ST JOSEPH’S INSTITUTION INTERNATIONAL · engaging our students at every opportunity. At Foundation IGCSE (Grades 7 and 8), all students follow a broad range of subjects taught by

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ST JOSEPH’S INSTITUTION

INTERNATIONAL

2016 FOUNDATION IGCSE

CURRICULUM BOOKLET

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Contents Page

Welcome 3

The Values of SJI International 4

The Foundation IGCSE Course 5

Teaching and Learning at SJII 6

Mathematics 7

English 9

Asian Languages 13

Spanish 17

Science 19

Geography 22

History 24

Art 26

Drama 28

Music 30

Personal and Social Education (PSE) 32

Religious Education (RE) 34

Physical Education 36

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Welcome

Academic learning within SJI International is designed to be an active process focused on our mission statement to enabling students to ‘learn how to learn and learn how to live’. Students have responsibility for their own learning - they are able to exercise choice, develop goals, plan their approach and work independently supported by both the teacher and others in their peer group. Learning develops in the form of interaction, collaboration and teacher intervention. We strive to create a learning environment, where students feel able to make mistakes and are comfortable to learn from them, and where individuals are encouraged to be reflective and are capable of monitoring and reviewing their own learning. We believe that students are more likely to achieve their full potential when they are captivated and enthused by what they are learning. Our teachers facilitate opportunities for students to enjoy learning within the academic framework. Our academic curriculum, drawn from the best international curricula models, is designed to provide academic progression throughout the High School whilst challenging and engaging our students at every opportunity. At Foundation IGCSE (Grades 7 and 8), all students follow a broad range of subjects taught by specialist teachers. Being exposed to a range of subjects enables students to make an informed choice about their option choices at IGCSE and ultimately for the IB Diploma Programme. Each student will also engage in our enrichment programme, known in Grade 7 and 8 as the SMILES Award. The SMILES Award is a programme devised to recognise outstanding effort and achievement in the 4 Pillars of Learning: academic; co-curricular; outdoor education; and service. Participation in this programme encourages the holistic development of each student, and is an opportunity to enrich learning with excitement and fun. We hope you find the following information valuable in understanding the content of the Foundation IGCSE curriculum.

Oliver Brown Steve Fantom Head of Grade 7 Head of Grade 8

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T he values of SJI International

Established in 2007, St. Joseph’s Institution International (SJII) is a Catholic school in the Lasallian tradition offering education from Preparatory 1 to Grade 12. It is a privately funded school under the auspices of St. Joseph’s Institution, a Catholic secondary school in the Lasallian tradition founded in Singapore by the De La Salle Christian Brothers in 1852. Although relatively young, we have drawn on the best practices from leading international schools around the world. We also tap freely on the experience of the original St. Joseph’s Institution, with its 160 years of tradition in the field of education in Singapore and its distinguished and thriving alumni. Underpinning everything that we do is the ethos of the 330-year Catholic educational tradition of the De La Salle Brothers – named after St. John Baptist de La Salle, the Patron Saint of Teachers – with its network of over 900 Lasallian educational institutions in 84 countries, including 67 universities.

Values of SJI International School The holistic development provided for our students is based on Lasallian core principles

and are expressed through central values unique to SJI International. There are five core

Lasallian principles that shape the nature of an education inspired by St. John Baptist de

La Salle and the educational movement that he brought about:

• We are animated by and foster a spirit of faith and zeal

• We instil Gospel values

• We create and sustain respectful human relationships in the community

• We develop and maintain diverse programs meeting recognised standards of excellence

• We exercise a preferential option for the marginalised

At SJI International, these five core principles are expressed through a set of six school

values that form the acronym SMILES.

• Spirituality – learn what is just, beautiful, and good, guided by the Catholic tradition.

• Mutual Respect – treat others with fairness, kindness, courtesy, and the Golden Rule.

• Internationalism – celebrate and build upon internal and external cultural diversity.

• Leadership – develop the capacity to lead through inspiration rather than by authority.

• Experiences – be open to adventurous and challenging expeditions that integrate

learning.

• Service – develop skills and habits for serving the school, nation, and global community.

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T he Foundation IGCSE Programme

The Foundation IGCSE Programme is a two year course which covers Grades 7 and 8. It is designed to provide a transition from primary education and build a foundation for the IGCSE course followed in Grades 9 and 10.

In order for them to start to specialise in their IGCSEs and then yet further in the IB Diploma Programme, the students experience a broad curriculum in the following subjects:

English

Mathematics

Science

Asian or European Modern Language - Chinese, Spanish, Indonesian/Malay, Tamil,

Hindi

Geography

History

Art

Drama

Music

In addition, students have a double lesson (80 minutes) of Physical Education per week and a combination of Religious Education (RE) and Personal and Social Education (PSE). SJII adheres to the principle of continuous assessment. Homework is set and marked on a regular basis. Twice a year, parents will receive a set of reports for their child, w i t h f ee dba ck a bo u t Attainment and Attitudes towards Learning for each subject. We also hold a parents’ conference at the school. There are no formal or full end of year examinations for Grades 7 and 8 with individual subjects adopting a comprehensive system of assessment throughout the year, which may well include a “big test” towards the end of the respective grade. Parents can access grades for major assessment pieces via a continually updated online markbook.

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Teaching and Learning at SJII

The teaching and learning at SJII is aimed at producing curious, independent and confident learners from Grades 7 right through to Grade 12; principles that underpin the IB learner profile.

The most important principle within the school’s educational philosophy is that of active learning. This is based upon the fact the students learn and, above all, understand best when information and concepts are processed. This processing takes place through some sort of activity. It is even more powerful when students first discover for themselves the information or concept and then process it.

Crucially active learning is about students doing. This involves a wide range of activities, which will vary according to the subject: research, role plays, simulations, t hinking exercises, decision making exercises, debates, presentations and so on. This provides a very stimulating educational environment and one which is intellectually more challenging for the students.

With a greater emphasis on the students’ learning there also comes greater demand for participation from the students. It is not a matter of putting questions to the teacher, but of the students expressing their own opinions; being able to debate, defend, challenge, deduce, analyze and synthesize.

This type of learning is facilitated by smaller more interactive classes which rely on a blend of teacher led activities, group work and class activities which may well be led by students. This means that lecture or lecture-style lessons are an extremely rare method of delivery at SJII.

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Mathematics

What is the nature of Mathematics in Grades 7 & 8?

We are preparing our students in Grades 7 to 10 for the International IGCSE Mathematics course with the intention that our students should do the Extended curriculum. Grade 7 Mathematics at SJII challenges students of all ability. The emphasis is on building skills in mathematics i n p re p a r a t i o n f o r t h e I G C S E . From the start of Grade 8 students are formally introduced to the IGCSE course which they will complete at the end of Grade 10.

What is the approach to teaching and learning?

Learning is student-centred. Students will learn through different teaching methods, approaches and styles, including pair and group work, activities which promote thinking skills and creativity and IT-based lessons.

Students will be encouraged to undertake their own mathematical investigations under the guidance of their teacher, devise their own strategies for problem-solving and to raise questions relating to mathematical concepts and methods.

What is the subject content?

The following content will be used as a basis to help students achieve the outcomes described above. In this way, although students will become familiar with traditional topics in mathematics, these are seen as a vehicle for promoting mathematical thinking rather than being labored over for their own sake.

Topics Grade 7 Grade 8

Number Factors and Multiples; Integers;

Rational Numbers; Estimation

and Approximation;

Percentages; Ratio, Rate and

Speed

Arithmetic Problems and Standard Form;

Irrational Numbers;

Shape

Perimeter and Area of Simple

Geometrical Figures; Basic

Geometrical Concepts and

Properties; Angle Properties of

Polygons; Geometrical

Constructions; Volume and

Surface Area

Scales and Maps; Symmetry and Angle

Properties of Polygons; Mensuration; Arc

Length & Sector Area; Pythagoras’

Theorem;

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Algebra

Fundamental Algebra; Algebraic Equations and Simple Inequalities; Number

Sequences; Functions and

Graphs

Expansion and Factorisation of Algebraic

Expressions; Solving Quadratic; Equations

by Factorisation; Algebraic Manipulation

and Formulae; Simultaneous Linear

Equations; Analytical

Geometry; Linear Graphs and their

Applications; Graphs of Quadratic

Functions; Motion Geometry;

Statistics

Mean, Median and Mode; Displaying Statistical Information – Charts and Histograms

Mean, Median and Mode, and

comparisons between them; Displaying

Statistical Information – Charts, Stem and

leaf plots, Histograms; Grouped Data; Use

of Graphical Display Calculators.

What is the nature of the assessment?

Throughout Grade 7 and Grade 8, students will sit for topic tests, end of year “big tests”, complete extended tasks for homework, as well as a number of mathematical investigations and modeling projects to develop their mathematical skills as well as their mathematical initiative and problem solving skills. Students may also be required to make short oral presentations.

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English

What is the nature of English at Grades 7 and 8?

At Grades 7 and 8 there is clear intention to prepare our students for the IGCSE syllabus that will begin in Grade 9. The aim of the English department is to establish a love of Literature and a keen interest in language and how it works. One emphasis is on skill building through establishing a curriculum that allows all students to progress to the standard required to begin study of the IGCSE. Students read a variety of texts from all genres: Prose, Poetry, Drama and Non-Fiction. They learn the skills of close reading and analysis while being given the opportunity to develop their speaking and listening skills. Students learn how language is used in a variety of contexts and for what purposes. They learn the elements of textual analysis and are given opportunities for applying these to the texts they study.

What is the approach to teaching and learning?

We adopt a student-centred approach that includes a variety of teaching methods. Students take part in group and pair activities; they a r e also given opportunities for individual reflection and presentation of ideas. For these activities, key aspects of research-based learning are taught, along with the implementation of study skills – learning how to learn. Students are encouraged to present their own views and ideas on a range of topics and as well as being introduced to a variety of literature texts, they are introduced to the Media and how it works to convey ideas to the general public. It is our intention that students are given broad based learning opportunities that require their full participation. Grade7 and 8 Year Planner

Poetry Students study between 8-10 poems as part of this unit, in both Grades 7 and 8. As part of this study, students are introduced to Different Cultures poetry – so as to explore different attitudes and perspectives and begin to develop their cultural sensitivity.

Teachers use core anthologies of poetry which include:

Poetry from different times Poetry from different cultures and

traditions

Balanced weighting of male/female

writers

Different poetic forms and styles (to ensure that in grade 9 our students are

Language and the Media

Students look at a range of media texts during this unit in Grade 7 and 8. The focus is consistently on how language works for audience and purpose. In both years, students are encouraged to develop skills of textual analysis in order to understand in detail how texts work. Also, within this unit students are assessed on their ability to create a specific media text, which works effectively for audience and purpose. Types of media studied across Grades 7 and 8: Advertising T.V./Print/Audio advertisements Journalism: Newspapers/magazines/television/radio/internet

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fully prepared for the poetry presented to them for study at IGCSE)

As well as analysis of poetry, students are encouraged to pursue creative responses to the poems, such as producing their own poetry and carrying out activities such as text transformation.

Core Assessment: Grade 7: Students produce an analytical essay in response to one of the Different Cultures poems they have studied on the course. This is completed in class, in examination conditions. Grade 8: Students produce an analytical essay in response to an unseen poem. This is completed in class, in examination conditions.

Core Assessment: In Grade 7 students are assessed for their Speaking and Listening skills and in Grade 8 students are assessed for their writing skills. Grade 7: Group pitch – promoting a children’s snack Grade 8: Production of a newspaper article.

The Novel

In accordance with SJII’s emphasis on interactive pedagogy, students study a whole novel in both Grades 7 and 8 through a range of teaching and learning approaches.

Study of the novel leads to the production of detailed essay responses that will prepare students for the IGCSE course.

Study skills taught from Grade 7 onwards

Organisation

Time Management

Effective Reading and Listening

Efficient Note-taking

Mind-mapping

Drama: In Grade 7 teachers introduce students to a range of Shakespeare extracts. Whereas in Grade 8, students study one whole play by William Shakespeare – currently this is ‘Romeo and Juliet’.

Grade 7 extracts are chosen to allow

students to:

experience a range of Shakespearean genres

study Shakespeare’s style and use of language in detail

gain an understanding of the social/historical context of Shakespeare’s plays

gain an appreciation of the nature of theatrical text

These skills developed in Grade 7 are to form the basis for successful Shakespeare study in Grade 8, and later on at IGCSE level.

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Close reading

Summarising

Researching

Selecting and using quotations

Assessment: Grade 7: Students produce an analytical essay based on a short passage from novel they have been studying. The question they are given will focus on the presentation of character and encourage them to analyse closely the language used in the passage. This assessment is carried out in class, in examination conditions. Grade 8: Students produce an analytical essay based on a passage from the novel they have been studying. They will be given a question that has a broad thematic focus and are required to close read the passage to answer the question, whilst also evaluating its significance within the novel as a whole. Also, at Grade 8 a greater understanding of how social/historical context affects both the production and reception of a text is required. This assessment is carried out in class, in examination conditions.

Assessment: In Grade 7, students are assessed on their writing skills and in Grade 8, they are assessed on their Speaking and Listening skills. Grade 7: Students have a written task based on a passage from a Shakespeare play. This written task will require students to write for a specific audience and purpose, using a particular form. Grade 8: Students are assessed on their participation in a group debate on an aspect of the play, ‘Romeo and Juliet’

Homework – it is English Department policy to give two homework activities per week in grades 7 and 8. These do NOT always have to be written tasks but whatever homework activity is devised, there should be evidence of the task having been completed.

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Assessment Reading, writing and speaking and listening skills are assessed throughout Grades 7 and 8 and specific mark schemes are used with the students for each of these areas to ensure that focused progression can be achieved. In addition to the Core Writing Assessments in the Drama and Media units, throughout the Grade 7 and 8 units, teachers constantly offer opportunities for students to work on their writing skills. Students will undertake a number of tasks throughout the year that allow them to practise writing to argue, persuade, narrate and describe (this is in preparation for the IGCSE composition tasks that they will face in Grades 9 and 10).

It is English Department policy that teachers go through specific mark schemes with the students before undertaking any assessment task. Then, on completion of assessed tasks, students undertake a process of self-evaluation before having their marked work returned to them by the teacher. This is to encourage students to work towards becoming independent learners who are increasingly responsible for their own learning path.

There are no end of year examinations; the emphasis is on continuous formative assessment throughout the year. The assessed unit tasks provide multiple opportunities for a range of skills to be practised and consolidated.

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Asian Languages

What is the nature of Asian Languages in Grades 7 & 8?

Students w i l l d e ve lo p the ability to communicate effectively with the users of the language in listening, speaking, reading and writing. They w i l l u s e t h e l a n g u a g e whenever and wherever possible. Students will also learn the culture of the countries where the language is spoken so t hat they have a better understanding of the similarities and differences between their own culture and the culture of the language they are learning. In this way, students will have a positive attitude towards the culture of their own and that of others.

What is the approach to learning?

In the Asian Languages courses, students will improve their skills in listening, speaking, reading and writing using the integrated and communicative approach. It is a learner- centered approach, which is not restricted to textbooks. Instead, students will be exposed to various types of texts taken from a range of materials. Students will learn the language through diverse activities such as role-play, oral presentations and language games. Assignments and assessments are varied so that students are aware of their strengths and areas to be improved.


Please note:

1. The following lists of topics are not exhaustive and may be changed according to students’ level of ability and interest. The topics may not be taught in the order as they appear on the lists.

2. Because of the small class size, Grade 7 to 10 Malay/Indonesian/Tamil will only be

conducted four periods per week instead of six. For the remaining 2 periods,

students will report to the school library to do self-study. Subject teachers will set

work for the students.

3. Grade 7 to 10 Hindi classes are under a different arrangement. There are six

periods Hindi lessons per week. Parents have to pay the Hindi teacher separately

and get 1/3 of the paid Hindi lessons fees reimbursed by the school.

A. Advanced Chinese The Advanced Chinese course is designed for students who have attained a higher level of Chinese. Students will be prepared to take the IGCSE First Language Chinese examination and the IB Chinese A: Language & Literature (Standard/ Higher Level) courses OR Chinese B (Higher Level) course in Grade 11 and 12.

[Basic text: Easy Steps to Chinese 8]

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Grade 7 Grade 8

School Life

Life in a Community

Family Relationship

Travelling

Leisure

Food Culture

Cyber-space

Media

Young People

Confucius & Chinese Culture

Local Schools & International Schools

Culture! Culture! Culture!

Globalisation

Poverty

Environmental Issues

B. Intermediate Chinese

The Intermediate Chinese course is designed for students who have learned the

language for some years and have attained a satisfactory level of competency. Students will be prepared to take the IGCSE Chinese as a Second Language examination and the IB Chinese IB (Standard Level) course in Grade 11 and 12.

[Basic Text: Easy steps to Chinese 6]

Grade 7 Grade 8

School

Curriculum

Learning Chinese

Going to Beijing

Immersion

Spring Festival

Carnival

Challenge

Camping

Young People

Pressure

Trouble

New Technology

Health

Protect the Environment

C. Foreign Language Chinese The Foreign Language Chinese course is designed for students learning Chinese as a foreign language but who are not experienced enough for the Intermediate class. Students will be prepared to take the IGCSE Chinese as a Second Language OR IGCSE Chinese (Mandarin) examination and the IB Chinese B (Standard Level) course in Grade 11 and 12.

[Basic Text: Easy steps to Chinese 3 & 4]

Grade 7 Grade 8

Relatives

Appearance

Seeing a Doctor

Seasons

Occupations

Hobbies

Subjects of Study

School Facilities

Appearance

Occupations

Personality

Daily Routine

Household Chores

Pets

Schools

Examinations

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Stationery

Fresh Market

Snacks

Eating Out

Neighbourhood

Asking the Way

Neighbours

School Events

Delicious Food

Festivals

Eating Out

Neighborhood

Traveling

Accidents

D. Malay/ Native Indonesian Malay - Students will be prepared to sit for IGCSE Malay- Foreign Language Examinations

and the IB Malay B (Standard) course in Grade 11 and 12. Indonesian - Students will be prepared to sit for IGCSE Indonesian- Foreign Language

Examinations and the IB Indonesian B (Standard) course in Grade 11 and 12. Native Indonesian - Students will be prepared for the IB Indonesian A: Literature (Standard / Higher Level) courses in Grade 11 and 12.

Grade 7 Grade 8

School & Friends

Family relationship

Festivity

Handicraft

Green Earth

Traditional Games

Leisure

Work

Cultural Harmony

Travelling

Health

Environmental Issues

Sports

Science & Technology

E. Tamil

Students will be prepared to sit for GCE ‘O’ Level H i g h e r T a m i l , Tamil or B Syllabus Tamil examination and the IB Tamil B (Standard) course in Grade 11 and 12.

[Basic Textbook: Tamil Sudar Express 1A, 1B, 2A & 2B (Course and Work Book)]

Grade 7 Grade 8

Relationships - Grand Parents

Festivals - Harvest festival

New Relationships – Characteristics

Community and country-Healthy Life style

Tradition and culture-Folk Songs

Relationships-Feelings

The World and Us- The memorable People

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Mysterious incidents

Around Us – Useful Activities for Teenagers

Magical Stories - Indian Folk tales

Tradition and Culture- Kamba Ramayanam

Relationships – Love

The World and Us - Inventions and inventers

Community and Country – Our ancestor’s

lifestyle

Tradition and culture – Tamil kings

Tradition and Culture- Naturopathy

Imaginary World-Future

Relationships- Experience

Community and country- Attractive Places in Singapore

Tradition and Culture- Silappadhikaram

The World and Us- International Customs

Tradition and Culture – Tamil Poets

F. Hindi

Students will be prepared to sit for IGCSE Hindi as a Second Language examination and the IB Hindi B (Standard Level) course in Grade 11 and 12.

Grade 7 Grade 8

School and Surroundings Hobbies Safety and Health Sports Art and Craft Social Environment Nature Celebrations

Entertainment Little India- Fair Food and Health Customs and Traditions Cultural Activities Festivals Experiences Science and Technology

What is the nature of assessment?

Assessment throughout t h e c o u r s e will be based on class activities, class work, homework and tests.

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Spanish What is the nature of Spanish in Grades 7 & 8? Languages are part of the cultural richness of our society and the world in which we live. Learning languages contributes to mutual understanding, a sense of global citizenship and personal fulfillment.

The Grade 7 and 8 Spanish course followed at SJII is designed for students learning Spanish as a foreign language. Over the two years students will develop their ability to use the language effectively for purposes of practical communication. This course is aimed for beginning students of Spanish; specifically

● To appreciate different countries, cultures, communities and people ● To make comparisons and gain insight into their own culture and society ● To understand and communicate in another language ● To develop a solid grounding for future studies of French and Spanish at IGCSE

level and beyond.


As Foundation IGCSE foreign language teachers we encourage students to develop lifelong skills, including: ● To appreciate the richness and diversity of other cultures

● To communication effectively in the target language ● To apply linguistic knowledge and skills to understand and communicate effectively ● To understand how language works and how to manipulate it ● To use familiar languages for new purposes and in new contexts ● To use their imagination to express thoughts, ideas, experiences and feelings

● To work independently as well as in pairs and groups ● To actively participate in the classroom and beyond.

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What is the subject content? Foundation IGCSE units:

Grade 7 Grade 8

Myself

School

Family At home Free time

My town

My Life

Having fun My holidays Food and drink

Fashion

Health


Students will be assessed by regular end of topic assessments and a final examination at the end of the year. Students will be assessed on all four skills (reading, writing, listening and speaking). 25% Listening 25% Reading 25% Speaking 25% Writing

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Science

What is the nature of Science in Grades 7 and 8?

In Grades 7 and 8 students undertake a general science course that is based on the UK national curriculum. The course aims to endow students with thorough knowledge and understanding of scientific principles while also developing comprehension of the scientific method through experimental procedures. The course engages students through meaningful and relevant contexts while demanding they question the world around them from a scientific point of view.

The course provides the foundation required for students to continue to study any of the three sciences in Grades 9 and 10 at IGCSE level. The course consists of three 80 minute lessons each week, at least two of these will occur in a science laboratory.


The Grade 7 and 8 Science course utilizes many strategies to engage students and assist in their learning. In every class an activity of some kind will take place. We want students to be active learners by being prepared to contribute to what is occurring in the room. A significant part of our approach is through the use of experiments, demonstrations and project based work. Here students will have the opportunity to apply their understanding to an experimental scenario and to develop a greater awareness of the scientific method. Other activities are also incorporated in to the teaching plan such as class presentations, computer based web quests and video making just to name a few. This varied approach ensures that the different learning styles of all students are addressed throughout the science course.


Each topic is contextualized in a different theme (surroundings and everyday life), to make science more relevant to the students. Grade 7

Biology

Chemistry

Physics

“Introductory Unit” This unit will cover the basics of the scientific method and practical based skills. There will be a focus upon safety in the laboratory and classroom rules.

“Cells”

During this unit students will learn the basics constituents of animal and plant cells and how specialized cells are adapted to fulfill certain roles.

“Using water”: How to

obtain pure water leads the students to discover about solutions and mixtures. This is investigated by using separation methods such as chromatography and distillation.

“Keep your cool”: This unit is an introduction to kinetic theory. How substances change state is analysed along with heat transfers through conduction, convection, radiation and evaporation.

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“Food, glorious food”: This unit includes identifying the main constituents of our food, why we require balanced diets and what the digestive system is and its role in the body.

“Sorted”: The periodic table is introduced and the concept of atoms, elements and mixtures investigated. This is used to start to identify elements based upon their properties in the context of how materials are recycled.

“On the move”: Forces are key to the transport industry. In this unit students will investigate how drag, pressure, moments and magnetism affect the way we get around.

“Going for Gold”: The way we create energy from our food through respiration is linked to the respiratory and circulatory systems and their role in this body.

“All that glitters”: The purity of substances are analysed and the terms molecules and compounds are clarified. This is linked to chemical and physical changes.

“What a picture”: Light, reflection, refraction and lenses are investigated in the context of how the eye and cameras function.

“Superbugs”: An investigation into what micro-organisms are and how they can be useful or dangerous. There is also a focus upon the body’s natural defenses and medicines to combat infections.

“Animal sounds”: The way animals make and interpret sounds inspires the analysis of sound waves and the properties they exhibit relative to those of light waves.

“Dead as a Dodo”: This unit focuses upon how organisms interact with each other and their environment. This involves the classification or organisms, extinction events, predator prey cycles, etc.

Grade 8

Biology

Chemistry

Physics

“Science and imagination”:

This unit introduces DNA and genes. Students look at variation and inheritance in organisms and how we can use this to obtain ideal animals.

“Building for the future”: The properties of metals and non-metals are investigated and materials commonly used in building structures are compared and evaluated.

“Buying energy”: This unit investigates different types of energy and how they can be converted to others. The focus is upon electrical generation and its cost and environmental consequences.

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“A model life”: During this unit, diet and lifestyle choices are discussed and their positive and negatives on the body e.g. the respiratory system is analysed.

“Acids and Alkalis”: The key concepts of pH and indicators are covered in this unit. Students will learn how and where to identify common acids and alkalis and learn to create salts by combining them.

“Record breakers”: How forces can impact the motion of objects is analysed through looking at the record breaking speeds e.g. Felix Baumgartner’s supersonic sky dive.

“A farmer’s life”: How to make plants grow effectively is covered by looking at photosynthesis and how the plant can obtain maximum amount of the materials it requires. The negative impacts of farming are then investigated.

“Sculpture Park”: This unit focuses upon metal reactions with water, air and acid and when this occurs. Through hands on experiments students are introduced to the reactivity series of metals.

“Dam it!”: How our atmosphere and fluids are able to exert pressure is analysed in the context of scuba diving, dam building and automobile brakes.

“Flying materials”: How materials are made and used based upon their properties is investigated. This is linked to fuels which can be used to give flight.

“Skills”: The major skills that the student will have learnt over the last two years will be reviewed and some new ones taught. This will include graphing, using computer programmes such as excel and powerpoint and how to research and present information appropriately. This will ensure the transition into the beginning of the IGCSE course goes as smooth as possible.


Several different means are employed to assess the level of learning of each student. At the end of each pair of units in the course there will be an end of topic test. However, we also set an assessed task during each unit, to monitor the progression of the student. These may include formal class presentations such as PowerPoint presentations or poster displays, homework reports, quizzes and experimental reports based on work conducted in the laboratory. A combination of these types of assessment will form the basis of each student’s achievement grade.

At the end of each year students will sit the Science Big Test, which will contribute 20% to the final assessment grade. This is conducted at the beginning of November and is a test on the material covered during the year. The purpose of this final piece of assessment is to not only gauge their level of learning but to also give students the opportunity to practice preparing for a test that covers a significant amount of the material for that year. It is our aim to give them an opportunity to experience what it is like revising for an examination prior to them being exposed to the formal examinations in Grades 9 and 10.

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Geography

What is the nature of Geography in Grades 7 and 8?

Geography is the subject that more than any other prepares our students to become big picture thinkers, unafraid to engage with important questions and the issues we face in our world. It takes a highly diverse and developed skill set to be a real world problem solver, and through our dynamic teaching style, contemporary curriculum and broad range of assessment styles we are able to raise standards and create a buzz of pupil engagement and motivation.

All the necessary thinking skills can be taught explicitly through geography, though some are more fundamental than others to learning in the subject. Information- processing skills are essential to enable pupils to select and use sources that help make sense of their world at various scales. As geographical enquiry is central to independent learning in the subject, enquiry skills and decision making are taught explicitly and progressively through Grades 7 and 8 and students are encouraged to develop their own questions and investigations.

Pupils need to be able to reason across all aspects of the subject if they are to explain human and physical patterns and processes and how these interact to bring about change in places and environments. They also need to think critically to evaluate the importance of different stakeholders and sources of evidence that they use in their enquiries. Creative thinking is explored often in lessons and offers great potential for developing Geographers capable of creating innovative solutions that are based not just on evidence and fact, but on empathy and the ability to make the right choices for managing our world sustainably.

What is the approach to learning in Geography?

Whilst Geography requires a wide selection of functional skills, fundamental to our teaching and students learning are the SMILES values of Internationalism and mutual respect. The physical world cannot be disassociated from our spiritual and ethical minds, so whilst we embed practical and cognitive skills in the learning that takes place we challenge our students to become world citizens. To give them a sense of awe and wonder and tread carefully in the global landscape.

We believe that information processing is fundamental to learning geography. Pupils need to be able to select and use skills, information and sources of evidence across the programme of study. Reasoning skills are also necessary to enable pupils to give

reasons for opinions and actions, to draw inferences and make deductions, to use precise language to explain what they think and to make judgements and decisions informed by reason or evidence. Reasoning is an essential element of enquiry-based learning and decision-making in geography because pupils need to draw substantiated conclusions about their findings or opinions. They are also explicitly taught to explain human and physical geographical processes and the interactions between them.

Enquiry skills enable pupils to ask relevant questions, to pose and define problems, to plan what to do and how to research, to predict outcomes and anticipate consequences and to test conclusions and improve ideas. The process of enquiry is at the heart of

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geographical learning. Pupils need to become increasingly independent in their use of enquiry skills across Grades 7 and 8. Creative-thinking skills enable pupils to generate and extend ideas, to suggest hypotheses, to apply imagination and to look for alternative innovative outcomes. Geography provides opportunities for pupils to think imaginatively and sensitively about people’s views and opinions. It provides scope for them to investigate and present ideas and information in innovative ways. Finally, evaluation skills enable pupils to evaluate information, to judge the value of what they read, hear and do, to develop criteria for judging the value of their own and others’ work or ideas and to have confidence in their judgements.

Students in geography also have the opportunity to learn outside of the classroom as the department offers numerous field trips throughout both grades. These are an ideal situation for interactive learning. Students in Grades 7 and 8 are not given specific textbooks. This is because the range of topics (shown below) is not found in any one textbook and teachers have created their own resources that are specific to the Geography of the region and high achieving students. For the purpose of revision, all of which can be found on Moodle. What is the subject content?

The topics of study in Grades 7 and 8 aim to provide a broad subject knowledge of events and themes from around the world which are broad enough to stand on their own and also build a background for the study of Geography IGCSE.

Grade 7

Geographical Skills- Maps,

Fieldwork and Enquiry

Tropical Rainforests

Rivers and

Flooding Tectonics

Fantastic Places

Grade 8 Rich World, Poor World

Australia Weather

and Climate

Climate Change

and Energy

Food, Feast and

Famine


Students are assessed in several ways. They are assessed formatively and summatively. Formative assessments are done as each topic is taught (this may be done as project or presentational work) and students are given the necessary assessment criteria to enable them to reach the highest of attainment levels. Summative assessment is completed at the end of each topic in the form of a test or written assignment. Both forms of assessment ensure that students are graded between 1 and 7. The assessments enable teachers and students to see how progression is made in creativity, knowledge, understanding, enquiry, reasoning and evaluation. As progression is tracked, the necessary skills and assessments all help to point the students in the direction of IGCSE style exams.

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History

What is the nature of History in Grades 7 and 8?

History at SJII is not a matter of learning names and dates, nor a matter of spending long periods taking notes from the teacher or the textbook. It is rather a wide range of activities through which students experience, understand and analyse the events they are studying. Above all, it is a process of thinking and developing a range of skills. In the case of Grades 7 and 8 it is the foundation of their historical skills, their understanding of the world around them, through the critical and analytical eyes of a historian.


The students’ experience of History at SJII will be active, diverse and engaging. It will challenge their skills of judgment, evaluation and reasoning, and it will strengthen their values as they study real world dilemmas. They will be given opportunities to be original and creative, to communicate to small and larger audiences, to be persuasive, to lead and to follow. Through activities and means of engaging with the material, the students’ historical skills will develop in an enjoyable academic environment.


The topics of study in Grades 7 and 8 aim to provide a broad subject knowledge of events and themes from around the world which are significant enough to stand on their own but which also build a background for the study of History IGCSE.

In Grade 7 we study the following: A. Early and Early-Modern Singapore to 1900

The students start their history development wi th a familiar topic that introduces them to the necessary historical skills which they will build throughout the two years.

B. The Opium Wars Students study imperialism in the form of British rule in China during the opium wars while also examining regional history.

C. The French Revolution

Students get to examine the original revolution for liberty, to understand its ideas, its causes and its importance to history and the world today.

D. Slavery and Civil Rights Students examine the impact of the French Revolution in their study of slavery and the civil rights movement in the USA.

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In Grade 8 we study the following:

A. World War One (W WI) Students get to examine the causes, course and consequences of WWI, examining military and social history while evaluating the significance of the conflict.

B. The Russian Revolution

Students are introduced to an alternative revolution to that of the French Revolution in the form of the Communist revolution and its political and social structures.

C. World War Two (WW II) and WW II in Singapore Students get to examine the causes, course and consequences of war in Asia through a selection of significant aspects that examine political and social history, including a selection through the eyes of Singapore.

D. Holocausts and self-directed investigation

The students are introduced to the horrors and crimes of war while also being able to undertake self-directed study in preparation for IGCSE.


Students will be assessed throughout the two years on a subject based assessment criteria scale which ranges between 1 and 7. The scale covers the broad areas required within the subject of History; knowledge, application of knowledge, understanding, communication, and the more subject specific skills of evaluation and using evidence. All the skills and assessments lead up to the IGCSE style examinations but there are a variety of assessment methods employed to take account of the variety of competencies and topics studied in History. Some of the assessments will be creative and some will be more formal.

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Art

What is the nature of Art in Grades 7 & 8?

The art course studied by Grade 7 and 8 students is designed to ignite the student’s love and passion for art, whilst teaching them valuable skills, which will be built upon from Grade 7 to Grade 8. Students will experience a wide range of artistic approaches and techniques, and develop an understanding of the formal elements of art and design. The course is designed to encourage students to become independent learners, and inquisitive artists with unique ideas and creative solutions. Students will look at art from a range of different artists, times and places, and will apply some of these techniques and styles to their own work.


During Grade 7 and Grade 8, students will be faced with a series of challenges, giving them the opportunity to work in and learn skills in 2D and 3D techniques, and to work individually and in groups. They will learn observational drawing techniques, learn to work in pencil, paint, oil pastel, chalks, collage, and learn to work in 3D with card, wire, paper-mache and other model making materials.

Students will sometimes work in sketchbooks, and sometimes on large pieces out of the books. There will be an emphasis in each project on observational drawing, experimentation, development of ideas, and creating personal and i maginative conclusions.

What is the subject content? Projects may vary from year to year but a typical year will include a drawing and observation project, a 3D design and making project, and a textiles based project. For example, a Grade 7 year might include a project on identity, looking at pop art and self- portrait, where students are encouraged to make work which expressed something about themselves. They will develop observational drawing and painting skills, and will learn to develop in idea from conception to conclusion. They may then study the architecture of Gaudi and Hundertwasser, and design and then make a 3D city as a large group project using various construction techniques, which they will learn. Lastly, they might look at pattern found in textiles from different countries in South East Asia and other parts of the world, and learn a range of collage, batik and printing techniques. Grade 8 students will have the year broken down into three projects covering the same skills, but at a more advanced level and with different content in the focus of the projects.

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Students will be assessed at the end of each project, and will complete self-assessment activities and peer assessment too. There will also be formative assessment as the project progresses. They will receive a Level 1-7 or a comment for homework in accordance with the whole school policy. Also throughout the year in line with assessments from all subjects, parents will receive assessment grades showing student’s attainment and effort in the subject.

Students in art will be assessed on 4 strands within their work:

1. Working from observation. 2. Experimentation 3. Development of ideas 4. Creating a personal response.

These will be assessed as a whole, but students will receive feedback on each individual strand so they know how to make progress in future projects.

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Drama

What is the nature of Drama in Grades 7 & 8?

In Grade 7 students are introduced to working in a studio environment, in which ideas and team-co-operation are physically manifested through drama related games and activities.

In Grade 8 they continue working in a studio environment, in which drama is taught, (performance skills are introduced) with the emphasis also on teamwork and personal development in communication skills.


Students have to be attired in PE gear, and work in a studio that is free from the conventional classroom set-up. These free them physically to build upon their vocal and body-movement skills. Classes usually begin with a warm-up game led by the teacher. Following that, objectives for the lesson will be explained and discussed before teams are assigned for these activities. Everyone gets to show their efforts and appropriate feedback is facilitated at the end of class. A reflection will be given for homework (Journal), and time at the end of class for note taking.


Students in Grade 7 get to know each other and themselves in terms of drama abilities, communication and creativity. Activities done in class include stage awareness, presentation skills, voice work and trust games. There is no script or performance imposed on them, but a culmination of the activities and skills build toward a class presentation at the end of the term.

In Grade 8 they build on their skills, communication and creativity. Activities done in class include improvisation, stage awareness, mime and further voice work. Again whilst there is no script imposed upon the students the activities and skills are showcased in a class presentation with audience at the end of the term.


Grade 7 and 8 students are assessed every lesson as they work in teams, their journal

writing as well as in class presentations. The marks are divided according to the following

breakdown:

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Grade 7

40% Journal – Notes from class, Linking notes to activities done, Reflection on own learning / Constructive observation of others, Research (when called for).

60% Class work – Contributions to discussions/team, communicates and listens, effort

in presentation, application of skills.

Grade 8

50% Journal – Notes from class, Linking notes to activities done, Reflection on own learning/Constructive observation of others, Research (when called for).

50% Class work – Contributions to discussions/team, communicates and listens, effort in presentation, application of skills.

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Music

What is the nature of Music in Grades 7 & 8? A vibrant musical education fosters curiosity and openness to both familiar and unfamiliar

musical worlds. Through learning and participating in the study of music we are able to

explore the similarities, differences and links in music from within our own culture and

that of others across time. At SJI International student’s learning and active musical

engagement allows them to become informed, reflective and critical practitioners in

music, to explore and value the diversity of the music across time, place and cultures and

develop confidence and experience as a performer. What is the approach to learning? Students are required to develop musical skills and awareness through an integrated programme of listening, performing, appraising and composing. These practical activities aim to: • Help students develop a perceptive, sensitive and critical response to the main

historical periods and styles of Western music as well as the different genres and styles in music

• Help candidates 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 IGCSE and IB

levels. During the performance and composition components in the course, students will have

opportunities to learn basic skills on keyboards, guitar and various drumming

and percussion instruments (including a ensemble performance unit on Indonesian

Gamelan) as well as singing. In Grade 7 and 8 Music students will also explore Music

Technology with access to one of the most comprehensive Music Technology facilities in

Singapore and using programs such as Grageband, Sibelius and Logic Pro.

What is the subject content? Students will follow a spiraling curriculum based on the elements of music; (Timbre and Texture, Harmony, Rhythm and Dynamics, Melody and Pitch, and finally Form and Structure) extending from units and skills learnt in grade 6 and which focus skills and knowledge required for IGCSE Music. Through the exploration of the different musical elements, Grade 7 and 8 Music is divided into the following four basic components: Focused Listening, Performing, Composing and Knowledge and Understanding. Learning activities will include a balance of:

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Performing on a range of instruments, including singing and other vocal expression, individually, in small and large groups, in unison and in parts, as soloists and accompanists, demonstrate control of technique through articulation, phrasing, and dynamics.

Composing from a range of stimuli, using a range of resources including Music

Technology, developing ideas with improvisation, experimentation including electronic sound.

Appraising recorded and own performances using musical language to

demonstrate listening skills and understanding of music conventions and processes.

Weeks Unit

Unit 1 – Weeks 1-6 Timbre and Texture

Unit 2 – Weeks 7-13 Harmony

Unit 3 – Weeks 16-24 Rhythm and Dynamics

Unit 4 – Weeks 30-35 Melody and Pitch

Unit 5 – Weeks 37-41 Form and Signature

Unit 6 – Weeks 43-48 Class Concert

Each of the units (musical elements) will be explored through a different topic. To give an example, the Grade 8 are currently studying ‘Texture and Timbre’ through the topic of ‘Brazilian Samba’. Grade 7 is also studying ‘Texture and Timbre’ through the unit ‘Film Music’.


The junior music curriculum assesses students in the following 4 components;

Performance Composition Focused Listening Knowledge and Understanding

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Personal and Social Education (PSE)

What is the nature of PSE in Grades 7 and 8?

PSE gives students the opportunity to explore personal and social issues pertinent to their development as well as nurturing their awareness of national and global issues. We encourage students to examine their own values and beliefs, make connections between their lives and wider society and consider perspectives other than their own.

The aim of PSE is to:

● equip students with the tools to deal with issues that affect them.

● allow students to engage with big questions about moving forward in life and how

choices they make affect their life outcome.

● afford students the time to reflect on their place in their community from a local,

national and global perspective and how they can be active citizens.

● give students the knowledge and skills needed to lead healthy and responsible lives

as confident individuals and members of society.

● develop students’ interpersonal skills to foster healthy, positive friendships within

and beyond the classroom


The whole curriculum is designed to link learning to life outside school and make connections between subjects and cross-curricular themes and dimensions. Utmost, is the aim to provide a secure environment through which students can explore issues with openness and confidence. Activities are varied to cater for a wide range of learning styles but there is an emphasis on group discussion, presentations and rigorous debate. Students need to be active learners by participating in discussion and offering their views on personal and social and cultural issues. It is recommended that students broaden their knowledge of current affairs by regularly reading appropriate news media. Newspaper articles, web materials, video clips etc. are constantly sourced and modified by teachers to provide the students with up to date resources from the world around them.


The PSE programme of study at St Joseph’s Institute International is broadly structured into 3 main units of study:

● Active Citizenship Responsible leadership and community awareness, the environment, social and cultural issues and global and national issues

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● Health and Relationships Personal health and development, self esteem positive relationships

● Personal Development and Critical Thinking Decision making, learning and study skills, academic review, media awareness, lifelong learning and work related education

The specific topics of study are modified yearly in accordance with world issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following:

Grade 7

■ Friendships (includes an anti-bullying module and mutual respect week) ■ Learning to learn (learning styles and study skills) ■ Cyber wellness and responsible use

■ The Lasallian spirit, heritage and community ■ Career Skills ■ Puberty (physical, social and emotional changes)

Grade 8

■ Healthy lifestyles (healthy eating) ■ Puberty, building self esteem, positive relationships and growing up ■ Working as a team ■ Rights and responsibilities ■ The Environment


PSE is taught at Grades 7-10 for two periods per fortnight (1.2 hrs) but is not examined at IGCSE. The students are assessed through SJII’s own continuous monitoring of student performance. There is also an assessment at the end of each unit which can take a variety of forms such as extended project, oral presentations, examination style questions and group debate.

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Religious Education (RE) What is the nature of RE in Grades 7 and 8?

Religious Education (RE) introduces students to a broader and more in-depth exploration of religion and its significance to holistic human development. Although primarily Catholic in its approach, the RE department values what can be gained by learning about other religions, societies and cultures. In such a multi-cultural community as St. Joseph’s International School, there is a particular opportunity to promote the spiritual, value based, moral, and cultural well-being of the students through an increased awareness of each other's spiritual lives.

The aim of RE is to:

• develop and enhance the students’ ability to take a critical look at their processes, emotions, values and actions.

• equip students with a proper understanding and appreciation of religion and faith and their role in humanity’s search for identity, meaning and purpose.

• introduce students to Lasallian heritage and help them to develop their Lasallian

identity.

• analytically looking at the Inspirational personalities to build a value system at

the core of their being if one has a free thinking cultural context.

• give students time and guidance to integrate the ideas and concepts learned in class with their own reflections about their lives.

• develop the students’ desire and capacity to help others, especially those who are

not part of their immediate community. What is the approach to learning?

The whole curriculum is designed to accompany the students as they make sense of their own development at this critical stage of their lives. The aim is to offer religion as one of the fundamental options that help to search for TRUTH in their own and belief system and the belief system of others and bring about individual and communal improvement and harmony. A variety of activities has been compiled to cater to a wide range of individuals but there is an emphasis on individual reflection, group discussion and sharing. Popular culture, current events and technology are important components that are constantly referred to in the curriculum.


The RE programme of study at St Joseph’s Institute International is broadly structured into 4 main units of study:

• Interior Life: Values/virtues, Reflection (Journaling), Prayer and Meditation

• Religion, its constitutive elements and the major faiths of the world

• Lasallian Heritage

• Integration of topics with current events, inspirational people and popular culture

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The specific topics of study are modified yearly in accordance with issues that arise as well as the particular needs of the year group. However, these can be broadly classified into the following:

Grade 7

Elements of a Person’s Identity

Testimonies and living symbols of Lasallian Tradition

Essence of Lasallian Tradition

Highlights from the life of St. John Baptist de la Salle

Inspirational People: mahatma Gandhi and Abraham, a man of Faith

La Salle in Singapore and the Rest of Asia

Religion, its constitutive elements and humanity’s search for meaning, and va lues o f l i f e and purpose

Atheism and Beliefs

Religion and Science

The major religions of the world: an overview

The human person as defined by the major religions

Experiencing the Divine through prayer and worship Grade 8

Inspiration & Spirituality: My Family, My Founder – Roots of Tradition

Lasallian Core Principles

St. La Salle: A closer look at his world, early life, his priestly vocation and the beginnings of his

education ministry

Call to be a Lasallian Leader

Understanding the belief systems of the major religions

o Sacred Scriptures

o Symbols & rituals o Festivals & Worshipsius


RE is non-examination subject which is taught at grades 7-10 for two periods per week (1 hour 20 minutes). RE shares this timetable slot with Personal Social Education (PSE) and so, throughout the year, students switch between the two subjects in 6 week unit blocks. Whilst there is no formal examination the students are assessed through SJII’s own continuous monitoring of student performance which aligns itself with the aims of the course and the standards students are expected to meet. These types of assessment take place at the end of each unit and can take a variety of forms such as project based assessment, oral presentations, examination style questions and group debate.

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Physical Education (Core)

What is the nature of Physical Education in Grades 7 & 8?

The aim of Physical Education at SJI International is to develop the attributes of cohesion,

friendship, social interaction and leadership, combined with competitive spirit where

children are challenged through enjoyable and competitive activities. Within the structure

of PE we promote and develop physical skillfulness, personal development, awareness

and knowledge of the body. We provide various opportunities for pupils to be creative,

competitive and for them to work to specific goals as individuals and as members of a

group or team.


The Physical Education curriculum is designed to allow the students to learn, apply and appreciate a range of sports and games in school and as recreational pursuits for life. Activities are varied to cater for a wide range of abilities and learning styles. Students are always encouraged to better themselves and to learn to be part of a team.


Students develop key skills in a number of sports/activities including; Games to outwit opponents such as; Netball, Rugby, Basketball, Volleyball, Badminton, Ultimate Frisbee; Striking and fielding games such as Rounders, Softball and Cricket; Aesthetic activities such as; Trampolining, Gymnastics, cheerleading and Parkour; Athletic activities, Swimming and personal survival activities, Outdoor and Adventurous activities and leadership based activities.

Students learn to:

Explain the relationship of P.E. to health, for example how to avoid injuries, or the benefits of cardio-vascular fitness

Develop social skills and a strong sense of fair play, enthusiasm and commitment,

especially in teamwork and encouraging their peers

Appreciate the use of creative and expressive aspects of movement

Refine the motor skills necessary for a variety of activities

Understand and apply theories, techniques, rules and training principles of different

games

Develop strategies and tactics to improve performance

Reflect on and evaluate their own and others performances.

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Students are assessed both formatively each lesson and are also given a summative level

at the end of each unit of work against a criteria. The criteria, looks at student’s

understanding of principles and strategies as well as their competence demonstrating

skills and techniques in a range of activities. Students are exposed to the criteria on a

regular basis and can work together to identify areas for improvement based upon this

criteria.

There are three possible strands from which the teacher may assess a student. These

allow all students (including those medically exempt from lessons) the opportunity to

progress and be assessed. These are of not course not stand alone strands and all are

considered when making summative assessments.

Strand 1 - Use of knowledge

Students are expected to have a knowledge and understanding of the physical activities or

topics studied.

They are expected to be able to use this knowledge and understanding critically, and apply it to analyse situations and solve problems.

Strand 2 –Performance

Assessment will focus mainly on the performance strand.

Students are expected to perform in a range of activities, and show skills and techniques ranging from basic to complex. They should be able to apply tactics, strategies and rules in both individual and group situations.

Strand 3 – Movement composition

The third strand refers to student performance with precision, synchronization or energy, and will apply for movement composition activities such as dance, gymnastics, trampolining, cheerleading and exercise to music. Students are expected to be able to compose sequences of aesthetic movement, through exploring movement possibilities and variations in accordance with the principles and concepts of a particular aesthetic activity and using this as inspiration.

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ST JOSEPH’S INSTITUTION INTERNATIONAL · engaging our students at every opportunity. At Foundation IGCSE (Grades 7 and 8), all students follow a broad range of subjects taught by