Introduction/Philosophy and Objectives - Uplands …€¦ · · 2017-10-12Philosophy and Objectives Key Staff for KS3 at International School of Penang (Uplands) ... The National

Introduction/Philosophy and Objectives

Key Staff

What is Key Stage 3 and the National Curriculum?

Assessment and Reporting

National Curriculum and Assessment Levels

Homework

Learning Support

Student Resources Centre (SRC)

Transition from KS3 to KS4

Faculty Weeks

Curriculum Overview

Contents

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Welcome to the International School of Penang (Uplands) Key Stage 3 Handbook. Education is a

genuine partnership between parents, students and teachers. This handbook is designed to share the

information that is central to each student’s progression with parents and guardians. It will allow you

to be clear on the expectations and opportunities that lie before your son/daughter in the year ahead.

At Uplands, we value the excellent teamwork and co-operation that we enjoy with our parents. This

partnership does not simply happen; it takes hard work and commitment from staff, parents and

students to work together. It is through our shared goals and good communication between home

and school that we are able to ensure our students succeed.

Please forgive us if any of this information is stating the obvious or if you are already aware of the

information because of having an older child in school. Equally, if there is more that you would like

to know, please do not hesitate to get in touch. We hope that this handbook, coupled with the

progress/summary report and the Parent Teacher Conference, will provide you with the information

you need.

Yours sincerely,

Matthew Bristow

Principal

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Introduction

Uplands School is a multicultural, multiracial and multinational community whose aim it is to promote

the School Motto: “RESPECT FOR SELF ~ RESPECT FOR OTHERS”.

The School believes that this is a motto worth striving for, and that care, good conduct, cooperation and

understanding are of prime importance. The School understands that such a community must be free of

all unfair discriminatory practices.

The School aims to foster a love of learning which will nurture our human faculties: intellectual, aesthetic,

emotional and physical. We believe that happy, well-balanced individuals who take strength from our

community will make an invaluable contribution to the world in which we live.

Head of Secondary Mr. Craig Skinner [email protected]

Head of Curriculum and Assessment Mr. Paul Rose [email protected]

Head of Pastoral Mr. William Mitchell [email protected]

KS3 Co-ordinator Ms. Dawn Easton [email protected]

Head of Year 7 and Transition Mrs. Anna Martinez [email protected]

Head of Year 8 and 9 Mrs. Lynsey Collis [email protected]

Counsellor Mr. David Johnston [email protected]

Learning Support Ms. Merissa Bush [email protected]

Head of Faculty - English/ESL Ms. Justine Bell [email protected]

Head of Faculty - Modern Foreign

Languages (MFL)

Mr. Tony Carney [email protected]

Head of Department - Bahasa Malaysia Ms. Mathave Vadiveloo [email protected]

Head of Department - Mandarin Ms. Lin Jing [email protected]

Head of Department - Spanish Ms. Ros Sanchez [email protected]

Head of Faculty - Mathematics Ms. Julie Tan [email protected]

Head of Faculty - Science Mr. Michael White [email protected]

Head of Faculty - Humanities Mr. Andrew North [email protected]

Head of Department - Geography Mrs. Ingur Shefalika [email protected]

Head of Department - History Mr. Andrew MacLachlan [email protected]

Head of Faculty - Technology Mr. Stratford Blyth [email protected]

Head of Department - Information &

Communication Technology (ICT)

Mr. Robin Liao [email protected]

Head of Faculty - The Arts Mr. Ian McGill [email protected]

Head of Department - Drama Ms. Alison Hurst [email protected]

Head of Department - Music Ms. Estelle Owens [email protected]

Head of Department - Physical

Education (Secondary PE)

Mr. Robert Pearson [email protected]

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Philosophy and Objectives

Key Staff for KS3 at International School of Penang (Uplands)

mailto:[email protected]
























Key Stage 3 (KS3) outlines a three year programme of study which runs through Years 7, 8 and 9. The aim

of KS3 is to focus upon the practical development of the skills needed as to develop our students to become

successful learners who enjoy learning, make progress and achieve; become confident individuals who are

able to live safe, healthy and fulfilling lives; and responsible citizens who make a positive contribution to

society.

The National Curriculum is studied by all students at Key Stage 3 and comprises English, Mathematics,

Science, Design and Technology, Information Technology, two Modern Foreign Languages (unless ESL),

History, Geography, Art, Music, Drama, Physical Education and PHSE.

What is the National Curriculum? The National Curriculum provides pupils with an introduction to the essential knowledge that they need

to be educated citizens. The National Curriculum is just one element in the education of every child. There

is time and space in the school day and in each week, term and year to range beyond the national

curriculum specifications. The national curriculum provides an outline of core knowledge around which

teachers can develop exciting and stimulating lessons to promote the development of pupils’ knowledge,

understanding and skills as part of the wider school curriculum.

KS3 Curriculum Allocation

Timetabled curriculum allocation for Year 7–9 in the 2015-2016 academic year:

Number of 40 minutes periods (per week)

English 5 History 3 Art 2 Design Technology 2

Mathematics 5 Geography 3 Drama 2 Physical Education 4

Sciences 6 Modern Foreign

Language

4 Music 2

Bahasa Malaysia 2 ICT 2 Tutor Time /

Assembly

1

Assessment of students’ work and progress takes place in lessons in an on-going manner both formally

and informally. Students’ progress within a subject is monitored and measured against their potential

which is determined by the data received on intake and any other forms of objective testing that take place

during the key stage.

Assessment can take place in many ways throughout the year, including:

Teacher marking of class and homework

Self-marking and peer marking of students’ work

Tests completed in formal conditions

Assessments completed in lessons and/or homework

Examinations at the end of a module, year or Key Stage

Key Stage Three and the National Curriculum

Assessment and Reporting

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Students are encouraged to be a part of the process and to learn from all assessment experiences in order

to improve knowledge, skills and understanding.

Reporting to parents on the progress made is an integral part of this process and occurs regularly

throughout the year. It is with the support and encouragement of home that the students are able to really

feel confident to progress further.

Types of Reporting Formal reporting for this year group occurs by way of two progress reports and two summary reports

spread throughout the year with two Parent Teacher Conferences for each year group.

Progress Report: A short report to indicate the level of attainment and effort in each subject.

Summary Report: A more detailed report to indicate the level of attainment and effort in each subject, as

well as a summary comment from the subject teacher. This will also include levels.

Parents Teacher Conference: Specific days/evenings set aside in the school calendar dedicated to parental

meetings with the student’s subject teachers to discuss progress and set targets to support improvement.

Assessment Reporting Timeline Progress Report – 2nd October 2015

Parent Teacher Conference – 27th October 2015

Summary Report – 18th December 2015

Progress Report – 18th March 2016

Parent Teacher Conference – 22nd March 2016

Summary Report – 17th June 2016

National Curriculum Levels are used to track a child’s education from Years 1-9. At Uplands, National

Curriculum levels are used from Years 7-9. From KS1 to KS3, National Curriculum levels range from level

1-8/Exceptional Performance (EP). When a child enters KS3 in Year 7 the average expectation in the core

subjects of English, Mathematics and Science will be a level 4. This will be the case for most other KS3

subjects apart from Modern Foreign Languages (MFL), where most students will have a low to zero

baseline. In these subjects the expected level will be at least 2 levels below English, if not more.

Each level in a subject describes a set of knowledge, skills and understanding in that subject. The higher

the level, the more difficult and ‘abstract’ the ideas being learned become. This information can be found

on level descriptors for each subject and this will detail how the learning becomes progressively more

detailed and sophisticated through the levels. Examples of these are featured in the curriculum

information for each subject.

Each level was originally designed to describe roughly 1.5 years of learning for the ‘average’ student. In

order to track progress throughout the academic year with more precision and actively recognise

progress, like most schools, we split each level into 3 sub-levels. These are c, b and a.

National Curriculum and Assessment Levels

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Expected Attainment through KS3 Detailed below are the general expectations for most KS3 subjects with the exception of MFL:

Note: Please refer to the curriculum outlines for each subject for a more detailed outline of level

expectations related to the context of our international school.

Level End of Year 7 End of Year 8 End of Year 9

8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level

Meeting expected level Exceeding expected

level

Exceptional

Performance

End of Year 7 5c

End of Year 8 5a

End of Year 9 6b

Rationale for Expected Attainment As an example, in Science, students entering KS3 in Year 7 are expected to, on average, be achieving level

4b. Each year the expected progress for students is 2 sub levels. For example, moving from 4b to 4a to 5c in

one academic year.

Target Setting In Key Stage 3, targets in all subjects are based on Key Stage 2 results and PYP results, though this data is

not always available for all students. To ensure that we have sufficient baseline data for all our students to

enable us to set accurate target levels, we also incorporate the use of ‘Cognitive Abilities Testing’ (CAT).

All KS3 students would ideally sit this test at the start of Year 7, and any new students entering after this

time will sit the test at the start of the academic year.

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MidYis For KS3, a specific CAT is used called ‘MidYis’, which stands for Middle Years Information System. This

test provides baseline data relevant to a student’s ability to reason in tasks related to verbal (vocabulary)

and graphic (non-verbal) communication, quantitative (mathematics) and general applied skills. These are

specifically designed ‘reasoning’ tests rather than tests of knowledge and they help us to understand what

concepts and applications a student identifies with more strongly and where his or her challenges lie.

The test results produce baseline data, and assist with predicting progress and setting targets from Key

Stage 3 through to IGCSE and the final year of the IB Diploma. CATs provide more information about

students and their learning, to compliment Key Stage 2 test scores and the information we receive from

Primary Schools. We can use CATs to see if a child is under-achieving, has hidden talents or whether there

are possible learning difficulties, including potential insights into reasons behind these difficulties, in

combination with further diagnostic testing for appropriate placement in certain subjects (i.e. Mathematics,

English). Statistically, we also gather data on how our students progress against other students sitting this

form of national/international standardised testing.

CAT/MidYis Scores The result in each test is calculated as an SAS (Standardised Age Score) - i.e. the score takes into account a

student’s age. The average SAS in any one test is 100. From the 4 tests, an overall SAS score out of 100 is

also calculated. Each test(s) (Vocabulary, Non-Verbal, Maths and Skills) will feed into particular subjects

based on the relevance of the test to that subject, e.g. Vocabulary will be of particular importance in feeding

into a target level for English, History or MFL.

This data is stored on our school database and parents may request this data if you so wish to do so.

Oxford Placement Testing In addition to the CEM Computer Adapted Baseline (CAT) MidYis testing, all Year 7 students are asked to

complete the Oxford On-line Placement Test. This age-appropriate test asks students to respond to a range

of questions from the ‘Use of English’ section and a ‘Listening Section’. Uplands uses the score to assist in

establishing a baseline level of English across a range of level descriptors. The test scores can also be used

as an indication that a student will need extra English language support.

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Homework is an important aspect of your child’s education as it enables us to extend the range of

knowledge and information they can acquire. It provides an opportunity to extend students learning and

to develop good study habits through independent learning skills, which become increasingly important

as they continue into IGCSE and the International Baccalaureate Diploma.

The purposes of homework are to:

Consolidate knowledge and skills

Encourage independent learning

Sustain the involvement of parents

Improve organisation and time management skills

Prepare students for examinations and further and higher education

Give extra practice to check understanding

Give more opportunities for Assessment for Learning (AfL)

Prepare for future lessons

Stimulate interest in things that go beyond the normal curriculum

Explore students’ own strengths and weaknesses

Provide extended learning experiences

Help rote learning

Homework Timetable Each class in KS3 will have a homework timetable as outlined below. These are bespoke timetables put

together in collaboration with the subject teachers. Generally any homework set will have a reasonable

deadline for completion given depending on the length of time required to complete the homework to a

high standard. Students should take note of the due date for each homework task in order to organise their

homework for the week. It is the responsibility of the student to ensure that homework is submitted to the

teacher on time. If a student is absent when homework is set it is their responsibility to find out what they

have missed and catch up.

Homework

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Year 7 As a guide, Year 7 are expected to be completing 3 x 20 minutes of homework each evening.

7i Mon Tues Wed Thurs Fri

ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE

7p Mon Tues Wed Thurs Fri

ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE

7q Mon Tues Wed Thurs Fri

ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE

7s Mon Tues Wed Thurs Fri

ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE



ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE


ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE


ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE


ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE



ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE


ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE


ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE


ENGLISH

MATHS

SCIENCE

HISTORY

GEOGRAPHY

LANGUAGE/ESL

BAHASA

ICT

ART

DRAMA

MUSIC

DT

PE

How parents can help with homework - Top Ten Tips

1. Look at your child’s planner every day. Check for homework and see if there are any notes written about

homework not being done.

2. Encourage your child to get homework done as soon as they get in from school; this gives them free time

later in the evening.

3. Use small incentives to encourage your child to complete their homework.

4. Try to provide a place for your child to do homework where it is quiet.

5. Look at your child’s work and give them positive encouragement.

6. Though listening to music may help the completion of homework, television and computer games will

almost certainly not.

7. Encourage your child to have a short break after each 30 minutes of working and then go back to the task

they were doing.

8. Look at the ‘date due’ dates in the planner and encourage your child to get work completed in advance

and not to leave it until the night before.

9. Set a period of time in the evening and at the weekend which is homework time. If all homework is

completed or there really is none to do then this time can be used for activities which do not require a

television or computer, for example, reading.

10. Talk to your child about the work they have done and get them to explain it to you.

Uplands welcomes a diverse student population and students from various cultures, learning perspectives,

languages, styles, and aptitudes enrich our holistic environment. The Learning Support Programme seeks to

provide services to identified students that address their academic development. When needed, the Learning

Support teacher provides in-class assistance to ensure that students have access to and understand the

concepts taught in English, Humanities, Science, and Mathematics. Classroom test and exam accommodations

may be provided should students have specific learning needs identified by a qualified psychologist. The

Learning Support teacher will liaise with outside professionals who provide speech-language therapy,

physical therapy and occupational therapy.

A referral to the Learning Support Department can be made in various ways; by parent, teacher, or student.

Once the referral process has been completed, the Learning Support teacher communicates frequently with

students, teacher, and parents to make certain that students are getting the appropriate support and show

continued success in Secondary School.

When they have completed the Key Stage 3 Programme of Study, Year 9 students move on to

Key Stage 4 and study GCSE/IGCSE courses. In order for an informed decision to be made, we hold an options

meeting as well as providing a Year 9 Options Booklet.

The provisional schedule is as follows:

February Options Evening – Wednesday 9th March 2016 - A brief introduction to options followed by the

opportunity for parents to discuss the various GCSE/IGCSE courses with teachers

Friday 18th March - Option forms returned

Learning Support Programme

Transition from KS3 to KS4 - Options

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At Uplands, we believe it is important for students to have opportunities to continue learning outside of

the structured curriculum setting. Faculty Weeks are designed to promote each subject and to allow

students to have extended learning that may be involve competitions, projects or workshops. These

sessions may be in lesson time, break/lunch times or after school.

The following Faculty Weeks are scheduled for the following dates:

Science : 18th-22nd January

English : 29th February – 4th March

The Arts : 7th – 11th March

Humanities : 18th – 22nd April

Languages : 9th – 13th May

Mathematics : 30th May – 3rd June

Our Student’s Resource Centre is a very important and highly valued area in our school. Pupils are

encouraged to use the library before school, during break and lunch period, and after school. There are

approximately 20,000 reading materials in the library.

The Student Resource Centre is located on the ground floor of Block B, facing the central garden. The

spaciousness of the room offers a wide range of resources available to students such as books (fiction and

non-fiction), reference, journals, magazines, newspapers and language texts available to support language

learning. There are also computers, printers and a photocopier available to students and teachers.

The aim of the Student Resource Centre is:

To promote and support a love of reading throughout the school by providing a wide range of books

and multimedia resources to support teaching and learning throughout the key stages

To foster a reading and information culture that promotes independent motivated learners for life

To provide support to the teaching staff by enabling them to research, and find resources that will

complement their lessons

To provide help and guidance to the students and help them to find resources, and research their

assignments

Borrowing Books Students and teachers can borrow books on production of their school identity card. The borrowing period

is two weeks but it is possible to renew the loan if the book is not required by someone else. Any books

that you need can be reserved through a librarian. Reference books cannot be borrowed.

Printing and Fines The library uses a cashless system. Charges are made for printing and photocopying and it will be deducted

at the end of each term.

Fines are also imposed for overdue or lost books.

“Library is the place where I find inspiration, information, and connection with the

world" – Ruth W. Crocker

Faculty Weeks

Student Resource Centre (SRC)

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Art

Design & Technology

Drama

English

Geography

History

Information and Communication Technology (ICT)

Mathematics

Modern Foreign Languages

Music

Physical Education

Science

Subject Curriculum Overview

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Department Composition for the academic year 2015-2016

The Art Department’s Aims

Our aims for Art Years 7, 8 and 9 are to encourage and enable students to develop:

An interest in and enjoyment of self-expression through Art

An open-minded and creative attitude to Art

Knowledge and understanding of the work of other artists in similar and different cultures

An understanding of change and context in artistic expression

Basic skills in the use of artistic media

A respect and understanding of others’ perspectives and values

A sense of identity and understanding of themselves in their own environment

Year 7, 8 and 9 Art Programme The Lower Secondary Art programme at Uplands has been constructed to cater for the needs of a

multinational group of students who arrive in Year 7 from various academic backgrounds and have very

different levels of knowledge and experience in Art and artistic media.

No single national curriculum for Art can adequately provide the diversity and relevance of content that

our students require. This programme has been designed by teachers who have both UK and international

experience and, in the senior secondary years, this is represented by the IGCSE and the IB external

examination systems. The programme is, therefore, designed for students who will later enter these senior

programmes but, also, for students who will complete their formal Art education in Year 9.

Resources The Art department is well stocked and supplied with a wide range of two-dimensional and three-

dimensional Art materials. In addition, there is an extensive library.

The Arts Faculty is located on the first and second floors of the new Arts and Humanities block.

Mr. Ian McGill – [email protected] (Head of The Arts Faculty)

Mrs. Anna Martinez – [email protected]

Art

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Skills Development Across Key Stages Model for the Continuation of Skills Development Across Key Stages:

KEY AREA

KS3

KS4/IGCSE

KS5/IB Elements

(10 ELEMENTS OF THE IB

LEARNER PROFILE)

Research and

Understanding

Students use a variety of ways

to collect visual information

and explore ideas, comparing

and commenting upon artists

and artworks from more than

one culture using the

vocabulary of Art.

Students explore the work

of other artists and other

cultures and relate their

discoveries to their own

work within the IGCSE

syllabus.

INQUIRERS

KNOWLEDGEABLE

THINKERS

Development and

experimentation

Students use a variety of

approaches to explore and

experiment with ideas,

information and resources.

Students take creative risks,

exploring and experimenting,

in order to develop their work.

Students develop their

personal ideas and

experiment within

Painting and Related

Media (IGCSE).

OPEN-MINDED

RISK TAKERS

Practical

Application

Students investigate and

develop a range of practical

and organisational skills to

manipulate the qualities of

materials, processes and the

formal elements (of Art) in

their work.

Students explore the

formal elements (of Art) in

order to develop their

work within a framework

of personal, accomplished

coursework and

examination preparation

and completion.

RISK-TAKERS

BALANCED

COMMUNICATORS

Reflection and

Evaluation

Students consider and discuss

their work, making critical

judgements and comparisons

with the work of others.

Students evaluate and

reflect upon their efforts in

relation to the work of

others and the criteria of

the IGCSE course.

REFLECTIVE

COMMUNICATORS

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Curriculum Content The following table is a basic breakdown of current curriculum KS3 content.

Year 7 Year 8 Year 9

Term 1 Two-dimensional design,

relating to form and its

relation to background.

Two-dimensional form in

relation to signs, symbols and

communication without words.

Two-dimensional design

based upon a complex idea

often taken from another

area of study.

Term 2 Three-dimensional

development of a two-

dimensional idea (or print-

making) as a development of

two-dimensional design.

Three-dimensional development

or print-making as the

alternative to Year 7.

Large-scale sculpture based

upon the above.

Term 3 Drawing, Painting. Research

into the previous projects in

order to further develop

personal ideas.

Students will pursue this

idea in a large-scale work,

based on an idea and a

medium of their own choice.

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Assessment Criteria – National Curriculum Level Descriptors The department follows the National Curriculum level descriptors in assessing students’ work.

These have been copied from the National Curriculum 2007 Programme of Study:

Level 3

Students explore ideas and collect visual and other information for their work. They investigate visual and tactile

qualities in materials and processes, communicate their ideas and meanings and make images and artifacts for

different purposes. They comment on similarities and differences between their work and that of others.

Level 4

Students use a variety of approaches to explore and experiment with ideas, information and resources, in order

to develop their intentions. They investigate and develop a range of practical skills and use the qualities of

materials and processes purposefully to suit their intentions when designing and making. They compare and

comment on differing ideas, methods and approaches used by artists, craftspeople and designers, relating these

to their respective contexts. They discuss their own work and that of others and consider how they might adapt

and refine their ideas, skills and processes.

Level 5

Students take some creative risks when exploring, experimenting and responding to ideas and selecting

information and resources in order to develop their work. When designing and making, they develop and use

their technical knowledge and skills to manipulate the qualities of materials, processes and the formal elements

appropriately. They consider and discuss the ideas, methods and approaches that are used by artists, craftspeople

and designers, relating these to both context and purpose. They evaluate their own work and that of others,

reflecting on their own view of its purpose and meaning. They are able to adapt and refine their ideas, processes

and intentions.

Level 6

Students accept creative risks, exploring and experimenting with ideas independently and inventively and using

a range of appropriate resources imaginatively to develop, design and make work. They apply their technical

knowledge and skills to realise their intentions, using the qualities of materials, processes and the formal elements

effectively. They interpret and explain how ideas and meanings are conveyed by artists, craftspeople and

designers, recognising the varied characteristics of different historical, social and cultural contexts. They provide

a reasoned evaluation of the purpose and meaning of their own work and that of others. They use their critical

understanding to develop their own views and practice.

Level 7

Students learn from taking creative risks that help them to form and develop their ideas and to create purposeful,

imaginative work with some originality. They demonstrate confident understanding and use of materials,

processes and the formal elements, combining these thoughtfully to realise their intentions. They analyse and

comment on their own and others’ work, appreciating how codes and conventions are used to express genres,

styles and traditions. They explain how and why their understanding of the work of others affects their own

ideas, values and practices.

Level 8

Students develop, express and realise ideas in often original ways, confidently exploiting what they learn from

taking creative risks and from their understanding of creative processes. They exploit the potential of materials

and processes independently, making both intuitive and analytical judgements to develop and realise their

intentions. They analyse, engage with, and question critically aspects of their own and others’ work, identifying

how beliefs, values and meanings are expressed and shared. They confidently express reasoned judgements

about their own work and that of others, demonstrating analytical, critical and contextual understanding.

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Expected Attainment through KS3

End of Year 7 5c

End of Year 8 5a

End of Year 9 6b


8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level

Meeting expected level Exceeding expected

level

Exceptional

Performance

Homework

In Art, homework is more likely to be guided by the needs of a project at its different stages, rather than by

the student’s homework timetable. Research and Understanding and Reflection and Evaluation are more

likely areas of homework activity than Development and Experimentation and Practical Application.

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Marking of Homework/Tests other than Common Assessments

Students should be given meaningful commentary on their attainment and targets should be set for

improvement. For homework and smaller assignments which do not require levelling the following codes are

suggested:

Code Rating Explanation Target

E Excellent Showing extra/outstanding

effort/attainment above

expected level for individual

Consistency

VG Very Good Above Expected level for

individual

Consistency

G Good At Expected level for individual Consistency/Effort

S Satisfactory Below Expected level for

individual

Effort

U Unsatisfactory Well Below Expected level for

individual

Effort

I Incomplete/Inconsistent Unfinished/ Well Below

Expected level for individual

Completion

Reporting and Recording Assessment in Art is a little different from that in most other subjects. Almost all of the students’ work is available

for inspection and assessment most of the time. Teachers are, therefore, able to assess the work “as it goes along”

throughout any given project. Parents and students should be aware that the system of levels requires teachers

to look for a ‘best fit’ between the level descriptors and the work that the student has produced and that this is

not an ‘exact science’ – students may show strong progress for some of the areas for development and be weaker

in others.

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The Formal Elements of Art

The formal elements of Art are: Line, Shape, Form, Tone, Space, Colour, Texture, Composition and Scale.

An explanation of the formal elements of Art:

Line - is a mark with greater length than width. Lines can be horizontal, vertical, or diagonal; straight

or curved; thick or thin.

Shape - is a closed line. Shapes can be geometric, like squares and circles or organic, like free-form

or natural shapes. Shapes are flat and can express length and width.

Form - is often the three-dimensional development of shapes expressing length, width, and depth.

Balls, cylinders, boxes, and pyramids are regular forms. Natural forms are often irregular.

Tone - is the rendering of light effects in terms of lighter or darker.

Space - is the area between and around objects. The space around objects is often called negative

space; negative space has shape. Space can also refer to the feeling of depth. Real space is three-

dimensional. In two-dimensional visual art, when we create the feeling or illusion of depth, we call

it pictorial space.

Colour - Colour is light revealed and has three main characteristics: hue (the name of the colour, such

as red, green, blue, etc.), value (how light or dark it is) and intensity (how bright or dull it is).

• White is pure light; black is the absence of light.

• Primary colours are the only true colours (red, blue, and yellow). All other colours are mixtures of

primary colours. White and black are not considered to be colours.

• Secondary colours are two primary colours mixed together (green, orange, violet).

• Tertiary colours are made by mixing a primary and secondary colour together or three primaries.

Brown is the clearest example.

• Complementary colours are located opposite each other on the colour circle. For example, red and

green are complementary colours.

Texture - in drawing and painting is often the illusion of surface quality or, by choice of materials,

may be real surface quality.

Composition - is the arrangement, in an artwork, of objects or parts of an arrangement to the whole.

Scale - is the relationship, in an artwork, of objects or parts of an arrangement in terms of relative

size.

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Key Stage 3 Outline In Design & Technology, students use their creativity and imagination to design and make various products

within a variety of contexts. Throughout the key stage, students undertake a range of design projects and design

tasks. It is through these creative and practical activities that the students are taught the knowledge,

understanding and skills necessary for them to become confident and able problem solvers.

The curriculum is delivered to all students from Year 7 to 9 and covers Resistant Materials and Graphics.

Students acquire a broad range of subject knowledge and being truly interdisciplinary it draws upon and

contextualises content covered in mathematics, science, computing and art: design & technology applies and

extends this content in a practical manner reinforcing and enhancing the whole curriculum.

As a department, we hope to inspire students to take risks when solving problems, become more resourceful,

innovative and caring. We hope they will understand that technology can shape their world for the better and

through the evaluation of past and present design and technology, they develop a critical understanding of its

impact, both positive and negative, on their lives and the lives of others.

All students study design technology for 2 periods a week for the entire academic year. During that time they

will undertake 2 projects focusing on a particular area: woods, plastics, computer-aided design and computer-

aided manufacture. Within each project they develop their graphic communication skills.

Mr. Stratford Blyth – [email protected] (Head of Technology Faculty)

Mr. Philip Macoun – [email protected]

Design and Technology

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Purpose of study - Aims The National Curriculum for design technology has been adapted to take into account the international

backgrounds of our students and aims to ensure that all students:

develop the creative, technical and practical expertise needed to perform everyday tasks confidently

and to participate successfully in an increasingly technological world

build and apply a repertoire of knowledge, understanding and skills in order to design and make

high-quality prototypes and products for a wide range of users

critique, evaluate and test their ideas and products and the work of others

When designing pupils are taught to:

Use research and exploration, such as the study of different cultures, to identify and understand user

needs

Understand how to reformulate problems given to them

Develop specifications to inform the design of innovative, functional, appealing products that

respond to needs in a variety of situations

Use a variety of approaches to generate creative ideas and avoid stereotypical responses

Develop and communicate design ideas using annotated sketches, detailed plans, 3-D modelling,

oral and digital presentations and computer-aided design

When making pupils are taught to:

Select from and use specialist tools, techniques, processes, equipment and machinery precisely,

including computer-aided manufacture

Select from and use a wider, more complex range of materials and components taking into account

their properties

When evaluating pupils are taught to:

Analyse the work of others, to develop and broaden their understanding

Test, evaluate and refine their ideas and products against a specification, taking into account the

views of intended users and other interested groups

Understand developments in design and technology, its impact on individuals, society and the

environment, and the responsibilities of designers, engineers and technologists

In order to acquire technical knowledge, students are taught to:

Understand and use the properties of materials to achieve functioning solutions

By nature, Design & Technology is especially well suited to the development of soft skills including:

communication skills, teamwork and collaboration, adaptability, problem solving, critical observation.

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Curriculum Content


Project 1 Two-dimensional drawing

with introduction to isometric

and orthographic.

Classification of woods

Manipulation of wood

including chiseling, sawing,

filing, drilling, sanding.

Introduction to critical and

reflective evaluation of

progress and outcome.

Develop understanding of

joining methods for wood.

Introduction to perspective

drawing.

Development of orthographic

drawing skills.

Properties of materials.

Primary research

Using the world around them

and work of other designers

to influence design work.

Designing for specific culture.

Use of CAD CAM milling

machine. Understanding of

casting metals.

Scales of production.

Project 2 Classification of plastics

Use of CAD to simulate

electrical circuit

Basic understanding of

electronic circuits.

Manipulation of wood.

Understanding of patterns

and vacuum forming process.

Shaping and finishing

plastics.

Designing for a specific

market taking into account

cultural influences.

Use of CAD Cam laser cutter

and advantages and

disadvantages of CAD CAM

in industry.

Responsibilities of the design

and the consumer.

Primary Research

Develop a working

knowledge of a number of

manufacturing techniques for

plastics.

Detailed product analysis

leading to design

specification.

Development of isometric

drawing and colour rendering

taking into account properties

of material.

Importance of modelling for

concept checking.

Manipulation of materials

using strip heater, formers

and oven.

Assessment Individual Schemes of Work focus on particular areas, and projects are broken down into specific skills for each

of the topics. Modified National Curriculum level statements are used to plot the progress from Levels 3 to 8 in

each of the assessed criteria. Pupils are given a level for each of particular assessment tasks, and during the

reporting cycle they are given an effort grade. At the end of each project, students self-evaluate their work and

progress. In addition to assessment of practical work and design folders, students also have tests to ascertain their

knowledge and understanding.

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Research:

Level 3 - The features of one product are outlined.

Level 4 - Existing products have been researched to a basic level.

Level 5 - Research into existing products completed to a good level using a variety of sources.

Level 6 - Clear consideration of the views of others. Most important points included in a

specification. Existing products researched in depth. Explanation how findings of

research might inform design work.

Level 7 - Existing products researched in depth – explaining how this information might be useful.

Similar products researched in depth – explaining how this information might be useful.

Clear consideration of the views of others from e.g. a questionnaire. Explanation how

findings of research might inform design work. A very detailed specification which

includes materials and manufacturing processes.

Level 8 - As above, but you have justified the points on your specification.

Designing:

Level 3 - Basic design ideas with labelling

Level 4 - Different and creative design ideas, good quality sketching with annotation

Level 5 - Highly creative yet feasible design ideas, clearly communicated in both 2d and isometric

with good annotation

Level 6 - Pupils draw on and use a range of sources of information, and show that they understand

the form and function of familiar products as they develop and model ideas. They

respond creatively to briefs, exploring and testing their design thinking. Highly creative,

yet feasible design ideas have been created, clearly communicated, using a range of

techniques. Sketches and annotation explain how the design will be made.

Level 7 - Pupils use a wide range of appropriate sources of information when developing and

modelling ideas. They investigate form, function and production processes as they

respond creatively to briefs. Clear consideration is given to the target market, the

materials that will be used, and the manufacturing process that will be used.

Level 8 - Pupils use a range of strategies to fully develop and model appropriate ideas, responding

to information they have identified. They identify conflicting demands on a product and

respond creatively to briefs, suggesting ways forward and explaining how their ideas

address these demands.

Planning:

Level 3 - They make realistic plans for achieving their aims

Level 4 - They produce step-by-step plans and then select and work with a range of tools and

equipment.

Level 5 - They work from their own detailed plans, modifying them where appropriate

Level 6 - They produce plans that predict the time needed to carry out the main stages of making

products.

Level 7 - They produce plans that outline alternative methods of making progress.

Level 8 - They organise their work so that they can carry out processes accurately and consistently.

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Working with Materials:

Level 3 - Pupils use tools and equipment with some accuracy to cut and shape materials and to put

together components.

Level 4 - Pupils apply their knowledge and understanding of materials and components, and work with

them with some accuracy, paying attention to quality of finish and to function.

Level 5 - Pupils work with a range of tools, materials, equipment, components and processes with some

precision.

Level 6 - They work with a range of tools, materials, equipment, components and processes, showing

that they understand their characteristics.

Level 7 - The end product is finished to a very high standard and resembles the design. It functions as

intended.

Level 8 - They carry out processes accurately and consistently, and use tools, equipment, materials, and

components with precision.

Evaluating:

Level 3 - Pupils recognise what they have done well as their work progresses, and suggest things they

could do better in the future.

Level 4 - Pupils identify where evaluation of the design and make process and their products has led to

improvements.

Level 5 - Pupils identify what is working well and what could be improved to overcome technical

problems. They reflect on their designs as they develop, recognising the significance of

knowledge and previous experience.

Level 6 - They check their work as it develops, solve technical problems and show some evidence of

creativity as they modify their approach in the light of progress. They test and evaluate their

products, showing that they understand the situations in which the products will function.

Level 7 - They evaluate how effectively they have used information sources, using the results of their

research to inform their judgments when developing products. They evaluate their products

as they are being used, and identify ways of improving them.

Level 8 - They use accurate testing to inform their judgments when solving technical problems. They

identify a broad range of criteria for evaluating their products, clearly relating their findings

to environmental, ethical, and social and cultural dimensions.

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Expected Progress through KS3

Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

End of Year 7

End of Year 8

End of Year 9

Working towards expected level

Meeting expected level

Exceeding expected level

Exceptional

Homework

Because of the depth and breadth of design technology, completion of homework tasks is fundamental to the

success of any student in the department. It is delivered in accordance with the school policy and is expected

to cover the following areas:

Health & Safety

Researching information & data

Design tasks

Planning tasks for make assignments

Surveys

Evaluations

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The Drama Department’s Aims Drama remains an important part of the balanced arts curriculum and, here at Uplands, it is taught extensively

as a discrete arts subject in Years 7 to 9. In working towards our aim of developing confident, articulate,

enthusiastic, creative and knowledgeable students, “pupils research, discuss and use drama techniques to explore

character and situations. They devise and present scripted and improvised dramas in response to a range of

stimuli, demonstrating their ability to investigate ideas, situations and events and an understanding of how

theatre can communicate in innovative, challenging ways. They experiment with sound, voice, silence,

movement, stillness, light and darkness to enhance dramatic action and use theatre technology creatively. They

take part in scenes from plays by a range of dramatists and recognise the particular contributions that directors,

designers and actors make to a production.”

Drama makes an important contribution to the development of thinking skills identified in the National

Curriculum. These are:

Information-processing skills, e.g. sequencing and comparing

Reasoning skills, e.g. drawing inferences and making deductions

Enquiry skills, e.g. asking relevant questions and testing conclusions

Creative thinking skills, e.g. generating and extending ideas, applying imagination and looking

for alternative endings

Evaluation skills, e.g. judging the value of their own and others’ work

Year 7, 8 and 9 Drama Programme The Lower Secondary Art programme at Uplands has been constructed to cater for the needs of a multinational

group of students who arrive in Year 7 from various academic backgrounds and have very different levels of

knowledge and experience of Drama.

We base our Drama curriculum on the KS3 National Strategy Drama Objectives Bank from the Framework for

Teaching English. In addition, the Arts Council Drama in Schools guide is used as guide to the teaching that takes

place within the department. The details of this programme have been designed by teachers who have both UK

and international experience and, in the senior secondary years, this is represented by the IGCSE and the IB

external examination systems. The programme is, therefore, designed for students who will later enter these

senior programmes but, also, for students who will complete their formal Drama education in Year 9.

Resources The Drama department has two black box studio spaces, with lighting and sound facilities, as well as use of the

Multi-Purpose Hall.

Ms. Alison Hurst – [email protected] (Head of Drama)

Ms. Jodie Sharpe – [email protected]

Drama

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Curriculum Content The following table is a basic break-down of current curriculum KS3 content.


Term 1 Introduction to

Drama/Building the Ensemble

Mime and Storytelling

Focus/Dramatic Tension

Voice and Movement

workshops

Introduction to Theatre

Practitioners

Naturalism

Term 2 Murder Mystery

Improvisation and

Characterisation

Theatre Genres Monologues and Duologues

Brecht

Term 3 Exploring Script From Page to Stage

(Final showcase)

Devising

Responding to Theatre

Assessment Criteria The Drama Assessment criteria follows a skills based approach, with a focus on four keys skills criteria.

Students are marked throughout each unit on a various number of criteria and by the end of the year, they

will have had the opportunity to be assessed on all four criteria.

Level of

Achievement

Mark out of

20

Year 7

Levels

Year 8

Levels

Year 9

Levels

Basic 1 - 6 3 4

5


Competent/Clear 7 - 12 4 5

6


Very Good 13 - 18 5 6

7


Outstanding 19 - 20 6 7

8

Exceptional

Criterion A: Knowledge and Understanding

Mark Descriptor

1 There is limited evidence of knowledge and understanding of the topic covered.

2 Basic theoretical knowledge and understanding of the topic covered is shown, using some subject-

specific terminology.

3 Theoretical knowledge and understanding is competent. Subject-specific terminology is used

correctly.

4 There is a very good understanding of the topic, which can be discussed using advanced subject-

specific terminology.

5 There is a thorough understanding of the topic, and theoretical knowledge and subject-specific

terminology is used confidently to clearly identify the complexities of the materials covered.

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Criterion B: Application

Level of

achievement

Descriptor

1 Limited ability to use skills and techniques is demonstrated.

2 Some success is demonstrated using basic skills and strategies.

3 Skills and strategies are applied to show competent proficiency in techniques.

4 There is a very good application of skills and strategies. Work shows creativity and proficiency

in techniques.

5 Choice and application of skills are outstanding. A high level of proficiency and creativity are

evident.

Criterion C: Reflection and Evaluation

Level of

achievement

Descriptor

1 A rudimentary evaluation of the work is completed and a limited ability to use feedback

effectively is shown.

2 A basic understanding of evaluation is demonstrated with some misunderstandings and

unrealistic comments. Feedback is taken into account at a basic level.

3 A competent evaluation is produced, but may be incomplete. Feedback is taken into

consideration, but not always acted upon appropriately.

4 Reflection on themes and issues is very good. Feedback is regularly taken into account and acted

upon. An evaluation includes is an honest appraisal including identification of areas for

improvement, a description of the processes and development of the work.

5 Feedback is given a considered response and an outstanding evaluation is produced, including

an accurate analysis of the quality of the work completed and a detailed description of how

improvements could be made. A description of the development processes is outstanding.

Criterion D: Commitment to Learning

Level of

achievement

Descriptor

1 A limited participation in activities is shown. The student shows little interest and personal

engagement in the work.

2 Basic participation in activities is demonstrated and the student shows some self-discipline,

motivation and an adequate commitment to learning.

3 Students are competent showing reasonable commitment to their learning, participating with

self-motivation and interest.

4 Participation and commitment to activities is very good and full engagement is shown. It is clear

that the student is willing to develop their potential further.

5 An outstanding level of interest and personal engagement is shown at all times. The work shows

initiative, enthusiasm and commitment.

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Level Descriptors

The department follows the Arts Council Drama in Schools level descriptors in assessing students’

‘Application of Skills’. These have been refined from the Arts Council Drama in Schools: Second Edition

(2003):

Level 3

Students devise plays from a range of stimuli. They communicate their work as part of a group, learning lines and

sharing the different functions needed to present the play. They discuss their work and the work of others, showing

understanding of different forms and making use of some specialist terms.

Level 4

Students work confidently in groups using a range of drama techniques to explore situations and devise dramas

for different purposes. They experiment with their voices and movement, to create or present different characters

in performance. They reflect on and evaluate their own and other pupils’ work, suggest improvements and use

correct basic theatre terminology.

Level 5

Students explore and interpret ideas, issues and relationships in their drama work, and structure it using

appropriate dramatic forms, e.g. documentary drama, and conventions such as the use of the aside. They sustain a

defined character for a reasonable amount of time. They organise a short, clear and coherent performance for an

audience, using an increasing range of different drama techniques, effects and theatre conventions in the plays they

present.

Level 6

Students create and represent clearly defined characters from the written work, add depth and consider motivation.

They organise and present performances to a range of audiences for different purposes and in a range of styles.

They make good use of available technology to enhance and support their productions. They discuss and give

reasons for their preferences in drama, based on their knowledge of theatre past and present. They use correct

terminology to describe their own work and begin to analyse how actors, technicians and directors have achieved

specific effects or communicated ideas, emotions and feelings.

Level 7

Students contribute creatively to the devising and collective authorship of their own dramas. They interpret

material from assorted sources, including both classic and contemporary texts, creating pieces of drama which can

both educate and entertain. They refine their work in rehearsal, work and develop a piece of devised work and

transcribe it into a scripted scene. They make full use of the available performance space and resources in their

productions. They combine sound and silence, movement and stillness, light and darkness to create a powerful

piece of theatre. They recognise and articulate strengths and weaknesses in a piece of work, suggesting areas for

improvement.

Level 8

Students experiment with, explore and use without prompting, a wide range of theatre resources, techniques,

genres and traditions. They collaborate sensitively with others in creating performance pieces that are challenging,

structured and appropriate for their intended audience. They work productively as part of an ensemble,

demonstrating control and subtlety in their performances. They improvise, rehearse and perform theatre pieces,

demonstrating understanding of the skills of the performer, technician or director. They write and talk about plays

in performance, showing a good knowledge of theatre conventions and devices, e.g. the use of soliloquy in

Shakespeare or the distancing effects in the work of Brecht.

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Homework

Drama homework is more likely to be guided by the needs of a project at its different stages, rather than by the

student’s homework timetable, especially in Year 9, in which students will be expected to independently work

outside the class to finalise projects and to work on group rehearsals.

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Introduction Key Stage 3 is the period during which pupils learn, in English, all the skills required to tackle their IGCSE

courses and, eventually, the IB Diploma Programme. It is, therefore, a very important period of learning, as

pupils need to have a solid understanding of the concepts that allow them to not only communicate effectively

through reading, writing and speaking, but also the fundamentals of analysing literature, which requires some

very high-order thought processes. In each year, pupils will cover Drama, Creative Writing, Prose, Poetry and

Media in order to get a clear understanding of English in all its forms.

National Curriculum and Assessment Throughout the three Key Stage 3 years, pupils will be assessed against the National Curriculum Levels in

English. This year they will be marked against the National Strategies Assessing Pupil Progress (APP)

version of these levels. These level descriptors are more rigorous than those used at Uplands in the past and

parents may therefore find a slight dip in their child’s English levels between the end of the 2014/15 year and

the beginning of the 2015/16 year. This occurs simply because APP breaks down the three main areas of

learning in English (reading, writing and speaking and listening) into skills based assessment foci. This allows

pupils, parents and teachers a clearer picture of where and how a pupil can improve their English skills. The

National Strategies APP rubric is on the following pages for your perusal, but please do contact either your

child’s English teacher or Miss J Bell, the Head of English, if you have any questions.

Year 7

This year is about understanding the joy of the English language and starting to understand the variety of

ways in which it can be used to create desired effects on others. Students will learn and study these skills

through the analysis of a variety of texts. They will learn basic structure and linguistic devices.

Ms. Justine Bell – [email protected] (Head of English and ESL Faculty)

Mr. Jeremy Fox – [email protected]

Mr. Kim Derudder – [email protected]

Mr. Philip Rebbeck – [email protected]

Mr. James Butterfield – [email protected]

Mr. Roger Bardsley – [email protected]

Ms. Tracey Harker – [email protected] (English and ESL Teacher)

Mrs. Lynne Pearson – [email protected] (ESL Teacher)

English

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Year 8

In this year pupils continue to learn, and become more confident in, not only crafting their own language for

effect, but also in analysing the effects created by others. They will be introduced to a wider range of linguistic

devices and will be taught how to craft their writing into different structures for different purposes. Again, skills

are learnt through studying a variety of texts.

Year 9

In this final year of Key Stage 3, pupils work towards perfecting their skills in order to be prepared for learning

the content of their IGCSEs. They are also encouraged to develop their own style of writing, as well as learning

how to adapt that style depending on form, audience and purpose.

Assessment Overview

All Key Stage 3 pupils will take Start of Year tests and End of Year exams. These are the only two points of the

year at which they are assessed on every skill required in the study of English. All other assessments will be

marked only against pre-determined Assessment Foci. Please see the following pages, or the back of your child’s

exercise book, for a break-down of these Foci.

As the majority of assessments only examine certain skills, all assessment tasks across the year have equal

weighting. Each class will cover all the Assessment Foci over the course of a year, but they will be taught different

units at different times.

Expected Levels through KS3 Over Key Stage 3, pupils are expected to make at least 2 sub-levels of progress a year. For example, moving from

a 4b to 5c from the beginning of the year to the end. New English Speakers should aim for 3 sub-levels of progress

in a year.

Working towards

expected level

Meeting expected level Exceeding expected level Exceptional performance

Proficient English Speakers


8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

3a

3b

3c

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Less Confident English Speakers


8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

3a

3b

3c

New (At Year 7) English Speakers


8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

3a

3b

3c

English as a Second Language

New pupils to the school are assessed to see if they require ESL intervention. If they do so, they will receive

ESL intervention lessons during the Languages allocation on the timetable. Essentially we aim for the

majority of pupils to be able to take the First Language IGCSE paper and this intervention is an essential

step to achieving this. Pupils can ‘exit’ ESL when they are deemed ready by their ESL teacher, their

mainstream English teacher and when they have passed an ESL exit test.

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Introduction A high-quality geography education should inspire in students a curiosity and fascination about the world and

its people, that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge

about diverse places, people, resources and natural and human environments, together with a deep

understanding of the Earth’s key physical and human processes and their interrelationships.

Through teaching Geography at Uplands, we aim to:

Develop contextual knowledge of the location of globally significant places – understanding the

processes that give rise to key physical and human geographical features of the world, how these are

interdependent and how they bring about spatial variation and change over time

Make students competent in the geographical skills needed to:

Collect, analyse and communicate with a range of data gathered through experiences of fieldwork

that deepen their understanding of geographical processes

Interpret a range of sources of geographical information, including maps, diagrams, globes, aerial

photographs etc.

Communicate geographical information in a variety of ways, including through maps, numerical

and quantitative skills and writing at length

Our overall aim is to ensure that the students develop a keen interest in Geography and graduate from KS3, being

students that are:

Confident in working with information and ideas – their own and those of others

Responsible for themselves, responsive to and respectful of others

Reflective as learners, developing their ability to learn

Innovative and equipped for new and future challenges

Engaged intellectually and socially, ready to make a difference

It is intended that they continue to develop these skills through their IGCSE curriculum.

Mrs. Ingur Shefalika – [email protected] (Head of Geography)

Mr. Andy North – [email protected] (Head of Humanities Faculty)

Mr. Paul Howe – [email protected]

Mr. Frank Morris – [email protected]

Geography

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Year 7 to 9 Geography Programme of Study Overview The Lower Secondary Geography programme at Uplands has been constructed to cater for the needs of a

multinational group of students who arrive in Year 7 from various academic backgrounds (PYP, International

Primary Curriculum and Malaysian state schools to name a few) and have very different levels of knowledge

and interests.

No single national curriculum for Geography can adequately provide the diversity and relevance of content

that our students require, but the British KS3 programme with its emphasis on ‘concepts and processes’ serves

as a useful framework. It is for this reason that several of the units are drawn from this programme and that

student textbooks originate mainly from the UK. Other units of study have been created at Uplands

specifically for our international students.

Hard-Copy Resources List All students are issued the following texts to help them organise their learning.

Year 7 - Geo 1, Oxford University Press, Third Edition



Additional worksheets will be provided to the students as and when the units of study progress.

Atlas are used as class sets for work to be done in class.

Soft-Copy Resources Course outlines and any assessment materials that are to be used with full year-groups should be uploaded

on the school intranet. Teachers are encouraged to go ahead and upload any materials they think will be useful

to further the learning of our students.

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Skills Development Across Key Stages Model for the Continuation of Skills Development across Key Stages:

KEY AREA

KS3

KS4/IGCSE

(3 CAMBRIDGE ASSESSMENT

CRITERIA + THE REQUIREMENT TO

WRITE AN EXAM)

KS5/IB Elements

(10 ELEMENTS OF

THE IB LEARNER

PROFILE)

1.

Knowledge and

Understanding

Knowledge (Concept)

a. Compare and

Contrast

b. Change and

Continuity

c. Cause and

Consequence

d. Geographical

Vocabulary

AO1 - The knowledge and understanding

of:

1. the wide range of processes, including

human actions, contributing to the

development of

(a) physical, economic and social

environments and their effects on the

landscape

(b) spatial patterns and

2. the relationships between human

activity and the environment

3. the importance of scale

4. the changes which occur through time in

places, landscapes and spatial

distribution

KNOWLEDGEABLE

THINKERS

CARING

2.

Skills and

Analysis

Opinion (Concept)

a. Interpretations

b. Map

interpretation

c. Geographical

skills (graphs,

reading photos

etc.)

AO2 - Candidates should be able to:

collect, interpret, analyse, apply and

present geographical data by using various

techniques and forms.

PRINCIPLED

OPEN-MINDED

CARING

3.

Judgement and

decision

making

Investigative Skill

(Process)

a. Fieldwork

basics

b. Interpreting

and presenting

data

c. Drawing

conclusions

AO3 – To be able to reason and make

judgments and decisions, including

evaluation and conclusions, in context of

both physical and human geography and

their impact on each other, which change

with moving variables.

INQUIRERS

RISK-TAKERS

BALANCED

REFLECTIVE

COMMUNICATORS

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Curriculum Content The following table is a basic breakdown of the current KS3 curriculum content.


Term 1 What is Geography?

Mapping and Making

Connections

Tectonics

Planet and People

Coasts

Weather and Climate

Development- Focus

on Ghana and

Malaysia

Fair Trade

USA

Term 2 Settlements Climate Change and

global warming

Ecosystems

Sustainable Energy

Detailed study of

China

Term 3 Rivers

Sports and Geography

Sustainable Energy

(Contd.)

Brazil

Tourism

Globalisation

Sustainability

Assessment Criteria – National Curriculum Level Descriptors This department follows the National Curriculum level descriptors in assessing students’ work. The following

have been copied from the KS3 National Curriculum 2013 Programme of Study:

Level 4

Pupils describe and compare a range of features and places and offer simple explanations for the relationships

between some of them. They recognise that there may be different views about geographical issues and

describe two main viewpoints relating to an issue they have studied. They use a wider range of basic

geographical skills; for example, they identify some familiar features on a map using a simple key. They

collect, measure and record information and present and explain it in written form and in simple graphs,

databases or diagrams

Level 5

Pupils use an appropriate geographical vocabulary to describe and compare an increasing range of

geographical features and places. They offer simple explanations of a range of processes at more than one

scale. They demonstrate more detailed understanding of issues by recognising that there can be a range of

points of view and suggest simple explanations for some of the different views held about an issue. They use

a wider range of geographical skills such as four-figure grid references, the eight points of the compass, and

they draw simple plans and maps to scale. They collect, read and present information from primary and

secondary sources appropriately.

Level 6

Pupils use an increasing and appropriate geographical vocabulary to offer more detailed descriptions and

explanations of a widening range of geographical processes at a variety of scales, such as precipitation,

manufacturing or pollution. They recognise and describe some of the most significant economic, social and

environmental dimensions of issues. They demonstrate increasing competence in map skills, such as the

measurement of straight-line distances and the use of six-figure grid references. They design and use

appropriate data collection sheets and collect, present and explain data from both primary and secondary

sources in a variety of forms. They undertake fieldwork tasks and enquiries through secondary sources with

increasing competence.

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Level 7

Pupils give accurate and relevant descriptions and explanations of a wide range of physical and human

processes at a variety of scales and identify relationships, patterns and variations in them. They offer

informed explanation of the viewpoints of different groups and suggest ways by which conflicts of interest

might be resolved, showing awareness of some of the complexities of compromise. They use a wide range of

map and enquiry skills with confidence and support descriptions and explanations with reference to

appropriate graphs, diagrams and cross-sections. They demonstrate competence and independence in the

completion of fieldwork tasks and enquiries through secondary sources.

Level 8 (Exceptional Performance)

Pupils explain the operation of a wide range of physical and human processes at a range of scales,

demonstrating knowledge and understanding of relationships, patterns and variations, including the

different rates at which processes operate and their varying impact over time and from place to place. They

analyse the standpoints of groups in relation to issues and illustrate awareness of the complexity of decision-

making in situations where economic development threatens the environment. They use and interpret maps,

graphs, diagrams and cross-sections frequently and with confidence to support analysis and interpretations.

They carry out appropriate investigations to solve problems or test hypotheses and reach valid conclusions

based on the interpretation of data.


End of Year 7 5c

End of Year 8 5a

End of Year 9 6b


8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level

Meeting expected level Exceeding expected level Exceptional Performance

Assessment throughout the year is both formative and summative and is based on the progress made in

relation to the key areas for development detailed in the KS3 programme of study.

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Formative Assessment

Formative assessment is an on-going process throughout the study of the different units and is used alongside

a series of formal assessment tasks. A wide variety of assessment strategies may be used including: quizzes,

essays, presentations, creative projects (e.g. posters, guidebooks, speeches, stories etc.), self-evaluation, among

many others. Some of these tasks may be completed individually and others as part of group work.

Marking of Homework/Tests other than Common Assessments For homework and smaller assignments that do not require levelling, the teachers may choose to use the

following codes:



effort/attainment above expected level

for individual.

Consistency

VG Very Good Above Expected level for individual. Consistency

G Good At Expected level for individual. Consistency/Effort

S Satisfactory Below Expected level for individual. Effort


individual.

Effort

I Incomplete/Inconsistent Unfinished/ Well Below Expected level

for individual.

Completion

Summative Assessment (Common Assessments) Termly – It is expected that before each reporting session each student in year 7, 8 or 9 will have completed

two or more common (to the year-group) levelled assignments and have been tested on two or more of the

subject’s areas for development. Students’ grades are then firmly justifiable upon these assessments in

conjunction with homework grades and on reflection on their individual teacher’s professional judgment.

Parents and students should be aware that the system of levels requires teachers to look for a ‘best fit’ between

the level descriptors and the work that the student has produced and that this is not an ‘exact science’ –

students may show strong progress for some of the areas for development and be weaker in others.

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Year 7 Geography Note: This planner serves as an approximate guide to the subject material that will be taught and the assessments associated with this. Timings and the precise details of

assessments may vary to accommodate a class’ rate of progress and any unforeseen circumstances.

Topic Length

(weeks)

Summary of Content Assessment and % Weighting

Ter

m 1

a

Wee

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1-8

Introduction to Geography

Making and mapping

connections

3

4

Types of Geography

Plans and scales

Maps and Grids

References

Distance and Directions

OS Maps

Using an Atlas

Homework/Class work 40%

Level Assessment including end of unit test 60%

Ter

m 1

b

Wee

ks

9-17

Tectonics 9 The Earth’s Layers

Plates

Plate Movement

Earthquakes and Volcanoes

Research report


Level Assessment 75% (Research report and a test)

Ter

m 2

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ks

18-2

7

Settlements

10 Settling Down

Settlement Example

How Settlements Grow

Settlement Hierarchy

Patterns of Land Use

OS Maps


Level Assessment 70% (Test on settlements and group

work)

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28-3

7

Rivers

Sport

7

3

Water Cycle

A River’s Journey

Rivers at Work

Landforms Created by a River

Floods

Geography and Sport

Football Business

Olympics

Formula one racing


Level Assessment 70% (creating dioramas; poster

making; and a test)



Topic Length

(weeks)


Ter

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a

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1-8

General introduction

Coasts

3

7(4)

Planet and the people

Waves and Tides, Waves at Work, Landforms

Case Study: Dorset

25% test

25% homework tasks

25% level assessed task

25% participation in class

Ter

m 1

b

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ks

9-1

7

Coasts (continued)

Weather and climate

7(3)

6

Coastal Areas: Usage

Cliff Collapse and Erosion

What is weather, what is climate

Climate graphs

Factors influencing climate

Trip to Batu Ferringhi beach

25% test



Ter

m 2

Wee

ks

18-2

7

Ecosystems

Climate change and Global

warming

Sustainable energy

7

2

3

Main Ecosystems/Biomes

Climate regions around the world; what causes global warming

Energy, fuels, electricity

Renewable sources of energy

Fossil fuel, nuclear fuel, bio fuel

Solar, wind and hydro power

Project on different climate zones

25% test



Ter

m 3

Wee

ks

28-3

7

Sustainable energy (Continued)

Brazil

2

8

Brazilian Ecosystems

Population Diversity

Population Density

Development and Inequality

25% test

25% homework tasks



Project on World Cup or Olympic Games



Topic Length

(weeks)


Ter

m 1

a

Wee

ks

1-8

Development

Ghana and Malaysia

7 Different aspects of the progress of change for the better and

development indicators

Characteristics of an LEDC/MEDC

Ghana - example of an LEDC

Development gap and what can be done

25% test

25% homework tasks



Ter

m 1

b

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9-1

7

Fair trade

USA

3

6

Trade in coffee and other crops

Companies, farmers, countries, poverty

World Trade Organisation

US physical features and climate, development and wealth,

immigration and population, the American dream, farming and

industry, individual states

50% test


25% test

50% level assessed task (individual power point

presentation on one of the states)


Ter

m 2

Wee

ks

18-2

7

China

Globalisation

7

3

China`s physical geography, population, industrialism and trade,

poverty, rural life and urbanisation, development and environment

What is it and how does it affect my life? Companies, jobs, fashion

industry

Pros and cons of globalisations

25% test

50% level assessed task ( team work on China

producing poster, worksheet and presentation)


Ter

m 3

Wee

ks

28-3

7

Tourism

Sustainability

7

3

Tourism industry and employment, money, exploitation and

environmental damage

Holiday patterns, mass tourism, ecotourism

Pros and cons of tourism

An unfair world, living sustainably or unsustainably ecological

footprint, the earth is struggling, solutions

25% test

25% homework tasks




Department Aims Our aims for History in Year 7, 8 and 9 are to encourage and enable students to develop:

An interest in and enjoyment of history

An inquiring mind

A sense of chronology

Knowledge and understanding of some of the main periods and events in world history

An understanding of change and continuity, cause and consequence, similarity and difference

Basic skills in the use of historical sources

A respect and understanding of others’ perspectives, values and attitudes

A sense of identity and understanding of the world around them

Year 7, 8 and 9 History Programme of Study Overview The Lower Secondary History programme at ISP (Uplands) has been constructed to cater for the needs of a

multinational group of students who arrive in Year 7 from various academic backgrounds (PYP, International

Primary Curriculum and Malaysian state schools to name a few) and have very different levels of knowledge and

interests.

No single national curriculum for History can adequately provide the diversity and relevance of content that our

students require. However, Uplands takes significant materials from the British KS3 programme as a useful

framework. It is for this reason that several of the units are drawn from this programme and that student

textbooks originate mainly from the United Kingdom. Other units of study borrow from Australia and other

international curricula.

Hard-Copy Resources List

There are class sets of the books listed below as well as many single copies of potentially useful textbooks.

Year 7

The Ancients, Oxford Uni Press, ISBN 0-19-551365-7

The Medievals, Oxford Uni Press, ISBN 0-19-551364-9

Ancient History Adventure, Heinemann Education, ISBN 0-85859-694-6

SHP History Year 7, Hodder Education, ISBN 978-0-340-90733-7

Year 8

SHP History Year 8, Hodder Education, ISBN 978-0-340-90736-8

Year 9

The Twentieth Century World, Josh Brooman, ISBN 0-582-24975-9

Mr. Andrew MacLachlan– [email protected] (Head of History)

Mrs. Lynsey Collis – [email protected]

Mr. Frank Morris – [email protected]

Mr. Roger Bardsley – [email protected]

History

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mailto:%[email protected]




Blogs and soft copies

Course outlines and any assessment materials that are to be used with full year-groups shall be shared on class

blogs and uploaded on the school intranet in folders designated by the teacher.

Skills Development Across Key Stages Model for the Continuation of Skills Development Across Key Stages:

KEY AREA

KS3

KS4/IGCSE

(3 CAMBRIDGE ASSESSMENT

CRITERIA + THE

REQUIREMENT TO WRITE AN

EXAM)

KS5/IB Elements

(10 ELEMENTS OF

THE IB LEARNER

PROFILE)

1.

Knowledge

Knowledge (Concept)

e. Compare and

Contrast

f. Change and

Continuity

g. Cause and

Consequence

AO1: an ability to recall, select,

organise and deploy knowledge

of the syllabus content

KNOWLEDGEABLE

THINKERS

2.

Use of Knowledge

Opinion (Concept)

d. Significance

e. Interpretations

AO2: an ability to construct

historical explanations using an

understanding of:

• cause and consequence, change

and continuity, similarity and

difference

• the motives, emotions,

intentions and beliefs of people

in the past

PRINCIPLED

OPEN-MINDED

CARING

3.

Skills in

Investigation

Investigative Skill

(Process)

d. Enquiry

e. Use of

Evidence

AO3: an ability to understand,

interpret, evaluate and use a

range of sources as evidence, in

their historical

context

INQUIRERS

RISK-TAKERS

BALANCED

REFLECTIVE

4.

Communication

Communication

(Process)

COMMUNICATION

COMMUNICATION

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Curriculum Content

The following table is a basic break-down of current curriculum KS3 content.


Term 1 What is History?

Core Skills Unit

Core Skills Review

The Age of Discovery Empire

and Exploration

(human ingenuity and power

and society)

Core Skills Review

20th Century Warfare

Changes

(human ingenuity)

Term 2 Ancient Civilisations

Mesopotamia, Egypt, Greece,

Rome, China


and society)

The Industrial Revolution


and society)

20th Century Government

(power and society)

Term 3 Medieval Civilizations

Britain and the Islamic Empire.

(conflict and cooperation)

The Black Peoples of the

Americas


Civil Rights Protests


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Assessment Criteria

The department follows the BNC level descriptors in assessing students’ work.

These have been copied from the BNC 2007 Programme of Study.

Level 4

Pupils show their knowledge and understanding of local, national and international history by describing some

of the main events, people and periods they have studied, and by identifying where these fit within a

chronological framework. They describe characteristic features of past societies and periods to identify change

and continuity within and across different periods and to identify some causes and consequences of the main

events and changes. They identify and describe different ways in which the past has been interpreted. When

finding answers to historical questions, they begin to use information as evidence to test hypotheses. They begin

to produce structured work, making appropriate use of dates and terms.

Level 5

Pupils show their knowledge and understanding of local, national and international history by describing events,

people and some features of past societies and periods in the context of their developing chronological

framework. They begin to recognise and describe the nature and extent of diversity, change and continuity, and

to suggest relationships between causes. They suggest some reasons for different interpretations of the past and

they begin to recognise why some events, people and changes might be judged as more historically significant

than others. They investigate historical problems and issues and begin to ask their own questions. They begin to

evaluate sources to establish evidence for particular enquiries. They select and deploy information and make

appropriate use of historical terminology to support and structure their work.

Level 6

Pupils show their knowledge and understanding of local, national and international history by beginning to

analyse the nature and extent of diversity, change and continuity within and across different periods. They begin

to explain relationships between causes. They begin to explain how and why different interpretations of the past

have arisen or been constructed. They explore criteria for making judgements about the historical significance of

events, people and changes. They investigate historical problems and issues, asking and beginning to refine their

own questions. They evaluate sources to establish relevant evidence for particular enquiries. They select, organise

and deploy relevant information and make appropriate use of historical terminology to produce structured work.

Level 7

Pupils show their knowledge and understanding of local, national and international history by analysing

historical change and continuity, diversity and causation. They explain how and why different interpretations of

the past have arisen or been constructed. They begin to explain how the significance of events, people and changes

has varied according to different perspectives. They investigate historical problems and issues, asking and

refining their own questions and beginning to reflect on the process undertaken. When establishing the evidence

for a particular enquiry, pupils consider critically issues surrounding the origin, nature and purpose of sources.

They select, organise and use relevant information and make appropriate use of historical terminology to produce

well-structured work.

Level 8

Pupils show their knowledge and understanding of local, national and international history, constructing

substantiated analyses about historical change and continuity, diversity and causation. They analyse and explain

a range of historical interpretations and different judgements about historical significance. They suggest lines of

enquiry into historical problems and issues, refining their methods of investigation. They evaluate critically a

range of sources and reach substantiated conclusions independently. They use historical terminology confidently,

reflecting on the way in which terms can change meaning according to context. They produce precise and

coherent work.

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Exceptional performance

Pupils show a confident and extensive knowledge and understanding of local, national and international

history. They use this to frame and pursue enquiries about historical change and continuity, diversity and

causation, constructing well-substantiated, analytic arguments within a wide frame of historical reference. They

analyse links between events and developments that took place in different countries and in different periods.

When exploring historical interpretations and judgements about significance, pupils construct convincing and

substantiated arguments and evaluations based on their understanding of the historical context. They evaluate

critically a wide range of sources, reaching substantiated conclusions independently. They use historical

terminology confidently, reflectively and critically. They consistently produce precise and coherent narratives,

descriptions and explanations.


End of Year 7 5c

End of Year 8 5a

End of Year 9 6b


8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level


Assessment throughout the year is both formative and summative and is based on the progress made in

relation to the key areas for development detailed in the Year 7, 8 and 9 programme of study.

Formative Assessment

Formative assessment is an on-going process throughout the study of the different units and is used alongside a

series of formal assessment tasks. A wide variety of assessment strategies may be used including: quizzes,

essays, presentations, creative projects (e.g. posters, guidebooks, speeches, stories etc.), self-evaluation, among

many others. Some of these tasks may be completed individually and others as part of group work.

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nd

s)

Homework It is expected that each student from years 7 to 9 will be set homework once a week.

Marking of Homework/Tests other than Common Assessments

For homework and smaller assignments which do not require levelling the following codes are suggested:



effort/attainment above expected

level for individual

Consistency

VG Very Good Above Expected level for

individual

Consistency


S Satisfactory Below Expected level for

individual

Effort


individual

Effort

I Incomplete/Inconsistent Unfinished/ Well Below Expected

level for individual

Completion

Common Summative Assessments Used for Reporting Student Attainment

By Term – It is expected that before each reporting session each student in year 7, 8 or 9 will have completed

two or more common (to the year-group) levelled assignments and have been tested on two or more of the

subject’s areas for development.

By Year – Over the source of the year students should be tested on each of the 4 areas for development:

KNOWLEDGE, OPINION, INVESTIGATIVE SKILL, and COMMUNICATION.

T

he In

ternatio

nal S

cho

ol o

f Pen

ang

(Up

land

s)

K

ey S

tage 3 H

and

bo

ok

2015 / 2016

Pag

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Year 7 History – Curriculum Outline for the Year

Note: This planner serves as an approximate guide to the subject material that will be taught and the assessments associated with this. Timings and the precise details of


Topic Length

(weeks)


Ter

m 1

a

Wee

ks

1-8

Introduction

What is

History?

7 What is History and what do Historians do?

Evidence – Primary/Secondary/Different Forms. How do know anything about the past?

The Historical Process – How do Historians do their job?

Chronology – how do we measure time?

Time-lines and Anachronisms – what are they?

The ‘PEE’ Technique – how do we write about History?

Making connections – what are causes and consequences?

50% INVESTIGATION &

COMMUNICATION test

(levelled)

50% COMMUNICATION test

(levelled)

Ter

m 1

b

Wee

ks

9-15

Human

Ingenuity

Stone-Age

Agriculture

2

What were things like? - What was life like during the Palaeolithic period?

What was invented? - What if… agriculture had never been invented?

How were things changed? - In what ways did the development of agriculture change

people’s lives?

100% homework tasks

Power and

Society

Ancient

Civilisations

6 Background

What is a civilization?

Where did the first civilizations develop? Mesopotamia, Mediterranean, Indus valley and

China.

Why were rivers so important in the development of the first civilizations?

Power

Power: What kinds of governments were created? The development of the first laws in

Mesopotamia and different forms of government: monarchy, democracy and oligarchy.

Examples from China, Egypt, Greece & Rome.

100% homework tasks

Ter

m 2

Wee

ks

16-2

6

10

Society

Equality: Was everyone equal? Case studies from China, India, Egypt & Greece. Ancient

Communication: How did writing develop? Why was it important? Sumerian cuneiform,

Egyptian hieroglyphs, Phoenician alphabet, Latin.

50% KNOWLEDGE &

COMMUNICATION test

(levelled)

25% homework tasks

Ancient Religion: What did people believe? Concepts of polytheism & monotheism.

World religions & beliefs: Jewish, Buddhist, Hindu, Christian, Confucianism.

Ancient Discoveries and Inventions.

Ancient Travel; Did the ancients learn from each other? Case studies: The Silk Road and

the Roman Empire.

Ancient Art and architecture: Possible case studies: Egyptian Pyramids, Roman aqueducts

& roads, Chinese terracotta warriors & Great Wall.

Concluding activities: When and why did these civilizations end?

25% ENQUIRY SKILLS task

(levelled) T

erm

3

Wee

ks

27-3

8

Medieval

Europe

9

Background

What do we mean by Middle Ages? Introductory activities

Was it all ‘muck and misery’?

Power

How did the Feudal System work?

Could a King do whatever he liked? Domesday Book, Magna Carta

Society

Medieval Village Life & Craftsmen’s’ Guilds.

Medieval Crime and Punishment

Medieval Education

Medieval Sport

Medieval Travel

Medieval Medicine

50% KNOWLEDGE &

JUDGEMENT (Interpretations)

test (levelled)

25% homework tasks


(levelled)

Conflict &

Co-operation

In the Middle

Ages

3 Conflict: Why did people risk their lives?

Wars in the Middle Ages and how they were fought.

Case Study – The Battle of Hastings

60% levelled research project.

COMMUNICATION &

KNOWLEDGE (levelled)

40% KNOWLEDGE test

(levelled)

Year 8 History - Curriculum Outline for the Year



Topic Length

(weeks)


Ter

m 1

a

Wee

ks

1-8

Introduction

Skills Review

Human

Ingenuity

Medieval

Islamic Empire

7 Review of Core History Skills

Judging the usefulness of sources.

Asking appropriate questions.

What is an Empire?

When and where are we studying?

Who was Muhammad and what was his role? What is Islam?

How did the Islamic Empire spread?

Why was Baghdad chosen as capital?

THE ROUND CITY AND THE CALIPH – What was Baghdad like?

EVERYDAY LIFE – How different were the homes, and the work, food and clothing of

the Arabs?

STREETS AND MARKETS – What was street life like? What was sold at the markets?

LIBRARIES AND DOCTORS – What were Islamic religious and medical achievements

SIGNIFICANCE – Why might it be useful to study different cultures? What was most

memorable about our studies of Baghdad?

50% ENQUIRY test (levelled)

50% KNOWLEDGE &

COMMUNICATION diary task

(levelled)

Ter

m 1

b

Wee

ks

9-15

Human

Ingenuity

The Age of

Discovery

2

WHEN are we studying? – The Age of Discovery 1500 – 1750. What was it?

WHERE are we studying? – using geography skills to ‘place’ events?

CHANGE AND CONTINUITY; Exploration.

50% homework tasks

50% KNOWLEDGE test

(levelled)

CHANGE AND CONTINUITY; Science.

CHANGE AND CONTINUITY; The Arts.

CHANGE AND CONTINUITY; Beliefs and Superstitions.

Human

Ingenuity &

Power and

Society

The Industrial

Revolution

6 Investigation – What was life like for ordinary people?

WHEN are we studying – The Industrial Revolution 1750-1900. What was it?

CAUSE 1 – Why did the I.R. start in Britain?

CHANGE OVERALL – How did Britain change from 1750-1900?

CHANGE IN THE COUNTRYSIDE

CHANGE IN THE TOWNS

CAUSE 2, FUELING THE REVOLUTION – Watt’s engine

CHANGE IN TRANSPORT

CAUSE 3 – Great Individuals.

CHANGE IN HEALTH

CHANGE FOR CHILDREN

CAUSE 4 – FUNDS! How could Britain afford all this!?

EFFECTS/CONSEQUENCES – The Relevance of the Industrial Revolution.

50% ENQUIRY & JUDGEMENT

(Significance) test (levelled)

25% homework tasks

25% COMMUNICATIONS

SKILLS task (levelled)

Ter

m 2

Wee

ks

16-2

6

Power and

Society

European

Empires

10

The first weeks of Term 2 will be used to finish off the Industrial Revolution Unit including

examination of Britain’s involvement in the slave trade – leading nicely into this unit on

European Empires.

EMPIRE CONSEQUENCES – effects on Japan. What was the impact of Captain Perry’s

missions to the closed and mysterious world of Tokugawa Japan? Why were the

Europeans able to force the Japanese to ‘open up’? How did the Japanese respond? The

Meiji Restoration and modernization.

EMPIRE CONSEQUENCES – effects on Malaya.

EMPIRE CONSEQUENCES – were there more good/bad consequences of Britain’s

Empire?

COLLAPSE – Why did the ‘Great’ Empires collapse?

50% KNOWLEDGE &

COMMUNICATION test

(levelled)

25% homework tasks


(levelled)

Ter

m 3

Wee

ks

27-3

8 Conflict &

Co-operation

Civil Rights –

The Black

People of the

Americas

And/Or…

6

THE BLACK PEOPLES OF THE AMERICAS

(The History of the African-American Slave-trade 1750 - 1900)

RECAP - THE TRIANGULAR TRADE – What was the slave trade? How and why were

countries like Britain involved?

THE EXPERIENCE OF SLAVERY – What was it like to be a slave?

OPPOSITION – What did people think of the slave trade?

OPPOSITION – How did slaves resist/fight back against their captors and masters?

THE END OF SLAVERY – The American Civil War.

THE END OF SLAVERY – How when, and why did slavery become abolished?

CHANGES – Did life improve for Black Americans after emancipation?

INDIVIDUALS – Study in depth of a Black hero/heroine.


COMMUNICATION &


40% KNOWLEDGE test

(levelled)

Conflict &

Co-operation

The French

Revolution

6 OPTIONAL - THIS UNIT CAN BE TAUGHT IF THE OTHER UNITS ARE COMPLETED AS

PREDICTED IN THIS OUTLINE. HOWEVER IT IS PREFERABLE NOT TO RUSH THE

PREVIOUS UNITS AND TO LEAVE THIS ONE OUT IF NECESSARY. AS LONG AS ONE

‘CONFLICT AND COOPERATION’ UNIT (THE BLACK PEOPLES OF THE AMERICAS OR

THE FRENCH REVOLUTION) IS TAUGHT CURRICULUM REQUIREMENTS WILL HAVE

BEEN COVERED.

THE FRENCH REVOLUTION OF 1789

WHAT is a political revolution?

CAUSE 1 LONG-TERM – Inequality – How unequal was France?

CAUSE 2 LONG-TERM – Bad Government – What were the King and Queen doing?

CAUSE 3 LONG-TERM – Debt and Bankruptcy – How did this affect ordinary people?

CAUSE 4 – The triggers – What triggered the Revolution?

EVENT – The storming of the Bastille.

EFFECTS 1 – Did the Revolution make France a fairer place?

EFFECTS 2 – What should be done with the King?

EFFECTS 3 – The Terror, what was it? Modelling guillotines.

INTRPRETATIONS – Why do film interpretations of the Terror differ?

INDIVIDUALS – Robespierre – hero or villain?

SIGNIFICANCE – Why was the Revolution such an important event?

50% KNOWLEDGE &


test (levelled)

25% homework tasks


(levelled)

Year 9 History– Curriculum Outline for the Year



Topic Length

(weeks)


Ter

m 1

a

Wee

ks

1-8

Introduction

Skills Review

Warfare

Human

Ingenuity

Changes in

Warfare

7 Review of Grade 8 ‘History Skills’ work

Reliability, sometimes people lie! How can we tell what’s reliable? - Content, Context,

Origin, Purpose

Inferences, Examining cartoon sources

CAUSES OF WAR.

TERMINOLOGY – What types of war are there? Civil, guerrilla, total etc.

COMPARE AND CONTRAST – Recognising these different forms of warfare – how are they

different?

DEPTH STUDY 1 – WW1

Causes.

What was life like on the home front? Focus on propaganda.

50% ENQUIRY test (levelled)

25% homework tasks

25% KNOWLEDGE &

COMMUNICATION test

(levelled)

Ter

m 1

b

Wee

ks

9-15

2 What was life like at the front? Conditions in the trenches.

6 Resolution – Why did Germany lose?

COMPARE AND CONTRAST – Societies; the homefronts in Britain and Germany.

COMPARE AND CONTRAST – Across time; How did technology and Medicine change

as a result of both World Wars?

50% trench diary

COMMUNUCATION &


25% homework tasks

25% KNOWLEDGE test

(levelled)

Ter

m 2

Wee

ks

16-2

6 Power and

Society

20th Century

Governments

of the World

10

TERMINOLOGY – What types of government are there? Democratic Dictatorial, Communist,

Capitalist.

DEPTH STUDY 1 – RUSSIA (The Russian Revolution of 1917)

CAUSE 1 LONG-TERM – Problems for the peasants.

CAUSE 2 LONG-TERM – Problems for the workers.

CAUSE 3 LONG-TERM – Bad Government.

CAUSE(S) 4 SHORT-TERM – Russia during WW1

INDIVIDUALS – Investigation into whether Rasputin was History’s most evil man.

POWER STRUGGLE – The Tsar’s replacement.

MAINTAINING CONTROL – Lenin and the Bolshevik party. The murder of the

Romanovs.

EFFECTS – How did communism affect Russia?

50% KNOWLEDGE &

COMMUNICATION

presentation (levelled)

25% homework tasks


(levelled)

Ter

m 3

Wee

ks

27-3

8

Power and

Society

20th Century

Governments

of the World

6

DEPTH STUDY 2 – GERMANY (The Collapse of the Weimar Government)

CAUSE 1 LONG-TERM – Treaty of Versailles.

CAUSE 2 LONG-TERM – The Depression.

CAUSE(S) 4 SHORT-TERM – Hitler and the Nazi Party rally for support

INDIVIDUALS – Investigation into the main figures of the Nazi Party.

POWER STRUGGLE – Reichstag Fire, The Nazi Party gain control.

MAINTAINING CONTROL – Oppression.

EFFECTS – How did the Nazi regime affect Germany?

COMPARE AND CONTRAST PROJECT – qualities of individual leaders, the situation of the

country in which they rose to power, how they dealt with opposition.

50% KNOWLEDGE &


test (levelled)

25% homework tasks


(levelled)

Conflict &

Co-operation

Resolving

Conflict; THE

Cold War and

the UN after

WW2

And/Or

Conflict &

Co-operation

Civil Rights

Protests

6 How are conflicts resolved? Reminder of The Treaty of Versailles and the League of Nations. Why

did the League fail?

CAUSES - Who started The Cold War?

EVENTS – Three crisis of the Cold War

SCALE – A Global Cold War

CONSEQUENCES – The UN; success or failure?

CONSEQUENCES – Why did the US lose the Vietnam war?

CONSEQUENCES – The Berlin Wall, Is life better after Communism?

The UN today.

Equal rights movements of the 20th century – the suffragettes and the end of apartheid

Why did the Suffragettes protest?

How did the suffragettes protest?

What were the consequences of the suffragettes protest?

CHANGE OVER TIME - Individual research project into change over time (20th century) for

civil rights/medicine/sport/fashion/media/transport/political power.


COMMUNICATION & KNOWLEDGE

(levelled)

40% KNOWLEDGE test (levelled)

GOALS or

Areas of

Develop-

ment

KNOWLEDGE OPINION/JUDGEMENT INVESTIGATION SKILL COMMUNICATION

1 - WHAT did

past peoples

think?

2 - HOW did

things change?

3 - WHY did

things change?

1-Can you judge the

SIGNIFICANCE of

historical

developments?

2 - Can you judge

historians

INTERPRETATIONS

about the past?

Can you ENQUIRE about

history and use sources to

get EVIDENCE?

Can you organise and

COMMUNICATE your

ideas?

Levels Put ticks ‘√’ in the grey rows showing the levels you can reach in the different coloured areas…..

D. Below

average.

Might need

a little help

Level 3a

With help I can

identify facts

about the past.

I can show some

differences

between past and

present.

With help I can

give a reason for

past events.

I am beginning to

understand why some

events are seen as

significant.

With a little help I can

understand that history

can be told in different

ways.

I can use a source to find

some information about

the past.

I need help to plan and

structure my work. I

know some key words

and dates.

C. Average

(by Term 2)

L 4c/4b

I can describe

some ideas and

thoughts of

people in the

past

I can describe

change over time

using dates and

terms like decade

& century

I can give a reason

for something that

happened in the

past.

I can understand why

some events may be

judged as significant.

I can tell the difference

between a fact and a

point of view, and

between historians’

views.

I can use a source to help

me answer questions about

the past.

I am beginning to plan

and structure my own

work and am starting to

use key words and

dates.

B. Above

average

Level 4a

I am beginning to

see how the

ideas of past

people can be

linked to how

they lived

I am beginning to

recognise different

types of change.

I can show that

events in the past

usually have more

than one cause

and effect.

I can recognise that

some events may be

judged as more

historically significant

than others.

I can describe different

ways in which the past

has been interpreted.

I am beginning to enquire

and ask my own questions

about the past. I choose the

right sources to use to

answer particular question.

I can plan and structure

my work on my own. I

have the confidence to

use historical dates and

terms.

A. Very

Good, Well

Above

Average

I can show how

past peoples’

ideas are linked

to how they used

to live.

I can see that some

things change and

others stay the

same over a period

of time.

I can show that

events may have

several causes and

recognise

relationships

between them.


some events may be

judged as more


than others.

I can give a reason why

historians’ views of the

past may differ.

I ask my own questions

about the past. I can put

together information taken

from different sources.


my own work

accurately. I use dates

and appropriate terms

correctly.

L 5c/6c

Attainment in Year 7 History

GOALS or

Areas of

Develop-

ment


1 - WHAT did

past peoples

think?

2 - HOW did

things change?

3 - WHY did things

change?

1-Can you judge the

SIGNIFICANCE of

historical

developments?

2 - Can you judge

historians

INTERPRETATIONS

about the past?



get EVIDENCE?


COMMUNICATE your

ideas?


D. Below

average.

Might need

a little help

L 3a/4c

I can describe

some ideas and

thoughts of

people in the past

I can describe

change over time

using dates and

terms like decade

& century

I can give a reason

for something that

happened in the

past.


some events may be

judged as significant.

I can tell the difference

between a fact and a

point of view, and

between historians’

views.

I can use a source to help

me answer questions about

the past.

I am beginning to plan

and structure my own

work and am starting to

use key words and

dates.

C. Average

(by Term 2)

L4b/4a

I am beginning to

see how the ideas

of past people

can be linked to

how they lived

I am beginning to

recognise different

types of change.

I can show that

events in the past

usually have more

than one cause and

effect.

I can recognise that

some events may be

judged as more


than others.


ways in which the past

has been interpreted.




right sources to use to

answer particular question.


my work on my own. I

have the confidence to

use historical dates and

terms.

B. Above

average

L 5c/5b

I can show how

past peoples’

ideas are linked

to how they

lived.

I can see that some

things change and

others stay the

same over time.

I can show that

events may have

many causes and

recognise links

between them.


some events may be

judged as more

significant than others.



past may differ.






my work accurately. I

use dates and terms

correctly.

A. Very

Good, Well

Above

Average

I am beginning to

understand why

past peoples’

ideas were

different to ours

I can show how

historical changes

were more or less

likely at different

times.

I am beginning to

explain how

causes can be

linked to one

another.

I understand that there

are many different

ways to judge the

significance of an event.

I am beginning to explain

why historians’ views of

the past are different to

each other.

I ask carefully chosen

questions about the past

and I select the right

sources to answer my

questions. I use sources to

support arguments.


my own work

accurately. I am

beginning to show an

ability to be concise and

selective.

L 5a/6c


GOALS or

Areas of

Develop-

ment


1 - WHAT did

past peoples

think?

2 - HOW did things

change?

3 - WHY did things

change?

1-Can you judge the

SIGNIFICANCE of

historical developments?

2 - Can you judge

historians

INTERPRETATIONS

about the past?



get EVIDENCE?


COMMUNICATE your

ideas?


D. Below

average.

Might need a

little help

L4b/4a

I’m beginning to

see past peoples’

ideas are linked

to how they lived

I am beginning to

recognise different

types of change.

I can show that

events in the past

usually have more

than one cause &

effect.

I can recognise that some

events may be judged as

more significant than

others.


ways in which the past has

been interpreted.




right sources to use.


my work. I have the

confidence to use

historical dates and

terms.

C. Average

(by Term 2)

L 5c/5b

I can show how

past peoples’

ideas are linked

to how they lived.

I can see that some

things change and

others stay the

same over time.

I can show that

events may have

many causes and

recognise links

between them.


some events may be

judged as more

significant than others.



past may differ.






my work accurately. I use

dates and terms

correctly.

B. Above

average

L 5a/6c

I am beginning to

understand why

past peoples’

ideas were

different to ours

I can show how

historical changes

were more or less

likely at different

times.

I am beginning to

explain how causes

can be linked to one

another.

I understand that there

are many different ways

to judge the significance

of an event.

I am beginning to explain

why historians’ views of

the past are different to

each other.

I ask carefully chosen

questions about the past and

I select the right sources to

answer my questions. I use

sources to support

arguments.


my own work accurately.

I am beginning to show

an ability to be concise

and selective.

A. Very

Good, Well

Above

Average

I understand why

past peoples’

ideas may be

different,

I can describe

historical changes

explaining why

they were likely.

I can explain how

different types of

cause can be linked

to each other.

I can make a judgement

on the best way to judge

the significance of an

event.

I can explain why


past are different to each

other.

I decide whether sources are

reliable by looking at who

produced them, when,

where and why.

I plan and structure my

work choosing what to

put in and leave out. I

use dates and terms

accurately.



Key stage 3 Outline The ICT department has developed a programme of study which is modern, challenging and takes into account

recent developments and current affairs in the subject. It also provides a firm foundation for further study at

IGCSE and beyond in ICT and computing, allowing students to develop an understanding in the design and

implementation of computer systems, and understanding the principles underlying these designs.

The KS3 curriculum aims to incorporate the application of ICT to everyday personal and business problems,

including:

Safe, effective personal use of ICT

Secure use of social networking,

Sharing of good quality, authored content

Gaming

Impact of ICT on society

Effective use of core applications

New topics such as programming give students the opportunity to express their creativity and test their problem

solving skills, as well as extend their learning independently by taking their work beyond the level of what is

taught in the classroom.

Each year in Key Stage 3, students study a number of distinct modules covering a variety of topics which develop

their technical understanding of computing. Students cover a wide-ranging programme of study which further

develops skills learned at primary school, as well as introducing a range of new ones. Students develop a

knowledge and understanding of website development, spreadsheets, animation; the fundamentals of computing

and a range of Office applications. Students are also educated in the wider social aspects of the subject, including

how to use the internet safely. The curriculum is continually evolving as new technologies become available.

Mr. Robin Liao – [email protected] (Head of ICT)

Mr. Harirajan Varatharajan – [email protected]

Mr. Michael White – [email protected]

Information and Communication Technology (ICT)

T

he In

ternatio

nal S

cho

ol o

f Pen

ang

(Up

land

s)

K

ey S

tage 3 H

and

bo

ok

2015 / 2016

Pag

e 62




Subject Content Throughout Key Stage 3, students develop practical ICT and computing skills as well as team-work,

communication, problem-solving, presentation skills, and the ability to reflect on and evaluate their own work and

that of others.

In Year 7 students study:

E-safety and cyber bullying

Health and safety in ICT

Spreadsheets

Databases

Multimedia design

Introduction to programming

Year 8 builds on the work in Year 7 and students learn the following:

How computers work (computer hardware and software)

Website design

Use of ICT within the business environment

Developing programming skills

Databases

Computer animation

Emerging technologies

In Year 9, students are prepared for the Year 10 IGCSE course by completing a set of projects which allow them

to acquire a range of skills and develop concepts including:

Evaluating and designing web applications

Producing and editing all types of media

Spreadsheet modelling

System design

Computer components

How software works

Programming and software design

Online Learning Resources

KS3 Computing

http://www.bbc.co.uk/education/subjects/zvc9q6f

http://www.codecademy.com/

http://www.w3schools.com/

http://code.org/learn

http://www.learnpython.org/

KS3 ICT

www.teach-ict.com

http://www.bbc.co.uk/education/subjects/z8mtsbk

http://blogs.uplands.org/rliao/

https://www.youtube.com/user/mrliao1000

P

age

63

Key

Sta

ge

3 H

and

bo

ok

201

5 /

2016

T

he

Inte

rnat

ion

al S

cho

ol

of

Pen

ang

(U

pla

nd

s)

http://www.bbc.co.uk/education/subjects/zvc9q6f

http://www.codecademy.com/

http://www.w3schools.com/

http://code.org/learn

http://www.learnpython.org/

http://www.teach-ict.com/

http://www.bbc.co.uk/education/subjects/z8mtsbk

http://blogs.uplands.org/rliao/

https://www.youtube.com/user/mrliao1000

Co-curricular Students who excel in ICT have the opportunity to show off their skills in the annual FOBISIA School Creative

Coding Competition. In 2015, two Uplands school students’ products made it to the world top ten place.

The ICT department is well equipped with a range of equipment including desk top PCs in four dedicated suites,

with all software necessary for studying ICT up to Key Stage 4. Students are able to log on anywhere in the school

and access their work. All students have access to their own personal school e-mail address and Learning Platform

area.

It is recognised that not all students will have access to technology at home, and students have the opportunity to

utilise the ICT suites located at the Senior Library at lunchtimes and after school to complete homework and further

their knowledge through independent learning.


Students’ grades are awarded according to their results in homework, summative tests and formative tests.

Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8

End of Year 7

End of Year 8

End of Year 9




Exceptional

Assessment Criteria – National Curriculum Level Descriptors

Level 3

Students use ICT to save information and to find and use appropriate stored information, following

straightforward lines of enquiry. They use ICT to generate, develop, organise and present their work. They share

and exchange their ideas with others. They use sequences of instructions to control devices and achieve specific

outcomes. They make appropriate choices when using ICT-based models or simulations to help them find things

out and solve problems. They describe their use of ICT and its use outside school.

Level 4

Students combine and refine different forms of information from various sources. Students understand the need

for care in framing questions when collecting, finding and interrogating information. They interpret their

findings, question plausibility and recognise that poor-quality information leads to unreliable results. They use

ICT to present information in different forms and show they are aware of the intended audience and the need for

quality in their presentations. They exchange information and ideas with others in a variety of ways, including

using digital communication. They understand the risks associated with communicating digitally, including the

security of personal information. They plan and test sequences of instructions. They use ICT-based models and

simulations to explore patterns and relationships, and make predictions about the consequences of their

decisions. They use ICT to organise, store and retrieve information. They compare their use of ICT with other

methods and with its use outside school.

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Level 5

Students combine ICT tools within the overall structure of an ICT solution. They select the information they need

for different purposes, check its accuracy and organise it in a form suitable for processing. They use ICT to

structure, refine and present information in different forms and styles for specific purposes and audiences. They

exchange information and ideas with others in a variety of ways, including using digital communications. They

create sequences of instructions and understand the need to be precise when framing and sequencing

instructions. They explore the effects of changing the variables in an ICT-based model. They use ICT to organise,

store and retrieve information using logical and appropriate structures. They use ICT safely and responsibly.

They discuss their knowledge and experience of using ICT and their observations of its use outside school. They

assess the use of ICT in their work and are able to reflect critically in order to make improvements in subsequent

work. They use appropriate evaluation criteria to critically evaluate the fitness for purpose of their work as it

progresses.

Level 6

Students plan and design ICT-based solutions to meet a specific purpose and audience, demonstrating increased

integration and efficiency in their use of ICT tools. They develop and refine their work to enhance its quality,

using a greater range and complexity of information. Where necessary, they use complex lines of enquiry to test

hypotheses. They present their ideas in a variety of ways and show a clear sense of audience. They develop, try

out and refine sequences of instructions and show efficiency in framing these instructions, using sub-routines

where appropriate. They use ICT-based models to make predictions and vary the rules within the models. They

assess the validity of these models by comparing their behaviour with information from other sources. They plan

and review their work, creating a logically structured portfolio of digital evidence of their learning. They discuss

the impact of ICT on society.

Level 7

Students design and implement systems. They are able to scope the information flow required to develop an

information system. They combine information from a variety of ICT-based and other sources for presentation to

different audiences. They identify the advantages and limitations of different information-handling applications.

They select and use information to develop systems suited to work in a variety of contexts, translating enquiries

expressed in ordinary language into the form required by the system. They develop, test and refine sequences of

instructions as part of an ICT system to solve problems. They design ICT-based models and procedures with

variables to meet particular needs. They consider the benefits and limitations of ICT tools and information

sources and of the results they produce, and they use these results to inform future judgements about the quality

of their work. They make use of audience and user feedback to refine and enhance their ICT solutions. They take

part in informed discussions about the use of ICT and its impact on society.

Level 8

Students independently select appropriate information sources and ICT tools for specific tasks, taking into

account ease of use and suitability. They design successful ways to collect and prepare information for

processing. They design and implement systems for others to use. They take part in informed discussions about

the social, economic, ethical and moral issues raised by ICT.

Exceptional performance

Students evaluate software packages and ICT-based models, analysing the situations for which they were

developed and assessing their efficiency, ease of use and appropriateness. They suggest refinements to existing

systems and design, implement and document systems for others to use, predicting some of the consequences

that could arise from the use of such systems. When discussing their own and others’ use of ICT, they use their

knowledge and experience of information systems to inform their views on the social, economic, political, legal,

ethical and moral issues raised by ICT.

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Importance of Mathematics Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing

the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science,

technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality

mathematics education therefore provides a foundation for understanding the world, the ability to reason

mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity

about the subject.

Aims The National Curriculum for mathematics aims to ensure that all students:

Become fluent in the fundamentals of mathematics, including through varied and frequent practice with

increasingly complex problems over time, so that pupils develop conceptual understanding and the

ability to recall and apply knowledge rapidly and accurately.

Reason mathematically by following a line of enquiry, conjecturing relationships and generalisations,

and developing an argument, justification or proof using mathematical language

Can solve problems by applying their mathematics to a variety of routine and non-routine problems with

increasing sophistication, including breaking down problems into a series of simpler steps and

persevering in seeking solutions.

Mrs. Julie Tan – [email protected] (Head of Mathematics)

Mr. Martin Alderson – [email protected]

Mr. Richard Cooper – [email protected]

Dr. Simon Phipp – simon.phipp @uplands.org

Mrs. Li Siok Lim – [email protected]

Mr. Philip Chao – [email protected]

Mathematics

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8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level


End of Year 7 6c

End of Year 8 6a

End of Year 9 7b

Rationale for Expected Attainment

At Uplands, in Mathematics, students entering KS3 in Year 7 are expected to on average be achieving level 5b. Each

year the expected progress for students is 2 sub levels. For example, moving from 5b to 5a to 6c in one academic

year.

Assessment

Students are assessed at least once per topic by a topic test. Sometimes, other tasks like quiz, projects or selected

pieces of homework are used to assess too. Reports grades are informed by these results, with 100% coming from

the average of the topic tests marks, together with the teacher’s professional judgement. In order to prepare for IGCSE, students are expected to know how to use the electronic calculator as well as to

perform calculations without the calculator for certain topics. Algebraic or graphical calculators are not permitted.

The objectives of the assessments are to enable students to:

1. Carry out calculations and understand the significance of the results obtained.

2. Solve problems, present the solutions clearly, check and interpret the results.

3. Develop an understanding of mathematical principles.

4. Recognise when and how a situation may be represented mathematically, identify and interpret relevant

factors and, where necessary, select an appropriate mathematical method to solve the problem.

5. Develop the abilities to reason logically, to classify, to generalise and to prove.

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Level In number and algebra students: In geometry and measure students: When handling data students:

3 Use place value up to 1000.

Recognise and start to use decimal and negative numbers.

Recall the 2, 3, 4, 5 and 10 multiplication tables.

Use simple fractions.

Recognise equivalent fractions.

Classify 3-D and 2-D shapes in various ways using

mathematical properties such as reflective symmetry for 2-D

shapes.

Use non-standard units (e.g. counting squares or cubes).

Use standard metric units of length, capacity and mass.

Use standard units of time, in a range of contexts.

Extract and interpret information in simple tables and lists.

Construct and interpret bar charts and pictograms.

4 Plot and identify coordinates in the first quadrant.

Add and subtract up to two decimal places.

Multiply and divide by 10 and 100.

Find factors and multiples of numbers and square numbers.

Order decimals.

Recall multiplication tables up to 10 x 10.

Find areas by counting squares.

Use ruler and other scales for measurement.

Make 3D models by joining faces and edges together.

Calculate perimeters.

Draw common 2D shapes in different views.

Reflect shapes in a mirror line.

Draw and use line graphs.

Use mode and range.

Group data in equal ranges.

Collect and use discrete data.

Draw and use frequency diagrams.

5 Cancel fractions.

Understand and use BODMAS.

Solve problems involving negative numbers.

Express comparisons of quantities using ratio and proportion.

Multiply and divide a 3 digit number by a 2 digit number.

Estimate using approximations.

Find fractions and percentages of quantities.

Plot and identify coordinates in all four quadrants.

Measure and draw angles to nearest degree.

Use formula for the area of a rectangle.

Estimate lengths.

Estimate between imperial and metric units.

Convert one metric unit to another.

Calculate unknown angles in triangles and at a point.

Describe angles in correct terms.

Find symmetry in 2D shapes.

Interpret graphs and diagrams and draw conclusions.

Compare distributions using the range and an average.

Draw and use a probability scale.

Calculate mean and median.

Use and interpret pie charts.

Understand and calculate theoretical probabilities.

Understand and calculate experimental probabilities.

6 Add and subtract fractions.

Solve equations using trial and improvement.

Round to decimal places.

Calculate using ratios.

Round to significant figures.

Find the nth term of a linear sequence.

Use equivalent fractions, percentages and decimals.

Express one number as a percentage or fraction of another.

Calculate the area and circumference of a circle.

Understand and recall the properties of polygons.

Find missing angles using intersecting and parallel lines.

Recall the special properties of quadrilaterals.

Enlarge shapes given a scale factor.

Calculate the volume of a cuboid.

Use simple plans and elevations.

Draw nets of shapes.

Draw possibility space diagrams.

Read two way tables.

Identify all possible outcomes of two events.

Draw scatter diagrams and understand correlation.

Understand how mutually exclusivity affects combined and

independent events.

Construct pie charts.

Construct and interpret frequency diagrams.

7 Expand single and double brackets.

Solve simultaneous equations.

Solve problems using direct and inverse proportion.

Solve simple inequalities.

Multiply and divide by a number less than 1.

Estimate by rounding to one significant figure.

Calculate missing lengths using Pythagoras’ Theorem.

Draw the locus of a point.

Solve problems using speed, distance, time and mass, volume,

density.

Calculate lengths, areas and volume in shapes and prisms.

Consider rounding accuracy when solving problems.

Select the most appropriate average.

Find modal class.

Understand and use relative frequency.

Draw a line of best fit on a scatter diagram.

Make and test a hypothesis.

Use and interpret frequency polygons.

8 Sketch linear, quadratic, cubic and reciprocal graphs.

Factorise quadratic expressions.

Multiply out two linear expressions.

Rearrange algebraic formulae.

Convert numbers in and out of standard form.

Use congruency and similarity.

Use sine, cosine and tangent in right-angled triangles.

Use and draw cumulative frequency diagrams.

Estimate the median & interquartile range from a cumulative

frequency diagram.

Use tree diagrams to calculate probabilities.

Use multiplication and addition rules of probability.

Mathematics Key Stage 3 Topic Overview

Year 7 KS3 Mathematics topics

Number and

algebra

negative numbers

number work, e.g. time and money calculations

Shape, space and

measures

measuring in both metric and imperial units

-dimensional figures

Handling data

data using frequency tables, using suitable statistical diagrams to

represent it and drawing relevant conclusions


Number and

algebra

four rules of negative numbers

Shape, space and

measures

-dimensional shapes

lations in triangles

Handling data

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Number and algebra

oordinates and graphs

Shape, space and

measures

Handling data

probability

Content Termly Overview

Year 7 Core

Term 1 Term 2 Term 3

1.1 Whole number arithmetic 6.3 Metric units 2.4 Angles

1.2 Long multiplication and division 2.5 Rules of algebra 3.1 Coordinates

3.2 Long multiplication and division

2 4.6 More algebra 4.2 Two dimensional shapes

1.3 Decimals 6.1 More equations 4.4 Proportion and ratio

3.3 Decimals 2 1.6 Perimeter and area 5.8 Circles

1.4 Using a calculator 2.1 Averages and range 5.2 Line symmetry

4.5 Negative numbers 3.6 Handling data 5.6 Interpreting graphs

1.5 Sequences 3.7 Probability 1 6.5 Three dimensional objects

6.2 Sequence rules 5.5 Probability 2 (do optional topics)

2.2 Fractions (do optional topics)

2.3 Fractions, decimals, percentages Optional topics

4.3 Percentages 4.1 Constructing triangles

5.7 Rounding numbers 5.1 Rotation

3.4 Properties of numbers 5.3 Translation

(do optional topics) 6.4 Angles and constructions

3.5 Straight line graphs

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Year 8 Core


1.1 Properties of numbers 3.2 Describing data 2.6 Circles

1.2 Fractions 4.3 Handling data 5.4 Pythagoras’ theorem

1.3 Area and perimeter 3.5 Construction and locus 5.6 Using ratios

1.4 Negative numbers 4.1 Bearings and scale drawing 6.2 Volume of objects

1.5 Sequences

4.5 Interpreting and sketching real

life graphs 6.4 Probability

5.2 Sequences and formulas 5.5 Drawing and using graphs 6.5 Drawing 3-D objects

1.6 Using a calculator 3.1 Reflection (do optional topics)

4.4 Fractions, decimals and

percentages

4.6 Rotation and combined

transformations

6.3 Percentages 2 5.1 Enlargement

2.1 Written calculations (do optional topics)

2.2 Estimating and checking

answers

2.3 Geometrical reasoning Optional topics

2.4 Using algebra

2.5 Applying Maths in a range of

contexts 1

3.4 Using formulas and expressions

5.3 Applying Maths in a range of

contexts 2

4.7 Brackets and equations 6.6 Statistical methods

6.1 More algebra

4.2 Using a spreadsheet on a

computer

(do optional topics)

3.3 Mental calculations

Year 9 Core


Chapter 1 Shape and space 1 Chapter 4 Handling data 1 Chapter 8 Probability

Chapter 2 Algebra 1 Chapter 5 Shape and space 2 Chapter 9 Shape and space 3

Chapter 3 Number 1 Chapter 6 Algebra 2 Chapter 10 Number 3

Chapter 7 Number 2

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Year 9 Extended

Set 1 Set 2 & 3 Set 3 Set 4

Term 1 Chapter 1 Number

Chapter 2 Algebra I

Chapter 6 Trigonometry

Chapter 1 Number

Chapter 2 Algebra I

Chapter 1 Number

Chapter 2 Algebra I

Chapter 1 Number

Chapter 2 Algebra I

Term 2 Chapter 3 Mensuration

Chapter 4 Geometry

Chapter 5 Algebra II

Chapter 6

Trigonometry Chapter

3 Mensuration

Chapter 6

Trigonometry Chapter

3 Mensuration

Chapter 2 Algebra I

Chapter 3

Mensuration

Term 3 Chapter 7 Graphs

Chapter 9 Matrices &

Transformations

Chapter 4 Geometry Chapter 4 Geometry Chapter 3

Mensuration Chapter

4 Geometry

Pathways from KS3

Resources

Year 7

Essential Maths textbook 7H

Essential Maths homework book 7H

Year 8

Essential Maths textbook 8H

Essential Maths homework book 8H

Year 9

Core Mathematics for Cambridge IGCSE

Extended Mathematics for Cambridge IGCSE

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The Importance of Modern Foreign Languages Through the study of a foreign language, pupils understand and appreciate different countries, cultures, people

and communities – and as they do so, begin to think of themselves as citizens of the world.

Pupils also learn about the basic structures of language. They explore the similarities and differences between

the foreign language they are learning and English or another language, and learn how language can be

manipulated and applied in different ways. Their listening, reading and memory skills improve, and their

speaking and writing become more accurate. The development of these skills, together with pupils’ knowledge

and understanding of the structure of language, lay the foundations for future study of other languages.

Structure of Modern Foreign Languages in KS3 On entry into Year 7, all students continue Bahasa Malaysia and may continue with Mandarin or choose another

foreign language from French, German, Spanish or Japanese, depending on the languages offered in a particular

year. The students will be studying two languages from Year 7-9. (Please also refer to the ESL policy document

and its relationship with foreign language learning.)

In Year 7 and 8, new arrivals and students leaving ESL will be absorbed into MFL classes and in Year 9, a

language ab initio will also be offered for such students. In Year 8, and particularly in Year 9, incoming students

should have some prior knowledge of the language chosen. If a student arrives in Year 9 without a language,

then an ab initio language is offered.

In Year 10 and 11, students will be expected to continue with their chosen MFL or Bahasa Malaysia. Malaysian

citizens must continue with Malay in Year 10 and 11, but if there is a demand, there could be a further option

column for MFL, in order to allow Malaysian students to continue with their ESL and foreign language studies

in Year 10.

Mr. Tony Carney – [email protected] (Head of Modern Foreign Languages)

Ms. Lin Jing– [email protected] (Mandarin Teacher)

Mrs. Zeng Feng Mei – [email protected] (Mandarin Teacher)

Mrs. Yoshiko Fox – [email protected] (Japanese Teacher)

Mrs. Mathave Vadiveloo – [email protected] (Bahasa Malaysia Teacher)

Mrs. Florence Dass – [email protected] (Bahasa Malaysia Teacher)

Ms. Farah Buruhanudeen – [email protected] (Bahasa Malaysia Teacher)

Ms. Ros Sanchez – [email protected] (Spanish Teacher)

Mrs. Isabella Nwankwo – [email protected] (German Teacher)

Mrs. Carole White – [email protected] (French Teacher)

Modern Foreign Language (MFL)

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Languages offered Mandarin

Japanese

French

German

Malay

Malay for expatriates

Spanish

Our language classes are both dynamic and stimulating, aiming to foster positive attitudes towards foreign

language learning, which will continue into further study at IGCSE/GCSE and IB Diploma. Using a variety of

media, we aim to encourage students to communicate effectively in the target language.

Language classes will involve many teaching strategies such as role-play, pair work, group work, individual

assignments, oral presentations, drama presentations and a host of games and activities to motivate and challenge

learners of the modern language.

Assessment

Students will receive regular assessments at the end of each unit of study in the 4 assessment focuses to assess their

understanding and application of the target language in a variety of contexts. This could take the form of an oral

presentation and interview, written responses, articles, posters, letters, e-mails, reading comprehensions and

listening activities. Formal end of unit tests are set by the writers of all the course books mentioned above.

Assessment Focuses

Different Assessment Focuses (AFs) will be levelled each term and these AFs are broken down into the following

skills:

Speaking

Listening

Reading

Writing

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http://www.uplands.org/UPLANDS/node/174

Expected attainment through KS3 in Modern Foreign Languages

The range of levels that we expect to see in MFL are outlined below:

Year 7 1-4

Year 8 3-5

Year 9 5-7

Although most students do some foreign language work at Primary School, most students have a much lower

baseline assessment for MFL than they do for all other subjects. The larger range of levels seen in MFL is due to

this variation of the baseline ability when students enter Year 7.

At the end of each Key Stage, children are expected to reach certain levels of knowledge, skills and

understanding in each subject, as indicated below:


7

6

5

4

3

2

1

Working towards

expected level

Meeting expected level Exceeding expected level Exceptional

Performance


Why are Progress Targets in MFL based on 2 full levels when other subjects are only based on 2 split levels?

Most students will enter Year 7 with a lower baseline level for MFL. However, they make rapid progress up the

levels when they get to Secondary School and most students do make around 2 levels of progress in Year 7. It

is for this reason that we set progress targets for MFL in this way.

Subdivision of levels

The levels are also subdivided. Sometimes you may hear teachers talk about Level 3a, 2c or 4a. In this case, 'c'

means the lowest achievement at any one level, 'b' the middle and 'a' the top. So a child working at Level 2b is

in the middle of that level, just above Level 2c, but working towards Level 2a. This may seem confusing, but

subdividing levels helps teachers to monitor how children are progressing from term to term. For example, a

child who moves from Level 3c to 3a over a year is clearly making progress, even though she/he has stayed at

the same level. A child who moves from level 3a to 4c has made less progress, though they have moved up a

level.

For further information on texts and topics, please feel free to contact members of individual departments, who

will be glad to advise you on appropriate language choices.

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Year 7-9 General Topic Areas (All Languages) The courses are topic-based and themes are relevant to the age of students. An understanding of target language

grammar is set in context and given a practical application. Students are also encouraged to be independent

learners and to develop an appreciation of the culture of the language being studied.

1. Personal details/ basic details – name, age, appearance, greetings, numbers, alphabet, days, months

2. Family and Pets

3. House and Home

4. Hobbies and Pastimes

5. School

6. Clothes

7. Shopping

8. Parts of the Body

9. Town and Directions

10. Food and Drink. Restaurants and Cafes

11. Festivals and Culture

12. Holidays and Travel

13. Jobs

14. Environment and Weather

15. Leisure and Entertainment

16. Daily Routine

17. Public Services

The order of topics will vary from language to language, from text book to text book. A student will know the

topics to be covered in a particular year from the beginning of a particular text book. Topics will be revisited over

the three years.

Grammar topics will be taught and revisited as required. Obviously grammar will vary from language to

language, but by Year 9 the students will be in a position to communicate in the past, present and future tenses,

be aware of sentence construction and spellings, and have a grasp of the fundamentals of their chosen language.

Resources Mandarin - Chinese Made Easy, Easy Steps to Chinese

Japanese - Obento Deluxe and Obento Supreme

French - Encore Tricolore 1-3

German - Echo 1-3

Malay - Worksheets and materials produced by staff

Spanish - Listos 1-3

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The Music Department’s Aims

Our aims for Music Years 7, 8 and 9 are to encourage and enable students to:

Develop an interest in and enjoyment of self-expression through Music

Analyse and identify various styles and genres of music and classify key musical elements

Use and understand an appropriate and varied range of vocabulary suited to each genre

Perform proficiently on an instrument of choice including vocals as a soloist and within an ensemble

Create and arrange music compositions through improvisation techniques on their instrument and via

computer music software programs

Reflect upon tasks completed to encourage more independent learning and highlight areas for self-

improvement

Nurture a respect and understanding of others’ perspectives and values

Develop a sense of identity and understanding of themselves in their own environment

Year 7, 8 and 9 Music Programme The Lower Secondary Music programme has been constructed to cater for the needs of a multinational group

with various academic backgrounds who will learn how music is used to express human creativity,

communicating moods and emotions as well as the link in celebrating life within society. Music technology is

a powerful tool in enabling students to be creative, capture their musical thoughts and learn musical concepts.

Through the exploration of Music in its many forms, it is envisaged students develop a passion for creative

expression and lifelong learning.

The programme has a combination of listening & appraising, performing, creating and reflection and has been

designed by teachers who have international experience with UK curriculum, having taught both the IGCSE

and the IB Diploma external examination systems. The programme is, therefore, designed for students who will

later enter these senior programmes but, also, for students who will complete their formal Music education in

Year 9.

Resources The Music department has a range of musical instruments with pianos in both classrooms and a baby grand in

the Multi-purpose hall upstairs. String, Brass and Woodwinds instruments are available for students and

notational programmes are available on most computers around the school. There is a reasonably extensive

library for those studying IGCSE and IBDP.

The Arts Faculty is located on the first and second floors of the new Arts and Humanities block.

Ms. Estelle Owens – [email protected] (Head of Music)

Ms. Susan Jacob – [email protected]

Music

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Skills Development across Key Stages Model for the Continuation of Skills Development across Key Stages:

KEY AREA

KS3

KS4/IGCSE

KS5/IB Elements

10 elements of the IB learner

profile

Research and

Understanding

Students use a variety of ways

to collect information and

explore ideas, comparing and

commenting upon artists and

genres from more than one

culture using the vocabulary of

Music.

Students explore the work

of other artists and other

cultures and relate their

discoveries to their own

work within the IGCSE

syllabus.

INQUIRERS

KNOWLEDGEABLE

THINKERS

Development

and

experimentation

Students use a variety of

approaches to explore and

experiment with ideas,

information and resources.

Students take creative risks,

exploring and experimenting,

in order to develop their work.

Students develop their

personal ideas and

experiment within

Performance and

Composition (IGCSE).

OPEN-MINDED

RISK TAKERS

Practical

Application

Students investigate and

develop a range of practical

and organisational skills to

manipulate the styles of music,

processes and the musical

elements in their work.

Students explore the

musical elements in order

to develop their work

within a framework of

personal, accomplished

coursework and

examination preparation

and completion.

RISK-TAKERS

BALANCED

COMMUNICATORS

Reflection and

Evaluation

Students consider and discuss

their work, making critical

judgements and comparisons

with the work of others.

Students evaluate and

reflect upon their efforts in

relation to the work of

others and the criteria of

the IGCSE course.

REFLECTIVE

COMMUNICATORS

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Curriculum Content

The following table is a basic break-down of current curriculum KS3 content.


Term 1 Discovering what a Rap is by

looking at the musical elements

used and some basic theory

concepts as well as listening,

performing and composing their

own rap.

Discovering about the

differences of riff and ostinato

and as some basic theory

concepts. Listening,

performing and creating will

be the centre of this unit.

Discovering about what

types of POP music exist and

analysing through the

musical elements. Listening,

performing and creating will

be the centre of this unit.

Term 2 Looking at World Music of the

Caribbean through listening and

performing pieces typical of this

culture.

Looking at World Music of

Latin America through

listening and performing

pieces typical of this culture.

Looking at World Music of

Africa through listening and

performing pieces typical of

this culture.

Term 3 Understanding the different

instrumental groups of the

Orchestra and their role in

music as an ensemble.

Understanding what Blues

music is and where it comes

from as well as the structure

and instrumentation.

Understanding the

importance of music in film

and create their own short

film and sound track.

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Assessment Criteria – National Curriculum Levels

Level 3

Pupils recognise and explore the ways sounds can be combined and used expressively. They sing in tune with

expression and perform rhythmically simple parts that use a limited range of notes. They improvise repeated

patterns and combine several layers of sound with awareness of the combined effect. They recognise how the

different musical elements are combined and used expressively and make improvements to their own work,

commenting on the intended effect.

Level 4

Pupils identify and explore the relationship between sounds and how music reflects different intentions. While

performing by ear and from simple notations, they maintain their own part with awareness of how the different

parts fit together and the need to achieve an overall effect. They improvise melodic and rhythmic phrases as part

of a group performance and compose by developing ideas within musical structures. They describe, compare and

evaluate different kinds of music using an appropriate musical vocabulary. They suggest improvements to their

own and others’ work, commenting on how intentions have been achieved.

Level 5

Pupils identify and explore musical devices and how music reflects time, place and culture. They perform

significant parts from memory and from notations, with awareness of their own contribution such as leading

others, taking a solo part or providing rhythmic support. They improvise melodic and rhythmic material within

given structures, use a variety of notations, and compose music for different occasions using appropriate musical

devices. They analyse and compare musical features. They evaluate how venue, occasion and purpose affect the

way music is created, performed and heard. They refine and improve their work.

Level 6

Pupils identify and explore the different processes and contexts of selected musical styles, genres and traditions.

They select and make expressive use of tempo, dynamics, phrasing and timbre. They make subtle adjustments to

fit their own part within a group performance. They improvise and compose in different styles and genres, using

harmonic and non-harmonic devices where relevant, sustaining and developing musical ideas, and achieving

different intended effects. They use relevant notations to plan, revise and refine material. They analyse, compare

and evaluate how music reflects the contexts in which it is created, performed and heard. They make

improvements to their own and others’ work in the light of the chosen style.

Level 7

Pupils discriminate between and explore musical conventions in, and influences on, selected styles, genres and

traditions. They perform in different styles, making significant contributions to the ensemble and using relevant

notations. They create coherent compositions drawing on internalised sounds. They adapt, improvise, develop,

extend and discard musical ideas within given and chosen musical structures, styles, genres and traditions. They

evaluate, and make critical judgements about, the use of musical conventions and other characteristics and how

different contexts are reflected in their own and others’ work.

Level 8

Pupils discriminate between and exploit the characteristics and expressive potential of selected musical

resources, styles, genres and traditions. They perform, improvise and compose extended compositions with a

sense of direction and shape, both within melodic and rhythmic phrases and overall form. They explore different

styles, genres and traditions, working by ear and by making accurate use of appropriate notations. They both

follow and challenge conventions. They discriminate between musical styles, genres and traditions, commenting

on the relationship between the music and its cultural context, and making and justifying their own judgements.

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End of Year 7 5c

End of Year 8 5a

End of Year 9 6b


8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level


Homework In Music, homework for year 7 and 8 is only given at different times throughout the year as most need musical

guidance during the process of their projects. In year 9, students will be expected to independently work outside

the class to finalise projects and to work on group rehearsals.

Marking of Homework/Tests other than Common Assessments Students should be given meaningful commentary on their attainment and targets should be set for

improvement. For homework and smaller assignments which do not require levelling the following codes are

suggested:



effort/attainment above expected level

for individual

Consistency

VG Very Good Above Expected level for individual Consistency


S Satisfactory Below Expected level for individual Effort


individual

Effort

I Incomplete/Inconsistent Unfinished/ Well Below Expected level

for individual

Completion

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External Testing External testing does exist and students are encouraged if they wish to enter for the Trinity or ABRSM exams.

Trinity Guildhall graded exams in piano, keys, Guitar, Bass, Drums and Wind instruments etc.

ABRSM Grade exams in piano, wind instruments, Guitar

Trinity Rock school Graded exams in piano, keys, Guitar, Bass and Drums

Department Deployment

Estelle Owens – Year 7I, 7S, 8I, 8S, 9I, 9S

Susan Jacob – Year 7Q, 7P, 8Q, 8P, 9Q, 9P

Developmental Workbook Year 7 and Year 8 students will be given a Unit specific book that will cover all aspects of the activities covered. In

year 9, students will receive a regular exercise book with music staves. All student work and performances will be

saved on the student share drive in the appropriate folder.

Department Events/Trips 1. Talent show

2. Battle of the Bands Competition

3. Festivals

4. Lunch Time Concerts

5. Christmas concert

6. Fobisia

7. Senior year concert

8. Various Parent Evenings/ Invitation events

9. After School Activities – Singing groups, production, string quartet, rock groups, orchestra

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Class Allocation Year 7 Teachers : Ms. Marshall (Set 1), Mr. Double (Set 2), Mr. Pearson (Set 3) & Mrs Gabo (Set 4)

Year 8 Teachers : Mr. Double (Set 1), Mr. Pearson (Set 2), Ms. Marshall (Set 3) & Mrs Gabo (Set 4)

Year 9 Teachers : Mr. Pearson (Set 1), Mr. Metcalfe (Set 2), Ms. Marshall (Set 3) & Mr. Double (Set 4)

Swimming : Coach Ben & Coach Philip

The Physical Education Department’s Aims The Uplands Physical Education Programme involves all children and the whole child, physically, mentally,

socially and emotionally. Within our PE Programme we aim to develop physical skills, teamwork, cooperation,

self-esteem, confidence and fitness of the student whilst developing their knowledge and understanding of the

various areas of the subject. Many lifelong habits are formed at an early age; because of this, the importance of

a well-balanced programme cannot be stressed highly enough. We endeavor to instill in our students a sense of

enjoyment and an understanding of the importance of physical activity. We aspire to promote healthy decision

making with regard to diet and lifestyle practices and to ensure safe practices by teaching students to recognise

and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in

practice and during competition.

It is our aim to maintain the students’ interest for PE throughout their school years and, more importantly, their

entire life.

Year 7, 8 and 9 Physical Education Programme

In Years 7 to 9, lessons are grouped according to ability, although this is very flexible and where it is beneficial

to the students learning, lessons may be single sex. Lessons are progressive and cater for students of varying

abilities. Students will be given opportunities to work as individuals, in small and large groups and as a team.

Students will be asked to evaluate skills, to make informed judgments on technique and skills taught. Currently

all students have one double Games lesson where they will focus on major sports. They also have one single

PE lesson where the focus will be on minor sports. In addition to this all students have one dedicated swimming

lesson.

Mr. Robert Pearson – [email protected] (Head of Secondary PE)

Mr. Dean Metcalfe – [email protected]

Mr. Andre Double – [email protected]

Ms. Ruby Marshall – [email protected]

Mrs. Carmelina Gabo – [email protected]

Mr. Ben Lim – [email protected] (Swimming Coach)

Mr. (Philip) Keiyern Choong– [email protected] (Swimming Coach)

Mr. Robert Scully – [email protected] (PE Technician)

Physical Education

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FitnessTesting (1 wk) Aths (8 wks) Swim/Ultimate Frisbee (4 wks) Swim/Table Tennis (4 wks)

MPH Astro Sports Hall Block F - G Floor

Swim/Gymnastics 4 Swim/Softball 4

Block F - G Floor Astro

FitnessTesting 1 Aths 8 Swim/Table Tennis 4 Swim/Ultimate Frisbee 4

MPH Astro Block F - G Floor Sports Hall

Swim/Softball 4 Swim/Gymnastics 4

Astro Block F - G Floor

FitnessTesting 1 Netball 8 Ultimate Frisbee/Swim 4 Table Tennis/Swim 4

MPH Sports Hall Sports Hall Block F - G Floor

Gymnastics/Swim 4 Softball/Swim 4

Block F - G Floor Astro

FitnessTesting 1 Basketball 8 Table Tennis/Swim 4 Ultimate Frisbee/Swim 4

MPH Block F - Roof Block F - G Floor Sports Hall

Softball/Swim 4 Gymnastics/Swim 4

Astro Block F - G Floor

PE lesson

Term 1Games lesson

1* Swimming / 1 * PE

Set A

Set B

Set C

Set DAthletics 9

Astro

double lessonGames Sets

1a

1b

1a

1b

1a

1b

1a

1b

Basketball 9

Block F - Roof

Netball 9

Sports Hall

Athletics 9

Astro

Games

double lesson

Football 10 Swim/X Country 2 Swim/Hockey 4 Swim/Volleyball 4

Astro Astro Sports Hall

Football 10 Swim/X Country 2 Swim/Volleyball 4 Swim/Hockey 4

Astro Sports Hall Astro

Basketball 10 X Country/Swim 2 Hockey/Swim 4 Volleyball/Swim 4

Block F - Roof Astro Sports Hall

Netball 10 X Country/Swim 2 Volleyball/Swim 4 Hockey/Swim 4

Sports Hall Sports Hall Astro

Set A

Set B

Set C

Set D

Games Sets1* Swimming / 1 * PE

PE lessons

Term 2

Games

double lesson

Netball 10 Swim/Badminton 5 Swim/Touch 5

Sports Hall Sports Hall Astro

Basketball 10 Swim/Touch 5 Swim/Badminton 5

Block F - Roof Astro Sports Hall

Football 10 Badminton/Swim 5 Touch/Swim 5

Astro Sports Hall Astro

Football 10 Touch/Swim 5 Badminton/Swim 5

Astro Astro Sports HallSet D

Set A

Set B

Set C

Games Sets

Term 3PE lesson

1* Swimming / 1 * PE

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Key Skills the students will develop Ability to be a skilled participant in play, games, dance, gymnastics, aquatics, sport, outdoor activities,

leisure and recreation

Develop the knowledge and skills to make informed decisions, plan strategies and implement and evaluate

actions that promote growth and development, participation in physical activity, fitness, effective

relationships, and the safety and health of individuals and groups

Develop knowledge and understanding of the body and how it works in addition to the benefits that can

be gained from physical activity is an essential key to the development of the student

Develop artistic and aesthetic understanding within and through movement

Develop self-esteem and confidence through the development of physical skills, helping pupils to cope

with both success and failure in competitive and co-operative physical activities

Develop a sense of supportive school community by encouraging students to have a positive sense of fair-

play and team spirit

Resources The Physical Education department is well stocked and supplied with a wide range of equipment that enables

us to deliver the wide ranging curriculum that we offer. We have the use of the following venues;

25m x 6 lane Swimming Pool

Sports Hall (Used Basketball, Netball, Badminton & Volleyball)

Block F Ground Floor (Used for Table Tennis & Gymnastics)

Block F Roof Court (Used for Basketball)

Astroturf (Used for all field based activities)

Mesra Area (Used an emergency wet weather teaching space)

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Assessment Criteria – National Curriculum Level Descriptors From Years 7 to 9, National Curriculum Levels are used. To aid this, we use sport specific National Curriculum

Level Descriptors which enable us to track progress accurately.

Level 4

Pupils link skills, techniques and ideas and apply them accurately and appropriately. When performing, they show

precision, control and fluency. They show that they understand tactics and composition. They compare and comment on

skills, techniques and ideas used in their own and others’ work, and use this understanding to improve their

performance. They explain and apply basic safety principles when preparing for exercise. They describe how exercise

affects their bodies, and why regular, safe activity is good for their health and wellbeing. They work with others to plan

and lead simple practices and activities for themselves and others.

Level 5

Pupils select and combine skills, techniques and ideas and apply them accurately and appropriately in different physical

activities. When performing in different physical activities, they consistently show precision, control and fluency. They

show that they can draw on what they know about strategy, tactics and composition to produce effective outcomes. They

modify and refine skills and techniques to improve their performance and adapt their actions in response to changing

circumstances. They analyse and comment on skills, techniques and ideas and how these are applied in their own and

others’ work. They explain how the body reacts during different types of activity, and why physical activity is an essential

component of a healthy lifestyle. They plan, organise and lead practices and activities safely, helping others’ to improve

their performance.

Level 6

Pupils select and combine skills, techniques and ideas and use them in a widening range of familiar and unfamiliar

physical activities and contexts, performing with consistent precision, control and fluency. They use imaginative ways

to solve problems, overcome challenges and entertain audiences. When planning their own and others’ work, and

carrying out their own work, they draw on what they know about strategy, tactics and composition in response to

changing circumstances, and what they know about their own and others’ strengths and weaknesses. They analyse and

comment on how skills, techniques and ideas have been used in their own and others’ work, and on compositional and

other aspects of performance. They suggest ways to improve. They understand how the different components of fitness

affect performance and explain how different types of exercise contribute to their fitness and health. They describe their

involvement in regular, safe physical activity for the benefit of their health and wellbeing. When leading practices and

activities, they apply basic rules, conventions and/or compositional ideas consistently.

Level 7

Pupils select and combine advanced skills, techniques and ideas, adapting them accurately and appropriately to meet

the demands of increasingly complex situations. They consistently show precision, control, fluency and originality. They

apply the principles of advanced strategies, tactics and compositional ideas in their own and others’ work, and modify

them in response to changing circumstances and other performers. They analyse and comment on their own and others’

work as individuals and team members, showing that they understand how skills, tactics, composition and fitness relate

to the quality of the performance. They plan ways to improve their own and others’ performance and act on these

decisions in order to bring about the improvements. They explain the principles of practice and training, and apply them

effectively. They explain the benefits of regular, safe and planned physical activity on physical, mental and social

wellbeing, and carry out their own physical activity programmes based on their choices and preferences of activities and

roles within activities. They take on different roles within an activity, showing an ability to organise and communicate

effectively, and applying rules fairly and consistently or adhering to the conventions and codes of conduct for activities.

***Please note that the above levels are generic and not sport specific***

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Expectations of Attainment through KS3

End of Year 7 End of Year 8 End of Year 9

Level 7

Level 6

Level 5

Level 4

Level 3

Level 2

Level 1

Reporting and Recording Assessment in Physical Education is a little different from that in most other subjects. Almost all assessment is

based on performance in competitive situations created within the class. Teachers are, therefore, able to

continually assess the student as they progress throughout any given unit of work (sport/activity). Parents and

students should be aware that the system of levels requires teachers to look for a ‘best fit’ between the sports

specific level descriptors and the performance of the students in whichever sport/activity being covered.

Exceptional Performance




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The Importance of Science The study of science fires pupils’ curiosity about phenomena in the world around them and offers opportunities to

find explanations. It engages learners at many levels, linking direct practical experience with scientific ideas.

Experimentation and modelling are used to develop and evaluate explanations, encouraging critical and creative

thought. Pupils learn how knowledge and understanding in science are rooted in evidence. They discover how

scientific ideas contribute to technological change – affecting industry, business and medicine and improving

quality of life. They trace the development of science worldwide and recognise its cultural significance. They learn

to question and discuss issues that may affect their own lives, the directions of societies and the future of the world.

Rationale The Year 7-9 Science programme that we follow is based on the National Curriculum for Key Stage 3. The National

Curriculum for science aims to ensure that all pupils:

Develop scientific knowledge and conceptual understanding through the specific disciplines of Biology,

Chemistry and Physics

Develop understanding of the nature, processes and methods of science through different types of science

enquiries that help them to answer scientific questions about the world around them

Are equipped with the scientific knowledge required to understand the uses and implications of science,

today and for the future

Mr. Michael White – [email protected] (Head of Science Faculty)

Dr. Arun Mukherjee – [email protected]

Ms. Princess Barcega – [email protected]

Mr. Harirajan Varatharajan – [email protected]

Mr. James Waring – [email protected]

Ms. Dawn Easton – [email protected] (KS3 Coordinator)

Ms. Arminda Ortiz – [email protected]

Mr. David Peake – [email protected]

Mr. Andy Cartlidge – [email protected]

Mr. Paul Rose – [email protected]

Science

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Assessment Students are assessed at least once per topic by a topic test, a practical investigation or another level-assessed

task. Reports grades are informed by these results, with some 75% coming from topic tests and 25% from any

practical investigations or other level-assessed task, together with the teacher’s professional judgement.

Different Assessment Focuses (AFs) will be levelled each term and these AFs are broken down into the following

skills:

AF1 – Thinking scientifically

AF2 – Understanding the applications and implications of Science

AF3 – Communicating and collaborating in Science

AF4 – Using investigative approaches

AF5 – Working scientifically with evidence

By covering a range of assessment focuses we can ensure students have the opportunities to develop a wide

range of scientific skills which will aid the transition to KS4 IGCSE.

In order to prepare for IGCSE, writing formal lab reports will be a featured as part of the Year 9 practical

assessments to help consolidate their lateral understanding of the AF strands.

Year 7 Assessments Schedule 2015/2016

Topic Assessment Weightings Data Drop

Term 1a

7A Cells 7A AF2 Robo Hearts LAT 25% Term 1a

7B Reproduction

7A & 7B Summative Test 75% Term 1a

Term 1b

7E Acids and Alkalis

7F Simple Chemical Reactions 7F AF4 Indigestion Remedies LAT 25% Term 1b

7E & 7F Summative Test 75% Term 1b

7K Forces and their Effects 7K Forces and their Effects Practical

Investigation

12.5% Term 2

Term 2

7I Energy Resources

7K & 7I Summative Test 37.5% Term 2

7C Environment and Ecological

Relationships

7C AF3 Hunter’s Success LAT 12.5% Term 2

7D Variation and Classification

7C & 7D Summative Test 37.5% Term 2

7G Particle Models

Term 3

7H Solutions 7H Solutions Practical Investigation 12.5% Term 3

7G & 7H Summative Test 37.5% Term 3

7J Electrical Circuits 7J AF1 How does a Torch Work? LAT 12.5% Term 3

7L The Solar System and Beyond

7J & 7L Summative Test 37.5% Term 3

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6 x Summative Tests

2 x Practical Investigations

4 x AF Level Assessed Tasks (LAT) (AF2, AF4, AF3, AF1)

Year 8 Assessments 2015/2016


Term 1a

8A Food and Digestion 8A AF4 Breaking Up Food

LAT

25% Term 1a

8B Respiration


8E Atoms and Elements

Term 1b

8F Simple Chemical

Reactions

8F AF5 Cooling Compounds

LAT

25% Term 1b

8E & 8F Summative Test 75% Term 1b

8I Heating and Cooling

Term 2

8J Magnets and

Electromagnets

8J Electromagnets Practical

Investigation

12.5% Term 2

8I & 8J Summative Test 37.5% Term 2

8C Microbes and Disease 8C Microbes and Disease

Practical Investigation

12.5% Term 2

8D Ecological Relationships

8C & 8D Summative Test 37.5% Term 2

Term 3

8G/H Rocks and

Weathering/Rock Cycle

8G AF3 Where did the Moon

Come From? LAT

12.5% Term 3


8K Light 8K Light Practical

Investigation

12.5% Term 3

8L Sound and Hearing

8K & 8L Summative Test 37.5% Term 3

6 x Summative Tests

3 x Practical Investigations

3 x AF L Level Assessed Tasks (LAT) (AF4, AF5, AF3)

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Year 9 Assessments 2015/2016


Term 1a

9A Inheritance and Selection

9B Fit and Healthy 9B Fit and Healthy Practical

Investigation (Lab Report)

25% Term 1a


9E Reactions of Metals

Term 1b

9F Patterns of Reactivity 9F AF1 Displacement Disco

LAT

12.5% Term 1b

9E & 9F Summative Test 37.5% Term 1b

9I Energy and Electricity

9J Gravity and Space 9J AF5 Weighty Questions

LAT

12.5% Term 1b

9I & 9J Summative Test 37.5% Term 1b

Term 2

9C Plants and Photosynthesis 9C Plants and Photosynthesis

Practical Investigation (Lab

Report)

25% Term 2

9D Plants for Food 9C & 9D Summative Test 75% Term 2

9G Environmental Chemistry 9G AF2 Chemical Converters

in Cars LAT

12.5% Term 3

Term 3

9H Using Chemistry


9K Speeding Up 9K Making Parachutes

Practical Investigation (Lab

Report

12.5% Term 3

9L Pressure and Moments

9K & 9L Summative Test 37.5% Term 3

6 x Summative Tests

3 x Practical Investigations + Lab Reports

3 x AF Level Assessed Tasks (LAT) (AF1, AF5, AF2)

Year 7 students will sit common assessments levelled 4-6. Students that are consistently performing outside this

parameter (e.g. level 3 or 7) will have access to a foundation paper (level 3-5) or an exceptional performance

paper (level 5-7).

Year 8 and 9 students will sit common assessments levelled 5-7. Students that are consistently performing

outside this parameter (e.g. level 4 or 8) will have access to a foundation paper (level 4-6) or an exceptional

performance paper (level 6-8).

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End of Year 7 5c

End of Year 8 5a

End of Year 9 6b


8/8+

7a

7b

7c

6a

6b

6c

5a

5b

5c

4a

4b

4c

Working towards

expected level



In Science, students entering KS3 in Year 7 are expected to on average be achieving level 4b. Each year the expected

progress for students is 2 sub levels. For example, moving from 4b to 4a to 5c in one academic year.

Resources Students are using the Extension Science 7, 8 and 9 textbooks as part of their learning in class and at home. Revision

resources can be found on the Science Faculty blog. Further details can be found on our blog – Science Faculty @

Uplands.

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http://blogs.uplands.org/sciencefaculty/

http://blogs.uplands.org/sciencefaculty/


It is expected that students will make a minimum 2 levels progress throughout a Key Stage. The following table gives an indication of the skills required to fulfil each level

within the Science disciplines.

Experimental and Investigative

Science (APP)

Living Organisms and Life Processes

(Biology)

Materials and their Uses (Chemistry) Physical Processes (Physics)

Level 3:

Pupils can make predictions, devise

simple methods and use appropriate

instruments to take measurements.

They can recognise a ‘fair test’, can

identify patterns in data and provide

reasoned explanations for

observations.

Level 3:

Pupils have knowledge of basic life

processes. They can provide simple

explanations for changes affecting plant and

animal behaviour.

Level 3:

Pupils can sort materials into groups

according to properties. They can explain

the processes of dissolving and decay.

Level 3:

Pupils can describe sources of energy.

They can describe how sounds are

produced and the properties of light

forming shadows.

Level 4:

Pupils can carry out a ‘fair’ – controlled

test and present a series of

measurements using tables and

appropriate graph. They can use

results to draw conclusions based on

scientific knowledge and

understanding and can evaluate what

they have done.

Level 4:

Pupils can classify animals found in local

habitats and describe the conditions

necessary for growth. They can name and

position organs within the body and can

explain conditions necessary to keep

healthy.

Level 4:

Pupils can describe differences between

properties of a range of materials. They

can describe the benefits of recycling and

can explain changes of state.

Level 4:

Pupils can describe how forces can effect

movement and shape. They can identify

energy transfers and can construct simple

electrical circuits, identifying materials.

They can explain how shadows are

formed.

Level 5:

Pupils can design tests to answer

questions, identifying factors, making

predictions and taking accurate

measurements. They repeat readings

and produce line graphs, interpreting

data and making written statements

about patterns based on scientific


Level 5:

Pupils understand stages in a life cycle and

can explain photosynthesis, diet and

nutrition and human organ systems. They

can suggest ways in which human activity

has effected plants and animals.

Level 5:

Pupils understand the physical properties

of gases and relate to uses. They are

familiar with the pH scale and the water

cycle and can define the characteristics of a

chemical reaction including oxidation.

They can discuss the advantages and

disadvantages of recycling and the effects

of obtaining raw materials from the earth.

Level 5:

Pupils can define temperature and energy.

They can describe the effects of Friction

and know the properties and uses of

magnetic fields. They can explain wave

forms and know the effects of amplitude

and frequency on a sound wave. They can

describe current in series and parallel

circuits and use models to describe moon

phases, day night, year and month.

Level 6:

Pupils can prepare plans, identifying

key variables and make predictions.

They use data from other sources

(database packages) and demonstrate a

competence in practical skills. They can

use sensors to monitor changes to their

environment drawing and explaining

valid conclusions with scientific


Level 6:

Pupils know the differences between plant

and animal cells and can explain the

specialisms of cells. They can recall

knowledge regarding food chains and webs

and can explain the distribution of

organisms – and its dependence on biotic

and abiotic factors. They can describe plant

and animal reproduction and the needs for

responsible attitudes towards diet, nutrition,

drugs and sexual behaviour.

Level 6:

Pupils can describe chemical and Physical

changes and use particle theory to discuss

the states of matter. Students can define

elements, compounds, mixtures and give

appropriate separation techniques. They

can explain what and predict what

happens in a range of chemical reactions

and reactivity relating to everyday

concepts.

Level 6:

Pupils understand the concept of pressure,

speed (d-t graphs), temperature and

thermal energy. Newtonian laws are

applied to energy and motion and the

properties of light and electromagnetism

are understood. Pupils can explain day

length and seasonal changes in terms of

changes in elevation of the sun.

Level 7:

Systematic planning for investigations

include all variables, taking into

account range, precision, hypotheses

and validity. Students can construct

lines of best fit drawing and explaining

conclusions using scientific knowledge

and understanding.

Level 7:

Pupils can explain how a range of physical

factors can affect the type and distribution

of an organism in its habitat. They can

explain how exchange surfaces of the body

systems are related. They understand the

relationship between diet and circulatory

disorders – they can describe different forms

of variation and carry out appropriate

measurements.

Level 7:

Pupils display and detailed understanding

of the properties of materials to their uses.

Kinetic theory is used to explain the

processes of dissolving, diffusion and

changes of state. Pupils can describe the

physical and chemical properties of

elements from their positions within the

periodic table. They can evaluate the

impact of exploiting raw materials.

Level 7:

Pupils use the principle of moments in

practical situations, they can use kinetic

theory to describe the processes of

conduction, convection and radiation.

Pupils can relate the laws of reflection to

properties and behaviours of light. They

can understand the consequences and uses

of electrostatics and current electricity.

Simple applications of electromagnets are

described along with relative movement of

the sun and planets in our solar system.

Level 8:

Students can apply knowledge and

understanding in unfamiliar contexts.

Pupils can (unaided) select strategies to

produce systematic and precise plans

with detailed predictions. They decide

on observations and measurements

that need to be taken into account,

repeating measurements, explaining

anomalies and evaluating the

uncertainty in data.

Level 8:

Pupils can explain how physical factors

impact upon organisms in a habitat. They

can explain variation represent feeding

relationships in all pyramid types (biomass,

number energy). They can explain the

processes and tissues involved with

exchange of substances and explain the

consequences of harmful substances on the

body.

Level 8:

Pupils describe chemical and physical

properties of metals and the structure of

the atom. They can classify chemical

reactions and can suggest how salts are

made. They can understand the reactions

in a blast furnace and use the terms

exothermic and endothermic with

confidence.

Level 8:

Pupils can explain the electrical flow of

charge in parallel circuits. They can

consider dissipation of energy in transfer

and its conservation. Students can give

detailed interpretations of graphs such as

speed/time graphs and can extend their

understanding of the principle of moments

to situations involving stability. Students

can explain the heating effect in terms of

vibrations of particles.

For each year group, the curriculum is divided into twelve topics – four Biology topics (A to D), four Chemistry

(E to H) and four Physics (I to L), as detailed below:

Year 7 Unit Outlines

7A – Cells

Structure and function of basic cell types, cell specialisation and microscopy.

7B – Reproduction

Development of secondary sexual characteristics, sexual reproduction and pre/post-natal care.

7E – Acids and Alkalis Basic lab safety & skills

Properties of acids and alkalis, the pH scale, measuring pH and neutralisation reactions.

7F – Simple Chemical Reactions

The nature of chemical reactions, looking at the formation of new chemicals and the observable changes this

causes.

7K – Forces and Their Effects

The nature of forces, identifying a number of basic forces and the effect of these forces on motion when balanced

and unbalanced.

7I – Energy Resources

Consider the nature of energy, fuels as a source of energy, and the environmental implications of fossil fuels and

their alternatives.

7C – Environment and Feeding Relationships

Adaptation of organisms to their habitat, the relationships between organisms and their environment and food

chains and webs.

7D – Variation and Classification

Species definition and intra-specific variation; grouping and classification of species; binomial system of naming

species.

7G – Particle Model

Use of the particle model to explain differences between solids, liquids and gases. Study how experimental

evidence relates to the theory.

7H – Solutions

Build on knowledge of particle theory to understand solutions and how they can be formed and separated.

7J – Electrical Circuits

Understand the nature of electrical circuits considering current, voltage and resistance. Build useful circuits and

electrical safety.

7L – The Solar System and Beyond

Understanding the Earth’s place in the wider solar system; the nature of the moon as a satellite; the phases of

moon and eclipses.

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8A – Food and Digestion

The different food groups and what makes a healthy diet. How digestion works

8B – Respiration

How cells are supplied with materials for respiration and how cells in plants and animals release energy.

8E – Atoms and Elements

All materials are made from elements. The characteristics of some elements. Use of the particle model to explain

how elements combine.

8F – Simple Chemical Reactions

The nature of chemical reactions, looking at the formation of new chemicals and the observable changes this

causes.

8I – Heating and Cooling

The nature of heat and temperature. Conduction, convection and radiation. Changes of state (solids, liquids and

gases).

8J – Magnets and Electromagnets

The concepts of a magnetic field, a permanent magnet and an electromagnet. Explanations of how devices that

use magnets work.

8C – Microbes and Disease

How microbes can be grown to make products. The role of microbes in infectious diseases. The body's defence

systems and immunisation.

8D – Ecological Relationships

Ecology: how organisms in a habitat are affected by the environment and each other. How they can be identified,

named and their relationships studied.

8G/H – Rocks, Rock Cycle and Weathering

Learn about different rock types and how to model them. Learn about the processes involved in rock formation

and erosion. Consider processes operating on different time scales and learn how rock-forming processes are

linked by the rock cycle.

8K – Light

Understand how we see objects and understand the concept of colour. The concepts of reflection and refraction

of light rays.

8L – Sound and Hearing

Understand how sound travels through media and how the ear works. The harmful effects of loud noise and how

it can be reduced.

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9A – Inheritance and Selection

Know that some characteristics are inherited and understand how this is used in selective breeding. How

variation arises from environmental differences. The importance of selective breeding.

9B – Fit and Healthy

How the human respiratory, digestive and circulatory systems interact to maintain activity. The functions of the

skeleton. How diet, exercise, smoking and drugs affect health.

9E – Reactions of Metals

Comparison of metals and non-metals. Reactions of acids with metals, carbonates and oxides. Represent elements

by symbols and compounds by formulae. Use of word and symbol equations.

9F – Patterns of Reactivity

Establish a reactivity series for metal elements to make predictions. Use of word and symbol equations to describe

reactions. Present qualitative data in such a way that patterns can be described.

9I - Energy and Electricity

Using energy, transferring energy, conservation of energy. How electricity is generated including environmental

impacts.

9J – Gravity and Space

Gravitational pull and rotation of planets and satellites, the Solar System and space exploration.

9C – Plants and Photosynthesis

The process of photosynthesis and the roles of the leaf and of chlorophyll. The importance of photosynthesis to

humans and other animals.

9D – Plants for Food

Factors affecting plant growth. Understand how the management of food production has many implications for

other animal and plant populations in the environment. Some of the issues involved in sustainable development

of the countryside.

9G – Environmental Chemistry

The chemical characteristics of rocks, soils and building materials and how chemical weathering affects them.

Water resources and the atmosphere are affected by natural processes and human activity. How environmental

conditions are monitored and controlled and other environmental issues.

9H – Using Chemistry

How chemical reactions can be used as an energy source or to make new materials. Modelling chemical reactions

as the rearrangement of atoms without matter loss. Use of word and symbol equations to describe reactions.

9K - Speeding up

Describing how fast something moves. Working out speed. Force and Speed. Balanced and unbalanced forces.

Air resistance and streamlining. Balanced and Unbalanced forces to explain the movement of falling objects.

9L - Pressure and Moments

Pressure on solids and hydrostatic pressure in fluids. Levers and turning effect of a force. Principle of moments.

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Introduction/Philosophy and Objectives - Uplands …€¦ · · 2017-10-12Philosophy and Objectives Key Staff for KS3 at International School of Penang (Uplands) ... The National