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Year 7


September 2008

This handbook is designed for parents of Year 7 students. It contains important information about the
content and objectives, and evaluation procedures which will be included in this year’s courses. The
handbook is intended to be a reference resource so that you may feel better informed about the work that
the students are doing in class. This will enable you to discuss your child’s work with him/her and the
teachers more knowledgeably. You will also be able to refer to this curriculum booklet when you receive
progress reports on your child’s achievements. The guide gives an overview of the topics that will be
studied during this year at school. Please read it through carefully.

In Years 7, 8 & 9, the British School follows very closely the National Curriculum of England and Wales,
Key Stage 3. This is a challenging curriculum, which at the same time, provides opportunity for students of
all abilities. BSQ results in the Key Stage 3 examinations are measured against results from the United
Kingdom and other British curriculum schools around the world. Students present formal examinations
each year. At the end of Year 9, they present the QCA SAT tests in Science, Mathematics and English,
which give a very precise indication of academic performance, before going on to the Pre-Diploma course
at BSQ.

Parent support is one of the most important factors influencing a child’s levels of attainment in school.
Good communication between home and school is of great importance to us here at the British School. If
you have any questions about your child’s attainment levels, home or class work, or if you would like to
discuss any aspect of the curriculum, please contact your child’s tutor in the first instance. We are, of
course, also always available to discuss issues, as is the Director of the School.

John Osborne Ben Schiller Leilana Dela Cruz
Secondary Coordinator KS 3/Pre-Diploma Tutor
Miss Kathleen Borrowman
The following is a general overview of the subject material students can expect to experience in year 7.

The programme is designed to meet the requirements of the three attainment targets of the National Curriculum for
English, which are:

Attainment Target 1: Speaking and Listening
Attainment Target 2: Reading
Attainment Target 3: Writing

Year 7.

There is a great deal of flexibility in the topics chosen each half term. We use exercises taken from Skills in English
Book 1. These exercises incorporate skills such as reading comprehension, responding to a variety of texts, group
discussion, individual responses, class presentations, writing reviews, note-taking, writing booklets and writing for

Other texts studied in Year 7 may include:
Stories from Two Centuries, The Girl and the Snake (Short Plays), Axed Between the Ears (Poetry), Windmill Book
of Short Stories and various class readers (see below)

The topics we teach for English Language are fully integrated with, and often derive from, the class readers. These
texts change each term. They are chosen in order to expose students to a representative variety of English
Literature, taking into account the correct reading level for the age and competence in English of a given group of
year 7 students. Studies in poetry and other forms of prose are integrated on an ongoing basis.

Teachers of English make use of differentiation so that each student can complete challenging and stimulating
work. In class and out of class support is given to English as a Second Language students depending upon
individual circumstances. New students are also integrated into the class with their individual needs in English
taken into account.

Curriculum term by term.

Term 1 Term 2 Term 3
Units of work include: Units of work include: Units of work include:

Friends and Family Magic and mystery Poetry
Audience and Purpose of writing Exploding a poem
Finding ways in!

Descriptive, Fantasy Other countries’ writing
Imaginative and Creative Writing

Class Reader Class Reader Class Reader
The Daydreamer Danny, the Champion of the World Skellig

Class Exercise Book: Skills in English I

Students will also have aspects of Media Studies and Drama integrated into the curriculum throughout the

Attainment assessment: Students will be evaluated by their performance in the following areas: Homework
and in-class assignments – 30%; projects – 30%; tests, quizzes, and final exam – 40%
Drama Course Year 7 Miss K Borrowman

This is a half-year course designed to give participants an overview of theatre skills, as well as increase
self-awareness, ability to work in a group, public speaking skills, writing skills, and self-confidence all via
dramatic activities.


Warm-ups – to practice working together (listening and following, cooperating); doing silly things in front
of each other, warm up the voice and body in preparation for more demanding activities.
Improv – improvisational skills – to practice building a scene without a plan or script – not all acting is
scripted, in face, up to 90% is improvised. Improv involves paying attention to others, reacting logically to
what’s happening, etc.

Throughout the course:

Skills – stage-specific skills including vocabulary of theatre, maximizing voice, movement, use of stage
space, stage fighting, sword fighting, possibly make-up if time permits.
Critique – includes an awareness of some existing forms of drama, some classic works, and vocabulary and
skills to discuss drama critically.
Straight-forward scripted }
Finishing or developing a script from existing materials } and perform,
Developing a script from scratch } in groups


From time to time the students will be asked to do some written work, such as reflective or critical writing
regarding class work, and sometimes students will elect to practice or otherwise work on their dramatic
productions at home.


Effort and Conduct grades will be based on daily in-class performance, and attitude towards homework.
Attainment grades will be based on daily participation, written work, and contribution to projects.
María del Carmen Zavala
El Programa de Lengua y Literatura en Español para el año 7 se enfoca en el desarrollo de destrezas
que necesitará el estudiante para el programa de Pre IB. El alumno tendrá la oportunidad de alcanzar
los siguientes objetivos:
- Familiarizarse con los diferentes tipos de textos literarios.
- Escribir en variedad estilos.
- Reforzar estructuras gramaticales, ortográficas y de vocabulario.
- Desarrollar destrezas y estrategias de lectura para comprender y responder a una variedad de
- Desarrollar pensamiento crítico para defender su posición.
- Desarrollar destrezas para escuchar y hablar en público.
- Reflexionar sobre su comportamiento para adquirir hábitos y valores.

Narrativa: Cuentos, leyendas, mitos, novelas.

Textos informativos: la exposición, el reportaje, la entrevista. Textos
artumentativos, cartas, anuncios, poemas.

Oraciones, el sujeto, el predicado, el verbo, el adverbio, la preposición, la conjunción, los
complementos y el análisis morfológico.

Uso de mayúsculas, palabras homófonas, sufijos, palabras agudas, graves, esdrújulas y sobreesdrújulas,
la tilde, confusiones ortográficas, signos varios de puntuación

Expresión Oral
Presentaciones orales, discursos y destrezas para escuchar y hablar en público.
Textos de apoyo:
Lengua 6, Editorial SM
Comunicarte 7, Editorial Norma
Lenguaje y Comunicación 7, Editorial Marenostrum

Todas las tareas serán evaluadas según la siguiente rúbrica:
40 % Trabajos escritos, proyectos y tareas
20 % Pruebas y exámenes
40 % Participación en clase
Mr Peter Flynn


1. To encourage students to develop a sense of place and time.
2. To encourage students to understand the relationship that has existed and still exists between
humans and the physical environment.
3. To develop in students the skills and techniques required to analyse and interpret a range of relevant
information and communicate the results of this analysis in a variety of appropriate ways.
4. To stimulate students to think critically and question the world they live in based on a detailed
knowledge and understanding of the way the world functions today, and the way it functioned in the
5. To provide students with the freedom and confidence to conduct relevant geographical enquiries
and investigation.


2 x 40 Minutes each week; 1 homework each week


• Map Skills
• Settlement
• Plate Tectonics
• Football
• Rivers
• Flooding

Skills (integrated into all subjects and units)
• Interpretation of text, and other written sources
• Use of graphs, diagrams, tables etc.
• Interpretation of maps, photos, videos, satellite images and the internet

25% Review of class and homework.
25% Project assignments.
25% End of unit assessments and tests.
25% End of year synoptic examination.

Mr. Anthony Barnett


6. To encourage students to develop a sense of place and time.
7. To encourage students to understand the relationship that has existed and still exists between
people and the past.
8. To develop in students the skills and techniques required to analyse and interpret a range of
relevant information and communicate the results of this analysis in a variety of appropriate ways.
9. To stimulate students to think critically and question the world they live in based on a detailed
knowledge and understanding of the way the world functions today, and the way it functioned in
the past.
10. To provide students with the freedom and confidence to conduct relevant historical enquiries and


• The Roman Empire
• England in the Middle Ages

• Contrasts & Connections supplemented by other material

Skills (integrated into all topics)
• Interpretation of sources, including written and pictorial
• Evaluate the causes and consequences of event in the past
• Describe the main features of events from the past

80% Specific Assessment Tasks undertaken in class.
20% End of year synoptic examination.

Mr. Andrew Richards

The objective of the year 7 KS3 course is to revisit some of the ICT work done at primary level and look at
the main software applications in further detail. Learners will learn new skills and learn about the
importance of checking the accuracy of coursework and to ensure that all coursework is backed up
wherever appropriate. The objectives for this year are:

Learn about different computer systems and how computer systems function;
Identify different forms of data and combine them to create new worthwhile information;
Further develop skills in office style application software;
To use criteria or benchmarks to assess the effectiveness of their own and other’s publications
and presentations; To investigate and make changes to a model by entering rules and formulae,
formatting and labeling data appropriately, and predict results by changing input variables;
To combine different tasks into a cohesive presentation.

Three periods a week, one single and one double (total 120 minutes).
Computer Basics
The different types of computer are studied, as well as the different types of users and the typical tasks
they perform. To do this, learners will understand about the different parts of a computer system, how
they connect together and how the capacity and performance of these devices are recognised. Learners
will look at different types of software applications that allow users to perform the tasks they need to do
and systems software (such as the operating system and utility programs) that manage computer

Developing Intermediate Skills in Office Style Applications
The learner will be able to identify individual software application used in the work place and recognise
which applications are best suited to a given task e.g. a word processor to type a letter. The learner will
also compare the use of individual software applications with those of integrated office suites; looking at
cost viability, bundled programs, features and functions.

The learner will develop intermediate skills in the use of fundamental office applications such as a word
processor, a spreadsheet, and a database and presentation software. The learner will use associated
features such as spell-checkers and proof-reading tools to check the quality and accuracy of work, and
learners will recognise the importance of keeping copies of work to backtrack to a previous file version or
to show draft development of documents.

Pop Idol Project
The Pop Idol unit enables learners to understand and apply basic project skills to a unit. Learners will be
expected to plan, choose and complete an individual project aimed at utilising software skills developed in
the previous unit. The planning of the project is key and learners will focus on the production of a project
plan (timeline) that will be used throughout the project. There are a number of aspects to the plan – the
stages, deadlines and resources required. The final part of the unit involves the production of materials
identified in the planning stages by the deadlines proposed.

All coursework units are assessed out of a raw grade of 16 marks and then converted to the equivalent
end of year reporting grades. Short tests will be undertaken by students throughout the year. At the end of
the year, all students will sit a timed paper based on the skills attained in the year.

Mr. John Osborne, Mr. Paul Tonkinson & Mr. Roy Badham

The BSQ key stage 3 science scheme of work offers opportunities for pupils to:

• build on their scientific knowledge and understanding from key stage 2 and make connections
between different areas of science;
• use scientific ideas and models to explain phenomena and events;
• understand a range of familiar applications of science;
• think about the advantages and drawbacks of scientific and technological developments for the
environment and in other contexts, considering the reasons for different opinions;
• carry out investigations of different types, on their own and in groups, making use of reference
sources and evaluating their work;
• communicate what they did and its significance;

• learn how scientists work and the importance of experimental evidence in supporting scientific

The following topics will be covered.

Environment and feeding relationships
Variation and classification
Acids and alkalis
Simple chemical reactions
Particle models of solids, liquids and gases
Energy resources
Electric circuits
Forces and their effects
The solar system and beyond

Further information about these topics can be found at:

Assessment will be based on student’s classwork, coursework, topic tests and final end of year exam.

Ms. Yvette Gillespie
To develop skills in:
• Number and Algebra
• Shape, Space and Measures
• Data Handling
and to be able to apply these confidently in a range of contexts.


Students at Key Stage 3 (Years 7, 8 and 9) follow a National Curriculum course incorporating the
Mathematics Framework from the Key Stage 3 Strategy. This is delivered through the Impact Maths
scheme. Students follow a text book based course, supplemented by a range of additional materials.
Work is differentiated to meet the needs of each student, with extension and support material used as
required on an individual basis. The text book they work from depends upon prior attainment. This
ensured that the work is both manageable and challenging, providing both continuity and progression.
The text books used in Year 7 are:
Impact Maths 1R (Revision of National Curriculum Level 4, Mainly at Level 5)
Impact Maths 1G (Revision of National Curriculum Levels 2 & 3, Mainly at Level 4)
See the contents page of your child’s text book for more specific details of the topics covered.
Students are expected to have a Scientific calculator (not Graphic Display) such as one from the Casio
V.P.A.M. range.

Students are assessed throughout the year on a wide range of homework tasks. In addition to this they are
tested on each chapter of work from the text book. At the end of Year 7, students sit the Q.C.A. Year 7
Optional Test which gives an indication of the National Curriculum Level at which they are working.
The final report grade is based on the following weightings:
Chapter Tests 40%
Investigational Coursework 10%
Q.C.A. Year 7 Test 40%
Concept 10%
Year 7 ART
L. Dela Cruz

N.B. Each term is divided equally between Art and Drama
1. To encourage students to develop an understanding and application of the elements of art and
design, specifically line, shape, tone, colour, texture, space and form.
2. To encourage students to experiment and develop a variety of art based skills, including
proportional drawing of the face, perspective, printing techniques, digital imaging, clay, weaving
and dyeing and papier-mache.
3. To study and understand the changes made throughout art history, with reference to specific
4. To develop an art based vocabulary to support the new skills and techniques that they are learning.
5. To provide students with the freedom and confidence to discuss, present and critique art work,
individually and in group sessions.
6. To understand the need for, and how to use sketchbooks for developing ideas.

Topic 1 Self Image
• Collage work, sketchbook and discussion work about self-image.
• Looking at the work of various artists to examine self image including Frida Kahlo , Chuck Close and
Van Gogh
• Portraying self-image in a variety of ways, which could include drawing, clay, digital imaging,
collage, and paint.
• Looking at how colour evokes mood and emotions in artwork.
Topic 2 What’s In a building
• Observational drawing of school buildings - drawing from photographs and comparisons.
• Building facades, made with clay, clay techniques.
• Looking at buildings in art and architecture, variety of styles, looking at the development of
• Talking with a local architect, and looking at house designs and plans, and how from 2D plans a
house is developed.
• Studying the work of various architects, which could include Frank Lloyd Wright, Mackintosh, Sir
Christopher Wren and others.
Topic 3 Recreating Landscapes
• Examine local landscape in a variety of ways, looking at macro and micro.
• Explore variety of art landscapes comparing mood, colour, form and effect.
• Look at local textile crafts and represent the landscapes around them using natural materials.
• Developing watercolour work in landscapes.
• Looking at art in nature, Andy Goldsworthy,


70% Specific Classroom and Homework Tasks
30% End of unit assessments and tests.
Gabriela Ponce Padilla

1. Valorar el conocimiento histórico como una herramienta útil para la cotidianidad y principalmente
para conocer y apreciar nuestra identidad.
2. Conocer la forma de vida de los primeros habitantes de América y reconocer el alto grado de desarrollo
de sus culturas.
3. Reconocer y valorar la influencia actual de estas culturas en la conformación de nuestra identidad,
nacional y americana.
4. Estudiar el escenario geográfico donde se asientan estas culturas.

Primer Trimestre
1) Tema general propedéutico: Utilidad del conocimiento histórico. Utilidad del conocimiento
geográfico. Objetividad del conocimiento histórico. Visión general del proceso histórico y ubicación
espacio – temporal.
2) Pobladores Tempranos de América.
3) Orígenes de la Agricultura y la organización social en América.
4) Entorno geográfico de América.

Segundo Trimestre
1) Grandes culturas indígenas prehispánicas. Mesoamérica: Antecesores de los mayas.
2) Grandeza y caída de la cultura maya.
3) Los Aztecas.

Tercer Trimestre
1) Grandes culturas indígenas prehispánicas. Región Andina: Mochicas, Tihahunaco, Chimu, Chapín de
Huantar, Nazca. Incas.
2) Los Incas en el Ecuador.
3) Regiones naturales del Ecuador.

Tareas: 40%
Producción escrita: 30%
Producción oral: 20%
Participación en clase 10%
Year 7 PSHCE
Mrs. M. Moscoso

PSHCE (Personal, Social, Health and Citizenship Education) is a vital part of a child’s development.
Together with their form tutor students will explore a number of diverse personal, social and global issues.
These topics are designed to challenge students and to make them think about their place in the world.

Term One Areas Covered - Personal, Social, Health, Citizenship
Unit One Emergency Aid (2 weeks)
Unit Two Personal Health and Hygiene (2 weeks)
Food and Health, eating wisely, hunger and malnutrition
Unit Three Self Esteem (2 weeks)
You and your dreams. Achieving your goals.
Unit Four Communication. Emotions and dealing with anger. (2 weeks)
Self-Image, shyness, confidence
Unit Five Changing Bodies and Reproduction (3 weeks)
Term Two Areas Covered - Personal, Social, Health, Citizenship
Unit Six Government Elections and Voting (2 weeks)
What is Government?
Unit Seven Debating Global Issues (3 weeks)
The environment. Rich world/ Poor world.
Unit Eight The Media and Society (3 weeks)
Bias in the media
Unit Nine Waste and Recycling (2 weeks)
Throwaway society, recycling, waste watcher.
Unit Ten You and Your Money (2 weeks)
Pocket money, budgeting and saving.
Term Three Areas Covered - Personal, Social, Health, Citizenship
Unit Eleven Smoking and Alcohol (3 weeks)
The facts about smoking. Passive smoking. The costs of smoking.
Unit Twelve Beliefs (2 weeks)
Different religions. What does justice mean?
Unit Thirteen Places of worship (2 weeks)
Visit to a place of worship
Unit Fourteen Bullying (3 weeks)
Why people are bullied? Prevention. Building a safe school environment.

Students are expected to keep a portfolio of their work and assessment will be of a formative nature.
Year 7
Sr Adolfo Barzola - Sr Fernando Ruiz


Tomando en cuenta los perfiles de salida de acuerdo a las características físicas en la edad de estos
alumnos, buscaremos incrementar el desarrollo de la flexibilidad fortaleciendo los cartílagos, tendones
y ligamentos, además de un aumento del riego sanguíneo y una mejor elasticidad. De esta manera,
obtendremos mayor volumen corporal y capacidad de resistencia frente a los esfuerzos.
Como consecuencia de los parámetros coordinativos, lograremos correctos desplazamientos, apoyos
adecuados, buen desarrollo motor y postura correcta
en educación física y natación.


La cantidad de horas de clases es tres (3) horas por semana.


Los alumnos realizarán en la fase inicial durante las clases, ejercicios de estiramiento, traslación de
diferentes formas y estilos, complementando con juegos colectivos como: waterpolo, voley, básquet,
fútbol, hockey.
De esta forma, a través de trabajos individuales y grupales con los diferentes elementos,
reafirmaremos los procesos de traslado, dominio, recepción, definición, táctica y conocimiento de los
reglamentos en estos deportes.

Los porcentajes de la evaluación son los siguientes:
25% actitud.
25% capacidad de superación.
25% técnica individual.
25% participación colectiva.