Apply
phonic/spelling, grammatical and contextual
knowledge in reading unfamiliar words.
Make
use of known spellings and spelling patterns in
all writing.
Match
spelling to meaning when words sound the same
(e.g. to/two/too, right/write ) (homophones).
Extend earlier work on prefixes and suffixes.
Build
words from other words with similar meanings
(e.g. medical, medicine- word families).
Check
and correct spellings and identity words that need
to be learned.
Use
all the letters in sequence for alphabetical
ordering.
Use
more powerful verbs (e.g. “rushed” instead of
“went”).
Explore degrees of intensity in adjectives (e.g.
cold, tepid, warm, hot).
Reading
grammar and punctuation pupils should:
-
Re-read own writing to check punctuation and
grammatical sense.
Investigate past, present and future tenses of
verbs.
Identify adverbs.
Learn
to use the apostrophe to show possession.
Use
connectives to structure an argument (e.g. if,
although).
Identify all the punctuation marks.
Investigate the grammar of different sentences,
statements, questions and orders.
Regarding
reading pupils should:
-
Extend the range of reading.
Read
further stories or poems by a favorite writer, and
compare them.
Reading aloud.
Investigate how settings and characters are built
up from details.
Understand the main stages in a story from
introduction to resolution.
For stage
5 pupils should:
-
Use
effective strategies for learning new spellings
and mis-spelt words.
Investigate spelling patterns for
pluralisation.
Investigate the meaning and spelling of common
prefixes.
Identify word roots and derivations to support
spelling (e.g. their/theirs, my/mine).
Use
dictionaries efficiently and investigate shades of
meaning.
Use a
thesaurus to extend vocabulary and the choice of
words.
Regarding
stage 6
pupils should
develop knowledge of word roots, prefixes and
suffixes to support spelling. Moreover students
should explore proverbs, sayings and figurative
expressions. Grammar and punctuation require the
use of active and passive verbs within sentences
as well as secure accuracy in using apostrophes,
commas, dashes and brackets. Writing should
consist of skills of writing biography and
autobiography in role. Pupils should be able to
summaries a passage, chapter or text in a given
number of words.
Students
in years 7 and 8
are
encouraged to listen attentively and to talk about
their experiences using appropriate vocabulary in
relation to their ape and development. Pupils
listen and respond to stories, poems and create
their own stories.
Moreover
students should be able to speak with a variety of
vocabulary and expression and be able to discuss
their ideas of others with an understanding of
their point of view. They should understand a wide
range of texts and be able to give a personal
response to a literary text and be able to draw
and summarize information from a variety of
sources.
They should
write imaginatively and convey meaning to a
variety of different audiences. Spelling of all
words should generally be accurate and punctuation
used correctly.
While there is
an emphasis on acquiring the basic and essential
skills of literacy and numeracy, the curriculum
includes the sciences, the humanities (geography),
the creative arts (music, art) and physical and
social skills. Information Technology (computer
skills) is taught across the whole curriculum.
Mathematics
Students are
encouraged to think for themselves and develop
their own strategies for working out problems. A
variety of materials and resources is available to
introduce and use mathematical concepts as well as
to solve mathematical problems.
Students should
be able to search for a solution using their own
ideas, use addition, subtraction, multiplication
and division to solve problems. They should know
their tables to 10 and be able to manipulate
decimals to two decimal figures. They should be
able to divide and multiply numbers by 10 or 100.
They should
understand symmetry and be able to measure
reliably. They should be able to make three
dimensional shapes and draw two dimensional
shapes. They should collect data and use diagrams.
They should be able to draw a simple line graph.
Years 7 and 8
should be able to multiply and divide numbers by
10, 100 or 1000. They should be able to use
negative numbers and calculate percentage or
fractional parts of whole numbers. They should
understand the properties of angles and measure
them to the nearest degree, interpret a variety of
graphs and understand probability.
Science
Our scheme of
work, while clearly defining the scope of
knowledge and understanding required of students,
places a heavy emphasis upon the development of
investigative skills. Students are encourages to
ask questions of the world around them and then to
develop the investigative skills that will help
them undertake scientific inquiries.
Physics,
Chemistry and Biology are introduces in grades
7 and 8 and students are encouraged to become
scientists and develop their own methods of
investigation in the context of developing a
knowledge base that is broad and comprehensive.
The curriculum is based on a variety of Cambridge
books such as Core Physics- Cambridge
University Press and Core Chemistry
by John Mills-Cambridge University Press
as well as Life and Earth Science
intended to be used in Biology.
Humanities
Geography is taught through a variety of themes and topics.
While our work is based on the English Framework,
we place a heavy emphasis on understanding
ourselves in our international setting and in the
context of our host country, Romania.
Other
Languages
Romanian is
taught as part of the curriculum. For some
students this is taught as a first language and we
seek to develop their reading and writing skills
so that they are on the same level as their
reading and writing skills so that they are on the
same level as their counterparts in Romanian
schools. We therefore follow the Romanian
National Curriculum with these
students. Arabic and Turkish are also
taught as first languages to the students
belonging to Turkey and other Arab combines
following the curricula characteristic of their
countries.
French is
taught as a foreign language in year 3 and above.
Information and Communications Technology
ICT is an
integral part of the whole curriculum and many of
the learning activities are cross curricular –
they are incorporated into work in other subject
areas as appropriate. Teaching and learning
focuses on finding things out, developing ideas
and making things happen, exchanging and sharing
information and reviewing, modifying and
evaluating work as it progresses.
Whilst ICT
includes the use of all electronic media (tape
players, video cameras) the most obvious area is
that of computing .Great care is taken to ensure
students use the Internet safely while, at
the same time, enabling them to explore this vast
and valuable resource. Students also use the Internet
as means of communication through e-mail.
Art and
Design
Teaching and
learning in art and design focuses on exploring
and developing ideas. Students are encouraged to
develop art and craft designs in response to real
life situations, to evaluate and develop their
work and to form opinions about their work and
that of others critically and constructively.
Alongside this we seek to develop student’s
skills, knowledge and understanding in the context
of the history of art and in the function of
design.
Students are
introduced to a variety of tools and materials to
express their creativity through painting,
collage, and printmaking.
Music
The focus of
teaching and learning in music is in controlling
sounds through singing and playing instruments
(performing skills); creating and developing
musical ideas.
Physical
Education
Trough our
Physical Educational programme
we develop the physical abilities and motor skills
of our students. Activities include ball games,
gymnastics, basketball, table tennis and other
outdoor activities. While the emphasis is on
developing skills we are also looking to promote a
sense of what it means to keep fit and to develop
the skills of team work and co-operation.
A variety of
equipment is available to develop mobility,
co-ordination and awareness of space.
Civics
Through this
programme pupils are
encouraged to develop self-confidence and
self-respect. They learn through activities and
practical examples to express their own feelings
and to respect the feelings and beliefs of others.
Pupils are encouraged to take part in the life of
the school, sharing and co-operating with other
students and adults.
