Key Stage 3 Curriculum Guide The British International School Bratislava is the only school in Bratislava to produce consistently outstanding academic results and a unique personal enrichment programme with the Highest Quality Learning delivered on a Global Campus. Table of Contents
04 Welcome to the Secondary School
05 The Key Stage 3 Curriculum
06 Criterion-Related Assessment
07 Digital Learning
08 The IB learner profile
09 Subject organization
10 Clubs
11 Subject Pages 11 English 13 English as an Additional Language (EAL) 14 Mathematics 16 Science 18 Physical Education 19 First Language 19 Slovak 24 Korean 30 Slovak as a Second Language, Global Perspectives, P4C and Chinese 32 Global Perspectives 33 Philosophy for Children 33 Chinese 33 World Languages 34 French 35 German 38 Spanish 41 Geography 42 History 44 Information and Communications Technology 47 Art and Design 48 Drama 50 Dance 51 Music 53 Personal Social Health Citizenship Education (PSHCE)
KEY STAGE 3 - CURRICULUM GUIDE 3 Welcome to the Secondary School
I would like to extend a warm have experience of it or not. lessons. We will make sure welcome to the Secondary Please ask us for clarification they know where to go at every School of The British on anything in this guide, or on point, and they will have friends International School Bratislava Firefly, if it is not clear. We are with them to help them get (BISB), and especially to Key always happy to answer your to the right places at the right Stage 3. These first three years questions. time. of Secondary education are the beginning of an exciting The English National We know that strong and important journey, which Curriculum is divided into partnerships with parents will shape, not only your sections called “Key Stages”. are key to the success of any child’s education but also their If your child is just completing education programme. Only future life choices. Year 6 in the Primary School, by working together can we then they will be completing ensure that your child receives The purpose of this guide is Key Stage 2, which includes the best guidance and support to describe the curriculum Years 3, 4, 5 and 6. (Key Stage during their time in school. We that we offer to your child 1 is Years 1 and 2.) Your child look forward to working with in Years 7, 8 and 9, and to is therefore about to start Key you and your child, and hope provide an overview of the Stage 3. this booklet provides you with learning experiences that they all the information you need to will enjoy here. The guide is a Most children are 11 at the know about our curriculum. reference book to help parents start of Year 7, and 14 by and students understand the end of Year 9 (see our our programmes, and is a Admissions Policy). Key Stage supplement to the information 3 is an important time, as it that registered parents have involves a new start in the access to in Firefly, our online Secondary School. Virtual Learning Environment. In the Secondary School we At BISB, we follow the English will teach students in a way National Curriculum, although that they might find very Mark Hatherell we have adapted it in places to different to their previous Head of Secondary make sure it is right for people experiences. Students will no living in Bratislava, Slovakia. longer have one classroom This guide is intended as a and one teacher. Instead, starting point for families many different teachers – all to become familiar with the experts in their subjects – will English National Curriculum, teach them and they will move and how we interpret it at from one classroom to another BISB, whether they already throughout the day to go to
4 The Key Stage 3 Curriculum
In Key Stage 3, students study Primary School. We offer a students study together with a broad and balanced range of choice of German, French or their form group for most of the subjects. We want students to Spanish as World Language time. In this way, all students get to grips with a wide range courses. These are not available experience the same high of subjects, to see what they for first language speakers. degree of challenge in all their are like when you study them Therefore, for example, a first classes, and all students have as separate courses, taught language French speaker could the opportunity to see and can by specialist teachers who are not take a French class and demonstrate what success looks real enthusiasts for their own should be choosing German like. Through our assessment subject area. or Spanish as their World system (see below), we hope to Language choice. instil motivation for learning, In the language programme, reflection and improvement in we offer an element of choice. With the exception of all our students. Most students will have already Languages all subjects are started a language in our taught in mixed groups, so that
KEY STAGE 3- CURRICULUM GUIDE 5 Criterion-Related Assessment
Assessment in Key Stage 3 is they will work with during that Formative assessment is an based on observations of what year in each subject. Teachers integral part of the learning a student can do and is carried will maintain a record of experience and provides out continually throughout the individual student attainment students with an opportunity to year. Students are not assessed on a regular basis. At 5 points reflect on their learning and to on what they cannot do, but during the year teachers will understand what needs work on what they can successfully report the extent of progress or improvement. Skills and achieve at different stages of made in all subject areas to knowledge are taught through their development. Criterion- parents. Students and parents formative tasks. related assessment is designed can discuss any weaknesses to help the students and their and strengths with each subject Summative assessment is the teachers reflect on what the teacher during student/parent judgement made by the teacher next steps in their learning teacher conferences (SPTC) of the standard of progress should be. and will determine possible reached by each student at learning strategies that will the end of a particular stage of There is no such thing as an enable personal growth in both the programme. A summative average student in Key Stage 3. the immediate and long-term task may be set to judge a Everyone is an individual. future. student’s progress in relation to the objectives of the course At the beginning of each school Assessment is therefore before the reporting period is year, students are given copies formative and summative. completed. of the assessment criteria that The objectives to be assessed in any task are made explicit to the students in the class at the time when the task is set. Feedback on assessment is made available to students either at the time of assessment, or as soon as possible afterwards.
Teachers carry out all assessment of students’ work, which will include internal written examinations in many subjects (although not all). The assessment criteria they will use are listed in the subject pages later in this guide. Students are given a copy of the criteria at the beginning of each school year. Criteria are age-specific and describe the expected progress of students as they move from Year 7 to Year 8 and finally on to Year 9.
6 Digital Learning
Parents can obtain a copy of all school year. Different classes As a result of introducing the assessment criteria used may also follow a slightly iPads to all students in KS3 in Key Stage 3 by visiting the different schedule simply the learning landscape in the secure online parent portal because of the way the classroom will change. This is in Firefly. This document is timetable works and where the a process that will take time only available to parents of holiday dates fall. for students and staff to get registered BISB students. used to. Some implications of Students also have access to this are that there will be less Parents can also access the Firefly, where they will find need for paper worksheets and subject Programmes of Study more information about each text books and that much of a (POS). A POS provides an assessment. They will also be student’s homework is done outline of the sequence of able to access other resources online and submitted digitally. topics covered in each subject for each topic, ranging At the start of the academic across the school year. The POS from copies of worksheets, year we will be working with also lists approximate dates of homework tasks, PowerPoint students to prepare them for assessments and dates when presentations used in the class, this shift and we will also be reports will go home. The POS and hyperlinks to other online ensuring that students are aware is not a detailed description resources carefully selected of appropriate technology use, of the curriculum, and the by the teacher to enhance the both in and out of school. dates may change at short learning in the classroom and notice because of changes beyond. in circumstances during the
KEY STAGE 3- CURRICULUM GUIDE 7 The IB learner profile
One aspiration1 we have at in many ways. We collaborate aspects of our lives—intellectual, BISB is for everyone to become effectively, listening carefully physical, and emotional—to internationally minded to the perspectives of other achieve well-being for ourselves people who, recognising their individuals and groups. and others. We recognize our common humanity and shared interdependence with other guardianship of the planet, PRINCIPLED people and with the world in help to create a better and We act with integrity and which we live. more peaceful world. With that honesty, with a strong sense of in mind, we have adopted the fairness and justice, and with REFLECTIVE IB Learner Profile (© IBO 2013) respect for the dignity and We thoughtfully consider across the whole school. Even rights of people everywhere. the world and our own ideas though we only have the IB We take responsibility and experience. We work to Diploma Programme further for our actions and their understand our strengths and up the school in Years 12 and consequences. weaknesses in order to support 13, we feel strongly that these our learning and personal attributes describe perfectly OPEN-MINDED development. the qualities our parents and We critically appreciate our their children also aspire to. own cultures and personal histories, as well as the values The IB learner profile represents INQUIRERS and traditions of others. We ten attributes valued by IB We nurture our curiosity, seek and evaluate a range World Schools. We believe these developing skills for inquiry and of points of view, and we attributes, and others like them, research. We know how to learn are willing to grow from the can help individuals and groups independently and with others. experience. become responsible members We learn with enthusiasm and of local, national and global sustain our love of learning CARING communities. throughout life. We show empathy, compassion and respect. We have a KNOWLEDGEABLE commitment to service, and We develop and use conceptual we act to make a positive 1 How are you going to help BISB achieve this understanding, exploring difference in the lives of others aspiration while your child is in the school? knowledge across a range of and in the world around us. disciplines. We engage with issues and ideas that have local RISK-TAKERS and global significance. We approach uncertainty with forethought and determination; THINKERS we work independently and We use critical and creative cooperatively to explore new thinking skills to analyse and ideas and innovative strategies. take responsible action on We are resourceful and complex problems. We exercise resilient in the face of initiative in making reasoned, challenges and ethical decisions. change.
COMMUNICATORS BALANCED We express ourselves We understand confidently and creatively in the importance of more than one language and balancing different
8 Subject organisation
The information on this page The duration of each lesson is describes the subjects offered 60 minutes. The timetable of in Key Stage 3 at BISB. In classes is arranged on a two all year groups subjects are week cycle of ten days. The mandatory. The programme number of lessons indicated is designed to give a balance below is for a two week cycle. across all subject areas.
Subject Lessons per 2-week cycle
Year 7 Year 8 Year 9 English 8 8 8 Mathematics 7 7 7 Sciences - Biology, Chemistry and Physics 8 8 8 Physical Education 3 3 3
Language and Culture 5 5 5 Slovak (1st Language) OR 5 5 5 Korean (1st Language) OR 5 5 5 - - - - Slovak as a Second Language, Global 2, 1, 1, 1 2, 1, 1, 1 2, 1, 1, 1 Perspectives, Chinese, Philosophy for Children
World Languages German (2nd Language) OR 5 of each 5 of each 5 of each French (2nd Language) OR Spanish (2nd Language)
Geography 3 3 3 History 3 3 3 ICT 3 3 3 Art and Design 3 3 3 Drama 1 1 1 Music 2 2 2 Dance 1 1 1 PSHCE 4 4 4 Total 56 56 56
KEY STAGE 3- CURRICULUM GUIDE 9 Clubs
BISB offers a wide range of Examples of clubs Each term parents and students termly extra-curricular clubs will receive a Clubs booklet for students in Year 7 and displaying clubs available above. We are dedicated to PERFORMING ARTS that term. Parents can then personalised learning and then sign their son/daughter helping students to discover • Choir to a club electronically via the and pursue their passions. We • Orchestra online CHQ system, which they will help students to develop • Flute Choir can access, either from the skills and interests in and out • String Stars Orchestra school public website* of the classroom. Clubs should www.bisb.sk or through Firefly. be seen as an extension of SPORTS Each term instructions on how the classroom and used as an to do this are also sent out as a opportunity for students to: • Volleyball reminder. • Badminton • Consolidate learning • Yoga *Students can also sign up for • Try something new • Basketball clubs in school directly and will • Pursue an interest or hobby • Football be told how this works. • Build positive relationship • Walking Club with staff and peers
Secondary lunchtime clubs SERVICE everyday 12:45 to 13:15 or 13:15 to 13:45 • International Award • Eco Committee Secondary after school clubs • Amnesty International Monday, Tuesday and • Duke of Edinburgh Award Wednesday – 16:00-17:00 • MUN Thursday and Friday – 15:00- 16:00
10 Subject Pages
• Foster an enthusiastic and MEDIA knowledgeable response to Students will study a unit reading which prepares the of work on the persuasive English student for the Key Stage techniques of advertising. They 3 and IGCSE examinations will also complete a unit of work AIMS AND OBJECTIVES: in Language and Literature on analysing film and participate • Empower students through and promotes an interest in a film production project enriching and extending in the subject at a more in collaboration with the IT their mastery of many forms advanced level. department. of the English Language; maintain and/or stimulate Year 8 student curiosity, interest Students will continue to and enjoyment in English. COURSE CONTENT develop their skills in the • Create an atmosphere Year 7 four major areas of Speaking, where students wish to Students will develop their Listening, Reading and Writing learn, so that they come skills in the four major areas of and complete a range of tasks to enjoy English, because Speaking, Listening, Reading in all these areas. Tasks will they are active participants and Writing and complete consolidate and build on in it. This will enable each a range of tasks in all these students’ awareness of style and student to achieve his/ areas. Tasks will encourage an point of view when writing for a her potential in a variety awareness of style to support variety of purposes and a range of situations, using all students when writing for a of audiences. available resources variety of purposes and a range appropriately, to ensure of audiences. SPELLING AND GRAMMAR the highest level of Fluency of expression and achievement for each SPELLING AND GRAMMAR accuracy in spelling, grammar student. Fluency of expression and and punctuation will be • Encourage students to accuracy in spelling, grammar developed. develop the habit of reading and punctuation will be and writing as a pleasure actively encouraged. LITERATURE and as an important skill for Students will be provided with life. LITERATURE the opportunity to develop their • Develop students’ abilities Students will be provided understanding and appreciation to communicate effectively with the opportunity to of the main literary genres: in speech and writing and to develop their understanding poetry, prose and drama, listen with understanding. and appreciation of the main including Shakespeare. In • Employ teaching methods, literary genres: poetry, prose addition, students participate and resources that and drama. In addition, in the Global Library Reading allow all students to students participate in the Challenge to expose them to a have equal access to the Global Library Reading variety of fiction, graphic novels English Curriculum and to Challenge to expose them to a and non-fiction books. There is experience success and variety of fiction, graphic novels an accompanying booklet for enjoyment in their work. and non-fiction books. There students to complete alongside is an accompanying booklet for class-based activities on the students to complete alongside works. class-based activities on the works.
KEY STAGE 3- CURRICULUM GUIDE 11 YEAR 8 SPEAKING LITERATURE ASSESSMENT EXAMINATION Students will demonstrate There will be continuous Students will take an exam their understanding and assessment of students’ skills showing their skills at appreciation of the main throughout the Key Stage in the presenting before an audience. literary genres: poetry, three core areas of: They will recite a poem, prose and drama, including • Reading prepare an informative talk and Shakespeare which will be • Speaking and Listening sight-read from a novel. studied in detail. In Drama • Writing lessons, students will have MEDIA the opportunity to work Assessment uses the BISB Students will complete a unit of towards a performance of 4-point scale. For more work on print and on-line news. the Shakespeare text they information about these criteria study in English lessons. In please refer to the Individual Year 9 addition, students participate Learning Record documents for Students will consolidate their in the Global Library Reading Year 7, Year 8 and Year 9. These skills in the four major areas of Challenge to expose them to a documents are only available for Speaking, Listening, Reading variety of fiction, graphic novels download to parents in Firefly. and Writing and complete a and non-fiction books. There range of tasks in all these areas. is an accompanying booklet for After each assessment, students Tasks will build on students’ students to complete alongside should look closely at the targets awareness of style and point of class-based activities on the given to them by their teacher view when writing for a variety works. and complete self-reflection of purposes and a range of in their English Portfolios. audiences. Students are expected to know what they need to do to make YOUTH SPEAKS improvements to their work and Students will prepare for a how to progress in English. public speaking contest across the year group which will further develop their oratory skills.
12 English as an Additional Language (EAL)
Students who are new to the enter the Cambridge PET Assessment of EAL students is English language, or have or FCE examinations in also based on the BISB 4-point less experience of studying June. BISB strongly advises scale. Students are assessed in in English, may be offered a EAL students to take these the three core areas of Reading, modified course of study in examinations, and so Speaking and Listening, and their first few years at BISB. earn a qualification that is Writing, using modified criteria. This course is referred to internationally recognised For more details, please refer to as English as an Additional as an indicator of English the Individual Learning Record Language (EAL), and is usually language proficiency, and documents for Year 7, 8 and 9. offered on admission to the will be helpful when applying school only. The course is for courses of study or If you would like to learn more designed to support students employment after they have about the EAL programme as they develop their learning left BISB. The cost of the offered at BISB, then please in an English medium school. examination is not included contact the EAL Teacher in the in school fees, and is an first instance. Students admitted to the additional charge to parents if EAL course will have the their child is enrolled onto this opportunity to register and programme.
KEY STAGE 3- CURRICULUM GUIDE 13 Mathematics
Modern society with its classes or before leaving the application to problems in the dependence on technology school, but other equipment other areas. Students should demands that students leave must be purchased. also develop note-taking, written school equipped with a presentation and revision skills wide range of mathematical Course Content and habits in preparation for knowledge and skills. Many Each year, all students study IGCSE. In Year 7, teachers will areas of further education, each of the main areas provide a great deal of guidance especially the Natural, Applied of Mathematics: Number for students to learn these and Social sciences, Business & Algebra, Geometry & skills, and by the end of Year 9, and Computing, require an Mensuration, and Probability students should be developing understanding of and skill with & Statistics, with the emphasis independence and a knowledge logic, problem solving and shifting over the course of of which strategies suit their mathematical processes. the key stage from numeric individual learning styles. to algebraic skills and their Aims and Objectives The aims of the Mathematics course at Key Stage 3 are to engender an appreciation Year 7 of Mathematics and pique operations with directed numbers, decimals; students’ curiosity, to develop Number: squaring and roots; fractions – comparing, adding, students’ problem-solving subtracting, multiplying; sequences. skills, and to promote logical functions & sequences; coordinate plane; using thinking and organisation of Algebra: formulae; straight line graphs; solving simple work, all of which provide them equations. with a good foundation for perimeter, area, volume; angles – triangles / quad- Geometry: success at IGCSE and beyond. rilaterals; symmetry; solids & nets. Most importantly, however, we Probability: experimental & simple theoretical probability. aim to instil a growth mindset collecting / displaying / interpreting data, includ- in them so they are unafraid Statistics: of making mistakes, believe ing grouped data; mean / median / mode; range. they can learn Mathematics to Year 8 high levels through hard work HCF & LCM; indices / standard form; fractions – and perseverance, and have Number: multiplying / dividing; percentage change; direct confidence in their own ability proportion. to tackle new problems. graphs of lines & simple quadratics; expanding brackets; simplifying; changing the subject of Equipment Algebra: formulae; solving linear equations; sequences & Students must come prepared nth term. to all Mathematics lessons with the following equipment: angles – parallel lines; transformations of shapes; area of triangles / parallelograms / trapezia; pencil & rubber, pen, ruler, Geometry: protractor, compass, calculator surface area & volume; congruence & similarity; , exercise book, and homework circumference & area of circles. book. Students are provided Probability: mutually exclusive events; possibility spaces. with exercise books and a scatter graphs & correlation; pie charts; drawing Statistics: homework book, which should conclusions. not be written in and is to be returned in the last week of
14 Course delivery Year 9 Students in Years 7, 8 and 9 are taught in mixed-attainment calculations in standard form; simple interest & compound percentage change; corrected num- groups. Number: bers; recurring decimals; direct / inverse propor- Students will begin the year tion. with a series of five lessons simultaneous equations; algebraic products / fac- which are entitled the Week of Algebra: tors; quadratic equations & graphs; other graphs; Inspirational Maths. The week linear inequalities; nth term of formulae. is about inspiring students angles in polygons; Pythagoras’ theorem; prisms; Geometry: through open, beautiful and basic trigonometry. creative mathematics. Students Probability: adding / multiplying probabilities; tree diagrams. will learn important growth- mindset messages that will Statistics: comparing data sets; analysing grouped data. help them feel confident, try harder all year, persist with open and difficult problems and embrace mistakes and After each assessment, performance on quizzes and challenge. Following these students should look closely tests. Homework is assigned lessons, the courses will begin at any feedback given to at most twice a week and is in earnest. them by their teacher and often marked by the students complete self-reflection in themselves. Students are often Each unit of work is taught their Mathematics Portfolios. engaged in problem solving, over approximately two-and- Students are expected to but several times each year a-half weeks and is usually know what they need to do to they will complete a more followed by a short assessment make improvements to their formal write-up where the task called ‘BAM’ (Be A work and how to progress in emphasis is on process and Mathematician). Mathematics. communication. In addition to quizzes on individual topics, Assessment Students’ progress is assessed students will sit a cumulative There will be continuous through participation in test each year to develop assessment of students’ skills lessons, completion of home revision skills. throughout the Key Stage in the and class exercises, and two core areas of: • Understanding (Fluency) • Process & application (Problem solving, Communication & Mathematical thinking)
Assessment uses the BISB 4-point scale. For more information about these criteria please refer to the Individual Learning Record documents for Year 7, Year 8 and Year 9. These documents are available for download to parents in Firefly.
KEY STAGE 3- CURRICULUM GUIDE 15 Science
Science is a practical based creativity. It is the aim of all of Course Content subject that is taught over the work within these topics 3 years. It is designed to to promote a genuine interest, YEAR 7 introduce the student to a enthusiasm and curiosity in the detailed and broad study of Sciences, as well as enabling • Laboratory Skills the world around us, through our students to gain some of • Cells, Tissues, Organs & the interdisciplinary areas of the skills needed to become Systems Biology, Chemistry and Physics. life-long learners who have the • Mixtures & Separation From this study each student confidence to live and work in a • Forces will have an appreciation of the predominantly scientific world. • Reproduction scientific fundamentals that • The Particle Model govern all aspects of our lives, The courses are all taught in • Energy as well as an understanding a modular fashion, thereby • Ecosystems of their application in a making them accessible and • Atoms, Elements, & Mol- technological framework, manageable, as well as offering ecules thereby making them a variety of topics in each • Sound confident, informed and able subject in each year group. In • Muscles, Bones & Move- citizens in an ever changing and the teaching of the subjects, the ment evolving world. content will be differentiated • Acids and Alkalis to reflect each student’s ability • Electricity Aims and Objectives and background, allowing all By completing this course, students to aim for and achieve YEAR 8 students will have a body their best academically. of scientific knowledge Running throughout the course • Food & Digestion which in itself will provide there is a strong emphasis on • Combustion them with an important and experimental work, so that • Energy Transfers comprehensive insight into the student can experience • Breathing, Circulation & the world around them. By Science individually for him or Respiration applying this knowledge herself. Audio-visual resources, • The Periodic Table and using it to solve realistic simulations, problem-solving • Fluids problems, they will be able to and data-handling tasks are all • Plants understand the importance of essential elements in making • Light Science within their everyday the courses enjoyable and • Ecosystems lives, as it is manifested motivating for all our students. • Rocks & Weathering through technology. Alongside • Earth and Space this knowledge, the student will gain a set of essential YEAR 9 practical and intellectual • Genetics & Evolution skills. Through the extensive • Metals and Reactivity use of experimental work • Forces and Motion in the classroom, students • Fit & Healthy will become grounded in the • New Materials Scientific Method of planning, • Forces and Fields investigating, concluding and • Environmental Science evaluating. They will learn to • Preparation for IGCSE - think critically; to generalise; theoretical and practical deduce; connect; justify and skills to think flexibly and with
16 Assessment etc. The practical aspects of After each assessment, There will be continuous the course are assessed via students should look closely assessment of students’ skills written answers in the end of at the targets given to them throughout the Key Stage in topic test, as well as through by their teacher and complete the two core areas of: the carrying out of specific a self-reflection in their • Knowledge and experimental tasks in the Science Portfolios. Students Understanding laboratory. are expected to know what • Investigation Skills they need to do to make Assessment uses the BISB improvements to their work and The knowledge and 4-point scale. For more how to progress in Science. understanding in the course information about these will be assessed in a variety criteria please refer to the of ways, including end of Individual Learning Record topic tests. There can also documents for Year 7, Year 8 be specific written tasks, and Year 9. These documents comprehension tasks, are only available for presentations, poster work download to parents in Firefly.
KEY STAGE 3- CURRICULUM GUIDE 17 Physical Education
The aim of the physical Term 1 Group 1 Group 2 Group 3 education curriculum is Setting and Setting and Setting and to provide opportunities 2 weeks for students to develop moderation moderation moderation knowledge, skills, and positive 4 weeks Football Volleyball Basketball attitudes towards active living. 4 weeks Young Leaders Sports Leaders Sport Education Our broad and balanced 4 weeks Volleyball Basketball Football curriculum allows all students to access different aspects of Term 2 Group 1 Group 2 Group 3 physical education. They will also be given the opportunity 4 weeks Fitness Fitness Fitness to experience different roles 4 weeks Basketball Football Volleyball including performer, coach, choreographer, leader and 4 weeks Orienteering Orienteering Orienteering official. A wide range of sports Term 3 Group 1 Group 2 Group 3 clubs are also offered to provide further opportunities 5 weeks Athletics Athletics Athletics to participate in alternative activities and to compete in 4 weeks Rounders Rounders Rounders competitive school sport.
Aims and Objectives Assessment Assessment in Physical • Performance - enhancing There will be continuous Education is conducted through: quality of movement by assessment of students’ skills • Classroom teacher understanding, developing, throughout the Key Stage in the observation. and transferring movement three core areas of: • Peer and self-assessment. concepts and skills to a • Performance (Skill & • Critical analysis of filmed wide variety of sports. Technique) performance. • Decision Making - develop • Decision Making (Tactics & and implement strategies Strategy) After each assessment, students and tactics within games • Fitness (Leading a Healthy should look closely at the targets activities. Active Lifestyle) given to them by their teacher • Leading a Healthy Active • Sports Leadership and complete self-reflection Lifestyle - enjoying and in their Physical Education engaging in healthy levels Assessment uses the BISB Portfolios. Students are expected of participation in sport 4-point scale. For more to know what they need to do to support lifelong active information about these to make improvements to their living. criteria please refer to the work and how to progress in • Sportsmanship - Students Individual Learning Record Physical Education. will learn how to win with documents for Year 7, Year 8 humility and lose with and Year 9. These documents grace. are only available for download to parents in Firefly.
18 First Language
Slovak first Language and For students whose native Korean first language classes language is not Slovak or are provided for students who Korean, we provide courses in are native speakers of these Slovak Studies and Citizenship two languages (see below). (see pages 30-31).
Slovak
We follow the Slovak National process and poetry). Both of Curriculum in the following Curriculum which sets out these parts aim to develop areas: the precise standards of what our students into confident • Public presentation of text, students should know at the communicators, mastering public speech end of each school year. In a language as an effective • Memory, classifying and our lessons we sometimes instrument for expression. knowledge-using skills use traditional explanatory • Analytical and synthetical methods when opening new Aims and Objectives skills units. Students like being at The above-mentioned target, • Creative skills the white board and solving development of our students • Information processing skills problems (classifying a noun's into effective communicators, • Communicative skills categories, drawing sentence follows the Slovak National diagrams). Nevertheless, we believe in education via personal experience, so we provide the space for students to take an active role in projects, presentations, peer to peer assessments as well as games for developing communication skills.
The curriculum is split into two parts. One is Slovak Language, which focuses on structures of grammar (correct spelling, morphology, syntax, lexicology and stylistics). The second is Literature, which includes reading for comprehension and text interpretation through analysis, history of the literary
KEY STAGE 3- CURRICULUM GUIDE 19 Subject Content
Year 7 PROSE • Legend, historical story; Hronský, Ďuríčková, GRAMMAR • Speech, parts of speech and sentence Žáry, Omanová, Jaroš, elements • Science fiction; Verne, Žarnay, Kotzwinkle, • Spelling i/y, double consonants • Stories from children’s lives; Rázus, Twain, • Declination of nouns, adjectives, pronouns, Glocko, Ďuríčková, North, Brezina, Stoličný, numerals Blažková, • Conjugation of verbs • Stories from animal’s lives; Kipling, London, Moric, Kováč, • Synonyms, homonyms, antonyms • Detective stories; Nienacki, Arthur, • Phonetics; prosodic features of speech Mlčochová, Kästner, (intensity, time, intonation) • Non-fiction literature; Trochová, Dvořák, • Nouns; concrete and abstract, proper and Jelínková, Zúbek, Švihran, general, as sentence elements • Drama, movies, TV plays, radio plays. • Adjectives; grading (all ways), ungradable • Derivation; prefixes, suffixes Year 8 • Compounding, contracting, blending • Working with a dictionary GRAMMAR • Pronouns; spelling, division (personal, objective, demonstrative, interrogative, PHONETICS relative, quantifying), in sentences • Punctuation; comma in multiple members • Numerals; types of numerals (cardinal, of a sentence ordinal, generic, multiplicative, indefinite • Intonation numerals, gender) • Rhythmical rule in Slovak • case, number (singular/plural), declination of • Standard Slovak numerals) LEXICOLOGY • Verb form, in sentences • Vocabulary (old and new words) • Adverbs; spelling, ways of forming, grading, • Word formation; derivation of words, in sentences suffixes • Prepositions, conjunctions, interjections • Work with language dictionaries • Syntax; sentence elements, relations of MORPHOLOGY words in sentences, diagram of sentence • Declination of animal nouns, gender • Pronouns; indefinite and negative pronouns LITERATURE • Numerals; cardinal, ordinal, generic, • Ballads; Išli hudci horou, Jeden otec dobrý, multiplicative, indefinite numerals, gender, Botto, P. O. Hviezdoslav, case, number • Fables; Záborský, Ezop, Naborowski, Krylov, • (singular/plural), declination of numerals Petiška, Krasicky, Janovic, • Verbs • The main idea and content of a poem; Štúr, • Voice (active/passive) Navrátil, Smrek, Haľamová, Hevier, • Prepositions, conjugations, interjections • Pop songs for teenagers; Nagy, Filan, Hevier, • Types of rhyme; abab, aabb, abcb, abba.
20 GRAMMAR Year 9
SYNTAX (one-element and two-element sentences) GRAMMAR • Parts of a sentence; diagram of sentence • Spelling – Ovládame pravopis • Object expressed by a numeral • Punctuation, use of capital letters – Správne • Subordinate elements píšeme veľké písmená a interpunkčné • Apposition znamienka • Sentence; types of sentence modality, types • Lexicology – Vyznáme sa v slovnej zásobe of complexity of sentences • Nouns – Určujeme a ohýbame podstatné • Compound and complex sentences; types of mená compound sentences • Adjectives – Určujeme a ohýbame prídavné mená LITERATURE • Numeracy – Píšeme, ohýbame a triedime číslovky POETRY • Verbs – Triedime, určujeme a ohýbame • The main idea and content of a poem, slovesá • Smrek, Mihálik, Lenko, Žáry, Kostra - epic • Prepositions, conjugations and interjections poems, Samo Chalupka: Branko, – Triedime a určujeme neohybné slovné • Pop songs for teenagers (Filan, Peteraj, druhy Urban), • Flexible forms of foreign nouns – Ohýbame • Types of rhyme; abab, aabb, abcb, abba pôvodom cudzie podstatné mená PROSE • Adoptions and use of foreign language • Adventure novels and adventure stories, e.g. words into Slovak – Medzinárodný rýchlik Ernest Hemingway, The Old Man and the Sea slov • Girl’s novels, e.g. Anne of Green Gables, The • Písanie slov z dovozu Only One, White Ribbon in Your Hair • Flexible forms of adjectives – Ohýbame a • Biographic novels (Zúbek, Barátová) používame prídavné mená • Detective stories, e.g. Agatha Christie • Flexible forms of pronouns – Ohýbame a • Stories from children’s lives (Slovak realists; používame zámená Martin Kukučín, Tajovský, Hronský) • Numerals – Ohýbame a používame číslovky • Non-fiction literature; facts about Aesop, • Basic forms of verbs – Je neurčitý iba May, Zúbek, Ondrejov neurčitok? DRAMA • Inflexible forms of speech – Tri pohľady na • Movies, TV plays, Radio plays ohybné slovné druhy. Prihláška do života. Otestuj svoje vedomosti • Adverbs of manner, time, place, number and quantity – Neohybné slovné druhy • Príslovky • Pozývame vás na stretnutie • Particle of language – Čertice častice • Sú neohybné slová bez významu bezvýznamné?
KEY STAGE 3- CURRICULUM GUIDE 21 GRAMMAR GRAMMAR • Inflexible parts of speech – Tri pohľady na • Discussion – Ja mám na to iný názor! neohybné slovné druhy • Polemic – Obraňujeme svoj názor • Formal language/speech – Začíname a • Abbreviations – Vyjadrujeme sa v skratke končíme príhovor • Descriptive language – Obrazy maľované • Príležitosť na slávnostný prejav slovom • Analysis of parts of speech – Robíme • Emotive language – Opisujeme s citom komplexný slovnodruhový rozbor • Word formations – Nerozlučné priateľstvo • Otestuj svoje vedomosti slov • Analysis of full and part meaning of words – • Use of formal scientific speech – Hráme sa Plnovýznamové slová vo vete na vedeckú konferenciu • Neplnovýznamové slová vo vete • The use of language to educate – • Parts of sentences – Určujeme vetné členy a Postupujeme výkladovým slohovým sklady. Skladáme slová do viet a súvetí postupom • Element and member of the sentence • Narrative language – Ja rozprávam, on (basic, main, secondary and subordinate) – rozpráva Určujeme vetné členy a sklady • Repetive drills – Opakovanie • How to form formal sentences – Otestuj svoje vedomosti READING • How to form simple sentences – Jednoduchá • Romantic Poetry – Ľúbostná poézia veta • Pieseň piesní • Subordinate clause – Vyjadrujeme vetné • Dobrú noc, má milá členy vetou • Červené jabĺčko • Paragraph construction – Priraďujeme vety • Sivé oči, sivé jako tá mrákava do súvetia • Slávy dcera • Complex word order in sentences – Vety • Rozlúčenie otočené hore nohami • Moja pieseň • Complex analysis of syntax, conjugation and • Marína derivation – Robíme komplexný vetný rozbor • Kukučka • Word formation, derivation of words and suffixes – Cudzie prípony a predpony • Už je pozde • Hyperbole – Kde bola hyperbola? • Nepoviem • Vocabulary (old and new words) – Život • Básnik a žena slova v cudzine • Neprosím o lásku • Synonym – Hovoríme o tom istom • Spev o láske • Autobiographical language – Životný • Slová na nápev morských vĺn autoportrét • Popular Songs – Populárna pieseň • Work with dictionaries – Listujeme v • Modrá ruža slovníkoch • Rodný môj kraj • Work with language dictionaries – Cudzie • Jesenná láska slová v slovníku • Zápalky • Apostrophe – Apostrof-háčik na skracovanie • Aforizmus • Giving instructions and opinions – • Zo života mladých ľudí Vyjadrujeme svoj názor • Púť lásky
22 READING DRAMATIC PRODUCTION TECHNIQUES • Tri gaštanové kone • Film • Môj skvelý brat Robinson • Televízia • Normálny cvok • Video • Ema a ja • Počítačová hra • Chudobní • Science Fiction/Adventure Novels – AUTHORS’ LIVES – GALÉRIA SPISOVATEĽOV Dobrodružný a vedecko-fantastický roman • Opakovanie. • Väznenie, vyslobodenie a putovanie Jána Simonidesa a jeho druha Tobiáša Masníka • Na ten obraz nikdy nezabudnem • Kolónia Lambda Pí • Denník • Osudy a cesty grófa Mórica Augusta Beňovského • Moje deti • Tajný denník Adriana Molla • Paródia • Raňajší vzdych k božskému Bakchovi • O Ganéšovi • Vyznáte sa v tlačenici? (Úvod do šťukológie) • Môj rodný cintorín • Factual Literature – Literatúra faktu • Zvolenská stolica • Konštantín a Metod • Slová, slová, slová... • Slová z hlbín dávnych vekov • Ako divé husi • Musicals – Muzikál • Na skle maľované • Cyrano z predmestia.
KEY STAGE 3- CURRICULUM GUIDE 23 Korean
7, 8, 9학년 국어는 5학년 2 상호 작용하며 국어 생활에 대한 상황에 대한 종합적 안목을 학기부터 중학교 2학년 1 관심을 다양한 국어 문화의 바탕으로 듣기, 말하기에 학기의 국어과 교육과정에 따라 세계로 넓혀 갑니다. 또한 여러 적극적으로 참여합니다. 운영됩니다. 한국 교육과정에서 상황에 적합하게 효과적으로 • 읽기: 다양한 유형의 글을 영국 교육과정으로 옮겨 의사소통하고, 여러 유형의 글을 읽기 목적과 상황에 따라 학습하게 되는 경우 혹은 그 비판적으로 읽으며, 표현 효과를 적절한 읽기 전략을 사용하여 반대의 경우에도 학생들이 고려하면서 글을 쓰는 연습을 비판적으로 읽고, 능동적으로 교육과정 간 간극이나 공백 없이 하며 어휘 능력을 확장하고 글을 읽는 태도를 지닙니다. 모국어 학습을 꾸준히 지속시킬 국어 문법의 주요 내용을 • 쓰기: 쓰기의 본질과 특성에 수 있도록 한국 학기 순서에 종합적으로 이해하며, 문학 대한 이해를 바탕으로 맥락과 따라 수업이 진행됩니다. 작품을 다양하면서도 주체적인 목적과 독자를 고려하여 Aims and Objectives 관점으로 해석해 봅니다. 적절하고 효과적으로 글을 • 듣기, 말하기: 개인적, 쓰고, 쓰기의 윤리를 지켜 학생들은 일상 생활과 학습에 공식적 상황에서 이루어지는 책임감 있는 태도로 글을 필요한 통합적인 국어 능력을 다양한 듣기, 말하기에 대한 씁니다. 갖추고 상대의 의도를 고려하여 지식과 기능을 갖추고,
Year 7
5학년 1. 문학이 주는 감동 - 자신이 인상 깊게 읽은 문학 작품에 대하여 이야기할 수 2학기 있다. - 자신의 성장과 삶에 영향을 미치는 작품을 찾아 읽을 수 있다. - 쓰기의 과정에 따라 한 편의 글을 쓸 수 있다.
2. 견문과 감상을 나타내어요 - 알릴 만한 가치가 있는 사건을 정하여 기사문을 쓸 수 있다. - 시간의 흐름, 사건의 원인과 결과를 생각하며 글을 읽을 수 있다.
3. 토론을 해요 - 토론의 절차와 방법을 설명할 수 있다. - 토론에서 참여자의 역할을 적절히 수행할 수 있다. - 자신의 읽기 상황에 적절한 독서 방법을 적용하여 읽을 수 있다.
- 글의 종류와 내용에 따른 글의 짜임을 안다. 4. 글의 짜임 - 글의 제목이나 삽화, 차례 등을 보고 글의 내용을 추론할 수 있다. - 분류의 방법을 사용하여 주변의 다양한 대상을 분류하여 글을 쓸 수 있다.
5. 매체로 의사소통해요 - 매체를 통한 소통의 특성을 설명할 수 있다. - 주변에서 일어난 문제에 대하여 이유나 근거를 들어 주장하는 글을 쓸 수 있다. - 견문과 감상이 잘 드러나는 글의 특성을 설명할 수 있다.
24 5학년 6. 소중한 우리말 - 발음이 혼동되는 낱말을 바르게 사용할 수 있다. 2학기 - 표기가 혼동되는 낱말을 바르게 사용할 수 있다. - 일상 생활의 문제를 해결하기 위한 토의에 능동적으로 참여할 수 있다.
7. 인물의 삶 속으로 - 작품 속 인물의 입장을 구체적으로 짐작하여 말할 수 있다. - 자신의 삶의 태도와 비교하여 등장인물의 삶의 태도를 판단할 수 있다. - 설득하거나 주장하는 말을 듣고 주장과 근거를 파악할 수 있다.
8. 언어 예절과 됨됨이 - 일상 생활에서 비속어를 사용하지 않으며 말할 수 있다. - 다의어와 동음이의어의 의미가 상황에 따라 달라짐을 이해하고 효과적으로 표현할 수 있다.
9. 다양하게 읽어요 - 자신의 읽기 상황에 적절한 독서 방법을 적용하여 읽을 수 있다. - 상대의 처지를 고려하여 말할 내용을 선정하고 적절한 표현 방식을 사용하여 말할 수 있다. - 목적과 주제를 고려하여 다양한 매체에서 조사한 내용을 쓰기 윤리에 맞게 글을 쓸 수 있다.
- 글의 짜임을 시각적으로 나타내어 글 전체의 내용을 10. 글을 요약해요 요약할 수 있다. - 작품에서 사건이 전개됨에 따라 인물이 겪는 변화를 이해하며 작품을 감상할 수 있다.
11. 문학 작품을 새롭게 - 작품에서 말하는 사람의 특징을 바탕으로 작품을 감상할 수 있다. - 유사한 소재나 주제를 다룬 문학작품이라도 다양한 관점으로 이야기가 전개될 수 있음을 알 수 있다. - 문학 작품 속 인물의 삶을 통해 다양한 삶의 모습을 이해할 수 있다.
6학년 1 1.비유하는 표현 - 비유적 표현의 특성과 효과를 살려 생각과 느낌을 학기 다양하게 표현한다. - 문학은 가치 있는 내용을 언어로 표현하여 아름다움을 느끼게 하는 활동임을 이해하고 문학 활동을 한다.
2. 이야기를 간추려요 - 글의 구조를 고려하여 글 전체의 내용을 요약한다. - 구어 의사소통의 특성을 바탕으로 하여 듣기·말하기 활동을 한다. - 작품에서 얻은 깨달음을 바탕으로 하여 바람직한 삶의 가치를 내면화하는 태도를 지닌다.
KEY STAGE 3- CURRICULUM GUIDE 25 6학년 1 3. 짜임새 있게 구성해요 - 자료를 정리하여 말할 내용을 체계적으로 구성한다. 학기 - 매체 자료를 활용하여 내용을 효과적으로 발표한다. - 언어는 생각을 표현하며 다른 사람과 관계를 맺는 수단임을 이해하고 국어생활을 한다.
4. 주장과 근거를 판단해요 - 글을 읽고 내용의 타당성과 표현의 적절성을 판단한다. - 적절한 근거와 알맞은 표현을 사용하여 주장하는 글을 쓴다. - 드러나지 않거나 생략된 내용을 추론하며 듣는다.
5. 속담을 활용해요 - 관용 표현을 이해하고 적절하게 활용한다. - 글을 읽고 글쓴이가 말하고자 하는 주장이나 주제를 파악한다. - 쓰기는 절차에 따라 의미를 구성하고 표현하는 과정임을 이해하고 글을 쓴다.
6. 내용을 추론해요 - 드러나지 않거나 생략된 내용을 추론하며 듣는다. - 글을 읽고 내용의 타당성과 표현의 적절성을 판단한다. - 낱말이 상황에 따라 다양하게 해석됨을 탐구한다.
7. 우리말을 가꾸어요 - 목적이나 대상에 따라 알맞은 형식과 자료를 사용하여 설명하는 글을 쓴다. - 일상생활에서 국어를 바르게 사용하는 태도를 지닌다. - 매체 자료를 활용하여 내용을 효과적으로 발표한다.
8. 인물의 삶을 찾아서 - 작품에서 얻은 깨달음을 바탕으로 하여 바람직한 삶의 가치를 내면화하는 태도를 지닌다. - 글을 읽고 글쓴이가 말하고자 하는 주장이나 주제를 파악한다. - 독자를 존중하고 배려하며 글을 쓰는 태도를 지닌다.
9. 마음을 나누는 글을 써요 - 쓰기는 절차에 따라 의미를 구성하고 표현하는 과정임을 이해하고 글을 쓴다. - 목적이나 주제에 따라 알맞은 내용과 매체를 선정하여 글을 쓴다. - 언어는 생각을 표현하며 다른 사람과 관계를 맺는 수단임을 이해하고 국어생활을 한다.
26 Year 8
6학년 1. 인물의 삶을 찾아서 - 매체를 통한 소통의 특성을 설명할 수 있다. 2학기 - 자신이 인상 깊게 읽은 문학 작품에 대하여 이야기할 수 있다. - 문학 작품을 읽고 작품에 드러난 삶의 태도가 나의 삶에 어떤 영향을 미치는지 이해할 수 있다.
2. 자료를 활용한 발표 - 알맞은 매체를 활용하여 발표할 수 있다. - 대상의 특징에 알맞은 설명 방법을 찾을 수 있다.
3. 적절한 근거 - 글의 짜임을 시각적으로 나타내어 글 전체의 내용을 요약할 수 있다. - 주장하는 글에서 주장의 타당성에 대한 적절한 의견을 제시할 수 있다. - 주변에서 일어난 문제에 대하여 이유나 근거를 들어 주장하는 글을 쓸 수 있다.
- 설득하거나 주장하는 말을 듣고 주장과 근거를 파악할 수 4. 효과적인 관용 표현 있다. - 관용 표현을 담화 상황에 맞게 사용할 수 있다.
5. 이야기 바꾸어 쓰기 - 자신이 쓴 글을 내용과 표현을 중심으로 고쳐 쓸 수 있다. - 작품에서 사건이 전개됨에 따라 인물이 겪는 변화를 이해하며 작품을 감상할 수 있다. - 작품을 읽고 어떤 배경에서 사건이 전개되는지 이해하며 작품을 감상할 수 있다. - 작품의 일부를 바꾸어 쓰고 그 효과를 말할 수 있다.
6. 타당한 주장 - 설득하거나 주장하는 말을 듣고 주장과 근거의 타당성을 평가할 수 있다. - 주변에서 일어난 문제에 대하여 이유나 근거를 들어 주장하는 글을 쓸 수 있다.
7. 다양한 생각 - 글에 나타난 글쓴이의 관점이나 의도를 파악할 수 있다. - 주로 읽는 책의 종류와 독서 시간 등을 통하여 자신의 독서습관을 점검하고 개선할 수 있다. - 고유어, 한자어, 외래어의 개념과 특성을 설명할 수 있다.
8. 정보를 활용한 기사문 - 목적과 주제를 고려하여 다양한 매체에서 조사한 내용을 쓰기 윤리에 맞게 글을 쓸 수 있다. - 문장 성분 사이의 호응 관계가 올바른 문장을 구성할 수 있다.
KEY STAGE 3- CURRICULUM GUIDE 27 6학년 9. 생각과 논리 - 주장하는 글에서 주장의 타당성에 대한 적절한 의견을 2학기 제시할 수 있다. - 연결 어미의 쓰임새를 고려하여 표현 의도에 맞는 문장을 구성할 수 있다.
10. 뉴스와 생활 - 뉴스를 듣고 내용이나 관점에 대한 자신의 의견을 말할 수 있다. - 주제와 목적에 맞게 내용을 생성하여 조직할 수 있다.
11. 문학의 향기 - 자신이 쓴 글을 내용과 표현을 중심으로 고쳐 쓸 수 있다. - 다른 문학 갈래로 작품을 바꾸어 쓸 수 있다.
국어 1-1 1. 표현의 즐거움 - 비유와 상징의 표현 효과를 바탕으로 작품을 수용하고 (미래엔) (1) 햇비 생산한다. (2) 고래를 위하여 - 자신의 삶과 경험을 바탕으로 하여 독자에게 감동이나 (3) 감동과 즐거움을 주는 즐거움을 주는 글을 쓴다. 글쓰기
2. 읽고 대화하고 - 도서관이나 인터넷에서 관련 자료를 참고하면서 한 편의 글을 읽는다. - 내용의 타당성을 판단하며 듣는다.
3. 능동적인 언어생활 - 독자의 배경지식, 읽기 맥락 등을 활용하여 글의 내용을 (1) 예측하며 읽기 예측한다. (2) 어휘의 세계 - 어휘의 체계와 양상을 탐구하고 활용한다.
4. 성장의 시간 - 인간의 성장을 다룬 작품을 읽으며 삶을 성찰하는 태도를 (1) 보리방구 조수택 지닌다. (2) 면담하기 - 목적에 맞게 질문을 준비하여 면담한다.
Year 9
국어 1-2 1. 독서와 연극 - 갈등의 진행과 해결 과정에 유의하며 작품을 감상한다. (미래엔) 2. 간추리고 쓰고 - 읽기 목적이나 글의 특성을 고려하여 글 내용을 요약한다. (1) 요약하며 읽기 - 다양한 자료에서 내용을 선정하여 통일성을 갖춘 글을 (2) 통일성 있는 글쓰기 쓴다.
3. 언어의 세계 - 어의 본질에 대한 이해를 바탕으로 하여 국어생활을 한다. (1) 언어의 본질 - 품사의 종류를 알고 그 특성을 이해한다. (2) 단어의 갈래
28 국어 1-2 4. 다양한 의사소통 - 토의에서 의견을 교환하여 합리적으로 문제를 해결한다. (미래엔) (1) 토의하기 - 영상이나 인터넷 등의 매체 특성을 고려하여 생각이나 (2) 상황에 맞는 어휘와 표현 느낌, 경험을 표현한다. - 언어폭력의 문제점을 인식하고 상대를 배려하며 말하는 태도를 지닌다.
국어 2-1 1. 경험과 발견과 공감 - 자신의 가치 있는 경험을 개성적인 발상과 표현으로 (미래엔) (1) 넌 바보다 형상화한다. (2) 나의 모국어는 침묵 - 상대의 감정에 공감하며 적절하게 반응하는 대화를 (3) 공감하며 대화하기 나눈다.
2. 읽고 쓰는 즐거움 - 읽기의 가치와 중요성을 깨닫고 읽기를 생활화하는 태도를 (1) 과학자의 서재 지닌다. (2) 민재의 독서 일기 - 생각이나 느낌, 경험을 드러내는 다양한 표현을 활용하여 글을 쓴다.
3. 소통하는 우리 - 핵심 정보가 잘 드러나도록 내용을 구성하여 발표한다. (1) 핵심이 드러나는 발표 - 매체 자료의 효과를 판단하며 듣는다. (2) 한글 창제 원리와 특성 - 한글의 창제 원리를 이해한다.
4. 세상을 보는 눈 - 작품에서 보는 이나 말하는 이의 관점에 주목하여 작품을 (1) 귀뚜라미 수용한다. (2) 동백꽃 - 작품에서 보는 이나 말하는 이의 관점에 주목하여 작품을 수용한다.
Assessment 형성 평가 및 총괄 평가 방식을 일부 단원은 다른 활동으로 각 단원별 학습목표와 병행하여 성취도를 측정합니다. 대체되기도 합니다. 성취기준에 따라 정확한 평가 교육과정 재구성 과정을 통해 결과 산출을 위해 수행 평가, 학습 단원은 주제별로 통합되며
KEY STAGE 3- CURRICULUM GUIDE 29 Slovak as a Second Language, Global Perspectives, P4C and Chinese These courses are only for therefore a practical language situations they will expand their students who do not study to know. Hand in hand with vocabulary, win confidence in Slovak or Korean as a first the language, students will use of the language and learn language. Students will do a cover some basic features that more about Slovakia, it's history mix of all 4 subjects in KS3. make Slovakia what it is today and geography. in an historical and cultural The purpose of having the perspective. In every year there is a topic subject Slovak as a Second related to trip planning, where Language in our curriculum Aims and Objectives the student learns more about is to give our students an Students will able to the country in a historical, introduction into Slovak communicate in Slovak in real geographical and cultural culture and develop their life situations e.g. shopping, context. Slovak language skills. Slovak ordering food in restaurants, is seen as the Esperanto of filling in a form or have a Slavonic languages and is small talk in Slovak. In real life
Year 7 WHAT DO YOU DO? Year 8 WHAT DO YOU LIKE TO DO? HOW ARE YOU? WHAT DO YOU HAVE TO DO? I LIKE …... • Verbs in present tense • Verbs in present tense • Using a noun as an object • Local adverbs and the word order in a • Future tense • Jobs and items sentence • Imperative of the verbs • Daily routine • Family WHAT DO I LOOK LIKE? • Talking about likes and • Around my computer WHAT SORT OF A PERSON dislikes • Holiday and free time ARE YOU? • Modal verbs • Gender of nouns in Slovak • Free time and shopping OUR CITY • Colours • Temporal adverbs • Past tense • Adjectives describing a • Word order in sentences mood and personality using past tense • Basic numbers from • Topic: town 1-1000.
30 Assessment COUNTIES AND THEIR SHOPPING AND SERVICES Students receive continuous INHABITANTS • Genitive of nouns feedback from both the teacher • Nouns in plural • Telling the time and their peers in Slovak • Countries, continents and • Shopping list Studies. This is designed to help directions them improve and develop their Slovak language skills. There Year 9 SCHOOL AND WORK LIFE will be continuous assessment • Conditional of a student’s skills in Reading, TRAVELLING AND • School language Listening, Speaking and Writing throughout the Key Stage. TRANSPORT • Curriculum vitae in Slovak • Nouns and adjectives in Instrumental Assessment uses the BISB • Means of transport 4-point scale. After each assessment students will receive individualised feedback on their strengths and weaknesses and be encouraged to reflect upon strategies to improve.
KEY STAGE 3- CURRICULUM GUIDE 31 Global Perspectives
Global Perspectives is a ground- Course Content – topics Assessment breaking and stimulating covered There will be continuous course that stretches across assessment of students’ skills traditional subject boundaries throughout the Key Stage in the and develops transferable Year 7 three principles of: skills. It is both cross-curricular • Knowledge and skills-based and taps • Term 1 and Term 2 – • Understanding into the way learners of today Tradition, culture and • Enquiry enjoy learning, including team identity work, presentations, projects, • Term 2 and Term 3 – Assessment uses the BISB and working with other Humans and other species 4-point scale. There are several learners around the world. The Challenges a year and each emphasis is on developing the Challenge is subdivided into a ability to think critically about Year 8 set of activities covering a range a range of global issues where of skills. there is always more than one • Term 1 - Migration point of view. The study of • Term 2 – Digital World After each assessment, Global Perspectives at BISB • Term 3 - Sustainability students should look closely helps to stimulate an interest at the feedback given to them in the real world around us. It by their teacher and complete helps our students make sense Year 9 self-reflection in their Global of a complex and changing Perspectives Portfolios. world. It also helps develop a • Term 1 - Conflict and Students are expected to use range of skills that they can use peace this feedback and reflections not only in Global Perspectives • Term 2 - Changing to make improvements but also in their other subjects. communities to their subsequent work • Term 3 - Law and and continuously strive to Aims and Objectives criminality/Transport and develop their skills in Global • To develop students’ infrastructure Perspectives. awareness locally, national and globally about different aspects of human life, environment and development. • To develop skills in these areas - Research, Analysis, Collaboration, Communication, Evaluation, and Reflection.
32 Philosophy Chinese for Children (P4C) P4C aims to promote Our Chinese as a foreign philosophical enquiry language introduction course, and reflection in lessons. is meant as a beginner’s Looking at the curriculum in course to Chinese language a philosophical way means and culture. Students will looking beneath the surface, learn Chinese characters, their beyond the facts, to the origins and the history of some questions and concepts that aspects of Chinese culture. interest our students.
World Languages
The syllabus offers students Aims and Objectives an insight into the culture The students will be able to: of Francophone, German- speaking and Spanish-speaking countries. It encourages a positive attitude towards learning a foreign language by LISTENING READING teaching through topics and In listening and responding, In reading and responding, interactive activities. progress is characterised by: progress is characterised by: • Increased speed of • Increased speed of The emphasis is on developing response and greater response and greater the ability to communicate depth of understanding. depth of understanding. effectively in practical • Growing competence in • Growing competence and situations in all countries dealing with complex confidence in dealing where these languages are texts, tasks and with a range of texts and spoken around the world. The unpredictable elements. tasks. four linked skills of listening, • Increased confidence in • Increasing independence reading, speaking and writing deducing meaning from in language learning and are developed step by step grammatical context. use. throughout the course.
KEY STAGE 3- CURRICULUM GUIDE 33 SPEAKING • Increased ability to vary • Improved accuracy and In speaking, progress is language, using a range of precision in the use of characterised by: structures and vocabulary written language. • Improved pronunciation in different topics areas. • Readiness to experiment and intonation. • Greater understanding with new language. • Increased speed and and correct application of • Increased ability to vary fluency of response. language rules. and adapt language to • Increased readiness and • Increased readiness to use suit the purpose. ability to use the target complex language when • Greater understanding language routinely in the appropriate. and application of classroom. language rules. • Greater confidence WRITING • Increased use of range of when dealing with In writing, progress is structures and vocabulary unpredictable elements. characterised by: in different topic areas. • Increased speed and fluency of response.
French
Course Content
Year 7 MY SCHOOL MY AREA • School subjects; giving • Your town / village; giving INTRODUCING YOURSELF opinions and reasons; directions; talking about describing the timetable; • Talking about likes and where you go. describing your school dislikes; your survival • Using ‘il y a/il n’y a pas day; talking about food. kit; describing yourself; de’; using verb ‘vouloir’ ; talking about other • Asking questions; using using ‘on peut’ + infinitive. people; describing a the partitive article; using HOLIDAYS musician. “on” to say “we”. • Talking about your • Regular –er verbs; MY FREE TIME holidays. using ‘avoir’; adjective • Talking about computers • Using the near future agreement; the present and mobiles; talking tense. tense. about sports; saying what you like doing; describing what other people do. • Using the verb ‘faire’; using ‘aimer’ + infinitive; using ‘ils’ and ‘elles’.
34 Year 8 MY TALENTS JOBS • Talking about talent and • Describing jobs; MY HOBBIES ambition; encouraging discussing your future and • Talking about television and persuading someone; your past; talking about programmes, films, rehearsing for the contest. your job. reading, the internet. • Using imperative, • Using imperfect tense and • Using present tense, superlative adjectives. tenses together. perfect tense. HOLIDAYS PARIS Year 9 • Discussing holidays, • Saying what you did imagining adventure in Paris, when you did MY SOCIAL LIFE holidays; talking about things, understanding • Talking about Facebook; what you take with you on information about a giving your opinion about holidays; describing what tourist attraction. someone; arranging to go happened on holiday. • Using imperfect tense. out; describing a date and • Combining different MY IDENTITY music event. tenses. • Talking about personality, • Using present tense, WORLD AND ME relationships, music, perfect tense and near • Discussing what you are clothes and your passion. future tense. allowed to do; explaining • Using future tense. HEALTH what’s important for you; MY PLACE • Learning the parts of the talking about things you buy. • Describing where you live, body; talking about sport; your home, meals, and learning about healthy • Describing what makes food to buy. eating; making plans to you happy. get fit. • Describing levels of fitness. • Using the future tense.
German
Course Content
Year 7 (Textbook: Geni@l A1) experienced learners. with unit six (Free time) and There will be 2 classes in Year Beginners will cover the first progress through the other 7 German: one Beginners seven sections, while the sections (see below). class and one class for more more advanced set will start
KEY STAGE 3- CURRICULUM GUIDE 35 ALL ABOUT ME CELEBRATIONS FRIENDSHIPS • How do I introduce • Students will learn to talk • Talking about friends myself? about birthdays and family and friendships using • Students will learn to celebrations. adjectives to describe introduce themselves • They will use the ordinal character. using the correct syntax, form of numbers to • Students learn how conjugation of verbs and describe the date of such to offer help and how formation of questions. events, and they will use to show and receive MY SCHOOL AND SCHOOL DAY some modal verbs. compliments. • Students will learn to MY TOWN • Students will learn describe their daily • Students will be able to to describe a story in routine at school, talk describe their home town past tense (regular and about subjects, their likes using prepositions and also irregular verbs) and dislikes. how to ask for and give • They will also learn directions to find their way. Year 8 how to tell the time in TRAVEL There will be 2 classes in Year German and the use of • Students will discuss 8 German. Group 1 starts with the negative definite and and plan a journey to a unit one (Friends) in Geni@l A2 indefinite article. German-speaking country. and progress through the other PETS • They will be able to sections at the level A2. Group • Students will learn to make suggestions using 2 will start with unit eight (My talk about pets using the other modal verbs, and family and home) in Geni@l A1 accusative and possessive give reasons for their and continue through the other articles. preferences. sections up to level A2. FREE TIME JOBS MY FAMILY AND HOME • Students will be able • Students will learn about to talk about their daily the daily routines of various • Students will learn how to routine and after school professions and be able to describe their family and activities. talk about the work using housing situation. • They will be able to adverbs. • They will learn the use separable and CLASS TRIP TO BERLIN imperative form of verbs. irregular verbs correctly • Students learn about CELEBRATIONS in a sentence, together places and activities about • Students will learn to with comparative and town. talk about birthdays and superlative forms of • They ask for information family celebrations. adjectives. about places and activities, • They will use the ordinal MY FAMILY AND HOME and then write/talk about form of numbers to • Students will learn how to what experiences they have describe the date of such describe their family and had. events, and they will use housing situation. • They will use modal verbs some modal verbs. • They will learn the and past tense. MY TOWN imperative form of verbs. • Students will be able to describe their home town using prepositions and also how to ask for and give directions to find their way.
36 TRAVEL SPORT NEWSPAPERS AND WEATHER • Students will discuss • Deepening the theme REPORTS AND FESTIVALS and plan a journey to a of sport by introducing • Students learn the German-speaking country. comparisons and language of media reports. • They will be able to superlatives of adjectives, • They also learn to make suggestions using ordinal numbers (first, understand weather other modal verbs, and second, …. last). reports and how to write a give reasons for their SHOPPING postcard. preferences. • Buying clothing and food; • Cultural topics include JOBS describing clothes and traditional festivals • Students will learn about giving one's opinion about in German-speaking the daily routines of them; shopping dialogues countries. various professions and be to practise relevant TV SHOWS AND FILMS able to talk about the work vocabulary for buying • Talking about characters using adverbs. clothes and foodstuffs. in these media; relating CELEBRATIONS HOUSE AND HOME the story of a film or TV • Students will learn to talk • Talking about where we programme. about birthdays and family live, the furniture within our GERMAN-SPEAKING celebrations. homes, where things are. COUNTRIES • They will use the ordinal HEALTH AND FEELINGS • Students talk/write form of numbers to • Talking about how about German-speaking describe the date of such one feels, not just countries and compare events, and they will use health related, but also them to their own and some modal verbs. emotions – apologising, other countries. CLASS TRIP TO BERLIN contradicting, advising. • Students learn about places Conditional tense Year 9 and activities about town. introduced (wenn , dann), There will be 3 classes in Year • They ask for information the verb sollen (should), 9 German. Group 1 starts with about places and activities, reflexive verbs (to get unit five in (Pets) in Geni@l and then write/talk about annoyed about something, A1 and progress through the what experiences they to argue, to apologise). other sections. Group 2 will have had. A CRIME STORY! start Geni@l A2 and group • They will use modal verbs • The detective novel forming 3 will start with unit four and past tense. a major part of German (Shopping) in Geni@l A2 and FRIENDSHIPS literature, students have continue through the other • Talking about friends and the chance to read an sections. friendships using adjectives adapted crime story. to describe character. • They learn how to SPORT • Students learn how to offer build a hypothesis, give • Deepening the theme help and how to show and reasons for it, and make of sport by introducing receive compliments. suppositions. comparisons and • Students will learn to • They encounter the simple superlatives of adjectives, describe a story in past past tense of many modal ordinal numbers (first, tense (regular and irregular verbs (wollte, musste, second, …. last). verbs) durfte, sollte, konnte).
KEY STAGE 3- CURRICULUM GUIDE 37 SHOPPING A CRIME STORY! NEWSPAPERS AND WEATHER • Buying clothing and food; • The detective novel forming REPORTS AND FESTIVALS describing clothes and a major part of German • Students learn the giving one's opinion about literature, students have the language of media reports. them; shopping dialogues chance to read an adapted • They also learn to to practise relevant crime story. understand weather vocabulary for buying • They learn how to build a reports and how to write a clothes and foodstuffs. hypothesis, give reasons for postcard. HOUSE AND HOME it, and make suppositions. • Cultural topics include • Talking about where we • They encounter the simple traditional festivals live, the furniture within past tense of many modal in German-speaking our homes, where things verbs (wollte, musste, countries. are. durfte, sollte, konnte). TV SHOWS AND FILMS HEALTH AND FEELINGS MONEY • Talking about characters • Talking about how • Students talk about pocket in these media; relating one feels, not just money and how they spend the story of a film or TV health related, but also and save it. programme. emotions – apologising, • They enrich their vocabulary GERMAN-SPEAKING contradicting, advising. with words such as 'despite' COUNTRIES Conditional tense and 'so that'. • Students talk/write about introduced (wenn, dann ), German-speaking countries the verb sollen (should), and compare them to their reflexive verbs (to get own and other countries. annoyed about something, to argue, to apologise).
Spanish
Course Content
Year 7 DESCRIBE YOUR SCHOOL • Students will learn to • What do I study at my KNOW YOUR PEERS introduce themselves school? • How to greet someone and their friends and • What are my favourite according to the time of family members using subjects? day. the correct conjugation of • What marks do I get? • Asking someone his or her verbs and proper personal • Students will learn how name, age, where he or pronouns. to express which subjects she is from. they like/dislike.
38 PRESENT YOUR FAMILY WISHES AND PREFERENCES • We will read, listen, write • How to introduce my • What would you like to do? and talk about the lives of family members and What is your wish? some famous people from myself. • Students will express their the Spanish speaking world. • Students will learn to wishes, their preferences. EXPLAIN YOUR BEST introduce someone else. • They will use expressions EXPERIENCE • They will learn how to (to want – querer, to prefer – • We will lean the present describe their family preferir with the infinitive). perfect - pretérito perfecto members (age, name, • At the end of this chapter compuesto hobbies, profession, etc.). they are even able to • We will cover the topics likes • They will study how to express the different sports, holiday, travelling, talk about their favourite weather conditions weather, etc. activities outside school. They will develop the • Adverbs (nunca, tampoco, TALK ABOUT YOUR HABITS capacity for longer reading ya) • How to express time, comprehension • Difference between the two using the correct past tenses prepositions (a, de, por) Year 8 CHILDHOOD AND and students will learn CREATE YOUR OWN FASHION DESCRIPTIONS IN THE PAST a few irregular verbs in STYLE • The students should be able Spanish. • The students will learn to: to describe their childhood • They will talk about their describe the clothing, to • We will learn the third daily routine and how to express their likes, dislikes, past tense called pretérito talk about healthy living. preferences (related to imperfecto (regular and MOVING ABOUT IN THE CITY fashion) irregular verbs) and contrast AND YOUR NEIGHBOURHOOD • They will learn to all 3 past tenses • Students will learn new compare (comparatives, • We will lean to write and vocabulary (my house, superlatives) and to use tell a short story in the past rooms, my town and demonstrative pronouns using all 3 different past neighbourhood). • They will "go" for shopping tenses • They will learn new and ask and express their PROFESSIONS, HEALTH AND adverbs, they will know personal opinions MEDICINE how to ask for directions • We will reflect on • We will talk about different and to guide someone consumerism and the professions and what we through the city/town. ecological conscience need to study for different • They will study how to DISCOVER THE BEST jobs in the future write a personal letter/ INVENTION • Except of this, we will focus postcard. • The students will learn the on medicine and learn the • Respect for other citizens simple past tense (regular parts of the body and some irregular verbs) • They will develop practical • Students will learn to • Indefinite pronouns (algo, skills for describing their describe a medical problem nada, alguien, nadie, own house and what is in and to give advices their house. alguno, ninguno...) • We will also cover the • More interrogative pronouns topics like a healthy life (qué, quién, cómo, cuándo, style and a balanced diet dónde, por qué)
KEY STAGE 3- CURRICULUM GUIDE 39 Year 9 PROFESSIONS, HEALTH AND PLANS AND PREDICTIONS MEDICINE • The students will learn to HOLIDAY AND TRAVELLING • We will talk about talk about their plans and • Students will revise the different professions and intentions simple past tense and will what we need to study for • We will revise the structure ir learn the forms of more different jobs in the future + a + infinitivo irregular verbs • Additionally, we will focus • The students will learn • Revision of the vocabulary on medicine and learn the the future forms (futuro (transportation, weather, parts of the body imperfecto) etc.) • Students will learn to • We will also start some CHILDHOOD AND describe a medical conditional sentences with si DESCRIPTIONS IN THE PAST problem and to give • The students should be advices able to describe their • We will also cover topics childhood Assessment like living a healthy There will be continuous • We will learn the third life style and having a assessment of students’ skills past tense called pretérito balanced diet in all three World Languages imperfecto (regular and FOOD AND DRINKS, EATING IN (French, German, Spanish), irregular verbs) and THE RESTAURANT, RECIPES throughout the Key Stage in the contrast all 3 past tenses • The students will expand four core areas of: • We will lean to write and their vocabulary in this • Listening tell a short story in the area: food and eating • Reading past using all 3 different • They will learn how to • Speaking past tenses order in a restaurant and • Writing OUR WORLD, INSTRUCTIONS buy food in the shops and • The students will learn in the market and ask for Assessment uses the BISB to give instructions and the price. 4-point scale. Assessments suggestions or solutions • Also, they will be able to not only look at knowledge of to some ecology problems give simple instructions vocabulary and grammar, but and to describe animals and to prepare some also at how well the students and the nature simple meals. are able to adapt language and • They will lean to use the INVITATION AND CALLING BY structures they have learned to imperative forms of the PHONE express themselves in an original regular and the most • The students will learn and creative way. frequent irregular verbs, how to invite someone by present continuous using calling, how to refuse and After each assessment, students the structure estar + accept the invitation. should look closely at the gerundio and conditional • We will revise and practise targets given to them by their sentences. the use of the present teacher and complete self- • We will cover topics like continues reflection in their MFL Portfolios. ecology, recycling and Students are expected to know nature. what they need to do to make improvements to their work and how to progress in their chosen World Language.
40 Geography
The study of Geography at curricular skills; including data places and geographical BISB helps to stimulate an collection, analysis, report features, from a local to a interest in the world around writing, mapping, graphicacy, global scale. The students us, and to develop a sense of discussion, public speaking make greater sense of the wonder about places. It helps and enquiry. Students can then world through the study our students make sense of a apply these skills to a range of processes, conditions, complex and changing world. of situations and subjects. features, interactions and It explains where places are, We learn these skills whilst changes. The students learn how places and landscapes are focusing on a variety of topics, to connect information to formed, how people and their designed to challenge and better understand the world environment interact, and how broaden student thinking and around them and the people a diverse range of economies, increase awareness of world within it. societies and environments are issues and processes. • Geographical Enquiry interconnected. It builds on our – The students develop students’ own experiences to All our schemes of work and the core investigative investigate places at all scales, assessments are designed to skills of observing, from the personal to the global. assess these key skill areas. collecting, collating, • Knowledge and analysing, evaluating and Aims and Objectives Understanding – The communicating geographical The Geography curriculum students are able to information. aims to introduce students draw on an increasing to a wide range of cross- awareness of locations,
Course Content
Year 7 Year 8 Year 9
THEME - OUR CHANGING THEME - FORCES THAT THEME - THE PEOPLE OF OUR WORLD AFFECT OUR WORLD WORLD • What is Geography? • Weather and climate • Global interactions • Welcome to Slovakia – • People and ecosystems • Sustainable development learning about where we • Our changing climate – focusing on different live (fieldtrip in Dúbravka) • Our changing city - countries including • Geographic skills – maps Bratislava (Fieldtrip to Tanzania and China and visual presentation of compare shopping areas • Human behaviour and data in Bratislava) place - the geography • An introduction to • The natural environment of crime (fieldtrip in Physical Geography around Bratislava - Dúbravka) • Comparing countries and focusing on rivers. • In-depth study of Asia populations • In-depth study of Africa
KEY STAGE 3- CURRICULUM GUIDE 41 Assessment Students will be assessed students and use ICT. There will be continuous using a range of techniques assessment of students’ skills throughout the year. All topics After each assessment, throughout the Key Stage in the include projects and tasks students are encouraged to two principles of: which are assessed. These are take note of the feedback • Knowledge and generally enquiry based which given to them by their teacher Understanding are designed for students to and complete self-reflection • Geographical Enquiry develop their knowledge and in their Geography Portfolios. understanding and their ability Students are expected to use Assessment uses the BISB to undertake geographical this feedback and reflections 4-point scale. For more enquiry. Assessments provide to make improvements to information about these criteria students with opportunities their subsequent work and please refer to the Individual to improve their research and continuously strive to develop Learning Record documents for presentation skills and work their skills in Geography. Year 7, Year 8 and Year 9. collaboratively with other
History
At BISB students will develop Aims and Objectives Course Content their understanding of Our Key Stage 3 courses Our History courses are based on the nature of historical develop students’ knowledge key historical questions. study. Passionate teaching of ‘international history’ and of History will trigger an awareness of how the past students’ inquisitiveness has shaped the present day. Year 7 and imagination and lead There are six key concepts them to ask and answer that underpin the study of MOVEMENT, SETTLEMENT important questions, evaluate History. Students need to AND EMPIRE: FROM THE evidence, identify and analyse understand these concepts in ROMANS TO THE NORMANS different interpretations order to deepen and broaden of the past, and learn to their knowledge, skills and ROMAN EMPIRE substantiate any arguments understanding. These six • What is Chronology? and judgments they make. concepts are: • Did people love or hate We aim to prepare students • Chronological living in the Roman for the future, equipping them understanding Empire? with knowledge and skills that • Cultural, ethnic and are prized in adult life whilst religious diversity enhancing employability. Our • Change and continuity students’ learning is enhanced • Cause and consequence by visits to historical sites; • Significance castles, museums, galleries and • Interpretation other significant places.
42 MEDIEVAL HISTORY Year 8 ENLIGHTENMENT AND THE MEDIEVAL SOCIETY: FRENCH REVOLUTION • What were medieval EARLY IMPERIAL CHINA • What was the castles? How were castles • Was Emperor Qin Enlightenment in science defended / attacked? Shihuangdi a good ruler? and in philosophy? • What was life like in a • What do the Great Wall and • How did Enlightenment medieval village? What the terracotta army tell us ideas inspire the French jobs did people do? How about ancient China? Revolution? did medieval people • What were the differences • Did the Revolution make understand the plague? and similarities between France a fairer society? MEDIEVAL WARFARE (Case the three main religions/ Study: the Norman invasion philosophies of ancient Year 9 of England 1066) China? TWENTIETH CENTURY WORLD • Why did William win? • How equal were men and HISTORY • How did medieval kings women in ancient China? rule? OLYMPICS EMPIRES • What makes a good king? • What can the Olympics tell us • Why were Europeans mad about 20th Century history? MEDIEVAL RELIGION, POWER about Empires? AND ART CAUSES, NATURE AND RESULTS • How would a conquistador OF WW1 • What was the role of the describe the Aztecs? Church in medieval life? • What were the causes of the • How did the Spanish First World War? • What can medieval art tell defeat of the Aztecs us about medieval life? • What was life like in the change Spain and Mexico? trenches? • Why were cathedrals built? BLACK PEOPLE OF THE • Why did the Allies win? • CRUSADES AMERICAS • What were the results of the war? • Why did medieval people SLAVERY WHAT IS SLAVERY? go on Crusades? • How did the slave trade WAR AND DICTATORSHIP (Why work? did dictators rise to power in the 20th century?) RENAISSANCE • What was life like on the plantations? • Why was there a revolution RENAISSANCE ART in Russia? • What was the • How did slavery end in the Americas? • How did Lenin and Stalin Renaissance? build the Soviet Union? • How did art change? • Why was there a civil war in America? • What was life like in Nazi • Case study of a Germany? • Why did the North win? Renaissance artist. • What were the causes of RENAISSANCE SOCIETY AND CIVIL RIGHTS WW2? SCIENCE SEGREGATION WHY WAS THE • Why did the Allies win? • What was the role SOUTH ‘SEGREGATED? • How did the Holocaust of women in the • How was segregation happen? Renaissance? challenged? • Was the bombing of • Renaissance science: Was • How important was Martin Hiroshima justified? the Earth the centre of the Luther King in the Civil • LOCAL HISTORY (Slovakia universe? Rights Movement? during WW2 investigation)
KEY STAGE 3- CURRICULUM GUIDE 43 Assessment and Year 9. These documents written assignments, research There will be continuous are only available for download tasks, quizzes, presentations, assessment of students’ skills to parents in Firefly. computer simulation activities, throughout the Key Stage in the role-plays, and source analysis. two core areas of: Assessment is conducted • Knowledge & through a range of tasks After each assessment, students Understanding and is based on the core should look closely at the targets • Skills historical learning objectives; given to them by their teacher chronological understanding, and complete self-reflection Assessment uses the BISB awareness of cultural, ethnic in their History Portfolios. 4-point scale. For more and religious diversity, change Students are expected to know information about these and continuity, cause and what they need to do to make criteria please refer to the consequence, significance, and improvements to their work and Individual Learning Record interpretation. Assessment how to progress in History. documents for Year 7, Year 8 tasks are varied and include
Information and Communications Technology
In Key Stage 3 students Aims and Objectives of people, communities and broadly follow English National The increasing use of cultures, and allows students Curriculum programmes of technology in all aspects of to collaborate and exchange study, developing their ICT society makes confident, information on a wide scale. capability, and also developing creative and productive use of IT acts as a powerful force for their skills in a cross curricular ICT an essential skill for life. ICT change in society and citizens manner. Students are also capability encompasses not should have an understanding introduced to the basic only the mastery of technical of the social, ethical, legal principles of computer science, skills and techniques, but also and economic implications digital literacy and information the understanding to apply of its use, including how to technology. Computing is these skills purposefully, safely use IT safely and responsibly. concerned with how computers and responsibly in learning, Increased capability in the and computer systems work, everyday life and employment. use of IT supports initiative how they are designed and ICT capability is fundamental to and independent learning, programmed, how to apply participation and engagement as students are able to make computational thinking, in modern society. informed judgments about when and how to make best use and where to use IT to enhance of information technology. It Technology can be used to their learning and the quality of aims to give students a broad find, develop, analyse and their work. education that encourages present information, as well as creativity and equips them to model situations and solve with the knowledge and skills problems. Technology enables to understand and change the rapid access to ideas and world. experiences from a wide range
44 Key concepts Key processes for a given audience with There are a number of key These are the essential skills attention to trustworthiness, concepts that underpin the and processes in ICT that design and usability study of IT: students need to learn to make • Evaluating • Languages, machines and progress: computation • Computational thinking Course Content • Data and representation • Abstraction: modelling • Communication and decomposing and coordination generalising Year 7 • Abstraction and design • Programming • The wider context of COMPUTER SCIENCE: computing The key processes are delivered • Flowcharts, algorithms, through the three recognised controlling systems The key concepts are not areas of the curriculum, which • Block and text-based discrete areas that are covered are: programming, exploring separately. They are taught basic structures of the code, as concepts in action through COMPUTER SCIENCE: such as sequences, loops, several examples. • Decomposition functions and variables. • Pattern recognition and • How does the computer Computer science is the generalisation work? Students are scientific and practical study • Abstraction introduced to the major of computation: what can be • Algorithm design components of the computed, how to compute computer. it, and how computation may DIGITAL LITERACY: DIGITAL LITERACY: • Understand a range of ways be applied to the solution of • Practicing safety is a must to use technology safely, problems. with anyone who goes respectfully, responsibly online, especially important Information technology is and securely to students. We will discuss concerned with how computers • Protecting online identity the threats students may and telecommunications and privacy encounter while online equipment work, and how they • Recognise inappropriate and show you how to may be applied to the storage, content, contact and protect them and talk to retrieval, transmission and conduct them about being safe and manipulation of data. • Know how to report responsible. concerns INFORMATION TECHNOLOGY: Digital literacy is the ability to effectively, responsibly, safely INFORMATION TECHNOLOGY: • Navigating across the and critically navigate, evaluate • Finding Information network, use of email and and create digital artefacts using • Selecting, using, and Office 365, saving files and a range of digital technologies. combining multiple organising data The creation of digital artefacts applications, across a • Plan, record, edit a short will be integral to much of range of devices, to achieve movie with soundtrack the learning of computing. challenging goals matching the given topic, Digital artefacts can take • Collecting and analysing using cloud technology many forms, including digital data and meeting the needs and online collaboration images, computer programs, of known users in the process as well as a spreadsheets, 3D animations • Create, re-use, revise and wide range of software and and of course this booklet. re-purpose digital artefacts hardware
KEY STAGE 3- CURRICULUM GUIDE 45 • Understand typography, • Demonstrate the Year 9 colour psychology, process of editing and schemes and consistency manipulation. Save COMPUTER SCIENCE: • Copyright, creative projects, export and load • Looking at the role of common, plagiarism files across a network. Binary in ICT systems; including ASCII, text, Year 8 graphics and sound. • Looking at binary Assessment COMPUTER SCIENCE: conversion and interactive There will be continuous • Text based programming, activities that explore assessment of students’ skills exploring basic structures graphics and bitmaps. throughout the Key Stage in the of the code, such as • Understand simple two core areas of: sequences, loops, Boolean logic [for • Theory functions and variables. example, AND, OR and • Skills • Input and output devices, NOT] and some of its sensors and automatic uses in circuits and Assessment uses the BISB computer systems programming; understand 4-point scale. For more DIGITAL LITERACY: how numbers can be information about these criteria • Understand a range of represented in binary, and please refer to the Individual ways to use technology be able to carry out simple Learning Record documents for safely, respectfully, operations on binary Year 7, Year 8 and Year 9. These responsibly and securely, numbers [for example, documents are only available for including protecting conversion between binary download to parents in Firefly. their online identity and decimal] After each assessment, students and privacy; recognise DIGITAL LITERACY: inappropriate content, should look closely at the • Understand a range of targets given to them by their contact and conduct, ways to use technology and know how to report teacher and complete self- safely, respectfully, reflection in their IT Portfolios. concerns responsibly and securely. INFORMATION TECHNOLOGY: Students are expected to know • Including protecting their what they need to do to make • Taking the role of a online identity and privacy. improvements to their work and developer by expanding • Recognise inappropriate how to progress in IT. their knowledge of content, contact and programming and Web conduct, and know how to page design and applying report concerns. it to the creation of Web • Online search, plausibility, pages for users. advanced search tools. • Learn to create user- INFORMATION TECHNOLOGY: friendly Web sites • The Microsoft Office • The Microsoft Office suite and MS Office 365 - suite and MS Office 365 advanced Word processing - advanced Excel for skills for documents, spreadsheets • Copyright, creative common, plagiarism, referencing sources, bibliography.
46 Art and Design
Art and Design embodies some • To use a range of techniques of the highest forms of human and media, including DESIGN AND TECHNOLOGY creativity. A high-quality art drawing and painting. – USING SIMPLE TOOLS IN and design education should • To increase their proficiency CONSTRUCTION engage, inspire and challenge in the handling of different • Using a cutting knife, glue students, equipping them with materials. gun, iron, saws, hand-drills the knowledge and skills to • To analyse and evaluate • Joining materials – working experiment, invent and create their own work, and with glue, paper, card, their own works of art, craft and that of others, in order wood, wire, papier-mache design. As students’ progress, to strengthen the visual • Techniques in fine finish – they should be able to think impact or applications of sandpaper, paint critically and develop a more their work. rigorous understanding of art • About the history of Year 8 (Project based) and design. They should also art, craft, design and know how art and design both architecture, including • Cubism reflect and shape our history, periods, styles and major • Buildings in Print and contribute to the culture, movements from ancient creativity and wealth of a times up to the present day. • Animating Art nation. • Environmental Art Course Content • Personal Light Source Aims and Objectives • Staged photography Our curriculum for art and design aims to ensure that all Year 7 (skills based) Year 9 (Project based) students: DRY MEDIA (using Graphite, • Produce creative work, • Life Events exploring their ideas and Charcoal, Pastels in drawing • Festive Fun recording their experiences. techniques) • Public Art • Become proficient in • Observational drawing, drawing, painting, sculpture quality of line, shading, • Promotional - products and other art, craft and developing patterns, • Tableau photography design techniques. layering of colours • Evaluate and analyse USING WATERCOLOUR, creative works using the GOUACHE, ACRYLIC IN language of art, craft and PAINTING TECHNIQUES: design. • How to use a paintbrush; • Know about great artists, which brush for which craft makers and designers, material? and understand the • Watercolour wash, colour historical and cultural. mixing, layering of paint • Development of their art TRASHION SHOW forms. • Designing for Fashion, simple pattern cutting, Students will be taught: garment construction, • To use a range of techniques to record their observations • joining techniques, fine in sketchbooks, journals finish and other media as a basis for exploring their ideas.
KEY STAGE 3- CURRICULUM GUIDE 47 Assessment Assessment uses the BISB students should look closely There will be continuous 4-point scale. For more at the targets given to them by assessment of students’ skills information about these their teacher and complete self- throughout the Key Stage in the criteria please refer to the reflection in their Art Portfolios. five core areas of: Individual Learning Record Students are expected to know • Research/ investigation documents for Year 7, Year 8 what they need to do to make • Ideas/ planning and Year 9. These documents improvements to their work and • Development of ideas are only available for download how to progress in Art. • Realisation to parents in Firefly. • Evaluation (throughout the whole process and at the Each topic is project based. final stage) After each assessment,
Drama
Drama has an important The lessons also provide an • Learn about recognized role to play in the personal ideal opportunity to help our theories of dramatic development of our students. students gain confidence techniques. The skills and qualities in a relaxed, focused • Gain confidence in speaking developed by students in and stimulating learning publicly to a range of drama, such as teamwork, environment. All students are audiences. creativity, leadership and risk- actively encouraged to develop • Explore how the written word taking are assets in all subjects their own ideas and initiatives, can ‘come alive’ through and all areas of life. to explore and express performance. With the basic tools of themselves. • Have a ‘voice’ in group drama: the body, the voice situations and decision and the mind, students will Aims and Objectives making. use dramatic conventions to The students will be able to: • Cooperate with others in explore ideas, issues, texts and • Explore familiar and collaborative situations. meanings. Students will also unfamiliar situations • Have the opportunity to take explore elements of theatre through role play. part in public performance. such as costume, props, • Develop critical thinking, lighting and set and how they creativity, and problem- complement the performances. solving skills. They will also learn to evaluate • Explore a variety of critically the intentions and emotions and reactions performance of dramas in in a safe and secure which they have participated or environment. have watched. • Discover means of expression other than written or verbal.
48 Assessment Year 7 There will be continuous Through the body: Students will learn the basics of assessment of students’ skills Term 1 physical theatre creating character through movement, throughout the Key Stage in the shape, gesture and tempo. four core areas of: Through the voice: Students will focus on aspects of the • Elements of Theatre voice (tone, volume, pace, pitch and clarity) which con- Term 2 • Using the Voice tribute to creation of character such as age, personality, • Physical Theatre accent, mannerisms and register. • Ensemble Work Page to stage: Students will combine the skills from the year with elements of theatre to in order to: work in role; Assessment uses the BISB Term 3 perform in plays for specific (younger) audiences; consid- 4-point scale. For more er characters from published modern plays; discuss and information about these criteria review their own and others’ performances. please refer to the Individual Year 8 Learning Record documents for Year 7, Year 8 and Year 9. These Through the voice: Students will develop aspects of the documents are only available for voice (tone, volume, pace, pitch and clarity) in order to pres- download to parents in Firefly. ent themselves informal presentation and in performance Term 1 poetry. This is done in conjunction with the English curricu- After each assessment, students lum and will help prepare them for the English Speaking should look closely at the targets examination. given to them by their teacher Through the body: Students will extend their understanding and complete self-reflection Term 2 of physical theatre by working with masks in order to create in their Drama Portfolios. comic and dramatic characters and devise performances. Students are expected to know Page to stage: Students will learn to combine the skills what they need to do to make from the year in order to: direct, design and work in role; improvements to their work and Term 3 adapt and bring to life published plays; discuss and re- how to progress in Drama. view their own and others’ performances. Year 9 The final unit is designed to provide an overview and Improvisation: Students will master aspects of physical extended practical exploration theatre, voice work and the use of stage and space through acquired over the year, Term 1 fun improvised tasks whilst giving students confidence to culmination in a piece which have a go. This culminates in the Improv Olympics at the end can be used for summative of the term. assessment of students’ ability Design and direction: Students will study an abridged to make and present drama. Shakespeare text in order to apply elements of theatre to their stage design. Working with scenes from Shakespeare Term 2 and performing to peers will support their English cur- riculum and they will be encouraged to discuss and review their own and others’ performances in order to improve their understanding and application. Final Performance: Students will complete a full perfor- mance of the abridged Shakespeare text, learning lines, Term 3 blocking and applying their designs in reality. This will cul- minate in two performances to their peers and to parents showcasing the skills acquired over three years.
KEY STAGE 3- CURRICULUM GUIDE 49 Dance
Dance has an important Aims and Objectives Assessment role to play in the personal The students will be able to: There will be continuous development of our students. • Develop critical thinking, assessment of students’ skills The skills and qualities creativity, and problem- throughout the Key Stage in the developed by students in solving skills. four core areas of: dance, such as creativity, • Explore a variety of styles of • Elements of Dance leadership and risk-taking are dance • Analysing performance assets in all subjects and all • Discover means of • Creating a performance areas of life. expression other than written or verbal Assessment uses the BISB Students will explore a • Learn about key 4-point scale. For more range of Juilliard Core choreographers information about these criteria Works, developing skills and • Gain confidence in please refer to the Individual movement phrases within performing in front of others Learning Record documents for these. • Cooperate with others in Year 7, Year 8 and Year 9. These collaborative situations documents are only available for The lessons also provide an • Have the opportunity download to parents in Firefly. ideal opportunity to help our to take part in public After each assessment, students students gain confidence performance should look closely at the targets in a relaxed, focused given to them by their teacher and stimulating learning and complete self-reflection environment. All students are in their Dance Portfolios. actively encouraged to develop Students are expected to know their own ideas and initiatives, what they need to do to make to explore and express improvements to their work and themselves. how to progress in Dance.
The final unit is designed to provide an overview and extended practical exploration acquired over the year, culmination in a piece which can be used for summative assessment of students’ ability to make and present dance.
50 Music
BISB Music lessons are based on involved in extra-curricular are encouraged to use them the use of the Juilliard Creative music in the wider school. during their class lessons. Classroom, a method devised • Enjoy taking part in practical by Juilliard and Nord Anglia Aims and Objectives music lessons that include Music Education specialists, to Music lessons at BISB aim listening, composing, give our students the best music to provide every child with performing, rehearsing and education possible. a broad and balanced appraising activities. curriculum. Students: • Learn to ‘have a voice’ in We use high quality classical • Learn about music from group situations and decision music to teach students a around the world. making. variety of transferrable skills • Learn about western • Learn to cooperate with that they can apply to all classical music through to others in collaborative subjects and everyday life. modern day popular music. situations. We use music to encourage • Have the opportunity to • Have the opportunity to take team work, reflection, cultural experiment with a range part in public performances. awareness, perception, of instruments, including • Are actively encouraged to expression, creativity, curiosity, various percussion, brass, develop their own ideas and literacy and performance skills. guitar, ukuleles and initiative. keyboard instruments. Students enjoy their music • Those who study Students will study 12 set works lessons and many go on to be instruments outside lessons during Key Stage 3 Music:
BACH CELLO SUITE NO 3 BLUE MONK The instrument as soloist: Improvisatory Music: Students look at how composers write music How is this music created? A study into for solo instruments. They study techniques structure of music and sometimes the lack of melody writing, including use of different of it. A very performance driven topic where textures and timbres. They then write their own students are encouraged to think outside the pieces using this as a stimulus. box and develop their performance skills.
AMBUSH FROM TEN SIDES LIGETI 6 BAGATELLES Music for Ancient Instruments: Music for small ensembles: Here we study folk instruments from different Students study the elements composers use cultures and look at playing techniques. We when writing for small ensembles focusing on apply their playing techniques to instruments the use of texture and part writing. They study we are used to and make up our own playing the instruments concerned and how they are techniques being as creative as possible. played. They compose small themes for the class to perform.
STRAVINSKY THE RITE OF SPRING GERSHWIN Music that tells a story: The Song: Students study key characteristics of Students study the music of George Gershwin Stravinsky’s music and how it relates to the and songs from the Jazz age. They learn about characters and events in the story. There is the composer’s life and how to perform some of a study of dissonance, melodic intervals and his most well-known melodies. students also learn how to recognise and use ornaments.
KEY STAGE 3- CURRICULUM GUIDE 51 ROSE – CHANTS DU BURGAM BEETHOVEN – SYMPHONY NO 5 Folk Origins The world of the orchestra: Here we study Senegalese drumming, once Students study instruments of the orchestra, again looking at different folk instruments, looking at how instruments are played and but this time concentrating on drums. This how composers get so many different colours unit is all about rhythm and students learn from the orchestra. This also gives the students about working in a group to create complex an opportunity to study form in a large musical polyrhythms within the class and in smaller work. groups. They learn about rhythmic notations and other ways in which music is written down.
MENDELSSOHN – VIOLIN CONCERTO JOHN WILLIAMS – ET The concerto: Film Scoring: A look into the world of the soloist. Students How does music affect what we watch on once again study instruments of the orchestra the big screen? We investigate the ways but this time they look at how they are used as musical elements are used to manipulate our soloists. What timbres and textures are used emotions. There is a composition project for to make them stand out in front of a large all and students in Year 9 also study the art of symphony orchestra? Students study form and Foley, incorporating that into a longer piece of structure and also controlled improvisation in composition. the form of the cadenza.
SHEPHARD – METAMORPHOSES MOZART – THE MAGIC FLUTE Composer of today: Music for dramatic productions: Students are introduced to Sean Shephard, a What can music tell you about a character? composer who studied at Juilliard and who has Students study motifs, how these are linked written the music specifically for this unit. He to the characters and what personality traits is on hand to answer questions and conduct the music is able to highlight. Students take meetings via Skype in real time so the students stories they have read in English and compose can chat with him. This is a compositional character motifs for them using musical unit where students will look at composing elements to highlight their personalities. This techniques that Sean has used and apply it unit has links to the John Williams film unit. to their own work. They are encouraged to be creative and compose their own original pieces.
In addition to this, Year 7 will musical concepts and also be Assessment learn basic Music Theory, Year 8 able to express their ideas more There will be continuous will work on Ukulele Skills and clearly when composing. assessment of students’ skills Year 9 will work on a film/foley throughout the Key Stage in the project. All students are encouraged to two core areas of: take internationally recognised • Performing Skills All students will use the music examinations at the end • Theoretical Knowledge dedicated keyboard lab in order of each year. More details of to gain basic piano skills which these will be available from the Assessment uses the BISB help them to better understand Music teacher. 4-point scale. For more
52 information about these • Class performances - either After each assessment, students criteria please refer to the through group work or solo should look closely at the targets Individual Learning Record performance. given to them by their teacher. documents for Year 7, Year 8 • Extra-curricular Students are expected to know and Year 9. These documents performances – including what they need to do to make are only available for download involvement in the school improvements to their work to parents in Firefly. Orchestra or Choir. and how to progress from there. • Formative written tests. Staff are approachable and there Students are assessed through • Composition work which is are opportunities to complete a number of different formats recorded or performed. extra work at break time and throughout Key Stage 3 lunchtimes to improve grades. including;
Personal Social Health Citizenship Education (PSHCE) PSHCE is an important Together with the BISB Clubs well as promoting teamwork, component of BISB’s Wellbeing Programme, the PSHCE collaboration and community Programme. In the ever- Curriculum offers our students engagement. Whole school changing 21st Century the the unique opportunity events, assemblies and time British International School to participate in broader for self-reflection will also take Bratislava’s PSHCE curriculum educational experiences place during some of these empowers our students to and will provide them with sessions, whilst students will make informed decisions enhanced opportunities to also be able to participate in that embody the school’s develop a greater depth of a block of elective workshops learner profile. Students knowledge, skill, creativity and once per term. explore issues key to their sophistication in their learning. personal development in By participating in BISB's order to thrive as global As well as supporting Wellbeing Programme it is our citizens. The holistic nature academic development, expectation that it will help of the programme promotes PSHCE incorporates elements our students develop into a shared understanding of of the BISB Learner Profile (see well-rounded, confident global the importance of wellbeing page 5) and CAS (Creativity, citizens, who are fully equipped within the school community. Activity and Service), which to meet the challenges of their Students are generally taught aims to recognise and future lives, and to be the type in their tutor groups, by their celebrate each individual of people who make a positive Form Tutor, though Heads of student’s inherent abilities in difference to the world around Years and Key Stage Leaders areas such as sport, music, them. may vary the programme to art and performance. The facilitate visiting speakers or programme is designed to utilise staff expertise to best encourage risk-taking and effect. challenge-based learning, as
KEY STAGE 3- CURRICULUM GUIDE 53 KS3 PSHCE AND CAS Week A/B PROGRAMME Lesson 3 Lesson 4 The programme of study CAS Activity, Assembly, contains 7 core elements: PSHCE BISB Event, STEAM, 1. Health and well-being PSCHE Workshop 2. Relationships 3. Living in the wider world 4. Creativity 5. Service Aims and Objectives Assessment 6. Activity Our Key Stage 3 Wellbeing Students receive continuous 7. Careers Programme develops our feedback from both the teacher students’ knowledge of a and their peers in the Wellbeing Frequently discussion based, diverse range of topics and Programme. This is designed to the topics and activities that provides them with multiple help them improve and develop are covered will enhance opportunities to reflect upon their skills. Whilst there are no students’ international their own beliefs and ideas. graded assessments, students mindedness, empathy and Through structured group will participate in formal verbal self-awareness, and help them work and individual tasks, they and written presentations, develop skills and confidence will learn skills which will help will receive individualized through activities such as them develop into assertive feedback on their strengths and public speaking and role- and confident young people, weaknesses and be encouraged play. Over the 3 years of Key able to make informed and to reflect upon strategies to Stage 3, some topics will be healthy choices and with a improve. Their engagement and revisited in more depth and broad understanding of the participation will be monitored detail, reflecting the needs and diverse world in which we live. on a weekly basis and will maturity of the students. contribute to their Learning Attitude report score.
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WILLOWS Nursery & Reception T: + 421 2 6436 6992 J.V. Dolinského 1 M: + 421 908 105 796 841 02 Bratislava E: [email protected]
MAPLES Year 1 & Year 2 T: + 421 6930 7082 Pekníkova 4 M: + 421 918 657 025 841 02 Bratislava E: [email protected]
OAKS Primary & Secondary School T: + 421 6930 7081 Pekníkova 6 M: + 421 905 773 632 841 02 Bratislava E: [email protected]
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