Curriculum

Curriculum

Key Stage 3 Curriculum

During our key stage 3, pupils will experience the full range of learning areas including PSHE and introduction of career education. Pupils learn a total of 10 compulsory subjects including three core subjects, four main subjects and three enhancement subjects. Three core subjects are English, Mathematics and Science; four main subjects are ICT, History, Geography and Myanmar Studies. Three enhancement subjects are Art & Design, Physical Education and Music. Pupils are provided with opportunities to learn wide variety of skills and our coherent curriculum should make sense to learners, engaging and interesting and giving foundation to Key stage 4 subjects.

 

ENGLISH

Our English Curriculum based on Cambridge’s English as a Second Language Curriculum for Lower Secondary. Our curriculum frameworks provide a comprehensive set of progressive learning objectives for learners of English as a Second Language. They are based on the Council of Europe’s Common European Framework of Reference for Languages (CEFR), which is used widely both within and beyond Europe to map learners’ progression in English. The curriculum frameworks are divided into five strands: Reading, Writing, Use of English, Listening and Speaking. In line with the CEFR, learning outcomes in each strand for each successive stage are defined in terms of what learners should be able to do in English. This framing of learning objectives as a progressive can-do sequence should encourage the use of learning-centred, activity-based approaches by teachers in the implementation of the curriculum frameworks.

 

MATHEMATICS

Our mathematics curriculum is presented in six content areas: Number, Algebra, Geometry, Measure, Handling data and Problem solving. The first five content areas are all underpinned by Problem solving, which provides a structure for the application of mathematical skills. Mental strategies are also a key part of the Number content. Together, these two areas form a progressive step preparing students for entry onto IGCSE® level courses.

This curriculum focuses on principles, patterns, systems, functions and relationships so that learners can apply their mathematical knowledge and develop a holistic understanding of the subject. The Cambridge Lower Secondary Mathematics curriculum framework continues the journey from the Cambridge Primary mathematics framework and provides a solid foundation upon which the later stages of education can be built.

 

SCIENCE

Pride ISM’s science curriculum for key stage 3 mainly bases on The Cambridge Lower Secondary science curriculum. It 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. Environmental awareness and some history of science are also incorporated. The Cambridge Lower Secondary Science Curriculum Framework continues the journey from the Cambridge Primary science framework and provides a solid foundation upon which the later stages of education can be built.

 

HISTORY

Our high-quality history curriculum will help pupils gain a coherent knowledge and understanding of Britain’s past and that of the wider world. It should inspire pupils’ curiosity to know more about the past. Teaching should equip pupils to ask perceptive questions, think critically, weigh evidence, sift arguments, and develop perspective and judgement. History helps pupils to understand the complexity of people’s lives, the process of change, the diversity of societies and relationships between different groups, as well as their own identity and the challenges of their time.

Our history curriculum for history aims to ensure that all pupils:

  • know and understand the history of British islands as a coherent, chronological narrative, from the earliest times to the present day: how people’s lives have shaped this nation and how Britain has influenced and been influenced by the wider world.
  • know and understand significant aspects of the history of the wider world: the nature of ancient civilisations; the expansion and dissolution of empires; characteristic features of past non-European societies; achievements and follies of mankind.
  • gain and deploy a historically grounded understanding of abstract terms such as ‘empire’, ‘civilisation’, ‘parliament’ and ‘peasantry’.
  • understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses.
  • understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed.
  • gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.
 

GEOGRAPHY

Our high-quality geography education should inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. As pupils progress, their growing knowledge about the world should help them to deepen their understanding of the interaction between physical and human processes, and of the formation and use of landscapes and environments. Geographical knowledge, understanding and skills provide the frameworks and approaches that explain how the Earth’s features at different scales are shaped, interconnected and change over time.

Our curriculum for geography aims to ensure that all pupils:

  • develop contextual knowledge of the location of globally significant places – both terrestrial and marine – including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes
  • understand the processes that give rise to key physical and human geographical features of the world, how these are interdependent and how they bring about spatial variation and change over time
  • are competent in the geographical skills needed to:
    • collect, analyse and communicate with a range of data gathered through experiences of fieldwork that deepen their understanding of geographical processes
    • interpret a range of sources of geographical information, including maps, diagrams, globes, aerial photographs and Geographical Information Systems (GIS)
    • communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.
 

COMPUTING

A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science, and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work, and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content. Computing also ensures that pupils become digitally literate – able to use, and express themselves and develop their ideas through, information and communication technology – at a level suitable for the future workplace and as active participants in a digital world.

Our curriculum for computing aims to ensure that all pupils:

  • can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation
  • can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problems
  • can evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems
  • are responsible, competent, confident and creative users of information and communication technology.
 

ART & DESIGN

Art, craft and design embody some of the highest forms of human creativity. A high-quality art and design education should engage, inspire and challenge pupils, equipping them with the knowledge and skills to experiment, invent and create their own works of art, craft and design. As pupils progress, they should be able to think critically and develop a more rigorous understanding of art and design. They should also know how art and design both reflect and shape our history, and contribute to the culture, creativity and wealth of our nation.

Our curriculum for art and design aims to ensure that all pupils:

  • produce creative work, exploring their ideas and recording their experiences
  • become proficient in drawing, painting, sculpture and other art, craft and design techniques
  • evaluate and analyse creative works using the language of art, craft and design
  • know about great artists, craft makers and designers, and understand the historical and cultural development of their art forms.
 

MUSIC

Music is a universal language that embodies one of the highest forms of creativity. A high-quality music education should engage and inspire pupils to develop a love of music and their talent as musicians, and so increase their self-confidence, creativity and sense of achievement. As pupils progress, they should develop a critical engagement with music, allowing them to compose, and to listen with discrimination to the best in the musical canon.

Our curriculum for music aims to ensure that all pupils:

  • perform, listen to, review and evaluate music across a range of historical periods, genres, styles and traditions, including the works of the great composers and musicians
  • learn to sing and to use their voices, to create and compose music on their own and with others, have the opportunity to learn a musical instrument, use technology appropriately and have the opportunity to progress to the next level of musical excellence
  • understand and explore how music is created, produced and communicated, including through the inter-related dimensions: pitch, duration, dynamics, tempo, timbre, texture, structure and appropriate musical notations.
 

PHYSICAL EDUCATION

Our high-quality physical education curriculum inspires all pupils to succeed and excel in competitive sport and other physically-demanding activities. It should provide opportunities for pupils to become physically confident in a way which supports their health and fitness. Opportunities to compete in sport and other activities build character and help to embed values such as fairness and respect.

Our curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.
 

Key Stage 4 (Year 10-11) Curriculum

Our Key Stage 4 prepares our students for Cambridge IGCSE examination and we will be offering the following subjects and some of them in the near future.

 

First Language English (0500)

First Language English allows learners to:

  • develop the ability to communicate clearly, accurately and effectively when speaking and writing
  • learn how to use a wide range of vocabulary, and the correct grammar, spelling and punctuation
  • develop a personal style and an awareness of the audience being addressed.

Learners are also encouraged to read widely, both for their own enjoyment and to further their awareness of the ways in which English can be used.

First Language English also develops more general analysis and communication skills such as inference, and the ability to order facts and present opinions effectively.

 

English as a Second Language (0510 – Oral Endorsement / 0511 – Oral Count in)

English as a Second Language offers learners the opportunity to gain lifelong skills and knowledge including:

  • better communicative ability in English
  • improved ability to understand English in a range of everyday situations and in a variety of social registers and styles
  • greater awareness of the nature of language and language-learning skills
  • wider international perspective.

The main difference between Syllabus 0510 and 0511 is the way the final grade is calculated and reported. For 0510, grade obtained in Speaking examination (Component 5) is reported separately and not included in the overall grade calculation. However, for Syllabus 0511, Speaking examination (Component 5) is included in the overall grade calculation together with other Reading, Writing and Listening components.

 

Global Perspective (0457)

Global Perspectives provides opportunities for enquiry into, and reflection on, key global issues from different perspectives: personal, local/national and global.

Cambridge IGCSE Global Perspectives encourages awareness of global problems and offers a range of opportunities to explore solutions through cooperation and collaboration. The subject is not about getting everybody to think identically; rather it is a matter of opening minds to the complexity of the world and of human thought and encouraging empathy for the diversity of human experience and feeling.

 

Computer Science (0478)

Computer Science learners study the principles and practices of computing and gain confidence in computational thinking and programming. They learn to program by writing computer code and they develop their understanding of the main principles of problem-solving using computers.

Students apply their understanding to develop computer-based solutions to problems using algorithms and a high-level programming language. They also develop a range of technical skills, as well as the ability to test effectively
and to evaluate computing solutions.

The subject helps learners appreciate current and emerging computing technologies and the benefits of their use. They learn to recognise the ethical issues and potential risks when using computers.

It is an ideal foundation for further study in Computer Science. Understanding the principles of Computer Science provides learners with the underpinning knowledge required for many other subjects in science and engineering, and the skills learnt can also be used in everyday life.

 

ICT (0417)

Information and Communication Technology encourages learners to develop lifelong skills including:

  • understanding and using applications
  • using Information and Communication Technology (ICT) to solve problems
  • Analysing, designing, implementing, testing and evaluating ICT systems, ensuring that they are fit for purpose
  • understanding the implications of technology in society, including social, economic and ethical uses
  • awareness of the ways ICT can help in home, learning and work environments.
 

Business Studies (0450)

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

Learners will be able to:

  • understand different forms of business organisations, the environments in which businesses operate and business functions such as marketing, operations and finance
  • appreciate the role of people in business success. They will also gain lifelong skills, including:
  • the ability to calculate and interpret business data
  • communication skills needed to support arguments with reasons
  • the ability to analyse business situations and reach decisions or judgements.
 

Art & Design(0400)

Art & Design encourages a range of skills, stimulates aesthetic awareness, knowledge and critical understanding of art, and provides opportunities for learners to develop a range of skills. Crucially, a personal and independent perspective is encouraged at all times. The syllabus is designed to accommodate a wide range of abilities, materials and resources, and allows the different skills of the teaching staff to be fully used.

The syllabus appeals to learners who wish to explore practical work through a range of two- and/or three-dimensional processes and include new media and technologies in addition to traditional media and processes.

The syllabus helps equip learners with lifelong skills including:

  • confidence and enthusiasm as they develop technical skills in two- and/or three-dimensional form and composition
  • the ability to identify and solve problems in visual and tactile forms
  • the ability to develop ideas from initial attempts to outcomes.
 

Biology (0610) / Chemistry (0620) / Physics (0625)

Science based subjects such as Biology, Chemistry and Physics enable learners to:

  • increase their understanding of the technological world
  • take an informed interest in scientific matters
  • recognise the usefulness (and limitations) of scientific method, and how to apply this to other disciplines and in everyday life
  • develop relevant attitudes, such as a concern for accuracy and precision, objectivity, integrity, enquiry, initiative and inventiveness
  • develop an interest in, and care for, the environment
  • better understand the influences and limitations placed on scientific study by society, economy, technology, ethics, the community and the environment
  • develop an understanding of the scientific skills essential for both further study and everyday life.
 

Mathematics (0580)

Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding. This subject helps learners to develop a feel for quantity, patterns and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of abstract and real-life contexts.

Mathematics provides a strong foundation of mathematical knowledge both for students studying mathematics at a higher level and those who will require mathematics to support skills in other subjects. The subject is also tiered to allow all students to achieve and progress in their mathematical studies.

Our curriculum for physical education aims to ensure that all pupils:

  • develop competence to excel in a broad range of physical activities
  • are physically active for sustained periods of time
  • engage in competitive sports and activities
  • lead healthy, active lives.
 

Mathematics – Additional (0606)

Additional Mathematics supports learners in building competency, confidence and fluency in their use of techniques and mathematical understanding.
This subject helps learners to develop a feel for quantity, patterns and relationships. Learners will develop their reasoning, problem-solving and analytical skills in a variety of contexts.

It also provides a strong foundation of mathematical knowledge both for students studying mathematics at a higher level and those who will require mathematics to support skills in other subjects. It is designed to stretch the more able students and provides a smooth transition to Cambridge AS & A Level Mathematics.

 

Accounting (0452)

Accounting is accepted by universities and employers as proof of an understanding of the theory and concepts of accounting, and the ways in which accounting is used in a variety of modern economic and business contexts.

Learners focus on the skills of recording, reporting, presenting and interpreting financial information; these form an ideal foundation for further study, and for a future career within the profession.

The syllabus is structured so that learners attain both practical skills and theoretical knowledge.