THE BRITISH SCHOOL OF MILAN KEY STAGE 3 CURRICULUM BOOKLET The British School of Milan’s mission is: To inspire learning within a caring, creative and international community, to pursue excellence, and to challenge students to think critically as they prepare for the world beyond. Key Stage 3 at the British School of Milan Year 7, Year 8 and Year 9 are three dynamic years of a student’s education, that build upon the foundations of literacy and numeracy laid down in Primary School, and help define the pathway towards Key Stage 4, the two-year programme that ends with IGCSE examinations. At the British School of Milan, we offer our Key Stage 3 students a diverse curriculum that reflects the best of British education within an international context. Joining Key Stage 3 in Year 7, a student encounters a new learning environment: whilst their Form Tutor, who they meet with on a daily basis, oversees their academic and personal progress, subject specialists guide their learning in a broad range of subjects. Students in the Senior School are aware that learning does not only take place in the classroom: beyond the structured schedule of lessons, students consolidate and extend their knowledge base through homework and independent study. Each student is expected to develop their organisational skills through appropriate use of their Student Planner, which will allow them to effectively plan and prepare for homework tasks and revise for tests. Whilst we encourage students in Key Stage 3 to be responsible for monitoring their own approach to learning, we guide them in setting targets to accomplish, and we ask Form Tutors and parents to check regularly that students are on track and working appropriately towards fulfilling their individual potential. In Years 7, 8 & 9, as in all the Key Stages, students are encouraged to take advantage of the various co-curricular activities that we offer, both during lunch-time and after school. These activities, which include, amongst other things: choir, instrumental lessons, drama, sport, and art, offer opportunities to work collaboratively and cooperatively on shared endeavours, reflecting our belief that personal and social development are as vital as academic growth. The following pages present an outline of the academic and pastoral programme of Key Stage 3. Should you require any further information, or if you have any questions, please do not hesitate to get in touch. KEY STAGE 3 THE BRITISH SCHOOL OF MILAN As an IB school, and as a school that supports the attributes promoted within British education, we encourage the individual qualities that appear on the IB Learner Profile, even from the start of Key Stage 3. There are many ways that you can develop the qualities of an IB learner whilst you are in Key Stage 3. As a member of a Tutor Group you have a range of opportunities to play an active role in school life. Participate in discussions and activities that focus on a wide range of topics that PSHE will allow you to develop your awareness of yourself, the world around you and the significance of global concerns. CAS Become involved in a project that aims to raise awareness of the needs of those less fortunate than you. Demonstrate your teamwork skills and sense of competition through inter-house HOUSES competitions. ASSEMBLIES Gain confidence in your communication skills through planning and presenting ideas. STUDENT Contribute to the discussion that identifies ways to make the school community even VOICE stronger and make the school experience even richer. TARGET Reflect upon your progress, and identify specific targets that will allow you to achieve SETTING your goals. Supporting you through this first phase of the Senior School, monitoring your individual progress and contributions to the school community, and facilitating your exploration of issues the wider world beyond the British School of Milan, is your FORM TUTOR. You will be given regular feedback on your ‘Attainment’ and ‘Attitude to Learning’ through a series of Grade Cards, Parent – Teacher – Student Evenings and a Full Report. KEY STAGE 3 THE BRITISH SCHOOL OF MILAN All Key Stage 3 students should: Achieve their full potential as individuals. Support each other as members of a caring and creative community. ASPIRE Pursue knowledge and understanding. Involve themselves in the wide range of activities that the school offers. Respect other people’s values, beliefs and customs. Extend their horizons, striving to achieve their best. The key to achieving your goals is through making sure your actions suit your aspirations. Both within and beyond lessons, you can demonstrate you are an increasing independent learner and a positive, productive member of the learning environment, by adopting and ATTITUDE sustaining an excellent ATTITUDE TO LEARNING. TO LEARNING All students at BSM are viewed through the same framework in terms of their approach to study: it ranges from grade 4 to grade 1. Below are some of the key descriptors in the Attitude to Learning profile. Which ones best describe you? Set your sights high: learn what it takes to gain a 4… I am always prepared and ready to learn 4 Excellent I am always enthusiastic about my learning and willing to participate in lessons I enjoy learning and always focus on the tasks set during my lessons I always complete my homework fully and on time to my high standards I am ready and prepared to learn Good 3 I am enthusiastic about my learning and participate in lessons I am focused on my learning and the tasks set during my lessons I complete my homework fully I am usually engaged in my learning Needs 2 I usually work hard Improving I am usually focused on my learning and on task, although often my teachers must remind me I am not yet regularly managing to complete my homework fully and/or on time I am making little effort in class with my learning I am not participating in lessons and I am not showing enthusiasm with my learning Unacceptable 1 I am not focused on my learning often enough I rarely complete my homework to a high standard or submit homework on time ENGLISH SKILL DEVELOPMENT Understand the power and the possibilities of the spoken word. Participate effectively in a variety of speaking and listening activities. Read and respond to all types of text, recognizing themes and attitudes. Explore how writers achieve specific effects. Construct and convey meaning in writing, matching style to audience and purpose. Use language with creativity and enjoyment. Read, understand, enjoy and respond to all types of literary texts. Discover information-retrieval strategies for the purpose of study. Recognise the significance of the personal, social and cultural context of fiction and non-fiction. Broaden your understanding of the language, forms, conventions and social and political contexts of the mass media. COURSE OUTLINE Autobiography Media (Images and Persuasive Language) YEAR 7 ‘The Boy in the Striped Pyjamas’: John Boyne Selection of extracts from different Shakespeare plays Selection of poetry based on the theme of Animals Love Poetry through the ages ‘Romeo and Juliet’: William Shakespeare YEAR 8 ‘Dr. Jekyll and Mr. Hyde’: Robert Louis Stevenson Media Bias (Newspaper articles) Selection of Pre-1900 short stories ‘Much Ado About Nothing’: William Shakespeare ‘Animal Farm’: George Orwell YEAR 9 Selection of War Poetry Range of topical media articles Creative writing: short stories THINK ABOUT Reading a variety of non-fiction to broaden your vocabulary, range and repertoire. Contributing to the school online magazine: The Heat. Volunteering to present ideas in assemblies, to practise your communication skills. Articulating critical opinion of a range of media in review pieces. Constructing persuasive arguments for debates. Playing word games such as Scrabble or Taboo during a rainy lunchtime. ENGLISH AS AN ADDITIONAL LANGUAGE SKILL DEVELOPMENT Become more confident in your use of English. Read a range of increasingly demanding texts. Analyse genres commonly encountered in school. Write with increasing fluency and sophistication. COURSE OUTLINE English as an Additional Language (EAL) programmes are divided into two specific learning opportunities. These courses involve students being withdrawn from the mainstream timetable to focus intensively on the language skills required to successfully access the curriculum. Students work in small groups and on occasions one-to one, with EAL specialist teachers. Stage 1 Students are withdrawn for up to 11 periods a week, so they can have direct language instruction. Where appropriate, these students are also supported in the mainstream by specialist EAL staff. Stage 2 Students are withdrawn from mainstream classes for up to 8 periods per week, and are supported in class by EAL informed mainstream teaching. Stage 3 Students have a high level of language, but who still benefit from EAL informed mainstream teaching and academic language courses. Students focus on narration, recount, reporting, instructions, procedure, explanation and argument. They produce a variety of written pieces including formal and informal letters, YEAR 7 summaries, police reports, a book review, instructions, a discursive essay and explanations of procedures and processes. Students focus on persuasion, description, information, reporting, summary writing, recount and vivid narration. They produce a variety of written pieces including travel YEAR 8 reports, brochures, informal letters, e-mails and postcards, summaries, book reviews and newspaper articles. Students