key stage 3 - nord anglia education...the english system divides your child’s time at school into...

Key Stage 3Curriculum

www.bis.sk

THE BRITISH INTERNATIONAL SCHOOL Bratislava A NORD ANGLIA EDUCATION SCHOOL

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We expect that you’ll have many questions about what happens in your child’s education, and we’ve written this guide to try to answer as many as possible. If there’s anything you aren’t sure about at any point in the process, please just ask. Here at the British International School, we follow the English National curriculum for years 7-9, although we have adapted it in places to make sure it is right for people living in Bratislava, Slovakia.

The English system divides your child’s time at school into sections, called “Key Stages” (KS for short), and, if you’re in year 6, you’ve been working your way through the last year of KS 2 up to now. Your son/daughter is about to start KS3, which is the name given to Years 7, 8 and 9. Most children are 11 at the start of Year 7, and 14 by the end of Year 9, although some students are a little younger or older too. KS3 is a really important time, as it involves a new start in the secondary school. Year 7 students are the youngest in this part of the school, and Year 9 students are on their way to becoming responsible adults.

In the secondary school we will teach students in a way that they might find different to their previous expe-riences. Students will no longer have one classroom and one teacher. Instead, they will be taught by lots of different teachers – all experts in their subjects – and they will move from classroom to classroom to go to lessons. We’ll make sure they know where to go at every point, and they will have friends with them to help them get to the right places at the right time.

In KS3, students study a broad and balanced range of subjects. We want students to get to grips with a wide range of subjects, to see what they are like when you study them as separate courses, taught by specialist teachers who are real enthusiasts for their own subjects.

In the language programme, we offer an element of choice. Most students will have already started a lan-guage in our primary school. The compulsory language is Slovak, Slovak Studies or a 1st Language (French, German or Korean) and all students here at the British International School will study this for the duration of KS3. We also offer a choice of German, French or Spanish as World language courses. These are not available for 1st language speakers. So, for example a first language French speaker could not do French and should be choosing German or Spanish as their World language choice.

We teach some of our subjects in sets, where students will be in an ability set with other children who are about the same ability as them in the subject. This is how we teach mathematics and World languages. Heads of department regularly monitor whether or not students are in the right set and we’ll move them if necessary. We teach the remainder of subjects in mixed ability groups, so that students study history, geog-raphy art and so on with their form group. We find the balance of setting and mixed ability works well for our students, as it gives them opportunities to progress as fast as possible. All the subjects are described in this course guide and, as always, ask us if you’d like to know more.

Welcome to Secondary School

Karen EastwoodHead of Secondary

Adrianna PallovaKS3 Co-ordinator

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Welcome Contents EnglishMathematicsScience -Biology, Chemistry and PhysicsArt and DesignDramaGeographyHistoryICTMusicPhysical Education French GermanKorean Slovak and Slovak Studies SpanishStaff Details

Contents

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Aims and Objectives

The students will be able to:

• Empower students through enriching and extending their mastery of many forms of the English Language; maintain and/or stimulate pupil curiosity, interest and enjoyment in English.

• Create an atmosphere where students wish to learn, so that they come to enjoy English, because they are active participants in it. This will enable each pupil to achieve his/her potential in a variety of situations, using all available resources appropriately, to ensure the highest level of achievement for each pupil;

• Encourage students to develop the habit of reading and writing as a pleasure and as an important skill for life

• Develop students’ abilities to communicate effectively in speech and writing and to listen with under-standing;

• Employ teaching methods, and resources that allow all students (irrespective of their gender, ethnic origin, academic ability etc.) to have equal access to the English Curriculum and to experience success and enjoyment in their work

• Foster an enthusiastic and knowledgeable response to reading which prepares the pupil for the Key Stage Three and IGCSE e x a m i n a t i o n s in Language and Literature and promotes an interest in the subject at a more advanced level.

Course Content

Year 7

Students will develop their skills in the four major areas of Speaking, Listening, Reading and Writing and complete a range of tasks in all these areas. Tasks will encourage an awareness of style to support students when writing for a variety of purposes and a range of audiences. Spelling and GrammarFluency of expression and accuracy in spelling, grammar and punctuation will be actively encouraged. Stu-dents will receive a Year 7 spelling booklet with lists of words and grammar exercises to complete.LiteratureStudents will be provided with the opportunity to develop their understanding and appreciation of the main literary genres: poetry, prose and drama.In addition students participate in the Panda Reading challenge in which they read 6 -8 recently published children’s novels. These novels are available from the school library. There is an accompanying Panda book-let for students to complete and class-based activities on the novels.MediaStudents will complete a unit of work on analysing film and film production, including writing screen plays.

Year 8

Students will continue to develop their skills in the four major areas of Speaking, Listening, Reading and Writ-ing and complete a range of tasks in all these areas. Tasks will consolidate and build on students’ awareness of style and point of view when writing for a variety of purposes and a range of audiences.Spelling and Grammar

English

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Fluency of expression and accuracy in spelling, grammar and punctuation will be developed. Students will receive a Year 8 spelling booklet with lists of words and grammar exercises to complete.LiteratureStudents will be provided with the opportunity to develop their understanding and appreciation of the main literary genres: poetry, prose and drama, including Shakespeare.In addition students participate in the Panda Reading challenge in which they read 6 -8 recently published children’s novels. These novels are available from the school library. There is an accompanying Panda book-let for students to complete and class-based activities on the novels.Year 8 Speaking ExaminationStudents will take an exam showing their skills at presenting before an audience. They will recite a poem, prepare an informative talk and sight- read from a novel. MediaStudents will complete a unit of work on print and on-line newspapers.

Year 9

Students will consolidate their skills in the four major areas of Speaking, Listening, Reading and Writing and complete a range of tasks in all these areas. Tasks will build on students’ awareness of style and point of view when writing for a variety of purposes and a range of audiences. Youth SpeaksStudents will prepare for a public speaking contest across the year group which will further develop their oratory skills.LiteratureStudents will demonstrate their understanding and appreciation of the main literary genres: poetry, prose and drama, including Shakespeare which will be studied in detail. In Drama lessons, students will have the opportunity to work towards a performance of scenes from the Shakespeare text they study in English les-sons. In addition, students participate in the Panda Reading challenge in which they read 6 -8 recently published children’s novels. These novels are available from the school library. There is an accompanying Panda book-let for students to complete and class-based activities on the novels.

Assessment

There will be continuous assessment of pupils’ skills in Reading, Writing and Speaking and Listening and there will also be standardized testing each term. Pupils’ work is marked using the National Curriculum Levelling Framework. After each assessment, pupils should look closely at the targets given to them by their teacher and complete self-reflection in their Portfolios. Pupils are expected to know what they need to do to make improvements to their work and how to reach the next level.

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Modern society with its dependence on technology demands that students leave school equipped with a wide range of mathematical knowledge and skills. Many areas of further education, especially the Natu-ral, Applied and Social sciences, Business and Computing, require an understanding of and skill with logic, problem solving and mathematical processes.

Aims and Objectives

The aims of the Mathematics course at KS3 are to engender an appreciation of Mathematics and pique stu-dents’ curiosity, to develop students’ problem solving skills and confidence in their own ability to tackle new problems, and to promote logical thinking and organisation of work, all of which provide them with a good foundation for success at IGCSE.

Equipment

Students must come prepared to all Mathematics lessons with the following equipment: pencil & rubber, pen, ruler, protractor, compass, calculator*, exercise book, textbook

Students are provided with exercise books and a textbook, which is to be returned in the last week of classes or before leaving the school, but other equipment must be purchased.

*Calculator: KS3 students must have a scientific calculator. Most students prefer calculators with Natural Dis-play. (Graphing calculators are also acceptable but not required until IGCSE. Please seek guidance from your child’s teacher before purchasing a graphing calculator to ensure it will be allowed on their future examina-tions.)

Course Content

Each year, students study each of the main area of Mathematics: Number & algebra, Geometry & mensura-tion, and Probability & statistics, with the emphasis shifting over the course of the key stage from numeric to algebraic skills and their application to problems in the other areas. Students should also develop note-tak-ing, written presentation and revision skills and habits in preparation for IGCSE. In Year 7, teachers will pro-vide a great deal of guidance for students to learn these skills, and by the end of Year 9, students should be developing independence and a knowledge of which strategies suit their individual learning styles.

Year 7

Number: factors/multiples; fractions/decimals/percentages – comparing/interchanging; adding/subtracting fractions; multiplying decimals

Algebra: coordinate plane; using formulae; straight line graphs

Geometry: angles – parallel lines/triangles/quadrilaterals; symmetry; area of compound shapes; solids

Probability: simple probability

Statistics: collecting/displaying data, including grouped data; mean/median/mode; range;

Mathematics

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Year 8

Number: indices/standard form; fractions – multiplying/dividing; percentage change; ratio

Algebra: sequences & formulae; linear equations; simultaneous equations; curved graphs

Geometry: angles - polygons; area of triangles/parallelograms; Pythagoras’ theorem; circumference & area of circles; transformations of shapes; volume

Probability: two events; possibility spaces

Statistics: scatter graphs & correlation; continuous data

Year 9

Number: corrected numbers; recurring decimals; calculations in standard form; compound percentage change; direct/inverse proportion

Algebra: nth term of formulae; simultaneous equations; algebraic products/factors; linear inequalities; qua-dratic equations & graphs

Geometry: area & volume; transformations; similar shapes; locus; basic trigonometry

Probability: multiplying/dividing probabilities; independence/mutual exclusivity

Statistics: analysing grouped data; cumulative frequency

Assessment

Students’ effort and attainment is assessed through participation in lessons, completion of home and class exercises, and performance on quizzes and tests. Students practise mental calculation with short quizzes and class exercises at least once a fortnight. Homework is assigned at most twice a week and is often marked by the students themselves. Once per half term, students complete a problem-solving exercise whose emphasis is on process and communication. In addition to quizzes on individual topics, students will sit a cumulative, levelled test each term.

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Science is a practical based subject that is taught over 3 years, which is based upon the English National Curriculum. It is designed to introduce the student to a detailed and broad study of the world around us, through the disciplines of Biology; Chemistry and Physics. From this study each student will have an appreciation of the scientific fundamentals that govern all aspects of our lives, as well as an understanding of their application in a technological framework, thereby making them confident; informed and able citizens in an ever changing and evolving world.

Aims and Objectives:

By completing this course, the students will have a body of scientific knowledge which in itself will provide them with an important and comprehensive insight into the world around them. By applying this knowledge and using it to solve realistic problems, they will be able to understand the importance of Science within their everyday lives, as it is manifested through technology. Alongside this knowledge, the student will gain a set of essential practical and intellectual skills. Through the extensive use of experimental work in classroom, students will become grounded in the Scientific Method of planning, investigating; concluding and evaluating. They will learn to think critically; to generalise; deduce; connect; justify and to think flexibly and with creativity. It is the aim of all of the work within these topics to promote a genuine interest, enthusiasm and curiosity in the Sciences, as well as enabling our students to gain some of the skills needed to become life-long learners, who have the confidence to live and work in a predominantly scientific world.

The courses are all taught in a modular fashion, thereby making them accessible and manageable, as well as offering a variety of topics in each subject in each year group. In the teaching of the subjects, the tasks will be differentiated to reflect each student’s ability and background; allowing all students to aim for and achieve their best academically. Running throughout the course there is a strong emphasis on experimental work, so that the student can experience Science individually and for him or herself. Audio-visual resources; simulations; problem-solving and data-handling tasks are all essential elements in making the courses enjoyable and motivating for all our students.

Science

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Course Content

Year 7

BIOLOGYTopic Area Content

Human Body Life Processes;

Organs and Organ Systems in the Human Body -Function and Position; Organs of Plants - Function.

Cells Microscoping.

Structure of Plant and Animal Cells. Specialised Cells.

Skeleton Function and Structure.

Bones, Joints and Muscles.

Microbes Types of Microbes;

Factors affecting Microbes;

Useful and Harmful Microbes.

Practical skills Students will be assessed on their practical skills in the context of an experiment upon factors affecting growth of microbes.

Reproduction Sex Cells and Sex Organs. Fertilisation;

Pregnancy and Birth;

Puberty and the Menstrual Cycle.

Plant

Reproduction

Sexual and Asexual Reproduction.

Flower Pollination and Fertilization.

Seed Dispersal and Seed Adaptation.

CHEMISTRYTopic Area Content

Particles in Action Students study the structure of matter and changes of state of solids, liquids and gases in terms of the particle model. Students will apply laboratory methods for separation of mixtures, including the use of chromatography and distillation.

Chemical Changes Students study reversible and irreversible chemical changes. Acids and alkalis are studied to see where they are found, various uses, and that they can be helpful or harmful. Sub-stances from home and the laboratory will be used for students to gain an understanding of the pH scale and the use of indicators. Oxygen will be made and tested in the laborato-ry.

Practical Skills The students will be assessed on their planning; presenting and processing of data and concluding and evaluating skills via an experiment on how the volume of air affects the burning of a candle.

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PHYSICSTopic Area Content

Practical skills Students will learn practical skills through being guided through an experiment based on a pendulum, where they will learn how to design an experiment, record and process their results and then conclude and evaluate their experiment. Students will then carry out their own assessed investigation into forces and springs using the skills that they have learned.

Forces and Energy Students will study what forces are and what they can do, as well as looking at some spe-cific forces and how we can use and control them. Students will investigate how forces can change both the motion and shape of objects. Density will also be studied along with its application to floating and sinking.

Energy and Energy Re-sources

Students will learn about the energy crisis and what can be done about it. They will also study alternative energy resources, as well as the concept of what a fuel is (including food as a fuel) and how fuels can be compared.

Electricity and Magne-tism

Students will study what electricity is and how to measure and control both current and voltage in parallel and series circuits. The behavior of magnets and electromagnets is also studied.

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Year 8


Food and Digestion What is a balanced diet?

Nutrients - structure and uses.

The Digestive System - Structure and Function.

Respiration Breathing; Structure and Function of Lungs; The Heart and Circulatory Systems; Respira-tion in Human and Yeast Cells; Fermentation.

Controlling the body Homeostasis: Controlling Our Body Temperature, Water Control and the Removing Toxins from the Body; The nervous System: Sensing Our Changing Environment, Reflexes and Re-action Times.

Plants The Structure of the Leaf, Products of Photosynthesis, Factors Affecting the Rate of Photo-synthesis.

Practical skills Students will be assessed on their practical skills in the context of an experiment upon factors affecting photosynthesis.

Ecology Food Chains, Food Webs, Food Pyramids, Predators and Prey, Habitats and Adaptation, Investigating a Habitat


Elements Students will study the relationship between the properties of substances and their uses. “Elements as the building blocks of all matter” is the core of the students’ introduction to the Periodic Table of Elements. Elements, compounds and formulas are explored, includ-ing making compounds from elements and basic rules for naming compounds. Students will be introduced to writing word equations for chemical reactions.

The Atmosphere Properties of gases in the atmosphere will be studied and laboratory tests for oxygen, car-bon dioxide and hydrogen will be carried out.

The Earth Students will study mineral formation, the rock cycle and identification of sedimentary, metamorphic and igneous rocks. Plate tectonics, weathering and erosion and its links to the rock cycle will be studied.

Practical Skills Practical skills in carrying out investigations will focus on experimental design, collection and presentation of data and evaluation of an experiment will be assessed. This will be done in the context of student design of an investigation into solubility or an investigation into the properties of natural building materials.

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Practical Skills Students will be assessed on their investigative and experimental skills of planning, pre-senting and processing data and of concluding and evaluating via an experiment into Thermal Insulation.

Heat and Sound Students will study how heat is transferred between and through objects and how we can control this. The effects that heating/cooling have, such as expansion and change of state, will be discussed and linked to the particle model of matter. The design and use of thermometers will be considered. In the Sound topic the students look at how sound is made, how it travels and how we hear. The pitch and volume of sound is studied, along with the concept of noise and the uses of ultra-sound.

Light and Space Students study how we see different objects, how shadows are formed and how we can use the fact that light can be reflected, refracted and totally internally reflected. In the Space topic the students look at the Universe and learn about the Earth and the Moon, as well as gaining an appreciation of the history of space discoveries and travel. An exercise in ICT data analysis will be used to search for underlying patterns in the Solar System.

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Year 9


Variation, Genetics and Classification

Students will learn about causes and benefits of variation. They will gain understanding basic patterns of inheritance. They will study the process of selective breeding in plants and animals, cloning and gene therapy.

Students will study how organisms are organized into groups and know what the main taxons are. They will know how to use and how to make classification key.

Evolution Students will be able to outline the suggested evidence of evolution by natural selection. They will understand how evolution affected 1 species. They will understand how a theory is estab-lished.

Practical skills Students will be assessed on their practical skills in the context of an experiment on healthy living and reaction time.

Health Students will study different aspects of healthy lifestyle such as balanced diet and malnutri-tion, smoking and alcohol, fitness.

Revision Programme Students will undergo a short revision programme which will include the topics of Light, Sound, Heat, Energy and Forces prior to an INSIGHT assessment towards the end of Year 9.

Preparation for IGCSE : the-oretical and practical skills

Students will be exposed to a range of mathematical techniques such as using equations, in-terpreting graphs and data analysis which they will practice in the context of an investigation of their own choosing.

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Metals Metals: physical and chemical properties;

Reactivity Series;

Rusting of iron and Corrosion of Metals.

Extraction of Iron and Aluminium.

Atomic structure and Peri-odic table

Draw the structure of first 20 elements in the periodic table;

Atomic structure and properties of elements;

Structure of Periodic Table.

Writing symbols and formu-lae and equations

Writing symbols/formulae;

Writing Equations;

Environmental chemistry Soil Chemistry;

Acid Rains;

Greenhouse Effect;

Carbon and Nitrogen Cycle.

Using chemistry Burning Fuels;

New Materials-Everyday Reactions;

New Materials-Industrial processes.

Practical skills Students will be assessed for their practical skills of designing;

presenting and processing data and concluding and evaluating via an experiment relating to metals and their properties.

Preparation for IGCSE After students have revised the major areas of Chemistry for their end of year 9 INSIGHT ex-ams, students will be exposed to designing, conducting and evaluating experiments, write balanced chemical equations and important chemical reactions towards the preparation for IGCSE course;

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Practical skills Students will be assessed on their developing practical skills in the context of an experiment into the factors affecting a falling paper helicopter.

Forces and motion Students will begin to describe motion in terms of velocity and acceleration and gain an understanding of how motion can be displayed graphically. The work of Galileo and Newton will be studied and applied to objects that are free-falling.

Students will also study forces in the context of how they can be used in simple machines such as pulleys, levers and gears and then how pressure is used in more complicated hydraulic systems.

Energy and Electricity Using different energy sources to generate electricity will build on the work done in previ-ous years and provide the link between many branches of Physics.

Revision Programme Students will undergo a short revision programme which will include the topics of Light, Sound, Heat, Energy and Forces prior to an INSIGHT assessment towards the end of Year 9.

Preparation for IGCSE : theoreti-cal and practical skills

Students will be exposed to a range of mathematical techniques such as using equa-tions, interpreting graphs and data analysis which they will practice in the context of an investigation of their own choosing.

Assessment

The knowledge and understating of the theory in each topic will be assessed in two ways. Each topic will have an associated interpretative task in which the student applies his or her knowledge to a real-life situation, which will generate an English National Curriculum level. There is also an end of topic test that will also generate a level. In each year and each subject area there is an opportunity for the assessment of the student’s experimental skills, via an open-ended task based around a topic area that is being studied. Each of these tasks involve the student carrying out and concluding and evaluating an experiment that the student has designed, again leading to the awarding of a level. The course ends, in Year 9, with each student taking an on-line examination that covers all of the topics studied in the key stage, generating a level that summarises the student’s achievement with a final level.

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

Aims and Objectives

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

1. produce creative work, exploring their ideas and recording their experiences2. become proficient in drawing, painting, sculpture and other art, craft and design techniques3. evaluate and analyse creative works using the language of art, craft and design4. know about great artists, craft makers and designers, and understand the historical and cultural devel-

opment of their art forms

Pupils should be taught:

1. to use a range of techniques to record their observations in sketchbooks, journals and other media as a basis for exploring their ideas

2. to use a range of techniques and media, including painting3. to increase their proficiency in the handling of different materials4. to analyse and evaluate their own work, and that of others, in order to strengthen the visual impact or

applications of their work5. about the history of art, craft, design and architecture, including periods, styles and major movements

from ancient times up to the present day

Course Content

Year 7

Self image

Trashion Fashion

What’s in a building?

Environmental Art

Musuem visit and follow-up

Art and Design

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Year 8

Cubism – elements of Still Life

Animation

Architecture and details in the city

Personal Light Source

Museum visit and follow-up

Year 9

Life Events

Moving toy

Hospital Project

Product Design

Museum visit and follow-up

Assessment

Each topic is project based and the students are guided through a common process covering 5 assessment areas:

Research/ investigation

Ideas/ planning

Development of ideas

Realisation

Evaluation (throughout the whole process and at the final stage)

The assessment is both formative and summative, with individual feedback and monitoring taking place throughout each session. The final grade is according to English National Curriculum levels and each stu-dent can monitor their own progress against the set assessment objectives.

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Drama has an important role to play in the personal development of our students. The skills and qualities developed by students in drama, such as teamwork, creativity, leadership and risk-taking are assets in all subjects and all areas of life. With the basic tools of drama: the body, the voice and the mind, students will use dramatic conventions to explore ideas, issues, texts and meanings. Students will also explore elements of theatre such as costume, props, lighting and set and how they complement the performances. They will also learn to evaluate criti-cally the intentions and performance of dramas in which they have participated or have watched.

The lessons also provide an ideal opportunity to help our s t u d e n t s gain confidence in a relaxed, fo-cused and stimulating learning environment. All students are actively encouraged to develop their own ideas and initiative to explore and express themselves

Aims and Objectives


• explore familiar and unfamiliar situations through role play.

• develop critical thinking, creativity, and problem- solving skills.

• explore a variety of emotions and reactions in a safe and secure environment.

• discover means of expression other than written or verbal.

• learn about recognized theories of dramatic techniques

• gain confidence in speaking publicly to a range of audiences.

• explore how the written word can ‘come alive’ through performance.

• have a ‘voice’ in group situations and decision making.

• cooperate with others in collaborative situations.

• have the opportunity t o ta ke part in p u b l i c performance.

Course Content

Year 7

Term 1 - Through the body: Students will learn the basics of physical theatre creating character through movement, shape, gesture and tempo.

Term 2 - Through the voice: Students will focus on aspects of the voice (tone, volume, pace, pitch and clarity) which contribute to creation of character such as age, personality, accent, mannerisms and register.

Term 3 – Page to stage: Students will combine the skills from the year with elements of theatre to in order to: improvise and work in role; devise, script and perform in plays for specific (younger) audiences; discuss and review their own and others’ performances.

Drama

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Year 8

Term 1 - Through the body: Students will develop the basics of physical theatre creating mood and express-ing ideas through Ann Boggart’s theatrical viewpoints.

Term 2 - Through the voice: Students will focus on aspects of the voice (tone, volume, pace, pitch and clarity) in telling stories and reading with expression.

Term 3 - Page to stage: Students will learn to combine the skills from the year working from scenes from pub-lish modern plays and/or performance poetry; discussing and reviewing their own and others’ performances

Year 9

Term 1 - Through the body: Students will master aspects of physical theatre telling stories using status, mask and tableaux.

Term 2 - Through the voice: Students will focus on aspects of the voice (tone, volume, pace, pitch and clarity) in performance.

Term 3 - Page to stage: Students will learn to combine the skills from the year with other elements of theatre working with scenes from Shakespeare and performed to peers; discussing and reviewing their own and others’ performances

Assessment

Opportunities for formative assessment and evaluation on the part of the student, and where time allows, the teacher arise from each unit. The basic skills are developed and consolidated progressively throughout the course.

The final unit is designed to provide an overview and extended practical exploration acquired over the year, culmination in a piece which can be used for summative assessment of students’ ability to make and present drama.

Students will also keep a reflection journal which enables students to consider their progress and for the teacher to diagnose their grasp of new technical vocabulary and different approaches to characterisation.

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The study of Geography at BISB helps to stimulate an interest in the world around us, and develop a sense of wonder about places. It helps our students make sense of a complex and dynamically changing world. It explains where places are, how places and landscapes are formed, how people and their environment inter-act, and how a diverse range of economies, societies and environments are interconnected. It builds on our students’ own experiences to investigate places at all scales, from the personal to the global.

Aims and Objectives

The English National Curriculum recognises three key areas of Geographical study:

1. Key concepts that underpin the study of geography, and deepen and broaden students’ knowledge, skills and understanding. These key concepts include:

• Place

• Space

• Scale

• Interdependence

• Physical and human processes

• Environmental interaction and sustainable development

• Cultural understanding and diversity

2. Key processes are the essential skills and processes in geography that pupils need to learn to make progress:

• Geographical enquiry

• Fieldwork and out of class learning

• Graphicacy (Graphs) and visual literacy

• Geographical communication

3. Range and content includes the topics, theories and countries that we study throughout the course. As per the ENC, this includes:

• A variety of scales

• A range of countries

• Geographical investigations and fieldwork opportunities

• Both physical and human geography topics

• Interactions between humans and the environment, and the consequences of these.

Geography

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The ENC has been adapted to reflect BISB’s location and student body. The examples we use are not UK specific but are drawn from a variety of countries, and students are often asked to draw on their own knowledge and experiences of the world.

Course Content

Year 7 - Theme = Our Changing World

An introduction to Geography

Welcome to Slovakia – learning about where we live (Fieldtrip in Dubravka)

Geography skills – maps and graphs

Mountains and Glaciers

Plate Tectonics

Comparing Countries and Populations

A virtual tour of Europe

Year 8 - Theme = Forces that affect our World

Weather and Climate

People and Ecosystems (Fieldtrip in Dubravka)

Impacts of Climate Change

Bratislava “our changing settlement”

Rivers (Fieldtrip in Bratislava)

A virtual tour of Asia

Year 9 - Theme = The People of our World

Globalisation

Development – with a focus on Africa (Option to go on a trip to Tanzania)

The BRICs and Resources– Brazil, Russia, India and China

The Geography of crime (Fieldtrip in Dubravka)

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Assessment

Students will be assessed using a range of techniques throughout the year. They will complete a bigger formal assessment at least once per term, and smaller assessments throughout. These assessments will be in the form of written reports, oral presentations, written tests and creative writing (Newspaper articles and diary entries). This is to give students the chance to demonstrate their range of skills, and to achieve the high-est possible level regardless of their individual areas of strength. The results will be reported as a National Curriculum level.

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At BISB students will develop their understanding of the nature of historical study. Passionate teaching of history will trigger p u p i l s ’ inquisitiveness a n d i m a g i n a t i o n and lead them to ask and answer im-portant questions, evaluate evidence, identify and analyse different interpretations of the past, and learn to substantiate any arguments and judgments they make. We aim to prepare pupils for the future, equipping them with knowledge and skills that are prized in adult life whilst enhancing employability. Our students’ learning is enhanced by visits to historical sites; castles, museums, galleries and other significant places.

Aims and Objectives

Our Key Stage 3 courses develop students’ knowledge of ‘international history’ and an awareness of how the past has shaped the present day. There are six key concepts that underpin the study of history. Pupils need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. There are six concepts that students study:

• Chronological understanding• Cultural, ethnic and religious diversity• Change and continuity• Cause and consequence• Significance• Interpretation

History

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Course Content

Our History courses are based on key historical questions.

Year 7

Medieval History

Medieval society· What were medieval castles?

· How were castles defended / attacked?· What was life like in a medieval village?

· What jobs did people do?· How did medieval people understand the plague?

Medieval warfare · Case Study: the Norman invasion of England 1066

· Why did William win?

· How did medieval kings rule?

· What makes a good king?

Medieval religion, power and art

· What was the role of the Church in medieval life?

· What can medieval art tell us about medieval life?

· Why were cathedrals built?

Crusades · Why did medieval people go on Crusades?

Renaissance

Renaissance art · What was the Renaissance?

· How did art change?

· Case study of a Renaissance artist.

Renaissance society and science

· What was the role of women in the Renaissance?

· Renaissance science: Was the Earth the centre of the universe?

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Year 8

The French Revolution

Cause and consequence· What is a revolution?

· Why does the French Revolution matter?

· What were the causes of the French Revolution?

· How did people’s lives change?

· How important are individuals in history?

· What were the consequences of the revolution?

· How did Napoleon rise to power?

Research TaskIndividual topic · Individual structured historical investigation on topic/region/

era of student’s choice.

Empires and SlaveryEmpires · Why did Europeans build Empires?

· How did Empire affect Spain and Mexico?

The Slave Trade · How did the slave trade work?

· Why was the slave trade abolished?

Technological changeThe Industrial Revolution · What was the industrial revolution?

· Who was the most important person in the industrial revolu-tion?

· What changed?

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Year 9

Twentieth Century World

War and Dictatorship· What were the causes of the First World War?

· What was life like in the trenches?

· Why did the Allies win?

· What were the results of the war?

· Why did dictators rise to power in the 20th century?

· What was life like in Nazi Germany?· What were the causes of WW2?

· Why did the Allies win?

· How did the Holocaust happen?

Local History · Slovakia during WW2 investigation

Individual topic · Individual structured research on a country of student’s choice during WW2

Assessment

Assessment is conducted through a range of tasks and is based on the core historical learning objectives; chronological understanding, awareness of cultural, ethnic and religious diversity, change and continuity, cause and consequence, significance, and interpretation. Assessment tasks are varied and include written assignments, research tasks, quizzes, presentations, computer simulation activities, role-plays, and source analysis.

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Introduction

In Key Stage 3 students broadly follow English National Curriculum programmes of study, developing their ICT capability, and also developing their skills in a cross curricular manner. Students are also introduced to the basic principles of computing science, digital literacy and information technology.Computing is concerned with how computers and computer systems work, how they are designed and pro-grammed, how to apply computational thinking, and how to make best use of information technology. It aims to give pupils a broad education that encourages creativity and equips them with the knowledge and skills to understand and change the world.

Aims and Objectives

The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society.ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale.ICT acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports initiatives and independent learning, as pupils are able to make informed judgments about when and where to use ICT to enhance their learning and the quality of their work.

Key concepts

There are a number of key concepts that underpin the study of ICT:• Languages, machines and computation

• Data and representation

• Communication and coordination

• Abstraction and design

• The wider context of computing

The key concepts are not discrete areas that are covered separately. They are taught as concepts in action through several examples discussed.Computer science is the scientific and practical study of computation: what can be computed, how to com-pute it, and how computation may be applied to the solution of problems.Information technology is concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.Digital literacy is the ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies. The creation of digital artefacts will be integral to much of the learning of computing. Digital artefacts can take many forms, including digital images, computer programs, spread sheets, 3D animations and this booklet.

ICT

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Key processes

These are the essential skills and processes in ICT that students need to learn to make progress:• Computational thinking

• Abstraction: modelling decomposing and generalising

• Programming

The key processes are delivered through the three recognised areas of the curriculum, which are:

Computer science:• Decomposition

• Pattern recognition and generalisation

• Abstraction

• Algorithm design

Digital Literacy:• Understand a range of ways to use technology safely, respectfully, responsibly and securely

• Protecting online identity and privacy

• Recognise inappropriate content, contact and conduct

• Know how to report concerns

Information technology:• Finding Information

• Selecting, using, and combining multiple applications, across a range of devices, to achieve challeng-ing goals

• Collecting and analysing data and meeting the needs of known users

• Create, re-use, revise and re-purpose digital artefacts for a given audience with attention to trustwor-thiness, design and usability

• Evaluating

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Course Content

Year 7

Computer science:

• Block and text programming, exploring basic structures of the code, such as sequences, loops, func-tions and variables.

• How does the computer work? Students are introduced to the major components of the computer, including: input, output, memory, storage, processing, software, and the operating system. Students consider how Internet elements (e.g. email, chat, WWW) are organized, engage in effective searching, and focus on productive use of email.

Digital literacy:

• Practicing safety is a must with anyone who goes online, specially important to students. We will dis-cuss the threats students may encounter while online and show you how protect them and talk to them about being safe and responsible.

• Phishing, Trojans, Spyware, Trolls, and Flame Wars. The Internet Safety course will provide students with the strategies, skills, and mind set needed to protect themselves, their computer, and their priva-cy when connect to the Internet.

Information technology:

• The Microsoft Office suite is an essential collection of desktop applications that includes Excel for spread sheets, Publisher for DTP and PowerPoint for presentations.

• Understand typography, colour psychology, schemes and consistency

• Copyright, creative common, plagiarism

Year 8

Computer science:

• Flowcharts, algorithms, controlling systems

• Understand the hardware and software components that make up computer systems, and how they communicate with one another and with other systems

• Understand how instructions are stored and executed within a computer system;

• Understand how data of various types (including text, sounds and pictures) can be represented and manipulated digitally, in the form of binary digits

Digital literacy:

• Understand a range of ways to use technology safely, respectfully, responsibly and securely, including

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protecting their online identity and privacy; recognise inappropriate content, contact and conduct, and know how to report concerns

• Social Media & The Dangers , Cyberbullying - Reputation,

• Safely Navigating Uncharted Waters; Social networking / Sexting / Trolling / Digital Footprint – Staying Safe Online

• Risks and consequences of sharing personal and inappropriate information on the Internet and Social Media


• Taking the role of a developer by expanding their knowledge of programming and Web page design and applying it to the creation of Web pages for users.

• Learn to create user-friendly manuals, Web sites, and program interfaces.

• Plan, record, edit a short movie with soundtrack matching the given topic, using cloud technology and online collaboration in the process as well as a wide range of software and hardware

• Demonstrate the process of editing and manipulation. Save projects, export and load files across a network.

Year 9

Computer science:

• Looking at the role of Binary in ICT systems; including ASCII, text, graphics and sound.

• Looking at binary conversion, addition, and interactive activities that explore graphics and bitmaps.

• understand simple Boolean logic [for example, AND, OR and NOT] and some of its uses in circuits and programming; understand how numbers can be represented in binary, and be able to carry out simple operations on binary numbers [for example, binary addition, and conversion between binary and decimal]

Digital literacy:

• understand a range of ways to use technology safely, respectfully, responsibly and securely, including protecting their online identity and privacy;

• recognise inappropriate content, contact and conduct, and know how to report concerns

• online search, plausibility, advanced search tools


• The Microsoft Office suite - advanced Word processing skills for documents, Excel for spread sheets, PowerPoint for presentations

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• Plan, record/design and export flash animations and movies for purpose (advertisement, educational, documentary etc.) understand the language of multimedia

• Copyright, creative common, plagiarism, referencing sources, bibliography.

Assessment

Formative: • 10 min quiz on regular bi-weekly basis, graded and fed back to the students by the next lesson; the

purpose is to point out the gaps of understanding or misconceptions, and to keep track of the devel-opment of the students.

• Overall weight of the averaged outcome of the formative assessment in the final grade is 40%

Summative:• 60 min test with theoretical questions and practical tasks.

• Overall weight of the averaged outcome of the formative assessment in the final grade is 60%

The student progress in the subject is assessed according to English National Curriculum levels. These levels are generated by:

• levelled quizzes

• levelled assignments

• levelled assessment of practical skills

These tests and assignments occur at appropriate times during the year. The assessment of the practical skills occurs once each term.The awarding of levels is not based upon a total number of statements being completed, or marks being accumulated. Instead it is how successful the student has been at a given level. To attain a certain level, the previous lower level must be completed to a satisfactory competence; this is set at approximately 70% of the level statements or potential marks for that level having been secured. So for example it is not possible to be awarded a level 5, unless enough of the requirements for level 4 have been achieved. If a student completes the requirements for level 6 and 7, but has not secured level 5 first, then the student will be awarded a level 4.All of the evidence from each of these areas is combined and averaged at stages over the year, giving an aver-age level for the student that reflects the student’s performance across the knowledge/understanding aims, as well as the practical and cognitive aims mentioned above, as a whole.

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At BISB we believe that Music is a global language, understood and appreciated in every country in the world. Two people from different countries, speaking different languages, can play the same piece of music and com-municate through it as though they are speaking the same tongue. In this way, Music can provide opportuni-ties for young people to connect with themselves, but it is also an important bridge for connecting with others. Through music at BISB, we can introduce children to the richness and diversity of world cultures and help them to expand their horizons. BISB Music department aims to provide a wide range of exciting opportunities that make music lessons a positive and active learning experience. Through leadership, support and enthusiasm, we encourage students of all abilities to succeed. Students are encouraged to perform their work in a safe, team-spirited atmosphere that allows them to take risks where they might not otherwise do so. We want our pupils to enjoy music to the full, and we also aim to give them the tools to grow as individuals. We aim to ensure that our students develop essential skills which are transferable throughout their learning. We also prepare students for further academic study of Music at IGCSE and beyond.

Aims and Objectives

Music lessons at BISB aim to provide every child with a broad and balanced curriculum:

• Students learn about a range of music from around the world.• Students learn about western classical music through to popular day music.• Students have the opportunity to experiment with a range of instruments, including various percus-

sion, guitars and keyboard instruments.• Students who study instruments outside of school are encouraged to use them during their lessons.• Students enjoy taking p a r t in practical musical lessons which have a balance of listening, composing,

performing, rehearsing and appraising activities.• Students learn to have a ‘voice’ in group situations and decision making.• Students learn to cooperate with others in collaborative situations.• Students have the opportunity to take part in public performances.

• Students are actively encouraged to develop their own ideas and initiative.

•

Music

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Course Content

Year 7Topic Area Content ContentRhythm and Pulse Learning about the music of African and Latin

American cultures.Learning about polyrhythms and syncopation.Students will have the opportunity to explore how they can use music software to create and record their own music.

Pentatonic Music Chinese, Japanese and Korean Pentatonic tra-ditions.Ternary form compositions using a pentatonic melody and ostinato accompaniment.

Arranging Popular music and Choral Singing. Choosing a favourite song and learning to adapt and arrange the music for a flexible en-semble. Singing in 3 part harmony as part of a large choral group.

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Year 8Topic Area Content ContentThe Carillon – Rondo Form Learning to write question and answer phrases

in the key signatures of C major and G major leading on to a longer Rondo Form composi-tion.Learning about triad chords and learning to add these as an accompaniment to their com-posed melodies in the bass clef.Listening to and performing a number of piec-es in Binary, Ternary and Rondo form.

Ballet Music Learning about music which tells a story .Continuing to learn about key signatures and the circle of 5ths. Exploring music of the ballet with a focus on ‘Petroushka’ ‘Swan Lake’ ‘The Firebird’ and ‘The Rite of Spring’.

Writing Pop Songs Understanding how to use triad chords and chords sequences (I, IV, V) within a given struc-ture to create a unique pop song. Students may choose to use music technology or ‘real’ instruments to create their pieces.

Slovak Folk Music Studying the norms and conventions of Slo-vak folk music. Comparing Slovak folk music to other folk music of Europe and the wider world. Students will experience performing a traditional Slovak folk song as part of a group.

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Year 9

Topic Area Content ContentFilm Music Exploring the use of music in early films.

Exploring music which tells a story and how to create musical sound effects.Creating a composition based upon the film ‘The Skeleton Dance’.Understanding the conventions of different film genres including Action, Romance, Thrill-er, Sci-Fi and Western.Students will have the opportunity to use mu-sic software to enhance their learning.

Indian Music Exploring the conventions of traditional Indian music.How Indian music has been used in Western society and learning about fusion styles.Performing a traditional Indian piece.

How music has changed. 1650 - present day.Portfolio work.

Students will have the opportunity to draw on their experiences over the past 3 years in or-der to create a ‘freestyle’ composition for their portfolio.Students will be expected to prepare a final performance piece which will be performed at an in class concert. This performance will be recorded for inclusion in student’s portfolio.Students will consolidate their understand-ings of Western Musical history and engage in meaningful discussion.

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Assessment

Students are assessed throughout the KS3 course with a level being awarded each term in the following areas;· Performance and Singing.

· Composition.

· Notation.

· Listening and Understanding.

These marks are complimented by the teachers’ observations and understanding of the student and help to create an overall, average mark which is presented in each termly report. Students are assessed through a number of different formats throughout KS3 including;

· Class performances - Either through group work or solo performance.

· Extra-curricular performances – including involvement in the school Orchestra or Choir.

· Formative written tests.

· Composition work which is recorded or performed.

· Composition work submitted by hand.

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The aim of the physical education curriculum is to provide opportunities for students to develop knowledge, skills, and positive attitudes toward active living. The curriculum will support students in acquiring the under-standing and skills to engage in movement activity and to develop a solid foundation for a balanced lifestyle.

Our broad and balanced curriculum allows all students to access the different aspects of physical education. A wide range of sports clubs are also offered to provide further opportunities to participate in alternative activ-ities and to compete in competitive school sport.

Aims and Objectives

Students will be taught to use principles to plan and implement strategies. They will develop composi-tional and organisational ideas in individual, pair, group and team activities. They will also develop their ability to analyse and evaluate their own and others’ work, using the information to improve the quality of performance.

The Year 7-9 goals are broad statements identifying what students are expected to know and be able to do upon completion of study in a particular sport. The goals of physical education are interdependent and are of equal importance. The following are the three goals for students from Years 7-9:

• Active Healthy Lifestyle – enjoying and engaging in healthy levels of participation in sport to support lifelong active living in the context of self, family, and community.

• Skilful Movement – enhancing quality of movement by understanding, developing, and transferring move-ment concepts, skills, tactics, and strategies to a wide variety of sport.

• Relationships – balancing self through safe and respectful personal, social, cultural, and environmental in-teractions in a wide variety of sports. They will also be given the opportunity to experience different roles including per-former, coach, choreographer, leader and official. Students will learn how to win with humility and lose with grace.

Course Content

Type Sport

Invasion Games Floorball/ Football/ Basketball/Volleyball

Striking and Fielding Softball/Rounders/Cricket

Athletics Athletics

Composition and movement Dance/ Gymnastics

Fitness and Health Personal Exercise Programme Development

Assessment

Assessment is conducted each half term on completion of a unit of work. Classroom teacher observation.

Peer and self-assessment.

Critical anaylsis of filmed performance

PE

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The syllabus offers students an insight into the culture of Francophone countries. It encourages a positive atti-tude towards learning a foreign language by teaching through topics and interactive activities.

The emphasis is on developing the ability to communicate effectively in practical situations in all 46 countries where French is spoken around the world. The four linked skills of listening, reading, speaking and writing are developed step by step throughout the course.

Aims and Objectives


Listening

In listening and responding, progress is characterised by:

•increased speed of response and greater depth of understanding•growing competence in dealing with complex texts, tasks and unpredictable elements•increased confidence in d e d u c i n g meaning from grammatical context

Reading

In reading and responding, progress is characterised by:

•increased speed of response and greater depth of understanding•growing competence and confidence in dealing with a range of texts and tasks•increasing independence in language learning and use

Speaking

In speaking, progress is characterised by:• Improved pronunciation and intonation• increased speed and fluency of response• increased readiness and ability to use the target language routinely in the classroom• Greater confidence when dealing with unpredictable elements• increased ability to vary language, using a range of structures and vocabulary in different topics areas• Greater understanding and correct application of language rules• increased readiness to use complex language when appropriate

Writing:

In writing, progress is characterised by:

• increased speed and fluency of response• improved accuracy and precision in the use of written language• readiness to experiment with new language• increased ability to vary and adapt language to suit the purpose• greater understanding and application of language rules• increased use of range of structures and vocabulary in different topic areas

French

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Course Content

Year 7

Introducing yourself

- Talking about likes and dislikes; your survival kit; describing yourself; talking about other people; describ-ing a musician.

- Regular –er verbs; using “avoir”; adjective agreement; the present tense.

My school

- School subjects; giving opinions and reasons; describing the timetable; describing your school day; talking about food.

- Asking questions; using the partitive article; using “on” to say “we”.

My free time

- Talking about computers and mobiles; talking about sports; saying what you like doing; describing what other people do.

- Using the verb “faire”; using “aimer” + infinitive; using “ils” and “elles”.

My area

- Your town / village; giving directions; talking about where you go.

- Using “il y a”/”il n’y a pas de” ; using verb « vouloir » ; using « on peut » + infinitive.

Holidays

- Talking about your holidays.

- Using the near future tense

Year 8

My hobbies-Talking about television programmes , films, reading, the internet.- Using present tense, perfect tense.

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Paris-Saying what you did in Paris, when you did things, understanding information about a tourist attraction.- Using imperfect tense.

My identity-Talking about personality, relationships, music, clothes and your passion.-Using future tense.

My place-Describing where you live, your home, meals, and food to buy.

My talents-Talking about talent and ambition; encouraging and persuading someone; rehearsing for the contest-Using imperative, superlative adjectives.

Year 9

My social life-Talking about Facebook; giving your opinion about someone; arranging to go out; describing a date and music event.-Using present tense, perfect tense and near future tense.

Health-Learning the parts of the body; talking about sport; learning about healthy eating; making plans to get fit; describing levels of fitness.- Using the future tense.

Jobs-Describing jobs; discussing your future and your past; talking about your job.-Using imperfect tense and tenses together.

Holidays-Discussing holidays, imagining adventure holidays; talking about what you take with you on holidays; de-scribing what happened on holiday-Combining different tenses.

World and me-Discussing what you are allowed to do; explaining what’s important for you; talking about things you buy; describing what makes you happy.

Assessment

Regular end-of-unit assessments are carried out to monitor students’ learning of the subject matter. These tests look not only at knowledge of vocabulary and grammar, but also at how well the students are able to adapt language and structures they have learned to express themselves in an original and creative way. As-sessment covers the four key skills of Listening, Speaking, Reading and Writing. The English National Curricu-lum Levels are used to measure performance.

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The syllabus offers students an insight into the culture of German-speaking countries. It encourages a positive attitude towards learning a foreign language by teaching through topics and interactive activities.

The emphasis is on developing the ability to communicate effectively in practical situations in all countries where German is spoken. The four linked skills of Listening, Speaking, Reading and Writing are developed step by step throughout the course.

Aims and Objectives


Listening



Reading



Speaking

In speaking, progress is characterised by:• improved pronunciation and intonation• increased speed and fluency of response• increased readiness and ability to use the target language routinely in the classroom• greater confidence when dealing with unpredictable elements• increased ability to vary language, using a range of structures and vocabulary in different topics areas• greater understanding and correct application of language rules• increased readiness to use complex language when appropriate

Writing:



German

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Course Content

Year 7

All about meHow do I introduce myself and my family members?

- Students will learn to introduce themselves and their family members using the correct syntax, con-jugation of verbs and proper personal pronouns.

Food and drinking. Shopping in the supermarket.What´s in my shopping bag? Is it tasty?

- Students will learn the food vocabulary and know all the typical food traditional of German speaking countries.

My homeHow do I live? How does my home look like?

- Students will learn to describe their environment and will be able to speak about their likes and dislikes.

Every day routine and my free timeHow do I spend my free time in an effective way?

- Students will learn to speak actively about their daily routine and activities they like or dislike.

School and long life learning- Students will learn about school, school equipment and possible ways of further education. They

will be able to speak about their past and future plans.

Year 8

Jobs and workingWhat is this job about? Applying for a job.

- Students will be able to speak, describe and compare different jobs in German.

Health and sportHow does my body look like? What is the healthiest way of life?

- Students will be able to give advice in German. This unit helps to develop practical skills: formal letter writing, dialogues at the doctor, practical advice, etc.

In the city/ In townWhat´s the best way to ....?

- Students are able to ask the way to a destination, to give directions and speak about places worth seeing in a town/ city. (The topic has a practical emphasis.)

Fashion and shoppingHow can I help you? What do you think? Does it suit me?

- Being a customer in Germany – dialogues, problem solving.... . Students learn to describe the goods they wish to buy and to explain any problems they have with goods they have bought.

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Year 9

My personal storyWhat happened in the past?

- Students talk about reasons and preferences, and describe a story in the past. The main focus is on family and relationships within a family and the way of life.

Coffee or tea?Is it German, Austrian, Swiss or Slovak? What is typical German food?

- Students learn to discuss the impact of our past and traditions on our eating habits.

Life-long learningHow to keep a balance in my life

- Students develop an awareness of the importance of balanced living. They talk about sport and fitness and the good use of one’s free time.

Presents and celebrations- Family celebrations in Germany.

Assessment


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이 과정은 5학년 2학기부터 중학교 2학년 1학기의 국어과 교육과정에 따라 운영된다. 한국 교육과정에서 영국 교육과정으로 옮겨와 학습하게 되는 경우 혹은 그 반대의 경우에도 학생들이 교육과정 간 간극이나 공백 없이 모국어 학습을 꾸준히 지속시킬 수 있도록 한국 학기 순서에 따라 수업이 진행된다.

Aims and Objectives학생들은 일상생활과 학습에 필요한 통합적인 국어 능력을 갖추고 상대의 의도를 고려하여 상호 작용하며 국어 생활에 대한 관심을 다양한 국어 문화의 세계로 넓혀 간다. 여러 상황에 적합하게 효과적으로 의사소통하고, 여러 유형의 글을 비판적으로 읽으며, 표현 효과를 고려하면서 글을 쓴다. 어휘 능력을 확장하고 국어 문법의 주요 내용을 종합적으로 이해하며, 문학 작품을 다양하면서도 주체적인 관점으로 해석한다.

l 듣기, 말하기: 개인적, 공식적 상황에서 이루어지는 다양한 듣기, 말하기에 대한 지식과 기능을 갖추고, 상황에 대한 종합적 안목을 바탕으로 듣기, 말하기에 적극적으로 참여한다.

l 읽기: 다양한 유형의 글을 읽기 목적과 상황에 따라 적절한 읽기 전략을 사용하여 비판적으로 읽고, 능동적으로 글을 읽는 태도를 지닌다.

l 쓰기: 쓰기의 본질과 특성에 대한 이해를 바탕으로 맥락과 목적과 독자를 고려하여 적절하고 효과적으로 글을 쓰고, 쓰기의 윤리를 지켜 책임감 있는 태도로 글을 쓴다.

Course Content

Year 7

5학년 2학기 1. 상상의 표현 - 사건 사이의 관계가 잘 드러나게 이야기를 꾸며 쓸 수 있다.

- 인상적인 부분의 효과를 생각하며 시나 이야기를 읽을 수 있다.

2. 사건의 기록 - 알릴 만한 가치가 있는 사건을 정하여 기사문을 쓸 수 있다.

- 시간의 흐름, 사건의 원인과 결과를 생각하며 글을 읽을 수 있다.

3. 의견과 주장 - 적절한 근거를 들어가며 토론할 수 있다.

- 광고의 의도를 파악하고 광고의 신뢰성을 평가할 수 있다.

4. 나눔의 기쁨 - 상대방의 마음을 헤아리며 사과하는 글을 쓸 수 있다.

- 서평이 우리에게 주는 도움을 알고 서평을 활용하는 태도를 기를 수 있다.

5. 우리가 사는 세상 - 여러 가지 상황에 알맞는 방법으로 발표할 수 있다.

- 당시의 현실과 인물의 성격이 사건 전개에 미치는 영향을 파악하며 글을 읽을 수 있다.

6. 깊은 생각 바른 판단 - 적절한 근거를 들어 주장하는 글을 쓸 수 있다.

- 인물의 삶과 시대 상황의 관계를 살펴보고 인물의 가치관을 알 수 있다.

Korean

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6학년 1학기

1.상상의 세계

- 드라마에 이어질 내용을 예측하는 방법을 알아보고 사건의 전개 과정을 생각하며 이어질 내용을 예측할 수 있다.

- 갈래의 특성을 생각하며 문학 작품을 읽을 수 있다.

2. 정보와 이해 - 여러가지 매체에서 조사한 내용을 분류하여 요약하는 글을 쓸 수 있다.

- 글쓴이의 관점을 파악하며 글을 읽을 수 있다.

3. 다양한 주장 - 토의 절차와 방법을 알아보고 학습 상황에서 토의할 만한 주제를 정하여 토의할 수 있다.

- 주장에 대한 근거의 적절성을 생각하며 글을 읽을 수 있다.

4. 나누는 즐거움 - 비공식적인 상황과 공식적인 상황에서 인사말을 하는 방법을 알아보고 상황과 사회적 관계에 따라 적절한 인사말을 할 수 있다.

- 글쓴이가 추구하는 가치를 파악하며 참여하는 글을 읽을 수 있다.

5. 사실과 관점 - 뉴스에서 관점을 찾는 방법을 알아보고 관점이 잘 드러나게 뉴스 기사를 만들 수 있다.

- 글쓴이의 의도나 목적을 파악하며 글을 읽을 수 있다.

6. 타당한 근거 - 내가 가장 관심을 가지고 있는 문제에 대하여 해결 방법이 드러나게 연설문을 써 보고 여러 사람 앞에서 내 생각을 뚜렷이 말 할 수 있다.

- 이어주는 말의 쓰임새를 생각하며 주장하는 글을 읽고 주장과 근거의 연결 관계를 파악할 수 있다.

7. 문학의 향기 - 시, 이야기, 희곡의 차이점을 알아보고 갈래를 바꾸어 쓸 수 있다.

- 비유적 표현의 특성과 효과를 생각하며 문학 작품을 읽을 수 있다.

8. 함께하는 마음 - 상대를 배려하여 말하는 방법을 알아보고 공손히 말할 수 있다.

- 웃음을 주는 글의 표현 특성을 알 수 있다.

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Year 8

6학년 2학기 1. 문학과 삶 - 여정, 견문, 감상이 드러나게 기행문을 쓸 수 있다.

- 인물 사이의 갈등을 파악하며 문학 작품을 읽을 수 있다.

2. 정보의 해석 - 면담의 절차와 방법을 알고 면담을 할 수 있다.

- 글쓴이의 관점과 내 생각을 비교하며 글을 읽을 수 있다.

3. 문제와 해결 - 뉴스의 사회적 기능을 알아보고 취재 계획을 세워 뉴스를 만들 수 있다.

- 글쓴이의 생각과 글쓴이가 추구하는 가치가 무엇인지 파악하며 깊이 있게 글을 읽을 수 있다.

4. 마음의 울림 - 축하하는 글의 특성과 짜임을 알아보고 읽는 이의 마음을 고려하여 축하하는 글을 쓸 수 있다.

- 글을 읽고 웃음을 주는 상황을 상상할 수 있다.

5. 언어의 세계 - 적절한 호응 관계가 필요한 까닭과 호응 관계의 종류를 알아보고, 호응 관계를 생각하여 분류의 방법으로 글을 쓸 수 있다.

- 한글에 대하여 설명하는 글을 읽고 글쓴이의 의도나 목적을 파악할 수 있다.

6. 생각과 논리 - 선거 유세를 듣고 주장하는 말의 적절성을 판단할 수 있다.

- 주장과 근거를 펴는 글쓴이의 상황을 생각하며 논설문을 읽고 내 생각을 말할 수 있다.

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국어 1 1. 문학의 아름다움

(1) 새로운 길(윤동주)

(2) 엄마 걱정(기형도)

(3) 동물들은 모두가 서정시인

(최재천)

- 비유, 운율, 상징 등의 표현 방식을 바탕으로 작품을 이해하고 표현한다.

- 자신의 삶과 경험을 바탕으로 독자에게 감동이나 즐거움을 주는 글을 쓴다.

2. 소개와 이해

(1) 내 친구를 소개합니다

(2) 음식의 팔방미인, 소금(김정훈)

- 인물이나 관심사를 다양한 방법으로 소개하거나 설명한다.

- 읽기 목적에 따라 적절한 방법으로 글의 내용을 요약한다.

3. 언어의 세계

(1) 언어의 본질과 기능

(2) 어떻게 듣고 말할까

- 언어의 본질과 기능을 이해한다.

- 듣기와 말하기의 소통과정을 이해하고 효율적인 듣기와 말하기 계획을 세운다.

4. 갈등과 대화

(1) 하늘은 맑건만(현덕)

(2) 괜찮아(장영희)

- 갈등의 진행과 해결 과정을 파악하며 작품을 이해한다.

- 대화의 상황과 맥락을 이해하고 상대의 이야기에 공감하며 듣고 말한다.

5. 우리말의 품사

(1) 품사의 분류

(2) 품사의 특성

- 품사의 개념과 특성을 이해하고 단어를 적절하게 사용한다.

6. 효과적인 설명

(1) 천년을 가는 한지의 비밀(김형자)

(2) 적절한 설명 방법으로 글쓰기

- 설명 방식을 파악하며 설명하는 글을 읽는다.

- 설명하고자 하는 대상이나 개념에 맞게 적절한 설명 방법을 사용하여 독자가 이해하기 쉽게 글을 쓴다.

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Year 9

국어 2 1. 문학의 아름다움(1) 맨발(2) 산은 옛 산이로되(3) 달리는 차은

- 비유, 운율, 상징 등의 표현 방법을 바탕으로 작품을 이해할 수 있다.- 비유, 운율, 상징 등의 표현 방법을 사용하여 사지의 생각과 감정을 표현할 수 있다. - 갈등의 진행과 해결 과정을 파악하며 작품을 이해할 수 있다.

2. 재미있는 우리말(1) 말소리와 발음(2) 단어의 짜임

- 국어의 음운 체계를 이해하고 국어 생활에 활용할 수 있다.- 단어의 짜임을 알아보고 새말이 만들어지는 원리를 이해할 수 있다.

3. 능동적인 읽기와 쓰기(1) 셈 치고(이어령)(2) 능동적인 글쓰기

- 지식의 결험, 글의 정보, 읽기 맥락을 토대로 글의 내용을 예측하며 읽을 수 있다. -주제, 목적, 독자를 고려하여 쓰기 과정을 계획하고 점검하고 조정할 수 있다.

4. 문학의 관점(1) 내 생애 처음으로 다가올 새날(헬렌 켈러)(2)홍길동전(허균)

- 자신의 삶과 경험을 바탕으로 하여 독자에게 감동이나 즐거움을 주는 글을 쓸 수 있다.- 주체적 관점에서 작품을 평가할 수 있다.

5. 자료 읽기와 토의(1) 나눔과 봉사를 실천하는 코이카(2) 마무리 행사, 어떻게 할까

- 자료의 효과와 적절성을 평가하며 글이나 매체 자료를 읽을 수 있다.- 주변에서 일어나는 문제에 대해 의견을 조정하며 토의할 수 있다.

국어 3 1. 세상을 보는 눈(1) 해바라기씨(정지용)(2) 내가 그린 이말라야시다 그림(성석제)

- 작품의 세계가 누구의 눈을 통해 전달되는 파악하며 작품을 수용할 수 있다. - 시적 화자나 서술자가 달라지면 작품의 분위기와 내용이 달라진다는 점을 파악할 수 있다.

2. 주장과 설득(1) 도시에서 농사를 짓자(하성규)(2) 기예론 소금(정약용)(3)세상의 모든 어버이들에게

- 논증 방식을 파악하며 주장하는 글을 읽을 수 있다.- 학교나 지역 사회에서 일어난 일에 대해 문제 해결 방안이나 요구 사랑을 담은 글을 쓸 수 있다.

3. 우리말의 문장(1) 문장의 성분(2) 문장의 유형(3) 문장의 확대

- 문장 성분의 종류와 특징을 이해할 수 있다.- 문장의 유형에 따른 표현 효과를 알 수 있다.- 다양한 방식으로 구성된 문장들을 표현 의도와 연관 지어 분석할 수 있다.

4. 능동적인 읽기(1) 나룻배와 행인(한용운)(2) 오아시스 세탁소 습격 사건(김정숙)(3) 보이지 않는 돈, 보이지 않는 경제

(엘빈 토플러)

- 다양한 관점과 방법으로 작품을 해석할 수 있다.- 글의 내용을 바탕으로 질문을 하며 글을 읽을 수 있다.

5. 우리말의 어휘(1) 어휘의 다양한 유형(2) 어휘의 의미 관계

- 우리말의 어휘를 다양한 기준에 따라 나눌 수 있다.- 단어들이 맺는 다양한 의미 관계를 파악할 수 있다.

6. 효과적인 표현(1) 보리(한흑구)(2) 목적과 상대를 고려하여 대화하기

- 글의 표현 방식을 파악하고 표현의 효과를 평가할 수 있다. - 목적과 상대에 따라 말하기 방식의 차이를 고려하며 대화를 나눌 수 있다.

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Assessment

각 단원별 학습목표와 성취기준에 따라 정확한 평가 결과 산출을 위해 수행 평가, 형성 평가 및 총괄 평가 방식이 병행 적용되며 성취도 측정은 각 언어 기능별로도 이루어 질 수 있다.

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Year 7

Grammar

• Speech, parts of speech and sentence elements

• Spelling i/y, double consonants

• Declination of nouns, adjectives, verbs

• Synonyms, homonyms, antonyms

• Phonetics; prosodic features of speech (intensity, time, intonation)

• Nouns; concrete and abstract, proper and general, as sentence elements

• Adjectives; grading (all ways), ungradable

• Derivation; prefixes, suffixes

• Compounding, contracting, blending

• Working with a dictionary

• Pronouns; spelling, division (personal, objective, demonstrative, interrogative, rela-tive, quantifying), in sentences

• Numerals; types of numerals (cardinal, ordinal, generic, multiplicative, indefinite numerals, gender, case, number (singular/plural), declination of numerals)

• Verb form, in sentences

• Adverbs; spelling, ways of forming, grading, in sentences

• Prepositions, conjunctions, interjections

• Syntax; sentence elements, relations of words in sentences, diagram of sentence.

Literature

• Ballads; Išli hudci horou, Jeden otec dobrý, Botto, P. O. Hviezdoslav• Fables; Záborský, Ezop, Naborowski, Krylov, Petiška, Krasicky, Janovic• The main idea and content of a poem; Štúr, Navrátil, Smrek, Haľamová, Hevier• Pop songs for teenagers; Nagy, Filan, Hevier• Types of rhyme; abab, aabb, abcb, abba.

Prose• Legend, historical story; Hronský, Ďuríčková, Žáry, Omanová, Jaroš

Slovak

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• Science fiction; Verne, Žarnay, Kotzwinkle• Stories from children’s lives; Rázus, Twain, Glocko, Ďuríčková, North, Brezina,

Stoličný, Blažková• Stories from animal’s lives; Kipling, London, Moric, Kováč• Detective stories; Nienacki, Arthur, Mlčochová, Kästner• Non-fiction literature; Trochová, Dvořák, Jelínková, Zúbek, Švihran• Drama, movies, TV plays, radio plays.

Year 8Grammar

Phonetics• Punctuation; comma in multiple members of a sentence• Intonation• Rhythmical rule in Slovak• Standard Slovak

Lexicology• Vocabulary (old and new words)• Word formation; derivation of words, suffixes• Work with language dictionaries

Morphology• Declination of animal nouns, gender• Pronouns; indefinite and negative pronouns• Numerals; cardinal, ordinal, generic, multiplicative, indefinite numerals, gender,

case, number (singular/plural), declination of numerals• Verbs• Voice (active/passive)• Prepositions, conjugations, interjections

Syntax (one-element and two-element sentences)• Parts of a sentence; diagram of sentence• Object expressed by a numeral• Subordinate elements• Apposition• Sentence; types of sentence modality, types of complexity of sentences• Compound and complex sentences; types of compound sentences.

LiteraturePoetry

• The main idea and content of a poem• Smrek, Mihálik, Lenko, Žáry, Kostra - epic poems, Samo Chalupka: Branko• Pop songs for teenagers (Filan, Peteraj, Urban)• Types of rhyme; abab, aabb, abcb, abba

Prose• Adventure novels and adventure stories, e.g. Ernest Hemingway, The Old Man and

the Sea

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• Girl’s novels, e.g. Anne of Green Gables, The Only One, White Ribbon in Your Hair• Biographic novels (Zúbek, Barátová)• Detective stories, e.g. Agatha Christie• Stories from children’s lives (Slovak realists; Martin Kukučín, Tajovský, Hronský)• Non-fiction literature; facts about Aesop, May, Zúbek, Ondrejov

Drama• Movies, TV plays, Radio plays.

Year 9

Grammar• Spelling – Ovládame pravopis• Punctuation, use of capital letters – Správne píšeme veľké písmená a interpunkčné

znamienka• Lexicology – Vyznáme sa v slovnej zásobe• Nouns – Určujeme a ohýbame podstatné mená• Adjectives – Určujeme a ohýbame prídavné mená• Numeracy – Píšeme, ohýbame a triedime číslovky• Verbs – Triedime, určujeme a ohýbame slovesá• Prepositions, conjugations and interjections – Triedime a určujeme neohybné slovné

druhy• Flexible forms of foreign nouns – Ohýbame pôvodom cudzie podstatné mená• Adoptions and use of foreign language words into Slovak – Medzinárodný rýchlik slov.

Písanie slov z dovozu • Flexible forms of adjectives – Ohýbame a používame prídavné mená• Flexible forms of pronouns – Ohýbame a používame zámená• Numerals – Ohýbame a používame číslovky• Basic forms of verbs – Je neurčitý iba neurčitok?• Inflexible forms of speech – Tri pohľady na ohybné slovné druhy. Prihláška do života.

Otestuj svoje vedomosti• Adverbs of manner, time, place, number and quantity – Neohybné slovné druhy.

Príslovky• Pozývame vás na stretnutie• Particle of language – Čertice častice• Sú neohybné slová bez významu bezvýznamné?• Inflexible parts of speech – Tri pohľady na neohybné slovné druhy• Formal language/speech – Začíname a končíme príhovor• Príležitosť na slávnostný prejav• Analysis of parts of speech – Robíme komplexný slovnodruhový rozbor• Otestuj svoje vedomosti• Analysis of full and part meaning of words – Plnovýznamové slová vo vete• Neplnovýznamové slová vo vete• Parts of sentences – Určujeme vetné členy a sklady. Skladáme slová do viet a súvetí• Element and member of the sentence (basic, main, secondary and subordinate) – Urču-

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jeme vetné členy a sklady• How to form formal sentences – Otestuj svoje vedomosti• How to form simple sentences – Jednoduchá veta• Subordinate clause – Vyjadrujeme vetné členy vetou• Paragraph construction – Priraďujeme vety do súvetia• Complex word order in sentences – Vety otočené hore nohami• Complex analysis of syntax, conjugation and derivation – Robíme komplexný vetný roz-

bor• Word formation, derivation of words and suffixes – Cudzie prípony a predpony• Hyperbole – Kde bola hyperbola?• Vocabulary (old and new words) – Život slova v cudzine• Synonym – Hovoríme o tom istom• Autobiographical language – Životný autoportrét • Work with dictionaries – Listujeme v slovníkoch • Work with language dictionaries – Cudzie slová v slovníku• Apostrophe – Apostrof-háčik na skracovanie• Giving instructions and opinions – Vyjadrujeme svoj názor• Discussion – Ja mám na to iný názor!• Polemic – Obraňujeme svoj názor• Abbreviations – Vyjadrujeme sa v skratke• Descriptive language – Obrazy maľované slovom• Emotive language – Opisujeme s citom• Word formations – Nerozlučné priateľstvo slov• Use of formal scientific speech – Hráme sa na vedeckú konferenciu• The use of language to educate – Postupujeme výkladovým slohovým postupom • Narrative language – Ja rozprávam, on rozpráva• Repetive drills – Opakovanie.

Reading• Romantic Poetry – Ľúbostná poézia• Pieseň piesní• Dobrú noc, má milá• Červené jabĺčko• Sivé oči, sivé jako tá mrákava• Slávy dcera• Rozlúčenie• Moja pieseň• Marína• Kukučka• Už je pozde• Nepoviem• Básnik a žena• Neprosím o lásku• Spev o láske

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• Slová na nápev morských vĺn• Popular Songs – Populárna pieseň• Modrá ruža• Rodný môj kraj• Jesenná láska• Zápalky• Aforizmus• Zo života mladých ľudí• Púť lásky• Tri gaštanové kone• Môj skvelý brat Robinson• Normálny cvok• Ema a ja• Chudobní• Science Fiction/Adventure Novels – Dobrodružný a vedecko-fantastický román• Väznenie, vyslobodenie a putovanie Jána Simonidesa a jeho druha Tobiáša Masníka• Na ten obraz nikdy nezabudnem• Kolónia Lambda Pí• Denník• Osudy a cesty grófa Mórica Augusta Beňovského • Moje deti• Tajný denník Adriana Molla• Paródia• Raňajší vzdych k božskému Bakchovi• O Ganéšovi• Vyznáte sa v tlačenici? (Úvod do šťukológie)• Môj rodný cintorín• Factual Literature – Literatúra faktu• Zvolenská stolica• Konštantín a Metod• Slová, slová, slová...• Slová z hlbín dávnych vekov• Ako divé husi• Musicals – Muzikál• Na skle maľované• Cyrano z predmestia.

Dramatic Production Techniques• Film• Televízia• Video• Počítačová hra

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Authors’ Lives• Galéria spisovateľov• Opakovanie.

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The syllabus offers students an insight into the culture of Spanish-speaking countries. It encourages a positive attitude towards learning a foreign language by teaching through topics and interactive activities.

The emphasis is on developing the ability to communicate effectively in practical situations in all countries where Spanish is spoken. The four linked skills of Listening, Speaking, Reading and Writing are developed step by step throughout the course.

Aims and Objectives


Listening



Reading



Speaking

In speaking, progress is characterised by:• improved pronunciation and intonation• increased speed and fluency of response• increased readiness and ability to use the target language routinely in the classroom• greater confidence when dealing with unpredictable elements• increased ability to vary language, using a range of structures and vocabulary in different topics areas• greater understanding and correct application of language rules• increased readiness to use complex language when appropriate

Writing:



Spanish

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Course Content

Year 7

Know your peers

How to greet someone according to the time of day. Asking someone his or her name, age, where he or she is from.

- Students will learn to introduce themselves and their friends and family members using correct conjugation of verbs and proper personal pronouns.

Describe your school

What do I study at my school? What are my favourite subjects? What marks do I get? - Students will learn how to express which subjects they like/dislike.

Present your family

How to introduce myself and my family members.- Students will learn to introduce someone else. They will learn how to describe their family

members (age, name, hobbies, profession, etc.). They will study how to talk about their favourite activities outside school.

Talk about your habits

How to express time, using the correct prepositions (a, de, por) and students will learn a few irregular verbs in Spanish.

- They will talk about their daily routine and how to talk about healthy living.

Moving about in the city

Students will learn new vocabulary (‘my city, my room‘). They will learn new adverbs, they will know how to ask for directions and to guide someone through the city/town.

- They will study how to write a personal letter.

Assessment


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Staff Details

Name Role EmailSenior Leadership Team

Matthew Farthing Principal [email protected] Eastwood Head of Secondary [email protected] Cox Deputy Head of Secondary [email protected] Stage 3 EmailAdriana Pallová Head of Key Stage Three [email protected] Tutor rooms Email7P Dulcie Price Secondary Music Room [email protected] Melanie Radoja Art Room [email protected] Bea Romhanyi ICT Room 1 [email protected] Jayne Freeman Chemistry Lab [email protected] Justine Young Room 7 [email protected] Sheeba Thomas Room 18 [email protected] Lindsay Conway Room 15 [email protected] Allison Plant Room 17 [email protected] Jo Harvey- Wilcox Room 6 [email protected] Evans CAS & Enrichment Coordinator [email protected]

English Role EmailJustine Young Head of English [email protected] Harvey-Wilcox English [email protected] Young English [email protected] Freeman EAL [email protected] Pheby EAL [email protected] Mably English [email protected] and ICT Role EmailDulcie Price Music [email protected]ška Hatinová Music [email protected] Radoja Art [email protected]áta Romhányi Art/ICT [email protected] Role EmailPhilippa Williams Head of Geography [email protected] Darwell Geography [email protected]ňa Oravcová Geography, Life Skills, PE [email protected]

mailto:[email protected]


























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Lindsay Conway History, Geography, Life Skills [email protected] Keys Head of History [email protected] Languages Role EmailGareth Pugh Head of World Languages, German [email protected] Cho Korean [email protected] Križan Slovak [email protected] Dvorecká Spanish, Slovak [email protected] Hlavinková Slovak [email protected] Hozáková German [email protected] Louis French [email protected] Berent-Young French [email protected] Freeman German [email protected] Role EmailRobert Euell Head of Mathematics [email protected]. Allison Plant Mathematics [email protected] Warmington Mathematics [email protected] MacRury Mathematics [email protected] Thomas Mathematics [email protected] Role EmailKevin Troy Head of Science ,Physics [email protected] Thomas Chemistry [email protected] Frontczak Chemistry [email protected] England Physics [email protected] Kellner Biology [email protected] Burnley Biology [email protected] Pallová Biology [email protected] Eastwood Biology,Life Skills [email protected] Education Role EmailTristan Cook Director of Sport [email protected] Evans PE [email protected]ňa Oravcová Geography, Life Skills, PE [email protected] Kollarova PE [email protected] Support Role EmailJayne Freeman EAL [email protected] Mably Learning Support Needs [email protected]































Contact us

The British International School, Bratislava

Site 1 (Early Years)J. V. Dolinského 1841 02 Bratislava, Slovakia

Email: [email protected]

Site 2 (Primary & Secondary school)Pekníkova 6 841 02 Bratislava, Slovakia

Email:[email protected]

School Websitewww.bis.sk

General Enquiries00 421 2 6930 7081 (2)

THE BRITISH INTERNATIONAL SCHOOL Bratislava A NORD ANGLIA EDUCATION SCHOOL

key stage 3 - nord anglia education...the english system divides your child’s time at school into...

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