You are on page 1of 30

Curriculum Years 7 9 A Guide for Students and Parents

Academic Programme The aim of the lower secondary school years (years 7-9) is to provide a broad, balanced curriculum which offers a wide range of subjects. Emphasis is given to establishing a solid base in numeracy, literacy and information technology skills, and to developing good study habits. The languages, sciences, humanities, creative and expressive arts, and sport are covered in addition to the basic subjects. Towards the end of year 9 the students are given detailed advice and information regarding the next stage of their academic programme. A wide range of subjects are offered in the IGCSE (International General Certificate of Secondary Education) programme in years 10 and 11. Students follow a two-year course which is examined externally by the University of Cambridge examinations syndicate. Academic Tutor Every student has a tutor whose responsibility it is to follow the academic programme and progress of the student. When in difficulties or in doubt about the programme of studies, the student should always consult his/her tutor. Each full-time member of the academic staff acts as tutor to approximately ten students. Class Sizes Students benefit from small classes of 8-15 students. The excellent work done by our highly qualified staff in these small classes is complemented by a well-stocked library, science laboratories, music rooms, art rooms and computer centre.

May 2006 ***

LANGUAGES First Language English What distinguishes the subject of English from the physical sciences, and even from other modern languages, is that there is no central body of knowledge to pass on. It is more concerned with skills than facts. The challenge of the English Department is to help students develop the essential practical skills of writing, reading, speaking and listening, whilst at the same time upholding the subjects humanising influence. It is obviously important to achieve the highest possible standards in public examinations but we must also prepare young people for life in its fullest sense. We must help students develop skills for adult life and provide opportunities for personal growth. We should seek to make readers of our students so that their enjoyment of English stretches far beyond school and the classroom. For second language speakers of English we must promote the idea that language is not merely a functional tool, but a doorway into the imagination. The English Department Aims To encourage students to become effective communicators and learners, able to read, write, speak and listen in a variety of contexts To give EFL students the necessary skills with which to access the first language English curriculum To help students appreciate and enjoy a range of texts both in and out of the classroom To help students develop an understanding of the mechanics, conventions, richness and range of language To provide students with opportunities for personal growth and imaginative development To develop appropriate teaching styles within an effective and challenging teaching environment To maximise achievement To provide opportunities for all students to experience success To maintain quality displays within the English classrooms To encourage positive attitudes to learning

Advanced Level Year 7 Course Content Poetry: Book Research: Gothic Literature: Group performance of poetry, Poetry Writing, Cloze Exercises, Comprehension, Picture Stimulus. Metaphor, Extended Metaphor, Rhyme and Rhythm, Ballads Writing a book review, Magazine Layout, Researching an author, Presentations to class. Synopsis, Captions Frankenstein and Dracula. Group Storytelling, Word banks and vocabulary-building, Descriptive Writing, Diaries, Character Description, News Reports. Themes, Setting, Genre Researching a topic, Writing Persuasively, Reading Nonfiction Reports, Planning and Drafting, Group Discussion, Debate. Discursive, Argumentative, Rhetorical Questions Diaries, Letters, Comprehension, Character Description, Hotseating, News Reports, Posters, Narrative Writing. Themes, Narrative Drama, Group Reading, Script-Writing, Character Description, Theatre Programme, Stage Design, Storyboard, Soliloquy, Themes, Blank Verse

Discursive/Argumentative Writing:

Thursdays Child by Sonya Hartnett: Hamlet by William Shakespeare:

Year 8 Course Content Kits Wilderness by David Almond Tom Leonards Unrelated Incidents The Lampton Worm and The Tell-Tale Heart by Edgar Allan Poe The Rime of the Ancient Mariner and Kubla Khan by Coleridge The Long and The Short and The Tall by Willis Hall Storytelling (ghost stories), Character Descriptions, Conversation Writing, Radio Broadcasts, Poetry Reading and Writing, Oral Presentation on Research Project Coal Mining, Writing Play scripts. Themes, Symbolism, Refrain/Chorus, Received Pronunciation Newspaper Stories, Poetic Devices, Poetry Writing, Reading Aloud, Conversation Writing Alliteration, Rhyme and Rhythm, Moral, Imagery, Romanticism, The Inverted Triangle (newspapers) Argumentative Writing, Poetry Writing, Hot-seating, Drama Work, Play script Writing and Performance, Advertising Leaflets and Posters, Graphs, Textual explanation by the playwright. Themes, Stereotype, Juxtaposition, Tension, Dramatic Irony, Writers Intent Diary Writing, Newspaper Writing, Drama Work, Set Design, Theatre Programmes, Storyboards. Soliloquy, Iambic Pentameter, Themes, Imagery, Juxtaposition, Dramatic Irony, Fatal Flaw Poetry Writing, Experimental Readings Puns, Syntax, Free Verse

Macbeth by William Shakespeare

Poetry by e e cummings (listen) and in Just-

Year 9 Course Content Ghost Stories (e.g. The Monkeys Paw,The Black Cat, The Red Room) Themed Poetry (Seasons) Plot Chart/Graph, Comprehension, Writing Stories, Rewriting Endings, Character Description, Group Discussion, Modelling from other students work, Vocabulary building Irony, Suspense, Climax and Anti-climax Poetry writing, Annotating a poem, Comprehension, Cloze Exercises, Group Poetry Writing, Class Presentations, Literature Essay Writing. Personification, Imagery, Rhyme and Rhythm, Mood, Haiku Analysis of famous speeches, e.g. Martin Luther Kings I have a dream, Class Debate Rhetoric, Proposition, Opposition, Motion, Floor Pamphlets, Script Writing, Story-boarding, Diaries, Drama, Audio- recordings, News Reports, Comprehension, Radio Interview, Character Description, Literature Essay Moralistic Play, Irony, Naturalism Collages, Annotation of text, Diaries, Drama, Character Description, Letters, Hot Seating, Re-arranging Text, Language Analysis, Cartoons Prologue, Themes, Oxymoron, Soliloquy, Iambic Pentameter

Speeches and Debate

An Inspector Calls by J.B.Priestley

Romeo and Juliet by William Shakespeare

Intermediate Level Year 7 Course Content Whispers in the Graveyard by Theresa Breslin Newspaper Articles, Missing Posters, Informative leaflets on Dyslexia, Conducting a survey/Interviewing and Reporting, Story Writing, Descriptive Writing Themes: Alcoholism and Dyslexia, Emotive Language. Use of adjectives, paragraphing and sentence structure Diary Writing Ophelias Diary, Role-play conversations, Storyboards, Writing Horoscopes, Character Description, Theatre Programmes and Stage Models. Verse and Prose Vocabulary building, Word origins Shakespearean English, Active and Passive Poetry Writing, Radio Plays, Letters, Story Endings, Drama Staging the Poems Poem Rhyme and Rhythm, Metaphor, Alliteration, Assonance. Subject and Object, Phrases, Clauses and Sentences, Stress Verse and Riddling Reading Comprehension, Character Analysis Relationship Charts, Lists, Recipes and Spells, Instructive Writing, Drama Work Onomatopoeia, Imperative Form, Punctuation use of the comma, Parts of speech review

Hamlet by William Shakespeare

Dragon Poems and with a Twist, from Poetry Then and Now The Thwarting of Baron Bolligrew by Robert Bolt

Year 8 Course Content Kits Wilderness by David Almond Research Project Coal Mining, Newspaper Reports, Reading Comprehension, Summary Writing, Character Analysis and Description, Story Writing Themes, Use of Short Sentences, Symbolism Paragraphing, Use of the Comma and Semi-Colon, Prologues Poetry Writing, Dictionary Use, Character Descriptions, Humorous Writing, Monologues Moral, Ballads, Rhyme Schemes and Rhythm, Stanza Use of Adjectives, Direct Speech and Speech Marks Analysing Adverts, Comparative Writing, Brain-storming, Leaflets, Posters, Oral Presentation Persuasive Devices, Slogans, Alliteration, Emotive Language, Onomatopoeia Theatre Programmes, Storyboards, Letter Writing, Cloze Passages, Character Analysis, Recipes, Poetry Writing Shakespeares Verse, Comprehension Quiz, Diary Writing Lady Macbeth, Vocabulary Building, Drama Work Verse and Prose, Soliloquy Argumentative Writing, Poetry Writing, Hot-seating, Drama Work, Play script Writing and Performance, Advertising Leaflets and Posters, Graphs, Textual explanation by the playwright Themes, Stereotype, Juxtaposition, Tension, Dramatic Irony, Writers Intent

The Pied Piper of Hamlin by Robert Browning

Advertising Persuasive Language Design and Market a Chocolate Bar Macbeth by William Shakespeare The Long and The Short and The Tall by Willis Hall

Year 9 Course Content Lord of The Flies by William Golding Persuasive Language Vacuum Cleaners An Inspector Calls by J B Priestley Character Descriptions, Summary Writing, Literary Essays, Reading Comprehension, Drama Work, Making Videos, Vocabulary Tests Symbolism, Themes Paragraphing, Direct Speech Oral Presentation, Leaflets, Posters, Discursive Writing, Comparative Analysis Persuasive Devices, Slogans, Alliteration Emotive Language, Imperative Form, Opinion and Fact Drama Work Chat Shows, Cloze Passages, Character Analysis, Debating, Analysing Quotes, Re-arranging Text, Summary Writing, Reading Comprehension Dramatic Devices, Symbolism, Moral

The Raven by Edgar Allan Poe Poetry Writing, Gothic / Horror Story Writing, Converting a Poem to a and Selected Ballads (The Story, Reading Comprehension, Exploding a Poem Rhyme and Lady of Shallott by Tennyson) Internal Rhyme, Moral, Alliteration, Assonance, Personification, Repetition Antonyms, Punctuation and Poetry Twelfth Night by William Character Relationship Charts, Drama Work, Descriptive Writing, Shakespeare Cloze Passages, Diary Writing Malvolios Diary, Informative Writing tourist brochure, Mottos Design a Coat of Arms, Role-Play Conversations Soliloquy (Viola), Themes Vocabulary Building using Adjectives, Old / Modern English rules of usage (thee / thou / you / your)

*** English as a Foreign Language (EFL) The EFL department caters for the needs of both day and boarding students from many different countries. The programmes offered take into account the needs of those students who will be at the school throughout their secondary school studies, as well as the needs of those who come to Switzerland for a shorter length of time. Classes are small in size and are offered at all levels, from absolute beginner to examination level. Private lessons can also be arranged for students requesting extra individual instruction. A students level is decided by means of records from the students previous schools, an assessment test at the beginning of the year and on interview with the Head of the EFL department. Students are prepared for the following public examinations which are recognised by academic institutions and employers worldwide: - Cambridge PET, FCE, CAE, CPE, IGCSE in English as a Second Language and also the TOEFL and SAT 1 and 2 examinations for university. Students can also study for the IELTS examinations. The EFL department aims: To provide support to the EFL student throughout the curriculum, particularly as for the new students it is often the first time they have studied all of their subjects in English To promote an understanding of other cultures and languages To help the student to become confident in using English both for study and for life outside of the academic environment To enable the student to build effective study skills To encourage students to become independent users of English

The courses offered by the department are modern in theme and interdisciplinary. The classes include all language elements Speaking, Reading, Writing, Listening, Grammar and Vocabulary. The department employs a wide variety of teaching methods including formal teacher instruction, pair and group work, project work, games and role-plays. The department is equipped with course books, reference books, modern graded reading materials, EFL magazines, tapes, CDs, CD ROMs and a computer. Students are encouraged to use the EFL room and its materials for self-study outside of lesson time. Most students who complete the Intermediate level of study eventually move over to the English as a First Language class. Students are constantly monitored and the decision to move a student out of the EFL department is taken by the Head of the EFL department after discussion with the students class teacher, the Head of the First Language Department and the students academic tutor. ***

Modern Foreign Languages French, Spanish and German are part of the curriculum. French is a compulsory subject for all students. Spanish is introduced in year 8. At the end of year 8, students are asked either to continue with Spanish or to start German in year 9. For EFL students and students with Special Needs Support, a specific and individual pathway is suggested by the Curriculum Leader after assessment and discussion with the Head of the EFL Department/ the Head of English, the Special Needs Teacher, the students tutor and parents. The foreign languages department aims are to: develop the ability to use the language effectively for purposes of practical communication in all countries where the language is spoken form a sound base of the skills, languages and attitudes required for further studies offer insights into the culture and civilization of the countries where the language is spoken encourage fuller integration into the local community develop a fuller awareness of the nature of language and language learning encourage positive attitudes towards foreign language learning and towards speakers of foreign languages and a sympathetic approach to other cultures and civilizations provide enjoyment and intellectual stimulation complement other areas of study by encouraging skills of a more general application (analysis, memorising)

The foreign languages department teaches the four skills of listening and responding, speaking, reading and responding and writing. The main aims and objectives for each skill are detailed below: Listening and responding Increasing the speed of response and greater depth of understanding Increasing competence in dealing with complex texts, tasks and unpredictable elements Increasing the confidence in deducing meaning from the grammatical context

Speaking Improving the pronunciation and the intonation Increasing the speed and the fluency of response

Increasing the readiness and ability to use the target language routinely in the classroom Developing a greater confidence when dealing with unpredictable elements Increasing the ability to vary language, using a range of suitable structures and vocabulary in different topic areas Developing a greater understanding and correct application of language rules Increasing the readiness to use complex language when appropriate

Reading and responding Increasing the speed of response and greater depth of understanding Developing the competence and the confidence in dealing with a range of texts and tasks Developing the independence in language learning and use

Writing Increasing the speed and the fluency of response Improving the accuracy and the precision in the use of language Developing the readiness to experiment with language Increasing the ability to vary and adapt language to suit the purpose Developing a greater understanding and application of language rules Increasing the use of a range of structures and vocabulary in different topic areas

At St. Georges School, members of the foreign languages department feel that developing cultural awareness is an integral part of learning another language. Having the opportunity to teach French in a French speaking country, the language department at St. Georges has been striving to teach a fifth skill: Developing Cultural Awareness by: working with authentic materials in the target language, including some from ICT-based sources communicating with native speakers considering their own culture and comparing it with the cultures of the countries and communities where the target language is spoken considering the experiences and perspectives of people in these countries and communities

The foreign language teachers at St. Georges School provide pupils with opportunities to come into direct contact with aspects of different cultures. They ask pupils to reflect on cultural similarities and differences, and to empathise with native speakers of the language they are learning. MFL teaching at St. Georges promotes pupils' cultural development by providing them with insights into cultural differences

and opportunities to relate these to their own experience, and to consider different cultural and linguistic traditions, attitudes and behaviours. Effective teaching in foreign languages can make a significant contribution to pupils ability to value diversity and challenge racism, by providing opportunities for pupils to: discover that many different languages are spoken throughout the world, and that many languages are spoken in a number of different countries and by people from different ethnic backgrounds recognise that understanding another language promotes a deeper appreciation of speakers of that language and of their culture learn that the ability to communicate with speakers of other languages can nurture mutual respect, tolerance and understanding appreciate that speakers of different languages may have beliefs, attitudes, behaviours and experiences that are of equal worth communicate in the target language, in pairs and groups, with their teacher and with native speakers, and thereby learn the importance of listening carefully to others and of conveying a clear message appreciate the effort required by speakers to communicate successfully in a language that is not their first language

Placement of students Students are placed in different groups according to proficiency levels. Sets are determined by the MFL Curriculum Leader after discussion with class teachers according to level reached by the student at the end of the previous academic year. Basic users follow a foreign language programme leading towards Foreign Language IGCSE external examinations from Cambridge International Examinations (CIE). Students with a minimum of level 3 in French follow an advanced programme leading towards First Language IGCSE external examination from CIE. New students are placed with same criteria. Assessment is conducted by the MFL Curriculum Leader at the beginning of the school year. A placement test is given to the student when relevant. Proficiency levels St. Georges follows the Common European Framework of Reference for Languages: Basic user / utilisateur lmentaire: Level 1 breakthrough Level 2 waystage Independent user / utilisateur indpendant: Level 3 threshold Level 4 vantage Proficient user / utilisateur expriment : Level 5 effective operational proficiency Level 6 mastery dcouverte intermdiare ou de survie niveau seuil indpendant autonome matrise

For each proficiency level, specific aims are defined for listening, speaking (spoken interaction, and spoken production), reading and writing. Listening Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Speaking Level 1 Level 2 Can introduce him/herself; can interact in simple way and can ask and answer simple questions in areas of immediate need such as where he/she lives, people he/she knows. Can communicate in simple routine tasks on familiar topics and activities. Can handle very short social exchanges. Can use a series of phrases or sentences to describe very basic personal and family information, shopping, local geography, etc. Can deal with most situations likely to arise whilst travelling in an area where the language is spoken. Can converse on familiar topics, or of personal interest such as hobbies, school, etc. Can interact with a degree of fluency and spontaneity that makes regular interaction with native possible. Can take part in discussion in familiar context. Can present clear, detailed description on a wide range of subjects. Can explain advantages and disadvantages of various options. Can express him/herself fluently and spontaneously without much obvious searching for expressions. Can use language flexibility and effectively for social and academic purposes. Can produce clear, well-structured, detailed speech. Can take part effortlessly in any conversation or discussion and have good familiarity with idiomatic expressions. Can convey finer shades of meaning precisely. Can present description or argument in a style appropriate to the context with an effective logical structure. Understands familiar words, every day expressions and very basic phrases concerning himself/herself, his/her family and immediate concrete surroundings when people speak slowly and clearly. Understands phrases and high frequency vocabulary related to areas of most immediate personal relevance. Can catch the main point in short and simple messages. Understands the main points of clear standard speech on familiar matters encountered in school, leisure, etc. Understands the main point of many radio/ TV programmes. Understands extended speech on concrete and abstract topics. Follows complex lines of argument provided the topic is reasonably familiar. Understands TV news and current affairs programmes. Understands the majority of films. Understands extended complex speech even if not clearly structured or if topic is unfamiliar. Can recognise implicit meaning. Has no difficulty in understanding any kind of spoken language whether live or broadcast, even when delivered at fast native speed.

Level 3 Level 4

Level 5 Level 6

Reading Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Can understand familiar words and very simple sentences for example on notices, posters, catalogues. Can read very short, simple texts. Can find specific, predictable information in simple everyday material such as prospectuses, menus, timetables. Can understand simple personal letters. Can understand texts, short articles that consist mainly of high frequency language. Can understand the description of events, feelings and wishes on personal letters. Can read articles concerned with contemporary problems in which the writers adopt particular attitudes or viewpoints. Can understand contemporary literary prose. Can understand long complex factual and literary texts, appreciating distinctions of style. Can understand specialised articles. Can read with ease virtually all forms of written language, including abstract, structurally or linguistically complex texts such as specialised articles or literary works.

Writing Level 1 Level 2 Level 3 Level 4 Can write a short, simple postcard, for example sending holiday greetings. Can fill forms with personal details. Can write short, simple notes and messages. Can write a very simple personal letter, for example thanking someone for something. Can write simple connected text on topics which are familiar or of personal interest. Can write personal letters describing experiences and impressions. Can write clear, detailed text on a wide range of subjects. Can write an essay or a report, passing on information or giving reasons in support or against a particular point of view. Can write letters highlighting the personal significance of events and experiences. Can write a clear, well-structured text, expressing points of view. Can write about complex subjects in a letter, an essay or a report. Can select a style appropriate to the reader. Can use language flexibility for academic purposes. Shows controlled use of organisational patterns, connectors and cohesive devices. Can write clear, smoothly-flowing text in an appropriate style. Can summarise information from different sources, reconstructing arguments and accounts in a coherent presentation. Can analyse and compare different texts. Can write reviews of literary works.

Level 5

Level 6

Advanced French Section Students who have reached level 3 of the Proficiency Level scale follow an advanced programme whose aim is the IGCSE in First Language French. Students do not need to be native speakers to follow the course. However, they will need to master the language skills necessary to cope with an advanced course which also includes literary elements vital to make progress in language. As specified in the Cambridge GCSE syllabus, the aims are to: Enable students to communicate accurately, appropriately and effectively in writing; Enable students to understand and respond appropriately to what they read; Encourage students to enjoy and appreciate the variety of language; Complement the students other areas of study by developing skills of a more general application (analysis, synthesis, drawing of inferences); Promote the students personal development and an understanding of themselves and others.

Course content Classe Trimestre 1 Description Le portrait, le paysage, les strotypes Year 7 Introduction du discours descriptif Etude du vocabulaire spcifique Dynamisation et renforcement de la langue crite avec ltude de synonymes, didiomes Lecture Le mot interdit Le rcit daventures, lenqute policire Etude du discours narratif : tude du point de vue, deviner la suite de lhistoire, changer la fin. Travail de rsum Lecture : Le professeur de musique Trimestre 2 Narrer Introduction la narration Trimestre 3 Argumenter et convaincre Le dbat dides travers les exposs et dbats oraux Technique de linterview du journaliste. Dbats oraux qui opposent deux ides Dbat / expos oral

Year 8

Descriptions dun espace ferm Pices de la maison, classe, chambre, cabinet du dentiste, salle dattente Lecture: Le bourgeois Gntilhomme

Le rcit historique

Etude dun contexte historique prcis: la seconde guerre mondiale Commentaire de documents statistiques Lecture: Dans Paris occup Travail sur lobjectivit et la subjectivit de larticle de journal Travail sur le point de vue: qui crit larticle? Larticle dopinion Dbat / expos oral

Lanalyse journalistique et la technique du compte rendu

Year 9

Lien entre les descriptions et les motions, sensations. Etude des cinq sens

Le fait divers, le reportage Limportance des titres des articles

Crer un journal Le contenu dun quotidien de presse TES day

Lecture: Un sac de billes

Rle de la mise en page Rle de la publicit, impact des mots Dbat / expos oral

***

HUMANITIES Geography The environment, both physical and social, is central to Geography. The key elements of geographical education are taught at St Georges and are based upon the UKs National Curriculum and make use of texts designed for this system. At higher education level, Geography is the main provider of integrated environmental education and training. It equips young people with a wide range of cognitive skills and key skills including numeracy, literacy, problem-solving, research, team work, and IT. This is in addition to the subject specific knowledge, and specific skills such as field work, map interpretation and laboratory analysis. The traditional language of geography is the map, and in a world where over 75% of the data is referenced spatially to a location, this remains a vital skill. In short, Geography is, in the broadest sense, an education for life and for living. An understanding and enthusiasm for Geography, and the development of geographical knowledge, is essential for the 21st century in a world where population growth, rapid development, global environmental change, social and economic inequality, and resource depletion threaten the very planet on which we live. These problems place increasing burdens on cultural tolerance, the sustainable management of societies, natural resources including bio-diversity, and landscapes. Geographers have a key role to play in understanding and helping to solve these issues. Students being educated in an international environment, such as here at St Georges, should experience a balanced geographical education allowing them to make effective contributions in a variety of situations in the future. The geography department aims to allow students to develop a range of geographical knowledge, understanding and skills. More specifically, its aims for students in years 7 9 are: to develop a basic knowledge of the world around them from the local area to the wider world to gain an understanding of how the various natural systems function and the human interaction within these to acquire some fundamental skills such as basic map work and graphicacy.

Year 7 Course Content What is Geography? Atlas skills Data collection Weather and Climate River basins Fieldwork Switzerland as the home region Introduction to physical, human and environmental geography. Maps, descriptions and field sketches. Latitude and longitude. Primary and secondary data, collection and presentation. Instruments, microclimates, types of rainfall, forecasting. What? Where? Water cycle, water supplies, flooding e.g. Bangladesh including a study of effects upon the lives of those at risk. Visit to the Les Mosses area to the dam and river to supplement the work from the Spring Term. Climate, population, farming, energy, tourism, settlement and communication.

Year 8 Course Content Primary Industries Fieldwork Secondary Industries Weathering Rivers Coasts Glaciers Fieldwork Mountains Tourism Year 9 Course Content Hazards What are hazards? Studies of: tectonics (earthquakes and volcanoes) and climatic hazards: perception and response. Research projects on three examples. Birth and death rates, life expectancy, density, migration, growth, etc What is it? Data handling, investigation of selected countries, aid, trade, jobs. What is it? Comparison, texture, pH, water and organic Content (lab work). Soil erosion: problems and solutions. Case study: Nepal Global climates and therefore vegetation zones. Rainforests, deserts and Mediterranean case studies. Causes and consequences. What are they? Agriculture, contrasting systems i.e. subsistence/commercial, changes to landscape, effects on environment. Visit to Bex salt mines and La Crusaz flower farm, Yvorne. What are they? Factors affecting location, changes and scale. Industrial pollution. Types and definitions. Drainage basins, long profile, erosion, transportation and deposition, waterfalls, meanders, use and effects by people. Processes of erosion, transport and deposition e.g. LSD; and landforms e.g. cliffs, arches; use and effects. Mapwork exercise (Swanage). Locations, features, processes. Visit to the Trient glacier and gorge. Where? Formation? Human activities, consequences and changes. In mountain areas and elsewhere.

Population Development Soil Climate, weather and vegetation Global warming

***

HISTORY During the programme of study, students learn about key aspects of European and world history. Students will show their understanding by making connections between events and changes in the different periods and areas studied, and by comparing the structure of societies and economic, cultural and political developments. Students evaluate and use sources of information, using their historical knowledge to analyse the past and explain how it can be represented and interpreted in different ways. In history, students acquire and apply knowledge, skills and understanding in five main areas: Chronological understanding and application Knowledge and understanding of events, people and changes in the past Historical interpretation Historical enquiry and analysis Organisation and communication of information

The History Department aims: To stimulate interest and enthusiasm about people, events and developments in the past To promote understanding and knowledge of the past To promote an awareness of cause and effect, continuity and change, similarity and difference and fact and opinion To promote an enquiring mind through asking questions and using methods of enquiry and investigation as a way to discover the past To encourage independent thought To encourage awareness of how events in the past have shaped our modern lives To encourage the development of linguistic and communication skills both orally and in written tasks To understand chronology To consider how and why events, personalities or developments can be interpreted differently and how these interpretations are used, and to realise that there is more than one way of viewing the past To encourage international understanding and promote the acceptance of different races, religions and cultures To promote equal learning opportunities for all students. Building up confidence and maturity in order that students can achieve their full potential

The main objectives are that each student should be able to: Recall historical knowledge Select, organise and deploy knowledge in order to answer a specific question Describe, explain and analyse events and issues Use a full range of source materials Understand, interpret and evaluate historical sources

Year 7 Course Content History Skills: The Romans The Medieval Islamic world Medieval Life in Europe Year 8 Course Content Tudor England: Henry VII and Henry VIII Native Americans The Clash of Cultures between Europe and the Native Americans Year 9 Course Content World War I The USA in the 1920s World War II * **

SCIENCE Science is an umbrella term to cover the development of understanding, analysis and interest in the natural world and the known universe through experimentation, observation and the critical evaluation of data. As such, scientific teaching at St. Georges covers the three main aspects of science, which are roughly divided into Biology, Chemistry and Physics. Biology deals with the study of living organisms and their interactions with the environment. Chemistry deals with the interactions of substances from which matter is made. Physics deals with the nature and properties of matter and energy. In Years 7 to 9, the three components are taught as an integrated subject, general science. We aim to build upon previous experiences gained in junior education. Although we teach topic blocks of material from the separate sciences, the links between the disciplines are constantly emphasized. This provides a firm foundation from which students will extend their knowledge and skills in the separate sciences in Years 10 and 11 for IGCSE. The science department aims: To stimulate curiosity, interest and enjoyment in Science, and to encourage interest in, and understanding of, its application to the world in which we live To give students a sound foundation of scientific knowledge and the skills needed to apply this in new and changing situations in a range of contexts To help students understand key scientific ideas, how they develop, factors affecting their development and their power and limitation To evaluate in terms of their scientific knowledge and understanding, the benefits and drawbacks of scientific and technological developments, including those related to the environment, personal health and quality of life To allow students to appreciate the importance of Scientific method, as an aid to constructive logical thinking To provide opportunities for full student involvement and participation through a variety of scientific studies To equip students to organise and present information clearly and logically, using appropriate scientific terms and conventions and ICT where appropriate To prepare and encourage students to embark upon further studies in pure and applied sciences (and therefore to help them get the best grade possible in the Public Examinations.) To develop the ability and desire to work both independently and with others to further scientific knowledge and understanding

The main objectives are that each student should be able to: Demonstrate the following practical and investigative skills: use chemicals, reagents and general laboratory equipment safely and correctly. ask questions, predict and hypothesise. identify variables, make accurate measurements, and record results. organise, manipulate, interpret and evaluate data as part of problem-solving and decision making.

Demonstrate the following intellectual skills: give a concise and coherent explanation, argument or description. translate scientific information from one form to another and carry out relevant calculations. understand scientific terminology, scientific principles, concepts and relationships. recall specific facts within the appropriate syllabus content. assess the limitation and validity of scientific theories, models and experiments. evaluate the social, economic, environmental and technological implications of modern Science. use the basic skills of literacy, numeracy, graphicacy and oracy.

Demonstrate the following social skills: to have the ability to join in classroom discussions, learning to listen to the views of others as well as expressing views of their own. to have the capacity to study outside the classroom and to undertake group and individual work.

Year 7 Course Content Safety in the lab Classification Cells Life cycles Sexual reproduction in Humans and in Plants Chemical reactions Separating techniques Acids and alkalis Energy Electricity

Year 8 Course Content Safety in the lab Chemical structures Chemical reactions Atomic structure States of matter Forces Speed Human body systems Micro-organisms The Environment

Year 9 Biology Course Content Characteristics of living things Cell specialisation Movement into and out of cells Reproduction in Humans Reproduction in Plants Respiration Homeostasis Nutrition in Humans Nutrition in Plants

Year 9 Chemistry Course Content Elements and Compounds Gas preparations and tests Stoichiometry Reactions of metals and their compounds Acids and bases pH and indicators Patterns of reactivity Rates of Reaction

Year 9 Physics Course Content Measurement States of matter Forces The Universe Electricity Radioactivity Waves

***

MATHEMATICS The Mathematics department teaches all pupils from Year 7 to Year 11 and has always had a high uptake of students wishing to continue to study Mathematics in Years 12 and 13 on advanced level courses. Behind this success lies the basic premise that in the right environment pupils can derive pleasure and enjoyment from their study of and discoveries in Mathematics. In Years 7, 8 and 9, the pupils develop and extend the basic skills of mathematics in terms of numeracy, data handling, shape and space and algebra. Thinking skills, which include informationprocessing, reasoning, enquiry, creative thinking and evaluation are embedded in all areas of the learning process. In addition, the following aspects, which help to build up competent and confident use of their knowledge, are incorporated in the overall programme. Communication: using subject-specific vocabulary and symbolism to explain ideas in a clear, logical sequence of steps both orally and in written form Appreciation of relationships: recognising patterns, understanding that one idea may lead to another and developing the ability to generalise Using imagination, initiative and flexibility: developing awareness that there can be different methods of reaching the same result or that different results may be equally valid if backed up with correct reasoning. Through problems and investigations pupils are encouraged to find and use strategies that may not be immediately obvious Working systematically: considering the implications of the information supplied, reflecting on what an activity entails, planning ahead and adopting appropriate strategies such as making a diagram or making a list to clarify the information. Working independently: developing confidence to tackle unfamiliar developments in the work without immediately asking for help Working cooperatively: working as a group, contributing ideas and suggestions, listening to the ideas of others and making constructive criticisms and judgements

Through mathematics, pupils should acquire skills that extend beyond the realms of the mathematics classroom. Mathematics, as a discipline, should equip them for tackling other areas of study and indeed for many aspects life itself. Finally, the aesthetic appeal of mathematics should not be neglected. Pupils should derive pleasure and enjoyment from their discoveries and achievements and come to appreciate the beauty of mathematics. Year 7 Course Content A solid foundation is indispensable if a student is to progress through the subsequent stages in mathematics with confidence and assurance. In Year 7 the aim is to consolidate the work of the primary years and to develop the student's ability to apply mathematics in a variety of interesting and stimulating situations drawn from everyday experience. New topics such as basic algebra and geometry are introduced and other familiar topics are extended to include more challenging ideas. Thorough knowledge of the four rules of number is emphasised and, where appropriate, mental calculation is encouraged. In written work, importance is given to constructing neat diagrams and showing method and working in a series of clear, logical steps. Number work

Decimals: Adding, subtracting, multiplication and division. Fractions: Adding and subtracting, changing to decimals, equivalence, fraction of quantities. The four operations. Long multiplication and division. Percentages. Ratio and proportion. Algebra Sequences and rules. General term. Algebraic terms and expressions. Rules of algebra. Formulae. Square numbers and square roots. Triangular numbers. Solving equations. Triangle-and-circle problems. Shape, space and measure Length, perimeter and area. 3D shapes. Surface area and volumes of cuboids. Lines and angles. Coordinates. Measuring and drawing angles. Constructions. Line and rotational symmetry. Reflections, rotations, translations and enlargements. Polygons, tessellations. Nets of solids. Data Handling Data collection. Statistical diagrams; Tally and Pie charts. Mean, mode and median. Range. Probability. Grouped frequencies. Year 8 Course Content In Year 8, the foundation work started in Year 7 is continued and expanded to form a solid bank of basic knowledge and skills that can be built upon at subsequent stages. The more formal aspects of algebra and geometry are introduced and the students are encouraged to question and debate the validity of the methods used. At all times the aim is to develop enjoyment of mathematics by allowing the student to discover new ideas and to gain confidence in using them. Mental calculation is encouraged where appropriate and the importance of making clear statements of method is emphasised. Skill in using diagrams to represent information is developed. Electronic calculators are not generally used in Y8. Number work Multiplying and dividing negative numbers. HCF and LCM. Powers and roots. Prime factors. Fractions and decimals. Percentages: Percentage increase and decrease. Adding, subtracting, multiplying and dividing decimals. Powers of 10. Estimating. Algebra Expanding brackets and factorising. Linear functions. Graphs of functions. Gradient of a straight line. Real life graphs. Solving equations. Substituting. Forming equations and formulae. Change of subject. Shape, space and measures Alternate and corresponding angles. Polygons: interior and exterior angles. Constructions The circle. Surface area and volume of prisms. Imperial units. Congruent shapes. Combined transformations. Enlargements. Planes of symmetry. Shape and ratio. Scale drawings. Loci. Bearings. Handling Data Probability (experimental and theoretical). Statistical surveys. Stem and leaf diagrams. Scatter graphs. Frequency tables. Frequency diagrams. Year 9 Course Content

At the start of Year 9, it can be expected that the students have acquired most of the basic skills and are ready to expand into many new areas of mathematics. The ideas covered in Year 7 and Year 8 are revised and developed in a more rigorous way. Trigonometry is introduced and algebraic manipulation is developed to serve as a tool in all areas of mathematics. The increasing need for the use of the calculator at this stage should not undermine the importance of mental calculation. Students should be encouraged to do as much simplification of calculations as possible before resorting to the calculator. Number work Multiplying and dividing fractions. Percentages: compound interest, reverse percentages, percentage change. Direct and inverse proportion. Area and volume ratio. Reciprocals. Standard form. Upper and lower boundaries. Algebra Sequences: pattern spotting and nth term. Functions: simple real life graphs. Simultaneous equations. Equations involving fractions. Inequalities. Index notation (negative powers). Quadratic and cubic graphs. Expansion and factorisation: including quadratics. Change of subject. Shape, space and measures Pythagoras theorem. Loci. Congruent triangles. Circle theorems. Tessellations. Similar triangles. Metric units for area and volume. Arc length and area of sector. Volume of cylinder. Rates of change. Enlargements ( fractional ). Sine, cosine and tangent of an angle. Data Handling Scatter graphs and correlation. Cumulative frequency diagrams. Mean of grouped data. Probability: mutually exclusive events, tree diagrams. Probability investigation. Data project. ***

ARTS Art and Design Art and Design complements literary, mathematical, scientific and factual subjects. It is especially concerned with the development of visual perception and aesthetics. It is a form of communication and a means of expressing ideas and feelings also developing ways of seeing. For students in years 7 9 the main aim of the art department is to make sure the students feel comfortable and confident using a wide variety of drawing, painting materials and craft techniques. In addition the aim is to instil in the students a sense of success, self worth and achievement whatever their artistic ability and, most of all, to help them enjoy their Art experience at St Georges school. The course is split into four main areas: Drawing, Painting, Graphic Design, Craft and Sculpture. Drawing The course has a very strong drawing core and aims to give the students the experience and skills necessary to use their image making in a variety of ways. The students draw natural forms, still life, and the human body plus they are taken outdoors, on a regular basis, to draw direct from the environment. They are taught and encouraged to use a huge variety of media such as Pencil, Charcoal, Chalks, Coloured pencils, Oil pastel, Pen and ink. Painting The students are taught about colour, its use, and how to apply it. They make colour studies from direct observation of man made and natural forms. Painting outdoors is carried out on a regular basis in the beautiful grounds of St Georges. The students are encouraged to use their imagination whilst painting in response to rock and classical music, poetry and written description. A wide variety of work of other important artists is used as source material, including modern artists, to provide the students with inspiration. A small History of Art project takes place each term, and is themed into the course work. Furthermore the students have the opportunity to use a variety of paint, paper and techniques such as watercolour, gouache, ink and acrylics. Graphic Design This part of the course covers package design, lettering, advertising, posters and layout. Collage Each term the students make a collage and use a wide variety of materials such as Fabric, Thread, Paper, Wire, String, Shells, Wood.

Craft, Sculpture and Design Technology This is the part of the course the students engage in active, hands-on Art projects. Recycled materials are used in 90% of the projects wherever possible and the students are given a chance to use a very wide variety of materials like Paper, Card, Papier Mach, Plastic, Clay, Moro, Plaster, Wood, Glass, Stone, Tin, Shell and other collected objects. Bowls, Pots, Sculptured figures, Jewellery, seasonal decorations and puppet theatres are just a few examples of the types of 3D objects. The students are given the opportunity to use a variety of tools and techniques. *** MUSIC Music is an aesthetic, creative subject which broadly encompasses the areas of Listening, Composing, Playing (Singing) and Appraising. The music department aims to develop in pupils the ability to enjoy and respond positively to music of many different types. Years 7-9 broadly follow a similar course. Various projects are used to present different ideas and starting points and each one comprises the primary areas of Listening, Composing, Performing and Appraisal. Pupils' skills in these areas are developed. A keyboard course is undertaken concurrently with the projects in order to: Develop pupils' skills in notation* Develop pupils' individual instrumental skills Improve pupils' access to the various components of the projects.

The keyboard course is totally individual and pupils learn at their own pace. This is especially useful for those who arrive at St. George's in the middle of the year or in Years 8 and 9. * Notation skills are also acquired through use of suitable written exercises. Pupils in years 7 and 8 are brought together as complete year groups once a week for singing. ICT skills are developed in a small way through the multi-tracking capabilities of keyboards and some pupils use 'Sibelius' software. Extra-curricular musical activity is fundamental for the development of individual and collective skills in performing and it is here that the influence of music on the life of the school has its greatest effect. At present there is a main choir, Chamber Choir and Jazz Band. Other vocal/instrumental combinations are organised on an ad hoc basis. Individual instrumental and singing lessons can be organised through the school and students are encouraged to take the practical examinations of the Associated Board of the Royal Schools of Music held in June. ***

INFORMATION TECHNOLOGY At St. Georges we believe that in the increasingly dynamic and ever-changing modern world in which we live it is essential that our students should be able to work confidently and effectively with I.T., to develop transferable I.T. skills and to be able to apply those skills across different contexts. In addition, we strive to ensure that students attain appropriate certification for their skills. To this end St. Georges School is currently a registered centre for the Cambridge International Diploma in I.T. Skills award at both foundation and standard levels and is also a registered centre for the European Computer Driving Licence (ECDL). The Information Technology department aims: To stimulate interest in the modern applications of Information Technology (I.T.) To stimulate interest in recent developments in computer hardware and software To develop a high level of practical competency in the use of the Microsoft Office suite of programmes (MS Word, MS Excel, MS Access, MS PowerPoint, MS Publisher, MS Outlook) and ancillary programmes such as MS Windows, MS Paint, MS Internet Explorer To develop in students an understanding of the jargon and specific vocabulary associated with I.T. To encourage students to identify how I.T. can be used effectively to prepare and complete projects set in other areas of the curriculum To enable students to communicate effectively and efficiently through e-mail To promote safe working practices when using computers To develop an understanding of and an appreciation for the laws which govern computers and their use such as the Data Protection Act, Health and Safety Acts and the Laws of Copyright To enable students to work and research safely within the environment of the Internet, to appreciate its worth whilst at the same time minimising the potential dangers and pitfalls associated with its use To enable students to be able to use modern computers independently and with confidence To enable students to recognise basic computer error messages and respond in an appropriate manner to solve these problems To encourage students to work collaboratively and to undertake a range of roles within team based activities

I.T. is an obligatory subject for all students in Years 7, 8 and 9. Students receive two lessons per week of tuition, during which time they are prepared for the modular exams of the Cambridge International Diploma in I. T. Skills at Foundation level.

Year 7 Course Content Keyboarding/Touch Typing Course Basic file management and computer housekeeping Computer Art and Design using MS Paint Basic Desktop Publishing using MS Publisher Use of the Internet using Internet Explorer Word Processing using MS Word Preparation for the Cambridge I.T. Skills Diploma Word Processing examination at Foundation level Year 8 Course Content Databases using MS Access Preparation for the Cambridge I.T. Skills Diploma Database module at Foundation level. Spreadsheets using MS Excel Preparation for the Cambridge I.T. Skills Diploma Spreadsheets module at Foundation level DTP using MS Publisher Application of I.T. skills - project work Year 9 Course Content Presentation Graphics using MS PowerPoint Preparation for the Cambridge I.T. Skills Diploma PowerPoint module at Foundation level. Application of I.T. Skills project work Using the Computer and Managing Files using MS Windows Preparation for the Cambridge I.T. Skills Diploma Using the Computer and Managing Files module at Foundation level. Electronic Communication (The Internet/E-mail) using Internet Explorer and MS Outlook. Preparation for the Cambridge I.T. Skills Diploma Electronic Communications module at Foundation level. ***

LIFE SKILLS The world our children are inheriting is becoming increasingly complex. To meet the huge challenges of a rapidly changing world, children need to be equipped with skills of creativity, co-operation, conservation, and awareness, with qualities of integrity, tolerance and compassion. These skills and qualities will be nurtured and encouraged in Life Skills. If we want to understand the world, we need to understand the religious world. A basic knowledge of the worlds great religions can contribute towards generating better understanding, empathy and tolerance in a world frequently torn apart by bigotry, prejudice and ignorance. Being aware of other peoples beliefs can make us more aware of our own beliefs and gives generosity of spirit capable of recognising the integrity of worlds outside our own faith. Year 7 Life Skills lessons start by enriching each childs self-awareness. Building a positive self-image and motivating children to take responsibility for their health and well-being sets the foundation for this. The next step is guiding children to healthy interactions with other people. Good character is the essence needed to respect oneself and others. These combined skills help children deal more effectively with their environment and inspire them to pursue healthy, caring, productive and fulfilling lives. The second part of Life Skills, in Year 7, focuses upon the Judeo-Christian tradition through a study of the main themes, characters and stories in the Bible, and the life and teachings of Jesus. This lays an essential foundation to an understanding of the Christian tradition with which many students are unfamiliar. This approach enables the foundations of Western intellectual tradition, its history and its cultural richness in art, architecture, music and literature to be explored. Year 7 Course Content I am unique, extraordinary and irreplaceable Its OK to have different feelings I take care of my body because it is priceless With a healthy body and mind I can reach my goals I see special qualities in other people Valuable lives - people with disabilities Helen Keller: her story I am a good friend I am an individual and I need to work with others I am a valued member of my family I stand up for my rights (peer pressure and bullying) I know who to go to if I have a problem Turning points in our lives The Old Testament and Judaism The New Testament and Christianity

Year 8 The emphasis in Year 8 Life Skills is concerned with developing social awareness and responsibility, globally and locally. Qualities of compassion, empathy, tolerance and awareness will be nurtured through a study of important global issues. This will be followed by an introduction to the origins and beliefs of the worlds great religions. In the Third Term the program will focus on values and principles. Year 8 Course Content Everyone is unique and valuable What are our basic needs? Human Rights Refugees Poverty Child labour the story of chocolate Aid Agencies Christian Aid, World Vision The United Nations Land mines Princess Diana, her story The Red Cross Henry Dunant founder of the Red Cross Introduction to worlds great religions The Blind Man and the Elephant John Saxe (a way of seeing) Origins and beliefs of Christianity, Judaism, Islam, Hinduism, Buddhism and Sikhism Values and principles Personal integrity Relationships Social pressures Reviewing puberty physical and emotional changes Sexual behaviour Risk-taking What are drugs? Year 9 The Year 9 course takes a deeper look at global issues. This will be followed by a study of relevant social issues affecting young people today. The third term focuses on giving students the opportunity to consider the ultimate questions which all faiths endeavour to answer, and the purpose of religions overall, without focusing on any one individual faith. Students will be given the opportunity to debate questions of meaning, purpose, and truth and therefore begin to acquire a more mature grasp on human spirituality. This is followed by two small group research projects: the worlds great religions with class presentations, particularly looking at the similarities between religions and In Other Peoples Shoes which will require students to research and write a short story based on a day in the life of a person their age, in a war torn or deprived country, including research on standards of living.

Year 9 Course Content Poverty absolute and relative Mother Teresa her life Millennium Goals Fair Trade Justice the lives of Gandhi and Martin Luther King Environment - our responsibility Animal rights Social Issues -Youth Body Image - the media eating disorders Love/marriage Addiction - smoking Family Drugs/Alcohol Old Ultimate Questions Group projects *** PHYSICAL EDUCATION The physical education department aims to develop within individuals a range of personal, social and scholastic qualities through the culture of sport and physical activity. The department hopes to achieve this by helping young people to: become skilful, knowledgeable and discerning consumers of sport acquire a knowledge of and adopt healthy, active lifestyles develop a positive body image acquire a range of personal and social skills through individual and group tasks Year 7 - 9 Course Content Students in Years 7-9 follow modules in invasion games, net games, gymnastics, dance, skiing and athletics. Extra-curricular provision is made for swimming. In Years 7-8, the emphasis within each module is on acquiring and developing specific skills within recognised sports. Pupils learn how to analyse individual performance and make suggestions for its improvement. Preparing correctly for physical activity should be consolidated in these years, as should learning how to work cooperatively with a partner or in small groups. By Year 9, students are expected to build upon the skills they have learned and to use them with increasing fluency. They should also become more proficient at analysing performance, giving and using feedback, and independently initiating corrective action. Students are also encouraged to view sport in its wider cultural context and to recognise the benefits of an active lifestyle upon physical, mental and social well-being. ***

You might also like