Middle School Academic Learning Programme
The learning programme at UWCSEA consists of five interlinking elements—academics, activities, outdoor education,
personal and social education, and service—that provide our students with a holistic, values-based education. The
academic programme provides students with a stimulating and challenging experience that is differentiated to allow for
differing learning styles. This guide focuses on the academic element of our learning programme.
As students progress to the Middle School, they refine the core interdisciplinary skills initiated in the Primary School. They
have more subject specialist teachers guiding them in fundamental subject specific skills required for higher studies.
Students are still exposed to a broad and balanced range of subjects, with the opportunity to develop in all relevant
areas; from physical, technical, creative, numerate and deductive, rational and experiential, to empathic and evaluative.
Our courses are created from best practice design principles which are research-based and provide an age-appropriate,
varied and challenging experience for our students.
Grade 6 courses are designed to ensure a smooth transition from Primary to Middle School while at the same time
challenging students developing levels of cognition and curiosity.
Grade 7 courses are designed to allow students the opportunity to build on concepts learned in Grade 6 and to meet the
needs of developing Middle School students as they become more independent and responsible for their learning.
The Grade 8 programme is designed to give students the opportunity to take greater responsibility for their learning and
develop a sense of metacognition in order to effectively reflect on the learning process. The courses are designed to meet
the needs of Middle School students, while preparing them for the Grade 9 & 10 programme.
Currently, we have a team of experienced international school educators continuing to define, develop and implement
College-wide K–12 standards for all subject areas. The goal is to ensure a cohesive concept-based curriculum that offers a
linked progression between the curricula in the different schools. This ongoing work is to ensure that we continue to
develop an academic curriculum that focuses on the process of learning, is challenging and reflects our mission, vision
and values.
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The Middle School academic curriculum comprises:
English – English and Humanities are taught as an integrated course in Grade 6. English courses focus on developing
students’ skills for reading, writing, speaking and listening.
Languages: Chinese, French, Spanish or English as an Additional Language (EAL) – Most students will study a
language other than English with the exception of some who are placed in EAL.
Humanities – Humanities includes topical units in Geography, History, Economics and current affairs to help foster
students’ critical thinking and analytical skills.
Mathematics – In Mathematics, students develop the quantitative, statistical and conceptual mathematical skills they will
need for high school and beyond.
Science – The Science programme includes units from the primary scientific disciplines of Biology, Chemistry and Physics
as well as developing the students’ scientific investigation skills.
Design and Technology – In this subject, students are given the opportunity to carry out design thinking in a variety of
practical environments. Students experience the design process from conception to realisation to evaluation, and learn
the required skills to prototype their ideas through a range of new and traditional technologies.
Physical Education (PE) – The PE course fosters a positive disposition toward physical activities and supports the
development of physical skills as well as physical and social development.
Arts: Drama, Music and Visual Arts – Students are exposed to a variety of experiences in the Arts while developing
fundamental skills in each subject.
Life Skills – Life Skills is an integral component of the Personal and Social Education element of our learning programme.
The purpose of this course is to help our students develop into healthy, independent, confident, aware and assertive
young people.
Study Skills – This course offers students extended support for their learning; students need to be recommended for the
course by their teacher, Head of Grade or Admissions.
Our Middle School academic curriculum is constantly evolving and improving, and this guide provides a snapshot at the
time of publication. Curriculum updates are posted online with up-to-date news of the curriculum and events, and
parents are informed when they are available.
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Academic Learning Programme structure
Middle School timetable
8.10–8.45am
Period 1a
8.45–9.25am
Period 1b
9.25–9.50am
Morning break
9.50–10.15am
Advisory group/assembly
10.15–10.50am
Period 2a
10.50–11.30am
Period 2b
11.30am–12.20pm
Lunch
12.20–12.55pm
Period 3a
12.55–1.35pm
Period 3b
1.35–1.45pm
Afternoon break
1.45–2.20pm
Period 4a
2.20–3pm
Period 4b
3pm
Dismissed, head to buses or activity
3.05–4.30pm
Activity
4.35pm
Activity buses depart
Grade 6 curriculum
Grade 6 students follow a 40-period week, with subject time allocated as follows:
Subject
Number of periods
English and Humanities
10
Language Other Than English (LOTE)* or Additional English
Mathematics
Science
Physical Education
Design and Technology
Visual Art
4 (for half a year)
Drama
4 (for half a year)
Music
Life Skills
Grade 6 students are taught as an advisory group except for LOTE lessons.
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Grade 7 curriculum
Grade 7 students follow a 40-period week, with subject time allocated as follows:
Subject
Number of periods
English or English as an Additional Language (EAL)
Language Other Than English (LOTE)*
Mathematics
Humanities
Science
Physical Education
Design and Technology
Visual Art
4 (for half a year)
Drama
4 (for half a year)
Music
Life Skills
Grade 7 students are taught as an advisory group except for Mathematics, LOTE and Physical Education lessons.
Grade 8 curriculum
Students follow a 40-period week, with subject time allocated as follows:
Subject
Number of periods
English or English as an Additional Language (EAL)
Language Other Than English (LOTE)* or Additional English
Mathematics
Humanities
Science
Physical Education
Design and Technology
Visual Art
4 (for half a year)
Drama
4 (for half a year)
Music
Life Skills
Grade 8 students are taught as an advisory group except for English, Mathematics, LOTE/EAL and Physical Education
lessons.
Please note:
●
regular and punctual attendance is vital
●
regular absences result in the loss of important learning opportunities.
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English
The English curriculum is designed to be a challenging and inspiring course, aligned with UWCSEA’s core values. Over the
course of three years, students read a wide variety of literature, gaining an understanding of ways in which thoughts and
ideas may be conveyed through writing. We aim to foster vital critical thinking skills and to encourage students to
appreciate the aesthetic value of literature as an art form. We place great emphasis on helping students to develop
volume, stamina and fluency in their independent reading lives.
We find that reading widely and learning to analyse others’ writing duly enhances students’ own written work. In Middle
School, we aim to develop students’ creativity and individual voice as writers, while reinforcing their understanding and
use of all parts of the writing process. It is our aim that Middle School students leave Grade 8 as confident writers, lifelong
readers and fully prepared for the transition to Grade 9.
What is our approach to reading?
Students are encouraged to read widely and with enthusiasm. Time for independent reading is built into every lesson. All
students keep a record of their reading so that they may reflect meaningfully on their reading lives and grow in their
tastes and habits over the course of the year. One important aspect of our reading instruction focuses on supporting
students in knowing themselves as readers and being able to identify the texts that are ‘just right for right now’ for them
as individuals. For this reason, we do not have a prescribed list of independent reading texts, but we make personalised
recommendations tailored to each child, and work to create a reading community in which peer recommendation and
book talks help students find books they will love. Our independent reading work is supported through carefully curated
classroom libraries and unit-specific book boxes. These book collections have been developed with a focus on the needs
and interests of international Middle School readers.
Students are expected to supplement their reading in school with 30 minutes per day of reading at home.
What is our approach to writing?
Students write in a variety of forms during their time in Middle School, but whatever the writing type, our aim is to
cultivate good practice in the writing process (growing ideas, developing ideas, drafting, revising and editing). We place
particular emphasis on the importance of revision and encourage students to see quality writing as something to be
worked for over time. We use the editing stage of the writing process to reinforce their understanding of the way
language conventions (grammar, punctuation and spelling) allow for shared meaning. Our aim is to teach transferable
concepts and skills around the way writers use structure and language to convey meaning.
How is our learning structured?
Each of our units begins with a pre-assessment, designed to inform the teacher as to the extent of a student’s
understanding of the concepts and skills that will be taught in the unit. These assessments are not graded, but are used
as diagnostic tools to assist teachers in planning the rest of the unit. The unit is then taught as a series of mini-lessons,
each aligned to one of the unit’s learning intentions. Throughout the unit, teachers use work done in class and at home to
assess each student’s understanding of the learning intention and to provide timely feedback. Our approach is designed
to be focused on learning outcomes rather than grades and to make learning intentions as transparent as possible for
students.
Course content
Grade 6 units of learning
In Grade 6, English is taught as an integrated course along with Humanities (History and Geography) for 10 periods a
week.
●
Every middle schooler is a reader
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Personal narrative writing
●
Analysing character and theme through the genre of realistic fiction
●
Expository writing (a focus structure)
●
Informational texts
●
Independent writing projects
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Grade 7 units of learning
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Habits and behaviours of strong readers
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Memoir
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Analysing elements of literature through the genres of Cli-Fi and Dystopian Fiction
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Expository writing (focusing on themes in literature)
●
Analysing poetry
●
Independent writing projects
Grade 8 units of learning
●
Habits and behaviours of life-long readers
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Personal essay
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Analysing elements of literature through challenging short stories
●
Literary essay (focusing on theme and analysing the use of literary devices)
●
Analysing the media (language, power and bias)
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English as an Additional Language
EAL courses provide language support for students who will benefit from specialist English language instruction to use
English more fluently and accurately for communication and study purposes.
One or two courses are provided with flexible content according to the students’ needs:
●
English as an Additional Language (EAL) in place of English in Grades 7 and 8.
●
Additional English (AENG), in place of a language other than English (LOTE) in Grades 6 and 8.
English as an Additional Language (EAL)
In EAL, selected students study language and literature in small classes.
The study of literature includes guided reading to develop multiple reading skills. Texts are selected according to students’
vocabulary and language level as well as their age and level of interest. Students complete an academic writing task, such
as an essay.
Language lessons focus on non-fiction texts, providing students with a range of academic reading skills such as scanning,
close reading for detailed comprehension, understanding inferences, identifying main ideas and supporting points, and
recognising common text types. Oral language is also developed, moving from basic communication towards academic
language proficiency, and students may be required to prepare and deliver an oral presentation.
In addition, regular extensive reading in EAL classes encourages students to develop a personal reading habit. Research
indicates that, over time, this significantly improves students’ reading skills, expands their vocabulary, and improves their
writing. We strongly encourage students to read at home daily to support this.
Additional English (AENG)
Additional English is offered (as well as EAL) to selected students as an alternative to a language other than English (LOTE)
in order to improve their English proficiency and language skills to meet the demands of studying all subjects in English.
Language lessons focus on the development of listening, speaking, reading and writing, including vocabulary and
grammar. With regard to grammar, our goal is its practical application in speaking and writing.
Please note that in either class, support is occasionally given for the specific language demands of other subjects. In these
lessons, students engage with their content area topics with the guidance and support of their EAL teacher according to
their needs.
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Language Other Than English (LOTE)
There are two types of LOTE courses:
1.
LOTE second language (taught foreign language)
2.
LOTE first language (native speakers)
LOTE second language (taught foreign language) courses
The teaching of LOTE is a core element of the curriculum. The ideas of the improvement of communication skills and the
propagation of greater understanding of other cultures are central to the aims of the UWC movement.
Language teaching has moved on from the traditional ideas of teaching grammar in isolation, now focusing on realistic
language functions such as asking for tickets at a station or ordering a drink in a café. The grammatical notions of the
language are presented in a meaningful context. The four skills of language (listening, speaking, reading and writing) are
taught in an integrated way, so that grammatical concepts act as a reinforcement of vocabulary learnt. Cultural aspects
are also taught so that students gain more understanding of the people who live where the languages are spoken.
Students’ competency in second languages is assessed through a variety of formative and summative assessments,
including classroom observations, performance tasks, self-evaluations and peer assessments. At the end of each unit,
students are assessed on the four language competencies: reading, writing, listening and speaking. The format for these
assessments can be audio, audio-visual or written.
Some topic areas that are covered in Middle School include:
●
Beginners courses: introductions, family life, school, daily routine, descriptions, hobbies and clothes
●
Foreign language courses: education, getting around, leisure, celebrations, health and communications using
technology
A more detailed list of the topics, vocabulary and grammatical notions (and Chinese characters) covered in each grade is
available from the Head of Department and the website.
Second languages available in Grade 6
●
beginners, foreign language and second language Chinese (see below)
●
beginners and foreign language French
●
foreign language Spanish
Second languages available in Grade 7
●
foreign language and second language Chinese (see below)
●
foreign language French
●
beginners and foreign language Spanish
Second languages available in Grade 8
●
foreign language and second language Chinese (see below)
●
foreign language Spanish
●
beginners and foreign language French
For the foreign language continuation courses, students are expected to have basic knowledge of the language; this
usually means at least one year’s previous study of the language is required. A placement test may be required to
determine the appropriate class.
Chinese as a second language and Mandarin as a foreign language
The Chinese as a Second Language course is a course in-between foreign language Chinese (Mandarin) and first language
Chinese which suits students with a Chinese heritage but who might not necessarily speak it as the main language at
home, or students who have extensive experience of Chinese but are not mother tongue speakers. This offers more
challenge and depth in studying Chinese than foreign language Chinese, and students need to have a high level of
language ability in all four skills (speaking, listening, reading and writing) especially in speaking and listening as the lesson
will be conducted fully in Chinese. Students must pass a placement test before being enrolled in this class.
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LOTE first languages (native speakers) courses
LOTE first languages courses are for those whose proficiency in the language is of native or near native speaker level.
The aim is to develop sensitivity and effectiveness of speaking and listening through various themes, tasks and activities
using literary and non-literary texts. Students develop their reading and writing skills, and their awareness in analytical,
critical and original thinking using a variety of texts. The appreciation of culture is an important part of the courses.
Students study literature texts through various media. A placement test may be required to determine the appropriate
class.
First language available in Grade 6
●
Chinese
First languages available in Grade 7
●
Chinese
●
Japanese
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Dutch (see below)
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German (see below)
First languages available in Grade 8
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Chinese
●
Japanese
●
Dutch (see below)
●
German (see below)
For all grades there are further options in our Home Language Programme (see below).
Dutch
In addition to the other languages, Dutch lessons are available from Grade 7–12 for native speakers of Dutch. For
students in Grade 7 and 8, these lessons take place after school, twice a week from 3–4.30pm.
The policy of Dutch language provision is as follows:
●
UWCSEA, together with the Dutch-speaking community in Singapore, operates a joint scheme to employ a
fully-qualified teacher of Dutch. This teacher provides Dutch tuition both within and outside the normal timetable
for native speakers of Dutch. The teacher is a full-time employee of the College, but the Dutch-speaking
community contributes to the total cost of employing the teacher.
●
The College is thus not obliged to provide Dutch tuition but does so to accommodate the wishes of the Dutch
and Flemish community. For this reason, there is an extra charge levied by the Dutch community for any Dutch
tuition. The cost depends on the number of students taking Dutch lessons. More information is available from
Hans Schellekens (hsc@uwcsea.edu.sg) or from our website:
uwcsea.edu.sg/learning/academics/language-learning/dutch
German
In Grades 7 and 8, German is taught as a first language for native speakers according to the Swiss curriculum. This is a
provision for Swiss students joining us in Grade 7 from the Swiss School. Other German native speakers may join this
class, but will have to sit a test that assesses if their level of German is sufficient to keep up with the specific curriculum
requirements. More information is available from Robin Singer (rsi@uwcsea.edu.sg).
Home Languages Programme (HLP)
The HLP is for students who want to maintain and consolidate a language spoken at home but they do not study this
language as part of the academic curriculum during the school day. Lessons take place once a week, after school. Parents
contribute $49,95 per hour per child to the school (8% GST and Admin fees included). Classes are taught in very small
groups of a minimum of 3 and a maximum of 6 students. The focus is on building students’ skills in reading and writing.
The languages on offer may vary year to year subject to demand. In 2022/23 we ran classes for Bahasa Indonesia, Danish,
Dutch, French, German, Russian, Hindi, Italian, Japanese, Korean, Chinese, Portuguese, Spanish, Thai, and Swedish. For
further information, please visit our HLP Dover website sites.google.com/gapps.uwcsea.edu.sg/doverhomelanguages or
contact the Home Languages Department - doverhomelanguages@uwcsea.edu.sg.
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Humanities
Grade 6 —English and Humanities
Humanities is taught with English by one teacher for 10 periods per week.
Grade 7 and 8 —Humanities
Humanities is taught by one teacher for five periods per week.
Middle School Humanities standards
All learning is focused around nine standards which are then broken down for the students to understand. The standards
are:
1.
The interrelated, interdependent and dynamic nature of natural and human systems shapes the environment.
2.
Sustainable development requires people to participate in decision-making and take informed action.
3.
Significant factors interacting in time and place lead to continuity and change.
4.
Place, space and time create conditions that significantly shape the human experience.
5.
Systems for resource allocation lead to short and long-term consequences for individuals and societies.
6.
Culture develops in groups over time and is transmitted to inform individual identity.
7.
Individual and group values form norms that define standards of behaviour and how people interpret the world.
8.
Humans make sense of themselves and the world through processes of critical and creative thinking.
9.
Humans communicate to construct and share meaning.
Course content
Grade 6 units of learning
Please also refer to the information earlier on Grade 6 English
●
Explorers and Time Travellers - What shapes a place?
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Dynamic Earth: Natural Hazards - How do humans adapt to a dynamic earth?
●
Time Detectives: How did people live in the past?
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Our Developing World - Why do some have more while others have less?
Grade 7 units of learning
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The Middle Ages - Does change always mean progress?
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Sustainable Development and Systems Thinking - How do we decide which resources we value?
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Singapore in World War II - Are wars worth remembering?
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Weather and Climate Change - Why does place matter?
Grade 8 units of learning
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Future Cities - How should cities prepare for the future?
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Industrialisation - Who are the winners and losers?
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Food on the Move - What happens when our food travels from field to fork?
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Governance - Who rules?
Skills development
A key element of the learning in Humanities is skills development. In particular we focus on the student-led inquiry
process where students craft and investigate research questions which are of relevance and interest to them. Through
this, students develop their research, communication, and data handling skills.
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Mathematics
Mathematics equips students with a powerful set of tools, including logical reasoning, problem-solving skills and the
ability to think in abstract ways. Different cultures have contributed to the development and application of mathematics.
Today, the subject transcends cultural boundaries, and its importance is universally recognised. Mathematics is a creative
discipline, and can produce moments of excitement and wonder when a student solves a problem, discovers a more
elegant solution or suddenly sees hidden connections.
The Mathematics Programme aims to challenge our students and to prepare them with problem-solving, logical
reasoning and coherent communication skills. Students should develop positive attitudes towards the subject and
increasingly make connections between different aspects of mathematics and other curriculum areas. Mathematics plays
a significant role in nurturing critical thinkers of the future.
Students entering Grades 6, 7 and 8 bring with them a variety of experience and ability in Mathematics. All grades are
taught in a blended model, and opportunities for extension and support are made readily available to every student.
Technology is woven throughout the curriculum, and we encourage its use to the extent that it furthers the learning.
Assessment is done through a variety of methods including common tests, tasks, classwork, homework and
investigational problems. Students reflect on their own progress at the end of each unit.
Course content
Grade 6
Grade 6 students learn Mathematics in a mixed grouping model, and are taught in advisory groups. These classes are
created by Heads of Grade based upon a wide range of social and emotional considerations to help students learn in a
familiar group and settle in successfully to Middle School. The mixed grouping model provides both challenge and
support where needed, and our experience with the programme along with further academic research indicate that the
mixed grouping model raises the achievement for all learners.
At the start of each topic, students receive a detailed list of learning objectives. And, at the end, students write a common
unit assessment such as investigation, a task, skills test or a differentiated test.
Below are more details of what students study in each term in Mathematics in Grade 6. Please note that this may change
as teachers adapt the curriculum to the needs of particular individual students.
●
Operating with Negative Numbers
●
Writing and Simplifying Algebraic Expressions
●
Angle Properties and Constructions
●
Using Factors and Multiples
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Problem Solving with Fractions and Decimals
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Creating and Analysing Graphs
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Measuring Area and Perimeter
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Introduction to Ratio
Grade 7
Grade 7 students will continue learning in the mixed grouping model. This model gives all students exposure to more
complex ideas and access to higher level work, and is most successful when groups have a true balance of ability. To
ensure that this balance is represented in all Grade 7 Mathematics classes, we have allocated students to a class based
upon their Mathematics learning profile from last year, which includes their attainment scores, effort and approach to
learning. New students have also been distributed to a Mathematics class based upon the results of their entrance
examination. Our aim is to ensure that all Mathematics classes in Grade 7 contain a balance of learners. There are no
Mathematics ‘bands’ or set levels and each Mathematics class will have a similar breadth of learners.
Below are more details of what students study in each term in Mathematics in Grade 7. Please note that this may change
as teachers adapt the curriculum to the needs of a particular individual and groups of students.
●
Exploring Percentages
●
Simplifying Expressions and Solving Linear Equations
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Theoretical and Experimental Probabilities
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Ratio and Proportional Reasoning
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Algebraic Equations, Inequalities, and Quadratic Expressions
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Area, Surface Area, and Volume
●
Introduction to Sequences
Grade 8
Grade 8 students will continue learning in the mixed grouping model. This model gives all students exposure to more
complex ideas and access to higher level work, and is most successful when groups have a true balance of ability. To
ensure that this balance is represented in all Grade 8 Mathematics classes, we have allocated students to a class based
upon their Mathematics learning profile from last year, which includes their attainment scores, effort and approach to
learning. New students have also been distributed to a Mathematics class based upon the results of their entrance
examination. Our aim is to ensure that all Mathematics classes in Grade 8 contain a balance of learners. There are no
Mathematics ‘bands’ or set levels and each Mathematics class will have a similar breadth of learners.
Below are more details of what students study in each term in Mathematics in Grade 8. Please note that this may change
as teachers adapt the curriculum to the needs of a particular individual and groups of students.
●
Working with Indices
●
Roots and Pythagoras Applications
●
Linear Functions
●
Exploring Bivariate Data
●
Manipulating Algebraic Equations and Formulae
●
Angle Properties and Transformations
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Solving Simultaneous Equations
●
Introduction to Trigonometry
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Science
Middle School Science is an integrated course of Biology, Chemistry and Physics, united through a common theme of
investigative design and explanation. The curriculum is constructed to help students form an understanding of themes
that run through the scientific world. Our aim is not only to teach knowledge, but for students to be able to apply their
understanding within contexts that relate to the real world; be this an aspect of industry or the inner workings of a living
organism.
An essential part of scientific learning is investigative skills. Science lessons are designed to have an experimental focus
where possible; this may be a teacher demonstration, a class experiment or a full investigation. This is always used in
conjunction with relevant content to facilitate the development of a deep understanding of scientific concepts. It is
important to us that young scientists are able to record, process and interpret raw data, skills we continuously work on
throughout the Middle School curriculum.
Our focus is to help students develop a curiosity that challenges them to think about Science creatively. Our assessments
are varied and involve group projects, investigation reports, creative tasks as well as unit tests. These assessments aim to
be challenging and rigorous while giving students the opportunity to demonstrate their understanding. Students receive
regular feedback from both peers and teachers and are helped to reflect on their learning throughout each unit.
The curriculum is supported through a variety of student and teacher resources. Units are aligned with the K–12 UWCSEA
Science standards and benchmarks.
Course content
Grade 6
The programme in Grade 6 is designed to help students gain confidence in working and thinking like scientists. There is a
strong focus on experimental design and developing the skills needed to explain scientific concepts. This is all embedded
in a curriculum that lays the foundations of modern Science. The Grade 6 units of study are as follows:
●
Becoming a scientist – how do we work scientifically?
●
Water - how does particle arrangement affect the properties of matter?
●
Cells and reproduction – what are the building blocks of life?
●
Energy and sustainability – how do we transfer energy efficiently?
●
Chemical reactions - how can matter react to form new substances?
Grade 7
The Grade 7 curriculum further builds on scientific concepts and is made relevant to the students lives where possible.
Investigations continue to be a large focus throughout the curriculum, along with an increase in emphasis on teaching
independent study skills and facilitating student-led projects.
●
Elements, mixtures and compounds – what are the foundations of Chemistry?
●
Heat transfer – how do we apply the concepts of heat transfer to the real world?
●
Energy in living things – how is respiration supported in living organisms?
●
Microbes and disease – how do microbes and disease impact humans and the planet?
Grade 8
The programme in Grade 8 is designed to push students to become critical thinkers who make links between the Science
topics studied throughout middle school. There is a strong focus on communication of deep conceptual understanding
which both cements learning from previous years while actively preparing students for the high school curriculum.
Investigations continue to be used to broaden scientific thinking.
●
Forces and motion – what are Newton's laws and how do they impact our lives?
●
Light – how does light interact with its surroundings?
●
Variation and genetics – how are traits passed down through generations?
●
Chemical reactions – how do we use equations with chemical equations?
●
Human impact on the environment – what is the chemistry behind climate change?
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Design and Technology
The Design and Technology course intends to challenge all students to apply practical and creative thinking skills to solve
problems in technology and to raise students’ awareness of their responsibilities as world citizens when making decisions
and taking action on technology issues.
The subject uses the design process as the model of thinking and this strategy helps students investigate problems and
design, plan, manufacture and evaluate the products and systems that they generate. Combining practical skills with an
understanding of function, aesthetics, social and sustainability issues, the course also develops creative and critical
thinking strategies.
Students must look for needs, wants and opportunities and respond to them by designing and developing a range of
ideas. Students then go on to manufacture fully-functioning products and systems from a wide range of materials. In
order to develop an understanding of designing and making, students investigate products and find out about the work
of professional designers and design movements. As they do so, they reflect on and evaluate present and past design and
technology, its uses and effects. New graphical skills will allow them to clearly record and communicate ideas and
information. Students use computers, including computer-aided design and manufacture (CAD/CAM) and control
software, as an integral part of the design process. The basics of human nutrition and the wise selection of foods are also
covered helping students understand the need for a balanced and healthy diet.
Design and Technology is a very broad subject covering both technical and aesthetic disciplines. The separate strands of
the subject covered over the three years of Middle School include:
●
product design
●
food and nutrition.
●
textile technology
●
electronics, communications and technology (ECT)
●
engineering
Course content
Grade 6
●
problem solving, brainstorming and developing solutions through collaboration
●
communicating, designing and developing design ideas using graphical techniques and Computer Aided Design
●
research and analysis
●
design strategies to aid creative ideas
●
testing and evaluation of products
●
how to work safely in a kitchen and workshop
●
manufacturing and cooking by selecting tools and equipment to form and join
●
Bauhaus design movement and designers
●
different properties associated with materials
●
use nutritional tools to understand and achieve a balanced diet.
●
sustainable issues related to the 6 R’s
●
computational thinking to create a software programme for a game
●
purpose of mechanisms and how they can be used to transfer motion.
Grade 7
●
problem solving, brainstorming and developing solutions through collaboration
●
generation of design ideas using freehand sketching and development using models and prototypes
●
design strategies to aid creative ideas
●
development of skills in using computer-aided design
●
using mood boards as a source of inspiration
●
testing and evaluation of products
●
how to work safely in a kitchen and workshop
●
manufacturing and cooking by selecting tools and equipment to form and join
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understand how to use a 3D printer for rapid prototyping
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understand different scales of production
●
decorative methods to embellish and alter the appearance of fabrics including screen printing
●
select and modify a recipe to ensure improved nutritional value and suitability for a specific target group
●
computational thinking to create a programme for robot to complete an open-ended challenge
●
sustainability issues through investigation into the environmental and social issues related to the fast fashion
Grade 8
●
develop problem solving, teamwork, communication and collaboration skills
●
generation of design ideas through modelling and development through scaled prototypes
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minimalist design and designers
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testing and evaluation of products
●
manufacturing and selecting tools and equipment to form and join accurately
●
ergonomics and the factors that make a product inclusive in their design
●
devise a healthy nutritional recipe which is both sustainable and vegetarian, and contributes to wellness.
●
mechanical properties of materials and how these are applied in different contexts
●
develop an understanding of structures, forces and reinforcement through building and testing of different
structures
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Physical Education
Physical Education encourages a positive disposition towards physical activity and aims to develop lifelong learners and
participants. Students are encouraged and taught to work together both cooperatively and competitively to apply the
skills of a sport, learnt in previous years, to the broader game setting. These concepts, skills and strategies are developed
throughout the Middle School Physical Education programme and students are encouraged to transfer these from activity
to activity.
We emphasise that the attainment and maintenance of a good level of fitness is connected to healthy living and that this
is the personal responsibility of the individual. We place significant value on the continued development of socially
acceptable behaviour relevant to the sporting environment and seek to develop the student’s ability to work with,
supporting and challenging a partner or as part of a team.
The curriculum and teaching philosophy aims to ensure maximum activity time. To achieve this, the games are modified
in terms of numbers and equipment, and rules and strategies are introduced appropriate to each grade. We also
encourage depth of skill, knowledge and experience.
Students are taught and assessed continuously during lessons and will be reported on their strengths in three areas-
active living, movement competency and personal and social interaction.
Students in Grade 6-8 are taught in their advisory groups. Differentiation plays a major part in lesson planning to take into
account the marked maturational and experience differences between individuals.
Our diverse curriculum provides opportunities to experience a range of activities. All students take part in two 75-minute
periods of Physical Education per week, covering seven different activities during the year. Students will be assessed in
one or more areas of achievement from active living, movement competency and responsible behaviours during each
unit.
A typical programme includes one or more of the following activities taken from seven physical activity domains.
1.
Court-based
a.
Basketball
b.
Netball
2.
Field
a.
Touch
b.
Contact Rugby
c.
Football
3.
Aquatic activities
a.
Swimming
b.
Water Polo
c.
Kayaking
d.
Water Survival Skills
4.
Movement
a.
Gymnastics
b.
Dance
c.
Parkour
5.
Athletics and health-related fitness
6.
‘Over the net’
a.
Tennis
b.
Badminton
c.
Volleyball
7.
Striking games
a.
Softball
Middle School students also take part in three different ‘Days of Sport’: swimming, games and athletics. These fun-filled
days are driven by and support the advisory group and house systems. Students are allocated to one of the six houses for
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the swimming and athletics days and compete against other houses. Each house contains students from each of the
three Middle School Grades.
Arts
Drama
The principal aim of Drama in Middle School is to help students develop into confident and sensitive communicators. It is
not an ‘acting’ course; the various skills learnt can be applied across many other disciplines and contexts. During the
three-year course, students work in a secure environment where they are guided to experiment, explore and respond
creatively; using drama processes and practices. This means building group trust and cooperation; and thus a greater
awareness of the value of meaningful, personal interaction.
Skills for the effective and confident communication of ideas are developed and nurtured; in particular, creative
spontaneity, an expressive command of voice and movement, and an understanding of forms of communication beyond
the spoken word. In addition, students investigate a range of performance forms both traditional and modern, involving a
range of cultures.
The course is beneficial for students who intend to study Drama at GCSE or Courses level, Theatre at IB level and beyond.
However, it is also designed to be a self-contained curriculum benefiting all participants by enhancing their
communication skills, confidence and creative expression.
Students are also expected to maintain a reflective journal and complete task-specific written work. All written work is
directly related to the practical work. Practical work involves the students in performing in both informal and formal ways
to their peers consistently throughout the course.
In each successive year, the curriculum builds on basic techniques introduced at the Grade 6 level. These underpin
practical work in classroom drama and are essential for the development and attainment of drama skills. Creativity,
concentration, cooperation and control are an integral part of the course as students progress through the grades.
Students are taught the process of creating, developing and rehearsing drama as well as the skills required for effective
and confident performance. The course follows a thematic approach and is taught through a series of units. A core set of
skills are introduced and developed through the Middle School years. As the students’ understanding of drama, and the
confidence required to use drama techniques increases, they progress from exploration and investigation of the
elements of Drama, to research, evaluation and selective use of dramatic elements and technologies. The three-year
course includes the following core skills:
●
cooperation and concentration exercises
●
movement and use of space and levels
●
still image
●
gesture and facial expression
●
characterisation and role-play—creating and sustaining a character
●
exploring and researching character through analysis processes such as ‘hot seating’ or ‘thought tracking’
●
spontaneous and devised improvisation
●
response to a variety of stimuli including text, poetry, images and sound
●
use of theatre technology, including lighting, sound and multimedia
●
development of focus, control and confidence when performing in front of an audience
●
communication through effective use of voice and body language
●
negotiation and collaboration with others
●
evaluation of their own work and that of others
●
a combination of journal work and submitted written assignments; including in-role writing, posters, designs,
reflections and self assessments, creative script writing and research
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Course content
Grade 6
An introduction to:
●
drama skills through group collaboration and
individual work
●
movement and spatial awareness
●
mime techniques
●
responding to text through still image
●
shaping and structuring original ideas into
dramatic form
●
stories and cultural storytelling
●
role-play, character and monologues
●
using drama specific vocabulary to reflect on
their own work and respond to others
Grade 7
Continued development of Grade 6 skills plus an introduction to:
●
ensemble devising
●
physical theatre
●
non-naturalistic and epic theatre techniques
●
narrative techniques in play-making
●
traditional shadow puppetry techniques and
adaptation of stories for performance
●
realistic acting through duologues
●
drama response to poetry stimulus
●
additional technical drama vocabulary
●
continued self and peer evaluation
Grade 8
This year students consolidate their learning and begin to select and refine techniques including:
●
further verbal and non-verbal drama
techniques
●
spontaneous improvisation skills
●
using explorative strategies to explore social
and historical events
●
interpreting text (‘page to stage’)—multi role
playing and direct audience address
●
the history of melodrama and performance
techniques used in the genre
●
staging Shakespeare
●
devised responses to contemporary issues
●
creating and sustaining dramatic tension, focus
and control
●
technical theatre and theatre conventions
●
responding to constructive, critical feedback to
enhance performance
●
Collaborative Devising Project
The process of creating drama is what is assessed in class, as well as the reflection and feedback. The final product
students create is never assessed.
Theatre productions
Middle School theatre productions, run after school as part of the extensive Activities programme, providing further
opportunities for students with particular talent to further develop and practise the skills, techniques and knowledge they
are acquiring in the course, as well as developing their awareness of the power of Drama as a performance art in a wider
community and global context. These involve students in a professional process model, and roles are cast through an
audition process. They require a high degree of commitment for the rehearsal period.
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Music
Music provides a continuation of the skills developed in the Primary School and helps prepare students for Music in High
School.
The key concepts and skills in the following three areas provide the foundation of the Music K12 Curriculum.
●
Exploring Music: Exploring music through time, place and culture leads individuals to understand the role of
music in society.
●
Composing: Composing music provides the opportunities for the development of musical ideas and expression
of identities.
●
Performing: Performing music develops skills and qualities to communicate musical intention.
Music Ensembles
Middle School students have many opportunities to be part of music ensembles. Six string groups are available for all
abilities along with Woodwind, Brass and Percussion ensembles, Arioso (Middle School choir) and the Intermediate Jazz
Band. Concerts and performance concerts taking place each term. There are also opportunities for solo performances in
a chamber music concert setting. Sign up and auditions where necessary are done through the College’s ECA platform.
Course content
Grade 6
Each unit involves structured exploring and listening with a focus on developing music terminology and understanding
the micro-concepts of the ‘elements’ of music and how they function in composing and performing. The units below cover
a wide variety of genres including traditional Maori, West African and Gamelan music along with music ‘fusions.’
Performance can include voice, keyboards, percussion, ukulele, guitar and mallet percussion along with an opportunity
for the students to perform on any instrument they play. Composing involves both group work in developing essential
skills, and individual composition using GarageBand.
Topics include:
●
Does Tradition Matter?
●
Can Music Portray Character?
●
Performing Gamelan
Grade 7
The music curriculum in Grade 7 offers students a wide range of experiences in the key skills of exploring music in
context, composing and performing. Conceptual understanding in how music evolves and develops is further explored.
Students get involved with group and individual compositional work, use a range of instruments and experience more
involved approaches (samples, loops, effects, mixing, composing to video) using music technology. The Grade 7
curriculum presents students with extensive listening, appreciation and performance including Global Music, Western Art
Music, EDM and Blues. Those who learn a musical instrument are encouraged to utilise it in music class to experience
performing in a wide range of styles.
Topics include:
●
Ostinato (repeating patterns)
●
Blues
●
Rock ‘n’ Roll
Grade 8
Students experience music in Grade 8 through projects designed to further develop the core skills and concepts of
exploring music, composing and performing in preparation for continuation to High School Music. Practical work is
designed to enable students to advance their skills in performance and individual composition and arranging figures
more prominently supported with more independent research, listening and exploration into musical genres and their
evolution and culture.
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