Years 7, 8 and 9 – Academic Overview

Years 7, 8 and 9

Academic Information

2018 – 2019

Enabling each individual student to achieve academic success and develop a passion for life-long learning and discovery are key objectives at La Garenne. The boarding environment ensures the stability and structure necessary for each child to thrive and develop. Parallel to this, the academic life of the school provides each individual student with stimulating and challenging programmes of study. The small class sizes favour a personalised approach to teaching, based on inquiry and investigative learning.

For Years 7, 8 and 9, the curriculum is underpinned by the objectives of UK English Key Stage 3 programme, particularly in the Core Subjects - English, Mathematics and Science. As an international school, we aim to prepare our students for their academic futures in the world of international education and for life beyond school. With this in mind, since September 2017 the students in Years 7, 8 and 9 have been following the International Middle Years Curriculum (IMYC). This internationally recognised curriculum provides the perfect platform for further study when the students move on to senior school. The IMYC is a rigorous, concept-based programme, which has been specifically designed around the unique learning needs and brain functions of adolescents. The students are challenged and supported in their learning, in the development of their own personal dispositions and international mindedness.

Further details on the IMYC can be found at: http://www.greatlearning.com/imyc or by following the link at the end of this section.

In the IMYC programme, students are taught by specialist teachers in all subject areas. While their learning is structured and guided according to individual needs, the students are encouraged to take increasing responsibility of their own learning as they move up the school. The curriculum promotes the consolidation and development of English skills in all subject areas, so that when the students move on from La Garenne, they are well equipped to tackle challenging academic programmes leading to external examinations. All the students also study French at levels ranging from beginners to first-language speakers.

The students’ study time is structured in such a way as to provide them with individual guidance as required. At the same time, they are given the opportunity to structure their won study time to some degree, so that they develop their abilities as independent learners

The Academic Programme

In Years 7, 8 and 9, the curriculum is underpinned by the objectives of the English Key Stage 3 programme and is taught via the concept-based International Middle Years Curriculum (IMYC). This is a natural extension from the International Primary Curriculum (IPC) on which a large part of the primary programme is based at La Garenne. This allows us to effectively articulate the curriculum between the primary and secondary sections of the school, and provide the students within a continuity of approach to teaching and learning.

The subjects and the number of 45-minute periods taught in each class are shown in the table below. The number of periods per week may change from term to term. In particular, this may vary during the second term due to the fact that the sports programme is based on skiing and the weekly structure changes a little. Specialist teachers deliver all subjects.

Subject Year 7 Year 8 Year 9 English (including Cambridge) 9 9 9 ESL Support (as required) 7 7 7 Mathematics 6 6 6 French as a Foreign Language 4 4 4 Advanced French (optional) 4 4 4 Science and Technology 5 5 5 History 2 2 2 Geography 2 2 2 Philosophy and Beliefs 1 1 1 Art 2 2 2 Music 2 2 2 PSHE 1 1 1 Sports 4 4 4 Introduction to Business Studies 1 Economic Sustainability 1 Global Citizenship 1 1

While the subjects taught remain largely the same across the three years of Key Stage 3, the depth and challenge increases as the students move up through the school. Year 9 provides a firm grounding for students moving into the next stage of their academic career when they leave La Garenne. With increasingly demanding work and the possibility to take extension classes in key subject areas, the students are stretched academically.

The International Middle Years Curriculum (IMYC)

The International Middle Years Curriculum favours the way that 11-14 year olds learn. It is a challenging, engaging, internationally-minded, concept-focused curriculum designed specifically for the unique learning needs of 11-14 year olds in Key Stage 3 / lower secondary classes.

Linking all subject learning to a conceptual theme Each IMYC unit of work follows a conceptual theme known as the Big Idea. Neuroscientists say the brain learns ‘associatively’, always looking for patterns and linking to previous learning. In primary schools, teachers often find these links for students and regularly mention links between discreet subjects’ learning.

The organisation of secondary school teaching and learning is often within departments, resulting in students suddenly having the responsibility of finding their own links in their learning. The aim of the IMYC is to help students develop the habit of identifying links in their learning for themselves through linking all learning with the Big Idea. The IMYC links the knowledge, skills and understanding of each subject to the most appropriate Big Idea.

Responding to the specific developmental needs of 11-14 year olds The adolescent brain is undergoing major changes, mainly maturation of the prefrontal cortex and specialisation. This involves ‘pruning’ connections between brain cells and changed behaviours. Research shows that we typically see increased risk taking, increased sensation seeking, and greater peer affiliation.

The International Middle Years Curriculum has been designed to respond to these specific needs of the adolescent brain. As a result, each IMYC unit of work provides opportunities for students to work with and learn from peers, to lead their own learning and to take risks, to tackle a wide range of self-directed investigation, to experience security and familiarity through a consistent learning process, to reflect upon their learning and to connect their learning to the world around them.

Working towards understanding through a personal and global perspective Journaling throughout IMYC units helps students to reflect and link their subject learning throughout the unit, developing understanding and making personal meaning from the perspectives of ‘self’ and ‘other’. Students then represent what the Big Idea means to them personally and from a global perspective through their creative media project Exit Point.

Interlinking Learning To help students link their learning, the IMYC asks all subject teachers to collaborate to connect all subject learning to the Big Idea. Although subject learning remains independent and rigorous, it also forms part of a whole, interdependent unit. Subject teachers connect through the conceptual idea and collaborate during various stages of the IMYC process of learning. Experience has shown that this teacher collaboration helps to develop a shared focus on student learning.

Preparing students for the next stage of learning IMYC learning builds upon enquiry-based thematic learning in primary and helps teachers to prepare students for the next stage of their learning. This includes the development of foundation subject knowledge and skills that students need for GCSE, IGCSE, IB Diploma and A levels; skills required for complex researching and recording, for presenting and for using a range of media forms to present learning. In addition, the personal and international skills that students develop throughout their learning with the IMYC also provide crucial foundations for their senior school learning and even for future work opportunities.

Creating a challenging, student-led learning environment The IMYC is an enquiry-based curriculum. Individual and collaborative research and recording tasks all linked to the Big Idea, supporting subject teachers in facilitating student-led, subject-based learning. Learning tasks provide opportunities for students to regularly problem solve, to think creatively - and to develop personal skills such as resilience, communication and adaptability.

Each Exit Point asks students to combine their understanding from the unit of work; showing how all their learning links though the Big Idea and what that means to them personally and in a real world context. The work in planning and producing these projects provides opportunities for extensive creative and student-led learning and, as students share in the presentations of their peers, more new learning and creativity is shared.

IMYC – Concepts and Big Ideas

A common concept and ‘Big Idea’ link the learning in each IMYC unit. These are outlined below, for each year group.

Year 7 Concepts and Big Ideas

Shown below are the ten units of study available for Year 7. The concepts marked with an asterisk * are those that will be studied in the school year 2018-2019.

Adaptability *

Adaptability is demonstrated by the ability to cope, alter or change with new circumstances or environments.

Balance *

Things are more stable when different elements are in the correct or best possible proportions.

Celebration

There is value in recognizing and observing special events through ritual and with joy and happiness.

Collaboration *

When people work together, they can achieve a common goal.

Consequences

Very few actions are neutral. Most actions create impact or change that then have to be dealt with.

Creativity

Innovative ideas can happen when existing or new concepts are brought together or expressed in a new way.

Discovery *

Finding out new things is a human driver and affects things for better or worse.

Resolution

Problems, disputes and contentious issues can sometimes be satisfactorily solved or resolved.

Risk *

Progress involves exposing ourselves to and considering the impact or forms of danger, harm, uncertainty or opportunity.

Structures

Formal arrangements and relationships underpin or give organisation to complex issues.

Year 8 Concepts and Big Ideas

Belief

People gain or suffer as a result of their commitment to ideas.

Competition *

Trying to beat others has good and bad consequences.

Communication *

When information is shared accurately and clearly the end result is more effective.

Curiosity

The desire to know more drives exploration and aspiration.

Courage *

Being true to yourself requires bravery.

Reflection *

Complex decision-making requires space and time.

Relationship

Every individual thing affects and is affected by other things.

Resilience

Success over time requires persistence.

Respect *

It’s important to honour behaviour and processes that have proven merit.

Tradition

Beliefs and customs from the past have a powerful effect on our lives today.

Year 9 Concepts and Big Ideas

Challenge

Facing up to or overcoming problems and barriers increases possibilities in our lives

Community *

A shared sense of belonging occurs when people are able to negotiate and appreciate their complex and often messy differences

Development *

Long lasting changes take place slowly over time

Entrepreneurship

The ability to make money through development of products and situations appropriate to different markets requires application of certain skills

Identity

Our sense of self, and that of others, is continually developing through our different interactions and impacts on how we exist in the world

Interpretation *

Only a very few things are true for all people

Justice

A fair society is organised so that no one suffers unduly for the benefit of others

Leadership *

For better or worse, one or more people can use influence so that others aid and support them

Renewal

The end of a process is often the preparation for the beginning of something new

Responsibility *

Each of us is in charge of the actions we choose

Teaching and Learning at La Garenne

The IMYC provides a framework and methodology for teaching and learning, which at La Garenne we adapt to the characteristics and needs of our student body. Please find below a brief outline to the school’s approach to teaching and learning in each of the subject areas.

English – Language Arts

In this vibrant and dynamic IMYC course, we aim to engender a love for the written and spoken word. The progressive nature of the course lays solid foundations for future study in a relaxed, friendly and trusting environment, based on good work habits, high expectations of performance and hard work.

English is vital for communicating with others in school and in the wider world, and is fundamental to learning in all curriculum areas. Pupils are encouraged to develop skills in speaking, listening, reading and writing that they will need to participate in society and employment. Pupils learn to express themselves creatively and imaginatively, and to communicate with others confidently and effectively. Parallel to the IMYC programme, all students prepare for the Cambridge English as a Second Language examinations corresponding to their level of English. This is also beneficial for first–language speakers of English, as it reinforces their grammar skills and vocabulary. They are not required to take the official examinations.

Literature in English is rich and influential. It is a key element of the course, reflecting the experiences of people from many countries and times, and contributing to a sense of cultural identity. Pupils learn to become enthusiastic and critical readers of novels, poetry and drama, as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers.

Assessment is an on-going combination of formative and summative tasks.

English Language Support

A programme of English Language Learning Support is in place for those students who join La Garenne who do not yet have a level of English that will allow them to access the full curriculum. They will work in small groups, sometimes being withdrawn from the subjects that have a heavy language content. Parents are informed of this requirement prior to the student joining the school, or very soon after, when it is seen that the student is experiencing difficulties due to language limitations. Since this programme has been put in place, we have witnessed a very high level of success, with students integrating into the mainstream programme after two terms at the most.

Science

The activity-based IMYC Science and Technology Programme followed by Years 7, 8 and 9 aims to enhance the students’ scientific knowledge, provide hands-on practical work, develop experimental skills and allow for the students to become effective critical thinkers. Our fully equipped laboratory provides an ideal

environment for the students to learn and investigate. Furthermore, our programme also encourages a positive attitude towards the environment and in being a responsible citizen in today’s world.

The Science Programme has three major components: Biology, Chemistry and Physics. All students are required to study a balance of the three during their science lessons, thus facilitating subject choice and continuity for further study. The students are taught in small groups for many of the lessons, facilitating a very personalised ‘hands-on’ approach to Science.

Mathematics

The Mathematics Programme for Years 7, 8 and 9 is based on the English National Curriculum and follows Key Stage 3 objectives. It is linked to the learning objectives of the IMYC, though it is not a taught subject in the IMYC programme. The mathematics programme contains a balance of Numeracy, Algebra, Geometry and Trigonometry, Statistics, Probability and Problem Solving. The programme is designed to develop the student’s mathematical knowledge and the understanding of the concepts and skills needed to apply mathematics: in life, in work and very importantly, to continue in further education.

Differentiation in the teaching, learning and assessment caters for the learning needs of each individual student and provides a positive but yet challenging learning environment. In the classes this is further facilitated by the fact that for most of the lessons the class is streamed and teaching and learning takes place in smaller groups, by level. This allows for a much more individual approach to teaching and learning in this key subject area.

History

History is taught as an independent subject in the context of the IMYC and, as well as providing an understanding of key points in local, European and world history, we endeavour to equip students with historical skills as well as knowledge. Students are regularly assessed using a variety of AFL (assessment for learning) techniques as well as termly exams and levelled pieces of work. The case studies chosen are designed to be as international as possible, in order to broaden the students’ horizons and promote inter-cultural understanding and global citizenship.

Geography

Year 7, 8 and 9 Geography follows IMYC modules that are tailored to reflect our international student body as well as the geographic location of the school. In addition to learning about topics, students are given the opportunity to become ‘geographers’ themselves by conducting fieldwork in locations in the region. Fieldwork allows geography to take place outside the classroom and encourages students to be able to theorise and check why certain human and physical geographical features occur. Regular assessment takes place in the form of levelled tasks as well as written exams. A variety of self, peer and teacher assessment ensures that students are sure of their current level as well of their targets for progression.

Philosophy and Beliefs

In this course, which runs parallel to the IMYC programme, a range of social and religious topics such as festivals, morality and the different lifestyles of individuals are covered within the modules. In Years 7, 8 and 9 Philosophy and Beliefs is taught as an independent Humanities subject. It is a subject which employs creativity and ‘thinking outside the box’ to explore our own beliefs and those of others. The course is a vital subject for the holistic development of all students, regardless of their religious belief or spirituality. The modules are generally based on thematic topics and enabling students to challenge, question and affirm different religious and moral concepts. The subject encourages debate, discussion and respect towards other members of the class as well as in society. Philosophy and Beliefs teaches many core skills such as respect, empathy, confidence, morality, communication and enquiry to name just a few. The lessons allow for kinaesthetic, visual and auditory learning to take place in order for students to better understand their own ideas and the world around them.

French

The school aims to develop a high level of mastery of the French language, even though the main language of study is English. This allows us to make the most of our francophone environment, which provides our students with great opportunities to use their language skills in a real-world setting. Our French teachers are all mother-tongue French speakers and many other members of staff are highly proficient in French.

All students take lessons in French as a Foreign Language. This is taught at two levels, corresponding to the children’s level of proficiency in the language. The students are prepared for the official French language examinations in the DELF programme. Given the tradition of La Garenne, and our francophone setting, we actively encourage students to improve their French to the highest possible level. Some students aim to stay in Switzerland and may even continue their studies in French. With this in mind, we provide the option for students to take Extended French classes outside of the regular timetable. This is on an individual or small group basis, by French level. Extra lessons of this type allow the students to benefit to an absolute maximum from increased exposure to French language, literature and culture. They can therefore aim high in the DELF examinations.

The results in the DELF examinations are traditionally excellent, although the students are often very young when compared to others who are taking the examinations at this level.

The Arts

Art and Music form integral parts of the school’s academic week, being key subjects in the IMYC. Students make good use of the school’s attributed Art and Music rooms. Drama is offered to Years 7, 8 and 9 during club times, as are Art and Music. From September 2018, an integral part of the Drama programme will be the

development of communication skills and public speaking. Interpersonal skills are vital in today’s world and we actively promote the development of the students’ self-confidence, as this is a key element of effective communication.

The Arts come together in the form of films, music and drama productions on regular occasions throughout the school year, for Parents’ Day and the end-of-year celebrations, for example. As part of our mission to develop the whole child, students are consistently encouraged to practise and display their artistic talents. Dance lessons are available and students also have the possibility to take private lessons to learn how to play musical instruments such as the piano and guitar.

Sport

Sport is regarded as a key activity in the daily life of students at La Garenne, as a means of personal development and discovery and also a pathway to a healthy lifestyle. All classes have sports activities built in to their weekly timetable, following the IMYC Physical Education programme. Students also have the opportunity to participate in sports activities during extra-curricular activities and clubs and in the general life of the boarding school outside of class time. We offer a wide range of sports activities, making the most of our own facilities, those of the village and, of course, the mountains. The Alps provide the backdrop for a wide range of sporting opportunities in the summer and autumn terms, with snow- based activities coming to the fore in the winter term.

Business Studies and Sustainable Economics

These two popular subjects are relatively new to Years 8 and 9 and ‘extra- curricular’ in the sense that they are not a part of the IMYC programme. However, they help in the development of a global outlook in the students and have links with many areas of the taught curriculum.

Global Citizenship

In the academic programme, students in Years 7, 8 and 9 are able to examine what is going on in the world and discuss matters that are perhaps not covered elsewhere in the curriculum. Developing what is termed as International Mindedness is a key element underpinning the IMYC, and developing global citizenship is one of the school’s guiding principles. We feel that is important that young people have an understanding of the world around them, in preparation for them becoming the global citizens of tomorrow. Global issues form part of the taught curriculum and are frequently the subject of weekly assemblies and themed days.

Personal, Social and Health Education (PSHE)

Year 7, 8 and 9 students have one lesson of PSHE during the school week. This allows them to examine age-specific issues important for their personal development as well as their physical and emotional well-being. The lessons are based upon debating and discussion and make many cross-curricular links. As well as addressing topics such as Healthy Lifestyles, which includes a focus on diet,

body image and mental and physical health. We also discuss global principles such as Fair Trade and charity. The course content is divided broadly into three areas - Health and Well-Being, Relationships and Living in the Wider World. Students are encouraged to form their own opinions and listen to, respect and politely challenge the ideas of others. Students are not formally assessed in this subject but take part in self and peer assessment throughout the school year.

Learning Support

Students joining La Garenne may need support to overcome their learning difficulties. We have staff in-house to provide assistance for a range of issues where learning support is required, including organisation and study skills, dyslexia, and dyscalculia. We also work closely with a range of specialists who are based locally and are available to provide individual support to students who require it, in close collaboration with the parents.

Personal Study at La Garenne

Personal study, formerly called Homework, is an integral part of academic life at La Garenne for Years 7, 8 and 9. Time is set aside for personal study throughout the academic week and during the weekend. The schedule for Personal Study is issued at the start of each term. This schedule does not mean that study is not possible at other times. In the evening, students may opt to study rather than participate in activities. From September 2018, the students in Years 8 and 9 will be given more freedom to manage their own study time. Teachers will be available to assist and advise them but the students will have more independence in choosing where and how the wish to study. The study tasks may be subject-specific and specialist teachers are available during the study times to provide any necessary help and guidance.

The study tasks are recorded on e-praise by the teachers and in the students’ own agendas. Study tasks will vary in character and may involve computer use. Students misusing computers during Personal Study, and those not working effectively or disrupting others will be more closely supervised and may lose certain privileges. Students who are doing well on epraise or who are named by their teachers as being responsible, independent learners will have more liberty to chose how, when and where they study. This is important in preparing them for their future schools.

Teachers may set traditional tasks for Personal Study sessions, including test preparation, exercise completion (written and on-line), and in-depth topic research. They may also ask students to undertake ‘flipped learning’ tasks, which are described in more depth in the document cited below:

‘Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter’. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pd

Cambridge Exams

La Garenne is proud to be a Preparation Centre for the Cambridge exams. The children are tested and put into an appropriate class for their level. External examiners test the children in May or June and the children receive their results during the summer. This course is also beneficial for first–language speakers of English, as it reinforces their grammar skills and vocabulary. They are not required to take the official examinations.

The Cambridge English for Schools range of exams are specially designed to make learning English fun and motivating for school-aged learners. They cover the four language skills – reading, writing, listening and speaking. We believe that these examinations help prepare the students for their chosen secondary school and for their future life in general. At La Garenne, the children are all assessed at the beginning of the school year and placed in a class suitable for their level of English. The Cambridge courses are integrated into the regular English programme. On a weekly basis the students work towards gaining a qualification at the end of the year in one of the following examination programmes:

· Cambridge English: Young Learners (YLE) • Starters • Movers • Flyers · Cambridge English: Key (KET) for Schools · Cambridge English: Preliminary (PET) for Schools · Cambridge English: First Certificate (FCE) for Schools

· For more information about the Cambridge exams visit www.cambridgeenglish.org/cambridge-english-for/schools/pare

DELF French Language Diploma

The French Ministry of Education awards the DELF French Language Diploma solely to foreign candidates whose mother tongue is not French. It provides official certification of proficiency, practice and mastery of the French language and is equivalent to the Cambridge English examinations. DELF is issued "for life" and recognised globally.

Students from Year 5 and above with sufficient competence are entered for one of the first two levels of the DELF exam (A1 and A2), divided by age bands. Student selection is generally based on the December school exam results. The official tests are usually held in May at an external centre. Our students are the youngest participants in the canton of Vaud – a fact that often impresses the examiners and other external candidates.

Since 2015 La Garenne students have consistently achieved a 100% success rate in the DELF examinations. This is clearly a great source of pride for the students, their parents and the school. More information is available at: www.delfdalf.ch

Secondary School Guidance

When students are moving on from Garenne, usually at the end of Year 9, school works closely with the parents to advise and guide them in the difficult task of choosing the right school for their child. We have many years of experience working with Swiss schools and also with a wide range of international schools throughout the world. We have an excellent record in placing our students in their first-choice school. The schools that this year’s Year 9 leavers will be attending are shown below, along with other establishments that previous La Garenne students have attended after leaving us.

Switzerland World Institut Le Rosey dd Oakham School, UK International School of Lausanne Eton College, UK TASIS - The American School in Switzerland Ecole des Roches, FR Brillantmont International School Gordonstoun, UK Leysin American School Papplewick, UK Collège Beau Soleil Cheltenham Ladies College, UK Institut auf dem Rosenberg Merchiston Castle, Edinburgh, Aiglon College UK Leman Manhattan School, NY, Collège Champittet, Pully - Lausanne USA Collège du Léman, Versoix - Genève

Once the parents have made the initial application, La Garenne will submit the necessary application documents. These include letters of motivation, past school reports, letters of recommendation and any other documents that may be requested. At the beginning of Year 9, we organize visits to the Swiss schools that may be of interest to our students. An interview will be organized if required by the school. We will prepare the students for their interview and accompany them on the day. The students may also have the opportunity of spending a day or more there, so that they get a more complete picture of life at the school. We encourage the parents to attend and visit the school before the final decision is made.

Counselling is an on-going process throughout the student’s time at La Garenne, and the school is committed to helping the students and their parents through all stages of the transition process. The Head Teacher, Mr. Derek Lineham, is always available for any assistance parents may require in the application process. His contact address is: [email protected]

School Partnerships

The establishment of partnership arrangements with six leading Swiss schools has facilitated the placement of La Garenne students in these prestigious establishments. Our partner schools are Aiglon College, Brillantmont, Champittet, College Beau Soleil, Le Rosey and Leysin American School. While the partnership arrangements do not guarantee entry for our students, these schools have confidence in the quality of our school reports and other application documents. Therefore under normal circumstances, students are not required to take entrance tests.

D. Lineham: July 2017 Reviewed: July 2018 To be reviewed: July 2019