Curriculum
Years 7 – 9
A Guide for Students and Parents
Academic Programme
The aim of the lower secondary school years (years 7-9) is to provide a broad, balanced curriculum
which offers a wide range of subjects. Emphasis is given to establishing a solid base in numeracy,
literacy and information technology skills, and to developing good study habits. The languages,
sciences, humanities, creative and expressive arts, and sport are covered in addition to the basic
subjects.
Towards the end of year 9 the students are given detailed advice and information regarding the next
stage of their academic programme.
A wide range of subjects are offered in the IGCSE (International General Certificate of Secondary
Education) programme in years 10 and 11. Students follow a two-year course which is examined
externally by the University of Cambridge examinations syndicate.
Academic Tutor
Every student has a tutor whose responsibility it is to follow the academic programme and progress of
the student. When in difficulties or in doubt about the programme of studies, the student should always
consult his/her tutor. Each full-time member of the academic staff acts as tutor to approximately ten
students.
Class Sizes
Students benefit from small classes of 8-15 students. The excellent work done by our highly qualified
staff in these small classes is complemented by a well-stocked library, science laboratories, music
rooms, art rooms and computer centre.
May 2006
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LANGUAGES
First Language English
What distinguishes the subject of English from the physical sciences, and even from other modern
languages, is that there is no central body of knowledge to pass on. It is more concerned with skills
than facts.
The challenge of the English Department is to help students develop the essential practical skills of
writing, reading, speaking and listening, whilst at the same time upholding the subject‟s humanising
influence. It is obviously important to achieve the highest possible standards in public examinations
but we must also prepare young people for life in its fullest sense. We must help students develop
skills for adult life and provide opportunities for personal growth. We should seek to make readers of
our students so that their enjoyment of English stretches far beyond school and the classroom.
For second language speakers of English we must promote the idea that language is not merely a
functional tool, but a doorway into the imagination.
The English Department Aims
To encourage students to become effective communicators and learners, able to read, write,
speak and listen in a variety of contexts
To give EFL students the necessary skills with which to access the first language English
curriculum
To help students appreciate and enjoy a range of texts both in and out of the classroom
To help students develop an understanding of the mechanics, conventions, richness and range of
language
To provide students with opportunities for personal growth and imaginative development
To develop appropriate teaching styles within an effective and challenging teaching environment
To maximise achievement
To provide opportunities for all students to experience success
To maintain quality displays within the English classrooms
To encourage positive attitudes to learning
Advanced Level
Year 7 Course Content
Poetry: Group performance of poetry, Poetry Writing, Cloze
Exercises, Comprehension, Picture Stimulus. Metaphor,
Extended Metaphor, Rhyme and Rhythm, Ballads
Book Research: Writing a book review, Magazine Layout, Researching an
author, Presentations to class.
Synopsis, Captions
Gothic Literature: „Frankenstein‟ and „Dracula‟. Group Storytelling,
Word banks and vocabulary-building, Descriptive
Writing, Diaries, Character Description, News
Reports. Themes, Setting, Genre
Discursive/Argumentative Writing: Researching a topic, Writing Persuasively, Reading Non-
fiction Reports, Planning and Drafting, Group Discussion,
Debate.
Discursive, Argumentative, Rhetorical Questions
Thursday‟s Child by Sonya Hartnett: Diaries, Letters, Comprehension, Character Description,
Hot-seating, News Reports, Posters, Narrative Writing.
Themes, Narrative
Hamlet by William Shakespeare: Drama, Group Reading, Script-Writing, Character
Description, Theatre Programme, Stage Design, Storyboard,
Soliloquy, Themes, Blank Verse
Year 8 Course Content
Kit‟s Wilderness by David Almond Storytelling (ghost stories), Character Descriptions,
Tom Leonard‟s Unrelated Incidents Conversation Writing, Radio Broadcasts, Poetry Reading
The Lampton Worm and The Tell-Tale and Writing, Oral Presentation on Research Project – Coal
Heart by Edgar Allan Poe Mining, Writing Play scripts. Themes, Symbolism,
Refrain/Chorus, Received Pronunciation
The Rime of the Ancient Mariner and Newspaper Stories, Poetic Devices, Poetry Writing, Reading
Kubla Khan by Coleridge Aloud, Conversation Writing Alliteration, Rhyme and
Rhythm, Moral, Imagery, Romanticism, The
Inverted Triangle (newspapers)
The Long and The Short and The Tall Argumentative Writing, Poetry Writing, Hot-seating, Drama
by Willis Hall Work, Play script Writing and Performance, Advertising
Leaflets and Posters, Graphs, Textual explanation by the
playwright. Themes, Stereotype, Juxtaposition, Tension,
Dramatic Irony, Writers’ Intent
Macbeth by William Shakespeare Diary Writing, Newspaper Writing, Drama Work, Set
Design, Theatre Programmes, Storyboards. Soliloquy,
Iambic Pentameter, Themes, Imagery, Juxtaposition,
Dramatic Irony, Fatal Flaw
Poetry by e e cummings (listen) and in Poetry Writing, Experimental Readings
Just- Puns, Syntax, Free Verse
Year 9 Course Content
Ghost Stories (e.g. „The Monkey‟s Plot Chart/Graph, Comprehension, Writing Stories, Re-
Paw‟, „The Black Cat‟, „The Red writing Endings, Character Description, Group Discussion,
Room‟) Modelling from other students‟ work, Vocabulary building
Irony, Suspense, Climax and Anti-climax
Themed Poetry (Seasons) Poetry writing, Annotating a poem, Comprehension, Cloze
Exercises, Group Poetry Writing, Class Presentations,
Literature Essay Writing. Personification, Imagery, Rhyme
and Rhythm, Mood, Haiku
Speeches and Debate Analysis of famous speeches, e.g. Martin Luther King‟s „I
have a dream‟, Class Debate Rhetoric, Proposition,
Opposition, Motion, Floor
An Inspector Calls by J.B.Priestley Pamphlets, Script Writing, Story-boarding, Diaries, Drama,
Audio- recordings, News Reports, Comprehension, Radio
Interview, Character Description, Literature Essay
Moralistic Play, Irony, Naturalism
Romeo and Juliet by William Collages, Annotation of text, Diaries, Drama, Character
Shakespeare Description, Letters, Hot Seating, Re-arranging Text,
Language Analysis, Cartoons Prologue, Themes, Oxymoron,
Soliloquy, Iambic Pentameter
Intermediate Level
Year 7 Course Content
Whispers in the Graveyard by Theresa Newspaper Articles, Missing Posters, Informative leaflets on
Breslin Dyslexia, Conducting a survey/Interviewing and Reporting,
Story Writing, Descriptive Writing Themes: Alcoholism and
Dyslexia, Emotive Language. Use of adjectives,
paragraphing and sentence structure
Hamlet by William Shakespeare Diary Writing – Ophelia‟s Diary, Role-play conversations,
Storyboards, Writing Horoscopes, Character Description,
Theatre Programmes and Stage Models.
Verse and Prose
Vocabulary building, Word origins – Shakespearean
English, Active and Passive
Dragon Poems and with a Twist, from Poetry Writing, Radio Plays, Letters, Story Endings, Drama
Poetry Then and Now – Staging the Poems Poem Rhyme and Rhythm, Metaphor,
Alliteration, Assonance. Subject and Object, Phrases,
Clauses and Sentences, Stress Verse and Riddling
The Thwarting of Baron Bolligrew by Reading Comprehension, Character Analysis – Relationship
Robert Bolt Charts, Lists, Recipes and Spells, Instructive Writing,
Drama Work Onomatopoeia, Imperative Form, Punctuation
– use of the comma, Parts of speech – review
Year 8 Course Content
Kit‟s Wilderness by David Research Project – Coal Mining, Newspaper Reports, Reading
Almond Comprehension, Summary Writing, Character Analysis and
Description, Story Writing Themes, Use of Short Sentences,
Symbolism Paragraphing, Use of the Comma and Semi-Colon,
Prologues
The Pied Piper of Hamlin by Poetry Writing, Dictionary Use, Character Descriptions,
Robert Browning Humorous Writing, Monologues Moral, Ballads, Rhyme Schemes
and Rhythm, Stanza Use of Adjectives, Direct Speech and Speech
Marks
Advertising – Persuasive Analysing Adverts, Comparative Writing,
Language Brain-storming, Leaflets, Posters, Oral Presentation Persuasive
Design and Market a Devices, Slogans, Alliteration, Emotive Language, Onomatopoeia
Chocolate Bar
Macbeth by William Theatre Programmes, Storyboards, Letter Writing, Cloze Passages,
Shakespeare Character Analysis, Recipes, Poetry Writing – Shakespeare‟s Verse,
Comprehension Quiz, Diary Writing – Lady Macbeth, Vocabulary
Building, Drama Work Verse and Prose, Soliloquy
The Long and The Short and Argumentative Writing, Poetry Writing, Hot-seating, Drama Work,
The Tall by Willis Hall Play script Writing and Performance, Advertising Leaflets and
Posters, Graphs, Textual explanation by the playwright Themes,
Stereotype, Juxtaposition, Tension, Dramatic Irony, Writers’ Intent
Year 9 Course Content
Lord of The Flies by William Character Descriptions, Summary Writing, Literary Essays, Reading
Golding Comprehension, Drama Work, Making Videos, Vocabulary Tests
Symbolism, Themes Paragraphing, Direct Speech
Persuasive Language – Oral Presentation, Leaflets, Posters, Discursive Writing, Comparative
Vacuum Cleaners Analysis Persuasive Devices, Slogans, Alliteration Emotive
Language, Imperative Form, Opinion and Fact
An Inspector Calls by J B Drama Work – Chat Shows, Cloze Passages, Character Analysis,
Priestley Debating, Analysing Quotes, Re-arranging Text, Summary Writing,
Reading Comprehension Dramatic Devices, Symbolism, Moral
The Raven by Edgar Allan Poetry Writing, Gothic / Horror Story Writing, Converting a Poem to
Poe and Selected Ballads (The a Story, Reading Comprehension, Exploding a Poem Rhyme and
Lady of Shallott by Tennyson) Internal Rhyme, Moral, Alliteration, Assonance, Personification,
Repetition Antonyms, Punctuation and Poetry
Twelfth Night by William Character Relationship Charts, Drama Work, Descriptive Writing,
Shakespeare Cloze Passages, Diary Writing – Malvolio‟s Diary, Informative
Writing – tourist brochure, Mottos – Design a Coat of Arms, Role-
Play Conversations Soliloquy (Viola), Themes Vocabulary Building –
using Adjectives, Old / Modern English – rules of usage (thee / thou /
you / your)
***
English as a Foreign Language (EFL)
The EFL department caters for the needs of both day and boarding students from many different
countries. The programmes offered take into account the needs of those students who will be at the
school throughout their secondary school studies, as well as the needs of those who come to
Switzerland for a shorter length of time.
Classes are small in size and are offered at all levels, from absolute beginner to examination level.
Private lessons can also be arranged for students requesting extra individual instruction. A student‟s
level is decided by means of records from the student‟s previous schools, an assessment test at the
beginning of the year and on interview with the Head of the EFL department.
Students are prepared for the following public examinations which are recognised by academic
institutions and employers worldwide: - Cambridge PET, FCE, CAE, CPE, IGCSE in English as a
Second Language and also the TOEFL and SAT 1 and 2 examinations for university. Students can also
study for the IELTS examinations.
The EFL department aims:
To provide support to the EFL student throughout the curriculum, particularly as for the new
students it is often the first time they have studied all of their subjects in English
To promote an understanding of other cultures and languages
To help the student to become confident in using English both for study and for life outside of
the academic environment
To enable the student to build effective study skills
To encourage students to become independent users of English
The courses offered by the department are modern in theme and interdisciplinary. The classes include
all language elements – Speaking, Reading, Writing, Listening, Grammar and Vocabulary.
The department employs a wide variety of teaching methods including formal teacher instruction, pair
and group work, project work, games and role-plays. The department is equipped with course books,
reference books, modern graded reading materials, EFL magazines, tapes, CDs, CD ROM‟s and a
computer. Students are encouraged to use the EFL room and its materials for self-study outside of
lesson time.
Most students who complete the Intermediate level of study eventually move over to the English as a
First Language class. Students are constantly monitored and the decision to move a student out of the
EFL department is taken by the Head of the EFL department after discussion with the student‟s class
teacher, the Head of the First Language Department and the student‟s academic tutor.
***
Modern Foreign Languages
French, Spanish and German are part of the curriculum. French is a compulsory subject for all
students. Spanish is introduced in year 8. At the end of year 8, students are asked either to continue
with Spanish or to start German in year 9.
For EFL students and students with Special Needs Support, a specific and individual pathway is
suggested by the Curriculum Leader after assessment and discussion with the Head of the EFL
Department/ the Head of English, the Special Needs Teacher, the student‟s tutor and parents.
The foreign languages department aims are to:
develop the ability to use the language effectively for purposes of practical communication in all
countries where the language is spoken
form a sound base of the skills, languages and attitudes required for further studies
offer insights into the culture and civilization of the countries where the language is spoken
encourage fuller integration into the local community
develop a fuller awareness of the nature of language and language learning
encourage positive attitudes towards foreign language learning and towards speakers of foreign
languages and a sympathetic approach to other cultures and civilizations
provide enjoyment and intellectual stimulation
complement other areas of study by encouraging skills of a more general application (analysis,
memorising…)
The foreign languages department teaches the four skills of listening and responding, speaking,
reading and responding and writing.
The main aims and objectives for each skill are detailed below:
Listening and responding
Increasing the speed of response and greater depth of understanding
Increasing competence in dealing with complex texts, tasks and unpredictable elements
Increasing the confidence in deducing meaning from the grammatical context
Speaking
Improving the pronunciation and the intonation
Increasing the speed and the fluency of response
Increasing the readiness and ability to use the target language routinely in the classroom
Developing a greater confidence when dealing with unpredictable elements
Increasing the ability to vary language, using a range of suitable structures and vocabulary in
different topic areas
Developing a greater understanding and correct application of language rules
Increasing the readiness to use complex language when appropriate
Reading and responding
Increasing the speed of response and greater depth of understanding
Developing the competence and the confidence in dealing with a range of texts and tasks
Developing the independence in language learning and use
Writing
Increasing the speed and the fluency of response
Improving the accuracy and the precision in the use of language
Developing the readiness to experiment with language
Increasing the ability to vary and adapt language to suit the purpose
Developing a greater understanding and application of language rules
Increasing the use of a range of structures and vocabulary in different topic areas
At St. George‟s School, members of the foreign languages department feel that developing cultural
awareness is an integral part of learning another language. Having the opportunity to teach French in a
French speaking country, the language department at St. George‟s has been striving to teach a fifth
skill: Developing Cultural Awareness by:
working with authentic materials in the target language, including some from ICT-based sources
communicating with native speakers
considering their own culture and comparing it with the cultures of the countries and
communities where the target language is spoken
considering the experiences and perspectives of people in these countries and communities
The foreign language teachers at St. George‟s School provide pupils with opportunities to come into
direct contact with aspects of different cultures. They ask pupils to reflect on cultural similarities and
differences, and to empathise with native speakers of the language they are learning. MFL teaching at
St. George‟s promotes pupils' cultural development by providing them with insights into cultural
differences and opportunities to relate these to their own experience, and to consider different cultural
and linguistic traditions, attitudes and behaviours.
Effective teaching in foreign languages can make a significant contribution to pupils‟ ability to value
diversity and challenge racism, by providing opportunities for pupils to:
discover that many different languages are spoken throughout the world, and that many
languages are spoken in a number of different countries and by people from different ethnic
backgrounds
recognise that understanding another language promotes a deeper appreciation of speakers of that
language and of their culture
learn that the ability to communicate with speakers of other languages can nurture mutual
respect, tolerance and understanding
appreciate that speakers of different languages may have beliefs, attitudes, behaviours and
experiences that are of equal worth
communicate in the target language, in pairs and groups, with their teacher and with native
speakers, and thereby learn the importance of listening carefully to others and of conveying a
clear message
appreciate the effort required by speakers to communicate successfully in a language that is not
their first language
Placement of students
Students are placed in different groups according to proficiency levels. Sets are determined by the
MFL Curriculum Leader after discussion with class teachers according to level reached by the student
at the end of the previous academic year. Basic users follow a foreign language programme leading
towards Foreign Language IGCSE external examinations from Cambridge International Examinations
(CIE). Students with a minimum of level 3 in French follow an advanced programme leading towards
First Language IGCSE external examination from CIE. New students are placed with same criteria.
Assessment is conducted by the MFL Curriculum Leader at the beginning of the school year. A
placement test is given to the student when relevant.
Proficiency levels
St. George‟s follows the Common European Framework of Reference for Languages:
Basic user / utilisateur élémentaire:
Level 1 breakthrough découverte
Level 2 waystage intermédiare ou de survie
Independent user / utilisateur indépendant:
Level 3 threshold niveau seuil
Level 4 vantage indépendant
Proficient user / utilisateur expérimenté :
Level 5 effective operational proficiency autonome
Level 6 mastery maîtrise
For each proficiency level, specific aims are defined for listening, speaking (spoken interaction, and
spoken production), reading and writing.
Listening
Level 1 Understands familiar words, every day expressions and very basic phrases
concerning himself/herself, his/her family and immediate concrete
surroundings when people speak slowly and clearly.
Level 2 Understands phrases and high frequency vocabulary related to areas of most
immediate personal relevance. Can catch the main point in short and simple
messages.
Level 3 Understands the main points of clear standard speech on familiar matters
encountered in school, leisure, etc. Understands the main point of many radio/
TV programmes.
Level 4 Understands extended speech on concrete and abstract topics. Follows
complex lines of argument provided the topic is reasonably familiar.
Understands TV news and current affairs programmes. Understands the
majority of films.
Level 5 Understands extended complex speech even if not clearly structured or if topic
is unfamiliar. Can recognise implicit meaning.
Level 6 Has no difficulty in understanding any kind of spoken language whether live or
broadcast, even when delivered at fast native speed.
Speaking
Level 1 Can introduce him/herself; can interact in simple way and can ask and answer
simple questions in areas of immediate need such as where he/she lives, people
he/she knows.
Level 2 Can communicate in simple routine tasks on familiar topics and activities. Can
handle very short social exchanges. Can use a series of phrases or sentences to
describe very basic personal and family information, shopping, local
geography, etc.
Level 3 Can deal with most situations likely to arise whilst travelling in an area where
the language is spoken. Can converse on familiar topics, or of personal interest
such as hobbies, school, etc.
Level 4 Can interact with a degree of fluency and spontaneity that makes regular
interaction with native possible. Can take part in discussion in familiar context.
Can present clear, detailed description on a wide range of subjects. Can explain
advantages and disadvantages of various options.
Level 5 Can express him/herself fluently and spontaneously without much obvious
searching for expressions. Can use language flexibility and effectively for
social and academic purposes. Can produce clear, well-structured, detailed
speech.
Level 6 Can take part effortlessly in any conversation or discussion and have good
familiarity with idiomatic expressions. Can convey finer shades of meaning
precisely. Can present description or argument in a style appropriate to the
context with an effective logical structure.
Reading
Level 1 Can understand familiar words and very simple sentences for example on
notices, posters, catalogues.
Level 2 Can read very short, simple texts. Can find specific, predictable information in
simple everyday material such as prospectuses, menus, timetables. Can
understand simple personal letters.
Level 3 Can understand texts, short articles that consist mainly of high frequency
language. Can understand the description of events, feelings and wishes on
personal letters.
Level 4 Can read articles concerned with contemporary problems in which the writers
adopt particular attitudes or viewpoints. Can understand contemporary literary
prose.
Level 5 Can understand long complex factual and literary texts, appreciating
distinctions of style. Can understand specialised articles.
Level 6 Can read with ease virtually all forms of written language, including abstract,
structurally or linguistically complex texts such as specialised articles or
literary works.
Writing
Level 1 Can write a short, simple postcard, for example sending holiday greetings. Can
fill forms with personal details.
Level 2 Can write short, simple notes and messages. Can write a very simple personal
letter, for example thanking someone for something.
Level 3 Can write simple connected text on topics which are familiar or of personal
interest. Can write personal letters describing experiences and impressions.
Level 4 Can write clear, detailed text on a wide range of subjects. Can write an essay
or a report, passing on information or giving reasons in support or against a
particular point of view. Can write letters highlighting the personal
significance of events and experiences.
Level 5 Can write a clear, well-structured text, expressing points of view. Can write
about complex subjects in a letter, an essay or a report. Can select a style
appropriate to the reader. Can use language flexibility for academic purposes.
Shows controlled use of organisational patterns, connectors and cohesive
devices.
Level 6 Can write clear, smoothly-flowing text in an appropriate style. Can summarise
information from different sources, reconstructing arguments and accounts in a
coherent presentation. Can analyse and compare different texts. Can write
reviews of literary works.
Advanced French Section
Students who have reached level 3 of the Proficiency Level scale follow an advanced programme
whose aim is the IGCSE in First Language French. Students do not need to be native speakers to
follow the course. However, they will need to master the language skills necessary to cope with an
advanced course which also includes literary elements vital to make progress in language.
As specified in the Cambridge GCSE syllabus, the aims are to:
Enable students to communicate accurately, appropriately and effectively in writing;
Enable students to understand and respond appropriately to what they read;
Encourage students to enjoy and appreciate the variety of language;
Complement the students‟ other areas of study by developing skills of a more general application
(analysis, synthesis, drawing of inferences);
Promote the students‟ personal development and an understanding of themselves and others.
Course content
Classe Trimestre 1 Trimestre 2 Trimestre 3
Description Narrer Argumenter et
convaincre
Le portrait, le paysage, les Introduction à la Le débat d’idées à
Year 7 stéréotypes narration travers les exposés et
débats oraux
Introduction du discours descriptif Le récit d’aventures,
l’enquête policière Technique de
Etude du vocabulaire spécifique l‟interview du
Etude du discours journaliste.
Dynamisation et renforcement de la narratif : étude du point
langue écrite avec l‟étude de de vue, deviner la suite Débats oraux qui
synonymes, d‟idiomes de l‟histoire, changer la opposent deux idées
fin. Travail de résumé
Lecture « Le mot interdit » Débat / exposé oral
Lecture : « Le
professeur de
musique »
Descriptions d’un espace Le récit historique L’analyse journalistique
Year fermé et la technique du
8 Etude d‟un contexte compte rendu
Pièces de la maison, classe, historique précis: la
chambre, cabinet du seconde guerre mondiale Commentaire de
dentiste, salle d‟attente… documents statistiques
Lecture: «Dans Paris
Lecture: «Le bourgeois occupé» Travail sur l‟objectivité et
Gntilhomme» la subjectivité de l‟article
de journal
Travail sur le point de
vue: qui écrit l‟article?
L‟article d‟opinion
Débat / exposé oral
Year Lien entre les descriptions Le fait divers, le Créer un journal
9 et les émotions, sensations. reportage
Le contenu d‟un
Etude des cinq sens L‟importance des titres des quotidien de presse
articles
TES day
Rôle de la mise en
Lecture: «Un sac de billes» page
Rôle de la publicité,
impact des mots
Débat / exposé oral
***
HUMANITIES
Geography
The environment, both physical and social, is central to Geography. The key elements of geographical
education are taught at St George‟s and are based upon the UK‟s National Curriculum and make use of
texts designed for this system. At higher education level, Geography is the main provider of integrated
environmental education and training. It equips young people with a wide range of cognitive skills and
key skills including numeracy, literacy, problem-solving, research, team work, and IT. This is in
addition to the subject specific knowledge, and specific skills such as field work, map interpretation
and laboratory analysis. The traditional language of geography is the map, and in a world where over
75% of the data is referenced spatially to a location, this remains a vital skill.
In short, Geography is, in the broadest sense, an education for life and for living. An understanding
and enthusiasm for Geography, and the development of geographical knowledge, is essential for the
21st century in a world where population growth, rapid development, global environmental change,
social and economic inequality, and resource depletion threaten the very planet on which we live.
These problems place increasing burdens on cultural tolerance, the sustainable management of
societies, natural resources including bio-diversity, and landscapes. Geographers have a key role to
play in understanding and helping to solve these issues. Students being educated in an international
environment, such as here at St George‟s, should experience a balanced geographical education
allowing them to make effective contributions in a variety of situations in the future.
The geography department aims to allow students to develop a range of geographical knowledge,
understanding and skills. More specifically, its aims for students in years 7 – 9 are:
to develop a basic knowledge of the world around them from the local area to the wider world
to gain an understanding of how the various natural systems function and the human interaction
within these
to acquire some fundamental skills such as basic map work and graphicacy.
Year 7 Course Content
What is Geography? Introduction to physical, human and environmental geography. Maps,
descriptions and field sketches.
Atlas skills Latitude and longitude.
Data collection Primary and secondary data, collection and presentation.
Weather and Climate Instruments, microclimates, types of rainfall, forecasting.
River basins What? Where? Water cycle, water supplies, flooding e.g. Bangladesh
including a study of effects upon the lives of those at risk.
Fieldwork Visit to the Les Mosses area to the dam and river to supplement the work
from the Spring Term.
Switzerland as the home Climate, population, farming, energy, tourism, settlement and
region communication.
Year 8 Course Content
Primary Industries What are they? Agriculture, contrasting systems i.e.
subsistence/commercial, changes to landscape, effects on environment.
Fieldwork Visit to Bex salt mines and La Crusaz flower farm, Yvorne.
Secondary Industries What are they? Factors affecting location, changes and scale. Industrial
pollution.
Weathering Types and definitions.
Rivers Drainage basins, long profile, erosion, transportation and deposition,
waterfalls, meanders, use and effects by people.
Coasts Processes of erosion, transport and deposition e.g. LSD; and landforms
e.g. cliffs, arches; use and effects. Mapwork exercise (Swanage).
Glaciers Locations, features, processes.
Fieldwork Visit to the Trient glacier and gorge.
Mountains Where? Formation? Human activities, consequences and changes.
Tourism In mountain areas and elsewhere.
Year 9 Course Content
Hazards What are hazards? Studies of: tectonics (earthquakes and volcanoes) and
climatic hazards: perception and response. Research projects on three
examples.
Population Birth and death rates, life expectancy, density, migration, growth, etc
Development What is it? Data handling, investigation of selected countries, aid, trade,
jobs.
Soil What is it? Comparison, texture, pH, water and organic Content (lab
work). Soil erosion: problems and solutions. Case study: Nepal
Climate, weather and Global climates and therefore vegetation zones. Rainforests, deserts and
vegetation Mediterranean case studies.
Global warming Causes and consequences.
***
HISTORY
During the programme of study, students learn about key aspects of European and world history.
Students will show their understanding by making connections between events and changes in the
different periods and areas studied, and by comparing the structure of societies and economic, cultural
and political developments. Students evaluate and use sources of information, using their historical
knowledge to analyse the past and explain how it can be represented and interpreted in different ways.
In history, students acquire and apply knowledge, skills and understanding in five main areas:
Chronological understanding and application
Knowledge and understanding of events, people and changes in the past
Historical interpretation
Historical enquiry and analysis
Organisation and communication of information
The History Department aims:
To stimulate interest and enthusiasm about people, events and developments in the past
To promote understanding and knowledge of the past
To promote an awareness of cause and effect, continuity and change, similarity and difference
and fact and opinion
To promote an enquiring mind through asking questions and using methods of enquiry and
investigation as a way to discover the past
To encourage independent thought
To encourage awareness of how events in the past have shaped our modern lives
To encourage the development of linguistic and communication skills both orally and in written
tasks
To understand chronology
To consider how and why events, personalities or developments can be interpreted differently
and how these interpretations are used, and to realise that there is more than one way of viewing
the past
To encourage international understanding and promote the acceptance of different races,
religions and cultures
To promote equal learning opportunities for all students. Building up confidence and maturity in
order that students can achieve their full potential
The main objectives are that each student should be able to:
Recall historical knowledge
Select, organise and deploy knowledge in order to answer a specific question
Describe, explain and analyse events and issues
Use a full range of source materials
Understand, interpret and evaluate historical sources
Year 7 Course Content
History Skills: The Romans
The Medieval Islamic world
Medieval Life in Europe
Year 8 Course Content
Tudor England: Henry VII and Henry VIII
Native Americans
The Clash of Cultures between Europe and the Native Americans
Year 9 Course Content
World War I
The USA in the 1920‟s
World War II
* **
SCIENCE
Science is an umbrella term to cover the development of understanding, analysis and interest in the
natural world and the known universe through experimentation, observation and the critical evaluation
of data. As such, scientific teaching at St. George‟s covers the three main aspects of science, which are
roughly divided into Biology, Chemistry and Physics.
Biology deals with the study of living organisms and their interactions with the environment.
Chemistry deals with the interactions of substances from which matter is made.
Physics deals with the nature and properties of matter and energy.
In Years 7 to 9, the three components are taught as an integrated subject, general science. We aim to
build upon previous experiences gained in junior education. Although we teach topic blocks of
material from the separate sciences, the links between the disciplines are constantly emphasized. This
provides a firm foundation from which students will extend their knowledge and skills in the separate
sciences in Years 10 and 11 for IGCSE.
The science department aims:
To stimulate curiosity, interest and enjoyment in Science, and to encourage interest in, and
understanding of, its application to the world in which we live
To give students a sound foundation of scientific knowledge and the skills needed to apply this in
new and changing situations in a range of contexts
To help students understand key scientific ideas, how they develop, factors affecting their
development and their power and limitation
To evaluate in terms of their scientific knowledge and understanding, the benefits and drawbacks
of scientific and technological developments, including those related to the environment,
personal health and quality of life
To allow students to appreciate the importance of Scientific method, as an aid to constructive
logical thinking
To provide opportunities for full student involvement and participation through a variety of
scientific studies
To equip students to organise and present information clearly and logically, using appropriate
scientific terms and conventions and ICT where appropriate
To prepare and encourage students to embark upon further studies in pure and applied sciences
(and therefore to help them get the best grade possible in the Public Examinations.)
To develop the ability and desire to work both independently and with others to further scientific
knowledge and understanding
The main objectives are that each student should be able to:
Demonstrate the following practical and investigative skills:
use chemicals, reagents and general laboratory equipment safely and correctly.
ask questions, predict and hypothesise.
identify variables, make accurate measurements, and record results.
organise, manipulate, interpret and evaluate data as part of problem-solving and decision making.
Demonstrate the following intellectual skills:
give a concise and coherent explanation, argument or description.
translate scientific information from one form to another and carry out relevant calculations.
understand scientific terminology, scientific principles, concepts and relationships.
recall specific facts within the appropriate syllabus content.
assess the limitation and validity of scientific theories, models and experiments.
evaluate the social, economic, environmental and technological implications of modern Science.
use the basic skills of literacy, numeracy, graphicacy and oracy.
Demonstrate the following social skills:
to have the ability to join in classroom discussions, learning to listen to the views of others as
well as expressing views of their own.
to have the capacity to study outside the classroom and to undertake group and individual work.
Year 7 Course Content Year 8 Course Content
Safety in the lab Safety in the lab
Classification Chemical structures
Cells Chemical reactions
Life cycles Atomic structure
Sexual reproduction in Humans and in Plants States of matter
Chemical reactions Forces
Separating techniques Speed
Acids and alkalis Human body systems
Energy Micro-organisms
Electricity The Environment
Year 9 Biology Year 9 Chemistry Year 9 Physics
Course Content Course Course Content
Content
Characteristics of living things Elements and Compounds Measurement
Cell specialisation Gas preparations and tests States of matter
Movement into and out of cells Stoichiometry Forces
Reproduction in Humans Reactions of metals and their The Universe
Reproduction in Plants compounds Electricity
Respiration Acids and bases Radioactivity
Homeostasis pH and indicators Waves
Nutrition in Humans Patterns of reactivity
Nutrition in Plants Rates of Reaction
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MATHEMATICS
The Mathematics department teaches all pupils from Year 7 to Year 11 and has always had a high
uptake of students wishing to continue to study Mathematics in Years 12 and 13 on advanced level
courses. Behind this success lies the basic premise that in the right environment pupils can derive
pleasure and enjoyment from their study of and discoveries in Mathematics.
In Years 7, 8 and 9, the pupils develop and extend the basic skills of mathematics in terms of
numeracy, data handling, shape and space and algebra. Thinking skills, which include information-
processing, reasoning, enquiry, creative thinking and evaluation are embedded in all areas of the
learning process. In addition, the following aspects, which help to build up competent and confident
use of their knowledge, are incorporated in the overall programme.
Communication: using subject-specific vocabulary and symbolism to explain ideas in a clear,
logical sequence of steps both orally and in written form
Appreciation of relationships: recognising patterns, understanding that one idea may lead to
another and developing the ability to generalise
Using imagination, initiative and flexibility: developing awareness that there can be different
methods of reaching the same result or that different results may be equally valid if backed up
with correct reasoning. Through problems and investigations pupils are encouraged to find
and use strategies that may not be immediately obvious
Working systematically: considering the implications of the information supplied, reflecting
on what an activity entails, planning ahead and adopting appropriate strategies such as making
a diagram or making a list to clarify the information.
Working independently: developing confidence to tackle unfamiliar developments in the work
without immediately asking for help
Working cooperatively: working as a group, contributing ideas and suggestions, listening to
the ideas of others and making constructive criticisms and judgements
Through mathematics, pupils should acquire skills that extend beyond the realms of the
mathematics classroom. Mathematics, as a discipline, should equip them for tackling other areas of
study and indeed for many aspects life itself. Finally, the aesthetic appeal of mathematics should not
be neglected. Pupils should derive pleasure and enjoyment from their discoveries and achievements
and come to appreciate the beauty of mathematics.
Year 7 Course Content
A solid foundation is indispensable if a student is to progress through the subsequent stages in
mathematics with confidence and assurance. In Year 7 the aim is to consolidate the work of the
primary years and to develop the student's ability to apply mathematics in a variety of interesting
and stimulating situations drawn from everyday experience. New topics such as basic algebra and
geometry are introduced and other familiar topics are extended to include more challenging ideas.
Thorough knowledge of the four rules of number is emphasised and, where appropriate, mental
calculation is encouraged. In written work, importance is given to constructing neat diagrams and
showing method and working in a series of clear, logical steps.
Number work
Decimals: Adding, subtracting, multiplication and division. Fractions: Adding and subtracting,
changing to decimals, equivalence, fraction of quantities. The four operations. Long multiplication
and division. Percentages. Ratio and proportion.
Algebra
Sequences and rules. General term. Algebraic terms and expressions. Rules of algebra. Formulae.
Square numbers and square roots. Triangular numbers. Solving equations. Triangle-and-circle
problems.
Shape, space and measure
Length, perimeter and area. 3D shapes. Surface area and volumes of cuboids. Lines and angles.
Coordinates. Measuring and drawing angles. Constructions. Line and rotational symmetry.
Reflections, rotations, translations and enlargements. Polygons, tessellations. Nets of solids.
Data Handling
Data collection. Statistical diagrams; Tally and Pie charts. Mean, mode and median.
Range. Probability. Grouped frequencies.
Year 8 Course Content
In Year 8, the foundation work started in Year 7 is continued and expanded to form a solid bank of
basic knowledge and skills that can be built upon at subsequent stages. The more formal aspects of
algebra and geometry are introduced and the students are encouraged to question and debate the
validity of the methods used. At all times the aim is to develop enjoyment of mathematics by
allowing the student to discover new ideas and to gain confidence in using them. Mental
calculation is encouraged where appropriate and the importance of making clear statements of
method is emphasised. Skill in using diagrams to represent information is developed. Electronic
calculators are not generally used in Y8.
Number work
Multiplying and dividing negative numbers. HCF and LCM. Powers and roots. Prime factors.
Fractions and decimals. Percentages: Percentage increase and decrease. Adding, subtracting,
multiplying and dividing decimals. Powers of 10. Estimating.
Algebra
Expanding brackets and factorising. Linear functions. Graphs of functions. Gradient of a straight
line. Real life graphs. Solving equations. Substituting. Forming equations and formulae. Change of
subject.
Shape, space and measures
Alternate and corresponding angles. Polygons: interior and exterior angles. Constructions
The circle. Surface area and volume of prisms. Imperial units. Congruent shapes. Combined
transformations. Enlargements. Planes of symmetry. Shape and ratio. Scale drawings. Loci.
Bearings.
Handling Data
Probability (experimental and theoretical). Statistical surveys. Stem and leaf diagrams. Scatter
graphs. Frequency tables. Frequency diagrams.
Year 9 Course Content
At the start of Year 9, it can be expected that the students have acquired most of the basic skills and
are ready to expand into many new areas of mathematics. The ideas covered in Year 7 and Year 8
are revised and developed in a more rigorous way. Trigonometry is introduced and algebraic
manipulation is developed to serve as a tool in all areas of mathematics. The increasing need for the
use of the calculator at this stage should not undermine the importance of mental calculation.
Students should be encouraged to do as much simplification of calculations as possible before
resorting to the calculator.
Number work
Multiplying and dividing fractions. Percentages: compound interest, reverse percentages,
percentage change. Direct and inverse proportion. Area and volume ratio. Reciprocals. Standard
form. Upper and lower boundaries.
Algebra
Sequences: pattern spotting and nth term. Functions: simple real life graphs. Simultaneous
equations. Equations involving fractions. Inequalities. Index notation (negative powers). Quadratic
and cubic graphs. Expansion and factorisation: including quadratics. Change of subject.
Shape, space and measures
Pythagoras‟ theorem. Loci. Congruent triangles. Circle theorems. Tessellations. Similar triangles.
Metric units for area and volume. Arc length and area of sector. Volume of cylinder. Rates of
change. Enlargements ( fractional ). Sine, cosine and tangent of an angle.
Data Handling
Scatter graphs and correlation. Cumulative frequency diagrams. Mean of grouped data.
Probability: mutually exclusive events, tree diagrams. Probability investigation.
Data project.
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ARTS
Art and Design
Art and Design complements literary, mathematical, scientific and factual subjects. It is especially
concerned with the development of visual perception and aesthetics. It is a form of communication
and a means of expressing ideas and feelings also developing ways of seeing. For students in years
7 – 9 the main aim of the art department is to make sure the students feel comfortable and confident
using a wide variety of drawing, painting materials and craft techniques. In addition the aim is to
instil in the students a sense of success, self worth and achievement whatever their artistic ability
and, most of all, to help them enjoy their Art experience at St George‟s school.
The course is split into four main areas: Drawing, Painting, Graphic Design, Craft and Sculpture.
Drawing
The course has a very strong drawing core and aims to give the students the experience and skills
necessary to use their image making in a variety of ways.
The students draw natural forms, still life, and the human body plus they are taken outdoors, on a
regular basis, to draw direct from the environment.
They are taught and encouraged to use a huge variety of media such as Pencil, Charcoal, Chalks,
Coloured pencils, Oil pastel, Pen and ink.
Painting
The students are taught about colour, it‟s use, and how to apply it. They make colour studies from
direct observation of man made and natural forms.
Painting outdoors is carried out on a regular basis in the beautiful grounds of St George‟s. The
students are encouraged to use their imagination whilst painting in response to rock and classical
music, poetry and written description.
A wide variety of work of other important artists is used as source material, including modern
artists, to provide the students with inspiration.
A small “History of Art” project takes place each term, and is themed into the course work.
Furthermore the students have the opportunity to use a variety of paint, paper and techniques such
as watercolour, gouache, ink and acrylics.
Graphic Design
This part of the course covers package design, lettering, advertising, posters and layout.
Collage
Each term the students make a collage and use a wide variety of materials such as Fabric, Thread,
Paper, Wire, String, Shells, Wood.
Craft, Sculpture and Design Technology
This is the part of the course the students engage in active, hands-on Art projects. Recycled
materials are used in 90% of the projects wherever possible and the students are given a chance to
use a very wide variety of materials like Paper, Card, Papier Maché, Plastic, Clay, Moro, Plaster,
Wood, Glass, Stone, Tin, Shell and other collected objects.
Bowls, Pots, Sculptured figures, Jewellery, seasonal decorations and puppet theatres are just a few
examples of the types of 3D objects. The students are given the opportunity to use a variety of tools
and techniques.
***
MUSIC
Music is an aesthetic, creative subject which broadly encompasses the areas of Listening,
Composing, Playing (Singing) and Appraising.
The music department aims to develop in pupils the ability to enjoy and respond positively to music
of many different types.
Years 7-9 broadly follow a similar course. Various projects are used to present different ideas and
starting points and each one comprises the primary areas of Listening, Composing, Performing and
Appraisal. Pupils' skills in these areas are developed.
A keyboard course is undertaken concurrently with the projects in order to:
Develop pupils' skills in notation*
Develop pupils' individual instrumental skills
Improve pupils' access to the various components of the projects.
The keyboard course is totally individual and pupils learn at their own pace. This is especially
useful for those who arrive at St. George's in the middle of the year or in Years 8 and 9.
* Notation skills are also acquired through use of suitable written exercises.
Pupils in years 7 and 8 are brought together as complete year groups once a week for singing.
ICT skills are developed in a small way through the multi-tracking capabilities of keyboards and
some pupils use 'Sibelius' software.
Extra-curricular musical activity is fundamental for the development of individual and collective
skills in performing and it is here that the influence of music on the life of the school has its greatest
effect. At present there is a main choir, Chamber Choir and Jazz Band. Other vocal/instrumental
combinations are organised on an ad hoc basis.
Individual instrumental and singing lessons can be organised through the school and students are
encouraged to take the practical examinations of the Associated Board of the Royal Schools of
Music held in June.
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INFORMATION TECHNOLOGY
At St. George‟s we believe that in the increasingly dynamic and ever-changing modern world in
which we live it is essential that our students should be able to work confidently and effectively
with I.T., to develop transferable I.T. skills and to be able to apply those skills across different
contexts. In addition, we strive to ensure that students attain appropriate certification for their skills.
To this end St. George‟s School is currently a registered centre for the Cambridge International
Diploma in I.T. Skills award at both foundation and standard levels and is also a registered centre
for the European Computer Driving Licence (ECDL).
The Information Technology department aims:
To stimulate interest in the modern applications of Information Technology (I.T.)
To stimulate interest in recent developments in computer hardware and software
To develop a high level of practical competency in the use of the Microsoft Office suite of
programmes (MS Word, MS Excel, MS Access, MS PowerPoint, MS Publisher, MS Outlook)
and ancillary programmes such as MS Windows, MS Paint, MS Internet Explorer
To develop in students an understanding of the jargon and specific vocabulary associated with
I.T.
To encourage students to identify how I.T. can be used effectively to prepare and complete
projects set in other areas of the curriculum
To enable students to communicate effectively and efficiently through e-mail
To promote safe working practices when using computers
To develop an understanding of and an appreciation for the laws which govern computers and
their use such as the Data Protection Act, Health and Safety Acts and the Laws of Copyright
To enable students to work and research safely within the environment of the Internet, to
appreciate its worth whilst at the same time minimising the potential dangers and pitfalls
associated with its use
To enable students to be able to use modern computers independently and with confidence
To enable students to recognise basic computer error messages and respond in an appropriate
manner to solve these problems
To encourage students to work collaboratively and to undertake a range of roles within team
based activities
I.T. is an obligatory subject for all students in Years 7, 8 and 9. Students receive two lessons per
week of tuition, during which time they are prepared for the modular exams of the Cambridge
International Diploma in I. T. Skills at Foundation level.
Year 7 Course Content
Keyboarding/Touch Typing Course
Basic file management and computer housekeeping
Computer Art and Design – using MS Paint
Basic Desktop Publishing – using MS Publisher
Use of the Internet – using Internet Explorer
Word Processing – using MS Word
Preparation for the Cambridge I.T. Skills Diploma Word Processing examination at Foundation
level
Year 8 Course Content
Databases – using MS Access
Preparation for the Cambridge I.T. Skills Diploma Database module at Foundation level.
Spreadsheets – using MS Excel
Preparation for the Cambridge I.T. Skills Diploma Spreadsheets module at Foundation level
DTP – using MS Publisher
Application of I.T. skills - project work
Year 9 Course Content
Presentation Graphics using MS PowerPoint
Preparation for the Cambridge I.T. Skills Diploma PowerPoint module at Foundation level.
Application of I.T. Skills – project work
Using the Computer and Managing Files – using MS Windows
Preparation for the Cambridge I.T. Skills Diploma Using the Computer and Managing Files module
at Foundation level.
Electronic Communication (The Internet/E-mail) using Internet Explorer and MS Outlook.
Preparation for the Cambridge I.T. Skills Diploma Electronic Communications module at
Foundation level.
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LIFE SKILLS
The world our children are inheriting is becoming increasingly complex. To meet the huge
challenges of a rapidly changing world, children need to be equipped with skills of creativity, co-
operation, conservation, and awareness, with qualities of integrity, tolerance and compassion. These
skills and qualities will be nurtured and encouraged in Life Skills.
If we want to understand the world, we need to understand the religious world. A basic knowledge
of the world‟s great religions can contribute towards generating better understanding, empathy and
tolerance in a world frequently torn apart by bigotry, prejudice and ignorance. Being aware of other
people‟s beliefs can make us more aware of our own beliefs and gives generosity of spirit capable
of recognising the integrity of worlds outside our own faith.
Year 7
Life Skills lessons start by enriching each child‟s self-awareness. Building a positive self-image and
motivating children to take responsibility for their health and well-being sets the foundation for this.
The next step is guiding children to healthy interactions with other people. Good character is the
essence needed to respect oneself and others. These combined skills help children deal more
effectively with their environment and inspire them to pursue healthy, caring, productive and
fulfilling lives.
The second part of Life Skills, in Year 7, focuses upon the Judeo-Christian tradition through a study
of the main themes, characters and stories in the Bible, and the life and teachings of Jesus. This lays
an essential foundation to an understanding of the Christian tradition with which many students are
unfamiliar. This approach enables the foundations of Western intellectual tradition, its history and
its cultural richness in art, architecture, music and literature to be explored.
Year 7 Course Content
I am unique, extraordinary and irreplaceable
It‟s OK to have different feelings
I take care of my body because it is priceless
With a healthy body and mind I can reach my goals
I see special qualities in other people
Valuable lives - people with disabilities
Helen Keller: her story
I am a good friend
I am an individual and I need to work with others
I am a valued member of my family
I stand up for my rights (peer pressure and bullying)
I know who to go to if I have a problem
Turning points in our lives
The Old Testament and Judaism
The New Testament and Christianity
Year 8
The emphasis in Year 8 Life Skills is concerned with developing social awareness and
responsibility, globally and locally. Qualities of compassion, empathy, tolerance and awareness will
be nurtured through a study of important global issues. This will be followed by an introduction to
the origins and beliefs of the world‟s great religions. In the Third Term the program will focus on
values and principles.
Year 8 Course Content
Everyone is unique and valuable
What are our basic needs?
Human Rights
Refugees
Poverty
Child labour – the story of chocolate
Aid Agencies – Christian Aid, World Vision
The United Nations
Land mines – Princess Diana, her story
The Red Cross
Henry Dunant – founder of the Red Cross
Introduction to world‟s great religions
The Blind Man and the Elephant – John Saxe (a way of seeing)
Origins and beliefs of Christianity, Judaism, Islam, Hinduism, Buddhism and Sikhism
Values and principles
Personal integrity
Relationships
Social pressures
Reviewing puberty – physical and emotional changes
Sexual behaviour
Risk-taking
What are drugs?
Year 9
The Year 9 course takes a deeper look at global issues. This will be followed by a study of relevant
social issues affecting young people today. The third term focuses on giving students the
opportunity to consider the ultimate questions which all faiths endeavour to answer, and the purpose
of religions overall, without focusing on any one individual faith. Students will be given the
opportunity to debate questions of meaning, purpose, and truth and therefore begin to acquire a
more mature grasp on human spirituality. This is followed by two small group research projects: the
world‟s great religions with class presentations, particularly looking at the similarities between
religions and In Other People’s Shoes which will require students to research and write a short story
based on a day in the life of a person their age, in a war torn or deprived country, including research
on standards of living.
Year 9 Course Content
Poverty – absolute and relative
Mother Teresa – her life
Millennium Goals
Fair Trade
Justice – the lives of Gandhi and Martin Luther King
Environment - our responsibility
Animal rights
Social Issues -Youth
Body Image - the media – eating disorders
Love/marriage
Addiction - smoking
Family
Drugs/Alcohol
Old
Ultimate Questions
Group projects
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PHYSICAL EDUCATION
The physical education department aims to develop within individuals a range of personal, social
and scholastic qualities through the culture of sport and physical activity.
The department hopes to achieve this by helping young people to:
become skilful, knowledgeable and discerning consumers of sport
acquire a knowledge of and adopt healthy, active lifestyles
develop a positive body image
acquire a range of personal and social skills through individual and group tasks
Year 7 - 9 Course Content
Students in Years 7-9 follow modules in invasion games, net games, gymnastics, dance, skiing and
athletics. Extra-curricular provision is made for swimming. In Years 7-8, the emphasis within each
module is on acquiring and developing specific skills within recognised sports. Pupils learn how to
analyse individual performance and make suggestions for its improvement. Preparing correctly for
physical activity should be consolidated in these years, as should learning how to work
cooperatively with a partner or in small groups. By Year 9, students are expected to build upon the
skills they have learned and to use them with increasing fluency. They should also become more
proficient at analysing performance, giving and using feedback, and independently initiating
corrective action. Students are also encouraged to view sport in its wider cultural context and to
recognise the benefits of an active lifestyle upon physical, mental and social well-being.
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