Tenby International School Curriculum · PDF filedocumentaries by Harun Yahya on The Cell and...

Key Stage 3 Curriculum Handbook 2012 – 2013 (Year 7)

© Tenby International School, Setia Eco Park The information is correct at the time of publication (September 2012) and may be subject to change without prior notice

Tenby International School

Curriculum Handbook

Year 7

2012 – 2013



Welcome to Year 7. This Curriculum Handbook provides a summary of what your

child will be learning during the academic year 2012 – 2013. We hope that you will

find this information helpful in supporting your child at home and at school.



Contents

Agama 4 – 5

Art 6 – 7

Design and Technology 8

Drama 9

English Language 10 – 11

Geography 12 – 15

History 16 – 17

Information and Communications Technology (ICT) 18 – 20

Mathematics 21 – 24

Modern Foreign Languages

French 25 – 26

Malay 27

Mandarin 28 – 30

Music 31 – 32

Physical Education 33 – 34

Science 35 – 38



Agama (For Malaysian Muslim Students Only)

Term 1

Tawheed

The Attributes of Allah

Creation

Man‟s Relationship with Allah

Preparation for the Hereafter

1. Students get to know God by learning of the divine attributes compounded in the

Asma‟ ul Husna. They develop appreciation for God as the great Creator by a

scientific study of the creation through reading the textbook and watching video

documentaries by Harun Yahya on The Cell and Facts of Creation.

2. They learn about the relationship of the created, man, with his Creator in order to

develop God-consciousness and reliance through worship and prayers.

Workbooks and worksheets are used to instil and assess knowledge gained. The

subject material are of an international variety as the books used are from South

Africa (Learning Islam - syllabus developed by the late Moulana Adam Ali Nadwi),

Britain (Basic Teachings by Ghulam Sarwar) and America (Text and workbooks

on Seerah, Faith and Worship from IQRA‟ Foundation, Chicago, Illinois). Harun

Yahya‟s works are Australian and Turkish in flavour.

Moral and Ethics

Respect

Care for the Environment

Qualities which Allah Dislikes

These topics are geared for the development of good character as a means for

promoting good all around. Much class discussions usually take place during the

study of these topics.

Term 2

History

Nabi Musa

Great Muslims

Knowing the stories of the great Prophets as told in the Qur‟an should have a

significant bearing on the strengthening of faith, and an inspiration from the lives of

the great Muslims of the past.

Term 3

Essentials and Practices

Buloogh

Fasting



Zakaah

Haj

Technical Terms of Fiqh

Islamic Occasions

In these topics students learn about the ages and stages of puberty, what to expect,

rules governing purification (physical, spiritual), menstruation, ejaculation, other

discharges, conjugal relations; rules governing stipulated acts of Ibadah such as

Salah and Sawm, aspects of zakah and all about the Pilgrimage.



Art

Key:

Topic/starting point

Visual and tactile elements

Materials and Processes

Artists, craftspeople and designers

Term 1

Sketchbook cover

Visual elements (not colour)

Collage

Past students’ work

Assessment Criteria: Selection and use of formal elements. Compositional skills.

Intentional use of mark-making. Correct use of classroom resources.

Activities: Defining formal visual elements, introduction to key vocabulary and

relating to examples of work. Selection of materials for collage and making collages.

Exploring materials and selected visual elements. Group and self evaluation.

Review, modify and refine work.

Term 2

Art from other cultures

Visual elements

Painting

Artists from other cultures

Assessment Criteria: Presentation of sketchbook and research. Understanding and

application of Aborigine style. Appropriate use of pattern, line, shape. Understanding

and awareness of the historical context. Care and skill in practical work.

Activities: Introduction to Aborigine art, culture, religion and history. Introduction to

didgeridoo. New vocabulary. Research aborigine style composition. Explore and

develop use of colour, line, shape and pattern. Finalise composition. Review, modify

and refine work.

Term 3

Colour/Art movements

Colour Theory



Oil pastel

Fauves, Pop Artists

Assessment Criteria: Group/individual use of art room resources. Understanding

and application of basic colour theory, depth, form and space. Use of specialist

vocabulary in written work. Understanding and awareness of the concept of Art

Movements. Care and skill in practical work.

Activities: Introduction to The Fauves and key concepts of art movements and

colour theory. Introduction to correct use of classroom resources. Explore and

develop handling of materials. Explore and develop use of colour, tone, texture and

composition to create depth, form and space. Finalise composition. Review, modify

and refine work.

Art Department’s Routines and Expectations

Students should come with all the correct equipment to every lesson.

Students are expected to be fully on task, applying their best effort at all times

and engaged in the activity at hand.

Students are expected to behave in a sensible manner at all times in the art

department, to listen carefully to instructions and follow all health and safety

rules.

Art is to be treated as a serious area of learning and not a leisure activity and so

all talking should be related to the task and students should not engage in idle

chat.

Teachers and students show mutual respect in student-student and student-

teacher interactions.

Students should be proactive in setting and agreeing procedures and routines

(including health and safety issues). Teachers should ask students “how/what

routines/procedures should be established, and why” for example “how should

we conduct whole-class discussions” etc, so that students have ownership and

learning is student-led where possible.

Students should spend a minimum of 30 minutes each week on homework and

this should be presented at the beginning of each lesson.



Design and Technology

Desk Tidy

Students will use 3D modelling software to design a stationery storage device.

The device will then be made from a single piece of plastic using the work shop

tools and facilities.

Bridge Design

Students learn about structures, forces and loads. This theoretical knowledge is

put into use in a number of short team projects where the students build towers,

beams and bridges and test them to destruction.

Electronic Alarm

After some basic electronics theory students will solder components to a circuit

board to make an electronic alarm that flashes and plays a tune when activated.

A card box to contain the circuit is then designed and made.

The five Year 7 classes will be divided into 7 groups with no more than 20 students

in each group. Each group will design and make the above projects but the order in

which they are tackled will depend on which group the students are in.



Drama The term character is used in a modern sense, for example „She/he is a funny

character‟ or „She/he is a tough character‟. This usually means they have

recognisable features including how they look, sound, laugh, speak, walk and/or their

attitude.

This academic year the students will learn how to develop characters. Then using

improvisation they will develop a play which will be presented at the end of the

academic year in a showcase.

Term 1

Introduction to Drama (Characters and Context)

Students will use inanimate objects along with improvisation and characterisation to

develop a group of characters.

Term 2

Character Development

Students will study character, characters taken from the real world of newspaper and

media or characters from texts or plays. The students will further develop their ideas

about character looking at character histories and personalities when communicating

with each other. They will use the drama convention of thought tracking to examine

what the character is thinking to understand the character‟s motivation and

behaviour.

Term 3

Devising Project (Presented in Year 7 Showcase)

The students will develop a devised piece of work based on the skills they have

learned in Drama and taking ideas from the topics they have studied. These will be

presented in a showcase.

Aims and Key Skills

Develop confidence.

Understanding of characters, context, and plots.

Understanding of spontaneous improvisation.

Understanding of planned improvisation.

Understanding of techniques used in improvising.

Creating performance skills.

Understanding creative team work.

Learning to explore problems and finding creative solutions.



English Language We use the „Oxford English, An International Approach‟ text book 1, by Rachel

Redford. This book includes a wide range of texts in different styles, with

comprehension questions, investigation tasks, and extended writing ideas. The

learning objectives and tasks for each individual lesson are presented on the

whiteboard, with appropriate extension work.

Term 1

Oxford English Book 1 : Units 1 – 4

Term 2


Term 3


English Literature

Term 1

A Christmas Carol (Play)

Reading and analysis of the play of Charles Dickens‟ A Christmas Carol, by David

Holman.

We read the play in class, with different students taking different roles each

lesson.

We learn, analyse and sing traditional Victorian Christmas carols.

We study the different ways the characters are portrayed.

We compare some scenes of the play to the original Dickens novel.

We study different film versions and consider the choices of the directors.

We work in small groups to perform scenes from the play.

Term 2

Millions (Novel)

Reading and analysis of Millions, by Frank Cottrell Boyce

We read the whole novel in class, with students taking turns to read aloud.

We study the characters, focusing on their actions, words and feelings.

We study the plot, focusing on how the author makes the audience feel.

After we have finished the book, we watch the film and make comparisons.

Term 3

Children’s Classics (Extracts)



Reading and analysis of a range of classic children‟s stories.

Each class we look at a different extract of between 2-4 pages, from such

novels as The Secret Garden, Jungle Book and Heidi.

We use our dictionaries to learn new vocabulary.

We discuss and write about the characters, plots and themes.

We sometimes use clips from films to help us understand the stories.



Geography

Term 1

Unit 1

Introduction to Geography:

Map Skills & Data Collection

Introduction to Geography

Map skills

Geographical skills

Assessment

Key Aspects

Geographical enquiry and skills

Students will:

1. ask geographical questions

2. communicate appropriately

3. use fieldwork techniques

4. draw maps, plans and graphs

5. use the scale on maps to measure distance

6. use four and six figure grid references

7. describe routes

8. collect, record and present evidence

9. use atlases, globes and maps

10. use secondary evidence

11. use compass points to give directions

12. use symbols and keys

13. draw and interpret contour maps

14. start to analyse patterns and interrelationships on maps.

Knowledge and understanding of places

Students will:

1. locate places and environments

2. describe and explain physical and human features

3. develop an understanding of some aspects of the geography of an area studied

through OS maps

4. describe scale contexts.

Knowledge and understanding of patterns and processes

1. start to see how drainage and relief are interrelated

2. start to interpret settlement patterns, seeing how these are related to physical

geography



3. start to interpret patterns of routes, seeing how these are influenced by physical

and settlement geography.

Term 2

Unit 2

Settlement & Shopping

Types of settlement

How the site of a settlement was chosen

Benefits and problems of settlement growth

Land use patterns in towns

Functions & land use changes

Sustainable development of a settlement

How environments may be improved

How shopping is linked to Geography

„Location Theory‟ of shops

Assessment

Key Aspects


Students will:




4. use atlases and maps (including OS maps)

5. use fieldwork techniques


7. draw maps, plans and graphs

8. show empathy with other people and groups.


Students will:


2. describe scale contexts

3. describe and explain physical and human features and the links between them

4. study specific places at a variety of scales, including Aylesbury (UK) and local

examples

5. discover how places change through time.


Students will learn:

1. how location of a settlement is influenced by physical factors

2. how settlements develop functions, and how these functions change over time



3. about settlement patterns, and how these are influenced by physical and human

factors

4. how settlements change and grow, and how this affects people for good and bad

5. how different urban zones develop, and how they form patterns of urban

morphology

6. what a settlement hierarchy is and how this affects the provision of services for

people.

Knowledge and understanding of environmental change and sustainable

development

Students will:

1. learn how urban environments develop and change over time

2. learn that the planning process can help to make urban environments more

sustainable.

Term 3 Unit 3

Rivers & Floods

The Water Cycle

River terminology & the river‟s „long profile‟

How rivers shape the land

Landforms created by a river e.g. Waterfalls

Using & managing rivers

Case study of a flood – Tewkesbury (UK)

What causes floods

The consequences of a flood & „Flood Management‟

Key Aspects


Students will:





5. draw geographical sketches and label them appropriately.


Students will:


2. consider how places are shaped by geomorphologic processes

3. use presentation techniques to show how physical processes produce interesting

environments which are attractive to visitors



4. consider how places can be damaged by a flood, and how that flood can be

better managed to reduce any problems caused.


Students will:

1. study erosion, transportation and deposition processes in river valleys

2. consider how these processes produce landforms

3. study the processes that lead to rivers flooding

4. consider how better management processes could reduce flooding.

Knowledge and understanding of environmental change and sustainable

development

Students will:

1. study natural change in the environment 2. study the processes that lead to floods and consider how better management

processes could reduce flooding.



History The main aim of this course is to help students to realise how fascinating history can

be.

Students study four units: History Skills, The Roman Empire, Medieval Realms and

Islamic Civilisations. Students learn about the development of, and major influences

on each civilisation. Areas covered include the expansion and development of

empires, family life, religion and politics.

Term 1

Unit 1

History Skills

This unit covers the skills necessary to be successful in history.

Chronology skills

Types of historical sources

Identifying fact from opinion

Objectivity and bias

Unit 2

Medieval Realms

This unit covers the growth and development of Medieval England. It covers a

period from 1066 to the mid-1400‟s. In this unit students study the Norman conquest

and settlement, and what impact this had on English society. The unit also looks at

what life was like in the medieval period, covering such topics as village life, the

growth of towns, work, and religion. How Britain was governed during this period is

also explored. Students consider problems faced by the Medieval Kings, to the

development of the Magna Carta and Parliament.

Section 1: What were the Middle Ages like?

Section 2: The Norman Conquest and settlement

Section 3: Life in the Middle Ages

Section 4: Governing the country

Section 5: England - part of Europe

Section 6: Change and continuity

Term 2

Unit 3

Roman Empire

This unit covers the growth and development of the Roman Empire, and its influence

on Britain. It covers a period from 500 BC to 500 AD. Students study how Rome

developed from village to Empire, how it was governed, life in Rome, and how the



Romans controlled the Empire. Factors in the decline of the Roman Empire are also

covered. The unit concludes with students considering what the Roman legacy was.

Section 1: Origins of Rome

Section 2: The Republic and the Empire

Section 3: Rome in the first century AD

Section 4: The Provinces

Section 5: View points on the Romans

Section 6 : Problems in the empire

Section 7: What have the Romans given us?

Term 3

Unit 4

Islamic Civilisations

This unit covers the growth and development of the Islamic religion, and of the

Islamic Empire and the civilisation that grew from it. It covers a period from AD 600

to AD 1500, but within this vast time span, focuses particularly on the Arabs and

Arab empires. Students learn why Islam spread so quickly. Students study what life

was like in the Islamic world, covering such topics as trade and travel, health and

religion. Students learn about The Crusades and the aims and objectives of the key

figures involved in them.

Section 1 : Connecting Empires

Section 2 : Why did Islam spread so rapidly?

Section 3 : Living in the Islamic World

Section 4 : Problems in the Holy land

Section 5 : The Ottomans

Section 6 : Contrasts and connections



Information and Communications Technology (ICT)

Term 1

Introduction to computer – This module will provide students with an introduction

to computers. On completion of this module, students will be able to:

- Define the term „computer‟.

- Describe the difference between data and information.

- State the stages involved in computer processing.

- Identify the term „input devices‟ and list typical input devices and their

characteristics.

- Define the term „output devices‟, and list typical output devices and their

characteristics.

- Define „primary and secondary storage‟.

- Explain the functions of RAM and ROM.

- List typical secondary storage media and their characteristics.

Word processing – this module will explain the use of computers for word

processing. On completion of this module, students will be able to :

- Define the term „word processing‟.

- Identify the element in a word processing program.

- Create, save, retrieve and print documents.

- Apply formatting functions.

- Perform editing and text proofing functions when preparing a document.

- Apply page layout.

- Insert tables into a document and modify them accordingly.

- Insert graphics into a document and modify them accordingly.

Desktop publishing – This module discusses the use of desktop publishing

programs that are equipped with various features which allow the user to work

with text, images, autoshapes and many more tools to create attractive

publications. On completion of this module, students will be able to :

- Define the term „desktop publishing‟.

- Work with objects like text, WordArt, tables, Clip Art and drawings.

- Zoom in and out of a publication.

- Change the page setup.

- Insert borders into a publication.

- Cut, copy and paste objects.

- Apply bullet styles to a textbook.

- Apply and work with gridlines.

- Insert new pages.

- Work with master pages.

- Format text boxes into columns.



Activity

Word processing activity

DTP activity

Term 2

Networks – This module discusses the different types of computer network that

exist, and the features that are available because of networking. On completion

of this module, students will be able to :

- Define the term „Computer Networks‟.

- Describe the characteristics of Local Area Network (LAN) and Wide Area

Network (WAN).

- Define the various types of network topology.

- Explain the characteristics, advantages and disadvantages of various

network topologies.

- Identify the main equipment and cables used in networking.

- Explain the characteristics of the main equipment and cables used in

networking.

- Explain the advantages and disadvantages of networking.

Database – This module will provide students with an understanding of database

management programs used to manage and organise data. On completion of this

module, students will be able to :

- Define the term „database‟.

- Explain the composition of fields, records and data tables in a database.

- Load a prepared data file enter records.

- Identify data types.

- Identify suitable field for a primary key.

- Sort records.

- Convert questions into search criteria.

- Conduct simple searches.

- Create and label a graph using data available in a data file or query.

- Create a data file.

- Add, delete and amend records in a data file.

- Create a simple form and make changes to its layout.

- Enter data to the data file using the form.

- Create a query with multiple search criteria.

- Use validation rules.

- Create a simple report.

Activity

Microsoft Access activity



Term 3

New trends in IT – this module looks at some of the new trends in the field of IT.

On completion of this module, students will be able to :

- Describe the uses of devices like USB drives, Blackberrys, Blackberry TV,

iPods, mobile TV and solar powered mobile devices.

- Explain the nature of the web-based technologies like Wiki, podcasting

and Google Earth.

- Understand the use of IT movie creation.

Programming concepts (basic) – this module will provide students with a basic

introduction to structured computer programming. On completion of this module,

students will be able to :

- Define the terms „computer program‟ and „computer algorithms‟.

- Develop simple algorithms.

- List different types of structured programming techniques used in

computer programming.

- Understand the difference between the three main control structures –

sequence, selection and repetition.

- Understand the characteristics of a flowchart.

- Identify the symbols to develop pseudocode.

Activity

Dreamweaver



Mathematics Mathematics should develop students‟ abilities to manipulate numbers and solve a

range of numerical problems. It should allow students to interpret charts and tables

and to understand the concepts of numbers and shapes.

Term 1

Number: Properties

Students should:

Understand decimal notation and place value.

Multiply and divide integers and decimals by 10,100 and 1000.

Multiply and divide three digit by two digit whole numbers.

Know and use the order of operations, including brackets, with simple

calculations.

Recognise and use multiples, factors, common factors, highest common

factor, lowest common multiple, primes and use simple tests of divisibility.

Recognise triangular numbers, squares and the corresponding square roots.

Number: Problem Solving

Students should:

Understand, use and calculate simple percentages.

Use percentages to compare simple proportions.

Express one quantity as a percentage of another.

Calculate percentage increase and decrease.

Understand and use negative numbers.

Order, add, subtract, multiply and divide positive and negative integers in

context.

Algebra: Manipulation

Students should:

Use letters to represent unknowns or variables.

Simplify linear algebraic expressions by collecting like terms.

Evaluate simple formulae.

Know the meaning of the words term, expression and equation.

Space: Measure

Students should:

Know and use the formula for the area of a rectangle.

Calculate the perimeter and area of compound shapes made from rectangles

and triangles.

Deduce and use the formula for the area of a triangle, parallelogram and

trapezium.



Term 2

Number: Properties

Students should:

Use fraction notation to describe parts of shapes and to express a smaller

whole number as a fraction of a larger one.

Simplify fractions by cancellation and identify equivalent fractions.

Convert terminating decimals to fractions.

Know that a recurring decimal is a fraction.

Use division to convert a fraction to a decimal.

Add and subtract fractions with common denominators.

Calculate fractions of quantities (whole number answers) and multiply a

fraction by an integer.

Recognise the equivalence of percentages, fractions and decimals.

Know and use the symbols =, ≠, <, >.

Order fractions, decimals and percentages by magnitude.

Number: Problem Solving

Students should:

Understand the relationship between ratio and proportion.

Use ratio notation.

Reduce a ratio to its simplest form and divide a quantity in a given ratio.

Solve simple problems involving ratio and proportion in context.

Round large positive whole numbers to the nearest 10, 100 or 1000 and

decimals to the nearest whole number or 1 decimal place.

Use a calculator to (a) multiply and divide whole numbers (up to 3-digits). (b)

carry out calculations involving brackets, the memory, the square root and

sign change keys.

Interpret a calculator display in different contexts.

Without using a calculator (a) add and subtract whole numbers and decimals

(up to two places) (b) multiply and divide whole numbers and decimals (up to

two places) by single digit whole numbers.

Recall number facts, including multiplication facts to 10 x 10 and derive

associated division facts.

Use mental methods of calculation with simple decimals, fractions and

percentages.

Check results mentally by considering the order of magnitude.

Algebra: Manipulation

Students should:

Construct and solve simple linear equations with integer coefficients.

Space: Measure

Students should:



Convert from one metric unit to another.

Read and interpret scales on measuring instruments.

Understand and use the 12-hour and 24-hour clock systems.

Use and interpret timetables.

Term 3

Number: Data Handling

Students should:

Collect and organise data.

Design a data collection sheet or questionnaire to use in a simple survey.

Construct frequency tables for discrete data, grouped where appropriate in

equal class intervals.

Construct and interpret bar-line graphs, pictograms and frequency diagrams

for grouped discrete data.

Draw conclusions based on the shape of graphs.

Compare two simple distributions using the range and one of the mode,

median or mean.

Find the mode (or modal class for grouped data), median and range.

Calculate the mean, including from a simple frequency table.

Understand and use the probability scale from 0 to 1.

Find probabilities based on equally likely outcomes in simple contexts.

Use experimental data to estimate probabilities.

Compare experimental and theoretical probabilities in simple contexts.

Algebra: Graphs

Students should:

Plot graphs of simple linear functions.

Generate co-ordinate pairs that satisfy a simple linear equation.

Recognise the equation of lines parallel to the x-axis or the y-axis.

Draw and interpret the graphs of simple linear functions arising from practical

situations.

Understand and use 2-D Cartesian co-ordinates in all four quadrants.

Generate and describe simple integer sequences.

Find simple term-to-term rules.

Space: Geometry

Students should:

Use a ruler and protractor to:

a) measure and draw lines to the nearest millimetre and angles to the

nearest degree,

b) construct a triangle given two sides and the included angle or two angles

and the included side.

Understand and use the language and notation associated with:



a) reflections, translations and rotations

b) enlargement.

Recognise the transformations:- reflection in a given line, translation, rotation

about a given point.

Enlarge 2-D shapes, given a centre of enlargement and a positive whole

number scale factor.



Modern Foreign Languages The MFL department consists of 3 languages: Malay, Mandarin and French. All

students in KS3 study Malay and either Mandarin or French. The course aims to

provide students with opportunities to acquire knowledge of the target language and

an appreciation of other countries, cultures and traditions. Students develop their

ability to communicate in the language through the four language learning skills:

listening, speaking, reading and writing. They learn to express themselves with

increasing confidence, independence and creativity as well as acquiring a solid

understanding of grammar, syntax and idiom.

Listening: Students are given tasks that enable them to practise their listening skills.

Usually, on the first listening, they listen for gist and on the second listening, they

listen for detail. They are encouraged to use note taking techniques to help them

whilst listening.

Speaking: Students speak in the target language in pairs, groups and as a class

(tasks include class surveys, interviewing other students, mini-presentations, etc.)

They will work on their pronunciation and intonation.

Reading: Students read a variety of texts (letters, articles, forms, etc.) which enable

them to broaden their vocabulary. They use dictionaries or glossaries to support their

work and are encouraged to use context to help deduce meaning.

Writing: Students have the opportunity to develop their writing skills through a

variety of styles (paragraphs, cartoons, letters, short essays, etc). They use

connectives to help extend their sentences. They are encouraged to check their work

carefully for accuracy of spelling and grammar.

Students should come to the lessons equipped with the relevant student‟s books and

a dictionary.

French

Term 1

Revision of Basics

France in Europe

Greetings, name, alphabet, where you live, numbers 0-31

Age, months, birthdays, pets

Family

Family members



Personal pronouns

Personality adjectives

Physical description (hair, eyes, build, height)

Revision of present tense

Term 2

School

Pencil case and bag contents

School subjects (likes/dislikes)

Days of the week, time

School timetable

Numbers 31-69

Sports and Hobbies

Favourite pastimes

Going to places (using à la/au/aux)

Weekend activities (past and present tense)

Term 3

Food and Drink

Food items with partitive (du/de la/des)

Meal times, ordering food in a café, quantities

Numbers 70-100

Prices

Future tense (aller + infinitive)

Weather and Climate

Home area, points of the compass

Places around town

House and home

Rooms, bedroom furniture

Revision of colour



Malay Term 1

Myself

Greetings

Parts of the body

Physical description (hair, eyes, build, height)

Autobiography

Numbers 1-50

Grammar (nouns, adjectives, questions words)

My Family and Friends

Family tree

My friends

Birthday celebrations

Grammar (pronouns, conjunctions, prepositions)

Term 2 My School

Location and facilities

School events (sports)

School subjects (likes/dislikes)

Numbers 50-100

Grammar (subject predicate, verbs)

Daily Routines

Days of the week and times

Free Time

TV programmes (likes/dislikes)

Types of films, 24-hour clock, arranging a meeting, making phone calls

Daily Activities

Revision of sports, musical instruments, daily routine, household chores

Term 3

Hobbies

Types of hobby

My favourite hobby

Grammar (conjunctions, verbs, adjectives, nouns)

Food and Drinks

Food and drinks items

Meal times, ordering food in a restaurant

Prices (Ringgit Malaysia)



Mandarin (Beginner)

Term 1

Revision of Basics

Greetings

Introducing my family members

Where I live

Numbers

Nationality

Basic questions

Family and Self

Introducing myself

Dates

Parents‟ work

Physical descriptions

Term 2

Countries and Continents

Continents, countries and cities

Places I have visited (past tense)

Days of the week

Place of birth, birthdays

Languages and Jobs I

Tenses

Asking questions

Work places

Work (likes/dislikes)

Term 3

Jobs II and Transportation

Modes of transport

Sentence structure

Measure words

Time

Parts of the day

Buying a ticket

Daily activities

Comparing sentences

Last/next week, month, year



Mandarin (Intermediate)

Term 1

Revision of Countries and Jobs

Countries and continents

Languages

Jobs

Workplace

Transportation

Comparing types of transportation

Term 2

Colours and Clothes

Colours (likes and dislikes)

Reading : “The Four Treasures of Studying”

Clothes in Different Seasons

School uniform in different schools and seasons

Clothes people wear for work

Term 3

Weathers and Holidays

Weather in different cities

Weather reports in different cities

Points of the compass

Summer Holidays

Weather in the four seasons

Summer and winter holidays

Reading : “Home Country of the Kite” and “The Panda”



Mandarin (Advanced)

Term 1

Parts of the body

Describing people

Illness

Term 2

Being in hospital

Currency

Chinese Breakfast

Term 3

Food and drink

Buffet food

Going to market



Music Music is taught in tutor groups and encourages all students to have an active

involvement in different forms of music making. This academic year, students are

introduced to the Musical Elements – rhythm, pitch, tempo, texture, timbre, dynamics

and structure. Students take part in individual and ensemble work assessing skills in

all three areas: performing, composing and listening.

Owing to largely practical and creative nature of the subject, students are

encouraged to become independent learners by evaluating their rehearsal process

to ensure that they are using time efficiently and effectively. Students are expected

to discuss their work in lessons and suggest improvements and describe ways in

which this can be achieved. If students play an instrument they are encouraged to

bring their instrument into the class lessons where appropriate.

Term 1

The Elements of Music – rhythm, pitch, tempo, texture, timbre, dynamics and

structure

This unit introduces students to the fundamental building blocks of music.

To be able to recognise, identify and evaluate the use of musical elements.

To be able to make use of the elements of music when preparing a structured

composition.

Pulse and Rhythm

This unit builds on knowledge gained from the previous unit (Building Blocks of

Music) and prepares students for the next unit, Keeping Time. The project focuses

on pulse and rhythm and introduces students to basic rhythmic notation (crotchets,

quavers, crotchet rests).

Term 2

Keeping Time

This unit builds on the previous unit of study “Pulse and Rhythm”. Students begin

to add pitch to rhythmic notation in the form of the pentatonic scale and learn to

perform two pitched parts together and in time.

Recognise aurally and respond to the characteristics of marches and waltzes,

move appropriately in time to each beat time to music in duple, triple and

quadruple time.

Cracking the Code

This unit progresses and builds on pitch and rhythm knowledge gained from

previous units. Students look at how notes are pitched on the stave and further

their knowledge of note lengths. Students also learn where the notes are on the

musical keyboard and how these correspond to the notes on the stave.



Understand how music is written down using notation.

Understand how keys on the keyboard correspond to notes in musical notation.

Term 3

Major Scale

This unit further reinforces pitch, rhythm, musical notation and introduces

students to semitones and tones.

Students learn how the major scale is constructed, play the scale with correct

finger technique and how to compose a simple melody using the notes of the

major scale.

To play the C Major Scale.

Understand how the major scale is made up using a pattern of tones and

semitones.

Samba Project

This unit introduces students to the Samba music of Brazil and South America.

The project includes opportunities to listen, compose and perform while building

and reinforcing previous knowledge of rhythmic notation, form and structure, and

dynamics.

Students will also discover the historical roots of Samba music.

Students will be aware of samba music, its cultural background and the

instruments used in its performance.



Physical Education

Key processes and concepts across the range of sports

Rugby – Refine and adapt skills into techniques.

Football – Develop the range of skills they use.

Floorball – Develop the precision of their skills.

Kayaking – Develop the control of their skills.

Swimming – Develop the fluency of their skills.

Frisbee & handball – Select and use tactics, strategies and compositional

ideas effectively in different creative, competitive and challenge-type contexts.

Rounders, softball, basketball – Refine and adapt ideas and plans in response

to changing circumstances.

Table tennis – Plan and implement what needs practising to be more effective

in performance.

Fitness – Recognise hazards and make decisions about how to control any

risks to themselves and others. Develop their physical stamina to cope with

the demands of different activities.

Athletics – Develop their physical strength to cope with the demands of

different activities. Develop their physical speed to cope with the demands of

different activities. Develop their physical flexibility to cope with the demands

of different activities.

Volleyball – Analyse performances, identifying strengths and weaknesses.

Badminton, tennis – Make decisions about what to do to improve their

performance and the performance of others.

Netball – Be clear about what they want to achieve in their own work and what

they have actually achieved.

Term 1

Boys

Football

Touch rugby

Volleyball

Basketball

Fitness

Floorball

Softball

Girls

Volleyball

Basketball

Football

Softball



Fitness

Tennis

Term 2

Boys

Athletics

Football

Rugby

Swimming

Floorball

Fitness

Badminton

Softball

Girls

Swimming

Touch rugby

Floorball

Athletics

Badminton

Term 3

Boys

Kayaking

Ultimate frisbee

Table tennis

Floorball

Softball

Swimming

Basketball

Touch rugby

Girls

Softball

Netball

Basketball

Ultimate frisbee

Kayaking

Touch rubgy



Science The KS3 Science Curriculum is presented in four content areas: Scientific enquiry,

Biology, Chemistry and Physics. Scientific enquiry is about considering ideas,

evaluating evidence, planning investigative work and recording and analysing data.

The Scientific enquiry objectives underpin Biology, Chemistry and Physics, which are

focused on developing confidence and interest in scientific knowledge.

An overview of skills and topics that will be covered are as follows:

a) Scientific Enquiry

Scientific Skills Aims

Ideas and

evidence

Be able to talk about the importance of questions, evidence

and explanations.

Make predictions and review them against evidence.

Plan

investigative

work

Suggest ideas that may be tested.

Outline plans to carry out investigations, considering the

variables to control, change or observe.

Make predictions referring to previous scientific knowledge

and understanding.

Identify appropriate evidence to collect and suitable methods

of collection.

Choose appropriate apparatus and use it correctly.

Obtain and

present evidence

Make careful observations including measurements.

Present results in the form of tables, bar charts and line

graphs.

Use information from secondary sources.

Consider

evidence and

approach

Make conclusions from collected data, including those

presented in a graph, chart or spreadsheet.

Recognise results and observations that do not fit into a

pattern, including those presented in a graph, chart or

spreadsheet.

Consider explanations for predictions using scientific

knowledge and understanding and communicate these.

Present conclusions using different methods.

b) Biology

Topic No Title Aims

1 Cells and

Organisms

Identify seven characteristics of livings things as

movement, respiration, sensitivity (irritability), growth,

reproduction, excretion and nutrition.

Understand about micro-organisms‟ function in decay,

food and disease.



Know about the role of micro-organisms in the breakdown of organic matter, food production and disease, including the work of Louis Pasteur.

Identify the structures present in plant and animal cells as seen with a simple light microscope and/or a computer microscope.

Compare the structure of plant and animal cells.

Relate the structure of some common cells to their functions. Secondary sources can be used.

Know that genetic material is carried in the nucleus of the cell.

Understand that cells can be grouped together to form tissues, organs and organisms.

Apply these to a wide range of different organisms.

2

Plants and

Humans as

Organisms

Recognise the positions and know the functions of the

major organs of flowering plants (students should

describe and know the function of flower, leaf, stem,

root, bud).

Recognise the positions and know the functions of the

major organ systems of the human body:

1. circulatory system + function;

2. respiratory system + function;

3. nervous system + function;

4. skeletal system + function (antagonistic muscles);

5. digestive system + function;

6. organs (kidney, bladder) which excrete waste

products

Joints and muscles function in human. Explore the role

of the skeleton and joints and the principle of

antagonistic muscles.

Research the work of scientists studying the human

body.

3

Living Things

in Their

Environment

Describe how organisms are adapted to their habitats.

Be able to write simple food chains. Draw and model simple food chains.

Explain energy flow, food chains and food webs using

appropriate terminology.

Explain the role of decomposers.

Know about factors affecting the size of populations.

Discuss positive and negative influence of humans on the environment, e.g. the effect on food chains, pollution and ozone depletion.

Discuss a range of energy sources and distinguish

between renewable and non-renewable resources.

Secondary sources can be used.



4 Variation and

Classification

Explain what is meant by a species.

Investigate variation within species.

Classify animals into major groups.

Understand that organisms inherit characteristics from

their parents through genetic materials that are carried

in the cell nuclei.

Use and construct keys to identify plants and animals.

Know that selective breeding can lead to new varieties.

c) Chemistry

Topic No Title Aims

1 States of

Matter

Show in outline how the particle theory of matter can

be used to explain the properties of solids, liquids and

gases, including changes of state.

Compare evaporation and boiling.

Describe the properties of ice and water.

Know about the gases in the air and how pressure is

caused.

Describe and explain dissolving.

2 Material

Properties

Distinguish between metals and non-metals.

Describe everyday materials and their physical

properties.

3 Material

Changes

Describe the properties of acids and alkalis.

Use a pH scale.

Use indicators to distinguish acid and alkaline

solutions.

Distinguish strong and weak acids and alkalis using

Universal Indicator.

Prepare indicators using crushing and filtering

techniques.

Use their prepared indicator on some acids and alkalis

as the chemical opposite of an acid.

Recognise some problems with acidic properties.

Prepare a neutral solution.

Understand neutralisation and some of its applications.

Use a word equation to describe a common reaction.

Secondary sources can be used.

Introducing general equation:

Acid + Alkali Salt + Water

4 The Earth

Observe and classify different types of rocks and soils.

Research simple models of the internal structure of the

Earth.

Examine fossils and research the fossil record.



Discuss the fossil record as a guide to estimating the

age of the Earth.

Learn about most recent estimates of the age of the

Earth.

d) Physics

Topic No Title Aims

1 Forces and

Motion

Describe the effects of forces on motion, including

friction and air resistance.

Describe the effects of forces on the shape of objects.

Measurement of force (tools and unit).

Describe the effect of gravity on objects. Secondary

sources can be used.

Describe the differences between mass and weight.

Describe friction and its effect.

State the factors that affect the magnitude of friction.

2 Energy

Identify the different sources of energy.

Recognise different energy types and energy transfers.

Describe the transformation of energy.

Understand that energy cannot be created or destroyed

and that energy is always conserved.

Use knowledge of energy sources including fossil fuels

and renewable energy resources to consider the world‟s

energy needs, including research from secondary

sources.

3

The Solar

System and

Beyond

Describe how the movement of the Earth causes the

apparent daily and annual movement of the sun and the

stars.

Describe the relative position and movement of the

planets and the sun in the solar system.

Discuss the impact of the ideas and discoveries of

Copernicus, Galileo and more recent scientists.

Understand that the sun and other stars are sources of

light and that the planets and other bodies are seen by

reflected light.

Tenby International School Curriculum · PDF filedocumentaries by Harun Yahya on The Cell and...

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