On Tuesday 26 October the Year 8 and 9 Geography class combined with the IGCSE Year
10 class for a field trip to look at aspects of Bali’s Coastline.
What they found was the coastal landscape of South Bali is shaped by a combination of
physical and human environments and processes. This was looked at in detail at two specific
locations. The first was Padang Padang on the Uluwatu Bukit, and the second was
Pantai Segara, from the airport down to Discovery Mall.
It was up to the students to take photographs of the coastal processes and how it has influenced
human and cultural development at the above locations. This will later be displayed
as a Power Point presentation and can be seen as part of their electronic portfolios.

It was a typically steamy and hot day, with everyone trekking up and down the coast without
complaint to take some great photographs.
The final destination was the luxuriously chilled Discovery Mall where the reward for their
toil was a nice lunch and a cold drink. Special thanks must go to Mr Wyndow and Mr Moran
for organising and coordinating the excursion.
Paul Moran

Last week the IGCSE Travel & Tourism students visited the Legong Keraton Hotel in
Canggu. We met with Juliette Auw (manager) and she gave us a tour of the hotel including;
the different room types available, the spa, pool, restaurant and reception area. The
students then had a question and answer session with Juliette and found out that their
main target markets were the German and Dutch markets. The trip was very successful
and the students learnt many things about the running of a hotel and what needs to be
done to try and meet the needs of different customers. A big thank you to Juliette for finding
the time to show us around and for providing the students with valuable information.

Students in Key Stage 3 (Years 7 to 9) follow the National Curriculum for England, with
adaptations for the global and local setting of our school. The teaching and learning that occurs in the Secondary School builds on the important learning and skill development of primary education to prepare students for both tertiary education and the work force. As students are at different stages of the knowledge and skills continuums, teachers plan lessons that will challenge each child and that will cater for their diversity. Setting personal goals and checking progress against those goals is an important part of student development in the Secondary School.

The core subjects of English, Mathematics, Science and Information Communication Technology (ICT) are taught at each level and they are integrated across the curriculum as much as possible to help students make links from one subject to another. The other subjects taught at Key Stage 3 are:
•    Art
•    Bahasa Indonesia
•    Design and Technology (D&T)
•    Drama
•    Geography
•    History
•    Music
•    Personal, Social, Health Education (PSHE)
•    Physical Education (PE)
•    Religious Awareness (RA)

Detailed information about the secondary schooling curriculum is available from the Department for Children, Schools and Families (DCSF) website

Assessment

Both formative and summative assessments are used by teachers throughout the year to ascertain levels at which students are achieving. The information gained by teachers from these is used to plan future learning activities and goals for students and to report to parents and education authorities, such as CIE. Teachers will provide feedback to students for all tasks and assignments that are presented for marking, against criteria that has been explained in advance.

Formative assessment will include:
•    observation of students at work.
•    discussion with students about their work, both individually and in groups.
•    reflection and analysis of personal work by students.
•    marking of written tasks and assignments by teachers.

Summative assessment will generally take the form of tests or tasks that are completed towards the end of a unit, or as part of an extended task that meets coursework requirements of individual subjects. These are marked against levels of attainment that are provided by the Qualifications and Curriculum Development Authority (QCDA) for each subject. For specific information about levels of attainment, please see the SATs and Levels section.

Each year, in June, all secondary school students will sit end of year tests/examinations. Year 9 complete the Standard Assessment Tests (SATs) that are sent from the UK, even though they are no longer statutory. Completed tests are sent back to the UK for independent marking. Students in Years 7 and 8 complete interim tests that are written and marked at CCS, using questions from past papers and in accordance with QCDA regulations. Years 10 and 11 complete exams according to their IGCSE programme.

Reporting

Both oral and written reports are provided to parents of CCS students. The oral reports are given at the end of Terms 1 and 3 (Parent/Student/Teacher Conference and Interim Progress Report).  Full written reports are sent home at the conclusion of Terms 2 and 4.

English Overview: Years 7, 8, 9

English is vital for students both as a school subject but also as a life skill that goes beyond the classroom. In studying English, students develop skills and become confident in speaking and listening, reading and writing. Students learn to express themselves creatively and imaginatively and to communicate with others confidently and effectively.

One of the aims of our curriculum is for students to become enthusiastic and critical readers of stories, poetry and drama, as well as non-fiction and media texts, gaining access to the pleasure and world of knowledge that reading offers.

Students will be encouraged to understand how language works by looking at the patterns, structures, origins and conventions of English. This will enable them to use language for different situations, as well as appreciate and interpret the choices made by other writers and speakers.
With regard to knowledge, skills and understanding in English, the curriculum requires that:
•    students become competent and accurate users of language.
•    they are creative and imaginative with the language choices they make.
•    they gain a cultural understanding of the English literary heritage, as well as explore texts from a range of cultures and traditions.
•    they show critical understanding by assessing, analysing and evaluating language, and by engaging with and responding to the main issues and ideas in texts.

Resources

A wide variety of resources are provided, including novels, poetry, play scripts, non-fiction texts, grammar books and DVDs/videos. The Internet and audio visual equipment are also used to supplement learning activities.

Assessment

Formative assessment is ongoing and takes place for each of the three strands. Feedback from peers and teachers helps students set new goals for learning. Summative assessment also occurs each term, with set criteria for oral tasks, reading comprehension and formal pieces of writing in set genres all being required at different times. Students are also required to maintain a reading journal as part of the assessment requirements.

Year 7 English

The range of our Year 7 syllabus covers the following strands:
•    novels and short stories.
•    drama – an introduction to Shakespeare and a modern play.
•    poetry – both pre-twentieth century and modern.
•    language – including autobiography.
•    media/non-fiction – including advertising and a film study.

Assessment is ongoing throughout the year, and with the optional SATs which are internally marked.

By the end of Year 7, most students should be able to:

Speaking and Listening

•    talk and listen with confidence in an increasing range of contexts.
•    adapt their talk according to audience, purpose and situation.
•    develop their ideas thoughtfully so that they can describe events and convey their opinions clearly and in an interesting way.
•    listen carefully in discussions so that they can make contributions and respond to the ideas and views of others.
•    begin to ask questions that develop ideas.
•    use some of the features of standard English in formal situations.

Reading

•    show an understanding of significant ideas, themes, events and characters in an increasing range of texts.
•    begin to use inference and deduction.
•    show an understanding of the time and culture in which texts were written.
•    begin to refer to the text and select sentences, phrases and relevant information to support their views.
•    to locate and use ideas and information from an increasing range of sources.

Writing

•    write in a range of forms in a lively, thoughtful and interesting way.
•    adapt their writing for different readers, using a more formal style where appropriate.
•    make vocabulary choices that are adventurous and for effect.
•    begin to use grammatically complex sentences to extend meaning.
•    organise their ideas into paragraphs with accurate spelling and punctuation.

Year 8 English

The range of our Year 8 syllabus covers the following strands:
•    novels and short stories.
•    drama – Shakespeare’s ‘Macbeth’ and a modern play.
•    poetry – including poems from other cultures and traditions, and song lyrics.
•    language – including writing to inform, persuade and advise.
•    media/non-fiction – including a scheme on pop groups.

As in Year 7, assessment is ongoing throughout the year, and with the optional SATs which are internally marked.

By the end of Year 8, most students should be able to:

Speaking and Listening

•    adapt their talk to the demands of different contexts, purposes and audiences with increasing confidence.
•    engage the interest of the listener by using a variety of vocabulary in a lively way.
•    take an active part in discussions and take on different roles in oral activities.
•    show that they understand and are sensitive to the ideas of others.
•    demonstrate their knowledge of language variety and usage.
•    use standard English with increasing fluency in formal situations.

Reading

•    identify different layers of meaning when reading and discussing a range of texts.
•    give a personal response to texts.
•    refer to aspects of language, structure and themes to justify their views.
•    begin to make connections between texts from different times and cultures and their own experiences.
•    summarise a range of information from different sources.

Writing

•    engage and sustain the reader’s interest with increasingly fluent writing.
•    adapt style and register to different forms.
•    be confident that they can experiment with language to create effects.
•    write with accurate spelling and grammar and with a range of punctuation.
•    organise their ideas into well developed, linked paragraphs.

Year 9 English

The range of our Year 9 syllabus covers the following strands:
•    novels and short stories.
•    drama – including Shakespeare’s ‘Romeo and Juliet’.
•    poetry – including modern – Carol Ann Duffy, Seamus Heaney, and pre-twentieth century gothic love poetry by Keats.
•    language – including speech making.
•    media/non-fiction – including travel writing.

Year 9 is an important transition year as students ‘firm up’ on the skills they need for IGCSE English in Key Stage 4 in Years 10 and 11. Assessment is ongoing throughout the year; however, students will sit the important Key Stage 3 SATs which are externally marked by the SATs examination board in UK. Part of the Year 9 curriculum ensures that the students are ready and confident to sit these examinations.

By the end of Year 9, most students should be able to:

Speaking and Listening

•    match their talk to different contexts, including the unfamiliar
•    use vocabulary in precise, creative and apt ways
•    organise their talk to communicate clearly
•    make significant contributions to discussions, evaluating others’ ideas and varying how and when they participate
•    use standard English confidently in situations that require it

Reading

•    show their appreciation of and ability to comment on a range of texts
•    evaluate how authors achieve effects
•    express a critical and personal response to texts
•    select, synthesise and compare information from a variety of sources

Writing

•    show creativity in their writing
•    develop characters and settings in their narrative writing and show variety in structure
•    write coherent non-fiction writing with clear points of view that take into account different perspectives
•    write with accuracy and for effect

Mathematics Overview:  Years 7, 8, 9

Teaching and learning of Mathematics at CCS aims to engage and motivate students and demands their active participation.

Numeracy is a proficiency which is developed mainly in Mathematics but also in other subjects. It is more than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables.

Resources

Students must bring the following resources to each lesson:
•    Pencil, pencil sharpener, eraser, ruler (30cm is preferable)
•    Protractor
•    Pair of compasses
•    Scientific calculator (preferably casio ‘fx’ series)

Assessment

Assessment of students’ progress is built into each unit and outcomes are used to review progress, to provide feedback to students and to check whether students are ready to move on to the next activity or they need more support or challenge. In addition to formal tests, assessment can include asking questions, listening to students talking, or observing students explaining their work.

Formal assessments take the form of Diagnostic Tests (one or two per term). End of year tests are also conducted. These are set and marked internally, along the same guidelines as in the SATs tests that are conducted in Year 9. Results from these are used to determine UK National Curriculum levels, which are used to monitor the progress of each student against the continuum of expected attainment targets for each year group.

Year 7 Mathematics

The objectives for Year 7 are organised into strands.

By the end of Year 7, most students should be able to:
Mathematical processes and applications
•    represent problems, making correct use of symbols, words, diagrams, tables and graphs.
•    use appropriate procedures and tools.
•    understand the significance of a counter-example.
•    make accurate mathematical diagrams, graphs and constructions.
•    calculate accurately, selecting mental methods or calculating devices as appropriate.
•    manipulate numbers, algebraic expressions and equations, and apply routine algorithms.
•    record methods, solutions and conclusions.
•    estimate, approximate and check working, communicate own findings effectively, orally and in writing, and discuss and compare approaches and results with others.

Number

•    understand and use decimal notation and place value.
•    multiply and divide integers and decimals by 10, 100, 1000, and explain the effect.
•    round positive whole numbers to the nearest 10, 100 or 1000, and decimals to the nearest whole number or one decimal place.
•    understand negative numbers as positions on a number line.
•    order, add and subtract integers in context.
•    recognise and use multiples, factors, primes (less than 100), common factors, highest common factors and lowest common multiples in simple cases .
•    simplify fractions by cancelling all common factors and identify equivalent fractions.
•    calculate simple percentages and use percentages to compare simple proportions.
•    recognise the equivalence of percentages, fractions and decimals.

Algebra

•    use letter symbols to represent unknown numbers or variables.
•    know the meanings of the words term, expression and equation.
•    understand that algebraic operations follow the rules of arithmetic.
•    simplify linear algebraic expressions by collecting like terms.
•    multiply a single term over a bracket (integer coefficients).

Geometry and measures

•    use correctly the vocabulary, notation and labelling conventions for lines, angles and shapes.
•    identify parallel and perpendicular lines.
•    know the sum of angles at a point, on a straight line and in a triangle.
•    recognise vertically opposite angles.
•    use 2-D representations to visualise 3-D shapes and deduce some of their properties.
•    recognise and visualise the symmetries of a 2-D shape.
•    use conventions and notation for 2-D coordinates in all four quadrants.
•    find coordinates of points determined by geometric information.

Statistics

•    plan how to collect and organise small sets of data from surveys and experiments.
•    design data collection sheets or questionnaires to use in a simple survey.
•    construct frequency tables for gathering discrete data, grouped where appropriate in equal class intervals.
•    calculate statistics for small sets of discrete data: find the mode, median and range, and the modal class for grouped data.
•    use vocabulary and ideas of probability, drawing on experience.

Year 8 Mathematics

The objectives for Year 8 are organised into strands.

By the end of Year 8, most students should be able to:

Mathematical processes and applications

•    identify the mathematical features of a context or problem.
•    try out and compare mathematical representations.
•    use logical argument to interpret the mathematics in a given context or to establish the truth of a statement.
•    give accurate solutions appropriate to the context or problem.
•    refine own findings and approaches on the basis of discussions with others

Number

•    read and write positive integer powers of 10.
•    multiply and divide integers and decimals by 0.1, 0.01.
•    use multiples, factors, common factors, highest common factors, lowest common multiples and primes.
•    use squares, positive and negative square roots, cubes and cube roots, and index notation for small positive integer powers .
•    apply understanding of the relationship between ratio and proportion.
•    simplify ratios, including those expressed in different units, recognising links with fraction notation.
•    divide a quantity into two or more parts in a given ratio.
•    use the unitary method to solve simple problems involving ratio and direct proportion.

Algebra

•    understand that algebraic operations, including the use of brackets, follow the rules of arithmetic.
•    use index notation for small positive integer powers.
•    construct and solve linear equations with integer coefficients (unknown on either or both sides, without and with brackets) using appropriate methods (e.g. inverse operations, transforming both sides in same way).
•    use graphs and set up equations to solve simple problems involving direct proportion.

Geometry and measures

•    identify alternate angles and corresponding angles.
•    understand that the angle sum of a triangle is 180° and of a quadrilateral is 360°.
•    know that if two 2-D shapes are congruent, corresponding sides and angles are equal.
•    transform 2-D shapes by rotation, reflection and translation, on paper and using ICT.
•    find the midpoint of the line segment AB, given the coordinates of points A and B.
•    use bearings to specify direction.

Statistics

•    plan how to collect the data.
•    construct frequency tables with equal class intervals for gathering continuous data and two-way tables for recording discrete data.
•    construct graphical representations, on paper and using ICT, and identify which are most useful in the context of the problem.
•    compare estimated experimental probabilities with theoretical probabilities.

Year 9 Mathematics

The objectives for Year 9 are organised into strands.

By the end of Year 9, most students should be able to:

Mathematical processes and applications

•    break down substantial tasks to make them more manageable.
•    represent problems and synthesise information in algebraic, geometrical or graphical form.
•    move from one form to another to gain a different perspective on the problem.
•    review and refine own findings and approaches on the basis of discussions with others.
•    look for and reflect on other approaches and build on previous experience of similar situations and outcomes.

Number

•    use rounding to make estimates and to give solutions to problems to an appropriate degree of accuracy.
•    use the prime factor decomposition of a number.
•    use index notation for integer powers.
•    know and use the index laws for multiplication and division of positive integer powers.
•    understand the effects of multiplying and dividing by numbers between 0 and 1.
•    consolidate use of the rules of arithmetic and inverse operations.

Algebra

•    distinguish the different roles played by letter symbols in equations, identities, formulae and functions.
•    use index notation for integer powers and simple instances of the index laws.
•    use algebraic methods to solve problems involving direct proportion.
•    relate algebraic solutions to graphs of the equations.
•    explore ways of constructing models of real-life situations by drawing graphs and constructing algebraic equations and inequalities.

Geometry and measures

•    know the definition of a circle and the names of its parts.
•    explain why inscribed regular polygons can be constructed by equal divisions of a circle.
•    investigate Pythagoras’ theorem, using a variety of media, through its historical and cultural roots, including ‘picture’ proofs.
•    identify reflection symmetry in 3-D shapes.
•    use and interpret maps and scale drawings in the context of mathematics and other subjects.
•    find the locus of a point that moves according to a simple rule, both by reasoning and by using ICT.

Statistics

•    design a survey or experiment to capture the necessary data from one or more sources.
•    design, trial and if necessary refine data collection sheets.
•    construct tables for gathering large discrete and continuous sets of raw data, choosing suitable class intervals.
•    calculate statistics and select those most appropriate to the problem or which address the questions posed.
•    interpret graphs and diagrams and make inferences to support or cast doubt on initial conjectures.
•    identify all the mutually exclusive outcomes of an experiment.
•    know that the sum of probabilities of all mutually exclusive outcomes is 1 and use this when solving problems.

Science Overview: Years 7, 8, 9

The Science scheme at CCS is underpinned by the aims stated in the National Curriculum course of study in England. These are that science teaching should offer opportunities for students to:
•    enjoy learning about and exploring the world in which they live.
•    gain a wider knowledge of how things work from a simple cell right up to the entire universe.
•    build on prior science knowledge and understanding from KS2 and their own lives.
•    make connections between different areas of science.
•    apply scientific ideas and models to explain phenomena and events.
•    understand a range of familiar applications of science.
•    analyse the advantages and disadvantages of technological developments, considering the reasons for different opinions.
•    carry out investigations, independently and within groups, making use of references and evaluating their own work.
•    communicate what they have achieved and how it was done.
•    learn how scientists work and the importance of experimental evidence to support scientific ideas.

Knowledge and skills are gained through a variety of learning opportunities in the strands of:
•    Investigative Skills – how to experiment and discover real life answers for themselves
•    Biology – the living world, including our place in it and our impact upon it
•    Chemistry – the material world and how the particles react with each other
•    Physics – the physical world and how objects behave in our universe.

Resources

The Science Laboratory has a wide variety of specialist equipment including Bunsen burners, a fume cupboard, and microscopes. In addition to a text series, students use a range of reference books in the library and the Internet.

Assessment

CCS scientists have regular summative assessments, including a SATs style test covering all topics studied. In addition, the science course at CCS provides for a large amount of formative assessment, where the students assess their own and other students’ work. This helps students to see exactly where they are going wrong and how to avoid these mistakes in the future, becoming important lessons in their own right and allowing the students to develop knowledge and skills.

Practical work is also assessed during each term as students complete experiments. Safety in the laboratory is an integral part of this assessment.
Year 7 Science
By the end of Year 7, most students should be able to:

Investigative skills
•    make basic plans for investigations.
•    talk about how to construct a fair test.
•    collect valid results.
•    analyse results and see simple patterns.
•    evaluate how well an investigation has gone.

The biological world
•    identify some example cells and relate their roles to the working of the human body.
•    recognise the ordering of the natural world into classification groups and our position within that order.
•    identify the main reproductive organs on diagrams of both animals and plants.
•    describe how a plant gets the resources it needs and what it then does with them.

The chemical world
•    investigate acids and alkalis and use the pH scale correctly to achieve neutralisation.
•    identify solids, liquids and gases and apply particle theory to identify which model best suits a given example.
•    use a variety of techniques to separate different solutions into their basic parts.
•    make careful observations of chemical reactions and relate what they see to what has happened to the atoms involved.

The physical world:
•    identify what forces are at work around us everyday and how we can manipulate them to make our lives easier.
•    describe some of the ways humankind or people uses energy resources and what affect these methods are having on the planet.
•    appreciate what is beyond our planet and what conditions there might be in space.
•    correctly explain how conduction, convection and radiation work to keep us alive.

Year 8 Science

By the end of Year 8, most students should be able to:

Investigative skills
•    make a scientific prediction based on prior knowledge.
•    create a fair test which can produce valid results.
•    analyse complex patterns from data using graphs as evidence for conclusions.
•    evaluate not only what went well but how to improve things which were not as good.
The biological world
•    describe how organisms depend on each other for survival within an ecosystem.
•    describe the journey and processes our bodies perform on the meals we eat everyday.
•    use evidence collected to show that different factors can affect the rate that plants photosynthesise.

The chemical world
•    correctly apply the knowledge of atomic theory to predict the shape of molecules and correctly construct word equations.
•    distinguish between element mixtures and compounds and use a variety of methods to test whether their predications are correct.

The physical world
•    explain how sound waves vibrating in the air cause our brains to register sound.
•    describe how particles of energy travelling through the universe at amazing speeds can cause our brains to register images.
•    construct and draw electrical circuits using standard diagrams.
•    use magnets to make a simple compass

Year 9 Science

By the end of Year 9, most students should be able to:

Investigative skills
•    construct a complex plan, which can test more than one variable at a time, while remaining fair.
•    ensure that all theories and conclusions have a valid basis in science which is explained fully.
•    analyse results using basic statistics as well as graphs and raw observations.
•    evaluate and suggest how an investigation could be extended to increase our knowledge.

The biological world
•    construct the equation for respiration and explain where we get all the reactants from for this reaction.
•    describe how to keep several key parts of our body healthy using what we eat to help.
•    describe their own phenotype in relation to their biological parents and make predictions about their own and their biological parents’ genetic makeup.
•    grow and kill a variety of micro-organisms.

The chemical world
•    describe the main properties of a metal and its importance within our world.
•    predict how a previously unknown metal might react based on its position within the periodic table.

The physical world
•    correctly calculate the speed or distance travelled or time travelled for example objects.
•    correctly calculate how much pressure will be exerted by an object and how this applies in hydraulics and pneumatics.
•    explain why a longer lever will change the movement of work and make lifting a load easier.

Geography Overview: Years 7, 8, 9

Geography is studied for three lessons per week over two academic terms. The study of geography stimulates an interest in and a sense of wonder about places. It helps young people make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment interact, and how a diverse range of economies, societies and environments are interconnected. It builds on students’ own experiences to investigate places at all scales, from the personal to the global.

Geographical enquiry encourages questioning, investigation and critical thinking about issues affecting the world and people’s lives, now and in the future. Fieldwork is an essential element of this. Students learn to think spatially and use maps, visual images and new technologies, including geographical information systems (GIS), to obtain, present and analyse information.

Geography inspires students to become global citizens by exploring their own place in the world, their values and their responsibilities to other people, to the environment and to the sustainability of the planet.

Students will learn that every place has unique physical and human characteristics which can be interpreted and represented in different ways. Investigations based on real places and events will help students:
•    know where different places and landscapes are located.
•    develop knowledge and understanding of places and identify their geographical context.
•    increase their understanding of the cause and impact of natural and man-made disasters.
•    become aware of concepts such as urban change and sustainable development.
•    compare industries of the current era .
•    understand the significance of interdependence.
•    make links between people, their activities and their environment.
•    increase their understanding of natural patterns and systems on the environment and how this leads to change.
•    show cultural understanding of societies and economies and appreciate how people’s values differ and may influence social, environmental, economic and political issues.

Assessment
Formative assessment tasks including bookwork, worksheets and short research tasks will be given throughout the course.  Students will be given summative end of topic tests to assess what they have learned from the course.

Resources
•    Geography 360 Books 1 to 3 – Heinemann scheme.
•    Phillips International School Atlas.
•    Local features, maps, DVDs, Internet.

Year 7 Geography

The topics in Year 7 are:
•    Making Connections Between Places.
•    Earthquakes and Volcanoes.
•    People Everywhere.
•    Flood Disaster and How People Cope.
•    World Sport.

By the end of Year 7 we, most students should be able to:
•    show their knowledge, skills and understanding in studies of a range of places and environments at more than one scale and in different parts of the world.
•    begin to recognise and describe geographical patterns and to appreciate the importance of wider geographical location in understanding places.
•    recognise and describe physical and human processes and how these change the features of places and have an effect on the lives of people living there.
•    begin to recognise some of the links and relationships that make places dependent on each other.
•    begin to recognise how people try to manage environments sustainably.
•    explain their own views and begin to suggest relevant geographical questions, issues and conclusions.
•    use primary and secondary sources of evidence and select information for their investigations.
•    communicate their findings using appropriate vocabulary and geographical formats.

Year 8 Geography

The topics in Year 8 are:
•    Rivers.
•    Coastal Environments.
•    Shopping – past, present and future.
•    Weather Patterns.
•    Investigation of Less Economically Developed Countries (LECD).
•    Images of a Country.
•    Limestone Landscapes.
•    Ecosystems, Population and Resources.
•    Crime and the Local Community.

By the end of Year 8, most students should be able to:
•    describe and explain a range of physical and human processes and begin to recognise that these processes interact to produce the distinctive characteristics of place, create geographical patterns and lead to change.
•    appreciate the many links and relationships that make places dependent on each other.
•    recognise how conflicting demands on the environment may arise and describe and compare different approaches to managing the environment.
•    appreciate that different values and attitudes, including their own, result in different approaches that have different effects on people and places.
•    suggest relevant geographical questions and issues and appropriate sequences of investigation.
•    select a range of skills and sources of evidence and use them effectively in their investigations.
•    present their findings in an ordered way and reach conclusions that fit with the evidence.

Year 9 Geography

The topics in Year 9 are:
•    What is Development?
•    Investigation of More Economically Developed Countries (MEDC).
•    The Global Fashion Industry.
•    Tourism.
•    Comparative Study of Two Countries.
•    Patterns and Processes Associated with Tectonic Activities.
•    Comparative Study of Industrial Growth.
•    Local Action, Global Effects.

By the end of Year 9, most students should be able to:
•    understand that many factors, including people’s values and attitudes, influence the     decisions made about places and environments and use this understanding to explain resulting changes.
•    appreciate that the environment in a place and the lives of the people who live there are effected by actions and events in other places.
•    recognise that human actions, including their own, may have unintended environmental consequences and that change sometimes leads to conflict.
•    appreciate that considerations of sustainable development affect the planning and management of environments and resources.
•    begin to account for disparities in development and understand the range and complexity of factors that contribute to the quality of life in different places.
•    with growing independence draw on their knowledge and understanding to identify appropriate geographical questions and issues and establish their own effective sequence of investigation.
•    select and use accurately a wide range of skills to evaluate critically sources of evidence, present well argued summaries of their investigations and begin to reach substantiated conclusions.

History Overview: Years 7, 8, 9

History is studied for three lessons per week over two academic terms. History fires students’ curiosity and imagination, moving and inspiring them with the dilemmas, choices and beliefs of people in the past. It helps students develop their own identities through an understanding of history at personal, local, national and international levels. It helps them to ask and answer questions of the present by engaging with the past.

Students find out about the history of their community, Britain, Europe and the world. They develop a chronological overview that enables them to make connections within and across different periods and societies. They investigate Britain’s relationships with the wider world, and relate past events to the present day.

As they develop their understanding of the nature of historical study, students ask and answer important questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgements they make. They appreciate why they are learning what they are learning and can debate its significance.

History prepares students for the future, equipping them with knowledge and skills that are prized in adult life, enhancing employability and developing an ability to take part in a democratic society. It encourages mutual understanding of the historic origins of our ethnic and cultural diversity, and helps students become confident and questioning individuals.

The key concepts that that underpin the study of History are:
•    chronological understanding, whereby students build and talk about a chronological framework of periods, so that they develop a sense of historical periods, the passing of time, and the characteristic features of periods and societies.
•    cultural, ethnic and religious diversity which is an appreciation of the diverse experiences and ideas, beliefs and attitudes of people in past societies and how these have shaped the world.
•    cause and consequence, which enables students to analyse and explain the reasons for change.
•    the significance of events, people and developments in their historical context and the present day.
•    understand how historians form interpretations and assess how valid these interpretations are.

Assessment
Students will be assessed through end of topic tests, as well as assignments set during the course of the year.

Resources
•    The Heinemann History Scheme.
•    Primary and secondary source materials.
•    Case studies.
•    DVDs.
•    Internet.

Year 7 History

During Year 7, students study the medieval era, looking at how hard life was for medieval people in town and country, and how medieval monarchs kept control. We look at how the medieval church affected people’s lives. The reign of Elizabeth I is an important topic and students will also enjoy studying the achievements of the Islamic states, and the crusades.

By the end of year 7, most students should be able to:
•    show knowledge and understanding of history at a local, national and international level.
•    describe events, people and some features of past societies and periods in the context of a chronological framework.
•    begin to recognise diversity, change, continuity and cause.
•    identify and describe different ways in which the past has been interpreted.
•    begin to use information as evidence to test hypotheses.
•    begin to evaluate sources.
•    begin to produce structured written work, making appropriate use of dates and terms.

Year 8 History

During Year 8, students will find out what they can learn from portraits 1500 to 1750. They will enjoy the topic on the rise and fall of the Mughal Empire, 1526 to 1857. They will study the events of the English Civil Wars, the Glorious Revolution of the Eighteenth century and industrial change, which they will follow through as a topic to the growth of the British Empire. They will also look at the French Revolution.

By the end of Year 8, most students should be able to:
•    begin to analyse the nature and extent of diversity, change and continuity within and across different periods.
•    begin to explain how and why different interpretations of the past have been constructed.
•    develop their own questions to investigate historical problems and issues.
•    evaluate sources to establish relevant evidence for particular enquiries.
•    make appropriate use of historical terminology to produce structured written work.

Year 9 History

During Year 9, students will look at how women in Britain gained the vote, and will study the issues regarding a divided Ireland. They will look at further world conflicts in the twentieth century and the Holocaust. Students will study a topic on twentieth century medicine and scientific discoveries that changed the world. They will also study a topic on slavery.

By the end of Year 9, most students should be able to:
•    suggest lines of enquiry into historical problems and issues, refining their methods of investigation.
•    evaluate critically a range of sources and reach substantiated conclusions independently.
•    use historical knowledge confidently.
•    produce precise and coherent work.

Information Communication Technology (ICT) Overview: Years 7, 8, 9

Students are challenged to extend their ICT knowledge and skills by completing a range of learning activities that mirror those used in the wider community. They use a variety of hardware and software programs to further develop their knowledge and understanding of the importance of information. Students are encouraged to use their own initiative, imagination, reasoning and investigative skills to develop essential ICT skills and processes. Students also develop their ability to use ICT to support their learning in other curriculum areas.

Key focus areas include:
•    finding things out.
•    developing ideas and making things happen.
•    exchanging and sharing information.
•    reviewing, modifying and evaluating work as it progresses.

Gaining an understanding of the impact of ICT on individuals is an important part of a student’s learning in this subject. They are regularly made aware of the need to use the technology appropriately, safely and securely.

Resources

Central to the ICT programme is a school-wide network, which includes a laboratory of twenty-four computers, an interactive whiteboard and other peripheral hardware. The computers run on a Windows platform with Microsoft Office as the core software.

Students have access to the school Intranet, Internet and ccsNET, the school’s eLearning platform where they are able to submit work, share resources, complete tests and engage in online discussion activities.

Assessment

The following types of assessment are used in ICT:
•    On-going skills assessment.
•    End of unit project/test.
•    Mini projects throughout units.

Year 7 ICT

Throughout the year, students will be given opportunities to find, develop, analyse and present information. They will be able to experiment with the technology, in a safe and responsible manner, as they solve problems and complete learning tasks. Students will need to make informed decisions about when, where and how they should use ICT.

By the end of Year 7, most students should be able to:
•    select and use ICT tools and techniques appropriately, safely and efficiently.
•    plan and design a presentation of information for an identified purpose and audience.
•    refine a presentation using the simple editing functions of applications  to combine text, still and moving images and sound.
•    evaluate the effectiveness of their own and others’ presentations using given criteria.
•    recognise whether a piece of information is relevant to the task they are doing.
•    discuss how inaccurate or missing information can give the user the wrong impression.
•    search for appropriate information using different sources (search engines, indices and navigational structures).
•    explain the importance of stating where information comes from.
•    use spreadsheets to enter data, rules and formulae.
•    explain how formulae work.
•    predict what will happen if a piece of data or formulae is changed.
•    test the model to see that it works properly.

Year 8 ICT

By the end of Year 8, most students should be able to:
•    use suitable software to store, retrieve and present electronic information.
•    interpret collected data and reach conclusions from it.
•    weigh up critically how well a piece of information will help with a task by considering purpose and audience.
•    recognise how presenting information in different ways can change the impact.
•    use diagrams to design a website.
•    use a range of ICT resources to create web pages, combining text and images.
•    devise and use criteria to evaluate and refine a website.
•    give a reason for using a particular information source by considering its accuracy, validity and reliability.
•    extend and refine search methods to be more efficient by using AND, OR, NOT and synonyms.
•    use a spreadsheet to create models .
•    use techniques to produce more efficient models.
•    explain the link between input and output values in a model.
•    use a model to simulate different events.

Year 9 ICT

By the end of Year 9, most students should be able to:
•    discuss the impact of ICT upon society.
•    identify the advantages and limitations of different information-handling applications.
•    select and use information suited to work in a variety of contexts.
•    assess validity of information by comparing it with other information sources.
•    combine information from a variety of ICT based and other sources for presentation to different audiences.
•    design ICT based models and procedures with variables to meet particular needs.
•    make predictions and vary the rules within models.
•    use complex lines of enquiry to solve problems and test hypotheses.
•    develop, try out and refine sequences of instructions to control events.
•    describe real-world control systems and understand implications for people’s safety.
•    understand that projects are improved by the sharing and refining ideas.
•    identify success criteria for projects.

Art Overview: Years 7, 8, 9

The aim of the courses at Secondary level is to use new media to build on a solid grounding in elements like perspective, tone, shading, form and line in observational drawing and painting, as well as 3-D work, designing and creating sculpture, models and worn art to a brief. Students are therefore expected to learn how artists use computer applications to enhance their work, to know the difference between printed and virtual art and to animate and compose photographs in an informed way. The special privilege of studying Art in Bali is recognised in some of the project topics studied. Trips will allow students to draw on local expertise, as Balinese art occupies a place in the international art history which the students will research.

Resources

Students are expected to bring two HB pencils, an eraser and sharpener. They are given an Art book which should be kept neat. In addition to traditional art media, the school provides computers running Photoshop 7, Flash MX, Adobe Illustrator and other applications for computer generated art activities.

The Art Department at CCS is well equipped with PCs, the latest art and design software, printers, scanners and an excellent projection space.

Assessment

Students will build up a portfolio of work and this will form the core part of the assessment for this subject. They will be expected to demonstrate:
•    knowledge and understanding of artists and art movements and the use of artistic vocabulary.
•    the capacity to plan an art work with sketches, media trials and explanatory notes.
•    application – quality of finished work in various media and techniques.
•    the capacity to reflect on and evaluate their own work and the work of others, to identify strengths and weaknesses.
•    personal engagement and willingness to take artistic risks.

Year 7 Art

During Year 7, the Art course is designed to equip students with sound basic techniques and skills to prepare and produce effective works of art. This includes learning how artists today use modern media, from computer applications to video and to printing techniques. Students are also required to study art forms and artists from all around the world and to appreciate the richness of the art of Bali. Emphasis is placed on art production as a developmental process and evolution of an idea, as marks are awarded for the preparation work as well as for the final outcome.

By studying a series of topics that focus on the human body and then linking them to other areas of art, students will use a variety of media and develop a range of skills. The link between ‘Drawing and Painting the Face’ and ‘Stylised Faces’ and ‘The Use of Masks in Bali’ is an example. Some other Year 7 topics are:
•    Working with clay.
•    The Renaissance.
•    Fabric and patterns in nature; batik.
•    Photoshop and art.
•    Chinese brush painting.

By the end of year 7, most students should be able to:
•    show familiarity and skill in a range of media.
•    draw what they see, not what they think they see, through special emphasis on observational drawing.
•    use pencil and charcoal effectively, focusing on tone, line and shading techniques.
•    use brushes with ink and paint, use clay and create a batik pattern on fabric.
•    respond in an individual way to the themes studied.
•    research and present topics from the History of Art.

Year 8 Art

During Year 8, by studying a series of topics that focus on sculpture and then linking them to other areas of art, students will use a variety of media and develop a range of skills, including observing how artists approach design briefs to create a clay figure or a piece of jewellery. The link between 2-D prep work, a 3-D sculpture, Sculpture in History and Balinese Sculpture is an example. Some other Year 8 topics are:
•    The landscape in art.
•    1 and 2 point perspective.
•    Watercolour painting techniques.
•    The graphic novel: perspective, line, pencil and ink.
•    Poster and book cover design.

By the end of Year 8, most students should be able to:
•    follow through an idea from initial drawings to a final well composed work.
•    build on their observational pencil and brush skills to learn the formal elements of good composition and perspective, with a focus on landscape art.
•    prepare 2-D drawings for more complex 3-D sculptures.
•    discuss the use of film and camera angles in printed art forms.
•    undertake line work using pencil, ink and computer for stylised graphic novel art.

Year 9 Art

During Year 9, by studying a series of topics that focus on pen and ink art and then linking them to other areas of art, students will use a variety of media and develop a range of skills. The link between Graphic Novel/Comic Book Art and Figure and Head Proportions is an example. The various projects attempt to provide grounding for the Year 10 course. Some other Year 9 topics are:
•    Revision of perspective and composition
•    Photography and art
•    Low relief sculptures – with accompanying study of masks in Indonesia and Africa
•    The afterlife as portrayed by artist – angels and demons
•    Study of Nyepi and designs for modern ogoh-ogoh statues
•    Buildings in 3-D and 2-D
•    Technical drawing basics
•    Building models to a brief in card and clay.

By the end of Year 9, most students should be able to:
•    follow through an idea from initial drawings to a well designed, coherent, final piece.
•    use tone, perspective and form in their portrayals of the human figure.
•    respond to the themes studied in an individual way.
•    talk in an informed way about their artwork and about the artists, movements and cultures studied.

Design and Technology (D&T): Years 7, 8, 9

Through a very ‘hands-on’ approach, students learn to design, make and appraise a number of products, using a wide variety of materials. From the very early stages of discussing ideas through to the final stage of reflecting and receiving feedback on their work, students need to work collaboratively. They are encouraged to work creatively, taking into account influences such as the materials that are available, their use in the local environment and the culture of users. Students will also be encouraged to research widely before commencing any tasks, and this will include using sources beyond the school.

As students work through the different assignments, they are expected to:
•    develop, plan and communicate their ideas.
•    work with a variety of tools, equipment, materials and components in new or unexpected ways to produce innovative quality products of good design.
•    evaluate processes and products, and the needs of users.
•    demonstrate their knowledge and understanding of the properties and characteristics of different materials .
•    develop their knowledge and understanding of systems and controls.
•    understand that designing and making has aesthetic, environmental, technical, economic, ethical and social dimensions.
•    understand that products and systems have an impact on quality of life.
•    understand that products evolve according to users’ and designers’ needs, beliefs, ethics and values and how they are influenced by local customs and traditions and available materials.

At each year level, core assignments will require students to work with:
•    resistant materials such as woods, plastics or ceramics.
•    food.
•    textiles.

As students work, they will have opportunities to bring skills from, and to make links with, other areas of the curriculum. They will be encouraged to use internal and external sources to research information that will help them meet the users’ needs for things they create.

Resources

The following resources will be provided:
•    a wide variety of materials to complete assignments, including wood, clay, different textiles, equipment for basic electrical circuitry and foods.
•    the tools required to complete each task.
•    a sketchbook.
•    access to the Internet.

Students are required to bring their pencils, eraser and ruler to all classes. They are required to share tools and resources and to work safely at all times.

Assessment

Formative assessment will take place throughout the year, with personal reflection and suggestions of ways students could improve their work being an important part of the process.

The use of drawings and plans, comments made during discussions about their work and that of their peers, the detail in their written notes and the quality of finished products will be combined to gain a final grade. Digital photographs will also help students build evidence of their work.

Year 7 D&T

During Year 7, students are given set projects that they need to complete in D&T. For each of the projects they are required to write information and draw sketches to ensure that their planning is thorough. They also have to keep evidence of their work and notes about any problems they encountered and thoughts about how their project could be improved should they make it again.
Students are involved in the decision making process about what projects will be undertaken, as identifying a need and finding a solution are two of the important stages in the planning of D&T projects.

A food preparation project requires students in Year 7 to prepare food that is:
•    nutritional and part of a balanced diet.
•    suitable for users to eat, taking into account cultural requirements.
•    prepared with hygienic food handling practices in mind.
•    presented in an inviting manner.

By the end of Year 7, most students should be able to:
•    develop ideas by collecting, drawing on and using various sources of information.
•    discuss, sketch and model their ideas, showing understanding of aesthetic and economic dimensions and technical issues.
•    begin to show an understanding of how culture and society are reflected in familiar products.
•    apply their knowledge and understanding of materials, ingredients and components, and begin to show awareness of constraints.
•    work with accuracy, paying attention to quality of finish and to function.
•    begin to use understanding of others’ designs as they develop their work.
•    produce increasingly detailed plans and select and work with a range of tools and equipment.
•    check their work and reflect on their designs for technical improvement.

Year 8 D&T

During Year 8, for a project involving textiles, students are required to:
•    meet the needs of a specific user, including the purpose of the item and any cultural considerations.
•    test the properties of different materials to ensure that the one chosen is the most appropriate.
•    ensure that the cost of the materials does not exceed a set budget.
•    take into account aesthetic qualities of the finished product.
•    use materials that have minimum impact upon the environment.

By the end of Year 8, most students should be able to:
•    draw on and use a range of sources of information, and show that they understand the form and function of familiar products as they develop and model ideas.
•    respond creatively to briefs, exploring and testing their design thinking.
•    begin to develop detailed criteria for their products and use these to explore proposals.
•    show that they understand the characteristics of the tools, materials, ingredients, equipment, components and processes they choose to work with.
•    begin to evaluate how effectively they have used information sources.
•    evaluate their products as they are being used, and begin to identify ways of improving them.

Year 9 D&T

During Year 9, for a project involving resistant materials, students are expected to:
•    meet the needs of a specific user.
•    research the properties of different resistant materials.
•    select an appropriate material from which to make the object.
•    ensure that the materials are cost effective and environmentally friendly.
•    take into account aesthetic qualities of the finished product.

By the end of Year 9 we would expect that our students are able to:
•    investigate form, function and production processes as they respond creatively to briefs.
•    apply their knowledge and understanding, recognising the needs of a range of users, and search for trends and patterns in existing solutions as they develop fully realistic products.
•    produce plans that predict the time needed to carry out the main stages of production.
•    adapt their methods of manufacture to changing circumstances as they solve technical problems, providing a sound explanation for any change from the design proposal.
•    select appropriate techniques to evaluate how their products would perform when used and thus modify them to improve their performance.

Drama Overview: Years 7, 8, 9

Students are required to work collaboratively in a wide variety of role playing situations so that they become more confident at making, performing and responding to drama. As students experiment with voice, expressions and body movements, they are expected to gain a greater understanding of the ways in which people communicate and become emotionally involved as they move between the real and imagined worlds. Students develop an understanding of the complexities of performing, from short monologues to large, public performances, through their enactment of situations and the subsequent reflection.

Resources

A range of interesting classroom resources, including scripts, handouts, videos and props, will be provided for students to work from.

Assessment

Regular assessment is ongoing in Drama. Homework may involve undertaking research, line-learning or script-writing. Students will reflect upon their own work and evaluate their progress through the completion of a weekly journal. A final practical assessment takes place at the end of each term.

Year 7 Drama

During Year 7, the Drama curriculum is based upon developing student imagination, communication and creativity, whilst developing their confidence and assessing their progress in the three essential areas of developing, performing and responding to stimuli. Students learn how the use of different drama conventions and techniques can help them to think critically about a situation, issue or text.

By the end of Year 7, most students should be able to:
Developing
•    plan and structure plays that make use of a range of techniques and forms to express their ideas.
•    actively interpret the work of playwrights.
•    write and perform their own simple scripts, demonstrating an understanding of some correct theatre conventions.

Performing
•    select and operate a range of simple theatre technologies to create the right space for their drama and to enhance their work.
•    learn lines, collaborate with others and deliver simple presentations .
•    experiment with their voices and movement to create or present different characters in performance.

Responding
•    discuss the themes or issues in drama and the way they are presented.
•    reflect on and evaluate their own and other students’ work, and suggest improvements
•    use basic theatre terminology correctly.
•    comment on how intended effects have been achieved, for example the use of silence.

Year 8 Drama

During Year 8, a reflective approach is taken, allowing students to recognise previous attainment and plan for the development of further skills and progression. The Year 8 Drama curriculum is based upon further developing student imagination, communication and creativity whilst assessing their progress in the three essential areas of developing, performing and responding.

By the end of Year 8, most students should be able to:
Developing
•    explore and interpret ideas, issues and relationships in their drama work, and structure it using appropriate dramatic forms.
•    combine their skills and knowledge of drama to devise plays of different types for different purposes.
•    interpret and rehearse extracts from a range of scripted plays.
•    select and use a range of available technical resources for dramatic effects.
•    write scripts or short plays based on devised work, using appropriate theatre conventions.

Performing
•    organise a short clear and coherent performance for an audience.
•    sustain a defined character for a reasonable amount of time.
•    use an increasing range of different techniques, effects and conventions.

Responding
•    discuss the way that ideas are presented and represented, how plots are developed and characters portrayed.
•    compare different interpretations of the same text.
•    use technical terms when talking or writing about drama they have seen or participated in.
•    suggest improvements to refine their acting, directing or technical contribution in a performance.

Year 9 Drama

During Year 9, the curriculum allows students to build further on their skills in developing, performing and responding.  For those students who are motivated to choose Drama at a higher level, the Year 9 curriculum ensures that they will be prepared for starting IGCSE Drama.

By the end of Year 9, most students should be able to:
Developing
•    devise plays based on a range of challenging issues and themes.
•    give and accept suggestions and ideas during the rehearsal process.
•    make plays which employ symbolic representations or effects to communicate meaning.
•    create and represent clearly defined characters from the written word, add depth and consider motivation.

Performing
•    organise and present performances to audiences.
•    make good use of available technology to enhance and support their productions.
•    select and control appropriate vocal and movement skills and develop them in rehearsal.

Responding
•    use correct terminology to describe their own work and begin to analyse how actors, technicians and directors have achieved special effects or communicated ideas, emotions and feelings.
•    discuss and give reasons for their preferences in drama based on their knowledge of theatre past and present.
•    relate, compare and contrast their work with drama from other times and cultures.

Bahasa Indonesia Overview: Years 7, 8, 9

Students develop the skills, knowledge and understanding to communicate effectively in Indonesian. Communication involves the ability to comprehend, interpret and produce visual, spoken and written texts as well as to share and obtain information from others on personal identity, everyday activities, events and popular culture. Students are encouraged to build their vocabulary as quickly as possible so that they are able to use Indonesian in the wider community as well.

Together with understanding the structure of the language, students are encouraged to gain confidence in using familiar language creatively for new purposes and in new contexts, as well as using their imagination to express thoughts, ideas, experiences and feelings.

Students are also exposed to the history, geography and culture of Indonesia so that they have a greater understanding of the context of the language and the country in which they live.

For Bahasa Indonesia, classes are organised into smaller groups so that students are able to have more intensive support and to help them achieve at their level.

Resources

A variety of resources are used to provide interesting learning activities for students. These include:
•    a variety of literature and reading materials.
•    worksheets.
•    audio visual equipment.
•    Internet.

Assessment

Students complete regular assessment tasks that so that teachers are able to assess the improvement in their speaking and listening, reading and writing skills. The assessments are used to guide future learning activities as well as for reporting progress to parents.

Assessment tasks include:
•    having a conversation on a specific topic.
•    reading texts of different lengths in Indonesian.
•    answering comprehension questions on texts that have been read.
•    writing in Indonesian about a set topic.

Year 7 Bahasa Indonesia

During Year 7, students will participate in activities that will encourage them to develop a wider vocabulary so that they are confident in each of the three strands of language, Speaking and Listening, Reading and Writing.

By the end of Year 7, most students should be able to:

Speaking and Listening

•    respond in a variety of ways to challenging but familiar spoken text.
•    discuss and give opinions on topics of interest.
•    show some accuracy in their pronunciation.

Reading

•    use their understanding of words, structures and contextual clues to work out the meaning of texts.
•    personalise or vary familiar rehearsed Indonesian structures in responding to texts.
•    recognise and begin to locate past, present or future events.
•    use bilingual dictionaries and other resources to help them understand texts.
•    feel increasingly confident in reading aloud.

Writing

•    write a variety of short texts on topics within their own experiences.
•    plan, revise, edit, proofread and redraft for accuracy and appropriateness.

Year 8 Bahasa Indonesia

By the end of Year 8, most students should be able to:

Speaking and Listening

•    recount connected ideas and respond to questions relating to topics of interest.
•    recall information from a spoken text and paraphrase ideas to convey meaning.
•    discuss and give opinion on popular culture and other topics of interest.
•    show that they understand less predictable spoken text and can take part with increasing confidence in realistic conversations.

Reading

•    comprehend texts such as newspapers and magazines, and formal and informal letters.
•    distinguish between fact and opinion.
•    begin to recognise and enjoy cultural text types such as stories, myths, legends and autobiographies.

Writing

•    use topic sentences to introduce ideas and begin to describe events.
•    transfer text types, for example from a story to a dialogue.
•    convey ideas and opinions and develop simple arguments.
•    begin to use a variety of structures in their language.

Year 9 Bahasa Indonesia

By the end of Year 9, most students should be able to:

Speaking and Listening

•    understand language from a range of media sources such as videos, podcasts and music as well as real life contexts such as news reports.
•    produce oral text using appropriate cultural language and actions.
•    respond with spontaneity to unprepared questions.
•    discuss matters of personal or topical interest.

Reading

•    analyse and compare facts and opinions from different sources such as magazines and  articles which are longer factual texts.
•    respond to more imaginative material.
•    use new vocabulary and structures found in their reading to respond in speech or writing.

Writing

•    write for a variety of purposes and audiences.
•    use notes and summaries to produce or extend their writing.
•    review their writing, comment on the writing of others and be open to constructive feedback.
•    link sentences and paragraphs, structure ideas and feel confident that they can adapt language for their own purposes.

Music Overview: Years 7, 8, 9

Music is an integral part of culture, past and present. It helps students understand themselves, relate to others and develop their cultural understanding. Links between home, school and the wider community are developed. Studying music also helps develop students’ critical skills: their ability to listen, to appreciate a wide variety of music, and to make judgements about musical quality. Music can also lead to increased self-discipline, creativity, aesthetic sensitivity and fulfilment.

Students are exposed to instruments from the musical families and they are encouraged to take individual or small group lessons to learn to play. As part of the general Music programme, students learn about the role of music and musicians in society, and of the music industry. This extra information helps to highlight some of the benefits of learning an instrument.
All Music students are expected to develop individual performance skills in both voice and an instrument. It is hoped that they will build on their own interests and skills and that they will show music leadership skills and a positive attitude towards music in their daily lives. Some of the skills students are expected to develop further are:

•    listening and aural perception.
•    performance.
•    composition.

Ensuring that students develop an understanding of, and respect for, artistic and intellectual property rights is an important part of their learning.

Resources

•    Text books are used to support the curriculum, Music Expression Year 7, and New Music Matters Books 1 and 2 in Years 8 and 9.
•    Songs and recorded music.
•    A range of instruments (acoustic and electronic, tuned, untuned).
•    Voice and body percussion.
•    Hi-fi equipment.
•    ICT equipment.

Assessment

Through observation of student participation, practical and written tests, bookwork, assignments and other appropriate means, students’ achievement and progress will be assessed in:
•    practical performance of music in class.
•    rhythmic work.
•    composition utilising different software.
•    Improvisation.
•    aural identification and knowledge of instruments.
•    knowledge of graphic and conventional notation.

Year 7 Music

During Year 7, students develop their ability to recognise, explore and use different musical structures and understand how they can create different effects. They explore sounds and compose, using both acoustic and electronic sound sources. The emphasis is on how music technology can support and affect the way music is created, performed and heard. Students identify and create music based on cyclic patterns. They recognise, analyse and use a range of musical clichés used in different musical genres. The students analyse and create their own arrangements.

By the end of Year 7, most students should be able to:
•    create and perform music that reflects given intentions and uses notation as a support
•    maintain their own part with awareness of the whole ensemble
•    describe, compare and evaluate music created by the class using a musical vocabulary
•    improvise and create rhythmic and melodic material within given structures
•    analyse and describe musical structures using the appropriate technical terms and vocabulary, with awareness of how different parts fit together
•    create a soundscape to a given narrative, effectively selecting and using a range of acoustic and electronic sounds
•    explain how different sounds can be created , imitated, manipulated and replayed using music technology
•    identify and describe particular musical clichés.

Year 8 Music

During Year 8, students recognise, perform and create African dance music with an understanding of musical conventions and processes. They recognise, explore and make creative use of musical devices found in variation form to create an intended effect. Students recognise and compose within the musical genre of overture.

By the end of Year 8, most students should be able to:
•    identify and explore a range of musical devices and processes.
•    improvise melodic and rhythmic materials within a variation form.
•    perform instrumentally and vocally with accuracy and confidence.
•    improvise motifs, patterns and riffs with confidence and with given structures.
•    recognise different roles within group improvisation.
•    analyse and compare musical features.
•    identify rhythmic patterns.
•    compose music for different occasions.

Year 9 Music

During Year 9, students identify, explore and perform bhajan/qawwali (Indian music) to gain an understanding of its conventions and context. They develop their ability to recognise that music enhances a visual image or sells a product, and to compose their own examples. Students recognise and use characteristics of the concerto, with understanding of how different parts interact. They learn to recognise and understand how composers structure songs and how instrumental arrangements can play an important part in the success of popular songs.

By the end of Year 9, most students should be able to:
•    recognise and explore devices used in bhajan/qawwali and perform them with understanding of the different processes and contexts.
•    select and make expressive use of tempo, dynamics, phrasing and timbre.
•    create music that enhances a visual stimulus, such as films or adverts.
•    evaluate how music is used in different situations.
•    have some understanding of the interaction between different musical resources.
•    plan a structure for a concerto and perform their own part within a group performance, making subtle adjustments to fit their own parts into the ensemble.
•    develop musical ideas, within structures, with understanding of the processes and influence of the context in which the music will be heard.
•    compose with fixed parameters and to a deadline.
•    understand how some songs become popular and succeed in the commercial music worlds and how music technology can be used.

Physical Education (PE) Overview: Years 7, 8, 9

The PE programme aims to provide all students with opportunities to enjoy and succeed in many kinds of physical activity. In addition to developing a wide range of skills, students develop the ability to use tactics and strategies in individual and team sports. Reflection on their own and others’ performances to find ways to improve them is integral in this subject. It is through this process that they will also identify which sports and activities they prefer. Students are expected to develop concepts of fairness and personal and social responsibility as they take on different roles and responsibilities, including leadership, coaching and refereeing.

Some components of the key concepts that students are expected to develop are:
•    competence – developing skills and then combining them with tactics and strategies effectively.
•    performance – knowing and understanding what needs to be achieved and finding ways to improve.
•    creativity – using imaginative ways to express and communicate ideas, solve problems and overcome challenges.
•    healthy, active lifestyles – recognising that regular, purposeful physical activity that is safe and enjoyable has the greatest impact on physical, mental and social wellbeing.

Students are expected to participate in at least two hours of physical activity per week. At different times, these activities will include bat and ball sports such as tennis, net/court sports such as volleyball, and swimming, including water safety.

Resources

A wide variety of equipment is provided for students to participate in the various activities of the programme. From time to time students may be encouraged to bring personal equipment, such as a tennis racquet. Books, articles and coaching videos/DVDs will be used to support lessons.

For some activities students will use the grounds and facilities of the Canggu Club, including the swimming pool.

Students are required to dress appropriately for the activity, in their PE uniform.

Assessment

Formative assessment will occur in all lessons and will include:
•    observation of performance, including skill development and sportsmanship.
•    discussions analysing personal and group/team performance in activities and games.
•    written summaries showing coaching points and strategies to improve personal and group/team performance.

Summative assessments occur at regular intervals and include:
•    written tests on rules and tactics of sports.
•    testing personal performance and improvement against initial standards.

Year 7 PE

During Year 7, the programme includes some of the sports that are played in Bali Schools’ Sports Association (BSSA) competitions, including athletics, swimming, volleyball and badminton. They also have the opportunity to participate in other sports and activities, including softball, netball and gymnastics.

Some of the skills students should progress in are:
•    throwing and catching balls of different sizes.
•    throwing other sporting equipment, including shot put and javelin.
•    hitting with a racquet/bat/hand.
•    swimming the main strokes of freestyle, backstroke, breaststroke and butterfly.
•    water safety, with a focus on swimming pools.
•    jumping, including high jump, long jump and triple jump.
•    balancing on different bases and apparatus.
•    movement to music.
•    kicking and heading a ball.

By the end of Year 7, most students should be able to:
•    link skills, techniques and ideas and apply them accurately and appropriately.
•    show precision, control and fluency when performing.
•    show that they understand tactics and composition.
•    compare and comment on skills, techniques and ideas used in their own and others’ work, and use this understanding to improve their performance.
•    explain and apply basic safety principles when preparing for exercise.
•    describe how exercise affects their bodies, and why regular, safe activity is good for their health and wellbeing.
•    work with others to plan and lead simple practices and activities for themselves and others.

Year 8 PE

During Year 8, the programme includes some of the sports that are played in Bali Schools’ Sports Association (BSSA) competitions, including athletics, swimming, soccer and basketball. They also have the opportunity to participate in other sports and activities, including aerobics, cricket, netball and hockey.

By the end of Year 9, most students should be able to:
•    select and combine skills, techniques and ideas and apply them accurately and appropriately in different physical activities.
•    consistently show precision, control and fluency when performing in different physical activities.
•    show that they can draw on what they know about strategy, tactics and composition to produce effective outcomes.
•    modify and refine skills and techniques to improve their performance and adapt their actions in response to changing circumstances.
•    analyse and comment on skills, techniques and ideas and how these are applied in their own and others’ work.
•    explain how the body reacts during different types of activity, and why physical activity is an essential component of a healthy lifestyle.
•    plan, organise and lead practices and activities safely, helping others to improve their performance.

Year 9 PE

During Year 9, the programme includes some of the sports that are played in Bali Schools’ Sports Association (BSSA) competitions, including athletics, swimming, soccer and basketball. They also have the opportunity to participate in other sports and activities, including aerobics, cricket, netball and hockey.

By the end of Year 9, most students should be able to:
•    select and combine skills, techniques and ideas and use them in a widening range of familiar and unfamiliar physical activities and contexts, performing with consistent precision, control and fluency.
•    use imaginative ways to solve problems, overcome challenges and entertain audiences.
•    draw on what they know about strategy, tactics and composition in response to changing circumstances when planning their own and others’ work, and what they know about their own and others’ strengths and weaknesses.
•    analyse and comment on how skills, techniques and ideas have been used in their own and others’ work, and on compositional and other aspects of performance.
•    suggest ways that they and others can improve their performance.
•    understand how the different components of fitness affect performance and explain how different types of exercise contribute to their fitness and health.
•    describe their involvement in regular, safe physical activity for the benefit of their health and wellbeing.
•    apply basic rules, conventions and/or compositional ideas consistently when leading practices and activities.

Personal, Social, Health Education (PSHE) Overview: Years 7, 8, 9

Personal, Social, Health Education (PSHE) gives students the knowledge, skills and values that they need to develop personally, socially and morally. PSHE helps students to embrace change, feel positive about who they are and enjoy healthy, safe, responsible and fulfilled lives. Through active learning opportunities, students recognise and manage risk, take increasing responsibility for themselves, their choices and behaviour, and make positive contributions to their families, schools and communities.

PSHE includes aspects of health, careers and political education, legal and economic issues, personal relationships and responsibilities, community and social studies, as well as study skills.
Resources
A range of interesting classroom resources, including handouts and videos, will be provided for students to work from. Ongoing use of the library and Internet are essential for this subject. Students will be asked to bring personal artefacts from time to time and they will be expected to use their parents as a resource.

Assessment

Students will be presented with situations in which they have to work with others, analyse information, consider moral and social dilemmas and make informed choices and decisions. Students are assessed at the completion of each main unit of work. Assessment is not isolated to knowledge and understanding, but also on how this knowledge and understanding is used to develop skills and attitudes.

Year 7 PSHE

During Year 7, the combination of instruction, discussion, role play and reflection in PSHE lessons will provide students with opportunities to learn skills and strategies that should give them confidence to make healthy and wise choices.

By the end of Year 7, most students should be able to:
•    reflect critically on their own and others’ values.
•    reflect on personal strengths, achievements and areas for personal development.
•    identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour.
•    explain how their behaviour impacts on others.
•    use knowledge and understanding to make informed choices about safety, health and wellbeing.
•    find information and support from a variety of sources.
•    use strategies for resisting unhelpful peer influence and pressure.
•    know when and how to get help.
•    use social skills to build and maintain a range of positive relationships.
•    use the social skills of communication, negotiation, assertiveness and collaboration.
•    value differences between people and demonstrate empathy and a willingness to learn about people different from themselves.

Year 8 PSHE

By the end of Year 8, most students should be able to:
•    reflect on personal strengths and achievements and identify areas for personal development.
•    recognise how others see them and give and receive feedback.
•    identify and use strategies for setting and meeting personal targets in order to increase motivation.
•    reflect on feelings and identify positive ways of understanding, managing and expressing strong emotions and challenging behaviour.
•    develop self-awareness by reflecting critically on their behaviour and its impact on others.
•    review their experiences and achievements.
•    use knowledge and understanding to make informed choices about safety, health and wellbeing.
•    find information and support from a variety of sources.
•    assess and manage the element of risk in personal choices and situations.
•    use strategies for resisting unhelpful peer influence and pressure.
•    know when and how to get help.
•    identify how managing feelings and emotions effectively supports decision-making and risk management.
•    use social skills to build and maintain a range of positive relationships.
•    use the social skill of negotiation within relationships.
•    value differences between people and demonstrate empathy and a willingness to learn about people different from themselves.
•    challenge prejudice and discrimination assertively.

Year 9 PSHE

By the end of Year 9, most students should be able to:
•    develop and maintain their self-esteem and envisage a positive future for themselves in work.
•    assess their needs, interests, values, skills, abilities and attitudes in relation to options in learning, work and enterprise.
•    identify major life roles and ways of managing the relationships between them.
•    investigate the main trends in employment and relate these to their career plans .
•    identify the main qualities and skills needed to enter and thrive in the working world.
•    take action to improve their chances in their career.
•    reflect on personal strengths and achievements and identify areas for personal development.
•    identify and use strategies for setting and meeting personal targets in order to increase motivation.
•    find information and support from a variety of sources.
•    assess and manage the element of risk in personal choices and situations.
•    use the social skills of communication, negotiation, assertiveness and collaboration.
•    value differences between people and demonstrate empathy and a willingness to learn about people different from themselves.
•    challenge prejudice and discrimination assertively.

Religious Awareness (RA) Overview: Years 7, 8, 9

It is important for CCS students to be aware of the beliefs and traditions of the people living in Indonesia so that they will act with respect and empathy for others.

In RA, we aim to:
•    enable students to understand the historical context and effects of the major world religions.
•    encourage tolerance and challenge prejudice towards people of different faiths through providing opportunities to develop an understanding of the value of living in a  multicultural, multi-faith and multi-lingual world.
•    help students reflect upon their own experiences and questions and find a vocabulary to discuss what are sometimes referred to as ‘ultimate questions’.
•    encourage students to develop open minds to what might be new and different concepts and to form their own opinions based on evidence and argument.
•    learn from the positive elements in religions in addition to gaining knowledge and understanding about religions.

Resources

The following resources are used:
•    a wide collection of books.
•    DVDs and videos.
•    Internet.
•    guest speakers.

Assessment

RA Assessment is formative. Written tasks inform students of how well they have met the requirements of the course.

Students’ comments in whole class and one-to-one discussions are integral in the assessment of this subject.

Literacy

During Year 3, students learn to change the way they speak and write to suit different situations, purposes and audiences. They read a range of texts and respond to different layers of meaning in them. They explore the use of language in literary and non-literary texts and learn how language works. Students also learn how to speak in a range of contexts, taking varied roles in groups, giving them opportunities to contribute to situations with different demands. They also learn to respond appropriately to others, thinking about what has been said and the language used.

Areas covered in Year 3 include:

Speaking and Listening

By the end of Year 3, most students should be able to:
•    speak with confidence in a range of contexts, adapting their speech for a range of purposes and audiences.
•    listen, understand and respond appropriately to others.

Reading

By the end of Year 3, most students should be able to:
•    read with increasing fluency, accuracy and understanding so that they may be able to look for deeper meaning within texts.
•    scan texts for information so that they are able to obtain specific information through detailed reading.
•    develop an understanding and appreciation of fiction texts so that they can identify how characters, setting and themes combine to entertain the reader.

Writing

By the end of Year 3, most students should be able to:
•    develop their writing on paper using planning and drafting to write for a specific purpose.
•    use punctuation marks correctly in their writing, including full stops, commas, question marks and exclamation marks.
•    use a variety of spelling strategies to spell medium frequency words.
•    write legibly in both joined and printed styles.
•    be aware of the function of language used in more complex sentences, including nouns, verbs, adjectives and adverbs.

Fiction topics include: stories with familiar settings; myths, legends, and fables, parables; traditional stories and stories with related themes; adventure and mystery stories; stories by the same author; and plays.
Poetry topics include: poems based on observation and the senses; shape poems; oral and performance poetry from different cultures; humorous poetry, poetry that plays with language, word puzzles, puns, and riddles.
Non-fiction topics include: information books on topics of interest; non-chronological reports; instructions; alphabetic texts, directories, encyclopaedias, and indexes; thesauruses and dictionaries.

Numeracy

During Year 3, students use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They try to tackle a problem with mental methods before using any other approach. Students explore features of shape and space and develop their measuring skills in a range of contexts. They discuss and present their methods and reasoning using a wider range of mathematical language, diagrams and charts.

By the end of Year 3, most students should be able to:
•    solve one-step and two-step problems involving numbers, money or measures, including time, choosing and carrying out appropriate calculations.
•    partition three-digit numbers into multiples of 100, 10 and 1 in different ways.
•    derive and recall all addition and subtraction facts for each number to 20, sums and differences of multiples of 10 and number pairs that total 100.
•    mentally add or subtract combinations of one-digit and two-digit numbers.
•    draw and complete shapes with reflective symmetry; draw the reflection of a shape in a mirror line along one side.
•    read, to the nearest division and half-division, scales that are numbered or partially numbered; use the information to measure and draw to a suitable degree of accuracy.
•    answer a question by collecting, organising and interpreting data; use tally charts, frequency tables, pictograms and bar charts to represent results and illustrate observations; use ICT to create a simple bar chart.
•    use Venn Diagrams or Carroll Diagrams to sort data and objects using more than one criterion.

Science

During Year 3, students observe, explore and ask questions about living things, materials and phenomena.  They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas.  They share their ideas and communicate them using scientific language, drawings, charts and tables.

The Science scheme is broken into three sections: Life Processes and Living Things, Materials and their Properties and Physical Processes.

By the end of Year 3, most students should be able to:
•    use pictures, writing, diagrams and tables.
•    use simple texts to find information.
•    record their observations in written, pictorial and diagrammatic forms.
•    select the appropriate format to record their observations.
•    put forward their own ideas about how to find the answers to questions.
•    recognise the need to collect data to answer questions.
•    carry out a fair test with support.
•    recognise and explain why it is a fair test.
•    make relevant observations.
•    measure using given equipment.
•    begin to identify patterns in recorded measurements.
•    evaluate their findings.

Design and Technology (D&T)

During Year 3, students work on their own and as part of a team on a range of designing and making activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and other people’s designs. They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways.

By the end of Year 3, most students should be able to:
•    use different joining and cutting methods related to paper and card.
•    use nets which are used in packaging, score card and make folds and flaps.
•    use decorative techniques.
•    cut accurately, measuring and folding.
•    understand the importance of personal hygiene when preparing food.
•    combine components according to taste, appearance or texture to produce a healthy balanced plate.
•    prepare food by cutting, grating etc.
•    control pneumatic systems (pressure inflate, deflate, input, output, pump).
•    use linkages and levers, hinges and sliders.

History

During Year 3, students learn about significant people, events and places from the recent and more distant past. They learn about change and continuity, and look at history in a variety of ways, for example from political, economic, social, religious or cultural perspectives. They use different sources of information to help them investigate the past, using dates and historical vocabulary to describe events, people and developments.

By the end of Year 3, most students should be able to:
•    place the time studied on a time line.
•    sequence events or artefacts in chronological order.
•    use dates related to the passing of time.
•    find out about the everyday lives of people in time studied and compare them with our life today.
•    understand why people may have had to do something.
•    use a range of sources to find out about a period.
•    observe small details in artefacts and pictures.
•    select and record information relevant to the study.
•    begin to use the library and e-learning for research.
•    communicate knowledge and understanding in a variety of ways such as discussions, pictures, writing, annotations and drama.

Geography

During Year 3, students investigate a variety of people, places and environments, and start to make links between different places in the world. They find out how people affect the environment and how they are affected by it. They carry out geographical enquiry inside and outside the classroom, asking geographical questions and using geographical skills and resources such as maps, atlases, aerial photographs and ICT.

By the end of Year 3, most students should be able to:
•    describe route and direction using 8 compass points e.g. N, S, E, W, NW, NE, SW, SE.
•    ask geographical questions: Where is this location? What do you think about it?
•    analyse evidence and draw conclusions e.g. make comparisons between locations using photos/pictures, temperatures in different locations and population.
•    collect and record evidence.
•    construct questionnaires, use field sketches, brainstorm words about a place, sketch maps (e-learning, atlases).
•    communicate in ways appropriate to tasks and audiences, creating a sense of place.
•    use more detailed field sketches and diagrams.
•    draw maps more accurately.
•    plan a view (from above).
•    use a key accurately.

Art and Design

During Year 3, students develop their creativity and imagination through more complex activities. These help to build on their skills and improve their control of materials, tools and techniques. They increase their critical awareness of the roles and purposes of art, craft and design in different times and cultures. They become more confident in using visual and tactile elements, and materials and processes to communicate what they see, feel and think.

By the end of Year 3, most students should be able to:
•    select and record from experience and imagination and explore ideas for different purposes.
•    apply their experience of materials and processes, including drawing, developing their control of tools and techniques.
•    compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.
•    describe how they might develop their work further.
•    understand visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space, and how these elements can be combined and organised for different purposes.

Information Communication Technology (ICT)

During Year 3, students use a wider range of ICT tools and information sources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that suits its audience.

By the end of Year 3, most students should be able to:
•    talk about what information they need and how they can find and use it.
•    select suitable sources and find, classify, interpret and check information.
•    develop and refine ideas by bringing together, organising and reorganising text, tables, images and sounds.
•    share and exchange information, including via e-mail.
•    review what they and others have done to help them develop their ideas and improve future work.

Music

During Year 3, students create, perform and analyse short descriptive compositions that combine sounds, movements and words. They create simple rhythmic patterns and perform them using notation as a support. They create, combine and perform rhythmic and melodic material as part of a class performance of a song. Students recognise, and use, pentatonic scales. They recognise and explore some characteristics of singing games consolidating their sense of rhythm and ability to perform with others.

By the end of Year 3, most students should be able to:
•    sing simple songs from memory with accuracy of pitch, in a group or alone.
•    understand the importance of articulating the words to communicate the song to an audience.
•    recognise how musical elements can be used together to compose descriptive music.
•    combine sounds with movement and narrative.
•    recognise and create repeated patterns.
•    perform with control of beat and awareness of what others are playing.
•    sing in tune.
•    maintain a simple part within an ensemble.
•    compose and perform simple melodies and songs independently.
•    carefully choose, order, combine and control sounds with awareness of their combined effect.
•    make up a singing game with words, actions and a strong beat, and teach it to other children.

Physical Education (PE)

During Year 3, students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognise their own success.

By the end of Year 3, most students should be able to:
•    swim 25M basic freestyle.
•    swim 25M basic breaststroke.
•    swim 25M basic backstroke.
•    complete a basic dive from the side of the pool.
•    dribble, stop and pass a soccer ball.
•    use a hockey stick to dribble and control a hockey ball.
•    possess a basic understanding of the basketball game rules.
•    maintain technique, stamina and form over 400m running distance.

Bahasa Indonesia

Speaking and Listening

By the end of Year 3, most students should be able to:
•    use familiar words and topics when answering questions.
•    use strategies to understand words and phrases.
•    interact in conversation or role play based on the topic.

Reading

By the end of Year 3 most students should be able to:
•    respond to a simple text using short answers in Indonesian or English.
•    identify some key words and characters in a simple text.

Writing

By the end of Year, 3 most students should be able to:
•    write a small number of short sentences.
•    substitute a word in a sentence.

Personal, Social, Health Education (PSHE)

During Year 3, students learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues. They learn how to take part more fully in school and community activities.

Religious Awareness (RA)

This subject links with other subjects in the curriculum and introduces children to different aspects of the various religions in Indonesia and the world.  Students learn about different celebrations and festivals and how signs and symbols are used in religion.

Year 4

Literacy

During Year 4, students learn to change the way they speak and write to suit different situations, purposes and audiences. Students speak in a range of contexts, adapting what they say and how they say it, to the purpose and the audience. They read a range of texts and respond to different layers of meaning in them.  They learn to use their knowledge of words, sentences and text to understand and respond to the meaning.  In writing, students develop the understanding that writing is both essential to thinking and learning, and enjoyable.

Areas covered in Year 4 include:

Speaking and Listening

By the end of Year 4, most students should be able to:
•    speak with confidence in a range of contexts.
•    adapt their speech to suit a range of purposes and  audiences.
•    listen, understand and respond appropriately to others.
•    talk effectively as members of a group.

Reading

By the end of Year 4, most students should be able to:
•    read with fluency, accuracy and understanding.
•    make connections between different parts of the text.
•    obtain specific information through detailed reading.
•    recognise the difference between author, narrator  and character.
•    develop an understanding and appreciation of non-fiction and non-literary texts.

Writing

By the end of Year 4, most students should be able to:
•    plan, draft, revise, proof-read, present and discuss their writing.
•    use punctuation marks correctly in their writing.
•    apply knowledge of spelling conventions.
•    write legibly in both joined and printed styles.
•    understand nouns, verbs, adjectives, adverbs, pronouns and conjunctions.

Fiction topics include: historical stories; short novels about imagined worlds, and stories that raise issues; stories by the same author; stories from other cultures; plays.
Poetry topics include: poems based on common themes; classic and modern poetry, including poems from different cultures and times; different poetry forms such as haiku, couplets, lists and free verse.
Non-fiction topics include: a range of text-types from reports and articles in newspapers and magazines; information books on same or similar themes; explanations; persuasive writing and discussion texts.

Numeracy

During Year 4, students use the number system more confidently. They move from counting reliably to calculating fluently with all four number operations. They always try to tackle a problem with mental methods before using any other approach. Students explore features of shape and space and develop their measuring skills in a range of context. Students will understand that appropriate connections are made between the sections on number, shape, space, measures, and handling data.

By the end of Year 4, most students should be able to:
•    solve one-step and two-step problems involving numbers, money or measures, including time.
•    choose and carry out appropriate calculations, using calculator methods where appropriate.
•    use diagrams to identify equivalent fractions.
•    recall multiplication facts up to 10 x 10 and corresponding division facts.
•    recall multiples of numbers to 10 up to the tenth multiple.
•    add or subtract mentally pairs of two-digit whole numbers.

•    use written methods to record and explain multiplication and division of two-digit numbers by a one-digit number.
•    use written methods to solve division problems with remainders.
•    know that angles are measured in degrees and that one whole turn is 360°.
•    compare and order angles less than 180°.
•    choose and use standard metric units and their abbreviations when estimating, measuring and recording length, weight and capacity.
•    know the meaning of ‘kilo’, ‘centi’ and ‘milli’.
•    use decimal notation to record measurements.
•    organise, present, analyse and interpret the data in tables, diagrams, tally charts, pictograms and bar charts, using ICT where appropriate.

Science

During Year 4, students learn about a wider range of living things, materials and phenomena. They begin to make links between ideas and to explain things using simple models and theories. They apply their knowledge and understanding of scientific ideas to familiar phenomena, everyday things and their personal health. They evaluate evidence and consider whether tests or comparisons are fair.  They use reference materials to find out more about scientific ideas.  They share their ideas and communicate them using scientific language, drawings, charts and tables.

The Science scheme is broken into three sections: Life Processes and Living Things, Materials and their Properties, and Physical Processes.

By the end of Year 4, most students should be able to:
•    record observations, comparisons and measurements using tables and bar charts.
•    begin to plot points to form a simple graph.
•    use graphs to point out and interpret patterns in their data.
•    select information from a range of sources provided for them.
•    decide on an appropriate approach in their own investigations to answer questions.
•    describe which factors they are varying and which will remain the same and say  why.
•    make a series of observations, comparisons and  measurements.
•    select and use suitable equipment.
•    predict outcomes using previous experience and knowledge, and compare with actual results.
•    begin to relate their conclusions to scientific knowledge and understanding.

Design and Technology (D&T)

During Year 4, students work on their own and as part of a team on a range of designing and building activities. They think about what products are used for and the needs of the people who use them. They plan what has to be done and identify what works well and what could be improved in their own and others’ designs. They draw on knowledge and understanding from other areas of the curriculum and use computers in a range of ways.

By the end of Year 4, most students should be able to:
•    generate ideas for products .
•    develop ideas and explain them clearly.
•    measure, mark out, cut and shape a range of materials.
•    join fabric in simple ways by gluing and stitching.
•    use templates designed for measuring and marking out.
•    test fabrics to meet design criteria.
•    use decorative techniques.
•    know how mechanisms can be used to make things move in different ways.
•    follow safe procedures.
•    evaluate and reflect on the progress of their work.

History

During Year 4, students learn about significant people, events and places from both the recent and more distant past. They learn about change and continuity in their own area and other parts of the world. They look at history in a variety of ways, for example from political, economic, social, religious or cultural perspectives. They use different sources of information to help them investigate the past, using dates and historical vocabulary to describe events, people and developments. They also learn that the past can be represented and interpreted in different ways.

By the end of Year 4, most students should be able to:
•    place events, people and places into correct periods on a time line.
•    use terms related to the period and begin to date events.
•    understand more complex terms. e.g. BC/AD
•    identify key features and events.
•    offer a reasonable explanation for some events.
•    begin to evaluate the usefulness of different sources.
•    use evidence to build up a picture of a past event.
•    choose relevant material to present a picture of one aspect of life in time past.
•    use the library and e-learning for research, select data and organise it into a data file to answer historical questions.
•    display findings in a variety of ways.
•    work independently and in groups.

Geography

During Year 4, students investigate a variety of people, places and environments from all around the world. They find out how people affect the environment and how they are affected by it. They carry out geographical inquiry inside and outside the classroom. In doing this, they ask geographical questions and use geographical skills and resources such as maps, atlases, aerial photographs and ICT.

By the end of Year 4, most students should be able to:
•    describe route and direction linking N/S/E/W with degrees on the compass.
•    ask geographical questions.
•    analyse evidence and draw conclusions.
•    identify and explain different views of people including themselves.
•    collect and record evidence.
•    communicate in ways appropriate to task and audience.
•    use detailed field sketches and diagrams to present as part of a project.
•    draw an accurate map and develop a more complex key.
•    use contents and index to locate position of location including page and coordinates.

Art and Design

During Year 4, students develop their creativity and imagination through more complex activities. These help to build on their skills and improve their control of materials, tools and techniques. They increase their critical awareness of the roles and purposes of art, craft and design in different times and cultures. They become more confident in using visual and tactile elements, and materials and processes to communicate what they see, feel and think.

By the end of Year 4, most students should be able to:
•    question and make thoughtful observations about starting points and select ideas to use in their work.
•    apply their experience of materials and processes, including drawing.
•    develop their controls of tools and techniques.
•    use a variety of methods and approaches to communicate observations, ideas and feelings.
•    design and make images and artefacts.
•    compare ideas, methods and approaches in their own and others’ work and say what they think and feel about them.
•    develop their knowledge and understanding of visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space and how these elements can be combined.
•    gain an appreciation of the roles and purposes of local and world-wide artists.

Information Communication Technology (ICT)

During Year 4, students use a wider range of ICT tools and information sources to support their work in other subjects. They develop their research skills and decide what information is appropriate for their work. They begin to question the plausibility and quality of information. They learn how to amend their work and present it in a way that suits its audience.

By the end of Year 4, most students should be able to:
•    talk about what information they need and how they can find and use it.
•    know how to prepare information for development using ICT.
•    know how to interpret information to check how it is relevant and reasonable.
•    learn how to develop and refine ideas by bringing together, organising and reorganising text, tables, images and sound as appropriate.
•    know how to create a sequence of instructions to make things happen and to monitor events.
•    know how to share and exchange information in a variety of forms, including email.

Music

During Year 4, students explore an extended range of sounds in order to create their own music and investigate ways of preserving what they have created. They sing and play accompaniments to different types of songs and develop skills in playing a wider range of instruments. They listen to different kinds of music and describe and discuss what they hear happening in relation to the atmosphere and effects achieved. Students also have opportunities to respond imaginatively and in other ways which are appropriate to the style and mood of the music.

By the end of Year 4, most students should be able to:
•    sing in tune alone, or act as leader of a group in a call and response song.
•    suggest ways to enhance their performance of the songs.
•    work in groups of three to four to extend their ideas into longer pieces of music with several layers of sounds.
•    recognise how patterns fit together.
•    perform, create and maintain their own rhythmic patterns confidently and in time with the other parts.
•    make effective use of the silent beats.
•    maintain a simple part within an ensemble.
•    work with several layers of sound and have an awareness of the combined effect.
•    create compositions that use a wide variety of sound colours.
•    explore how sounds can be used abstractly.
•    analyse and describe the musical characteristics of popular singing games.
•    make up a singing game with words, actions and a strong sense of pulse and melody, and accompany it with tuned and untuned percussion.

Physical Education (PE)

During Year 4, students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognise their own success.

By the end of Year 4, most students should be able to:
•    swim 25M freestyle maintaining glide and speed.
•    swim 25M backstroke maintaining glide.
•    swim 25M breaststroke using the correct kick.
•    swim 25M basic dolphin kick.
•    dribble and shoot a soccer ball with reasonable control.
•    use a hockey stick to dribble and shoot a hockey ball.
•    work effectively as part of a basketball team to advance the ball.
•    maintain technique, stamina and form over 600M running distance.

Bahasa Indonesia

Speaking and Listening
By the end of Year 4, most students will be able to:
•    respond using more complex sentences.
•    begin to generate their own conversation.
•    show increasing confidence in answering questions.

Reading
By the end of Year 4, most students will be able to:
•    understand a range of texts containing predictable structures and familiar vocabulary.
•    recognise the purpose of a text from its format and features, such as letters, stories, e-mails and tables.
•    read more complex sentences with clear pronunciation.

Writing

By the end of Year 4, most students will be able to:
•    write more complex sentences.
•    arrange sentences into simple paragraphs.
•    order information in a logical way.

Personal, Social, Health Education (PSHE)

During Year 4, students learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident. They learn about the wider world and the interdependence of communities within it. They develop their sense of social justice and moral responsibility and begin to understand that their own choices and behaviour can affect local, national or global issues. They learn how to take part more fully in school and community activities.

Religious Awareness (RA)

Religious awareness links with other subject areas across the curriculum and looks at beliefs, teachings and practises of religions, which are related to the term topic. Students will build on their prior knowledge of religious festivals and investigate the importance and meaning behind them.

Year 5

Literacy

During Year 5, the majority of students have gained independent control of literacy. They use this increased fluency and confidence to read and write extended texts in all curricular areas. Students widen their range of reading of different genres so they develop new tastes.

Year 5 is marked by growing confidence, control and fluency in writing fiction and non-fiction. Talking and reading continue to provide the foundation for writing. Students use joined handwriting for all writing, including drafting. They concentrate on increasing handwriting speed. They use a range of ICT programs to present texts.

Areas covered in Year 5 include:

Speaking and Listening

By the end of Year 5, most students should be able to:
•    present a spoken argument using persuasive language.
•    tell a story using notes.
•    identify talk used in formal and informal situations.
•    plan and manage a group task, understanding different ways in which to take the lead and support others.
•    perform a scripted scene making use of dramatic conventions.

Reading

By the end of Year 5, most students should be able to:
•    reflect on personal reading habits and plan personal reading goals.
•    compare different types of texts and notice how they are structured differently.
•    explore how writers use language for different effects.

Writing

By the end of Year 5, most students should be able to:
•    reflect independently and critically on their own writing and edit and improve it.
•    punctuate sentences accurately, including the use of speech marks and apostrophes.
•    group and classify words according to their spelling patterns and meanings.
•    adapt handwriting for specific purposes, for example printing and use of italics.
•    experiment with the order of sections and paragraphs to improve the effect of their writing.

Fiction topics include: play-scripts; novels and stories by significant children’s writers; traditional stories, myths, legends, and fables from a range of cultures.
Poetry topics include: shape poetry; longer classic poetry, including narrative poetry; choral and performance poetry.
Non-fiction topics include: persuasive writing to put or argue a point; explanations using content from other subjects; recounts of events, activities, visits; news reports; instructional texts showing how things are done.

Mathematic (Numeracy)

During Year 5, students develop a secure knowledge of number facts and a good understanding of the four operations. They are able to use this knowledge and understanding to carry out calculations mentally and to apply appropriate strategies when using single-digit and two-digit numbers and to special cases involving bigger numbers. Students make use of diagrams and informal notes to help record steps and partial answers when using mental methods.  They have an efficient, reliable, compact written method of calculation for each operation and use a calculator effectively, using their mental skills to decide whether the numbers displayed make sense.

By the end of Year 5, most students should be able to:
•    multiply and divide any positive number up to 10 000 by 10 or 100 and understand the effect.
•    order a given set of positive and negative numbers.
•    use decimal notation for tenths and hundredths.
•    round a number with one or two decimal places to the nearest whole number.
•    relate fractions to division and decimal representations.
•    calculate mentally a difference such as 8006 – 2993.
•    carry out column addition and subtraction of positive numbers less than 10 000.
•    know by heart all multiplication facts up to 10 x 10.
•    carry out short multiplication and division of a three-digit by a single-digit number.
•    carry out long multiplication of a two-digit by a two-digit number.
•    understand area and use the formula in words ‘length x breadth’ for the area of a rectangle.
•    recognise parallel and perpendicular lines, and properties of rectangles.
•    use all four operations to solve simple word problems involving numbers and quantities, including time, explaining methods and reasoning.

Science

During Year 5, students will have opportunities to develop knowledge and understanding of important scientific ideas, processes and skills and relate these to everyday experiences. They learn about ways of thinking and of finding out about and communicating ideas. Students explore values and attitudes through science.

As part of their knowledge and understanding, students become curious about things they observe, and experience and explore the world about them with all their senses. They develop skills of predicting, asking questions, making inferences, concluding and evaluating based on evidence and understanding and using these skills in investigative work.

Students are encouraged to think creatively about science, develop language skills through talking about their work and present their own ideas using sustained and systematic writing of different kinds. Appropriate values and attitudes are also promoted amongst students through working together, listening to each other’s ideas and treating these with respect. Students also develop a respect for the environment and living things and for their own health and safety.

By the end of Year 5, most students should be able to:
•    use precise, technical and scientific vocabulary, notation and symbols.
•    understand a wider range of areas and links between areas.
•    participate in practical science and build increasingly abstract models of real situations.
•    use drawings, diagrams and charts to represent and communicate scientific information.

Design and Technology (D&T)

During Year 5, students will design and make assignments using a range of materials, including electrical and mechanical components, food, malleable materials, stiff and flexible sheet materials, and textiles.

By the end of Year 5, most students should be able to:
•    generate ideas for products after thinking about what they will be used for.
•    develop ideas and explain them clearly.
•    plan what they have to do.
•    select the appropriate tools for making their product.
•    explore the feel, smells, sounds and sometimes tastes of materials as well as their visual qualities.
•    measure, mark out, cut, shape and put together a range of materials.
•    use methods to improve the final appearance of their product.
•    recognise how much progress has happened in their work.
•    recognise that the quality of a product depends on how well it is made and how well it does what it was supposed to.
•    explain how the materials being used will affect the ways they can be used.

History

During Year 5, students are taught about people and important events and developments from recent and more distant times in the locality, in Britain and in other parts of the world. They will gain an understanding of the different interpretations of historical sources and investigate how historical events have had an impact on our world today.

By the end of Year 5, most students should be able to:
•    know and sequence key events of the time studied.
•    relate current studies to previous studies.
•    make comparisons between the different times in history.
•    explain the  causes and results of great events and the impact of them on people.
•    compare accounts of events from different sources and distinguish fact from fiction.
•    offer some reasons for different versions of events.
•    begin to identify primary and secondary sources.
•    use evidence to build up a picture of life in time studied.
•    confidently use the library and  e-learning for research.
•    use appropriate terms, matching dates to people and events.
•    record and communicate knowledge in different forms.

Geography

During Year 5, students will develop interest in their surroundings and in the variety of human and physical conditions on the Earth’s surface. Their natural sense of wonder at the beauty of the world around them will grow as they develop an informed concern about the quality of the environment and the future of the human habitat. Students will develop an enhanced sense of responsibility for the care of the Earth and its people through focus on people, places and environments at different scales, locally and overseas, and an appreciation of how places relate to each other and the wider world.
By the end of Year 5, most students should be able to:
•    use and read maps of different places and of different scales.
•    use coordinates (2,3,4 figures).
•    draw a map, using symbols and a key correctly.
•    observe, measure and record geographical information through field work activities.
•    explain the characteristics of a place.
•    understand the similarities and differences between places and make links between them.
•    identify the different views held by people about an environmental change.
•    recognise and describe how people can both damage and improve the environment.
•    make observations about patterns and processes.
•    recognise and describe physical and human processes, and how they can change the character of a place.
•    use ICT  where appropriate.

Art and Design

During Year 5, students continue to develop their creativity, imagination and skills within the context of expressing their ideas and interests through various media and materials.

By the end of Year 5, most students should be able to:
•    select, record and explore ideas from their own experience.
•    question and make thoughtful observations about starting points and select ideas to use in their work.
•    collect visual and other information to improve their ideas.
•    investigate and combine the feel and look of materials and methods.
•    apply their own experience of materials and methods, including drawing to their designs.
•    use a variety of methods to communicate observations, ideas and feelings in designs and images.
•    compare ideas and methods in their own and others’ work and say what they think and feel about them.
•    adapt and improve their work according to their views.
•    explore and organise the look and feel of materials and images, including colour, pattern, texture, line, tone, shape, form and space.
•    match materials and processes used in art, craft and design to ideas.
•    describe the jobs of different artists, craftspeople and designers.
•    work on projects in two and three dimensions.
•    find out about art, craft and design locally.

Information Communication Technology (ICT)

During Year 5, students use a wide range of ICT tools and information sources to support their work in other subjects. They further develop their research skills and are encouraged to make judgements about the reliability and quality of the information. Students learn how to amend their work and present it in a way that suits its audience.

By the end of Year 5, most students should be able to:
•    identify and locate different sources of electronic information, for example, internet or CD ROM.
•    select suitable sources of information.
•    check information to make sure that it is relevant and reasonable.
•    develop ideas by bringing together relevant text, tables, images and sound.
•    create, test, and improve sequences of instructions to make things happen and to monitor events.
•    investigate and evaluate the effect of changing values by using spreadsheet models to answer ‘What if … ?’ questions.
•    share and exchange information in a variety of forms, including e-mail.
•    present information so that it is appropriate for different audience groups.

Music

During year 5, students develop their ability to perform rhythmic patterns confidently and with a strong sense of rhythm. They sing and play music in two or more parts. They extend their sound vocabulary and compose a soundscape. The students compose a song with an awareness of the relationship between lyrics and melody. Children develop their ability to take part in a class performance with confidence, expression and control.

By the end of Year 5, most students should be able to:
•    sing confidently in tune with awareness of breathing, diction, dynamics, phrasing and pitch control.
•    identify where to place emphasis and accents in a song to create the intended effects.
•    perform songs from memory with confidence and understanding.
•    create rhythmic patterns with awareness of timbre and duration, and perform these confidently.
•    hold their part in a two-part round with confidence, and appreciate the effect of the harmonies produced.
•    recognise and make creative use of the way sounds can be changed, organised and controlled.
•    combine sounds expressively.
•    create melodies with an understanding of the relationship between lyrics and melody in song writing.
•    create their own simple songs.
•    sing confidently and expressively with attention to dynamics and phrasing, with good intonation and a sense of occasion.
•    play simpler accompaniment parts on percussion.
•    improvise and maintain their own part with awareness of the whole ensemble.
•    describe and compare different kinds of music using musical vocabulary.

Physical Education (PE)

During Year 5, students should develop knowledge, skills and understanding through games activities, gymnastic activities, swimming activities and water safety, and athletic activities. Students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways, and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognise their own success.

By the end of Year 5, most students should be able to:
•    evaluate passing choices before passing a netball.
•    understand and apply a defensive position during a basketball game.
•    maintain technique, stamina and form over 800M running distance.
•    use the correct technique to throw or push a shotput.
•    swim 50M freestyle maintaining form and pace.
•    dribble a ball and complete a pass during a soccer game.
•    use a bat to accurately strike a softball.
•    serve a volleyball over a net from the baseline.

Bahasa Indonesia

Speaking and listening

By the end of Year 5, most students should be able to:
•    answer questions about  a topic.
•    explore and experiment with Indonesian.
•    use a variety of simple expressions to answer questions.

Reading

By the end of Year 5, most students should be able to:
•    read texts such as magazines, formal and informal letters and current affairs.
•    distinguish between fact and opinion and produce their own arguments.
•    identify different genres such as myths, legends and cartoons.
•    summarise or report on a text.

Writing

By the end of Year 5, most students should be able to:
•    write descriptively on a given topic.
•    write a narrative text using words about topics studied.
•    create and present ideas through various media, eg stories, posters, and letters.

Personal, Social, Health Education (PSHE)
During Year 5, students learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident.

By the end of Year 5, most students should be able to:
•    talk and write about their opinions, and explain their views.
•    recognise their worth as individuals.
•    face new challenges positively.
•    know why and how rules and laws are made and enforced.
•    realise the consequences of anti-social and aggressive behaviours.
•    recognise different responsibilities, rights and duties at home, at school and in the community, and that these can sometimes conflict with each other.
•    reflect on spiritual, moral, social, and cultural issues.
•    recognise the role of voluntary, community and pressure groups.
•    see that resources can be allocated in different ways.
•    identify what makes a healthy lifestyle.
•    know about how the body changes as they approach puberty.
•    explain which substances and drugs are legal and illegal, their effects and risks.
•    realise that their actions affect themselves and others.
•    think about other people, places, times, values and customs.
•    be aware of different types of relationships.

Religious Awareness (RA)

Religious awareness links with other subject areas across the curriculum and looks at beliefs, teachings and practices of the various main religions in Indonesia. These aspects are introduced as part of a general theme. Students will be encouraged to explore these various aspects through discussion where differing views on fundamental beliefs are raised.  Students will foster a mutual understanding of the differing cultural and religious backgrounds represented by those around them.

Year 6

Literacy

During Year 6, students’ reading remains soundly based on a wide range of high-quality fiction, poetry and non-fiction. They consolidate their research and study skills so they can locate, retrieve and record information efficiently. Students gain confidence, control and fluency in writing fiction and non-fiction. The majority of students routinely spell the majority of words correctly and have a range of strategies to apply to difficult or unfamiliar words. They develop a personal, legible handwriting style.

Areas covered in Year 6 include:

Speaking and Listening

By the end of Year 6, most students should be able to:
•    participate in whole-class debate using the correct style of language.
•    make notes and listen for a sustained period of time.
•    understand and use a variety of ways to criticise constructively and respond to criticism.
•    devise a performance for a specific audience.

Reading

By the end of Year 6, most students should be able to:
•    understand underlying themes, causes and points of view.
•    read extensively and discuss personal reading with others.
•    understand how writers use different structures to create an impact.

Writing

By the end of Year 6, most students should be able to:
•    use paragraphs to achieve pace and emphasis.
•    use punctuation to clarify meaning in complex sentences.
•    use a range of appropriate strategies to edit, proofread and correct spelling in their own work.
•    develop a consistent and personal legible style.
•    in non-narrative writing, establish, balance and maintain viewpoints.
•    in narrative writing, learn planning techniques and develop the quality and structure of their writing.

Fiction topics include: classic fiction; poetry and drama by long-established authors, such as Shakespeare; stories or novels from more than one genre such as humour, science fiction, historical or fantasy worlds; comparison of work by significant children’s authors and poets.
Poetry topics include: a range of poetic forms such as limericks, cinquain and riddles; as well as understanding poetic techniques such as similes, metaphors and personification.
Non-fiction topics include: autobiography and biography, diaries, journals and letters which recount experiences and events; journalistic writing; non-chronological reports; discussion texts; explanations linked to other subject work; various use of reference texts including ICT.

Numeracy

During Year 6, students develop a more secure knowledge of number facts and a good understanding of the four operations. They are able to use this knowledge and understanding to carry out calculations mentally and to apply appropriate strategies when using single-digit and two-digit numbers. Students make use of diagrams and informal notes to help record steps and partial answers when using mental methods. They have an efficient, reliable, compact written method of calculation for each operation.  Students use a calculator effectively.

By the end of Year 6, most students should be able to:
•    multiply and divide decimals mentally by 10 or 100, and integers by 1000, and explain the effect.
•    order a mixed set of numbers with up to three decimal places.
•    simplify a fraction using common factors.
•    understand percentage as parts of 100, and find simple percentages of small whole-number quantities.
•    solve simple problems involving ratio and proportion.
•    perform addition and subtraction of numbers involving decimals.
•    perform short multiplication and division of numbers involving decimals.
•    perform long multiplication of a three-digit by a two-digit number.
•    use a protractor to measure acute and obtuse angles to the nearest degree.
•    calculate the perimeter and area of simple compound shapes that can be split into rectangles.
•    read and plot coordinates in all four quadrants.
•    identify and use the appropriate operations (including combinations of operations) to solve word problems involving numbers and quantities, and explain their methods and reasoning.
•    solve a problem by extracting and interpreting information presented in tables, graphs and charts.

Science

During Year 6, students develop knowledge and understanding of important scientific ideas, processes and skills and relate these to everyday experiences.

Students learn how to plan independent investigations, showing an awareness of which variables to change, measure and to keep the same. They develop the skills of prediction, asking questions, making inferences, concluding and evaluating based on evidence.

To improve language and communication, students are encouraged to think creatively about science and develop language skills through talking about their work or presenting their own ideas.  Appropriate values and attitudes are also promoted amongst students through working together, listening to each other’s ideas and treating these with respect. Students also develop a respect for the environment and living things and for their own health and safety.

By the end of Year 6, most students should be able to:
•    use precise, technical and scientific vocabulary, notation and symbols.
•    understand a wider range of areas and links between areas.
•    participate in practical science and build increasingly abstract models of real situations.
•    use drawings, diagrams and charts to represent and communicate scientific information.

Physical Education (PE)

During Year 6, students further develop their knowledge, skills and understanding through competitive and cooperative games, gymnastic activities, swimming activities and water safety, and athletic activities. Students enjoy being active and using their creativity and imagination in physical activity. They learn new skills, find out how to use them in different ways and link them to make actions, phrases and sequences of movement. They enjoy communicating, collaborating and competing with each other. They develop an understanding of how to succeed in different activities and learn how to evaluate and recognise their own success.

By the end of Year 6, most students should be able to:
•    position themselves effectively to receive and deliver a netball pass.
•    dribble a basketball effectively to avoid defensive players.
•    maintain technique, stamina and form over 1000M running distance.
•    use the correct technique to throw a discus.
•    swim 50M breaststroke maintaining form and pace.
•    shoot a soccer ball with reasonable accuracy.
•    use a softball glove to catch a softball.
•    use a forearm pass or dig a volleyball over the net.

Design and Technology  (D&T)

During Year 6, students will undertake design assignments using a range of materials, including electrical and mechanical components, food, malleable materials, stiff and flexible sheet materials, and textiles.

By the end of Year 6, most students should be able to:
•    generate ideas for products after thinking about who will use them and what they will be used for.
•    develop ideas and explain them clearly.
•    plan what they have to do and communicate design ideas in different ways as these ideas change.
•    select appropriate tools and methods for making their product.
•    suggest different ways of making their product.
•    explore the touch, smell, look, sounds and sometimes tastes of materials.
•    measure, mark out, cut and shape a range of materials, and put parts together  accurately.
•    use methods to strengthen and improve the appearance of their product.
•    recognise the progress of their work, choose ways to improve their products.
•    carry out useful tests before making any improvements.
•    recognise that the quality of a product depends on how well it is made and how well it meets its intended purpose.
•    recognise how the materials used affect the ways they can be used.
•    recognise how materials can be used together and mixed to create more useful properties.

History

During Year 6, students are taught about people and important events and developments from recent and more distant times in the locality, and in other parts of the world. They will make comparisons with other periods of history. They will investigate different interpretations of history and find evidence to back up their own historical conclusions.

By the end of Year 6, most students should be able to:
•    place the current period studied on a time line in relation to other periods studied.
•    sequence events on a time line
•    find about the beliefs, behaviour and characteristics of people, recognising that not everyone shares the same views and feelings.
•    compare beliefs and behaviour with another period studied.
•    write an explanation of a past event in terms of cause and effect, using evidence to support and illustrate their explanation.
•    recall key dates.
•    consider ways of checking the accuracy of interpretations.
•    be aware that different evidence will lead to different conclusions.
•    bring knowledge gathered from several sources together in a fluent account.
•    select an aspect of their study to make a display.
•    use a variety of ways to communicate their knowledge and understanding including extended writing.

Geography

During Year 6, students will develop interest in their surroundings and in the variety of human and physical conditions on the Earth’s surface. Students will develop an enhanced sense of responsibility for the care of the Earth and its people through a focus on people, places and environments at different scales, locally and overseas, and an appreciation of how places relate to each other and the wider world.

By the end of Year 6, most students should be able to:
•    use a variety of maps and photographs, including atlases, and aerial photographs.
•    use and interpret maps of different places and of different scales – use 4 figure coordinates and grid references.
•    observe, measure and record geographical information through field work activities.
•    show an understanding and awareness of a range of different places at different scales and in different parts of the world.
•    describe the physical and human features of the places they have studied.
•    draw out similarities and differences between places, including an awareness of their wider context.
•    identify and explain the different views held by people about an environmental change.
•    know and understand how the environment can be both damaged and improved.
•    begin to offer explanations for processes and patterns.
•    know about a number of physical and human processes, and their importance.
•    use ICT where appropriate.

Art and Design

During Year 6, students continue to develop their creativity, imagination and artistic skills through various media and materials.

By the end of Year 6, most students should be able to:
•    ask questions and make thoughtful observations about starting points and select ideas to use in their work.
•    collect images and other information to develop their ideas.
•    investigate and combine the look and feel of materials and methods to try and match them.
•    use a variety of methods to communicate observations, ideas and feelings in designs and images.
•    compare ideas and methods in their own and others’ work and say what they think and feel about them.
•    adapt and improve their work according to their views.
•    explore, combine and organise the look and feel of materials, including colour, pattern, texture, line, tone, shape, form and space.
•    match materials and methods used in art, craft and design to ideas and uses.
•    describe the jobs of artists, craftspeople and designers working in different times and cultures.
•    work on projects in two and three dimensions.
•    use a range of starting points, materials and methods.
•    find out about art, craft and design in the locality.

Information Communication Technology (ICT)

During Year 6, students continue to use a range of ICT tools and information sources to support their work in other subjects. They further develop their research skills, selecting appropriate and reliable information for tasks. Students learn how to evaluate and change their work and present it in a way that suits its audience.

By the end of Year 6, most students should be able to:
•    decide what information they need and identify how they can find and use it.
•    select appropriate information and assess it for accuracy, relevance and reliability.
•    prepare information using ICT tools.
•    develop, evaluate and refine ideas by combining text, tables, images and sound as appropriate.
•    create, test, improve and refine sequences of instructions to make things happen and to monitor events and respond to them.
•    explore spreadsheet models in order to investigate and evaluate the effect of changing values and to identify patterns and relationships.
•    share and exchange information in a variety of forms, including e-mail.
•    communicate information so that it is  appropriate for different audience groups.

Music

During Year 6, students sing songs and play instruments with increasing confidence, skill and expression. Students develop awareness of their own contribution to a group or class performance. They improvise, and develop their own musical compositions, in response to a variety of different stimuli with increasing personal involvement, independence and creativity. They explore their thoughts and feelings through responding physically, intellectually and emotionally to a variety of music from different times and cultures.

By the end of Year 6, most students should be able to:
•    sing confidently, alone and in a group, displaying a variety of vocal techniques.
•    take a lead in class in group singing.
•    sing expressively and in tune, both alone and in a group.
•    perform showing expressive control of the musical elements.
•    create rhythmic patterns being aware of timbre and duration.
•    perform confidently with a strong sense of rhythm within simple patterns.
•    hold their part in a two-part round, singing solo and in a small group.
•    demonstrate imagination and confidence in the use of sound.
•    create melodies with an understanding of the relationship between lyrics and melody in songwriting.
•    create their own simple songs.
•    perform songs in a way that reflects their meaning.
•    sing the harmony part confidently and accurately.
•    play instrumental parts, with rhythmic and dynamic control.
•    take the lead in creating and performing, and provide suggestion for others.

Personal, Social, Health Education (PSHE)

During Year 6, students learn about themselves as growing and changing individuals with their own experiences and ideas, and as members of their communities. They become more mature, independent and self-confident.

By the end of Year 6, most students should be able to:
•    recognise that changes happen as you grow.
•    look after their money and realise that future needs may be met through saving.
•    research, discuss and debate topical issues, problems and events.
•    realise the consequences of anti-social and aggressive behaviours.
•    explain what democracy is, and the basic institutions that support it.
•    appreciate the range of national, regional, religious and ethnic identities.
•    see that resources can be allocated in different ways .
•    to explore how the media present information.
•    recognise the different risks in different situations.
•    recognise and develop strategies to deal with pressures to behave in certain ways.
•    recognise and respond to racism, teasing, bullying and aggressive behaviours.
•    recognise and challenge stereotypes.

Bahasa Indonesia

Speaking and Listening

By the end of Year 6, most students should be able to:
•    answer questions using some unfamiliar Indonesian.
•    show confidence in using well rehearsed Indonesian to answer questions.
•    use new vocabulary from a variety of sources such as dictionaries and digital technology.

Reading

By the end of Year 6, most students should be able to:
•    read texts containing some unfamiliar Indonesian.
•    identify specific details and the main idea of the text.
•    predict the meaning of unknown words.

Writing

By the end of Year 6, most students should be able to:
•    begin to write for a broader range of purposes such as letters to a friend, brochures and posters.
•    use strategies to review their writing for meaning and accuracy.

Religious Awareness (RA)

Religious Awareness links with other subject areas across the curriculum and looks at beliefs, teachings and practices of the various main religions in Indonesia. These aspects are introduced as part of a general theme. Students further explore the main religions through independent and group research, and discussion. They will develop respect for the differing religious and cultural backgrounds represented in Indonesia through exploration and enquiry.

This is the curriculum document for Primary School students. It contains important information about what your child will be taught in all subjects.

The Primary School is separated into two Key Stages. Students in Key Stage 1 are usually aged 5 to 7 years old. Students in Key Stage 2 are usually aged 7 to 11 years old. At CCS we follow the UK National Curriculum. Students learn, practise, combine and develop a wide range of skills in their work across the Curriculum.

The core subjects taught are Literacy, Numeracy, Science and Information and Communication Technology (ICT). They are incorporated across the Curriculum.

Other subjects taught are:
•    Design and Technology (D&T)
•    History
•    Geography
•    Art and Design
•    Music
•    Physical Education (PE)
•    Bahasa Indonesia
•    Personal, Social, Health Education (PSHE)
•    Religious Awareness (RA)

The curriculum content is thematically based so that the subjects are integrated as much as possible to make learning more meaningful and relevant.

Assessment, Recording and Reporting

Assessment is used to inform future planning, to ascertain the levels at which students are working and to report to students, parents and teachers. It is based upon the maintenance of accurate and appropriate records of what individual students have demonstrated and achieved.

Assessment is an ongoing process involving marking of work and feedback to students.  Teachers are aware of each student’s ability and progress; they are continually appraising them as they teach and interact with each student.  Formative assessment is carried out informally by staff in the course of their teaching.

Assessment techniques include:
•    observations of students at work.
•    questioning.
•    student discussions, individually with the teacher, or in small groups.
•    written, graphical, computer generated and pictorial work.
•    worksheets.

At the end of Year 6, students take the official Statutory Assessment Tests (SATs). These tests assess the students in Numeracy and Literacy in Key Stage 2. The tests provide a level at which each student is working.

Reporting to parents and guardians is done verbally in the first term, student led conferences take place in the third term and a written report is sent home in the second and fourth terms.

Year 1

Literacy

During Year 1, students learn to speak confidently and listen to what others have to say.  They learn to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds. The main areas of Literacy include reading, writing, spelling, phonics, handwriting and communication.

Areas covered in Year 1 include:

Speaking and Listening

By the end of Year 1, most students should be able to:
•    retell stories using story language.
•    listen with sustained concentration.
•    follow instructions.
•    ask and answer questions.
•    explain their views.

Reading

By the end of Year 1, most students should be able to:
•    read an increasing number of familiar high frequency words.
•    apply their knowledge of phonics as the prime approach to reading unknown words.
•    decode two-syllable and three-syllable words.
•    identify main events and characters in stories.
•    distinguish between fiction and non-fiction texts.
•    select books for personal reading and give reasons for choices.

Writing

By the end of Year 1, most students should be able to:
•    spell new words using phonics as the prime approach.
•    use knowledge of common patterns in spelling.
•    recognise and use alternative ways of spelling, for example ’ai’, ‘a-e’ and ‘ay’.
•    move from spelling simple three letter words to longer words that include common consonant blends.
•    use capital letters and full stops appropriately.
•    independently choose what to write about, plan their work and follow it through.
•    compose and write simple sentences independently.
•    write most letters correctly, using a comfortable and efficient pencil grip.
•    write with spaces between words.

Fiction topics include: stories with familiar settings and with predictable patterns; traditional stories; fairy tales and fantasy worlds; play scripts.
Poetry topics include: poems with predictable and repetitive patterns from a range of cultures; playground chants, action verses and rhymes; a variety of poems on similar themes.
Non-fiction topics include: signs, labels, captions, lists; instructions; information books; non-chronological reports; simple dictionaries; recounts.

Numeracy

During Year 1, students develop their knowledge and understanding through practical activity, exploration and discussion. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity, which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning in solving problems.

By the end of Year 1, most students should be able to:
•    solve problems involving counting, adding, subtracting, doubling or halving using numbers, measures or money.
•    read and write numerals from 0-20 and beyond.
•    use knowledge of place value to position these numbers on a number line.
•    recall the doubles of all numbers to at least 10.
•    use the vocabulary and symbols related to addition and subtraction.
•    name common 2-D shapes and 3-D solids and describe their features and use them to make patterns, pictures and models.
•    estimate, measure, weigh and compare objects, choosing and using suitable uniform non-standard or standard units and measuring instruments.
•    answer a question by recording information in lists and tables.
•    present outcomes using practical resources such as pictures, block graphs or pictograms.

Science

During Year 1, students observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and to link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They share their ideas and communicate them using scientific language, drawings, charts and tables.

By the end of Year 1, most students should be able to:
•    draw simple pictures.
•    talk about what they see and do.
•    use simple charts to communicate findings.
•    identify key features.
•    ask questions.
•    test ideas suggested to them.
•    say what they think will happen.
•    use first hand experiences to answer questions.
•    begin to compare some living things.
•    make observations using appropriate senses.
•    record observations.
•    communicate observations orally, in drawing, labelling, simple writing and using ICT.
•    make simple comparisons and groupings.
•    say whether what has happened was what they expected.

Information Communication Technology (ICT)

During Year 1, students explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work.  They become familiar with hardware and software.

By the end of Year 1, most students should be able to:
•    understand that ICT can be used to communicate ideas.
•    use two fingers to enter text.
•    use the space bar, enter and backspace delete key.
•    use the shift key to put in a capital letter.
•    understand word wrap (that text will automatically move onto the next line).
•    know that information can be presented in a variety of forms.
•    use the mouse to choose, drag and reposition objects.
•    understand that data can be collected and presented as a pictogram.
•    use pictograms to answer simple questions.
•    understand that information comes from a variety of sources.
•    use a mouse to select the appropriate buttons to navigate a CD ROM.

Design and Technology (D&T)

During Year 1, students learn how to think imaginatively and talk about what they like and dislike when designing and making.  They build on their early childhood experiences of investigating objects around them.  They explore how familiar things work, and talk about, draw and model their ideas.  They learn how to design and make a model safely.

By the end of Year 1, most students should be able to:
•    construct models from kits.
•    assemble and join frameworks or structures using a variety of materials.
•    make models that reflect their ideas.
•    use appropriate vocabulary for naming and describing the equipment.
•    begin to use basic tools safely.
•    generate ideas.
•    use scissors safely to cut paper and then card and join material using tape, glue and paper fasteners.
•    make a simple lever or slider to make a moving picture.
•    make simple flaps and folds.

History

During Year 1, students learn about people’s lives and lifestyles. They find out about significant events from the recent and more distant past. They listen and respond to stories, and use sources of information to help them ask and answer questions. They learn how the past is different from the present.

By the end of Year 1, most students should be able to:
•    sequence events or objects in chronological order.
•    begin to describe similarities and differences in artefacts.
•    participate in drama to role play why people did things in the past.
•    use a range of sources to find out about the past.
•    begin to identify different ways to represent the past.
•    sort artefacts into ‘then’ and ‘now’.
•    ask and answer questions related to different sources and objects.
•    produce and read time lines.
•    write reports and simple recounts.
•    use ICT to research or show ideas.

Geography

During Year 1, students investigate their local area and contrasting areas in the world, finding out about the environment and the people who live there. They carry out geographical enquiry both inside and outside the classroom. In doing this, they ask geographical questions about people, places and environments, and use skills and resources such as maps and photographs.

By the end of Year 1, most students should be able to:
•    use geographical language to describe a feature or location.
•    ask geographical questions.
•    express own views about a place, people and environment.
•    recognise how places have become the way they are.
•    observe and record.
•    communicate in different ways through pictures, pictograms and simple maps.
•    use fieldwork techniques, such as making and recording observations, tally, sketching, using a camera and recording sound
•    explore maps of the local area.
•    recognise continents on a world map.

Art and Design

During Year 1, students develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. They learn about the role of art, craft and design in their environment. They begin to understand colour, shape, space, pattern and texture and use them to represent their ideas and feelings.

By the end of Year 1, most students should be able to:
•    sort, select and discuss collections of colours.
•    mix colours.
•    experiment with arrangements of natural and man made items.
•    use printmaking as a means of experiment and expression.
•    construct and assemble  junk, dolls and puppets.
•    represent their own world with a variety of materials and tools.
•    respond to art works such as sculpture, paintings, models, buildings and textiles.
•    recognise local designers, painters and sculptors.

Music

During Year 1, students explore and investigate a range of sounds available within the classroom. They have opportunities to use the sounds they discover, and those they make using simple instruments, in imaginative and creative ways. They also have opportunities to play musical games, to sing and to use simple classroom instruments to accompany singing. Students listen carefully to, and think and talk about, the kinds of sounds they create and those they hear within and beyond the classroom. They have opportunities to hear a variety of short pieces of music and to respond imaginatively and in ways which develop their verbal and non-verbal communication skills.

By the end of Year 1, most students should be able to:
•    sing simple songs from memory with enjoyment, some expression and a sense of the shape of the melody.
•    recognise that their voices can be used in different ways, and begin to find their singing voices.
•    clap short rhythmic patterns.
•    respond physically to music.
•    begin to focus their listening and recognise and control how sounds can be made louder, quieter, faster and slower.
•    make and control long and short sounds using voices and instruments.
•    create a sequence of long and short sounds with help.
•    recognise and respond to changes in tempo.
•    imitate and respond to changes in pitch.
•    recognise and create melodic patterns with some help.
•    recognise and use changes in timbre, tempo, pitch and dynamics.

Physical Education (PE)

During Year 1, students build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with other students in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations.

By the end of Year 1, most students should be able to:
•    tread water for half a minute.
•    use freestyle kick with a swimboard.
•    begin to use “breathe arm, bubble arm” swim technique with a board.
•    use backstroke kick with a swimboard.
•    pass and trap a soccer ball.
•    hold a hockey stick correctly to pass a hockey ball.
•    accurately pass and catch a netball.
•    dribble a basketball with both hands.

Bahasa Indonesia

Speaking and Listening

By the end of Year 1, most students should be able to:
•    use more complex greetings and introduce themselves.
•    repeat modeled words and small expressions.
•    participate in games, songs, role play and stories.

Reading

By the end of Year 1, most students should be able to:
•    read words with appropriate pronunciation.
•    identify some words from a familiar topic.

Writing

By the end of Year 1, most students should be able to:
•    write or copy words and short phrases.
•    label pictures with support.

Personal, Social, Health Education (PSHE)

Students learn about themselves as developing individuals and as members of their communities, building on their own experiences and on the early learning goals for personal, social and emotional development. They learn the basic rules and skills for keeping themselves healthy and safe, and for behaving well.

Religious Awareness (RA)

This subject links with other subjects in the curriculum and introduces students to different aspects of various religions. Students learn about the different religious celebrations during the year and are introduced to the special people involved.

Year 2

Literacy

During Year 2, students learn to speak confidently and listen to what others have to say.  They learn to read and write independently and with enthusiasm. They use language to explore their own experiences and imaginary worlds.

The main areas of Literacy include reading, writing, spelling, phonics, handwriting and communication.  Reading and writing texts covered each term include a form of narrative, non-fiction and poetry.

Areas covered in Year 2 include:

Speaking and Listening

By the end of Year 2, most students should be able to:
•    speak clearly using intonation to read texts.
•    tell real and imagined stories.
•    listen to talk by others, remember points and ask relevant questions.
•    act appropriately in role play situations.

Reading

By the end of Year 2, most students should be able to:
•    read independently longer and less familiar texts.
•    know how to work out unfamiliar words.
•    recognise high and medium frequency words.
•    recognise different letter combinations to represent the same sound.

Writing

By the end of Year 2, most students should be able to:
•    use various methods to spell words accurately.
•    write about personal experience linked to a variety of familiar incidents from stories.
•    use rhymes and patterned stories as models for their own writing.
•    make simple picture storybooks with sentences.
•    use language play to extend patterns.
•    build simple profiles of characters from stories.
•    use some parts of known stories to structure their own writing.
•    use time language to order a sequence of events e.g. ‘when I had finished’, ‘suddenly…’, ‘after that…’

Fiction topics include: stories with familiar settings; traditional stories including those from various cultures; extended stories; stories by a significant children’s author and plays.
Poetry topics include: poems from other cultures; language play, such as tongue twisters, riddles and humorous verse; shape poems and rhymes.
Non-fiction topics include: instructions; information texts; dictionaries, glossaries, indexes and other alphabetically ordered texts; explanations and recounts.

Numeracy

During Year 2, students develop their knowledge and understanding of mathematics through practical activity, exploration and discussion. They develop a range of mental calculation skills and use these confidently in different settings. They learn about shape and space through practical activity which builds on their understanding of their immediate environment. They begin to grasp mathematical language, using it to talk about their methods and explain their reasoning when solving problems.

By the end of Year 2, most students should be able to:
•    solve problems involving addition, subtraction, multiplication or division.
•    count up to 100 objects by grouping them and counting in tens, fives or twos.
•    explain what each digit in a two-digit number represents.
•    know all addition and subtraction facts for each number to at least 10.
•    use the symbols +, -, x, ÷ and = .
•    visualise common 2-D shapes and 3-D solids.
•    use units of time (seconds, minutes, hours, days) and know the relationships between them.
•    use lists, tables and diagrams to sort objects.

Science

During Year 2, students observe, explore and ask questions about living things, materials and phenomena. They begin to work together to collect evidence to help them answer questions and link this to simple scientific ideas. They evaluate evidence and consider whether tests or comparisons are fair. They use reference materials to find out more about scientific ideas. They share their ideas and communicate them using scientific language, drawings, charts and tables.

The Science scheme is broken into three sections:
Life Processes and Living Things, Materials and their Properties and Physical Processes.

By the end of Year 2, most students should be able to:
•    describe their observations using some scientific vocabulary.
•    suggest how to find things out.
•    identify key features.
•    ask questions and make simple predictions.
•    compare objects, living things or events.
•    begin to recognise when a test or comparison is unfair.
•    use first hand experiences to answer questions.
•    collect and record data (supported by the teacher).
•    suggest how they could collect data to answer questions.
•    begin to select equipment from a limited range.
•    say what their observations show and whether it was what they expected.
•    begin to draw simple conclusions and explain what they did.
•    begin to suggest improvements in their work.

Information Communication Technology (ICT)

During Year 2, students explore ICT and learn to use it confidently and with purpose to achieve specific outcomes. They start to use ICT to develop their ideas and record their creative work. They become familiar with hardware and software.

By the end of Year 2, most students should be able to:
•    use the backspace key.
•    type in text, including a space, and use the shift keys.
•    use return/enter key.
•    delete and insert text.
•    use simple mark making tools.
•    use ‘save as’.
•    use straight line, geometric shapes and flood fill tools.
•    use spray tool.
•    use the search tool to find the answer to simple questions on the internet.
•    search using key words.
•    enter a sequence of instructions to control a floor turtle.

Design and Technology (D&T)

During Year 2, students learn how to think imaginatively and talk about what they like and dislike when designing and making. They build on their early childhood experiences of investigating objects around them. They explore how familiar things work and talk about, draw and model their ideas. They learn how to design and make a model safely.

By the end of Year 2, most students should be able to:
•    understand how simple mechanisms work.
•    generate ideas.
•    plan what to do next.
•    select appropriate tools, materials and components.
•    explain choices.
•    use construction kits.
•    use tools accurately and safely.
•    cut using a template they have made.
•    use sewing techniques – starting, ending, running stitch.
•    use materials with care and accuracy.
•    evaluate the final product.

History

During Year 2, students learn about people’s lives and lifestyles. They find out about significant men, women, children and events from the recent and more distant past, including those from the wider world. They listen and respond to stories and use sources of information to help them ask and answer questions. They learn how the past is different to the present.

By the end of Year 2, most students should be able to:
•    order artefacts together in time (photos, objects).
•    order events.
•    describe memories of key events in lives.
•    describe people and events in other times.
•    confidently describe similarities and differences.
•    develop empathy and understanding (hot seating, speaking and listening).
•    compare pictures or photographs of people or events in the past.
•    use a source – why, what, who, how, where to ask questions and find answers.
•    discuss the effectiveness of sources.

Geography

During Year 2, students investigate their local area and a contrasting area abroad, finding out about the environment in both areas and the people who live there. They also begin to learn about the wider world. They carry out geographical enquiry inside and outside the classroom.  In doing this, they ask geographical questions about people, places and environments, and use geographical skills and resources such as maps and photographs.

By the end of Year 2, most students should be able to:
•    use geographical language to describe features or location.
•    ask geographical questions.
•    express own views about a place, people, environment, or location.
•    recognise how places have become the way they are.
•    observe and record in different ways.
•    communicate in different ways using pictures, writing and charts.
•    use simple field sketches, diagrams, and a camera.
•    compare two settlements.
•    use globes, maps and plans at a range of scales.
•    use contents and index to locate a country and draw information from a map.

Art and Design

During Year 2, students develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. They learn about the role of art, craft and design in their environment. They begin to understand colour, shape, space, pattern and texture, and use them to represent their ideas and feelings.

By the end of Year 2, most students should be able to:
•    record from first-hand observation, experience and imagination.
•    ask and answer questions about the starting points for their work, and develop their ideas.
•    use a variety of tools and techniques and apply these to materials and processes, including drawing.
•    review what they have done and say what they might change or develop in future work.
•    recognise traditional arts and crafts of Indonesia.
•    describe the similarities and differences in the work of artists.

Music

During Year 2, students listen carefully and respond physically to a wide range of music. They play musical instruments and sing a variety of songs from memory, adding accompaniments and creating short compositions, with increasing confidence, imagination and control. They explore and enjoy how sounds and silence can create different moods and effects.

By the end of Year 2, most students should be able to:
•    sing simple songs from memory with enjoyment.
•    use their voices confidently in a variety of ways.
•    show physical control when playing musical instruments and responding to music.
•    identify different ways sounds can be made and changed.
•    make and control long and short sounds using voices and instruments.
•    work with another child to create a sequence of sounds.
•    identify the beat in music.
•    repeat and create short rhythmic and melodic patterns.
•    identify and control changes in pitch.
•    perform with others.
•    carefully and confidently choose and order sounds to achieve an effect.
•    recognise and use changes in timbre, tempo, pitch and dynamics.

Physical Education (PE)

During Year 2, students build on their natural enthusiasm for movement, using it to explore and learn about their world. They start to work and play with other students in pairs and small groups. By watching, listening and experimenting, they develop their skills in movement and coordination, and enjoy expressing and testing themselves in a variety of situations.

By the end of Year 2, most students should be able to:
•    complete 25M breaststroke kick with a kickboard.
•    swim one length correct backstroke kick without swimboard.
•    use “breathe arm, bubble arm” freestyle swim technique.
•    swim glide unaided.
•    dribble a soccer ball showing reasonable control.
•    use a hockey stick to pass and trap a hockey ball.
•    dribble a basketball with a controlled change of direction.

Bahasa Indonesia

Speaking and Listening

By the end of Year 2, most students should be able to:
•    respond in short phrases or sentences in Indonesian.
•    begin to combine words.
•    talk briefly about themselves and other familiar topics.

Reading

By the end of Year 2, most students should be able to:
•    respond in variety of ways: drawing, acting, matching Indonesian to English.
•    read simple sentences with the correct pronunciation.

Writing

By the end of Year 2, most students should be able to:
•    write simple sentences based on topics.
•    complete simple sentences.

Personal, Social, Health Education (PSHE)

Students learn about themselves as developing individuals and as members of their communities, building on their own experiences and previous knowledge. They learn the basic rules and skills for keeping themselves healthy and safe and for behaving well. They have opportunities to show they can take some responsibility for themselves and their environment. They begin to learn about their own and other people’s feelings and become aware of the views, needs and rights of other children. As members of a class and school community, they learn social skills such as how to share, take turns, play, help others, resolve simple arguments and resist bullying. They begin to take an active part in the life of their school and its neighbourhood.

Religious Awareness (RA)

This subject links with other subjects in the curriculum and introduces students to different aspects of the various religions in Indonesia.  Students learn about the different places of worship and the different creation stories.  A more detailed study of Balinese Hindu religion is covered, linking with the topic of Bali.

English at IGCSE is taught as a combined course whereby the complimentary study of Literature enhances and enriches the Language course.

Students will develop lifelong skills in appreciating and enjoying a variety of language which they will come to use effectively and accurately with respect to audience and purpose. Students will also be encouraged to develop their own personal style and to enjoy creative writing.

Students will be encouraged to develop a love of literature through their critical appreciation of a wide range of excellent texts from different periods and cultures. They will develop an appreciation of how writers achieve effect through the language choices they make. Students will be encouraged to develop an informed personal response to what they read and to connect with the characters, themes and issues in texts.

The Language Course

The three strands that are central to the course are: Speaking and Listening, Reading and Writing.

Speaking and Listening

Students will be encouraged to:

• communicate accurately, appropriately and effectively in speech.
• understand and respond appropriately to what they hear.
• listen and respond to the contributions of others.
• understand, order and present facts, ideas and opinions .
• express their own experiences as well as what is thought, felt and imagined.

Reading

• read with understanding for implicit and explicit meaning.
• understand the writer’s use of language for effect.
• select, analyse and evaluate what is relevant for specific purposes such as a summary or a report.

Writing

• express what is thought, felt and imagined.
• order and present facts, ideas and opinions.
• use a wide range of vocabulary with accuracy.
• use grammar effectively and with accuracy.
• write with an awareness of the audience being addressed.

Resources

Students will be provided with a range of interesting and stimulating materials to work from, including a variety of texts (diaries, scripts, and articles) and other media (film, music, multimedia presentations).

Assessment

Students are assessed at IGCSE level by a final written examination, but also through optional coursework for which they submit a portfolio of three written assignments:

• informative, analytical or argumentative.
• imaginative, descriptive or narrative.
• a response to a text such as a magazine article or travel writing.

The Literature Course

Students will study three set texts which cover the three sections of Poetry, Drama and Prose. In their response to the literature students will develop:

• an informed critical analysis of the text.
• the ability to quote with relevance to support their written commentary.
• an understanding of writer’s aims.
• an understanding of the writer’s use of language.
• an understanding of character, plot, themes and issues.
• their own personal response to the text.

Resources

Students will be provided with the texts to be studied as well as additional notes to support a well informed and sophisticated response. Students will also be encouraged to use the wealth of information on the Internet for their own research. As ‘Students of Literature’, they will be encouraged to read as widely as possible in their own time.

Assessment

Assessment will be ongoing throughout the course. There will be a final written examination in which the students are examined on each of the three texts studied. Coursework is offered as part of the Literature course for which students submit a portfolio of two assignments on an additional two texts. This will encourage the students to enjoy and respond to a wide range of literature and will also underpin a more personal response.

The IGCSE History syllabus, International Relations since 1919, covers the important international issues and events for the period from the end of the First World War in 1918, to the end of the Cold War in the early 1990s. The syllabus also offers students the chance to study some regions in more depth, such as Southern Africa, Germany, Russia, the USA, China, and Israel and the Palestinians. The course encourages international understanding, as well as an understanding of the motives, emotions, intentions and beliefs of people in the past.

The course requires students to extend their historical knowledge and to undertake historical research. They will develop an understanding of historical sources and evidence in context. They will learn about the nature of:

• cause and effect.
• continuity and change.
• similarity and difference.

Resources

Students will work from an excellent textbook which encourages the analysis of historical sources. This will be supplemented by a range of additional IGCSE texts, handouts and documentaries.

Assessment

Students will be assessed by a final exam, for which coursework is also an option. Paper 1 assesses the students’ knowledge on international events, and their regional study. Paper 2 is a source based assessment on a set topic. Paper 3 is a short, alternative to coursework paper.

The study of Global Perspectives aims at helping students to develop independent minds and to develop their sense of the local and global communities in which they will play a part as active citizens. This course responds to a growing need for students to understand and embrace an increasingly multicultural and mobile world. It promotes an international outlook and cross cultural awareness – the tools students need in a global marketplace. They explore topics from local, national and global angles and develop their personal perspective. Students research issues and evaluate possible courses of action. It helps them develop skills of enquiry, collaboration, reflection, evaluation and problem solving, and apply them to global themes.

Students should show evidence of research into any five global areas of study. Some possible areas of study and investigation are: Belief systems, Biodiversity and Ecosystem Loss, Climate Change, Disease and Health, Family and Demographic Change, Education for All, Employment, Fuel and Energy, Humans and Treatment of Other Species, Technology and the Economic Divide, Trade and Aid, Traditions, Water, Religion and Education. There will be a degree of freedom for the students to choose topics of special interest to them, in addition to the study in common of certain topics.

In their study of these areas, they are required to show awareness of the following three perspectives:

• Global and International.
• Local and National.
• Family and Personal.

Resources

Classroom resources will be provided such as handouts, videos and discussion topics, while ongoing use of the Internet, library books, newspapers and magazines is essential for this course.

Assessment

Students will build a portfolio, in which they are required to show evidence of the following for their chosen areas of investigation:

• gathering information, representing different perspectives.
• analysing  issues within the area of study.
• identifying and evaluating possible scenarios.
• formulating possible courses of action.
• developing evidence-based personal response which demonstrates self-awareness.

Completion of a Global Perspectives project is also a requirement, for which students will be assessed on:

• their constructive participation in discussions.
• their participation in group work/activities.
• their representation of different viewpoints and perspectives (including cross-cultural).
• their evaluation of their project outcome and of their individual contribution and learning.

The final component of assessment will be a written examination.

Mathematics is designed as a two year course that helps students develop confidence and competence with numbers and measures. It requires understanding of the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding of the ways in which data is gathered by counting and measuring, and presented in graphs, diagrams, charts and tables. Teaching and learning of Mathematics at CCS aims to engage and motivate students and demand their active participation so they develop numeracy proficiency in other subjects as well.

Students who are achieving at a high level in this Mathematics course will be encouraged to complete the extended curriculum component of the course so they gain the highest mark possible. Only students who complete the extended course are eligible for a grade of B or higher.

The objectives for Mathematics are:

• organise, interpret and present information accurately in written, tabular, graphical and diagrammatic forms.
• perform calculations by suitable methods.
• use an electronic calculator.
• understand systems of measurement in everyday use and make use of them in the solution of problems.
• estimate, approximate and work to degrees of accuracy appropriate to the context.
• use mathematical and other instruments to measure and to draw to an acceptable degree of accuracy.
• interpret, transform and make appropriate use of mathematical statements expressed in words or symbols.
• recognise and use spatial relationships in two and three dimensions, particularly in solving problems.
• recall, apply and interpret mathematical knowledge in the context of everyday situations.
• make logical deductions from given mathematical data.
• recognise patterns and structures in a variety of situations, and form generalisations.
• respond to a problem relating to a relatively unstructured situation by translating it into an appropriately structured form.
• analyse a problem, select a suitable strategy and apply an appropriate technique to obtain its solution.
• apply combinations of mathematical skills and techniques in problem solving.
• set out mathematical work, including the solution of problems, in a logical and clear form using appropriate symbols and terminology.

Resources

A combination of text book and online resources will be used to provide an engaging curriculum for students. They are also required to have appropriate mathematical equipment such as protractor, a pair of compasses and a scientific calculator.

Assessment

Assessment of students’ progress is built into each unit of work covered. It includes oral and written feedback from students and the marking of completed work.

Depending on their ability, students study the Core or Extended curriculum. The weighting and time of the examination papers at the conclusion of the course are:

Coordinated Sciences allows students to study the biological, chemical and physical worlds in one course. This then provides them with the opportunity to select each of the individual sciences for further study later. Successful completion of the course means two IGCSE awards will be given.

Through studies of experimental and practical science of the course, students should:

• acquire understanding and knowledge of the concepts, principles and applications of biology, chemistry and physics and, where appropriate, other related sciences.
• become confident citizens in a technological world, able to take or develop an informed interest in matters of scientific importance.
• recognise the usefulness, and limitations, of scientific method and appreciate its applicability in other disciplines and in everyday life.
• be suitably prepared to embark upon science-dependent vocational courses and studies in any of the pure sciences and applied sciences.

Students’ curiosity, interest and enjoyment in science and its methods of enquiry as well as Interest in, and care for, the environment will help them develop an awareness that:

• the study and practice of science are co-operative activities subject to social, economic, technological, ethical and cultural influences and limitations.
• the applications of science may be both beneficial and detrimental to the individual, the community and the environment.
• the concepts of science are of a developing and sometimes transient nature.
• science transcends national boundaries and that the language of science is universal.

An understanding that some principles and concepts are common to all science, while others are more particular to the separate sciences of biology, chemistry and physics will be gained. The methods used by scientists and the ways in which scientific discoveries are made will be explored.

Resources

Resources in our fully equipped Science laboratory include Bunsen burners, a fume cupboard (for the really dangerous stuff!), microscopes and safety equipment. In addition to the exciting apparatus, students will use a range of reference books in the library, the Internet and a set of textbooks.

Assessment

The course assesses students in three main objectives:

• knowledge with understanding.
• handling information and problem solving.
• experimental skills and investigations.

Continuous assessment of written and practical work will take place throughout the course, with written tests on the knowledge gained at the end of each topic or term. These assessments will be summative but will also be used formatively to help the students to progress toward their final IGCSE exams.

The Additional Mathematics course is intended for high ability students who are likely to achieve grade A*, A or B in the Mathematics course.

Successful IGCSE Additional Mathematics students gain lifelong skills including:

• the further development of mathematical concepts and principles.
• the extension of mathematical skills and their use in more advanced techniques.
• an ability to solve problems, present solutions logically and interpret results.
• a solid foundation for further study.

The objectives for the Additional Mathematics course are:

• recall and use manipulative technique.
• interpret and use mathematical data, symbols and terminology.
• comprehend numerical, algebraic and spatial concepts and relationships.
• recognise the appropriate mathematical procedure for a given situation.
• formulate problems into mathematical terms and select and apply appropriate techniques of solution.

Resources

A combination of text book and online resources will be used to provide an engaging curriculum for students. They are also required to have appropriate mathematical equipment such as protractor, a pair of compasses and a scientific calculator.

Assessment

Assessment of students’ progress is built into each unit of work covered. It includes oral and written feedback from students and the marking of completed work.

Students completing the Additional Mathematics course are required to complete the examinations at its conclusion. Grades A* to E will be available to candidates who achieve the required standard.

The weighting and time of the papers are:

The Art and Design course at this level runs for two years and consists of two broad areas of art:

• Observational and Interpretive Studies. These will be in a variety of traditional media such as pencil & charcoal drawing, ceramic and clay work, watercolour and other paints.
• Design. Students will learn how to address a design brief effectively in order to produce a functional piece of art to a specific requirement. This may include graphic design and typography in the form of posters, book covers, brochures, textiles with repeating patterns, decorative works or building features and designs with plans and elevations.

It is expected that the wealth of local art and crafts available to CCS students will play a part in their studies in Year 10. Both components will certainly require a confident approach from the student to new media, from video recording to manipulating and enhancing images using applications such as Photoshop and Illustrator. This course will prepare them well for career moves into any area of art and design as they will learn how and why today’s artists and designers are now expected to move effortlessly between the real and the virtual worlds to achieve their goals.

IGCSE students will cover the following areas:

Painting and Drawing

Students will be encouraged to work from direct observation and to explore the use of tone, colour and composition, materials and context. This can be shown through the use of processes and use of media such as charcoal, pencil, pastels, acrylic, watercolour and inks.

Sculpture

Students will explore form, space, mass, volume, surface and materials and explore how artists such as Henry Moore used preparatory drawings to visualise his 3-D works. They will use a range of processes, techniques and materials such as; carving and modelling, casting or constructing, plaster and wax, with the assistance and expertise of local craftspeople where possible.

Jewellery or the design of another product

Students will cover a wide range of techniques, skills and materials. Their work should indicate that they have addressed a clear design brief. Students should also demonstrate how they can problem-solve by designing and/or creating jewellery or another object that has a functional and/or decorative role.

Graphic Design

Students will learn about typography and its relationship to images. They will also look at illustration – how the creation of imagery can enhance and allow different interpretations of text. Their illustrations may be for inclusion in any number of publications such as magazines, books, posters and leaflets. Advertising will also be covered. Students should have an understanding of how graphic communication can sell a product or service, promote brand images and communicate information through, for example, posters, fliers, logos, corporate identities, symbols or signs.

Resources

• Students use a sketchbook to make visual and/or other appropriate researches and develop their ideas and as a tool for personal reflection. This will be their main resource for larger works. It will contain text and drawings or paintings.
• A portfolio folder. They will also collect secondary sources such as photographs, magazine cuttings and other items in a portfolio folder.
• The habit of using a personal digital camera to snap and store ideas and their possession of a good USB memory stick will be of great assistance to the student on this course.
• The sketchbook and portfolio will be provided by the school.

Assessment

The students will be prepared for final examinations from the outset through continual formative assessment of both their ongoing sketchbook planning and annotations and of their larger end of project work. Peer review in the form of positive art critique sessions are key to this, with students learning to use the vocabulary of art and design confidently and to assess work in an informed and appreciative way. Students in Year 10 are expected to complete at least four large projects and the results of these will form the basis for their coursework grade.

Examinations of eight hours duration are an integral part of the final assessment. Students have to complete one compulsory section and also choose one of three options for the second part:

IGCSE Business Studies is accepted by universities and employers as proof of an understanding of business concepts and techniques across a range of different types of businesses.

Successful IGCSE Business Studies students gain lifelong skills, including:

• an understanding of the different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance.
• an appreciation of the critical role of people in business success.
• confidence to calculate and interpret business data.
• communication skills including the need to support arguments with reasons.
• ability to analyse business situations and reach decisions or judgements.

The syllabus provides both a foundation for further study and an ideal preparation for the world of work.

Resources

A text book is supplemented by information from other literature, such as newspapers and magazines, and the Internet (online resources, company websites, news and financial/business information).

Assessment

Student assessment is ongoing throughout the course, but the overall grade attained is determined by combining two exam based assessments and coursework. To complete the coursework requirements, students submit an assignment (3000–4000 words) related to a particular business situation or problem, and should take the form of a response to a clearly formulated question.

The practical and theoretical study of the skills of acting and the various roles and responsibilities of theatre will provide students with the opportunity to develop their knowledge of, and interest in, Drama.

Students are encouraged to understand and enjoy drama by:

• developing their performance skills, both individually and in groups.
• considering ways in which ideas and feelings can be communicated to an audience.
• discovering the performance possibilities of texts and other stimuli.
• devising dramatic material of their own.

Throughout the course, students are expected to:

• develop an understanding of Drama through practical and theoretical study.
• realise the performance possibilities of text and other stimuli.
• use dramatic forms and structures to communicate feelings and ideas to an audience.
• acquire and develop skills in Drama, both individually and in groups.
• develop understanding of the processes and elements involved in creating a performance.
• evaluate the various stages of performance work.
• further develop their participation in, and enjoyment of, Drama.

Resources

A range of interesting classroom resources, including scripts, handouts and videos/DVDs, will be provided for students to work from. Ongoing use of the library and Internet are essential for this course.

Assessment

Assessment is ongoing throughout the duration of the course. Students will focus on developing skills and self-assess through the completion of a weekly journal. The final grade for the course will be based upon a combination of coursework, for which students are required to submit three pieces of practical work, and a written examination, in which students relate to a pre-release text and three stimuli.

Geography students develop an understanding of the impacts which both physical and human geography can have and the processes which affect their development. A sense of place and an understanding of relative location on a local, regional and global scale and the development of skills and abilities to use and understand geographical data and information,  helps students gain an understanding of communities and cultures around the world and how they are impacted on and constrained by different environments.

Students are encouraged to develop:

• a sense of place and an understanding of relative location on a local, regional and global scale.
• an awareness of the characteristics and distribution of a selection of contrasting physical and human environments.
• an understanding of some of the processes affecting the development of such environments.
• an understanding of the spatial effects of the ways in which people interact with each other and with their environments.
• an understanding of different communities and cultures throughout the world and an awareness of the contrasting opportunities and constraints presented by different environments.

Resources

The resources used may be photographic, map extracts, drawings, diagrams, graphs, text extracts, statistics and tables of data. Resource materials come from various texts and case studies in order to match the aims of the international syllabus and examination. They do not require specific regional knowledge.

Assessment

Students undertake two examination papers after the completion of the two year course, which together make up 70% of the total mark. The other 30% is made up of Coursework that will be completed throughout the two years of the course.

The Indonesian course encourages students to develop lifelong skills, including the ability to use a foreign language as a means of practical communication. Students can build a positive attitude towards the speakers of other languages, and towards other culture and civilisations. There are three strands to the course: Speaking and Listening, Reading and Writing.

Speaking and Listening

Students will be expected to:

• express opinions and respond to questions they hear.
• respond to unprepared question in a general conversation.
• choose and organize ideas and present them clearly.
• demonstrate understanding and general comprehension of specific detail in short formal/informal conversation.
• identify the attitudes, emotions and ideas that are expressed.

Reading

Students will be expected to:

• understand specific information from texts.
• show  a general understanding of more extended texts and draw a conclusion from and see relations within the text.
• show comprehension of a wide range of texts.

Writing

Students will be expected to:

• carry out a basic writing task.
• express thoughts, feelings and opinions in order to interest, inform or convince.
• demonstrate adequate control of vocabulary, syntax and grammar, punctuation and spelling.

Resources

Students will be provided with a variety of materials to work from, including books, magazines, CDs and film. Opportunities to practise the language in the community will be provided for students.

Assessment

Students will be assessed on their ability to:

• understand and respond to spoken language.
• understand and respond to written language.
• communicate in speech, showing knowledge of a range and variety of vocabulary and applying the grammar and structures of the language accurately.
• communicate in writing, showing knowledge of range and variety of vocabulary and applying the grammar and structures of the language accurately.
• respond to the text and locate information needed for a variety of tasks.

Information Communication Technology combines theoretical and practical studies focusing on the ability to use common software applications, including word processors, spreadsheets, databases, interactive presentation software, e-mail, web browsers and website design. Students will develop a greater awareness of how applications are used in the workplace, and consider the impact of new technologies on methods of working and on social, economic, ethical and moral issues. The skills learnt will be useful to them in their work across other subject areas, and will prepare them for future employment.

Main focus areas include: types and components of computer systems; input and output devices; storage devices and media; computer networks; data types; the effects of using ICT; the ways in which ICT is used; and systems analysis and design.

During the course, students are expected to:

• develop and consolidate their knowledge, skills and understanding in ICT.
• increase awareness of new and emerging technologies.
• further develop skills as an autonomous user of ICT.
• continue to develop ICT skills in order to enhance work in a variety of subject areas.
• analyse, design, implement, test and evaluate ICT systems.
• consider the impact of new technologies on methods of working in the outside world and on social, economic, ethical and moral issues.
• improve skills and increase awareness of the ways in which ICT is used in practical and work-related situations.

Resources

A range of interesting hardware and software programs are available for use. Students have access to the School Intranet, Internet and ccsNET, the school’s eLearning platform where they are able to submit work, share resources, complete tests and engage in online discussion activities.

Assessment

Students will be assessed on their ability to use a range of software packages in practical and work-related contexts. Students should also be able to demonstrate their knowledge and understanding of the structure of ICT systems, the roles of these systems in organisations and their impact on society.

When studying the Music course, students will listen to, perform and compose music, encouraging aesthetic and emotional development, self-discipline and, importantly, creativity. As a result, they enhance their appreciation and enjoyment of music, an achievement that forms an ideal foundation for future study and enhances life-long musical enjoyment.

Students study music of all styles, with each placed in its historical and cultural context. Students are encouraged to be perceptive, sensitive and critical when listening. Although the majority of the course examines Western European music, the music of other cultures is always represented.

The aims of the course are to:

• enable students to acquire and consolidate a range of basic musical skills, knowledge and understanding, through the activities of listening, performing and composing.
• help students develop a perceptive, sensitive and critical response to the main historical periods and styles of Western music.
• help students to recognise and understand the music of various non-Western traditions, and thus to form an appreciation of cultural similarities and differences.
• provide a foundation for the development of an informed appreciation of music.
• provide a foundation for further study in music at a higher level.

The following components are taught throughout the course:

Listening

• aural awareness, perception and discrimination in relation to Western music of the baroque, classical, romantic and 20th-century periods.
• identifying and commenting on a range of music from cultures in different countries.

Performing

• technical competence on one or more instruments.
• interpretative understanding of the music performed.

Composing

• discrimination and imagination in free composition.
• notation, using staff notation and, if appropriate, other suitable systems.

Resources

A variety of music books, CDs and the Internet support the theoretical components of the course.

Computers and software are used to complete most of the composition component. Students will also record music performances as a part of the course.

Over ten different instruments are available for students for initial lessons as they find those that are most suitable for them as musicians for the performance component of the course. Students wanting to study an instrument in depth may need to purchase their own. The school will provide as much advice and assistance as possible when this is required. There is a range of instruments available to students.

Assessment

Assessment is a combination of performing and composition coursework and a Listening examination in which extracts or pieces played from a wide range of styles and traditions will be played. The examination is completed at the conclusion of the course.

Students are required to sing or play different instruments individually and in an ensemble for the Performance component.

Universities and employers accept IGCSE Physical Education as proof that candidates have knowledge, skills and an understanding of a range of relevant physical activities. Students’ knowledge, skills and understanding come from studying both practical and theoretical aspects of Physical Education.

Successful IGCSE Physical Education students are expected to gain lifelong skills, including:

• an ability to plan, perform, analyse, improve, and evaluate physical activities.
• knowledge, skills and understanding of a range of relevant physical activities.
• an understanding of effective and safe performance.
• an understanding of the role of sport and physical activity in society and in the wider world.
• an excellent foundation for advanced study.
• an enjoyment of physical activity.

Students should, through the knowledge they gain, develop an understanding of effective and safe physical performance. Improvement should be shown in:

• their ability to plan, perform, analyse, improve, and evaluate physical activities.
• their knowledge, skills and understanding of a range of relevant physical activities.

Resources

The resources used for physical activity include specialist coaching instruction, video analysis and instructional texts on performance and tactics. The theoretical component uses texts, videos, diagrams, graphs, statistics and tables of data.

Equipment for the sports and activities will generally be provided. Students are required to be dressed correctly in the appropriate PE uniform.

As some of the sports and activities for this course are off-campus, and involve additional costs, a levy will be applied.

Assessment

Cambridge IGCSE Physical Education students are assessed under the following objectives:

• · Coursework: ongoing physical performance including an ability to inter-relate planning, performing and evaluating whilst undertaking activity.
• · Examination: all students will be sit a written examination paper upon completion of the two year course.

Physical activity for fitness and fun is the focus of this two year course. Through instruction and participation in a variety of individual and team sports, and theory lessons on important health and well-being matters relating to teenagers, students are expected to develop healthy habits and lifestyles and a positive attitude towards sports and general exercise.

By being dressed appropriately and prepared to participate in practical and theoretical lessons on various sports and physical activities, students are expected to:

• develop an understating of rules and strategies relating to the various sports and physical activities.
• increase their knowledge, skills and understanding of a range of sports and physical activities.
• increase their knowledge of health issues that affect performance in sports and physical activities.
• demonstrate effective and safe performance in the various sports and physical activities taught.
• increase their enjoyment of sports and physical activity.

Resources

The resources used for physical activity include books, DVDs and a video camera for recording activities and games periodically.

Equipment for the sports and activities will generally be provided. Students are required to be dressed correctly in the appropriate PE uniform.

Assessment

Students will complete continuous assessment in both practice and theory, including self-reflection and evaluation of performance.

For each unit, students will be required to:

• demonstrate knowledge of rules and strategies of sports and physical activities in practical sessions.
• complete a written test at its conclusion.
• demonstrate a positive attitude (including sportsmanship) and participate willingly in all activities.

Participants will be awarded a special CCS Certificate upon successful completion of the course.

Travel and Tourism is designed to help meet the need for skilled and knowledgeable individuals in this rapidly diversifying industry. The intention of the syllabus is to provide a broad introduction to the travel and tourism industry and related ancillary service industries.

The syllabus develops practical skills across a range of working roles, as well as providing a global and local perspective on travel and tourism. Throughout the course the students will:

• gain an overview of the Travel and Tourism industry.
• learn about popular destinations.
• study the crucial aspects of customer care.
• gain knowledge of working procedures within the industry.
• experience, and learn about, travel and tourism products and services.
• develop and apply, their knowledge of marketing and promotion within the industry.

Through their studies, students will gain an understanding of the concepts, models and theories used within the industry, and also enhance their skills of investigation, analysis, interpretation and evaluation.

Resources

A text book is supplemented by information and other literature, such as travel books, brochures, newspapers and magazines, the Internet and the local travel and tourism industry.

Assessment

The overall grade attained is assessed by examination and a practical element met through the completion of coursework. This element is in the form of a report (3,000 words) and requires a basic understanding of the principles of the marketing and promotion of visitor services. Students will be expected to demonstrate the ability to collect both primary and secondary evidence, and then they will analyse, investigate and draw conclusions from this.

CCS shall provide EAL learning support for a maximum of five forty-five minute instructional blocks per week at no extra charge for mission appropriate students who have been identified as requiring extra support and meet the guidelines for support.  The EAL programme shall aim to have students work successfully and with increasing confidence in mainstream classes.

Guidelines

1. Current research shows that developing basic interpersonal communication skills can take up to two years whilst the more demanding cognitive academic language proficiency can take anything up to ten years to fully develop.
2. Students need to develop a considerably higher level of English proficiency than might normally be required for English as a Foreign Language (EFL) course.  Therefore commitment and motivation on the part of the student and parents are essential to enable them to undertake the workload required.
3. Language is best learned in a meaningful context – the mainstream classroom.
4. The best progress in language learning is made when subject/class teachers and EAL support teachers work closely together and with the co-operation of the students themselves and their parents.
5. In addition to the support provided by the EAL teacher, every subject/class teacher has responsibility for the language development of the EAL student so that that the student can succeed in that subject.
6. A silent (receptive) period is natural in the learning of a second language and not a sign of learning difficulties in the first/early stages.
7. Teachers/the School should have basic information available about the language backgrounds of EAL students.
8. There should be awareness by all that a focus on the students’ first language(s) is a valuable channel to support learning and not a hindrance.
9. Teachers shall respect the speaking of the mother tongue languages when in the appropriate context.
10. Having English as an additional language can be educationally enriching and has a positive effect on intellectual performance.