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YEARS 6 to 9
CURRICULUM HANDBOOK FOR PUPILS AND PARENTS
SCHOOL YEAR 2013-14
Curriculum Handbook
1
Contents
Page
Contents 01
Mission Statement 02
National curriculum 03
Teacher assessment 05
Subject & lesson allocation 06
Meaning of grades 07
Homework policy 08
Homework years 7-9 09
Purpose of homework 11
Calendar dates 12
English in Key Stage 2 (Year 6) 13
Mathematics in Key Stage 2 (Year 6) 16
Science in Key Stage 2 (Year 6) 21
English in Key Stage 3 (Years 7 to 9) 22
English as an Additional Language 24
Learning support 25
Mathematics in Key Stage 3 (Years 7 to 9) 27
Science in Key Stage 3 (Years 7 to 9) 28
Portuguese 31
French 36
History 39
Geography 42
Design and Technology 44
Information, Communication Technology 46
Art and Design 49
Music 50
Physical Education 52
Creative Arts 53
Personal, Social and Religious Education (PSRE) 55
Library Media Centre 57
Curriculum Handbook
2
MISSION STATEMENT
“Our purpose is to create a happy, secure and stimulating learning environment within which all
members of our community can achieve their full potential and develop a commitment to lifelong
learning”.
Aims of St. Julian’s School
To promote academic excellence, encouraging and enabling all our students to achieve their full
potential in every aspect of the curriculum.
To achieve a balance between academic, social, cultural and physical activities, and to integrate
emotional spiritual and intellectual development.
To help each member of our community become a responsible, involved and articulate presence
in society.
To foster among our students intellectual curiosity and a love of learning which will last
throughout their lives
To cultivate a sense of belonging, commitment and pride to St. Julian’s.
To develop sensitivity, tolerance and respect within and beyond our community, in the spirit of
the United Nations Universal Declaration of Human Rights.
To nurture a sense of moral and social responsibility, and responsibility for the environment.
To affirm and celebrate our school’s diversity of cultures and nationalities.
Curriculum Handbook
3
THE NATIONAL CURRICULUM
Pupils attending St Julian´s School aged 5 to 16 are taught a curriculum based upon the National
Curriculum for England. We believe this is the best preparation for the IB diploma programme which
pupils will complete in the last 2 years of school. The national curriculum is divided into four 'Key
Stages' that depend on pupil's ages.
Year
group
Reception 1 2 3 4 5 6 7 8 9 10 11
Age
at
end
of
year
5yrs 6yrs 7yrs 8yrs 9yrs 10yrs 11yrs 12yrs 13yrs 14yrs 15yrs 16yrs
Key
Stage
KEY
STAGE 1
KEY
STAGE 2
KEY
STAGE 3
KEY
STAGE 4
The National Curriculum sets standards of achievement in each subject for pupils. For most subjects in
years 6 to 9, these standards range from Levels 1 to 8. Pupils progress up the levels as they get older and
learn more The level of progress for subjects such as design technology, French and Information &
communication technology will be lower initially as pupils have only recently started these subjects. It is
expected that on average, pupils will move up 2 levels every three years.
most 7 year olds are expected to achieve Level 2
most 11 year olds are expected to achieve Level 4
most 14 year olds are expected to achieve Levels 5 or 6
Your child compared with his or her age group
7 years 11 years 14 years
Level 8 *
Level 7
Level 6
Level 5
Level 4
Level 3
Level 2a, 2b, 2c
Level 1
Exceptional
Beyond expectations
At level expected
Below expectations
Curriculum Handbook
4
ASSESSMENT FOR LEARNING
The benefits of assessment for learning
Assessment for learning is a powerful way of raising pupils’ achievement. It is based on the principle that
pupils will improve most if they understand the aim of their learning, where they are in relation to this
aim and how they can achieve the aim (or close the gap in their knowledge). It is not an add-on or a
project; it is central to effective teaching and learning.
“Assessment for learning is the process of seeking and interpretting evidence for use by learners and their
teachers to decide where the learners are in their learning, where they need to go and how best to get
there.” (Assessment Reform Group 2002)
Curriculum Handbook
5
TEACHER ASSESSMENTS
Year 6 pupils take national standardized tests at the end of each Key Stage 2 (Y6). These give a snapshot
of a pupil's attainment in the core subjects (maths & English). These tests give an independent measure of
how pupils and schools are doing compared with national standards in the core subjects and should be
viewed together with the school report which includes teacher grades for each subject.
Pupils in years 6-9 are assessed at regular intervals throughout the school year as part of the assessment
for learning programme (see diagram on previous page). Teachers also assess pupils' progress against the
National Curriculum standards when pupils reach the end of each key stage. The teacher decides which
level best describes a pupil´s performance in each area of learning in that subject.
Please note it is common for pupils to achieve different levels in different subjects. Parents should also be
aware that a student’s proficiency in English is likely to impact on outcomes.
Types of assessment
Summative assessment - this is typically an examination, test or sustained piece of work which may
receive a mark or a grade against National Curriculum criteria. This may take place at the end of a topic
or module and enables students to know their current level of attainment and their progress towards
targets.
Formative assessment - this is typically feedback given to students in either written or oral form which
identifies what a student has done well and how he/she can improve the work. Teachers may not
necessarily level or grade these pieces.
Baseline Testing
As part of the school’s commitment to ensure that it’s pupils are given the best possible help to succeed,
we take part in the Middle years Information System (MidYIS) programme, administered by Durham
University in the UK. The Middle Years Information System is a set of tests that are taken by all pupils
at the beginning of Year 7. These are not a test of what a student has learnt but are designed to measure a
student’s ability and potential. It must be emphasized that no preparatory work is necessary as these are
carried out in an identical manner in all schools. They provide staff with useful information about
individual students’ ability and likely outcome by the end of KS3 (Year 9), enabling teachers to set targets
for students and to judge whether they are making appropriate progress.
Curriculum Handbook
6
SUBJECTS AND LESSON ALLOCATION
Pupils are taught the following 13 subjects at KS3: English, mathematics, science, history, geography,
design and technology, information and communication technology, Portuguese, French, art and design
and music, physical education and personal, social and religious education.
In year 6 history and geography are taught as a combined humanities subject. Also in year 6, design
technology and ICT are each taught for half of the school year. EAL (English as an additional language)
and LS (Learning Support) are also provided for some pupils in years 6-9.
There are thirty 45-minute periods in each week.
Subjects Number of lessons per week
Year 6 Year 7 Year 8 Year 9
English 6 5 5 5
Mathematics
6 4 4 4
Science 4 4 4 4
Art 2 2 2 2
Creative Arts 2 2 2 2
Design Technology 2 rotation with
ICT
2 2 2
French 1 3 3 3
Geography - 2 2 2
History - 2 2 2
Humanities 3 - - -
ICT 2 rotation with
DT
1 1 1
Music 2 1 1 1
Portuguese 3 3 3 3
PE 3 3 3 3
PSRE 1 1 1 1
Curriculum Handbook
7
MEANING OF GRADES
Effort Criteria:
Organization of Equipment
Almost always brings textbooks and relevant equipment to class
Usually brings textbooks and relevant equipment to class
Often forgets to bring textbooks and relevant equipment to class
Readiness to start
Always ready to begin lesson promptly
Usually ready to begin lesson promptly
Often needs reminding to arrive on time and/or to get books/equipment out
Participation in class
Consistently participates in class in a positive way
Occasionally participates but is more of a passive than an active learner
Little or no participation in lessons
Effort in classwork
Is always focused on the job to be done
Is usually focused on the job to be done, but needs occasional encouragement to get back on task
Needs frequent encouragement to stay on task
Homework Deadlines
Almost always completes homework on time
Completes homework regularly, with occasional lateness
Often submits late or incomplete homework or not at all
Not applicable
Homework standard
Consistently strives to produce homework at or above the level expected from this pupil
Produces homework to the level expected from this pupil
Produces homework below the level expected from this pupil
Not applicable
Reports will be produced once per term for each subject and each report will include a learning target for
each subject and a tutor report for each pupil. A parent consultation evening will follow on from each
report.
Curriculum Handbook
8
HOMEWORK POLICY YEAR 6
This document sets out our expectations regarding homework in year 6. Our aim is that homework should
be meaningful, appropriate and connected to the learning taking place in class.
In order to make it easier to organize and review homework, all year 6 students will be given a homework
book to use. There will continue to be work set online such as the myimaths but using an exercise book
will allow student, teacher and parent to see how work has progressed over time and will be an important
point of reflection for students in their learning.
Homework is set by teachers leaving approximately a week for completion as outlined below. There may
be good reasons why written homework is sometimes not set such as when students are revising or
completing a project with a longer period available for completion. The times specified for completing a
piece of homework are guidelines. Homework should be recorded in the student diary where parents can
see what work their child has been set and when it is due for completion. Please ensure your child is not
allowing homework to build up, a regular routine of 30 minutes per night will help to establish desired
outcomes.
Time
Below is a list of the different homework tasks that are set in a typical week.
Day 30 minutes
1 mathematics & spelling practice
2 English & guided reading
3 science, guided reading & spelling practice
4 Portuguese & music practice
5 humanities & guided reading
6 Portuguese & guided reading
7 music practice, guided reading & spelling practice
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9
HOMEWORK POLICY 7-9
Subjects Years 7 & 8 Year 9
Science 20 minutes (1)
30 minutes (2)
Maths 30 minutes (2) 30 minutes (2)
English 30 minutes (2) 30 minutes (2)
EAL Set on an individual basis Set on an
individual basis
Geography 30 minutes (1)
45 minutes (1)
History 30 minutes (1) 45 minutes (1)
Curriculum Handbook
10
French 20 minutes (2) 30 minutes (2)
Portuguese 20 minutes (2)
30 minutes (2)
or 60 minutes
(1)
Art Once every 2 weeks Once every 2
weeks
ICT 20 minutes (1) 30 minutes (1)
Design
Technology
Students in Years 7-9 are set homework assignments
when necessary and appropriate to the project work
being undertaken. Extra workshops at lunchtimes and
after school are available.
( ) Indicates frequency of homework
The above table indicates the amount of time we expect students to spend on homework/study at home.
This is an imperfect outline as there will undoubtedly be weeks where this guideline will be interrupted.
Years 7-9 have specific days allocated for homework; these should be written in the student planner.
Please note homework for Music at KS3 is instrumental practice.
Curriculum Handbook
11
PURPOSE OF HOMEWORK
The purpose of homework is to raise standards of achievement by:
Giving time for more extensive coverage of the curriculum, and in particular to meet the
requirements of the National Curriculum Programmes of Study, through the integrated planning
of classwork and homework.
Making more effective use of lesson times by focusing on those activities which require direct
teaching, with complementary tasks, not dependent upon the teacher's presence, being set for
homework.
Providing opportunities for students to work independently and to take responsibility for
organizing their work.
Helping students recognize the link between good study habits and higher standards of
achievement.
Checking that students have understood classwork.
Consolidating or extending work covered in school.
Preparing for future lessons.
Ensuring that home-school links are fostered from the earliest stages.
End of Key Stage
Year 6, as well as being the last year of Key Stage 2, will also be the first year in the Secondary School.
An important aspect of life in the Secondary School is that pupils will continue to become more
independent and will be expected, with guidance from their form tutor and subject teachers, to take more
responsibility for the organization of their work. This is developed through a structured programme of
Personal and Social Education.
During the second term of Year 9, students are encouraged to begin thinking about general career aims
and to be aware of the career implications of the subjects they choose to continue to GCSE level. A
Course Option Booklet designed to ensure that students follow a broad and balanced curriculum will be
distributed in February 2013, and this will be followed up with a Parents’ Evening explaining the process.
More detailed information can be found at the following websites:
The Assessment for Learning Strategy - Department for Education
https://www.education.gov.uk/publications/.../DCSF-00341-2008.pdf
National Curriculum Online - www.nc.uk.net
Gives programmes of study and attainment targets
National Curriculum in Action - www.ncaction.org.uk
Examples of pupils work with commentary
MidYIS Project - www.midyisproject.org
Homepage of the MidYIS project
Curriculum Handbook
12
MAIN CALENDAR DATES FOR 2013/2014
Autumn Term 2013
2nd
September First day of School
28th October to 1st November Half Term Holiday
20th December End of Term (12 noon)
Spring Term 2014
6th January Start of Term
3rd
to 7th March Half Term Holiday
11th April End of Term
Summer Term 2014
28th April Start of Term
1st May National Holiday (Dia do Trabalhador)
10th June National Holiday (Dia de Portugal)
13th June Municipal Holiday (Dia de Santo António)
27th June End of Summer Term (12 noon)
Curriculum Handbook
13
ENGLISH IN KEY STAGE 2 (YEAR 6)
The following criteria, based on the National Curriculum, are used to assess these levels and show what is
required for each level to be reached.
Reading
Level 3:
can read a range of books fluently
can read independently
shows understanding of main points of text
shows preference when choosing books
uses expression
can read a passage independently and answer questions, looking for meaning beyond the literal (eg. 'He
tapped his fingers on the desk' suggests impatience.)
Level 4:
shows understanding of ideas, themes, events and character
begins to understand inference and deduction
expresses views on the book with reference to the text
can locate and extract information and can apply extracted information
Level 5:
shows understanding of a range of texts, identifying essential points
shows understanding of and can use inference and deduction
can identify key themes, features and characters
can use text to support views
can retrieve and collate information from a variety of sources
Writing
Level 3:
writing is organised with a clear beginning and end
sequences of sentences extends ideas logically
some attempts at varied vocabulary
basic grammar is usually correct
punctuation - full stops, capital letters and question marks accurately
uses a variety of connectives (eg. and, because, even though, when)
shows beginnings of characterisation
appropriate use of upper and lower case letters
Level 4 (as level 3 plus):
awareness of audience
Curriculum Handbook
14
writing is organised thoughtfully
shows a more adventurous use of vocabulary
shows a wider use of grammar
¾ of sentences on first page are punctuated correctly (. , ! ? " capital letters)
Level 5 (as 3 and 4 plus):
shows a varied style
uses imaginative and precise vocabulary
organisation of simple and complex sentences into paragraphs
range of punctuation only two mistakes in a page of writing for commas and apostrophes, ¾ of speech
correctly punctuated, with commas to introduce direct and indirect speech
Handwriting
Level 3 - consistently joined and legible Level 4 -fluently joined and legible
Level 5 - joined, clear and fluent
Help at home:
Writing:
Various opportunities to help your child with their writing skills arise regularly at home:
birthday cards, invitations, diaries, stories, letters.
Point out errors in capital letters and full stops
Encourage correct use of commas, question marks, exclamation marks and speech marks
Encourage use of paragraphs, initially to show beginning, middle and end of writing
Encourage use of description and use of a varied vocabulary.
Reading:
In order to help a child with reading, regular practice is required at school and at home. When hearing
your child read:
Praise your child's efforts and do not worry about mistakes
If your child has difficulty with a word, first of all allow guessing. Give clues by supplying initial sounds
and then tell your child the word
Encourage the development of expression
Encourage the use of punctuation when your child reads. (This will also help with writing). Encourage a
short breath for a comma and a longer breath for a full stop
Discussion of a book is essential. These are some questions you may ask about a book.
What made you choose the book? Why? Have you read any books by the same author?
What do you like about the author? Why?
What has happened in the story so far? What do you think will happen next?
What makes you think this will happen?
Tell me about the characters in the book. Which character do you like best? Why?
Is there a character you don't like? Why?
Which part of the story did you like best? Why? Is there a part you didn't like?
Curriculum Handbook
15
Where does the story take place? Describe it.
How do you think the story will end? Did you like the ending?
How would you have ended it?
Did you enjoy the book? Why?
Ask different questions about different books.
Encourage children to be specific in their answers and to refer to the text.
Encourage children to read from a wide range of literature - fiction, non-fiction and poetry.
Spelling
Spelling lists are given weekly. They may be based on a spelling pattern or rule, or may be a selection of
words to improve vocabulary. Children are encouraged to look at the word, cover it up, try to spell it and
then check. This is repeated if the attempt is incorrect. A few words should be tested every evening.
In addition, please test your child on these commonly misspelt words:
beautiful over always hopeful another they
beginning moving before suddenly excited almost
friend different believe because disappear carefully
Try: http://www.woodlands-junior.kent.sch.uk/games/education/literacy2.html
This has activities and games to help improve literacy skills
Curriculum Handbook
16
MATHEMATICS IN KEY STAGE 2 YEAR 6
In Year 6, pupils complete their Key Stage 2 work following the guidelines of the National Strategy
Framework. They are guided through the skills and concepts followed by independent practice to
consolidate the work. An emphasis is placed on interactive whole-class teaching using oral and mental
methods wherever appropriate. There are assessments every half term and students take the Key Stage 2
tests (SATs).
TERM 1 TERM 2 TERM 3
Year
6
Place value, ordering & rounding Mental strategies/Pen & paper
procedures for multiplication & division
Probability
Presenting and interpreting data
Quadrilaterals & translating shapes
Area & perimeter
Time & problem solving
Extending addition & subtraction
methods
Properties of numbers & sequences
Place value, ordering & rounding (positive & negative numbers)
Mental strategies/Pen & paper
procedures for multiplication & division
Extended problem solving
Relating and ordering fractions and
decimals
Nets, perpendicular and parallel lines
Investigating angles
Mass & line graphs
Number patterns & prime numbers
Reasoning about numbers
Estimating quantities and
rounding large numbers Extended written methods of
multiplication
Equivalent fractions and
decimals
Using a calculator
Probability and interpreting
data
Transforming shapes
Problems involving measures
and time
Capacity
Adding and subtracting
decimals
Investigating numbers
The following criteria, based on the National Curriculum, are used to assess these levels and show what is
required for each level to be reached.
Number
Level 3
· reading, writing and ordering numbers to 1,000;
· rounding numbers to the nearest 10 or 100 e.g. 15 to the nearest 10, 239 to the nearest 100;
Curriculum Handbook
17
· knowing addition and subtraction number bonds to 20
e.g. 20 – 3 = 17, 4 + 6 = 10, 11 + 9 = 20, o - 4 = 16, 16 - o = 13
· a number line to read negative numbers
e.g. _________________________
-2 -1 0 1 2 3
· knowing 2, 3, 4, 5, 10 times tables.
Level 4
· multiplying and dividing whole numbers by 10 or 100
e.g. 4 x 10 = 40, 40 ÷ 10 = 4, 4 x 100 = 400, 700 ÷ 100 = 7
16 x = 160, o ÷ 10 = 6, 71 x o = 7100, o ÷ 100 = 80
· using all four operations: additions, subtractions, multiplication and division
e.g. 56 + 113 + 7, 290 – 175, 35 x 4, 96 ÷ 5
· solving money problems
e.g. Jane had £2.50 she spent 70p, how much is left?
· estimating the answer to a sum or problem e.g. what is 12 x 36?
· adding and subtracting decimals to 2 decimal places
e.g. 1.72 + 2.14 = , 3.94 – 1.63 =
· recognising simple fractions e.g. ½, ¼, 1/5, 1/3, 1/8, 1/10
· recognising the relationship between fractions, decimals percentage
e.g. ½ = 50% = 0.5
· knowing and using multiples, factors and square numbers
e.g. - which of these numbers is divisible by 5 – 61, 50, 35, 73?
- what are the factors of 24?
- What is the highest/lowest factor of 50?
- What are the multiples of 3?
· knowing 2, 3, 4, 5, 6, 7, 8, 9, 10 times tables;
· calculating averages e.g. what is the mean of 6, 9, 3?
Curriculum Handbook
18
Level 5
· multiplying and dividing whole numbers and decimals by 10, 100, 1000
e.g. 56 x 10 = o, 7.3 x o = 73
5 x o = 500, o x 100 = 73
· ordering, adding and subtracting negative numbers
e.g. write these numbers in order, biggest to smallest –3, 0, 15, -6, 1.
-2 add 6, -2 subtract 7
· adding, subtracting, multiplying and dividing decimals to 2 decimal places e.g. 7.56 x 6.39 =
, 25.63 – 1.79 = , 7.59 x 6 = , 8.36 ÷ 4 =
· finding parts of a number, pound, metre or kilogram using fractions, decimals, percentages e.g.
half of 20m, 0.75 of £3.00, 50% of 6kg.
Times tables
Once children are able to chant the times tables fluently and confidently, they should be tested on them
out of sequence as this will demonstrate a greater knowledge and understanding. Children will be
required to recall answers within five seconds.
Shape
Children can practise
Level 3
· recognising 2D and 3D shapes e.g. circle, square, rectangle, triangle, right angled triangle,
cube, cuboid, sphere, cylinder, triangular prism;
· recognising reflective symmetry of 2D shapes e.g. which of these shapes is symmetrical
· reading scales in g and kg; reading length in cm and mm; reading thermometers.
Curriculum Handbook
19
Level 4
· recognising rotational symmetry
· recognising and drawing lines of reflective symmetry of 2D and 3D shapes
e.g.
· knowing right angles, parallel lines, horizontal and vertical lines;
Data Handling
Children need practice in reading a variety of graphs and discussing them,
for example:
· How many people went to the Post Office?
· Which shop was not visited?
· How many more people went to the Shoe Shop than went to the Newsagent?
· For how many days was the temperature above 37º
· What was the lowest temperature?
· What was the temperature on the 9th March?
Study/Revision websites
We recommend these websites for study and revision.
http://www.bbc.co.uk/schools/revisewise/
ReviseWise is aimed at supporting 10-11 year olds as they prepare for their Key Stage 2 National
Curriculum Tests in English, Maths and Science. It has lots of information for students and parents,
revision tips, tests, quizzes and games.
http://www.counton.org/games/
Games to improve mathematical skills.
http://www.numbergym.co.uk
Some number activities and games
Curriculum Handbook
20
http://www.mathszone.co.uk
Interactive exercises to practice the key objectives in mathematics.
http://www.woodlands-junior.kent.sch.uk
An excellent, award winning Junior School website full of useful activities and educational games
Curriculum Handbook
21
SCIENCE IN YEAR 6 (KEY STAGE 2)
The overall aims of the science course in Year 6 are to:
· deepen the students’ knowledge of science and how scientists work
· develop science practical skills
· increase scientific literacy
· stimulate the development of analytical, creative & synthetic thinking skills
The course includes material on physics, chemistry, biology and the environment.
The Year 6 programme completes the KS2 course begun in the Primary school. The main topics covered
are Materials and their Properties, Forces, Life and Living Processes.
In Year 6 the scheme of work is based on the English National Curriculum, which is a spiral curriculum.
Concepts are introduced, explored, discussed and then revisited on later occasions during the course. This
helps students to understand the concepts and apply them in different contexts. The teaching is based on
learning through a variety of experiences including writing a science dictionary and particularly practical
activities.
Year 6 students are taught in their tutor groups and are assessed using lesson observation, practical write-
ups and the students’ personal record of achievement. At the end of Year 6 students sit the KS2 Standard
Attainment Tests (SATs).
Ways to help your child:
-Discuss what your child has done in class especially their practical work.
-See your child’s homework each week and discuss some of the vocabulary used.
-Visit local places of interest e.g. exhibitions and National Parks.
-Look at some of the revision websites e.g. www.bbc.co.uk/schools/revision
Science Topics Years 6 (KS2)
Solids, Liquids and Gases Characteristics of Life Use of Keys
Changing States Organs of the Body Microbes and Decay
The Water Cycle Circulatory System Life Cycles
Forces Skeletal System Health and Disease
Electrical Circuits Plants and Germination
Light and Sound Habitats
Curriculum Handbook
22
Try: http://www.woodlands-junior.kent.sch.uk/revision/science/index.html
Key Stage 2 SATs revision with facts, questions and links to other websites
ENGLISH IN KEY STAGE 3 (YEARS 7 TO 9)
In English throughout Key Stage 3, students study a wide variety of language and literature in an
integrated way. We aim to develop knowledge and appreciation of a wide variety of genres of
literature and language issues, developing analytical skills and enhancing creativity, self-
confidence and fluency of expression, both orally and in writing.
In each Year, we study classic literature (such as Beowulf, Chaucer, Shakespeare, and Dickens in
Year 7); contemporary work, writing from other cultures, media and non-literary texts. Our
literary choices are challenging, encouraging debate, analysis and personal response. We
encourage a love and appreciation of books in a range of ways, such as including a personal
choice for comparison with a set text in Year 9 ‘Studying the Novel’ to show how similar
concepts recur in different eras. We aim to demonstrate how literature gives voices to history and
geography. A weekly Library period, where students exchange books, share reading ideas and
read independently, is important to foster wider reading habits. Study of the changing language
of the contemporary world is developed in a variety of units, incorporating ICT, to develop
understanding of concepts like bias, the role of social media and how image conveys meaning.
Homework set biweekly, including reading, is useful to consolidate knowledge and
understanding of classwork.
Year 7 Year 8 Year 9
Transition Unit Gothic genre Studying the Novel
Novel Shakespearean comedy Shakespearean Histories
English through Time War in Literature World Literature
Poetry The News Advertising and Myth
Travel Superheroes Film Studies
Drama
Each unit is followed by a common assessment to track progress throughout Key Stage 3, where
marking follows National Curriculum Key Stage 3 levels, linked to attainment targets of reading,
writing, speaking and listening.
Curriculum Handbook
23
A wide variety of extra-curricular activities and events run by the English Department aims to
develop skills and interests that begin in the classroom. Model United Nations is initiated in
Years 8 and 9, with participation in JMUN, which is extended in later years with other
conferences like IMUN and THIMUN. The annual Public Speaking Competition aims to
promote speaking and listening skills. We have regular trips to the theatre and organize events to
extend the curriculum, such as our Gothic trip to Quinta de Regaleira with a variety of
workshops, and creative writing excursions to museums in Lisbon. Visits from authors and
storytellers aim to excite interest in reading and writing; we have also developed a number of
library based reading events like ‘Tales of Terror’ and poetry slams. Book Week, trialled last
year and now an annual event, aims to generate excitement about reading through a variety of
literary activities, workshops and competitions. Our publications, ‘The Student’ and
‘Studentinho’ are student led writing groups, organized by the Department.
Useful websites:
www.channel4.com/learning/microsites/B/bookbox
http://www.lovereading4kids.co.uk/?ref=lovereading
http://www.audible.com/cat/2239711011
http://www.bbc.co.uk/schools/ks3bitesize/english/
Curriculum Handbook
24
ENGLISH AS AN ADDITIONAL LANGUAGE
English as an Additional Language complements the mainstream subjects, facilitating access for
students who can’t yet communicate fully in English. The department offers two-fold provision.
Students who are Beginners initially study fewer mainstream subjects, selected according to their
experience of the language. Following consultation with teachers, these students gradually
integrate into additional subjects as their understanding and use of English improves. The
students’ individual programmes guide them through increasingly more complex language,
experiencing new structures and vocabulary. Furthermore, students are exposed to a variety of
activities designed to develop their listening, speaking, reading and writing skills. The relevance
of the new language to the students’ existing and forthcoming academic subjects is paramount.
Students are supported in their subject material, with an EAL teacher working alongside the
specialist teacher in the regular class or by supporting content in a separate EAL class, and often
both.
From Beginner level until participating in regular English classes, students’ progress is recorded
and reported according to the Council of Europe’s Common selected European Framework. It is
the parents’ responsibility to maximise their children’s opportunities for using English through,
for example, books, CDs, music, films, computer games, television programmes and
communicating with English speakers. Furthermore, on the St Julian’s website, from Academic,
choose Departments then select EAL to access websites providing a variety of material for fully
promoting English to non-native speakers. These links offer resources for all ages and abilities
through news, videos and games, reading and listening activities, in addition to quizzes for
practising vocabulary and structures. All students should have access to a bilingual dictionary in
school and at home.
For selected students who have experienced more extensive English-language education, there
are regular language lessons within a designated English period. In these they benefit from
lessons which focus on a specific aspect of language, designed to improve their overall
communication.
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LEARNING SUPPORT DEPARTMENT
The Learning Support Department at St Julian’s bases its philosophy and practice upon a principle of
Inclusion, which “has to do with people and society valuing diversity and overcoming barriers.” (Topping
and Maloney, 2005). Inclusive Education reflects how schools respond to diversity and difference in
learning styles, ability and interest within the student population.
During a student’s school career, concerns about his/ her progress may be raised by teachers or parents.
The Learning Support Department, in consultation with subject teachers and parents, will assess the
student’s needs and identify the most appropriate support with the objective of enabling students to fully
access the curriculum.
The department collaborates with mainstream departments to support students with a variety of needs:
adapting teaching methods to provide for individuals and implementing ongoing strategies whilst
monitoring progress, to ensure that students maximise their learning potential. The Department
Coordinator draws on the expertise of qualified and experienced staff to meet the needs of students
through:
Cross-curricular in-class support: ensuring that each identified student´s individual needs are met
primarily in mainstream lessons, with effectively differentiated work programmes and resources.
Small group work: Literacy, Numeracy, and various other subject areas that need additional
explanation, consolidation and revision.
1:1 input: Interventions based on Literacy, Numeracy, Handwriting and keyboard skills, Speech
and Language, Organisational and Study Skills, Coursework and Exam techiniques, Personalized
Learning Programmes with a focus on social, emotional and behavioural development.
Transition between key stages.
Exam Access Arrangements: the department supports students who receive special arrangements
for exams
The department ensures that students’ views are actively sought and incorporated at every stage. This is
achieved through student contributions to their Individual Educational Plans (IEP´s) and Progress Review
Meetings held with parents, school staff as well as external providers. These mechanisms and procedures
inform on progress and attainment, and are supplemented by additional screening or diagnostic
assessments to obtain a profile of a student’s strengths and weaknesses which can then be used to review
support and monitor the effectiveness of intervention. Parental permission is obtained before any
diagnostic assessment is initiated, and where a student’s needs are more complex, the department
coordinator will recommend to his or her parents that a formal assessment be conducted by an educational
psychologist or other appropriate specialist.
Various teaching resources are used, including specific materials targeted towards reading and spelling
difficulties (Alpha to Omega, Word Shark, Beat Dyslexia, Smart Phonics, Structured Literacy Dislexxit
kits), and numeracy development (Number Shark, Springboard Maths). Students are able to borrow books
from the department which are targeted towards developing interest and skills for a variety of learners
(Lightning Reads, Rapid Readers and literature from specialist publishers such as Robinswood Press,
Hodder Education, Ransom and Oxford Press).
Useful websites/ Literature:
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British Dyslexia Association http://www.bdadyslexia.org.uk/
National Association of Special Educational Needs http://www.nasen.org.uk/
Letts Practice Books and Study guides http://www.lettsrevision.com/
Audio Books http://www.readingrockets.org/
Study Skills A pupil´s survival guide by Christine Ostler
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MATHEMATICS IN KEY STAGE 3 (YEAR 7 to 9)
In Years 7 to 8 students follow a modified National Numeracy Strand of the Key Stage 3 Strategy; this
provides continuity for students coming through the Junior School.
In Year 7 students are set according to ability into groups using information from Year 6 teachers and
Key Stage 2 assessments. Students in Year 8 are also set. These groupings retain an element of flexibility
to allow movement between sets if the need arises. As they progress through the material students sit
progress tests to check on the current work. In addition they also have more general assessments twice a
year to monitor their overall progress between the external assessments in year 6 (SAT) and year 11
(IGCSE).
In Year 9 pupils start the IGCSE course but are assessed and monitored in the same manner as years 7 &
8.
The KS3 course uses material from a variety of sources; however, students in years 7 and 8 are issued a
copy of the relevant book from the Essential Maths scheme. Students in year 9 use Student Book 1 for
Edexcel IGCSE maths published by Pearson.
Other useful texts for students to use at home as a means of consolidating work done in class are to be
found at the CGP website:
http://www.cgpbooks.co.uk/
Pupils are required to bring a scientific calculator throughout years 7 to 9. In conjunction with the work
on calculator methods, great emphasis will be made on mental arithmetic and paper & pencil methods to
solve everyday problems.
All pupils are expected to have their own pencil, ruler, angle measurer, and pair of compasses.
Useful websites:
http://www.cgpbooks.co.uk/online_rev/
http://www.bbc.co.uk/schools/11_16/maths.shtml
http://www.bbc.co.uk/schools/ks3bitesize/maths/
http://www.interactivemaths.co.uk/
http://www.myimaths.com
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SCIENCE IN KEY STAGE 3 (YEARS 7 TO 9)
The overall aims of the science courses in Years 7 to 9 are to:
a) deepen the students’ knowledge of science and how scientists work
b) develop science practical skills
c) increase scientific literacy
d) stimulate the development of analytical and creative thinking skills
The courses includes topics involving physics, chemistry, biology and the environment.
The schemes of work have been written by the faculty in order to meet the above criteria and as
preparation for iGCSE science courses. The teaching is activity-based so students are encouraged to think
about and derive concepts through a variety of experiences which include practical investigations,
projects, presentations and the use of ICT. Concepts are introduced, explored, discussed and then
revisited on later occasions during the course.
In Years 7 and 8 students are taught in their tutor groups by one science teacher.
In Year 9 the students are banded or set and taught in four or five groups. There is an element of
flexibility to allow movement between groups. As far as possible, the students are taught each discipline
(biology, chemistry and physics) by a subject specialist so they will be taught by more than one teacher
during the year. All classes experience the same curriculum by the end of the academic year, but the
sequence of topic delivery may vary.
Students are assessed throughout the course using lesson observation, homework, end-of-topic tests and
end-of-year exams. The tests and exams include questions which are accessible to all students as well as
more demanding questions to extend the more able. Questions include those testing factual recall,
comprehension, application of knowledge, data handling and often the drawing or interpretation of
graphs.
The students use the following textbooks:
Year 7: Exploring Science 7 Pearson Education ISBN 978-1-4058-9246-9
Year 8: Exploring Science 8 Pearson Education ISBN 978-1-4058-9543-9
Year 9: Biology 11-14 Longman ISBN 978-1-4082-3110-4
Chemistry 11-14 Longman ISBN 978-1-4082-3108-1
Physics 11-14 Longman ISBN 978-1-4082-3109-8
A very useful website for students to review and revise topics is www.bbc.co.uk/schools/revision
Equipment for science students should include a simple calculator.
Science Topics for Year 7
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Topic title Time allocation (including 40-minute test)
Introduction, Safety and Investigative Skills 4 weeks
Forces and Structures 4 weeks
Tissues and Transplants 3 weeks
Solids, Liquids and Gases 4 weeks
Chemical and Physical Changes 3½ weeks
Classification and Reproduction 4½ weeks
Acids and Alkalis 3 weeks
Space 4 weeks
Science Topics for Year 8
Topic title Time allocation (including 40-minute test)
Food and digestion 3 weeks
Energy 4 weeks
Elements, mixtures and compounds 5 weeks
Respiration and Circulation 4 weeks
Light and sound 4 weeks
Geological changes 4½ weeks
Electromagnetism 4 weeks
Doctors and diseases (and useful micro-organisms) 3 weeks
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SCIENCE TOPICS FOR YEAR 9
Biology Active Body
Variation and Inheritance
Ecology
Chemistry Reactions of Metals
Types of Reactions
Reaction Rates
Physics Electricity
Forces and Motion
IGCSE Preparation
Suggestions that could help students’ progress in science:
● A simple science dictionary
● Reading about science in their first language as well as in English
● Activities that stimulate an interest in science and that increase awareness of the local
environment e.g. visits to National Parks, exhibitions etc.
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31
PORTUGUESE
The teaching of Portuguese is based on different programs and courses throughout the Secondary School
and the IB. Philosophy, Objectives & Material of the Various Programmes & Courses
A. Portuguese First Language
Students studying Portuguese as a First Language are bilingual and are expected to attain a level of
competence that would enable them to integrate fully in a Portuguese school if they so wished. At the end
of year 11 they will sit the IGCSE First Language exam (Extended level).
From year 6 to year 9 the course follows the Portuguese official curriculum and is delivered in 3 lessons
per week.
Between year 6 and year 9, First Language students are expected to learn and develop:
· the reading and comprehension of both texts and questions related to them;
· the production of different types of texts, having in mind the audience they are aimed at;
· the ability to do oral presentations based on different topics;
· the knowledge and the curriculum contents studied so far;
· study skills & self evaluation.
TOPICS covered and CURRICULUM contents
Year 6
· Modalidades do Discurso:
Ler e Interpretar: o texto narrativo (suas características e elementos: o narrador e seus modos de expressão, a
narração, a descrição, o diálogo, o tempo, o espaço, as personagens) : o texto poético (interpretação e breves
noções de versificação).
Produzir: diferentes tipos de texto (a carta, o diário, o texto narrativo, o retrato, o diálogo)
Aplicar: conhecimentos adquiridos relativos ao funcionamento da língua.
· Funcionamento da Língua
· Tipos e Formas de Frase / a Pontuação
· Classes e Subclasses: Nomes, Adjectivos, Determinantes, Preposições, Interjeições.
· Relações Entre Palavras: homonímia, antonímia e polissemia
· Formação de Palavras: derivação (introdução)
· Campos Lexicais e Famílias de Palavras
· Recursos de Estilo – Comparação, metáfora, personificação, adjectivação, repetição, onomatopeia,.
· Sintaxe: sujeito, predicado, complemento directo e indirecto
Year 7
· Modalidades do Discurso
Ler e interpretar: textos narrativos; poéticos; utilitários
Produzir: textos narrativos/descritivos; diálogos; textos utilitários (cartas e convites); textos de reflexão
(diário), exposições orais / projectos
Aplicar: conhecimentos adquiridos relativos ao funcionamento da língua.
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· Funcionamento da Língua
· Revisão dos conteúdos estudados no ano lectivo anterior.
· Classes e Subclasses: Interjeições, pronomes, verbos (modos e tempos simples e compostos), conjugação
simples e pronominal, conjunções coordenativas, advérbios.
· Formação de Palavras: derivação e composição
· Sintaxe: complementos circunstanciais, predicativo do sujeito, atributo complemento determinativo.
· Discurso Directo e Indirecto
· A Frase Simples e a Frase Complexa (introdução à coordenação).
· Recursos de Estilo: enumeração, gradação, aliteração.
Year 8
· Modalidades do Discurso
Ler e Interpretar: textos narrativos/ poéticos/ dramáticos e utilitários.
Produzir: textos narrativos, descritivos, utilitários(carta), poéticos, texto dramático, notícias, entrevistas,
resumos, exposições orais, projectos.
Aplicar: conhecimentos adquiridos relativos ao funcionamento da língua.
· Funcionamento da Língua
· Formação de Palavras: neologismos e estrangeirismos
· Classes e subclasses
· Voz Activa e Voz Passiva
· Discurso Directo e Indirecto
· A Frase Simples e a Frase Complexa: continuação do estudo da subordinação.
· Recursos de Estilo: hipérbole, sinestesia.
· Diferentes Registos de Língua: nível corrente, literário e popular.
Year 9
· Modalidades do discurso
Ler e Interpretar: textos literários e textos não-literários com intenção comunicativa diversa.
Produzir: textos narrativos, textos práticos, textos dramáticos, textos utilitários: notícias, entrevistas,
reportagens, publicitários, crónicas, cartas (formais e informais), actas, resumos, comentários.
Aplicar: conhecimentos adquiridos relativos ao funcionamento da língua.
· Funcionamento da Língua
· Revisões dos conteúdos anteriormente estudados.
· Formação de Palavras: derivação imprópria e regressiva
· Classes e subclasses: conjugações pronominais, conjugações perifrásticas.
· Expansão da Língua: Idiomatismos, Provérbios
· Recursos Estilísticos: ironia, antítese
BOOKS
Students will use a text-book appropriate to their year group and will read several reading books from different
authors that will vary from year to year.
Year 6
Text-Book – Português em Linha - (5º Ano), Plátano Editora
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33
Reading Books - A Árvore, de Sophia M. Breyner A.; O Rapaz e o Robô, de Luisa Ducla Soares; Graças e
Desgraças na Corte de El-Rei Tadinho, de Alice Vieira; O rapaz de Bronze, Sophia de Mello Breyner.
Year 7
Text-Book - Português em Linha – (6º Ano), Plátano Editora
Reading Books - A Floresta, de Sophia de M. Breyner A.; O Olho do Lobo, de D. Pennac; Gosto de Ti, R, de G.
Gonçalves; Ulisses, de Mª A. Menéres; O Mistério no Lago das Flores, Mª da C. Ferreira; Voa Comigo, Maria
Tereza Gonzalez
Year 8
Text-Book - Ser em Português 7 – Areal Editores
Reading Books - O Guarda da Praia, de Mª Teresa Gonçalves; O Cavaleiro da Dinamarca, de Sophia de M. Breyner;
História de Uma Gaivota e do Gato que a Ensinou a Voar, de Luís Sepúlveda; A Ilha do hifre de Ouro, Álvaro
Magalhães.
Year 9
Text-Book - Ser em Português 8 – Areal Editores Reading Books - O Sonhador, de I. McEwan; Sexta Feira ou
Vida Selvagem, de M. Tournier; O Gato Malhado e a Andorinha Sinhá, de J. Amado; Vento, Areia e Amoras
Bravas, de A. Bessa Luis; Histórias da Terra e do Mar, de Sophia M. Breyner A; Os Lusíadas, adaptação de João de
Barros; Falar Verdade a Mentir, de Almeida Garrett
BACK UP MATERIAL
All students studying Portuguese First Language should acquire two important support materials which will allow
them to complete the homework set throughout the year and prepare for tests and exams.
a) a dictionary – Português/Português
b) a grammar-book – appropriate to 2º Ciclo up to Year 7 and appropriate to 3º Ciclo
in Years 8 and 9.
B. Portuguese Foreign Language
Students studying Portuguese as a Foreign Language are expected to sit the Foreign Language exam at the end of
IGCSE (Year 11). From Year 6 to 9 the course is delivered in three lessons per week with the students grouped in
one or two sets, depending on their linguistic competence.
Following the National Curriculum descriptors for foreign languages, there are four attainment targets, which are
worked in class through different activities and using different materials. Those targets are: listening and
responding; speaking; reading and responding; writing.
Between Year 6 and 9, Foreign Language students are expected to:
· develop the ability to use the language effectively for purposes of practical communication;
· form a sound base of the skills, language and attitudes required for further study, work and leisure;
· develop fuller integration into the local community, where relevant;
· develop positive attitudes towards foreign language learning and a sympathetic approach to other cultures
and civilisations.
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TOPICS studied and CURRICULUM contents
The curriculum is organised in different levels according to the Common European Framework for Foreign
Languages, depending on students’ linguistic competence.
Nível Elementar (A1/A2) - Year 6, 7, 8, 9
· Áreas Lexicais:
· Apresentação e interacção social
· Descrição de objectos, pessoas, animais, locais
· Actividades do quotidiano: alimentação, vida familiar e escolar
· Actividades sociais: compras, tempos livres, férias
· Saúde e desporto
· Deslocações
· Festas e tradições
· Experiência passada
· Áreas Gramaticais:
· Artigos e pronomes, comparação, números, presente contínuo, presente (verbos regulares e
irregulares), futuro, expressões idiomáticas (ter de / dever /poder / querer + infinitivo / haver de
/costumar / andar a+ infinitivo), ordens e conselhos (imperativo), pretérito perfeito, expressões
idiomáticas, articuladores do discurso, pronomes pessoais (complemento directo e indirecto),
expressões de lugar e de tempo.
Nível Intermédio (B1/B2) - Year 7, 8, 9
· Áreas Lexicais:
· Relatos de eventos
· Comércio e serviços
· Os media
· Previsões do Futuro
· Vida Moderna e Saúde
· Moda
· Festas e Tradições Mundo Lusófono
· O Mundo internacional
· Áreas Gramaticais:
· Pretérito imperfeito, futuro perfeito, condicional, imperativo negativo, tempos compostos (pretérito
perfeito e mais-que-perfeito), discurso directo e indirecto, formação de palavras:_ uso de alguns
prefixos e sufixos mais frequentes; alargamento de vocabulário (sinonímia e antonímia), pronomes
relativos, voz activa e voz passiva, articuladores do discurso.
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BOOKS
Elementary Level - Português XXI 1 - Caderno do Aluno e Caderno de Exercícios
Aprender Português 1 - Caderno do Aluno e Caderno de Exercícios
Intermediate Level - Português XXI 2 - Caderno do Aluno e Caderno de Exercícios
Aprender Português 2 - Caderno do Aluno e Caderno de Exercícios
The work with the manual is complemented with authentic material and different texts and exercises collected from
the following books:
Português, Sim Obrigado1 & 2, Contacto 1, Português Lúdico, Português ao Vivo 1 & 2, Comunicar em Português,
Praticar Português, Gramática Activa 1 & 2, Vamos Lá Começar, Vamos Lá Continuar.
ASSESSMENT
Students will be assessed according to the National Curriculum Levels on their oral and written work. The
assessment is continuous: based on their class work, homework, tests, oral presentations and projects.
Students sit an end of year examination, through which their global progress and competence will be
evaluated. The result of this will have the same weight as all other pieces of work produced throughout
the year.
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36
FRENCH FOREIGN LANGUAGE
Students in KS3 French foreign language are introduced to the study of a new subject, which they may
choose to continue studying in KS4 (IGCSE) or not. In Year 6 students have 1 lesson per week, and in
Years 7 to 9 they have 3 lessons per week. In years 8 and 9, students are grouped in 3 sets, depending on
their linguistic ability: beginners, middle or advanced set. We have adapted the National Curriculum
descriptors (foreign language French) to the needs and demands of the Department. The four attainment
targets: listening and responding; speaking; reading and responding and writing are tackled in class
through a variety of activities.
Topics studied and curriculum content
Year 6
In Year 6, students have an introductory course to oral French. The main objectives of the course
are to foster and develop an interest for the French language through a variety of media which
includes: games and quizzes, songs, role play, mime, drawing and ICT projects. The course
focuses essentially on oral activities.
Textbook: French for Beginners, Usborne Publishing ISBN 0-4760-05822
Syllabus
The topics covered are: meeting people and talking about yourself, numbers up to 100, classroom
vocabulary, describing the family and the house, clothing and colours, days of the week, months,
seasons.
Assessment
It is continuous and based on oral skills and projects. For reports, students will only have an
effort grade. There are no written homework assignments but parents can encourage oral practice
of vocabulary at home.
Years 7 to 9
The four attainment targets: listening; speaking; reading and writing are developed through a
thematic approach, covering different vocabulary topics. The course is taught entirely in the
target language and by the end of this KS3 course, students should be able to converse in
colloquial French and write about basic and everyday topics.
A systematic and progressive study of French grammar is also part of the course.
Year 7 topics: talking about yourself, school routine, the house, physical and psychological
descriptions, clothing, where I live (town and neighbourhood), transports, leisure and holidays.
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Grammar: articles, prepositions, verbs (être, avoir, ER verbs, faire), adjectives, negative and
interrogative sentences, plural.
Textbook: Patati- Patata, Porto Editora, ISBN 9 789720 203854
The text book is complemented by various handouts and worksheets given along the year.
Year 8 topics: weather and seasons, holiday plans and travelling, family and professions, writing
letters to pen friends, food and mealtimes, house and furniture.
Grammar: verbs (aller, 2nd group IR, main irregular verbs), near future, irregular plural,
comparative/ superlative of adjectives, partitive articles.
Textbook: Patati-Patata, Porto Editora ISBN 9789720 203861
The text book is complemented by various handouts and worksheets given along the year.
Year 9 Topics: shopping, travelling ( by car, by rail, by air) health and the human body,
discussing seaside and countryside.
Life and civilisation topic: Paris.
Grammar: all pronouns, new irregular verbs, future and past tenses, special negative sentences.
Textbook: Encéfran, Porto Editora ISBN 972-0-31224-6
The text book is complemented by various handouts and worksheets given along the year.
Methodology
Written skills: Grammar exercises, composition writing.
Oral skills: role-play, question/answer exercises, talking about picture, flash cards.
Listening skills: listening comprehension exercises through IT
Reading skills: Interactive reading exercises
Assessment
Oral and written assessment is continuous, through a variety of written tests, homework, projects
and oral participation in class and according to the National Curriculum Levels.
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Students sit an end of year examination, through which their overall progress and competence
will be evaluated. The result of this exam will have the same weight as other pieces of work
produced throughout the year.
Parents are encouraged to check if pupils do their homework on a regular basis (twice a week)
and that they come fully prepared for their lessons.
Levels attributed in Years 7 and 8 may be lower than in other subjects, because formal
assessment of written skills only begins in Year 7.
Some useful and user friendly web sites are: www.frenchlesson.org
www.lepointdufle.net
FRENCH FIRST LANGUAGE
If numbers justify it, classes for first language native speakers of French may be timetabled in KS3, in
order to prepare those students to take the French IGCSE first language examination in KS4. In those
lessons the students will follow the National Curriculum of the French Lycée (programme officiel de
français classes de 4ème et 3 ème).
Curriculum Handbook
39
HISTORY
We hope to make our students curious and interested about the past. We also aim to help them think for
themselves - to learn to question what they are told and read.
The skills taught at Key Stage 3 History are meant as a preparation for IGCSE and IB Level History, and
each student has to complete a number of formal assessments each year which test different historical
objectives. They include:
● Evaluation of Source material for its utility and sufficiency
● Examining, prioritising and connecting a range of information to reach a judgement on a key
issue.
● Extended writing and research task
Year 6
1. The Ancient Greeks
We find out about the way people lived in the ancient Greek empire. The students also use their own
experience as a springboard to find out about the influence that the ancient Greeks continue to have on
our lives. Children use a wide range of resources to find out about the ancient Greeks and compare this
past society with society today, students are trained in the skills necessary to pick up Key Stage 3 History
in Year 7; chronology, causation, evidence, significance, interpretations etc.
● Measuring the Past- Where do the Ancient Greeks fit in?
● Who were the Ancient Greeks?
● How were the Ancient Spartans and Athenians different?
● Why did the Greeks win the Battle of Marathon?
● What can Greek myths tell us about Greek society?
● What have the Ancient Greeks done for us?
2. Britain since 1930 & The Second World War
We study the Second World War and focus on it from the point of view of the children who experienced
it. We also study how life in Britain has changed since 1948. We study the reasons for the changes and
the students investigate in depth one aspect of change in British life e.g. popular culture, work,
technology.
● What was life like on the Home-front?
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● How did the Blitz, Evacuation and Rationing affect everyday life?
● Are Historical films useful as evidence about the past?
● How did life change for people in England during the war?
● The impact of WWII on civilians
● What was it like to be a soldier during WWII?
● What was life like after WWII?
● What did people do for fun in the 1950s?
From years 7-9 we broadly follow the English national curriculum, but we make frequent diversions from
it to study History in a European context more appropriate to an International School. The course is
essentially chronological and enquiry based with emphasis placed on evidence and investigation
throughout. Project work puts these skills into practice. In Year 9 we introduce a thematic approach to the
study of the past.
Year 7 From Rome to the Renaissance
1. The Fall of the Roman Empire
● What was the Roman Empire and how did the Romans control it?
● Why was the Roman army so effective?
● What problems had begun to emerge in the Empire by C5?
● Why did the Roman Empire fall in the West but not in the East?
2. Medieval Realms
● Why was there a battle for the throne of England in 1066?
● The Battles of Stamford Bridge and of Hastings.
● William the Conqueror.
● The Feudal System.
● Castles
● The importance of the Church in medieval life
● Life and death in medieval Europe: peasants, rebellion and plague
● The Crusades
3. The Renaissance
● What was the Renaissance?
● Why was C15 Italy the centre of the Renaissance?
● Different aspects and achievements of the Renaissance: art, architecture, science, warfare.
● How significant was the Renaissance?
Year 8 Early Modern Europe and the UK
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● The Reformation and Counter Reformation in Europe and the importance of Martin Luther
● The Reformation in Tudor England.
● Voyages of Exploration
● The English Civil War
● The Problems of governing without a King.
● The witch craze in early modern Europe.
Year 9 Revolutions
● The French Revolution
● The Military Revolution: from the Peninsula Wars to the First World War
● The Industrial Revolution
● The Causes of the First World War
Due to the diverse range of topics covered in our curriculum there is no single book in each year that
covers all of the material studied. The main texts for each year are listed below. In addition selected
chapters from appropriate texts or teacher produced resources will be placed in pdf format on e-learning,
or issued in photocopied form directly to the students.
Year Book Author ISBN
7 SHP Contrasts & Connections
SHP The Renaissance
Shepherd
Barling
0719549388
0719551862
8 SHP Societies in Change
Empire & Citizens Book 2
Shepherd
Walsh
0719549752
0748769420
9 Empire & Citizens Book 3
GCSE Modern World History
Walsh
Walsh
0748769469
0719577136
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GEOGRAPHY
Aims of the Course
· To foster students' sense of wonder at the beauty of the world around them.
· To help students to develop an informed concern about the quality of the environment and the
future of the human habitat and thereby enhance students' sense of responsibility for the care of the
earth and its people.
· To investigate a wide range of people, places and environments at different scales around the
world.
· To study geographical patterns and processes and how political, economic, social and
environmental factors affect contemporary geographical issues.
· To investigate how places and environments are interdependent.
· To carry out geographical enquiry, including identifying geographical questions and
developing opinions.
· To use a range of investigative and problem-solving skills and resources, including different
types of maps and atlases, satellite images, aerial photographs, texts and ICT.
Equipment Required
Students in each year will be issued with an exercise book, which they will be expected to keep in good
condition and to bring along with them to every lesson. Other than a reasonably fully equipped pencil
case, no specialist equipment is required, although there may arise the need to save ICT work on some
form of external disc.
Course Content
Year 6 - Site and situation of settlements, Rivers and mountains, Local geography, Greece Case
Study, Map reading
Year 7 - What is Geography? Map skills. Weather and climate. Settlements. Indian Ocean tsunami.
Year 8 - Weathering, rivers and coasts. Resources and the environment. World issues. Kenya – an LEDC.
Population.
Year 9 - Natural environments. Tourism. World development. Italy – an MEDC.
Textbooks Used
Year Title Author ISBN
6 Geography Success 4 Terry Jennings 0-19-833846-5
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7 Key Geography - Foundations David Waugh 09780748797011
8 Key Geography - Connections David Waugh 09780748797028
9 Key Geography - Interactions David Waugh 09780748797035
Selected chapters of these sets of class text books are accessible in pdf format via elearning. The
password for all students is egeog.
How can parents help at home?
· Parents can help with their child’s learning in Geography through demonstrating an active interest in the
world around them, and, in particular, by engaging them in conversation whenever topical geographical issues
emerge.
· Nurturing an interest in issues related to the topics listed above, such as conservation, development and
globalisation, will help to ensure that children become more geographically aware.
· At Key Stage 3 and beyond, success in this subject is often related to how successfully students manage
to relate the theory to the world they observe around them.
· With so much information now available through the global media revolution, traditional “general
knowledge” has become more accessible to all and an area where families can increasingly learn together.
Useful websites - A comprehensive list of topic-linked websites to accompany the Key Stage 3 course is
available at www.heinemann.co.uk/hotlinks. Insert the code GM3PH at the website to access them.
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DESIGN & TECHNOLOGY
In design and technology pupils combine practical and technological skills with creative thinking to
design and make products and systems that meet human needs. They learn to use current technologies and
consider the impact of future technological developments. They learn to think creatively and intervene to
improve the quality of life, solving problems as individuals and members of a team.
Working in stimulating contexts that provide a range of opportunities and draw on the local ethos,
community and wider world, pupils identify needs and opportunities. They respond with ideas, products
and systems, challenging expectations where appropriate. They combine practical and intellectual skills
with an understanding of aesthetic, technical, cultural, health, social, emotional, economic, industrial and
environmental issues. As they do so, they evaluate present and past design and technology, and its uses
and effects. Through design and technology pupils develop confidence in using practical skills and
become discriminating users of products. They apply their creative thinking and learn to innovate.
Knowledge and Understanding in Design & Technology (Key Stage 2)
· Developing, planning and communicating ideas
· Working with tools, equipment, materials and components to make quality products
· Evaluating processes and products
· Knowledge and understanding of materials and components
Breadth of study
The knowledge skills and understanding required in Design & Technology (Key Stage 2) are developed
through a combination of activities including:
· Investigating, disassembling and evaluating familiar products and applications
· Focused practical tasks
· Design and make assignments
During Key Stage 2 (Year 6) students are given exposure in:
● Developing graphical skills
● Using the design process as a problem solving tool.
● Marking out, cutting, drilling and finishing resistant materials
● Industrial packaging processes
● Electronic circuit building and applications
● ICT and CAD opportunities
● Health and Safety
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Design Technology Key Stage 3
Key Processes
· Generating, developing, modelling and communicating ideas in a range of ways (including ICT)
· Applying appropriate strategies
· Applying knowledge and understanding of a range of materials
· Use their understanding of others’ designing to inform their own
· Plan and organise activities
· Reflect critically when evaluating and modifying their ideas and proposals
Curriculum opportunities
· Analysing and evaluating products
· Undertake focused tasks that develop knowledge, skills and understanding in design and make
assignments
· Work individually and in teams
· Work with designers and makers
· Use ICT as appropriate
· Make links between DT and other subject areas.
During Key Stage 3 (Years 7 – 9) students are given exposure in:
● Further developing hand graphical skills
● Continued use of the design process as a problem solving tool
● Working with a wide range of resistant materials
● Structures
● Product design and manufacturing
● Product evaluation
● Electronics
● Mechanical control
● CAD / CAM
● Health and Safety
At the end of Key Stage 2 and 3 Attainment target level descriptors will be used to describe a pupil’s level
of performance in the areas of designing and making.
Useful websites linked to Design & Technology
www.dtscan.com
www.dtonline.org
www.technologylinks.org
www.howstuffworks.com
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INFORMATION, COMMUNICATION TECHNOLOGY
The key concepts, processes, and the range and content of the subject are set out in The National
Curriculum documents produced by the UK Government. The department recognizes that ICT is
increasingly used in all areas of society and that not only are ICT technical skills and techniques
important but it is also essential that these skills are applied purposefully, safely and responsibly. ICT
capability is fundamental to participation and engagement in modern society.
KEY CONCEPTS
1.1 Capability
· Using a range of ICT tools in a purposeful way to tackle questions, solve problems and create
ideas and solutions of value.
· Exploring and using new ICT tools as they become available.
· Applying ICT learning in a range of contexts and in other areas of learning, work and life.
1.2 Communication and collaboration
· Exploring the ways that ICT can be used to communicate, collaborate and share ideas on a
global scale, allowing people to work together in new ways and changing the way in which
knowledge is created.
1.3 Exploring ideas and manipulating information
· Solving problems creatively by using ICT to explore ideas and try alternatives.
· Using ICT to model different scenarios, allowing people to identify patterns and test
hypotheses.
· Manipulating information and processing large quantities of data efficiently.
1.4 Impact of technology
· Exploring how ICT changes the way we live our lives and has significant social, ethical and
cultural implications.
· Recognising issues of risk, safety and responsibility surrounding the use of ICT.
· Recognising that information must not be taken at face value, but must be analysed and
evaluated to take account of its purpose, author, currency and context.
· Reviewing and reflecting critically on what they and others produce using ICT.
KEY PROCESSES
2.1 Finding Information
Pupils should be able to:
· consider systematically the information needed to solve a problem, complete a task or answer a
question, and explore how it will be used
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· use and refine search methods to obtain information that is well matched to purpose, by
selecting appropriate sources
· collect and enter quantitative and qualitative information, checking its accuracy
· analyse and evaluate information, judging its value, accuracy, plausibility and bias.
2.2 Developing ideas
Pupils should be able to:
· select and use ICT tools and techniques appropriately, safely and efficiently
· solve problems by developing, exploring and structuring information, and deriving new
information for a particular purpose
· test predictions and discover patterns and relationships, exploring, evaluating and developing
models by changing their rules and values
· design information systems and suggest improvements to existing systems
· use ICT to make things happen by planning, testing and modifying a sequence of instructions,
recognising where a group of instructions needs repeating, and automating frequently used
processes by constructing efficient procedures that are fit for purpose
· bring together, draft and refine information, including through the combination of text, sound
and image.
2.3 Communicating information
Pupils should be able to:
· use a range of ICT tools to present information in forms that are fit for purpose, meet audience
needs and suit the content
· communicate and exchange information (including digital communication) effectively, safely
and responsibly
· use technical terms appropriately and correctly.
2.4 Evaluating
Pupils should be able to:
· review, modify and evaluate work as it progresses, reflecting critically and using feedback
· reflect on their own and others’ uses of ICT to help them develop and improve their ideas and
the quality of their work
· reflect on what they have learnt and use these insights to improve future work.
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PROGRAMMES OF STUDY
Our programmes of study are delivered through St Julian’s eLearning and through the Dynamic
Learning Website. These resources offer a blended learning approach with online resources being
complemented by high quality teaching and well-resourced ICT labs. Students have access to their work
at home and in school. In addition parents can have shared involvement in their child’s learning and
progress through these sites.
LINKS
National Curriculum Documents http://curriculum.qcda.gov.uk
St Julian’s eLearning http://elearning.stjulians.com/
Dynamic Learning http://www.dynamic-learning.co.uk/
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ART & DESIGN
Our aim is to inspire our students to be creative, inquisitive, skilful and objective artists. We want them
to produce art showing technical skill and conceptual understanding whilst working in a stimulating,
creative and safe studio environment.
Within our Curriculum we aim to teach our students about the creative process and show them the
contribution and relevance Art makes to society. Through their studies, students will appreciate and value
the work of others, showing an understanding of context. They will reflect critically on their own and
other peoples’ work whilst making judgements of quality, value and meaning. They will develop skills
and techniques to express their own emerging creative ideas and learn how to think and act as artists.
To this end, we aim to deliver a broad based Art education for all our students, teaching the main
disciplines of Fine Art: these are drawing and painting, sculpture, collage, printmaking and digital media.
Years 6 to 9 Art and Design projects are planned to build upon previous experiences and expand artistic
knowledge. They are designed to last from a few weeks to half a term, dependent on the skills and aims of
the project. All projects are built around a basic and similar structure of visual investigation.
Explore ideas, themes and materials through sustained investigations, working
from first hand observation.
Create purposeful outcomes, realising ideas using formal elements and with an
appreciation of media.
Understand critically and contextually work from other cultures and times.
Evaluate their own artwork and that of others, showing an understanding of
quality, value & meaning.
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MUSIC
Aims of the Course
● To enable students to develop as practising musicians.
● To develop musical literacy as a fundamental aspect of learning music.
● To provide the tools needed for creative work and to provide opportunities for students to develop
their creativity.
● To emphasise the collaborative nature of music making and the social skills derived from it.
● To promote the instrumental tuition scheme and encourage students to participate in it.
● To provide vocal and instrumental groups outside of the normal timetable as extension activities.
● To provide opportunities for students to perform throughout the year.
Our course is based on the following three areas:
● Performing
● Composing
● Listening and appraising.
It is primarily a practical course, involving some form of music making in all lessons. Students sing and
play a variety of pieces in different styles. No one style is deemed more important than another, and
diversity is celebrated. Relevant notation and theory are introduced as an integral part of music making
and in order to extend students’ understanding of musical concepts. Creative work, including
improvisation and composition is covered throughout the course.
All students play an instrument and with the exception of keyboards need to bring them to their lessons.
Instrumental music is chosen, written and adapted with individual students’ levels taken into
consideration. Therefore, work for each class is tailored for that class’s needs rather than working to
rigidly prepared material.
Course Structure
Year 6
Students continue lessons as in year 5. One lesson is devoted to instrumental work and the other focuses
on vocal and creative activities. All students learn to play the recorder and learn how to read music.
Other instruments may be introduced at the discretion of the teacher (when instrumental tuition is
undertaken). Basic theory and concepts are introduced when appropriate and musical terminology is used
to support these activities.
Years 7 and 8
Students have one lesson per week. Activities covered during the course include instrumental ensemble
playing, singing, with attention to technical work, and creative work. Students play an instrument which
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they bring to class (except for piano students). These can be: recorder, which is available to all students,
an orchestral instrument if the student has tuition, keyboard and guitar for students of these instruments,
ukulele may also be included at the discretion of the teacher. A variety of written material is used
enabling students of different levels and instruments to play as an ensemble.
Year 9
Students have one lesson per week. This course is modular, comprising six modules which include solo
and ensemble performance, projects on the Blues and the Beatles, an introduction to Sibelius music
writing software and supporting theory. The course is based on the activities comprising the GCSE music
course - performing, composing and listening/appraising.
Instrumental Tuition Scheme
Students are invited to take part in our instrumental tuition scheme. Lessons take place during the day
and are given by a number of specialist teachers. All students are encouraged to learn an instrument (or
voice) in order to extend their musical skills and experience. Further information is available in the
department’s Guide to Tuition.
Extra-curricular activities
The Music Department runs a range of regular extra-curricular activities during lunchtimes and after
school, these include: String Orchestra, Junior Orchestra, Jazz Band, Junior Choir, Senior Choir, Full
orchestra, Ukulele Band
Concerts and other events There are a number of small scale and larger events each year. This gives an opportunity for students to
perform.
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PHYSICAL EDUCATION
The teaching of Physical Education is based on the belief that this area makes a significant contribution to
the growth and development of each individual. The principal aim is to create an environment in which
sport is seen as an enjoyable and essential part of education so that participation becomes the norm
throughout life.
The programme is designed so that all students are able to acquire and build upon skills, in both
individual and team activities, throughout Years 6 to 9. A great deal of emphasis is placed on cooperation
and teamwork as well as on the competitive element of this area.
There is a uniform programme of study for pupils in Years 6 to 9.
Autumn (Term 1)
The first half of the term is blocked for girls Football and boys Basketball. The second half of the term is
then divided between Volleyball and Hockey for boys and girls alike.
Spring (Term 2)
The emphasis is on Cross-Country running, boys Football and girls Basketball.
Summer (Term 3)
Athletics dominates teaching in the beginning of the year finishing with Softball and Tennis.
Inter-School fixtures and tournaments are organised for both boys and girls in Football, Basketball,
Volleyball and Athletics.
As part of the development of personal health all students are expected to shower after each activity.
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CREATIVE ARTS
The Creative Arts team recognises the need of young people to enhance their understanding and
enjoyment of the world by engaging in imaginative and creative activities. To this end Creative Arts
follows a spiral model of education closely modelled on the IB Middle Years Programme and the
International Schools Theatre Association (ISTA) curriculum development documents, allowing students
to develop skills and depth of reflection and engagement each year. Four specialist teachers representing
the disciplines of dance, drama, visual arts and music work closely together to deliver the curriculum.
The following represent some of the aims of the course.
· to use the creative arts as a tool in the learning process
· to develop social and personal skills such as discussion, negotiation, problem-solving,
decision-making and co-operation
· to develop imaginative and creative skills
· to communicate through the language of space, movement, voice, gesture, music and visual
arts
The course outline is conceived in terms of projects or units of work, rather than as a series of individual
lessons dealing with specific skills. Each project focuses on a specific theme, text, idea, etc. and the skills
are taught through the subject matter and through exercises/activities dealing specifically with the
material being examined.
Kit required: Year 6 – trainers and Years 7 to 9 – a plain T-shirt (NO logo, writing or pictures), shorts or
tracksuit trousers (NO denim), trainers.
Unit One Personal development through ensemble work
This includes confidence building, language development, speaking and ‘performing’ with confidence. It
also concentrates on creating a healthy group dynamic.
Unit Two Performance Skills and the Art form
Students concentrate on the acquisition/development of various skills separately (in music, dance, drama
and visual arts) and a common theme may be explored. The unit operates on a ‘carousel’ basis so that all
students cover work in the three main disciplines. Students also examine the nature of the art form and
the way it functions.
Unit Three ‘Page to Stage’
Students explore texts (plays, poems, newspapers, novels, musical scores, choreographic schemes) and
the process by which these can be dramatised through the different art forms. For this unit the student
works within a discipline of his/her choice and creates a performance of the given text or score, usually in
a group.
Unit Four Cultural Perspectives
This unit involves a study of particular arts techniques and traditions in one specific period and the origins
of our contemporary tradition
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Unit Five Community Theatre
Students develop a piece of performance taking into consideration a specific audience and venue. This
may be a large scale piece created and performed by the whole year group, or presented as smaller group
pieces within a common theme. Performances are organised at appropriate times.
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PERSONAL, SOCIAL & RELIGIOUS EDUCATION (PSRE)
St Julian's aims to prepare young people to manage their complex and ever changing world, through self-
knowledge, self-awareness and self-confidence. The time allocated provides opportunity, without
examination constraints, for the student to be actively involved in their own personal development and
assessment, to understand themselves and their feelings, their relationships to others and their place in and
contribution to a wider community.
The programme also includes further development in research, written and oral skills.
The study areas are arranged as follows:
YEAR 6 YEAR 7
Emotional Literacy; social,
emotional and
behavioural skills
Life skills Programme to promote health and personal development. It
covers the topics of tobacco, alcohol and drug abuse, assertive
behaviour and the ability to make decisions and solve problems.
Health issues – Changes in the
body, growing up in general,
diseases and drugs.
A Health Lifestyle – Eating and exercise, looking after oneself,
dangerous areas and safety around water.
The importance of respecting
beliefs of others.
In detail: Judaism, Christianity
and Islam.
Importance of Holy Places and Pilgrimage.
Prophets, Patriarchs and Saints.
YEAR 8 YEAR 9
Citizenship – Bullying and issues associated with Human Rights
Citizenship – Human Rights and
topics connected with young
people
Young Lifesavers Award Scheme – Part 1 & 2
Related health issues such as smoking, peer pressure
Young Lifesavers Award
Scheme – Part 3
Related health issues such as
alcohol & drugs
Freedom (the gift): learning about the lives of people who gave up their
freedom to save others, such as Martin Luther King, Mother Teresa,
Life: the greatest gift of all.
Love and Forgiveness –
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Mahatma Gandhi and Joan of Arc.
Compassion – sharing with
others
Pupils should be able to:
Explore attitudes and beliefs, affirm values and stand points, set short, medium and long term goals.
Develop skills, such as communication, decision-making, problem solving and study skills,
which will enable them to take responsibility for themselves.
The programmes will be taught by the Form Tutors, Heads of Year, Head of Pastoral and the Head of RE,
assisted by the School Nurses.
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LIBRARY & MEDIA CENTRE
Serving students in Years 6 to 13
Our library aims to be a source of information, inspiration and ideas for all of its patrons. We hope to
achieve this goal through fostering independent thinking; encouraging lifelong learning; nurturing literacy
through reading, both for scholarship and pleasure; and
promoting the access and use of information for the support and development of our curriculum and for
patrons’ personal needs.
Opening Hours
The Library is open during school hours, 8:30 am – 4pm. It is staffed after school by student assistants
Monday – Thursday from 4 to 4:45 pm. The library is intended for class usage, project work, and quiet
individual study. It is not a venue for group study or socializing.
Services
The library offers a wide selection of books in English and Portuguese, videos and periodicals for loan,
reference books, electronic databases, newspapers, current and back periodicals, Internet access, CD
ROMs, and access to photocopiers operating on a card system. Through the “Alice” automation system,
users can search for library materials by title, subject or author. A regular programme of displays, linking
curricular themes, student work and library resources runs throughout the year. The Library has its own
web pages on the school website.
Other outreach activities include annual promotional events tying in with International School Library
Day, “Book of the Week” promotions, and the production of booklists (by key-stage and genre) and
curriculum related web link pages.
Borrowing materials
Library cards are issued free of charge to new students, and a charge of 5€ is made for replacement cards.
Students in KS 2 – 3 may borrow 3 (or 4 during holiday periods) books for a period of 14 days. Books
issued to another borrower may be reserved for future reading, and items may be renewed for a further 2
weeks if not requested by other students. Although overdue notices are issued, the date due stamp is the
borrowers’ reminder to return materials on time. Chronically overdue material is considered lost and must
be paid for. Damaged books (including water damaged, pages written on / torn) must be replaced or paid
for.
St. Julian’s School Libraries Pledge to Endorse the IFLA / UNESCO School Library Manifesto
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“The school library provides information and ideas that are fundamental to functioning successfully in
today's information and knowledge-based society. It equips students with life-long learning skills and
develops their imaginations, enabling them to live as responsible citizens.”
IFLA / UNESCO School Library Manifesto
http://www.ifla.org/VII/s11/pubs/manifest.htm
Manifesto da Biblioteca Escolar da IFLA / UNESCO
http://www.ifla.org/VII/s11/pubs/portug.pdf
