Key Stage - bkkprep.ac.th · Developing skills in digital design and photography Developing skills in handling paint to create layering, texture and depth investigate various art

Curriculum Key Stage 3

Our Vision

To be an outstanding learning community that is

internationally-minded, inspiring all members

to achieve their potential.

Our Mission

At Bangkok Prep we will ensure that:

Learners will reach their full potential both academically and in preparation for life

beyond Bangkok Prep.

We will provide an enriched curriculum in which innovation, sustainability, creativity

and health are highlighted.

We will inspire students to achieve their best through collaborative learning in a safe

and enjoyable learning environment.

We will develop globally minded, passionate learners who uphold the Bangkok Prep

Life Values of being honest, holding high moral standards and having integrity and

empathy towards others.

KS3 Timings

Art Two periods a fortnight

Computing Two periods a fortnight

Design Technology (DT) Two periods a fortnight

Drama Two periods a fortnight

English Eight periods a fortnight

Geography Three periods a fortnight

Extended Curriculum

(for students who do not study Thai as a first Language)

Two periods a fortnight

Global Perspectives Two periods a fortnight

History Three periods a fortnight

Integrated Studies

(for students who do not study Thai as a first Language)

Two periods a fortnight

Mathematics Seven periods a fortnight

Music Two periods a fortnight

Physical Education (PE) Four periods a fortnight

Science Seven periods a fortnight

Thai Studies Two periods a fortnight

Tutor Time Two periods a fortnight

In Key Stage 3, students study a number of subjects taught by a range of different subject teachers.

There are 30 periods a week, or 60 periods over a two-week timetable.

Students in Key Stage 3 study the following:

KS3 Timings

World Language 1

French as a Foreign Language

Japanese as a First Language

Mandarin as a Foreign Language

Spanish as a Foreign Language

Thai as a First Language

English as an Additional Language (EAL)

Four periods a fortnight

(or eight periods a fortnight for

those studying Thai as a First

Language)

World Language 2

French as a Foreign Language

Japanese as a First Language

Mandarin as a Foreign Language

Spanish as a Foreign Language

Thai as a First Language (EAL)

English as an Additional Language

Four periods a fortnight

(or eight periods a fortnight for

those studying Thai as a First

Language)

At Bangkok Prep we offer an innovative and engaging curriculum

that runs from Early Years right through to Year 13. Based upon the

skills and objectives of the Early Years Curriculum, National

Curriculum for England, and the IGCSE and A Level programmes,

we deliver an academic curriculum that is world renowned and

highly regarded. We are highly successful in our pursuit of

academic excellence and we operate well above the UK expected

levels in all areas.

We provide an adapted English curriculum that is internationally

relevant and academically rigorous. We consider the whole child,

developing students’ strengths and helping them to overcome

their weaknesses with a strong and supportive formal and informal

curriculum.

As an international school it is important that our curriculum reflects the spectrum of cultures and

nationalities that are represented in our community, whilst remaining true to our English curriculum

roots. We have a strong focus on being ‘Internationally Minded’ and endeavour to deliver a significant

proportion of our curriculum in an international context.

An English Curriculum in an International Context

Aside from our academic curriculum, Bangkok Prep students also

take part in various informal learning opportunities, including a

thorough ‘Life Values’ curriculum, that runs throughout both

Primary and Secondary. Our school ‘Life Values’ comprise a series

of skills and qualities that an ideal Bangkok Prep student would

possess, and teachers and students work hard to embed these

ideas into all aspects of their learning. Each month of the academic

year has a dedicated Life Value focus and sets the ‘Value of the

Month’ theme for assemblies and other informal learning.

In addition to this, Bangkok Prep is committed to the development of a sustainable global community.

Our curriculum is rich and varied, integrating our Life Values and placing emphasis on the skills needed to

become responsible global citizens. We are committed to the promotion of the UN’s Global Goals for

Sustainable Development, interweaving the goals within our curriculum and actively seek opportunities to

not only develop our children’s understanding of global issues, but to encourage and empower them to

take action.

Preparing Globally Responsible Citizens

We aim to develop the leaders of tomorrow who will create

and innovate to build a better world.

Faculty of Creative Arts Art

Design Technology

Drama

Music

Art

Groupings

Students are taught in mixed-ability form groups.

Assessment

Students are assessed in five key areas: Research, Investigation and Analysis, Observational Recording, Experimenting with Materials and Generating Ideas. Students are given timely formative feedback as their work develops to encourage analysis, discussion and reflection. Assessment is both ongoing and at the end of a project, where the final outcome is assessed.

Curriculum Overview

Year 7 Year 8 Year 9

What are the Visual Elements?

Exploring colour, line, composition, texture, positive and negative space

Refining core foundational art skills in observational drawing

What is Cubism?

Exploring 3D modelling skills

Developing skills in photography, collage and drawing

Developing skills in handling a range of materials to create mixed media work

Exploring the movement of Pop Art

Developing skills in digital design and photography

Developing skills in handling paint to create layering, texture and depth

investigate various art movements and styles and learn how to

analyse artworks effectively using subject-specific vocabulary

develop skills in observational recording, learning how to draw

accurately and skillfully using a range of tones and textures

learn how to confidently experiment with a wide variety of media in

order to develop mixed media artworks

develop skills in idea development

develop a deeper understanding of the creative process.

Aims: In Key Stage 3 Art, students will:

Design Technology

Groupings


Assessment

Students are assessed during their project work in the key skills of Research, Design, Manufacturing and Evaluating products. Assessment is ongoing and at the end of a project, where the folder work and final practical outcome is assessed.

Curriculum Overview


Material Madness

Alessi product design

De Stijl product design

‘Blister Buddies’ product and packaging

Cool Castings

Memphis product design

Conceptual Classics design and promotion

Art Deco design

Amazing Architecture

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.

Aims: In Key Stage 3 Design Technology, students will:

Drama

Groupings


Assessment

Students are assessed in the key skills of Creating, Performing, and Responding. Students will be assessed on an

Curriculum Overview


Introduction to Drama

Non verbal communication: ‘Silent Movies’

Characterisation

SE Asia Theatre influences

Melodrama and nonverbal communication

Shakespeare Shadow Puppets: Wayang Kulit

21st Century Theatre

Page to Stage - Script analysis and performance

Brechtian Theatre

engage with a range of stimuli to develop critical and creative thinking

skills

devise scripts and using drama forms and strategies effectively to

explore and present ideas to an audience

develop skills in a variety of performance techniques: voice

projection, movement control and presenting styles

Aims: In Key Stage 3 Drama, students will:

experience live and recorded drama, and responding to a variety of texts

develop an appreciation of theatre styles, genres from a range of eras and

cultures and learning how to perform them

investigate how skills developed through drama such as empathy, confidence, communication skills -

are vital to life

explore how drama is used to educate about and resolve issues

demonstrate creativity and initiative when developing ideas and following them through

work effectively with others and demonstrate self-management by working systematically, persisting

with tasks, evaluating and improving their own performance.

Music

Groupings


Assessment

Students are assessed in the key skills of Performing, Composing, and Listening. Students will undertake end of unit assessments which will test them on these key skills. There will also be the opportunity for students to

Curriculum Overview


What is Music? (an introduction to the elements of music)

The Music of China (developing keyboard skills, and composing using the pentatonic scale)

Four Chords (developing guitar skills)

West African Drumming

The Blues (composing using chord sequences and the Blues Scale)

The Renaissance Era (developing keyboard skills, and composing using notation software)

Someone Like You (building keyboard skills)

Guitar Skills

Say Something (building knowledge of key signatures and compound time signatures)

The Classical Era (developing further keyboard and composing skills using notation software)

Developing Guitar Skills

Creating a Cover Song (developing instrumental skills)

Writing a Pop Song

perform, listen to, review, and evaluate music across a range of

historical periods, genres, styles and traditions, including the works of

the great composers and musicians

learn to sing and to use their voices, to create and compose music on

their own and with others, have the opportunity to learn a musical

instrument, use technology appropriately and have the opportunity

to progress to the next level of musical excellence

understand and explore how music is created, produced and

communicated, including through the interrelated dimensions: pitch,

duration, dynamics, tempo, timbre, texture, structure and

Aims: In Key Stage 3 Music, students will:

Faculty of English, EAL and Media Studies

English

English as an Additional Language

(EAL)

English

Groupings

Students are taught in broad ability-based classes.

Assessment

Students are assessed on a range of Reading, Writing, and Speaking and Listening activities. There are many

opportunities for students to work independently and collaboratively, as well as analysing and creating a range

of language and literature. Students will also have the opportunity to answer IGCSE-style questions to develop

the skills needed at Key Stage 4.

Curriculum Overview


Novel: Holes, Louis Sachar

Poetry

Short stories with a twist

Play: Dracula

Fantasy genre: creating a fantasy story (project based learning)

Magazine production

Public Speaking

Poetry

Roald Dahl - short story selection

Novel: Boy in the Striped Pyjamas, John Boyne

Non-Fiction - child labour Speech writing - debate competition

An introduction to Shakespeare

Novel: The Curious Incident of the Dog in the Nighttime, Mark Haddon

Poetry

Play: Macbeth

Short stories

Travel Writing

Gothic horror genre

read written texts carefully and attentively

understand how readers and writers shape meaning in texts

recognise rhetorical and literary techniques in texts

recognise key ideas in texts and techniques used to develop them

respond to aesthetic, rhetorical, and cultural qualities in texts

write clearly, fluently and accurately across a range of genres

organise writing coherently, cohesively and logically

Aims: In Key Stage 3 English, students will:

shape writing so that it conforms to a style appropriate to form, purpose and audience

develop convincing, well-supported essays

understand the relationship of literature to society and culture

understand and use basic research tools.

Faculty of Humanities Geography

History

Geography

Groupings


Assessment

Key Stage 3 Geography gives students opportunities to be assessed in a range of styles and media, from traditional examination questions, to scientific style reports, presentations, displays and video. Students have plenty of opportunities to work in groups and develop important team-working skills.

Curriculum Overview


Amazing Places

Tectonics

Environment and Conservation

Map and Atlas Skills, (alongside research projects).

Tropical Rainforests (looking at both the Physical Geography and the impacts on people who live in the Amazon)

Coasts (both generally and also considering issues in Thailand).

Population Change, and Weather and Climate (after their Year 8 End of Year Assessments).

Development and Globalisation

Rivers and managing the impacts of flooding (students will explore case studies both in Thailand and further afield). Skills to prepare students for IGCSE are regularly used and students will have the opportunity to conduct independent research.

...learn about the world, its people and processes. Students will study a

range of physical and human topics that will enable them to understand

complex interactions between the natural world and human lives in the

21st century. They will also learn about the natural and cultural diversity

on the planet and develop a thorough global understanding. Students will

be able to extend their understanding on key global issues that will be of

Aims: In Key Stage 3 Geography, students will...

The Key Stage 3 programme of study builds an important skills and knowledge base for

students to confidently tackle IGCSE Geography, and, indeed, students are exposed to IGCSE

level questions as early as Year 8.

Key skills include map and atlas skills, analytical skills, extended writing and developing arguments, and

debating.

History

Groupings


Assessment

Formative assessment takes place throughout the year, interspersed with regular summative assessment

utilising IGCSE-style questions.

Curriculum Overview


Students begin in Key Stage 3 by

developing a range of skills that

will be integral to their historical

studies, such as source analysis

and extended writing. They will

then go on to study key events

that have lead to the shape of the

world today, including the

Normans, Mongol Empire and the

Crusades.

In Year 8, students will build on

their skills from Year 7, studying a

range of topics connected to

empires including comparative

studies on India and Africa and a

depth study on World War 1

Themes such as conflict,

immigration and cultural change

will be examined. Students will

complete detailed debates,

investigations and essays.

Students will consolidate their

historical knowledge through a

depth study on World War 2,

looking at both the European and

Pacific theatres of war. They then

look at social transformations

through a study of 20th Century

USA, focusing on Civil Rights. They

will finish KS3 History through a

range of investigations on ‘Days

that Shook the World’ and

‘Unmasking a Murderer’, utilising a

range of skills to try and uncover

the identity of Jack the Ripper.

...have the key aim of developing knowledgeable, inquisitive

students who appreciate the importance of past events in shaping

our world today.

They will learn about key historical events with focused studies on

aspects of Asian and global history. Students will also develop a

range of historical skills including debate, enquiry and research.

Aims: In Key Stage 3 History, students will...

Faculty of Mathematics and Computing

Mathematics

Computing

Mathematics

Groupings

Students are taught in ability-based groups.

Assessment

Formative assessment takes place throughout each of the years, with detailed feedback about areas to develop being shared frequently with students. Before each data entry point or report, a summative assessment will have taken place.

Curriculum Overview


Collecting and representing data

2D and 3D Shapes

Calculations

Real life mathematics

The number line

Order of operations

Fractions and percentages

Coordinates and sequences

Measuring

Area and perimeter

Symmetry

Real life mathematics

Averages

Types of number

Fractions, decimals, percentages and ratio

Probability

Expressions

Angles

3D shapes

Rotations and Translations

Scale factor

Students begin the IGCSE Mathematics course in Year 9. The course covers all topic areas and assessment objectives from the four main strands of mathematics :

Geometry

Number

Algebra

Statistics

...follow a mastery curriculum model in Year 7 and Year 8, with the aim of

ensuring that students are fully equipped with all the necessary skills in

order to be successful at IGCSE, which we begin teaching in Year 9.

Mastering mathematics means acquiring a deep, long-term, secure and

adaptable understanding of the subject. At any one point in a student’s

journey through school, achieving mastery is taken to mean acquiring a

solid enough understanding of the mathematics that has been taught to

enable him/her to move on to more advanced material.

Aims: In Key Stage 3 Mathematics, students will...

Students study the areas below in such detail that they are comfortable in

applying the mathematics they have learnt in any context. The large majority

of pupils progress through the curriculum content at the same pace, with the

difficulty increasing over time. Differentiation is achieved by emphasising

deep knowledge and through individual support and intervention.

Computing

Groupings


Assessment

Students are assessed in the key areas of Computer Science: Information Technology and Digital Literacy. Students will undertake end of unit assessments which will either take the form of a test or a portfolio of evidence.

Curriculum Overview


Introduction to programming using Kodu

Spreadsheets and Modelling

Understanding how computers work

Introduction to Python

Computer Networking

Physical Computing using Microbit

HTML and CSS Graphics

Python programming

Animation

Databases

Flow Diagrams and computer control

understand and apply the fundamental principles and concepts of

computer science, including abstraction, logic, algorithms and data

representation

analyse problems in computational terms, and have repeated

practical experience of writing computer programs in order to solve

such problems

evaluate and apply information technology, including new or

unfamiliar technologies, analytically to solve problems

become responsible, competent, confident and creative users of

information and communication technology.

Aims: In Key Stage 3 Computing, students will:

Faculty of Physical Education Physical Education (PE)

PE

Groupings


Assessment

Students are assessed in the key skills of performance, technique, understanding of tactics, strategies, the ability

to analyse themselves or others, and the demonstration of leadership skills. Students are assessed throughout

the course, frequently at the end of a unit.

Curriculum Overview


Football

Basketball

Badminton

Volleyball

Gymnastics

Softball/Rounders

Athletics

Swimming

Water Polo

There is a particular focus on

developing technique and improving

performance.

Football

Basketball

Badminton

Volleyball

Gymnastics

Softball/Rounders

Athletics

Swimming

Water Polo

There is a particular focus on using a

range of tactics and strategies to

overcome opponents in direct

competition through team and

individual games.

Football

Basketball

Badminton

Volleyball

Gymnastics

Softball/Rounders

Athletics

Swimming

Water Polo

There is a particular focus on

analysing their performances and

demonstrating improvement to

achieve a personal best.

develop competence to excel in a broad range of physical activities

be physically active for sustained periods of time

engage in competitive sports and activities

lead healthy, active lives.

The emphasis in PE in Key Stage 3 is on inspiring children to excel in

competitive sport and other physically demanding activities. Students are

expected to develop their health and fitness, alongside qualities such as:

teamwork, character and respect, through competing in sports.

Aims: In Key Stage 3 PE, students will:

Faculty of Science Science

Science

Groupings


Assessment

Students are assessed in a variety of ways including: homework assignments, end of topic tests, projects,

investigations and development of practical skills. There is also an End of Year Assessment.

Curriculum Overview

Year 8 Year 7

Cells

Body systems

Reproduction

Particles

Elements, atoms & and compounds

Reactions

Acids & alkalis

Forces

Sound

Light

Space

Health and lifestyle

Ecosystem processes

Adaptation & inheritance

The Periodic Table

Separation techniques

Metals and acids

The Earth

Electricity and magnetism

Energy, Motion and pressure

Year 9

Students begin the IGCSE Science course in Year 9.

develop scientific knowledge and conceptual understanding through

the disciplines of Biology, Chemistry and Physics

develop understanding of the nature, processes and applications of

science through different types of science enquiries that help them to

answer scientific questions about the world around them

develop the scientific knowledge required to understand the uses and

Aims: In Key Stage 3 Science, students will:

At Bangkok Prep, a high-quality Science education provides the foundation for

understanding the world through the specific disciplines of Biology, Chemistry and Physics.

By building up a thorough body of concepts and approaches, students are encouraged to recognise the

power of reasoned explanation and develop a sense of excitement and curiosity about natural

phenomena.

Faculty of World Languages French

Japanese

Mandarin

Spanish

Thai as a First Language

Thai as a Second Language

French

Groupings

Students are taught with other students in the year group who have elected to study French. In some instances there may be ability groupings, if appropriate.

Assessment

There are ongoing vocabulary and grammar assessments throughout the year at the discretion of the teacher. After every topic, there is a formal end-of-topic test, usually based on two or three of the four key skills. All four skills will be formally assessed in Terms 1 and 2. An End of Year Assessment takes place in Term 3 which assesses reading and writing. Verbal and written feedback is provided on a regular basis for class and homework responses; this feedback will usually take the form of strengths and targets, as well as advice on how to improve. Students will have the opportunity to discuss their strengths and targets on a regular basis with their teacher and peers.

Curriculum Overview


Personal Identification

Family and Friends

School Subjects

House and Home

City and Region

Holidays

Food and Drink

Travel and Transport

Education

Health and Fitness

develop a love of language-learning

acquire relevant language-learning skills

enrich and broaden their French vocabulary

be provided linguistic rigour so that students are stretched and

challenged

develop a thorough understanding of key grammatical concepts such

as gender, verb conjugation and adjectival agreement

Aims: In Key Stage 3 French, students will:

develop the skill of applying grammar in context when speaking and reading

develop listening and reading skills so that students can comprehend key details in spoken and

written texts

develop pronunciation of French words and phrases

develop cultural awareness of France and francophone countries

NB: French at Key Stage 3 is taught as a Second Language

Japanese

Groupings

Students are taught with other students in the year group who have elected to study Japanese.

Assessment

Students are assessed in the key skills of reading, writing, speaking and listening through weekly quizzes, unit exercises, and essay questions. Students also take final assessment which cover the whole contents of the year.

Curriculum Overview


Mori he

Heiwa no Toride wo

Kizuku

Yamanashi

Ihatobu no Yume

Umi no Inochi

Ikimono ha Tsunagari no Nakani

Daikon ha Okina Ne?

Chotto Tachidomatte

Hoshi no Hana ga Huru

Koro ni

Otona ni Narenakatta Otoutotachi

Shika no Ochibohiroi

Hourai no Tama no Eda

Ima ni Ikiru Kotoba

Shounen no Hi no

Omoide

Ice Planet?

Makuranososhi

Media to Jozuni Tsukiau

Tameni

Atarashii Tanka no Tameni

Bonmiyage

Ji no nai Hagaki

Moai ha Kataru

Heikemonogatari

Tsureduregusa

Kanshi no aru Hukei

Kimi ha Saigono Bansan wo Shitteiruka

Hashire Merosu

improve their ability to express Japanese properly and understand

the language correctly

improve their ability to communicate effectively

develop the ability to think and imagine

enrich their sense of language

develop their appreciation and respect for their first language

NB: Japanese at KS3 is taught as a First Language

Aims: In Key Stage 3 Japanese, students will:

Mandarin

Groupings

Students are taught with other students in the year group who have elected to study Mandarin. In some instances there may be ability groupings, if appropriate.

Assessment

Students are assessed regularly across the four language skills in a variety of ways including: homework assignments, language activities, projects and unit tests. There is also an End of Year Assessment. These assessments will be coordinated around the topics being studied.

Curriculum Overview


Introduction of Hanzi and Pinyin

Greetings/Self-introduction

Numbers, dates and birthdays

Family members and pets

The body

Continents, Countries and Nationalities

Cities

Chinese Festivals

Jobs and work places

Transportation and directions

Times and dates

Holidays

Colours and Clothes

Measurement vocabulary

Seasons and weather

Chinese Festivals

Hobbies and sports

Daily routines

School subjects, activities and facilities

Stationery

Public facilities

Environment

Food and shopping

Giving directions

develop the four language skills as well as transferable skills

(e.g. memorising, comparing, analysing)

develop the ability to communicate effectively using Mandarin

gain insights into Chinese culture and society

develop an awareness of the nature of language and language

learning

NB: Mandarin at KS3 is taught as a Second Language

Aims: In Key Stage 3 Mandarin, students will:

Learning languages broadens students’ horizons about the personal, social, cultural and employment

opportunities that are available in an increasingly interconnected and interdependent world. In Key

Stage 3 Mandarin, students will have opportunities to develop their listening, speaking, reading and

writing skills, as well as to experience Chinese culture and Chinese Festivals.

Spanish

Groupings

Students are taught with other students in the year group who have elected to study Spanish. In some instances there may be ability groupings, if appropriate.

Assessment

There are ongoing vocabulary and grammar assessments throughout the year at the discretion of the teacher. After every topic, there is a formal common end-of-topic test, usually based on two or three of the four key skills. All four skills will be formally assessed in Terms 1 and 2.

An End of Year Assessment takes place in Term 3 which assesses reading and writing.

Verbal and written feedback is provided on a regular basis for class and homework responses; this feedback will usually take the form of strengths and targets, as well as advice on how to improve.

Students will have the opportunity to discuss their strengths and targets on a regular basis with their teacher and peers.

develop a love of language-learning

acquire language-learning skills

enrich and broaden Spanish vocabulary

be provided with linguistic rigour so that students are stretched and

challenged

develop a thorough understanding of key grammatical concepts such

as gender, verb conjugation and adjectival agreement

Aims: In Key Stage 3 Spanish, students will:

develop the skill of applying grammar in context when speaking and reading

develop listening and reading skills so that students can comprehend key details in spoken and

written texts

develop pronunciation of Spanish words and phrases

develop cultural awareness of Spain and hispanic countries

NB: Spanish at KS3 is taught as a Second Language

Spanish (continued)

Curriculum Overview


Greetings and introductions

Giving basic information about oneself: name, age, birthday

Describing items in the classroom, and in their bag; basic understandings of gender and agreements.

School: subjects, teachers, opinions and justifications.

Family: family members, giving names and ages, describing people

Home: countries, describing my house, describing my room

Leisure: free time activities, time, future tense

People: nationalities, comparing people, daily routine

Invitations: places in town, invites out, making excuses Holidays: countries, transport, activities, past tense

Food: food items, healthy or not, ordering in a restaurant, buying at the market

Clothes: shopping for clothes, uniform description, ideal uniform

Entertainment: free time, computers, films, books, music

School: describing the school day, rules, facilities, school clubs, teachers and subjects revision

Body and health: parts of the body, illness, healthy lifestyle

Jobs: chores, pocket money, jobs and future plans

The Hispanic World: hispanic countries, lifestyle differences, environment, famous men and women in hispanic culture

Thai (as a First Language)

Groupings

Students are taught with other students in the year group who study Thai as a first language. In some instances there may be ability groupings, if appropriate.

Assessment


The focus of the Thai curriculum for Thai students in Key Stage 3 is on

different types of writing and reading. Students will learn to write essays,

summaries, different types of stories, reports as well as learn how to

research. For reading, students will develop their love for reading

through the use of a variety of texts in different genres. Students will

learn to read for knowledge, and the aim of this is for them to be able to

adapt it to their everyday life. They will learn to understand and offer

their opinion about the text, analyse and appreciate different types of

Thai literature and to use it in a real life situations.

Aims:

Students will also begin to learn the nature of the language, grammar, the changes in the language as

well as the power of the language. They will also develop language-learning skills and to appreciate the

cultural value of the language.

Curriculum Overview


Three sound groups

Tone marks

Double initial words

Leading consonants

Shape and sounds

Parts of speech

Royal words: parts of the body, instruments and furniture

Idioms

Punctuation symbols

Reading and writing from news, tales, short stories and articles

Creative writing

Describing families

Diaries

Private letters

Literature: Charlotte's Web

Final consonants

“รร” “ฤ” and “ๆ” words

Basic words and compound words

Synonyms and antonyms

Poems

Summarising long stories and articles

Describing places

Storytelling

Slogans: wildlife conservation

Business letters

Documentaries and fiction

Semi-formal announcements

Convincing

Analysis of Thai opera and film

Literature: Nampu and Chanyuneesatruterak

Pali and Sanskrit

Sentence structures

Fact and opinion articles

Debating: culture

Technical words

Idioms and proverbs

Royal words: relatives and monks

Synonyms

Argumentative essays

Report writing

Government letters

Thai song review and analysis

Interviewing

Story: King Rama IX

Literature: Phaaphaimaee and Ramayana

Thai (as a First Language continued)

Thai (as a Second Language)

learn basic conversation to be used in different situations

broaden their Thai vocabulary

develop their understanding of different tones in Thai words

develop reading and writing skills

engage in conversations, obtain and provide information, express

feelings, and exchange opinions in Thai

demonstrate an understanding of the relationship between Thai

language and culture, and use Thai appropriately for different

Aims: In Key Stage 3 Thai as a Second Language, students will:

Groupings

Students are taught with other students in the year group who study Thai as a foreign language. In some instances there may be ability groupings

Assessment


Curriculum Overview


Basic expressions

Saying hello and goodbye

Personal information

Classroom commands, classroom objects

Numbers, colours, sizes

Days and months

Activities at school

House, rooms, locations, and household activities

Weather and seasons

Clothing

Feelings and opinions

Food and drinks

Shopping

Community places

Occupations

Directions, traveling, and transportation

Recreation and entertainment, sports and games

Time reference

Health, injury, illness

Telephone conversation

TV and radio programmes, news, stories, announcements, advertisements

Religious, national holidays, celebrations and cultural activities

Thai Studies

learn about the history and the teachings of Buddhism as well as

other religions

look at questions of ethics and understand the importance of faith in

Thai culture

understand the interactions between humans and Thailand’s physical

environment, which contributes to Thai culture

be mindful of and to take part in conservation of resources and

environment for sustainable development

Aims: In Key Stage 3 Thai Studies, students will:

Groupings


Assessment

Formative assessment takes place throughout each of the years, with feedback about areas to develop being

understand the development of local societies, communities, regions and nations from past to pre-

sent

be able to understand the continuous change taking place in the country and be able to analyse the

effects of the events

understand the current political system

understand the democratic form of government with the King as Head of State

understand the relationship between the visual arts, classical dance, Thai music, history and Thai cul-

ture

understand the factors which are the foundation of Thai beliefs, the important characteristics of Thai

society, Thai wisdom and local knowledge

understand the origin of, the meaning, and the importance of traditions and social values.

Curriculum Overview


Royal culture and general culture

Dos and don’ts in Thailand

Five Precepts and Four Noble Truths

Wai Kru

Loy Krathong history

Makha Bucha Day

The four-semester Thai culture

Important Temples

Songkran history

Coronation Day

Visakha Bucha Day

Sukhothai Kingdom

King of Sukhothai

Royal Ploughing Day

Asanha Bucha Day

Traditional Thai dance

Thai folktales

Constitutional law

ASEAN Economic Community

Thai people's faith

Thai handicraft

Loy Krathong art and crafts

Hinduism

The Ten Jatakas of Buddha

Important person in Buddhism

Four sublime states of mind

Thai painting

Art and craft relating to Songkran

Thai geography

Ayutthaya Kingdom

Kings of Ayutthaya

Important people of Ayutthaya

Thai food

Civil Registration Law

Domestic relations

Child Protection Law

A traditional Thai wedding

Thai architecture

Songkran project

The Democratic System

Global continents

King Rama IX project

Thai geography

War of the first and second fall of Ayutthaya

Rattanakosin history

Important people in Rattanakosin

Fruit carving

Traditional Thai songs

Thai Studies (continued)

Global Perspectives and PSHE

Education

Global Perspectives

PSHE Education

Global Perspectives

Groupings

Students are taught in mixed-ability groups.

Assessment

Formative assessment takes place throughout each of the years, with detailed feedback about areas to develop being shared frequently with students. Students will receive summative feedback at the end of each topic.

Curriculum Overview


Education

Judaism

Family

Christianity

Model United Nations

Multiculturalism

Islam

Government

Hinduism

Global Goals

Western Culture

Tribal Life

War and Conflict

Sikhism

International Politics

Global Goals

think critically

develop an understanding and respect for different cultures, beliefs

and traditions

get students to apply knowledge to current day situations

help students to foster a sense of internationalism.

Global Perspectives allows students to look at a range of issues which

help us understand internationalism in a deeper context. Issues are

looked at on a personal, local and global scale.

Aims: In Key Stage 3 Global Perspectives, students will:

PSHE Education

...develop the knowledge, skills and attributes they need to keep themselves

healthy and safe, and prepare for life and work in the wider world. During Key

Stage 3 the aims of the curriculum are to develop resilience, self-esteem, risk-

management, team working and critical thinking in the context of learning

grouped into three core themes:

health and wellbeing

relationships

living in the wider world (including economic wellbeing and aspects of

careers education).

The PSHE Education curriculum helps to foster and enhance the Bangkok Prep

Life Values within our students. Key Stage 3 students will have a series of “drop

down” days over the course of the year with a specific PSHE focus.

Aims: In Key Stage 3 PSHE Education, students will...

Groupings


Assessment

Formative assessment takes place throughout the years, with feedback about areas to develop being shared frequently with students. Students do not undergo formal assessment in PSHE Education. In the reporting process, students are not awarded an overall grade in the subject.

Curriculum Overview


Students will learn a range of cross-curricular skills, including:

Managing Change

Healthy Life Styles

Healthy Relationships

Managing Danger

Online Safety

Puberty

Communication


Team Work

Dealing with Conflict

Healthy Choices

Working together

Managing emotions

Positive Relationships

Managing Money

Equality


Careers

Decision Making

Peer Pressure

Drugs and Alcohol Awareness

Sex and Relationships Education

Budgeting and Finances

Documents

Key Stage - bkkprep.ac.th · Developing skills in digital design and photography Developing skills in handling paint to create layering, texture and depth investigate various art