing purification (physical, spiritual), menstruation, ejaculation, other
discharges, conjugal relations; rules governing stipulated acts of Ibadah such as
Salah and Sawm, aspects of zakah and all about the Pilgrimage.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 6 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Art
Key:
Topic/starting point
Visual and tactile elements
Materials and Processes
Artists, craftspeople and designers
Term 1
Sketchbook cover
Visual elements (not colour)
Collage
Past students’ work
Assessment Criteria: Selection and use of formal elements. Compositional skills.
Intentional use of mark-making. Correct use of classroom resources.
Activities: Defining formal visual elements, introduction to key vocabulary and
relating to examples of work. Selection of materials for collage and making collages.
Exploring materials and selected visual elements. Group and self evaluation.
Review, modify and refine work.
Term 2
Art from other cultures
Visual elements
Painting
Artists from other cultures
Assessment Criteria: Presentation of sketchbook and research. Understanding and
application of Aborigine style. Appropriate use of pattern, line, shape. Understanding
and awareness of the historical context. Care and skill in practical work.
Activities: Introduction to Aborigine art, culture, religion and history. Introduction to
didgeridoo. New vocabulary. Research aborigine style composition. Explore and
develop use of colour, line, shape and pattern. Finalise composition. Review, modify
and refine work.
Term 3
Colour/Art movements
Colour Theory
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 7 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Oil pastel
Fauves, Pop Artists
Assessment Criteria: Group/individual use of art room resources. Understanding
and application of basic colour theory, depth, form and space. Use of specialist
vocabulary in written work. Understanding and awareness of the concept of Art
Movements. Care and skill in practical work.
Activities: Introduction to The Fauves and key concepts of art movements and
colour theory. Introduction to correct use of classroom resources. Explore and
develop handling of materials. Explore and develop use of colour, tone, texture and
composition to create depth, form and space. Finalise composition. Review, modify
and refine work.
Art Department’s Routines and Expectations
Students should come with all the correct equipment to every lesson.
Students are expected to be fully on task, applying their best effort at all times
and engaged in the activity at hand.
Students are expected to behave in a sensible manner at all times in the art
department, to listen carefully to instructions and follow all health and safety
rules.
Art is to be treated as a serious area of learning and not a leisure activity and so
all talking should be related to the task and students should not engage in idle
chat.
Teachers and students show mutual respect in student-student and student-
teacher interactions.
Students should be proactive in setting and agreeing procedures and routines
(including health and safety issues). Teachers should ask students “how/what
routines/procedures should be established, and why” for example “how should
we conduct whole-class discussions” etc, so that students have ownership and
learning is student-led where possible.
Students should spend a minimum of 30 minutes each week on homework and
this should be presented at the beginning of each lesson.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 8 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Design and Technology
Desk Tidy
Students will use 3D modelling software to design a stationery storage device.
The device will then be made from a single piece of plastic using the work shop
tools and facilities.
Bridge Design
Students learn about structures, forces and loads. This theoretical knowledge is
put into use in a number of short team projects where the students build towers,
beams and bridges and test them to destruction.
Electronic Alarm
After some basic electronics theory students will solder components to a circuit
board to make an electronic alarm that flashes and plays a tune when activated.
A card box to contain the circuit is then designed and made.
The five Year 7 classes will be divided into 7 groups with no more than 20 students
in each group. Each group will design and make the above projects but the order in
which they are tackled will depend on which group the students are in.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 9 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Drama The term character is used in a modern sense, for example „She/he is a funny
character‟ or „She/he is a tough character‟. This usually means they have
recognisable features including how they look, sound, laugh, speak, walk and/or their
attitude.
This academic year the students will learn how to develop characters. Then using
improvisation they will develop a play which will be presented at the end of the
academic year in a showcase.
Term 1
Introduction to Drama (Characters and Context)
Students will use inanimate objects along with improvisation and characterisation to
develop a group of characters.
Term 2
Character Development
Students will study character, characters taken from the real world of newspaper and
media or characters from texts or plays. The students will further develop their ideas
about character looking at character histories and personalities when communicating
with each other. They will use the drama convention of thought tracking to examine
what the character is thinking to understand the character‟s motivation and
behaviour.
Term 3
Devising Project (Presented in Year 7 Showcase)
The students will develop a devised piece of work based on the skills they have
learned in Drama and taking ideas from the topics they have studied. These will be
presented in a showcase.
Aims and Key Skills
Develop confidence.
Understanding of characters, context, and plots.
Understanding of spontaneous improvisation.
Understanding of planned improvisation.
Understanding of techniques used in improvising.
Creating performance skills.
Understanding creative team work.
Learning to explore problems and finding creative solutions.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 10 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
English Language We use the „Oxford English, An International Approach‟ text book 1, by Rachel
Redford. This book includes a wide range of texts in different styles, with
comprehension questions, investigation tasks, and extended writing ideas. The
learning objectives and tasks for each individual lesson are presented on the
whiteboard, with appropriate extension work.
Term 1
Oxford English Book 1 : Units 1 – 4
Term 2
Oxford English Book 1 : Units 5 – 8
Term 3
Oxford English Book 1 : Units 9 – 10
English Literature
Term 1
A Christmas Carol (Play)
Reading and analysis of the play of Charles Dickens‟ A Christmas Carol, by David
Holman.
We read the play in class, with different students taking different roles each
lesson.
We learn, analyse and sing traditional Victorian Christmas carols.
We study the different ways the characters are portrayed.
We compare some scenes of the play to the original Dickens novel.
We study different film versions and consider the choices of the directors.
We work in small groups to perform scenes from the play.
Term 2
Millions (Novel)
Reading and analysis of Millions, by Frank Cottrell Boyce
We read the whole novel in class, with students taking turns to read aloud.
We study the characters, focusing on their actions, words and feelings.
We study the plot, focusing on how the author makes the audience feel.
After we have finished the book, we watch the film and make comparisons.
Term 3
Children’s Classics (Extracts)
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 11 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Reading and analysis of a range of classic children‟s stories.
Each class we look at a different extract of between 2-4 pages, from such
novels as The Secret Garden, Jungle Book and Heidi.
We use our dictionaries to learn new vocabulary.
We discuss and write about the characters, plots and themes.
We sometimes use clips from films to help us understand the stories.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 12 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Geography
Term 1
Unit 1
Introduction to Geography:
Map Skills & Data Collection
Introduction to Geography
Map skills
Geographical skills
Assessment
Key Aspects
Geographical enquiry and skills
Students will:
1. ask geographical questions
2. communicate appropriately
3. use fieldwork techniques
4. draw maps, plans and graphs
5. use the scale on maps to measure distance
6. use four and six figure grid references
7. describe routes
8. collect, record and present evidence
9. use atlases, globes and maps
10. use secondary evidence
11. use compass points to give directions
12. use symbols and keys
13. draw and interpret contour maps
14. start to analyse patterns and interrelationships on maps.
Knowledge and understanding of places
Students will:
1. locate places and environments
2. describe and explain physical and human features
3. develop an understanding of some aspects of the geography of an area studied
through OS maps
4. describe scale contexts.
Knowledge and understanding of patterns and processes
1. start to see how drainage and relief are interrelated
2. start to interpret settlement patterns, seeing how these are related to physical
geography
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 13 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
3. start to interpret patterns of routes, seeing how these are influenced by physical
and settlement geography.
Term 2
Unit 2
Settlement & Shopping
Types of settlement
How the site of a settlement was chosen
Benefits and problems of settlement growth
Land use patterns in towns
Functions & land use changes
Sustainable development of a settlement
How environments may be improved
How shopping is linked to Geography
„Location Theory‟ of shops
Assessment
Key Aspects
Geographical enquiry and skills
Students will:
1. ask geographical questions
2. collect, record and present evidence
3. communicate appropriately
4. use atlases and maps (including OS maps)
5. use fieldwork techniques
6. use secondary evidence
7. draw maps, plans and graphs
8. show empathy with other people and groups.
Knowledge and understanding of places
Students will:
1. locate places and environments
2. describe scale contexts
3. describe and explain physical and human features and the links between them
4. study specific places at a variety of scales, including Aylesbury (UK) and local
examples
5. discover how places change through time.
Knowledge and understanding of patterns and processes
Students will learn:
1. how location of a settlement is influenced by physical factors
2. how settlements develop functions, and how these functions change over time
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 14 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
3. about settlement patterns, and how these are influenced by physical and human
factors
4. how settlements change and grow, and how this affects people for good and bad
5. how different urban zones develop, and how they form patterns of urban
morphology
6. what a settlement hierarchy is and how this affects the provision of services for
people.
Knowledge and understanding of environmental change and sustainable
development
Students will:
1. learn how urban environments develop and change over time
2. learn that the planning process can help to make urban environments more
sustainable.
Term 3 Unit 3
Rivers & Floods
The Water Cycle
River terminology & the river‟s „long profile‟
How rivers shape the land
Landforms created by a river e.g. Waterfalls
Using & managing rivers
Case study of a flood – Tewkesbury (UK)
What causes floods
The consequences of a flood & „Flood Management‟
Key Aspects
Geographical enquiry and skills
Students will:
1. ask geographical questions
2. collect, record and present evidence
3. communicate appropriately
4. use secondary evidence
5. draw geographical sketches and label them appropriately.
Knowledge and understanding of places
Students will:
1. locate places and environments
2. consider how places are shaped by geomorphologic processes
3. use presentation techniques to show how physical processes produce interesting
environments which are attractive to visitors
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 15 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
4. consider how places can be damaged by a flood, and how that flood can be
better managed to reduce any problems caused.
Knowledge and understanding of patterns and processes
Students will:
1. study erosion, transportation and deposition processes in river valleys
2. consider how these processes produce landforms
3. study the processes that lead to rivers flooding
4. consider how better management processes could reduce flooding.
Knowledge and understanding of environmental change and sustainable
development
Students will:
1. study natural change in the environment 2. study the processes that lead to floods and consider how better management
processes could reduce flooding.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 16 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
History The main aim of this course is to help students to realise how fascinating history can
be.
Students study four units: History Skills, The Roman Empire, Medieval Realms and
Islamic Civilisations. Students learn about the development of, and major influences
on each civilisation. Areas covered include the expansion and development of
empires, family life, religion and politics.
Term 1
Unit 1
History Skills
This unit covers the skills necessary to be successful in history.
Chronology skills
Types of historical sources
Identifying fact from opinion
Objectivity and bias
Unit 2
Medieval Realms
This unit covers the growth and development of Medieval England. It covers a
period from 1066 to the mid-1400‟s. In this unit students study the Norman conquest
and settlement, and what impact this had on English society. The unit also looks at
what life was like in the medieval period, covering such topics as village life, the
growth of towns, work, and religion. How Britain was governed during this period is
also explored. Students consider problems faced by the Medieval Kings, to the
development of the Magna Carta and Parliament.
Section 1: What were the Middle Ages like?
Section 2: The Norman Conquest and settlement
Section 3: Life in the Middle Ages
Section 4: Governing the country
Section 5: England - part of Europe
Section 6: Change and continuity
Term 2
Unit 3
Roman Empire
This unit covers the growth and development of the Roman Empire, and its influence
on Britain. It covers a period from 500 BC to 500 AD. Students study how Rome
developed from village to Empire, how it was governed, life in Rome, and how the
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 17 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Romans controlled the Empire. Factors in the decline of the Roman Empire are also
covered. The unit concludes with students considering what the Roman legacy was.
Section 1: Origins of Rome
Section 2: The Republic and the Empire
Section 3: Rome in the first century AD
Section 4: The Provinces
Section 5: View points on the Romans
Section 6 : Problems in the empire
Section 7: What have the Romans given us?
Term 3
Unit 4
Islamic Civilisations
This unit covers the growth and development of the Islamic religion, and of the
Islamic Empire and the civilisation that grew from it. It covers a period from AD 600
to AD 1500, but within this vast time span, focuses particularly on the Arabs and
Arab empires. Students learn why Islam spread so quickly. Students study what life
was like in the Islamic world, covering such topics as trade and travel, health and
religion. Students learn about The Crusades and the aims and objectives of the key
figures involved in them.
Section 1 : Connecting Empires
Section 2 : Why did Islam spread so rapidly?
Section 3 : Living in the Islamic World
Section 4 : Problems in the Holy land
Section 5 : The Ottomans
Section 6 : Contrasts and connections
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 18 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Information and Communications Technology (ICT)
Term 1
Introduction to computer – This module will provide students with an introduction
to computers. On completion of this module, students will be able to:
- Define the term „computer‟.
- Describe the difference between data and information.
- State the stages involved in computer processing.
- Identify the term „input devices‟ and list typical input devices and their
characteristics.
- Define the term „output devices‟, and list typical output devices and their
characteristics.
- Define „primary and secondary storage‟.
- Explain the functions of RAM and ROM.
- List typical secondary storage media and their characteristics.
Word processing – this module will explain the use of computers for word
processing. On completion of this module, students will be able to :
- Define the term „word processing‟.
- Identify the element in a word processing program.
- Create, save, retrieve and print documents.
- Apply formatting functions.
- Perform editing and text proofing functions when preparing a document.
- Apply page layout.
- Insert tables into a document and modify them accordingly.
- Insert graphics into a document and modify them accordingly.
Desktop publishing – This module discusses the use of desktop publishing
programs that are equipped with various features which allow the user to work
with text, images, autoshapes and many more tools to create attractive
publications. On completion of this module, students will be able to :
- Define the term „desktop publishing‟.
- Work with objects like text, WordArt, tables, Clip Art and drawings.
- Zoom in and out of a publication.
- Change the page setup.
- Insert borders into a publication.
- Cut, copy and paste objects.
- Apply bullet styles to a textbook.
- Apply and work with gridlines.
- Insert new pages.
- Work with master pages.
- Format text boxes into columns.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 19 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Activity
Word processing activity
DTP activity
Term 2
Networks – This module discusses the different types of computer network that
exist, and the features that are available because of networking. On completion
of this module, students will be able to :
- Define the term „Computer Networks‟.
- Describe the characteristics of Local Area Network (LAN) and Wide Area
Network (WAN).
- Define the various types of network topology.
- Explain the characteristics, advantages and disadvantages of various
network topologies.
- Identify the main equipment and cables used in networking.
- Explain the characteristics of the main equipment and cables used in
networking.
- Explain the advantages and disadvantages of networking.
Database – This module will provide students with an understanding of database
management programs used to manage and organise data. On completion of this
module, students will be able to :
- Define the term „database‟.
- Explain the composition of fields, records and data tables in a database.
- Load a prepared data file enter records.
- Identify data types.
- Identify suitable field for a primary key.
- Sort records.
- Convert questions into search criteria.
- Conduct simple searches.
- Create and label a graph using data available in a data file or query.
- Create a data file.
- Add, delete and amend records in a data file.
- Create a simple form and make changes to its layout.
- Enter data to the data file using the form.
- Create a query with multiple search criteria.
- Use validation rules.
- Create a simple report.
Activity
Microsoft Access activity
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 20 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Term 3
New trends in IT – this module looks at some of the new trends in the field of IT.
On completion of this module, students will be able to :
- Describe the uses of devices like USB drives, Blackberrys, Blackberry TV,
iPods, mobile TV and solar powered mobile devices.
- Explain the nature of the web-based technologies like Wiki, podcasting
and Google Earth.
- Understand the use of IT movie creation.
Programming concepts (basic) – this module will provide students with a basic
introduction to structured computer programming. On completion of this module,
students will be able to :
- Define the terms „computer program‟ and „computer algorithms‟.
- Develop simple algorithms.
- List different types of structured programming techniques used in
computer programming.
- Understand the difference between the three main control structures –
sequence, selection and repetition.
- Understand the characteristics of a flowchart.
- Identify the symbols to develop pseudocode.
Activity
Dreamweaver
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 21 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Mathematics Mathematics should develop students‟ abilities to manipulate numbers and solve a
range of numerical problems. It should allow students to interpret charts and tables
and to understand the concepts of numbers and shapes.
Term 1
Number: Properties
Students should:
Understand decimal notation and place value.
Multiply and divide integers and decimals by 10,100 and 1000.
Multiply and divide three digit by two digit whole numbers.
Know and use the order of operations, including brackets, with simple
calculations.
Recognise and use multiples, factors, common factors, highest common
factor, lowest common multiple, primes and use simple tests of divisibility.
Recognise triangular numbers, squares and the corresponding square roots.
Number: Problem Solving
Students should:
Understand, use and calculate simple percentages.
Use percentages to compare simple proportions.
Express one quantity as a percentage of another.
Calculate percentage increase and decrease.
Understand and use negative numbers.
Order, add, subtract, multiply and divide positive and negative integers in
context.
Algebra: Manipulation
Students should:
Use letters to represent unknowns or variables.
Simplify linear algebraic expressions by collecting like terms.
Evaluate simple formulae.
Know the meaning of the words term, expression and equation.
Space: Measure
Students should:
Know and use the formula for the area of a rectangle.
Calculate the perimeter and area of compound shapes made from rectangles
and triangles.
Deduce and use the formula for the area of a triangle, parallelogram and
trapezium.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 22 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Term 2
Number: Properties
Students should:
Use fraction notation to describe parts of shapes and to express a smaller
whole number as a fraction of a larger one.
Simplify fractions by cancellation and identify equivalent fractions.
Convert terminating decimals to fractions.
Know that a recurring decimal is a fraction.
Use division to convert a fraction to a decimal.
Add and subtract fractions with common denominators.
Calculate fractions of quantities (whole number answers) and multiply a
fraction by an integer.
Recognise the equivalence of percentages, fractions and decimals.
Know and use the symbols =, ≠, <, >.
Order fractions, decimals and percentages by magnitude.
Number: Problem Solving
Students should:
Understand the relationship between ratio and proportion.
Use ratio notation.
Reduce a ratio to its simplest form and divide a quantity in a given ratio.
Solve simple problems involving ratio and proportion in context.
Round large positive whole numbers to the nearest 10, 100 or 1000 and
decimals to the nearest whole number or 1 decimal place.
Use a calculator to (a) multiply and divide whole numbers (up to 3-digits). (b)
carry out calculations involving brackets, the memory, the square root and
sign change keys.
Interpret a calculator display in different contexts.
Without using a calculator (a) add and subtract whole numbers and decimals
(up to two places) (b) multiply and divide whole numbers and decimals (up to
two places) by single digit whole numbers.
Recall number facts, including multiplication facts to 10 x 10 and derive
associated division facts.
Use mental methods of calculation with simple decimals, fractions and
percentages.
Check results mentally by considering the order of magnitude.
Algebra: Manipulation
Students should:
Construct and solve simple linear equations with integer coefficients.
Space: Measure
Students should:
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 23 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Convert from one metric unit to another.
Read and interpret scales on measuring instruments.
Understand and use the 12-hour and 24-hour clock systems.
Use and interpret timetables.
Term 3
Number: Data Handling
Students should:
Collect and organise data.
Design a data collection sheet or questionnaire to use in a simple survey.
Construct frequency tables for discrete data, grouped where appropriate in
equal class intervals.
Construct and interpret bar-line graphs, pictograms and frequency diagrams
for grouped discrete data.
Draw conclusions based on the shape of graphs.
Compare two simple distributions using the range and one of the mode,
median or mean.
Find the mode (or modal class for grouped data), median and range.
Calculate the mean, including from a simple frequency table.
Understand and use the probability scale from 0 to 1.
Find probabilities based on equally likely outcomes in simple contexts.
Use experimental data to estimate probabilities.
Compare experimental and theoretical probabilities in simple contexts.
Algebra: Graphs
Students should:
Plot graphs of simple linear functions.
Generate co-ordinate pairs that satisfy a simple linear equation.
Recognise the equation of lines parallel to the x-axis or the y-axis.
Draw and interpret the graphs of simple linear functions arising from practical
situations.
Understand and use 2-D Cartesian co-ordinates in all four quadrants.
Generate and describe simple integer sequences.
Find simple term-to-term rules.
Space: Geometry
Students should:
Use a ruler and protractor to:
a) measure and draw lines to the nearest millimetre and angles to the
nearest degree,
b) construct a triangle given two sides and the included angle or two angles
and the included side.
Understand and use the language and notation associated with:
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 24 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
a) reflections, translations and rotations
b) enlargement.
Recognise the transformations:- reflection in a given line, translation, rotation
about a given point.
Enlarge 2-D shapes, given a centre of enlargement and a positive whole
number scale factor.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
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Modern Foreign Languages The MFL department consists of 3 languages: Malay, Mandarin and French. All
students in KS3 study Malay and either Mandarin or French. The course aims to
provide students with opportunities to acquire knowledge of the target language and
an appreciation of other countries, cultures and traditions. Students develop their
ability to communicate in the language through the four language learning skills:
listening, speaking, reading and writing. They learn to express themselves with
increasing confidence, independence and creativity as well as acquiring a solid
understanding of grammar, syntax and idiom.
Listening: Students are given tasks that enable them to practise their listening skills.
Usually, on the first listening, they listen for gist and on the second listening, they
listen for detail. They are encouraged to use note taking techniques to help them
whilst listening.
Speaking: Students speak in the target language in pairs, groups and as a class
(tasks include class surveys, interviewing other students, mini-presentations, etc.)
They will work on their pronunciation and intonation.
Reading: Students read a variety of texts (letters, articles, forms, etc.) which enable
them to broaden their vocabulary. They use dictionaries or glossaries to support their
work and are encouraged to use context to help deduce meaning.
Writing: Students have the opportunity to develop their writing skills through a
variety of styles (paragraphs, cartoons, letters, short essays, etc). They use
connectives to help extend their sentences. They are encouraged to check their work
carefully for accuracy of spelling and grammar.
Students should come to the lessons equipped with the relevant student‟s books and
a dictionary.
French
Term 1
Revision of Basics
France in Europe
Greetings, name, alphabet, where you live, numbers 0-31
Age, months, birthdays, pets
Family
Family members
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
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Personal pronouns
Personality adjectives
Physical description (hair, eyes, build, height)
Revision of present tense
Term 2
School
Pencil case and bag contents
School subjects (likes/dislikes)
Days of the week, time
School timetable
Numbers 31-69
Sports and Hobbies
Favourite pastimes
Going to places (using à la/au/aux)
Weekend activities (past and present tense)
Term 3
Food and Drink
Food items with partitive (du/de la/des)
Meal times, ordering food in a café, quantities
Numbers 70-100
Prices
Future tense (aller + infinitive)
Weather and Climate
Home area, points of the compass
Places around town
House and home
Rooms, bedroom furniture
Revision of colour
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Malay Term 1
Myself
Greetings
Parts of the body
Physical description (hair, eyes, build, height)
Autobiography
Numbers 1-50
Grammar (nouns, adjectives, questions words)
My Family and Friends
Family tree
My friends
Birthday celebrations
Grammar (pronouns, conjunctions, prepositions)
Term 2 My School
Location and facilities
School events (sports)
School subjects (likes/dislikes)
Numbers 50-100
Grammar (subject predicate, verbs)
Daily Routines
Days of the week and times
Free Time
TV programmes (likes/dislikes)
Types of films, 24-hour clock, arranging a meeting, making phone calls
Daily Activities
Revision of sports, musical instruments, daily routine, household chores
Term 3
Hobbies
Types of hobby
My favourite hobby
Grammar (conjunctions, verbs, adjectives, nouns)
Food and Drinks
Food and drinks items
Meal times, ordering food in a restaurant
Prices (Ringgit Malaysia)
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
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Mandarin (Beginner)
Term 1
Revision of Basics
Greetings
Introducing my family members
Where I live
Numbers
Nationality
Basic questions
Family and Self
Introducing myself
Dates
Parents‟ work
Physical descriptions
Term 2
Countries and Continents
Continents, countries and cities
Places I have visited (past tense)
Days of the week
Place of birth, birthdays
Languages and Jobs I
Tenses
Asking questions
Work places
Work (likes/dislikes)
Term 3
Jobs II and Transportation
Modes of transport
Sentence structure
Measure words
Time
Parts of the day
Buying a ticket
Daily activities
Comparing sentences
Last/next week, month, year
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 29 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Mandarin (Intermediate)
Term 1
Revision of Countries and Jobs
Countries and continents
Languages
Jobs
Workplace
Transportation
Comparing types of transportation
Term 2
Colours and Clothes
Colours (likes and dislikes)
Reading : “The Four Treasures of Studying”
Clothes in Different Seasons
School uniform in different schools and seasons
Clothes people wear for work
Term 3
Weathers and Holidays
Weather in different cities
Weather reports in different cities
Points of the compass
Summer Holidays
Weather in the four seasons
Summer and winter holidays
Reading : “Home Country of the Kite” and “The Panda”
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Mandarin (Advanced)
Term 1
Parts of the body
Describing people
Illness
Term 2
Being in hospital
Currency
Chinese Breakfast
Term 3
Food and drink
Buffet food
Going to market
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
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Music Music is taught in tutor groups and encourages all students to have an active
involvement in different forms of music making. This academic year, students are
introduced to the Musical Elements – rhythm, pitch, tempo, texture, timbre, dynamics
and structure. Students take part in individual and ensemble work assessing skills in
all three areas: performing, composing and listening.
Owing to largely practical and creative nature of the subject, students are
encouraged to become independent learners by evaluating their rehearsal process
to ensure that they are using time efficiently and effectively. Students are expected
to discuss their work in lessons and suggest improvements and describe ways in
which this can be achieved. If students play an instrument they are encouraged to
bring their instrument into the class lessons where appropriate.
Term 1
The Elements of Music – rhythm, pitch, tempo, texture, timbre, dynamics and
structure
This unit introduces students to the fundamental building blocks of music.
To be able to recognise, identify and evaluate the use of musical elements.
To be able to make use of the elements of music when preparing a structured
composition.
Pulse and Rhythm
This unit builds on knowledge gained from the previous unit (Building Blocks of
Music) and prepares students for the next unit, Keeping Time. The project focuses
on pulse and rhythm and introduces students to basic rhythmic notation (crotchets,
quavers, crotchet rests).
Term 2
Keeping Time
This unit builds on the previous unit of study “Pulse and Rhythm”. Students begin
to add pitch to rhythmic notation in the form of the pentatonic scale and learn to
perform two pitched parts together and in time.
Recognise aurally and respond to the characteristics of marches and waltzes,
move appropriately in time to each beat time to music in duple, triple and
quadruple time.
Cracking the Code
This unit progresses and builds on pitch and rhythm knowledge gained from
previous units. Students look at how notes are pitched on the stave and further
their knowledge of note lengths. Students also learn where the notes are on the
musical keyboard and how these correspond to the notes on the stave.
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Understand how music is written down using notation.
Understand how keys on the keyboard correspond to notes in musical notation.
Term 3
Major Scale
This unit further reinforces pitch, rhythm, musical notation and introduces
students to semitones and tones.
Students learn how the major scale is constructed, play the scale with correct
finger technique and how to compose a simple melody using the notes of the
major scale.
To play the C Major Scale.
Understand how the major scale is made up using a pattern of tones and
semitones.
Samba Project
This unit introduces students to the Samba music of Brazil and South America.
The project includes opportunities to listen, compose and perform while building
and reinforcing previous knowledge of rhythmic notation, form and structure, and
dynamics.
Students will also discover the historical roots of Samba music.
Students will be aware of samba music, its cultural background and the
instruments used in its performance.
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
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Physical Education
Key processes and concepts across the range of sports
Rugby – Refine and adapt skills into techniques.
Football – Develop the range of skills they use.
Floorball – Develop the precision of their skills.
Kayaking – Develop the control of their skills.
Swimming – Develop the fluency of their skills.
Frisbee & handball – Select and use tactics, strategies and compositional
ideas effectively in different creative, competitive and challenge-type contexts.
Rounders, softball, basketball – Refine and adapt ideas and plans in response
to changing circumstances.
Table tennis – Plan and implement what needs practising to be more effective
in performance.
Fitness – Recognise hazards and make decisions about how to control any
risks to themselves and others. Develop their physical stamina to cope with
the demands of different activities.
Athletics – Develop their physical strength to cope with the demands of
different activities. Develop their physical speed to cope with the demands of
different activities. Develop their physical flexibility to cope with the demands
of different activities.
Volleyball – Analyse performances, identifying strengths and weaknesses.
Badminton, tennis – Make decisions about what to do to improve their
performance and the performance of others.
Netball – Be clear about what they want to achieve in their own work and what
they have actually achieved.
Term 1
Boys
Football
Touch rugby
Volleyball
Basketball
Fitness
Floorball
Softball
Girls
Volleyball
Basketball
Football
Softball
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Fitness
Tennis
Term 2
Boys
Athletics
Football
Rugby
Swimming
Floorball
Fitness
Badminton
Softball
Girls
Swimming
Touch rugby
Floorball
Athletics
Badminton
Term 3
Boys
Kayaking
Ultimate frisbee
Table tennis
Floorball
Softball
Swimming
Basketball
Touch rugby
Girls
Softball
Netball
Basketball
Ultimate frisbee
Kayaking
Touch rubgy
Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)
© Tenby International School, Setia Eco Park Page 35 The information is correct at the time of publication (September 2012) and may be subject to change without prior notice
Science The KS3 Science Curriculum is presented in four content areas: Scientific enquiry,
Biology, Chemistry and Physics. Scientific enquiry is about considering ideas,
evaluating evidence, planning investigative work and recording and analysing data.
The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are
focused on developing confidence and interest in scientific knowledge.
An overview of skills and topics that will be covered are as follows:
a) Scientific Enquiry
Scientific Skills Aims
Ideas and
evidence
Be able to talk about the importance of questions, evidence
and explanations.
Make predictions and review them against evidence.
Plan
investigative
work
Suggest ideas that may be tested.
Outline plans to carry out investigations, considering the
variables to control, change or observe.
Make predictions referring to previous scientific knowledge
and understanding.
Identify appropriate evidence to collect and suitable methods
of collection.
Choose appropriate apparatus and use it correctly.
Obtain and
present evidence
Make careful observations including measurements.
Present results in the form of tables, bar charts and line
graphs.
Use information from secondary sources.
Consider
evidence and
approach
Make conclusions from collected data, including those
presented in a graph, chart or spreadsheet.
Recognise results and observations that do not fit into a
pattern, including those presented in a graph, chart or
spreadsheet.
Consider explanations for predictions using scientific
knowledge and understanding and communicate these.
Present conclusions using different methods.
b) Biology
Topic No Title Aims
1 Cells and
Organisms
Identify seven characteristics of livings things as
movement, respiration, sensitivity (irritability), growth,
reproduction, excretion and nutrition.
Understand about micro-organisms‟ function in decay,
food and disease.
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Know about the role of micro-organisms in the breakdown of organic matter, food production and disease, including the work of Louis Pasteur.
Identify the structures present in plant and animal cells as seen with a simple light microscope and/or a computer microscope.
Compare the structure of plant and animal cells.
Relate the structure of some common cells to their functions. Secondary sources can be used.
Know that genetic material is carried in the nucleus of the cell.
Understand that cells can be grouped together to form tissues, organs and organisms.
Apply these to a wide range of different organisms.
2
Plants and
Humans as
Organisms
Recognise the positions and know the functions of the
major organs of flowering plants (students should
describe and know the function of flower, leaf, stem,
root, bud).
Recognise the positions and know the functions of the
major organ systems of the human body:
1. circulatory system + function;
2. respiratory system + function;
3. nervous system + function;
4. skeletal system + function (antagonistic muscles);
5. digestive system + function;
6. organs (kidney, bladder) which excrete waste
products
Joints and muscles function in human. Explore the role
of the skeleton and joints and the principle of
antagonistic muscles.
Research the work of scientists studying the human
body.
3
Living Things
in Their
Environment
Describe how organisms are adapted to their habitats.
Be able to write simple food chains. Draw and model simple food chains.
Explain energy flow, food chains and food webs using
appropriate terminology.
Explain the role of decomposers.
Know about factors affecting the size of populations.
Discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion.
Discuss a range of energy sources and distinguish
between renewable and non-renewable resources.
Secondary sources can be used.
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4 Variation and
Classification
Explain what is meant by a species.
Investigate variation within species.
Classify animals into major groups.
Understand that organisms inherit characteristics from
their parents through genetic materials that are carried
in the cell nuclei.
Use and construct keys to identify plants and animals.
Know that selective breeding can lead to new varieties.
c) Chemistry
Topic No Title Aims
1 States of
Matter
Show in outline how the particle theory of matter can
be used to explain the properties of solids, liquids and
gases, including changes of state.
Compare evaporation and boiling.
Describe the properties of ice and water.
Know about the gases in the air and how pressure is
caused.
Describe and explain dissolving.
2 Material
Properties
Distinguish between metals and non-metals.
Describe everyday materials and their physical
properties.
3 Material
Changes
Describe the properties of acids and alkalis.
Use a pH scale.
Use indicators to distinguish acid and alkaline
solutions.
Distinguish strong and weak acids and alkalis using
Universal Indicator.
Prepare indicators using crushing and filtering
techniques.
Use their prepared indicator on some acids and alkalis
as the chemical opposite of an acid.
Recognise some problems with acidic properties.
Prepare a neutral solution.
Understand neutralisation and some of its applications.
Use a word equation to describe a common reaction.
Secondary sources can be used.
Introducing general equation:
Acid + Alkali Salt + Water
4 The Earth
Observe and classify different types of rocks and soils.
Research simple models of the internal structure of the
Earth.
Examine fossils and research the fossil record.
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Discuss the fossil record as a guide to estimating the
age of the Earth.
Learn about most recent estimates of the age of the
Earth.
d) Physics
Topic No Title Aims
1 Forces and
Motion
Describe the effects of forces on motion, including
friction and air resistance.
Describe the effects of forces on the shape of objects.
Measurement of force (tools and unit).
Describe the effect of gravity on objects. Secondary
sources can be used.
Describe the differences between mass and weight.
Describe friction and its effect.
State the factors that affect the magnitude of friction.
2 Energy
Identify the different sources of energy.
Recognise different energy types and energy transfers.
Describe the transformation of energy.
Understand that energy cannot be created or destroyed
and that energy is always conserved.
Use knowledge of energy sources including fossil fuels
and renewable energy resources to consider the world‟s
energy needs, including research from secondary
sources.
3
The Solar
System and
Beyond
Describe how the movement of the Earth causes the
apparent daily and annual movement of the sun and the
stars.
Describe the relative position and movement of the
planets and the sun in the solar system.
Discuss the impact of the ideas and discoveries of
Copernicus, Galileo and more recent scientists.
Understand that the sun and other stars are sources of
light and that the planets and other bodies are seen by
reflected light.